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 j2SFrPG26587; Mon, 28 Mar 2005 10:53:25 -0500 (EST) Date: Mon, 28 Mar 2005 10:53:25 -0500 (EST) Message-Id: <4248277D.1090809@ccc.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: Cynthia Barnes <cbarnes2@ccc.edu> To: Multiple recipients of list <nifl-aalpd@literacy.nifl.gov> Subject: [NIFL-AALPD:1989] Re: FWD: re: teacher evaluation and PD plans X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-transfer-encoding: 7BIT Content-type: text/plain; format=flowed; charset=us-ascii Status: O Content-Length: 5131 Lines: 98 City Colleges of Chicago has a comprehensive "Evaluation of Instructional Excellence" for adult educators, which we would be happy to share with others. If you would like a copy, please email Theresa Murphy at tmurphy@ccc.edu. Cynthia A. Barnes, Ph.D. Executive Director Curriculum and Instruction City Colleges of Chicago cbarnes2@ccc.edu jataylor wrote: > Hi all - > > I thought you might be interested... > > Best, Jackie > >>===== Original Message From nifl-assessment@nifl.gov ===== > > I'm trying to catch up with some of the email questions that have come > up during the discussion: So here goes the first reply I have: > > 1) 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? > > For me, both of these are just taking off, developing or redeveloping at > my school. I'm on two different committees - one for professional > development and one for evaluation of teachers, looking at how to > improve or grow both areas at our school after some time of disuse. I > definitely see the two areas dovetailing into each other - in part > because I helped with the teacher evaluations. I also am keenly aware > of the fact that alot of the teachers at my school are very very put off > by professional development and are very resistant to it. I think these > areas dovetail well if evaluators look at the overall picture once > evaluations are done. What are the common threads that weave throughout > - such as is there a common weakness exhibited by all the instructors? > If so, why? That weakness can become an area for professional > development/training. Additionally, it gives evaluators a chance to see > what areas the instructors excell in which in turn can be also be used > as a professional development area. I noticed when I did the evaluations > for the AHS instructors in my department that one of the biggest > problems is the teaching is still very much 'teacher-centered' and that > in some cases the students didn't seem as involved in their learning as > they should be. In turn, one of the professional development topics > we're going to be covering at an upcoming retreat is Principles and > practices of adult education. Some of the instructors we have came > right out of public school and others have never had any training > (educationally speaking) and as a result both are doing what they "know" > from their past experience forgetting sometimes that what worked for > them, won't work for the students coming into our program. > > I think it all begins with evaluation of the program itself. I think it > helps to look at the program as a whole and determine what areas need > improvement and why? Especially with funding switching to a more > "performance" based approach, it is very important that a) we keep our > students b) we keep our good teachers and c) we help our teachers to > better help the students achieve success. > > Do programs in your area support teachers in developing a plan for their > own professional development? Yes, each school develops it's own PD plan. It > is part of the budget - > however, it can also be part of the budget that is easily cut, ignored > or lost or "borrowed" from. > > 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? > The state also sponsors and encourages professional development. I did > find out we are all required to have at least 12 hours of professional > development each academic year. The state also has a partnership with a > university in the state and that university does alot of work in terms > of training the trainer kind of things. The flaw or weakness in that is > that there is not wide participation. At one school I worked at in the > state, I would have never been able to go to the "train the trainer" > training b/c I wasn't full time. The same people were going year after > year. However, at my current school, I'm actually encouraged to go and > I'll become a certified resource specialists after this years week long > event. After attending this event, you're supposed to come back and > train those in your area. My school serves a 3 county area but > participation is often very weak. At the first workshop I did, I had > maybe 15 people, at the second, it was perhaps the same number and > probably a few less not counting myself and the other two presenters. I've > discovered the off campus people are far more willing to attend > professional development activities than those that are on main campus. > I'm not sure yet why that is. Our state also does regional training events as > well as local training events...but again, participation is > the key. Sometimes the regional training is out of town and very > expensive to attend which prohibits ppl from participating that > otherwise might. Local events, if they are well promoted, sometimes do > better but you find the same people going time and time again. > > Katrina Hinson >
This archive was generated by hypermail 2b30 : Mon Oct 31 2005 - 09:48:32 EST