1. Le Portfolio européen des enseignants de langues en formation (PELF)
2MTP conference
September, 2007
European Portfolio for Student Teachers of Languages (EPOSTL) - a framework for reflection
Le Portfolio européen des enseignants de langues en formation (PELF)
- un cadre de référence
David Newby

3.  Governing Board ... “Harmonising teacher education” ECML Project:
2MTP conference
September, 2007
Governing Board ...
“Harmonising teacher education” 
ECML Project:
Framework for Teacher Education (FTE)
‘Student teacher portfolio’
David Newby

4. Project team David Newby, Graz University, Austria
2MTP conference
September, 2007
Project team
David Newby, Graz University, Austria
Anne-Brit Fenner, University of Bergen, Norway
Barry Jones, University of Cambridge, UK
Hanna Komorowska, University of Warsaw, Poland
Kristine Soghikyan, Brusov Linguistic University, Yerevan, Armenia
Rebecca Allan, Southampton University, UK (representing Profile project)
David Newby

5. Address content of teacher education  core competences
2MTP conference
September, 2007
Project Tasks
Address content of teacher education  core competences
Develop a Portfolio to help student teachers reflect on their knowledge, skills and values
To formulate didactic competence descriptors (I can…) relating to language teaching
David Newby

6. Student teachers in initial teacher education
2MTP conference
September, 2007
Target group
Student teachers in initial teacher education
Training to teach in secondary education
Teachers of ‘general’ languages
David Newby

7. Existing work/documents
2MTP conference
September, 2007
Existing work/documents
Council of Europe
Common European Framework of Reference
European Language Portfolio
European Commission/Univ. of Southampton
European Profile for Language Teacher Education – a frame of reference
David Newby

9. CEF  EPOSTL
The Common European Framework provides a common basis for the elaboration of language syllabuses, curriculum guidelines, examinations, textbooks etc. across Europe.
The EPOSTL provides a common basis for the specification and discussion of didactic competences and curricula across Europe.

10. 2MTP conference
September, 2007
CEF  EPOSTL
The Common European Framework (…) describes in a comprehensive way what language learners have to learn to do in order to use a language for communication and what knowledge and skills they have to develop so as to be able to act effectively.
The EPOSTL describes in a comprehensive way what language teachers have to learn to do in order to teach learners to use a language for communication and what knowledge and skills they have to help learners to develop so as to be able to act effectively.
David Newby

11. Principles shared with CEFR
Reflection
‘Can do’ competence descriptors
Terminology (glossary)

12. Aims shared with CEFR
Enhance transparency of aims, syllabuses etc.
Support learner autonomy and life-long learning
Promoting international cooperation

14. European Language Portfolio
2MTP conference
September, 2007
European Language Portfolio
Reflection
Self-assessment descriptors
3-part structure: passport, biography, dossier (categories later to be changed in EPOSTL)
David Newby

15. Structure of EPOSTL ELP: EPOSTL: Passport Biography Dossier
2MTP conference
September, 2007
Structure of EPOSTL
ELP:
Passport
Biography
Dossier
EPOSTL:
Personal statement
Self-assessment
Dossier
David Newby

16. Language and didactic descriptors
2MTP conference
September, 2007
Language and didactic descriptors
European Language Portfolio
Language/learner-based: I can understand short simple texts written in common everyday language
EPOSTL
Didactic/teacher-based: I can select texts appropriate to the needs and language level of the learners
David Newby

17. 2MTP conference
September, 2007
David Newby

18. 2MTP conference
September, 2007
What is the Profile?
The Profile presents a toolkit of 40 items which could be included in a teacher education programme to equip language teachers with the necessary skills and knowledge, as well as other professional competencies, to enhance their professional development and to lead to greater transparency and portability of qualifications.
David Newby

19. Organisation of the Profile
2MTP conference
September, 2007
Organisation of the Profile
Structure – different constituent parts of language teacher education
Knowledge and understanding – what trainees should know and understand
Strategies and skills – what trainee language teachers should know how to do in teaching situations
Values – that language teachers should be taught to promote
David Newby

20. Profile and Portfolio interrelation
Profile item 28:
Training in the practical application of curricula and syllabuses.
Portfolio:
I can identify curriculum requirements and set learning aims and objectives suited to my learners needs

21. Profile and Portfolio interrelation
Profile item 19:
Training in the application of various assessment procedures and ways of recording learners’ progress.
Portfolio:
I can assess the process of project work.
I can design a range of tests appropriate for my testing aims and learners’ needs.

