What do English language teachers want from professional development?

A survey of members of the Victorian Association of TESOL and Multicultural Education (VATME).

Jason Beale
Bachelor of Arts (University of Melbourne), Graduate Diploma of Education (University of Melbourne)

Submitted in partial fulfillment of the requirements for the degree of Master of Education (TESOL), Monash University, Melbourne, Australia

July 2003

Copyright Jason Beale 2003. Email: jasongbeale@hotmail.com Other than for private study or review, no part of this essay may be reproduced in any form without prior permission from the author.

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Table of Contents
Abstract Declaration Acknowledgments 1. Introduction 2. Literature Review 2.1 Principles of teacher professional development 2.2 Teachers views of professional development 2.3 The role of teachers professional associations 3. Methodology 3.1 Choice of research methods 3.2 Data analysis 4. Review of VATMEs 2002 professional development program 4.1 Overview of program type and attendance 4.2 Review of participant feedback 5. Survey of VATME membership 5.1 Profile of respondents 5.2 Professional development attendance 5.3 Preferred professional development (PD) activities 5.3.1 PD time 5.3.2 PD length 5.3.3 PD venue 5.3.4 PD approach 5.3.5 PD content areas 5.4 Professional development needs and views 5.4.1 Main PD needs 5.4.2 Key qualities of successful PD 5.4.3 Opinions of VATMEs PD program 6. Conclusions Appendices 1. List of VATMEs 2002 professional development activities 2. 2002 participant feedback 3. Survey form 4. Survey results: tables 5. Survey results: written responses References

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Abstract
This research project explores the professional development views of English language teachers from various sectors in Victoria, Australia. The sample group was composed of members of the Victorian Association of TESOL and Multicultural Education (VATME). There have been a limited number of surveys of teachers views of professional development in Australia, and even fewer that relate specifically to teachers in the field of English language education, or TESOL (teaching English to speakers of other languages). This project was conducted with VATMEs approval, and will assist the association in developing more effective professional development programs for its members.

The aims of the project were two-fold: First, to provide a general review of the VATME professional development (PD) program presented over 2002, referring to activity type, attendance, and participant feedback sheets. Second, to survey VATME membership regarding their involvement in VATMEs PD program, and their own preferences and opinions regarding professional development. The self-administered survey covered background information to establish the participants level of experience and qualifications, and area of employment. It asked participants to identify their preferred PD formats and content areas. It also asked them to describe their own PD needs in detail, to describe the key qualities of a successful PD activity, and to give an overall opinion of VATMEs PD program and the extent to which it was meeting their needs.

Findings identify the shared concerns of teachers, and the particular professional development interests of teachers from different institution types - particularly from government schools and English language centres, and from the adult education sector. Teachers general expectations of professional development are discussed, and some proposals are made for making the VATME PD program more receptive to teachers views and needs. Tables containing quantitative statistics and full transcripts of respondents written responses are provided in appendices.

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Declaration
This project contains no material which has been accepted for the award of any other degree or diploma in any university and, to the best of this candidates knowledge and belief, it contains no material previously published or written by another person except where due reference is made in the text of the project.

Signed

Jason Beale

The plan for this research was approved by the Monash University Standing Committee on Ethics in Research involving Humans (SCERH) on 19 March 2003 (reference 2003/092).

Jason Beale

Acknowledgements
I wish to thank Jill Brown, my supervisor, who encouraged me greatly, and helped to make the process an enjoyable one. Also thanks to Dr Margaret Gearon, director of the graduate program, for her excellent teaching and advice.

The executive of the Victorian Association of TESOL and Multicultural Education (VATME) provided me with the opportunity for conducting this study. My thanks to them, and especially to Lesley Crommelin, past-president of VATME.

Finally I wish to thank all the participants for their involvement in this study.

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1. Introduction
English language education in Australia takes places in a variety of settings, and is a complex field to view as a whole. In the form of ESL (English as a Second Language), or TESOL (Teaching English to Speakers of Other Languages), it addresses the needs of learners from diverse cultural backgrounds, many of whom are already literate in at least one language other than English. These learners include non-English speaking migrants, refugees, indigenous peoples, and overseas students. In the form of Literacy Education it addresses the abilities of English speakers of all ages to communicate effectively in different contexts, using a range of text-based modes. It is not surprising then, that teachers specializing in English language education are lacking a unified sense of themselves as a professional body. As put by Lesley Crommelin, past-President of the Victorian Association of TESOL and Multicultural Education (VATME), it is across the sectors that little communication or cohesion exists almost to the extent of no knowledge at all and yet there is a common purpose to teach ESL (Crommelin, 1998: 20). English language teachers have a range of common concerns language learning theory, teaching methodology, curriculum design and assessment, sensitivity to students cultural differences and special needs, articulation of educational programs, workplace conditions and career pathways for teachers, and the social agendas and policies of government. These multiple yet interrelated issues are central to the professional practice of English language teaching. As discussed by Hargreaves (1997), the professionalism of teachers is an evolving concept, one which has taken on very different meanings over the past century or so (p. 87). It is currently adapting to broad changes, such as calls for new student skills and therefore new approaches to teaching, and more open relationships with parents and other teachers. Such changes have been linked to a new social geography of postmodernity in which the boundaries between institutions are dissolving leading to a blurring of roles and borders (p. 101). The responsibilities of teachers generally have grown and become more complex along with changes in society and technology. This has been seen by Hargreaves, as leading to a change in the professional role of teachers - from autonomous professional to collegial professional, someone who relies on

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consultation, collaborative planning and other kinds of joint work with colleagues (p. 95). Such a change highlights the on-going relevance of professional associations as a forum for teacher networking, as a space for the formation and extension of in/formal networks between teachers (Keary, 2001: 9). Teachers professional associations, such as VATME, see professional development (PD) as one of the main services they offer their membership, along with information, resources, and representation. Through workshops, lectures, meetings and conferences, an association can support a sense of professional collegiality among its members. It can provide a shared space for teachers to come together, to exchange ideas, and reflect on their practice in different ways. Teachers associations rely on their members to survive, as government subsidies are limited. The vitality of an association can be measured by the involvement of its members, and this is greatly influenced by the type and quality of professional development it offers.

This project is concerned with exploring the views of Victorian English language teachers, from a range of sectors, regarding their own PD needs. The sample group of the study is composed of educators who are members of VATME. The project is supported by the VATME Executive, and as such it forms a part of an on-going review of the associations services to members. My own position in VATME as a part-time administration officer, responsible for membership, PD support, website management and newsletter production, meant that I was well placed to access information and to integrate the project into the fabric of the associations affairs.

Before being an employee of VATME, I was a member of the association as an adult TESOL teacher. It was therefore in my own interests that its PD activities were informed by its members needs. As VATMEs members come from all sectors of education in Victoria, this survey helps to answer the broader question: What do English language teachers want from professional development? Its findings are significant for all other state associations that, along with VATME, are members of ACTA (the Australian Council of TESOL Associations). As far as I can establish, it is the largest and most representative survey, conducted in Australia, focusing on the professional development

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views of English language teachers. It therefore has significance on the level of national policy as well.

The aims of the project are two-fold. First, to review the VATME professional development program presented over the previous two years (2001-2002), referring to activity content, format, attendance and participant feedback. Second, to survey VATME members regarding their involvement in VATMEs PD program, current development needs, and preferred PD activities and formats. The information gathered through this project will be used by VATME to improve the match between the associations professional development programs and members needs.

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2. Literature Review
2.1 Principles of teacher professional development Professional development has been succinctly defined as the sum of all activities, both formal and informal, carried out by the individual or system to promote staff growth and renewal (Conners, 1991: 54). For teachers it includes formal pre-service and inservice education, training and assessment, as well as informal modes of learning conducted by teachers on their own, or networking with others.

On a fundamental level, professional development is a form of adult education, or andragogy, as distinct from child education, or pedagogy. As Terehoff (2002: 69) explains, the background knowledge, skills and experience of adult learners mean that teacher professional development becomes not a subject-oriented activity but a performance-centred or problem-centred learning process. Acknowledging the influence of Knowles model of andragogy, Terehoff presents a number of adult learning principles. These are mainly concerned with involving the adult learner in the process of needs analysis, planning, implementation, and evaluation of learning (Terehoff, 2002). Such participant involvement is often described as ownership of the professional development process. For example, the Standards Council of the Teaching Profession, Victoria (2002) states in its Criteria for Effective Professional Development, that programs based on adult learning principles accept that the participant retains ownership of the purpose, intent and outcome of the activity (no page ref).

Beyond considering the nature of adult learning, there are a number of other principles commonly referred to in the literature on professional development. Conners (1991) examines a useful list of these which can be summarized as follows: (1) developing a guiding philosophy that assumes most teachers are selfmotivated, responsible professionals who are concerned about their development and also recognizes their responsibility to system needs (p. 55). (2) seeing development as a continuum in which teachers have differing needs at different stages of their professional careers (p. 57)

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(3) stating clear general purposes and specific objectives based on the need for more effective teaching and consequently, improved student learning and balancing both individual and system needs (p. 58) (4) basing content mainly on the needs of teachers determined, as much as possible, by teachers themselves (p. 60). (5) recognizing the individuality of the teacher as a person and as an adult learner in the planning and delivery of development programs (p. 61). (6) providing a range of delivery modes that includes in-service courses, formal study at a tertiary institution, involvement in supervision or appraisal, observation of colleagues at work and professional reading (p. 62). (7) encouraging a receptive climate that supports change and provides support in the school from a number of sources (p. 62). In the DEET report Teachers Learning (cited in McRae et al, 2001: 15), principles of good practice were identified in the following areas: adult learning, delivery modes, setting and focus, leadership, control, commitment, subject matter, climate, and evaluation. Many of these principles relate to the infrastructure that supports professional development activities, including such things as, a conducive setting, commitment and support from school leadership, providing opportunities and incentives for ongoing development, and the commitment of systems, institutions and individuals (p. 15).

Synthesizing the various principles already published in different forms, a short threepoint statement was developed by the Queensland Board of Teacher Registration (1996). Quality professional development: embodies principles of effective learning; has substance, credibility and worth; is adequately supported and resourced (p. 18).

An important issue not specifically highlighted in this statement, is that professional development should also enhance student outcomes. According to the research findings of Hill, teacher participation in intensive professional development is one of eight key factors that explain differences in comparable rates of student achievement (cited in Department of Education, Training and Youth Affairs (DETYA), 2000:11).

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It may seem obvious that the professional development of teachers ultimately leads to better teaching and therefore more successful students, but the research evidence is more tentative. According to an American study by Darling-Hammond, the findings of both the qualitative and quantitative analyses suggest that policy investments in the quality of teachers may be related to improvements in student performance (cited in Department of Education, Training and Youth Affairs (DETYA), 2000: 11, emphasis added). In addition, a recent DETYA report states that sets of principles do not, by themselves, lead to good teacher professional development and it seems that further investigation of appropriate principles is unlikely to add to what is already known as they are well-established. On the other hand, causal links between particular principles and outcomes, especially in terms of student learning, are not (McRae et al, 2001: 18). 2.2 Teachers views of professional development Just over ten years ago, Conners (1991) noted that very little published research in Australia has explored teachers professional development from the teachers perspective (p. 63). His own study conducted in 1987, used a questionnaire to survey a total sample of 2,780 teachers of various subjects, from both primary and secondary schools in NSW. The survey investigated PD activities undertaken in the previous year, importance of different PD objectives, interest in various content and skills areas, and preferred activities or methods of PD. The survey showed only 34 percent of teachers were involved in professional association activities during the year (p. 65), despite figures indicating the most popular objective for professional development was to become acquainted with the latest developments in their field of teaching (p. 66), and despite inservice courses being the most popular method of professional development (p. 74). Since Conners study, the last ten years has seen a number of further studies conducted into teachers professional development in Australia: An Analysis of Teachers Professional Development Needs Through a Focus Group Strategy. A focus group study of 223 Australian school teachers, as part of the consultation process for the National Professional Development Program (Crowther and Gaffney, 1993).

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Professional Development What do Teachers Think? A focus group study of 155 Victorian school teachers, relating to the Victorian Curriculum Standards Framework (Standards Council of the Teaching Profession Victoria, 1996).

Making Your Professional Development Count. A questionnaire survey of 1,108 Queensland teachers from various sectors, though mainly from primary and secondary schools (Queensland Board of Teacher Registration, 1996).

PD 2000 Australia: A National Mapping of School Teacher Professional Development. A questionnaire survey of 5,803 Australian school teachers, as part of a Commonwealth Department of Employment, Training and Youth Affairs (DETYA) national review (McRae et al, 2001).

The most recent survey, conducted by DETYA, is probably the largest, most detailed study of teachers professional development views yet conducted in Australia. Of course, due to the size of its sample, its findings are based almost solely on an analysis of statistical data.

All of the studies listed above were concerned with teachers from a range of subject areas. In contrast, there are very few studies in Australia focusing on professional development for English language teachers: Teacher Education in English Language and Literacy: Preservice and Inservice Teacher Education in both School and Adult Education Contexts, in the fields of English Literacy and English as a Second Language. A national review conducted by the Australian Languages and Literacy Council and based on consultancy reports, formal submissions and national seminars with industry representatives (Australian Languages and Literacy Council, 1995). The Professional Life-Cycles and Professional Development of Adult Teachers of English to Speakers of Other Languages (TESOL). Interview surveys of 32 Sydney teachers and 11 teacher trainers from the adult TESOL sector, contrasted with a similar scale survey of adult TESOL teachers based in Geneva (Waites, 1999). The Australian Languages and Literacy Council review presents detailed descriptions of policy implementation in the context of professional development research, but is not actually concerned with examining the views of teachers themselves. The study by Waites on the other hand, surveys a small group of adult TESOL teachers, and places

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their professional development views into the context of their broader career-related thoughts and feelings.

The findings of the recent DETYA review conducted in 2000, provide a useful snapshot of school teachers current professional development activities and preferences (McRae et al, 2001). Just over 28 per cent of all PD activities attended were provided by subject associations (p. 137). This is somewhat less than in Conners 1987 survey, that showed 34 per cent participation in professional association activities (Conners, 1991: 65). Just over half of all PD activities were personally chosen by the teacher from a range of alternatives (McRae et al, 2001: 136). Most teachers liked PD activities that involved providing practical ideas, latest trends in educational thinking, and talk about their work with others (p. 136). Preferred activity types were workshops with colleagues, speakers in subject field, and listening to teachers talk (p. 149). Most PD activities attended were in the areas of personal ICT (Information and Communication Technology) skills, literacy skills, and ICTs in the classroom (p. 142). Regarding the location of activities, whether off-site or school-based, just over 30 per cent of teachers preferred off-site professional development, while over 60 per cent indicated no preference (p. 150). Regarding the time of activities, whether in-school-hours, or out-of-hours, nearly 50 per cent of teachers preferred in-school-hours, while just under 44 per cent showed no preference (p. 141). Overall, nearly 60 per cent of teachers indicated a very high priority for professional development (p. 8).

The other most recent study is that of Waites (1999) conducted during 1995-96. It is significant for being the only survey of Australian TESOL teachers professional development views yet identified in this literature review. It is also unique for focusing on TESOL teachers in the adult sector. As Waites herself noted, there are few available studies exploring teachers professional development needs and interests in the TESOL field (p. 9).

As Waites confirmed in her study, TESOL teachers in the adult sector have a very different career structure from those in the school sector. Their typical employment situation has always been unstable and the industry responsive to economic changes. They have often been forced to be mobile, which often suited them as they tended to

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travel to find new challenges or just to find a job (p. 445). Due to the insecure nature of this employment, teachers in the adult sector also have a range of different training and experience backgrounds. Consequently, Waites sees such teachers as needing more liberal professional development offerings from which to choose in order to match their changing needs (p. 465). Unfortunately, Waites findings suggested that their professional development needs were not being fully met. In her conclusion she states, the professional development findings reveal that both teachers and trainers/administrators have a lack of imagination and perception of the breadth of what may constitute professional development (p.467). Due to the limited sample of teachers interviewed, one may question the external validity of this finding, or the degree to which it reflects broader views. Nevertheless it is a cautionary finding. 2.3 The role of teachers professional associations

Professional associations for teachers are well established in Victoria. The Joint Council of Subject Associations, Victoria (JCSAV) represents over forty subject associations, comprising a total membership of over 30,000 individuals. Members of JCSAV include the Victorian Association for the Teaching of English (VATE), the Primary English Teaching Association (PETA), the Victorian Association of TESOL and Multicultural Education (VATME) and the Australian Literacy Educators Association, Victoria (ALEA). Adult literacy teachers are also represented by the Victorian Adult Literacy and Basic Education Council (VALBEC). The role of teachers associations is a varied one. Among other things it involves professional development, publication of teacher support and classroom material, liaison with the general public, and representation on industrial matters (Laslett, 1987: 169). The professional development activities that teachers associations conduct can be seen as covering the organisation of workshops, lectures, discussions and seminars, and the dissemination of information (Laslett, 1987: 170). More broadly, it also includes member participation in meetings and working groups, and more informal networking opportunities.

