Outcome-Based Professional Development: A New Model for Kentucky Sandra Kestner, Senior Associate, Kentucky Adult Education Cindy Read, Director, Kentucky Institute for Family Literacy - PowerPoint PPT Presentation

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Outcome-Based Professional Development: A New Model for Kentucky Sandra Kestner, Senior Associate, Kentucky Adult Education Cindy Read, Director, Kentucky Institute for Family Literacy

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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


1
Outcome-Based Professional Development A New
Model for KentuckySandra Kestner, Senior
Associate, Kentucky Adult Education Cindy Read,
Director, Kentucky Institute for Family Literacy
2
Todays Agenda
  • Learn about Kentuckys new system of professional
    development
  • Explore the 2005-06 PD Handbook
  • Practice developing a self-directed PD activity
  • Q A

3
New Features
  • New Educators--
  • A two-year sequence of essential courses for all
    new educators

4
Key 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

5
Key Features, continued
  • Linking all courses to KYAE statewide initiatives

6
Key Features, continued
  • Linking all courses to KYAE statewide initiatives
  • Using state and local-level data to make
    decisions about professional development

7
Key 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

8
Rationale?
  • To provide PD opportunities based on research

9
Rationale?
  • To provide PD opportunities based on research
  • To encourage more rigorous pursuit of learning

10
Rationale?
  • To provide PD opportunities based on research
  • To encourage more rigorous pursuit of learning
  • To increase effectiveness of PD activities

11
Rationale?
  • 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

12
Rationale?
  • 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

13
Requirements for NEW Practitioners
  • New practitioners have two years to complete the
    required core set of courses.

14
Requirements 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.)

15
Requirements 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

16
Requirements 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

17
Essential Courses for New InstructorsABE
Track
18
Experienced 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)

19
Annual 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

20
What 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

21
Priority 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

22
Self-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

23
Plan 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!

24
PDtrack
25
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