HIGHLIGHTS OF CALPRO ACTIVITIES FOR FALL 2006This column lists the many and varied activities that CALPRO has recentlyaccomplished as well as those that are in progress.

Professional Development Center (PDC) Priority Workshops

Each year, CALPRO and the Adult Education Office of the CaliforniaDepartment of Education (CDE) designate specific workshop titles as priorityofferings, which means that each PDC must offer these workshops during thecurrent school year. Priorities are determined by three sources: (1) results ofthe professional development needs survey posted to the CALPRO Web siteeach year from January to mid-March; (2) feedback from PDC managersconcerning the greatest professional development needs in their regions; and(3) feedback from CDE consultants and members of the Field Partnershipteam. For 2006-2007, priority workshops that each PDC will offer:

• Enhancing Learner Persistence, • Learner Goal Setting in Adult Education Programs,• Effective Lesson Planning, and• Organizing and Monitoring Instruction to Improve Learning Gains.

In addition, PDCs will collaborate with one another to offer the following at leastonce in the northern and once in the southern regions of the state:

• Teaching Critical Thinking, • Using Questioning Strategies to Improve Instruction, • Differentiating Instruction, • Designing Programs for Adults with Learning Disabilities, • Research-based Adult Reading Instruction,• Just-in-Time Leadership: Guide to Smart Fiscal Management,• Just-in-Time Leadership: Key to Personnel and Legal Issues

in Adult Education, and• Becoming a Program of Excellence.

The following are workshop titles that are of high interest and that PDCs areencouraged to offer:

• Advising the Adult Learner: The Teacher's Role,• Managing the ESL Multi-level Class,• Algebra Instructional Strategies for Adult Education Teachers,• Understanding the Adult Learner,• Creating an Agency Professional Development Plan, and• Managed Enrollment.

For information about schedules and locations for the above workshops, visitthe calendar on the CALPRO Web site at www.calpro-online.org.

Online Courses

CALPRO has three online courses scheduled for the fall of 2006. These areManaging the ESL Multi-Level Class; Designing Programs for Adults withLearning Disabilities: Understanding Learning Disabilities, Awareness for Adult

Two years ago, theAdult Education Officeof the CaliforniaDepartment of Education(CDE) launched theCalifornia Research-to-Practice initiative.This initiative has

flourished, drawing in local agenciesand increasing numbers of adulteducators, and distinguishing Californiaadult education as a leader in the nationin terms of encouraging research-basedpractices. CALPRO has contributed tothis initiative through its numerousprofessional development activities.

CALPRO co-sponsored, along withCDE, NCSALL, OTAN, and CASAS, theMeeting of the Minds Symposium heldin 2004. This year, CALPRO againtakes the lead in coordinating Meetingof the Minds II to be held in Sacramentoon November 30-December 2. Sessionsin this year's symposium include,among others, research on learnerpersistence, technology, ESL andlearning disabilities, health literacy,practitioner inquiry, ESL pair work, adultreading instruction, authentic materials,explicit literacy instruction in ESL, andfamily literacy. An administrators’strand wil l address characteristicsof quality programs, professionallearning communities, how teacherschange, and evidence-based practice.For details and to register, visitwww.researchtopractice.org. We hopeto see you at this year's Symposium.

Other ways that CALPRO contributes tothe research-to-practice initiative is toensure that each of its professionaldevelopment modules is based oncurrent research in education and,where available, in adult and literacyeducation. As a result, every CALPROworkshop offered at its ten ProfessionalDevelopment Centers (PDCs) acrossthe state promotes evidence-basedpractices.

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Message fromthe Director

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Volume V - Fall 2006

Through its ongoing efforts to hostStudy Circle Facilitator Training onLearner Persistence as well ason Research-based Adult ReadingInstruction, CALPRO encourages localagencies to use research findings toexamine and refine their delivery ofservices to adult learners. CALPROalso develops and publishes researchdigests, summaries, and bibliographieson various topics of interest, and it hasdeveloped guidelines for using theresearch digests and summaries toconduct discussion groups with staffmembers.

