Ditto to Duren. An "annotated database/resource dedicated to collecting all
the online PD tools out there/available" would be perfect. That way
practitioner could go to it on their own time and pace. It could include
multi-media links of demos and how-to's.  This would be a good PD support we
can use in local on-site training. 

Barbara Jacala
Guam Community College  

-----Original Message-----
From: professionaldevelopment-bounces at nifl.gov
[mailto:professionaldevelopment-bounces at nifl.gov] On Behalf Of
professionaldevelopment-request at nifl.gov
Sent: Wednesday, January 07, 2009 3:12 AM
To: professionaldevelopment at nifl.gov
Subject: ProfessionalDevelopment Digest, Vol 40, Issue 7

When replying, please edit your Subject line so it is more specific
than "Re: Contents of ProfessionalDevelopment digest..."




Today's Topics:

   1. [ProfessionalDevelopment 2755]  Acceptance of Online PD
      (Thompson, Duren J)
   2. [ProfessionalDevelopment 2756] Re: Career pathways?
      (MAITERTH Melinda)


----------------------------------------------------------------------

Message: 1
Date: Tue, 6 Jan 2009 12:07:10 -0500
From: "Thompson, Duren J" <duren.thompson at utk.edu>
Subject: [ProfessionalDevelopment 2755]  Acceptance of Online PD
To: <professionaldevelopment at nifl.gov>
Message-ID:
	<3C73365742692342BE7D0BF7FA809C060352E9B2 at KFSVS1.utk.tennessee.edu>
Content-Type: text/plain; charset="us-ascii"

I think at least 3 very important things have changed:

1)	Financial change - Economic crises in many states have lead to a
serious consideration of technologies earlier thought "neato" but "too
complicated."  In other words, *because* they could no longer afford
face to face PD, MORE programs are willing to move out of their comfort
zones and seriously explore distance, online and non-traditional PD
options.
	
2)	Generational change - The existing adult education professional
organization age "make-up" is naturally shifting (over time) to folks
who grew up with technology - who more easily accept it as a solution to
challenges.
		
3)	Societal change - Technology is not just for geeks anymore.
Societally, technology is becoming more and more accepted and prevalant.
NOT knowing how to program your VCR, NOT owning a cell phone, NOT having
a computer used to be a point of pride for many folks - they had not bee
"sucked in" to the "new fads."  Now it is seen as a sign of being
"backward," antagonistic, or unfortunate.  And who wants to be that?

:-)

		
I think we should be aware, however, of the following pitfalls in this
more technologically supportive climate (these aren't new - just a
reminder!):

1)	Tech for Tech's sake - some folks will want to apply
technologies to problems that are not best suited to that solution. They
may even be somewhat "bull-headed" about it.  A pencil is technology -
and sometimes I find it more effective than a keyboard.  As champioins
of tech, it is important that we ask proactively questions, and champion
the tech that best fits ALL the actual needs of the organization. I
can't tell you how often I have "talked folks out of" applying 'fancier'
tech (a wiki, or discussion board, or web page) to a need that was
really best adressed by a discussion list for example.
		
2)	Hostile Tech participants - As tech becomes societally accepted,
folks "secretly" hostile to tech will join in tech-related PD activites
because they "have to," or they don't want to be seen as archaic by
their peers/boss.  One of the things we know about online PD is that
"first improessions" matter.  If someone has a bad first expereince, it
is likley to color all future experieinces.  These folks lend themsleves
to self-fulfilled prophecies - "This WILL be a bad experience."  I think
we need to research techniques to support these learners to have GOOD
first expereinces if possible.
		
3)	Short-term planning - When money shows up, it usually needs to
be spent fast - and when Tech is involved, it can often be spent in
effiecently - without attention/planning for the long haul.  At this
time, hardware needs to be replaced every 3 years - or sooner!
Operating systems require the revision of software on roughly the same
schedule.  ALL tech needs tech support to be useful for users - both for
the hardware/software sytems themselves, and for the users trying to
interface with these systems.  Wise organizations have long-term plans,
revises regularly, to which money can be applied at any point it is
available.
		
4)	Re-creating the Wheel - Everyone likes to do things their own
way (see #1), and often folks don't have TIME to check and see what is
already availble (see #3 above), and thus end up with a plan for
online/tech related PD that essentially re-creates what is already
available.  What I would LOVE to see happen is an annotated
database/resource dedicated to collecting all the online PD tools out
there/available (not unlike the old LINCS database or Special
Collections).   (I thought I saw an announcement of something like this
on a WIKI go by - but David's Online PD for DL Instructors caught my
attention and now I can't find it. - Jackie?)
		
