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Implementing teacher portfolios for professional development tesol france 2013 -final1

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  • 1. Implementing Teacher Portfolios for Professional Development Presentation by Caroline Campbell TESOL France Colloquium 2013
  • 2. MALTA FACTS ABOUT MALTA • 417,000 • 81,911 • 316 • 365 • 42
  • 3. MALTA FACTS ABOUT MALTA • 417,000 - population • 81,911 – foreign students who visited Malta to study English in 2012 • 316 sq km – surface area • 365 churches • 42 licensed EFL school
  • 4. The situation in Malta  42 licensed EFL Schools regulated by the EFL Monitoring Board.  The EFL Monitoring Board is a public authority that falls under the Ministry of Education and Employment.  In the last decade the EFL Monitoring Board has implemented various policies to guarantee quality English language teaching.
  • 5. Academic School Visits (ASV)  The EFL Monitoring Board appoints «Academic School Visitors» to carry out announced «Academic School Visits».  Among other things, during the ASV, the visitor: - observes lessons. - has meetings with the DOS, the teachers, and the learners. - reads a sample of learner feedback reports. - reads a sample of teacher portfolios.
  • 6. Structure of Teacher Portfolios as required by the EFL Monitoring Board  An updated CV.  A summary of teacher development interviews/appraisals.  A feedback on classroom observations carried out for development/appraisal purposes.  A selection of course/lesson plans.  Any other relevant material. https://eflmalta.gov.mt/en/Documents/Policies/EFL%20Monitoring%20Board%20Malta%20Academic%20School%20Visits.pdf
  • 7. Do you keep a teacher portfolio?
  • 8. Implementing the Policy within Schools The initial reaction.
  • 9. Implementing the Policy within my School  Informative/Preparatory meeting.  Change of heart.  Templates/Support.  Regular follow-up meetings.
  • 10. Informative/preparatory meeting  Going through the policy guidelines with the teachers.  Providing more detailed explanations.  Breaking down the guidelines into simple steps.  Helping teachers understand the true purpose of a teacher portfolio.
  • 11. Understanding the twofold purpose of Teacher Portfolios (TP) • TP as a means • to demonstrate credentials to employers, potential employers and/or colleagues. (Not just to abide by the EFL Monitoring Board Policy). • TP as a tool • To encourage teachers reflect more critically on their teaching; • To help teachers keep records of created materials and teaching methods used; • To give teachers an opportunity to discuss
  • 12. Preparing a Teacher Portfolio Evidence of training and teaching  An updated CV.  References.  Certificates of courses/seminars/ workshops attended/given.  Learner feedback sheets.  Lesson observation reports.  Created materials-  Course/Lesson plans. Reflections on the evidence o Cover letter. o Teaching philosophy statement. o Reflection on new ideas obtained from courses/ seminars/workshops. o Self-Evaluation reports: pre- and post- lesson observation. o Action plan.
  • 13. Guidelines for an updated CV Besides the usual lists that are included in a CV, teachers were reminded to include the following:  Highlights of any professional development since finishing formal education e.g. Participation in workshops/conferences, online courses, etc.  A list of the variety of courses taught over the years (emphasizing professional experience). List adapted from Brown, J.D. & Wolfe-Quintero, K. The Language Teacher: Teacher Portfolios for Evaluation. Greate Idea or a Waste of Time. Document URL: http://www.jalt-
  • 14. An updated CV  Any service given within language programmes e.g. Materials and/or test writing, syllabus/curriculum development, conference presentations/workshops given/poster presentations, offices held in professional organizations, etc.List adapted from Brown, J.D. & Wolfe-Quintero, K. The Language Teacher: Teacher Portfolios for Evaluation. Greate Idea or a Waste of Time. Document URL: http://www.jalt-
  • 15. An updated CV  Other aspects e.g. Highlights of foreign travel or experience living in other cultures, any published articles or material, grants and honours received, foreign languages spoken, etc. List adapted from Brown, J.D. & Wolfe-Quintero, K. The Language Teacher: Teacher Portfolios for Evaluation. Greate Idea or a Waste of Time. Document URL: http://www.jalt-
  • 16. More evidence.  Expanding on parts mentioned in the CV e.g. Copies of published articles, sample of created tests/classroom materials, course syllabi developed, handouts given out during presentations, etc.  Adding reflections.  Evaluation forms completed by students, peers and mentors.  Students’ work/classroom activity pictures/thank you notes.
