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 i1P49GI12131; Tue, 24 Feb 2004 23:09:17 -0500 (EST) Date: Tue, 24 Feb 2004 23:09:17 -0500 (EST) Message-Id: <397E918AA64A9D4586C3B78A056618D333B474@srv-exch2k.bristol.mass.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: "Gabb, Sally S." <sgabb@bristol.mass.edu> To: Multiple recipients of list <nifl-aalpd@literacy.nifl.gov> Subject: [NIFL-AALPD:1137] RE: Pragmatic approaches to professional development X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit Content-Type: text/plain; Status: O Content-Length: 5643 Lines: 66 Hello all - (this post is a bit long, but combines information as well as comment - be prepared for a bit of a read...) as many of you know, Massachusetts has a 13 year old professional development system for ABE called SABES (System for adult Basic Education Support). We are currently enmeshed in our annual effort to develop our work plan for next year. SABES consists of 5 regional centers and a Central Resources Center. We work closely with NCSALL at Harvard, the national ABE REsearch to Practice center. SABES provides a combination of workshops, courses, technical assistance, guided mini-grants and study groups in each of our regions. We attempt to draw on existing capacity in the field as well as to build capacity among interested practitioners. We attempt to create a balance between 'field generated' interests for PD and initiatives that are developed at the state or national level. We recognize that our system could not exist without the historic field based advocacy that has grown our state ABE budget. We work closely with the state ABE professional organization MCAE and the state student leadership organization Mass AAL. Interested practitioners in other states should check out the SABES websit: www.SABES.org SABES is also promoting the new Massachusetts voluntary ABE teacher certification/licensure. Our licensure is a competency based system that can be met through a variety of means including coursework, experience, workshops, self study, etc. This is an attempt to 'professionalize' a field that is seldom recognized as a profession. We recognize that licensure is an option for only a portion of those in the field, and continue to promote ongoing professional development across the field and variety of practitioners, including those who are both full and part time. As we participate in this intensive 'workplan development dialogue' for SABES this week - I see that we are privileged to be part of an ongoing 'think tank' about adult basic education. It is this dynamic - the process of critical reflection and dialogue, that energizes us through the struggles. We recognize that there is no 'right' to adlut basic education in the US, as proven by our limited resources that result in long waiting lists and unserved potential learners. Our profession can not be separated from the struggles for social justice in our society. Professional development must include dialogue about the history and social context of adult education in US social history. To this end, I suggest that dialogue about Howard Zinn's 'People's History of the US' is not just for integration in classroom curriculum, but rather for analysis of our status as adult educators in the larger picture of education and social justice. Despite the impressive support for ABE in Massachusetts at present, we are no less fragile in the scheme of things. Sally Gabb Director SABES SE Regional Center Bristol Community college -----Original Message----- From: Barbara Tondre [mailto:btondre@earthlink.net] Sent: Mon 2/23/2004 12:49 PM To: Multiple recipients of list Cc: Subject: [NIFL-AALPD:1129] Pragmatic approaches to professional development Colleagues, perhaps we can take a look at what Tennessee does in terms of professional development for its adult education programs. The state contracts with the Center for Literacy Studies at the University of Tennessee/Knoxville for the provision of professional development activites, including on-line pd. A professional development catalogue is published, listing all PD events and activities - chronologically, alphabetically, and by track. In addition, FAQs are answered, and info about valuable websites, electronic discussion groups, and other resources are included; this organization is especially helpful to those new to adult education as well as those who like info at their finger tips. Naturally, changes to the directory are inevitable, but those are announced electronically via a number of listservs. Each PD event is outlined in the directory with a brief description, the intended audience, PD points to be earned, date/time/location, registration procedures, and contact information. What I am seeing via my work as a contractor with Tennessee is a commitment to multiple-phase PD in a continuum that enables practitioners to address varing levels of interest, commitment, and achievement. And yes, incentive awards are part of the equation! I'm sure Jackie can provide details for those interested. Here in Texas, we are just getting back on track with PD. As Varshna mentioned, 7 centers across the state have been awarded grants to deliver professional development and technical assistance to both program adminstrators and instructional staff. This is a monumental task in such a large state and will no doubt take some time to fully and successfully implement. Top that with state legislation requiring us to develop demand-driven workplace literacy and basic skills curricula to address the needs of the Texas workforce - particularly the limited English proficient workers - and we've got our work cut out for us. Texas is hoping to focus on several industry sectors. The Workplace Planning Conference held in Chicago last December showcased some programs just beginning to "blend" English language instruction and occupational skills training. Teacher preparation was barely mentioned yet critical. As we know, wishing things to happen, or even having funding for an initiative is no guarantee of success! PD is key. Barbara Tondre-El Zorkani
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