I often present at Adult Literacy conferences and workshops. One of the first questions I ask participants is how many of them have attended a workshop, given a positive evaluation, then gone home and put the workshop binder on the shelf, never to be used again. Lots of hands raise and heads nod. 

To overcome at least some of this disconnect between training and implementation, we offer training in an instructors classroom with her/his students. The first session is usually a demo by the trainer in that setting. The follow up includes post-class discussion, then a second visit by the trainer to observe the instructor implementing newly learned techniques.

Because we maintain a "share the wealth of knowledge" attitude, there is less pressure on the instructors to "perform"
then return to old teaching ways. For newer or less diversified instructors, the introduction of new techniques can be customized to their level of experience and openness to "innovation."

Joanne Hala
The Jointure
Community Education * Child Enrichment * Adult Literacy
www.jointure.org
(908) 872-9573
1124 Rt 202 South, B-11
Raritan NJ 08869


 


 

-----Original Message-----
From: Katrina Hinson <khinson at almanid.com>
To: professionaldevelopment at nifl.gov
Sent: Sun, 25 May 2008 1:08 pm
Subject: [ProfessionalDevelopment 2146] Re: Program-based PD your thoughts










I happen to agree with Robin's comments. Program -PD is only as effective as 
policy and personnel (administrators) require it to be. When it is not supported 
it tends to be wasted effort - especially when the PD does not have an impact on 
classroom teaching practices or student performance goals. I think Robin hit the 
nail on the head when she said it evaporates when teachers know they don't 
"HAVE" to continue doing what they were trained to do. I think one obstacle that 
leads to this isn't so much teacher turnover ( though that is a big one) but 
also, administrative apathy. Training is done because they feel they have to not 
because they want to and then they don't have time to truly dedicate to find out 
if the training was effective or being utilized and then teachers feel like they 
wasted their time or that the training was pointless. My favorite comment from 
teachers is that "I've always done it this way" as if that is the only way 
something can be done - or when someone 
 looks at me and tells me they thought it was 'interesting and cute' but you can 
tell from their comments that he/she has no intention of ever truly implementing 
what they have just been trained on. For PD to be effective, everyone has to 
support it and understand the need and essentialness or inter-relatedness of all 
the pieces - from the training to the classroom to the assessment to student 
performance.



Regards,
Katrina Hinson




>>> <robinschwarz1 at aim.com> 5/15/2008 4:06:47 pm >>>


 Mariann and list-- I find that the most important element of all is policy 
change at the program level. Without that, all the effort soon evaporates either 
as teachers know they don''t HAVE to continue doing what they were trained to 
do, or because there is staff turnover and the effort is lost.?? Robin Lovrien 
Schwarz 


 


 

-----Original Message-----
From: Mariann Fedele <MariannF at lacnyc.org>
To: The Adult Literacy Professional Development Discussion List 
<professionaldevelopment at nifl.gov>
Sent: Wed, 14 May 2008 12:49 pm
Subject: [ProfessionalDevelopment 2133]  Program-based PD your thoughts










Hello PD list colleagues,

Program-based PD is becoming a topic of great interest and growing
practice in the world of adult education. What do you think are some of
the key resources/tools/examples anyone interested in this topic should
know about? 
For those of you who have conducted program-based PD what have been the
benefits and what have been the challenges? If the sky were the limit,
what do you think would help in meeting the challenges (trainings,
technology supports, tailored technical assistance)? 

Look forward to hearing from you soon!

Mariann

Mariann Fedele
Director,
NYC Regional Adult Education Network
Literacy Assistance Center
Moderator,
NIFL Technology and Literacy Discussion List
32 Broadway 10th Floor
New York, New York 10004
212-803-3325
mariannf at lacnyc.org 
www.lacnyc.org 


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----------------------------------------------------
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Provide feedback by May 30th on the AALPD Quality Professional Development 
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http://wiki.literacytent.org/index.php/Adult_Literacy_Professional_Development



 

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