22. Profile and Portfolio interrelation
Profile item 23:
Training in the critical evaluation, development and practical application of teaching materials
Portfolio
I can identify and evaluate a range of course books/materials appropriate for the age, interest and language level of the learners.
I can design learning materials and activities appropriate for my learners.

23. European Input to FTE Project
2MTP conference
September, 2007
European Input to FTE Project EC
European
Profile
CofE (LPD)
Common
European
Framework
CofE (LPD)
European
Language
Portfolio
CofE (ECML)
Platform of
Teacher
Educators
Categories,
Insights
Rationale,
‘Can-do’ descriptors
Reflection,
Self-assessment
International ex- pertise, experience
European Portfolio for
Student Teachers of Languages
(EPOSTL)
David Newby

24. Aims of EPOSTL
to encourage students to reflect on the competences a teacher strives to attain and on the underlying knowledge which feed these competences;
to help prepare students for their future profession in a variety of teaching contexts;
to promote discussion between students and between students and their teacher educators and mentors;
to facilitate self-assessment of students’ competence;
to help students develop awareness of their strengths and weaknesses related to teaching;
to provide an instrument which helps chart progress.

25. Structure of EPOSTL
Introduction
PERSONAL STATEMENT
SELF-ASSESSMENT
DOSSIER
Glossary of terms
Index
User’s Guide

26. Personal statement
3. ‘Being able to explain grammar’
personal reflection: you have considered what the statement means on your own;
dialogic reflection: you have discussed and perhaps modified your view by working with others.

27. Self-assessment descriptors
A. Curriculum
I can understand the requirements set in national and local curricula.
A. Speaking/Spoken Interaction
I can create a supportive atmosphere that invites learners to take part in speaking activities.

28. Categorisation of descriptors
2MTP conference
September, 2007
Categorisation of descriptors
Context
Methodology
Resources
Lesson planning
Conducting a lesson
Independent Learning
Assessment of learning
David Newby

29. 2MTP conference
September, 2007
David Newby

30. 2MTP conference
September, 2007
David Newby

31. I can understand the requirements set in national and local curricula.
2MTP conference
September, 2007
Context A. Curriculum
I can understand the requirements set in national and local curricula.
I can understand and integrate content of European documents (e.g. Common European Framework, European Language Portfolio) as appropriate in my teaching.
David Newby

32. 2MTP conference
September, 2007
David Newby

33. METHODOLOGY: Writing / Written interaction
2MTP conference
September, 2007
METHODOLOGY: Writing / Written interaction
I can evaluate and select a range of meaningful writing activities to help learners become aware of and use appropriate language for different text types (letters, stories, reports etc).
David Newby

34. 2MTP conference
September, 2007
METHODOLOGY E. Grammar
I can use grammatical metalanguage if and when appropriate to the learners’ needs.
David Newby

35. 2MTP conference
September, 2007
David Newby

36. LESSON PLANNING: C. Lesson Organisation
2MTP conference
September, 2007
LESSON PLANNING: C. Lesson Organisation
I can select from and plan a variety of organisational forms (frontal, individual, pair, group work) as appropriate.
David Newby

37. 2MTP conference
September, 2007
David Newby

38. INDEPENDENT LEARNING A: Learner autonomy
2MTP conference
September, 2007
INDEPENDENT LEARNING A: Learner autonomy
I can help learners to reflect on and evaluate their own learning processes and evaluate the outcomes.
David Newby

39. 2MTP conference
September, 2007
Charting progress
I can create a supportive atmosphere that invites learners to take part in speaking activities. 
6.3.06
David Newby

