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[ProfessionalDevelopment 1396] Re: from Cris, job-embedded professional development
Kaye Beall
kbeall at onlyinternet.netThu Jul 12 11:17:55 EDT 2007
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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?> >
>
> ------------------------------------------------------------------------
>
> ----------------------------------------------------
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>
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>
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