LiteracyTentWiki - Recent changes [en]

LiteracyTentWiki - Recent changes [en] 2012-05-18T03:06:17Z Track the most recent changes to the wiki on this page. MediaWiki 1.5.2 System Supports 2012-05-18T00:22:52Z 2012-05-18T00:22:52 2012-05-18T00:22:52Z

Jataylor foobar What do we know about how the competencies will be used 2012-05-18T00:09:53Z 2012-05-18T00:09:53 2012-05-18T00:09:53Z

Jataylor foobar Domain 4: Pursues Professionalism and Continually Builds Knowledge and Skills 2012-05-18T00:07:14Z 2012-05-18T00:07:14 2012-05-18T00:07:14Z

Jataylor foobar System Supports 2012-05-17T23:59:31Z 2012-05-17T23:59:31 2012-05-17T23:59:31Z

<table border='0' width='98%' cellpadding='0' cellspacing='4' class='diff'> <tr> <td colspan='2' width='50%' align='center' class='diff-otitle'>Revision as of 23:59, 17 May 2012</td> <td colspan='2' width='50%' align='center' class='diff-ntitle'>Current revision</td> </tr> <tr><td colspan="2" align="left">Line 82:</td> <td colspan="2" align="left">Line 82:</td></tr> <tr><td> </td><td class='diff-context'>Wyoming Family Literacy </td><td> </td><td class='diff-context'>Wyoming Family Literacy </td></tr> <tr><td> </td><td class='diff-context'>-----</td><td> </td><td class='diff-context'>-----</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>'''Subject:''' [PD 6701] What resources, supports, PD are needed </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>'''From:''' Hillary Gardner </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>'''Date:''' Thu May 17 15:17:38 EDT 2012 </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>Hi Mariann, </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>I haven't been able to keep up with all the comments this week, so I am going to try and respond to your latest question, in particular in regards to domain 4: "What resources, supports, PD are needed in order to support implementation and use of the competencies at the state and program levels and to improve the effectiveness of teachers?" </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>First of all, I would like to say that the most meaningful professional development that caused the most change in my teaching has been project-based learning and occurred over a period of time (3-6 months); that is, a series of workshops in which I was asked to create something of (potential) value to the community, documenting evidence of student progress, and reflecting on how the learning strategies might apply to other students or classrooms. This kind of PD is practically disappearing to be replaced with "free, online" PD. It is costly to support this kind of PD and the only way I could participate in it was because I was a full-time teacher with a program manager who valued my participation in these opportunities. Stipends and honoraria were always helpful because, as I think many have already mentioned, I always needed to supplement a tight income. Scholarships to attend conferences are usually few and far between. If the program can't pay for these initiatives (because it's not valued as a criteria for improvement), who will? </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>Secondly, I am most curious right now about what causes a teacher to change. Will knowledge of these competencies cause teachers to change? Will understanding how these competencies are connected to research through the rationale for inclusion cause teachers to change? Lately, I have been trying to get teachers to use self-evaluation instruments because in a limited timeframe that I have for PD, I can create an environment of active learning in which PD is happening via a conversation with themselves (via reflection/evaluation) rather than from outside or above. Some interesting examples are: </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>--Learner Persistence Program Self-Assessment of Instructional Strategies: http://www.nelrc.org/persistpdfs/instructional%20strategies%20self-assessment.pdf </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>--Learning Works individual professional development plan: http://www.learningworksvt.org/html/prof_development.html </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>--Chapters from the book "Am I Teaching Well? Self-Evaluation Strategies for Effective Teachers" </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>I think two other areas of concern that maybe haven't been mentioned on list are publishers and teacher training programs. Some teachers prefer to follow a textbook because it's the easiest way if you're not paid prep time. As long as publishers are producing textbooks that don't reflect the values of the adult learning community, it can be hard to find a way to help teachers to create an alternative way. Of course, it's very difficult to create a textbook that reflects differentiated learning, student goals, and specific student challenges and many of the other excellent competencies named. I'm pointing a finger at textbooks and teacher training programs only because a lot of times I work with teachers who come with habits learned elsewhere that they don't want to change, given that they may have already invested a lot of time and training using other models. </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>I would like to conclude by saying that I consider myself an inheritor of Paulo Freire's work. I sometimes feel like the concept of social justice via education is fading fast these days. Nonetheless, I wanted to say that one of the most valuable things I've inherited from Freire is the concept of teaching as personal narrative. I respect and appreciate the places in our field where teachers are able to publish reflections and teaching narratives. Ultimately, we are dealing more in the classroom with social skills and building a community than with data indicators, so I feel like it's important to continue to recognize the humanistic side of our pursuits. </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>Oh, and I think there's "need" in 2.7 that should be a "needed"! [competency 3.1.] </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>So I guess my initial wish list would include: </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>* paid prep time for teachers to document how their planning reflects these competencies</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>* paid, project-based PD</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>* PD paid at the same rate (or higher?) as instruction</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>* stipends, honoraria, scholarships to support participation in professional networks or subscriptions</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>* tax breaks for the purchase of educational materials similar to K-12 teachers</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>* opportunities for teachers to engage in and share personal teaching narratives as related to the competencies</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>* funders that fund programs who demonstrate use of the competencies to use the competencies</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>* a takeover of the textbook publishing world</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>* coherence between model competencies (how do these competencies reflect EFF or TESOL competencies)?</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>Hillary Gardner </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>ESOL Professional Development Coordinator </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>CUNY Adult Literacy Programs </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>www.literacy.cuny.edu</td></tr> </table>

Jataylor foobar Domain 3: Collaborates and Communicates Effectively 2012-05-17T23:57:10Z 2012-05-17T23:57:10 2012-05-17T23:57:10Z

Jataylor foobar Domain 4: Pursues Professionalism and Continually Builds Knowledge and Skills 2012-05-17T23:54:52Z 2012-05-17T23:54:52 2012-05-17T23:54:52Z

Jataylor foobar System Supports 2012-05-17T23:42:07Z 2012-05-17T23:42:07 2012-05-17T23:42:07Z

Jataylor foobar What do we know about how the competencies will be used 2012-05-17T23:40:33Z 2012-05-17T23:40:33 2012-05-17T23:40:33Z

Jataylor foobar Teacher Qualifications in 1934 2012-05-17T22:43:40Z 2012-05-17T22:43:40 2012-05-17T22:43:40Z

