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 j3EKTZG25075; Thu, 14 Apr 2005 16:29:35 -0400 (EDT) Date: Thu, 14 Apr 2005 16:29:35 -0400 (EDT) Message-Id: <001501c54134$49672b10$9d03a8c0@ilcpc18> 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: "Marcia Hohn" <MHohn@ilctr.org> To: Multiple recipients of list <nifl-aalpd@literacy.nifl.gov> Subject: [NIFL-AALPD:2042] comments on recommendations 3 & 4 X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Outlook CWS, Build 9.0.6604 (9.0.2911.0) Content-Transfer-Encoding: 7bit Content-Type: text/plain; Status: O Content-Length: 3180 Lines: 55 This message is from Marcia Drew Hohn in Massachusetts on recommendations 3 & 4 having to do with linking individual teacher's professional development plans with program improvement goals. I am commenting from my 12 years of experience as one of the regional directors for SABES (System for Adult Basic Education Support) in Massachusetts. I was happy to see this recommendation for linking program and staff development because staff development that is connected to a meaningful and purposeful context for teachers (improving structures and services for learners) is likely to enhance the learning experience. It also promotes sharing across staff and a program envinronment to support transfer into practice. I have seen this work in both big and small ways. Some programs have undertaken big initiatives such as putting a health content focus across the curriculum. Everyone was involved in a variety of ways -- discussion of underlying philosophy, gathering input from students about what health areas, attending training on how to integrate health conent, visiting other programs that had done similar work, investigating resources for health information etc. before they even got to the point of developing the actual curriculum. It was a two year process and is still evolving. Other programs have taken on more modest initiatives such as instituting an attendance policy as a retention strategy or piloting a writing program in selected classrooms. But they involved similar processes. Teachers attended appropriate training, reviewed research, talked with other programs and practitioners, and gathered input from students which was shared and discussed across the program. Again, the learning experience was powerful because it was purposeful, shared and supported by the program. Some cautions -- This doesn't mean that all staff development has to be linked directly to program improvement goals. There should be room for staff development that enhances an individual practitioner's skills or helps them develop a special interest. It can be connected to the program through collegial sharing or under the general umbrella of improving instructional quality. Moreover, linking program and staff development assumes that the program has a viable planning process to set the program improvement goals and that process is known to teachers and they are involved with it. It has been my experience that programs struggle with this. Many program directors do not have planning experience and skills to lead the process. Likewise, staff are not used to being involved in setting organizational goals and in teamwork. And, of course, time and financial resources for program planning are usually limited. However, I do think it is a powerful staff development approach and I affirm these recommendations. I also believe that the student voice needs to be heard in setting program improvement goals. I was happy to see that there will be an in-depth discussion of student involvement and leadership in next week's discussion. Marcia Drew Hohn, Ed.D. Director of Public Education and Civic Outreach Immigrant Learning Center 442 Main Street Malden, MA 02148 781-322-9777
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