PD List Colleagues:

Thank you to Cris, Marilyn and Everyone for the lively discussions!  As
Mary noted, we are a great resource for one another in addressing
important issues in professional development that also directly impact
our daily work. I have hesitated to jump into the discussions this week
as I did _not_ wish to inadvertently put a pause on any of the activity.

 

And I welcome the few dozen new or returning folks who have recently
subscribed to the PD List this week. Obviously, there is a lot of
interest in the topic of professional development research and
implications for practice. We have a couple of days left in our guest
discussion.  I invite those of you who have been thinking of posting, to
jump into the discussions -it's not too late.

 

Looking forward, Jackie

 

Jackie Taylor, Adult Literacy Professional Development List Moderator,
jataylor at utk.edu 

 

 

________________________________

From: professionaldevelopment-bounces at nifl.gov
[mailto:professionaldevelopment-bounces at nifl.gov] On Behalf Of
mmingle at comcast.net
Sent: Thursday, July 12, 2007 6:16 AM
To: The Adult Literacy Professional Development Discussion List
Subject: [ProfessionalDevelopment 1392] AALPD Discussion and Writing

 

 

And thanks to all for the additional writing resources . . . I'm getting
help on two pd topics -- examining student work and teaching writing --
in one shot this week. It is appreciated!

 

Mary

--
Mary Mingle 
Central Northeast Professional Development Center 
8 North Grove Street Suite 1 
Lock Haven, PA 17745 

mmingle at comcast.net 
Phone: (570) 893-4052 
Fax: (570) 748-1598

 

	-------------- Original message -------------- 
	From: jeffrey A fantine <fantine at ohio.edu> 
	