New page<div>* Back to [[Adult Literacy Professional Development]] * Back to Archive of [[Teacher Effectiveness in Adult Education]] ----- '''Subject:''' [PD 6694] Teacher qualifications in 1934 '''From:''' Tom Sticht '''Date:''' Thu May 17 11:44:31 EDT 2012 Colleagues: In light of the present discussion on teacher competencies, I thought you might find the recommendations for Qualifications and Preparation of Teachers of interest. The recommendations are from Chapter IV of the 1934 edition of Manual for Teachers of Adult Elementary Students, which was a revision of the 1930 Manual for Teachers of Adult Illiterates by William S. Gray, whom many of you may recognize as the "father” of the fabled Dick and Jane readers. The recommendations for teachers qualifications are just three. Here they are in abridged format: : (1). A reasonably broad background of general education. (A relatively broad education is essential if teachers are to understand clearly and to deal intelligently with many of the problems that arise in teaching adults) : (2). Specific training relating definitely to the problems of teaching. (particularly to the problems pecular to this work and with techniques necessary for effective teaching) : (3). Personal characteristics which qualify the teacher for successful work with adults. (The teacher must have an attractive personality) The chapter goes on to outline some of the education and training that teachers of these adult elementary students would find useful. It also lays out programs of instruction for native-born illiterates and foreign-born adults of limited education. The Manual was published by the American Association for Adult Education in cooperation with the United States office of Education in the Department of the Interior. I photocopied a copy I found and obtained by interlibrary loan from the library at the University of Denver in Colorado. Tom Sticht -----</div>

Jataylor foobar Teacher Effectiveness in Adult Education 2012-05-17T22:39:44Z 2012-05-17T22:39:44 2012-05-17T22:39:44Z

Jataylor foobar Domain 3: Collaborates and Communicates Effectively 2012-05-17T22:38:40Z 2012-05-17T22:38:40 2012-05-17T22:38:40Z

Jataylor foobar Program & State Efforts to Support TE 2012-05-17T22:35:09Z 2012-05-17T22:35:09 2012-05-17T22:35:09Z

Jataylor foobar Domain 4: Pursues Professionalism and Continually Builds Knowledge and Skills 2012-05-17T22:30:55Z 2012-05-17T22:30:55 2012-05-17T22:30:55Z

New page<div>* Back to [[Adult Literacy Professional Development]] * Back to Archive of [[Teacher Effectiveness in Adult Education]] ----- '''Subject:''' [PD 6692] Domain 4 '''From:''' Fedele-McLeod, Mariann '''Date:''' Thu May 17 10:19:27 EDT 2012 Dear Colleagues, I invite you to continue to comment on the competencies themselves, and specifically Domain 4: Pursues Professionalism and Continually Builds Knowledge and Skills. This domain is concerned with the relationship the instructor has to the profession of teaching and the school and classroom environments and how they comport and conduct themselves as professionals. It describes the pursuit, acquisition, and construction of knowledge that is expected of an adult education instructor and is essential for the development of skills and knowledge needed to perform in the first and second domains. Therefore, this domain can be viewed as enabling the overall performance in the role of instructor. In the Plans and Delivers High Quality Instruction domain, competencies require a demonstration of the underlying pedagogic and content knowledge that an instructor possesses and is expected to build as a professional. Performance in this domain is also reliant on the ability to collaborate and communicate effectively and in multiple settings with a diverse stakeholder groups; it is therefore highly interdependent with the third domain in the model. Domain Competencies 4. Pursues Professionalism and Continually Builds Knowledge and Skills * 4.1 Engages in Independent and Collaborative Professional Development to Build Pedagogic and Content Area Knowledge * 4.2 Participates in Professional Network and Learning Communities * 4.3 Refines Instructional Practice through Reflection on Experience, Evidence, and Data * 4.4 Participates in and Contributes to Program Improvement Efforts In your view, do these capture the performance of an effective teacher? What would you change or add? Feel free to share examples from your own practice that demonstrate any of these competencies. Sincerely, Mariann Mariann Fedele-McLeod Principal Researcher American Institutes for Research Washington, D.C. -----</div>

Jataylor foobar Teacher Effectiveness in Adult Education 2012-05-17T22:28:11Z 2012-05-17T22:28:11 2012-05-17T22:28:11Z

Jataylor foobar System Supports 2012-05-17T22:25:21Z 2012-05-17T22:25:21 2012-05-17T22:25:21Z

New page<div>* Back to [[Adult Literacy Professional Development]] * Back to Archive of [[Teacher Effectiveness in Adult Education]] ----- '''Subject:''' [PD 6690] System supports '''From:''' Fedele-McLeod, Mariann '''Date:''' Thu May 17 10:09:43 EDT 2012 Dear Colleagues, Many thanks to all of you who have been commenting. I will address some of your posts a bit later in the day. Throughout the discussion over the last few days there have been a number of comments regarding the challenges and constraints the adult education system itself poses to the effectiveness of teachers. Some of the main concerns were with regards to: the nature of the workforce which is primarily part time, inequitable pay and compensation, limited resources for PD and training, and varying standards that guide hiring & placement. Effective teacher operate within effective systems. What resources, supports, PD are needed in order to support implementation and use of the competencies at the state and program levels and to improve the effectiveness of teachers? Sincerely, Mariann Mariann Fedele-McLeod Principal Researcher American Institutes for Research Washington, D.C. ----- '''Subject:''' [PD 6691] Competencies and Teacher Effectiveness Related to Pay '''From:''' Stephanie Moran '''Date:''' Thu May 17 10:19:11 EDT 2012 And another implied point at the heart of David's questions/reflections here is how poorly most adult educators are paid. Vis-à-vis the GED scores, at any rate, the lowest scores remain math and writing, two of the most labor-intensive domains, where one's experience and automaticity with the rules, principles, formulas, and ways of teaching math and writing so students understand and can apply skills are really crucial. I am not dismissing reading because without reading skills, the GED is simply out of reach--but more students come to us not knowing much math and although they can write, they cannot write well, fluently, or deeply. The reasons for this are many, not the least of which is the GED test itself, which allowed shallowness to reign for more than a decade--and that one issue will be rectified in some measure with the new test. Another issue is pay, like it or not. Many older, experienced educators are bailing for exactly the reasons David mentions: :''In the context of massive recent and continuing program funding cuts in some states....[and] my unscientific efforts to take the pulse of the field I find that a surprisingly large number of practitioners are weary or exhausted, feeling mandated to death, impoverished or laid off. I wonder how many practitioners are eager to implement new initiatives, regardless of their quality.'' One of our best teachers is leaving the day program in large part because she detests the continuing regulations and burdens placed upon her--and without the myriad of benefits that most K-12 public school teachers earn. I hesitate to say that AE gets what it pays for because our ED goes to extraordinary lengths to pay us decently, but since I know that our AEC is unusual in that regard, I must ask how we can expect to hire the best and brightest given the lack of support for AE from funding sources. How many of you are administrators in reality but teachers on paper for funding purposes? How many of you must expend a good deal of energy running after dollars that could be better devoted to teaching? And how is the added expertise that GED 2014 demands going to be paid for? PD funding alone scares me. So--competencies are a reasonable thing to expect of all teachers, and it is also reasonable that compensation for meeting and exceeding those competencies is also a given--which it is not. If I were not married with a second income in my household, I would not have taken this position, or if I had, I certainly would have bailed early on. Is being married with two incomes the criterion we want to use for hiring teachers? Stephanie Moran -----</div>

