1. English as an Additional Language EAL Profiles of Competence Luan Porter (HT, CEC EAL Service) SATEAL 20/3/10

2. Outcomes Improved understanding of: Edinburgh context prior to introduction of Profiles Purpose and process of creating Profiles How the Profiles operate Challenges - inc. introducing them to schools and Support needed for EAL teachers Next steps for improvement

3. CEC Context Increased numbers of bilingual learners Limited resources Inconsistency in assigning stages 1-5 Lack of understanding and ownership of assessing/planning/monitoring progress among school staff ASPs – large numbers, similar, difficult to track progress at individual pupil level Planning at individual level and teacher/class level EAL Service multi dimensional approach to enhancing capacity

4. Enhancing capacity is … a dynamic and multidimensional process which impacts at personal, interpersonal and organisational levels for sustained improvement

5. Purpose and Process Purpose Increase consistency in assessment and monitoring of progress Enhance capacity and ensure ownership of responsibility for assessment/planning/ monitoring processes Address workload issues of EAL teachers Improve outcomes and impacts for learners

6. Purpose and Process (2) Process Elaborate competency descriptors at each level and apply to 3 lines of development Use as a means of raising awareness of process of language acquisition, and enable all teachers to use this knowledge to plan effective L & T experiences to support progress Provide teaching strategies to support language acquisition across the curriculum in relation to each of the stages & lines of development

7. The challenge of creating the Profiles Category 1 - stage 1 competencies Category 2 - stage 2 competencies Category 3 - competencies from another stage Compare and agree categories 1 and 2 Track the other competencies back Task 1 In groups sort the competencies for L & T into 3 categories

8. Introducing the Profiles to Schools HT EAL visited: Each of the HT meetings & gave presentation Cluster HT meetings to reinforce and discuss Other school based meetings to field questions EAL teachers trained and supported to Use them with school staff Give whole staff presentations about them Use the information they yield to inform teaching, advice, CPD

9. Sector responses Primary Secondary Special

10. Next steps Strategies booklets Block Plans & Action Plans LTS and SEEMIS Targets LC Effective reporting to parents City wide monitoring/self evaluation

11. Competencies to targets Task 2 Convert 5 competencies into targets NB this may amount to more than 5 targets Compare with another group Agree and finalise

12. Website www.ealedinburgh.org.uk