If you are an experienced teacher you know what works for your students and what will make a lesson "click." You can contribute to your profession and enhance your own professional development by sharing your expertise. Here are three ways you can contribute.

1. Write an Article for a Professional Publication
Most professional organizations have newsletters or publications directed to teachers in the field, and these publications seek and welcome articles written by practitioners. Similar to Field Notes, submission guidelines are available at the Web site of the professional association or from the publisher of the journal or newsletter.

Begin your article by brainstorming ideas and jotting down the two or three key points you wish to convey. Similar to preparing objectives, zero in on what you really want your readers to know. In other words, keep it simple. An engaging article includes some of the following: interesting stories, personal anecdotes, examples, or case studies that may be helpful to underscoring your key points. It is helpful to have a colleague read your piece for clarity and correctness. The newsletter or publication editor may assist with this step, but you are more likely to have a "ready piece" put into print if your article is grammatically correct and presented in the format recommended by the publisher.

2. Mentor a New Teacher or a Gifted Student
Although the terms coaching and mentoring are sometimes used interchangeably, they have substantial differences. The primary goals of a coach are to improve performance and impart skills. The coach's role is heavy on "telling" and provides immediate feedback. The goal of mentoring, on the other hand, is to provide support and guidance for the personal growth of the protégée. A mentee is usually in charge of his or her learning and is participating voluntarily; the mentor is seldom the mentee's boss. The mentor often serves as a role model who makes suggestions and connections (Harvard Business Essentials, 2004, p. 107).

3. Design and Deliver a Workshop
First, decide which professional organization's conference and format would best suit your topic or your interests. The local professional organizations include but are not limited to the following: the Massachusetts Coalition of Adult Education (MCAE), Literacy Volunteers of Massachusetts (LVM), Massachusetts Association of Teachers of Speakers of Other Languages (MATSOL), Massachusetts Association of Bilingual Educ- ators (MABE), and the Com-monwealth Workforce Coalition. Next, put your thoughts on paper so you will have a proposal in hand when the opportunity arises. Generally, the guidelines and deadlines for proposals for conference and workshop presentations are available from the organizations sponsoring the conference.

• Although conducting a formal needs assessment may not be practical, coworkers, directors of professional adult basic education organizations, and SABES staff may provide feedback on pressing topics and both the "real" and "felt" needs of your prospective participants. Once you have identified a topic, you can begin your presentation design.
• Write one or two learning objectives. Depending on the length of the proposed workshop, keep your objectives simple and focused.
• Outline the content of your presentation. Keeping your objectives in mind and using the content outline, write a brief description of your proposed presentation. This piece should inform the learners of what they will know at the conclusion of your presentation. List the key benefits of attending your session and include any unusual or special features of your workshop. This is a marketing piece that wil
• be used to entice people to attend your workshop. Samples of conference abstracts are often included on the Web page of the sponsoring agency. For example, if you go to www.tesol.org, and click their conference link, you will find samples of accepted proposals that can help you with language and format. Once your proposal has been ac- cepted, you can expand your delivery outline to ensure that your presentation will be a success.
• Select appropriate presentation delivery methods or techniques and match these to your content outline. Your methods may include lecture, role-playing, group activity, or a combination of these.
• Prepare a dynamic opener and memorable closing. Both the opener and the closing are important components of your workshop design. The first interaction with your audience is critical to establishing rapport and credibility. For this purpose, an icebreaker or short introductory activity is useful. It will relax your audience and foster an interest in your subject.
• Prepare your visuals: transparencies, flip charts, videos, slides, tapes, CDs, white boards, or PowerPoint presentations. Visuals should be bulleted, simple, and colorful, and include pictures, graphs, or illustrations that make an impact.
• Plan ahead and conduct a stand-up rehearsal. Solicit feedback from a colleague, and time your presentation. Practice again until you feel comfortable.
• Prior to your presentation, locate and review the facility. On the day of your presentation, arrive early, check out the workshop seating; and if possible, try out the equipment. Plan for any contingency; back up your mediated presentation; bring an extra bulb and extension cord for your projector; and sufficient handouts to ensure an adequate supply for all participants.

Your Presentation Checklist

• Anticipate potential problems. (Do you have enough handouts? Is there enough seating?)
• Have an assistant on hand to help with equipment, distribute handouts, or help with any unexpected problems.
• Get your important information out first.
• Provide time for questions, follow-up, and group interaction.
• Speak loudly enough for those in the rear of the room to hear comfortably.
• Face your audience and maintain eye contact.
• Start and end promptly on time; avoid obvious clockwatching.
• Smile—be honest and genuine.
• Provide for participant evaluation, and critique your own session.

Some Final Thoughts
As adult basic education teachers, you have numerous ways to contribute to the profession and at the same time enhance your own professional development and that of your fellow practitioners. If you are an outgoing extrovert, you may jump at the chance to develop a "live" presentation. Another colleague may be more comfortable writing an article for a professional publication, and a third may enjoy the interaction that mentoring provides. The choice is yours!

Dr. Barbara Ash is professor of education at Suffolk University in Boston where she teaches courses in adult learning, training methods, teaching and learning styles, and instructional design. She has served on the board of MCAE for many years. She can be reached at bash@suffolk.edu