Jataylor foobar Teacher Effectiveness in Adult Education 2012-05-17T22:18:24Z 2012-05-17T22:18:24 2012-05-17T22:18:24Z

Jataylor foobar Program & State Efforts to Support TE 2012-05-17T22:17:42Z 2012-05-17T22:17:42 2012-05-17T22:17:42Z

Jataylor foobar Domain 3: Collaborates and Communicates Effectively 2012-05-17T22:13:15Z 2012-05-17T22:13:15 2012-05-17T22:13:15Z

Jataylor foobar What do we know about how the competencies will be used 2012-05-17T22:09:26Z 2012-05-17T22:09:26 2012-05-17T22:09:26Z

New page<div>* Back to [[Adult Literacy Professional Development]] * Back to Archive of [[Teacher Effectiveness in Adult Education]] ----- '''Subject:''' [PD 6687] What do we know about how the competencies will be used? '''From:''' David Rosen '''Date:''' Thu May 17 08:20:14 EDT 2012 Hello Mariann, It would help me to understand the value of the Promoting Teacher Effectiveness project competencies if I knew more about the context. Do you – or does someone – know if need was expressed for the teacher competencies someplace from the field. Was there research that indicated a need from the field for the development of the competencies and a desire by the field to use them? Were State ABE Directors in some way involved? Have the State Directors indicated an interest in using the competencies? Were the opinions of ABE program directors in some way solicited? Have the State ABE Directors indicated an interest in using them? Were the opinions of adult education teachers who are interested in improving their art (or science) of teaching involved in some way? In short, what do we know about the need for these competencies as expressed by the field? What do we know about who wants to use them and how? It’s often useful to ask these kinds of questions as early as possible, well before a product’s development is complete, ideally before its development has begun. From my experience, however, this is rarely done in our field. In the context of massive recent and continuing program funding cuts in some states, and only very modest increases in a couple of states, these context questions are particularly relevant now. In my unscientific efforts to take the pulse of the field I find that a surprisingly large number of practitioners are weary or exhausted, feeling mandated to death, impoverished or laid off. I wonder how many practitioners are eager to implement new initiatives, regardless of their quality. No matter how well these new competencies may be designed, and it appears to me that they are being built well, they run the risk of being irrelevant if a beleaguered field doesn’t have the resources (funding, time and strength) to use them. This is not the first time our field has had teacher competencies created at the national level, nor is it the first time AIR has been involved in developing them. I remember the AIR PRO-NET project instructor competencies and performance indicators built in the late 1990’s. I thought they were good, and I tried without success to promote them in my state. I wonder how widely they were used by teachers and programs. I wonder if practitioners who did use them well could tell us how that came about. What kinds of leadership and support at the state and program level were needed? I wonder if any teachers found them useful in their professional development. Is there something that the Promoting Teacher Effectiveness project has learned – or could learn – from that project? Now that the discussion on Promoting Teacher Effectiveness is nearing its end, I hope there is time to hear about and discuss the plan for practitioners' use of the competencies. David J. Rosen djrosen123 at gmail.com ----- '''Subject:''' [PD 6689] Re: What do we know about how the competencies will be used? '''From:''' Jackie Taylor '''Date:''' Thu May 17 09:57:20 EDT 2012 Hi David, All, David, I know you addressed Mariann specifically, and I look forward to Mariann's (and others') responses. But I'd like to offer a beginning response your question about whether or to what extent the field has been consulted: Last summer, this Professional Development Discussion List held a guest discussion on Teacher Certification and Credentialing in Adult Education (http://lincs.ed.gov/lincs/discussions/professionaldevelopment/11certification). Through that discussion, participants explored the importance of identifying what adult educators need to know and be able to do as foundational to building state and/or national certification and credentialing systems in adult education. At the end of that discussion, Patricia Bennett from OVAE introduced the teacher effectiveness initiative <http://www2.ed.gov/rschstat/eval/sectech/factsheet/promoting-teacher-effectiveness.html> we are discussing today, described some of its groundings in professional development sessions held at the state directors conference, as well as with other professional development initiatives (see post #5702 <http://lincs.ed.gov/pipermail/professionaldevelopment/2011/005778.html> ). Now, approximately one year later, they have come back to us to share their work (through this guest discussion) and to get our feedback on what has been developed since then. I suspect Mariann and others may fill us in on some of the other details you seek. But I do think it's important to note that this very discussion list raised the need for competencies and it seems we were heard. Jackie Jackie Taylor PD List Facilitator -----</div>

Jataylor foobar What do we know about how the competencies will be used? 2012-05-17T22:07:57Z 2012-05-17T22:07:57 2012-05-17T22:07:57Z

