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January 20, 2011 Statewide Data
Texas State Family Literacy
Resource Center
Professional Development Survey Preliminary Results
Statewide Results
January 20, 2011 Statewide Data
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January 20, 2011 Statewide Data
Texas State Family Literacy Resource Center
Staff
Deborah Stedman, Director
Lilie Elizondo-Limas, Family Literacy Specialist
Audrey Abed, Research Coordinator
Denise Guckert, Technology Coordinator
Cynthia Balboa, Secretary
Toll Free Number: 1-866-245-9605
January 20, 2011 Statewide Data
TSFLRC Professional Development Needs Assessment
Research Base
Adult Education
Texas Adult Education Credential Model
NSCALL; Comings; Purcell-Gates, et. al.
Wrigley
Auerbach
Crandall & Peyton
Weinstein
January 20, 2011 Statewide Data
TSFLRC Professional Development Needs Assessment
Research Base
Early Childhood Education
Emergent Literacy Literature: Lonigan; Bredekamp, Neuman; Snow
Dialogic Reading: Whitehurst
Language Development: Hart & Risley; Dickinson & Tabors
CIRCLE
January 20, 2011 Statewide Data
TSFLRC Professional Development Needs Assessment
Research Base
Family Literacy
Paratore
Morrow
Auerbach
Powell & D’Angelo
Bryant & Wasik
Gadsen
Wrigley
January 20, 2011 Statewide Data
TSFLRC Professional Development Needs Assessment
Statewide Response
Region # of Projects # of Surveys
Central 12 60
Coastal 23 80
East 13 46
Far West 4 19
North 13 56
South 18 81
South Central 9 60
West 3 17
No Response N/A 18
TOTAL 95 437
January 20, 2011 Statewide Data
TSFLRC Professional Development Needs Assessment
Statewide Response
437 Surveys Received Statewide
157 Adult Education
204 Early Childhood Education
167 Parent-Child Activities
115 Parent Education
86 Home Based Instruction
94 Program Administration
January 20, 2011 Statewide Data
TSFLRC Professional Development Needs Assessment
Highest Level of Education Statewide
1%
5%
16%
17%
13%17%
11%
13%
7%HS/GED
Some Univ
Associate
BA Educ
BA Other
Some Grad
MA Educ
MA Other
PhD Educ
January 20, 2011 Statewide Data
TSFLRC Professional Development Needs Assessment
Number of Years in Family Literacy
17%
26%
29%
12%
6%
10%
0%
5%
10%
15%
20%
25%
30%
< 1
Year
1-2
Years
3-4
Years
5-6
Years
7-8
Years
8+
Years
January 20, 2011 Statewide Data
TSFLRC Professional Development Needs Assessment
Working Assignment Statewide
80%
5%
15%
Daytime Evening Both
67%
33%
Full-time Part-time
January 20, 2011 Statewide Data
TSFLRC Professional Development Needs Assessment
PD Preferences – Days of the Week
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
Mon Tue Wed Thu Fri Sat
Morning
Afternoon
Evening
Full -Time Staff
January 20, 2011 Statewide Data
TSFLRC Professional Development Needs Assessment
PD Preferences – Days of the Week
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
Mon Tue Wed Thu Fri Sat
Morning
Afternoon
Evening
Part -Time Staff
January 20, 2011 Statewide Data
TSFLRC Professional Development Needs Assessment
PD Preferences – Travel
0% 20% 40% 60% 80%
Not willing
Up to 1 hr
1 - 2 hour
Overnight
Reimbursed forTravel
0% 20% 40% 60% 80%
Not willing
Up to 1 hr
1 - 2 hour
Overnight
Not Reimbursed forTravel
January 20, 2011 Statewide Data
TSFLRC Professional Development Needs Assessment
Professional Development Planning
0% 10% 20% 30% 40% 50%
Minimally
Somewhat
Involved
Very Involved
Past Involvement
0% 10% 20% 30% 40% 50%
Minimally
Somewhat
Involved
Very Involved
Future
Involvement
January 20, 2011 Statewide Data
TSFLRC Professional Development Needs Assessment
Professional Development & Technology
58%
42%
Have Attended Have Not Attended
Attendance at PD “via technology”
Need More
InfoVery
Interested
Interested
Somewhat
Interested
Not
Interested
Interest in PD delivered “via technology”
January 20, 2011 Statewide Data
TSFLRC Professional Development Needs Assessment
Adult Educators in
Family Literacy Settings
January 20, 2011 Statewide Data
TSFLRC Professional Development Needs Assessment
Adult Educators in Family Literacy Settings
17%
28%
25%
10%
6%
14%
0%
5%
10%
15%
20%
25%
30%
< 1
Year
1-2
Years
3-4
Years
5-6
Years
7-8
Years
8+
Years
Total # of Years’ Teaching Experience in Adult Ed Settings
January 20, 2011 Statewide Data
TSFLRC Professional Development Needs Assessment
Adult Educators in Family Literacy Settings
No
Yes
Need More
Info
Are you interested in earning an Adult Ed Credential?
