What do teachers need to do for development?

Michael Carrier Director, Strategic Partnerships

Cambridge English

ACERT 2015, Prague

Contents

• The Context of English teaching

• Teacher of the future

• Why CPD

• CPD frameworks

• Cambridge Framework

• Teacher support

• The Digital Teacher

Context: Excellence in English needed

Challenges: • High demand for

English

• Short time in class

• Large class sizes

• Non-communicative school leaving examinations

• New generational learning styles

Aspirations:

• Access to Education

• Access to Employability

• Access to Social mobility

Context: New ideas in education

• Adaptive learning

• Blended learning

• Mobile learning

• 1:1 classrooms

• Flipped classroom

• Learning-oriented assessment (LOA)

• Big data

• Collaborative assessment

Context: Personalised learning

• Learner:

• Personal learner profile

• Has voice & choice

• Chooses resources

• Owns learning

• Learning environment:

• Flexible & blended

• Multiple learning technologies

• Access to tools and resources

• Community

Teacher:

Facilitator & guide

Understands individual learners

Redesigns classroom

Differentiates activities

Pedagogy:

Communicative

Standards-based

Learners co-design goals

Assessment for differentiation

Context: In-class vs Out-of-class models

Before Class In Class After Class

Activities: • Writing

• Comprehension questions

• Online workbook

• Practise vocab with Apps

• Formative assessment

Activities: • Reading & Listening

activities

• Study text

• Learn vocab online

• Grammar in Use activity with Apps

Activities: • Speaking activities

• Pairwork

• Concept questions

• Communication activities, games storytelling

• Mentoring

Reflection

• What do you think is the most important new idea in English teaching?

What is the teacher of the future?

• Frontal teacher

• Sage on the stage

versus:

• Facilitator

• Mentor

• Guide

• Support

• Digital advisor

Teacher Development journey

• PRESETT – core methodology

• INSETT (inc. Online)

• Reflection

• Self-study

• Professional engagement

CPD

Existing CPD Frameworks

• CAELA – Centre for Applied Linguistics, Washington DC

• NBPTS – National Board for Professional Teaching Standards, USA

• BALEAP – Competency framework for EAP

• British Council – English teacher framework

• EAQUALS Profiling Grid

What makes the Cambridge English Teaching Framework different?

• Based on years of developing and reviewing CELTA, Delta, ICELT, TKT

• Analysis of our world-renowned syllabuses

• Teacher assessments which give evidence of what really happens in the classroom: – at different stages of a teacher’s

career

– in different contexts around the world

• Research study on framework design & content

CPD Framework purpose

• Help teachers identify where they are in their professional career

• Help teachers think about where they want to go next

• Build confidence in own expertise

• Indicate how Cambridge English can help with qualifications, development courses, resources and support

CPD Framework concepts

• Stages in a teacher’s development over time

• Categories (or dimensions) of teacher knowledge, awareness and skills

• Competency statements

Cambridge English CPD competences Categories Competences

Learning & the Learner • Understanding of language learning concepts and

theory

Teaching, Learning &

Assessment

• Teaching qualifications & competences • Course implementation • Classroom experience • Assessment

Language Ability • Language proficiency

Language Knowledge &

Awareness

• Language awareness & knowledge • Intercultural awareness

Professional

Development & Values

• Professional development

• Professional ethics & conduct

Cambridge CPD Framework compared

BALEAP EAQUALS EPG British Council Cambridge English

Academic

Practice

Training &

qualifications

Learning the principles Learning & the

Learner

EAP Students Key Teaching

Competences

Putting principles into

practice Teaching, Learning &

Assessment

Curriculum

Development

Enabling

Competences

Building confidence &

skills Language Ability

Programme

Implement-

ation

Professionalism Demonstrating

confidence, experience &

reflection

Language Knowledge

& Awareness

Exemplifying good

practice

Professional

Development &

Values

[Each category over 3

Development Phases]

Leading & advising

[Each category over 4

Stages]

CPD Framework research

Stage I Stage II Stage III

Expert judgement

Academic lit. Tr. Quals syllabi Expert reviews

Empirical investigations

Scaling exercise

Interactive q/aire

QUANTITATIVE

+

QUALITATIVE

data and analysis

Expert judgement

Academic lit.

Expert reviews

Empirical stage

• Randomly mixed competency statements in 4 sets

• Statements matched to a level on the framework

• Comparison: Intended levels and perceived levels

• Competency statements converted to selected responses in a questionnaire

• Teachers’ experience with completing the questionnaire

• Teachers’ agreement with assigned levels

Exercises with Interactive questionnaire > 250 trainers

Framework validation: Participants

Scaling ‘mix’n’match’ exercise

200 Teacher trainers

– 35 countries (6 continents)

– 19 L1s (English, Spanish, Arabic top 3)

– Experience: mostly 11+ yrs

Interactive questionnaire

66 teachers

– 12 countries

– Private & state sector

– Primary & secondary schools

– Experience: 1-20+ yrs

– English level: B2-C2

Findings

• Broad agreement between intended and perceived levels encouraging evidence for the validity of the framework

• Positive feedback from teachers and teacher trainers

• Requests for more detail on language ability and digital skills

‘It goes without saying that teachers do not fall into neat categories, with all those in one category sharing the same skills and competences, but this seems to me to represent a good guide to what teachers (and their trainers on their behalf) might aspire to.’