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Survey findings over the last ten years show that somewhere between 21 and 34 per cent of teachers in the school sector participate in activities organized by professional associations (Conners, 1991: 65; Standards Council of the Teaching Profession Victoria, 1996: 6; Queensland Board of Teacher Registration, 1996: 41; McRae et al, 2001: 137). The amount and kind of teacher involvement is not clearly stated in any of these studies, and it would most likely vary considerably.

The focus group survey of Crowther and Gaffney (1993) received a total of 341 suggestions from teachers regarding the functions that teachers associations could play in professional development. The majority of opinions concerned the following five functions (p. 24-25): Brokerage networking, information, conferences, international contacts Delivery PD to meet teachers needs, teaching materials, consultancy services Promotion leadership, lobbying, community links, recognition of teachers work Policy curriculum development, national policy issues, educational research Quality Control PD accreditation, identify best practice, work with tertiary providers A more specific proposal was generated by a Queensland-based series of workshops into the Image of the Teaching Profession. It stated that professional associations, particularly in subject areas, should generate approaches to collegial inquiry that will enable classroom teachers to reflect upon their work, to assess their teaching methods and to refine their specialist teaching skills (Crowther, 1991: 9).

Professional development is usually seen as a context specific practice. Teachers Learning states that the school is the principal focus of professional development (cited in McRae et al, 2001: 16), a view that is often repeated. Hawley and Valli, for instance, emphasize that teacher professional development is primarily school based and integral to school operations (cited in McRae et al, 2001: 17). On the other hand, Hargreaves notes that external expertise still has a part to play in introducing new ideas, creatively disturbing the inner school environment, and providing a safe place away from the school to discuss problems you are having within it (Hargreaves, 1997: 100).

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Teachers associations clearly have a wide role to play, yet they are also service providers that need to be pro-active in building membership and participation in PD activities. There are many alternatives available to teachers and a limited amount of time. As survey findings show, good providers are in high demand and quality control of professional development activities is largely the domain of market forces (McRae et al, 2001: 11). Quality activities are no doubt popular because developmental activities of high quality tend to nurture positive attitudes and professional confidence (Crowther, 1991: 26). To ensure the on-going relevance of their activities, teachers associations need to integrate their membership into the planning process as much as possible.

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3. Methodology
3.1 Choice of research method VATME has a total membership of around 300; one-third individuals and two-thirds institutions. Most members are involved in TESOL teaching in various sectors, but some are employed in subsidiary roles such as education administration, resource management, and policy development. As the main aim of this project was to gain a representative view of the members professional development needs, a survey method was chosen as the most efficient way to proceed. Both the large size of VATME membership, and the limitations of this project in terms of size, made a self-administered questionnaire preferable to a lengthier and detailed face-to-face interview or focus group approach. There are a number of different sectors of employment for TESOL teachers; not only mainstream schools, but also colleges of TAFE (Technical and Further Education), AMES (Adult Multicultural Education Services) and ACE (Adult and Community Education) providers, and a variety of language centres offering courses to both new arrivals and overseas students. A certain amount of background information was therefore needed to contextualise participants responses, such as sector of employment, as well as level of qualification and amount of teaching experience. Documentary evidence from VATMEs past professional development program was another source of background information. This includes descriptions of PD activities, attendance figures, and participants evaluation sheets. The survey instrument canvassed members opinions in three main areas: (1) the usefulness of VATMEs past PD program, (2) the importance of various content and skills areas for future PD activities, and (3) preferred PD formats. As teachers are usually very busy people it was necessary to make the questionnaire as user-friendly as possible. A combination of closed and open-response question items were chosen as these can be presented in a reasonable length survey, and can gather both quantitative and qualitative data for analysis.

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Closed-question items are potentially simple to construct and straightforward to analyse, using respondents background information as descriptive variables. A range of items can be presented under headings such as content areas, teaching skills and activity types and then rated ordinally according to level of interest or importance. This type of question item allows the researcher to summarize a large number of responses quantitatively, and present a broad picture of a groups views. On the other hand this approach has a number of weaknesses; respondents choices are limited, even with the inclusion of an other field to elicit alternative items; responses cannot be qualified, nor can more considered opinions be expressed along with reasons and examples. Clearly, as Brown (2001) states, if a survey is exploratory and a wide range of possible answers is crucial to its purpose, open-response questions are essential (p. 38). Openresponse questions can be quite broad (such as What do you think of VATMEs professional development program? and What kind of PD activities would you like VATME to provide in the future?), or more focused (such as How would you describe the benefits of the last PD activity you attended?). Such questions allow respondents to identify issues and concerns that may not be a part of the researchers agenda. They produce qualitative data reflecting the experience, feelings or judgments of individuals taking part (Verma and Mallick, 1999: 27), and can greatly enrich the interpretation of quantitative results.

As Wellington (2000) points out, it is also possible for qualitative data from postal questionnaires to be even richer, perhaps more truthful, than data collected in a face-toface interview. The respondent may be more articulate in writing or perhaps more willing to divulge views, especially if anonymity is assured (p. 106).

3.2 Data analysis The principle of triangulation in research supports the use of multiple sources and modes of evidence to increase the validity of findings (Miles and Huberman cited in Brown, 2001: 231). In this project there is methodological triangulation in that data will be gathered through documentary analysis of participant evaluation sheets, and analysis of survey questionnaires containing both quantitative and qualitative responses.

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Quantitative data, presented in percentages or graphic form can summarise general trends, even if lacking in depth of detail. On the other hand, the descriptive detail of qualitative data is potentially more authentic and true to life, despite the difficulty of generalizing from such findings. Nevertheless, as Fielding and Fielding have stressed, data are never rich in and of themselves, but are enriched only by their being grounded in a refined theoretical perspective (cited in Brown, 2001: 229).

In considering the theoretical grounding of research, it is important to take into account the limitations of claims to social knowledge. According to the AARE Code of Ethics, researchers should recognize the uncertainty of all claims to knowledge (Australian Association for Research in Education, 1998, no page ref). Usher states more specifically that it is questionable whether generalisable and predictive knowledge is possible in the social domain . . . Social events, processes and phenomenon are more usefully seen as open and indeterminate (Usher, 1996: 14).

According to interpretive or hermeneutic epistemology, such as elaborated by Gadamer, to understand society and its practices we need to understand the meanings that construct and are constructed by interactive human behaviour (Usher, 1996: 18). This involves the researcher in an interpretive relationship with the object of research, in a process of double sense-making sometimes called a double hermeneutic (Usher, 1996: 19). The ideal outcome of this relationship is a form of intersubjective agreement where different and conflicting interpretations are harmonized (Usher, 1996: 22). Since social researchers are part of the events they are studying, they must question and interpret their own ideas and assumptions, through all stages of planning, conducting, and interpreting research.

Approaching data analysis in the spirit of hermeneutic epistemology can be combined with more specific methods of concept analysis. One such method used with qualitative data is that described as grounded theory by Glaser and Strauss, in which data is systematically explored for underlying patterns or concepts (Martin and Turner, 1986: 144). As data is analysed, theoretical concepts are developed and progressively adjusted in a process sympathetic to a hermeneutic view of knowledge. The coding process

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involves organizing data into tentative concept groups, and the drafting of theoretical memoranda. Such memos contain the theorizing write-up of ideas about codes and their relationships as they strike the analyst while coding (Glaser cited in Martin and Turner, 1986: 151). Of course such relationships, as noted by Delmont, may be irregularities, paradoxes and contrasts as much as patterns, themes and regularities (cited in Wellington, 2001: 146).

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4. Review of VATMEs 2002 professional development program

4.1 Overview of program type and attendance

There were ten different professional development activities provided by VATME during 2002 (App 1). Of these activities, five related to the Victorian Certificate of Education (VCE) which covers the final two years of secondary schooling (Years 11 and 12) and another two activities related to the Middle Years of schooling (Years 5 to 9). The remaining three activities were aimed at a broader audience, and focused on the newly established Victorian Institute of Teaching, on issues of relevance to beginning ESL teachers, and on links between ESL and both special education and adult literacy.

The VCE-based activities have been a regular part of the VATME calendar for at least five years, making them well established events with a healthy attendance rate. The VCE ESL Student Day is an afternoon series of seminars for students held at the University High School in the second half of the year. In 2002 over 200 students attended this activity from a total of 34 secondary schools across Victoria. The most popular PD activity for teachers is the VCE ESL Teachers Day, which runs from morning to early afternoon, and is composed of group sessions and a range of smaller elective workshops. In 2002 this activity was held in both February and December at Ross House, a large building in the city centre of Melbourne, which is home to the VATME office and a range of other community organisations. There were 135 participants at the two teachers days when totaled together, representing teachers from 80 different Victorian secondary schools, both government and private.

The next most popular PD activity during 2002 was Interlacing Sectors: ESL and Special Education/ALBE, a late afternoon activity (4.30 to 6.00 pm) held in June, which had just over 40 attendees. This was actually composed of two separate workshops run concurrently. One workshop held at Ross House looked at the links between ESL and Special Education, while the other workshop, held at the nearby Centre for Adult Education, focused on ESL and Adult Literacy and Basic Education (ALBE).

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The six remaining PD activities held in 2002 were modestly attended, with each activity having between 15 and 25 participants. Two sessions on Middle Years teaching strategies, two sessions relating to specific aspects of VCE ESL, and an information seminar on the Victorian Institute of Teaching, were all held at Ross House in the late afternoon (4.30 to 6.00 pm). A special discussion and dinner evening, for beginning teachers and student teachers, was also held at a Melbourne hotel.

Not all professional development activities planned by VATME were able to attract a sufficient level of interest. Besides the ten activities presented in 2002, another three were cancelled due to lack of registrations; these were, a workshop on building a website, a second beginning-teacher discussion and dinner evening, and a hosted screening of a recent documentary film on East Timor.

4.2 Review of participant feedback

It is usual practice for VATME professional development participants to complete an evaluation or feedback sheet at the end of an activity. Due to unknown factors, out of the ten activities presented during 2002, feedback sheets were only available from five activities. As the VCE ESL Student Day is specifically aimed at ESL students, this leaves four activities attended by teachers for which evaluation forms were available: 1. Classroom Strategies for the Middle Years: Reading and Writing (14 March) 2. Interlacing Sectors: ESL and Special Education/ALBE (13 June) 3. VCE ESL Text Selection (15 August) 4. VCE ESL Teachers Day (2 December) These four activities were attended by a total of 130 teachers. From these participants there were a total of 60 feedback sheets held by VATME, representing approximately 46 per cent of all attendees. Before being able to review the feedback it has been necessary to organise participants written responses to each evaluation question into broad topics, or concept groups (App
2).

Following the methodology of grounded theory, discussed in section 3.2 above,

these topics are not predetermined, but arise from and develop along with a scrutiny of the data itself. The topics may relate to either the general conditions of the professional

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development activity, including the structure and style of the presentation, or to the specific subject matter of the activity being presented. Most feedback can also be categorized as either positive or negative (indicated in Appendix 2 by either + or -), while some comments, such as suggestions for further professional development, may often be considered neutral as they do not necessarily reflect a value judgment on the activity presented (indicated in Appendix 2 by *).

Comparing responses across all activities shows that many participants value interaction, such as discussion and group activities. Looking at the Middle Years activity, there were only two responses identifying interaction as a useful aspect of the session (App 2, Section 1.2.4), whereas four times as many comments regarded interaction as a way the activity could be improved (App 2, Sec 1.3.1). In contrast, the other three activities all had a healthy level of response identifying interaction as a beneficial aspect of the session (App 2, Sec 2.2.1, 2.5.1, 3.2.1 and 4.2.1).

Another aspect of professional development highlighted across activities is the importance of strategies - a term referring to practical approaches and activities that the teacher can use in the classroom. The Middle Years activity focused specifically on classroom strategies, and these were identified as a highly useful aspect of the session
(App 2, Sec 1.2.1), Sec 4.3.1).

as they also were in feedback from the VCE ESL Teachers Day (App 2,

Feedback from all activities shows that the use of practical strategies is a

common suggestion for further professional development (App 2, Sec 1.4.1, 2.4.1, 3.4.1
and 4.4.1).

If the feedback for each of the four activities is viewed separately, it becomes clear that each one can be characterized as containing a different balance of strengths and weaknesses. Beginning with Classroom Strategies for the Middle Years: Reading & Writing, this activity was seen as being highly informative, providing participants with detailed handouts (App 2, Section 1.2.3), resource information (App 2, Sec 1.1.2 and 1.2.4), and practical activities (App 2, Sec 1.2.1). Yet at the same time a number of participants thought it covered too much material in a short time (App 2, Sec 1.1.5) and needed to be much longer (App 2, Sec 1.3.2). This would explain why many felt there was little time for interactive discussion and activities (App 2, Sec 1.3.1), as already noted above.

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Looking next at Interlacing Sectors: ESL and Special Education/ALBE, this activity was strong on content information (App 2, Sec 2.2.2 and 2.2.3), and also contained a good level of participant discussion (App 2, Sec 2.2.1 and 2.5.1), although some participants would have liked a longer session (App 2, Sec 2.5.3). The two main issues that participants wanted to explore further were the practical ones of classroom strategies (App 2, Sec
2.4.1) and

student assessment and testing (App 2, Sec 2.4.2).

Feedback from the VCE ESL Text Selection activity covers a limited range of comments, since there were only 6 evaluation sheets collected from a total of 15 participants. Responses indicate this was very much a participant focused, discussion oriented activity (App 2, Sec 3.2.1), providing a good overview of texts for use in VCE ESL classes (App 2, Sec 3.3.1). There was also interest expressed in further professional development on text-based teaching activities (App 2, Sec 3.4.1).

The most popular aspect of the VCE ESL Teachers Day was clearly the opportunity to interact with other teachers, through discussions, listening to comments, and general networking (App 2, Sec 4.2.1). Participants saw the activity as contributing to their repertoire of teaching strategies (App 2, Sec 4.3.1), and also assisting them in various ways to manage and promote ESL in the school context (App 2, Sec 4.3.2). Out of the various workshops the one on international students was especially popular (App 2, Sec
4.2.2). There

were also a handful of negative comments relating to activity content that

there were not enough real specifics (App 2, Sec 4.3.3), that one session was largely a repeat taken from the previous Teachers Day (App 2, Sec 4.5.2), and that there were not a large variety of workshops (App 2, Sec 4.5.2). When added together, there were almost 300 attendances at VATMEs professional development activities during 2002. The 60 evaluation sheets available for this study have been taken from only a few of these activities, and represent a mere 20 per cent of all participants throughout the year. Consequently, participant feedback only provides a partial view of VATMEs recent professional development program as a whole. Overall, the two most important features of professional development identified in the feedback are practical activities or strategies that can be used in teaching situations,

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and the opportunity to interact and network with other teaching colleagues. In addition many participants are concerned that PD activities contain relevant and up-to-date content matter, and that the length and pace of the activity are appropriate neither too short nor too rushed.

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5. Survey of VATME membership

5.1 Profile of respondents

The professional development survey (App 3) was mailed out to VATME members, financial anytime between July 2002 and February 2003. This was a total of 450 (App 4,
Table 1)

- composed of 227 individuals, 196 institutions (mainly educational), and 27

complimentary members (other associations and related government bodies). Over half of these members, individual and institutional, were from Victorian primary and secondary schools, which are certainly more numerous in the community than post-secondary providers.

Yet VATME still counts many adult education and university owned language centres among its membership. In fact, when complimentary memberships are excluded, one quarter of the surveys were sent to members teaching Adult, Community and Further Education (ACFE) and English Language Intensive Courses for Overseas Students (ELICOS). An equivalent number of surveys were distributed to tertiary institutions, including individual students and teaching staff. It should also be noted that the many privately run commercial language schools are almost totally absent from VATMEs membership. Overall, it is not possible to calculate the total number of teachers, both contract and sessional, covered by VATMEs institutional memberships, nor is it clear that each institution adequately circulated the survey among its staff. The latter consideration may partly explain the relatively low response rate, in that only 65 surveys were returned.

