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[ProfessionalDevelopment 1396] Re: from Cris, job-embedded professional developmentKaye Beall kbeall at onlyinternet.netThu Jul 12 11:17:55 EDT 2007
Hi Susan, I participated as a mentor in Indiana's program for a couple of years; it was a great experience both times. The Indiana model uses the basic structure and many of the resources from Lois J. Zachary's book, "The Mentor's Guide: Facilitating Effective Learning Relationships" (San Francisco: Jossey-Bass, 2000). As a mentor, I greatly appreciated one-to-one support from the state-level professional developer who coordinated the programming. Kaye **************** Kaye Beall World Education 6760 West Street Linn Grove, IN 46711 Tel: 765-717-3942 Fax: 617-482-0617 kaye_beall at worlded.org http://www.worlded.org _____ From: professionaldevelopment-bounces at nifl.gov [mailto:professionaldevelopment-bounces at nifl.gov] On Behalf Of Sherman, Renee Sent: Tuesday, July 10, 2007 2:03 PM To: The Adult Literacy Professional Development Discussion List Subject: [ProfessionalDevelopment 1365] Re: from Cris,job-embedded professional development Hi Susan, There are several states that have instituted mentoring programs. Indiana has been incorporating mentoring as part of their professional development for a number of years. They may be a good resource for you. Another resource is a 2000, PRO-NET publication: An Adult Educators' Guide to Designing Instructor Mentoring. The guide can be accessed on calpro-online.org. It discusses the mentoring relationship, how programs can support mentoring, and lays out several steps in designing and implementing a mentoring program. There are a number of research studies being conducted at the K-12 level currently to determine the effectiveness of mentoring/coaching. Renee American Institutes for Research 1000 Thomas Jefferson, NW Washington, DC 20007-3541 202-403-5327 rsherman at air.org _____ From: professionaldevelopment-bounces at nifl.gov [mailto:professionaldevelopment-bounces at nifl.gov] On Behalf Of Fish, Susan Sent: Tuesday, July 10, 2007 12:28 PM To: The Adult Literacy Professional Development Discussion List Subject: [ProfessionalDevelopment 1358] Re: from Cris,job-embedded professional development It seems like many of these great ideas add up to mentoring or coaching. The local program directors in our state (Oregon) have expressed some interest in this as a way to make professional development local, so I've been reading about mentoring/coaching programs in K-12 and attended a wonderful seminar by Steven Barkley who wrote, Quality Teaching in a Culture of Coaching. I was inspired by the model he uses which is based on a three part observation cycle and which includes ways to coach administrators. Maybe someone out there has answers to some questions that I know we'd have to answer to implement such a strategy. o How would the mentor/coaching teachers be chosen? K-12 seems to just assume that more experienced teachers will mentor newer ones. o How would we keep supervision and evaluation out of mentoring/coaching? Barkley had really solid ideas about what language to use to distinguish the two, but some of the program directors I've spoken with want it to serve both purposes. o How might this work in a community college setting where there is little tradition of mentoring teachers? o Has anyone had experience with paying coaches and coachees? Thanks for bringing the job-embedded focus into this conversation! Susan Susan Fish Director Oregon Professional Development System (OPDS) Western Center for Community College Development Oregon State University 541.737.9059 _____ From: professionaldevelopment-bounces at nifl.gov [mailto:professionaldevelopment-bounces at nifl.gov] On Behalf Of Cristine Smith Sent: Tuesday, July 10, 2007 8:24 AM To: 'The Adult Literacy Professional Development Discussion List' Subject: [ProfessionalDevelopment 1356] Re: from Cris,job-embedded professional development Joanne: Your practicum idea does sound like a good idea for teachers who work solo at satellite settings. It seems like it would give teachers new ideas through observation. Have you also added a component where the teacher can be observed by the facilitator or by other teachers, in addition to being the observer? That would be a nice counterpart to observing new techniques demonstrated by the coordinator/trainer. For many programs, as you mention, the key hurdle to job-embedded PD is just to find the program monies to free up teachers' time to meet on a regular basis. However, job-embedded PD could substitute, at least in part, for the regular off-site PD that practitioners get. If practitioners in