Hello Karisa, All -

Thanks for the info! I hope others on the list will tell us about their
work in this regard.

About student involvement in teacher PD - The reason I asked is because
it seems to be a natural fit with the philosophy that underpins what you
described -- starting with the learner and staying with their learning
needs and experiences as the basis for PD.

A year or so ago, we had a guest discussion on this list about learner
leadership, and learner-led PD
(http://www.nifl.gov/lincs/discussions/professionaldevelopment/learn_lea
d_summary-discussion.html
<http://www.nifl.gov/lincs/discussions/professionaldevelopment/learn_lea
d_summary-discussion.html>  see the thread titled "Learners role in
Teacher Training"). Many loved the idea and seemed anxious for the
opportunity to involve learners in either program improvement or teacher
professional development. Here are a few specific examples:

New Mexico: Workshop model of learner-led PD

http://www.nifl.gov/nifl-aalpd/2005/0221.html
<http://www.nifl.gov/nifl-aalpd/2005/0221.html> 

Panel discussions with adult learners as panelists

Washington, D.C.:

http://www.nifl.gov/nifl-aalpd/2005/0230.html
<http://www.nifl.gov/nifl-aalpd/2005/0230.html> 

Massachusetts:

http://www.nifl.gov/nifl-aalpd/2005/0233.html
<http://www.nifl.gov/nifl-aalpd/2005/0233.html> 

Pennsylvania: Tutor Training

http://www.centerforliteracy.org/ <http://www.centerforliteracy.org/>  

(It is my understanding that adult learners are involved with the
volunteers during the training, and their handbook is available at their
above website.)

The next two are not at the program level, but for those who may be
interested, the following are examples of involving adult learners in
shaping state level policies for professional development:

Vermont: Regional/state student advisory boards 

http://www.nifl.gov/nifl-aalpd/2005/0263.html
<http://www.nifl.gov/nifl-aalpd/2005/0263.html>    

New Mexico: Conducting statewide action research with adult learners

http://www.nifl.gov/nifl-aalpd/2005/0238.html
<http://www.nifl.gov/nifl-aalpd/2005/0238.html> 

Best, Jackie Taylor

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[ProfessionalDevelopment 644] Re: Job-imbedded PD (was " Participation
in PD")

Hi All,

Dr. Christine Smith has done some interesting research on job-imbedded
pd. I certainly don't want to speak on her behalf but this is what I
understand from her about job-imbedded PD:

- it focuses on helping teachers to study their students' thinking -
it's not just about trying new strategies and techniques

- it includes ongoing collaborative learning activities among teachers -
just as you suggest, Jackie, and it also reminds us that we don't
necessarily have to "go outside" for help but can cultivate a learning
environment within a program

- it helps teachers use student performance data

I think we should always remind ourselves where the focus should be
first -- on improving student learning and, then, what does the
teacher/admin need to change in order to do that better and not the
reverse.

In my previous post, I said that job-imbedded pd personalizes the
learning. I mean to say that instead of the traditional whole group,
teacher-led learning (that I hope we strive to move away from in the
classroom) - job-imbedded pd lets the learner determine their course of
action and it is individualized to some degree.

I don't know if students are directly involved in job-imbedded teacher
pd (as you asked Jackie) but that's a really interesting thought. Any
thoughts on this one?

Karisa Tashjian

 

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