In addition, during 2005-2006, CALPROpiloted the Field-based ResearchInitiative in which participating teacherslearned to conduct classroom-basedresearch on interventions to increaselearner persistence. CALPRO willpublish results of these studies by theend of 2006. Also during 2006-2007,CALPRO plans once again to offerstipends to local agencies participatingin the Learn ing Communi ty forSite-based Professional Development.CALPRO current ly is accept ingapplications from agencies interested inparticipating. For more information, visitthe News and Events section atwww.calpro-online.org.

In closing, I want to introduce you tonew additions to CALPRO staff. EllenOka, who has been CALPRO ExecutiveAssistant for the past three years, joinsme in welcoming Amy Park, CatherineGreen, Sally Ianiro, and AlbenaAlekova. Each of these new staffmembers is highly qualified, both interms of education and experience (Seephoto and descriptions on page 6).CALPRO staff will be at the ACSAConference as well as otherprofessional development activities inthe coming year. We look forward toworking with you, and we wish you arewarding and successfulnew school year.

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Continued from page 1... Continued from page 1...Educators; and Effective Lesson Planning. Enrollment is limited to 15 personsper course. For more information, go to www.calpro-online.org and click onResources and the Online Learning tab.

Study CirclesStudy Circles offer participants a chance to read research articles on a specifictopic, meet to discuss the implications of the research, and then generate ideasfor applying the findings in their own practice. CALPRO has been offeringtraining for facilitators of study circles since June 2004. To date, more than 40agencies have held study circles on learner persistence. A summary ofsuggested strategies for improving learner persistence is available on theCALPRO Web site at www.calpro-online.org/announce/LPcircles.asp. CALPROhas additional trainings for study circle facilitators scheduled for this fall.Facilitator training on the topic of research-based adult reading instructionis scheduled for October 13 and on the topic of learner persistencefor November 2. For more information, visit www.calpro-online.org and clickon News and Events.

CALPRO’s Adult Education Leadership Institute Twenty-two educators graduated from the Adult Education Leadership Instituteon July 19, 2006 in Sacramento. Wendi Maxwell, CDE Consultant and CALPROProject Monitor, presented the certificates on behalf of the CDE, and Jean Scottand Mary Ann Corley recognized them at the awards luncheon at the Associationof California School Administrators (ACSA) Adult Education Workshop onSeptember 28. The Leadership Institute offers a two-year program to practicingadult education administrators who want to enhance their capacity to operate anadult education program.

Visit the CALPRO Web sitewww.calpro-online.org

for professional developmentmaterials that link research to

practice, including publications,information about CALPRO

moderated discussion lists, andlinks to other online resources.

The 2006 graduates are:Tony Alfaro Chula Vista Adult SchoolBenjamin Avila Belmont Community Adult SchoolDaniel Parker Aylworth California Institution for MenRoger Brossmer Downey Adult SchoolWanda Chang Garfield Community Adult SchoolNancy Compton Charles A. Jones Skills & Business Education Center Bill Dendle Manteca Adult SchoolVirginia FairAmitani Mule Creek State Prison Judy Gestring Castro Valley Adult SchoolBernadine Gonzalez Abram Friedman Occupational CenterDale Hamad California State Prison-SacramentoKaren Heintschel California State Prison-SolanoSally Ianiro Formerly of Oakland Adult EducationDaniel Kreuzer Milpitas Adult SchoolMary Luebben Anaheim Adult EducationJanet MacLeod Evans Community Adult SchoolCherise Moore Burbank Adult SchoolSusan Passeggi Mt. Diablo Adult EducationRachael Peterson-Bernstein Santa Clara Adult EducationBetty Sarell Sycamore Adult EducationStacy Sewell Santa Clara Adult EducationLinda Trame Hayward Adult School

For more information or to download the 2007-2008 Leadership Institute application,visit the CALPRO Web site at www.calpro-online.org. Completed applications are duein the CALPRO office on or before January 12, 2007.

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The California Department of Education (CDE)recognized five exemplary adult educationprograms as Programs of Excellence for 2006 atthe ACSA Adult Education Workshop onSeptember 28 in Sacramento. Identifying qualityprograms is one of the most important functions ofthe CDE. CALPRO manages the Programs ofExcellence from the application process to the sitevisits. The CDE certifies and recognizes award-winning programs by presenting Programs ofExcellence certificates, lapel pins, and flags.Programs of Excellence offer examples of ways inwhich practitioners provide quality service to adultlearners. By reviewing proven practices,processes, and structures, other agencies may findideas for refining their own programs.