	> Kathy: 
	> 
	> Have you seen the following website: 
	> 
	> 
	> Also, Donald H. Graves is a good resource for teaching
writing: 
	> 
	> 
	> However, if you want something specific to adult education -
look at the 
	> resources at: 
	> 
	> 
	> Michael Clark in PA might be a good resource: 
	> 
	> 
	> Also take a look at: 
	> 
	> 
	> 
	> And ERIC Publication #: 
	> 
	> EJ72 4392: Collaborative Writing: Product, Process, and
Students' 
	> Reflections 
	> 
	> I only had this stuff on hand because I did a reflection paper
on "teaching 
	> writing to adults" for a class I had last quarter. Gotta help
out my 
	> follow Ohioans! 
	> 
	> -J 
	> 
	> 
	> 
	> --On Wednesday, July 11, 2007 12:35 PM -0400 "Knall, Kathy" 
	> wrote: 
	> 
	> > Hello, 
	> > I develop and present teacher workshops and resources for
adult basic 
	> > education teachers in Ohio. The writing aspect of this
professional 
	> > development conversation is particularly interesting for me,
as I am 
	> > currently re-working past workshops Ihave developed and
presented on 
	> > teaching writing. The biggest challenge has been
incorporating key ideas 
	> > (e.g., more instructional focus on ideas and content and
less on 
	> > mechanics; model ing th e writing process; providing
scaffolds)in a few 
	> > hours of face-to-face training. 
	> > 
	> > Mary's idea of asking teachers to bring student essay
samples and to 
	> > work together on assessing problem areas and ways to address
those 
	> > problems is exciting. Rather than trying to fit a whole
section on the 
	> > GED Essay into my under-development workshop, I believe a
separate, 
	> > essay-specific professional development opportunity such as
Mary 
	> > describes is the direction to take. To borrow from Equipped
for the 
	> > Future language, this professional development approach is
about as 
	> > "purposeful" and "contextual" as you can be. Thank you so
much for the 
	> > ideas, as well as the book and website suggestions! 
	> > 
	> > A question for the list: Who are some of the key players in
current 
	> > research and practice in the teaching of writin g? 
	> > 
	> > 
	> > Kathy Knall 
	> > Researcher/trainer 
	> > SW ABLE Resource Center 
	> > 444 W. Third St. 12-201 
	> > Dayton, OH 45402 
	> > 937-512-5364 
	> > 
	> > 
	> > -----Original Message----- 
	> > From: professionaldevelopment-bounces at nifl.gov 
	> > [mailto:professionaldevelopment-bounces at nifl.gov] On Behalf
Of Marilyn 
	> > Gillespie 
	> > Sent: Wednesday, July 11, 2007 11:15 AM 
	> > To: The Adult Literacy Professional Development Discussion
List 
	> > Subject: [ProfessionalDevelopment 1379] Re: from
Cris,job-embedded 
	> > professional development 
	> > 
	> > Mary, 
	> > 
	> > These resources look great! Thanks for the tips. One of the
issues K-12 
	> > teachers who are preparing students to take writing tests
are coming up 
	> > with is that students often don't know how to r ead an d
understand what 
	> > is required in the writing prompts. The National Writing
Project has a 
	> > team working on training materials to help students
understand writing 
	> > prompts. I think one of the best ways to help teachers (and
students) is 
	> > to have them look at and understand the rubrics used to
evaluate their 
	> > writing. Then you can target the problems. Is it responding
to the 
	> > prompt, organization and transitions, sentence fluency, word
choice, 
	> > grammar-punctuation-spelling, or "voice"? The Arlington
Refugee 
	> > Education Program (REEP) has developed some great rubrics
for adult ESOL 
	> > and a training model for teachers. www.arlington.k12.va.us
There is also 
	> > a new book out by Steve Graham and Charles MacArther called
/Best 
	> > Practices in the Teaching of Writing /(2007) that gives very
practical, 
	> > research-based suggestions for pra ctitio ners (K-12 but it
applies to 
	> > writers in general). Vicky Spandel's book on the six trait
writing model 
	> > /Creating Writers Through 6 Trait Writing Assessment /also
has some 
	> > helpful tips that would be useful for professional
developers. There is 
	> > also *6**trait*s.blogspot.com based on her model. 
	> > 
	> > As an aside, George Hillocks has recently written a book
called /The 
	> > Testing Trap: How State Writing Tests Control Learning. /I
think a lot 
	> > of writing researchers are concerned that students are only
being taught 
	> > to write a 5 paragraph formulaic essay and missing out on
all the other 
	> > kinds of writing they need. In adult education we need to be
concerned 
	> > about preparing students to meet the writing demands of
community 
	> > college. I am really hoping I can find a way to research
what teachers 
	> > in the field are doing with r espect to writing instruction
and what 
	> > students need to succeed in entry-level community college
courses. 
	> > Anyone else interested in this? Feel free to contact me at 
	> > marilyn.gillespie at sri.com 
	> > 
	> > Marilyn 
	> > 
	> > mmingle at comcast.net wrote: 
	> >> About job-embedded professional development and adult ed .
. . 
	> >> Having done a little work in K-12 professional development
before 
	> >> returning to an adult ed professional development program,
I was 
	> >> familiar with the concept of job-embedded professional
development 
	> >> and, more specifically, the technique of examining student
work to 
	> >> address achievement issues and refine curriculum. 
	> >> I think it was your article that brought it back to mind
and got me 
	> >> thinking about how we could use this approach for adult 
	> >> ed ucatio n/literacy programs in our region of PA. 
	> >> So . . . I'm actually going to give it a try . . . I'm
going to 
	> >> attempt to introduce the concept of examining student work
to a group 
	> >> of practitioners in a literacy council as a form of
*_on-going_* 
	> >> professional development for the program. 
	> >> By examining assessment data, this particular agency has
noticed 
	> >> students struggling with GED essay writing. Agency staff
members have 
	> >> attended general workshops about the GED essay, how it is
scored, and 
	> >> how to prepare adults to write GED essays. 
	> >> But the agency still faces the issue of students not
passing that 
	> >> portion of the GED. 
	> >> Rather than attempt to provide another generic essay
writing workshop, 
	> > 
	> >> the only thing I could think to do was to ask the teachers
to bring 
	& gt; &g t;> samples of student writing and, as a group, examine
the work and see 
	> >> if the instructors can figure out where students are having
the most 
	> >> difficulty. 
	> >> I see my role as a facilitator of the process -- not the
expert on GED 
	> > 
	> >> essay writing. 
	> >> I want to introduce some templates, processes, frameworks
for 
	> >> examining student work and talk about why we are going to
give this a 
	> >> try and then just let the teachers "have at it" using one
or more of 
	> >> the techniques. 
	> >> I found some excellent resources on examining student work
and would 
	> >> love to get many more examples, research, etc. Here are
just some of 
	> >> the resources I have so far; please recommend more . . . 
	> >> The Looking at Student Work Web Site 
	> >> www.lasw.org 
	> >> Teach ers Learn From Looking Together at Student Work 
	> >> 
	> >> Education World 
	> >> 
	> >> http://www.education-world.com/a_curr/curr246.shtml
Accessed June 19, 
	> >> 2007 
	> >> 
	> >> Learning Teams 
	> >> When Teachers Work Together, Knowledge and Rapport Grow By
Joan 
	> >> Richardson, Tools for Schools, August-September 2001 
	> >> 
	> >>
http://www.nsdc.org/library/publications/tools/tools8-01rich.cfm 
	> >> Accessed June 19, 2007 
	> >> 
	> >> Mary 
	> >> -- 
	> >> Mary Mingle 
	> >> Central Northeast Professional Development Center 
	> >> 8 North Grove Street Suite 1 
	> >> Lock Haven, PA 17745 
	> >> 
	> >> mmingle at comcast.net 
	> >> Phone: (570) 893-4052 
	> >> Fax: (570) 748-1598 
	> >> 
	> >> ----- --------- Original message -------------- 
	> >> From: Marilyn Gillespie 
	> >> 
	> >> > Chris, 
	> >> > 
	> >> > One thing I've been seeing lately in some K-12 settings
is that 
	> > one 
	> >> > teacher becomes a "master teacher" with some of his/her
time 
	> >> freed up to 
	> >> > help organize the job-embedded staff development. Then
the 
	> > master 
	> >> > teachers also coordinate with master teachers at other
schools 
	> >> and bring 
	> >> > back ideas. Do you think this could be a way for more 
	> > experienced 
	> >> > teachers to grow within their jobs? Has anyone tried this

