*Overall, are practitioners in your area participating more, or less?

It seems that our ESOL practitioner  participation has remained fairly 
constant over the past three years even though we have experienced a lot of 
turnover in teachers.  Likewise, we have a number of new supervisors; 
however, they seem interested and most are attending trainings.  The state 
has recently created an ESOL Field Team to assist programs with performance 
issues as well as helping ABE/GED programs add ESOL classes.

* What are the reasons, or your speculations, as to why?

With so much turnover in teaching staff, we are finding that we need to 
'nurture' practitioners by contacting them directly to explain scheduled PD 
activities.  We are spending more time 'nudging' them to participate; 
however, after they try it, they seem more likely to return.

* Which types of PD are teachers participating in more, and in which
types are they not? For example, are they talking online more, or less?
Are they enrolling in more online PD, or less? More face-to-face? More
one-shot, or more sustained PD?

We have the greatest participation at our annual Academy for Instructional 
Excellence each year in July.

* Is participation in professional development growing, diminishing, or
maintaining, and in what directions? What may be accounting for any
trends you're seeing?

In my opinion, PD for ESOL in Tennessee is growing somewhat.  We try to be 
innovative with our PD and target current needs of programs, 
instructors/students, and communities.  Younger teachers coming on board are 
often more tech savvy and are more willing to participate in online 
activities.  We work to encourage both new and experienced teachers and 
supervisors to participate in online courses, discussions, etc. by providing 
detailed instructions and encouragement to persevere.  This is also a great 
way to get better acquainted and connect with the field.  They always seem 
to appreciate a personal phone call or email.


>From: "Taylor, Jackie" <jataylor at utk.edu>

>Reply-To: The Adult Literacy Professional Development Discussion 

>List<professionaldevelopment at nifl.gov>

>To: "The Adult Literacy Professional Development Discussion 

>List"<professionaldevelopment at nifl.gov>

>Subject: [ProfessionalDevelopment 632]  Participation in PD

>Date: Wed, 1 Nov 2006 11:35:44 -0500

>

>PD List Colleagues:

>I know in the past we've discussed many factors that affect practitioner

>participation in PD; and I know that in many areas, there is a wealth of

>opportunity available for teachers and program administrators to

>participate. But I'm wondering, from your perspective, what you're

>seeing these days. Have you seen a change over the last one or more

>years regarding frequency of participation in PD and in what types of

>offerings?

>

>* Overall, are practitioners in your area participating more, or less?

>* What are the reasons, or your speculations, as to why?

>* Which types of PD are teachers participating in more, and in which

>types are they not? For example, are they talking online more, or less?

>Are they enrolling in more online PD, or less? More face-to-face? More

>one-shot, or more sustained PD?

>* Is participation in professional development growing, diminishing, or

>maintaining, and in what directions? What may be accounting for any

>trends you're seeing?

>

>Please bring your piece of the puzzle to the table on any of these

>questions... I'd be glad to add my bit if this is something you'd all

>like to explore together.

>

>I look forward to hearing from you! Best wishes, Jackie

>

>Jackie Taylor, Adult Literacy Professional Development List Moderator,

>jataylor at utk.edu

>




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