New page<div>* Back to [[Adult Literacy Professional Development]] * Back to Archive of [[Teacher Effectiveness in Adult Education]] ----- '''Subject:''' [PD 6687] What do we know about how the competencies will be used? '''From:''' David Rosen '''Date:''' Thu May 17 08:20:14 EDT 2012 Hello Mariann, It would help me to understand the value of the Promoting Teacher Effectiveness project competencies if I knew more about the context. Do you – or does someone – know if need was expressed for the teacher competencies someplace from the field. Was there research that indicated a need from the field for the development of the competencies and a desire by the field to use them? Were State ABE Directors in some way involved? Have the State Directors indicated an interest in using the competencies? Were the opinions of ABE program directors in some way solicited? Have the State ABE Directors indicated an interest in using them? Were the opinions of adult education teachers who are interested in improving their art (or science) of teaching involved in some way? In short, what do we know about the need for these competencies as expressed by the field? What do we know about who wants to use them and how? It’s often useful to ask these kinds of questions as early as possible, well before a product’s development is complete, ideally before its development has begun. From my experience, however, this is rarely done in our field. In the context of massive recent and continuing program funding cuts in some states, and only very modest increases in a couple of states, these context questions are particularly relevant now. In my unscientific efforts to take the pulse of the field I find that a surprisingly large number of practitioners are weary or exhausted, feeling mandated to death, impoverished or laid off. I wonder how many practitioners are eager to implement new initiatives, regardless of their quality. No matter how well these new competencies may be designed, and it appears to me that they are being built well, they run the risk of being irrelevant if a beleaguered field doesn’t have the resources (funding, time and strength) to use them. This is not the first time our field has had teacher competencies created at the national level, nor is it the first time AIR has been involved in developing them. I remember the AIR PRO-NET project instructor competencies and performance indicators built in the late 1990’s. I thought they were good, and I tried without success to promote them in my state. I wonder how widely they were used by teachers and programs. I wonder if practitioners who did use them well could tell us how that came about. What kinds of leadership and support at the state and program level were needed? I wonder if any teachers found them useful in their professional development. Is there something that the Promoting Teacher Effectiveness project has learned – or could learn – from that project? Now that the discussion on Promoting Teacher Effectiveness is nearing its end, I hope there is time to hear about and discuss the plan for practitioners' use of the competencies. David J. Rosen djrosen123 at gmail.com ----- '''Subject:''' [PD 6689] Re: What do we know about how the competencies will be used? '''From:''' Jackie Taylor '''Date:''' Thu May 17 09:57:20 EDT 2012 Hi David, All, David, I know you addressed Mariann specifically, and I look forward to Mariann's (and others') responses. But I'd like to offer a beginning response your question about whether or to what extent the field has been consulted: Last summer, this Professional Development Discussion List held a guest discussion on Teacher Certification and Credentialing in Adult Education (http://lincs.ed.gov/lincs/discussions/professionaldevelopment/11certificati on). Through that discussion, participants explored the importance of identifying what adult educators need to know and be able to do as foundational to building state and/or national certification and credentialing systems in adult education. At the end of that discussion, Patricia Bennett from OVAE introduced the teacher effectiveness initiative <http://www2.ed.gov/rschstat/eval/sectech/factsheet/promoting-teacher-effect iveness.html> we are discussing today, described some of its groundings in professional development sessions held at the state directors conference, as well as with other professional development initiatives (see post #5702 <http://lincs.ed.gov/pipermail/professionaldevelopment/2011/005778.html> ). Now, approximately one year later, they have come back to us to share their work (through this guest discussion) and to get our feedback on what has been developed since then. I suspect Mariann and others may fill us in on some of the other details you seek. But I do think it's important to note that this very discussion list raised the need for competencies and it seems we were heard. Jackie Jackie Taylor PD List Facilitator -----</div>

Jataylor foobar Teacher Effectiveness in Adult Education 2012-05-17T22:03:30Z 2012-05-17T22:03:30 2012-05-17T22:03:30Z

Jataylor foobar About Competencies 2012-05-17T22:00:30Z 2012-05-17T22:00:30 2012-05-17T22:00:30Z

Jataylor foobar Domain 3: Collaborates and Communicates Effectively 2012-05-17T21:55:19Z 2012-05-17T21:55:19 2012-05-17T21:55:19Z

<table border='0' width='98%' cellpadding='0' cellspacing='4' class='diff'> <tr> <td colspan='2' width='50%' align='center' class='diff-otitle'>Revision as of 21:55, 17 May 2012</td> <td colspan='2' width='50%' align='center' class='diff-ntitle'>Current revision</td> </tr> <tr><td colspan="2" align="left">Line 40:</td> <td colspan="2" align="left">Line 40:</td></tr> <tr><td> </td><td class='diff-context'>Given your introduction to this domain, I wonder if it is about the teaching/learning relationship with students, of which communication and collaboration are parts of a larger domain. </td><td> </td><td class='diff-context'>Given your introduction to this domain, I wonder if it is about the teaching/learning relationship with students, of which communication and collaboration are parts of a larger domain. </td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td>-</td><td class='diff-deletedline'>David J. Rosen </td><td>+</td><td class='diff-addedline'>David J. Rosen </td></tr> <tr><td> </td><td class='diff-context'>djrosen123 at gmail.com</td><td> </td><td class='diff-context'>djrosen123 at gmail.com</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>-----</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>'''Subject:''' [PD 6683] Domain 3 </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>'''From:''' Stephanie Moran </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>'''Date:''' Wed May 16 17:03:45 EDT 2012 </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>3.2 Engages in Active Listening Techniques, Dialogue and Questioning to facilitate and Support Learning </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>This is huge in my teaching world. One of my favorite phrases is "Follow</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>that thought"-i.e., work harder, think further, verbalize more. Some</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>students rely on a desultory "I don't know" to get them through because it</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>worked so well in the past-but it won't help them much in the future.</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>Old-hand teachers know and apply open-ended questions, and teaching teachers</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>how to develop questions that encourage active learning is too often an</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>underrated skills. </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>3.3 Uses Language that Reflects an Understanding of Diversity </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>The power of language to hurt, harm, or heal is sometimes beyond compare;</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>that's one reason why I use poetry and literature-they often can bridge all</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>of the -isms and we can find common ground. Just discussing the long-and</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>still evolving-history, for example, of what the polite/politically-correct</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>term for a person of color is yields very thoughtful discussion about</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>language and diversity. </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>Also, how we approach hurtful language--that someone either intentionally or</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>unwittingly brings to the classroom--is another example of the layering of</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>experience and immense toolkit that any good adult educator must bring to</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>bear. How do we teach and not alienate the speaker-because we want him/her</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>to return and learn and become a more mature speaker, thinker, and citizen. </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>Cussing is easy-I have several articles about the history of curse words,</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>especially those four-letter Anglo-Saxon words so prevalent today. </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>David wrote: "It isn't clear if this domain means collaborates and communicates</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>effectively with students, or if it is broader, to include colleagues and</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>perhaps others. It also seems to be to be two domains: communicate and</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>collaborate. After all, one could be an excellent communicator and not a</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>good collaborator." </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>I agree with David here-I know some adult educators who</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>are excellent in the classroom but not so good in a collegial setting and</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>vice versa. In our tight-knit world where we often wear both hats, how do we</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>assure that educators collaborate not just with students but with</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>colleagues? Often times, the world of adult education has far fewer checks</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>and balances and much less teacher evaluation than does public education. </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>Stephanie Moran </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>GED Program Coordinator </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>Durango Adult Education Center </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>Durango, CO</td></tr> <tr><td> </td><td class='diff-context'>-----</td><td> </td><td class='diff-context'>-----</td></tr> </table>

