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Return-Path: <email@example.com> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id j2NCoxG02066; Wed, 23 Mar 2005 07:50:59 -0500 (EST) Date: Wed, 23 Mar 2005 07:50:59 -0500 (EST) Message-Id: <firstname.lastname@example.org> Errors-To: email@example.com Reply-To: firstname.lastname@example.org Originator: email@example.com Sender: firstname.lastname@example.org Precedence: bulk From: "Katrina Hinson" <Khinson@future-gate.com> To: Multiple recipients of list <email@example.com> Subject: [NIFL-ASSESSMENT:1010] Re: FW: [NIFL-AALPD:1979] re: teacher X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 7bit Content-Type: text/plain; charset=US-ASCII X-Mailer: Novell GroupWise Internet Agent 6.5.1 Status: O Content-Length: 2476 Lines: 73 >>> firstname.lastname@example.org 03/22/05 9:03 AM >>> Hi everyone, We seem to be sharing a bit of this conversation right now with folks on the Professional Development List (go to: http://www.nifl.gov/lincs/discussions/nifl-aalpd/aalpd.html to sign on to their discussion). But I will forward this email because Janet describes how an entire state is grappling with teacher ability and quality. (Go RI Go!) marie [The following message is from Janet Isserlis] Dear all While looking for something else, I came across a page from Virginia's project around teacher observation (http://www.aelweb.vcu.edu/projects/observation/) on my website (which I think originally got there through a conversation on this list some time ago..) In responding more directly to the questions that Jackie and Marie raise: Rhode Island has been engaged in a process for the last year and a half of examining and strengthening its adult education system. One of the five working groups has given a great deal of time and thought to these very questions; looking at qualities and abilities of teachers and trying to codify these things in ways that guide but are not prescriptive. We're struggling with questions related to ways of naming the qualities that teachers should possess but do not want to mandate these things; we want programs to have flexibility in crafting job descriptions and hiring but also want to ensure that teachers have strengths-based support and especially want to grow a culture that values professional development. I know that this is a vague response, and hope that other Rhode Islanders on the list might chime in. Some of our work is on line at http://www.ripolicy.org/literacy, including a report authored by Judy Titzel, based on input from the field during the first 12 months of the above-mentioned process. Janet Isserlis Marie raised an interesting question on the assessment list Thursday morning regarding teacher assessment/evaluation (see below). I'm also wondering, how do you see teacher evaluation folding into a professional development plan for teachers? How might that plan dovetail into a program improvement plan, and where does all that begin? Do programs in your area support teachers in developing a plan for their own professional development? If so, how is it done in your area? What are the issues or barriers programs face in supporting teachers for developing professional development plans? Jackie Taylor
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