Return-Path: <nifl-ld@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id j3MKn2G17203; Fri, 22 Apr 2005 16:49:02 -0400 (EDT) Date: Fri, 22 Apr 2005 16:49:02 -0400 (EDT) Message-Id: <4EDF31E524DED24FAEF0C620@fantine> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-ld@literacy.nifl.gov Originator: nifl-ld@literacy.nifl.gov Sender: nifl-ld@literacy.nifl.gov Precedence: bulk From: jeff fantine <fantine@ohio.edu> To: Multiple recipients of list <nifl-ld@literacy.nifl.gov> Subject: [NIFL-LD:4738] learners' role in teacher training - PD Formats and whatever else X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 7bit Content-Type: text/plain; charset=us-ascii; format=flowed X-Mailer: Mulberry/3.1.5 (Win32) Status: O Content-Length: 4788 Lines: 108 Is this report something you could share with this group? Since I chimed in with that request, I'll share the learner involvement we have in a couple of our PD activities: We provide the Core Training Series on Learning Disabilities that all ABLE staff in Ohio are required to attend. It's a 3-part series, which includes the perspective of an LD learner, whom was diagnosed as an adult and eventually achieved a GED. It always seems that whenever the learner is speaking to the training participants about their educational experiences, they have the complete attention of their audience. We usually approach learners to be involved who have shown an interest in being involved (or we beg those we've discovered are very good at articulating their LD-perspective). They are, of course, treated and compensated like any other trainer we would use in our PD activities. Additionally, we host a Kickoff each year for our ABLE teachers and use learners as our keynote speakers. They are identified by my staff and I as we attend graduation and student recognition events at the various programs we support - they are usually the student speakers at these local events. The learners we approach to be our keynoters are usually those who were good at communicating their message and usually gave a very powerful speech. Each year we begin our Kickoff event with a keynote session with these student speakers - and I'm convinced it's the most effective professional development we deliver each year. The participants are eager to hear the students each year, are inspired by the students' words, and seem to be re-motivated to change or do what is necessary to meet the needs of their students. Unfortunately, I can't say most of the PD activities we offer have these same affects. The most common response that I have heard over the years from learners who have been successful in ABLE programs - in terms of what "made the difference" or "kept them involved 'til they achieved success" - related to getting respect from the teacher, a teacher who cared about them as an individual, and teachers who made them feel like worthwhile people. (I'm not sure which group was having a discussion about this, but my input nonetheless). In terms of a PD policy format - I agree that there should be a recommendation at the national level. I absolutely support the idea that state-level PD plans be driven by the needs of those receiving the PD - regardless of when grants and budgets are developed, and that there should be a minimum of paid PD for part-time and full-time staff. I think the first step in this discussion is defining what we mean by 'professional development,' which is not the information-dissemination, one-day workshops that saturate most of our PD systems, but rather long term plans of events that increase our body of knowledge and affect change in our practice. I think if we had a general consensus around a meaning of PD, then we'd be better able to recommend a realistic and appropriate PD policy format. There are many great things going on in terms of PD activities for ABE/literacy providers, I wish we had some type of clearinghouse for all of it. Sorry to have responded to many issues on one response. -Jeff --On Friday, April 22, 2005 2:46 PM -0400 BlastGrant@aol.com wrote: > Another avenue for student input into PD decision making besides > presentations. > > In 2002, we did a statewide action research project where we asked > students three questions: What makes a good ABE teacher, how should > teachers be trained, and how should teachers be evaluated? We had > facilitated focus groups at local ABE programs. !7 programs > participated, each with small groups of students (most of them as 30 > minute discussions in ABE and ESL classes). All told, 100 students > participated and they represented a good cross section of New Mexico > ABE. A month later, we held two state level meetings where we gathered > students representatives from the local programs to discuss the results > of the focus group and compile them into a report. > > BLAST distributed the student report to the ABE system. The report was > used in developing a pilot teacher certification system and we began to > use it in planning teacher training. We've also distributed the report > out to teachers at teacher trainings. Nevada's ABE system asked for a > copy. They use the report as part of their on-line teacher training > program. Teachers use the students' report as a check list to compare > their skills to help plan out their own PD agenda. Jeff Fantine Director, C/SE ABLE Resource Center Ohio University 338 McCracken Hall Athens, OH 45701 800-753-1519 fax: 740-593-2834
This archive was generated by hypermail 2b30 : Mon Oct 31 2005 - 09:49:49 EST