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1. Building Your PLN Through Professional Support Networks and Associations

   In: Teacher's Corner: Personal Learning Networks (PLNs) Format(s): Text

   This week’s Teacher’s Corner will look at how involvement in professional support networks and associations can contribute to your personal learning network.

2. Teacher’s Corner: What is a MOOC?

   Format(s): Text

   In this month’s Teacher’s Corner, get tips for how to use MOOCs in and out of the classroom!

3. Designing and Leading Professional Development for Teachers

   In: American English Webinars Format(s): Text, Video

   This session, "Designing and Leading Professional Development for Teachers," explores five core principles for planning teacher professional development based on transformative adult learning theory.

4. Empowering Teachers through Professional Development

   In: English Teaching Forum 2010, Volume 48, Number 1 Format(s): Text

   This article promotes professional development for teachers. Connection to a community of teachers and greater motivation and achievement of students are just a few benefits of learning new skills, resources, and techniques. The author describes low-cost development opportunities, from individual tasks such as reading articles and keeping a journal, to collaborative techniques such as peer mentoring/coaching, forming a teacher support group, or joining a national organization.

5. Teacher's Corner: Professional Development for Teacher Trainers

   Format(s): Text

   In this month’s Teacher’s Corner, find ways to encourage and build teachers’ professional knowledge and skills. This week we show how to set up discussion groups to discuss research and practice.

6. Teachers Helping Teachers: Peer Observation for Professional Development

   In: American English Webinars Format(s): Text, Video

   This webinar will explore how teachers can turn this stressful situation into a positive professional development opportunity by engaging in collaborative peer observations.

7. Identifying Our Approaches to Language Learning Technologies: Improving Professional Development

   In: English Teaching Forum 2011, Volume 49, Number 3 Format(s): Text

   This article emphasizes Warschauer's Model, explaining the three positions that researchers working in the field of language technology are concerned about: determinist or technophobe and technophile, instrumental, and critical. The article discusses the importance and application of Warschauer’s Model to professional development, offering ideas for activities and lesson plans related to each position held.

8. The Mini Conference: Creating Localized Opportunities for Professional Development

   In: English Teaching Forum 2005, Volume 43, Number 4 Format(s): Text

   This article explains the concept of a mini-conference: a localized, cost-effective alternative for those who are unable to attend international conferences. The author shares his experience at a mini-conference and describes the benefits of this event, such as networking and giving teachers an opportunity to prepare presentations of their work. Also included are step-by-step instructions to follow for organizing a conference of your own.

9. Options for Teacher Professional Development

   In: English Teaching Forum 2003, Volume 41, Number 2 Format(s): Text

   This article addresses the relationship of high-quality teacher characteristics to student learning and then presents eight elements of development and six models of teacher training. The eight elements are: voluntary participation, mutual respect, collaboration, action and reflection, organizational setting, choice and change, motivation, and self-direction. The six models are: conference planning (set goals before going), peer coaching, action research (how to improve one’s own practice), collaborative study groups, individual development plan, and dialogue journals.

10. Teaching Better, Together: Literacy Coaching as Collaborative Professional Development

    In: English Teaching Forum 2016, Volume 54, Number 4 Format(s): Text

    The authors “provide readers with a starting point for considering literacy coaching as a viable model for sustainable collaborative teacher development in ELT settings.”

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