Economic Stimulus and PD

From LiteracyTentWiki

Subject: [ProfessionalDevelopment 2701] Economic Stimulus and Professional Development
From: Jackie A. Taylor jackie at jataylor.net
Date: Sat Dec 27 15:05:31 EST 2008

Dear Professional Development Colleagues:

The Center for Law and Social Policy (CLASP) recommends that the Transition Team add $500 million to the economic stimulus package for adult education: "Funding should be directed at programs that integrate basic skills, English language and occupational training and focus on transition to postsecondary education and job training in order to ensure that lower-skilled people are not left behind in this labor market." http://www.clasp.org/publications/claspbeyondstimulus.pdf

The National Coalition for Literacy (NCL) and the National Council of State Directors of Adult Education (NCSDAE) support this request. Congress hopes to have the stimulus package ready when Obama is sworn in as President on January 20th. http://www.google.com/hostednews/afp/article/ALeqM5g-fho3A_PJJqcnUtiO_ns DH_Hd1Q

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?

For example, adult educators will need to help adult learners upgrade their skills and transition to work without losing sight on those learners that are hardest to serve. Adults transitioning to work might also follow different career pathways:

  • Traditional, sequential, linear pathway: Adults enroll first in adult education then into postsecondary once the adult learner raises his or her basic skills. For example, earning a GED then enrolling into postsecondary.
  • Dual or concurrent enrollment pathways: Adults dually or concurrently enroll in basic skills and postsecondary education and training. For example, taking welding and math courses, learning the welding trade while improving math skills needed for the profession.

In these (and other) situations, adult educators will need to teach in ways that integrate basic skills and postsecondary education and training content in the adult education classroom; for example, co-teaching with an occupational skills trainer. Tom Sticht recently posted two related examples here: Functional Context Education (FCE) and Microenterprise Training and Development. See "Learning for Work in Hard Times" http://www.nifl.gov/pipermail/professionaldevelopment/2008/002738.html
So, a few questions:

  • What are the considerations for professional development if the $500 million stimulus for adult education became an immediate reality?
  • What additional models already exist that we can learn from?
  • How would we get up and running as quickly as possible?

Thanks for your thoughts, and here's to 2009!

Best wishes...Jackie

Jackie Taylor, Online Facilitator, jackie at jataylor.net
Adult Literacy Professional Development
Adult Literacy and Language Learning Communities of Practice
http://www.nifl.gov/lincs/discussions/discussions.html National Institute for Literacy www.nifl.gov <http://www.nifl.gov/>

Subject: [ProfessionalDevelopment 2702] Re: Economic Stimulus and Professional Development
From: tsticht at znet.com tsticht at znet.com
Date: Sun Dec 28 10:28:34 EST 2008

Jackie and all: The following note includes further information about integrated basic skills and vocational education. It includes some links that may be of interest regarding professional development in this area.
Tom Sticht

Integrated Literacy Works! Making Workforce Development Efficient and Effective in Industrialized Nations

February 11, 2007

Tom Sticht
International Consultant in Adult Education

Throughout the industrialized nations of the world, which are fast becoming the informationalized nations of the world, there is an urgent need to up-skill the literacy, numeracy, and English language skills of what are increasingly becoming under-skilled workforces. International adult literacy surveys showing one- to two-fifths of a nation's workforce with lower than expected literacy, numeracy, or English language skills, and an emergent globalization of work being sent to lower wage nations have heightened the need for effective and efficient ways to help adults re-skill, up-skill, and cross-train as jobs shift globally and technologically.

One approach to improving the efficiency of basic skills and job skills training that is gaining in popularity in developed nations follows what I have called a Functional Context Education approach. In this approach, basic literacy, numeracy , and English language skills education is integrated into, or embedded in, or contextualized within, vocational education or job skills training. This approach is more efficient because it shortens the learners overall time required to be in education and training, and increases the amount of time that can be spent on a job providing productive activity in the marketplace and bringing home a paycheck. It does this because it removes the need to have learners spend time first raising their basic skills to some established level before they can enter into vocational education. Instead, the integrated approach makes it possible to both raise basic skills and learn vocational knowledge and skills at the same time.

In January 2007 I presented three speeches in the Dublin, Ireland area called Integrated Literacy Works! In one speech on 23 January at the National University of Ireland (NUI) at Maynooth I summarized a hundred years of professional wisdom using Functional Context Education to integrate literacy instruction with important skills training such as farming, banking, working, and parenting. Then I summarized four lines of scientific (quasi-experimental) research from the United States and United Kingdom that supports the integrated literacy approach to adult basic skills and vocational education.

The foregoing speech was followed by a two hour workshop in which I presented four case studies of Functional Context Education integrating literacy and vocational education, including methods, materials, evaluation, and outcomes. Cases included job training in a large organization, vocational English for English Language Learners (ELL/ESOL), integrated basic skills and electronics education, and examples of materials for integrating literacy and numeracy in five occupational education programs: Construction Trades, Automotive Industries, Electricity & Electronics, Office Technology, & Health Occupations.

Both the speech and the workshop at NUI Maynooth were especially relevant on 23 January because the university was celebrating the graduates of a unique certificate program in Integrated Literacy that was jointly sponsored with the National Adult Literacy Agency (NALA) in Ireland. NALA was the originator of the Integrated Literacy effort in Ireland in which literacy, numeracy, and English language skills are taught integrated into vocational training.

The Integrated Literacy approach developed at NALA was picked-up by adult literacy educators in New Zealand, where a recent report on integrating literacy in other courses was developed. In a policy-oriented speech on 24 January for a group of policymakers and literacy education sponsors I spoke about the international efforts at integrated literacy in Australia, Canada, New Zealand, the United Kingdom, and the United States. In the UK Integrated Literacy is referred to as Embedded Literacy and I reviewed recent research showing that the greater the extent of embedding of literacy into vocational training, the greater the completion rates, achievements of qualifications, and other important outcomes for both literacy and vocational qualifications.

In the policy-oriented presentation I also reviewed the use of Functional Context Education with integrated/embedded/contextualized literacy and special subject matter content in job training in a large organization, vocational English for English Language Learners (ELL/ESOL), electronics education, and occupational education.

