Standards for ESL/EFL Teachers of Adults

1,098 views

Published on

Presentation on TESOL's Standards for ESL/EFL Teachers of Adults to Washington State University Intensive American Language Center - January 2014

Published in: Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
1,098
On SlideShare
0
From Embeds
0
Number of Embeds
243
Actions
Shares
0
Downloads
34
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

Standards for ESL/EFL Teachers of Adults

  1. 1. John Segota, CAE Associate Executive Director for Public Policy & Professional Relations TESOL International Association Washington State University 7 January 2014 1 1/7/14
  2. 2. TESOL International Association •  More than 12,000 members •  Representing 156 countries •  100+ affiliates worldwide
  3. 3. TESOL International Association Resources   Research   Prof.   Devel.   Advocacy   Standards  
  4. 4. Standards •  Student Standards –  ESL  Standards  for  PreK-­‐12   Students  (1997)   –  PreK-­‐12  English  Language   Proficiency  Standards  (2006)   •  Standards for Adult
 Education ESL Programs
 (2002)
  5. 5. Standards •  Technology Standards (2011) •  TESOL/NCATE Teacher Education Program Standards (2001/2010) •  Standards for ESL/EFL Teachers of Adults (2008)
  6. 6. Standards for Teachers of Adults •  Performance-based
 •  Support and sustain student learning
 •  Applicable to a variety of settings
  7. 7. Andragogy 1.  Need to Know 2.  Foundation 3.  Self-concept 4.  Readiness 5.  Orientation 6.  Motivation
  8. 8. Standards for ESL/EFL 
 Teachers of Adults Knowledge,  Abili4es,   and  Disposi4ons   •  Learning   •  Content   •  Language   Proficiency   •  Iden4ty    &  Context   •  Commitment  &   Professionalism     Student   Learning   Prac4ce   •  Assessing   •  Instruc4ng   •  Planning  
  9. 9. Standards for Teachers of Adults •  Practice –  Standard  1:  Planning   –  Standard  2:  Instruc4ng   –  Standard  3:  Assessing  
  10. 10. Standard 1 Planning Teachers  plan  instruc4on  to  promote  learning   and  meet  learner  goals,  and  modify  plans  to   assure  learner  engagement  and  achievement.  
  11. 11. Standard 1 Planning –  1.1  Overall  Planning   –  1.2  Learner  Considera4ons   –  1.3  Lesson  Planning   –  1.4  Ac4vi4es  and  Strategies   –  1.5  Resources  
  12. 12. Planning 1.2 Learner Considerations –  Iden4fies  learners’  interest  and  integrates   into  planning   –  Iden4fies  learners’  needs  and  integrates  into   planning   –  Iden4fies  learners’  prior  learning  and   background  knowledge  and  integrates  into   planning  
  13. 13. Standard 2 Instructing Teachers  create  suppor4ve  environments  that   engage  all  learners  in  purposeful  learning  and   promote  respecVul  classroom  interac4ons.  
  14. 14. Standard 2 Instructing –  2.1  Classroom  Management   –  2.2  Instructor  Role   –  2.3  Ac4vi4es  &  Strategies   –  2.4  Learner  Considera4ons  
  15. 15. Instructing 2.1 Classroom Management –  Organizes  and  manages  construc4ve   interac4ons   –  Creates  an  environment  that  engages  all   learners   –  Makes  effec4ve  use  of  classroom  4me   –  Manages  ac4vi4es   –  Adjusts  instruc4ons  when  necessary   –  Uses  unexpected  events  to  extend  learning  
  16. 16. Standard 3 Assessing Teachers  recognize  the  importance  of  and  are  able   to  gather  and  interpret  informa4on  about  learning   and  performance  to  promote  the  con4nuous   intellectual  and  linguis4c  development  of  each   learner.  Teachers  use  knowledge  of  student   performance  to  make  decisions  about  planning   and  instruc4on  “on  the  spot”  and  for  the  future.   Teachers  involve  learners  in  determining  what  will   be  assessed  and  provide  construc4ve  feedback  to   learners,  based  on  assessments  of  their  learning.  
  17. 17. Standard 3 Assessing –  3.1  Need  for  Assessment   –  3.2  Types  of  Assessment   –  3.3  Evalua4on  of  Results   –  3.4  Learner  Considera4ons   –  3.5  Development  and  Changes  
  18. 18. Assessing 3.5 Development and Changes –  Evaluates  the  reliability  and  validity  of   instructor-­‐generated  and  standardized   assessment  instruments   –  Uses  assessment  results  and  learner   feedback  to  adjust  or  modify  the  future   learning  objec4ves  
  19. 19. Standards for Teachers of Adults Knowledge, Abilities, and Dispositions –  Standard  4:  Iden4ty  &  Context   –  Standard  5:  Language  Proficiency   –  Standard  6:  Learning   –  Standard  7:  Content   –  Standard  8:  Commitment  &  Professionalism  
