Develop innovative and creative ways to present required information to diverse adult learners in time constrained environment.

• Collaborate with library media specialist to discuss website requirements, as well as mini-lesson on skimming and scanning and keyword searching and scheduling of library for lesson.

• Ensure effective lesson planning, to include activities and necessary resources, in order to allow for maximum instructional time.

• Ensure all necessary materials, to include supplies and AV materials are available and working as appropriate.

• Discuss successful tech integration projects with other teachers in both formal and informal settings.  

Encourage camaraderie and collaboration with faculty and staff while delivering required training in a positive and supportive learning environment.

• Ensure setup of facility in advance, in order to maximize instructional time.  

• Ensure all necessary materials, to include supplies and AV materials are available and working as appropriate.Encourage effective instructional design and technology integration with appropriate technologies to facilitate adult learning for diverse learners.  

• Practice cognitive coaching strategies through formal and informal exchanges with teachers.

• Practice coaching skills while being observed by peer coach.

• Try to attend grade level planning for every grade level at least twice a month to build relationships and practice coaching strategies.

• Observe levels of technology integration on campus.

• Use suggestion box in teacher's lounge to solicit feedback on adult training.
• Document 'lessons learned' following each completed project.  Update as necessary based on formal and informatl feedback.
  

• Develop formal survey for mentees to solicit feedback.

• Observe levels of technology integration on campus.

• Develop periodicity of follow-up with mentees.

This lesson will be taught to campus staff and faculty to meet a state and district requirement.  The ESL teacher, tasked with providing this training, does not like to speak formally to groups of adults.  In order to facilitate a learner-centered environment, as well as to address the sensitivities of the teacher, this lesson will be taught using a teacher-designed guide of information, to be implemented in a game format.  Prior to the activity, the ESL teacher will talk to the group about the relevancy of this training, specifically addressing the required nature of the training as well as offering anecdotes designed to help the adults relate the required nature of the training with the educational needs of the students.  The instructor will then divide the teachers into pre-selected teams, designed to mix teachers of different grade and experience levels.  Each team will be given several hardcopy guides, and two members of each team will be given a laptop.  The librarian will deliver a very short lesson on finding information using the organization of the guide, emphasizing skimming and scanning as well as keyword searching.  The librarian will also demonstrate using the "find" feature on the electronic form of the guide to locate information . 

Game will begin with each team receiving a printed question card.  Team members will need to find the answer to the question, come to a consensus on the correct answer, and then will have their answer checked by the ESL teacher, the librarian or the principal.  Upon answering correctly, the team will get a token correlating to the point value of the question, and will receive another question card.  Object of the game is for the cumulative total of all points collected by the teams beat a number score posted on the board.  If, at the end of the game, the class beats the number score, some incentive (approved by the principal) will be rewarded.

Coaching support:

• One-on-one meetings between coach and teacher
• Frequent "check-ins" between coach and teacher via email.

Student lesson support:

• Instructor-designed "Basics of ELL" guides; several copies for each team.
• Data Projector for demonstrations
• Laptop computers (minimum of 6)
  
• Internet access for laptops as well as presentation computer
• Collaboration with library media specialist and principal.
  

Prior to this project, the ESL teacher will meet jointly with the library media specialist and the principal, to address any scheduling and incentive issues necessary for the training.  This will also allow the ESL teacher to solicit any specific concerns the principal may have regarding the content of the training.