Professional Development (15)

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For the most part, questions are presented as they were written at the Meeting of Minds Research and Practice Symposium (held in Sacramento, CA in December, 2004). This means that some questions might not be clear. If you were a participant and see one of your own questions in a form that doesn't capture what you were asking, please edit the question. In parentheses following the question, e.g.(x3 ), is the number of people at the symposium who identified the question.

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Professional Development

C1. What are the most effective models for professional development? (x3)

• Are models which combine program development and professional development more effective than just professional development models?
• Under what circumstances, for example with what kinds of teachers and programs, is each model effective? Each model should include within its description information like this:Given a particular kind of teacher, [full-time teacher, part-time teacher or volunteer tutor] at a [novice] or [somewhat experienced] level, working with [ABE] , [ASE] or [ESOL/ESL] students at the [beginning] , [intermediate] or [advanced] level...

C2. Does professional development actually improve student learning gains,' and if so, how? (x3)

C3. What professional development activities are most effective for building leadership capacity at the local level?

C4. Is there a common progression of experience that adult education teachers go through on their way to becoming capable adult education teachers?

C5. How to improve instruction?

C6. Best mentoring model to support teachers?

C7. How [do] teachers change?

C8. How successful are adult educators or CTE teachers who come directly from industry, without teacher education training? Where can I find professional development for them?

C9. Are there effective models for motivating teachers to participate in professional development?

C10. [Is there a] description of an effective model of professional develop to support open entry open exit programs that offer self-paced competency based programs and for ABE and diploma adults?

C11. What is the best preparation for adult educators?

C12. What are the contradictions between effective professional development practices and practical constraints of adult educators?