SPOTLIGHT ON CALPRO PROFESSIONAL DEVELOPMENT CENTERS

South Coast PDC

The South Coast Professional Development Center (PDC)is operated by Baldwin Park Adult and CommunityEducation, recipient of four Programs of ExcellenceAwards. The PDC has been in operation since July 2001and serves Los Angeles (except LA Unified SchoolDistrict), Santa Barbara, Ventura, and San Luis Obispocounties.

In addition to organizing a variety of professionaldevelopment opportunities and resources, our PDCcollaborates with other state leadership projects, includingOTAN and California Distance Learning Project, to offerBlackboard training, the Future of Distance Learning, andto investigate alterative delivery systems.

For 2006-2007, we have established two satellite locationsin Santa Barbara and San Luis Obispo to better meet theneeds of adult educators in those areas. We are pleasedthat Jack Bailey and Mathew Green have joined our team.Together we have planned several activities in our region.Members of our advisory committee met during thesummer to review needs assessment results and plan acalendar of events for 2006-2007 school year.

The staff is comprised of Lance Quintana, PDC Manager;Rafael Quinones, Library Technician; and Sylvia Terrazas,PDC Clerk. We plan to offer more than 75 workshops andnetwork meetings this year. Please visit our online calendarfor up-to-date schedule of events at www.calpro-online.org.

Submitted by Lance Quintana

Central Valley PDC

The Central Valley Professional Development Center(PDC) coordinates workshops and network meetings tohelp teachers and administrators hone their skills,recharge their batteries, and learn about the latestresearch-based strategies for supporting studentsuccess in the classroom. The Central Valley PDCservice area covers Fresno, Inyo, Kern, Kings, Madera,Mariposa, Merced, Mono, and Tulare counties.

Central Valley PDC hosts network meetings on a regularbasis. Network meetings on EL Civics, ASE/ABE/GED,and Small Schools provide an arena for practitioners toshare resources and concerns.

A feature of the Central Valley PDC is the Small SchoolsNetwork. Since October 2005, the Small SchoolsNetwork has met on a bi-monthly basis and is comprisedof schools with an Average Daily Attendance (ADA) ofless than 100. One topic of discussion is meeting thechallenge of juggling administrative tasks of multipleprograms. Another topic is how agencies with a smallbudget and few staff members address the special needsof students.

In addition to network meetings, the Central Valley PDCoffers CALPRO workshops specifically designed for newadult education administrators: The Just-in-TimeLeadership workshops on Smart Fiscal Management andKey to Personnel and Legal Issues; Becoming aProgram of Excellence; and Creating an Agency-basedProfessional Development Plan.

For more information, contact Jan Minot, PDC manager,at 661-835-1855 or Jan_Minot@khsd.k12.ca.us, or go towww.calpro-online.org.

Submitted by Jan Minot

South Coast PDC Advisory Board

2006 PROGRAMS OF EXCELLENCE AWARDEESFollowing are the 2006 awardees:Charles A. Jones Skills and Business Education Center(Sacramento City Unified School District) Program: Vocational Education Recertification

Eureka Adult SchoolProgram: English as a Second Language

Hacienda La Puente Adult EducationProgram: Vocational Education

Metropolitan Adult Education Program (MAEP)Program: Adult Basic Education

Stockton School for Adults Program: English as a Second Language Recertification

Why Professional Learning Communities?

A powerful form of professional development involvesparticipation in a Professional Learning Community (PLC).Astuto et al. (1993) describe a PLC as teachers andadministrators of a school participating in and fostering aculture of continuous inquiry and improvement. They meetregularly, ask questions, focus on learning and on sharing theirlearning, and implement changes based on new learning. Theirpurpose, ultimately, is to enhance their practice and delivery ofservices to students.

Research confirms the power of learning communities to fostera sense of connectedness among staff, a shared mission andpurpose, and a collective striving toward positive change.Rosenholtz (1989) found that teachers who felt supported intheir own learning and instructional practices were morecommitted and effective than teachers who did not havesupports such as teacher networks for learning, sharing, andproblem-solving.

