eaquals is an international association of institutions...

Evaluation & Accreditation of Quality in Language ServicesEAQUALS SECRETARIAT: P.O. Box 95, Budapest, H-1301 Hungary

Email: [email protected] Internet: www.eaquals.org

EAQUALS is an international association of institutions and organisations involved in

language education. Its aim is to promote and guarantee high quality in language

teaching and learning. To achieve this aim, EAQUALS has created and published a

demanding set of criteria to verify the quality offered by its Accredited Members -

schools and institutions offering courses in a wide variety of languages in 25

countries. These criteria are based on four charters: a General Charter, a Course

Participant’s Charter, a Staff Charter and an Information Charters

A further aim is to provide an international forum for the exchange and development

of expertise in the field of language education, and to develop resources that will

support the development of quality in all aspects of language teaching and training.

This Self-assessment Handbook is one such resource.

EAQUALS Secretariat:Budapest, H-1301 Hungarytelephone/fax:+36 1 785 5890

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EAQUALS Self Assessment Handbook© EAQUALS 2010

EAQUALS

Self-Assessment Handbook

Version 1.2. 2010

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Contents

I. Introduction............................................................................................................4

1. What is EAQUALS..............................................................................................4

2. EAQUALS Membership.......................................................................................4

3. EAQUALS Accreditation .....................................................................................5

4. Overview of EAQUALS Standards and Assessment Criteria .................................6

II. Introduction to the EAQUALS Self-Assessment Scheme ............................................8

1. What is institutional self-assessment?................................................................8

III. The EAQUALS Glossary .......................................................................................10

IV. Self-Assessment Guidelines..................................................................................15

1. Introduction to self-assessment - suggested procedure ................................... 15

2. The Questionnaire – suggested procedure....................................................... 16

3. THE EAQUALS SELF-ASSESSMENT QUESTIONNAIRE ....................................... 19

V. Self-Assessment Activities .....................................................................................43

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I. Introduction

1. What is EAQUALS

Founded in 1991, EAQUALS is an international association of language training providers which aims topromote and guarantee quality in language institutions offering foreign language courses. To achievethese aims it has established and published a demanding set of criteria for accreditation. These are laidout in the form of the EAQUALS Charters: General Charter, Charter for Course Participants, Staff andInformation Charters, and are backed up by a rigorous inspection scheme. EAQUALS also providesimportant opportunities for its members and other stakeholders to share best practice and to co-operate inprojects of mutual interest, and participates in international working groups with other organisations, suchas the Council of Europe, with which EAQUALS has Participatory Status, the European Centre for ModernLanguages (ECML), the International Standards Organisation (ISO) and the Association of LanguageTesters in Europe (ALTE).

The primary aim of EAQUALS is to encourage and accredit high quality in language teaching and learningin any type of institution, whatever languages are being taught, and whatever the national context.

The main purposes of EAQUALS are to: provide guarantees of high quality for language learners, as well as for the learners’ sponsors,

employers, parents, or the funding agencies which finance their study; bring together providers of language education services, whether they are privately or publicly

funded, and wherever they are located; promote greater awareness of consumer rights and quality issues in language learning, both

among those providing language education services and among those using them; assist national and international bodies to develop accreditation schemes for those providers that

may not yet be ready to meet EAQUALS standards; provide support through self assessment, management training and consultancy for any language

teaching institution which has genuine desire to raise its standards.

2. EAQUALS Membership

Membership is open to private or state institutions which are involved in the delivery of quality languageservices or are in some other way committed to the achievement of excellence in this area. There aredifferent categories of membership:Accredited Member:To become an Accredited Member, language training institutions must prove their full adherence to theEAQUALS Charters through submitting themselves to an inspection, which is repeated every three years,or more frequently if deemed to be necessary. It follows that only institutions that have been successfullyinspected can be Accredited Members and display the Accredited Members’ logo.Associate Member:This category of membership is for organisations with considerable involvement or interests in languageteaching. Associate membership is by invitation only and the essential criterion is a commitment to theachievement of quality. Typically they will be, national associations, cultural bodies, examination boards orother similar organisations.Inspector Member:This membership category is for appointed EAQUALS inspectors who are not affiliated to an EAQUALSmember institution. With the payment of a nominal annual membership fee Inspector Members haveaccess to the members’ area of the EAQUALS website. Inspector Members are not entitled to vote, tostand for election to the EAQUALS Board, or to use any EAQUALS logo, but may attend internal meetings.

http://www.eaquals.org/associate.htm

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Project partner:EAQUALS has a category of relationship for institutions which are not eligible to become Accredited orAssociate Members but which wish a form of affiliation with EAQUALS in order to enable them to:

participate in the EAQUALS network; co-operate with EAQUALS and its members in the development of language teaching and

learning in Europe and beyond; share project-specific, networking and research expertise.

All members of EAQUALS endorse and uphold the EAQUALS Charters. The basic principles underlying theEAQUALS Charters are:

respect for the legal constitution of EAQUALS; an aim to deliver good quality and effective language services; fair dealing with clients, course participants and staff; truthful advertising and information to members of the public.

3. EAQUALS Accreditation

Accreditation by EAQUALS is the primary means by which a provider of language courses can demonstrateits compliance with high international standards designed specifically for language learning services.Accreditation by and full membership of EAQUALS depend on a rigorous quality assessment process. Themain element of the process is an EAQUALS inspection based on transparent assessment criteria,reflecting the content of the EAQUALS Charters. Re-inspections take place every three years so that qualityof the services provided by accredited Members can be regularly verified.

Apart from providing EAQUALS with the evidence that its accredited members are complying with the spiritof the EAQUALS Charters and the standards they enshrine, the inspection of institutions plays a critical rolein maintaining the momentum of continuous improvement and providing independent advice as to howthis may be done. The EAQUALS inspection scheme looks at all aspects of language teaching services. Theinternational team of inspectors seeks evidence of different kinds to verify that EAQUALS standards aremet. This is done in a visit to the institution lasting between two and four days, which includes theobservation of all activities especially teaching, meeting with different categories of staff, clients andpartners, studying documents, and inspecting premises and if applicable student accommodation,.

Due to its international scope, the standards and criteria of the EAQUALS inspection scheme are notprescriptive, although the basic requirements are laid down. These can be adapted to different situationsand it is the institutions’ responsibility to provide evidence to demonstrate that they meet therequirements.

The EAQUALS assessment of institutions focuses on the global picture. For example, it does not inspectthe performance of individual teachers but looks at the general level of teaching within the institution. Dueto the nature of the assessment criteria, it is not expected that standards are met 100%, and room forfurther development is usually to be found even in areas of excellence.

The EAQUALS inspection scheme divides the complex activities of language teaching institutions into 12main categories, key areas, for each of which transparent and tangible quality indicators have beenformulated. The 12 main areas contain altogether 50 key criteria of assessment, and these form the mainrequirements of the scheme. The more specific focus points under each of the key criteria of assessmentare not to be interpreted either as comprehensive or obligatory checklists but indications of tangibleelements suitable for assessment. The evidence collected by the inspectors for each main area is examinedfor coherence and the ways in which the different aspects and areas of assessment are interrelated in thecontext of the institution in question. All aspects of the language services and the management, staff andsystems that support these are inspected.

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The main elements of an EAQUALS inspection include: observation of teaching and other services meetings with key staff and teachers meetings with course participants and clients checking of premises and resources review of documents and records visits to accommodation (where applicable).

4. Overview of EAQUALS Standards and Assessment Criteria

MAIN CATEGORIES AND ASSESSMENTCRITERIA IN THE

INSPECTION SCHEME

WHAT INSPECTORS WILL LOOK FOR

1. Teaching1. Approach and content2. Teaching methods3. Course participants’ needs and learning

Inspectors aim to get evidence that effective learning istaking place in classes, and to form an overall picture ofthe quality of teaching. They do not assess theperformance of individual teachers.

2. Academic management - Curriculum andSyllabus

4. A structured course of study5. Levels that refer to the CEFR6. Placement testing7. Learning objectives that are adapted to learners’

needs8. Statements of content to be covered in a course

and during a certain period

Inspectors seek evidence that there is coherence betweenwhat is laid out in the publicity materials and academicmanagement documents and what is going on in theclassrooms. E.g. if an institution claims that it providesteaching based on a communicative approach, evidence ofthis needs to be shown both in supporting documents andin the teaching.

3. Academic management – Progress Assessmentand Certification

9. Assessment of progress and achievement10. External exams and tests11. Reports, certificates & diplomas

The inspectors check whether the assessment proceduresand methods are valid and reliable, and are in line with thegeneral approach to teaching. E.g. if learning aims aredefined by “can do” statements, is assessment designed toassess what course participants can do with the language?

4. Academic management – Quality assurance12. System & procedures for lesson observation13. Support and guidance for teachers14. Coherence between outcomes of class

observations and internal training15. Professional development review of teaching staff16. Other procedures for quality assurance

The inspectors seek evidence that the standards ofteaching are monitored by well qualified and experiencedacademic managers, and that appropriate action is takento continuously improve standards where and whenneeded. The professional development opportunities forstaff and systematic assessment of teachers’ work are alsochecked.

5. Academic resourcesAvailability and organisation of

17. Course books, software, reference materialsand/or student library

18. Supplementary materials produced in-house19. Hardware: audio & video/DVD equipment, OHPs,

computers, access to the internet etc.

The quality, appropriacy, availability and use of teachingresources are checked, and also whether they correspondto the needs of learners and are in line with the statementson teaching philosophy in the institution’s curriculum andsyllabus documents.

6. Other services to course participants20. Advice and consultation21. Leisure and social programme22. Course participants’ welfare23. Accommodation services: residential and home-

stay

The nature and number of other services offered to courseparticipants may vary considerably from institution toinstitution. Inspectors check what is offered, whether theservices are high quality and whether systems andprocedures for quality assurance and continuousimprovement are in place.