Teachers with over 20 years experience returned the most surveys, followed by those with 12-20 years experience (App 4, Table 2.1). In fact, these two groups represent 62 percent of all surveys returned. This suggests involvement with professional associations increases over time. Looking at respondents teaching qualifications (App 4, Table 2.2), over half were qualified or studying at Graduate level, while almost a third were at Masters or Doctorate level. This reflects the availability of higher degrees in TESOL at most universities, and the growing popularity among teachers for upgrading their qualifications.

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The responses from various types of institution (App 4, Table 2.3) reflect fairly closely the makeup of VATME membership. Mainstream government schools represent the largest group with 35 percent of all surveys returned. When combined with government English language schools this comes to just over 50 percent of respondents. In contrast the number of replies from non-government schools was small at just under 10 percent. The degree of response from the ACFE sector was also consistent with its representation in VATME membership, accounting for almost a quarter of all surveys.

The lack of response from kindergarten/pre-school centres and private training providers is predictable, since both of these are under-represented by VATME. On the other hand the total absence of replies from university-based language centres is notable, since all of them are institutional members of VATME. Although relatively few in number, these centres are active and high profile commercial enterprises, providing language courses for international students, especially in the areas of academic and business English. These silent voices represent a significant group of teachers, whose professional development views and needs must remain unexplored by this study.

To allow for statistical comparison it was necessary to limit each respondent to a single institution type, and in the few cases of double entries the main institution type was selected. In contrast, many respondents chose multiple teaching areas (App 4, Table 2.4) as such areas are often not mutually exclusive. Thus, teachers in the secondary area represent 57 percent of all surveys returned, around a third of whom are also teachers of the Victorian Certificate of Education (VCE). Taken by themselves, VCE teachers represent 22 percent of all surveys.

Two of the most popular teaching areas were new arrivals/migrants and overseas students, chosen by 31 and 38 percent of respondents respectively. That these areas cut across various teaching settings can be seen by comparing teaching areas with institution type, in a cross-tabulation of results (App 4, Table 2.5). Teachers working with new arrivals/migrants come from mainstream government schools, government English language schools, as well as from ACFE and the private sector, with the majority in fact

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coming from ACFE. Teachers of overseas students work in the same settings as well as in non-government schools and tertiary institutions.

15 percent of respondents also work in teacher training, in the different settings of government English language school, ACFE, and tertiary institution. The few responses for the areas of early childhood, primary and adult literacy reflect the small number of VATME members working in these areas.

5.2 Professional development attendance

The 65 survey respondents together attended 38 VATME professional development activities during 2002 (App 4, Table 3.1). As mentioned in section 4.2 above, there were almost 300 attendances in total during the year. This survey could therefore be said to represent the views of roughly 13 percent of all PD attendees. Yet almost two thirds of those surveyed did not attend any VATME activities at all, and of those who did attend, about two thirds only attended one activity during the year (App 4, Table 3.2). The most popular activities were the VCE Teachers Days held in February and December, which together account for over half of all activities attended by respondents. The next most popular were the VCE ESL Twilight in April, and the Interlacing Sectors Forum in June.

Some comments can be made regarding PD attendance and respondent profiles. Although teachers with over 20 years experience returned the most surveys, their attendance at PD activities was at the same rate as teachers with only 3-6 years of experience (App 4, Tables
3.3.2 & 3.3.5).

The lowest attendance rate was for teachers with 12-20 years experience, as

85 percent did not attend any activities during the year (App 4, Table 3.3.4). It appears that a teachers amount of teaching experience is not a factor influencing participation in professional development. Rather than years of experience, a teachers level of qualification seems more of an indicator of PD attendance. Teachers at Masters level attended PD at a higher rate than all others. In fact, except for teachers at Doctorate level, rate of participation in professional development increases along with the level of qualification completed or studying (App 4,
Tables 3.5).

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PD attendance of respondents according to institution type shows some clear contrasts. On the one hand 70 percent of teachers from mainstream government and 67 percent from non-government schools attended some PD during the year. The attendance rate was much less for other groups. A meagre 40 percent of teachers from tertiary institutions attended PD sessions, while 87 percent of teachers from ACFE and 92 percent from government English language schools attended no activities at all (App 4, Tables 3.7).

Looking at PD attendance according to teaching area provides further clues concerning the kinds of teachers involved in VATME professional development during 2002. Attendance at PDs was highest for teachers working in both VCE, and secondary areas. After these, primary teachers, and those working with overseas students were most likely to attend. Participation rates were much lower for teachers working with new arrivals/migrants, and also in teacher training and adult literacy (App 4, Tables 3.9).

While such contrasts are a useful guide, it should be remembered that comparing the PD attendance of different groups in this way can only be done on a proportional basis. The limited number of survey responses means that groups with a low percentage of survey returns are less significant in a statistical sense.

Overall the surveys show that some teachers were more engaged by VATMEs professional development program than others. Teachers with higher qualifications were more likely to be involved. The predominant group attending PD activities were secondary teachers from mainstream government schools, especially those teaching VCE. This is not surprising since out of the ten activities offered by VATME in 2002, seven related to secondary teaching, including five specifically focussing on VCE. At the same time there were many teachers from government English language schools and Adult, Community and Further Education (ACFE) who were under-represented at PD activities. This is consistent with the low attendance rates generally for teachers of new arrivals/migrants and adult literacy.

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5.3 Preferred professional development activities

The survey asked teachers to select their preferred PD activity types, presented according to the following five categories time, length, venue, approach, and content area. The responses to the first four categories showed no significant variations according to teacher institution type. On the other hand, when selecting preferred PD content area, teachers were clearly influenced by concerns particular to their institution. In the following, responses to each category will be examined in turn. 5.3.1 PD time

Looking first at PD time (App 4, Table 4.1), activities held during school hours were favoured by a majority of respondents, with two thirds of all surveys selecting this option. PD held after school hours, which describe most of VATMEs activities, were chosen by just over half of all respondents. The weekend was rather less popular, with only 20 percent selecting this time as suitable for PD activities. 5.3.2 PD length

Preferred PD length (App 4, Table 4.2) showed a more even spread of response than PD time. Each option (1-2, 3-4 and 5-6 hours) was chosen by around half of all respondents, with a slight drop in response for sessions of 5-6 hours. This suggests that activity length by itself is not a major factor influencing teacher attendance, although longer activities are probably chosen less often due to restrictions on teachers available time. 5.3.3 PD venue

The venue for most VATME activities is Ross House, located in the Melbourne city centre. Probably due to its central location, Ross House was chosen by 62 percent of survey respondents as a suitable venue for PD (App 4, Table 4.3). There was also some call for alternatives, as 38 percent of all surveys chose other as a venue. Written comments from this section of the survey (App 5, Sec 1.3) show that travel time is an important issue, and that a number of teachers would like to attend PD activities in suburban areas closer to their workplace. University campuses and regional language centres were some of the

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alternative venues suggested. The availability of parking was also of concern to around 10 percent of respondents. Written comments expressed a desire for parking that was easy, suitable, and free, with one teacher observing that parking in the city is a nightmare.

5.3.4 PD approach When choosing which PD approaches they would like VATME to provide, 71 percent of respondents chose hands-on activities to develop and practice skills (App 4, Table 4.4). This was followed by lecture-style presentations with a 63 percent response rate. The other two PD approaches, presenter-guided group discussions and participant-focused sharing of experiences and ideas, were chosen by only 48 and 38 percent respectively. Practical activities linked to teaching context are clearly valued highly, along with the formal presentation of information to participants. The fact that participant sharing was least popular, after guided discussion, suggests most teachers prefer professional development which is formally structured and controlled, with clear practical objectives.

5.3.5 PD content areas The two most popular content areas for PD (App 4, Table 4.6) were practical classroom strategies/activities, and resource materials, selected by 65 and 62 percent respectively. This is certainly consistent with the observations made above regarding preferred PD approach - that is, most teachers want PD to provide practical skills and information. Communicative language teaching (CLT) was rated third highest content area, at 60 percent of all respondents. Whether CLT is consistent with the use of strategies is debatable, yet it is still widely recognised as an influential and useful teaching approach. The least popular content areas were early childhood settings, and early years of schooling, explained by the fact that only one early childhood teacher responded to the survey. There was also a fairly low response to personal computer skills, although a much higher interest in computers in the classroom shows that teachers place more value on the educational uses of information technology.

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In describing the remaining PD content areas, it is useful to refer to cross-tabulation according to teachers institution type (App 4, Table 4.7). Besides the top three content areas already mentioned, the other areas with significant appeal across different institution types were curriculum development, computers in the classroom, evaluation and assessment, and research findings. Equally spread, yet of much less interest to most respondents, were the areas of students with special needs, careers in TESOL, and government policy issues.

Compared to both government and non-government schools, teachers in the adult sector (ACFE) showed a wider range of interests. Half of all ACFE teachers selected migrant and refugee issues, cultural awareness, adult literacy, and reflective teaching skills. This range of interests is partly accounted for by the large number of migrant students in the adult sector. This is also the case in government English language schools, which also showed a relatively high interest in cultural awareness, and migrant and refugee issues.

Five content areas were of particular interest to mainstream government schools and nongovernment schools. These were middle years of schooling, VCE, teaching overseas students, and English across the Key Learning Areas. In contrast there was very little response to the areas of cultural awareness, and migrant and refugee issues.

It is hard to generalise about teachers in tertiary institutions, since only 5 surveys were returned by this group. Nevertheless, all of these teachers chose research findings as an area of interest, which clearly relates to the tertiary environment. There was also a high level of interest shown for teaching overseas students, and government policy issues. In contrast with all other institution types, tertiary teachers showed almost no interest in resource materials, an indication of their differing requirements as teacher educators.

In summary, there is a range of broad professional development interests shared by teachers in all settings. At the same time, teachers from different educational institutions share their own particular concerns. This variation across institution types is mainly influenced by differences in student background, and in educational expectations and requirements.

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5.4 Professional development needs and views

The second half of the survey (App 3) sought more detailed and personalised comments from teachers. First it asked teachers to describe their main professional development needs in reference to their teaching context and desired outcomes. Next teachers were asked for their opinions regarding the key qualities of a successful PD activity. Finally, they were asked for their overall view of VATMEs PD program and the extent to which it met their own needs. Appendix 5 presents a complete record of all written comments. These have been sorted into concept groups to allow the main themes to be identified. Each comment entry also notes the teachers institution type, and the unique ID number of the survey from which the response comes (surveys numbered 1 to 65).
5.4.1 Main PD needs

The main professional development need of many teachers is for practical ideas, strategies, and resources that can be used in the classroom (App 5, Sec 2.14). The high frequency of comments shows this is the most common concern, expressed by teachers from all institution types. This is also consistent with the previous survey section which showed practical classroom strategies/activities was the overwhelmingly preferred PD content area (App 4, Table 4.6).

There is relatively less interest in theory and research, although this is not insignificant, with a range of comments across institution types (App 5, Sec 2.16). Other needs expressed to a similar extent, by a range of teachers, are for classroom computer skills (App 5, Sec
2.2),

curriculum and assessment (App 5, Sec 2.4), overseas students studying at secondary

level including the VCE (App 5, Sec 2.13), and how to teach various English language skills such as grammar, pronunciation, reading, and writing (App 5, Sec 2.6). There was also broad interest, but to a much lesser extent, in the areas of literacy (App 5, Sec 2.9), mixed ability classes (App 5, Sec 2.11), and networking with other teachers (App 5, Sec 2.12). Teachers in the adult sector (ACFE) naturally showed a high level of interest in professional development focussing on adult learners (App 5, Sec 1.5.1 & 2.1). Also of concern in the adult sector were management and leadership skills, including the funding and policy of language programs (App 5, Sec 2.8). In addition, there was some interest

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shown for career opportunities for TESOL teachers (App 5, Sec 2.22), workplace expectations for students (App 5, Sec 2.24), and racism in the classroom (App 5, Sec 2.3).

Preparing students for the Victorian Certificate of Education (VCE) is clearly of central importance for many English language teachers in mainstream government, and nongovernment schools (App 5, Sec 2.17). They express a need for useful resources, techniques and strategies, especially regarding the teaching of essay writing. There is a smaller degree of interest in teaching primary and middle years students (App 5, Sec 2.15). Some teachers in these schools were also concerned with catering to individual student needs
(App 5, Sec 2.20), working 1.5.4 and 2.10),

with other subject areas including mainstream English (App 5, Sec

assisting second phase learners (App 5, Sec 2.18), and also using more

interactive approaches to language teaching (App 5, Sec 2.7). The need for more interactive and creative approaches to teaching is shared by some teachers working in government English language schools. These teachers were also notable for expressing an interest in issues of cultural awareness (App 5, Sec 2.3), something noted already when discussing preferred PD content areas (App 4, Table 4.7).

In addition to the above-mentioned areas, there were one or two comments on the need for PD relating to teacher training (App 5, Sec 2.21), ELICOS (App 5, Sec 2.5), students with special needs such as learning disabilities (App 5, Sec 2.19), and also time management (App
5, Sec 2.23).

5.4.2 Key qualities of successful PD

Providers of professional development should be especially interested in what teachers think are the key qualities of a successful PD activity. Total responses were sorted into 17 different concept groups identifying common themes (App 5, Sec 3). In terms of frequency mentioned (shown in brackets), these themes can be ordered as follows:

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1 Practical ideas & resources (34) 2 3 4 5 6 7 8 9 Relevance (18) Interaction (13) Atmosphere / Presentation (12) Approaches & activities / Use of time (8) Hands-on activities / Handouts (6) Aims & outcomes / Theory & research / Networking / Time & venue (5) Specific content / Food (4) Follow-up (2)

10 Cost (1) As seen in previous sections of this survey, teachers value professional development that is above all practical (App 5, Sec 3.11). A perusal of the comments made, indicates a general belief that teaching involves the application of information, ideas, or strategies, and PD is seen as providing these to the teacher. Although one teacher did mention opportunities for reflection (App 5, Sec 3.9, #65), there was otherwise no reference to PD as an ongoing process involving the gradual growth of awareness. Instead teachers generally desire learning with immediate practical value in the classroom, that can be utilized (or discarded or passed on) immediately as one teacher put it (App 5, Sec 3.11, #57).

The second most mentioned quality of successful PD is that of relevance (App 5, Sec
3.13).

This is variously described as relevance to participant interest and need, to

classroom context, to students, and to specific teaching areas. This certainly seems to be a key motivation for teachers to attend any specific activity. The number of comments made may also indicate a certain amount of disappointment in the past, with PD failing to meet teachers expectations.

After practicality and relevance, the next three qualities of successful PD most frequently mentioned are interaction, atmosphere, and presentation. Interaction is generally described by respondents as the sharing of ideas and experiences among teachers themselves, mainly through discussion (App 5, Sec 3.9). Only two comments refer to group work (App 5, Sec 3.9 #62) and group and pair tasks (#52) that are presumably more structured. The atmosphere of a successful PD activity is seen as

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being engaging, stimulating, challenging, and friendly (App 5, Sec 3.3). For one respondent, whose comment stands out, it is even inspirational (App 5, Sec 3.3, #52). Both the atmosphere of an activity and the amount of interaction between participants depends to great extent on the presenter. Good presenters are described as interesting, experienced, knowledgeable, and well prepared (App 5, Sec 3.12). A range of other comments define more exactly what is often expected of successful presenters. They use a variety of approaches and activities (App 5, Sec 3.2), including hands-on activities (App 5, Sec 3.8). They use time effectively, presenting in a reasonable length without trying to cover too much (App 5, Sec 3.17). They provide participants with useful handouts that are clear and comprehensive (App 5, Sec 3.7). They make sure the purpose of the activity, or its aims and outcomes, are clearly understood (App 5, Sec 3.1). They also make reference to the latest theory and research (App 5, Sec 3.15).

Various other aspects of successful PD mentioned by respondents are - networking with other teachers (App 5, Sec 3.10), convenient time and location (App 5, Sec 3.16), and good food (App 5, Sec 3.6). The chance to follow-up a PD activity is mentioned only twice (App
5, Sec 3.5),

suggesting teachers regard activities as self-contained educational units.