Jataylor foobar Domain 2: Plans and Delivers High Quality Instruction 2012-05-17T21:33:52Z 2012-05-17T21:33:52 2012-05-17T21:33:52Z

Jataylor foobar Program & State Efforts to Support TE 2012-05-17T21:27:01Z 2012-05-17T21:27:01 2012-05-17T21:27:01Z

Jataylor foobar About Competencies 2012-05-17T21:24:27Z 2012-05-17T21:24:27 2012-05-17T21:24:27Z

Jataylor foobar Adult Literacy Professional Development 2012-05-17T20:21:09Z 2012-05-17T20:21:09 2012-05-17T20:21:09Z

Jataylor foobar Domain 3: Collaborates and Communicates Effectively 2012-05-17T19:14:36Z 2012-05-17T19:14:36 2012-05-17T19:14:36Z

New page<div>* Back to [[Adult Literacy Professional Development]] * Back to Archive of [[Teacher Effectiveness in Adult Education]] ----- '''Subject:''' [PD 6676] Domain 3 '''From:''' Fedele-McLeod, Mariann '''Date:''' Wed May 16 13:48:07 EDT 2012 Dear Colleagues, I invite you to continue to comment on the competencies themselves, and specifically Domain 3: Collaborates and Communicates Effectively. This domain is at the crux of what an instructor does. The ability to communicate and collaborate is essential to successful performance in other domains. Therefore this domain must be understood as both enabling performance and a condition of performance. For the adult education instructor this is especially true as adult learners come to the classroom with diverse backgrounds (i.e. nationality, race, ethnicity, language, socio-cultural and economic, etc.), experiences (i.e. formal schooling, immigration history, etc.), and attitudes about learning that will mediate their learning process and interactions with the instructor. Domain Competencies 3. Collaborates and Communicates Effectively * 3.1 Communicates Verbally and in Writing in a Clear and Understandable Way * 3.2 Engages in Active Listening Techniques, Dialogue and Questioning to facilitate and Support Learning * 3.3 Uses Language that Reflects an Understanding of Diversity * 3.4 Conveys High Expectations of Learners and Motivates Learners to Meet Those Expectations * 3.5 Provides Advice and Referral to Support Students’ Learning, College, and Career Readiness Goals In your view, do these capture the performance of an effective teacher? What would you change or add? Feel free to share examples from your own practice that demonstrate any of these competencies. Sincerely, Mariann ----- '''Subject:''' [PD 6679] Re: Domain 3 '''From:''' David Rosen '''Date:''' Wed May 16 14:27:02 EDT 2012 Hi Mariann and others, It isn't clear if this domain means collaborates and communicates effectively with students, or if it is broader, to include colleagues and perhaps others. It also seems to be to be two domains: communicate and collaborate. After all, one could be an excellent communicator and not a good collaborator. 3.3 What about _appreciation_ of diversity. Is diversity defined someplace? 3.4 This doesn't seem to belong in this domain. It's important, of course, but how is this related to collaboration? To clear communication? 3.5 This too, while important, doesn't seem to clearly belong in this domain. Given your introduction to this domain, I wonder if it is about the teaching/learning relationship with students, of which communication and collaboration are parts of a larger domain. David J. Rosen djrosen123 at gmail.com -----</div>

Jataylor foobar Teacher Effectiveness in Adult Education 2012-05-17T19:06:34Z 2012-05-17T19:06:34 2012-05-17T19:06:34Z

Jataylor foobar About Competencies 2012-05-17T19:05:25Z 2012-05-17T19:05:25 2012-05-17T19:05:25Z

<table border='0' width='98%' cellpadding='0' cellspacing='4' class='diff'> <tr> <td colspan='2' width='50%' align='center' class='diff-otitle'>Revision as of 19:05, 17 May 2012</td> <td colspan='2' width='50%' align='center' class='diff-ntitle'>Current revision</td> </tr> <tr><td colspan="2" align="left">Line 170:</td> <td colspan="2" align="left">Line 170:</td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td> </td><td class='diff-context'>Molly Wilkinson</td><td> </td><td class='diff-context'>Molly Wilkinson</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>-----</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>'''Subject:''' [PD 6675] Re: about competencies </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>'''From:''' Fedele-McLeod, Mariann </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>'''Date:''' Wed May 16 13:38:13 EDT 2012 </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>Hi Winston and all, </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>Winston thank you for your thoughtful and though provoking post! </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>Your questions are good ones, I will leave it to others on the list to answer the question about whether this would make them a better teacher. Again, our research was oriented toward identifying those skills, abilities, practices that positively impacted student learning and achievement. I do think we also need to ask "Is this in the interest of adult education students?" The competencies to be fully realized would have requirements of the system, as they would be contextually situated within it. One of the questions we will attempt to answer through the development of the resource Toolkit is "What are the features of an adult education system that supports effective teachers?" I invite others to respond to these questions. </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>To address operationalization; the framework is intended to be descriptive not prescriptive, again no mandates will be attached to this. The design of an evaluation or measurement tool is a very different undertaking than the development of a competencies model (as you and others know).The PRO-NET competencies (the nearest like document) is not, that I am aware, used as an evaluation/measurement tool to determine teacher effectiveness. It has been developed in to a teacher self-assessment by the California Adult Literacy Professional Development Project (CALPRO...full disclosure, this a project of AIR and I am a former director), a similar self-assessment could be developed associated with the draft Model Competencies. Information about the CALPRO self-assessment can be found here: http://www.calpro-online.org/competencies/selfassessments.asp. </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>If there is agreement that the substance of the competencies describes as you say a "gold standard" of what AE teachers should have the knowledge and skills to do, then it could be used to guide decisions about professional development and teacher preparation.</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>The competencies could also be used at a program level by administrators to guide hiring and placement practices. Since this is an OVAE funded project, the intended program audience are those that receive federal funds through their states, but other AE entities would be able to access them, and we hope they will! As happened with PRO-NET a number of states adopted and adapted that competency model and this would likewise be available for that purpose. </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>Sincerely, </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>Mariann</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>-----</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>'''Subject:''' [PD 6677] Re: about competencies </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>'''From:''' Maricel Santos </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>'''Date:''' Wed May 16 14:17:03 EDT 2012 </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>Thanks to everyone for jumpstarting a rich and important discussion. </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>I teach a class on working with beginning-level adult ESL learners in</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>a graduate-level teacher education program, and after a session in</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>which we discussed the history of accountability efforts (specifically</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>NRS), the students commented that this was the first time they had</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>ever thought about the broader frameworks that might guide their work.</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>In Janet Isserlis' words, I think the introduction to standards</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>enabled the pre-service teachers to demonstrate their "attentiveness</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>to the ongoing shifts in learners' understandings". The articulation</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>of competencies holds this promise for all teachers. </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>At the same time, I am aware that I am privileged to work with</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>pre-service teachers in a supportive, on-going professional</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>development environment in a higher ed context. Rarely are teachers in</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>our field assured of this same opportunity. </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>And so, Winston Lawrence's question is an important one: "How can</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>practitioners be assured that this document is in their interest?"</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>These competencies will not have sustainable meaning if we do not</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>offer teachers professional development opportunities to discuss the</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>competencies, deliberate their relevance, and examine their practice</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>in a supportive environment. </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>The messaging around these competencies must include a commitment to</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>on-going professional development in our field. Otherwise, to</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>Winston's point, I fear teachers will not feel the document speaks to</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>their reality. </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>Thanks, Maricel Santos </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>-----</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>'''Subject:''' [PD 6678] Re: about competencies </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>'''From:''' Stephanie Denning </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>'''Date:''' Wed May 16 14:17:37 EDT 2012 </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>Is the CALPRO Self-ASsessment available to AE teachers in State's other than California? </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>Stephanie Denning </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>ESOL Instructor </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>Wyoming Family Literacy </td></tr> <tr><td> </td><td class='diff-context'>-----</td><td> </td><td class='diff-context'>-----</td></tr> </table>

