1. Addressing quality assurance and professional development for online teachers Kirsteen Donaghy

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3. A good teacher is a learning teacher In order to make meaningful improvements in our work, one must be reflective, learn from others, take risks and measure success in our teaching. Compare the number of websites, journals, etc. where teachers can find research, new ideas for: face to face teachers online teachers / E-moderators. 3

4. What can schools and organisations do? Through creating a consistent and transparent teachers’ learning and performance management process, we aim to support quality in the classroom by focusing on: Providing tools for e-moderators’ professional development Enhancing & maintaining teaching quality online Managing and recognising performance Enhancing career support for e-moderators 4

5. Support systems developed for CPD and quality assurance A review of the research evidence into effective CPD by Walter & Briggs (2012) found clear evidence that the professional development that makes the most difference to teachers is concrete and classroom-based brings in expertise from outside the school involves teachers in the choice of areas to develop and activities to undertake enables teachers to work collaboratively with peers provides opportunities for mentoring and coaching is sustained over time is supported by effective school leadership Walter, C. & Briggs, J.G. (2012). What professional development makes the most difference to teachers? A report commissioned by Oxford University Press. 5

6. www.britishcouncil.org 6 Participant feedback Observation reports Online portfolio ‘myportfolioModerators’ Online portfolio ‘myportfolioModerators’ CPD webinars, conferences, forums, etc. Developmental interviews Training opportunities Manager feedback Peer assessment Self-assessment Action research Professional learning communities Personal learning aims Performance measures Mentoring

7. Criteria for moderators 5 Professional practices Managing the course Understanding how teachers learn Assessing learning Understanding the teaching context Focussing on Professional Development 7

8. An example of the criteria 8 Understanding how teachers learn Understanding theories of learning and assessment Moderation techniques are appropriate to the objectives and theories behind the course. Builds a positive learning environment to meet the needs of both individual participants and the group. Demonstrates an ability to build personalisation and socialisation within the group. What it is What it is not  exploring theories of learning and applying them to your context and learners  recognising different participants' needs and adapting moderating to suit  promoting a positive learning environment and learning strategies to course participants  contextualising content and skills appropriate to participants’ needs  being personable and approachable and engaging with individuals giving personal attention  not providing accurate and/or appropriate information  non-differentiated content or feedback between learners/groups/units  insufficient research of content area  participants do not understand the explanations  ignoring participants’ requests for explanations or clarification  showing a lack of sensitivity to local culture

9. Launching a system Involve those who will be affected Deliver training at multiple levels Allow familiarisation – start with experimentation Clarify if and how development and evaluation meet Demonstrate that it is holistic Listen to concerns, suggestions Inform regularly Set timelines for action research and allow time for change 9

10. Case studies – forum intervention 10 In the discussion the moderator gave a further explanation of used to and would with examples when would always and would constantly could be used After the intervention participants used used to 9 times and would 5 times (9:5) In the discussion the moderator gave a further explanation of used to and would with examples when would always and would constantly could be used After the intervention participants used used to 9 times and would 5 times (9:5) Task: Write a short post about your schooldays. Use used to and would to describe your past habits. Before the intervention the participants used used to 19 times and would once (19:1) Task: Write a short post about your schooldays. Use used to and would to describe your past habits. Before the intervention the participants used used to 19 times and would once (19:1)

11. Case studies – new approaches 11 My mid-week strategy to get participation up in the forums worked, something I will implement in my courses going forward. I took some risks, especially since it was an observation week, and they paid off for my professional development, but more importantly for the participants in the course.

12. Case studies – group action research 12 Through our action research and data analysis we realised that we were spending time preparing these long module summaries and yet there was no evidence that they improved participants understanding or application in their practice.

13. Case studies 13 One moderator seemed insecure but in fact she was very shy. In the pre- observation discussion I felt she was reluctant to open up to me but she proved a very responsible moderator who wanted to make sure she was doing things right. The post- observation discussion looked way different. It was her who did most of the talking and she seemed open and transparent to me willing to share all her concerns. We have kept in touch long after that project.

14. How this CPD framework has changed the way e- moderators work Moderators: Clear expectations and goals to work towards Well-focussed collaboration Further understanding of learners Organisation / project managers: Competitive edge in teaching quality and learner outcomes Improved planning Measures to defend return on investment Customers: Greater focus on learning outcomes Standardised experience 14

15. Further information For a copy of the Professional practices for moderators and further information contact Kirsteen.Donaghy@britishcouncil.orgKirsteen.Donaghy@britishcouncil.org TeachingEnglish CPD framework, publications and resources http://www.teachingenglish.org.uk/teacher-development http://www.teachingenglish.org.uk/teacher-development CPD framework for teacher educators http://www.teachingenglish.org.uk/article/cpd-framework-teacher-educators http://www.teachingenglish.org.uk/article/cpd-framework-teacher-educators Borg, S. (2015). Teaching for Success Contemporary perspectives on continuing professional development A report written for the British Council. Walter, C. & Briggs, J.G. (2012). What professional development makes the most difference to teachers? A report commissioned by Oxford University Press. International association for K12 online learning blended learning teacher competency framework http://www.inacol.org/resource/inacol-blended-learning- teacher-competency-framework/http://www.inacol.org/resource/inacol-blended-learning- teacher-competency-framework/ 15