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Professional Development Coordinator Competencies
The PRO-NET2000 staff is currently working on revising our Professional Development Coordinator Competencies. That document appears below.
After reviewing the document, please respond to the series of questions that we have developed to guide you in the review of the competencies and related
performance indicators. We greatly appreciate your help in this process.
Continue to Questions
Table Of Contents:
Demonstrates Knowledge of Adult Education Profession
Exhibits Leadership and Facilitates Change
Designs/Develops Professional Development Activities
Assesses and Monitors Professional Development
Promotes Community Collaboration
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Utilizes current research on trends, theories, and best practices in adult learning and human resource development.
- Applies various adult education philosophies and theories to foster improved learning outcomes.
- Acquires a working knowledge of new content related to areas served.
- Articulates strategies and cites materials appropriate to diverse cultural, ethnic, racial, age and social contexts and backgrounds.
- Recognizes the different stages of adult development and their relevance to both instructors and students.
- Distinguishes between children and adults in the learning environment.
- Keeps up-to-date with research on instructional practices, management, leadership and effective professional development practices and shares that information with staff.
- Supports the process of curriculum design and the use of instructional strategies based on research in adult learning and development.
- Describes how content area knowledge can be applied in the instructional setting.
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Demonstrates a general knowledge of adult education programs, on a local, regional, and national level.
- Draws upon the history of adult education.
- Keeps up-to-date with related federal legislation.
- Demonstrates knowledge of the adult education state system (which includes all program areas covered under current federal and state funding).
- Demonstrates awareness of state and local agencies that provide education or complementary services to clients in the area or region.
- Acquires and disseminates information about national organizations, research centers, and state and national clearinghouses that support current adult education research and best practices.
- Understands the politics of organizations and the larger environment in which adult education programs operate.
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Acquires and maintains knowledge of technology and applies it to adult learning and professional development.
- Keeps current on web sites and listservs that provide resources (innovative and informative curriculum and discussion) of national and state interest, both in general and areas of expertise.
- Is proficient in the use and selection of appropriate current technology such as: Word processing, Data Management, Presentation software, Telecommunications, eMail and other means of accessing information.
- Possesses ability to communicate via video and audio media.
- Illustrates how technology can be used to monitor learning; track attendance, learner progress and outcomes; and communicate information to learners and program staff and other stakeholders.
- Participates in technological training in order to explore, evaluate and use computer/technological resources.
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Pursues own professionalism
- Assesses own need for professional growth and seeks ways to address those needs.
- Develops and monitors own professional development plan.
- Engages in a variety of self-directed and collegial professional development activities that foster own learning and incorporates new skills and knowledge into delivery of professional development services.
- Reflects on professional development practice, and program goals and initiatives, individually and with colleagues.
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Accesses and disseminates information and resources.
- Explores different avenues for acquiring resources.
- Allocates human and financial resources for professional development.
- Disseminates to broad audience information in a variety of formats.
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Demonstrates effective interpersonal and communication skills.
- Models communication, negotiation, decision-making and problem solving skills.
- Encourages conflict resolution.
- Assists adult educators in recognizing and solving problems.
- Establishes strong communication paths across bureaucratic boundaries.
- Responds to questions in clear, understandable terms.
- Communicates to participants their strengths, needs and strategies for improvement.
- Works well with a variety of staff, including instructors, support staff, curriculum developers, supervisors and other professional development specialists.
- Develops and maintains positive relationships with adult education stakeholders.
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Promotes an environment in which linguistic and cultural differences are valued and appreciated.
- Provides resources and curriculum materials that support anti-bias and multicultural learning.
- Seeks staff that represents the diversity of the population served.
- Respects and honors diversity in everyday interactions.
- Is sensitive to and accommodates diverse learning styles, abilities, cultures and experiences in professional development activities.
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Establishes and promotes the program philosophy, goals, and objectives.
- Communicates why and how professional development activities are related to the organization’s goals.
- Encourages staff to be active promoting adult education at national, state, and local levels.
- Develops clearly defined vision statements and objectives that reflect participant buy-in.
- Brings tasks to completion and unites teams and organizations under a shared mission and purpose.
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Initiates and facilitates the change process.
- Demonstrates visionary leadership by guiding professional development participants and increasing their awareness of future changes and external forces influencing adult education.
- Motivates staff to use new skills.
- Facilitates discussions of how new practices can be integrated into Participants’ curriculum.
- Creates plans and timelines for implementing change.
- Completes projects and activities by evaluating successes and identifying next steps.
- Encourages risk-taking and accepting new challenges to achieve goals.
- Supports local program staff in the development of strategies and techniques for systemic change.
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Bases professional development on results of ongoing needs assessments.
