AddingToThePDPolicyMatrix
From LiteracyTentWiki
Back to PDPolicyMatrix or Back to AleProfessionalDevelopment
Please add your suggestions for refining policies, or examples of rationales and policies, right here at the bottom of this page. Be sure to login first in order to edit. (To log in go to User Login. To learn how to edit, go to: AleDirections)
In the space below please identify by policy name and column header (Policy, Rationale, or Practice) the matrix cell to which you would like to add your comments, ideas, references, web links, etc. We will then take what you add to this page and put it into the PD Policy Matrix.
For example:
Policy 14, Adult Learner Voice in Professional Development; Practice
add learner involvement with tutor training (see www.learnerinvolvement.org)
Tom Jones
tom@adultliteracyprogram.edu
Once you are logged in, select the "edit" tab above, and add your thoughts below.
Thank you.
Your Comments and Additions Here
August 8, 2005
I read the PD policies and think an important thing to add under the
"conditions" section is: "access to full-time employment." The fact that most
adult ed teachers are part-time (do you have the numbers, I've heard different
ones) is a huge problem for advocating for more pay, better facilities, and
for legitamacy in the field of education.
I also think something could be said about volunteers (tutors, admin helpers, etc...). There are many in the system. Do they also get PD? There are also many of these folks in programs too. Plus, paraprofessionals, student/staff members, etc..
In addition, I think it is really important that the language of PD focuses on teachers' leadership in the field, to the extent that they are informing policies, not following them out.
Sondra Cuban
August 25, 2005
- Note: Re: the numbers of F-T and P-T: on the OVAE/DOE Web site http://www.ed.gov/about/offices/list/ovae/pi/AdultEd/aedatatables.html
- is this table with breakdown of publicly-funded staff (FT, PT and volunteer) by state.
David J. Rosen
djrosen@comcast.net
August 15, 2005
Hi Jackie,
Regarding New Teacher Orientation:
- 1. Teachers should be given training as soon as possible, not in six months. That is much too late! They should be given some training immediately before entering into a teaching situation; they should have the curriculum explained and the institution's expectations of the teacher explained before they start. Some people are just thrown into the classroom. It is pathetic.
- 2. This brings me to the need for mentors. If immediate training is not possible, then mentors for each new teacher should be there to step in, but waiting six months for training is simply tooo long! These new teachers just flounder, and without much guidance end up teaching the wrong things in the wrong way. I know of teachers, even with training, who think they can be teaching things that are not on the curriculum!
Regarding Professional Development Plans:
I feel too much emphasis is placed on the professional development plan here. Some plan yes, but it seems to be overly emphasized in this draft. Especially since teachers for the most part are part-time, they are unwilling to spend that much time developing something they feel may not last. This may be a different story for those who teach full-time; but for us, here in Florida, there are not that many. No money is the problem.
I really liked items 12,14,15. Emphasis on teacher training is key. We might gain some respect then from those in the schools teaching children. They seem to thinking teaching adults is a lark and not serious business!!
Hope some of this helped,
Tanya Tweeton
ESOL and GED
Florida
ADD YOUR FEEDBACK