7. Staff contracts, terms and conditions24. Contracts25. Terms and conditions

Aspects of the EAQUALS Staff Charter are checked, basedon local conditions as laid out in the Country Notes, andterms and conditions are verified for their fairness withinthe local context.

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8. Qualifications, experience and training26. Competence, experience and qualifications of

academic manager(s)27. Competence, experience and qualifications of

teachers28. Administrative and academic staff profile29. Training and professional development

Inspectors look at the qualifications profile of the teachingstaff. The qualification and competence of all staff arechecked, as well as the training opportunities available tothem.

9. Communications30. Clear academic management systems31. Procedures for internal communication between

staff and managers32. Information available to staff about the institution33. Grievance and disciplinary procedures34. Performance review for managers & admin staff

Channels of communication and the balance betweenformal and informal communication are checked, as well asawareness of basic company information among staff.Inspectors also look at the institution’s systems formanaging staff performance.

10. InformationCompleteness and accuracy; clarity and accessibility of

35. all promotional materials36. all contractual information37. information about EAQUALS38. Correct use of the EAQUALS logo and Charters

Adherence to the EAQUALS Information Charter ischecked. Publicity materials, websites, contracts andinformation about EAQUALS should be accurate, clear,comprehensive and easy to access.

11. Premises39. Teaching and study facilities40. Other facilities41. Hygiene42. Health and safety

All teaching and learning premises and facilities used bythe institution are checked to see whether their conditioncorresponds to what is stated in the institution’s publicitymaterials and whether they offer a safe and pleasantlearning environment. Safety features are checked forcompliance with European directives and localrequirements.

12. Management and administration43. Legality and integrity44. Fair dealing between the institution and its clients45. Management processes46. Course organisation and administration47. Enrolment and placement administration48. Quality assurance procedures49. Complaints50. Client feedback

This complex area comprises all elements of generalmanagement, organisational and administrativeprocedures.

Requirements with reference to legality arepreconditions of EAQUALS accreditation, and theseare checked very thoroughly during an inspection.

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II. Introduction to the EAQUALS Self-Assessment Scheme

The EAQUALS Self-Assessment Handbook includes the following elements: The EAQUALS Glossary The EAQUALS Self-Assessment Questionnaire Self-Assessment Activities

The handbook is designed to help providers of language courses review the quality of all aspects of theirwork and to assist them in deciding whether to seek accreditation by EAQUALS, and if so whether to seekfurther help from EAQUALS beforehand. Of course, the guidelines and tasks also serve as practical toolsfor EAQUALS member institutions when preparing for re-inspection.

The Handbook aims to help institutions to answer the following questions:

What is the value of institutional self-assessment, and what does it involve? How can it be useful for prospective EAQUALS members, or for existing members of

EAQUALS? Why is it also recommended for existing members? How can your institution prepare for self-assessment? What is the best way of carrying out a self-assessment? How can you use institutional self-assessment to plan training and development and contribute

to the overall improvement of your institution? How can you use the outcomes of self-assessment to decide whether you are ready to seek

accreditation by EAQUALS?

1. What is institutional self-assessment?

Informal evaluation of an institution goes on the whole time, for example, when course participants aredeciding to re-enrol for a course, when a temporary teacher decides to apply for a permanent job, or whenmanagement is thinking about expanding the teaching operation. EAQUALS Self-assessment is a series ofactivities to enable managers and employees to review the quality and effectiveness of their institution’sprocedures and performance. It is a systematic or partial review carried out using specific criteria, in this casebased on the EAQUALS accreditation criteria. Self-assessment can look at every aspect of how an institutionfunctions, or it can look at one specific area, for example teaching, or enrolment procedures.

The main purpose is to decide where quality and effectiveness can be improved and how, and, in the case ofEAQUALS self-assessment, whether or not the institution is ready for an EAQUALS inspection. However, even ifafter the self-assessment exercise the institution’s managers think that they are ready, this does not guaranteea successful outcome. The inspectors will still make their own independent judgements based on what theyobserve during their visit and their evaluation of documents, resources and the outcomes of meetings with thevarious stakeholders.

Apart from the general function of raising awareness about quality in the institution and lookingsystematically for opportunities to make improvements, EAQUALS self-assessment has the following aims:

Information:

To explain to staff why the institution’s management thinks EAQUALS membership would bebeneficial for their organisation

To inform everyone in the institution about EAQUALS and its standards, when the management’s intendsto seek accreditation by EAQUALS, and the process involved.

To de-mystify the inspection process itself, and make colleagues aware of what exactly is required.

Evaluation

To enable institutions to make a considered judgement as to whether and when to proceed with theapplication for accreditation, in order to avoid the risk of a premature inspection that could result indisappointment, de-motivation and additional expense.

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Involvement

To encourage all categories of staff to stand back and reflect on what they are doing and how othersperceive it.

To consult staff as a whole on the application for EAQUALS membership, and to enable them toparticipate in the preparation process. As a result, the staff may feel a greater sense of responsibilityfor the outcome.

To draw up an Action Plan which will facilitate the institution’s internal training programme and itsdevelopment plan, whether or not the institution has decided to apply for EAQUALS membership.

To facilitate an internal dialogue about quality in language teaching institutions which puts accreditationin the context of an on-going improvement and development process, of which the inspection is only a part.

Self assessment is also strongly recommended for accredited members of EAQUALS. The main aims of selfassessment for them are slightly different but involving staff is equally important when preparing for re-inspections. In this process the aim is for staff to check in which areas they have made improvementssince the last time, and whether there are any areas in which they may have difficulty meeting EAQUALSstandards. Self-assessment also enables the institution to identify areas where improvements can be madeirrespective of EAQUALS requirements, for example for reasons of efficiency or in order to improve clientsatisfaction.

Before you decide to involve your staff in a self-assessment project read the Self-Assessment Handbookand decide how best to approach the self-assessment process in order to best serve the needs of yourinstitution and the expectations of your staff. Refer to the EAQUALS Inspection Manual and the Glossarywhen you need to.

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III. The EAQUALS Glossary

The EAQUALS Glossary has been developed in order to facilitate the self-assessment process and help you better interpret some of the terms used in theQuestionnaire and in the Inspection Scheme. It includes:

terms used in the Self -Assessment Questionnaire words and expressions used in the Inspection Scheme Manual which refer to processes and concepts the EAQUALS Inspection Scheme general educational vocabulary which has specialised meaning within the EAQUALS context.

TERM DEFINITION

Academic management The management of curriculum, syllabi, assessment, certification and teaching staff.

Accreditation A process, which includes the preparation for the inspection, the inspection itself, the evaluation of the inspection report, takingactions to rectify requirements (if needed) and which end with gaining a certificate of EAQUALS accreditation.

Accreditation Panel A committee within EAQUALS with a minimum of five members. Their main task is to moderate the inspection reports and takethe final decision on the inspection result.

Agents Agencies, language schools and other institutions, which – on behalf of intensive language schools- sell language coursesabroad to their local clientele and earn a commission.

Appraisal See “Performance Review” and “Professional Development Interviews”.

Assessment A systematic approach to evaluating- the (language) ability of a student through various procedures designed for this purpose, such as tests, activities, etc

- the quality/success of a course through interviews, questionnaires, observations, etc- the performance of an institution through an inspection or other quality assessment measures.

Assessment criteria The specific quality indicators summarised in the EAQUALS Inspection Manual and/or used for evaluation.

Buzz observation Short lesson observation lasting no longer than 15-20 minutes, see “Observation, types of”

‘can do’ descriptors Statements of language ability taken from the CEFR.

CEFR sub-levels CEFR levels which are broken down into one or more levels between the main levels, e.g. B1+.

Certificate A document stating that a named person has taken a test or been assessed in another way, and has achieved a particulargrade, usually at least a pass. Also, a document that simply states that the named person has attended and completed thecourse. Compare 'diploma'.

Certification The process of giving certificates for a course of education/training.

Class records Written records of what has been covered in classes based on syllabi, schemes of work and text books.

Common European Framework(CEFR)

A Council of Europe document proposing an approach to language education and a way of describing language ability acrosssix main levels - refer to the EAQUALS and ALTE websites.

Complaints procedure A specified procedure to enable course participants or other clients to voice complaints about a course or other service theyreceive if they need to.

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Course book / text book A book with units or lessons giving instruction of learning or dealing with various skills or topics.

Course participants/learners/students Those taking part in a course.

Cover systems A formal arrangement to ensure that staff who are sick or on holiday are replaced.

Curriculum An overall description of the aims, content, length, organisation, methods and evaluation of an educational course. See also‘syllabus’.

Diploma A document stating that a named person has taken a test or undergone other kinds of assessment and has passed a course(usually a substantial and demanding one). Compare 'certificate'.

Eligibility for accreditation A set of criteria for deciding which services and courses in language learning and teaching can or should be included withinEAQUALS accreditation.

Emergency procedures Details of what staff and course participants should do in case of fire, earthquake, etc, included in staff manuals, studenthandbooks and posted on premises.

Enrolment procedures Formalised written procedures to enrol course participants on a course known to course participants, their sponsors and theinstitution’s staff.

European Language Portfolio (ELP) A personal record of progress and achievement in language learning based on the language levels described in the CommonEuropean Framework of Reference (CEFR) which is regularly updated by course participants.

Evidence Information gained from documents, observations, meetings, feedback from focus groups, etc. which validate claims thatEAQUALS standards are being met.

Extensive school Language teaching providers who offer courses to the local market.

Facilities Buildings, classrooms, services, equipment, and other resources provided for staff and course participants.

Focus group A representative selection of staff or course participants, who are asked their own view on their situation as a group and onvarious aspects of the institution - an important source of evidence for EAQUALS inspectors.

Grade The assessment of each category of the inspection scheme is expressed on a three-grade scale:2= meets EAQUALS standards, 3 = does not meet EAQUALS standards, 1 = an area of excellence.

Grievance procedures A specified procedure to enable staff to voice complaints about their employment situation if they need to.

Induction of teachers The process of introducing new teachers and their new jobs and responsibilities and to the institution’s systems andprocedures.

