1. Professional Development Policy to Practice Adult Education State Directors National Training Institute November 11, 2005 NAEPDC

2. National Adult Education Professional Development Consortium 2 Today’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

3. National Adult Education Professional Development Consortium 3 Introduction  You are already doing a lot of professional development.  This framework merely helps to organize our thinking and discussion of the issues.

4. National Adult Education Professional Development Consortium 4 Practitioner Standards Organizing Your PD Framework – One Model 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 Components Orientation 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 Decisions Access Delivery Methods (e.g., face-to-face, online, study groups) Incentives Supports that foster participation Fulfillment What you expect after the training and how you will measure it Tab 12

5. National Adult Education Professional Development Consortium 5 Foundation of Professional 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

6. National Adult Education Professional Development Consortium 6 Practitioner Standards  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?

7. National Adult Education Professional Development Consortium 7 Practitioner Standards  Form the basis for your overall professional development system  Content of PD activities  Self-assessment  Individual PD plans  Regional and/or statewide PD needs assessments  Job descriptions  Teacher credentialing  Teacher evaluation

8. National Adult Education Professional Development Consortium 8 Practitioner Standards  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

9. National Adult Education Professional Development Consortium 9 Practitioner Standards Organizing Your PD Framework – One Model 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 Components Orientation 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 Decisions Access Delivery Methods (e.g., face-to-face, online, study groups) Incentives Supports that foster participation Fulfillment What you expect after the training and how you will measure it Tab 12

10. National Adult Education Professional Development Consortium 10 Questions 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?

11. National Adult Education Professional Development Consortium 11 Orientation  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?

12. National Adult Education Professional Development Consortium 12 Core 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

13. National Adult Education Professional Development Consortium 13 Core 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?

14. National Adult Education Professional Development Consortium 14 Responsive 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

15. National Adult Education Professional Development Consortium 15 Responsive 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?

16. National Adult Education Professional Development Consortium 16 Program Expansion  Specialized training that addresses delivery systems beyond the traditional classroom delivery  Family literacy  Workplace education  Distance learning  Correctional education

17. National Adult Education Professional Development Consortium 17 Reaction Discussion  With 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

18. National Adult Education Professional Development Consortium 18 A Tour of State Options

19. National Adult Education Professional Development Consortium 19 Practitioner Standards  Pam Smith, Colorado  Discussion Point #1  Do 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

20. National Adult Education Professional Development Consortium 20 Orientation Training  Reecie Stagnolia, Kentucky  Discussion Point #2  What 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

21. National Adult Education Professional Development Consortium 21 Core Training  Cathy Shank, West Virginia  Discussion Point #3  Are 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

22. National Adult Education Professional Development Consortium 22 Responsive 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

23. National Adult Education Professional Development Consortium 23 Program Expansion Training  Ron Jewell, Missouri  Discussion Point #5  Do 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

24. National Adult Education Professional Development Consortium 24 Sequencing Your Work  Where do I start?  Who can do the work?  How long does it take?  How do I get the field involved?

25. National Adult Education Professional Development Consortium 25 The Wisdom of the Crowd An Open Forum on PD Policy and Practice Issues