Using Tesol Standards for Personal and Professional Development Boston 2010 Slideshare VersionPresentation Transcript
USING TESOL STANDARDS FOR PERSONAL AND PROFESSIONAL DEVELOPMENT TESOL's 44 th Annual Convention, Boston 2010 Lic. Silvia Laborde Academic Director Alianza Pocitos-Pta Carretas Montevideo, Uruguay [email_address] Dr. Fernando Fleurquin Director English Language Center University of Maryland, Baltimore County [email_address]
General introduction to professional development & standards
TESOL Technology Standards Framework
Standards for ESL/EFL Teachers of Adults
Research project with Standards for ESL/EFL Teachers of Adults
Practical application of Tech Standards
Sharing group work
“ I wish I’d chosen another profession.” “ My supervisor has no idea how hard I work.” “ I get bored of teaching the same courses.” “ I don’t have time to plan my classes.” “ I don’t know if what I do in my class is right.” Self Assessment Scale: 0 = Not me! 1 = Sometimes 2 = Often 3 = All the time
Highly motivated and satisfied with your work; Recognized for what you do Plan and manage your time well Have the support and guidance you need Your score Need to find motivation Not fully satisfied with your work Not enough recognition Looking for changes Not enough time Need more support and resources 1-5: 6-10: 11-15:
Who doesn't need professional development? “ process of continual intellectual, experiential, and attitudinal growth of teachers”. (Lange, 1990)
is a process, a journey
involves a conscious decision
requires active cognitive involvement
is different for each teacher
takes place throughout the teacher’s career
varies according to the stage of the teacher’s career
is easier if colleagues work together
can be self-initiated or promoted by the institution
requires a supportive environment
Reasons to engage in PD to acquire new knowledge and skills, to accept change, to increase income and/or prestige, to have power, to combat negativity and burnout, to interact with colleagues to create networks Bailey, Curtis and Nunan (2001) to ensure accountability to improve instructional results to improve morale to improve working conditions England (1998)
Reasons why an institution may promote PD To keep the organization growing, To create communities of language teachers, learners and administrators, To prevent burnout Curtis (2008) PD is at the heart of a quality ELT program Christison and Stoller (1997)
Personal professional development... ... results from a commitment to students and the acknowledgment that there is room for improvement at every stage of a person’s career. TESOL Standards for ESL/EFL Teachers of Adults, 2008
a framework for all stakeholders to understand educational processes and results
instruments to improve educational results
A dynamic profession requires dynamic systems.
Teachers and technology
Technology increases and evolves too fast.
Digital-immigrant teachers are overwhelmed
Digital-native teachers might not know how to integrate technology and teaching
Why tech standards?
What tech should we invest in?
How do we help teachers coherently incorporate that tech into their teaching?
How can we keep up with the impossibly fast changes?
Are sts ready to learn using varied technology? If not, how do we help them?
Who needs tech standards? “ Teachers will always be a part of the language learning environment, but their role will change...[While] computers will not replace teachers, teachers who use computers will eventually replace teachers who don't." Ray Clifford,Defense Language Institute, keynote address at CALICO, 1987, Monterey https://www.calico.org/a-349-The+Status+of+ComputerAssisted+Language+InstructionOpening+Keynote+Address+CALICO87+in+Monterey.html
TESOL Technology Standards Framework Written by the TESOL Standards Project Team: Deborah Healey, University of Oregon Volker Hegelheimer, Iowa State Univ. Phil Hubbard, Stanford University Sophie Ioannou-Georgiou Greg Kessler, Ohio University Paige Ware, Southern Methodist Univ. Teachers of English to Speakers of Other Languages, Inc. ( TESOL). (2008). TESOL Technology Standards Framework . Alexandria, VA: Author .
Purpose of the Teacher Standards
to recognize the need for integrating technology in their teaching
to know what is expected of them in terms of knowledge, skills, and curriculum implementation
to understand the need for continual learning throughout their professional carrers
to challenge themselves to reach a higher level of proficiency in using technology in their teaching
Teachers of English to Speakers of Other Languages, Inc. ( TESOL). (2008). TESOL Technology Standards Framework . Alexandria, VA: Author .
For Institutional Administrators
to recognize the importance of integrating technology in their [sic] teaching
to develop and monitor suitable implementation of technology in their programs
to set qualifications when employing new staff
to set reasonable goals when training existing staff.
Purpose of the Teacher Standards Teachers of English to Speakers of Other Languages, Inc. ( TESOL). (2008). TESOL Technology Standards Framework . Alexandria, VA: Author .
How the standards are organized Technology standards for language learners
4 larger goals
each with a set of standards totaling 14
each standard has performance indicators
some vignettes (in low, mid, and high resource settings)
Purchased online at the TESOL website. Five-month long online discussion for new vignettes Full volume with online companion Technology standards for language teachers
GOAL STANDARD Performance Indicato rs (wide range of settings) Teachers of English to Speakers of Other Languages, Inc. ( TESOL). (2008). TESOL Technology Standards Framework . Alexandria, VA: Author .
