Table of Contents
('click' on the links for faster navigation)
 

1.1  The literacy need in Ontario

• Definition of literacy
• The International Adult Literacy Survey: description, literacy levels, survey findings
• Readings on the effects of low literacy on the individual and on society

1.2  What is LBS?

• Objectives of the LBS program (as defined by MTCU)
• Does the government have a hidden agenda?
• What do the Program Guidelines say?
• Other points of view

1.3  Working with LBS Programs

• What LBS agencies are funded to provide
• How School Board programs across the province differ
• How these differences affect how LBS programs are delivered
• What the benefits are to providing LBS in a School Board setting
• What challenges School Boards face in delivering LBS

1.4  Primary Text Materials

• Working with Learning Outcomes: Draft Copy
• The Level Descriptions Manual

1.5  Information Management

• Why the increased information gathering and record keeping has value
• Strategies to ease the stress of information management

1.6  The Learner’s Journey

• Accounts from learners regarding each service of the LBS program:
• Information and Referral,
• Intake and Assessment,
• Training Plan Development,
• Program Delivery,
• Follow-up

1.7  The Changing Roles of LBS Instructors

• How LBS has changed how we (in adult education) do business
• What some instructors say about these changes
• School Boards are at different stages of literacy reform

1.8  Final Assignment

1.9  Sources and Links

We are Ready to begin!

Professional development can be guided by leaders, tied to standards and learning goals, and built around...improvement plans, but, ultimately, the engine that drives it all is each individual's commitment to self-reflection and self-improvement.

~Journal of Staff Development, Spring 2002

Instructions

An important part of this training involves stopping at various points throughout to reflect upon what you have read, and to consider what implications there may be for your work and practice. We suggest you keep a journal for this purpose. You could either 1) keep a notebook handy or 2) create a Word file and keep it open on your toolbar for easy access. As you come across each Journal Reflection in the Course Notes and Readings, take some time to respond to the prompt questions, write your ideas, or pose a few questions of your own. If you are working with a mentor, the Journal Reflections might help you get started on some interesting dialogue...

Back          Practitioner Training Table of Contents         Start the Course