Workshops That Really Work

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A01=Hal Portner
Administration
Adult education
Adult learners
Adult learning
Author_Hal Portner
Category=JNP
Category=KJP
Communication & Conflict Resolution in Education
Consulting
eq_bestseller
eq_business-finance-law
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
Facilitate
Facilitating
Facilitator
Instructional design
Leadership in Education
Learning styles
Presenting
Professional Learning
Public speaking
Staff Development/Professional Development in Education
Staff DevelopmentProfessional Development in Education
Teaching adults
Training

Product details

  • ISBN 9781412915113
  • Weight: 310g
  • Dimensions: 152 x 228mm
  • Publication Date: 21 Dec 2005
  • Publisher: SAGE Publications Inc
  • Publication City/Country: US
  • Product Form: Hardback
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"Anyone who reads this book for personal reasons or adopts it for his or her school will soon discover the wealth of information it contains."
—Dr. Carol A. Mullen, Editor, The Mentoring and Tutoring Journal

"This book is thorough, informative, helpful, collegial, and supportive. A ′must-have′ and great guide for everyone involved in professional development, training, or consulting."
—Genny DiTrani, Professional Development Consultant
New Jersey Education Association

Learn to share your expertise with the wider educational community!

As staff development moves from the district office to the school building, more teachers and administrators are being asked to lead workshops. Yet most educators have little or no training in adult learning.

In this practical guide, best-selling author and acclaimed presenter Hal Portner leads teachers through the step-by-step process of designing and presenting a successful workshop. Packed with proven strategies and ready-to-use worksheets, this insightful book provides information on learning style preferences, offers guidance to selecting and introducing activities appropriate to those styles, and touches on many of the unsettling issues a first-time presenter may face.

Features of the book include:

  • A workshop design planning form
  • Tips for overcoming stage fright and dealing with difficult participants
  • Ready-to-use workshop activities
  • Sample evaluation forms
  • Self-assessment worksheets for every stage in the process

Teachers and other educators who are presenting a workshop for the first time will find this an essential resource, while staff developers, trainers, and other seasoned consultants will value this book as a refresher or as a source for new ideas.

Hal Portner is a former K-12 teacher and administrator. He was assistant director of the Summer Math Program for High School Women and Their Teachers at Mount Holyoke College, and for 24 years he was a teacher and then administrator in two Connecticut public school districts. From 1985 to 1995, he was a member of the Connecticut State Department of Education’s Bureau of Certification and Professional Development, where, among other responsibilities, he served as coordinator of the Connecticut Institute for Teaching and Learning and worked closely with school districts to develop and carry out professional development and teacher evaluation plans and programs. Hal developed and teaches for Western New England University a 3 credit MEd in Curriculum and Instruction online core course in Mentoring, Coaching, and professional development. Portner writes, develops materials, trains mentors, facilitates the development of new teacher and peer-mentoring programs, and consults for school districts and other educational organizations and institutions. In addition to Mentoring New Teachers, he is the author of Training Mentors Is Not Enough: Everything Else Schools and Districts Need to Do (2001), Being Mentored: A Guide for Protégés (2002), Workshops that Really Work: The ABCs of Designing and Delivering Sensational Presentations (2005), and editor of Teacher Mentoring and Induction: The State of the Art and Beyond (2005) – all published by Corwin Press. He holds an MEd from the University of Michigan and a 6th-year Certificate of Advanced Graduate Study (CAGS) in education admin­istration from the University of Connecticut. For three years, he was with the University of Massachusetts EdD Educational Leadership Program.

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