Professional Development Plan for New Adult ESL Teachers
Carol Cochi
CTGE 6265: Emerging Issues in Technology
Dr. Kathleen P. King
New Media Paper
June 11, 2010
The purpose of this professional development workshop is to provide opportunities for adult English as a second language (ESL) teachers, whether they are new to the field or seasoned professionals, to learn about current research in the field and how to translate it into classroom applications and practices. There is a need for adult ESL teachers to use research based practices with their students. Both the No Child Left Behind (NCLB) and Workforce Investment Acts stress the need for adult ESL teachers to use a combination of research based practices and professional experience in their classroom instruction (Smith, Harris, & Reder, 2005). However, there can be a gap between what the research says and how it translates into actual classroom applications (Kessels & Korthagen, 1996). This gap can mean the difference between effective and ineffective classroom practices.
For new teachers, bridging the gap between research and practice can be a confusing and difficult process that hinders instruction (Kessels & Korthagen, 1996). Knowing how to turn research into effective classroom practice is a skill to be taught, nurtured, and encouraged. According to Eisner (1984), research should serve as a framework for teachers to make decisions for classroom use but this is not always the norm. In his research, Eisner (1984) interviewed teachers and administrators who said that research is important to practice yet they were unable to cite examples of how they integrate research into practice. One reason for this gap may be the difference between influence in practice and informing practice. Research may enlighten (inform) teachers but does it compel them to act (influence) on this knowledge?
Baker (1984) responds to Eisner with a resounding yes; research does inform and influence practice but it needs some help. Research into practice is not a linear process because language does not always translate directly to practice; there is not always a direct link (Baker, 1984). Baker says that Eisner’s teachers’ and administrators’ inability to verbalize how research guides their classroom practice does not preclude that it does. What Baker (1984) sees as the biggest obstacle in overcoming the research into practice quandary is language. The language of research can be quite different from the language of practice. Baker’s support for this is that researchers “see engaged instructional time; teachers see children reading” (1984, p. 454). To the untrained eye this may seem a small variation in language, but it can impact how research is understood and used. It is important for research to find its way to teachers and to classroom practice in a timely manner (St. Clair, Chen, & Taylor, 2003). More exchanges between teachers and researchers (Alexander & Knight, 1993) would help to make that possible.
Adult ESL teachers want to see their students succeed; they want to see their students gain proficiency in English (Smith, Harris, & Reder, 2005), but they need help. By creating professional development workshops to address the classroom needs of adult ESL teachers, I hope to bridge the gap that exists between research and classroom practice. Most adult ESL teachers are employed part-time and not all of these teachers have state teacher certification, as standards for adult ESL teachers vary from state to state (McHugh, Gelatt, & Fix, 2007). McHugh, et al (2007), continue on to say this often means that adult ESL teachers receive low pay, no benefits, and little opportunity to take part in professional development workshops. As a result, these Professional Development Workshops will aid adult ESL teachers in staying up-to-date with current research and classroom applications. Although my personal style is to do whatever is needed to stay current and help my students succeed, including attending workshops and conferences at my own expense, not all educators feel this way (Schein, 2009).
The Team
The Professional Development team would consist of a variety of education professional who bring their professional expertise and individual experiences to the workshop. My professional development team consists of a teacher-researcher who brings a knowledge of classroom practices and experience along with some knowledge of research and theory and the language of both. A researcher-teacher brings a good knowledge of theory and research but also has some experience with classroom practices, with classroom needs, and with classroom language. Adult ESL teachers will serve to ground the team and provide real-life scenarios to use in molding the research into practical classroom applications. Classroom teachers can serve as the “reality-check” of learning styles, learner needs, and time constraints that accompany classroom applications. An administrator – whether a principal, program coordinator, or program director – will provide a real-life glimpse into the world of budget restraints, state standards, and physical plant restraints. They will also gain some insight into the classroom needs of their teachers and students.
The final component, and an important one, is the focus groups of students. Teachers attending the workshop would have a chance to practice what they learned with a group of mixed proficiency adult English language learners (ELLs). This could be considered a safe learning environment for the teachers to apply their new-found knowledge in a comfortable, supportive classroom setting. The purpose of the focus group is to provide positive feedback in the form of what worked and what did not work and, more importantly, why. The focus group reinforces the concept of teachers and students as partners in learning.
