Lesson-Plan​ ​Delivery​ ​Before​ ​Lesson-Plan​ ​Design: Defining,​ ​Sequencing,​ ​And​ ​Teaching​ ​The​ ​Essential​ ​Skills​ ​Of​ ​An​ ​English Language​ ​Teacher​ ​Development​ ​Program​ ​At​ ​Induction

Hamline University

DigitalCommons@Hamline

School of Education Student Capstone Projects School of Education

Fall 2017

Lesson-Plan Delivery Before Lesson-Plan Design:

Defining, Sequencing, And Teaching The Essential

Skills Of An English Language Teacher

Development Program At Induction

Joel Hanson

Hamline University

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Recommended Citation

Hanson, Joel, "Lesson-Plan Delivery Before Lesson-Plan Design: Defining, Sequencing, And Teaching The Essential Skills Of An

English Language Teacher Development Program At Induction" (2017).School of Education Student Capstone Projects. 94.

LESSON-PLAN_​​DELIVERY_​​BEFORE_​​LESSON-PLAN_​​DESIGN:

DEFINING,_​​SEQUENCING,_​​AND_​​TEACHING_​​THE_​​ESSENTIAL_​​SKILLS_​​OF_​​AN_​​ENGLISH LANGUAGE_​​TEACHER_​​DEVELOPMENT_​​PROGRAM_​​AT_​​INDUCTION

By_​​Joel_​​Hanson

A capstone submitted in partial fulfillment of the requirements for the degree of Master of Arts in English_​​as_​​a_​​Second_​​Language.

Hamline University Saint Paul, Minnesota

December_​​2017

Capstone_​​​​Project_​​​​Facilitator:_​​​​Trish_​​​​Harvey

2

This_​​Capstone_​​project_​​is_​​dedicated_​​to_​​Myriam_​Adyadou,_{​ ​​}who_​​patiently_​​talked_​​me_​​down_​​from_​​the pedagogical_​​precipice_​​on_​​numerous_​​occasions_​while_{​ ​​}collaborating_​​on_​​our_​​first_​​project-based course._​​Your_​​creativity_​​made_​​the_​​course_​​we_​​created_​​so_​​much_​​better_​​than_​​it_​would_{​ ​​}have_​​been_​​had_​​I

toiled_​​in_​​isolation—as_​​I_​​have_​​done_​​for_​​most_​of_{​ ​​}my_​​EFL_​​career._​This_{​ ​​}Capstone_​​project_​​is_​​also dedicated_​​to_​​Mark_​​Holbrook,_​​whose_​​curiosity,_​​equanimity,_​​and_​​patience_​​afforded_​​me_​​the opportunity_​​to_​​do_​​just_​​about_​​everything_​​I_​​ever_​​wanted_​​to_​​do_​​in_​​EFL_​​teaching_​​and_​​training—except

3

TABLE_​​OF_​​CONTENTS

Chapter_​​1 Introduction 5

Identifying_​​the_​​Problem 5

My_​​Own_​​Path_​​to_​​Teacher_​​Training 8 Prerequisites_​​and_​​Obstacles_​​to_​​a_​​Purposeful_​​Teacher_​​Development_​​Program 13 Chapter_​​1_​​Summary_​​and_​​Overview_​​of_​​the_​​Remaining_​​Chapters 16

Chapter_​​2 Literature_​​Review 19

Introduction_​​/_​​Overview 19

Teacher_​​Training_​​Program_​​Prerequisites 20 Choosing_​​a_​​Curricular_​​Framework_​Compatible_{​ ​​}with_​​Student_​​Learning_​​Goals 22 The_​​Case_​​for_​​Using_​​Existing_​​Courses_​​to_​​Train_​​Novice_​​Instructors 25 Four_​​Frameworks_​​for_​​Teacher_​​Development 29 Two_​​Central_​​Tasks_​​of_​​Learning_​​to_​​Teach_​​at_​​the_​​Preservice_​​Phase 38 One_​​Central_​​Task_​​of_​​Learning_​​to_​​Teach_​​at_​​the_​​Induction_​​Phase 47 A_​​Reordering_​​and_​​Rationale_​for_{​ ​​}Feiman-Nemser’s_​​Central_​​Tasks_​​at

