NIFL-ASSESSMENT 2005: [NIFL-ASSESSMENT:1032] [FWD: [NIFL-AALPD:

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From: marie.cora@hotspurpartners.com
Date: Wed Mar 30 2005 - 17:15:19 EST


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From: marie.cora@hotspurpartners.com
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Subject: [NIFL-ASSESSMENT:1032] [FWD: [NIFL-AALPD:1992] Re: Teacher assessment and professional development]
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Greetings from sunny San Antonio!  I'm forwarding this message - it is
focusing more now on professional development, but still interesting
and informative.
marie

> -------- Original Message --------
> Subject: [NIFL-AALPD:1992] Re: Teacher assessment and professional
> development
> From: Bonnie Fortini <bfortini@mmhs.u102.k12.me.us>
> Date: Mon, March 28, 2005 6:44 pm
> To: Multiple recipients of list <nifl-aalpd@literacy.nifl.gov>
> 
> Sorry to be late in responding to this posting and hope the discussion is still
> going on.
> 
> > do you see teacher evaluation folding into a professional development plan
>   for teachers?  
> We have been trying to encourage teachers in adult education in Maine to develop
> personal professional development goals on a yearly basis.  The extent to which
> the teachers themselves are evaluated varies from program to program, but the
> expectations at the state level for AEFLA recipient programs is that all such
> funded teachers will have a plan to work on.  We have been using goal planning
> formats based on Equipped for the Future, and it is probably being followed
> with varying levels of success, depending upon the committment of the program,
> administration, and teachers. 
> 
> >How might that plan dovetail into a program improvement plan, and
>   where does all that begin?  
> We've clearly seen the direct connection between teachers accessing professional
> development offerings, working through personal PD goals, etc. and the
> continuous improvement model of program improvement.  In one workshop I
> presented a PowerPoint that "Pieced" it all together.  If the ultimate goal is
> increased/secure funding, that has to based on quality programming and
> reporting (accountability to funders, communities, students), and quality
> programming is the product of teachers and administrators who are continuously
> aiming to improve performance, increase their knowledge, be a model of what
> they want their students to access.  The logical place for that to begin is
> with professional development and staff support that is targeted to meet the
> needs of the program to assist in reaching the goal of quality and
> accountability.
> > 
> > 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?  
> Our program attempts to.  We provide for the 12 hours of PD per program year,
> ask for goal plans (including outcomes) which we still do not always get, but
> given the part time nature of our programs have not pressed the point...at this
> time.  We also ask our teachers to manage their time to attend staff meetings
> (problematic in our large rural area even using distance education  technology)
> and to schedule their time so that their yearly compensation covers one hour of
> preparation for every 3 hours of instruction.  This last point is an attempt to
> give the teachers and tutors some amount of time to put what they have learned
> into instructional practice.
> 
> > What are the issues or barriers programs face in supporting teachers for
> developing professional development plans?  
> For us I think the major barrier is the time/money continuum.  It is a lot to
> ask our adult ed practitioners to become PD self-advocates and consumers when
> often our day school colleagues are reluctant to take on more than they are
> compensated for.  I don't think it is too "Pollyanic" of me to say that those
> adult ed and day school practitioners who do take the responsibility on
> themselves discover the rewards are well worth the effort.  I'm suspicious that
> some of my colleagues who have been very depressed by the chaos and workload
> that comes with systemic change and movement to standards-based practices are
> actually revived by a bout of PD if it is in an area that they can readily
> apply and see results from.  Some examples of these "bouts" include Brain Gym
> training, Reading Essentials for Adult Learners, Authentic Materials,
> Assessment in the Classroom, and others.  We are fortunate in Maine to have had
> access to such PD on a yearly basis through the auspices of our State DoE and
> our State Literacy Resource Center.  Together, along with interested and
> qualified practitioners from the field we have provided regional professional
> development, and are moving to the development of distance education components
> as well as varied formats for presentation.  Again, this all takes funding,
> time, committment, and effort, but the results have been rewarding.
> 
> Bonnie Fortini
> Machias Adult & Community Education
> CWCABEC (ABE collaboration in Washington County)
> c/o School Union #102, RR!, Box 12-A
> Machias, ME 04654
> (207)255-4917



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