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Toolkit for Professional Learning Plans
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This toolkit was developed by Propel to assist adult education programs in creating an annual professional learning plan with their staff and faculty. While the tools provided are not required, they were developed based on research and best practices and are useful in developing a cohesive plan.
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This kit contains the following tools:
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Program Assessment
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Self-assessments for leaders, instructors, and data professionals
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Personal Professional Learning Plan
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Program Professional Learning Plan
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Using this Toolkit: Developing professional learning plans for individuals and programs should be a collaborative effort. The following self-assessments are designed for individuals to establish their professional learning priorities. After priorities are determined, individuals should complete the Personal Professional Learning (PL) Plan and discuss it with their supervisor or team. Then, programs can focus on the Program PL Plan in a scheduled group setting where team members come together to discuss and prioritize needs. Programs function differently, and the toolkit can be adapted as each program sees fit. All documents are editable and can be adjusted as needed.
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The process for developing professional learning plans should include:
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1. Review program goals and performance
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a. Review the Program Enhancement Plan (PEP) if your program has received a recent site visit from NM Higher Education Department, Adult Education Division (NMHED - AE)
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b. Review of recent program performance reports
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c. Review of the program’s latest grant agreement
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d. Review of any institutional documents and/or goals that include adult education (e.g., institution’s strategic plan)
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2. Meeting with all or key personnel to determine program needs and goals for the upcoming year
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3. Distribution of self-assessment tools for individuals to determine their needs
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4. Discussion either as a whole group(s) or supervisors with individuals to prioritize professional learning needs that align with program goals
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5. Creation of a professional learning plan for the program to be submitted to NMHED - AE with grant continuation documents
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If the program identifies needs that aren’t currently addressed in the Propel system, Propel will help identify means of support.
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Background: The Propel Professional Learning System is built on competencies for various roles in adult education. “The U.S. Department of Education, Office of Career, Technical, and Adult Education (OCTAE)—through a contract with the American Institutes for Research and its partners World Education, Inc., and Drennon and Associates—created the Promoting Teacher Effectiveness in Adult Education Project to help improve the quality of adult education teachers in the United States. One goal of the project was to develop Adult Education Teacher Competencies that identify the knowledge and skills expected of any adult education teacher.” (https://lincs.ed.gov/publications/te/competencies.pdf). These competencies are the Instructor Competencies for NM. The leadership competencies were developed by exploring what other states were using (e.g., Wyoming, Texas, Kansas) and the experience of directors in the state. No competencies were found for data professionals in other states, so these were developed by a group of experienced data professionals with the consultation of other practitioners. These competencies may be revised over time as we learn more about particular needs and as the field changes.
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