Implications were drawn for a policy and strategy on vocational and work-related education and training, based on Functional Context Education principles, including integrated literacy, numeracy, and English language education, which provide multiple returns to investments in adult literacy education. These "multiplier effects" of Functional Context Education go beyond the training in literacy, numeracy, English language and work/vocational skills and tend to return benefits in health, community activity, and, importantly, in parenting and grand-parenting that helps children with their school learning.

Ireland's NALA has produced a very important set of products for adult educators showing how to integrate literacy with vocational training, and it has pioneered a university level certificate program at a prestigious university for the professional development of adult educators who can work to integrate basic skills and jobs skills training. These activities provide a solid model for workforce development in our globalized world.

Given the increasing need for both basic skills and work-related skills in industrialized/informationalized nations, integrated literacy education provides a cost-beneficial approach for more rapidly advancing adults into the work they want and with the basic skills they need. In short, Integrated Literacy Works!

Online Resources:

For NALA's resources on integrating literacy go to www.nala.ie and click on Projects to find Integrating Literacy into Further Education and Vocational Training; under NALA's Publications search for Integrating Literacy Guidelines. For Functional Context Education reports go to www.nald.ca/fulltext/fce/cover.htm and see Functional Context Education: Making Learning Relevant in the 21st Century. Chapter 2 in this report provides information about integrated/embedded/contextualized literacy in six industrialized/informationalized nations. For integrated literacy in New Zealand go to www.workbase.org.nz and search publications for a guide to integrating literacy into other courses. For embedded literacy in the United Kingdom go to www.nrdc.org.uk

Thomas G. Sticht
International Consultant in Adult Education
2062 Valley View Blvd.
El Cajon, CA 92019-2059
Tel/fax: (619) 444-9133
Email: tsticht at aznet.net

Subject: [ProfessionalDevelopment 2703] Re: Economic Stimulus and Professional Development
From: djrosen1 djrosen1 at gmail.com
Date: Sun Dec 28 09:12:26 EST 2008

Colleagues,

On Dec 27, 2008, at 3:05 PM, Jackie A. Taylor wrote:

So, a few questions:

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

• 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.

• We (professional developers, practitioners) need federal funding for a national research center specifically for adult literacy education (like NCSALL).

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.

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. Has someone already done (or begun) that?

If there were a small group of people who were interested not just in discussing this, but also working on developing a PD design for online adult literacy education teaching, perhaps they could organize themselves in an online workgroup (using Officezilla, Community Zero, a Google or Yahoo group and/or a wiki). We could discuss that here, too.


David J. Rosen
DJRosen at theworld.com

Subject: [ProfessionalDevelopment 2704] Re: Economic Stimulus and Professional Development
From: carolkubota at comcast.net carolkubota at comcast.net
Date: Sun Dec 28 18:10:40 EST 2008

Hello David,

I would be very interested in working with others to develop a PD design for online adult literacy. I will be doing some PD design for adult literacy beginning in January. I would like to know what ohers are presenting in their online PD development and I would like to share my ideas.

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

Subject: [ProfessionalDevelopment 2707] Re: Economic Stimulus and Professional Development
From: George Demetrion gdemetrion at msn.com
Date: Mon Dec 29 09:23:04 EST 2008

Likewise, Carol, David and others. I'm going to be involved in establishing a PD website and listservs in adult literacy (broadly defined) in trhe central Connecticut region. I'll be doing the content focus and definitely want and need to be connected to the broader national discussions on this ever challenging area.

Happy New Year to all,

George Demetrion

Subject: [ProfessionalDevelopment 2708] Re: Economic Stimulus and Professional Development
From: Crystal Hack chack at cait.org
Date: Mon Dec 29 11:04:36 EST 2008

Hello All,

I would be more than willing to be a part of a small discussion group on this.

The GED-i does almost all of our PD online or at a distance. We began to offer PD online/at-a-distance as a direct response to the cut in our adult education budgets, our limited PD staff time available to travel around the state of IL and to other states. We needed to save our project $s and time and save our adult ed provider $s and time away from the classroom as well.

We provide the following at a distance PD and have provided it to IL and our other partner state users for several years.

  • A variety of phone conference PD opportunities (these are very well received and attended).
  • Several online chat opportunities using tappedin.org (we used to use yahoo but have switched to tappedin for a variety of reasons that I can share).
  • Email follow up to F2F trainings to extend the learning process and provide further support to our users.
  • Online email trainings that range in length from 3 weeks to 6 weeks that are geared toward administrators (program leadership), coordinators, and instructors.
  • Full day, half day, and one hour video conference trainings and training follow ups are also a part of our offerings as well .
  • Online email mentoring for a 12 week period that follows our F2F training or our email trainings.
  • Two online courses are also available, although they are fairly labor intensive and require a much higher level of commitment than the other at-a-distance offerings we provide our users.

When we started this we had a hard time filling our at a distance PD and offered about a equal amount of F2F and at a distance trainings. Now we offer about 90% online and have waiting lists for our PD and have to go as far as having repeat offerings that were unscheduled to accommodate those who want to take part. We have learned a lot offering PD at a distance. We have definitely evolved our registration, training, tracking, and follow up processes as well as the structure of the PD we do.

Let me know if there are questions and if you would like me to be involved in further discussion of this topic.

Crystal
Center for the Application of Information Technologies

Subject: [ProfessionalDevelopment 2711] Online Teaching PD Workgroup
From: djrosen1 djrosen1 at gmail.com
Date: Mon Dec 29 12:40:21 EST 2008

Hi Crystal,

Thanks for your informative post. Does GED-i also provide GED-i teachers with training online (or in a blended training model) to teach GED-i students online? Although it may not have been clear, I was suggesting that there may be a small group of PD-ers interested in working to develop a design or a model for training teachers to teach online students, a design that is aligned with the newly developed AALPD PD standards and that also draws on best practicies from those who have been training teachers (online) to teach students online or in blended learning models.

So far, I have heard from three people who are interested in forming such an (online) work group. Crystal, would you also like to join this work group? Are there others who would like to join? If so, email me and I will be glad to send everyone who is interested an email with the names and email addresses of those who are interested so we can get started.