(former Head of TESOL at an international examinations board

Teacher’s language proficiency

‘This is really hard to judge. It will depend on two things: 1. Someone's proficiency and 2. Someone's awareness of how their proficiency impacts on their teaching. (Teacher trainer, New Zealand)

Teachers use language to teach language

‘… young teachers often display an understanding and usage of technology well in advance of other areas of development.’

(Tutor, Turkey)

Use of digital resources

‘I consider myself able to teach systems, skills and integrated lessons effectively, but the integration of technology into the classroom is something I am not yet able to integrate effectively.’

(Teacher, Uruguay)

Categories

• Learning and the Learner

• Teaching, Learning and Assessment

• Language Ability

• Language Knowledge and Awareness

• Professional Development and Values

CPD Framework - summary

Teaching, Learning and Assessment

Six Sub-Categories:

• 2.1 Planning language learning

• 2.2 Using language learning resources and materials

• 2.3 Managing language learning

• 2.4 Teaching language systems

• 2.5 Teaching language skills

• 2.6 Assessing language learning

Placing Yourself on the Framework

TASK

• How much do you understand about the principles of lesson planning?

• How often do you use the principles of lesson planning in your teaching?

• Which of the 4 options describes you best?

Placing Yourself on the Framework

Tool for teachers to:

•reflect on their development

•think about what’s important to them

•think about their readiness for a qualification

•understand the framework

•be more realistic in their self-assessment

Online handbooks

Cambridge Qualification Framework

Cambridge Language for Teachers

• Online and face-to-face

• 100 hours+ content study, audio/video

• Focused on the teacher’s professional school context

• Focused on improving level from A2 to B1 and to B2; later to C1/C2

• Cambridge ‘Language For Teachers’ Certificate

Cambridge Teacher Qualifications for public school teachers

Primary school teachers

CELT-P Cambridge Certificate

• Online and face-to-face course content

• 100 hours content study + observation, reading, reflection

• Video lesson observation & evaluation

• Focused on Primary school context

• Supports teachers with lower language proficiency (A2/B1+)

Secondary school teachers

CELT-S Cambridge Certificate

• Online and face-to-face course content

• 100 hours content study + observation, reading, reflection

• Video lesson observation & evaluation

• Focused on Secondary school context

• Requires minimum B1/B2 proficiency

EMI Skills Course English as a Medium of Instruction

Helps higher education institutions to deliver courses successfully/internationalise

• For Higher Education teaching staff

• The language they need to teach with confidence

- giving lectures, seminars, tutorials

- online teaching

- testing and evaluation

- university/faculty life and professional development

• 40 hour online/blended learning course

• Language level: B1 and above

Resources – Teaching Support website

www.cambridgeenglish.org/teaching-English

• information about all exams • teaching resources: sample papers, classroom activities, lesson plans

Cambridge English Teacher community

• Professional Membership

• Community Forums

• Continuing Professional Development

– Short Courses

– Expert Webinars

– Articles, Videos

• Mapped to the CPD Framework

• http://www.cambridgeenglish.org

• http://www.cambridgeenglish.org/teaching-english/

• http://www.cambridgeenglishteacher.org

Reflection

• What area of your CPD is most important? Which competences would you like to improve?

• What kind of resources & support do you need from Cambridge?

Digital Competence Framework

Digital Learning – and Teaching

1 New Goals – Digital literacy, global

citizenship, interculturality

2 New Pedagogical models – For learning in a digital age

3 New Activities

– Inside and outside of class – Formal and informal learning – Ubiquitous learning – Consume content vs Produce

content – Individual vs collaborative work

4 New Content 5 New Tools, new media

Digital learning channels

Classroom channels:

• IWB

• Digital textbooks

• 1:1 – or BYOD

• PRS systems

Out of class channels:

• Handheld

• LMS

• Apps

• Web

• Individualisation

What do digital teachers need to know?

• New ‘digital learning’ competences

• New pedagogical models

• Teachers guide the students’ digital interactions

• New technology tools

• How to get investment in training & development

• Support in curriculum & course development

• New materials and resources

Mix of pedagogical models

Informal learning Formal learning

Communicative

content creation

Teacher-led

(inc. remote)

Self-directed digital

1:1 device groups

Group-oriented

Self-study

Teachers & Out-of-class learning

• Set activities for out-of-class

• Not only homework but wider consolidation

• Teachers ‘create’ time on task

• Expand exposure to language models

• Extend learning process

• Teachers ‘own’ digital interactions

Digital Teacher competences

42

• Personal development: Technology awareness; curiosity; User training

• Lesson planning: how to integrate digital content

• Classroom management: how to coordinate formal & informal activities

• Classroom management online: how to manage a virtual classroom

• Digital tools & media awareness: how to create new content with students

TPACK

Your digital CPD

Task

• What digital skills do you think you nee to learn?

• -technical ones?

• -pedagogical ones?

Digital Teacher framework

Digital CPD development courses

47

Course Topics:

• Enhancing classroom teaching

• Creating autonomous learners

• Using tablets & Smartphones

• How to use Interactive Whiteboards

• Introducing Blended Learning

• Using VLEs

• Creating & authoring your own materials

CPD: what next?

• Upgrade PRESETT methodology

• Teachers ‘own’ their CPD

• Teachers supported more effectively

• Teachers create expansion of Time on Task

• Teachers develop their Digital Literacy

Contacts:

Cambridge English sites:

• http://www.cambridgeenglish.org

• http://www.cambridgeenglishteacher.org

Carrier.m@cambridgeenglish.org

Thank You!