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 j2L0AXC06393; Sun, 20 Mar 2005 19:10:34 -0500 (EST) Date: Sun, 20 Mar 2005 19:10:34 -0500 (EST) Message-Id: <4251C742@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:1980] building a culture that values PD 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: 3038 Lines: 67 Hello Janet, All, Janet, thank you for sharing some of the questions Rhode Island is addressing in examining and strengthening their adult education system. I hope others from Rhode Island will also share their perspectives. I am curious about the process by which your state is exploring these issues, and the questions for adult education that this process is raising. In particular, you mention growing a culture that values PD. What are key factors in building a culture that values professional development? What do others think? What are the key factors for practitioners, programs, and for states? How might some of these key factors become part of AALPD's position on policies that can be advocated by us (and other organizations) for supporting practitioners in professional development? Thanks, Jackie Taylor List Facilitator NIFL-AALPD jataylor@utk.edu >===== Original Message From nifl-aalpd@nifl.gov ===== >[The following message is from Janet Isserlis, please read on ~ Jackie] > >Dear all >While looking for something else, I came across a page from Virginia's project >around teacher observation (http://www.aelweb.vcu.edu/projects/observation/) >on my website (which I think originally got there through a conversation on >this list some time ago..) > >In responding more directly to the questions that Jackie and Marie raise: >Rhode Island has been engaged in a process for the last year and a half of >examining and strengthening its adult education system. One of the five >working groups has given a great deal of time and thought to these very >questions; looking at qualities and abilities of teachers and trying to codify >these things in ways that guide but are not prescriptive. > >We're struggling with questions related to ways of naming the qualities that >teachers should possess but do not want to mandate these things; we want >programs to have flexibility in crafting job descriptions and hiring but also >want to ensure that teachers have strengths-based support and especially want >to grow a culture that values professional development. > >I know that this is a vague response, and hope that other Rhode Islanders on >the list might chime in. Some of our work is on line at >http://www.ripolicy.org/literacy, including a report authored by Judy Titzel, >based on input from the field during the first 12 months of the >above-mentioned process. >Janet Isserlis > >Marie raised an interesting question on the assessment list Thursday morning >regarding teacher assessment/evaluation (see below). I'm also wondering, how >do you see teacher evaluation folding into a professional development plan for >teachers? How might that plan dovetail into a program improvement plan, and >where does all that begin? > >Do programs in your area support teachers in developing a plan for their own >professional development? If so, how is it done in your area? What are the >issues or barriers programs face in supporting teachers for developing >professional development plans? > >Jackie Taylor
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