Jataylor foobar Adaptive Expertise 2012-05-17T19:00:58Z 2012-05-17T19:00:58 2012-05-17T19:00:58Z

New page<div>* Back to [[Adult Literacy Professional Development]] * Back to Archive of [[Teacher Effectiveness in Adult Education]] ----- '''Subject:''' [PD 6674] Adaptive Expertise? '''From:''' Patsy Vinogradov '''Date:''' Wed May 16 13:12:30 EDT 2012 Hello, Been following (as much as possible!) this important conversation with interest. As Janet, Kim, and others have mentioned, statewide standards of effective practice and teacher-effectiveness competencies have well-established roles in K-12 education (i.e. Charlotte Danielson framework, etc.), but they can become 'slippery' when it comes to adult education. But nevertheless, we have so much to learn from how K-12 teacher preparation programs and district induction programs identify and use competencies and related tools to enhance teaching and learning. One area of K-12 teacher preparation and mentoring that is receiving a great deal of attention in Minnesota is "adaptive expertise." This emerges from the work of Linda Darling-Hammond and the book "Preparing Teachers for a Changing World." With its tenets of high efficiency and high innovation, it seems particularly appropriate for our adult learning settings. I wonder if adaptive expertise is gaining attention in adult education teacher preparation and professional development? And do the proposed competencies help us identify and encourage adaptive expertise in our adult educators? Some food for thought from local adaptive expertise discussions for K-12 here: As adaptive experts, teachers will: * Respond to students' cultural funds of knowledge in curriculum, instruction, and relationship building * Use observations and data about student learning to adjust instructional approaches * Integrate new technologies to engage students in creation and synthesis learning activities * Interact with other school colleagues to advocate and support students' social, emotional, academic, and physical development * Embrace uncertainty in the classroom with flexible actions and a commitment to student learning Are such 'adaptive expertise' elements important for adult educators as well (I think so!) and do they help us address the dynamic and varied settings of adult teaching and learning? Eager to hear your thoughts. Patsy Vinogradov University of Minnesota & Hamline University -----</div>

Jataylor foobar Teacher Effectiveness in Adult Education 2012-05-17T18:58:27Z 2012-05-17T18:58:27 2012-05-17T18:58:27Z

Jataylor foobar About Competencies 2012-05-17T17:51:10Z 2012-05-17T17:51:10 2012-05-17T17:51:10Z

<table border='0' width='98%' cellpadding='0' cellspacing='4' class='diff'> <tr> <td colspan='2' width='50%' align='center' class='diff-otitle'>Revision as of 17:51, 17 May 2012</td> <td colspan='2' width='50%' align='center' class='diff-ntitle'>Current revision</td> </tr> <tr><td colspan="2" align="left">Line 123:</td> <td colspan="2" align="left">Line 123:</td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td> </td><td class='diff-context'>Stephanie Moran</td><td> </td><td class='diff-context'>Stephanie Moran</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>-----</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>'''Subject:''' [PD 6671] Re: about competencies </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>'''From:''' Fedele-McLeod, Mariann </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>'''Date:''' Wed May 16 10:52:27 EDT 2012 </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>Hi Kim and all, </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>Kim, you very artfully articulate something that research efforts attempt to quantify...the art of effective teaching. There is a strong body evidence that teachers have an impact on student performance and achievement (those of us who are or have been teachers knew this), and a good deal is written and known about what specific skills, knowledge, and practices support student learning. This literature has informed the initial draft of the competencies. A recent publication by the National Research Council, Improving Adult Literacy Instruction: Options for Practice and Research is an excellent resource and source of information ( and one used by the TE project). A free PDF can be downloaded from http://www.nap.edu/catalog.php?record_id=13242. </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>I do want to reinforce what you point out, the draft Adult Education Instructor Model Competencies, are intended to be voluntarily adopted and to serve as a guide and not a mandate. As I read through the posts one of the recurring concerns is the deficit of resources in the field, and the challenging working conditions. What we are concerned with is what an effective teacher does. Many of the competencies would require a much stronger level of support for teachers, and the competencies may make a case and provide a lever for improving conditions and increasing resources. </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>Regards, </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>Mariann</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>-----</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>'''Subject:''' [PD 6672] Re: about competencies </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>'''From:''' Winston Lawrence </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>'''Date:''' Wed May 16 11:33:37 EDT 2012 </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>Mariann. Thanks for facilitating this great discussion. </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>I think this is a bold attempt to address a long standing issue and to help to professionalize the adult literacy field. It looks like we are establishing a "gold standard" for the field. As I read the posts I can see many broader concerns apart from the specific questions about the wording of competencies and performance indicators. </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>It is interesting the ways in which the document is viewed. I think it does reflect the long standing suspicion in the field over the use of "competencies" to describe the teacher's activities. Competency based education has been subject to strong criticism for at least 3 decades. With the advent of WIA, emphasis on evidence based instruction and the NRS accountability measures in place, the field has grudgingly accepted standards as part of the package in order to survive. Many people have accepted the current outcomes focus but philosophically are oriented to a more grounded approach to instruction – teaching being seen to be more as art and intuitive rather than a prescriptive listing. </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>My central question is: How can practitioners be assured that this document is in their interest? </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>Do practitioners feel that they will be better teachers if they adopt these competencies? Or do they feel that they are not remunerated for being so "good"? One might say that this listing makes the work of the program manager much easier. But what of the volunteer tutor or the teachers who are struggling to earn a full salary by working several part time jobs in several places? </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>Some related questions : Is the framework intended to be a prescriptive listing designed for program managers to judge teacher effectiveness throughout the various systems (e.g. college, community based, corrections?) Does it have the same applicability in volunteer based as well as in full-time contexts? Or is this to be used only in federally funded programs? </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>It seems to me that there are concerns about the validity of the tool. </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>In other words, how is this to be operationalized? </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>Winston </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>Winston Lawrence </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>Senior Professional development Associate </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>Literacxy assistance Center </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>New York, NY</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>-----</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>'''Subject:''' [PD 6673] Re: about competencies </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>'''From:''' Wilkinson, Molly, NMCD </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>'''Date:''' Wed May 16 12:16:48 EDT 2012 </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>WOW! Those comments were good food for thought. Thank you for articulating some profound ideas. </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>Molly Wilkinson</td></tr> <tr><td> </td><td class='diff-context'>-----</td><td> </td><td class='diff-context'>-----</td></tr> </table>

