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 j9E1XVG07792; Thu, 13 Oct 2005 21:33:31 -0400 (EDT) Date: Thu, 13 Oct 2005 21:33:31 -0400 (EDT) Message-Id: <43614EC1@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:2299] PD models and PD 'drivers' (was "learning and 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: 3900 Lines: 85 Hello All: David posed some interesting questions regarding "PD drivers" (What drives your organizations PD, in what balance, and why?). In searching the web, I found Connecticut's PD model described (pages 4-5) in their 2005-2006 PD Catalog: http://www.crec.org/cetes/atdn/catalog/ATDN%20Catalog05_06.pdf I really appreciate the way in which Connecticut provides this succinct overview of their system. I hope those of you from Connecticut who are on this list will tell us a bit about your state PD model. To others on the list, what PD model does your state use, and why? How did your state arrive at the decision to use this approach to PD? From your experiences, what are some advantages or challenges regarding the model your state uses (see David's questions below)? I look forward to hearing from you, Jackie >===== Original Message From nifl-aalpd@nifl.gov ===== >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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