There is only one reference to cost (App 5, Sec 3.4), perhaps because many teachers are provided with professional development funding by their schools.
5.4.3 Opinions of VATMEs PD program

Respondents from mainstream government and non-government schools attended more PD activities during 2002 than other groups (App 4, Tables 3.7). It is therefore not surprising that these teachers made the most comments regarding VATMEs PD program. General positive comments describe the program as very good, helpful, and excellent (App 5, Sec 4.1.1). Aspects of the program that are highlighted for praise include relevance and currency (App 5, Sec 4.1.2), pre-organisation and planning (App 5, Sec 4.1.3), supportive environment (App 5, Sec 4.1.4), and range of presentations (App 5, Sec 4.1.6).

Although teachers in the adult sector made some positive comments, many were critical of VATMEs program for being too school-oriented and not relevant to adult learners
(App 5, Sec 4.3.2).

This appears to be the main reason for low attendance at PD by these 36

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teachers. Comments include, I didnt find any courses suitable to attend (#44), my PD needs were not met at all (#46), and there hasnt been much PD for me in the VATME program for the last 12 months or so (#55). Some teachers also wanted more on new arrivals and migrants (#62), ALBE and ELICOS (#63), and overseas students preparing to study at tertiary level (#31).

Some school and tertiary teachers also thought the PD program was not relevant, although few of these provided further details (App 5, Sec 4.3.14). One teacher from a government English language school thought the program was not specialized enough, and desired more on theoretical and research issues (#34). There was some call for more PD relating to teacher educators (App 5, Sec 4.3.14, #60 & Sec 5.4, #65), with one respondent also calling for more focus and more locally delivered PD informed by teacher networks (App 5, Sec 5.5, #60). Various aspects of VATMEs program also received some criticism, each one with a handful of comments from respondents. Those mentioned more often were inconvenient time and location (App 5, Sec 4.3.5 & 4.3.6), lack of organization (App 5, Sec
4.3.3),

and varied quality (App 5, Sec 4.3.4). A lack of opportunities for networking and

discussion was also mentioned, with one respondent feeling that VATME has distanced itself from its members and there is not the feeling that if we attend PD there will be an atmosphere of networking and a sense of familiarity (App 5, Sec 4.3.7 # 18).

Other items of concern were that the PD program was not broad enough in scope and variety (App 5, Sec 4.3.12), not practical enough (App 5, Sec 4.3.13), and sometimes out of date or misinformed (App 5, Sec 4.3.8). In addition, two secondary teachers called for more full-day PD activities, similar to those already provided specifically for VCE teachers (App 5, Sec 4.3.9).

As already noted in a previous section (5.2), two thirds of respondents attended no PD activities during 2002. The high number of comments made referring to lack of relevance (App 5, Sec 4.3.2 & Sec 4.3.14) would seem to be related to this low attendance rate. This is confirmed, as a scrutiny of survey returns showed most teachers making this criticism had in fact attended no PD activities at all.

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There is a broad range of criticism identifying more specific issues of concern. Yet each of these issues received only a few comments from respondents. This would seem to indicate that PD attendees are generally satisfied with VATMEs PD program. Nevertheless, when taken as a whole, these criticisms do suggest that VATME could be more consistent in meeting attendees expectations across a number of areas.

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6. Conclusions
The number and range of responses to this survey was less than originally anticipated. Any generalisations made from the 65 survey returns can only be tentative. Very little can be said regarding teachers working in early childhood, primary schools, and adult literacy, due to paucity of response. This was partly anticipated due to their low VATME membership rates. The total absence of teachers from university-based language centres was unexpected, and the views of these teachers, many working on a sessional basis, could not be explored. This also explains the absence of comments relating to the teaching of academic or business English.

The overall results of this study help to confirm the view that TESOL teachers share common concerns regarding their professional development. These are predominantly about gaining practical information and skills, and attending activities that are relevant to their area of teaching. The range of other interests teachers share include curriculum development, evaluation, computers, and research findings.

The survey suggested teachers in the adult sector had a wider range of interests compared to teachers working in the schools sector. This is partly explained by the greater concentration of migrant students and the different educational objectives of adult education. It is also worth recalling the view, mentioned in Section 2.2, that teachers in the adult sector experience more change and insecurity in their employment. This makes them in need of more liberal professional development offerings from which to choose in order to meet their changing needs (Waites 1999: 465).

Overseas and migrant students are two particular areas of interest for many teachers. Yet it should be noted that teachers of overseas or international students are more widely spread, through schools, private language centres, and tertiary institutions. In comparison, teachers concerned with issues of migrant language education are more often employed in government English language schools, and adult education providers. It was these teachers who were less well catered for by VATMEs PD program, as indicated by their low participation rate.

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Overall, from a total of 65 respondents, only 25 attended any PD activities during 2002. At 38 percent this overall participation rate appears consistent with the study by Conners (1991: 65), showing only 34 percent of teachers were involved in professional association activities. Even so, this finding is not encouraging in a survey of professional association members themselves.

The type of professional development that most teachers valued was interesting, up to date, relevant, and above all practical. PD activities were generally seen as one off events, providing strategies and resources that were immediately useful in a teaching context. This approach differs somewhat from the view that professional associations should generate approaches to collegial inquiry that will enable classroom teachers to reflect upon their work, to assess their teaching methods and to refine their specialist teaching skills (Crowther, 1991: 9). Reflection and self-analysis seems to be less of a priority for those participating in VATMEs program. It is not certain to what extent VATMEs PD program encourages professional collegiality among its members, of the kind discussed in the opening introduction. Certainly interaction and discussion is valued by many teachers. Yet respondents views of VATMEs PD program failed to highlight the collegial building networks as a significant feature of PD attended.

The results of this study suggest a number of ways VATME could make its PD program more attractive to its wider membership. Although VCE and secondary teachers were well catered for, teachers in the adult sector, in government English language schools and in tertiary institutions were much less engaged. These teachers clearly called for professional development which includes or focuses on their concerns. PD programs relating to adult learning, and especially migrant education, would be well worth developing alongside the school-focused activities. A number of respondents were also discouraged by the location and time of VATMEs activities. Teachers working in regional and suburban areas find it especially hard to travel to the central city, especially immediately after work during peak hour traffic. Although many teachers are happy with PD activities provided in a central location in

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the late afternoon, there is still some need for more accessible alternatives as well. As some teachers suggested, regionally-based language schools and higher institutions may be viable options for presenting PD. Providing some short activities in the evening hours, and more half or full day activities was also mentioned by some respondents. In general, the survey findings indicate that a greater variety of PD formats would meet the needs of a wider membership.

Despite the popularity of many of activities, some comments indicate that networking among teachers could be encouraged in more creative ways. In one teachers opinion: There doesnt seem to be a forum for discussion. I understand VATME struggles to facilitate ongoing discussion/networking between teachers (usually explained as oh I just havent got the time) yet your PD sessions seem to be very well attended and full of people desperate for useful information (App 5, Sec 4.3.7, # 57). This teachers comment is interesting in suggesting that a particular atmosphere conducive to communication may be absent, even though an activity is well-attended.

The extent to which VATME promotes professional collegiality among its members relies to great extent on the opportunities it provides through professional development. Yet it seems fair to say this is not simply a matter of bringing people together and providing them with a range of teaching tools. It also involves fostering a culture of learning that promotes thoughtful communication. Hopefully this study will contribute somewhat to this process of reflection and sharing among English language teachers.

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APPENDIX 1 LIST OF VATMES 2002 PROFESSIONAL DEVELOPMENT ACTIVITIES

1. VCE ESL Teacher Day Monday, 25 February, 9.00 am 3.15 pm Ross House, 247 Flinders Lane, Melbourne (84 attendees) Sessions by various presenters on text analysis, language analysis, writing task, note-taking and Year 11 2. Classroom Strategies for the Middle Years: Reading & Writing Thursday, 14 March, 4.30 6.00 pm Centre for Adult Education, 256 Flinders Street, Melbourne (21 attendees) Presented by Janet Saker - ESL Project Officer, Victorian Department of Employment & Training. 3. VCE ESL Twilight: Writing Tasks Thursday, 18 April, 4.30 6.00 pm Ross House, 247 Flinders Lane, Melbourne (24 attendees) Presented by Glynis Rose (Chief Assessor) and Rosemary McLoughlin (Assistant Chief Assessor). Samples of Writing Tasks are examined with attention to Writing Task 3. Alongside discussion on teaching strategies the focus of the session is on outcomes. 4. Victorian Institute of Teaching: Implications for ESL Teachers Thursday, 2 May, 4.30 6.00 pm Ross House, 247 Flinders Lane, Melbourne (18 attendees) Presented by the Victorian Institute of Teaching, the aim of this activity is to gain an overview of the role of the VIT and to open up discussion on implications of the VIT for TESOL in areas such as professional standards, teacher registration and professional development. 5. New/Beginner ESL Teachers: Dinner and Discussion Thursday, 30 May, 4.30 6.15 pm Golden Gate Hotel, 238 Clarendon St. South Melbourne (16 attendees) Dianne Cullen (TESOL Lecturer, Australian Catholic University) speaks on contrasts between the perception of how ESL programs should operate within the school context, and the reality of what actually happens. Case studies of teachers working in the second language area are used to explore the tensions and the possibilities for resolution. 6. VATME Twilight Forum: Interlacing Sectors ESL, & Special Education/ALBE Thursday, 13 June, 4.30 6.00 pm Ross House, 247 Flinders Lane, Melbourne Centre for Adult Education, 256 Flinders Street, Melbourne (Two seminars run concurrently with a total of 44 attendees) 1. ESL and Special Education: Working Together, presented by Andrea Harms - ACTA President and ESL Consultant. An interactive workshop presenting materials from a project involving South Australian & Victorian ESL & Special Needs teachers. 2. ESL-ALBE: Working Together, presented by Anna Walker - ESL Coordinator Centre for Adult Education (CAE). A workshop on subject-based classes for Adult Literacy and Basic Education (ALBE), based on a CAE research project on Interface classes.

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7. Middle Years of Schooling and ESL Learners Thursday, 8 August, 4.30 6.00 pm Ross House, 247 Flinders Lane, Melbourne (19 attendees) Presented by Claire Acevedo, a Literacy Education Officer (Secondary and Middle Years) at the Catholic Education Office in Melbourne. Focuses on supporting ESL learners in the mainstream classroom by implementing the genre approach to writing. Participants explore classroom teaching materials and modelled writing from a variety of subject areas. 8. VCE ESL Twilight: Text Selection Thursday, 15 August, 4.30 6.00 pm Ross House, 247 Flinders Lane, Melbourne (15 attendees) Presented by Coral Classon (Representative on Victorian Curriculum & Assessment Authority (VCAA) and VCE ESL Text Selection Committee) 9. VCE ESL Student Day Saturday, 7 September, 1.00 4.30 pm University High School, Story St. Parkville (215 attendees) Sessions provided by experienced VCE ESL educators on language analysis task, note taking, writing task, text analysis and issues related to the VCE ESL examination. 10. VCE ESL Teachers Professional Development Monday, 2 December, 9.30 am 1.00 pm Ross House, 247 Flinders Lane, Melbourne (51 attendees) Sessions by various presenters on International Students, LLENs, VCAL, NAS, TEXT, BACC

Cancelled PDs 1. 2. 3. Building a Website - March 23 New/Beginner ESL Teachers: Dinner and Discussion Sept 12 Children of the Crocodile Video Presentation Oct 10

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APPENDIX 2 2002 PARTICIPANT FEEDBACK

(Note: the symbols +, and * indicate positive, negative and neutral comments respectively)

1. Classroom Strategies for the Middle Years: Reading & Writing - 14/3/02 (4.30-6.00pm)
21 attendees, 19 evaluation sheets 1.1 Please comment on your overall impression of the twilight session. 1.1.1 General didnt quite meet my needs + helpful + good + it was quite good + I felt the session was very interesting + very helpful + very useful + very valuable 1.1.2 Content most of the material I have come across before maybe a bit slow at the beginning b/c resources were common knowledge + some useful information + informative + useful written material & oral + very thoroughly prepared notes; covered a lot of ground and left a lot to follow up + packed with info + jam-packed with lots of good info 1.1.3 Presentation sometimes it was difficult for me to follow, since I did not have all documents! + practically based, responsive to suggestions and clearly teaching based 1.1.4 Time and venue a bit hard to get here by 4.30 run too early & finished too late; perhaps 5-7 + excellent time & venue 1.1.5 Length too rushed, time restraint there was a lot of material to cover in a short time lots to cover, a bit too much for a short session 1.2 Which aspects of the session did you find most useful? 1.2.1 Teaching strategies + practically based + practical aspects + structure and organisation of practical example in the classroom situation + the practical classroom strategies + actual classroom strategies best + strategies provided + strategies were useful + strategy steps much clearer

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1.2.2 Content + framework & formats + format/procedure plans + the genre studies (including cohesive exercises) + cohesive devices + 3 level reading + 3 level reading guide 1.2.3 Handouts + handouts + very useful handouts + the handouts were good + very detailed handouts with lots of examples & ideas 1.2.4 Resources + recommended resources were useful + where to gain particular material I will be needing to implement an ESL program at our school 1.2.5 Interaction + some informative discussions + listening to ideas/feedback from other teachers 1.3 How could this PD activity be improved? 1.3.1 Interaction more shared wisdom type experiences facilitated by the speaker in class I ask someone to answer, why not here, there were name tags; maybe an exercise for all could help teachers giving examples of reading & writing tasks with ESL kids a break to chat about themes perhaps more interaction of teachers attending the PD (discussion groups) time for group discussion between teachers to share ideas more participant focussed group activities some more structured group interaction where teachers can interact/share strategies etc with each other 1.3.2 Length longer be longer longer time a longer session more time needed! extended; really needed 2 hrs + I wouldnt have minded a full day on this area because of its importance 1.3.3 Content more genre text type examples perhaps one whole session on writing; perhaps one whole session on reading more examples focussing on English classes 1.3.4 Presentation you could go through the handouts in more detail 1.3.5 Time another time; a bit of a struggle after a long day

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1.4 In what areas would you like further PD? 1.4.1 Teaching strategies interactive class activities engagement strategies engaging all students, especially those with literacy problems in Years 7-8 teaching functional grammar listening & speaking cross-curriculum work in ESL more on genre & KLA (key learning area) 1.4.2 Specific issues gaining an insight into school programs/policies in ESL cultural awareness ESL students with special needs locating ESL students in mainstream (criteria) stages of progress; monitoring progress; assessment materials 1.4.3 Middle Years ESL for middle years more middle years related activities please middle years middle years

2. Interlacing Sectors: ESL and Special Education/ALBE - 13/6/02 (4.30-6.00 pm)

43 attendees, 20 evaluation sheets 2.1
Overall impression of PD activity

14

No. of participants

12 10 8 6 4 2 0 1 2 3 Rating of PD 4 5

2.2 What was the most beneficial aspect of the program? 2.2.1 Interaction + discussion + the discussion + discussions + small group discussion + discussion; group work + interchange of ideas + views of participants 2.2.2 Content + comparison between ESL and Special Ed. + disseminating info about the overlap between ESL & Special Needs + how ESL/Special Needs should both be considered + as a new ESL teacher to discover there is help I can call upon to find out if my slow students needs Special Ed. testing + gaining more understanding of differences [between] ESL/ALBE

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+ + + + +

a lot of concrete strategies and guidelines about the management of ESL & ALBE mixed groups learning about a different type of ESL/ALBE teaching focussing on the different needs of ESL & ALBE linking up with AMES revisiting ESL strategies

2.2.3 Handouts + booklet + the program handbook of specific information will be useful to stimulate discussion + the resource booklet will be very valuable + handbook 2.3 How will this PD influence your work? 2.3.1 Working with colleagues + will discuss my very slow student with my principal + work more closely with Special Ed. Department + encourage development of more extensive inter-disciplinary courses + work more closely with ESL teacher + more discussion with Special Ed teacher + share knowledge with concerned teachers + PD for staff; valuable to ESL/D&I teachers 2.3.2 Awareness + less likely to just assume literacy problems, more likely do some more investigation + allow earlier intervention perhaps for students with learning difficulties + I will be looking more closely to find the D&I aspect, not just language background + I understand some distinctions/needs in ESL & ALBE + made me more aware of the different needs and how to cater for them 2.3.3 Teaching strategies + putting some strategies into practice + strategies at school 2.3.4 Other it wont really, because none of it was relevant to my current teaching, because this program requires a much higher level of English in the students not so much in present, different field, but definitely if I return to CGEA + increased + I believe the booklet will be very useful 2.4 Any issues you would like to see explored further? 2.4.1 Teaching strategies the best way to teach these students in a mixed classroom further strategies for 2 types of learners ESL/ALBE any other strategies & issues in both ESL & ALBE 2.4.2 Assessment where can I go to get assessment for my students? Id like to know more about the Special Ed. tests actual contacts for psychs who specialize in both testing, where? who? how? further on ESL/Spec Ed, testing etc appropriate (non-culturally biased) testing methods 2.4.3 Other the above [info on ESL & special needs] disseminated as widely as possible issues languages vs literacy