Inspection The EAQUALS inspection is a crucial part of the EAQUALS accreditation process. It is carried out by an international team oftwo inspectors and usually lasts for two full days, but this may vary depending on the size of the institution.

Intensive school Language teaching providers who offer intensive courses and auxiliary services, often including accommodation and leisureactivities, to course participants from different countries in the country where the language is spoken.

Instructions General directions given to students about, for example, how to do an exercise or other language activity, what to do in anexamination, etc.

Institution The term includes language schools, language departments of institutions or other types of language course providers thatundergo an EAQUALS inspection.

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Interactive whiteboard / SMARTboard

Computerized equipment in the form a wallboard which is used for education, presentations and other teaching and learningapplications. It can be used dynamically by teachers and course participants using electronic markers and/or as a largecomputer or projector screen.

Learning objective The aim or desired outcome of teaching or another kind of educational activity.

Legal requirements In the EAQUALS Inspection Scheme they refer to local e.g. national requirements which are mandatory: taxation, health,safety, employment, etc.

Lesson planning A description or outline of any or all of the following:a) the goals or objectives of the lesson,b) the activities and procedures the teacher will use to achieve them, the time allocated to each activity and the order to befollowed,c) the rime allocated to each activity and the order to be followed,d) the materials and resources which will be used.

Level A description of the degree of proficiency needed for a course participant to be placed in a certain class, or at a position on ascale, for example A1/B1 as specified by CEFR.

Line management The system of organizing an institution etc. in which information and instructions are passed between employees and theirdesignated managers.

Manual The EAQUALS Inspection Scheme Manual is a detailed description of the EAQUALS accreditation scheme, including inspectionprocedures, accreditation requirements, criteria of assessment, etc.

Methodology/method A way of teaching language which is based on systematic principles and procedures, for example communicative.

Moderation process The procedure by which EAQUALS inspection reports are independently evaluated and a fair verdict is reached.

Needs analysis A way of determining the language and communicative needs - in terms of skills, tasks, vocabulary, etc. - of a particular groupof learners prior to devising a course of instructions for them.

Objectives The knowledge, competence and attitudes which are the stated aims of an educational course of any kind or an individuallearner.

Observation, types of The purposeful examination of teaching and/or learning events through systematic processes which are documented. Theyinclude short pop-in observations (so called ‘buzz observations’) for basic quality control, longer developmental observation bymanagers, and peer observation.

Organogram/organisational chart A diagram showing the structure of an organisation.

Peer observation Observation of teachers by colleagues who are also teachers, by agreement with the teacher being observed (see ‘Observation,types of’).

Performance review An interview with a staff member to assess performance and determine professional development plans that are in line withindividual needs and the needs of the institution/school.

Placement A system for testing the level of course participants and placing them in a course or class.

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Preliminary verbal feedback A general oral report on the institution’s performance given by inspectors at the final meeting with the institution’smanagement at the end of the inspection. This report does not include grades or a final decision, which is only reached aftermoderation of the written report.

Premises The building/s and/or rooms used by an institution for teaching, administration and other activities.

Professional development interviews An interview with teaching staff to assess performance and determine professional development plans that are in line withindividual needs and the needs of the institution/school.

Proficiency test A test which measures general ability or skill, without reference to any specific course of study or set of materials.

Progress test A test closely linked to a particular set of learning materials or course of instruction to determine the extent to which courseparticipants’ language competence is developing, for example, tests given at the end of a chapter, module or term/semester.

Public exams Examinations provided by a recognized awarding body, for example Cambridge ESOL, Goethe Institut.

Qualification (of staff) Successfully completed professional certificates and diplomas for staff that meet the requirements set by EAQUALS.

Quality assurance system Formalised system of management of the quality of goods or services so that good standards are maintained.

Quality control The formalised practice of checking the quality of goods or services as they are produced or delivered to make sure that theirquality meets the required standards.

Quality management A system of creating, implementing and maintaining the quality of goods and services. It usually includes procedures for qualitycontrol and a quality assurance system.

Recommendations An official suggestion for improvement by an EAQUALS inspector which is not mandatory.

Reporting (lead) inspector An experienced inspector whose role is to plan the inspection, liaise with the institution about the inspection schedule and writethe inspection report.

Requirements An official statement about something that must be done, developed or changed by an institution in order for accreditation orre-accreditation to be granted by EAQUALS.

Resources Materials, equipment etc. that can be used to achieve learning goals/aims and objectives.

Schemes of work A plan that indicates what will be taught over a period of time, for example a module, a term/semester or a specific number ofdays or weeks.

Self-access centre/studycentre/learning centre

A room or area in an educational institution, containing learning resources and facilities of different kinds which courseparticipants can use independently outside class time or under supervision.

Self-assessment Checking one's own performance- on a language learning task after it has been completed- one's own success in using language through specific guided procedures- the quality/success of a course through questionnaires/interviews with staff- the performance of an institution through quality assurance or quality control measures.

Skill Ability to do something - in language teaching, often used to differentiate writing, reading, listening, speaking as main areas oflanguage knowledge.

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Social activities programme Activities arranged by the institution for course participants other than teaching, e.g. excursions, cultural events, sportsactivities.

Sponsor Company or organisation that pays for a language course.

Staff training and development A planned and structured programme based on staff professional needs to provide them with internal and externalopportunities to develop their professional skills together with colleagues or individually.

Standardisation The process of ensuring that assessors adhere to an agreed procedure and interpret and apply criteria in a consistent andreliable way, for example when teachers are assessing students' language ability, or when inspectors are visiting an institution.

Standards There are 50 key quality indicators, further specified by numerous focus points in the EAQUALS inspection scheme, which areestablished and form the basis of EAQUALS standards.

Syllabus A written description of the content of a course of instruction and the order in which skills and/or knowledge are to be taught,usually including an indication of the time to be allocated to main elements (see also curriculum).

Teacher development programme A programme of professional development for teachers both designed and delivered internally or a more formalised upgrade ofskills and qualifications.

Teachers’ Professional Profiling Grid A framework produced by EAQUALS for identifying and describing the knowledge and skills of teaching staff.

Training manager / HR manager The manager in an organisation who is responsible for the provision of training, including language training, for employees.

Verdict letter The statement of the result of the inspection as communicated to the institution in a letter, which also summarises the areas, ifany, where the institution has not met EAQUALS standards, and the action that needs to be taken before accreditation can begranted.

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IV. Self-Assessment Guidelines

The purpose of the Self-assessment Questionnaire is to encourage staff to look in detail at the institution inwhich they work as part of a systematic internal review. All the areas covered in the Questionnaire are alsolooked at during an EAQUALS inspection. You may wish to introduce the Questionnaire as an awareness-raising exercise with your staff, or you may ask sub-groups to discuss and complete selected sections of itas a team exercise, as some sections are more relevant for the teaching team and others foradministrative staff.

The Questionnaire follows the order of the EAQUALS Inspection Overview table and covers the 12 mainareas of the EAQUALS Accreditation Scheme:

1. Teaching2. Academic Management - Curriculum and Syllabus3. Academic Management – Progress Assessment and Certification4. Academic Management - Quality Assurance5. Academic Resources6. Other Services to Course Participants7. Staff Contracts, Terms and Conditions8. Staff Qualifications, Experience and Training9. Communications10. Information11. Premises12. Management and Administration

1. Introduction to self-assessment - suggested procedure

Before you embark on the self-assessment process and introduce the Questionnaire to your staff, it isimportant to familiarise yourself with the EAQUALS standards and requirements. For this purpose youmay want to request the Inspection Scheme Guide from the EAQUALS Secretariat. You should study theGuide which is an important reference document when preparing for an EAQUALS inspection written withthe institution’s managers and staff in mind. It provides information on the practical aspects of inspectionsand useful background and tools for preparing for an inspection.

Before you involve the whole staff in the self-assessment exercise, they should be given clear basicinformation about EAQUALS as an organisation, the benefits of accreditation and membership to theinstitution, and your reasons for considering joining EAQUALS and the self-assessment exercise itself.Looking at what one does with a critical eye can be sobering, and the thought of being inspected andassessed by outsiders may be a little frightening to some staff at first. It is important that everyoneunderstands the value of this kind of exercise as a way of checking and perhaps improving quality as ateam. A good way to start is with a discussion of these benefits and any concerns that individuals mayhave.

It may well be impossible to gather everyone together at once, but it is important to address the staff asa whole group, or in smaller groups to explain the purpose of the self-assessment, how it will proceed andwhy their contribution is important and invaluable. If it is impossible to meet with everyone, then ensureeveryone receives written information. If the information only goes to a selected few at this stage, it willbe harder to involve everyone later on.

What follows is a suggested way of introducing the idea of institutional self-assessment prior to seekingEAQUALS accreditation.

1. Give a brief presentation about EAQUALS and the advantages of membership for your institution. Atthis stage, staff do not need an in-depth introduction to EAQUALS, but you could guide them though thebasic information: status mission facts & figures

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eligibility and membership(Materials to be used: Introduction of this Self-Assessment Handbook, EAQUALS A5 brochure, FrequentlyAsked Questions on the EAQUALS website).

2. Ask staff to write down 5 things they associate with inspections. Encourage them to read out their lists. Thechances are that some of the following will be mentioned: fear, extra work, stress, preparation, etc.

This activity is useful because it gives you all an opportunity to acknowledge how inspections are seenand ask, for example, why people associate inspections with ‘fear’ and ‘stress’. At this point you canemphasise that EAQUALS inspections (like most school inspections) look at the institution’s work as awhole, not at the performance of individual staff (EAQUALS inspection reports contain no names and noremarks on individuals). If all the associations are negative, ask them if they can think of somethingpositive for every negative point by looking at it from the institution’s point of view, rather than theindividual’s. It is important that you make it clear why you think an EAQUALS inspection could be ofbenefit to the institution, and why and how you want to involve the staff in the decision-making andpreparation.

3. Describe how EAQUALS inspections are carried out, and highlight the following points to make theprocess seem less threatening: The inspection team includes international experts who have similar professional background to

your own and are really your colleagues in the role of ‘critical friend’s. The assessment criteria are transparent and non-prescriptive in the sense that they do not dictate

the way in which criteria should be met, only that they need to be met in a way that is appropriatefor the institution’s stakeholders.

Procedures are clear and are consistently applied from inspection to inspection, and inspectorsattend regular workshops to ensure consistency of standards.

For more introductory activities please refer to Section V of this Handbook.

2. The Questionnaire – suggested procedure

There are 12 main categories, and under each of the headings there are questions regarding specificpoints. These are all based on the main quality principles and criteria applied in the EAQUALS InspectionScheme. While carrying out the self-assessment, staff are also invited to reflect on what evidence they canproduce to show that given criteria are being met in your institution. Thus, if the answer to a question incolumn 2 is yes, enter possible sources of evidence in column 4, e.g.

for a question such as "Is there a curriculum document which refers to the CEFR?" or "Are theresyllabuses for each level?", examples of evidence would be the curriculum document and syllabuses;

for a question such as "Do the teaching methods and approach correspond to those described in theinstitution's publicity?" or "Are there clear learning aims which reflect the CEFR 'can do' statements?",there should be both written sources of evidence, such as lesson plans, and process-based sources ofevidence, such as lesson observation records, interviews with teachers, or focus group meetings withcourse participants to check that they are aware of the learning aims and if they confirm that theteaching methods comply with those described in publicity, etc.

If, on the other hand, the answer to a question (or certain aspects it refers to) is no, you have column 6 toenter what action needs to be taken, e.g. to develop or improve documents, to introduce certainprocedures, such as class observation, or teacher training to raise the teachers' awareness of the CEFRand to develop ways of integrating the 'can do' approach in the teaching, learning and assessmentprocess.

The processes and procedures that are used in the institution (such as team meetings, lessonobservations, training sessions, etc.) also need to be documented so that the inspectors can considerwritten evidence in addition to observing processes and holding interviews with the management team,staff and course participants. For more details, refer to the EAQUALS Inspection Scheme Guide.

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Main areas of assessment in the Inspections Scheme, and suggestions as to whichstaff to involve in the related sections of the Questionnaire

ASSESSMENT AREA & SECTION OFTHE QUESTIONNAIRE

STAFF TO BE INVOLVED

1 Teaching Teachers, teacher trainers, academic managers

2Academic Management – Curriculum andSyllabus

Teachers, teacher trainers, academic managers

3Academic Management – ProgressAssessment and Certification

Teachers, teacher trainers, academic managers

4 Academic Management – Quality AssuranceTeachers, teacher trainers, academic managers,managers, owners

5 Academic Resources Teachers and admin staff who look after this area

6 Other Services to Course Participants Admin staff responsible for this area

7 Staff Contracts, Terms and Conditions All staff

8 Staff Qualifications, Experience and Training All staff

9 Communications All staff

10 Information Admin staff

11 Premises Admin staff

12 Management and Administration Preferably all staff

A. The Questionnaire can be handed out at the end of the staff meeting. As indicated above, it is notexpected that all staff will be involved in assessment of all areas (even though there might be someadvantages in such a method). If groups of your staff are able to meet regularly, then they can fill in therelevant sections of the Questionnaire during meeting time. Otherwise, ask staff to fill it in by a givendeadline and specify when and to whom they should return it. An electronic version of the questionnaire isprovided and can be completed that way.

B. After the Questionnaire has been filled in, you will need to analyse it:

to get a feel for how the staff see the institution to note down issues which need further investigation, for instance: if most of the teachers state

that they do not refer to the syllabus when planning their courses, you will need to find out why; to pick out suggestions, so you can respond to them to give feedback to the staff to begin formulating an Action Plan.

C. In order to organise the feedback to the staff, you can: take each section, and summarise whether the answers were mostly ‘yes’ or mostly ‘no’, trying to

reflect the opinions of the staff

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select the sections where there is general consensus pick out a couple of good points or bad points that more than one person has identified pick out a couple of suggestions made by more than one person which seem particularly useful.

The feedback can be given orally. Allow time for questions and discussion of interesting points raised by staff.Allow staff to discuss the findings and tell them that all the suggestions have been noted.

Advice: Incorporate practical activities into the self-assessment process. The tasks and activities in SectionV of this Handbook have been designed to make the self-assessment more meaningful and realistic, andcover the main 12 areas of assessment.

In order to judge whether your institution is ready to undergo an EAQUALS inspection, there is a need toanalyse and assess each of the assessment categories separately and check whether appropriate evidencecan be provided to show that your institution meets the standards. The best tool for such a systematicfinal check is the overview table of the assessment criteria in the Inspection Scheme Guide.

D. If you find that staff do not fully understand EAQUALS requirements, expand on these. For example, ifall teachers assess their syllabuses as adequate but you realise that your current syllabuses do not reflectEAQUALS requirements, (e.g. they are mainly grammar based, while you state in your publicity that youfollow a communicative approach), organise discussion groups to explain what development would beneeded to meet EAQUALS standards.

E. If, having heard your staff’s opinions and done your own assessment exercise, you feel that theinstitution is ready for an EAQUALS inspection, tell the staff that is what you have decided. If, on the otherhand, you do not think that the institution would meet EAQUALS standards in an inspection yet, explainthis to staff and give reasons. You should also make it clear whether you plan to apply for accreditation inthe future, and give an approximate time scale. You should also say when responses will be given on staffsuggestions, and how they will be involved in the Action Plan.

F. Action Plan: use the results of institutional self assessment both for internal development and forinspection preparation. It is likely that there will be many suggestions for improvements from staff. Thesecan be used as a basis for an Action Plan, which could focus on the inspection categories where issueshave been identified.

You need to think carefully about who else to involve in the action plan. Compiling this can raiseawareness further and be a useful team-building exercise, so the more staff involved, the better. Groupscould be invited to come up with proposals for an area relevant to them for later discussion with themanagement team.

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3. THE EAQUALS SELF-ASSESSMENT QUESTIONNAIRE

1. TEACHING Yes Evidence No Action to be taken

1.1. Is there written evidence of a clearly formulatedpedagogic approach? Where is it? How clear andaccessible is it?

1.2. Is there a syllabus for each course type with clearlearning objectives for each level and reference to theCEF referred to in teaching?

1.3. Does teaching reflect what is laid out in the syllabuseswhich describe the content of teaching for each level?

1.4. Are there clear guidelines for teachers and courseparticipants on methodology and approach?

1.5. Are the methods used in class appropriate to the

Age of students Level of the class Aims of the lesson and course Needs of individuals and the groups

1.6. Do the teaching methods and approach correspond tothose described in the institution’s publicity andinformation?

1.7. Are clear learning aims communicated to courseparticipants?

Do these reflect the CEFR ‘can do’ statements in someway?

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1.8. Does the content (topics, communication skills,grammar, vocabulary etc) correspond to the courseprogramme appropriate to the

age of course participants their level the course description in publicity

1.9. Overall, do the course participants understand theplanning and organisation of lessons and how theteaching activities will help them learn?

1.10. Is the teachers’ use of the target language appropriateand accurate?

1.11. Do teachers use a variety of techniques and organiseparticipants into different working groups?

1.12.Do teachers show an ability to

present language and information monitor students’ work provide support for learners manage changes of activity

Is all this done effectively and efficiently?

1.13. Is the choice and use of resources such as textbooks,boards, handouts, audio and video equipmentappropriate in relation to course participants’ age, leveland their course profile?

1.14. Do teachers take account of the interests and needs ofindividual learners in a group?

1.15. Is a high degree of linguistic awareness andcompetence demonstrated by teachers in classes?

1.16.Is there a friendly and confident relationship betweencourse participants and teachers?

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2. ACADEMIC MANAGEMENT – Curriculum andSyllabus

Yes Evidence No Action to be taken

2.1. Is there a comprehensive curriculum document whichstates clearly the educational philosophy of theinstitution and the overall objectives of the teachingand learning process?

2.2. Is there a system of language levels which includeswritten descriptors for the competences relevant toeach level?

2.3. Are the language levels referenced to the CommonEuropean Framework?

2.4. Do the descriptors specify learners’ abilities at eachlevel in terms of ‘can do’ statements?

2.5. Are the above levels and descriptors known to staff andavailable to course participants?

2.6. Are there syllabuses for each level and course typewhich summarise what needs to be covered?

2.7. Do the syllabuses specify course content and intendedlearning outcomes clearly both for teachers and forcourse participants?

2.8. Are the lesson plans and schemes of work or otherforms of planning suitable for the course aims andcontent?

1.17. Is there a good level of course participants’involvement in classes?

1.18. Is there clear evidence that most course participantsare learning?

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2.9. Do teachers plan lessons in an appropriate way?

2.10. Are the teaching plans or schemes of work and otherforms of planning suitable for the course aims andcontent?

2.11. Are there means for reviewing and updating thesyllabuses and other documents related to them?

2.12. Are learning objectives adapted to course participants’needs?

2.13. Do course participants know and understand theobjectives and specific learning aims of their respectivecourses?

2.14. Do teachers keep adequate records of work covered inclass?

3. ACADEMIC MANAGEMENT – Progressassessment and certification


3.1. Do you think the placement procedures at yourinstitution are reliable, and do they enable suitablegroup to be formed?

3.2. Do you use commercial placement tests or tests thathave been internally designed?

3.3. Can course participants complete the placement testonline or in some other efficiently administered way?

3.4. Is the written test supplemented by an oralcomponent?

3.5. Is there a system to handle misplaced participants?

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3.6 Are there clear systems for offering course participantsadvice on their progress and on public exams?

3.7. Is course participants’ progress monitored andassessed on a regular basis?

3.8. Is course participants’ progress monitored in class only?

3.9. Are course participants given adequate information ontheir progress during the course?

3.10. Are course participants involved in monitoring their ownprogress?

3.11. Is it clear who course participants should go to if theyare worried about their progress?

3.12. Are there regular progress tests?

3.13. Do progress tests include an oral part?

3.14. Apart from assessing progress, is course participants’language level assessed at the end of the course, or atregular intervals for long-term course participants?