- Uses multiple needs assessments to identify staff strengths and areas for improvement.
- Designs collaboratively, a staff development program in response to program and/or staff needs assessments, experiences and interests, informal conversations, identified state or local needs and mandates, research and community resources and issues.
- Uses need assessments to design on-going professional development plans that delineate goals, areas for improvement, expected time frame and evaluation approaches.
- Prioritizes issues and needs to be addressed.
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Collaborates with staff and stakeholders in the design of comprehensive professional development plans.
- Encourages participants involvement in the identification and planning of their own professional development articulating goals, developing strategies for achievement of goals and monitoring goal attainment.
- Guides staff in the selection of and participation in a variety of professional development activities.
- Includes participants' in the professional development design process.
- Involves representative staff in the development and updating of written plans.
- Regards planning, implementation, and follow-up activities as joint efforts, providing opportunities for those with diverse interests and responsibilities to offer their input.
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Delivers professional development based on theories of adult learning and development.
- Creates a physical and interpersonal climate that is conducive to learning by drawing on adult learning theory, knowledge of participants’ cultures, and interpersonal dynamics.
- Communicates anticipated outcomes prior to beginning professional development activity.
- Facilitates individual, group and team learning, as well as peer coaching/mentoring.
- Builds new learning on participants’ previous experiences.
- Selects and uses a variety of resources.
- Develops professional development programs that support life-long learning for adult education professionals.
- Provides opportunities to apply theory/information to participants’ own learning environments.
- Utilizes strategies that encourage learners to move to higher levels of thinking.
- Applies knowledge of teacher-directed and learner-centered instruction in the delivery of professional development.
- Models the role of instructor as facilitator.
- Researches whether previous similar professional development activities were successful as part of the planning process.
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Deliver professional development that is sensitive to the needs of participants
- Demonstrates flexibility in meeting unexpected circumstances.
- Develops activities in sequence that focus on needed skills and information and that meet the learning goals of the instructor and the objectives of the program.
- Selects professional development activities that reflect employment, family, and community-related issues.
- Adjusts the content, presentation, and format of the activity for the intended audience.
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Promotes continuous professional development for staff.
- Supports the professional development of instructors by providing information, opportunities, released time, stipends, or other types of support.
- Supports a variety of ongoing professional development activities that reflect the organization’s mission as well as principles of adult learning.
- Promotes continuous improvements and safeguards against “burn-out.”
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Uses technology for administrative, instructional, and research purposes.
- Designs and delivers professional development that incorporates technology in a meaningful way.
- Shares information on, provides training in, and promotes the use of technology with instructors, administrators and staff.
- Uses technology to develop professional development materials and to conduct distance learning.
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Manages the logistical and other technical aspects of professional development coordination.
- Develops and implements a plan of action.
- Plans day-to-day logistics of professional development activities.
- Devotes necessary time and energy to budgeting and staffing.
- Coordinates with other funding sources.
- Schedules professional development, selects sites, and disseminates information.
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Promotes clear procedures for collecting, documenting, and reporting data.
- Establishes a process for collecting, documenting, and reporting outcomes related to professional development that focuses on the instructor, program and learner.
- Ensures that legal or program requirements for compliance, record keeping, and reporting are met.
- Identifies dissemination strategies, and ensures data are accessible, in a timely manner, to all stakeholders.
- Coordinates the process for collecting and maintaining relevant up-to-date professional development information to improve the program
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Monitors and evaluates professional development activities and uses the data for program improvement and accountability.
- Utilizes quantitative and qualitative methods to determine the effects of professional development activities.
- Shares assessment data results with participants to help them update professional development plans.
- Collects and manages accurate data for professional development improvement and accountability.
- Analyzes and reports data in a valid, non-biased fashion.
- Determines the extent of participants’ satisfaction with the professional development and the degree to which their needs and goals were met.
- Evaluates participant increased knowledge and changed attitudes.
- Determines extent to which participants’ skills and behaviors are changed.
- Encourages participant feedback based on reflection and self-assessment.
- Conducts cost analyses to determine the most effective use of time, money and staff resources for professional development.
- Uses results of diagnostic and needs assessment data to revise professional development plans, develop curricula, monitor progress toward objectives and goals and verify learning.
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Coordinates professional development with institutions in the community, including state and federal agencies, organizations, advocacy groups, and advisory committees.
- Advises all agency administrators and community stakeholders on matters relating to professional development.
- Locates appropriate resources in the community for professional development and shares information with staff and administrators.
- Links participant needs with community resources.
- Provides technical assistance to community stakeholders.
- Travels to community adult education delivery centers to provide professional development and technical assistance.
- Communicates with other professional development coordinators to share current practices, to improve professional development and implementation strategies, and to strengthen collaborative efforts.
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