Vignettes For low, mid, high resource settings Depicting varied settings and learner variables Teachers of English to Speakers of Other Languages, Inc. ( TESOL). (2008). TESOL Technology Standards Framework . Alexandria, VA: Author .
Teachers of English to Speakers of Other Languages, Inc. (TESOL). (2009). Standards for ESL/EFL teachers of adults. Alexandria, VA: Author.
Standards and teachers' performance STANDARD: Title and description Performance Indicators Rubrics Interview or discussion question
Can standards contribute to my professional development? An Investigation with EFL Teachers
An investigation with 9 EFL teachers
used the standards for self-evaluation
reflected on their teaching practice
communicated with the investigator
completed a final self-evaluation
1 st reflective task
Initial self-assessment with the Standards/Performance Indicators
What are the main conclusions you reached from your initial self-assessment?
How useful do you think the standards and the performance criteria can be to help you to improve your awareness, knowledge, and skills as a teacher?
Initial reflections on their self-assessment: “ Considering the initial self-assessment, I have to recognize that I haven’t been doing it so badly.” “… as I kept working on it, I realized that we follow similar standards here as well. I was really surprised by this fact, and it helped me understand how we are connected to the teaching experts everywhere.”
More initial reflections...: “ I should spend more time considering all these aspects that TESOL considers as standards.” “ Observing the matrix I can easily identify that some of my professional weaknesses are related to Language Proficiency and Assessing”
Teachers' self-assessment Standard Average Standard 2: Instructing 2.06 Standard 4: Identity and context 2.06 Standard 1: Planning 1.93 Standard 6: Learning 1.89 Standard 5: Language proficiency 1.83 Standard 7: Content 1.78 Standard 3: Assessing 1.73 Standard 8: Commitment and professionalism 1.59
Standard 2: INSTRUCTING Teachers create supportive environments that engage all learners in purposeful learning and promote respectful classroom interactions. (TESOL 2009)
T’s comments on Instructing: Regarding the question of performance indicators I’m going to focus on Standard 2 in this opportunity. The indicators that were relevant to me on the first and second day of classes were: creating an environment that engaged all learners . Both first and second day of classes flew by, and I could perceive that all students were engaged. We also made effective use of classroom time , and at the end of the class we even had time to wrap it up by checking the objectives that had been achieved . I focused on giving clear instructions before the tasks or activities. In some cases, I checked comprehension by asking them to rephrase what they were supposed to do before starting the activity to ensure that all students knew what to do.
What have you become aware of about your performance as an EFL teacher by participating in this project?
What are the main differences you found between the initial and final self-assessment you completed?
What can you tell other teachers about how to use the standards and their performance indicators for personal and professional development?
What did teachers learn form the experience?
Sense of belonging: international community
Identify strengths and areas for growth
Useful at different stages of a teacher's career
Teachers' stronger and weaker areas Stronger: Planning Instructing Learning Stronger: Identity and context EXPECTED UNEXPECTED Weaker: Assessing Language proficiency Weaker: Content Commitment and professionalism
Teachers' opinions “ It’s very important to question your own practice.” “ I could identify areas for improvement, and I was proud to see how much I have grown professionally.” “ The standards can help you when you lose motivation, to identify what to do to regain self-confidence.” “ You can easily break down big challenges into manageable pieces.” “ The standards are excellent instruments to know how to help other teachers.”
Conditions to empower EFL teachers to take ownership of their PD Respect for teachers’ work and individual needs Recognition of the many roles they play Definition of expectations: achievable goals Opportunities for collaboration Time Working conditions that encourage experimentation and continuous development Access to technology Align PD with performance evaluation policies
Language teachers acquire and maintain foundational knowledge and skills in technology for professional purposes
Language teachers integrate pedagogical knowledge and skills with technology to enhance language teaching and learning.
Language teachers apply technology in record-keeping, feedback, and assessment.
Language teachers use technology to improve communication, collaboration, and efficiency.
The Four Goals in the Technology Teacher Standards Section
Practical application of Tech Stds . TECH DIAGNOSIS 1. Operational competence a ) Write the name next to all the items that you are familiar with. About Linux: I know which application is used to: write text documents _________________ chat _________________ talk to someone through the PC _________________ make presentations _________________ make a spreadsheet _________________ surf the net _________________ make podcasts _________________ listen to podcasts _________________ make video podcasts (vodcasts) _________________ watch video podcasts _________________
b) Put a check mark next to all the items that are true for you. About the Open Office suite: I can open, modify, and save a text document open, modify, and save a presentation open, modify, and save a spreadsheet cut, copy, and paste within these applications insert images, audio, and video within these applications c) Put a check mark next to all the items that are true for you. About xsite email: I can read messages create a new message carbon copy and blind carbon copy other people change password send an attachment add an image add a background get reader confirmation activate vacation responder
2. Technology support for language learning a) Name the tech tools that are available for you to teach and students to learn b) If you use a tech tool with your students for any of the following, write the name and briefly explain how you use it (if possible mention how often): practice speaking practice writing practice reading practice listening practice grammar build lexis work collaboratively and cooperatively build a sense of community self assess achievement develop critical thinking other: c) How does the technology you use in your lessons impact on students' learning? How do you assess it? Do students have a say in how tech is integrated into lessons? If so, how?
