|Members||State Staff||Publications||Staff||Site Map|
Adult Education State Directors
National Training Institute
November 10, 2005
Supporting Teacher Change:
Connecting Professional Development Research to State Policy
1:00 – 4:30 p.m.
Improvement on your performance indicators is grounded in teachers getting better at helping learners organize, carry out, and evaluate learning. So, what can a state do to support teachers in improving those skills? This two part series begins this afternoon with a review of the research on which to build and justify some foundational PD policy decisions. Tomorrow, the session will explore a professional development framework that can help you organize your system and determine additional policy needs.
Part I: NCSALL’s research on “How Teachers Change” (Smith, 2004) identifies program and professional development factors that support teacher change. As states begin to closely examine their professional development systems in preparation for new state plans, this research can help to guide future policy decisions. In addition, AALPD, the Association of Adult Literacy Professional Developers, has identified factors that positively impact professional development.
This session will begin with a presentation by Cris Smith, the author of “How Teachers Change” who will review the research findings, including state policy implications. States who have developed such policies will share their experiences in implementing those policies into practice. You will leave this session with a variety of sample professional development and program policies that you can adapt to your state’s needs.
1:00 – 1:15 Overview Linda Warner, Chair
Professional Development Committee
1:15 – 1:30 Setting the Stage Lennox McLendon
1:30 – 2:30 How Teachers Change: Cristine Smith, Deputy Director
A Study of Professional Development NCSALL
In Adult Education
The Professional Development Study examined how practitioners change after participating in one of three professional development models: multi-session workshops, mentor-teacher groups, or practitioner research groups. The study also investigated the most important professional development and program factors that influenced the type and amount of teacher change. Cris will provide an overview of the research findings and explain the factors can impact state policy decisions.
2:30 – 2:45 Break
2:45 – 3:10 Connecting the Research to State Lennox McLendon
Policy, Expectations, and Guidance
Connecting some of the key research findings to state policy and guidance can form the foundation for clearer expectations for professional development in your state. Whether you have the authority to institute policy requirements or whether your agency can only provide guidance, the research findings can be used to guide each. This interactive discussion will take a look at what those foundational policies or guidance might include.
· Forming foundational policies
o Improving teachers’ working conditions, including access to decision- making in the program
o Paying teachers to attend professional development
o Increasing access to colleagues during and after professional development
Establishing expectations at the state and the program level that all
eachers must continue to learn – individual PD
3:10 – 4:10 A Look at How States are Connecting PD Research to Policy
Selected states will share their policies and practices related to the research factors and will provide information on (1) how the policy originated, (2) how it is communicated to the field, (3) how compliance with the policy is monitored, and (4) how they measure the impact of its benefits.
· Access to decision making
o Teacher advisory groups or taskforces
· Paid professional development
Tennessee – rewarding professional growth
· Access to colleagues during and after PD
Texas or Virginia’s Yearly Evaluative Staff Meeting
· High expectations
West Virginia – pre-service, core, and elective requirements
Virginia, Ohio, or Kentucky – individual professional development plans
· Quality criteria
XXXX state (Maryland has model from K-12)
4:10 – 4:30 Reviewing the AALPD Policy Recommendations Lennox McLendon
Examining One Model for Structure and Process Policy Options
Review of Part II agenda
In addition to the foundational policies, AALPD has developed recommendations on additional professional development policy issues related to incentives, access, and content. In preparation for tomorrow’s morning session, you will be introduced to a framework that can help organize your professional development system with a structure and process for incorporating these policy recommendations.
Adult Education State Directors
National Training Institute
November 11, 2005
Building a Structure to Frame Professional Development
Delivery and Policy
8:30 a.m. – Noon
With performance indicators, it is all about program improvement. Your local program practitioners look to you for guidance on how to get better at what they do.
Improving professional development policy and structure reinforces your program improvement vision. Therein, you provide clear guidance, the resources, and the expectation that enable teachers and program directors to regularly assess their capabilities and practice adult learning for themselves.
Thus the state director’s task is to provide clear policy guidance, supportive structures, and resources. By doing so, you (1) create the expectations that each practitioner is expected to get better at what she/he does and (2) enable all practitioners to do so.
This session will focus on helping states take a closer look at the structure of their professional development system by examining a framework in which to organize it. Within that framework, a number of factors will be explored including practitioner standards, various components of professional development, and the policy decisions that need to be addressed to ensure clear expectations to the field. You will learn about the structure and policies that a variety of states have adopted related to professional development content, access, incentives, and accountability issues. By the end of this session, you will have varied professional development options that you can adapt to your state’s capacity and needs.
8:30 – 9:10 Taking a Closer Look at a Professional Development Lennox McLendon
Framework Kathi Polis
The majority of adult educators enter this profession “sideways” with little or no undergraduate training in adult education. Helping them gain the knowledge, skills, and abilities required for high performance, therefore, demands a professional development system that is responsive to their diverse needs. By organizing your professional development efforts into a structure or a framework that can address the needs of both new and veteran practitioners, you will be better able to identify gaps and policy issues that need to be addressed. The framework presented during this segment will help you to examine your own professional development system more closely.
· Practitioner Standards
§ Pre-service Training
§ Core Training
§ Responsive Training and Resources
§ Program Expansion
9:10 – 9:30 Reaction Discussions on the PD Framework
You will discuss the structure of the framework with your table partners to (1) share how your current professional development efforts relate to its format, (2 )determine if the framework would be a good way to organize your professional development delivery, and (3) identify ways in which it could be adapted to fit your state’s needs.
9:30 – 10:15 A Tour of State Options
The Tour of State Options will give you an opportunity to hear about various options for delivering professional development in addition to the policy decisions these states have made related to content, access, incentives, and fulfillment. Be prepared to receive lots of ideas on how it might work in your state.
· Practitioner Standards
· Pre-Service Training: Content, Access, Incentives, and Fulfillment Policies
o Peer Trainers – Minnesota
o Blended Model – Kentucky
10:15 – 10:30 Break
10:30 – 11:30
· Core Training: Content, Access, Incentives, and Fulfillment Policies
o West Virginia
· Responsive Training and Resources; Content, Access, Incentives, and Fulfillment Policies
o North Carolina (Certified Resource Specialists)
· Program Expansion: Content, Access, Incentives, and Fulfillment Policies
o Pennsylvania (Family Literacy and Workplace Education)
o Missouri (distance learning???)
11:30 – Noon The Wisdom of the Crowd: An Open Forum on Professional Development Policy and Practice Issues
The book” The Wisdom of Crowds: Why the Many Are Smarter Than the Few” by James Surowiecki, states that a group of knowledgeable people makes far better decisions than a few experts. This closing segment will provide you, the knowledgeable folks, with an opportunity to bring professional development issues to the floor for discussion and possible resolution. For those questions or problems that you’ve always wondered how other states were dealing with them, this is your chance to gain the “wisdom of the crowd.”