Framework for Quality Professional Development for Practitioners Working with Adult English Language Learners

Professional Development Process

The purpose of professional development is to improve instruction so that learners might improve their English language proficiency and literacy. For this reason, the professional development process necessarily begins with analysis of data on student goals and performance. What are students’ goals? Where are they performing well? Where are they not performing well? With this information, it can be determined what practitioner changes are needed in order to increase student learning. Data on student attendance, completion of levels, and persistence also need to be examined, along with data on practitioner background and needs. These data can be triangulated with data on local, state, and national resources and initiatives. For more information on analyzing data to inform professional development planning, see Using Data to Plan Professional Development for Practitioners Working With Adult English Language Learners (Young & Peyton, 2008).

The professional development process includes planning, implementing, and evaluating professional development. This cyclical process helps to ensure that professional development opportunities respond to practitioners’ needs and that experience and feedback guide the design and planning of subsequent activities.

Planning Professional Development

Planning involves deciding who will be involved in professional development activities, with what content and skills focus, and on what schedule.

  • The planned content is designed for practitioners working in adult education programs* (Association of Adult Literacy Professional Developers, in press; Earley & Bubb, 2004; National Center for ESL Literacy Education, 2003).

  • The planned content responds to practitioners’ assessed needs (Gonzalez & Darling-Hammond, 1997; Kutner, Sherman, Tibbetts, & Condelli, 1997).

  • The planned content reflects requirements of national and state program, content, and teacher standards* (American Federation of Teachers, 2002).

  • The planned content reflects requirements in state and federal policy directives (Association of Adult Literacy Professional Developers, n.d.; Earley & Bubb, 2004; National Center for ESL Literacy Education, 2003).

  • The content, manner of delivery, and application of professional development are shaped by data (Fullan, 2007; Gonzalez & Darling-Hammond, 1997; Kutner et al., 1997; Smith, Hofer, Gillespie, Solomon, & Rowe, 2003).

  • The content of professional development is planned by a team of practitioners (teachers, administrators, and professional developers) (American Federation of Teachers, 2002; Corley, 2003; Fullan, 2007; Joyce & Showers, 2002; National Council of Teachers of English, 2006; Senge, 1990; Shulman & Shulman, 2004; Smith & Rowley, 2005).

Implementing Professional Development

Implementation involves the delivery of and practitioner participation in professional development activities.

  • The presentation of content reflects research on how adults learn* (Association of Adult Literacy Professional Developers, in press; Earley & Bubb, 2004; National Center for ESL Literacy Education, 2003).

  • The presentation of content accommodates different participant backgrounds, covering the breadth of topics needed by new practitioners and the depth of knowledge needed by more experienced practitioners* (American Federation of Teachers, 2002).

  • The professional development program uses technology to support participants before, during, and after the professional development sessions* (Dede, 2006; National Center for ESL Literacy Education, 2003).

  • Professional development sessions are not an isolated event but rather are followed up by ongoing opportunities for reflection and practice* (Fullan, 2007; Garet, Porter, Desimone, Birman, & Yoon, 2001; Smith & Gillespie, 2007).

  • Opportunities are provided to learn and apply content occur over time and are not confined to one-time activities* (Fullan, 2007; Garet et al., 2001; Smith & Gillespie, 2007)

  • Opportunities include activities that help practitioners advance their own understanding of the subject matter presented* (Farrell, 2004; Garet et al., 2001; Richards & Lockhart, 1996).

  • Opportunities help practitioners connect content and materials presented with the real-world situations in which they work* (Borg, 2006; Freeman & Johnson, 1998, 2004; National Center for ESL Literacy Education, 2003).

Evaluating Professional Development

Evaluation determines the extent to which desired outcomes are achieved.

  • Evaluation activities document the input, output, and outcomes of the professional development activities (Association of Adult Literacy Professional Developers, in press; Fullan, 2007; Guskey, 2002; National Council of Teachers of English, 2006).

  • Evaluation activities are designed to document changes in teacher knowledge, skills, and practice* (received and constructed knowledge) (Fullan, 2007; Guskey, 2002).

  • Evidence of change in practitioners’ knowledge, skills, and practice is collected in a variety of ways and at different intervals in time (Darling-Hammond, 2006; Garet et al., 2001).

 

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