Hello Karisa!

Thanks for sharing! I'm looking forward to others jumping into the
discussion by posting their perspectives to the PD List.

 

When you say "job imbedded," I understand you to mean that the PD is
offered within the program and centered on student goals. But also, does
it (or can it) take a project-based approach for teachers? Are teachers
to write individual PD plans or collaborative plans where for example,
they collaborate on the best approaches for teaching math? Then again, I
may be way off base. So would you say more, or share resources/examples?

 

Also, you noted that it personalizes the learning....just a thought, but
are students directly involved in the teacher PD, either in the
beginning when teachers create their plans or at various points
throughout the process? Thanks in advance for the additional info!

 

And what about hearing from others out there? If you're new to the PD
List: It's easy to get involved in these discussions - just take a few
minutes and post your thoughts to any of the questions below, or reply
to others' posts.

 

-- In other words -- > I'm beckoning you this way! :-) Send your message
to: professionaldevelopment at nifl.gov

 

Thanks!

 

Jackie

 

________________________________

From: professionaldevelopment-bounces at nifl.gov
[mailto:professionaldevelopment-bounces at nifl.gov] On Behalf Of karisa
tashjian
Sent: Wednesday, November 01, 2006 1:30 PM
To: The Adult Literacy Professional Development Discussion List
Subject: [ProfessionalDevelopment 634] Re: Participation in PD

 

Hi all--

 

I have to say that I am quite inspired by the idea of "job-imbedded"
professional development.  I am continuing to learn more about it but I
especially like how it focuses on student work as the basis for teacher
pd.  

 

This year, my program is having teachers develop their own professional
development plans that are based on student goals and needs.  We are
emphasizing that their pd should be ongoing, discussed with peers and
planned for in advance (i.e. teachers set their goals early in the year
and pursue opportunities that match those goals).  We are also trying to
get away from the workshop/conference as the only option for pd approach
and have teachers read articles and present on them, participate in and
lead teacher "shares", etc.  The benefits so far have been that teachers
feel more empowered, this model works for everyone - full-time and
part-time staff, there is less demand on our budget and, most
importantly, it fits better into the approach we have for our students -
more personalized learning.

 

Karisa Tashjian

Rhode Island Family Literacy Initiative (RIFLI)

"Taylor, Jackie" <jataylor at utk.edu> wrote:

	PD List Colleagues:

	I know in the past we've discussed many factors that affect
practitioner participation in PD; and I know that in many areas, there
is a wealth of opportunity available for teachers and program
administrators to participate. But I'm wondering, from your perspective,
what you're seeing these days. Have you seen a change over the last one
or more years regarding frequency of participation in PD and in what
types of offerings?

	* Overall, are practitioners in your area participating more, or
less?

	* What are the reasons, or your speculations, as to why? 

	* Which types of PD are teachers participating in more, and in
which types are they not? For example, are they talking online more, or
less? Are they enrolling in more online PD, or less? More face-to-face?
More one-shot, or more sustained PD?

	* Is participation in professional development growing,
diminishing, or maintaining, and in what directions? What may be
accounting for any trends you're seeing?

	Please bring your piece of the puzzle to the table on any of
these questions... I'd be glad to add my bit if this is something you'd
all like to explore together.

	I look forward to hearing from you! Best wishes, Jackie

	Jackie Taylor, Adult Literacy Professional Development List
Moderator, jataylor at utk.edu <mailto:jataylor at utk.edu>  

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opment

 

  

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