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2.5 Other comments 2.5.1 Interaction + liked the interactive approach + great to meet other teachers + a very interesting focus for general discussion 2.5.2 Content the [illegible] lang disorder gap between verbal & performance was a bit basic the more info the better! I came hoping to learn something about using phonic approach to teach multi-background pre-lit students spelling & word attack skills; help! + interesting to see what a different perspective ESL or Special Education brings to the same piece of student work + misread details, expecting Special Ed & ESL workshop, but interesting and informative! 2.5.3 Length could have been longer not really enough time to explore issues properly

3. VCE ESL Text Selection - 15/8/02 (4.30-6.00 pm)

15 attendees, 6 evaluation sheets 3.1
Overall impression of PD activity
6 5

No. of participants

4 3 2 1 0 1 2 3 Rating of PD 4 5

3.2 What was the most beneficial aspect of the program? 3.2.1 Interaction + detailed discussion about books + just chatting + discussion & opinions of possible texts; hearing it from teachers themselves + hearing various comments on texts from those who have taught it 3.2.2 Content + coverage of all potential texts; informed selection of texts next year + new to ESL program; good overview of texts + great overview

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3.3 How will this PD influence your work? 3.3.1 Text selection + text selection + will save me time by limiting the number of books I need to read + this has really helped me decide + help in choosing texts! + help me decide which text + help with selection of appropriate texts 3.4 Any issues you would like to see explored further? 3.4.1 Various activities for teaching? itd be great to have sessions looking at possibilities with texts how to start a program to finish, text selection very interesting so many of us thought the texts were grim optimism/the possibility of happiness in texts? 3.5 Other comments 3.5.1 Various + great food 3.6 Other topics of interest for PD include 3.6.1 Students new arrival students international students international students 3.6.2 VCE ESL note-taking note-taking writing task writing task language analysis text analysis foundation English 4. VCE ESL Teachers Day - 2/12/02 (9.30 am-1.00 pm) 51 attendees, 15 evaluation sheets 4.1
Overall impression of PD activity

10 9 8 7 6 5 4 3 2 1 0 1 2 3 Rating of PD 4 5

No. of participants

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4.2 What was the most beneficial aspect of the program? 4.2.1 Interaction + chance to hear practical suggestions from people working in the field + feedback from participants on various issues + interesting comments from the floor + interesting to hear feedback/ideas from other participants + gained an insight into others experiences of ESL teaching + discussions + discussion of problems various schools are having + discussions re VCE expectations & texts + talking with peers + networking + networking will hopefully bring new ideas to the surface to be shared & tried + some contacts formed with other teachers, which will help me to find some answers 4.2.2 Students + workshops, particularly International Students, focusing on specific contexts + International Students presenter, lots of valuable ideas & real information + International Students presentation, very informative, practical + issues of international students and how to cope with them 4.3 How will this PD affect your work? 4.3.1 Teaching strategies + a few new ideas to try + some new ideas re text teaching + practical strategies for teaching VCE ESL students + implement strategies for planning & delivering VCE ESL + in many ways including ensuring I make items clearer + good tips for classroom management 4.3.2 School context + it will help with the development of programs + international student administration & ESL teaching + be more assertive in school re ESL students + review practices that relate to encouraging language centred approaches across the school + enable me to guide other teachers involved with teaching ESL students & support their classroom teaching strategies 4.3.4 Other not enough real specifics/meat to help me out; a lot of it seemed to be feedback from the floor; we didnt get into any real specifics + confidence that we are on the right track + greater awareness 4.4 Any issues you would like to see explored further? 4.4.1 Teaching strategies basic course for new teachers of Units 3 & 4 [Year 12] more strategies that work! workshops on specific skills best approach to very small groups of ESL students more on strategies for new arrivals in VCE programs/approaches to address language deficiencies in VCE ESL students

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4.4.2 Students giving more time and attention to ESL students issues/practical steps to assist the students and to help the staff cope invite international students to talk to their ESL teachers what are international students told about VCE in their homeland? how can we inform these students before arrival language (analysis) relevance to ESL students 4.4.3 Program management co-ordination of work done in different schools how do the language school structure their academic program? dealing with ESL / IS [international students] across all curricula testing of international students, are they really ready? assessment issues re accountability requirements length of exam 4.5 Other comments 4.5.1 General + very helpful + a very worthwhile experience + great morning + excellent! + excellent all round 4.5.2 Content session on text selection was largely a repeat of the session held earlier this year not a large variety of workshops on offer perhaps more information on ELICOS [English language intensive courses for overseas students] re how it is structured; information on foundations + interesting material + very practical strategies for international students + the International Students session was well prepared and delivered 4.5.3 Venue seating arrangements in meeting room facing glare from windows and building opposite; could not see face of presenter; extreme discomfort causing headache; easy solution turn chairs around, present from back wall + the food was great

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APPENDIX 3 SURVEY FORM

EXPLANATORY STATEMENT
Project Title: What do English language teachers want from professional development? My name is Jason Beale and I am conducting research towards a Master of Education (TESOL) at Monash University, under the supervision of Ms Jill Brown, a lecturer in the Faculty of Education. The aims of this research are: (1) to review the 2002 professional development program of the Victorian Association of TESOL and Multicultural Education Inc. (VATME) through reference to attendees feedback sheets, and (2) to survey recent VATME members regarding their professional development needs and views. This project has the support of the VATME Executive, which has approved the distribution of the enclosed survey. Although I am employed as an office administrator at VATME, this project is being conducted on a separate basis from my employment. In Australia there have been very few teacher surveys conducted in the past. This project survey will help to identify the particular concerns of English language teachers working in various educational sectors, and will be of interest to anyone involved in teacher development. More specifically it will assist VATME to provide a relevant and effective professional development program for all its members. Participation is voluntary and involves the anonymous completion and return of the attached survey. Responses will not be identified and there will be no effect on VATME membership. Participation is invited from all teachers who are current or previus members of VATME, regardless of their current employment status. Survey results will be communicated to participants and interested parties through the VATME newsletter and website. If you have any queries or would like to be informed of the aggregate research finding, please contact me at the VATME office on telephone 9639 5770.

Please forward the completed survey by April 30th to:

Jason Beale, c/- VATME 3rd Floor Ross House 247 Flinders Lane Melbourne, Victoria 3000

You can complain about the study if you don't like something about it. To complain about the study, you need to phone 9905 2052. You can then ask to speak to the secretary of the Human Ethics Committee and tell him or her that the number of the project is 2003/092. You could also write to the secretary. That person's address is: The Secretary The Standing Committee on Ethics in Research Involving Humans PO Box No 3A Monash University, Victoria 3800 Telephone (03) 9905 2052 Fax (03) 9905 1420 Email: SCERH@adm.monash.edu.au

Thank you. Jason Beale 1 April 2003

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PROFESSIONAL DEVELOPMENT SURVEY OF VATME MEMBERS

Total years of teaching experience: 0-2 3-6 7-12 12-20 over 20 Highest teaching qualification completed or currently studying: Initial certificate or diploma Bachelors degree Graduate certificate or diploma Masters degree Doctorate

Type of institution/s in which you are employed: Kindergarten or pre-school centre Mainstream government school Government English language school Non-government school ACFE (Adult, Community & Further Education) provider ie. AMES, TAFE, CAE, Neighbourhood House University language centre Tertiary institution Private training provider Other - please specify: ____________________________________________

Area/s in which you teach: Early childhood Primary Secondary Victorian Certificate of Education Adult Literacy New Arrivals & Migrants Overseas students Teacher Training

Other - please specify: __________________________________________

Please tick the VATME professional development activities you attended during 2002: 25 Feb 14 Mar 18 Apr 2 May 30 May 13 Jun 8 Aug 15 Aug 7 Sep 2 Dec VCE ESL Teachers Day Practical Classroom Strategies for the Middle Years VCE ESL Twilight: Writing Tasks Victorian Institute of Teaching: Implications for ESL Teachers Beginning ESL Teachers Network: Discussion & Dinner Interlacing sectors (ESL & Special Education/ESL & ALBE) Middle Years of Schooling and ESL Learners VCE ESL Twilight: Text Selection VCE ESL Students Day VCE ESL Teachers Day

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What kind/s of PD activities would you like VATME to provide? Please tick one or more boxes in each section: Time: During school hours Length: 1-2 hours After school hours 5-6 hours Weekends

3-4 hours

Venue: Ross House (247 Flinders Lane, Melbourne) Other please specify_____________________________________________ Approach: Lecture-style presentations Presenter-guided group discussion Participant-focused sharing of experience and ideas Hands-on activities to develop and practice skills

Content Areas: Adult literacy Career opportunities in TESOL Communicative language teaching Computers in the classroom Cultural awareness Curriculum development Early Years of schooling Early childhood settings English across the KLAs (key learning areas) Evaluation and assessment Government policy issues Middle Years of schooling Migrant and refugee issues Personal computer skills Practical classroom strategies / activities Reflective teaching skills Research findings Resource materials Students with special needs Teaching overseas students Victorian Certificate of Education

Other please specify_____________________________________________

Comments:

Jason Beale

Please describe your main professional development needs, referring to your teaching context and the outcomes you hope to achieve:

What in your opinion are the key qualities of a successful professional development activity?

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What is your overall opinion of VATMEs professional development program and the extent to which it meets your development needs?

Please feel free to include any further comments, suggestions or queries you may have:

Thank you very much for taking the time to complete this survey. Please contact the VATME office if you are interested in taking part in a professional development working group as a follow-up to this survey.

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APPENDIX 4 SURVEY RESULTS: TABLES

1. Survey mailout
Primary Individuals Institutions Complimentary TOTAL 58 238 106 104 39 19 Secondary 105 133 ACFE/ELICOS 75 31 TERTIARY 85 19 Total 227 196 27 450

2. Respondent profiles
Note percentages are based on a total of 65 survey returns

2.1 Total years of teaching experience

0-2 Freq. Perc. 3-6 7-12 12-20 Over 20 Value missing Total

9 14%

6 9%

9 14%

13 20%

27 42%

1 2%

65 100%

2.2 Highest teaching qualification completed or studying

Initial Certificate / Diploma Freq. Perc. Bachelors degree Graduate Certificate / Diploma Masters degree Doctorate Total

1 2%

7 11%

36 55%

17 26%

4 6%

65 100%

2.3 Type of institution in which you work

Kindergarten Pre-school Mainstream centre govt school Freq. Perc. Govt English language school Non-govt school University language Tertiary centre institution Private training provider

ACFE

Other

Total

0 0%

23 35%

12 18%

6 9%

15 23%

0 0%

5 8%

1 2%

3 5%

65 100%

2.4 Areas in which you teach

Victorian Certificate of Education Secondary (Years 11-12)

Early Childhood Freq. Perc.

Primary

Adult Literacy

New arrivals Overseas / migrants students

Teacher training

Other

1 2%

5 8%

37 57%

14 22%

3 5%

20 31%

25 38%

10 15%

8 12%

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2.5 Institution type & teaching areas

TEACHING AREAS Early Childhood Adult Literacy New arrivals / migrants Overseas students Teacher training

INSTITUTION TYPE Kindergarten / Pre-school centre Mainstream government school Government English language school Non-government school ACFE/TAFE University language centre Tertiary institution Private training provider Other Total Perc.

Primary

Secondary

VCE

Other

0 0 1 0 0 0 0 0 0 1 2%

0 2 1 2 0 0 0 0 0 5 8%

0 21 8 6 0 0 1 0 1 37 57%

0 10 0 2 1 0 1 0 0 14 22%

0 0 0 0 3 0 0 0 0 3 5%

0 2 5 0 12 0 0 1 0 20 31%

0 7 6 1 7 0 2 1 1 25 38%

0 0 1 0 4 0 4 0 1 10 15%

0 2 0 0 5 0 0 1 0 8 12%

3. Professional development attendance 3.1 VATME activities attended in 2002

25-Feb

14-Mar

18-Apr

2-May

30-May

13-Jun

8-Aug

15-Aug

7-Sep

2-Dec

Total

Freq. Perc.

12 32%

1 3%

4 11%

2 5%

2 5%

4 11%

1 3%

1 3%

3 8%

8 21%

38 100%

3.2 Total PD activities attended by each individual in 2002

0 PDs Freq.

1 PD

2 PDs

3 PDs

4 PDs

Total

40 62%

16 25%

6 9%

2 3%

1 2%

65 100%

Perc.

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Jason Beale

3.3 Total PD activities attended according to total years of teaching experience

3.3.1 0 - 2 years
0 PDs Freq. Perc. 1 PD 2 PDs 3 PDs 4 PDs Total

6 67%

2 22%

1 11%

0 0%

0 0%

9 100%

3.3.2

3 - 6 years
0 PDs 1 PD 2 PDs 3 PDs 4 PDs Total

Freq. Perc.

3 50%

2 33%

1 17%

0 0%

0 0%

6 100%

3.3.3

7 - 12 years
0 PDs 1 PD 2 PDs 3 PDs 4 PDs Total

Freq. Perc.

5 56%

4 44%

0 0%

0 0%

0 0%

9 100%

3.3.4

12 - 20 years
0 PDs 1 PD 2 PDs 3 PDs 4 PDs Total

Freq. Perc.

11 85%

2 15%

0 0%

0 0%

0 0%

13 100%

3.3.5

Over 20 years
0 PDs 1 PD 2 PDs 3 PDs 4 PDs Total

Freq. Perc.

14 52%

6 22%

4 15%

2 7%

1 4%

27 100%

3.4 Total years of teaching experience & VATME 2002 PDs attended
25-Feb 0-2 years 3-6 years 7-12 years 12-20 years Over 20 years Total 14-Mar 18-Apr 2-May 30-May 13-Jun 8-Aug 15-Aug 7-Sep 2-Dec Total Perc.

1 2 1 2 6 12

0 0 0 0 1 1

0 0 1 0 3 4

0 0 0 0 2 2

2 0 0 0 0 2

1 1 0 0 2 4

0 0 0 0 1 1

0 0 0 0 1 1

0 1 1 0 1 3

0 0 1 0 7 8

4 4 4 2 24 38

11% 11% 11% 5% 63% 1

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3.5 Total PD activities attended according to highest teaching qualification

3.5.1
Freq. Perc.

Initial Certificate/Diploma
0 PDs 1 PD 2 PDs 3 PDs 4 PDs Total

1 100%

0 0%

0 0%

0 0%

0 0%

1 100%

3.5.2
Freq. Perc.

Bachelors degree
0 PDs 1 PD 2 PDs 3 PDs 4 PDs Total

6 86%

1 14%

0 0%

0 0%

0 0%

7 100%

3.5.3

Graduate Certificate/Diploma
0 PDs 1 PD 2 PDs 3 PDs 4 PDs Total

Freq. Perc.

22 61%

10 28%

3 8%

1 3%

0 0%

36 100%

3.5.4
Freq. Perc.

Masters degree
0 PDs 1 PD 2 PDs 3 PDs 4 PDs Total

8 47% Doctorate
0 PDs

4 24%

3 18%

1 6%

1 6%

17 100%

3.5.5
Freq. Perc.

1 PD

2 PDs

3 PDs

4 PDs

Total

3 75%

1 25%

0 0%

0 0%

0 0%

4 100%

3.6 Highest teaching qualification & VATME 2002 PDs attended

25-Feb Initial Certificate / Diploma Bachelors degree Graduate Certificate / Diploma Masters degree Doctorate Total 14-Mar 18-Apr 2-May 30-May 13-Jun 8-Aug 15-Aug 7-Sep 2-Dec Total Perc.

