Hello everyone,
Sometimes teachers leave professional development offerings feeling like the 
session or workshop was geared more for teachers new to the field. Teachers 
new to the field may find that the materials discussed are very challenging. 
(Can any teachers on this list attest to either of those points?) Session 
evaluations might reflect comments such as 'this was more appropriate for 
beginning teachers' or 'I feel like I've had this before, why can't the 
materials be covered in a way that affords experienced teachers new/more 
challenging information?'

How do you deal with the issue of offering professional development to groups 
of teachers in attendance who have a wide range of experience teaching adult 
literacy or ESOL? What strategies do you use to ensure that the teacher new to 
adult literacy or ESOL doesn't leave feeling overwhelmed or confused, while 
the experienced teacher leaves with new ideas, even feeling 're-charged'?

Thanks,

Jackie