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 i5329h914898; Wed, 2 Jun 2004 22:09:53 -0400 (EDT) Date: Wed, 2 Jun 2004 22:09:53 -0400 (EDT) Message-Id: <40CB6708@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:1460] Collaboration and change 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: 2046 Lines: 43 Hello everyone, Meta, Mary, and Nickie, I notice several things about what you shared that are in common, and leads me to another question. Of particular interest I note the ongoing support and/or sharing among colleagues through participation in professional development that influence change. Meta, you write, "During this period, teachers who integrated the change did so because they were not acting alone. They had support from colleagues in face-to-face meetings or via technology, following the Vygotskian perspective, which theorizes that learning occurs through social interaction." Mary, you shared that teachers "met together regularly to plan and implement what they were learning," and Nickie, you mentioned that even though course participants are not taking the courses as a local group you note they are "sharing quite a bit of their course knowledge with colleagues in their literacy programs" and implementing changes. I wonder, is there collaboration going on at the program level even though they are not taking the courses together? Renee Sherman asked that I share this question with the group, which I think speaks similarly to what all of you describe: QUESTION One of the factors in the NCSALL study that was determined as "somewhat important" in influencing teacher change was "coparticipation" in professional development (with teachers from the same program). The professional development literature suggests that, learning is more powerful when it is a collaborative activity, that is, with teachers learning together as they struggle with the same problems. In your experiences, how have you been able to foster collaboration in your professional development program? What models have you used? How has collaboration contributed to the level of teacher change? To add on to Renee's question: Teachers, how important do you find coparticipation in professional development to be as a factor for supporting change? I look forward to learning more from our experiences! Best, Jackie
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