Evidenced Based PD: Implications for Practice

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For the most part, implications and questions are presented as originally written by participants at the Meeting of Minds Symposium. This means that some items might be fragments of thoughts and therefore hard to understand. If you were a participant and see such a response, please feel free to edit the implication to reflect what you or your table was thinking.

To comment on the implications, use the edit function of the wiki. To add a new implication, use a single *. To add a comment to an implication, use **. Using this notation creates the following structure:

Topic

• Implication
  • Comment

Evidence-based Practice and Professional Development
Beth Bingman, Associate Director and NCSALL Coordinator, Center for Literacy Studies, University of Tennessee
Reuel Kurzet, Portland State University and Portland Community College

Implications for Practice

• Need money to do this
• Need trainers on facilitation skills
• Build in time for staff development
• Use backward design to build in planning for student outcome
• Pay adjust instructors who are not currently paid for staff development
• Build in professional development and pay
• Any program can do this except where have “adjunct” status constraints-local programs could fund can devise creative ways to free up funds to pay for PD
• How make decision in what PD to focus on, teacher self-assessment, systems training, strategies in a class and look at outcomes
• Need a built in place to share what you’ve learned- expectation of sharing
• Timeline for continuous professional development using peers for professional dev.