  20. 20. Standard 4 Identity & Context Teachers  understand  the  importance  of  who   learner  are  and  how  their  communi4es,   backgrounds,  and  goals  shape  learning  and   expecta4ons  of  learning.  Teachers  recognize   how  context  contributes  to  iden4ty  forma4on   and  therefore  influences  learning.  Teacher  use   this  knowledge  of  iden4ty  and  secngs  in   planning,  instruc4ng,  and  assessing.    
  21. 21. Standard 4 Identity & Context –  4.1  Classroom  Environment   –  4.2  Learner  Iden44es   –  4.3  Instructor  Interac4on   –  4.4  Learner  Communi4es  
  22. 22. Identity & Context 4.1 Classroom Environment –  Creates  an  environment  conduc4ve  to  adult   learning   –  Acknowledge  learners  as  adults   –  Establishes  classroom  rou4nes  and   encourages  learners’  apprecia4on  for  each   other  
  23. 23. Standard 5 Language Proficiency Teachers  demonstrate  proficiency  in  social,   business/workplace,  and  academic  English.   Proficiency  is  speaking,  listening,  reading,  and   wri4ng  means  that  a  teacher  is  func4onally   equivalent  to  a  na4ve  speaker  with  some   higher  educa4on.  
  24. 24. Standard 5 Language Proficiency –  5.1  General  Proficiency   –  5.2  Other  Contexts   –  5.3  Classroom  Performance   –  5.4  Nonna4ve  Advocate  
  25. 25. Standard 6 Learning Teachers  draw  on  their  knowledge  of  language   and  adult  language  learning  to  understand  the   processes  by  which  learners  acquire  a  new   language  in  and  out  of  classroom  secngs.  They   use  this  knowledge  to  support  adult  language   learning.    
  26. 26. Standard 6 Learning –  6.1  Classroom  Environment   –  6.2  Learner  Ac4vity   –  6.3  Learner  Variables  
  27. 27. Learning •  6.2 Learner Activity –  Provides  learning  experiences  that  promote   autonomy  and  choice   –  Provides  learning  experiences  that  promotes   coopera4on  and  collabora4on   –  Creates  classroom  context  in  which  learners   can  nego4ate  meaning  through  interac4ons   with  the  teach  and  one  another   –  Creates  situa4ons  where  meaningful   messages  are  exchanged  
  28. 28. Standard 7 Content Teachers  understand  that  language  learning  is  most   likely  to  occur  when  learners  are  trying  to  use  the   language  for  genuine  communica4ve  purposes.   Teachers  understand  that  the  content  of  the  language   course  is  the  language  that  learners  need  in  order  to   discuss,  listen  to,  read,  and  write  about  a  subject  or   content  area.  Teachers  design  their  lessons  to  help   learners  acquire  the  language  they  need  to  successfully   communicate  in  the  subject  or  content  areas  about   which  they  want  or  need  to  learn.  
  29. 29. Standard 7 Content –  7.1  Input  and  Prac4ce   –  7.2  Tasks  in  Content  Area   –  7.3  Content  Knowledge  in  Lesson  Planning  
  30. 30. Standard 8 Commitment and Professionalism Teachers  con4nue  to  nuance  their   understanding  of  the  rela4onships  between   second  language  teaching  and  learning  through   the  community  of  English  language  teaching   professionals,  the  broader  teaching   community,  and  the  community  at  large.  This   knowledge,  in  turn,  informs  and  changes  both   the  teachers  and  the  communi4es.    
  31. 31. Standard 8 Commitment and Professionalism –  8.1  Gaining  and  Using  Knowledge   –  8.2  Skill  Development   –  8.3  Advoca4ng  
  32. 32. Commitment & Professionalism •  8.1 Gaining and Using Knowledge –  Seeks  out,  interacts,  and  reflects  on  learning   in  teaching  and  learning  communi4es  and   shares  informa4on  with  the  teaching   profession   –  Seeks  out,  interacts,  and  reflects  on  students   learning  and  shares  with  teaching  and   learning  communi4es  
  33. 33. Commitment & Professionalism •  8.1 Gaining and Using Knowledge –  Seeks  out,  interacts,  and  reflects  on   knowledge  about  learners’  communi4es  and   shares  with  teaching  and  learning   communi4es   –  Pursues  other  opportuni4es  to  grow   professionally  
  34. 34. Commitment & Professionalism 8.2 Skill Development –  Is  developing  his  or  her  professional  voice   –  Is  developing  personal  professional   development  plan   –  Con4nually  develops  his  or  her  knowledge   and  skills  to  improve  instruc4onal  prac4ces   –  Balances  professional  responsibili4es  with   personal  needs  
  35. 35. John Segota, CAE jsegota@tesol.org http://www.SlideShare.net

×