Professional Development for Adult ESL Practitioners: Building Capacity
This resource provides background and planning information and resources for professional development in the adult ESL field.
The authors succinctly summarize the theoretical literature for each section and provide recommendations and guidance to implement professional development plans. Sections include topics such as, analyzing data to determine need, developing a shared vision, providing a system of professional development, evaluating professional development outcomes, literature necessary for teacher expertise, and levels of implementation of quality professional development.
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Summary of Program Improvement Review Comments:
This resource would be an excellent model for implementing a statewide professional development plan for instructors in all areas of adult education. The resource specifically addresses levels of planning, implementation and evaluation. The operational model of CAELA; data, alignment, resources and evaluation can be implemented by state teams and critical friends to identify steps and strategies for establishing a systematic development plan.
I appreciated the extensive studies and research conducted for this monograph. The resource was specific in steps on how to develop a successful professional development system. I would highly recommend this resource as a model for a professional development.
Summary of English Language Acquisition Review Comments:
This is a rich resource targeted for an audience of many stakeholders: professional developers, teacher trainers, program administrators, education researchers and policy makers. There is a need for practical and substantive information for leaders in the field of ABE/ESL. This is a good example of what would respond to the concerns of the people at the local and state level who make decisions and support the direct work of classroom teachers.
There is a literature review with many citations supporting each of the eight components of quality professional development providing a research-based dimension which relates practice to research.
There are clear statements of what teachers of adult immigrants need to know (p.3), and it is an insightful and thorough listing facilitating the process of designing needs assessments for professional development.
An excellent section on conducting data and situational analysis (p. 9-10) describes steps for using available data in planning professional development. This is a less obvious approach for many professional developers .The points outlined here explain how to makes use of the variety of data now being collected in programs. It responds to the reality of data-driven thinking in ABE policy today.
The reference list is 6 pages long. It covers all aspects of professional development planning and implementation.
Note: A lack of headings in several key places makes this resource a little difficult to follow. Nor does it highlight when the research portion ends and the CAELA Model begins.
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