NIFL-ASSESSMENT 2005: [NIFL-ASSESSMENT:1010] Re: FW: [NIFL-AALP

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From: Katrina Hinson (Khinson@future-gate.com)
Date: Wed Mar 23 2005 - 07:50:59 EST


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Subject: [NIFL-ASSESSMENT:1010] Re: FW: [NIFL-AALPD:1979] re:  teacher
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>>> marie.cora@hotspurpartners.com 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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