Re-imagining Professional Development- Maintaining a Language Teacher Development Group
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Re-imagining Professional Development- Maintaining a Language Teacher Development Group

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Presented at TESOL Convention 2010

Presented at TESOL Convention 2010

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Re-imagining Professional Development- Maintaining a Language Teacher Development Group Presentation Transcript

  • 1. Re-imagining Professional Development through Language Teacher Development Groups Nate Friberg Murad Khaliev Merica McNeil UH Manoa – Department of Second Language Studies How can busy teachers constructively solve problems while developing professionally? Language Teacher Development Groups (LTDGs) serve as a productive forum for exchanging meaningful ideas, emotional support, and professional development. This panel discussion will explore ways of establishing and maintaining dynamic development groups by and for language teachers.
  • 2. Who do you talk to about your teaching? & How do you support your own professional development?
  • 3. What is a Language Teacher Development Group?
  • 4. LTDGs A.K.A.
    • “ teacher groups”
    • “ teacher support networks”
    • “ teacher support teams”
    • “ teacher support groups”
    • “ collegial support groups”
    • “ critical support groups”
    • “ critical friends groups”
    • “ personal effectiveness groups”
    From Cho 2001, p. 5
  • 5. What are some of the benefits for teachers?
    • Foster emotional support
    • Reduce teacher burnout
    • Encourage reflective thinking
    • Promote improved teaching practices
    • Solve problems
    • Build professional relationships
    • Allow efficient exchange of teaching materials
    • Provide a forum to practice presentations
  • 6. History of LTDG at UHM
    • Constitution
    • Registered Independent Organization (RIO)
    • Promote / Advertise
    • Schedule the first meeting
    • Conduct the first meeting
      • Elected officers
    • And you’re off…
  • 7.   Advice and considerations
    • Members
    • Group size
    • Meeting place
    • Meeting times
    • Activities
    • Organization
    • Charter/Constitution
    • Documentation/Archiving
  • 8. Guidelines
    • Stay task-centered
    • Don’t waste time complaining or hand wringing
    • Establish confidentiality
    • Encourage active listening
    • Follow up
    • Keep notes
    • Establish due dates for assigned tasks
    • Have Fun!
  • 9. Books Blogs Journals Social Networking Sites List-Serves
  • 10.
    • “ Development of teaching competence is our professional responsibility.”
    • Pettis, 2002
  • 11. References
    • Cho, H.S. (2001). A grassroots EFL teacher development group: A case study of the Korean English Teachers’ Group. Unpublished an MA scholarly paper. Honolulu, University of Hawaii at Manoa.
    • Farrell, T.S.C. (2007). Reflective language teaching: From research to practice . London: Continuum Press.
    • Kirk, W., & Walter, G. (1981). Teacher Support Groups Serve to Minimize Teacher Burnout: Principles for Organizing. Education , 102(2), 147-50.
    • Oliphant, K. (2003). Teacher development groups: Growth through cooperation. (Appendix A). In G. Crookes, A practicum in TESOL (pp. 203–213). New York: Cambridge University Press.
    • Pettis, J. (2002). Developing our professional competence: some reflections. In Renandva, W.A. & Richards, J.C. (Eds.), Methodology in language teaching; An anthology of current practice . (Chapter 40; 393-396). USA: Cambridge University Press.
    • Rubesch, T. (2009, May). Language Teacher Development Groups – The Whys and Hows. HITESOL, The Word, 18 (3), 4,9. Retrieved from http://www.hawaiitesol.org/TheWord.html .
  • 12.