Philosophy
It is important for everyone on a professional development team to support the vision of translating research into classroom practice in order to facilitate learning with both adult ESL teachers and, ultimately, their students. Although the team members may come from culturally different backgrounds – research, administration, classrooms – they bring their individual knowledge and experience to the group as a whole. Their varied backgrounds will serve to enhance the richness and depth of the workshop and provide a well-rounded final product. As part of a team, it is important to have a knowledge, and understanding, of where each team member is coming from along with where they want to take the project. Sharing ideas and visions can add to the quality of the workshop by establishing an environment of openness, trust, and mutual respect. Part of being on a team is the give-and-take that comes with working together and learning from each other. Another aspect of the team philosophy to consider is the professional standards on which the workshop will be based. Since the TESOL standards are the most commonly used with ESL students and teachers, these will remain the standards of choice.
Resources
When offered in the form of podcasts, these workshops will be made available to teachers and administrations on an as-needed basis. Adult ESL teachers will be able to access the podcasts from work, from home, or from anywhere they can get an internet connection. They can be viewed any time of the day or night and as often as needed to understand the research and practices being presented. The technology and equipment needed to create the initial podcast workshops is available on-site. The team can apply for grant money to support, and ensure, the future of the project. Podcasts can also be viewed on-site with a group of teachers in attendance. This would allow teachers, and administrators, the luxury of sharing ideas and insights into what they learned and how they plan to use this knowledge in their classrooms.
Schedule of Implementation
The workshops will initially be available during the summer months. It is during this classroom “down-time” that adult ESL teachers will likely have the time to view the podcasts and reflect on their content and the implications for their classroom use. The summer months are also a time when adult ESL students may be available to participate in focus groups in order to provide feedback to the teachers when they practice what they learned in the workshop. This translates into a timeline of June through August for teachers to view the podcasts, integrate what they learn into their lessons, and make use of a focus group for feedback. September is reserved for the testing and placement of students into adult ESL classes and lesson preparation. Classes are usually in session from October through December. Teachers can use these months to integrate the research based classroom practices they learned, in the workshop, into their classrooms. The initial goal is for teachers to incorporate at least 50% of what they learned from the workshop into their actual classroom practices. The podcasts will be available for teachers who want to re-view them.
Evaluation Strategies
The assessment of teacher progress in incorporating the research based practices from the workshop will be included in the semi-annual faculty reviews which are conducted by the adult education principal. Since the podcasts will be available for anyone to view, the principal will have time to view the podcast before visiting the teacher’s classroom. Feedback from the focus groups will be used to provide teachers with useful information on how they have adapted their new-found knowledge into the classroom setting. Since the standardized test used for student placement and end of the year review is the TABE CLAS-E, this can also be used to gauge the effectiveness of the research based practices used within the classroom. Adult ESL classes are offered in daytime and evening sessions. As a result, teachers will be invited to observe the classroom practices of colleagues’ who viewed the podcasts in order to learn more about how they incorporate research based practices into their adult ESL classrooms. ESL courses are offered at 3 different levels: Beginner, Intermediate, and Advanced. Teachers will be encouraged to observe a variety of proficiency level students in order to get an idea of how to use the research based practices with students of different levels of ability and different [English] language needs.
Conclusion
It is important for adult ESL teachers to be aware of current research and research based practices. However, some adult ESL teachers need help making the connection between research and classroom practices. Professional Development Workshops are one way to familiarize adult ESL teachers with current research and research based classroom practices. In offering professional development workshops, we aid teachers in staying in touch with current research, and we help them make connections between research and classroom practice. Offering the workshops in the form of podcasts allows for greater viewability. Teachers will be able to view the podcasts at their leisure and as often as needed to gain a better understanding of the research and how it can be used in their classroom and with their students. The materials needed to create the podcasts are accessible at minimal to no cost which makes them easy to make and to view. With a dedicated team and a desire to see our teachers stay on top of the latest research and classroom practices, these podcasts will help our adult ESL teachers to stay current with research and practice. The workshops provide yet another tool for adult ESL teachers to use in the goal of helping our students gain proficiency in English.
References
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