0 1 5 6 0 12

0 0 0 1 0 1

0 0 1 3 0 4

0 0 0 1 1 2

0 0 1 1 0 2

0 0 4 0 0 4

0 0 1 0 0 1

0 0 0 1 0 1

0 0 2 1 0 3

0 0 5 3 0 8

0 1 19 17 1 38

0% 3% 50% 45% 3% 100%

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3.7 Total PD activities attended according to institution type

3.7.1 Mainstream government schools

0 PDs Freq. Perc. 7 30% 1 PD 11 48% 2 PDs 3 13% 3 PDs 1 4% 4 PDs 1 4% Total 23 100%

3.7.2
Freq. Perc.

Government English language schools

0 PDs 11 92% 1 PD 1 8% 2 PDs 0 0% 3 PDs 0 0% 4 PDs 0 0% Total 12 100%

3.7.3
Freq. Perc.

Non-government schools
0 PDs 2 33% 1 PD 2 33% 2 PDs 2 33% 3 PDs 0 0% 4 PDs 0 0% Total 6 100%

3.7.4
Freq. Perc.

ACFE
0 PDs 13 87% 1 PD 0 0% 2 PDs 1 7% 3 PDs 1 7% 4 PDs 0 0% Total 15 100%

3.7.5 Tertiary institution

0 PDs Freq. Perc. 3 60% 1 PD 2 40% 2 PDs 0 0% 3 PDs 0 0% 4 PDs 0 0% Total 5 100%

3.7.6
Freq. Perc.

Private training provider

0 PDs 1 100% 1 PD 0 0% 2 PDs 0 0% 3 PDs 0 0% 4 PDs 0 0% Total 1 100%

3.7.7
Freq. Perc.

Other
0 PDs 3 100% 1 PD 0 0% 2 PDs 0 0% 3 PDs 0 0% 4 PDs 0 0% Total 3 100%

3.8 Institution type & VATME 2002 PDs attended

25-Feb Kindergarten / Pre-school centre Mainstream govt school Govt English language school Non-govt school ACFE University language centre Tertiary institution Private training provider Other Total 0 9 0 1 1 0 1 0 0 12 14-Mar 0 1 0 0 0 0 0 0 0 1 18-Apr 0 1 0 2 1 0 0 0 0 4 2-May 0 1 0 0 0 0 1 0 0 2 30-May 0 0 1 0 1 0 0 0 0 2 13-Jun 0 2 0 1 1 0 0 0 0 4 8-Aug 0 1 0 0 0 0 0 0 0 1 15-Aug 0 1 0 0 0 0 0 0 0 1 7-Sep 0 2 0 1 0 0 0 0 0 3 2-Dec 0 6 0 1 1 0 0 0 0 8 Total 0 24 1 6 5 0 2 0 0 38 Perc. 0% 63% 3% 16% 13% 0% 5% 0% 0% 100%

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3.9 Total PD activities attended according to teaching areas

3.9.1
Freq. Perc.

Early childhood
0 PDs 1 PD 2 PDs 3 PDs 4 PDs Total

3.9.2 0 0% 0 0% 0 0% 1 100%
Freq. Perc.

Primary
0 PDs 1 PD 2 PDs 3 PDs 4 PDs Total

0 0% Secondary
0 PDs

1 100%

3 60%

2 40%

0 0%

0 0%

0 0%

5 100%

3.9.3
Freq. Perc.

3.9.4
1 PD 2 PDs 3 PDs 4 PDs Total

Victorian Certificate of Education (VCE)

0 PDs 1 PD 2 PDs 3 PDs 4 PDs Total

16 43%

14 38%

5 14%

1 3%

1 3%

37 100%

Freq. Perc.

3 21%

6 43%

2 14%

2 14%

1 7%

14 100%

3.9.5
Freq. Perc.

Adult literacy
0 PDs 1 PD 2 PDs 3 PDs 4 PDs Total

3.9.6 0 0% 0 0% 0 0% 3 100%
Freq. Perc.

New arrivals/migrants
0 PDs 1 PD 2 PDs 3 PDs 4 PDs Total

3 100%

0 0%

17 85%

2 10%

1 5%

0 0%

0 0%

20 100%

3.9.7
Freq. Perc.

Overseas students
0 PDs 1 PD 2 PDs 3 PDs 4 PDs Total

3.9.8 2 8% 1 4% 1 4% 25 100%
Freq. Perc.

Teacher training
0 PDs 1 PD 2 PDs 3 PDs 4 PDs Total

16 64% Other
0 PDs

5 20%

8 80%

2 20%

0 0%

0 0%

0 0%

10 100%

3.9.9
Freq. Perc.

1 PD

2 PDs

3 PDs

4 PDs

Total

5 63%

1 13%

0 0%

1 13%

1 13%

8 100%

3.10 Teaching areas & VATME 2002 PDs attended

25-Feb Early Childhood Primary Secondary VCE Adult Literacy New arrivals / migrants Overseas students Teacher training Other 14-Mar 18-Apr 2-May 30-May 13-Jun 8-Aug 15-Aug 7-Sep 2-Dec Total Perc.

0 0 11 7 0 0 6 1 2

0 0 1 0 0 0 0 0 0

0 0 3 4 0 0 2 0 2

0 0 1 0 0 0 0 1 0

1 1 0 0 0 1 0 0 0

0 1 3 2 0 2 1 0 1

0 0 1 1 0 0 0 0 0

0 0 1 1 0 0 1 0 1

0 0 3 1 0 0 2 0 0

0 0 7 4 0 1 4 0 2

1 2 31 20 0 4 16 2 8

3% 5% 82% 53% 0% 11% 42% 5% 21%

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4. Professional development preferences 4.1 Preferred PD time

During school hours Freq. Perc. After school hours Weekends

43 66%

35 54%

13 20%

4.2 Preferred PD length

1-2 Hrs Freq. Perc. 3-4 Hrs 5-6 Hrs

33 51%

35 54%

28 43%

4.3 Preferred PD venue

Ross House Freq. Perc. Other

40 62%

25 38%

4.4 Preferred PD approach

Lecture-style presentations Freq. Perc. Participant-focused Presenter-guided group sharing of experiences discussions and ideas Hands-on activities to develop and practice skills

41 63%

31 48%

25 38%

46 71%

4.5 Preferred PD content areas (in alphabetical order)

Freq. Adult literacy Career opportunities in TESOL Communicative language teaching Computers in the classroom Cultural awareness Curriculum development Early Years of schooling Early childhood settings English across the KLA's (key learning areas) Evaluation and assessment Government policy issues Middle Years of Schooling Migrant and refugee issues Personal computer skills Practical classroom strategies / activities Reflective teaching skills Research findings Resource materials Students with special needs Teaching overseas students Victorian Certificate of Education (Years 11-12) Other Perc.

13 16 39 30 21 31 3 1 17 26 13 19 25 9 42 18 30 40 14 27 20 4

20% 25% 60% 46% 32% 48% 5% 2% 26% 40% 20% 29% 38% 14% 65% 28% 46% 62% 22% 42% 31% 6%

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4.6 Preferred PD content areas (percentages numerically sorted)

Freq. Practical classroom strategies / activities Resource materials Communicative language teaching Curriculum development Computers in the classroom Research findings Teaching overseas students Evaluation and assessment Migrant and refugee issues Cultural awareness Victorian Certificate of Education (Years 11-12) Middle Years of Schooling Reflective teaching skills English across the KLA's (key learning areas) Career opportunities in TESOL Students with special needs Adult literacy Government policy issues Personal computer skills Other Early Years of schooling Early childhood settings Perc.

42 40 39 31 30 30 27 26 25 21 20 19 18 17 16 14 13 13 9 4 3 1

65% 62% 60% 48% 46% 46% 42% 40% 38% 32% 31% 29% 28% 26% 25% 22% 20% 20% 14% 6% 5% 2%

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4.7 Preferred PD content areas & institution type

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APPENDIX 5 SURVEY RESULTS: WRITTEN RESPONSES Note: The number preceding each entry is the unique ID number of the survey from which the response comes (numbered 1 65), allowing cross-referencing of responses if the reader wishes. The respondents main institution type is also noted next to the survey ID number. Institution types are indicated as follows:
MGS GELS NGS ACFE TERT PTP OTHER Mainstream government school Government English language school Non-government school Adult, Community & Further Education Provider (ie AMES, TAFE, CAE, Neighbourhood House) Tertiary institution Private training provider Other

1. Respondent Profiles and PD Preferences - Comments 1.1 Type of Institution: Other please specify
63. OTHER 65. OTHER Currently not employed. Non-government education system.

1.2 Areas you teach: Other please specify

3. MGS 46. ACFE 50. ACFE 54. ACFE 56. ACFE 62. PTP 65. OTHER Special Education ESL CGEA [Certificate of General Education to Adults] Interpreting Communication degree subject. Adult Education Adults learning French as a foreign language Teacher PD in areas of literacy, ESL secondary & middle years 5-9.

1.3 PD Venue: Other please specify 1.3.1 Parking

3. MGS 12. MGS 16. MGS 39. NGS 58. TERT 65. OTHER Anywhere with easy parking. Anywhere with suitable parking. Parking in the city is a nightmare. Can another central place be given for future PDs, such as LMERC or another accessible complex. Anywhere central & close to public transport & with allowance for parking. Somewhere easy to access ie. with free parking. Northern suburbs where parking is available. South Eastern suburbs eg. Universities Monash/Deakin University/tertiary campus. A university location eg. La Trobe

1.3.2 Universities
1. MGS 34. GELS 49. ACFE

1.3.3 Schools
1. MGS 14. MGS 21. MGS 22. MGS 60. TERT Some activities in schools in the suburbs could be useful. Blackburn Language Centre [Eastern suburbs] Noble Park English Language School. [Southern suburbs] Also at local English language schools - eg. Blackburn, Noble Park. Regional centres/schools which are easier to access.

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1.3.4 Central
16. MGS 17. MGS 39. NGS LMERC in Carlton or restaurant with an open venue for PD type activities. Central. Anywhere central & close to public transport & with allowance for parking.

1.3.5 Regional/suburbs generally

1. MGS 9. MGS 11. MGS Some activities in schools in the suburbs could be useful. Closer to base school - City too far away. To have PDs in regional venues so that people like us who have to travel about 50 min in the peak hour traffic if we were to attend at Carlton or in the city, can attend it without much travel to do. In the suburbs. The city is difficult for those of us who live on the fringe of Melb & have family responsibilities - kids to pick up etc. PD should be conducted in a range of venues & suburbs. Regional centres/schools which are easier to access. South Eastern suburbs eg. Universities Monash/Deakin Regional venues eg. south-eastern (I'm unable to attend most of the VATME PDs because of the distance I'd have to travel from Dandenong). Noble Park English Language School. Also at local English language schools - eg. Blackburn, Noble Park. Peninsula area (South, S/E too far).

24. GELS 46. ACFE

60. TERT

1.3.6 South-East
1. MGS 11. MGS 21. MGS 22. MGS 57. TERT

1.3.7 East
14. MGS 19. MGS 22. MGS 46. ACFE Blackburn Language Centre Unfortunately its difficult to attend after school sessions so I have been to Blackburn Language School for convenience (close to my school). Also at local English language schools - eg. Blackburn, Noble Park. Box Hill - outer eastern suburbs.

1.3.8 North
49. ACFE 65. OTHER A university location eg. La Trobe Northern suburbs where parking is available.

1.3.9 West
8. MGS Regional ie. western suburbs

1.3.10 Country
47. ACFE Country areas - Ballarat/Bendigo etc.

1.4 Preferred PD Content Areas: Other please specify

5. MGS 21. MGS 55. ACFE 56. ACFE Year 11. (VCE) usually seems to only be about Yr 12. Pronunciation course & grammar teaching - "Functional grammar" Adult ESL and ESL/Literacy. VCAL (Victorian Certificate of Applied Learning), ESL/Literacy interface. Teaching offshore. Adult oracy

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1.5 What kind/s of PD activities would you like VATME to provide - Comments 1.5.1 Adults
49. ACFE There is not enough PD on adult learners and how to teach them. Skills and strategies, practical ideas & good resources is what is lacking. VATME is too focussed on school education. We are an adult institution & some previous activities concentrate on secondary students. I am not sure of your term 'Adult Literacy'. It is generally used to refer to ESB learners. You need also Adult ESL and ESL/Literacy as well.

51. ACFE 55. ACFE

1.5.2 English for Specific Purposes

31. GELS A workshop on new developments in English for Specific Purposes. This is an area which I feel needs to be looked at for overseas students who need specific skills to be able to succeed in their target tertiary courses so subjects like English for Art & Design, English for Science & Tech, English for Business become necessary rather than a generalist English course.

1.5.3 Length
38. NGS It is often hard to find the time to be allowed a day off. But the longer ones are often more useful. It is often easier to go after school but you are just getting into it, when it is time to go. Still, we are more likely to go to these so they should be offered more often, if possible.

1.5.4 Mainstream English

10. MGS Dealing with ESL learners in the mainstream English classroom. How to cater for everybody.

1.5.5 Range
65. OTHER A range of activities with a range of models of presentation to allow for the diversity of needs of the members and the topics covered.

1.5.6 Types of students

57. TERT Being more specific about exactly who (or what type of ESL learners) the talk/workshop is directed at eg many issues for migrants differ from International students, which differ again from long term (phase 2 learners) etc.

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2. Please describe your main professional development needs, referring to your teaching context and the outcomes you hope to achieve. 2.1 Adults
44. ACFE AMES volunteer tutor. Outcome: Teach a reasonable level of English to older ladies who are illiterate in their own language(s). Needs: 1. How to approach this need. 2. Kinds of lessons best suited. Issues of teaching ESL in todays settings in Adult field. There is a strong need for a oneday conference in Victoria for the Adult ESL field. The field has been neglected. Practical strategies & new activities for adult ESL learners. I need ideas relating to resources for teaching both within and outside the school system ie. ELICOS, Adult Literacy), since Im preparing to enter the teaching workforce.

55. ACFE 62. PTP 63. OTHER

2.2 Computers
14. MGS 15. MGS 23. MGS 24. GELS 31. GELS 33. GELS 34. GELS 48. ACFE 49. ACFE 51. ACFE 54. ACFE 59. TERT Using computers in the classroom. Increase familiarity with software. Computer/IT resources/software, strategies. Computers looking at specific computer programs that are teacher friendly and relevant to (illegible) on which curriculum focuses and specific ESL needs. Practical sessions about incorporating ICTs [information communication technology] would also be helpful. How to integrate CALL into the curriculum. Research into CALL to focus on some best practice generic points. I teach computing and therefore need constantly to update and learn new skills. I would like to extend my training to familiarization with CALL. Advanced computer skills web page writing etc. Advanced IT skill input. a) How to teach writing a web page to ESL advanced learners. b) How to teach simple computing to basic learners. Advanced computer skills eg. web design. Using computer software. My tertiary institution also provides professional development especially in computer skills.

2.3 Cultural issues

24. GELS 28. GELS 52. ACFE Teaching New Arrivals and overseas students in a Government Language School. I feel that there needs to be more PD on Cultural Awareness issues. More info on cultural issues and migrant & refugee issues. Approaches to racism in the classroom overt and covert.

2.4 Curriculum & assessment

1. MGS As a first year ESL teacher I would like to have a guided session on marking VCE ESL work giving a range of standards, as cross-marking with other teachers doesnt necessarily highlight the areas to look at. The development of a range of non-onerous assessment strategies that can guide curriculum/program development. At all times I hope to achieve better learning outcomes for students. New emphasis on thinking curriculum requires consideration of how these fit into the ESL content even though it seems to me that some very old ESL techniques fit well with higher order thinking skillsI have recently been given 4 hours per week of a first year out qualified in ESL. He requires PD on the English curriculum and how that fits into ESL...He is also struggling with how to develop a curriculum based around student needs in any given class.

4. MGS 12. MGS 20. MGS

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22. MGS

26. GELS 27. GELS 29. GELS 31. GELS 38. NGS

47. ACFE 55. ACFE

I need to develop an effective strategy/curriculum for providing ESL support to ESL students (7-10) in a small ESL program which does not allow for more than withdrawal support once or twice a week. Assessment ideas. Curriculum advice. Methodology. Designing/ideas units of work. Different strategies to teaching overseas students. Developing curriculum. Best practice in terms of assessment in 4 macro skills. I think I would like a moderation of writing folio pieces or issue pieces, ie. several teachers, a group, looking at a piece of writing and agreeing on a mark. Or looking at the actual exams, esp. the writing, to see how the examiners mark. New CSWE curriculum. New directions in ESL/Curriculum Renewal.

2.5 English language intensive courses for overseas students (ELICOS)

34. GELS 63. OTHER I would like to extend my training to ELICOS programmes. I also need ideas relating to resources for teaching both within and outside the school system ie. ELICOS, Adult Literacy), since Im preparing to enter the teaching workforce.