David J. Rosen
djrosen1 at gmail.com

Subject: [ProfessionalDevelopment 2712] Re: Online Teaching PD Workgroup and AALPD
From: Jackie A. Taylor jackie at jataylor.net
Date: Mon Dec 29 13:14:01 EST 2008

Hi All,
You should know that the AALPD is interested in supporting smaller communities of practice or "PD workgroups" to advance professional development initiatives. AALPD has just begun developing a Web portal for Building Professional Development Communities of Practice: http://www.aalpd.org/news.html I hope Debra Hargrove will share more about that and our need to enlist the networking savvy to join in this new initiative.

So as we think about moving forward with the online teaching PD work group David describes below, also consider ways this group might regularly involve all of us in exploring the issues and sharing back what they develop with us.

Keep the good ideas coming!

Best...Jackie

Jackie Taylor, Online Facilitator, jackie at jataylor.net
Adult Literacy Professional Development

Adult Literacy and Language Learning Communities of Practice
http://www.nifl.gov/lincs/discussions/discussions.html
National Institute for Literacy www.nifl.gov

Subject: [ProfessionalDevelopment 2727] AALPD and Communities of Practice
From: Dlhargrove at aol.com Dlhargrove at aol.com
Date: Wed Dec 31 08:31:53 EST 2008

Happy New Year Jackie and others,

I just wanted to chime in here briefly to expand on what Jackie was speaking about. The Resource Committee for AALPD is currently in the process of forming small "teams" to begin the development of a Community of Practice Portal for AALPD members.

There are so many amazing tools on the Internet these days, that it could take you days to find the one that best fits your PD needs. What we're doing is using a Wiki to gather resources from the Internet that would assist you in developing your own PD Communities of Practice.

This portal will provide AALPD members with access to resources such as wikis, discussion boards, file sharing websites, Web and phone conferencing tools and social networking sites.

This is an effort from the AALPD to provide members with tools they can begin using now to collaborate on professional development issues important to them, without having to spend hours searching for the right resource.

We're still gathering our steam and dividing into teams. We welcome all the Resource Committee members (and anyone else who is interested) to visit the AALPD Resource Wiki at:

http://aalpdresources.pbwiki.com/ to join us in our charge.

See you all in 2009!

Debra

Debra L. Hargrove, Ed. D.
Director, Florida TechNet
University of South Florida
College of Education
David. C. Anchin Center, EDU105
4202 East Fowler Avenue
Tampa, FL 33620

www.floridatechnet.org

Phone (813) 657-0789
Fax (813) 657-0970

Subject: [ProfessionalDevelopment 2713] Re: Online Teaching PD Workgroup
From: Leslie Petty leslie.lpetty at gmail.com
Date: Mon Dec 29 13:22:04 EST 2008

David,I would be very interested in being part of this group. Project IDEAL uses both blended and online approaches to professional development and I would love to learn more and share ideas with my colleagues.

Leslie Petty

Subject: [ProfessionalDevelopment 2715] Re: Online Teaching PD Workgroup
From: Crystal Hack chack at cait.org
Date: Mon Dec 29 15:57:12 EST 2008

Hello David and others,

Sorry, I was not clear in my previous post. All the information I shared before was centered around how the GED-i training team provide PD to instructors/coordinators/administrators in IL and beyond. All of our training is around promoting online learning to students, finding your target audience and marketing to that audience, screening and orientation of online students, teaching and learning online in general. Sorry if I was not clear. All of the practices and approaches we take to professional development for adult education are very low cost and very transferable to other initiatives.

If others have questions feel free to ask. :)

Jackie mentioned a similar group so let me know when things come together. Once the smaller discussion group is pulled together please share the details and I would more than glad to take part.

Crystal

Subject: [ProfessionalDevelopment 2718] Re: Online Teaching PD Workgroup and AALPD
From: Westover, Michael mwestover at state.pa.us
Date: Mon Dec 29 20:47:28 EST 2008

Jackie,

Pennsylvania has a core group of about 25 PD professionals and about 25 more who have PD responsibilities. They are working on the same issues that are list on the PD wiki home page. I know that many of them follow this list and would like to encourage them to participate in the workgroups.

Michael Westover

Subject: [ProfessionalDevelopment 2720] Online Teaching PD Workgroup
From: Destiny Long dlong at tiu11.org
Date: Tue Dec 30 09:41:00 EST 2008

I would be interested in joining the online teaching PD workgroup. In Pennsylvania, we have been using online professional development for several years and have experience using it in different formats (Course management systems, independent study courses, and web conferencing). We also have been using video to demonstrate as well as model best practices for working with adult learners. We use online PD not only to train distance teachers, but also to train face-to-face teachers as well. I'm looking forward to joining the workgroup and learning and sharing from each other.

Destiny

Destiny Long
TIU 11 Community Education Services
MCIDC Plaza, Building 58
6395 SR 103 North
Lewistown, PA 17044
717-248-4942 ext. 199
717-248-8610 fax
dlong at tiu11.org

Subject: [ProfessionalDevelopment 2722] Re: Online Teaching PD Workgroup
From: cherbert at hcc.mass.edu cherbert at hcc.mass.edu
Date: Tue Dec 30 14:04:10 EST 2008

Hi All,

I don't frequent this list much but couldn't help but nibble on this topic. I'm a tech coordinator for SABES and have been dipping my toes in various forms of online PD, as has SABES as a whole. I'd be interested in a workgroup as well.


Charlie Herbert
SABES West
Technology Coordinator
(413) 552-2019
cherbert at hcc.mass.edu

SABES: Training leaders in Adult Basic Education

For more information on the System for Adult Basic Education Support (SABES) please go to: www.sabes.org

For more information on upcoming SABES offerings or to register for events please go to:
http://calendar.sabes.org/west

Subject: [ProfessionalDevelopment 2723] Online Work Group
From: Joy Zamierowski JZamierowski at Stairwaysbh.org
Date: Tue Dec 30 14:28:45 EST 2008

Good afternoon,

I have been watching the e mails about forming an online work group and wanted to volunteer to join. I work as part of the Pennsylvania Professional Development System. My supervisor and I attended the COABE pre-conference/conference in Philadelphia a couple of years ago and had the opportunity to meet many of the individuals that regularly contribute to this list. The information shared during the conference was excellent.