Induction

51

Chapter_​​Summary 59

Chapter_​​3 Project_​​Description 62

Chapter_​​Overview 62

Project_​​Context 64

Primary_​​Instructor_​​Issues_​​in_​​the_​​Classroom 65 The_​​Project-Based_​​Course_​​on_​​Which_​​the_​​Induction_​​Training_​​Is_​​Based 68 Three_​​Guiding_​​Principles_​​for_​​the_​​Induction_​​Training_​​Handbook 70 A_​​Framework_​​for_​​Four_​​Phases_​​of_​​Induction_​​Training 76

4 Chapter_​​Summary 78 Chapter_​​4 Conclusion 80 Chapter_​​Overview 80 Major_​​Findings 81 Complications_​​in_​​Research 91

Project_​​Implications,_​​Communication_​​of_​​Results,_​​Benefits_​​to_​​the_​​Profession 97 Project_​​Limitations,_​​Next_​​Steps,_​​and_​​Future_​​Research 98

Chapter_​​Summary 101

Conclusion 102

References 105

LIST_​​OF_​​TABLES_​​AND_​​FIGURES

Chapter_​​2 Figure_​​1:_​​The_​​Freeman_​​and_​​Johnson_​​(1998)_​​Knowledge_​​Base_​​for_​​Teacher Education

30 Table_​​1:_​​The_​​Central_​​Tasks_​​of_​​Learning_​​to_​​Teach_​​(Feiman-Nemser,_​​2001) 34 Table_​​2:_​​Danielson’s_​​Framework_​​for_​​Teaching_​​(2007) 36 Table_​​3:_​​The_​​First_​​Two_​Phases_{​ ​​}of_​​Bambrick-Santoyo’s_​​(2016)_​​Scope_​​and

Sequence_​​of_​​Action_​​Steps_​to_{​ ​​}Launch_​​a_​​Teacher’s_​​Development

37 Figure_​​2:_​​Graves’_​​(2000)_​​circular_​​model_​​of_​​course_​​design 52 Table_​​4:_​​A_​​suggested_​​alternative_​order_{​ ​​}of_​​Feiman-Nemser’s_​​central_​​tasks_​​of learning_​​to_​​teach_​​at_​​induction

53 Chapter_​​3 Table_​​1:_​​Elements_​​and_​Components_{​ ​​}of_​​Domain_​​3:_​​Instruction_​​from

Danielson’s_​​Framework_​​for_​​Teaching_​​(p._​​4)

76

Table_​​2:_​​My_​​Four_​​Phases_​of_{​ ​​}Induction_​​Training_​​Related_​​to_​​Danielson’s Components_​​of_​​Domains_​​1-3:_​Planning_{​ ​​}and_​​Preparation,_​​The_​​Classroom Environment,_​​and_​​Instruction

5

CHAPTER_​​ONE

INTRODUCTION

“A_​​conceptual_​​framework_​​is_​​the_​​cornerstone_​of_{​ ​​}a_​​coherent_​[teacher_{​ ​​}development]_​​program._​​It offers_​​a_​​view_​​of_​​learning,_​​the_​​role_​​of_​​the_​​teacher,_​​and_​​the_​​mission_​of_{​ ​​}the_​​schooling_​​in_​​a

democracy._​​It_​​provides_​​a_​​set_​​of_​​understandings_​about_{​ ​​}learning_​​to_​​teach._​​More_​​than_​​rhetoric,_​​the values_​​and_​​ideas_​​that_​​make_​​up_​​the_​​program’s_​​mission_​​and_​conceptual_{​ ​​}framework_​​inform_​​the design_​​and_​​sequencing_​​of_​​courses_​​and_​​field_​​experiences._​​They_​​get_​translated_{​ ​​}into_​​specific_​​themes or_​​core_​​abilities._​​They_​​shape_​curriculum,_{​ ​​}culture,_​​pedagogy,_​​and_​​assessment_​​practices.”—Sharon Feiman-Nemser_​​(2001,_​​p._​​1023)

Identifying_​​the_​​Problem

For_​​the_​​entirety_​​of_​​its_​​60-year_​​history,_​​my_​​former_​​employer_​has_{​ ​​}operated_​​a_​​large, profitable_​​network_​​of_​​English_​​language_​​schools_​​in_​​Morocco_​​without_​​a_​​pedagogical_​​framework such_​​as_​​the_​​one_​​described_​​by_​Howey_{​ ​​}and_​​Zimpher_​(1989)_{​ ​​}and_​​Feiman-Nemser_​​(2001).

