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 j2VKnxG01623; Thu, 31 Mar 2005 15:50:00 -0500 (EST) Date: Thu, 31 Mar 2005 15:50:00 -0500 (EST) Message-Id: <424F5AFF@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:2006] teachers' role in program improvement 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: 5663 Lines: 117 Hello Bonnie, all, No apologies necessary, Bonnie - and thank you for the thoughtful reply! It is good to hear from our colleagues in Maine and elsewhere, and your rich description below is very informative. I do have one question for you. When you responded to this question: "> 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? Our program attempts to. We provide for the 12 hours of PD per program year, ask for goal plans (including outcomes) which we still do not always get, but given the part time nature of our programs have not pressed the point...at this time." So Bonnie, is developing the PD plan a part of the 12 hours of PD per program year, or are you saying that it is in addition to it? Further, I'd like to know what you and others think -- should teachers be compensated not only for the paid PD release time each year, but an additional amount to participate in developing their PD plan and to participate in program improvement? If so, then for how much of their time? What would that look like, specifically? What is the teachers' role in program improvement in your area? In what ways do programs and states support teachers in participating in program improvement? Best, Jackie Jackie Taylor List Moderator, NIFL-AALPD >===== Original Message From nifl-aalpd@nifl.gov ===== >Sorry to be late in responding to this posting and hope the discussion is still >going on. > >> do you see teacher evaluation folding into a professional development plan > for teachers? >We have been trying to encourage teachers in adult education in Maine to develop >personal professional development goals on a yearly basis. The extent to which >the teachers themselves are evaluated varies from program to program, but the >expectations at the state level for AEFLA recipient programs is that all such >funded teachers will have a plan to work on. We have been using goal planning >formats based on Equipped for the Future, and it is probably being followed >with varying levels of success, depending upon the committment of the program, >administration, and teachers. > >>How might that plan dovetail into a program improvement plan, and > where does all that begin? >We've clearly seen the direct connection between teachers accessing professional >development offerings, working through personal PD goals, etc. and the >continuous improvement model of program improvement. In one workshop I >presented a PowerPoint that "Pieced" it all together. If the ultimate goal is >increased/secure funding, that has to based on quality programming and >reporting (accountability to funders, communities, students), and quality >programming is the product of teachers and administrators who are continuously >aiming to improve performance, increase their knowledge, be a model of what >they want their students to access. The logical place for that to begin is >with professional development and staff support that is targeted to meet the >needs of the program to assist in reaching the goal of quality and >accountability. >> >> 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? >Our program attempts to. We provide for the 12 hours of PD per program year, >ask for goal plans (including outcomes) which we still do not always get, but >given the part time nature of our programs have not pressed the point...at this >time. We also ask our teachers to manage their time to attend staff meetings >(problematic in our large rural area even using distance education technology) >and to schedule their time so that their yearly compensation covers one hour of >preparation for every 3 hours of instruction. This last point is an attempt to >give the teachers and tutors some amount of time to put what they have learned >into instructional practice. > >> What are the issues or barriers programs face in supporting teachers for >developing professional development plans? >For us I think the major barrier is the time/money continuum. It is a lot to >ask our adult ed practitioners to become PD self-advocates and consumers when >often our day school colleagues are reluctant to take on more than they are >compensated for. I don't think it is too "Pollyanic" of me to say that those >adult ed and day school practitioners who do take the responsibility on >themselves discover the rewards are well worth the effort. I'm suspicious that >some of my colleagues who have been very depressed by the chaos and workload >that comes with systemic change and movement to standards-based practices are >actually revived by a bout of PD if it is in an area that they can readily >apply and see results from. Some examples of these "bouts" include Brain Gym >training, Reading Essentials for Adult Learners, Authentic Materials, >Assessment in the Classroom, and others. We are fortunate in Maine to have had >access to such PD on a yearly basis through the auspices of our State DoE and >our State Literacy Resource Center. Together, along with interested and >qualified practitioners from the field we have provided regional professional >development, and are moving to the development of distance education components >as well as varied formats for presentation. Again, this all takes funding, >time, committment, and effort, but the results have been rewarding. > >Bonnie Fortini >Machias Adult & Community Education >CWCABEC (ABE collaboration in Washington County) >c/o School Union #102, RR!, Box 12-A >Machias, ME 04654 >(207)255-4917
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