2.6 English skills

1. MGS 11. MGS 20. MGS 21. MGS Look at the different ways to teach craft of writing in VCE worked examples of lesson plans. Techniques/strategies in teaching essay writing (especially VCE level). I have recently been given 4 hours per week of a first year out qualified in ESL. He requires PD onhow to teach grammar in an integrated manner. Im interested in Functional Grammar since it has been highlighted in the CSF. Also a course on Pronunciation (much like Holmesglen TAFEs). Also a refresher course on Reading Skills particularly Phonics. Also a course on beginner ESL Written Language. As a new teacher I feel that PD of most immediate use would focus on teaching strategies, for example a presentation of novel approaches for teaching grammar. Best practice in terms of assessment in 4 macro skills. I teach an ESL class at both Year 11 and 12, and each group is different in their needs. They are overseas students with limited skills in reading, writing and comprehension. I need to do Certificate IV!!! Otherwise teaching spoken grammar (what are people doing (claiming?) about awareness as opposed to teaching?). teaching pronunciation to adult learners (is anyone else using Helen Frasers stuff that DEETYA put out?) Conversational skills and strategies. Pronunciation.

25. GELS 31. GELS 41. NGS 50. ACFE

52. ACFE

2.7 Interactive Approaches to Teaching

3. MGS 14. MGS 23. MGS 25. GELS 26. GELS Id like to incorporate more music & drama in language classes. To make my teaching more interactive student based. Engaging students to ensure that the ESL classroom is an interactive one (not a passive one). Ideas of the kind offered in the Dip Ed for dynamic interactive teaching will always be welcome. Practical games, songs, activities.

2.8 Leadership, management, and policy

1. MGS 47. ACFE 51. ACFE 53. ACFE 55. ACFE ESL school policies how to start one & how to start an international program. Centre management. Leadership skills. Educational management. Educational leadership. Negotiating with funding bodies. Policy & provision lets hear about the funding/policy makers/politics of ESL & Literacy.

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2.9 Literacy
21. MGS 34. GELS 44. ACFE More on Low Literacy ESL students. I would like to extend my training to Adult Literacy. AMES volunteer tutor. Outcome: teach a reasonable level of English to older ladies who are illiterate in their own language(s). Needs: 1. How to approach this need. 2. kinds of lessons best suited. Literacy teaching strategies. I also need ideas relating to resources for teaching both within and outside the school system ie. ELICOS, Adult Literacy), since Im preparing to enter the teaching workforce.

48. ACFE 63. OTHER

2.10 Mainstream English & Key Learning Areas

13. MGS As KLA Coordinator, mainstream staff ask for help to modify tests, classroom work etc. Id like to have information about resources, books, materials across the KLAs that I could give/show them. Ive found suitable SOSE books, but nothing for maths and science. Not being mathematically minded, its sometimes difficult to offer suggestions without showing ignorance. ESL in schools, hand-in-hand with mainstream English.

36. NGS

2.11 Mixed ability classes

6. MGS 42. ACFE 47. ACFE Catering for beginners-level 4 in the same class. How to cope with disparate levels in the classroom. Teaching diverse classes.

2.12 Networking
41. NGS 57. TERT 60. TERT 62. PTP 63. OTHER The PD I have attended since the end of 2002 (Dec & Feb) have been so helpful in giving me the confidence to try new ideas and to network. I would be interested in hearing about new research findings, who is researching what, creating networks of those interested in research etc. As a TESOL teacher educator, it is important to maintain a connection with the grassroots of ESL teacher work Contact with other teachers sharing ideas etc. Current information and networking which can use to obtain employment in TESOL teaching.

2.13 Overseas secondary students

5. MGS Teaching Chinese, full fee paying students, my goals are quite simple; helping the students achieve their best @ Year 12. This means I need to know more about bringing their English skills up to standard during Year 11 as well as how to best implement the Year 12 course. International Students are a whole new ball game and bring with them a whole new set of problems. Dealing with their adjustment problems, mostly in home-stays rather than in the classroom or in the school. Would like to be part of a working group on developing a handbook for Government schools which covers essential information for the school as well as essential information for the home-stay families. Combining effective TESOL strategies in VCE classes where students are mainly overseas students with less than 2 years of English language classroom experience (in Australia). Different strategies to teaching overseas students. Developing curriculum. I teach an ESL class at both Year 11 and 12, and each group is different in their needs. They are overseas students with limited skills in reading, writing and comprehension. I would love practical ideas that I can modify each year which will meet the VCE requirements.

20. MGS

22. MGS 29. GELS 41. NGS

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54. ACFE

57. TERT

Strategies for overseas students who lack knowledge of Australian education system but hope to complete Year 12 and enter university English skills often inadequate, unrealistic goals, students can become disillusioned & depressed. I also (through my research & experience) feel that the particular needs of overseas students are not recognized by providers and kids are suffering because of this.

2.14 Practical ideas, strategies & resources

1. MGS 7. MGS Look at the different ways to teach craft of writing in VCE worked examples of lesson plans. Media issues sample of work (unit of work) focussing on points of view. Resources for ESL students both at VCE level and also in Intensive English classes. Suggestions for better teaching VCE students to achieve the goals/outcomes they must attain. Middle years PD. I would like a refresher course of ESL strategies or any new strategies/ideas that have been implemented in recent times. I need innovative ideas to make language learning both interesting and effective. Quality tools in an ESL classroom which ones are appropriate? or can be appropriately used? Techniques/strategies in teaching essay writing (especially VCE level). Teaching/learning strategies, esp. indiv VCE texts. Teaching VCE. Better resources and strategies. Teaching resources and strategies for Years 8-10. Locating suitable resources ie. age/level appropriate. Combining effective TESOL strategies in VCE classes where students are mainly overseas students with less than 2 years of English language classroom experience (in Australia). How to provide sufficient context in all outcome areas (when students are still grappling with learning English) is a major challenge. Newly arrived students primary. Practical games, songs, activities. Informative and practical sessions which can be linked directly to practice in school setting to better cater for the needs of students. As a new teacher I would like to be informed about various strategies and resources which may be available. Would regard as useful sessions aimed at producing specific modules of task-centred teaching/learning based on using best available theory (ie. useful in itself but also modeling for ongoing course development by teachers). I teach an ESL class at both Year 11 and 12, and each group is different in their needs. They are overseas students with limited skills in reading, writing and comprehension. I would love practical ideas that I can modify each year which will meet the VCE requirements. Really practical hands on activities that can be directly applied to the classroom. Because teachers are so chronically short of time, I feel we want practical input & less of theory/research findings etc. What I want & need most: Practical teaching ideas (mini lessons/styles). Interesting lessons which do not involve hours of preparation!!! (Were not paid to prepare lessons) Conversational skills and strategies. Practical strategies & new activities for adult ESL learners. I need support in skills development, since I am an inexperienced teacher. Hoped for Outcomes: Information & ideas which I can use to build skills, knowledge & confidence for TESOL teaching. Locating fresh, practical ideas & strategies which teachers can use in the classroom.

8. MGS 10. MGS 11. MGS 15. MGS 17. MGS 19. MGS 22. MGS

26. GELS 32. GELS 37. NGS 40. NGS

41. NGS

46. ACFE

49. ACFE 52. ACFE 62. PTP 63. OTHER

65. OTHER

2.15 Primary (early & middle years)

8. MGS 16. MGS 19. MGS 26. GELS Middle years PD. I would like a refresher course of ESL strategies or any new strategies/ideas that have been implemented in recent times. My professional needs are from Prep Grade 6. Needing new sources of teaching techniques to develop a very comprehensive program. Teaching resources and strategies for Years 8-10. Newly arrived students primary. Practical games, songs, activities.

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2.16 Theory & research

12. MGS My professional development needs are not often ESL focused. Most ESL presentations, I have found to be slow, with little research base. I realize that most people prefer the opposite so I tend to look elsewhere for PD. I would also like to be kept up to date with developments in academic research (cognitive psychology, pedagogy, computers etc.) ie. I prefer an academic focus and access to professional materials. I dont want more workshops or examples of lessons etc. Would regard as useful sessions aimed at producing specific modules of task-centred teaching/learning based on using best available theory (ie. useful in itself but also modeling for ongoing course development by teachers). Theory and its practical application in the classroom. Current research. Research methods and instruction. Interests: research & outcomes, linguistic theory, comparison of ESL & EFL. Teaching approaches in the light of relevant language learning and teaching research. I would be interested in hearing about new research findings, who is researching what, creating networks of those interested in research etc. Id like to keep in touch with the latest developments and trends in the field of TESOL as I believe it is essential to be constantly aware of the newest & updated issues. The application of current second language acquisition theory to classroom teaching (& vice versa) is also an interest. As a provider of professional development myself to teachers one of my main needs is staying on top of the latest research & ideas emerging in the field.

34. GELS

40. NGS

45. ACFE 48. ACFE 52. ACFE 57. TERT 58. TERT 60. TERT 65. OTHER

2.17 Secondary / Victorian Certificate of Education (VCE)

1. MGS 5. MGS Look at the different ways to teach craft of writing in VCE worked examples of lesson plans. Teaching Chinese, full fee paying students, my goals are quite simple; helping the students achieve their best @ Yr 12. This means I need to know more about bringing their English skills up to standard during Year 11 as well as how to best implement the Year 12 course. How to assist VCE ESL students. Resources for ESL students both at VCE level and also in Intensive English classes. Suggestions for better teaching VCE students to achieve the goals/outcomes they must attain. Techniques/strategies in teaching essay writing (especially VCE level). Teaching/learning strategies, esp. indiv VCE texts. Teaching VCE. Better resources and strategies. I teach students 7-12. The professional needs are largely to create useful units for the levels. Also an idea of new novels that are of value for ESL students. Combining effective TESOL strategies in VCE classes where students are mainly overseas students with less than 2 years of English language classroom experience (in Australia). The VCE day at the beginning of the year is very useful but it can be hard to get in. Perhaps there might be enough people to run shorter segments after school for the first month or so. I think I would like a moderation of writing folio pieces or issue pieces, ie. several teachers, a group, looking at a piece of writing and agreeing on a mark. Or looking at the actual exams, esp. the writing, to see how the examiners mark. I teach an ESL class at both Year 11 and 12, and each group is different in their needs. They are overseas students with limited skills in reading, writing and comprehension. I would love practical ideas that I can modify each year which will meet the VCE requirements.

6. MGS 7. MGS

11. MGS 15. MGS 17. MGS 18. MGS 22. MGS 38. NGS

41. NGS

2.18 Second phase learners

8. MGS 39. NGS We dont have many 1st phase learners. I need more strategies for students who have been here 2 to 7 years. 2nd phase learners overcoming & correcting of entrenched mistakes.

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2.19 Special needs

11. MGS ESL students who have learning disabilities how to deal with them approaches, strategies, techniques of modifying work for them.

2.20 Teaching individual students

11. MGS 36. NGS 37. NGS Dealing with different learning styles in an ESL classroom. Small group or individual teaching as opposed to whole class teaching. I would love to be involved in a PD which outlines how to create individual learning improvement plans for students.

2.21 Teacher training

60. TERT As a TESOL teacher educator, it is important to maintain a connection with the grassroots of ESL teacher work. I am also interested in the impact of changes to the student cohort/contexts of teaching to ESL teacher work & sense of identity. As a provider of professional development myself to teachers one of my main needs is staying on top of the latest research & ideas emerging in the field. It would be great to have a PD for PD providers.

65. OTHER

2.23 TESOL employment

45. ACFE 48. ACFE 63. OTHER Career opportunities in ALBE. Planning to diversify outside migrant ESL. Career opportunities. Current information and networking which can use to obtain employment in TESOL teaching.

2.24 Time management

12. MGS More efficient use of my own time.

2.25 Workplace English

47. ACFE Changing workplace expectations for entering students (ex-students).

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3. What in your opinion are the key qualities of a successful professional development activity? 3.1 Aims & outcomes
40. NGS 41. NGS 48. ACFE 57. TERT 60. TERT Clear aims. Clear outcomes. A topic that is really explained by the presenter. It is what it says it will be Expected outcomes made clear from the beginning and measured/evaluated at end. That the purpose/audience of the activity are clearly defined beforehand. Clear focus for PD (which is understood by all participants).

3.2 Approaches & activities

22. MGS 28. GELS 29. GELS 32. GELS 39. NGS 52. ACFE 57. TERT 63. OTHER Combination of approaches (ie. lecture/workshop). A variety of approaches for each session. A variety of activities that cover different aspects of ESL. Good content (beyond what is available through sharing of ideas with colleagues at work). A choice of topics/activities. Variety and balance in activities. New perspectives on old questions. Knowledge put in wider context cross-cultural, political. That material is presented in a way that uses good teaching practice as it is seen, taught, and understood today. Appropriate & considered activities/presentational mode.

3.3 Atmosphere
15. MGS 23. MGS 25. GELS 26. GELS 27. GELS 46. ACFE 48. ACFE 51. ACFE 52. ACFE 62. PTP 63. OTHER 64. OTHER Engagement. Engaging. PD should stimulate a creative approach to teaching. Stimulating, challenging. Interest. Very involving. Its engaging. Engaging. Inspirational a conviction of being onto something. Humour. Challenge. Informal, friendly atmosphere. Friendly & inclusive atmosphere. Stimulating, thought provoking.

3.4 Cost
61. TERT Affordable: (this is always a big issue, I know.)

3.5 Follow-up
15. MGS 21. MGS Extension possibilities. Opportunities to explore further in ongoing PD.

3.6 Food
6. MGS 39. NGS 45. ACFE 46. ACFE Good lunch. Adequate food, especially including vegetarian & healthy options. Refreshments provided. Good food.

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3.7 Handouts
5. MGS 32. GELS 38. NGS 41. NGS 43. ACFE Resources that you can take home with you. Good, clear handouts. It gives resources something to take away and look at maybe use not just notes. A handout provided so we can listen and reflect rather than just copy. Comprehensive handouts. So often I go home from an excellent PD session but am unable to remember everything. Comprehensive handouts would solve the problem. Comprehensive is the key word here not just a few activities. Teachers would not dream of teaching English without handouts so why not for overworked, tired teachers at the end of a long day. The lack of comprehensive handouts can spoil an otherwise excellent PD session Clear handouts where applicable.

62. PTP

3.8 Hands-on activities

5. MGS 10. MGS 15. MGS 21. MGS 55. ACFE 65. OTHER Hands on activities. Hands on is a good way to learn & retain ideas. Immediate application (hands-on activities). That it have some practice activities. Practice/hands on elements. Hands on activities.

3.9 Interaction
6. MGS 11. MGS 18. MGS 19. MGS 26. GELS 41. NGS 51. ACFE 52. ACFE 56. ACFE 57. TERT 62. PTP 64. OTHER 65. OTHER A chance to discuss & listen to other teachers in the same areas. Sharing experiences with other teachers. It is also important for teachers to learn from other teachers & exchange ideas. Both presenters/participants have input. Time for sharing ideas. Opportunities to share ideas, experience with other teachers. Time to give feedback. Interactive. Group and pair tasks that are well structured and clear (not meandering or time wasting). Participatory. That participants really do participate. Should include time for group work/discussion. Interactive. Provides opportunities for reflection & discussion.

3.10 Networking
3. MGS 16. MGS 22. MGS 54. ACFE 61. TERT Meet people in similar situations as yours. Staff can network. Opportunity to network with other practicing TESOL teachers. Leaving the activity feeling supported, not alone. Networking: the activity should help the teachers develop their networking for this area.

3.11 Practical ideas & resources

1. MGS 3. MGS 5. MGS 6. MGS 7. MGS Practical skills that can be taken back to school and applied to your teaching. Come away with: new teaching ideas. Resources that you can take home with you. Being made aware of possibilities and resources available. One in which the participants are challenged, extended and enthused to take ideas back into their classrooms for use. I like practical ways of using given or suggested material in my classroom or incorporating it into my teaching plan/curriculum.