Consequently,_​​the_​​administrative_​​association_​​and_​​its_​​network_​​of_​​12_​​language_​schools_{​ ​​}lack_​​a_​​clear mission_​​statement;_​​precise_​​descriptions_​​of_​what_{​ ​​}constitutes_​​effective_​​teaching_​​and_​​student

learning;_​​a_​​curriculum_​​with_​​course_​​outcomes_​​the_​​extend_​​beyond_​​the_​desultory_{​ ​​}aims_​​of_​​the

textbook-driven/grammar-based_​​syllabus_​​of_​​the_​​course_​​books_​​they_​​are_​​using;_​​and,_​​most_​​crucially, a_​​quality_​​teacher_​​training_​​program_​​to_​​ensure_​that_{​ ​​}the_​​student-learning_​​aims_​​of_​​its_​​courses_​​are consistently_​​realized._​​To_​​their_​​credit,_​​the_​​schools_​​in_​​the_​​network_​​use_​​a

communicative-language-teaching_​​(CLT)_​​approach_​​and_​​provide_​​a_​​generally_​​enjoyable

language-learning_​​experience_​​for_​​a_​​majority_​​of_​the_{​ ​​}Moroccan_​​high_​school_{​ ​​}and_​​college_​​students who_​​make_​​up_​​an_​​overwhelming_​​majority_​​of_​​their_​​customers._​​The_​schools_{​ ​​}also_​​provide_​​numerous free_​​extracurricular_​​clubs_​​and_​​engage_​​in_​​some_​​charitable_​​community_​​outreach_​​that_​​combines language_​​learning_​​with_​​personal_​​skill_​​development_​​and_​​public_​​service._​​Nevertheless,_​​the_​​largely

6 unacknowledged_​​consequences_​​of_​​these_​​curricular_​​and_​​pedagogical_​​blind_​​spots_​​are_​​evident_​​when interacting_​​with_​​learners_​​who_​​have_​​completed_​the_{​ ​​}school’s_​​18-class_​program:_{​ ​​}a_​​number_​​of

students_​​are_​​not_​​proficient_​​in_​​one_​​or_​​more_​​of_​the_{​ ​​}four_​​skills_​​or_​​manage_​​to_​​achieve_​​oral_​​fluency_​​but lack_​​the_​​textual,_​​compositional,_​​and_​​higher-order_​thinking_{​ ​​}skills_​​needed_​to_{​ ​​}succeed_​​in_​​an

English-speaking_​​academic_​​environment.

A_​​cursory_​​glance_​​at_​​the_​​one-sentence_​mission_{​ ​​}statement_​​of_​the_{​ ​​}network’s_​​largest_​​English language_​​school_​​in_​​Casablanca_​​reveals_​​a_​​noticeable_​​absence_​​of_​​specificity_​regarding_{​ ​​}the_​​nature_​​of whatever_​​pedagogy_​​it_​​is_​​championing:_​​​Our_​​school_​​exists_​​to_​​give_​​all_​​of_​​our_​​students_​​the_​​best teaching_​​and_​​learning_​experience_{​ ​​}in_​​Casablanca_​._​​The_​​obvious_​​question:_​How_{​ ​​}does_​​one_​​define “the_​​best_​​teaching_​​and_​​learning_​​experience”?_​​Undoubtedly,_​​the_​​answer_​​depends_​​on_​​which director,_​​teacher_​​coordinator,_​​EFL_​​instructor,_​​or_​​student_​​one_​​speaks_​​to_​​and,_​​it_​​is_​​safe_​​to_​​assume, their_​​responses_​​would_​​be_​​widely_​​divergent._​​Clearly,_​​the_​​students_​​suffer_​most_{​ ​​}from_​​this_​​scholastic relativism,_​​as_​​many_​​have_​​confessed_​​to_​​me_​​on_​​numerous_​​occasions;_​​each_​​time_​​they_​​start_​​a_​​new course_​​and_​​work_​​with_​​a_​​new_​​teacher_​​is_​​akin_​to_{​ ​​}entering_​​a_​​new_​​school_​​that_​​bears_​​no_​​resemblance_​​to the_​​old_​​one;_​​and_​​their_​​only_​​hope_​​rests_​​with_​the_{​ ​​}good_​​fortune_​​to_​​be_​​assigned_​​an_​​instructor_​​who_​​is skilled_​​enough_​​to_​​assist_​​in_​​their_​​language-learning_​​process.

