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 j9ECJWG28190; Fri, 14 Oct 2005 08:19:32 -0400 (EDT) Date: Fri, 14 Oct 2005 08:19:32 -0400 (EDT) Message-Id: <FE4244F1-4DEB-468D-A4DE-7856869BEBF2@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:2300] Re: PD models and PD 'drivers' (was "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: 4974 Lines: 123 NIFL-AALPD Colleagues, Thanks, Jackie, for calling our attention to Connecticut's excellent PD catalog. I like the way it is laid out, how clearly it presents what Connecticut is trying to do. And the offerings themselves look substantive and engaging. I would like to hear more from Connecticut folks about "field-requested professional development" and "site- based professional development", particularly how the needs for these are assessed. I notice that only Massachusetts, Connecticut and Tennessee have their PD Web sites listed so far at http://wiki.literacytent.org/ index.php/StatePD I hope all the states where adult literacy professional development is offered will add a link to their Web pages here, so we might all see what is offered, and learn from each other. David J. Rosen djrosen@comcast.net On Oct 13, 2005, at 9:32 PM, jataylor wrote: > 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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