Return-Path: <nifl-aalpd@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id hALKiBm10328; Fri, 21 Nov 2003 15:44:11 -0500 (EST) Date: Fri, 21 Nov 2003 15:44:11 -0500 (EST) Message-Id: <3FF84D9A@webmail.utk.edu> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-aalpd@literacy.nifl.gov Originator: nifl-aalpd@literacy.nifl.gov Sender: nifl-aalpd@literacy.nifl.gov Precedence: bulk From: jataylor <jataylor@utk.edu> To: Multiple recipients of list <nifl-aalpd@literacy.nifl.gov> Subject: [NIFL-AALPD:826] supporting teachers thru PD X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Infinite Mobile Delivery (Hydra) SMTP v3.62.01 Content-Transfer-Encoding: 7bit Content-Type: text/plain; charset="ISO-8859-1" Status: O Content-Length: 3011 Lines: 73 Hello again Jean, Everyone, (This is in response to Jean's initial request on the 'teachers as leaders' thread, but the latter half has wider implications for future discussions.) I'm glad you asked, Jean, and thanks. I actually intended for my question to be broad, because I do not wish to limit our thinking by filtering these concerns through my lens of what I believe the roles of teachers as leaders are, or should be. But to answer your request for refinement, I think I can clarify what I meant by the following, hopefully w/o limiting things too much: "Further, what needs to happen on various levels to better support teachers as members of and leaders in the field of adult literacy?" Examples of what I mean by "various levels" can include (but is not limited to) change that we believe should happen related to professional development on local program, state, and national levels (or on any combination of the three) to better support teachers thru PD as leaders in the field of adult literacy. This can include (but again not limited to) professional development funding concerns and visions for PD-related policy change. I am more than happy to see us discuss policy as it relates to the purpose and goals of this list, and I do have one facilitative request. Out of respect for NIFL and recognition of their current situation, I ask that we not focus on critiques of current political agendas (at this time) or critiques of individuals or groups. Instead, in the spirit of our list purpose and goals I would like to see us focus on objectifying the "should be's" in PD and how we might build the bridges we need to get there. Discussion angles of that nature are related to any thread. PD-related policy discussions seem to be lacking as of late in this forum. After all, it is the third goal of this list: "To contribute the voice of the field in shaping policy initiatives." Thanks for asking, Jackie List Facilitator NIFL-AALPD >===== Original Message From nifl-aalpd@nifl.gov ===== >Your initial question is very broad. Can you refine it? The teacher as a >leader of what--students? colleagues? etc. If you are asking about >leadership in the broadest sense, then the answer most likely would lie in >research in psychology, not education. > >Jean Bodman >Union County College >bodman@ucc.edu >Work: 908-965-6096 >Home: 609-695-6567 > > >-----Original Message----- >From: jataylor [mailto:jataylor@utk.edu] >Sent: Wednesday, November 19, 2003 12:49 PM >To: Multiple recipients of list >Subject: [NIFL-AALPD:812] teachers as leaders? > > >Hello everyone, >What makes a teacher leader? What are the qualities/actions of a teacher >leader, and what are the different roles of teachers as leaders? What is >already happening on local program and state levels that supports teacher >leadership? > >Further, what needs to happen on various levels to better support teachers >as >members of and leaders in the field of adult literacy? > >Thanks, >Jackie
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