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LINCS Region 2 – 2015 Partner Meeting Proceedings

Literacy Information And Communication SystemThank you all for participating in a very informative and effective partner meetings.  Below are the links, notes and anecdotes as promised.  Please let us know if you have anything you would like us to add.

LINCS April 9 & 10, 2015: Partner Meeting Notes

Recorded Presentations:

Notes and Ideas

Tips or tools State/contact
Presenting new way to teach old skillHolding teachers’ “feet to the fire”

Homework, bring back to next session, provide details of what worked or not

Info presented by peers can be effective; i.e., train the trainer model

Mentor/leader training with Neil Sturomski

  • Google groups
  • Neil will continue working with new mentors this year

Give choices—e.g., give course as an online, available anytime or face-to-face course

We are piloting a training for team teaching called the Triangle Teaching Model (ABE/ASE teacher, CTE teacher, and Navigator/Coach). We use our regional centers to train and mentor area teacms teaching in career pathways. We developed it together using resources from SBCTC and NCTN but put our own spin on it. If interested in training materials and follow up docs, contact Adrienne (Fontenot) in LA.

Incorporate feedback (GA)

F2F with coaching followup. Observation as evidence. Student performance is evidence.

Tips or tools State/contact
What to do differently:Plan to plan! Start earlier, get more inputAsk “difficult” questions

Must have credible presenter; must communicate goals/objectives

With state-wide initiatives (certification in this case) plan roll-out and for sustainability—how to keep when first group is done/infuse with new initiatives

PD team- leaders in the state come together for a day with AALRC staff and state staff to plan yearly PD

Sticky notes:

Data-driven decisions

PD focus group to consider data results to drive PD

Survey field for PD needs

Classroom observation results to drive PD

Model PD so it is relevant to adults (AKA our adult instructors)

In planning, involve others—state PD association, representatives from programs (admin & instr), BUT keep group small. Think message is digested better if they see it doesn’t just come down from the State (Adrienne, LA)

Start with the end in mind.

SC-Tonya I can only tell you what not to doGA- KevinMS-MissyVA- JoAnneAR- Marsha
Connect higher order state/nat’l goal-based PD to local concerns—monitor and adjustTeaching Prof Dev: It’s NOT an event, it’s a Process”- S Harwell, Ctr for Occupational Research and Development

Student surveys

Immediate evaluation

Pre/post testing

Overall student success

Pilot the PD- GA.

If you don’t do anything w/results

If your evaluation doesn’t measure what was presented or vice versa, not effective. Greg, FL.

Interested in a conversation about shifting to “performance” vs “development”—not sure how… Joanne, VA

We evaluate trainers, not impact

Scaling up and sustaining
S.P.O.T.—strategic placement of training—NCGoing to scale guide- Lennox

As part of ANI application process we asked instructors to present “best practices & lessons learned” from the initiative. They later redelivered highlights that they loved to teachers in each region.- Adrienne, LA.

Note: Just because an initiative ends doesn’t mean it failed. It ran its course.

 Partner Professional Development Needs


Coaching mentoring


ACE conference fall

North Carolina:

Career pathways for lower ABE students

Teacher/instructor effectiveness


Differentiated instruction—online only, self-paced

Supporting learner persistence—online only, self-paced

Basic instr. strategies—online only, self-paced



Dev career pathways in regard tESL students; face-t-face training needed

Contextualized learning

South Carolina:

Direct instruction in a multiple-level classroom

Addressing ESL career pathways with 85% undocumented immigrants

Marketing strategies to increase enrollment


A series for educators where new adult education (or suggestions of topics)

Bringing “critical thinking” in the classroom


Upper level math

Close reading

Technology trainings

Follow-up from trainings

Evals—our (state) role in a g-forward basis


Evaluation of PD


Integrating technology in the classroom

WIOA for teachers


Con’t ESL training

  • Starting a program
  • Integrated skills/career pathways and ESL

Beginning reading Digital literacy

  • For staff
  • For classroom

Upper level math—algebra


Career pathways

Using updated technology

Reflecting on your practice


Contextualized instruction for CPs.

CCRSIA—what does it look like?

General teaching adult learners- metacognitive strategies