Setting the Context for Professional Development Standards
In 2006, the Association of Adult Literacy Professional Developers (AALPD) identified the development of quality standards in professional development as a priority area. These standards, in conjunction with the AALPD policies, are designed to enhance professional development systems at the state and local levels.
The policies provide the infrastructure to support access and participation of adult basic education, literacy, and ESOL practitioners and administrators in professional development. They provide the support, structure, and resources for professional development. The standards define the characteristics of quality professional development that develops effective and reflective adult educators.
In drafting professional development standards in adult education, the committee reviewed other professional development standards initiatives (e.g., National Council on Staff Development and Colorado Statewide Systemic Initiative for Mathematics and Science); standards developed by states for adult education and K-12 education (e.g., Massachusetts draft professional development standards, New Jersey, South Carolina); and research in the field.
The standards reflect findings from two primary research studies on professional development:
The policies provide the infrastructure to support access and participation of adult basic education, literacy, and ESOL practitioners and administrators in professional development. They provide the support, structure, and resources for professional development. The standards define the characteristics of quality professional development that develops effective and reflective adult educators.
In drafting professional development standards in adult education, the committee reviewed other professional development standards initiatives (e.g., National Council on Staff Development and Colorado Statewide Systemic Initiative for Mathematics and Science); standards developed by states for adult education and K-12 education (e.g., Massachusetts draft professional development standards, New Jersey, South Carolina); and research in the field.
The standards reflect findings from two primary research studies on professional development:
- How Teachers Change: Study of Professional Development in Adult Education, conducted by the National Center for the Study of Adult Learning and Literacy (NCSALL).
- Findings from the Evaluation of the Eisenhower Professional Development Program as cited in Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38, 915-945.
Using the AALPD Standards
The standards can be used:
- By state ABE leadership to set a vision for professional development.
- By professional developers to guide them as they design and deliver professional development activities.
- By practitioners to help them understand the characteristics of effective professional development.
- The Standards PD Program Evaluation Tool is used by state staff or other leadership to evaluate and select potential PD programming.
- The PD Training Development Checklist is for professional developers to use as they develop professional learning opportunities.
- The PD Training Reflection is used by participants to evaluate and provide feedback on a professional learning opportunity.
Current Work with the AALPD Standards
The AALPD Standards Committee, led by AALPD Vice-Chair Carmine Stewart, began work in 2022 to evaluate the AALPD PD Standards, identify gaps, and make revisions to better support the field. Stay tuned for more information about this work and opportunities to get involved in the revision process.
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