Good day or evening, all!

Recently, Cristine Smith circulated a survey about "Accountability and
Professional Development" - specifically, the survey asks professional
development (PD) providers if PD related to assessment and
accountability training was required before the advent of the National
Reporting System (NRS), in the first two years after the NRS, and now.
It asks to what extent PD providers think that the accountability system
has affected the types of professional development provided in their
state, and to comment on what the effect has been
(http://www.surveymonkey.com/s.aspx?sm=TseraqLIt9aH5FJ5TV3ENQ_3d_3d
<http://www.surveymonkey.com/s.aspx?sm=TseraqLIt9aH5FJ5TV3ENQ_3d_3d> ).

 

These questions have gotten me to thinking about accountability in
general, which brings me to a new question for the group.

 

As noted a while back on this list
(http://wiki.literacytent.org/index.php/Accountability) accountability
might be viewed as a process that starts and ends with learning; a kind
of multilane highway where all parties involved have levels of
accountability that they should in fact meet - including the learner.

 

Adult literacy professional development provides accountability systems
training to help some teachers and programs "be accountable" to funders
and presumably to learners. In essence, we have accountability in
professional development, but do we have accountability _for_
professional development? 

 

Is professional development accountable for teacher and student
learning?

 

If so, then to what extent is it (or can it be) practiced? What does it
look like? How does accountability for professional development work?
After all, professional development is an important party at the table
of adult literacy education.

 

I look forward to learning your thoughts this week.

 

Best, Jackie

 

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

 

 

 

 

 

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