Anyway - off my soapbox now, and back to lurking (and off to edit per
David's request)

Duren Thompson 

Center for Literacy Studies - Celebrating 20 years of support for
life-long learning!
University of Tennessee
www.cls.utk.edu

------------------------------

Original message
Date: Tue, 06 Jan 2009 14:22:35 +0000
From: carolkubota at comcast.net

Hello Jackie,

I would like to comment on your question.

Secondly, from your perspective, has the demand for online PD changed?
Are more practitioners seeking it? Less? Or are more states developing
online or distance options because of funding issues, travel, and other
related barriers for face to face? 

The demand for online PD has changed in that most teachers do not have
the time or physical or monetary means to attend f2f PD. It has become
more costly to take time out of classes and to physically attend PD that
teachers are looking for. I can speak from my own experiences as a
provider and a receiver of PD. I have completed various online PD
classes that have helped me tremendously with my teaching. I could not
have taken these classes in the city where I live because they would
never be offered. I live in a small city in Michigan. I had the chance
to learn with others from the USA and around the world.

I think that more teachers are seeking good quality online PD. Many more
opportunities to share information globaly is a plus for online PD. Uses
of online research can be used. There are so many forms of delivering
online PD that it is much more interesting and beneficial to all who
participate.

We are in the world of technology.

Carol
--
Director/Language and Culture Specialist Battle Creek Language and
Culture Center
7 Heritage Oak Lane #4
Battle Creek, Mi 49015
269-979-8432
http://www.bclanguageculture.com
carolkubota at comcast.net



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Message: 2
Date: Tue, 6 Jan 2009 08:47:28 -0800
From: "MAITERTH Melinda" <melinda.maiterth at co.multnomah.or.us>
Subject: [ProfessionalDevelopment 2756] Re: Career pathways?
To: "The Adult Literacy Professional Development Discussion List"
	<professionaldevelopment at nifl.gov>
Message-ID:
	<ADC345996535FC449285626C702ABE7C44CC94 at EXCH1.co.multnomah.or.us>
Content-Type: text/plain; charset="us-ascii"

Greetings,

 

I hope you can help me. I have a struggling client who is going back to
TN- could you send me the links to any GED programs or the state ED
link?

Thank you so much,

 

Melinda Maiterth, M.A.T.
Basic Skills Educator

GOALS PROGRAM

Great Opportunity for Accountability, Learning & Success

Juvenile Services Division

1401 NE 68th Avenue

Portland, OR 97213

(503) 988-3460 x26375

FAX (503) 988-4007

melinda.maiterth at co.multnomah.or.us

 

-----Original Message-----
From: professionaldevelopment-bounces at nifl.gov
[mailto:professionaldevelopment-bounces at nifl.gov] On Behalf Of Jackie A.
Taylor
Sent: Tuesday, January 06, 2009 5:30 AM
To: The Adult Literacy Professional Development Discussion List
Subject: [ProfessionalDevelopment 2748] Career pathways?

 

Good day or evening, all!

 

It's early here in Tennessee and I'm in need of coffee. But I have two
early a.m. observations on yesterday's discussions. Here's one:

 

I'm wondering, from your experience or observations, what are the
elements involved in putting career pathways for adult educators "in
place?" Who needs to be at the table, for example? 

 

Jackie

 

Jackie Taylor, jackie at jataylor.net 

 

________________________________

From: Terry Shearer [mailto:tshearer at esc4.net] 
Sent: Monday, January 05, 2009 10:12 AM
To: The Adult Literacy Professional Development Discussion List
Subject: [ProfessionalDevelopment 2737] Re: Economic Stimulus
DiscussionSummary-- Any more thoughts?

 

I would like to see a comprehensive professional development for teacher
aides who want to be teachers, but lack a bachelors degree.  Many of the
certificate trainings that are currently offered in the state of Texas
(STAR Reading, CELTA) require a minimum of a bachelors despite the fact
that these individuals have extensive classroom experience and have 2
year degrees or their equivalent.   These aides are often eager to learn
new techniques and transition to teaching, but there is no educational
path that directly addresses their needs.  

 

From: professionaldevelopment-bounces at nifl.gov
[mailto:professionaldevelopment-bounces at nifl.gov] On Behalf Of Jackie A.
Taylor
Sent: Sunday, January 04, 2009 3:50 PM
To: The Adult Literacy Professional Development Discussion List
Subject: [ProfessionalDevelopment 2734] Economic Stimulus Discussion
Summary-- Any more thoughts?