January 20, 2011 Statewide Data
TSFLRC Professional Development Needs Assessment
Adult Educators in Family Literacy Settings
Adult Education – Research & Theory
Important or
Very Important
1. Characteristics of the adult learner 76%
2. Learning disabilities in adult education 73%
3. Using multiple intelligences theory in adult education 72%
4. Implementing research-based instructional strategies 72%
5. Implementing research-based reading strategies 80%
6. Applying theory and research to adult literacy classrooms 76%
7. Developing research-based curriculum and lesson plans 74%
January 20, 2011 Statewide Data
TSFLRC Professional Development Needs Assessment
Adult Educators in Family Literacy Settings
Adult Education – Practice
Important or
Very Important
1. Teaching academic content in a functional, real-life context 87%
2. Using student-generated projects to engage learning 80%
3. Creating a community of learners 85%
4. Encouraging problem solving in the classroom 91%
5. How to reduce barriers to participation 92%
6. Instruction that builds upon learners’ prior knowledge 88%
7. Integrating workforce needs in the adult ed. classroom 80%
8. Integrating civics education and encouraging civic participation 82%
9. Using learners’ lives and socio-cultural realities as curriculum 79%
10. Using technology to promote teaching and learning 86%
11. Teaching basic computer literacy skills 85%
January 20, 2011 Statewide Data
TSFLRC Professional Development Needs Assessment
Adult Educators in Family Literacy Settings
Adult Education – Accountability in Texas
Important or
Very Important
1. Alternative assessment of classroom learning
(e.g., portfolio development, observation)
63%
2. Using student goal setting to “drive” the curriculum 70%
3. Identifying and implementing retention strategies 87%
4. Using classroom and student data to identify areas of success and
plan for improvement
87%
5. Implementing strategies to help learns transition to jobs and job
training
79%
6. Implementing strategies for successful college transition 73%
7. Using curriculum frameworks (e.g., EFF, SCANS, TX curriculum
framework)
65%
January 20, 2011 Statewide Data
TSFLRC Professional Development Needs Assessment
Adult Educators in Family Literacy Settings
Adult Education & Family Literacy
Important or Very
Important
1. Implementing a team-based approach to program component
integration in family literacy
67%
2. Integrating parenting into the adult education curriculum 73%
3. Integrating how young children learn into the adult education
curriculum
78%
4. Interpreting adult education Even Start policies 77%
January 20, 2011 Statewide Data
TSFLRC Professional Development Needs Assessment
Adult Educators in Family Literacy Settings
Adult Basic Education/Adult Secondary Education
Important or Very
Important
1. Implementing research-based instructional strategies for working
with ABE or ASE level adult learners
81%
2. Instructional strategies for integrating reading, writing, and math
for ABE or ASE level adult learners
89%
3. Strategies for English language learners in the adult basic
education classroom
82%
4. Using materials that are appropriate for the range of literacy levels
in a multi-level classroom
92%
5. Teaching academic content in a functional, real-life context
approach to the lives of adult learners
88%
6. Using participatory strategies in the ABE/ASE classroom 84%
January 20, 2011 Statewide Data
TSFLRC Professional Development Needs Assessment
Adult Educators in Family Literacy Settings
English as a Second Language
Important or
Very Important
1. Implementing research-based instructional strategies for working
with adults who are English language learners
82%
2. Using participatory strategies in the language classroom 89%
3. Teaching ESL in a multi-level classroom 95%
4. Teaching ESL to adults with limited native language literacy skills 91%
5. Teaching ESL to adults whose native language is represented by
a non-Roman based alphabet
53%
6. Theories of second language acquisition 66%
7. Language teaching methods and techniques 88%
8. Transition strategies from ESL to ABE/ASE 87%