The literature cites five characteristics of professional learningcommunities: supportive and shared leadership, collectivecreativity, shared values and vision, supportive conditions, andshared personal practice. Each is briefly described below.

1. Supportive and Shared LeadershipOrganizational support and the sanction of administrators arecritical elements in the process of transforming a school into aprofessional learning community. In a true PLC, administratorsare willing to share authority and decision-making with staff,and they strive to facilitate the work of staff (Prestine, 1993).

2. Collective CreativityAdministrators and staff create community as they engage indiscussions about students and about teaching and learning,as they identify related problems and challenges, and asthey brainstorm potential strategies to overcome the problemsand challenges. Griffin (cited by Sergiovanni, 1994, p. 154)refers to these activities as inquiry, and Louis and Kruse (1995)refer to them as reflective dialogue. Participants in this type ofcollaborative discussion, brainstorming, and problem-solvingwork apply new ideas in their practice and create positivechange.

3. Shared Values and VisionIn a PLC, administrators and staff work together to develop ashared vision focused on student learning and then use thatvision to guide them in making decisions about teaching andlearning. Staff members who are involved in the process ofdeveloping a vision will hold a mental image of that visionbefore them as they work to enhance their practice, and all theiractions will be directed toward meeting goals in support of thatvision (Isaacson & Bamburg, 1992).

4. Supportive ConditionsFor staff to meet regularly to discuss, learn, make decisions,and engage in problem-solving, they must have optimalphysical conditions as well as possess appropriate humancapacities (Boyd, 1992; Louis & Kruse, 1995). Physical factorsand structures include time to meet, physical proximity of staffto one another, well-developed communication structures,schedules that reduce teacher isolation, availability ofresources, and policies that foster collaboration and provideopportunities for professional development. Human capacitiesinclude willingness to accept feedback and strive toward

improvement; mutual trust and respect among colleaguesparticipating in the PLC; and positive teacher attitudes bothtoward students and toward change.

5. Shared Personal Practice Peer observation is a norm of the PLC (Louis & Kruse, 1995).When teachers visit their peers' classes to observe, take notes,and provide feedback to one another, they learn, share, andproblem-solve together to improve their practice. The purposeof peer observation is not to have teachers evaluate each otherbut to encourage them to share, to learn, and to grow.

Outcomes of Professional Learning CommunitiesHord (1997) cites, among others, the following results for staffparticipating in learning communities:

• Reduction of isolation of teachers;• Increased commitment and vigor;• Shared responsibility;• Creation of new knowledge about teaching and learners;• Increased understanding of roles played in helping

all students learn;• Teachers who are well informed, renewed, and inspired;• Greater satisfaction, higher morale, lower absenteeism;• Teachers improve more quickly;• More likely to undergo fundamental change.

Hord (1997) also cites the following outcomes for studentswhose teachers participate in PLCs:

• Decreased drop-out rate and "skipping";• Lower rate of absenteeism;• Increased learning; • Smaller achievement gap.

During 2006-2007, CALPRO is placing an emphasis onhelping local agencies establish and sustain professionallearning communities among instructional staff. To apply forthe CALPRO Learning Community initiative, visit the News andEvents section at www.calpro-online.org.

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by Mary Ann Corley

References

Astuto, T., Clark, D., Read, A., McGree, K., & Fernandez, L. (1993).Challenges to dominant assumptions controlling educational reform.Andover, MA: Regional Laboratory for the Educational Improvementof the Northeast and Islands.

Boyd, V. (1992). School context. Bridge or barrier to change? Austin,TX: Southwest Educational Development Laboratory.

Hord, S. (1997). Professional learning communities: Communities ofcontinuous inquiry and improvement. Austin, TX: Southwest EducationalDevelopment Laboratory.

Isaacson, N. & Bamburg, J. (1992, November). Can schools becomelearning organizations? Educational Leadership, 50(3), 42-44.

Louis, K. & Kruse, S. (1995). Professionalism and community:Perspectives on reforming urban schools. Thousand Oaks, CA: CorwinPress.

