the EAQUALS Professional Profiling the EAQUALS Professional Profiling Grid:Grid:

Exploring the Potential Exploring the Potential

Richard Rossner, EAQUALSRichard Rossner, EAQUALS

BackgroundBackground

• Common European Framework of Reference Common European Framework of Reference (CEFR) – six level scale(CEFR) – six level scale

• EAQUALS’ collaboration with the Council of EAQUALS’ collaboration with the Council of Europe Europe

• EAQUALS-ALTE European Language Portfolio EAQUALS-ALTE European Language Portfolio for learners, and e-ELPfor learners, and e-ELP

• Need for a parallel scale for teaching Need for a parallel scale for teaching competency across languages (Dublin 2004)competency across languages (Dublin 2004)

• Developed by Brian North (Eurocentres) and Developed by Brian North (Eurocentres) and Galya Mateva (OPTIMA, Bulgaria) as a Galya Mateva (OPTIMA, Bulgaria) as a framework for discussion and pilotingframework for discussion and piloting

• Work in progress, but now being applied in Work in progress, but now being applied in accreditationaccreditation

Complementary to:Complementary to:

• European Profile for Language Teacher European Profile for Language Teacher Education (Kelly M. & M. Grenfell 2004) Education (Kelly M. & M. Grenfell 2004) http://ec.europa.eu/education/policies/lang/doc/profilebroch_enhttp://ec.europa.eu/education/policies/lang/doc/profilebroch_en.pdf.pdf

• The European Portfolio for Student

Teachers of Languages, EPOSTL (Newby D. et al 2006) http://www.ecml.at/mtp2/FTE/pdf/STPExtract.pdf

Original aims, and Original aims, and applications so far applications so far

• To provide a reference system for To provide a reference system for describing the teaching and educational describing the teaching and educational management team across different schoolsmanagement team across different schools

• To generate fuller and easily interpretable To generate fuller and easily interpretable information about the teaching team prior information about the teaching team prior to school assessment or inspectionto school assessment or inspection

• To form a basis for guidance materials on To form a basis for guidance materials on continuing professional development and continuing professional development and for teacher recruitmentfor teacher recruitment

Four main areas, Four main areas, and three main and three main

levelslevelsBASICBASIC INDEPENDENTINDEPENDENT PROFICIENTPROFICIENT

LanguageLanguage

Qualifications Qualifications and and experienceexperience

Core Core competenciescompetencies

ComplementarComplementary skillsy skills

LANGUAGE

INDEPENDENT PROFICIENT

T3 T4 T5 T6

LANGUAGE PROFICIENCY

LANGUAGE AWARENESS

B2 certificate in the language; oral competence at C1 level

C1 certificate in the language; oral competence higher than C1

degree in the language, or:an ALTE C2 certificate (eg CPE)

native speaker, or:language degree or C2 certificate plus a natural command of the language

give correct models of usage and answers most language queries satisfactorily at elementary and intermediate levels, using reference books and advice from colleagues when necessary

give correct models of usage on most occasionsanswer language queries adequately though not always comprehen sively, occasionally using reference books and advice from colleagues

give correct examples of usage on all occasionsanswer language queries reliably

provide clear explanationsteach usage and register at all levelsunderstand what is confusing learnersgive compre hensive, accurate answers to queries

QUALIFICATIONS

Language Teacher Qualifications

a minimum of 60 hours of documented, structured training in teaching the target language

degree in the target lan guage, or: internationally recognised (min. 100 hour) certificate in teaching the target language

degree or degree module in teaching the target lan guage, or: internationally recognised (min. 100 hour) certificate in teaching the target language

masters degree or module in language teaching or applied linguisticsor:postgraduate or professional diploma in teaching the language (min. 200 hours)

Language Teaching Practice

a minimum of 2 hours of documented, assessed teaching practice; has been observed & received feedback on some actual teaching

a minimum of 6 hours of documented, assessed teaching practice; has been observed & had feedback on at least 5 hrs of real teaching

a minimum of 12 hours of documented, assessed teaching practice; has been observed & received feedback on at least 8 hours of teaching

a minimum of 18 hours of documented, assessed teaching practice; has been observed & received feedback on at least 12 hours of teaching