3.15. Is homework given, marked and graded on a regularbasis?

3.16. Do you monitor and assess what course participantsare expected to achieve, i.e. are the tests in line withlearning objectives in the curriculum and syllabus? E.g.if your learning objectives are specified by ‘can do’statements, do you actually check what your courseparticipants can do with the language?

3.17. Are course participants’ language levels described interms of CEFR based descriptors?

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3.18. Are interim CEFR levels used for describing courseparticipants’ language levels? E.g. B2+, A1+, etc.

3.19. When preparing course participants for public examsare they informed about the content and format ofthese exams?

3.20. Do trained staff members or teachers give courseparticipants advice on public exams?

3.21. Are mock exams organised?

3.22. If course participants stay for a short (2-3 week)intensive course, is their progress or the level assessedwhen they leave your institution?

3.23. Is a certificate issued at the end of each course?

3.24. Does the certificate state the course level and content?

3.25. Is the level specified in terms of “can do” descriptors?

3.26. Does the course level relate to the CEFR?

3.27. Is a report issued on course participants’ progress?

3.28. Is a report issued to in-company clients?

3.29. Are certificates and reports sent to parents and/orsponsors as well, if appropriate?

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4. ACADEMIC MANAGEMENT – Quality Assurance Yes Evidence No Action to be taken

4.1. Is there a system of regular lesson observation?

4.2. Does it include a mix of some, or all, of the differenttypes of lesson observations for different purposes:

quality control (e.g. buzz observations) individual professional development (carried out

by academic managers and peer) institutional development any other purpose(s)?

4.3. Are there clear criteria and procedures for setting upobservations?

4.4. Is oral and written feedback given after observation,and is a follow-up system in place?

4.5. Are areas of weakness identified and acted upon?

4.6. Is there a clear link between the issues identified inlesson observation and internal training?

4.7. Is there a formal system of professional developmentreview meetings or appraisal for teachers?

4.8. Are written records kept of these meetings?

4.9. Are professional development interviews held on aregular basis?

4.10. Do they include:

a self-assessment element? agreed development aims?

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4.11. Are the records signed by interviewer and interviewee?

4.12. Are other feedback and consultation opportunitiesavailable to staff?

5. ACADEMIC RESOURCES Yes Evidence No Action to be taken

5.1. Does the institution’s publicity give an accurate and truepicture of the facilities for learning and self study?

5.2. Are the facilities for learning seen by courseparticipants/staff as appropriate for the courses offeredand for their needs?

5.3. Is there enough equipment for the number of courseparticipants?

5.4. Is the equipment regularly maintained?

5.5. Is it clear who course participants should go to if thereis a problem with equipment?

5.6. Do teachers receive training in how to use theequipment/facilities?

5.7. If necessary, is training provided in how to exploit theresources available, e.g. SMART boards, computers &the internet?

5.8. Do all/most of the teachers use the resources in theirteaching?

5.9. Do course participants receive adequate orientation tothe resources available?

5.10. Are there clear procedures for booking and usingequipment/facilities?

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5.11. Is it easy for course participants to find informationabout the facilities the institution offers e.g. internetaccess , study centres?

5.12. Is the use of facilities by teachers and courseparticipants monitored?

5.13. Are opportunities given to course participants toprovide feedback on the academic resources theinstitution provides?

5.14. Is the range of course books available sufficient for thecourse participants’ needs?

5.15. Is there sufficient commercial/in-house material for thecourse participants needs?

5.16. Are all teachers aware of the range of materials?

5.17. Do all/most teachers use the range of materialsavailable to them in their lessons?

5.18. Is the use of teaching materials monitored?

5.19. Are resources organised so teachers and courseparticipants can access them easily?

5.20. Are resources up-to-date and regularly checked?

5.21. Do the resources and facilities include: A teachers’ library A course participants’ library, self-access or

learning centre Computers for teacher and course participants internet access audio/video equipment

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5.22. Is there anything important missing which should beincluded in a short term development plan?

6. OTHER SERVICES TO COURSE PARTICIPANTS Yes Evidence No Action to be taken

6.1. Do course participants and/or their representatives(e.g. parents or agents) receive full and clear detailsconcerning their contract and the terms and conditionsbefore enrolment?

6.2. Do the contracts include the following:

exact course fees what these include the rights of each party in the event of

cancellation, withdrawal or exclusion?

6.3. Do the contracts specify what is available at additionalcost?

6.4. Are the terms and conditions for the extra servicesclear to course participants?

6.5. Are there clear systems for offering course participantsadvice on

their course, progress, exams, further study?

6.6. Are there systems for dealing with course participants’other queries?

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6.7. Are there printed guidelines and procedures to dealwith

absence lateness discipline complaints making up for cancelled classes cover for absent teachers?

6.8. Are course participants and staff aware of theseguidelines?

6.9. Where relevant, is there a leisure/ social activitiesprogramme suitable for course participants?

6.10. Is the leisure programme varied and interesting forcourse participants?

6.11. Are special interests and needs of course participantstaken into account?

6.12. Are facilities available adequate for the social andleisure programme?

6.13. Is there an appropriate number of staff members torun this programme and to supervise and ensure thesafety of course participants?

6.14. Where applicable, is the choice of accommodationoffered appropriate to the age, needs and status ofcourse participants?

6.15. Is the information on accommodation options clear andaccurate?

6.16. Are there systems in place for dealing with courseparticipants’ accommodation and clear criteria for

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selection of accommodation review of suitability and maintenance of

standards allocation of course participants to

accommodation requests for changes?

6.17. Are there systems for dealing with queries andcomplaints regarding accommodation?

6.18. Are there clear rules – known to staff, host families andcourse participants – regarding the behaviour of courseparticipants staying in home stay or residentialaccommodation?

6.19. For course participants who are minors, are theresupervision systems to ensure their safety and welfareespecially with regard to:

transfer between the school andaccommodation

staying on school premises before and afterlessons

rules of behaviour bedtimes unsupervised free time safe keeping of travel documents and

valuables?

6.20. Is one or more member of staff designated to ensurethe welfare of course participants?

6.21. Are they available at specified and advertised times?

6.22. Are these staff able to cope satisfactorily with theirtask?

6.23. In the case of course participants who are minors, areparents/guardians informed about supervisionarrangements and the qualifications of supervisors?

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6.24. Is there suitable supervision for minors before, duringand after lessons?

6.25. Are systems in place for checking their absence andreporting this to parents?

6.26. In the case of residential courses for minors, are there

procedures for the safe-keeping each courseparticipant’s valuables

adequate resources and facilities, hygiene,safety and security

suitable communication channels withparents/agents, including internet access andemail, emergency telephone numbers forcourse participants or their parents/ guardians/agents

efficient systems and members of staffdesignated to deal with course participants’welfare, medical issues includingaccommodation?

7. STAFF CONTRACTS, TERMS & CONDITIONS Yes Evidence No Action to be taken

7.1. Are there written contracts or letters ofappointment for all permanent or fixed term staff?

Do these refer to written job descriptions?

7.2. If freelance / hourly paid staff are employed, arethere transparent and fair terms and conditions?

7.3. Is there clear understanding of freelance staff’sworking conditions and remuneration?

7.4. Do the contracts comply with national or localemployment legislation?

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7.5. Are terms and conditions of employment fair in thecontext of the relevant local or national standards?

7.6. Where applicable, do they comply with EUdirectives or national agreements in the areas of

salary length of contract working time and teaching hours per week paid holiday entitlement sickness, maternity, family or

compassionate leave unpaid leave health insurance social contributions tax pension and severance pay arrangements, overtime/extra hours equal rights?

7.7. Is there a transparent salary scale or/and gradeand pay system?

7.8. Is there a healthy mix (experience, age, etc.) andstability within the staff team?

7.9. Is an appropriate proportion of staff employed on afull time basis?

7.10. Are there clearly specified and written proceduresfor dealing with

staff grievance procedures disciplinary and conduct issues redundancy and dismissal?

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8. STAFF QUALIFICATIONS, EXPERIENCE &TRAINING


8.1. Do staff members have appropriate

training qualifications experience

to do the work specified in their job descriptions?

8.2. Did teaching staff have initial training that includedsupervised teaching practice?

8.3. Are there clear criteria for selecting teachers?

8.4. Does the employment of staff of other nationalitiescomply with relevant legislation?

8.5. Are teachers appropriately qualified according to

national norms EAQUALS criteria?

8.6. When assessed using the criteria in the EAQUALSTeachers’ Professional Profiling Grid, do the teachingteam have a profile that is appropriate to the needs ofthe school?

8.7. Are academic managers appropriately qualifiedaccording to

national norms EAQUALS criteria?

8.8. Have the originals of staff diplomas and certificatesbeen checked by the institution and are copiesavailable in organised staff files?

8.9. Do all staff have up-to-date job descriptions?

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8.11. Are all administrative staff

trained and qualified to do their jobs asspecified in their job descriptions

able to cope satisfactorily with the tasksassigned to them?

8.12. Are there clear management systems for:

induction and briefing of teachers and otherstaff

communicating information and procedures toteachers and other staff

substitution or cover for absent teachers two-way communication with staff

8.13. Is there a training or induction programme for newstaff?

8.14. Does the training and induction programme for newstaff enable them to settle in quickly and safely?

8.15. Do academic managers have guaranteed non-teachingand non-admin time to provide academic support,supervision and develop course programmes, etc?

8.16. Is there evidence of a professional training anddevelopment programme for all staff, and is it relevantto their needs?

8.17. Are issues arising from lesson observations fed into theteacher training and development programme?

8.18. Is a record of the training and developmentprogramme available?

8.19. Is there a Teachers’ Library including methodologybooks?

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8.20. Does the institution subscribe to professional journals?

