professional development policy to practice adult education state directors national training...

Professional Development Professional Development Policy to PracticePolicy to Practice

Adult Education State DirectorsNational Training Institute

November 11, 2005

NAEPDCNAEPDC

National Adult Education Professional Development Consortium 2

Today’s ObjectivesToday’s Objectives

To take a closer look at one framework for organizing your PD activities

To learn how states are structuring their PD efforts and the policy decisions being made

To examine options for sequencing your development work

To provide an opportunity to raise and discuss various PD issues

Agenda

Tab 14

Powerpoint

Tab 15


IntroductionIntroduction

You are already doing a lot of professional development.

This framework merely helps to organize our thinking and discussion of the issues.


Practitioner StandardsPractitioner Standards

Organizing Your PD Framework – One Organizing Your PD Framework – One ModelModel

Identifies what practitioners (e.g., teachers, local administrators) need to know and be able to do

Forms the foundation for needs assessments and individual professional development plans

Structural ComponentsStructural ComponentsOrientation

Orients new staff to adult

education

Core Training

Includes topics that are essential

for all practitioners

Responsive Training & Resources

Responds to individual needs

and interests

Program Expansion

Meets specialized PD needs (e.g., family literacy, workplace ed)

Policy DecisionsPolicy DecisionsAccess

Delivery Methods

(e.g., face-to-face, online, study groups)

Incentives

Supports that fosterparticipation

Fulfillment

What you expect after the training and how you will

measure it

Tab 12


Foundation of Foundation of Professional DevelopmentProfessional Development

Practitioner Standards – what our teachers and program directors need to know and be able to do

Content Standards - what our students need to know and be able to do



Practitioner standards – a common set of agreed upon knowledge, skills, and abilities that all teachers and program directors need to function effectively in adult education

Samples ProNet Teacher Competencies ProNet Manager Competencies State-developed Competencies/Standards

Who has teacher competencies/standards?



Form the basis for your overall professional development system

Content of PD activitiesSelf-assessment Individual PD plansRegional and/or statewide PD needs assessmentsJob descriptionsTeacher credentialing Teacher evaluation



Need to customize them to match your state’s policies, procedures, and practices

Need input and buy-in from the field

Once they are developed, they can guide your professional development system



Organizing Your PD Framework – One Organizing Your PD Framework – One ModelModel

Identifies what practitioners (e.g., teachers, local administrators) need to know and be able to do

Forms the foundation for needs assessments and individual professional development plans

Structural ComponentsStructural ComponentsOrientation

Orients new staff to adult education

Core Training

Includes topics that are essential for all

practitioners

Responsive Training & Resources

Responds to individual needs

and interests

Program Expansion

Meets specialized PD needs (e.g.,

family literacy, workplace ed)

Policy DecisionsPolicy DecisionsAccess

Delivery Methods

(e.g., face-to-face, online, study groups)

Incentives

Supports that fosterparticipation

Fulfillment

What you expect after the training and how you will

measure it

Tab 12


Questions to AskQuestions to Ask

For each component…What should the CONTENT be?How should the field ACCESS that

content?What types of INCENTIVES and support

are needed to ensure participation?What is the FULFILLMENT? What do we

expect after the training has taken place? How do you measure it?


OrientationOrientation

Getting new teachers and program directors off to a good start Content – What should it include? Access – Online, CD, face-to-face, mentors, etc.?

Before instruction, within first month, etc.? Incentives – Required or voluntary? Paid or

unpaid? Fulfillment – Participation only? Follow-up

activity? Sharing with colleagues? How will you measure it?


Core TrainingCore Training

Topics that are essential for all teachers and program directors

Accountability training – statewide policies and procedures such as: Assessment Data collection and reporting Use of data for program improvement

Content area training – promotes effective teaching, such as Learning Disabilities Technology ESL (where appropriate) Content Areas (Reading, Math) Classroom Management


Core TrainingCore Training

Content – What topics are essential? Access – Online, CD, face-to-face, videos,

video conferencing, etc.? Incentives – Required or voluntary? Paid

or unpaid? Other incentives? Fulfillment – Participation only? Follow-up

activity? Sharing with colleagues? How will you measure it?


Responsive TrainingResponsive Training

Allows practitioners to select PD options that meet specific needs as indicated on their Individual PD Plans

Examples: Managing the Multi-Level Classroom Working Effectively with the Younger Student GED Math Strategies Helping Students Transition to Post-Secondary

Education


Responsive TrainingResponsive Training

Content – What range of topics is necessary?

Access – What about study circles, inquiry based projects, coursework, teacher exchanges, etc.?

Incentives – Required or voluntary? Paid or unpaid? Other incentives?

Fulfillment – Participation only? Follow-up activity? Sharing with colleagues? How will you measure it?


Program ExpansionProgram Expansion

Specialized training that addresses delivery systems beyond the traditional classroom deliveryFamily literacyWorkplace educationDistance learningCorrectional education


Reaction DiscussionReaction DiscussionWith your table partners:

Share how your current PD efforts relate to the framework format

Determine if such a framework would be a good way to organize your delivery

Identify ways in which it could be adapted to fit your state’s needs


A Tour of State OptionsA Tour of State Options



Pam Smith, Colorado

Discussion Point #1Do you currently have

standards/competencies for teachers, local directors, or other adult education staff?

If yes – how were they developed, and how are they used?

If no – In what ways could they enhance the quality of your efforts?

Tab 16


Orientation TrainingOrientation TrainingReecie Stagnolia, Kentucky

Discussion Point #2What is the structure of your current

orientation process for new local staff?How do participants access the

orientation?Is participation required? Are they paid

to attend?What do you expect as a result of the

orientation, and how are you measuring it?

Tab 17


Core TrainingCore TrainingCathy Shank, West Virginia

Discussion Point #3Are you currently offering training

related to accountability issues? Is this training mandatory or voluntary?

In addition to accountability training, are there other trainings that locals are required to attend?

Are you providing incentives to promote participation?

What do you expect as a result of the training, and how are you measuring it?

Tab 18


Responsive TrainingResponsive Training Joanie Rethlake, Texas

Discussion Point #4 What process does your state use to help

practitioners identify their individual PD needs? In addition to face-to-face training, does your

state provide alternate methods for professional growth?

What types of incentives do you offer to encourage participation in responsive training?

What are participants expected to do after the training? How do you measure it?

Tab 19


Program Expansion Program Expansion TrainingTraining

Ron Jewell, Missouri

Discussion Point #5Do you have specific teacher and/or

director training for program expansion areas such as workplace, distance learning, etc.?

Are there any particular challenges in providing this specialized professional development? If so , how do you deal with them?

Tab 20


Sequencing Your WorkSequencing Your Work

Where do I start?Who can do the work?How long does it take?How do I get the field involved?


The Wisdom of the CrowdThe Wisdom of the Crowd

An Open Forum on PD Policy and Practice Issues

professional development policy to practice adult education state directors national training...

Documents

development workto

pd framework

pd efforts

pd activitiesto

individual needs

needs assessments

various pd issuesagenda

orientationorients new