Share: Share on LinkedIn! Print page! More options

Archived Content Disclaimer

This page contains archived content from a LINCS email discussion list that closed in 2012. This content is not updated as part of LINCS’ ongoing website maintenance, and hyperlinks may be broken.

From: Katrina Hinson (
Date: Wed Mar 23 2005 - 07:50:59 EST

Return-Path: <>
Received: from literacy (localhost []) by (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: <>
Precedence: bulk
From: "Katrina Hinson" <>
To: Multiple recipients of list <>
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

>>> 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:  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!)

[The following message is  from Janet Isserlis]

Dear all
While looking for something else, I came across a page from Virginia's
around teacher observation
on my website (which I think originally got there through a conversation
this list some time ago..)

In responding more directly to the questions that Jackie and Marie
Rhode Island has been engaged in a process for the last year and a half
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
these things in ways that guide but are not prescriptive.

We're struggling with questions related to ways of naming the qualities
teachers should possess but do not want to mandate these things; we want

programs to have flexibility in crafting job descriptions and hiring but
want to ensure that teachers have strengths-based support and especially
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, including a report authored by Judy
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
regarding teacher assessment/evaluation (see below). I'm also wondering,
do you see teacher evaluation folding into a professional development
plan for
teachers? How might that plan dovetail into a program improvement plan,
where does all that begin?

Do programs in your area support teachers in developing a plan for their
professional development? If so, how is it done in your area? What are
issues or barriers programs face in supporting teachers for developing
professional development plans?

Jackie Taylor

This archive was generated by hypermail 2b30 : Mon Oct 31 2005 - 09:48:47 EST