Teaching Experience

a minimum of 200 hours, documented teaching experiencetaught a range of levels up to B1

a minimum of 800 hours, documented teaching experiencetaught all levels except C1 & C2

a minimum of 2,400 hours, documented teaching experiencetaught all levels except C2, examination and/or specialised classes

a minimum of 4,000 hours, documented teaching experiencetaught all levels successfully, general, exam and specialised

INDEPENDENT PROFICIENT

T3 T4 T5 T6

CORE COMPETENCIESINDEPENDENT PROFICIENT

T3 T4 T5 T6

Method-ology: know-ledge and skills

familiarity with an expanding range of techniques and materialschoose which to apply based on the needs of a particular group use known techniques and materials appropriately

familiarity with a wide range of techniques and materialsidentify the ration ale behind techniques and materialsevaluate usefulness of techniques in different teaching situations

familiarity with the full range of techniques and materialsevaluate materials effectively from practical and theo retical perspectivesprovide ration ale for teaching approach

good familiarity with theo ries of language and learning select an optimum combination of techniques to suit each type of learner and learning situation & provide clear theoretical rationale for decisions

Lesson and Course Planning

Use a syllabus and specified materials to prepare lesson plans that are well-balanced and meet the needs of the group;Adjust these plans as requiredTake account of lesson outcomes in planning next lesson

analyse learners’ needsplan clear main and supplementary objectives for lessonsprovide a rationale for the lesson stagesselect/design supplementary activitiesensure lesson-to-lesson coherence

plan a scheme of work for a series of lessons based on needs analysisselect / design a variety of activities to meet any learning objectivedesign tasks to exploit linguistic and communicative potential of the teaching & learning materials

plan an entire course with recycling and revisioncreate or select appropriate activities for balanced learning modules with communicative and linguistic contentdesign multi-level tasks to meet individual needs and lesson objectives

Interaction Management and Monitoring

Assessment

set up pairs and set up pairs and groups efficientlygroups efficientlyensure all ensure all learners are learners are involved ininvolved in productive pair productive pair and group workand group workmonitor monitor performanceperformance at at all times all times bring the class bring the class back together back together and manage and manage feedbackfeedback

set up a varied set up a varied and balanced and balanced sequence of class, sequence of class, group and pair group and pair work appropriate work appropriate to the lesson to the lesson objectobjectives ives monitor monitor individual and individual and group work group work effectively effectively providing or providing or elicitingeliciting appropriate appropriate feedback feedback

set up group set up group interaction focused interaction focused on mon multipleultiple learning learning objectivesobjectivesmonitor individual monitor individual and group and group performances performances accuratelyaccurately and and thoroughly thoroughly give various forms give various forms of relevant individual of relevant individual feedback feedback

facilitate task-facilitate task-based learningbased learningmanage learner-manage learner-centred, multi-level centred, multi-level group workgroup workderive appropriate derive appropriate action points action points from from monitoring and monitoring and analysis of the analysis of the interaction interaction

select suitable select suitable progress tests progress tests and set up and and set up and supervise themsupervise themUse the results Use the results and simple oral and simple oral and written tasks and written tasks to assess to assess learners’ learners’ progress and progress and identify identify areas/points to areas/points to work onwork on

conduct tests and conduct tests and interviews if given interviews if given material to do somaterial to do sodesign or select design or select appropriate appropriate quizzes, revision quizzes, revision activities, and activities, and progress testsprogress testshave attended have attended CEFR CEFR standardisation standardisation sessionssessions

coordinate coordinate placement testing placement testing and progress assess and progress assess ment (oral & written)ment (oral & written)use a homework use a homework marking code to marking code to increase language increase language awarenessawarenesshave attended have attended CEFR CEFR standardisation standardisation sessionssessionsuse CEFR criteria to use CEFR criteria to assess spoken and assess spoken and written proficiencywritten proficiency

write progress testswrite progress testsdevelop develop assessment tasksassessment tasksuse video and a use video and a homework marking homework marking code to improve code to improve language awarenesslanguage awarenessassess performance assess performance against CEFR levelsagainst CEFR levelsuse CEFR-related use CEFR-related descriptors for descriptors for continuous continuous assessmentassessment

