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 j9BBoIG26671; Tue, 11 Oct 2005 07:50:18 -0400 (EDT) Date: Tue, 11 Oct 2005 07:50:18 -0400 (EDT) Message-Id: <3D96FFAB-47D4-4BE3-B987-F5C9CB6D71B7@comcast.net> 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: David Rosen <djrosen@comcast.net> To: Multiple recipients of list <nifl-aalpd@literacy.nifl.gov> Subject: [NIFL-AALPD:2295] Re: learning and PD X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Apple Mail (2.734) Content-Transfer-Encoding: 7bit Content-Type: text/plain; charset=US-ASCII; delsp=yes; format=flowed Status: O Content-Length: 3026 Lines: 69 Hello Jackie and others, On Oct 11, 2005, at 12:08 AM, jataylor wrote: > I've been thinking about institutions that provide professional > development > and how factors such as guiding principles, the framework within > which the > organization operates and how it learns, shades the professional > development > that's available. Do you see this as something that affects the > professional > development offered by programs/groups/organizations? If so, how? The framework within which the PD organization works is very important to what it can accomplish. Organizations that provide professional development for adult literacy educators are usually funded to carry out a mission, meet certain goals and objectives, carry out a work plan, and meet practitioners' needs for professional growth. Some key questions in understanding what they do are: 1. Who or what drives the mission, goals, objectives, and work plan of the PD organization? What needs are to be met for what practitioners -- according to whom? Needs according to the practitioners themselves? According to a PD organization's advisory board? According to the funder(s) -- for example, a state agency responsible for adult literacy education? Or some combination of these? 2. To what extent is how needs are defined driven by a state agency, by a PD organization, or by the field? Are these perspectives in balance or in conflict? (If there is conflict, are the differences negotiated and resolved well? ) 3. If the goals of the PD organization involve change in teacher or program practice, what exactly (observably and measurably) are the changes the agency is trying to bring about? 4. Are these planned changes based on documented professional wisdom or research? 5. Are the planned changes aligned with the mission and goals of the PD organization? The funder(s)? The field? 6. What evidence is there that the PD organization is achieving its goals, effecting the planned changes, and improving the quality of practitioners' and program practice? Another important variable which determines what professional development is offered is the professional work environment for practitioners. What change is possible is often tempered by the limitations of a severely under-funded professional workforce. A workforce of primarily part-time instructors, and marginal or unstable funding which results in job instability or jobs whose salaries are not family-sustaining, leads to frequent teacher turnover. Part-time teachers often do not have the time to participate in face-to-face professional development because they have other part-time or full-time jobs. These factors of the work environment may shade what professional development can be offered. The best professional development may be in-depth, taking place over weeks or months, but if practitioners are not able to participate, PD organizations will not offer it. David J. Rosen djrosen@comcast.net
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