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 youre off

7. Advice and considerations

• Members

• Group size

• Meeting place

• Meeting times

• Activities

• Organization

• Charter/Constitution

• Documentation/Archiving

8. Guidelines

• Stay task-centered

• Dont 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 Unpublished an MA scholarly paper.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. 203213). 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 .

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