Since_​​I_​​began_​​pursuing_​​my_​​MA_​​in_​​Adult_​​ESL_​​at_​​Hamline,_​​I_​​have_​​been_​​interested_​​in helping_​​the_​​the_​​largest_​​language_​​school_​​in_​Casablanca_{​ ​​}more_​​clearly_​​define_​​the_​​learning_​​goals_​​of its_​​courses_​​as_​​a_​​basis_​​for_​​establishing_​​greater_​​pedagogical_​​consistency_​among_{​ ​​}the_​​75-teacher_​​staff and_​​more_​​accurately_​​assessing_​​student_​​performance._​Therefore,_{​ ​​}with_​​the_​goal_{​ ​​}of_​​creating_​​a

handbook_​​of_​​instructional_​​sequences_​​for_​​a_​​comprehensive_​​52-week_​​induction_​​training_​​course,_​​this Capstone_​​project_​​seeks_​​to_​​uncover_​​the_​​essential_​tasks_{​ ​​}and_​​sequences_​​of_​​EFL_​​teacher_​​training_​​at

7 induction_​​and,_​​in_​​the_​​process,_​​provide_​​my_​former_{​ ​​}employer_​​and_​​similar_​​EFL_​​institutions_​​with_​​a blueprint_​​for_​​establishing_​​compelling—and_​explicit—learning_{​ ​​}outcomes_​​and_​​equipping_​​teachers with_​​the_​​skills_​​to_​​help_​​their_​​students_​​achieve_​those_{​ ​​}course_​​goals._​​The_​students_{​ ​​}who_​​come_​​to_​​their schools_​​for_​​language_​​instruction_​​deserve_​​no_​​less._​​As_​I_{​ ​​}review_​​some_​​of_​the_{​ ​​}available_​​literature_​​in_​​a search_​​for_​​commonalities_​​in_​​various_​​teacher_​​development_​​program_​​frameworks,_​​I_​​will_​​contend with_​​the_​​first_​​of_​​two_​​central_​​research_​​questions:

What_​​are_​​the_​​essential_​​set_​​of_​​teaching_​skills/practices_{​ ​​}at_​​the_​​induction_​​portion_​​of_​​teacher_​​training that_​​are_​​applicable_​​to_​​my_​​EFL_​​teaching_​​context?_​​​Then,_​​I_​​will_​​combine_​​those_​​skill_​​frameworks_​​in the_​​literature_​​review_​​to_​​answer_​​my_​​second_​research_{​ ​​}question:_​​​In_​​light_​​of_​​the_​​specific_​​teacher preparation_​​and_​​development_​​needs_​​of_​​the_​staff_{​ ​​}in_​​the_​aforementioned_{​ ​​}12-school_​​network_​​in Morocco,_​​how_​​should_​​these_​​skills_​​be_​​sequenced_​and_{​ ​​}taught_​​during_​​the_​​induction_​​portion_​​of_​​an English_​​language_​​teacher_​​development_​​program?