I am currently the Assistant Coordinator of the Northwest Professional Development Center, one of seven professional development centers in Pennsylvania. We use some types of online professional development with teachers in the Northwest region of Pennsylvania, along with a variety of other venues. We are extremely interested in moving forward with additional online opportunities. I am also familiar with the online learning tool, Skills Tutor, used by several students in our agency.

I believe that I would learn a lot by having the opportunity to work with others in this proposed work group. Our professional development center definitely wants to move forward by incorporating various technologies in future professional development opportunities. I believe that being a member of this work group would be very helpful.

Joy Zamierowski
Northwest Professional Development Center
2919 State Street
Erie, PA 16508
814-878-2010
http://web.mac.com/nwpdc/NWPDC/Home_Page.html
<http://www.nwpdc.org/>

Subject: [ProfessionalDevelopment 2725] Re: Online Work Group
From: George Demetrion gdemetrion at msn.com
Date: Tue Dec 30 20:31:06 EST 2008

Hello all,

Looks like we have the basis for a viable working group, I am definitely not a techie, but a content person. We have some great ideas for PD in the greater Hartford area as I can see that's the case throughout the land of literacy. There's probably a multiplicity of perspectives to work through, so perhaps as part of the work of moving forward, collaboratively working through a list of primary objectives would add value to our emerging work.

Looking forward to next steps.

Happy New Year to all of us,

George Demetrion

Subject: [ProfessionalDevelopment 2726] Re: Online Work Group
From: carolkubota at comcast.net carolkubota at comcast.net
Date: Tue Dec 30 21:33:24 EST 2008

How are we going to get our workgroup started? I am ready to start as soon as possible. Should we start with objectives? I would also like to share techniques that can be used online. Let me know what the first step is.

I am really interested in brainstorming and sharing with the group.

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

Subject: [ProfessionalDevelopment 2728] Re: Online Teaching PD Workgroup
From: Lobaccaro Gina (DOC) Gina.Lobaccaro at state.de.us
Date: Wed Dec 31 08:20:56 EST 2008

I am also looking forward to participating in this group.
I am a correctional educator in southern Delaware. I manage the Correctional Education page on the Adult Literacy Education Wiki -
http://wiki.literacytent.org/index.php/Corrections_Education
I am also working on my doctorate in Educational Technology. I have a very strong interest in online communities of practice for professional development; I wish I could figure a way to use the concept - perhaps with my local colleagues -for my doctoral writing. But, apart from that, I would very much like to participate in this group.
I do not have a sense yet how we will look, how this group will look... how we will collaborate/work together. But I offer my experience and time. I am here to help!

)

Gina

Greatness is not in where we stand, but in what direction we are moving. We must sail sometimes with the wind and sometimes against it - but sail we must and not drift, nor lie at anchor. (Oliver Wendell Holmes)

Gina W Lobaccaro

Sussex Correctional Institution
Prison Education Program
PO Box 500
Georgetown, DE 19947
302-856-5282 x 6204
gina.lobaccaro at state.de.us

Subject: [ProfessionalDevelopment 2729] Re: Online Work Group
From: Bonnie Odiorne bonniesophia at sbcglobal.net
Date: Wed Dec 31 08:51:09 EST 2008

I also am interested in the workgroup. Beyond the fact that I teach onlne, I think that PD online would be a great opportunity for our faculty who otherwiise would resist coming to f2f workshops.
Bonnie Odiorne, Writing Center, Post University

Subject: [ProfessionalDevelopment 2731] Re: Online Work Group
From: Martin Senger MSenger at GECAC.org
Date: Wed Dec 31 10:14:36 EST 2008

Gauisus feriae! (Happy holidays!)

Another Pennsylvanian here (an associate of Destiny Long, Michael Westover and Joy Zamierowski, who have already responded to this email).

I would also like to work on this project. I am a adult educator, but I am also co-facilitator of the Adult ESL teachers' Network of NW PA and also co-director of the ESL Special Interest Group of the Pa. Association of Adult Continuing Education (PAACE). The primary goal of both these organizations is PD, and since the NW section of PA is rather rural, and the state is rather wide, alternative forms of PD would be ideal. In these positions, I have the opportunity to work in pre-existing small- and large-group networks.

Martin E. Senger

Adult ESL / Civics Teacher,
G.E.C.A.C. / The R. Banjamin Wiley Learning Center
Erie, Pa.
Co-Director,
ESL Special Interest Group
Pa. Assoc. for Adult Continuing Education (PAACE)

Subject: [ProfessionalDevelopment 2732] FW: from Nancy, Online Work Group
From: Jackie A. Taylor jackie at jataylor.net
Date: Wed Dec 31 10:15:14 EST 2008

Hi David and all,

Count me as a participant in the PD DL workgroup. I am eager to explore the capacity building and transference of learning that DL PD can promote.

Nancy

Nancy Sheridan
Curriculum & Assessment Coordinator
SABES SE
508.678.2811 X2682

SABES...Training Leaders in Adult Basic Education

For more information on the System for Adult Basic Education Support (SABES) please go to: www.sabes.org/southeast <http://www.sabes.org/southeast>

For information on upcoming SABES offerings or to register for events please go to: calendar.sabes.org/southeast <http://calendar.sabes.org/northeast>

Subject: [ProfessionalDevelopment 2730] Adult Literacy Online Professional Development Work Group
From: djrosen1 djrosen1 at gmail.com
Date: Wed Dec 31 09:07:35 EST 2008

PD Colleagues,

I have received several requests to join a work group devoted to creating a design or model for training adult literacy education teachers to teach online. I have created a work group and sent invitations to those who have indicated an interest in joining. If you are interested but have not received an invitation, please let me know by emailing me at djrosen1 at gmail.com As the work of this group gets under way we will from time to time report back our progress to this discussion list. Although the work group is just that, a work group, not a discussion forum, we hope to benefit from and add to the thinking of those on the Professional Development discussion list who are not part of the work group.

