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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
Outcome-Based Professional Development: A New Model for Kentucky
Sandra Kestner, Senior Associate, Kentucky Adult Education Cindy Read, Director, Kentucky Institute for Family Literacy
Today’s Agenda
Learn about Kentucky’s new system of professional development
Explore the 2005-06 PD Handbook Practice developing a self-directed
PD activity Q & A
New Features
New Educators-- A two-year sequence of essential
courses for all new educators
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
Key Features, continued
Linking all courses to KYAE statewide initiatives
Key Features, continued
Linking all courses to KYAE statewide initiatives
Using state and local-level data to make decisions about professional development
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
Rationale?
To provide PD opportunities based on research
Rationale?
To provide PD opportunities based on research
To encourage more rigorous pursuit of learning
Rationale?
To provide PD opportunities based on research
To encourage more rigorous pursuit of learning
To increase effectiveness of PD activities
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
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
Requirements for NEW Practitioners
New practitioners have two years to complete the required core set of courses.
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.)
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
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
Essential Courses for New Instructors
ABE Track
Year General Reading/Writing
Math Other
1 Orientation to Adult Education
Orientation to Reading & Writing
Orientation to Teaching Math
Introduction to TABE
2 AERIN Learning Disabilities
Assessment to Instruction
KYAE Content Standards
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)
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
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
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
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
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!
PDtrack
Questions???