In_​​the_​​rest_​​of_​​chapter_​​1,_​​I_​​will_​​briefly_​​document_​​my_​​own_​​professional_​​path_​​from_​​novice instructor_​​to_​​teacher_​​trainer_​​and_​​the_​​pedagogical_​epiphany_{​ ​​}I_​​had_​​along_​​that_​​way—in_​​short,_​​that identifying_​​course_​​outcomes_​​and_​​helping_​​instructors_​​acquire_​​the_​​skills_​​necessary_​​for_​​consistent student_​​achievement_​​of_​​the_​​course_​​outcomes_​​are_​​paramount_​​to_​​providing_​“the_{​ ​​}best_​​teaching_​​and learning_​​experiences.”_​​Drawing_​​on_​​my_​​personal_​​experience_​in_{​ ​​}the_​​field_​​as_​​the_​​basis_​​for_​​further reflection,_​​I_​​will_​​then_​​consider_​​what_​​components_​should_{​ ​​}serve_​​as_​​the_​​foundation_​​for_​​a_​​viable induction_​​training_​​program._​​In_​​the_​​process,_​​I_​will_{​ ​​}also_​​explore_​​what_​​a_​​language_​​school_​​would need_​​to_​​construct_​​(e.g._​​a_​​clear_​​vision_​​of_​​the_​​student_​​learning_​​it_​​is_​trying_{​ ​​}to_​​promote,_​​a_​​specific curricular_​​framework_​​with_​​clearly_​​defined_​​course_​outcomes,_{​ ​​}and_​​well-defined_​set_{​ ​​}of_​​skills_​​and

8 practices_​​teachers_​​should_​​possess_​​at_​​various_​​stages_​of_{​ ​​}their_​​career)_​​before_​​it_​​could_​​create_​​a

purposeful_​​teacher_​​training_​​program.

My_​​Own_​​Path_​​to_​​Teacher_​​Training

My_​​personal_​​investment_​​in_​​the_​​outcome_​of_{​ ​​}this_​​project_​should_{​ ​​}be_​​self-evident:_​​Purposeful teacher_​​training_​​programs_​​are_​​the_​​exception_​​rather_​​than_​the_{​ ​​}rule_​​as_​​evidenced_​by_{​ ​​}that_​​fact_​​that_​​in my_​​16-year,_​​seven-country_​​career—mostly_​​as_​​an_​​English_​​as_​​a_​​Foreign_​​Language_​​(EFL)

instructor,_​​I_​​have_​​yet_​​to_​​work_​​for_​​an_​​institution_​that_{​ ​​}had_​​a_​​clear_​​vision_​​of_​​what_​​it_​​wanted_​​its students_​​to_​​accomplish_​​in_​​the_​​classroom_​._​​​Equally_​​important,_​​none_​​of_​these_{​ ​​}institutions_​​had_​​a teacher_​​training_​​program_​​to_​​ensure_​​that_​​its_​teachers_{​ ​​}possess_​​the_​​pedagogical_​​tools_​​to_​​help_​​their students_​​develop_​​the_​​skills_​​needed_​​to_​​achieve_​the_{​ ​​}course_​​goals._​​Many_​​teacher_​​training_​​programs_​​at the_​​private_​​language_​​school_​​level—my_​former_{​ ​​}employer_​​included—focus_​​on_​​brief,_​​off-site

preservice_​​preparation_​​and_​​largely_​​ignore_​the_{​ ​​}induction_​​and_​​ongoing_​​professional_​​development aspects_​​of_​​a_​​teacher’s_​​career._​​Perhaps_​that_{​ ​​}is_​​because_​administrators_{​ ​​}are_​​often_​​working

autonomously_​​(like_​​my_​​former_​​employer)_​​and_​typically_{​ ​​}lack_​​the_​knowledge,_{​ ​​}vision,_​​and_​​qualified personnel_​​to_​​initiate_​​a_​​teacher_​​development_​program_{​ ​​}or_​​because_​they_{​ ​​}believe_​​their_​​largely

unskilled_​​native-speaking_​​EFL_​​instructors_​​are_​​not_​​going_​​to_​​be_​​around_​​that_​​long.