Jataylor foobar Examples of the Competencies in Action 2012-05-17T17:34:46Z 2012-05-17T17:34:46 2012-05-17T17:34:46Z

Jataylor foobar Program & State Efforts to Support TE 2012-05-17T17:32:49Z 2012-05-17T17:32:49 2012-05-17T17:32:49Z

New page<div>* Back to [[Adult Literacy Professional Development]] * Back to Archive of [[Teacher Effectiveness in Adult Education]] ----- '''Subject:''' [PD 6668] In your State or Program '''From:''' Fedele-McLeod, Mariann '''Date:''' Wed May 16 09:14:37 EDT 2012 Dear Colleagues, I am pleased to re-join you today, and any thanks to those of you who have been posting! I will respond to some of your comments a bit later in the day. For today, we would like to focus on efforts taking place in your state or local program to support teacher effectiveness. The Adult Education Instructor Competencies are developed to be voluntarily adopted , and as such we seek your input to better understand how they can complement efforts already underway. So our questions for you: What efforts are taking place in your state or local program to improve teacher effectiveness (including development of competencies, indicators of program quality, standards for teaching and /or learning, etc...)? How can the AE Instructor Competencies complement what is currently occurring in your state? What supports and resources would be needed to do this? Sincerely, Mariann Mariann Fedele-McLeod Principal Researcher American Institutes for Research Washington, D.C ----- '''Subject:''' [PD 6669] PD in Colorado '''From:''' Stephanie Moran '''Date:''' Wed May 16 10:08:02 EDT 2012 For a state that gives zero direct funding to adult education, Colorado has an extremely robust PD system, thanks to its highly capable PD team, headed by Jane Miller and Jessie Hawthorn of the Adult Education and Family Literacy (AEFL) folks at CDE. http://www.cde.state.co.us/cdeadult/TA-JM-PolicyDocs.htm Every adult educator must earn his or her Literacy Instruction Authorization (not an endorsement since not all AEs are necessarily certified teachers) within 3 years of hire, regardless of how many hours one teaches. This poses quite a dilemma for many in our field since they are PT and the LIA costs time and money on the part of the educator and/or the center. The state helps with a scholarship for one of the 4 required courses, and educators with 750 hours in a course area may choose to submit a portfolio, itself a rigorous and daunting process; many PT instructors are not enthusiastic about this requirement. We have a stunning set of resources in our Resource Bank and a good New Teacher Orientation program. All adult educators funded by AEFL are required to complete the PD Self-Assessment at the beginning of the year and then discuss objectives to be met by year's end with his or her supervisor/ED. The PD Activity Record is kept by the instructor and covers 4 strands: self-study, collaboration with colleagues, workshops/trainings/conferences, and courses for study. Currently, there is no mandatory number of PD hours absolutely required but the expectation is that all funded centers will make PD a priority. I serve on my local school board, and the amount of money that it puts into PD is truly pitiful; I am proud of Colorado's adult education system in that it recognizes the importance of PD and offers many opportunities for practitioners. PD will of course become that much more essential as we face GED 2014. Stephanie Moran -----</div>

Jataylor foobar Teacher Effectiveness in Adult Education 2012-05-17T17:26:28Z 2012-05-17T17:26:28 2012-05-17T17:26:28Z

Jataylor foobar Concerns About Competencies 2012-05-17T17:25:12Z 2012-05-17T17:25:12 2012-05-17T17:25:12Z

New page<div>* Back to [[Adult Literacy Professional Development]] * Back to Archive of [[Teacher Effectiveness in Adult Education]] ----- '''Subject:''' [PD 6666] Effective Teacher Competencies '''From:''' Thomas Jones '''Date:''' Wed May 16 00:03:18 EDT 2012 Are we talking about what makes a good teacher when we are talking about teacher competencies? If so, then the issue opens a can of worms because each teacher may have his or her own view as to what makes a teacher effective. If there is no consensus, there will never be any standards. And if the government decides, what criterion will it use? In the state of RI, Dept. of Ed. is pushing employment kills as a big deal, so I suppose that if students can't demonstrate tangibly how to go about getting a job, the teacher has failed to do his or her job. But what is the measure being used for this? We use the CASAS standardized test to measure life skills and employment skills, but this is only a reading test. One of our teachers, when he went to a TESOL conference one year, confronted the CASAS company about the test. CASAS admitted to him the test scores are arbitrary and aren't such a good measure, but it's what the Feds want. As it stands now, if students test scores do not increase by one or more levels, the students have not completed the program, and if they don't complete, in effect Dept of Ed is saying the teacher isn't effective. Before Adult Dept of Ed came along, there may have been teachers in the field for more than ten years who didn't fit the current fed. or state definition of effective, and suddenly under the new system they become ineffective? The teacher's effectiveness, according to the teacher or the program director, could be how well a student performs a certain task which he or she couldn't perform before without help, but as far as Dept of Ed is concerned, the only thing that matters are the numbers (how many completed). Conceivably, because the CASAS test is a reading test, you could have a student who can read at an Intermediate level but meanwhile is below that level in speaking and listening. Does this mean the teacher was ineffective? No. It means you can't use one skill (reading) as a holistic measure for all skills. Maybe it means the Feds and state are too hung up on the numbers and aren't taking a holistic approach to the student and teacher, but then the holistic is much harder to measure. This goes back to what I said in my previous post: teaching is more of an art than a science. How can you measure the effectiveness of an art? I'm not saying there should be no measures, especially if there is a desire to professionalize the field. I'm only saying that if the government, state or fed, is going to assign a measurement of teacher effectiveness, let it be one aligned with reality and with the profession as an art. If I get a Masters degree in teaching, it is a Master of Arts not a Master of Science. Thomas Jones ----- '''Subject:''' [PD 6667] Re: AE Competencies Development: Method and Literature '''From:''' Gretchen Bitterlin '''Date:''' Wed May 16 01:27:06 EDT 2012 I think the idea of providing examples of the competencies in action in a specific setting is great because that shows the practical application of the competency. I think performance indicators are more sensitive, since they suggest evaluation measures that may not apply in all types of teaching situations. Performance indicators are better written at the local level, not nationally. Gretchen Bitterlin ESL Program Chair San Diego Continuing Education San Diego, CA -----</div>

