Browse by keyword "Instructor training"
1. A Collection of Policy and Procedure Templates (1999)
For Adult Literacy Service Providers
Authors: Robyn Cook-Ritchie
The purpose of this manual is to provide readers with a set of general policy and procedure templates that should be considered, adapted and modified as required for use in a Literacy and Basic Skills (LBS) program. A template is meant to be a guide or a pattern that can be used to "shape" your work. These policy templates can be used as the starting point for drafting policy in your agency.
Each policy/procedure template includes four segments with the following headings: Policy Statement; Why? (reasons for the policy); Procedures; Key core quality standards and features. Sample policies cover such topics as: personnel, volunteer management, financial management, safety, marketing and community outreach, and more.
Funders:
Added: 2000-05-02
2. Learning Disabilities Training: A New Approach (2003)
Series: Learning Disabilities Training
Authors: Literacy Link South Central
In this project, research was carried out on the topic of learning disabilities to complement the Literacy and Basic Skills (LBS) program (Ontario) and provide practitioners and administrators with advanced level information on learning disabilities.
The objectives of this project were:
•To conduct high quality, advanced research on learning disabilities as they relate to Literacy and Basic Skills (LBS) learners (Ontario).
•To develop five modules of training on learning disabilities.
•To produce five online training sessions for adult literacy practitioners.
•To make information on learning disabilities accessible to a wide variety of individuals and organizations.
•To explore sharing information and training modules from this project with adult education course deliverers.
Funders:
Added: 2004-12-08
3. Linking Literacy Providers (1998)
Authors: Darlene Brown
The following internal document is Phase I of the Quebec Literacy Alliance's (QLA) Needs Assessment: Linking Literacy Providers. This qualitative report identifies the expressed training needs of the QLA membership surveyed across the province April through June 1998.
Added: 2003-07-02
4. The Maturing of a Profession (1999)
An Overview of Workplace Education Practitioner Development Opportunities
Series: Read Every Day!
Authors: Margarit Roger, National Literacy Secretariat (NLS)
This report profiles some of the professional development opportunities made available to Workplace Education practitioners across Canada at the local, regional or national level in recent years. Information was gathered through surveys and phone calls with over 35 professionals, to catalogue some of the training models and programs designed specifically for Workplace Education practitioners, as well as to discover common needs and innovative initiatives.
Added: 2002-08-06
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5. Native Literacy Practitioner's Guide to Training (Draft) (2003)
Authors: Ontario Native Literacy Coalition (ONLC)
This Guide provides basic information about post-secondary training opportunities for practitioners who work with adults in Native literacy and upgrading programs. The Guide's primary focus is on training opportunities in Ontario. However, there are online courses are listed. Courses listed were for the 2002-2003 academic year. Contact the appropriate institution for current information.
The aim of the Guide is to narrow the search for relevant and useful training. In addition to course information, contact information for each institution listed.
The Guide contains programs and courses that would be useful to Native adult literacy educators and administrators and other Native educators, Native counsellors and community support workers and other literacy educators.
Added: 2005-05-13
6. Practitioner Standards Model Development Project (2002)
Authors: Kate Thompson, Ontario Native Literacy Coalition (ONLC)
The Practitioner Training Strategy was launched in October 1999. This four-phase initiative involves all literacy streams and sectors in seven projects across the province of Ontario.
Phase 1 was completed in October 2001. Phase 2 project, the Practitioner Standards Model Development Project is the subject of this document. The Phase 2 objectives are:
1. Clearly identify the training requirements of a Native literacy practitioner.
2. Produce a manual by which to measure skills, abilities and knowledge required to be an effective Native literacy practitioner funded by Literacy and Basic Skills (LBS).
3. Produce a job description for a Native literacy practitioner.
4. Investigate training opportunities for the Native literacy practitioner.
Funders:
Added: 2005-05-13
7. Regional Professional Development and Needs Assessment Project Report (1993)
ABEABC Regional Development Project
Authors: Audrey M Thomas
This report describes a project carried out in British Columbia in 1992-93 with the goal of making professional development more accessible for Adult Basic Education (ABE) practitioners by presenting workshops in different regions of the province.
The author notes that prior to the project, the only major opportunity for professional development was the annual conference of the province’s ABE association. Many practitioners had neither the time nor the money to attend this event.
The report is divided into two parts: an explanation of the needs assessment carried out among ABE practitioners, and a description of the workshops themselves.
The response to the workshops illustrates the need for regular regional workshops to promote professional development for ABE practitioners, the author says.
Funders:
Added: 2002-09-10
8. Skills For The Future - Phase 1 (2000)
Practitioner Training Strategy - Project Report
Series: Skills For The Future
Authors: Fiona Hueber, Lindsay Kennedy
This report presents the findings of Phase One of the Literacy Practitioner Training Strategy of the Ontario Ministry of Training, Colleges and Universities (Literacy and Basic Skills Section). This multi-phase initiative funded each of the literacy delivery sectors and streams to carry out research on the skills, training and recognition issues within their respective sectors/streams. The initial training of literacy practitioners is the central goal of the Strategy.
In Phase One of the Strategy, each sector and stream was to answer three questions:
1) What are the core skills needed by a practitioner in a given sector or stream?
2) How should these skills be acquired by individuals working in a given sector or stream?
3) How should the acquisition of these skills be recognized by the sector or stream?
These questions are addressed in separate chapters of the report, followed by recommendations.
Funders:
Added: 2003-03-28
9. Skills For The Future - Phase 2 Report (2002)
Practitioner Training Strategy
Series: Skills For The Future
Authors: Lindsay Kennedy
This report presents the findings of Phase Two of the Literacy Practitioner Training Strategy of the Ontario Ministry of Training, Colleges and Universities (Literacy and Basic Skills Section). The goals of the authors, Community Literacy of Ontario, for this second phase of MTCU's practitioner training strategy were to:
1. Develop implementation strategies for skills acquisition and skills recognition for Paid Practitioners who work in our sector;
2. Develop implementation strategies for skills acquisition and skills recognition for Volunteer Practitioners who work in our sector; and
3. Develop a standard for tutor training.
Funders:
Added: 2003-03-28
10. Skills For The Future - Phase 3 (2003)
Practitioner Training Strategy - Project Report
Series: Skills For The Future
Authors: Jette Cosburn, Lindsay Kennedy, Joanne Kaatari
This report presents the findings of Phase Three of four planned phases of the Literacy Practitioner Training Strategy of the Ontario Ministry of Training, Colleges and Universities (Literacy and Basic Skills Section). The goal of the strategy is: "To develop an integrated practitioner training and recognition approach that supports high quality delivery of the LBS Program…"
The work undertaken in Phase Three continued building on the strengths, skills and knowledge of practitioners currently in the field – both paid and volunteer.
Funders:
Added: 2004-09-09
© 2012 National Adult Literacy Database
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This project is funded by the Government of Canada’s
Office of Literacy and Essential Skills.
Office of Literacy and Essential Skills.
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