English Australia Journal : English Australia Journal 28.2
Volume 28 No 2 14 English Australia Journal [I have] more awareness of the types of listening we do: more focused on the tasks being more purposeful [for students] (T6). Earlier, this teacher was looking to ‘recognise [my] own strengths and weaknesses and what is missing from [my] lessons.’ Overall feedback at completion of Phase One In the survey at the end of Phase One (see Appendix B), in response to the question ‘How would you rate the new PD program in terms of supporting your professional development?’, the mean value was 7.67 on a scale of 0-10, indicating a positive assessment by the participants. A sample of questions and teacher responses are detailed in Table 4 below. Overall, the program had a positive reception by teachers, who noted its support for their teaching as well as their students’ learning, and its overall support of their development as teaching professionals through greater interaction and collaboration with their colleagues. Question: How would you rate the new PD program in terms of: Min. value Max. value Mean value 2. supporting your professional development? 7 9 7.67 3. helping you plan and deliver more effective lessons? 6 6 7.22 4. leading to noticeable differences in learning among your students? 4 8 6.44 5. increasing the opportunity to interact with your fellow teachers? 5 9 6.78 Table 4: Teachers’ ratings/perceptions of Phase One of the program Modifications and inclusions for Phase Two Initially, 7 of the 12 teachers expressed concern about having sufficient time to complete the activities, a concern which revealed itself in feedback on the listening self-study module both during and at the end of Phase One. The length of time allocated to this activity, and the classroom-based tasks it involved, require review for the new module for Phase Two. When teachers initially nominated areas of teaching they were interested in exploring further through PD, there was great diversity of responses. This was reflected in the choices made by individual teachers during Phase One. By the end of the phase, teachers indicated that they were satisfied with the amount of choice, suggesting the variety is a key success factor.
English Australia Journal 30.1
English Australia Journal 28.1