8.21. Are staff made aware of external trainingopportunities?

8.22. Is participation in these supported by the institution?(subsidies, working time allowance, etc.?)

8.23. Are funds available for teachers and other staff to gainprofessional qualifications?

8.24. Does the institution belong to any national orinternational professional organisations?

9. COMMUNICATIONS Yes Evidence No Action to be taken

9.1. Is there a clear organizational chart (organogram)?

9.2. Are staff aware of management structures?

9.3. Are there clear lines of responsibility and reporting?

9.4. Are staff aware of them?

9.5. Are there clear written procedures for dealing withgrievances and disciplinary problems?

9.6. Where required, is there a system for staffrepresentation?

9.7. Is there a clear system for reviewing the performanceof admin staff?

9.8. Are written records of this kept?

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9.9. Are performance reviews held on a regular basis?

9.10. Do they include:

a self-assessment element, agreed staff development aims?

9.11. Are the records signed by interviewer and interviewee?

9.12. Are other feedback and consultation opportunitiesavailable to admin staff?

9.13. Are staff aware of the associations and groups theinstitution belongs to and what they stand for?

9.14. Is information on EAQUALS available to all staff?

9.15. Are staff aware of it?

10. INFORMATION Yes Evidence No Action to be taken

10.1. Is information about your courses and servicesavailable in print and/or on a website for all yourclients –course participants, sponsors and agents?

10.2. Is the information in printed publicity materialscomplete, accurate and up-to-date?

10.3. Is the information on the website accurate and up-to-date?

10.4. Is the information provided in any other form, e.g.course participants/staff handbook, guides for parents,agents, etc. – accurate and up-to-date?

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10.5. Is the information provided in printed publications andon the website clear and easy to understand?

10.6. Does the written information about the institution’steaching methods match what really happens in theclasses?

10.7. Does the written information about other services tocourse participants, - e.g. accommodation, socialprogramme - match what is actually provided?

10.8. [For organisations preparing for re-inspection] Is thecorrect version of the EAQUALS logo used in publicitymaterials, on the website and in signs premises?

10.9. [For organisations preparing for re-inspection] Is theEAQUALS logo in the publicity and on the website usedonly for those activities and/or centres that have beeninspected by EAQUALS?

10.10. [For organisations preparing for re-inspection] Isinformation about EAQUALS provided to courseparticipants, clients and staff?

10.11. Does publicity material (brochure/website, etc) provideaccurate information about the following points?

entry requirements (if any) minimum course length and dates number of hours taught face-to-face and as

part of (guided) self-study for teacher training courses, number of hours

taught face-to-face, and number and nature ofteaching practice and observation sessions andother services offered

for blended learning, number of hours taughtface-to-face and online

dates, e.g. public holidays, when the institutionis closed

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maximum number of course participants ineach class

any restrictions on age or nationality of courseparticipants in certain classes

whether classes are used to train teachers what is included in the course fee (e.g.

enrolment fee, tuition fee, course book, socialprogramme, etc)

what services course participants will have topay extra for

use of facilities and resources accommodation and meals social programme terms and conditions of business, including

cancellation regulations and charges requirements concerning attendance criteria for assessment and certification?

11. PREMISES Yes Evidence No Action to be taken

11.1. Are all classrooms

able to accommodate the maximum numberof course participants? if not, are alternativesolutions available?

appropriately furnished and equipped andsuitable for their purpose?

11.2 Is the furniture /layout suitable for:

whole class activities group work pair work?

11.3. Are the

other study areas offices resource centres

adequately equipped and suitable for their purpose?

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11.4. Is there a large enough communal space for staff andcourse participants?

11.5. Are there sufficient toilets for course participants andstaff?

11.6. Are there clear emergency procedures , and are theseknown to staff and course participants?

11.7. Are there adequate notices and equipment in theevent of emergencies, for example fire extinguishers,smoke alarms, escape routes, first-aid boxes?

11.8. Are there trained first-aiders available at all times, andare they known to staff and course participants?

11.9. Have steps been taken towards making provision forpersons with special needs and course participantswith disabilities?

12. MANAGEMENT & ADMINISTATION Yes Evidence No Action to be taken

12.1. Has the institution been registered as a legal entity?

12.2. Is there documentary evidence of the above?

12.3. Is the address/are the addresses of the institutionrecorded in the legal documents?

12.4.Is there documentary evidence confirming thefollowing:

third party liability and other legally requiredinsurance cover is in place

legal health, fire and safety standards are met a functioning accounting system

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the required tax returns (VAT, income tax,corporate tax etc) are made

social contributions are made there is compliance with copyright legislation?

12.5. Do the above comply with relevant national normsand legislation?

12.6. Are there clear terms and conditions relating tocourse participants’ tuition and, if applicable, relatedservices?

12.7. Can the institution demonstrate that it does notdiscriminate against course participants, staff or otherstakeholders on grounds of gender, sexualorientation, age, disability, race or religion?

12.8.Are there clearly specified procedures for dealing withcourse participants’ and clients’:

complaints, dissatisfaction, discipline, non-attendance?

12.9.Is there evidence that course participants and clientsare properly informed about and aware of proceduresfor dealing with

complaints dissatisfaction discipline non-participation?

12.10. Are there specific features indicating that the coursesoffered by the institution suit its market?

12.11. Are there enough staff to carry out all the tasksneeded to run the institution efficiently at all times?

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12.12. Do all staff have job descriptions?

12.13. Do all staff know what they are responsible for?

12.14. Do they all know who their manager is?

12.15. Do they know when they need to consult theirmanager?

12.16. Are there regular and minuted meetings to co-ordinate management and administrative activities?

12.17. Can admin staff cover for colleagues when they aresick or are on holiday?

12.18. Do systems for storing information help the staff towork efficiently?

12.19. Is it easy to find information on admin matters in theinstitution?

12.20. Do staff know what to do if a course participantcomplains?

12.21. Do staff respond quickly to enquiries/ requests/complaints?

12.22. Is feedback collected from course participants andtheir parents/sponsors?

12.23. Is feedback collected at different stages of thecourse?

12.24. Do staff check whether course participants aresatisfied on the first days of their course?

12.25. Are means available to improve a course participant’sexperience quickly if s/he is not satisfied?

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12.26. Are there different ways of collecting formal andinformal feedback?

12.27 Is the feedback that is collected analysed and actedupon?

12.28 When appropriate, are course participants and clientsgiven a response to their feedback?

12.29. Are staff informed which aspects of the courses andservices most course participants are satisfied ordissatisfied with?

12.30. Are changes implemented in response to feedback?

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V. Self-Assessment Activities

The objectives of these activities are to enable staff to:

look more closely at the school and what they are doing from the perspective of differentstakeholders: themselves, course participants, parents, management, sponsors etc.

decide what evidence will demonstrate that EAQUALS standards are being met, so they can answerthe questions: ‘How are we doing?’ and ‘How do we know?’

These activities follow the format of the Questionnaire i.e. they cover the 12 main categories and reflectthe standards and requirements of the EAQUALS Inspection Scheme. They are easy to follow, do notrequire much preparation time and can be done alongside the Questionnaire or independently. For each ofthe 12 categories 3 activities have been designed to give you and your staff a menu to choose from. It isup to you to decide who will be involved in them and how feedback will be collected.

Introductory activities

Target group: All staff

Aim: The aim of these activities is to introduce the Self-Assessment Scheme.

Activity 1This is an activity to help you look at your institution from the point of view of an outsider. Talk freely inpairs or small groups giving reasons for your decisions.A friend moves into your neighbourhood. How would you answer the following questions she asks you?

“My son needs to do a language course to help with his job applications. Should he come to yourinstitution?”

“Should I apply for the recently advertised teaching/administrative post at your institution?”

Activity 2This activity is designed to encourage thinking and discussion of how your institution can demonstratequality. Why do course participants choose your school/institution? Write down 3 major strengths of your institution. How do these lists compare?

Activity 3 Compare your list of institutional strengths (see activity 2) with some of the core aspects of good

practice in the EAQUALS Charter for Course Participants (2.1 – 2.10) Which of the requirements in the EAQUALS Charter for Course Participants are already being met in

your institution’s activity? Which areas need further improvement?

1. Teaching

Activity 1Target group: Teachers, teacher trainers, academic managers.

Aim: To explore teachers’ views on the relative importance of the different features of effective teaching.

Ask teachers to write down a list of features of effective teaching methods.´ Rank the items on the list in order of importance and put them on a board, removing any repetitions. Make sure everybody understands what is meant by the terms.

The ranked items on the board are discussed and evaluated by the group.

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Aim: Reflective teaching: to consider the variety of techniques used and the organisation of differentworking groups in the classroom situation.

Ask teachers to reflect individually on: ‘What do you do now? i.e. Consider what your normal classroompractice is at the moment’.

Then ask them to share and compare in pairs Refer them to questions 1.11 and 1.12 in section 1 of the Self-Assessment Questionnaire and in groups

(as above) compare what is being done now with the self assessment checklist. As a facilitator, collect feedback and identify areas for future development.


Aim: Reflective teaching - your teaching in relation to some of the EAQUALS requirements.

Ask teachers to get acquainted with questions 1.13-1.18 in section 1 of the Self-AssessmentQuestionnaire and in pairs consider each point in relation to their own teaching.

Discuss if these areas are covered in the present observation procedures and identify any areas notcovered.

As a facilitator gather feedback and identify areas for future development.

2. Academic Management: Curriculum and Syllabus


Aim: To familiarise teachers with CEFR descriptors.

Ask teachers to decide what level they are at in foreign languages they speak. Then give them a set of global (CEFR scale) descriptors and ask them to match the level(s) of the

foreign language(s) which they allocated to themselves with the global descriptors.


Aim: To familiarise teachers with the following concepts: curriculum, syllabus, schemes of work.