Prestine, N. (1993, July). Extending the essential schools metaphor:Principal as enabler. Journal of School Leadership, 3(4), 356-379.

Rosenholtz, S. (1989). Teacher’s workplace: The social organizationof schools. New York: Longman.

Sergiovanni, T. (1994). Building community in schools. San Francisco:Jossey-Bass Publishers.

The Field Speaks

WHAT’STHE WORD?

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This column features articles from our readers who share theirexperiences, ideas, and success stories related to professionaldevelopment. CALPROgress invites readers to send theirarticles to Amy Park at apark@air.org.

When I saw the announcement for the field-basedresearch initiative, I decided that this project could be acontinuation of the work I had started in graduate school.It could provide me an invaluable opportunity tocollaborate with other adult educators on a subject thatwas important to me and allow me to share the results ofthis collaborative inquiry with staff at my school.

My research question was, "What happens to studentpersistence if adult secondary students are offered adistance learning option when attendance in regularclasses is difficult or impossible?" The school has asuccessful distance learning option in place for ESLstudents and is attempting to expand the option for GEDstudents. As a pilot, we offered a few courses using text,study packets, video, DVDs, and online instruction usingLifetime Library.

As a participant in the field-based initiative, I learned howto use a form of inquiry to address the problem of studentretention in my classroom, to structure an inquiryquestion, to effectively collect both qualitative andquantitative data, to use interviewing techniques, and toobserve what goes on in my classroom with a more criticaleye. Journaling and field notes allowed me to add thestudent voice to my research. I've come to understand theimportance of field-based research when working toenhance and improve the educational experience of ourstudents.

The results of my small study indicated that distancelearning supports increased learner persistence. Twenty-two students enrolled in distance learning for the period ofJanuary 5 through May 10, 2006. The persistence rate forthis group was 82 percent, compared with persistencedata for the 2004 school year when persistence wasapproximately 75-78 percent.

I now realize that my report is not an end to a researchproject but the beginning of a new way to provide adultstudents with an educational option that meets thedemands of their busy lives. This project is just a smallstep in my own growth as a teacher and as a believer inlifelong learning opportunities and second chances.

Joan GuerraFremont Adult School

Glenn Adult Program and Literacy Projects (GAP) is one ofeight programs participating in the Learning Community forSite-based Professional Development initiative. We are arural, county administered adult program serving the greaterpart of Glenn County (90 miles north of Sacramento) with apopulation of just over 20,000. After participating in the studycircle on learner persistence, we wanted to build on our teamlearning experience and find a way to make programimprovements. We chose goal setting as our focus becausewe saw that student goals are a major factor in studentpersistence, and we knew that we did not have a consistentgoal-setting process.

Helping students achieve goals starts from the first contactwith the program. Therefore, all levels of staff includingteachers from the ESL, ASE, ABE, and vocational programs,literacy staff and adult education office staff as well asadministrators were invited to participate. We held threeplanning meetings to discuss the professional developmentprocess, goal setting, and our mission statement. In the firstmeeting, it became clear that the broad levels of ability in theclasses and how to effectively help the low level students wereconsistent issues across programs.

To address these issues, teachers and literacy staff areworking together to properly place and support students tomeet their goals and improve their skills at all levels. Teachersmust have consistent or compatible materials and must havea transitional plan allowing students to move from program toprogram comfortably. Students must have quality careercounseling and the ability to prepare long- and short-termeducational plans. To reach these objectives, we planned twoworkshops. First, the local community college counselor willpresent on college services and how they can support ourteachers in the goal-setting process. Second, the county officestaff will train our teachers on portfolio development to helpstudents establish their own portfolio showing progress towardgoals reached and work accomplished.

Other strategies involve including goal-setting information inthe student handbook, developing a process for recordingstudent goals and goal achievement, and establishingindividualized staff development plans based on the teacher'sself-assessment, individual teacher review of studentperformance, and administrative observations. Teachers willreflect on areas they would like to focus on for peer review andwill coordinate that process through our monthly meetings.The final step will be to develop a matrix or crosswalk thatshows how materials in programs build and support eachother and learner goals.

In June, we held a wrap-up meeting to assess our progressand plan for the upcoming year. We see the development ofthis team as ongoing in bringing new staff into theconversation and continuing to develop a strong program.