9. Instructional strategies for integrating math, reading, and writing
for adults who are English language learners
83%
January 20, 2011 Statewide Data
TSFLRC Professional Development Needs Assessment
Early Childhood Educators in
Family Literacy Settings
January 20, 2011 Statewide Data
TSFLRC Professional Development Needs Assessment
Early Childhood Educators in Family Literacy Settings
10%
20%
23%
14%
9%
24%
0%
5%
10%
15%
20%
25%
< 1
Year
1-2
Years
3-4
Years
5-6
Years
7-8
Years
8+
Years
Total # of Years’ Teaching Experience in Early Childhood Ed Settings
January 20, 2011 Statewide Data
TSFLRC Professional Development Needs Assessment
Early Childhood Educators in Family Literacy Settings
0 to 2 Year Old Early Childhood Education
Important or
Very Important
1. Age and culturally appropriate curriculum and instruction for infants and toddlers 95%
2. Age appropriate and useful screening and assessment procedures for infants and toddlers 89%
3. Research-based instruction that supports young children’s language development 93%
4. Setting up a language and print-rich environment 90%
5. Setting up an environment that reflects the culture and language of the homes and lives of
participant children
90%
6. Talking and asking questions about books with infants and toddlers as a way to introduce
reading
92%
7. Encouraging interactive experiences and child initiated learning 95%
8. Understanding bonding and attachment relationships 89%
9. Instruction that supports children’s social-emotional development 94%
10. Instruction that supports children’s physical development (e.g. “tummy time” for infants) 92%
11. Instruction that integrates art, music, and dance to support young children’ learning and
development
95%
12. Encouraging active parent-staff communication that values parental input and observations 95%
January 20, 2011 Statewide Data
TSFLRC Professional Development Needs Assessment
Early Childhood Educators in Family Literacy Settings
3 to 5 Year Old Early Childhood Education
Important or
Very Important
1. Age and culturally appropriate curriculum and instruction 94%
2. Age appropriate and useful screening and assessment procedures 92%
3. Research-based instruction that supports young children’s language
development and emergent literacy skills
97%
4. Research-based instructional programs & reading readiness activities 96%
5. Setting up a language and print-rich environment 92%
6. Setting up an environment that reflects the culture and language of the homes
and lives of participant children
93%
7. Encouraging interactive experiences & child initiated learning 94%
8. Instruction that supports children’s social-emotional development including
positive reinforcement techniques
94%
9. Instruction that supports children’s physical development 91%
10. Talking and asking questions about books with children as a way to introduce reading 95%
11. Instruction that incorporates story-time and dramatic play 95%
12. Design and use of quality book areas and writing centers 93%
13. Using technology to teach preschool children 89%
14. Encouraging active parent-staff communication that values parental input and observations 96%
January 20, 2011 Statewide Data
TSFLRC Professional Development Needs Assessment
Parent-Child (ILA)
Educators in
Family Literacy Settings
January 20, 2011 Statewide Data
TSFLRC Professional Development Needs Assessment
ILA Educators in Family Literacy Settings
23%
29%
23%
12%
5%
8%
0%
5%
10%
15%
20%
25%
30%
< 1
Year
1-2
Years
3-4
Years
5-6
Years
7-8
Years
8+
Years
Total # of Years’ Experience with ILA Activities
January 20, 2011 Statewide Data
TSFLRC Professional Development Needs Assessment
ILA Educators in Family Literacy Settings
Parent-Child Interactive Literacy Activities (ILA)
Important or
Very Important
1. Developing interactive parent and child activities with a language and literacy focus 96%
2. Helping parents learn more about their child through observation and play 95%
3. Involving parents in planning and child activities 94%
4. Developing research-based reading readiness activities 91%
5. Teaching parents to talk and ask questions about books with children as a way to
