1. EPOSTL 1 EPOSTL/PSSLM – an Instrument of Dynamic Self-Assessment for Initial Teacher Education and Practicing Teachers dr. Anca-Mariana Pegulescu Romanian Ministry of National Education

2. EPOSTL 2

3. An overview of English teaching areas in Romania targets: the primary level (6-10 olds); the low-secondary level ( 11-14 olds); the high-secondary level(15-18 olds); the higher education (18-23 olds); 3

4. EPOSTL The quality of teachers’ education should still imply: support for autonomous professional development; continuous teaching competences improvement; team work in a multicultural setting; digital literacy and use if ICT during classes; 4

5. EPOSTL The student teacher should be viewed as the sum of: language knowledge and pedagogical skills; new conceptual ways of classroom management; action plans and experiments; self-evaluation and reflection; 5

6. EPOSTL Language student teachers’ education in Europe looks for: common understanding and principles; common challenges; a cutting edge approach between training and professional development; new attitudes towards teaching skills: teachers can decide which elements should be incorporated into their teaching and how; 6

7. EPOSTL EPOSTL in Romania has been used as a ‘pre’ and ‘while’ language training instrument which presents: a set of necessary teaching competences; a number of practical guidelines; the validation of a theoretical model; maximizing the potential for the best practice in ELT; 7

8. EPOSTL EPOSTL is still viewed as a change and an implementation instrument, taking into account: a network of interrelated factors (universities, school inspectorates, schools); the role of evaluation in English language teaching; student teachers’ interests; social and cultural contexts of learning; 8

9. EPOSTL University methodologists as well as Romanian mentors admitted that EPOSTL focused on: a quality assurance of the evaluation practice; a language teacher’s continuous professional development; a student teacher as an ELT research practitioner; 9

10. EPOSTL The innovative nature of the document meant: a change in both pre-service and in- service teacher training design; a joined-up thinking regarding the teaching competences; appropriate evaluation procedures; 10

11. EPOSTL In the 2012-2013 university/school year in Romania, EPOSTL/PSSLM was used in: 11 pre-service teacher education by the University of Bucharest, the University “Dimitrie Cantemir” in Bucharest, the University “Vasile Alecsandri”, in Bacău, the “ Transilvania University” in Braov; school teaching practice (120 schools); in-service teacher education (by 210 mentors);

12. EPOSTL Dissemination activities took place mainly: at a national level (mentors’ conference, RATE conference, workshops); at an institutional level (universities and Teaching Staff Houses as well as schools) 12

13. EPOSTL Further EPOSTL-related materials and activities relevant to EPOSTL teaching practice documents (lesson plans, teaching competences descriptors); masters’ dissertations; 13

14. EPOSTL Using EPOSTLE/PSSLM a double aim can be attained: make student teachers more independent in their learning and less dependent on the mentor; give student teachers a sense of self-worth and achievement; 14

15. EPOSTL Making EPOSTL/PSSLM better known will: lead to the creation of a university supply network which will shape independent (future) teachers; create a distance education training course support; re-build a theory of change and a frame as a starting point for continuing professional development; 15

16. EPOSTL How do student teachers understand EPOSTL/PSSLM? (from a Romanian mentor point of view) as a useful guide and a self-evaluation instrument at the beginning of their teaching career; a didactic handbook, displaying a glossary of the most necessary terms in language teaching and learning; 16

17. EPOSTL 17 the self – evaluation is facilitated; S teachers’ teaching competences are measured according to clearer criteria

18. EPOSTL 18 EPOSTL/ PSSLM bridges the dialogue between PSSLM bridges the dialogue between S teachers, their tutors and mentors; S teachers, their tutors and mentors;

19. EPOSTL 19

20. EPOSTL 20 I can create a supportive atmosphere that invites learners to take part in the speaking activities/ Pot să creez o atmosferă încurajatoare care să-i invite pe elevi să participe …..

21. EPOSTL 21 I can understand the requirements set in national and local curricula./ Pot să înteleg cerinele curriculum-ului naional i local (ex: CECR, PEL) as appropriate in my teaching/ Pot să îneleg i să integrez coninutul…… I can understand and integrate the content of European documents(ex: CECR, PEL) as appropriate in my teaching/ Pot să îneleg i să integrez coninutul……

22. EPOSTL 22

23. EPOSTL Having translated the EPOSTL into PSSLM, I could: understand better the context (the teaching process) the way drivers act and what the end-users do; work more constructively with partners and colleagues (university methodologists, language inspectors and mentors); encourage learning and training opportunities as well as collaborative efforts; 23

24. EPOSTL EPOSTL/PSSLM is not promoting a particular methodology, it demonstrates how: teaching can support learning; a student teacher can become an effective language teacher; 24

25. EPOSTL 25 CONCLUSIONS EPOSTL allows a student teacher time for planning, design & implementation; teaches student teachers how to be transparent in their evaluation and build consensus, trust and engagement; makes evaluation itself a learning process; monitor progress on a regular basis; favours harmonising personal planning with curricular objectives, according to the teaching needs

26. EPOSTL http://epostl2.ecml.at/