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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 j2UMFJG05133; Wed, 30 Mar 2005 17:15:19 -0500 (EST) Date: Wed, 30 Mar 2005 17:15:19 -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: email@example.com To: Multiple recipients of list <firstname.lastname@example.org> Subject: [NIFL-ASSESSMENT:1032] [FWD: [NIFL-AALPD:1992] Re: Teacher assessment and professional development] X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: TEXT/plain; CHARSET=US-ASCII Status: O Content-Length: 4758 Lines: 81 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 <email@example.com> > Date: Mon, March 28, 2005 6:44 pm > To: Multiple recipients of list <firstname.lastname@example.org> > > 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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