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 iANEEtQ25526; Tue, 23 Nov 2004 09:14:55 -0500 (EST) Date: Tue, 23 Nov 2004 09:14:55 -0500 (EST) Message-Id: <011201c4d166$31f362c0$0201a8c0@zorkani1> 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: "Barbara Tondre" <btondre@earthlink.net> To: Multiple recipients of list <nifl-aalpd@literacy.nifl.gov> Subject: [NIFL-AALPD:1757] Re: models for classroom observation X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Outlook Express 6.00.2800.1437 Content-Transfer-Encoding: 7bit Content-Type: text/plain; Status: O Content-Length: 756 Lines: 13 Jackie et al, I am currently engaged in providing "sustained professional development" to a small group of adult ed ESOL instructors. They participated in a full day workshop in October, and then were asked to draft an action plan for incorporating some of what they learned into their instructional delivery. We are now refining the action plans via email, which will be followed up by site visit and class observation, and we'll be developing a process for offering feedback to instructors as we go. I would really like to hear what others are doing and if anyone's come up with a substantive template for classroom observation. I have used some great tools from CASAS in the past, and may adapt again for this situation. Barbara Tondre, Austin, TX
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