After_​​all,_​​as_​​Gilman_​​(2016)_​​has_​​pointed_​out,_{​ ​​}the_​​English_​​as_​​a_​​Foreign_​​Language_​​(EFL) world_​​differs_​​significantly_​​from_​​its_​​English_​​as_​​a_​​Second_​​Language_​(ESL)_{​ ​​}counterpart_​​even_​​though the_​​two_​​terms_​​are_​​often_​​used_​​interchangeably._​​The_​​EFL_​​world_​​contains_​​both

non-native-English-speaking_​​teachers_​​(NNESTs)_​​who_​​learned_​English_{​ ​​}as_​​a_​​second_​​or_​​third language_​​and_​​teach_​​it_​​to_​​students_​​of_​​a_​similar_{​ ​​}linguistic_​​and_​​cultural_​background_{​ ​​}in_​​a_​​country_​​in which_​​English_​​is_​​a_​​minority_​language._{​ ​​}And_​​there_​​are_​​Native-English-speaking_​​instructors

9 (NESTs)_​​instructors_​​like_​​myself_​​who_​​move_​​to_​a_{​ ​​}foreign_​​country_​​to_​​teach_​​the_​​language,_​​often without_​​knowing_​​much_​​about_​​the_​​native_​​language_​and_{​ ​​}culture_​​of_​​their_​​students._​​In_​​contrast,_​​the ESL_​​world_​​almost_​​exclusively_​​contains_​​NESTs_​​who_​​teach_​English_{​ ​​}in_​​a_​​country_​in_{​ ​​}which_​​it_​​is_​​the dominant_​​language._​​It_​​is_​​a_​​gross_​​understatement_​​to_​assert_{​ ​​}that_​​the_​​EFL_​world_{​ ​​}contains_​​a_​​far_​​easier path_​​to_​​certification;_​​a_​​glaring_​​lack_​​of_​​uniformity_​​in_​​the_​​training_​​that_​​is_​offered_{​ ​​}to_​​both_​​novice_​​and experienced_​​instructors;_​​professional_​​responsibilities_​​that_​differ_{​ ​​}widely_​​from_​​country_​​to_​​country and_​​within_​​schools_​​in_​​the_​​same_​​country._​​It_​​is_​​also_​​important_​​to_​​note,_​as_{​ ​​}Gilman_​​(2016)_​​did,_​​that many_​​NEST_​​EFL_​​teachers_​​are_​​drawn_​​to_​the_{​ ​​}profession_​​not_​​because_​​they_​​are_​​passionate_​​about learning_​​the_​​craft_​​but_​​because_​​teaching_​​abroad_​provides_{​ ​​}the_​​easiest_​​path_​​to_​​an_​​exciting_​​but ephemeral_​​lifestyle_​​change_​​in_​​a_​​foreign_​​culture;_​​and,_​​consequently,_​​these_​teachers_{​ ​​}tend_​​to_​​view their_​​identity_​​and_​​role_​​within_​​that_​​institution_​​as_​​more_​​transitory._​More_{​ ​​}importantly,_​​as_​​Gilman (2016)_​​summarized,_​​a_​​training_​​program_​​that_​helps_{​ ​​}teachers_​​reconcile_​their_{​ ​​}identity_​​as_​​instructors not_​​only_​​instills_​​a_​​stronger_​​desire_​​in_​​teachers_​to_{​ ​​}improve_​​their_​​job_​skills_{​ ​​}but_​​increases_​​the_​​chance that_​​they_​​will_​​remain_​​in_​​a_​​profession_​​in_​​which,_​​according_​to_{​ ​​}Bambrick-Santoyo_​​(2016)_​​citing statistics_​​from_​​the_​​National_​​Commission_​​on_​​Teaching_​​and_​​America’s_​​Future_​​(NCTAF),_​​nearly half_​​of_​​American_​​teachers_​​quit_​​less_​​than_​​five_​​years_​​into_​​their_​​career._​​Even_​​though_​​similar_​​statistics have_​​not_​​been_​​compiled_​​for_​​their_​​counterparts_​​in_​​the_​​EFL_​​world,_​​the_​​attrition_​​rate_​​is_​​probably much_​​higher._​​Quality_​​induction_​​training_​​may_​also_{​ ​​}reduce_​​the_​resentment_{​ ​​}NNESTs_​​feel_​​toward their_​​NEST_​​counterparts_​​who_​​usually_​​have_​less_{​ ​​}teaching_​​experience_​and_{​ ​​}fewer_​​pedagogical_​​skills, are_​​less_​​committed_​​to_​​their_​​jobs,_​​but_​​nevertheless_​​receive_​​better_​​benefits_​​in_​​an_​​attempt_​​to_​​lure them_​​from_​​the_​​home_​​countries.