introduce reading
94%
6. Creating culturally appropriate and relevant parent and child activities 94%
7. Modeling and practicing center-based parent and child experiences that can be
transferred to the home setting
97%
8. Developing parent and child activities for 0-2 year olds 93%
9. Developing parent and child activities for 3-5 year olds 94%
10. Developing parent and child activities for school-aged children 91%
January 20, 2011 Statewide Data
TSFLRC Professional Development Needs Assessment
Parent Educators in
Family Literacy Settings
January 20, 2011 Statewide Data
TSFLRC Professional Development Needs Assessment
Parent Educators in Family Literacy Settings
18%
26%
24%
14%
7%
11%
0%
5%
10%
15%
20%
25%
30%
< 1
Year
1-2
Years
3-4
Years
5-6
Years
7-8
Years
8+
Years
Total # of Years’ Experience in Parent Ed Settings
January 20, 2011 Statewide Data
TSFLRC Professional Development Needs Assessment
Parent Educators in Family Literacy Settings
Parenting Education Curriculum
Important or
Very Important
1. Development of research and needs-based culturally appropriate
parenting curriculum
83%
2. Helping parents create a home environment that supports their
children’s literacy development
94%
3. Helping parents become the primary teacher for their children 96%
4. Guiding parents as they support their children’s language and
literacy development
97%
5. Helping parents become full partners in the education of their
children
97%
6. Helping parents support their young children’s growth 96%
7. The parent’s role in language development 99%
8. Promoting parenting curriculums that focus on helping families
maintain healthy relationships
98%
January 20, 2011 Statewide Data
TSFLRC Professional Development Needs Assessment
Parent Educators in Family Literacy Settings
Parenting Education Instructional Strategies
Important or
Very Important
1. Instruction that promotes family self-determination 90%
2. Balancing your classroom between information and skill-building
opportunities
85%
3. Developing problem solving skills in the parenting context 95%
4. Encouraging male/father participation in their child’s education 90%
5. Communications training for working with parents and community
collaborators
87%
6. Working with families from divers family systems 87%
7. Group process and facilitation of adults’ learning 84%
8. Professional boundaries and limitations 79%
9. Helping parents learn about the Internet and their child’s safety 80%
January 20, 2011 Statewide Data
TSFLRC Professional Development Needs Assessment
Parent Educators in Family Literacy Settings
Working with Families Most in Need of Services
Important or
Very Important
1. Recruitment and screening of families most in need 78%
2. Providing advocacy and referrals to other services 83%
3. Learning about families’ strengths and resources 87%
4. Recognizing potential abuse/neglect and referring families to the
appropriate resources
88%
5. How to work effectively with teen parents 78%
6. Helping low literacy mothers learn the U.S. system 88%
7. Working with parents of special needs children 79%
January 20, 2011 Statewide Data
TSFLRC Professional Development Needs Assessment
Home-Based Educators in
Family Literacy Settings
January 20, 2011 Statewide Data
TSFLRC Professional Development Needs Assessment
Home-Based Educators in Family Literacy Settings
19%
26%
30%
8%9%
8%
0%
5%
10%
15%
20%
25%
30%
< 1
Year
1-2
Years
3-4
Years
5-6
Years
7-8
Years
8+
Years
Total # of Years’ Experience in Home-based Instruction or Home Visits
January 20, 2011 Statewide Data
TSFLRC Professional Development Needs Assessment
Home-Based Educators in Family Literacy Settings
Home-Based Instruction
Important or
Very Important
1. Strategies to support and encourage language and literacy development 96%
2. Building on families’ strengths as a basis for home-based instruction 96%
3. Maintaining a relationship with families that promotes self-sufficiency 95%
4. Recognizing potential abuse/neglect and referring families to the
appropriate resources
94%
5. Balancing families’ immediate needs with literacy instruction in the home 96%