All the best in the new year,

David J. Rosen
djrosen1 at gmail.com

Subject: [ProfessionalDevelopment 2705] What additional models already exist that we can learn from?
From: Barbara Jacala barbara.jacala at guamcc.edu
Date: Sun Dec 28 18:24:08 EST 2008

I have been reading up on IBEST and I am very impressed with it. 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
Guam Community College

Subject: [ProfessionalDevelopment 2706] Re: What additional models already exist that we can learn from?
From: JoAnn (Jodi) Crandall crandall at umbc.edu
Date: Mon Dec 29 09:18:32 EST 2008

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. One of my colleagues at UMBC, Joan Kang Shin, has been developing and presenting (with a number of other teachers) a series of online modules for ESL and math, science, and social studies teachers at the high school level. They have been met with good response. She has learned some of the ways of encouraging interaction and the development of an online learning community to make the program even more effective. What she has learned would work for online professional development programs for teachers of adults as well. I have copied her on this message, in case she wants to add more and also to let others know her email address.

Jodi Crandall

JoAnn (Jodi) Crandall
Professor of TESOL, Education Department
Director, Ph.D. Program in Language, Literacy & Culture
University of Maryland, Baltimore County (UMBC)
1000 Hilltop Circle, Baltimore, MD 21250
ph: 410-455-2313/2376 fax: 410-455-8947/1880
email: crandall at umbc.edu
www.umbc.edu/llc/
www.umbc.edu/esol/
www.umbc.edu/esol/peacecorps.html

Subject: [ProfessionalDevelopment 2709] Economic Stimulus and PD
From: Destiny Long dlong at tiu11.org
Date: Mon Dec 29 11:48:19 EST 2008

Hi Jackie and all,

Happy holidays from PA! In Jackie's email below, she mentions different career pathways that learners may take (traditional - adult education then post-secondary/training programs or dual/concurrent enrollment in adult education and post-secondary/training programs at the same time.) I'd like to share an observation of something we've been seeing in Pennsylvania that relates to how adults choose to participate in adult education program.

Distance education is often seen as a way to reach students that would not otherwise attend adult education programs. While distance ed provides an effective way to reach those that can not attend face-to-face services, it can also be used in another way.

The Pennsylvania ABLE Distance Learning Project has learners who participate in distance ed because they can not attend face-to-face services. However, we have also seen an increase in the number of students that participate in distance education in addition to their face-to-face services. For example a student may only be able to attend class once a week due to work schedules and family responsibilities, but would like more instruction to reach his or her goal. Many programs in PA offer distance education as a way for the learner to participate in additional instructional services outside of the face-to-face classroom or tutoring.

Increasing the intensity of instruction through distance education would be one way to help adults progress along their career pathway faster. This is a model that could be consider with (or without) the $500 million stimulus package.


Destiny


Destiny Long
TIU 11 Community Education Services
MCIDC Plaza, Building 58
6395 SR 103 North
Lewistown, PA 17044
717-248-4942 ext. 199
717-248-8610 fax
dlong at tiu11.org

Subject: [ProfessionalDevelopment 2716] Re: Online Teaching PD Workgroup and AALPD
From: Pedro Contreras americanhispanicschool.edu at gmail.com
Date: Mon Dec 29 18:01:34 EST 2008

WE MUST MAKE A SURVEY ABOUT POTENTIAL STUDENTS COMPUTER SKILLS. American Hispanic NON PUBLIC School delivers the Adult High School Completion - 9-12 an High School Diploma and workplace readiness & Character education at partner private schools.

I wonder how many adults have the computer skills to benefit of Distance Learning.

  • PROFESSOR CONTRERAS*

Subject: [ProfessionalDevelopment 2719] Re: Online Teaching PD Workgroup and AALPD
From: Crystal Hack chack at cait.org
Date: Mon Dec 29 20:49:42 EST 2008

Hi Professor Contreras and others,

Many of those programs who use GED-i have created or modified existing surveys to gauge potential online students tech/computer skills. I am sure there are some that exist already beyond the ones that GED-i programs use as a part of their screening process for their online students. I bet there is no need to create a new tech/computer skill survey, but rather just to share what already exists.

Crystal Hack
GED-i Project Director

Center for the Application of Information Technologies

Subject: [ProfessionalDevelopment 2710] Re: Economic Stimulus and ProfessionalDevelopment
From: Barbara Tondre btondre at earthlink.net
Date: Mon Dec 29 12:09:09 EST 2008

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

Texas LEARNS

Subject: [ProfessionalDevelopment 2714] Re: Economic Stimulus andProfessional Development
From: Sharon Reynolds reynols1 at ohio.edu
Date: Mon Dec 29 14:43:06 EST 2008

Tom -

Can you provide me with the citation for this research you reference below?

"I reviewed recent research showing that the greater the extent of embedding of literacy into vocational training, the greater the completion rates, achievements of qualifications, and other important outcomes for both literacy and vocational qualifications."

Thank you!

Sharon Reynolds

Interim Director
Edward Stevens Center for the Study
and Development of Literacy and Language
340 McCracken Hall
Ohio University
Athens, Ohio 45701

www.ouliteracycenter.org

1(800 )753 - 1519
(740) 593 - 0969
FAX (740) 593 - 2834

reynols1 at ohio.edu

Subject: [ProfessionalDevelopment 2721] Re: Economic Stimulus and Professional Development
From: tsticht at znet.com tsticht at znet.com
Date: Tue Dec 30 10:05:39 EST 2008

Sharon Reynolds: You asked for a reference regarding degrees of embeddedness. See the work by Casey et al in the following note. Tom Sticht

Celebrating 20 Years of Functional Context Education: 1987-2007

April 3, 2007

Functional Context Education Principles Show "What Works" in ABE and ESOL Instruction

Tom Sticht
International Consultant in Adult Education


The year 2007 is the twentieth anniversary of the formulation of Functional Context Education principles (Sticht, Armstrong, Hickey, & Caylor, 1987). These principles were based on extensive research on how the U. S. military could annually enlist tens of thousands of young adults with literacy skills below the 30th percentile, about the 6th grade, with little or no work experience, and in a matter of just a few weeks transform them into automobile mechanics, medical corpsmen, clerical staff, commercial cooks, and other skilled and semi-skilled workers.

