Presentation on theme: "Background Common European Framework of Reference (CEFR) – six level scale EAQUALS’ collaboration with the Council of Europe EAQUALS-ALTE European Language."— Presentation transcript:
1the EAQUALS Professional Profiling Grid: Exploring the Potential Richard Rossner, EAQUALS
2BackgroundCommon European Framework of Reference (CEFR) – six level scaleEAQUALS’ collaboration with the Council of EuropeEAQUALS-ALTE European Language Portfolio for learners, and e-ELPNeed for a parallel scale for teaching competency across languages (Dublin 2004)Developed by Brian North (Eurocentres) and Galya Mateva (OPTIMA, Bulgaria) as a framework for discussion and pilotingWork in progress, but now being applied in accreditation
3Complementary to:European Profile for Language Teacher Education (Kelly M. & M. Grenfell 2004)The European Portfolio for Student Teachers of Languages, EPOSTL (Newby D. et al 2006)
4Original aims, and applications so far To provide a reference system for describing the teaching and educational management team across different schoolsTo generate fuller and easily interpretable information about the teaching team prior to school assessment or inspectionTo form a basis for guidance materials on continuing professional development and for teacher recruitment
5Four main areas, and three main levels BASICINDEPENDENTPROFICIENTLanguageQualifications and experienceCore competenciesComplementary skills
6LANGUAGE INDEPENDENT PROFICIENT T3 T4 T5 T6 LANGUAGE PROFICIENCYLANGUAGE AWARENESSB2 certificate in the language; oral competence at C1 levelC1 certificate in the language; oral competence higher than C1degree in the language, or:an ALTE C2 certificate (eg CPE)native speaker, or:language degree or C2 certificate plus a natural command of the languagegive correct models of usage and answers most language queries satisfactorily at elementary and intermediate levels, using reference books and advice from colleagues when necessarygive correct models of usage on most occasionsanswer language queries adequately though not always comprehensively, occasionally using reference books and advice from colleaguesgive correct examples of usage on all occasionsanswer language queries reliablyprovide clear explanationsteach usage and register at all levelsunderstand what is confusing learnersgive comprehensive, accurate answers to queries
7QUALIFICATIONS INDEPENDENT PROFICIENT Language Teacher Qualificationsa minimum of 60 hours of documented, structured training in teaching the target languagedegree in the target language,or:internationally recognised (min. 100 hour) certificate in teaching the target languagedegree or degree module in teaching the target language, or:masters degree or module in language teaching or applied linguisticspostgraduate or professional diploma in teaching the language (min hours)Language Teaching Practicea minimum of 2 hours of documented, assessed teaching practice; has been observed & received feedback on some actual teachinga minimum of 6 hours of documented, assessed teaching practice;has been observed & had feedback on at least 5 hrs of real teachinga minimum of 12 hours of documented, assessed teaching practice; has been observed & received feedback on at least 8 hours of teachinga minimum of 18 hours of documented, assessed teaching practice; has been observed & received feedback on at least 12 hours of teachingTeaching Experiencea minimum of 200 hours, documented teaching experiencetaught a range of levels up to B1a minimum of 800 hours, documented teaching experiencetaught all levels except C1 & C2a minimum of 2,400 hours, documented teaching experiencetaught all levels except C2, examination and/or specialised classesa minimum of 4,000 hours, documented teaching experiencetaught all levels successfully, general, exam and specialised
8Lesson and Course Planning CORE COMPETENCIESINDEPENDENTPROFICIENTT3T4T5T6Method-ology: know-ledge and skillsfamiliarity with an expanding range of techniques and materialschoose which to apply based on the needs of a particular groupuse known techniques and materials appropriatelyfamiliarity with a wide range of techniques and materialsidentify the rationale behind techniques and materialsevaluate usefulness of techniques in different teaching situationsfamiliarity with the full range of techniques and materialsevaluate materials effectively from practical and theoretical perspectivesprovide rationale for teaching approachgood familiarity with theories of language and learningselect an optimum combination of techniques to suit each type of learner and learning situation & provide clear theoretical rationale for decisionsLesson and Course PlanningUse a syllabus and specified materials to prepare lesson plans that are well-balanced and meet the needs of the group;Adjust these plans as requiredTake account of lesson outcomes in planning next lessonanalyse learners’ needsplan clear main and supplementary objectives for lessonsprovide a rationale for the lesson stagesselect/design supplementary activitiesensure lesson-to-lesson coherenceplan a scheme of work for a series of lessons based on needs analysisselect / design a variety of activities to meet any learning objectivedesign tasks to exploit linguistic and communicative potential of the teaching & learning materialsplan an entire course with recycling and revisioncreate or select appropriate activities for balanced learning modules with communicative and linguistic contentdesign multi-level tasks to meet individual needs and lesson objectives
