Title: Outcome-Based Professional Development: A New Model for Kentucky Sandra Kestner, Senior Associate, Kentucky Adult Education Cindy Read, Director, Kentucky Institute for Family Literacy
1Outcome-Based Professional Development A New
Model for KentuckySandra Kestner, Senior
Associate, Kentucky Adult Education Cindy Read,
Director, Kentucky Institute for Family Literacy
2Todays Agenda
- Learn about Kentuckys new system of professional
development - Explore the 2005-06 PD Handbook
- Practice developing a self-directed PD activity
- Q A
3New Features
- New Educators--
- A two-year sequence of essential courses for all
new educators
4Key Features
- New Educators--
- A two-year sequence of essential courses for all
new educators - Experienced Educators--
- Awarding PDUs based on the depth of the
professional development experience rather than
hours of seat time
5Key Features, continued
- Linking all courses to KYAE statewide initiatives
6Key Features, continued
- Linking all courses to KYAE statewide initiatives
- Using state and local-level data to make
decisions about professional development
7Key Features, continued
- Linking all courses to KYAE statewide initiatives
- Using state and local-level data to make
decisions about professional development - Linking all courses to improved results for
learners
8Rationale?
- To provide PD opportunities based on research
9Rationale?
- To provide PD opportunities based on research
- To encourage more rigorous pursuit of learning
10Rationale?
- To provide PD opportunities based on research
- To encourage more rigorous pursuit of learning
- To increase effectiveness of PD activities
11Rationale?
- To provide PD opportunities based on research
- To encourage more rigorous pursuit of learning
- To increase effectiveness of PD activities
- To provide increased flexibility and local
ownership for professional development
12Rationale?
- To provide PD opportunities based on research
- To encourage more rigorous pursuit of learning
- To increase effectiveness of PD activities
- To provide increased flexibility and local
ownership for professional development - To improve results for learners
13Requirements for NEW Practitioners
- New practitioners have two years to complete the
required core set of courses.
14Requirements for NEW Practitioners
- New practitioners have two years to complete the
required core set of courses. - Required courses are determined by specialty area
(ABE, ESL, Family Literacy, Workplace, etc.)
15Requirements for NEW Practitioners
- New practitioners have two years to complete the
required core set of courses. - Required courses are determined by specialty area
(ABE, ESL, Family Literacy, Workplace, etc.) - Same PD requirements for NEW full-time and
part-time practitioners
16Requirements for NEW Practitioners
- New practitioners have two years to complete the
required core set of courses. - Required courses are determined by specialty area
(ABE, ESL, Family Literacy, Workplace, etc.) - Same PD requirements for NEW full-time and
part-time practitioners - The focus is not on PDUs but rather core
requirements during the first two years
17Essential Courses for New InstructorsABE
Track
18Experienced Instructors
- Investigate new practices (1 PDU)
- Apply and evaluate knowledge and skills in the
classroom (5 PDUs) - Disseminate what is learned with colleagues (3
PDUs) - Demonstrate expertise by sharing effective
practices across the state or nation (4 PDUs)
19Annual Requirements
- Staff employed an average of 20 or more hours per
week 8 PDUs - Staff employed an average of 19.75 or fewer hours
per week 2 PDUs - Staff employed fewer than 50 hours per year have
no PD requirement
20What about college courses?
- Considered a self-directed activity
- 2 PDUs for each credit hour earned
- Example 2 PDUs X 3 credit hours 6 PDUs
- To be counted, any college course must fit within
KYAE priorities
21Priority Areas for PD Activities
- Teaching learning strategies
- Teaching in a family literacy setting
- Quality assessment techniques, goal setting, and
data analysis - Instructional Technology and distance learning
- Transition to postsecondary education
- Workforce education and WorkKeys assessment
- ABE content standards
- Leadership and program improvement
- Teaching English as a second language
22Self-Directed Activity--Documentation
- Name of the new practice or curriculum
- Describe the new practice or curriculum
implemented. - How were you exposed to this new practice or
curriculum? - Describe the target audience and why this
implementation was appropriate. - Describe your method of evaluation and the
results. - How would you improve the practice or curriculum?
- Source PD Handbook, page 97
23Plan a Self-Directed Activity
- Choose a session you attended at this conference.
- How will you implement what you learned back in
your program? - How will you evaluate what you implement?
- Use the worksheet to begin your planning to earn
5 additional PDUs!
24PDtrack
25Questions???