PD Colleagues:
Thank you for the many suggestions regarding how to address the range of 
teacher experience in PD. I've noticed some similarities, so I've grouped the 
suggestions in the following categories so far (subject to change). Do you 
agree/disagree with some of these as categories (see list at end of email)? 
Did I miss anything or do you have others to add?

To create these categories, I've placed this discussion thread ("range of 
teacher experience in professional development")in the PD area of the wiki. I 
grouped your suggestions together as they naturally occurred. Then I named 
each category based upon what seemed to surface from your comments. Please 
visit the following link to check this draft work, and offer 
suggestions/comments for improvements:

http://wiki.literacytent.org/index.php/Strategies_for_addressing_range_of_teacher_experience_in_PD

With your help, I hope to offer a terse summary sentence for each category, 
paraphrase some tips/comments, and list specific strategies for each category 
so that we do not lose the great ideas being shared here and now.

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"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'?"

1 Be transparent with session goals
2 Identify participant goals for the PD
3 Utilize the expertise of teachers
4 Utilize the expertise of teachers: Pair Work
5 Keep the PD flexible
6 Understand your audience
7 Open the dialogue
8 Base PD upon a needs assessment (Pre-Assessment)
9 Build in an ongoing needs assessment
10 Write careful/clear session descriptions
11 Tech-specific strategies
12 Others?
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Thanks! Jackie