9CORE COMPETENCIES (cont) INDEPENDENTPROFICIENTT3T4T5T6Interaction Management and MonitoringAssessmentset up pairs and groups efficientlyensure all learners are involved in productive pair and group workmonitor performance at all timesbring the class back together and manage feedbackset up a varied and balanced sequence of class, group and pair work appropriate to the lesson objectivesmonitor individual and group work effectively providing or eliciting appropriate feedbackset up group interaction focused on multiple learning objectivesmonitor individual and group performances accurately and thoroughlygive various forms of relevant individual feedbackfacilitate task-based learningmanage learner-centred, multi-level group workderive appropriate action points from monitoring and analysis of the interactionselect suitable progress tests and set up and supervise themUse the results and simple oral and written tasks to assess learners’ progress and identify areas/points to work onconduct tests and interviews if given material to do sodesign or select appropriate quizzes, revision activities, and progress testshave attended CEFR standardisation sessionscoordinate placement testing and progress assessment (oral & written)use a homework marking code to increase language awarenessuse CEFR criteria to assess spoken and written proficiencywrite progress testsdevelop assessment tasksuse video and a homework marking code to improve language awarenessassess performance against CEFR levelsuse CEFR-related descriptors for continuous assessment
10COMPLEMENTARY SKILLS INDEPENDENT PROFICIENT Teacher Develop-mentComputer Literacytake an active part in various kinds of in-service training/developmentactively seek advice from colleagues and relevant booksobserve colleagues at various levelsact on colleagues’ feedback on serial observations of own teachinguse teachers’ handbooks to develop awareness and technical competencelead discussions sometimes and exchange ideas about materials and techniquesseek opportunities to be observed and receive feedback on own teachingact as mentor to a group of less experienced colleagueslead a training session or even series of sessions given materials to use and distance support from a colleagueseek opportunities for peer-observationcreate a series of training modules for less experienced teachersrun a teacher CPD programmetake part in institutional or (inter) national projectsobserve colleagues and provide effective feedbackuse various features of MS Word (or equivalent)search effectively on the internetorganize in foldersusemore advanced features of MS Word (or equivalent)Power Point for basic presentationssoftware for handling images, DVD etcuse Word & PowerPoint (or equivalent), effectively using tables, tabs, numberingformat material from the internetsave and use attachmentsuse the internet and CALL authoring programs effectivelydetailed familiarity with Windows & four main programs of Office (or equivalent)use and troubleshoot hardware
11Current application - example BASICINDEPENDENTPROFICIENTT1T2T3T4T5T6Language ProficiencyTeaching assistant 1Teachers F, HTeachers B, D, G, KTeachers A, C, JADOS, teacher ELanguage AwarenessTeacher B, H T. Assistant 1Teachers F, C, D, KTeacher G, J, EADOS, Teacher ALanguage Teacher Qualifi-cationsLanguage Teaching PracticeTeaching Experience
12Possible areas for further development Descriptors of language teachers’ and trainees’:Language awareness and ability to deal with learner problemsCompetence in learner awareness trainingAbility to understand the nature of language learningCompetence in course designCompetence in setting teaching/learning objectivesClassroom management competenceCompetence in assessing learner progressInter-cultural competence
13Potential other uses and applications As a framework of reference for:designing and describing pre-service & in-service teacher training courses, their aims, level, content etc.assessing whether trainee teachers have achieved the agreed aims of the course, and for designing their certificatesperformance management of teachers, and deciding on continuous professional development (and/or for developing pay scales and a pay progression system)assessing the teaching team, and forward planningidentifying competence gaps, and recruiting new teachers to fill them.
14New EAQUALS special interest project AIMS:To consider the potential of the Grid, and convert it into a framework for teacher training and developmentTo compare it with the European Profile and EPOSTLTo decide what additions and further development is needed for EAQUALS purposesTo develop additional descriptors and sub-descriptorsTo pilot by applying the framework to existing courses and participants.