10 Due_​​to_​​the_​​aforementioned_​​realities_​​of_​​the_​​EFL_​​world,_​​it_​​should_​​come_​​as_​​no_​​surprise_​​that the_​​school-sponsored_​​training_​​I_​​​have_​​​received_​​has,_​​for_​​the_​​most_​part,_{​ ​​}been_​​desultory,_​​superficial, and_​​largely_​​disconnected_​​from_​​the_​​specifics_​of_{​ ​​}my_​​most_​daunting_{​ ​​}classroom_​​challenges._​​An informal_​​teacher_​​survey_​​I_​​conducted_​​at_​​three_​​of_​​the_​​12_​​language_​​schools_​​in_​​the_​​Moroccan_​​network yielded_​​similar_​​observations:_​​sporadic_​​training_​workshops_{​ ​​}which_​​were_​​frequently_​​unrelated_​​to teachers’_​​most_​​vital_​​instructional_​​needs_​​and_​​a_​​general_​​absence_​​of_​a_{​ ​​}coherent_​​program_​​for sustained_​​teacher_​​development._​​Therefore,_​​I_​​want_​to_{​ ​​}create_​​a_​teacher_{​ ​​}development_​​program_​​for EFL_​​instructors_​​at_​​the_​​stage_​​of_​​development_​​where_​​they_​​need_​​it_​​most:_​​the_​​induction_​​portion_​​of their_​​professional_​​career—the_​​time_​​when_​​they_​​are_​​most_​​likely_​​to_​abandon_{​ ​​}the_​​profession_​​because the_​​pre-service_​​training_​​they_​​received_​​is_​incongruent_{​ ​​}with_​​the_​pedagogical_{​ ​​}exigencies_​​of_​​their employer_​​and_​​they_​​have_​​been_​​left_​​to_​​sort_​​out_​​the_​transitional_{​ ​​}shock_​​for_​​themselves.

For_​​most_​​of_​​my_​​ESL/EFL_​​career,_​​I_​​have_​​been_​​attempting_​to_{​ ​​}counter_​​the_​​prototypical pattern_​​of_​​professional_​​isolation_​​I_​​have_​​experienced_​in_{​ ​​}every_​​teaching_​​context_​​I_​​have_​​worked_​​in and_​​create_​​ways_​​for_​​my_​​colleagues_​​to_​share_{​ ​​}ideas,_​​collaborate_​​on_​​lesson_​​plans_​​and_​​course material,_​​and,_​​subsequently,_​​initiate_​​their_​​own_​professional_{​ ​​}development._​​As_​I_{​ ​​}mentioned_​​in_​​the previous_​​paragraph,_​​teaching,_​​at_​​least_​​when_​​an_​​instructor_​​has_​​completed_​​preservice_​​preparation and_​​is_​​attempting_​​to_​​apply_​​those_​​pedagogical_​​insights_​​to_​​an_​​actual_​​classroom,_​​is_​​often_​​a_​​lonely profession._​​Upon_​​completion_​​of_​​their_​​four-week_​​CELTA_​​or_​​TESOL_​​certification_​​course,_​​teachers typically_​​lose_​​contact_​​with_​​their_​​preservice_​​teacher_​​educators_​​and,_​​as_​Farrell_{​ ​​}(2009)_​​remarked,_​​are asked_​​to_​​perform_​​the_​​same_​​tasks_​​of_​​lesson-planning_​​and_​​delivery_​as_{​ ​​}their_​​more_​​experienced colleagues,_​​often_​​without_​​any_​​guidance_​​or_​​support_​from_{​ ​​}their_​​employer._​​In_​​other_​​words,_​​they_​​are being_​​asked_​​to_​​learn_​​two_​​jobs_​​simultaneously,_​​as_​Wildman_{​ ​​}et_​​al._​​(1989,_​as_{​ ​​}cited_​​in_​​Farrell,_​​2012)