Speaker
Description
Professional development (PD) means different things to different teachers and often draws mixed responses. It may be attending events in communities like JALT, a chance to connect with like-minded educators. It could mean attending lengthy, mandatory lectures that feel like they must be endured rather than valuable learning experiences. It might be brief conversations in the hallway or over lunch with colleagues about how an activity went or to share ideas for modifying a final project. Or, it could be sitting down at the end of the day and writing thoughts down in a teaching journal. One's past experiences with PD will also, understandably, impact levels of receptiveness to alternative forms of PD. Therefore, it is important to understand and appreciate the variety of options available, rather than feeling overwhelmed. It need not be a major production; even smaller actions have value, so long as educators can recognize what works best for them. It is crucial that PD be contextually relevant (i.e., tailored to the needs of institutions, students, and teachers) and that it be engaged in regularly. This talk briefly introduces effective approaches to PD and provides examples of institutional, collaborative, and individual best practices. Attendees will have the opportunity to reflect and identify what might be most useful for them. It will also address topics such as teacher autonomy and agency, impostor syndrome, feelings of isolation, and academic gatekeeping.
Author Bio
Jennie Roloff Rothman is an Associate Professor and Senior Coordinator of Teacher Professional Development in the English Language Institute at Kanda University of International Studies, the latter a position she has held for eight years. She holds a Master's degree in TESOL from Teachers College, Columbia University. Her main areas of research include EFL teacher professional development and reflective practice. She has been an active member of JALT since 2005 and currently serves as its SIG Representative Liaison.