This document discusses the competencies required of English as a foreign language (ELF) teachers. It identifies four key competencies: 1) being a peak performer who is motivated to continuously learn and improve, 2) having the qualities of a good language teacher such as strong language skills and enthusiasm, 3) conducting classroom observations to provide feedback and improve instruction, and 4) collaborating with other teachers to achieve improved student outcomes.

1. Competencies Required of
ELF Teachers
By Anindita Dwi R & Refi Ajeng P
TBI V / 2022

2. Competence is a set of professional knowledge, skills, and behavior that must
be possessed, internalized, mastered, and actualized by teachers in accomplishing
their professional responsibilities.
Teacher’s competency is the ability of a teacher to carry out his duties and
obligations properly and responsibly. The teacher as a learning agent, namely the
teacher acts as a facilitator, motivator, motivator, inspiration, and engineer of
learning for students. Therefore, competencies required of teacher specifically ELF
teacher encopass : Peak performer, The good language teacher, Classroom
observation and Teacher collaboration.
What is Competencies?

3. A peak performer is someone who is successful in learning
throughout their life span. It means that a person is willing, motivated, and
able to learn through experiences and changes. Peak performers strive to
maintain the right attitude and skills that are needed to reach their goals.
They train themselves to turn negativity into positivity by working through
their mistakes.
When faced with a difficult situation, a peak performer would take
away new knowledge as they find a solution. A peak performer knows the
power they hold within themselves and is aware of what they can contribute
to life. They focus on results and take small steps to reach long-term goals.
Peak performers also know what learning skills they possess and how to
obtain new skills while remaining confident.
Peak Performer

4. Defining good language teachers is a complex matter.
Relevant discussions in the literature have converged around two
types of sources: the views of authors offered in theoretical
discussions, and the data of researchers obtained from empirical
studies conducted with language teachers or language learners in
various language learning contexts. Authors have offered a
comprehensive theoretical overview of the characteristics of good
language teachers according to language teaching theories.
Harmer (2008, p. 23) mentioned that a good language
teacher should have sufficient knowledge of the language and
appealing information. They should also be passionate and
enthusiastic in their teaching and be able to effectively explain the
use of the language (e.g., grammar, pronunciation, and vocabulary)
to students.
The Good Language Teachers

5. Classroom Observation
A classroom observation is an act of watching a teacher’s performance in their classroom
or learning environment. Classroom observations are a quantitative way of recording and
measuring teacher behavior and mastery by systematically watching and recording them in
action.
The fundamental purpose of classroom observation is to improve student outcomes by
improving the instructional prowess of the teacher. A secondary purpose of observation is to
perform an investigation into possible inequities in instruction among different groups of
students. This allows teachers and researchers to identify biases in how different groups of
students are treated based on their gender, socio-economic standing, or other differentiating
factors to help eliminate them. A final purpose is to provide researchers with information on
current educational practices and to identify instructional problems.
The examples of observational techniques that have proven to be effective ways of
examining a teacher are checklists, charts, rating scales and narrative descriptions.

6. There are two basic types of observations:
• A school administrator watches a teacher’s performance as a part of a formal job
performance evaluation at a regularly scheduled interval (often annually).
• An observation performed by a teacher’s peer or peers, instructional specialist, or coach
with the stated goal of providing the teacher with relevant feedback based on their
interactions with students and their execution of teaching methods with the primary goal of
making improvements in their classroom management and instructional techniques.

7. Collaboration is the process of working together to
achieve a common goal. In teaching, the common goal is always
improved learner outcomes.
Teacher collaboration involves:
• Debating, planning, and problem-solving together
• Inquiring together, using evidence and research to guide
decision-making
• Capitalizing on each other’s strengths and working with each
other’s weaknesses
• Actively contributing to a respectful and supportive learning
environment
Teachers Collaboration