ASOCOPI, 2007

Standards for English Teachers’ Performance as the Basis for an In-Practice Professional Development Program

Georgia CostalasNorbella Miranda

ASOCOPI, 2007

Standards for English Teachers’ Performance as the Basis for an In-Practice Professional Development Program

Georgia CostalasNorbella

Miranda

ASOCOPI, 2007

Standards for English Teachers’ Performance as the Basis for a Professional Development Program

Context

Theoretical background Professional Development “Good teaching” Standards

The process at USB Cali

ASOCOPI, 2007

Think about this….

What are some of the ways teachers can develop professionally so that we can offer quality education to our EFL Ss?

What are some characteristics of a good professional development program?

ASOCOPI, 2007

USB Cali

23 Ts:

7 full time

1 part-time

15 hourly-rate

12 academic programs

1,600 Ss in English program

ASOCOPI, 2007

Our questions and concerns

What are some of the ways we can develop professionally so that we can offer quality education to our USB EFL Ss?

What would be the/some characteristics of a professional development program at USB Cali?

How can we develop a professional development program for the English teachers at USB Cali?

What constitutes good teaching at USB? How should the teaching environment in the USB English classes be to

promote Ss’ learning? What teaching practices best enhance learning? What other responsibilities, apart from teaching, do we have as a

member of the USB community? What does the University expect from us? Do we have a set of standards that tells us what is expected from us?

Say that we adopt, adapt, or create standards for our practice… o What if we ourselves don’t meet them?

ASOCOPI, 2007

Our proposal

Professional Dev’t Good teachi

ngSta

ndards

Standards for English Teachers’ Performance as the Basis for an In-Practice Professional Development Program

ASOCOPI, 2007

Professional DevelopmentProfessional Development

Stages in Teacher Education:

1. Pre-service teacher education2. Induction (practicum)3. On-the-job training (while teaching / no pre-service preparation)4. In-service teacher education (while teaching/after formal education)

(UNESCO: 2002)

Community of practiceProfessional development community

In-practice professional development

Formal studies Experience

Series of well-thought actions to enhance our practice as teachers.

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Department Goal:

Ts Professionalneeds

Ss learning

needs

U’sdemands

and needs

ELT develop-ments to address

In-Practice Professional Development

Program

ECAES

Excellence @ USB

CALL

Mulitple Intelligences

PRS

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Kelleher’s 6 stage process of Professional Development

1. Teachers as a body set goals (basis for professional development). SMART goals.

2. Choose a professional development strand.

3 Prepare ahead with colleagues for professional development activities.

4. Work through activities with colleagues.

5. Post activity reflection, changes planned.

6. Assess learning process.

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SMART Goals

Specific Measurable Attainable Result-oriented Timebound

SMART

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Choose a professional development strand

Peer collaboration

Individualized professional growth

Research and Leadership

External experiences

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What constitutes Good What constitutes Good TeachingTeaching

Nationally

PEB

ECAES

Colombian standards for TEFL

González & Quinchía (2003)

Internationally

CEF

TESOL

TKT

Páez (2001)

ASOCOPI, 2007

What constitutes Good TeachingWhat constitutes Good Teaching

Discipline / Lge. Teaching Others

PEB (2007) • Communicative competence

• Field-related language

• Facilitator • Guide to learning

processes promoting respect participation, recognition and acceptance of others

• Creative• responsible• Ethical • Researcher

ECAES(2004, 2007)

• Language (as an object of study)

• Communicative competence

• Pedagogical competence General pedagogy (role

as a teacher) Specific pedagogy and

didactics of the FL (role as a teacher of EFL & teaching)

• Reading (for professional practice)

• Writing (for professional practice)

• Educational problems: ethical & political

Colombia Bilingüe & Colombian standards for TEFL

• Communicative competence (B2 / C1)

• Methodology General competences • Knowledge• Skills and know-how• Existential

competence • Ability-to-learn

González & Quinchía (2003)

• Good command of L2 • Adapt teaching to specific settings and ages

• Knowledge of local realities (particularity)

• Experience in research

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What constitutes Good TeachingWhat constitutes Good Teaching

Discipline / Lge. Teaching Others CEF • Communicative

competence• Didactics (activate most

appropriate strategies)• Assessment

General competences Knowledge Skills and know-how Existential

competence Ability-to-learn

TESOL(ACCRED. OF INITIAL PROGRAMS IN P–12 ESL TEACHER EDUCATION)

• Language as an object o study

• Language proficiency

• Planning, Implementing, and Managing Instruction

• Assessment

• Culture • Professionalism

(teaching methods, ed. Policies, prof. dvpt.)

TKT • Language as an object of study

• Specific pedagogy and didactics (motivation, role of errors, pres. techniques, selection of materials)

• Assessment

Páez (2001) • Communicative competence *

• Language as an object of study

• General pedagogy • Methodological

competence *

• Competence of learning (life-long learner)

• Research • Values

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Good teaching at USB

Communicative competence

Teaching competence

Other general competences

ASOCOPI, 2007

The Issue of StandardsThe Issue of Standards

“The history of standards is the history of people agreeing on ways to improve materials, processesprocesses, and products and communicating communicating that informationthat information to people who need to know it” Ravitch (1995: 8)

E q u i t y Q u a l i t yE q u i t y Q u a l i t y

Standards are “a set of documented agreementsagreements containing specifications or other precise criteriaspecifications or other precise criteria to be used consistently as rules, guidelines, or definitions of characteristics, to ensure that materials, products, processesprocesses and services are fit for their purpose”. (ISO)

Curricular standards are “criteriacriteria that specify what all Ss in preschool, basic and middle school education have to know and be able to do in an area and grade.” (SEM: 2002)

ASOCOPI, 2007

We understand teacher standards as

The Issue of StandardsThe Issue of Standards

agreements that specify criteria which agreements that specify criteria which guide our teaching practices and guide our teaching practices and behaviors as a USB member so that all behaviors as a USB member so that all Ss enrolled in the USB English program Ss enrolled in the USB English program are provided with an environment are provided with an environment favorable to learning the language and favorable to learning the language and learning to live in community.learning to live in community.