40. Self-assessment descriptors – what they are NOT
Merely a checklist to tick off
A fixed qualification profile
A way of testing students

41. Self-assessment descriptors – what they ARE
an aid for reflection
a way of charting progress
a coherent basis for discussion, e.g. with teacher educators and mentors

42. How many descriptors? How detailed?
2MTP conference
September, 2007
Issues & problems
Scope of EPOSTL
Is it to be used as external evidence of qualifications, competence etc. (passport)?
How many descriptors? How detailed?
Whether to reflect any particular approaches?
What terminology to use?
Should descriptors be skill-based or relate to underlying knowledge and values?
David Newby

43. Scope of EPOSTL   didactic competence language competence
2MTP conference
September, 2007
Scope of EPOSTL


didactic competence
language competence
language teaching
general teaching
internal reflection
external evidence
self-assessment
certification
impression of progress
scaling
David Newby

44. Knowledge, skills and values
2MTP conference
September, 2007
Knowledge, skills and values
Knowledge: Savoir
I can critically assess my teaching in relation to theoretical principles.
I can understand the principles formulated in relevant European documents (e.g. Common European Framework of Reference, European Language Portfolio).
Skills: Savoir faire
I can identify and investigate specific pedagogical/ didactic issues related to my learners or my teaching in the form of action research.
Values: Savoir être
I can understand the personal, intellectual and cultural value of learning other languages.
I can appreciate and make use of the value added to the classroom environment by learners with diverse cultural backgrounds.
David Newby

45. 2MTP conference
September, 2007
Dossier
The primary function of the student teacher dossier is to help support claims that the ‘can do’ statements are an accurate reflection of your specific skills and abilities. You can do this by building up a ‘dossier’ of evidence. It is for you to decide what to include since you are the best - and sometimes only – judge of what evidence supports your ‘can do’ statements convincingly.
David Newby

46. Dossier evidence from lessons you have given
2MTP conference
September, 2007
Dossier
evidence from lessons you have given
lesson plans, completed by yourself and/or with others, for a single or a series of lessons
lesson observation notes written by teachers / mentors / tutors
small-scale action research projects either for yourself or to share with others for discussion, reflection, analysis
samples of assignments written by you and/or in collaboration with others linking theoretical to practical considerations
David Newby

47. 2MTP conference
September, 2007
Uses of EPOSTL
It should be incorporated into existing course structures and relate to what is being taught and learned.
It should be used over a period of time, if possible throughout the teacher education programme. This will help to chart progress and growth.
It can provide support to teaching practice and assist in discussions with mentors. This will help mentors to provide systematic feedback.
It serves as a springboard for discussions, topics for term papers, research projects etc.
David Newby

48. Is it to be used for assessing students?
2MTP conference
September, 2007
ASSESSMENT?
Is it to be used for assessing students?
Examinations during teacher education
Teaching practice etc.
David Newby

49. Is it useful for curriculum design in teacher education?
2MTP conference
September, 2007
CURRICULUM DESIGN
Is it useful for curriculum design in teacher education?
David Newby

50. Prescriptivism through the back door?
2MTP conference
September, 2007
Prescriptivism through the back door?
Prescriptive or descriptive
Is EPOSTL indirectly imposing a curriculum or standard on teacher education?
David Newby

51. Expected outcomes
Provide greater transparency of aims and didactic competences in teacher education for both students and educators
Support a reflective mode of teacher education
Aid harmonisation of bottom-up, need-based objectives and top-town curriculum planning
Aid comparison of teacher education programmes

52. References, links, contacts
EPOSTL/ECML
Further information on EPOSTL:
ECML:
EPOSTL download:
Information on the EPOSTL project:
CEFR/ELP
Council of Europe (2001) Common European Framework of Reference for Languages: Learning, teaching, assessment. Strasbourg: Council of Europe, Modern Languages Division/Cambridge: Cambridge University Press
Information on CEF and ELP:
EUROPEAN PROFILE
Kelly, M. & Grenfell, M., European Profile for Language Teacher Education – A Frame of Reference, Information at: