What do teachers need to do for development?
Michael Carrier Director, Strategic Partnerships
Cambridge English
ACERT 2015, Prague
Contents
• The Context of English teaching
• Teacher of the future
• Why CPD
• CPD frameworks
• Cambridge Framework
• Teacher support
• The Digital Teacher
Context: Excellence in English needed
Challenges: • High demand for
English
• Short time in class
• Large class sizes
• Non-communicative school leaving examinations
• New generational learning styles
Aspirations:
• Access to Education
• Access to Employability
• Access to Social mobility
Context: New ideas in education
• Adaptive learning
• Blended learning
• Mobile learning
• 1:1 classrooms
• Flipped classroom
• Learning-oriented assessment (LOA)
• Big data
• Collaborative assessment
Context: Personalised learning
• Learner:
• Personal learner profile
• Has voice & choice
• Chooses resources
• Owns learning
• Learning environment:
• Flexible & blended
• Multiple learning technologies
• Access to tools and resources
• Community
Teacher:
Facilitator & guide
Understands individual learners
Redesigns classroom
Differentiates activities
Pedagogy:
Communicative
Standards-based
Learners co-design goals
Assessment for differentiation
Context: In-class vs Out-of-class models
Before Class In Class After Class
Activities: • Writing
• Comprehension questions
• Online workbook
• Practise vocab with Apps
• Formative assessment
Activities: • Reading & Listening
activities
• Study text
• Learn vocab online
• Grammar in Use activity with Apps
Activities: • Speaking activities
• Pairwork
• Concept questions
• Communication activities, games storytelling
• Mentoring
Reflection
• What do you think is the most important new idea in English teaching?
What is the teacher of the future?
• Frontal teacher
• Sage on the stage
versus:
• Facilitator
• Mentor
• Guide
• Support
• Digital advisor
Teacher Development journey
• PRESETT – core methodology
• INSETT (inc. Online)
• Reflection
• Self-study
• Professional engagement
CPD
Existing CPD Frameworks
• CAELA – Centre for Applied Linguistics, Washington DC
• NBPTS – National Board for Professional Teaching Standards, USA
• BALEAP – Competency framework for EAP
• British Council – English teacher framework
• EAQUALS Profiling Grid
What makes the Cambridge English Teaching Framework different?
• Based on years of developing and reviewing CELTA, Delta, ICELT, TKT
• Analysis of our world-renowned syllabuses
• Teacher assessments which give evidence of what really happens in the classroom: – at different stages of a teacher’s
career
– in different contexts around the world
• Research study on framework design & content
CPD Framework purpose
• Help teachers identify where they are in their professional career
• Help teachers think about where they want to go next
• Build confidence in own expertise
• Indicate how Cambridge English can help with qualifications, development courses, resources and support
CPD Framework concepts
• Stages in a teacher’s development over time
• Categories (or dimensions) of teacher knowledge, awareness and skills
• Competency statements
Cambridge English CPD competences Categories Competences
Learning & the Learner • Understanding of language learning concepts and
theory
Teaching, Learning &
Assessment
• Teaching qualifications & competences • Course implementation • Classroom experience • Assessment
Language Ability • Language proficiency
Language Knowledge &
Awareness
• Language awareness & knowledge • Intercultural awareness
Professional
Development & Values
• Professional development
• Professional ethics & conduct
Cambridge CPD Framework compared
BALEAP EAQUALS EPG British Council Cambridge English
Academic
Practice
Training &
qualifications
Learning the principles Learning & the
Learner
EAP Students Key Teaching
Competences
Putting principles into
practice Teaching, Learning &
Assessment
Curriculum
Development
Enabling
Competences
Building confidence &
skills Language Ability
Programme
Implement-
ation
Professionalism Demonstrating
confidence, experience &
reflection
Language Knowledge
& Awareness
Exemplifying good
practice
Professional
Development &
Values
[Each category over 3
Development Phases]
Leading & advising
[Each category over 4
Stages]
CPD Framework research
Stage I Stage II Stage III
Expert judgement
Academic lit. Tr. Quals syllabi Expert reviews
Empirical investigations
Scaling exercise
Interactive q/aire
QUANTITATIVE
+
QUALITATIVE
data and analysis
Expert judgement
Academic lit.
Expert reviews
Empirical stage
• Randomly mixed competency statements in 4 sets
• Statements matched to a level on the framework
• Comparison: Intended levels and perceived levels
• Competency statements converted to selected responses in a questionnaire
• Teachers’ experience with completing the questionnaire
• Teachers’ agreement with assigned levels
Exercises with Interactive questionnaire > 250 trainers
Framework validation: Participants
Scaling ‘mix’n’match’ exercise
200 Teacher trainers
– 35 countries (6 continents)
– 19 L1s (English, Spanish, Arabic top 3)
– Experience: mostly 11+ yrs
Interactive questionnaire
66 teachers
– 12 countries
– Private & state sector
– Primary & secondary schools
– Experience: 1-20+ yrs
– English level: B2-C2
Findings
• Broad agreement between intended and perceived levels encouraging evidence for the validity of the framework
• Positive feedback from teachers and teacher trainers
• Requests for more detail on language ability and digital skills
‘It goes without saying that teachers do not fall into neat categories, with all those in one category sharing the same skills and competences, but this seems to me to represent a good guide to what teachers (and their trainers on their behalf) might aspire to.’
(former Head of TESOL at an international examinations board
Teacher’s language proficiency
‘This is really hard to judge. It will depend on two things: 1. Someone's proficiency and 2. Someone's awareness of how their proficiency impacts on their teaching. (Teacher trainer, New Zealand)
Teachers use language to teach language
‘… young teachers often display an understanding and usage of technology well in advance of other areas of development.’
(Tutor, Turkey)
Use of digital resources
‘I consider myself able to teach systems, skills and integrated lessons effectively, but the integration of technology into the classroom is something I am not yet able to integrate effectively.’
(Teacher, Uruguay)
Categories
• Learning and the Learner
• Teaching, Learning and Assessment
• Language Ability
• Language Knowledge and Awareness
• Professional Development and Values
CPD Framework - summary
Teaching, Learning and Assessment
Six Sub-Categories:
• 2.1 Planning language learning
• 2.2 Using language learning resources and materials
• 2.3 Managing language learning
• 2.4 Teaching language systems
• 2.5 Teaching language skills
• 2.6 Assessing language learning
Placing Yourself on the Framework
TASK
• How much do you understand about the principles of lesson planning?
• How often do you use the principles of lesson planning in your teaching?
• Which of the 4 options describes you best?
Placing Yourself on the Framework
Tool for teachers to:
•reflect on their development
•think about what’s important to them
•think about their readiness for a qualification
•understand the framework
•be more realistic in their self-assessment
Online handbooks
Cambridge Qualification Framework
Cambridge Language for Teachers
• Online and face-to-face
• 100 hours+ content study, audio/video
• Focused on the teacher’s professional school context
• Focused on improving level from A2 to B1 and to B2; later to C1/C2
• Cambridge ‘Language For Teachers’ Certificate
Cambridge Teacher Qualifications for public school teachers
Primary school teachers
CELT-P Cambridge Certificate
• Online and face-to-face course content
• 100 hours content study + observation, reading, reflection
• Video lesson observation & evaluation
• Focused on Primary school context
• Supports teachers with lower language proficiency (A2/B1+)
Secondary school teachers
CELT-S Cambridge Certificate
• Online and face-to-face course content
• 100 hours content study + observation, reading, reflection
• Video lesson observation & evaluation
• Focused on Secondary school context
• Requires minimum B1/B2 proficiency
EMI Skills Course English as a Medium of Instruction
Helps higher education institutions to deliver courses successfully/internationalise
• For Higher Education teaching staff
• The language they need to teach with confidence
- giving lectures, seminars, tutorials
- online teaching
- testing and evaluation
- university/faculty life and professional development
• 40 hour online/blended learning course
• Language level: B1 and above
Resources – Teaching Support website
www.cambridgeenglish.org/teaching-English
• information about all exams • teaching resources: sample papers, classroom activities, lesson plans
Cambridge English Teacher community
• Professional Membership
• Community Forums
• Continuing Professional Development
– Short Courses
– Expert Webinars
– Articles, Videos
• Mapped to the CPD Framework
• http://www.cambridgeenglish.org
• http://www.cambridgeenglish.org/teaching-english/
• http://www.cambridgeenglishteacher.org
Reflection
• What area of your CPD is most important? Which competences would you like to improve?
• What kind of resources & support do you need from Cambridge?
Digital Competence Framework
Digital Learning – and Teaching
1 New Goals – Digital literacy, global
citizenship, interculturality
2 New Pedagogical models – For learning in a digital age
3 New Activities
– Inside and outside of class – Formal and informal learning – Ubiquitous learning – Consume content vs Produce
content – Individual vs collaborative work
4 New Content 5 New Tools, new media
Digital learning channels
Classroom channels:
• IWB
• Digital textbooks
• 1:1 – or BYOD
• PRS systems
Out of class channels:
• Handheld
• LMS
• Apps
• Web
• Individualisation
What do digital teachers need to know?
• New ‘digital learning’ competences
• New pedagogical models
• Teachers guide the students’ digital interactions
• New technology tools
• How to get investment in training & development
• Support in curriculum & course development
• New materials and resources
Mix of pedagogical models
Informal learning Formal learning
Communicative
content creation
Teacher-led
(inc. remote)
Self-directed digital
1:1 device groups
Group-oriented
Self-study
Teachers & Out-of-class learning
• Set activities for out-of-class
• Not only homework but wider consolidation
• Teachers ‘create’ time on task
• Expand exposure to language models
• Extend learning process
• Teachers ‘own’ digital interactions
Digital Teacher competences
42
• Personal development: Technology awareness; curiosity; User training
• Lesson planning: how to integrate digital content
• Classroom management: how to coordinate formal & informal activities
• Classroom management online: how to manage a virtual classroom
• Digital tools & media awareness: how to create new content with students
TPACK
Your digital CPD
Task
• What digital skills do you think you nee to learn?
• -technical ones?
• -pedagogical ones?
Digital Teacher framework
Digital CPD development courses
47
Course Topics:
• Enhancing classroom teaching
• Creating autonomous learners
• Using tablets & Smartphones
• How to use Interactive Whiteboards
• Introducing Blended Learning
• Using VLEs
• Creating & authoring your own materials
CPD: what next?
• Upgrade PRESETT methodology
• Teachers ‘own’ their CPD
• Teachers supported more effectively
• Teachers create expansion of Time on Task
• Teachers develop their Digital Literacy
Contacts:
Cambridge English sites:
• http://www.cambridgeenglish.org
• http://www.cambridgeenglishteacher.org
Thank You!