The review lead to the formulation of six principles that facilitate learning on entry into a course, learning throughout the course, and transfer into the contexts for which the learning is meant to apply.

o1. Make sure students understand the purpose of the program and the usefulness of the knowledge and skills to be learned.

o2. Consider the knowledge that students bring with them and build new knowledge on the basis of this old knowledge.

o3. Develop and sequence new lessons so they build on prior knowledge gained in previous lessons.

o4. Integrate instruction in basic skills (reading, math) into programs as the course poses demands for these skills that potential students may not possess.

o5. Derive objectives from careful analysis of the realistic knowledge and skill needed in the work, home, or other community contexts in which the learner lives.

o6. Use, to the extent possible, learning contexts, tasks, materials, and procedures taken from the future situation in which the learner will be functioning.

Since 1987 some "silver standard," quasi-experimental studies have been found that provide evidence for the usefulness of the six FCE principles in civilian programs of Adult Basic Education (ABE) and English for Speakers of Other Languages (ESOL).

Research on Integrated Vocational and ESOL Instruction

Sticht, McDonald, & Erickson, (1998) compared an Electronics Assembly Vocational English as a Second Language (VESL) class which integrated vocational and ESOL together, a Vocational class in Electronics Assembly (no ESOL instruction) and a conventional ESOL class, not vocationally related. In all three courses pre- and post-test data were obtained on a vocational vocabulary test related to electronics training and a general literacy test (the Adult Basic Learning Exam-ABLE). The data showed that the integrated VOCED+VESL program had greater gains on the vocational vocabulary test than either of the comparison groups, as well as a gain rate per 100 hours of instruction some 65 percent higher for general reading (ABLE) than the general ESL program, and over 300 percent greater than the VOCED program.

Altogether, the data on the FCE VESL+ VOCED program indicated that it produced greater retention, greater course completion, and higher gains in learning than did the comparison courses of general ESL or a conventional electronics vocational education course. Other data also indicated that placements of students in the VOCED+ESOL program into electronics jobs was high, almost 100 percent, and many were placed by the ninth week of the course. This reflects the importance of FCE principles 5 and 6 in helping students transfer new knowledge and skills from the classroom to the world of work.

United Kingdom Research on Embedded Language, Literacy, Numeracy (LLN) in Vocational Courses

Casey, et. al (2006) reported research with 1,916 learners in 79 vocational courses with varying amounts of embedded language, literacy or numeracy (LLN) (FCE principle #4). Using a four point scale courses were rated as non-embedded, partly embedded, mostly embedded, and fully embedded. This provides a form of quasi-experimental design with a treatment group (fully embedded) and three comparison groups.

The authors reported that, "On the embedded courses retention was 16 per cent higher....The embedded courses also had higher success rates than the non-embedded courses. ... For learners on the fully-embedded courses, 93 per cent of those with an identified literacy need achieved a literacy/ESOL qualification, compared to only 50 per cent for those on non-embedded courses. On the fully embedded courses, 43 per cent more learners achieved literacy qualifications. ...For learners on the fully-embedded courses, 93 per cent of those with an identified numeracy need achieved a numeracy/maths qualification, compared to 70 per cent for those on non-embedded courses. On the fully embedded courses, 23 per cent more learners achieved numeracy qualifications." (p. 5)

The United States' What Works Study For Adult ESL Literacy Students

Condelli & Wrigley (2004) discuss research for the U. S. Department of Education to identify effective instructional practices ("what works") for adults needing basic literacy instruction along with ESOL. Among other findings, they reported two major instructional factors related to achievement in literacy and oral language that are consistent with FCE principles.

First, in what the authors called "connection to the outside," they found that "students in classes where teachers made connections to the "outside" or real world, had more growth in reading development measured both by general reading and "real world" reading. This is consistent with FCE principles because it makes the purpose of the learning apparent, it supports learning in the functional context of "real world" materials, and it shows how the learning relates to the person's life outside the classroom.

A second major finding was that, "students in classes where teachers used students' native language for clarification during instruction (e.g., to explain concepts and provide instructions on class work) had faster growth in reading comprehension and oral communication skills." This is consistent with FCE principles because it helps the teacher explain the purposes of what is being learned and it makes it possible to draw upon the learner's prior knowledge of the native language as a means of learning new knowledge of the English language.

In summary, at the present time, the Functional Context Education principles are supported by the largest body of scientific, quasi-experimental research on adult vocational, English language, literacy and numeracy instruction in the field of adult education. They provide a solid foundation for evidence-based instruction in the Adult Education and Literacy System of the United States and other English-speaking industrialized nations.

References

Casey, H. et. al (2006, November). "You wouldn't expect a maths teacher to teach plastering..." online at www.nrdc.org.uk.

Condelli, L. & Wrigley, H. (2004) Real World Research: Combining Qualitative and Quantitative Research for Adult ESL. Paper presented at the National Research and Development Centre (NRDC) Second International Conference for Adult Literacy and Numeracy, Loughborough, England. Downloaded from the internet April 3, 2007 from http://www.nifl.gov/pipermail/professionaldevelopment/attachments/200704 01/dea5b0a7/attachment-0002.doc

Sticht, T., McDonald, B., & Erickson, P. (1998). Passports to Paradise: The Struggle To Teach and To Learn on the Margins of Adult Education. El Cajon, CA: Applied Behavioral and Cognitive Sciences, Inc., (available online at www.searchERIC.org ). [note: this may no longer be active]

Sticht, T., Armstrong, W., Hickey, D., & Caylor, J. (1987). Cast-off youth: policies and training methods from the military experience. NY: Praeger.

Thomas G. Sticht
International Consultant in Adult Education
2062 Valley View Blvd.
El Cajon, CA 92019
Tel/fax: (619) 444-9133
Email: tsticht at aznet.net

Subject: [ProfessionalDevelopment 2717] Re: Online Teaching PD Workgroup and AALPD
From: tsticht at znet.com tsticht at znet.com
Date: Mon Dec 29 18:15:04 EST 2008

Jackie and all: Following are some online professional development materials that may be of use in developing online functional context (integrated/embedded/contextualized) education for more rapidly developing economic self-sufficiency skills of adults needing employment in these hard times. Tom Sticht

Functional Context Education (FCE) in Community Colleges and High Schools

December 29, 2008

Functional Context Education (FCE): Toward Policies and Practices for Contextualized Teaching and Learning in Community Colleges and High Schools

Tom Sticht

International Consultant in Adult Education

Several Functional Context Education (FCE) principles for program design were first reported in a 1987 book colleagues and I wrote entitled Cast-off youth: Policy and Training Methods from the Military Experience (Sticht et al, NY: Praeger). Three years later, in 1990, I was appointed to the Secretary's Commission on Achieving Necessary Skills (SCANS) and I gave the opening presentation at the first meeting of the SCANS. In this presentation I discussed the research on FCE reviewed in the Cast-off book. The next year, in 1991, the SCANS issued a report entitled What Work Requires of Schools: A SCANS Report for America 2000 (Washington, DC: U. S. Department of Labor) which recommended that our nation's schools should be redirected to teach in a "contextualized" manner.