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8. MGS 10. MGS 11. MGS 13. MGS 14. MGS 16. MGS 17. MGS 18. MGS 19. MGS 21. MGS 22. MGS 23. MGS 24. GELS 26. GELS 32. GELS 38. NGS 39. NGS 42. ACFE 44. ACFE

46. ACFE 49. ACFE 50. ACFE 51. ACFE 53. ACFE 54. ACFE 55. ACFE 57. TERT 59. TERT 61. TERT

When staff can take back ideas back to the classroom & be able to successfully use them. One that leads to positive practical application in the classroom. When the participants have something concrete (eg. resources, strategies) to take away. It is important the teacher leaves with materials they can use directly in the classroom. I felt there was very little of this in the VCE Teachers Day. To learn some new strategies which will be used consistently and add to my curriculum not just one-off activities. Where a lot of practical ideas are presented where to find resources ... upcoming resources and materials. Practical. The key qualities are that the teacher feels she gains real information. That means information that can be used in the classroom. Practical ideas to go home with. That it equip us with background knowledge about a study, practical skills and lists of resources on same. Provide practical strategies. A practical component. Coming away from the session with the ability and confidence to be able to put ideas given in the session into practice. Provides practical strategies which are easy for teacher to take away & use in classroom. Practical ideas. That it is useful and worthwhile. It gives resources something to take away and look at maybe use not just notes. Examples/samples of work included. Lots and lots of resources and teaching ideas. An activity you leave with information which you can put into practice immediately, and/or which supplies information on resources which are readily available and which suits your needs. Very practical. A successful PD leaves me with a mountain of practical teaching strategies & easily accessible resources. Something new & different. Something to take home. New resources. New not recycled stuff. Walk away with plenty of ideas. Post PD outcomes ie. after some time following a PD program, the skills learnt are still remembered and still being implemented. Leaving the activity with ideas that can be implemented. Theory & practice. That I can hear/learn something I didnt know about previously. That what I learn can be utilized (or discarded, or passed on) immediately. Practical. Resourceful: the activity need to help the participants teaching and development of their own resource database.

3.12 Presentation
5. MGS 6. MGS 22. MGS 32. GELS 39. NGS 41. NGS 46. ACFE 48. ACFE 50. ACFE 60. TERT PD presenters with high levels of expertise. Good speakers. experts ie. experienced & successful practitioners. Good presenter. Interesting, experienced presenters. A presenter who knows what he/she is talking about and has actually used it in the classroom. Very well prepared. Presenters have experience in the area. QUALITY. An outstanding & thoughtful practitioner presenting their experiences. Appropriately knowledgeable & skilled presenters.

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62. PTP 63. OTHER

Well prepared & organized. Clear structure Direct & clear presentation.

3.13 Relevance
4. MGS 13. MGS Relevantness. Succinctness. One where the teacher, who has usually given up a day of their time, spent hours leaving work of high quality for their classes, and knows therell probably be a mess to clear up, leaves feeling satisfied he/she has learnt a lot and it was all worthwhile. Learn something relevant & specific. Relevant to classroom context. Helping to provide academic qualifications & training for updating qualifications. Being kept up to date with VCE examiners requirements and developments at this level. Relevant to specific teaching areas. Those which meet your need at the level you require. Relevant to classroom teachers attending. Respectful of participants needs and flexible to accommodate these. Respectful of the students we teach. Meeting the needs of the audience Currency. Up to date. That the intelligence, prior experience, expectations and concerns of participants are catered to. Participants should be able to feel that it was worthwhile and that they gained something from it. Related to the students I teach. Topics directly relevant to participant interest & need. Relevance: the content of the activity is relevant to the participants needs. Current & relevant content. It meets my needs. Answers the questions I have at the time.

17. MGS 23. MGS 34. GELS

42. ACFE 44. ACFE 46. ACFE 52. ACFE 55. ACFE 56. ACFE 57. TERT 58. TERT 59. TERT 60. TERT 61. TERT 63. OTHER 65. OTHER

3.14 Specific Content

34. GELS 49. ACFE Academic courses in film genres and the theory of film. I have operated on a pedagogical path learnt from watching one teacher ten years ago. I am now stale. I desperately need some new ideas, new practical suggestions on how to teach a. pronunciation, comprehension, grammar, writing & assoc structures. I also want project ideas re Internet and communications via email & innovative ways to teach IT. Implications of government policy

56. ACFE

3.15 Theory & research

1. MGS 12. MGS An activity that extends your theoretical understanding of concepts being developed. Research based information. I prefer to hear the theory so that I can apply it in my own style etc. If I have the theory then I can adjust the practice appropriately. If I just have a strategy and it doesnt work then I dont really understand what Im doing. Informed by study/research. Theory & practice. Key findings of latest research on SLA (second language acquisition).

52. ACFE 55. ACFE 56. ACFE

3.16 Time & venue

23. MGS 39. NGS 45. ACFE Timing not during exam periods or report periods Convenient locations. Not held at the end of the day when teachers are tired. Its whereabouts and whenabouts: central or local venue & convenient time eg early after hours.

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46. ACFE 60. TERT

Nice venue. Setting & time which is easy for participants.

3.17 Use of time

30. GELS 32. GELS 39. NGS 40. NGS 45. ACFE Concision without crushing details into the time limit. Reasonable length. Appropriate length of presentations. Efficient & effective use of time. I like the idea of a conference where PD can be concentrated on one day; it seems more time economical. Not repetitive, although this is perhaps necessary as new practitioners move into the field. Starts & finishes on time. Recognition that teacher time is precious so PD needs to be high quality. Should keep to schedule.

46. ACFE 60. TERT 62. PTP

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4. What is your overall opinion of VATMEs professional development program and the extent to which it meets your development needs? 4.1 Positive comments 4.1.1 General
4. MGS 6. MGS 16. MGS 17. MGS 19. MGS 22. MGS 34. GELS 38. NGS 39. NGS 41. NGS 45. ACFE 57. TERT 63. OTHER (Overall opinion) very good. Seems to cater for my needs. I understand VATMEs professional development program is very good. I have been happy with what I have done so far. They have been interesting and helpful. Overall, all PD sessions have been excellent highly constructive & stimulating. OK. I have found them to be very good in the past . . . those that I go to are excellent. Good. I usually go to a PD day each year. Thus far it has been terrific. I have liked most of the topics covered in twilight forums. Things I have been to in the last few years were definitely helpful to my practice at the time. From my limited experience of VATME PD activities, the quality of the sessions offered is good.

4.1.2 Issues
65. OTHER Many of the activities advertised appear quite current & focus on issues teachers should be interested in attending.

4.1.3 Pre-Organisation/Planning
20. MGS 48. ACFE Pre-organisation of events I have attended have been good. Generally well planned.

4.1.4 Presentation
5. MGS 54. ACFE I have gained excellent insight into ESL teaching practice from some of the presenters. A supportive environment and people who respond in a positive, practical manner to obvious needs. A much needed forum.

4.1.5 Publications
50. ACFE The ACTA background papers are great.

4.1.6 Range
20. MGS 26. GELS 40. NGS 48. ACFE Good range of PD activities are offered. I generally find the range of PDs useful to my needs. A good range from which teachers can select. A variety of presentations available.

4.1.7 Secondary/Victorian Certificate of Education (VCE)

21. MGS I must applaud much of what VATME has done in PD over the years. It has gone a long way in keeping me up with the play as a FT ESL teacher of Yr 7-10 students and as coordinator of the ESL program in our school. Overall its been excellent & its sustained me as a new VCE ESL teacher from 2002 through to this year. It was great when I taught in secondary colleges.

22. MGS 31. GELS

4.1.8 Venue
38. NGS I think the venue in Flinders Lane is fine for a smallish group.

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4.1.9 Newspapers PD
11. MGS I have attended one in the past on Newspapers in the Middle Years and I think it was terrific.

4.1.10 ESL Texts PD

1. MGS Study of ESL texts was good, with input from other ESL teachers.

4.2 Neutral comments

3. MGS 8. MGS 16. MGS 24. GELS 32. GELS 56. ACFE No opinion. I didnt attend any as I wasnt teaching ESL last year but our senior staff did attend some of the VCE inservices. My first PD for 2003 was cancelled and therefore I cannot comment. N/A havent attended VATME PD sessions. Unable to comment as I have not really attended any recently. Dont know a lot sessional we are out of touch with a lot its hit and miss, segmented kind of teaching.

4.3 Critical comments 4.3.1 General

4. MGS 49. ACFE (Extent it meets your needs) limited. Fairly poor, at best average.

4.3.2 Adult Learners

31. GELS 42. ACFE 44. ACFE At the moment Im involved with overseas students who are aiming to study in an Australian tertiary environment so that the focus of the PD session is not that relevant. Not too good. Too many of the activities are not relevant to my teaching (mostly VCE & mainstream government schools). I havent felt it met my needs as an AMES tutor as most of it is geared for teachers in a school situation. In 2002 I didnt find any courses suitable to attend but I notice from the April 2003 newsletter that there are 2 that I would be interested in Islam and the Arab World, Current Research in Adult TESOL. The focus was very strongly on the secondary sector which is not at all relevant to my area. So my PD needs were not met at all. It is too school-focussed for me. I suppose my needs are pretty narrow. Id love to see more adult stuff. We need to concentrate on adult learners. I am aware that VATME is not well-resourced for adult PD provision. The series of Saturday workshops a few years (2 or 3?) ago which focussed on listening, speaking, reading, writing etc. was excellent. This was the last good run that VATME had at adult provision (or inclusive ESL provision), at least. It is very school oriented. There is a clear need to fill the gap for those working in the adult sector which is quite diverse. There hasnt been much PD for me in the VATME program for the last 12 months or so. Didnt you run some ESL Framework workshops? They are an obvious area for on-going PD. The Framework is used by TAFE & ACE. I find VATMEs current PD program very oriented to school-age students. This is why I have not attended a workshop yet, as they have not been personally relevant to me as a teacher of adults. I would like to see more workshops for teachers of new arrivals, migrants & adults. I would like more focus on ALBE, ELICOS & opportunities for TESOL outside K-12. I have not attended many of the VATME PD activities as they are often aimed at classroom teachers and I am not exactly in that situation.

46. ACFE 50. ACFE 51. ACFE 52. ACFE

55. ACFE

62. PTP

63. OTHER 65. OTHER

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4.3.3 Disorganised
5. MGS 7. MGS 13. MGS The days sometimes appear disorganized. Some presenters werent well organized. Id like handouts (and enough made for everyone or at least enough for those who have gone out of their way and registered ahead of the day). Its extremely frustrating when the handouts havent made it to the workshop, or there arent enough. It does not inspire confidence in the association.

4.3.4 Inconsistent quality

1. MGS 15. MGS 60. TERT Some are better than others. Varied quality. Programs at beginning of year seem better than those near end of year. Patchy. Due to the time theyre held I cant get to any PDs. 8pm at night would be better. Many of the PD activities are at times that Im unable to get there eg. Twilight Sessions. I have young children and cant attend when they are home. After-school PDs are too difficult to get to in the city. Im not motivated to attend after a days work and family to consider.

4.3.5 Inconvenient time

3. MGS 7. MGS 10. MGS 45. ACFE

4.3.6 Inconvenient location/venue

1. MGS 20. MGS 57. TERT Facilities not satisfactory. Geared, obviously, to those within close proximity to Melbourne. Twilight PDs offered of an afternoon or evening are useless if the drive is 6 hours return. Sometimes things were too crowded. It is always a long distance to travel.

4.3.7 Lack of networking

18. MGS 57. TERT I feel VATME has distanced itself from its members and there is not the feeling that if we attend PD there will be an atmosphere of networking and a sense of familiarity. There doesnt seem to be a forum for discussion. I understand VATME struggles to facilitate ongoing discussion/networking between teachers (usually explained as oh I just havent got time) yet your PD sessions seem to be very well attended and full of people desperate for useful information. Something a little wrong somewhere but hey, I just havent got the time!

4.3.8 Misinformation/Out of date

7. MGS 57. TERT I was a bit disappointed with the 2003 VCE ESL Day as there was misinformation presented. Sometimes things were out of date.

4.3.9 More full day PD

10. MGS 19. MGS A full day where as much as possible is covered is most convenient. I would like to see whole days run for Years 8-10 similar to the VCE days.

4.3.10 Need more expert presenters

55. ACFE We also need to hear from the experts at the Uni level. There are many fantastic speakers doing great research & writing both locally & interstate. When they come to Melbourne, could VATME book them for a lecture?

4.3.11 Need more PD sessions

23. MGS Important to offer sessions/programs more than once to accommodate people.

4.3.12 Not broad enough scope

27. GELS 57. TERT Needs more variety. I dont think the scope is broad enough and ESL/TESOL etc needs to be reconceptualized to reflect changes in policy, need, learners.

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4.3.13 Not practical enough

13. MGS 14. MGS Id like more hands-on ideas. It could be more practical and help in the development of good curriculum.

4.3.14 Not relevant / interesting enough

7. MGS I was a bit disappointed with the 2003 VCE ESL Day as some presenters werent relevant. I used to attend a lot of their programs, I have not really been attracted by their current PD. I havent found many that interest me. Not specialized enough. Does not do enough to keep teachers abreast of theoretical & research issues. I dont find all that many relevant so I dont attend. Sometimes things were repeated, or not relevant When I was working and my school paid for me to attend, that was great. Now I have to pay myself (I am employed seasonally, Im a single parent, I really cant afford it unless it is definitely going to help or inform me). There is very little that VATME does that acknowledges the need of VATME members working as teacher educators.

18. MGS 29. GELS 34. GELS 38. NGS 57. TERT

60. TERT

4.3.15 Too many sessions

41. NGS 48. ACFE I do have a problem choosing which segment to attend when there are 2 or 3 on at the same time that I want to attend! Sometimes too many sessions on one area but that is usually addressed in later programs.

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5. Please feel free to include any further comments, suggestions or queries you may have. 5.1 Defining the adult sector
55. ACFE I think your survey needs to more clearly incorporate/define the Adult ESL field which consists of ESL and ESL/Literacy in AMES, Private, ACE, TAFE, ELICOS including offshore delivery. There is also the category of Youth used in the TAFE, ACE area which is the 15-20 year old group not at school, but with special needs. You could include VCAL too.

5.2 Members needs

18. MGS I recommend that VATME reacquaints itself with members needs. An association such as this should have meetings that all feel free to attend. Also all members input should be valued.

5.3 Overseas membership

44. ACFE I am not renewing my membership of VATME this year, because I feel that the membership cost for people living overseas is much too high. I have no opportunity to teach English as its education language in the schools & unis etc. so they already have a reasonable command of English as a second language.

5.4 Support groups

65. OTHER Perhaps a support/mentor group where providers of PD to teachers such as myself would be a good thing to establish. This might be an opportunity to call tertiary/university & teacher PD providers together to share ideas. This could be a good way of ensuring the continuity of teacher professional development which is of a high quality moving on after undergraduate courses in the area of TESOL.

5.5 Professional development

60. TERT Need for more clearly focused PD. AND please consider the development/redevelopment of ESL teacher networks so PD can be delivered locally & be directly relevant to teacher need.

5.6 2003 professional development program

52. ACFE There are a couple of sessions on the PD schedule this year which look promising the one which focuses on Muslims and also Current Research in TESOL. These will both be greatly valued.

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References
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McRae, D., Ainsworth, G., Groves, R., Rowland, M. and Zbar, V. (2001). PD 2000 Australia: A National Mapping of School Teacher Professional Development. Canberra: Department of Education, Training and Youth Affairs. Queensland Board of Teacher Registration. (1996). Making Your Professional Development Count: A Report of the Queensland Consortium for Professional Development in Education. Toowong, Queensland: Queensland Board of Teacher Registration. Standards Council of the Teaching Profession, Victoria. (1996). Professional Development: What Do Teachers Think? Melbourne: Standards Council of the Teaching Profession, Victoria. Standards Council of the Teaching Profession, Victoria. (2002) Criteria for quality effective professional development. Victorian Institute of Teaching website. http://www.vit.vic.edu.au/VIT/pub/PBcritQEPD.htm. Terehoff, I. (2002). Elements of adult learning in teacher professional development. NASSP Bulletin, 86 (632), Sep 2002, 65-77. Usher, R. (1996) A critique of the neglected epistemological assumptions of educational research. In Scott, D. and Usher, R. (Eds.), Understanding Educational Research. London and New York: Routledge. Verma, G.V. and Mallick, K. (1999). Researching Education: Perspectives and Techniques. London: Falmer Press. Waites, C. K. (1999). The Professional Life-Cycles and Professional Development of Adult Teachers of English to Speakers of Other Languages. Doctor of Philosophy thesis. University of NSW, Sydney. http://www.library.unsw.edu.au/~thesis/adt-NUN/public/adt-NUN20011128.142410/ Wellington, J. (2000). Educational Research: Contemporary Issues and Practical Approaches. London and New York: Continuum.

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