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 i1ICnQI16716; Wed, 18 Feb 2004 07:49:26 -0500 (EST) Date: Wed, 18 Feb 2004 07:49:26 -0500 (EST) Message-Id: <40387780@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:1049] regional and state 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: 2372 Lines: 57 Colleagues: I noticed Varshna asked several PD-related questions last week, but in all of the excitement and email traffic, some of us may not have seen this post. I will recap a few of her questions as I understand them, though you should reference them in her own words, below. Addressing needs 1) How do states address the diverse professional development needs of teachers(AE, ESOL, Supervision/Administration, technology, LD, etc)? Selecting trainers 2) How do state & regional professional development providers select trainers? What are the standards for professionalism? What are the qualities you look for in a trainer? Integrating research 3) What are reasonably acceptable definitions of "scientifically-based" and "research-based" teaching methods, approaches, strategies, and techniques that make it into the PD sessions (and thus into the classroom)? Please see Varshna's email below. Any takers? Thanks! Jackie I would like to see a pragmatic discussion of state plans on addressing PD; in Texas, there will be 7 regional centers for PD in adult education. One item I have noted, however, is that the PD centers may not be explicitly responsible for developing curricula and "train the trainer" sessions. Each center also carries a tremendous load in that they not only address ABE and ESL PD training but also training for administrative/management issues, technology, learning disabilities, adult educ. teacher credentialing, and whatever else was promised in the grant application. How is that handled in other states? Are trainers contracted directly, and are they responsible for and compensated for the training topics they develop and present? Who has oversight for the quality of PD sessions? What are reasonably acceptable definitions of "scientifically-based" and "research-based" teaching methods, approaches, strategies, and techniques that make it into the PD sessions (and thus into the classroom)? I am also a member of TexTESOL III, and I am concerned about developing our "local capacity" for PD. I'd like to know how states select the folks going out to do training. Are there other states that are "grooming" the next generation of trainers? Is there an application process? Criteria for being accepted? A curriculum for the "train the trainer" sessions? Standards for professionalism? Thanks, Varshna N. Jackson
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