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 j2SG4sG28644; Mon, 28 Mar 2005 11:04:54 -0500 (EST) Date: Mon, 28 Mar 2005 11:04:54 -0500 (EST) Message-Id: <5.1.0.14.2.20050328100300.048d1710@mail.ilstu.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: Chris Francisco <cfranc2@ilstu.edu> To: Multiple recipients of list <nifl-aalpd@literacy.nifl.gov> Subject: [NIFL-AALPD:1990] Re: FWD: re: teacher evaluation and PD X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: text/plain; charset="us-ascii"; format=flowed X-Mailer: QUALCOMM Windows Eudora Version 5.1 Status: O Content-Length: 5247 Lines: 99 Cynthia, Thanks for the generous offer. I have contacted Theresa concerning this paper. Be well... peace and love, Chris >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 > >
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