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Project Objectives

Practitioner Training Project August 1, 2008 – January 31, 2011 Agreement # 6345169 funded by HRSDC Office of Literacy and Essential Skills. Project Objectives.

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Project Objectives

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  1. Practitioner Training ProjectAugust 1, 2008 – January 31, 2011Agreement # 6345169funded by HRSDC Office of Literacy and Essential Skills

  2. Project Objectives • Ensure adult learners have access to well trained, certified practitioners who understand the adult learning process and appropriate teaching methodologies that address learning barriers. • Provide a more accessible training and certification program that will accommodate the learning styles, travel constraints and IT access issues of literacy practitioners. • Strengthen the capacity of every community-based literacy organization in the province (and beyond) to deliver effective learning programs, enabling adult learners to participate more fully in family, workplace and community life.

  3. Activities Initial Phase (months 1- 6) Research Phase (months 1- 7) Content Development Phase (months 5- 14) Pilot Phase (months 12- 24) Implementation Phase (months 24- 30)

  4. Initial Phase Project management structures set-up: • Hire project staff • Develop an administrative plan • The advisory group (AG) will be created and meet quarterly throughout the year to provide insight to the work group • The work group (WG) will have direct input for the design and implementation of the training program, and will meet on a monthly basis.

  5. Research Phase • Review provincial, national and international practices • Literature reviews • Practitioner surveys

  6. Content Development Phase • Develop the 9 program modules: • understanding the definitions of literacy and essential skills • understanding the psychology of the adult learner • the teacher/learner relationship • assessment principles and strategies • reading instruction, theory and practice • writing instruction, theory and practice • math instruction, theory and practice • integrating information technology into instruction • planning for successful teaching and learning • Develop various models of multi-media delivery and support • Edit the program modules for the pilot sites • Determine pilot site locations

  7. Pilot Phase • Delivery of the program modules to 3 pilot sites • Weekly meetings with Facilitator • Develop Facilitator Manual • Complete rewrites based on feedback from the pilots • Advisory Group meets as necessary

  8. Implementation Phase • Develop an implementation plan • Establish funding and delivery mechanisms • Determine whether training will be mandatory for all new practitioners; • Publish the program • Final evaluation and report

  9. Outputs & Outcomes • OUTPUTS: • 9 new training modules • 20 practitioners are trained in 3 regions • 2000 adult learners are affected by the practitioner training and updated curriculum • Report outlining best practices for practitioner training • Foundational training program for new practitioners with several delivery means functioning • OUTCOMES: • Increased participation of vulnerable learners • Accessible and consistent training thereby reducing practitioner drop-out and increasing benefit for learners • The provincial government incorporates the program into its professional training plan and designates funding

  10. Time lines Research: Oct 08- Feb 09 Content Development: Jan 09- Nov 09 Pilot: Sept 09-Aug 2010 Implementation: Sep 2010 – Jan 2011 Acronyms ED - Executive Director PM - Project Manager WG - Work Group AG - Advisory Group CW - Curriculum Writer IT – Information Technology Specialist Responsibilities

  11. Questions • Concerns? Questions? • Does everyone understand their role?

  12. Discussion What would “the ultimate” foundational practitioner training program look like?

  13. Questions to consider • What would a successful, “the ultimate” foundational practitioner training program look like? • How would it feel to practitioners and tutors, to the facilitator? • How would it meet the learners needs? • Who will be taking the training? • Who will deliver? • How will the costs be covered? • What is a reasonable cost? • Who should pay? • Certification, from whom? For what? • Will training be required for employment or volunteer? Conditional employment, timelines?

  14. Adult Learning Program Curriculum Meredith Hutchings & David Pilmer

  15. Work Group November December January * February March April May June * Advisory Group *January (Nov – Jan) April (Feb – April) * June (May – July) October (Aug – Oct) Meeting Schedule

  16. Surveying the field Practitioners • Who needs to be asked? • What do we need to be asking? • What do we need to keep and what do we need to get rid of? Research • Where should we be looking? • What do we need to investigate?

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