Jataylor foobar Teacher Effectiveness in Adult Education 2012-05-17T17:15:17Z 2012-05-17T17:15:17 2012-05-17T17:15:17Z

Jataylor foobar About Competencies 2012-05-17T17:14:21Z 2012-05-17T17:14:21 2012-05-17T17:14:21Z

Jataylor foobar Examples of the Competencies in Action 2012-05-17T17:09:32Z 2012-05-17T17:09:32 2012-05-17T17:09:32Z

Jataylor foobar About Competencies 2012-05-17T15:04:22Z 2012-05-17T15:04:22 2012-05-17T15:04:22Z

<table border='0' width='98%' cellpadding='0' cellspacing='4' class='diff'> <tr> <td colspan='2' width='50%' align='center' class='diff-otitle'>Revision as of 15:04, 17 May 2012</td> <td colspan='2' width='50%' align='center' class='diff-ntitle'>Current revision</td> </tr> <tr><td colspan="2" align="left">Line 34:</td> <td colspan="2" align="left">Line 34:</td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td> </td><td class='diff-context'>Janet Isserlis </td><td> </td><td class='diff-context'>Janet Isserlis </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>-----</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>'''Subject:''' [PD 6662] Re: about competencies + feedback on draft </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>'''From:''' Sandi Phinney York </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>'''Date:''' Tue May 15 17:02:23 EDT 2012 </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>Hi Janet - </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>I am with you. I have struggled with the concept of competencies vs. skills</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>for a few years. In the framework of student instruction (and not teacher</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>effectiveness, which we are talking about here), I find competencies</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>difficult to work with because they feel like an unwieldy "checklist" that</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>it's hard to organize instruction around (take a look at the CASAS</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>competencies as an example). Washington State has developed a set ESL and</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>ABE standards that are very much skills-based, and I find it much easier to</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>organize instruction around skills development in the language domain as</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>opposed to specific competencies. </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>Translating this issue into practitioner effectiveness, I find a similar</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>difficulty of competencies v. standards. I find the 4 domains very useful</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>and akin to general "standards" - a good guide as to the overarching skills</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>teachers should possess. I am happy to say that I found AIR's draft</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>competencies quite skills-based, and I do think they accurately reflect</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>important instructor skills. However, I feel that 20 is still a pretty long</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>list to keep in mind easily when thinking about instruction. When you</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>consider that each competency will have multiple performance</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>indicators, then it becomes fairly overwhelming. (I'm still a fairly new</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>teacher, so perhaps I get overwhelmed more easily). </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>My suggestion would be to combine competencies that are very closely</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>related. That would not only reduce the number of competencies, but also</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>convey the interconnectedness of certain skills or actions. For example,</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>competencies 1.1 and 1.2 could be combined to read: "assess students' prior</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>knowledge, learning needs, and career and learning goals to create a course</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>of study." Assessing students' knowledge and goals and using them to</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>create a course of study are symbiotic. Similarly, 2.3, 2.4, and 2.5 could</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>be combined because they all deal with using different instructional</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>techniques appropriate to the situation. And that's just two examples. </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>Last, I would suggest that there be a single page at the beginning that</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>lists the domains and competencies so that anyone can just glance at it and</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>get a good overview. It is difficult to read and process a 16 page document</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>and fully grasp the interconnectedness of the domains and competencies. </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>That said, I think it's a great draft and a potentially very useful guide</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>to improving teacher effectiveness. </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>Thanks - </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>Sandi </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>Sandi York </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>ESL Instructor </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>Skagit County Community Action Agency </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>-----</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>'''Subject:''' [PD 6663] Re: about competencies </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>'''From:''' Kimberly A. Johnson </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>Tue May 15 17:45:44 EDT 2012 </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>Another well-articulated and thought-provoking post from Janet... </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>I think Janice has hit on a tension that lots of us sense. As I read through the competencies I think about that critical yet difficult to articulate "art" of teaching - the constant learning and growing that we do as teachers, the resourcefulness to respond to different learners and changing contexts, the adjustment and adaption necessary with working conditions that do not always honor or value the hard work, the caring so fundamental to building the relationships that make differences in students' lives. </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>Still, I think there is a place for competencies just as K-12 licenses are guided by standards of effective practice. The domains read like standards to me, and I believe these can be helpful to guide teachers' own development or for administrators when hiring, supervising, or identifying appropriate or needed PD (n addition to increasing the professionalism of the field). </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>As I've read through the document, I've also struggled with the kinds of things that makes us different from K-12 - the many different contexts in which we teach and the wide range of institutional "homes" across states (some in Depts of Ed, some in college systems, some in Depts of Labor, etc.). Some states already have something in place for Adult Education; some do not. As long as the competencies serve as a guide rather than a mandate, I think it is worth doing. </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>Like others, I am swamped with work but will try to find some time to respond specifically to the draft. </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>Kim Johnson </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>ATLAS/Hamline University </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>St Paul, MN </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>www.atlasABE.org</td></tr> <tr><td> </td><td class='diff-context'>-----</td><td> </td><td class='diff-context'>-----</td></tr> </table>

Jataylor foobar