Montana LINCS Update
Greetings from Montana LINCS
Problems with the links in the email?
Go to the Email Archives in the upper left-hand corner on the home page at http://www.nwlincs.org/mtlincs/index.htm
The L-tryptophan kicked in. MTLINCS snoozed!
And now just a short email for the week!
Montana ABLE Information
1. MTLINCS Star Points: Career Pathways
Career Pathways – the final star point on MTLINCS!!!
Click on the Career Pathways Star Point on the MTLINCS homepage at http://www.nwlincs.org/mtlincs/index.htm . Find out which pathways Montana ABLE is taking for Career Pathways.
You will find resources on the Resource link at http://www.nwlincs.org/mtlincs/opi/CP/cp_resource.htm. You can find Montana resources (College, GED, and Workplace) along with national resources.
Updates: Just by clicking on the month under Updates, you will also have access to any current Career Pathways information that has been posted. Recently, in fact, the Bridge Program survey was posted on the Updates page. Click on Updates to get current information about the Montana ABLE Bridge Program being designed by Suzette Fox and Michelle Gasek. Deadline for participation is December 16. Access to information is just a click away! Stay informed!
2. Montana ABLE MABLE Survey
Montana ABLE is in the process of creating a MABLE Calendar and Best Practices with MABLE Data Manual. These products will be more usable with your contributions. Please take a few moments of your time to complete this brief survey.
Click here http://www.surveymonkey.com/s/6MVPDVF to participate in the MABLE Survey. Deadline is December 16.
Taken from LINCS Professional Development Discussion List
Improving Adult Literacy Instruction: Options for Practice and Research
Study Circle Discussions November 28-December 9, 2011
Dear Workforce Competitiveness List Colleagues,
I’m pleased to announce that the Professional Development List is hosting chapter study circle discussions on the recently released report titled Improving Adult Literacy Instruction: Options for Practice and Research, published by the National Research Council of The National Academies. Through group discussion, we will delve more deeply into the research, link it to related work, reflect on the findings, explore whether or how it fits with our experiences as teachers, learners, or staff developers, and share implications for future practice.
Chapter 4: Principles of Learning for Instructional Design (pgs. 4-1 to 4-24)
November 28-December 2, 2011
Guest Facilitator: Stephanie Moran, Program Coordinator, Durango Adult Education Center, Colorado
Chapter 5: Motivation, Engagement, and Persistence (pgs. 5-1 to 5-33)
December 5-9, 2011
Guest Facilitator: Andrea Nash, Professional Development Specialist, World Education, Massachusetts
To participate, subscribe: http://lincs.ed.gov/mailman/listinfo/professionaldevelopment
(Or to invite others to join the conversation, send them the subscription link above.)
Obtain a free pre-publication copy of the report, Improving Adult Literacy Instruction: Options for Practice and Research, and begin reading either or both chapters now:
a) Visit the National Academies Press publication webpage (http://www.nap.edu/catalog.php?record_id=13242) .
b) Click on “Download Free PDF”
c) It will prompt you to log in or to continue as a guest. Proceed as you wish by following the prompts.
Professional Development List Facilitator |Jackie@jataylor.net
Subscribe, unsubscribe, or edit options:
Taken from LINCS ELA Discussion List
Interesting discussion has taken place regarding Preparation and Professional Development of Practitioners. Here are a few snippets. Click here http://lincs.ed.gov/pipermail/englishlanguage/2011/date.html to read more postings.
For most teachers of adult ELLs at the intermediate and advanced levels, many of the techniques and strategies they learn in a TESOL certificate or ESL endorsement program are useful, but with our literacy and beginner level learners who have mostly had interrupted formal education experiences, applying these strategies can leave teachers feeling like novices all over again. And of course, as we are all too aware - many teachers of adult ELLs in community-based settings do not in fact have the ESL endorsement or TESOL certificate, let alone a BA or MA in the field.
Rai Farrelly, Project Wezesha, Salt Lake City, Utah
We have had many Returned Peace Corps Volunteers in our MA TESOL program and their experiences -- both in language learning and living in another country and culture -- have been immensely enriching to our classes. I agree that they are a wonderful source of potential adult ESL/ESOL teachers, but many would still believe (if our students are any indication) that they need more training than the 12 weeks of initial training in teaching ESL and the week or two of inservice training that they get … Foreign language teachers are also another good source, and I have known many who have "transferred" to ESL, but usually at the high school level. I wonder how many of these potential candidates would consider a part-time job without benefits if there are full-time jobs available in the K-12 sector? Perhaps some would be willing to add an adult ESL course taught at night?
Jodi Crandall, Professor Emerita, MA TESOL & PhD Program in Language, Literacy and Culture, University of Maryland
Hello from DC. On the subject of coaching, we see coaching as a way of helping teachers take their reflections from the PLC (Professional Learning Community) into the classroom. It's possible to have an interesting discussion at a lunchtime PLC meeting, then go back to the classroom and carry on as before. An Instructional Coach can help teachers take an idea into the classroom. The coach might help in planning, finding materials, or might be present in the classroom to help the teacher in a specific role. A coach can provide feedback, or guide self-observation through the use of a video camera (we have found this very insightful). A coach can help with further reflection and planning until the professional learning is integrated as part of the teachers' skill set. Of course, not every organization has an Instructional Coach position, but I think that peer coaching could be valuable here. Peer coaching, as a natural extension of collaborative learning, can help teachers put into action the inspiration they found in the PLC. Coaching can also be a valuable source of support for new teachers: coaching relationships are built on trust, and that often develops through supporting a new teacher by mentoring.
Carol Fuller, Washington D.C.
Taken from LINCS Workplace Discussion List
Click here to register https://www.workforce3one.org/view/5001130749311694434/info
The Office of Workforce Investment will showcase exciting new strategies to increase credential rates in this webinar, featuring the Council for Adult and Experiential Learning (CAEL). This Webinar is designed to build on the Secretary of Labor’s goal to increase credential attainment and the Employment and Training Administration’s (ETA) Career Pathways project. It will provide the Regional Offices, State and local workforce investment boards, One-Stop Career Center staff, and adult education and workforce training partners with strategies and proven examples of how to integrate prior learning assessments and credential attainment into workforce programs for adults. States and local areas that have successfully used prior learning assessments and have created innovative credential attainment initiatives will be highlighted.
P.S. Remember -- if you are having trouble with the links in this email, go to the Email Archives at the top of the MTLINCS homepage at http://www.nwlincs.org/mtlincs/ . Also if you no longer wish to receive this mailing, please let me know! Thanks!
Adult Education Center
415 N. 30th
Billings, MT 59101