programs don't get paid PD release time at all, then that's a larger issue that programs and practitioners have to deal with their state office about. AALPD has done a lot of work advocating for more PD support for teachers, but we still have a long way to go to getting policies that support teachers to get a minimum amount of PD (whether on or off site) for ALL practitioners. Best.Cris Cristine Smith Assistant Professor Center for International Education University of Massachusetts 285 Hills House South Amherst, MA 01003 413-545-2731 cristine at educ.umass.edu _____ From: professionaldevelopment-bounces at nifl.gov [mailto:professionaldevelopment-bounces at nifl.gov] On Behalf Of jhalaesl at aol.com Sent: Monday, July 09, 2007 8:11 PM To: professionaldevelopment at nifl.gov Subject: [ProfessionalDevelopment 1352] Re: from Cris, job-embedded professional development Because so many of our Adult ESL/ESOL instructors teach part time and solo at satellite sites, job-embedded "think tank" PD is not viable for our program. Instead, we have developed a Practicum approach. I demonstrate in an instructor's classroom or learning setting with her/his students, then debrief with the instructor afterwards. This can be facilitated by a coordinator/trainer from within the program, or among instructors. There is great advantage to introducing an approach or technique this way. It helps the facilitator customize the PD on the spot, creates an immediacy for Q+A, and has the benefit of direct application of new learning. The Practicum is also offered to other programs as a seminar or series of workshops. Joanne Hala Literacy Services Coordinator Jointure for Community Adult Education, Inc Raritan NJ -----Original Message----- From: Marilyn Gillespie <marilyn.gillespie at sri.com> To: The Adult Literacy Professional Development Discussion List <professionaldevelopment at nifl.gov> Sent: Mon, 9 Jul 2007 6:44 pm Subject: [ProfessionalDevelopment 1350] Re: from Cris, job-embedded professional development 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: > > PD List Colleagues, Please see the message from Cristine Smith Below. > Thanks! Jackie Taylor > > ------------------------------------------------------------------------ > > *From:* Cristine Smith [mailto:cristinesmith at comcast.net <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 > 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 to focus 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 involves extensive teacher sharing. It is becoming 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 sharing 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? > > Looking forward to more discussion. Cris > > Cristine Smith > > Assistant Professor > > Center for International Education > > University of Massachusetts > > 285 Hills House South > > Amherst, MA 01003 > > 413-545-2731 > > cristine at educ.umass.edu <mailto:cristine at educ.umass.edu <mailto:cristine at educ.umass.edu?> > > > ------------------------------------------------------------------------ > > ---------------------------------------------------- > National Institute for Literacy > Adult Literacy Professional Development mailing list > ProfessionalDevelopment at nifl.gov > > To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/professionaldevelopment > Email delivered to marilyn.gillespie at sri.com > > Adult Literacy Professional Development List - Topic-of-the-Month > http://wiki.literacytent.org/index.php/Topic-of-the-Month > > Research on Professional Development and Teacher Change - Guest Discussion Archives > http://wiki.literacytent.org/index.php/Research_on_Professional_Development_ and_Teacher_Change > > Professional Development section of the Adult Literacy Education Wiki > http://wiki.literacytent.org/index.php/Adult_Literacy_Professional_Developme nt ---------------------------------------------------- National Institute for Literacy Adult Literacy Professional Development mailing list ProfessionalDevelopment at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/professionaldevelopment Email delivered to jhalaesl at aol.com Adult Literacy Professional Development List - Topic-of-the-Month http://wiki.literacytent.org/index.php/Topic-of-the-Month Research on Professional Development and Teacher Change - Guest Discussion Archives http://wiki.literacytent.org/index.php/Research_on_Professional_Development_ and_Teacher_Change Professional Development section of the Adult Literacy Education Wiki http://wiki.literacytent.org/index.php/Adult_Literacy_Professional_Developme nt <hr size=2 width="100%" align=center> AOL now offers free email to everyone. 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