CORE COMPETENCIES (cont)INDEPENDENT PROFICIENT

T3 T4 T5 T6

COMPLEMENTARY SKILLS

INDEPENDENT PROFICIENT

T3 T4 T5 T6

take an active part in various kinds of in-service training/developmentactively seek advice from colleagues and relevant booksobserve colleagues at various levels act on colleagues’ feedback on serial observations of own teaching

use teachers’ handbooks to develop awareness and technical competence lead discussions sometimes and ex change ideas about materi als and techniques seek opportunities to be observed and receive feedback on own teaching

act as mentor to a group of less experienced col leagueslead a training session or even series of sessions given materials to use and distance support from a colleagueseek opportunities for peer-observation

create a series of training modules for less experienced teach ersrun a teacher CPD programmetake part in institutional or (inter) national projectsobserve colleagues and provide effective feedback

use various features of MS Word (or equiva lent)search effec tively on the internetorganize email in folders

use more advanced features of MS Word (or equivalent)Power Point for basic presentations software for handling images, DVD etc

use Word & PowerPoint (or equivalent), effectively using tables, tabs, numberingformat material from the internetsave and use e-mail attachments

use the internet and CALL authoring programs effectivelydetailed familiarity with Windows & four main programs of Office (or equivalent)use and troubleshoot hardware

Teacher Develop-ment

Computer Literacy

BASIC INDEPENDENT PROFICIENT

T1 T2 T3 T4 T5 T6

Language Proficiency

Teaching assistant 1

Teachers F, H

Teachers B, D, G, K

Teachers A, C, J

ADOS, teacher E

Language Awareness

Teacher B, H T. Assistant 1

Teachers F, C, D, K

Teacher G, J, E

ADOS, Teacher A

Language Teacher Qualifi-cations

Language Teaching Practice

Teaching Experience

Current application - exampleCurrent application - example

Possible areas for Possible areas for further further

developmentdevelopmentDescriptors of language teachers’ and Descriptors of language teachers’ and trainees’trainees’::

• Language awareness and ability to deal with Language awareness and ability to deal with learner problemslearner problems

• Competence in learner awareness training Competence in learner awareness training • Ability to understand the nature of language Ability to understand the nature of language

learninglearning• Competence in course design Competence in course design • Competence in setting teaching/learning objectivesCompetence in setting teaching/learning objectives• Classroom management competenceClassroom management competence• Competence in assessing learner progressCompetence in assessing learner progress• Inter-cultural competenceInter-cultural competence

Potential other Potential other uses and uses and

applicationsapplicationsAs a framework of reference for: As a framework of reference for: • designing and describing pre-service & in-service designing and describing pre-service & in-service

teacher training courses, their aims, level, content teacher training courses, their aims, level, content etc. etc.

• assessing whether trainee teachers have achieved assessing whether trainee teachers have achieved the agreed aims of the course, and for designing the agreed aims of the course, and for designing their certificatestheir certificates

• performance management of teachers, and deciding performance management of teachers, and deciding on continuous professional development (and/or for on continuous professional development (and/or for developing pay scales and a pay progression developing pay scales and a pay progression system)system)

• assessing the teaching team, and forward planningassessing the teaching team, and forward planning• identifying competence gaps, and recruiting new identifying competence gaps, and recruiting new

teachers to fill them.teachers to fill them.

New EAQUALS New EAQUALS special interest special interest

projectprojectAIMS:AIMS:

• To consider the potential of the Grid, and To consider the potential of the Grid, and convert it into a framework for teacher convert it into a framework for teacher training and developmenttraining and development

• To compare it with the European Profile To compare it with the European Profile and EPOSTLand EPOSTL

• To decide what additions and further To decide what additions and further development is needed for EAQUALS development is needed for EAQUALS purposespurposes

• To develop additional descriptors and sub-To develop additional descriptors and sub-descriptorsdescriptors

• To pilot by applying the framework to To pilot by applying the framework to existing courses and participants.existing courses and participants.

www.eaquals.orgwww.eaquals.orgrrossner@eaquals.orgrrossner@eaquals.org