Susan DomenighiniGlenn Adult Program

Learning Community for Site-based PD

Field-based Research Initiative

Three new Research Analystsand a Technical SupportAssociate have joined theCALPRO staff. AlbenaAlekova provides technicalsupport to the CALPRO Website and the online learningsystem. Her backgroundincludes Web development,business administration, andinformation systems.

As a Research Analyst, Catherine Green coordinates CALPRO’s program ofonline courses. She has trained teachers online since 1998 and has worked inTESOL since 1984. Sally Ianiro coordinates the Programs of Excellence initiativeand the training of study circle facilitators on learner persistence. She has workedin adult education for 20 years, most recently coordinating adult school ESLprograms and teaching credential courses for teachers at California StateUniversity, East Bay. Amy Park conducts the study circle facilitator training on adultreading instruction and coordinates the newsletter. She has taught ABE and hasassisted NCSALL researchers with a study on improving instruction for adultreaders.

As Principal Research Analyst and Lead Trainer for the National Reporting System,Mary Ann Corley leads the staff as CALPRO Director. For the past 37 years, shehas worked in various capacities in adult education, from ABE, GED, and ESLteacher and local program administrator, to Maryland State GED Administrator, toDirector of the National Adult Literacy and Learning Disabilities Center. Bringing 22years of administrative experience, Ellen Oka, Executive Assistant, organizes theField Colleagues database, public relations materials, support to the professionaldevelopment centers, and statewide events such as the Leadership Institute and Training of Trainers. Staff contact information is available online at www.calpro-online.org/contact.asp.

CALPRO staff (l to r): Albena Alekova, Amy Park,Mary Ann Corley, Catherine Green, Ellen Oka, and

Sally Ianiro

Research-to-Practice

Bridging the Gap BetweenResearch and Classroom Practicefor Adult Learners and Educators

Calendar ofUpcoming Events

Sept. 27-29, 2006 ACSA Adult Education Conference (www.acsa.org)Oct. 19-21, 2006 California Literacy Conference (www.caliteracy.org) Nov. 10-13, 2006 California Library Association Annual Conference

(www.cla-net.org)March 25-28, 2007 COABE (www.coabe.org)April 12-15, 2007 CATESOL (catesol.org)May 3-5, 2007 CCAE Conference (www.ccaestate.org)

This newsletter is published twice a year by CALPRO.

We welcome comments andsubmissions of noteworthy items

related to professional developmentin adult education and literacy.

Contact Amy Park atapark@air.org,

or call 916-286-8846.

Last year, the U.S. Department ofEducation selected California as one ofsix pilot states for the StudentAchievement in Reading (STAR) initiative.As a follow-up, the California Departmentof Education and CALPRO are continuingto disseminate materials and methodsfrom STAR and make them accessible topractitioners to help adult learnersimprove their reading skills.

CALPRO is developing three resourcestargeted for ABE, GED, and ESLteachers. First, CALPRO is conductingstudy circle facilitator training onresearch-based adult reading instructionbased on the National Center for theStudy of Adult Learning and Literacy(NCSALL) guide. Second, staff iscompiling four research digests, each onefocusing on a major component ofreading: alphabetics, fluency, vocabulary,and comprehension. Third, staff andconsultants are creating modules onreading instruction for adults to be offered in spring 2007 through theregional professional developmentcenters. Look for announcements ofthese resources on the CALPRO Website at www.calpro-online.org.

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RESOURCE CORNER

National Adult Education Practitioner-Researcher

SymposiumMeeting of the Minds II

November 30 - December 2, 2006Sheraton Grand, Sacramento

Register online atwww.researchtopractice.org Practitioner Research Training: Research-based Adult Reading Instruction

National Center for the Study of Adult Learning and Literacy Study Circle Guidewww.ncsall.net/?id=1143

Applying Research in Reading Instruction for Adults: First Steps for TeachersA Partnership for Reading Publicationwww.nifl.gov/partnershipforreading/publications/applyingresearch.pdf

Skills for Health Care Access and NavigationNational Center for the Study of Adult Learning and Literacy Study Circle Guidewww.ncsall.net/?id=891

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