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 j3FJfCG23401; Fri, 15 Apr 2005 15:41:12 -0400 (EDT) Date: Fri, 15 Apr 2005 15:41:12 -0400 (EDT) Message-Id: <4273746A@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:2044] PD Policies: teacher-driven 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: 2411 Lines: 55 Hello Everyone, Even though we have an upcoming discussion of learner leadership, I encourage you to still reflect upon the PD policy platform, and post your feedback between now and COABE. Here's another one (group) of policies that David suggested in an email last week. I've been tinkering with them a bit as well; they seem to address the larger issue of the tendency for over-reliance on top-down driven PD initiatives. How can we assure the space teachers need to explore their own questions/issues/goals, engage in research, and create products that address their needs? How can we assure that teacher-driven PD issues get adequate time? Maybe David and I have a start? I encourage you to share your thoughts and refinements: 13) Creativity and the Flexibility to Implement Change: Programs or SEAs should seek out teachers' opinions and evaluate the extent to which teachers feel they have to be creative in teaching and professional development; and the degree of flexibility they feel they have to make changes in practice (permission to make change). Teachers could give examples of what creativity in PD looks like and what flexibility to make change looks like when it is supported. 14) Teacher-Driven Professional Development: States should fund programs X% to set aside resources for field-driven issues that address the teacher's concerns, and result in a product developed and/or research conducted by the teacher. Ex: Constructivist, needs-based, project-based, action research-oriented, product-oriented professional development 15) Valuing Teachers' Insights About Their Professional Growth: • Teachers should be asked to set their own professional development goals for their PD plans and then these are negotiated with their supervisors. At the end of the negotiation teachers, when asked, agree that their views have been listened to and respected, and that some of their own goals are included in the plan. • Teachers should be asked to self-evaluate their professional development experiences against those goals • Teachers should be asked to evaluate what has been most and least useful to them (over time) in professional development activities and how they know. To view the draft policy platform in full, visit: http://wiki.literacytent.org/index.php/PDPolicyPlatformUpdates Jackie Jackie Taylor, NIFL-AALPD List Moderator, jataylor@utk.edu
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