  • 17. Teaching Philosophy Statement  What theories/approaches do you base your teaching on?  How do your beliefs guide you when choosing materials to use with your students, for your classroom management, when deciding what approach to use, etc.?  Do you use technology or any other tools in the classroom?  What other elements do you like bringing into your classroom?
  • 18. Teaching Philosophy Statement  What kind of interaction (teacher – student, student – student) goes on in your classroom?  How do you know your teaching strategies are working well?  How do you gather feedback from your students?  What are your goals?
  • 19. Lesson Observation Formal observation Training Professional Development Monitoring Assessment Data collection Unannounced observation  Informal observation Peer observation
  • 20. Lesson Observation The observer should encourage the following: • Self-development • Self-evaluation • Self-monitoring • Self-assessment Records added to the teacher portfolio.
  • 21. Self-Evaluation: pre- observation  Reflection on progress in implementing the action plan (based on the most recent self-evaluation records/feedback received).  Identification of strengths and weaknesses in teaching.  Reflection on how the identified strengths and weaknesses effect learners.
  • 22. Template
  • 23. Course/Lesson Plans Course plan: brief summary  Practise planning the course for the week.  Linking lessons to provide a flow. Detailed lesson plans:  Main lesson aim/s.  Class profile.  Lesson stages/timings/stage aims.
  • 24. Template
  • 25. Templat e
  • 26. Self-evaluation: post- observation  Reflection on different aspects of the lesson. e.g. aims achieved, relevance of lesson, effectiveness, materials used, interaction, etc.
  • 27. Template
  • 28. Observation Feedback Report  A narrative of what went on during the observed lesson including comments and suggestions.  Comments on different aspects: e.g. Class management, Teaching of skills/language, Interaction, Lesson planning, etc.
  • 29. Survey questions  Do you like the fact that the EFL Monitoring board introduced teacher portfolios?  Does keeping a Teacher Portfolio help you reflect on your own teaching?  Has it changed the way you look at your own CPD or teaching?
  • 30. Do you like the fact that the EFL Monitoring Board has introduced teacher portfolios? Yes, it makes my career more professional and valuable. Yes, it helps teachers be more aware of the importance of their work and increases a sense of responsibility. Other stakeholders, such as the government show that higher standards and quality of work matter. Yes, the introduction of portfolios is a good idea because it helps me keep up-to-date with the latest teaching methods Yes, the EFL Monitoring Board and the DOS can monitor the CPD of EFL teachers better.
  • 31. Does keeping a teacher portfolio help you reflect on your own teaching? It helps me log my progess and improve my lessons. Yes, it keeps me on my toes. It also helps me to be more creative and motivated. Yes, it helps me look back and examine my progress and reflect on how I can improve.
  • 32. Has it changed the way you look at your own CPD or teaching? Over the last few years I have developed and improved a lot. I make sure I attend workshops and seminars, of which I keep record in my TP. All this training has encouraged me to keep my finger on the pulse of my profession. I believe the school and my students also benefit from it. I’ve just started teaching, I can’t really say at this point in time but I’m sure I will benefit from it.
  • 33. Results/Benefits  Teachers no longer see keeping a Teacher Portfolio as merely more paperwork.  Teachers have come to appreciate the Teacher Portfolio as a tool that helps them reflect on their teaching.  Teachers work harder to bring about change and improvement and to show evidence of it.  Teachers have also become more aware that professional development is an ongoing process.  Teachers also feel that the Teacher Portfolio helps them project a more professional image.
  • 34. The way forward Teacher e-portfolio • can include more than just text: video, audio, graphic, • easier to share and teachers can choose what to share, • teachers can choose to have a wider audience, • teachers gain technological skills and keep up with the digital age, • paperless.
  • 35. References  https://eflmalta.gov.mt/en/Pages/EFL. aspx  https://eflmalta.gov.mt/en/Documents/ Policies/EFL%20Monitoring%20Board %20Malta%20Academic%20School% 20Visits.pdf
  • 36. THANK YOU  Contact me at: carecampbell@gmail.com  Visit my blog at: www.carecampbell.blogspot.com