 

Dear Professional Development Colleagues:

 

Last week, I shared with you the possibility that adult education may
see an additional $500 million dollars in federal funds as a part of the
Economic Stimulus Package. (See:
http://wiki.literacytent.org/index.php/Economic_Stimulus_and_PD for the
initial post and full discussion thread.) I shared a few examples of
what adult educators may need to be able to do in order to help adult
learners upgrade their skills and transition to work without losing
sight of those hardest to serve. I then asked:

 

"If $500 million were included in the stimulus for adult education and
we had 27 months to spend it, what should be spent on professional
development in order to help lower-skilled adults go to work and
experience career success?

 

1.      What are the considerations for professional development if the
$500 million stimulus for adult education became an immediate reality? 

2.      What additional models already exist that we can learn from? 

3.      How would we get up and running as quickly as possible?"

 

So far a few main themes have surfaced from our discussion:

 

*         To take a closer look at Washington state's I-BEST initiative
and related professional development component 

*         To explore training team teachers - literacy/numeracy/ELL and
content teacher teams

*         To expand online/blended learning for adult learners 

*         To discuss/develop a model for distance PD to train distance
education teachers

*         To recommend a policy model for states for funding
professional development with any new federal funding

 

Are there any other considerations for professional development as we
move forward? 

 

Thanks all!

 

Jackie Taylor, List Facilitator, Adult Literacy Professional Development

jackie at jataylor.net 

 

 

 

Summary of Subscriber Responses:

 

1. What are the considerations for Professional Development?

 

*         (Tom Sticht) shared a wealth of information on Functional
Context Education as an integrated literacy approach to adult basic
skills and vocational education and offered several related examples,
such as the WOW model, I-BEST, and Microenterprise Training and
Development

*         Massachusetts many years ago decided that 10% of its state and
federal adult education funding should be used for professional
development. I think that's a guideline that should be recommended to
other states in all new federal funding. (David Rosen)

*         The professional development training I would suggest is for
the training of team teachers; i.e. content teachers to learn literacy
strategies and for literacy teachers to learn how to adapt strategies to
content. (Barbara Jacala)

*         I agree with Barbara. So much of what we do is preparing
adults for transitions to academic, vocational, or other programs (such
as citizenship). Whatever the transitions, both the ESL and the other
(academic, vocational, etc.) teacher need to learn from each other. An
online professional development program would be very helpful,
especially if it included vignettes of actula teaching in a variety of
contexts so that all could get a better sense of what each context
entails. (Jodi Crandall) 

*         While distance ed provides an effective way to reach those
that can not attend face-to-face services, it can also be used to
increase intensity of instruction for students who may be able to attend
class only once a week but would like more instruction to reach his or
her goal. This would be one way to help adults progress along their
career pathway faster. (Destiny Long)

*         We need to share/adapt surveys for gauging new/potential
students' computer skills (Professor Contreras and Crystal Hack)

*         Other considerations to add here?

 

2. What additional models already exist that we can learn from?

 

*         One of the adult literacy education delivery models that has
great promise, but that will require significant new and additional
professional development, is online learning. This is especially useful
for programs that involve initial face-to-face training and/or education
and then job placement, where there is still need for continued
education once the person is working, but because of the work schedule
there is not much opportunity to attend classes. A blended model, that
involves some face-to-face, perhaps one or two Saturdays a month, and
4-10 hours a week of online learning might be an ideal model for some
people in this situation. Currently there are very few adult literacy
education teachers who have been trained to do online learning well. If
online or blended learning significantly expands, there will be a "labor
shortage" of these teachers. (David Rosen)

*         I too would like to suggest we take a closer look at
Washington state's I-BEST initiative. The devil is definitely in the
details, so a model alone transferreth not! If I'm not mistaken,
Washington has a PD component that we should look at. Here in Texas we
are fairly convinced that replicating the I-BEST model would work well
for us, with some modifications. But before one can modify, one needs to
thoroughly understand why things were planned as they were. (Barbara
Tondre) 

*         GED-I Distance PD models 

*         Pennsylvania's online/distance PD models 

*         Project IDEAL distance training for distance educators

*         Other models to list here?

 

3. How would we get up and running as quickly as possible? 

 

*         We are now close to having final AALPD standards for
professional development. Using those standards as a touchstone, and the
knowledge gained by Project IDEAL, the Health Care Learning Network in
Massachusetts, The McDonald's Corporation's English Under the Arches,
programs that have used English for All (and now USA Learns) and other
online and blended learning models, perhaps we could discuss here -- and
archive on the ALE Wiki -- some design principles, objectives and
content areas for training/professional development in online teaching. 

*         Discuss models suggested here in depth on the PD List

*         Other suggestions?

 

For the full thread of discussion, visit:
http://wiki.literacytent.org/index.php/Economic_Stimulus_and_PD 

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