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 iAOEKTQ06204; Wed, 24 Nov 2004 09:20:29 -0500 (EST) Date: Wed, 24 Nov 2004 09:20:29 -0500 (EST) Message-Id: <41BD28C8@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:1768] Re: models for classroom observation 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: 1962 Lines: 36 Hello Barbara, All, Wow - lots of great ideas! Thanks, all for sharing. I will definitely explore all of these resources, from research-based to practitioner-preferred. Judith, the demonstration classes in Des Plaines sounds exciting! I hope you will keep us posted as to what your resource center learns from using this model. Barbara, I echo several of David's questions. I'm wondering, are the teachers participating in this professional development close to full-time, or do they teach, say 4-6 hours/week? Also, you mentioned they are a small group. Were they the only ones that attended the workshop, or were there many more workshop participants, and these were the ones interested in sustaining the professional development? Last, this is to everyone, I was thinking about David's mention of teachers having a 'change' objective in their action plan. In what additional ways have others found helpful in establishing the expectation that teachers should attend professional development based upon a specific need or question they have, or something they would like to change? Any other ideas? Thanks! Jackie >===== Original Message From nifl-aalpd@nifl.gov ===== >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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