6. Helping parents create a home environment supporting children’s learning 95%
7. Helping parents support their children’s learning at school 95%
8. Implementing research-based reading readiness activities 93%
9. Using items found in the home as instructional materials 95%
10. Home-based activities that support the social-emotional and physical
development of young children
95%
January 20, 2011 Statewide Data
TSFLRC Professional Development Needs Assessment
Program Administrators in
Family Literacy Settings
January 20, 2011 Statewide Data
TSFLRC Professional Development Needs Assessment
Program Administrators in Family Literacy Settings
26%25%
19%
15%
8%7%
0%
5%
10%
15%
20%
25%
30%
< 1
Year
1-2
Years
3-4
Years
5-6
Years
7-8
Years
8+
Years
Total # of Years’ Experience in Administration of Family Literacy Program
January 20, 2011 Statewide Data
TSFLRC Professional Development Needs Assessment
Program Administrators in Family Literacy Settings
Program Management
Important or
Very Important
1. Strategies for enhancing integration of Even Start program components 95%
2. Ensuring identification, recruitment and service of families most in need 82%
3. Designing a criteria selection process to identify families most in need 72%
4. Designing a family literacy program based on families’ work schedules and other
responsibilities
80%
5. Program design that encourages families to attend regularly 97%
6. Program design that encourages male/father participation 94%
7. Coordinating with community resources to provide food services, transportation,
and other support services
92%
8. Providing screening and preparation of children and parents 81%
9. Operating your family literacy program on a year-round basis 84%
10. Leading effective staff meetings; encouraging cohesiveness and integration of
services
90%
January 20, 2011 Statewide Data
TSFLRC Professional Development Needs Assessment
Program Administrators in Family Literacy Settings
Program Accountability
Important or
Very Important
1. Using your program data and working with your evaluator for
program improvement
92%
2. Providing needs-based professional development 92%
3. Understanding program performance indicators and using them for
program improvement (IPQ’s, TESPIRS, AEGIS, etc.)
89%
4. Interpreting federal and state programmatic policies 92%
January 20, 2011 Statewide Data
TSFLRC Professional Development Needs Assessment
Program Administrators in Family Literacy Settings
Research-Based Instruction
Important or
Very Important
1. Establishing a program that provides high-quality, intensive instruction 95%
2. Establishing research-based reading programs for adults and children 93%
3. Implementing research-based reading-readiness & emergent literacy activities
for preschool children
90%
4. Providing integrated instructional services to families through home-based
instruction
87%
5. Implementing research-based curriculum for children ages 0-2 yrs 91%
6. Implementing research-based curriculum for children ages 3-5 yrs 85%
7. Implementing research-based curriculum for adult learners 90%
8. Implementing research-based curriculum for parenting education 89%
9. Implementing research-based curriculum for home-based instruction 83%
10. Implementing research-based curriculum for parent-child interactive literacy
activities for the age groups your program serves
91%
January 20, 2011 Statewide Data
TSFLRC Professional Development Needs Assessment
Program Administrators in Family Literacy Settings
Coordination and Collaboration
Important or
Very Important
1. Fostering commitment by your local school district 87%
2. Collaborating with your local adult education program 87%
3. Collaborating with your local school district’s PEIMS Coordinator 76%
4. Coordinating with other programs assisted under Title I 84%
5. Coordinating with Reading First and Early Reading First Programs 84%
6. Collaborating with Head Start and Early Head Start Programs 83%
7. Coordinating with the TWC and other workforce entities 86%
8. Establishing an advisory board to help articulate a vision for your
program
79%
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