ASOCOPI, 2007

DEFINING TEACHER STANDARDS

Teachers’ Performance Standards

Opportunity-to-succeed Standards

What constitutes good teaching at USB Cali?

What is expected from teachers at USB?

What opportunities does the university provide to meet the standards?

Adapted from Ravitch, 1995

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REACTIONS TO STANDARDS

AGAINST: FOR:

Stimulate totalitarian thinking

Diminish autonomy of teachers

Can be used for dismissal decisions

Sets a north for our practices

Maintain and guarantee equity

Maintain and improve quality

Provide a coordinating function

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Principles that guided process Principles that guided process

for a Professional Development programfor a Professional Development program

Democratic, Group process—answers as well as questions come from the entire group.

Satisfy needs of students, university, teachers

Research, write, revise cycle

ASOCOPI, 2007

Centro de Idiomas Process

Director and full time Ts

Entire Department

Director

ASOCOPI, 2007

Standards as the Basis for an In-Practice Professional Development Program

Dep’t revises 7 standards

Find existing

standards

Identifies different

standards

Dep’t chooses

most relevant

Director analyses

data

Full timers edit 7

standards

Full timers write

indicators for

standard

Dep’t revises

indicatorsFull timers

create Rubric

Director analyses

DataDirector

Full time Ts

Entire Department

Dep’t receives results

D

Full timers

All

Dep’t Self evaluates

using rubric

Goal: In-Practice Prof Dev’t Program

Needs to be addressed by In-Practice Professional Developm’t

Standards for In-Practice Professional Development Program

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Centro de Idiomas Needs IdentifiedA Teacher of the Centro de Idiomas, USB

***uses technology to enhance student learning and to optimize administrative duties. (Did not meet the objective)

practices the principles of the Ethics of Education. (Just met the objective)

uses a language level appropriate to students’ ability. (Just met the objective)

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Standard VI “uses technology . . .” indicators

6.1 Teacher uses technology to enhance student academic performance.

6.2 **Teacher uses technology to provide real world contexts for language use.

6.3 ***Teacher creates a community of learners using electronic tools.

6.4 Teacher uses electronic tools available for communication and administrative tasks.

6.5 Teacher applies technology in assessing student learning of the target language using a variety of assessment techniques.

ASOCOPI, 2007

Opportunities for Professional Development in ICT

Department Membersinherent or developed expertise—collaborative learning, Best

Practices, ICT workshops, required use of some tools.

Expertise in the UniversityOffice of Virtual Education, Technology Services, Library, Faculty of

Engineering

Professional Organizations, their Publications and ConferencesCCCA ICT conference, Medellín

Other opportunities Visiting teachers, presenters Electronic offerings (e.g. webheads) Workshops and support offered by publishers Formal education--Certificate program in Virtual Education

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BibliographyAmerican Council of the Teaching of Foreign Languages ACFT. (2002) Program Standards for the Preparation of

Foreign Language Teachers. NY: The Author. Chisholm, I.M. (1994, Winter). Preparing teachers for multicultural classrooms. The Journal of Educational Issues

of Language Minority Students, 14. Council of Europe. (2001). Common European Framework of Reference for Languages: learning, teaching and

assessment. Cambridge: CUPGonzalez, A. and Quinchia, D. (2003) Tomorrow’s EFL teacher educators. Colombian Applied Linguistics Journal

No. 5 Sep. 2003 (pp 86-104) Kelleher, J. (2003). A model for assessment-driven professional develop. Phi Delta Kappan, 84(10), 751-756. 

Electronic Version. López, G. et al. (2004) Marco de Fundamentación Conceptual y Especificaciones del Examen de las Licenciaturas

: Lenguas modernas, Lenguas extranjeras, Idiomas extranjeros, Educación Básica con Énfasis en Humanidades y Lenguas extranjeras. Cali: Univalle

MEN (2006) Formar en Lenguas Extranjras: inglés ¡el reto! Lo que necesitamos saber y saber hacer. Colombia: Imprenta Nacional.

MEN, UNIVALLE and ICFES (2007) Exámenes de Calidad de la Educación Superior en Licenciaturas Lenguas Modernas o Extranjeras. Bogotá: ICFES

Páez, V. (2001) El profesor de idiomas: sus cualidades y competencias. Revista Comunicación. Vol. 11, Año 22, No 3, Enero - Junio 2001 www.itcr.ac.cr/revistacomunicacion/Voumen%2011N%BA3%202001/pdf's/vpaez.pdf

Ravitch, D. (1995). National Standards in American Education. A Citizen’s Guide. Washington: The Brookings Institution.

Spratt, M, Pulverness, A. and Williams, M. (2005) The Teaching Knowledge Test TKT. Cambridge: CUPTESOL (2003) Standards for the Accreditation of Initial Programs in P-12 ESL Teacher Education. Alexandria:

Author. TESOLANZ (New Zealand) Teacher competences. Information assessed at

http://www.tesolanz.org.nz/Competency.htmUniversidad de San Buenaventura Col. (2007) Proyecto Educativo Bonaventuriano PEB. Bogotá: Editorial USB.

ASOCOPI, 2007

Standards for English Teachers’ Performance as the Basis for an

In-Practice Professional Development Program

Georgia Costalas gcostala@usbcali.edu.co

Norbella Miranda ncmirand@usbcali.edu.co

Thank you!