Definition:  A personal definition of adult learning that assists in the formation of a philosophy of adult learning and development.
    Adult learning involves a worthwhile experience that helps one to better himself either personally or professionally.  Learning may occur due to self motivation or a requirement of an employer such as the school district.

Analysis:  An analysis of the opportunities for adult learning in workplace including the identification of a set of professional resources.
Inservice days:
    This school year 1 1/2 days were devoted to workshops for teachers to attend.  A small selection of workshops were provided from which to choose.  Each workshop lasted about an hour.
    Next year 3 days at the beginning of the year will be devoted to inservice training  The purpose for the inservice will be to provide those working on their five year recertification plans 24 hours each year to total 120 hours in five years.  At this time I do not know if there will be other inservice day workshops throughout the year.
After school workshops:
    According to the district contract, all teachers are to attend at least one after school workshop provided by the district.  About six workshops are provided a year on various topics.
Saturday workshops:
    Some years the district provides periodic three hour Saturday workshops on various topics.  Attendees are provided with a stipend.
Technology workshops:
    Technology workshops have been spread out and offered through the different types of workshops and inservice days.  The amount of funds available help to determine the number of workshops made available and if they are taught by someone from in or out of the district.

Relationship:  An identification of the underlying learning and development issues of the adults involved in the educational opportunities of workplace.
    Because the district only recently provided some reimbursement for tuition, not a lot of teachers have master degrees.

Inservice days:
   Teachers seem to have mixed feelings about these days.  Sometimes there is a workshop that people get excited about.  Several presenters have returned to the district to provide additional inservice and some look forward to these workshops.  Sometimes the topics of the workshops do not sound interesting to teachers.  Many teachers resent being at the workshops because they would rather be doing work in their classrooms. Others get frustrated because the workshops do not pertain to their teaching assignments.  (For example, last year the music, art and P.E. teachers were require to attend a workshop on the new science texts.)  These teachers just go and put in their time.
    Some teachers are already upset with being require to attend so many workshops at the beginning of the year even if they are not working on their recertification plan.  They feel this time would be more of more use setting up the classroom for the year.

After school workshops:
    Again the topics of the workshops are not always interesting to everyone, but because one workshop a year is required, these teachers have to attend something.  Other teachers are pleased with the topics and attend more than one out of interest and self motivation.

Saturday workshops:
    Self motivated and truly interested teachers seem to attend these workshops because of having to give up part of a Saturday.  The small stipend is also somewhat of a motivation.

Technology workshops:
    Since these workshops are among the above described workshops, there are many different motivations and attitudes of those in attendance.  There are usually people at different levels of technology comfort.  Others know the topic already.  For some the biggest learning problem is mental block.  These teachers know that they need to learn more about technology but have decided that they cannot learn it.

Implementation:  Design an implementation model for an adult educational need in your profession. Design should contain sufficient specificity to afford implementation including the discussion of issues of learning and training.
    I would like to design a website that could become part of the Technology Handbook that I created for a previous CTER class.  I want to create a site that teachers could use after one of my technology workshops.  The site could contain outlines or summaries of my presentations as well as html or pdf copies of my handouts.  I think that the Help from Local Resources section would be a good starting point for the reference site. I know of several instances where teachers have not done anything with the knowledge of from the workshop because they have forgotten something from the presentation or have misplaced the handouts, suggested websites, etc.  One web location that is known throughout the district might help the participants (and even non participants) implement the technology into their lives and classrooms.