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From: David Rosen <djrosen@comcast.net>
To: Multiple recipients of list <nifl-aalpd@literacy.nifl.gov>
Subject: [NIFL-AALPD:2307] 60% of State PD Websites Now Listed
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AALPD Colleagues,
There are now listings for about 60% of the state PD Web sites on the
ALE Wiki.
http://wiki.literacytent.org/index.php/StatePD
Please check to see that the information for *your* state is correct.
If there isn't information listed for your state, please add it.
David J. Rosen
djrosen@comcast.net
On Oct 14, 2005, at 8:19 AM, David Rosen wrote:
> 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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