A. Elicit from teachers the definition of ‘curriculum’. Ask them to compare their understanding of ‘curriculum’ with the definition in the Glossary. Ask them to look at the school’s/institution’s curriculum document to check whether it is in line with the

EAQUALS definition. If not, decide on action to be taken e.g. setting up a working group to revise the existing document.B. Elicit from teachers the definition of ‘syllabus’ and the way the syllabus is related to the curriculum. Refer them to the Glossary. Then ask them to look at the institution’s syllabus/syllabi to check whether it

is /they are in line with EAQUALS requirements. If not, decide on action to be taken e.g. setting up a working group to revise the existing document/s.C. Planning of teaching - schemes of work: follow the same procedure as in the case of curriculum and

syllabus. Ask them to reflect on how their short-term teaching plans (schemes of work) relate to lesson planning

and fit in with the course delivery process.Use the diagram below for reference during the above activities.

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Aim: To raise teachers’ awareness of the role of the curriculum in the course delivery process.

Ask teachers in small groups or pairs to compare the course book material (looking at the coursebooksthey currently use) with the curriculum to see if there is synergy between them.

Then encourage them to suggest the ways in which the aims, content, length, organisation, methodsand evaluation of an educational course as specified in the curriculum could be better implemented inthe course delivery process and everyday classroom practice by, for example, using other resources inaddition to the coursebooks.

A similar activity can be done in relation to institution’s syllabuses.

3. Academic Management: Progress Assessment and Certification

Activity 1Target group: Academic managers, teachers, teacher trainers.

Aim: To review the match between class progress tests and learning objectives.

Select 2 different levels or courses taught at your institution. Ask the teachers to bring to the meeting some copies of recent progress tests they have used in these

classes. (These could be school tests, tests written by class teachers or tests from course books.) Hand out copies of the learning objectives for the classes that have used the tests. Ask the teachers to identify the learning objectives for the period assessed by the progress tests. In small groups, discuss how closely the progress tests match the learning objectives of the course. If there are differences between the learning objectives and the tests, discuss how the tests could be

adapted to match these objectives more closely. For reference ask them to look at question 3.16 from section 3 of the Self-Assessment Questionnaire.

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Activity 2Target group: Academic managers, teachers, teacher trainers.

Aim: To develop a common approach to assessing course participants’ spoken language using CEFRdescriptors.

Make a recording of a course participant talking for about 3 minutes on an everyday subject (a recentholiday, my job, etc). Make a second recording on the same topic with a course participant at a loweror higher level to the first.

Make copies of the CEFR level descriptors for spoken production for all levels - from A1 to C2(alternatively, use your institution level descriptors.)

Ask teachers to listen to the recordings and to make a note of what level they think the courseparticipants are, according to the scale, based on their first impression.

Ask them to listen again and note their reasons for putting the student at that level. In groups, compare how teachers have assessed the students and their reasons. For reference ask them to look at question 3.17 from section 3 of the Self-Assessment Questionnaire.

Variation: The same activity can be used to look at written language.

Activity 3

Target group: Academic managers, teachers, teacher trainers.

Aim: To review the performance of your course participants in public exams.

Present in a spreadsheet the marks that your course participants have received in one or more publicexams for the past 2 years. If possible, show the marks for each separate test paper, e.g.: Listening,Speaking, Writing.

Analyse the % of course participants at each grade for each exam paper and the overall grade. With the teachers, discuss what trends or patterns you can see in the students’ performance. What are

their strengths and weaknesses? What can you do to improve their performance? For reference ask them to look at questions 3.19-3.21 from section 3 of the Self-Assessment

Questionnaire

Variation: A similar activity can be used with the institution’s end-of-course tests.

4. Academic Management: Quality Assurance


Aim: To raise teachers awareness of the role of lesson observation in the internal quality assurance system.

Ask teachers to brainstorm in small groups: 3 strengths and 3 weaknesses of peer observationconducted in their school/institution and compare them.

Then ask them to discuss how they could be improved to better facilitate the internal trainingprogramme and the performance review process.

If peer observation isn’t a feature of training and development, give a brief explanation (see theGlossary) and ask teachers to discuss a) what the advantages of it would be in your institution, and b)how it could be organised.

Work out an action plan with teachers to introduce this kind of observation.


Aim: To familiarise teachers with EAQUALS requirements regarding class observations.

Ask teachers to look at the institution’s class observation criteria and procedures and to compare themwith EAQUALS requirements (see section 4 of the Self-Assessment Questionnaire).

Then decide – if applicable - what specifically needs to be changed or added in order to meet EAQUALScriteria.

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Aim: To look critically at the existing staff development review system for teachers in the context ofEAQUALS criteria.

Ask teachers to analyse in groups the professional development scheme existing in their own institutionand identify its tangible elements, e.g. the process itself, the self reflection component, feedback, theagreed professional development aims, etc.

Then they examine questions 4.7.-4.12. in section 4 of the Self-Assessment Questionnaire and comparetheir scheme with EAQUALS requirements and identify best elements of each.

Then they formulate recommendations for the revision of the school’s professional development system.

5. Academic Resources

Activity 1Target group: Staff who are involved in developing and/or maintaining academic resources. Preferablyteachers should be involved too.

Aim: To find out whether staff are aware of the resources available and review the ways they are exploited.

Divide the group in A and B subgroups. Group A is asked to list all materials they think are in their institution e.g. dictionaries, resource books,

reference books, DVDs, computer software, etc. Group B is asked to list the available facilities and equipment. Then they compare them with the institution’s record. Depending on the outcome they formulate

recommendations.

Activity 2Target group: Staff who are involved in developing and/or maintaining academic resources. Preferablyteachers should be involved too.

Aim: To find out whether the academic resources available in the school/institution meet EAQUALSrequirements.

In pairs or groups staff answer the following questions:If there was an EAQUALS inspection tomorrow what would the inspectors be impressed with?If there was an EAQUALS inspection tomorrow what developments and improvements would theinspectors recommend?

For reference they should look at section 5 of the Self-Assessment Questionnaire. If applicable makesuggestions for improvement.

Activity 3Target group: Mainly teachers and also staff who are involved in developing and/or maintaining academicresources.

Aim: Self-reflection for teachers on how the resources are used.

Give teachers a mini questionnaire:Which resources do you use: regularly occasionally neverand why?

Then ask them to discuss the following points and draw up an Action Plan.A. What could be done to ensure that more effective use is made of the resources available?B. How could this facilitate the course delivery process?

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6. Other Services to Course Participants

Activity 1

Target group: Admin staff and – if applicable - teachers who are involved in running the extra curricularprogramme for course participants.Aim: To find out whether staff are aware of other services provided by their institution to course participantsand to look at ways in which the existing systems could be improved.

A member of staff who is responsible for the area of provision of other services to course participantsacts as an inspector and interviews the staff who directly or indirectly deal with it. He/she asks questionsfrom section 6 in the Self-Assessment Questionnaire and the staff act as a course participant focusgroup and answer them.

He/she takes notes in the following format:

Question Answer: YES Answer: NO Answer: Don’t know Comments and action tobe taken

Then all analyse the findings and - if applicable - decide on action to be taken and look at the ways theservices could be improved or made more accessible.

Activity 2Target group: Staff who are responsible for course participants’ welfare, preferably all staff.

Aim: To find out whether staff are familiar with procedures which safeguard course participants’ welfare.

Ask staff to brainstorm in groups the procedures currently used to look after course participants’ welfareand to identify the staff responsible . If applicable they should also find written reference to theseprocedures in the institution’s documentation.

Then they go through the relevant questions in section 6 of the Self-Assessment Questionnaire anddiscuss any issues arising.

If applicable, they formulate recommendations for improving the ways of course participants’ welfare issafeguarded.

Activity 3Target group: Admin staff who are responsible for enrolling and answering questions from courseparticipants’Aim: To find out whether staff are familiar with the terms and conditions that apply to course participantsenrolling on courses. Ask staff go through questions related to course participants’ terms and conditions in section 6 of the

Self-Assessment Questionnaire and compare them with the institution’s terms and conditions for courseparticipants.

If applicable identify areas where EAQUALS requirements are not met and decide on action to be taken.

7. Staff Contracts, Terms and Conditions

Activity 1Target group: All staff.

Aim: To familiarise staff with EAQUALS requirements regarding staff contracts, terms and conditions.

Ask staff to read the EAQUALS Staff Charter (see the website or the Inspection Scheme Manual forreference) which contains guarantees for and commitments to staff, and discuss whether you feel thecriteria are being met or not in your school/institution.

Then they go through the questions 7.1-7.7 in section 7 of the Self-Assessment Questionnaire anddiscuss any issues arising.

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If applicable formulate your recommendations for amending staff terms and conditions in line withEAQUALS requirements.


Aim: To raise staff awareness of how the existing procedures regarding grievance, discipline and dismissalwork.

Ask staff to look at question 7.10. in section 7 of the Self-Assessment Questionnaire. If the answer isNO, divide them in 3 groups and ask each group to draft one procedure. Plenary discussion isrecommended here.

If the answer is YES and they know in which document/s they are included work with these situations:

A - Grievance procedure:‘A member of staff feels that they are being seriously bullied by another member of staff’. Task for the group: What steps should be taken? Refer to the grievance procedure.

B - Disciplinary procedure:‘A teacher is repeatedly late for class despite several friendly reminders from his/her line manager’. What action would the institution management take? Refer to the disciplinary procedure.

C - Dismissal procedure:‘A teacher arrives late to class and is drunk’. What will happen to him/her? Refer to the dismissal procedure.

Activity 3Target group: Academic managers, administration managers, owners.

Aim: To have a good understanding of the terms and conditions applying to employees in your area n and tobe able to explain these, and the reasoning behind them to inspectors.

Ask staff to discuss each of the following questions 7.2, 7.3, 7.5, 7.7 -7.10 in section 7 of the Self-Assessment Questionnaire.

If there are questions which the group cannot answer or that are unclear, decide why this is the case foreach point. Is there a lack of knowledge, information or a lack of a specified procedure in theinstitution’s policy?

Then decide if the institution needs to change anything or further develop its systems.

8. Qualifications, experience and training


Aim: To familiarise staff with EAQUALS requirements regarding staff induction and training.