FCE in Community Colleges

A January 2003 report by C. Mazzeo et al. entitled Building Bridges to College and Careers: Contextualized Basic Skills Programs at Community Colleges is available from the Workforce Strategy Center on the web at http://www.workforcestrategy.org/publications/Contextualized_basic_ed_report.pdf

Citing the work on FCE reported in Cast-off Youth and other work stimulated by the SCANS work on contextualized teaching and learning (CTL) , the report's authors state that, "Research suggests that contextualized basic skills instruction is often more successful than traditional models of adult education in engaging disadvantaged individuals and linking them to work."

In developing their CTL programs, the five colleges integrated developmental (basic skills) and academic content. They developed new curricular materials and professional development for CTL faculty and they maintained links with employers and industry associations.

Additional information about college-based FCE programs is given in a message accessed on the internet entitled: “Welcome to I-BEST! - Integrated Basic Education & Skills Training - Pierce College District” The information page states that I-BEST “pairs English as a Second Language (ESL), Adult Basic Education (ABE), and General Education Development (GED) instructors with professional-technical instructors in the same classroom to concurrently provide literacy education and workforce skills training to Basic Education (ABE/GED) and English as a Second Language adult students.

This integrated approach provides just the right level of education in just the amount for students to succeed in workforce training. In this integrated model, the Basic Skills curriculum is tailored to the skills that are needed to learn and do the job for which the student is training. The basic skills are all taught in the context of the career....

Over the past two years 10 Integrated Basic Skills programs were piloted in Washington State and produced the following results:

  • Integrated students were 5 times more likely to earn college credits than were traditional Basic Skills students!
  • Integrated students earned an average of 10 college–level credits compared to only 3 college–level credits earned by the students in traditional Basic Skills classes!
  • Integrated students earned an average of 12 workforce credits as compared to only 2 workforce credits earned by the comparison group!
  • Integrated students were 15 times more likely to complete workforce training! 44% of the integrated students completed workforce–training programs as compared to only 3% of the comparison group!
  • Most of these completions were in short term certificate programs that provide living wage employment opportunities and educational progression.
  • Dropout rates among this segment of the college's student population have also been significantly reduced.”

FCE In High Schools

Over the years a number of organizations have taken up the banner of FCE under the label of "contextualized teaching." For instance, for more than a decade, the Center for Occupational Research & Development (CORD) Web site: www.cord.org located in Waco, Texas has been involved in developing contextualized courses for students in the K-12 system. Dale Parnell, former President of the American Association for Community Colleges in the United States and a past member of the SCANS published a book with CORD entitled Contextual Teaching Works. In a chapter on What Research Says About Contextual Teaching he presents a review of the research on FCE that colleagues and I reported in Cast-off Youth and notes that this research offers a scientific base for contextualized teaching. The book provides examples of FCE programs in various high schools in the U.S. and Canada.

In September 2003, the American Youth Policy Forum (AYPF) produced a report edited by Betsy Brand entitled Essentials of High School Reform: New Forms of Assessment and Contextual Teaching and Learning. (Washington, DC: American Youth Policy Forum www.aypf.org). The report includes two papers that discuss issues related to the development of contextualized teaching and learning (CTL) curricula in high schools and developing assessments that will provide a more accurate indication of student learning in CTL classrooms.

In addition to presenting discussions of the issues and challenges that face those who wish to move toward CTL, the report appendix offers examples of CTL using problem-based learning, service-learning, project-based learning, curriculum integration, work-based learning and collaborative/cooperative learning. It also provides some cases of CTL in high schools and it raises many issues and challenges for doing CTL in our nation's high schools.

For further information about FCE/CTL consult the CORD and AYPF) web pages given above. Additional information about FCE can be obtained in the following reports:

1. Functional Context Education: Making Learning Relevant (1997 edition). Eight chapters including The Power of Adult Literacy Education, Some Challenges of Diversity for Adult Literacy Education, Views On Contemporary Cognitive Science, Introduction to Functional Context Education, Functional Context Education and Literacy Instruction, and four case studies in applying Functional Context Education to the design of programs that integrate (or embed, contextualize) basic skills and vocational or parenting education (workplace literacy, family literacy). http://www.nald.ca/library/research/context/context.pdf

2. Functional Context Education: Making Learning Relevant in the 21st Century (2005 edition). Functional Context Education (FCE) materials available online in several nations, the Adult Literacy and Life Skills (ALL) survey, National Adult Assessment of Literacy (NAAL) survey, FCE in historical perspective, (1860-Present) including Paulo Freire and Learner Centered, Participatory Literacy Education. Methodologies used in adult literacy research for determining what is relevant to youth and adult learners; five case studies illustrating the application of FCE in parenting, vocational training, and health literacy. http://www.nald.ca/library/research/fce/FCE.pdf


Thomas G. Sticht
International Consultant in Adult Education
2062 Valley View Blvd.
El Cajon, CA 92019-2059
Tel/fax: (619) 444-9133
Email: tsticht at aznet.net

Subject: [ProfessionalDevelopment 2724] contextual-based adult literacy education
From: George Demetrion gdemetrion at msn.com
Date: Tue Dec 30 20:25:38 EST 2008

Folks,

I'd like to link in my essay, Discerning the Contexts of Adult Literacy Education to illustrate something of the diversity of schols of thought of context-based education. http://www.nald.ca/fulltext/george/discern/cover.htm.