3. E valuating, adopting and adapting emerging technologies
a) How do you keep informed about new tech
b) What online resources do you use most often?
c) Do you participate in any online communities, forums, mailing lists related to teaching? How are they useful?
d) How do you decide to try out some new technology/application in your class?
Highlights: Survey Results 13 teachers answered 1. Operational competence a) Write the name next to all the items that you are familiar with. About Linux: 100% write text, surf 30% talk, make a spreadsheet 23% chat, make a presentation 15% make a podcast, vodcast, watch a vodcast
1. Operational competence b) About the Open Office suite: 100% write text and perform most basic functions 38% make a presentation 23% make a spreadsheet c) About xsite mail: 100% read, create, cc, add attachment 70% add image 62% change password 0% reader confirmation, vacation responder
2. Technology support for language learning a) tech tools available to teach 100% DVD, TV set, CD player (always) 54% PC lab, audio lab (rarely) 0% cell phones, digital camera, mp3s b) explain how you use the tech you use: 100% gave examples of classic use of DVDs, CD players for listening practice, pronunciation work, build lexis 46% PC lab: online listening exercises, grammar exercises, vocabulary building, games with kids 15% PPT presentations in the DVDs (USB port) to introduce vocabulary 0% cooperative & collaborative work, build sense of community, self assess, develop critical thinking
c) impact of tech and assessment
Students like it. Not assessed
3. E valuating, adopting and adapting emerging tech
a) keep informed about new tech
30% visiting specific portals
15% mailing lists
b) online resources used most often
77% sites for gr, list., or exam practice
c) online communities, forums, mailing lists
15% mailing lists
d) decision process to try out new technology
38% a colleague suggests
30% see something and try it
15% transfer from areas outside of teaching
Tech standards as a tool for decision making Operational compt. Very few ts can talk, chat, make podcasts, vodcasts, ppts Mail: ok in general, some details not clear Data analysis Conclusions Need to motivate, instruct, show the pedag. impact Instruction needed
Tech support for LL Still in the 80's PC lab used for mechanical work, edutainment (& even so rarely) Couple of Ts show drive, enthusiasm, & risk taking Data analysis Conclusions Classrooms need to change “look” Work on “trust” Understand the role of tech in education today Explore options Some Ts are already ahead of the rest. They are “insiders”
Tech not used as sts use it outside No assessment of what little is being done Adopting & adapting Ts rely on each other as sources of info Resources used for mechanical work Data analysis Conclusions Waste of comm potential. Collab & coop work needed Need to know sts perceptions of the impt of tech in LL Vicious circle Better resources, better uses
Very few Ts participate in online communities or know where to find info Very little knowledge about resources and how to use them Few Ts take risks, try out new things, experiment Data analysis Conclusions Raise awareness about online communities. Raise awareness and learn how to use available materials & resources Encourage risk taking, show benefits, assess
One PC per classroom: internet conn., webcam, mic, DVD burner, enhanced audio system, all in an intranet
Instruction in the use of available software during paid PD sessions
PD sessions to discuss & understand the role of digital tech in LL
Paid techie role for a teacher with special skills and high motivation: research sources, assist colleagues, explore possibilities of our mid-resource, mid-access setting
Added several titles to our PD library on tech
Creation of an online community to interact with each other asynchronously
Institutional wiki where sts & ts can participate in projects, build a sense of community, work collaboratively & cooperatively
(2010) Creation of a task force (teacher mentor, techie, & materials organizer). Meet once a week as a think tank: optimize tech impact in LL
The techie, mentor & materials organizer started a personal project in 2009 & invited colleagues to participate:
And then some... ONLINE PLANNING WIKI 100% of the teachers plan their classes there in a collaborative & cooperative fashion powerful PD tool in itself alignment sense of belonging teacher task less lonely
Are the standards a practical tool to promote PD? Standards can be used… for personal and professional growth as a checklist to plan lessons for self-assessment for peer observation to monitor our teaching to measure our results to optimize our performance to promote action research as rubrics for teacher evaluation as topics of discussion for teachers’ meetings to meausre and appreciate our accomplishments to confirm beliefs to regain confidence to fight burnout to organize our reflections to help our students to improve our profession