Ask staff to brainstorm in groups the institution’s policy and practice concerning induction programmesfor staff and training opportunities.

Then they go through the questions 8.2 and 8.12.-8.24. in section 8 of the Self-AssessmentQuestionnaire and discuss any issues arising.

If applicable formulate recommendations to revise the existing policy in line with EAQUALSrequirements.

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Activity 2Target group: Teachers.

Aim: To raise teachers’ awareness concerning their qualifications, skills and competencies.

Distribute the EAQUALS Profiling Grid for Language Teachers. Explain the purpose of it and ask teachersindividually to mark where they believe they are on the Grid

Arrange individual meetings with teachers to discuss the findings. Set up a follow-up meeting with all teachers: compare the results of the self-assessment activity based

on the Grid with the requirements regarding teachers’ qualification as specified in the Country Notes (theCountry Notes are available on the EAQUALS website).

Activity 3Target group: Academic managers, administration managers, owners.

Aim: To have a good understanding of the EAQUALS requirements in the area of staff qualifications.

Ask staff to discuss each of the following questions 8.1, 8.3, 8.4, 8.5, 8 .7- 8.11 in section 8 of the Self-Assessment Questionnaire.

Then decide if the institution needs to change anything.

9. Communications


Aim: To raise staff awareness of the organisational structure of their school/institution.

Divide staff in small groups, preferably mixing teachers and admin staff, and ask them to draw theschool’s/institution’s organisational chart including job titles and main responsibilities.

In a plenary discussion clarify queries and make proposals.

Activity 2Target group: All staff

Aim: To revise the existing communication channels and cross reference them to EAQUALS requirements.

In small groups ask staff to answer the following questions: What are the formal and informal communication channels in our institution? Do they work? Do staff have enough opportunities to give feedback to management? What could be improved and

how?

Plenary discussion can follow in order to formulate recommendations. For reference use the Self-Assessment Questionnaire - section 9 - Communications.


Aim: To raise awareness of personal development interviews for all staff.

Set up groups of 3 or 4 (try to get a mix of teachers and other staff) and ask them to outline what theyknow of the personal development programme within the organization – nominate a speaker for eachgroup.

Each group gives feedback to the rest. Give out questions 9.7 – 9.14 from section 9 of the Self-assessment Questionnaire and ask groups to

cross refer. As a whole group identify areas which need development, decide who is to be responsible for this, and

agree on a target date.

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10. Information

Activity 1Target group: Preferably all staff.

Aim: To raise staff awareness on the information policy of their school/institution.

Divide staff in two main groups, preferably mixing teachers and admin staff, and ask group A to gothrough the institution’s website and group B to review the printed publicity materials e.g. brochures,flyers, leaflets etc, to check whether the information provided there is truthful and whether it reflectsdaily practice. Use questions 10.1-10.10 from section 10 of the Self-Assessment Questionnaire asguidelines. Depending on the amount of information to be checked, ask them to work in sub-groups.

Discuss the findings in plenary, clarify queries and – if applicable - make proposals for amendments.

Activity 2Target group: Preferably all staff.

Aim: To check whether the information provided on the website and in printed publicity materials to courseparticipants and their sponsors is accurate, clear and easily assessable.

Divide participants in two main groups, preferable mix teachers and admin staff and ask group one to gothrough the institution’s website and group two the printed publicity materials e.g. brochures, flyers,leaflets publications to check whether the information provided there to course participants and theirsponsors is accurate, clear and easily accessible. For reference use question 10.11 from section 10 ofthe Self-Assessment Questionnaire.

Discuss the findings in plenary, clarify queries and – where applicable - make proposals foramendments.


Aim: To check the statements on the teaching method and approach on the website and in printed publicitymaterials against actual classroom practice.

Ask teachers to study in small groups the relevant areas of the website and the relevant sections inprinted publicity materials to check whether the description of the teaching methods and approachmatches classroom practice.

Identify the areas where there is any discrepancy and formulate recommendations for improvement.

11. Premises

Activity 1Target group: All staff and course participants.

Aim: To find out whether staff are familiar with emergency procedures.

Carry out a fire drill. Follow-up: a plenary discussion with all staff to answer the following questions:

◦ How long did it take to evacuate everyone from the building?◦ Did all staff know the escape routes?◦ Were they easy to locate and identify for everyone?◦ Was it easy to find and understand the emergency instructions?◦ Was it clear who was responsible for checking that everyone in each group or room had been

accounted for? Did they do this efficiently? Depending on the findings, decide what needs to be improved and changed to make the system more

effective.

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Aim: To find out whether classrooms facilitate various types of class activities.

Elicit from teachers the types of class activities they use to facilitate the learning process and to maintainan appropriate pace and good group dynamics in their lessons.

Ask them to reflect on whether the existing layout of the classrooms allows them to use a wide spectrumof activities or restricts these.

If applicable, encourage them to formulate suggestions for improvement.


Aim: To find out whether the standard of the institution’s premises meets EAQUALS requirements.

Set groups of 3 or 4 (preferably mix teachers with other staff) and assign an area for each group, e.g.offices, staff rooms, classrooms, community areas, corridors, resource centre, self-study centre, toilets,etc.

Ask them to inspect the premises following the relevant questions in section 11 of the Self-AssessmentQuestionnaire.

Plenary: groups report back, areas which do not meet EAQUALS standards are identified and an actionplan is put together - if applicable.

12. Management and Administration


Aim: To raise staff awareness of the existing management and administration systems.

In groups ask staff to brainstorm the jobs in their institution which - in their view - could be designatedas management or administration.

Then they label each job or group of jobs in relation to clients: internal (staff) and external (courseparticipants, agents, sponsors, etc) and complete the questions in section 12 of the Self-AssessmentQuestionnaire and compare their initial list with what is covered by the Questionnaire. On this basis theyevaluate effectiveness of the existing system both from the point of view of staff (internal clients) andcourse participants (external clients).


Aim: To create a greater awareness of the need for efficient management and administration and clarify whois responsible for what.

Divide staff in two groups i.e. teachers and other staff and ask them to complete questions 12.6-12.22from section 12 of the Self-Assessment Questionnaire.

Re-group them to create new mixed groups to compare their findings. Plenary: the whole group gives feedback to identify areas for improvement and draw up an action plan.


Aim: To create a greater awareness of the need for efficient management and administration and clarify whois responsible for what.

Divide staff in two groups i.e. teachers and other staff and ask them to complete questions 12.23-12.34from section 12 of the Self-Assessment Questionnaire.

Re-group them to create new mixed groups to compare their findings.

Plenary: the whole group provides feedback to identify areas for improvement and draw up an actionplan.

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VI. THE EAQUALS Self-help Guides

In order to facilitate the internal development and improvement of working practices and help bothEAQUALS members and its prospective members review their systems prior to an EAQUALS inspection, aseries of other materials have been developed by EAQUALS experts. They are available under the ResourcesCentre in the Members’ Area at http://www.eaquals.org/page.asp?p=2580 and can be requested from theEAQUALS Secretariat. They have been designed to provide managers with resources that they need in orderto organise their own development programme for staff. The topics arise from requests for assistance duringand before inspections and from developmental needs and plans.

The Self-help Guides so far include the following:1. Curriculum and Syllabus Design (including cases studies)2. Managing and Appraising Staff3. Teacher Development4. CEFR Induction Overview5. CEFR Self-Help Guides6. Practical (h) ELP

1. Curriculum and Syllabus Design The development process The role of the CEFR Practical tasks and case studies

2. Managing and Appraising Staff: Setting up and redesigning a staff performance management system Setting up and redesigning induction procedures for new staff Guidance on staff meetings Setting up and redesigning grievance and disciplinary procedures Setting up and redesigning staff representation systems

3. Teacher Development Teacher Development – an introduction and a self-assessment questionnaire related to teacher

development Observation of the teaching activity In-service teacher training Performance review and teacher appraisal

4. CEFR Induction Overview Curriculum development and the CEFR Assessment in relation to the CEFR Levels and skills Salient features of spoken language at CEFR levels

5. CEFR Self-Help Guides Curriculum and syllabus case studies Teacher assessment including case studies Making progress tests including case studies Calibrating tests to the CEFR

6. Practical (h) ELP: A Manual for Schools and Teachers Teacher orientation, teacher training and feedback Learner orientation and training

The Guides will help you revise and develop your academic systems and staff management and can be usedas an integral part of the inspection preparation process and a follow-up to the self-assessmentQuestionnaire. The Guides cover the following areas of the Inspection Scheme:

http://www.eaquals.org/page.asp?p=2580

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EAQUALS Self-help Guide Inspection Scheme Area /Category

Curriculum and SyllabusDesign

Academic Management -Curriculum and Syllabus structured course of studies: curriculum and syllabus documents

Teaching: implementation of the above in the course delivery process

Managing and Appraising Staff Academic Management – Quality Assurance: teacher appraisals

Staff Qualifications, Experience and Training: induction of new staff

Communications: administrative staff appraisals grievance and disciplinary procedures staff representation meetings

Teacher Development Staff Qualifications, Experience and Training: teacher development programme and in-service teacher-training

Academic Management – Quality Assurance: teacher appraisals and performance review observation of the teaching activity

Teaching: implementation of the above in the course delivery process

CEFR Induction Overview Academic Management - Curriculum and Syllabus: curriculum in relation to the CEFR system of levels in relation to the CEFR

Academic Management – Progress Assessment and Certification: assessment in relation to the CEFR

CEFR Self-Help Guides Academic Management - Curriculum and Syllabus: curriculum and syllabus documents in relation to the CEFR

Academic Management – Progress Assessment and Certification: teacher assessment of a CEFR level in a CEFR-related curriculum testing in relation to the CEFR calibrating tests in relation to the CEFR

Teaching: implementation of the above in the teaching and learning process

Practical (h) ELP Academic Management – Progress Assessment and Certification: studentself-assessmentAcademic Management - Curriculum and Syllabus:

system of levels and descriptors in relation to the CEFR

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