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 iAOFUMQ08351; Wed, 24 Nov 2004 10:30:22 -0500 (EST) Date: Wed, 24 Nov 2004 10:30:22 -0500 (EST) Message-Id: <000901c4d23a$3749b510$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:1770] 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: 2266 Lines: 38 Jackie, David, et al: Yes, the suggestions my question generated are marvelous, and I am in the process of checking them out. It's really a matter of finding a match, considering the constraints. Sustained professional development is supported by the fact that Texas now has eight GREAT Centers tasked with providing professional development and technical support to adult educators statewide. A primary objective is to improve the quality, availability, and accessibility of professional development. But because most of our adult education practitioners are part time, one has to be mindful of the burden placed upon individuals who receive little in the way of paid prep time. In addition, some educators work in rather remote sites and yes, limited access to technology can still be an obstacle. A third factor is whether the practitioners enjoy strong instructional leadership from their administrators. In this case, the instructors are most fortunate. Those participating in the sustained professional development initiative are doing so voluntarily, and have agreed to participate in an electronic discussion group with me as facilitator. All of this grew out of a full day ESOL workshop iin October, during which participants were asked to consider how they would apply two of the strategies presented during the training. Each drafted a rough action plan, and I am now following up with each individual to refine and amplify the steps to be taken. The ESOL coordinator has asked that I then conduct site visits and class observations, provide feedback to instructors, and assist them in voicing other professional development needs. I guess you could say that this is a trial run with a small group of instructors who have terrific administrative support. Finding creative ways to compensate instructors for time spent in an electronic discussion group, giving them a voice in deciding what their professional development looks like, and planning so that individuals have an opportunity to "digest" new information and then apply it in a supportive teaching environment - these are three key ingredients to a successful initiative, wouldn't you say? More news as the initiative progresses. Thanks to all for the suggestions. Barbara Tondre
This archive was generated by hypermail 2b30 : Thu Dec 23 2004 - 09:46:00 EST