The goals for each of the regional professional development centers:

Coordination and Communication

  1. Each PDC will work with: 1) the Bureau of ABLE 2) other State Leadership Projects and 3) the PDC Steering Committee using the Agency Professional Development Plans and Program Improvement Plans to create a Regional Professional Development Plan.
    1. The PDC Regional Professional Development Plan will be used by PDC staff as the primary tool for designing and delivering professional development activities that address agency, staff, and ultimately student needs.
    2. That plan will be a “working document” and proof of utilization in service design and delivery will be expected. It is expected that the plan will provide evidence of ongoing modification.
  2. Each PDC will participate in statewide activities meetings, committees, and workgroups for planning and coordination of professional development. Each PDC will address priorities identified by the Bureau.

Provision of Professional Development

  1. PDCs will provide Professional Development in the following areas:
    1. Bureau-approved orientation to the field of adult basic and family literacy education to all new adult education teachers within the first three months of their teaching;
    2.  Access to up-to-date knowledge and training in ABE/ESL and ASE reading, writing, listening, speaking, mathematics, science and social studies;
    3. Professional development in other areas such as assessment, workforce education, effective use of technology, and adult learning theory;
  2. Professional development offered by the PDCs will:
    1. Employ diverse delivery methods, technology usage, scheduling, and locations to meets the needs of participants with minimal disruption of instructional schedules;
    2. Be offered at various levels of the taxonomy of learning to meet the needs of practitioners at various levels.
    3. Reflect proven practices and stress contextualized instruction that is linked to the PDE content standards.
    4. Reflect the needs of ABLE providers as partners within a larger workforce development system.

Agency Structure Support

  1. Each PDC will support the development of practitioners as leaders in the field of adult and family literacy education. Practitioners will be supported to:
    1. Provide professional development to other teachers inside or outside the program;
    2. Build community partnerships with workforce partners, health care systems, K-12 system, libraries, and local businesses;
    3. Inform state adult education policies and state initiatives.
  2. Each PDC will assist agencies to train one person to coordinate professional development planning and activities for that agency. Each PDC will support in-house professional developers to plan professional development related to agency and individual professional development and program improvement goals.

  3. Each PDC will support program administrators as instructional leaders to:
    1. Evaluate instruction and use this evaluation to guide program improvement and professional development;
    2. Evaluate the impact of PD on instruction and student outcomes;
    3. Oversee professional development and program improvement processes;
    4. Support and supervise in-house professional developers in PD planning;
    5. Support and supervise intake coordinators and case managers to ensure comprehensive support to learners.
  4. Each PDC will observe instruction within their region to:
    1. Collect data for PD needs;
    2. Observe the impact of specific professional development on instruction;
    3. Provide mentoring and support to practitioners.



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