	> >> successfully? 
	> >> > 
	> >> > Marilyn 
	> >> > 
	> >> > Taylor, Jackie wrote: 
	> >> > > 
	&g t; > ;> > > PD List Colleagues, Please see the message from
Cristine Smith 
	> >> Below. 
	> >> > > Thanks! Jackie Taylor 
	> >> > > 
	> >> > > 
	> >>
---------------------------------------------------------------- 
	> >> ------ -- 
	> >> > > 
	> >> > > *From:* Cristine Smith
[mailto:cristinesmith at comcast.net] 
	> >> > > *Sent:* Monday, July 09, 2007 2:40 PM 
	> >> > > *To:* professionaldevelopment at nifl.gov 
	> >> > > *Subject:* job-embedded professional development 
	> >> > > 
	> >> > > Cristine Smith here. Glad to join the discussion this
week. 
	> > Like 
	> >> > > Marilyn, I'm also interested in site-based professional

	> >> development, 
	> >> > > or, as we called it in our article, "job-embedded
professional 
	> & gt;> > > development". The idea is that teachers from the
same program 
	> >> come 
	> >> > > together in a group and look at a particular topic of
interest 
	> >> over 
	> >> > > time. The difference is that, rather than getting
trained 
	> >> "from the 
	> >> > > outside", the teachers look at what are called "student

	> >> artifacts": 
	> >> > > student writings, student answers on assessments,
students 
	> >> diagnostic 
	> >> > > evaluation of reading skills, etc. The point is first t
o focu 
	> >> s on 
	> >> > > student learning, not on teachers' teaching. What can a
group 
	> > of 
	> >> > > teachers learn from each other and from looking at
student 
	> >> work that 
	> >> > > will give them ideas and strategies for improving
instruction? > >> Then, 
	> >> > > the teachers may go to the research, may call in an
outside 
	> >> advisory 
	> >> > > to give them information about new approaches, may go
on the 
	> >> internet, 
	> >> > > may read books or articles and then may decide on
trying out a 
	> >> new 
	> >> > > plan of action. Teachers try it out in their classes,
and then 
	> >> come 
	> >> > > back to the group with more student artifacts of how it

	> > worked. 
	> >> > > 
	> >> > > This type of professional development is called
"job-embedded" 
	> >> because 
	> >> > > it is literally part of the job of figuring out how to
do 
	> >> instruction. 
	> >> > > It happens right in the program, so teachers don't have
to 
	> >> travel, and 
	> >> > > it invol ves extensive teacher sharing. It is bec oming
more 
	> >> and more 
	> >> > > common in K-12 but is fairly uncommon in adult
education 
	> >> (although I 
	> >> > > know CalPRO in California has done some innovative work
around 
	> >> > > job-embedded professional development...could someone
involved 
	> >> in that 
	> >> > > let us know what you did and how you thought it
worked?) 
	> >> > > 
	> >> > > My question is: how viable is this for adult basic
education, 
	> >> adult 
	> >> > > literacy, adult ESOL and GED practitioner professional 
	> >> development 
	> >> > > (both teachers and administrators)? Would it work with
tutors? 
	> >> > > Generally, it helps if there is a facilitator to get
the group 
	> >> > > started, to help set up mechanisms for shari ng work
(which can 
	> > be 
	> >> > > kinda scary) and teaching approaches. But it's meant to
be 
	> >> teacher 
	> >> > > controlled. What do you think would stand in the way of
more 
	> >> adult ed 
	> >> > > programs using this type of professional development? 
	> >> > > 
	> >> > & gt; Looking forward to more discussion... Cris 
	> >> > > 
	> >> > > Cristine Smith 
	> >> > > 
	> >> > > Assistant Professor 
	> >> > > 
	> >> > > Center for International Education 
	> >> > > 
	> >> > > University of Massachusetts 
	> >> > > 
	> >> > > 285 Hills House South 
	> >> > > 
	> >> > > Amherst, MA 01003 
	> >> > > 
	> >> > > 413-545-2 731 > >> > > 
	> >> > > cristine at educ.umass.edu 
	> >> > > 
	> >> > > 
	> >> 
	> >>
---------------------------------------------------------------------- 
	> >> -- 
	> >> 
	> >> > > 
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	> 
	> 
	> Jeffrey A. Fantine 
	> Director, Literacy Center 
	> College of Education 
	> Ohio University 
	> 340 M cCracken Hall 
	> Athens, OH 45701 
	> 800-753-1519 
	> Fax: 740-593-2834 
	> www.ohio.edu/literacy 
	> 
	> "You must be the change you want to see in the world." -
Mahatma Gandhi 
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