In part, modeling my essay on Sylvia Scribner's classic 1984 article, Literacy in Three Metaphors, I take a typological approach in identifying functional-context theory (Sticht), critical literacy (drawing on Auerbach for my model), and the new literacy studies (based on Fingeret & Drennon) as a sort of synthesis between them. Clearly, the contexts are a lot more complex than either Scribner or I depict, though I think we both do in our slightly different ways get to some of the complexities through our respective typologies. m In contrast, the body of Tom's work makes its major contribution in the great range of empirical evidence he lays out through his underlying theory. Where I take some issue with him is I don't see the need for the adjective "functional," particularly for any model of contextual-based education that proposes to be comprehensive or inclusive.

I do agree with Tom that functional-context theory has the capacity to include an enlightened pedagogical emphasis, which clearly reflects Tom's desire especially in the past couple of decades where he acknowledges the importance of all contexts that students identify as important, including the religious. His work goes back to the 1960s where he initially concentrated on context-based education in relationship to training in the military and industry. As a result, and given the influence of Freire on the thinking of progressive adult literacy educators, Tom has often been mis-interpreted as exhibiting a form of behaviorism a la Skinner, though that is far from the case in his information-processing model. I do think his early work reflects broad symmetry with the modernization thesis that was giving shape to adult literacy education in the early post WWII era with various UN campaigns and extending into the Kennedy administration. I think in the 1960s, in fact, Tom's work was largely empathetic to the broad-based goals of the New Frontier and the Great Society, which would have characterized his pedagogy as broadly liberal, though by the end of the decade the modernization theory was under the critical scrutiny of the Pedagogy of the Oppressed, which from that angle of vision might have placed his "functional" literacy in an oppressor categorization. These historical factors need to be brought in coming to terms both with Tom's legacy and his current thinking--and the fact that 40+ years he's still at it and as thoughtfully feisty as ever has a great deal to be said for it.

What I do argue is that within the framework of a broad-based contextual approach, there are significant differences between Sticht, Auerbach and Finget & Drennon and the differences matter, but not in the absolute type of way as is sometimes characterized in perspectives that polarize "functional" from "critical" literacy. I think we've moved a good way beyond these polarities, in which Paul Jurmo 's career provides a nice model in that he has done a great deal of work in both workplace and participatory literacy education. At the same time I do think it is important that we continue to address the complex issue of the politics of literacy and the underlying political culture that gives shape to such work. The pedagogical, the personal, and the political remain as subtly entwined as ever of which my 21 year career is one reflection as are many others--all of us, I venture in one way or another.

George Demetrion

Subject: [ProfessionalDevelopment 2734] Economic Stimulus Discussion Summary -- Any more thoughts?
From: Jackie A. Taylor jackie at jataylor.net
Date: Sun Jan 4 16:49:48 EST 2009

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?

Subject: [ProfessionalDevelopment 2736] Re: Economic Stimulus Discussion Summary-- Any more thoughts?
From: Tyskiewicz, Andy atyskiewicz at crec.org
Date: Mon Jan 5 09:12:18 EST 2009

Moving the integrated vocational and academic approach may take some curriculum development work for PD professionals also. Products could be disseminated for local use with coordinated training of trainers through existing networks or online as was mentioned.

Andy Tyskiewicz, CT

Subject: [ProfessionalDevelopment 2737] Re: Economic Stimulus Discussion Summary-- Any more thoughts?
From: Terry Shearer tshearer at esc4.net
Date: Mon Jan 5 10:11:40 EST 2009

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.

Terry Shearer

Subject: [ProfessionalDevelopment 2747] Re: Economic Stimulus Discussion Summary-- Any more thoughts?
From: Bonnie Odiorne bonniesophia at sbcglobal.net
Date: Mon Jan 5 14:03:39 EST 2009

In my former WIA-funded program integrating ABE/ESL and technology training, one of our staff was an IT trainer certified in the various levels of IT (a++ at the time; I'm sure there are more now) and she was tremendously frustrated not knowing the educational part of things, because not only did it affect the subject matter she was helping them learn the technology in order to access, but it would affect her pace of teaching technologies. I've known ITs who were totally unresponsive to those who, from educational or skills levels, just "didn't get it," and were perfectly happy to let those people fall by the wayside (and this in a commuity library-based program!) She had to know their learning styles so she could teach them technology, and while she had a good instinct for it, some pd would have helped her a lot.
Bonnie Odiorne, Writing Center, Post Univesity

Subject: [ProfessionalDevelopment 2766] Re: Economic Stimulus Discussion Summary-- Any more thoughts?
From: Jon Engel jengel at communityaction.com
Date: Tue Jan 6 17:18:46 EST 2009

Jackie,

In regard to ramping up for $500 million infusion, I believe that the field needs to become much more intentional and explicit about preparing adult education students for success in postsecondary education settings so that they do not squander too much financial aid and other resources on developmental education courses that do not "count" toward a two or four year degree. PD is definitely part of this, but it is also a shift in mission to fully embrace college readiness as an adult education outcome.

Jon Engel

Adult Education Director
Community Action Inc.
PO Box 748
San Marcos, TX 78666
Voice (512)392-1161 ext. 334
Fax (512)396-4255
Email jengel at communityaction.com
Web www.communityaction.com

Subject: [ProfessionalDevelopment 2769] Re: Economic Stimulus Discussion Summary-- Any more thoughts?
From: Westover, Michael mwestover at state.pa.us
Date: Tue Jan 6 18:01:23 EST 2009

Jon,
Pennsylvania is in the fourth year of a program called Career Gateway that is intended to do just what you desribe in your message. Candidates work with their local adult ed program and one stop to transition to postsecondary education in one of PA's High Priority Occupations. One program in Erie has been particularly successful in getting students into a nursing program at a local college. The students enter school in credit bearing, nonremedial classes and have maintained at least a B average.

Michael Westover

Subject: [ProfessionalDevelopment 2773] Re: Economic Stimulus Discussion Summary-- Any more thoughts?
From: Bonnie Odiorne bonniesophia at sbcglobal.net
Date: Wed Jan 7 10:21:21 EST 2009

I absolutely agree. I do know of some successful transition programs out there, and, on the other end, dealing with at risk students who don't necessarily come from ABE programs but who do not differ that substantially from the populations I served in both ABE/ESL proficiecy when I was in community-based education, I'd love for there to be more guidelines to the colleges about what is needed for student support.
Bonnie Odiorne, Director, Writing Center, Post University

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