The document describes Eurocentres' Professional English Teacher Training program. It offers modular training courses for both individual teachers and institutions. For individuals, the training improves teaching skills, language knowledge, and qualifications. For institutions, it improves staff quality and positioning as a training hub. The modular courses cover core teaching skills as well as specialized topics. They include classroom observation, assignments, and certification in partnership with Trinity College London. Benefits for local partners include developing staff, sharing in Eurocentres' reputation, and becoming leaders in teaching quality.

1. Find Your Language
Eurocentres Professional
English Teacher Training

2. For individuals
-Improve professional and specialised skills
-Enhance qualified status
-Enhance employability
-Get fresh ideas to improve practice
Who is it for?
For institutions
-Improve quality of core staff
-Become a training hub for local market
-Provide state sector training
-Raise overall academic profile
Eurocentres modular teacher training

3. Dynamic professional development
Key advantages
Gives practical teaching skills a boost, including the 6 hours’
observed teaching practice required for professional certification
Deepens language knowledge and mastery
Focuses on planning and teaching according to CEFR principles
Implements new developments in teacher professional
evaluation, such as the European Profiling Grid
Provides a programme tailored to local needs through a highly
flexible modular approach
Greater professional recognition for teachers
An assurance of quality for schools

4. Certification in partnership with
Trinity College London
 One of the top 5 global chains in language
education abroad
 Consultant to the Council of Europe for
language learning since 1968
 Key Developer of the Common European
Framework of Reference (CEFR)
 Founder member of EAQUALS
 Participant in development trials of the
EAQUALS ‘European Profiling Grid’
(EPG) for teachers
 Examining board delivering 500,000
assessments worldwide each year
 Provider of respected qualifications in
English Language for over 70 years
 Respected international provider of pre-
service, in-service and diploma level
English language teaching qualifications
(TESOL)
 Over 30 years of validating and awarding
English teaching qualifications
 Co-participant in EPG trials

5. Assessment of Needs
and Learning
Course and Lesson
Planning
Exploiting learning
Resources
Classroom skills
Average of 9 hours
tuition, according to
needs analysis
Average of 9 hours
tuition, according to
needs analysis
Average of 9 hours
tuition, according to
needs analysis
Average of 9 hours
tuition, according to
needs analysis
DevelopmentAreas
(mixeddelivery)
Assessed Module 2:
Needs into planning
- 10 hours guided assignment time:
- Needs analysis questionnaire for a specific learner or group of learners
- Analysis of the results
- Example of a scheme of work for a group of learners for 6 sequential lessons
Modular
Assessment
Assessed Module 1:
LanguageAwareness
Assessed Module 3:
Teaching skills
- 6 hours observed teaching practice (including 3 in own school) + 12 hours observing
- 6 hours guided preparation - teaching practice journal with lesson plans, self
reflections, tutor’s comments and materials created by the candidate
- 500-800 word assignment focusing on aspects of teaching practice
- 12 hours online / self study + 8 hours tuition
- Language awareness test of phonology, grammar and lexis
Specialised Top Up Assessed
Module (one topic) e.g.:
Young Learners, Business, Teens, EAP
- 24 hours tuition + 6 hours assignment with teaching practice (see below)
- Lesson plan in specialised area + materials for lesson
- 500-800 word academic assignment focusing on the specialised lesson and linking to
theory studied on the course
Extension
Option:
The Trinity CertPELT (Certificate
for Practising English Language Teachers)
Professional certification of teaching competence
incorporating the following assessed elements

6. How the Trinity CertPELT fits
Product Target Market Content focus Entry requirements
Trinity Cert.
TESOL
Native or ‘teacher model’
English speakers seeking
first TEFL / TESOL
language teaching
qualification
130 hrs training:
introduction to
principles of teaching
including
6 hours’ observed
practice
- UK A levels or
equivalent including
English
- No experience
necessary
Certificate for
Practising
English
Language
Teachers
Active English teachers
seeking a recognised
qualification in practical
teaching skills, language
knowledge and CEFR
implementation.
90 hrs modular
training for certificate
including 6 hours’
observed practice. 30
hour top up
specialised options
- Recommended 2
years’ experience
- No prior teaching
qualification
necessary
Eurocentres
Language and
Methodololgy
for Teachers
Long-term experienced
non-native teachers
seeking to refresh
teaching ideas and
language knowledge
40-50 hours intensive:
Teaching ideas and
language
improvement
(seminars only)
- Professional
teaching certificate
- Minimum 2 years’
experience

7. How the Trinity CertPELT fits
Towards greater teaching quality
TD FRAM Development
phase 1
TD FRAM Development
phase 2
TD FRAM Development
phase 3
Teachers at this level are
competent replicators
Example entry level qualifications
traditionally leading to this phase:
Trinity Cert. TESOL
Cambridge CELTA
Teachers at this level are
aware practitioners
Teachers at this level are
expert facilitators
Example higher qualifications
traditionally leading to this phase:
Trinity DipTESOL
Cambridge DELTA
Trinity CertPELT:
Professional certification for practising
teachers (no previous cert. required)

8. Modular training
Flexible delivery to suit market. Illustrative examples:
2 week
intensive
in January
1 week
intensive
in July
Cert.
PELT
2 week
intensive in
January
2 week
intensive
including
specialism in
July
Cert. PELT
Example:
Top Up
Cert. in
Teaching
Teens
3 weeks
intensive +
assessment
Cert. PELT
1 week top
up intensive
specialism
Example
Top Up
Certificate
in Teaching
Teens
Etc.

9. Background: drawing on
EAQUALS principles

10. Course concept
Development areas around a core
Teaching Practice
Assessment
of Needs
and
Learning
Course and
lesson
planning
Exploiting
Learning
Tools
Classroom
Skills Language
awareness

11. Course content
Core areas extended by a choice of specialised module
Course and Lesson
Planning
Exploiting learning
tools
Classroom skills Assessment of Needs
and Learning
EXAMPLE
CORE
INPUT
- CEFR can do aims
- Productive skills
lessons (speaking and
writing)
- Receptive skills lessons
(listening and reading)
- Language presentation
(vocab / grammar)
- Meeting aims
- Anticipated difficulties
- Recycling, review
- Selecting resources to
address ‘can do’ CEFR
aims
- Authentic media with
new technologies for
receptive skills
(listening and reading)
- Dynamic language work
with new technologies
(vocab / grammar / pron)
- Adapting the course
book
- Techniques for beginner
to advanced classes
-The communicative
classroom: supporting the
CEFR ‘can do’ approach
-Promoting collaboration
-Non-mainstream
techniques e.g. TPR and
Silent Way
-Checking learning
-Error correction
- Needs Analysis
- Placement testing
- CEFR ‘can do’ approach
for tracking progress /
learner self evaluation
- Assessing language
resources
- Assessing the four skills
TEACHING YOUNG LEARNERS
TEACHING TEENS
TEACHING BUSINESS ENGLISH
TEACHING ENGLISH FOR ACADEMIC PURPOSES
Extension
module
Choices
cover all 4
development
areas

12. Benefits for local partner
Development for staff and institution
Share in Eurocentres’ reputation for quality
Opportunity to maximise use of school classroom space during
seasonal breaks
Position your school as local authority on CEFR implementation
Offer free / discounted short language programmes to the local
community for the teaching practice component, as promotional
tasters for longer term study with the school
(e.g. 3 hours per day of classes Mon-Thurs, with parallel classes
running in weeks 2 - 3 where teaching practice load is highest)
Opportunity to train local employees to become Professional
Cert. trainers themselves
Attract teaching talent to the school through course participants
Become a leading institution for professional teaching quality
and development