"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?"

 

Ummm. . . how about doing a needs assessment before the "pd offering" so you
base what you do on the expressed needs of the participants?  (Which might
result in a variety of different kinds of pd offerings, including those for
large groups as well as those for small groups or individuals.)

 

 

Vicki

 

Victoria Hoffman, PhD

Central GREAT PD Center

The Education Institute (TEI)

Texas State University-San Marcos

601 University Drive

San Marcos, TX  78666

 

vh10 at txstate.edu

Vicki's Office 512-245-9046

GREAT Office 512-245-8463

TOLL FREE  877-798-5522

GREAT FAX  512-245-8151

 

 

 

-----Original Message-----
From: professionaldevelopment-bounces at dev.nifl.gov
[mailto:professionaldevelopment-bounces at dev.nifl.gov] On Behalf Of Chris
Francisco
Sent: Thursday, November 03, 2005 2:12 PM
To: The Adult Literacy Professional Development Discussion List
Subject: Re: [ProfessionalDevelopment] range of teacher experience in
professional development

 

Hello All,

 

This may sound very "simple but not easy".....I have my goals for training 

clearly developed and present them to the participants at the beginning of 

the session.  My next step is to ask the group if they have any additional 

goals that I have not included.  Being a great believer in the collective 

nature of the classroom there invariably are participant goals and learning 

opportunities that need to be met.  My preparation and understanding of the 

participant population usually can accommodate everyone's needs.  This step 

opens the conversation.  I have found this step very necessary and inviting 

for the groups of learners.  Some may think that this is a "back to the 

basics" comment but sometimes that can be very affirming.  Be well....

 

peace and love,

 

Chris Francisco

 

 

At 01:56 PM 11/3/2005, you wrote:


>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



>



>



>



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