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 j7HG9QG07357; Wed, 17 Aug 2005 12:09:26 -0400 (EDT) Date: Wed, 17 Aug 2005 12:09:26 -0400 (EDT) Message-Id: <00ca01c5a345$d0c109f0$ceaf193f@ReflectionPool> 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: "Catherine B. King" <cb.king@verizon.net> To: Multiple recipients of list <nifl-aalpd@literacy.nifl.gov> Subject: [NIFL-AALPD:2222] Re: Public school teacher PD & student achievement X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-transfer-encoding: 8BIT Content-type: text/plain; format=flowed; charset=iso-8859-1; reply-type=original X-Mailer: Microsoft Outlook Express 6.00.2900.2180 Status: O Content-Length: 5106 Lines: 104 Hello Jackie: Thank you for the readings. I will share them with my students (teachers). Also, (and again), I am wondering from those of you who work directly in adult programs: How many of you have regular communications with the K-12 schools (boards, leaders, teachers, etc.) in your area regarding, e.g., ESL or parent-literacy red-flags and referrals, or high-schoolers' awareness for the on-going education of those who are not college-bound? FYI, whenever I raise this issue for my students, many of whom are already K-12 teachers, they go mute on me and don't seem to make the connection or see how important it might be. They have so many other issues on their plates, including finishing their coursework. IF this one experience is at-all indicative of the many (and it may NOT be), then we have two educational institutions that have no awareness of one another, no interactive or mutually supportive communications, and no systematic informational venues? Also, I am not trying to create more work for already over-burdened programs; however, it seems to me that such an awareness, if made systematic, will considerably enlarge the political/advocacy base for adult education--when teachers and others begin to see, from the ground up, how important adult education is to their own students' literacy and overall education? Regards to all, Catherine King Adjunct Instructor Department of Education National University San Diego, CA ----- Original Message ----- From: "jataylor" <jataylor@utk.edu> To: "Multiple recipients of list" <nifl-aalpd@literacy.nifl.gov> Sent: Wednesday, August 17, 2005 10:48 AM Subject: [NIFL-AALPD:2221] Public school teacher PD & student achievement > Hello all - > FYI, from the PEN Weekly Newsblast. I hope you will share your impressions > about these readings. > > Thanks, Jackie > Jackie Taylor, List Facilitator, jataylor@utk.edu > ..................................... > CHARACTERISTICS OF PUBLIC SCHOOL TEACHERS' PROFESSIONAL DEVELOPMENT > ACTIVITIES > Data from the 1999-2000 Schools and Staffing Survey (SASS) shows how > prevalent various features of professional development activities were > among public school teachers. During the 19992000 school year, teachers > were asked about their professional development activities during the > previous 12 months. Some 59 percent of public school teachers participated > in professional development focused on content in the subject matter they > taught and 73 percent participated in professional development focused on > methods of teaching. A majority of teachers reported receiving eight or > fewer hours of professional development in either subject matter content > or teaching methods. In terms of the format of professional development > activities, 95 percent of teachers attended a workshop, conference, or > other training session in the previous year, compared with 42 percent who > participated in mentoring, peer observation, or coaching. Seventy-four > percent of teachers participated in regularly scheduled collaboration with > other teachers on issues of instruction. SASS asked school principals to > report on how important various influences were on the determination of > teacher professional development activities. More than half of public > school principals reported a school improvement plan or state or local > academic standards as very important influences on determining the content > of teacher professional development activities; 26 percent of principals > called teacher preferences a very important influence. > http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2005030 > > TEACHING TEACHERS: PROFESSIONAL DEVELOPMENT TO IMPROVE STUDENT ACHIEVEMENT > Good teachers form the foundation of good schools, and improving teachers' > skills and knowledge is one of the most important investments of time and > money that local, state, and national leaders make in education. Yet with > the wide variety of professional development options available, which > methods have the most impact on student learning? Read more in the new > issue of Research Points, the quarterly research brief on education > published by the American Educational Research Association > http://www.aera.net/uploadedFiles/Journals_and_Publications/Research_Points/RPSummer05.pdf > > > **UPDATE OR ADD A NEWSBLAST SUBSCRIPTION** > PEN wants you to get each weekly issue of the NewsBlast at your preferred > e-mail address. We also welcome new subscribers. Please notify us if your > e-mail address is about to change. Send your name and new e-mail address > to PEN@PublicEducation.org. Be sure to let us know your old e-mail address > so we can unsubscribe it. If you know anyone who is interested in > receiving the NewsBlast, please forward this e-mail to them and ask them > to e-mail us and put "subscribe" in the subject field or visit: > http://www.publiceducation.org/subscribe.asp > > To view past issues of the PEN Weekly NewsBlast, visit: > http://www.publiceducation.org/newsblast-past.asp > > To subscribe or unsubscribe, visit: > http://www.publiceducation.org/subscribe.asp > >
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