The document summarizes a teacher evaluation induction meeting that familiarized teachers with the five areas that would be assessed in observations: I) Planning II) Teaching III) Monitoring of Learning and Teaching IV) Use of English V) Quality of Service. Each area was defined and possible rating bands from 1-4 were introduced, with 1 being "In Need of Improvement" and 4 being "Exceeds Expectations". Questions from teachers were also solicited.

1. Teacher Evaluation induction
meeting
September 6th 2019
Academic Department

2. Session aims
• To familiarise teachers with the five areas to be assessed
in the teacher observation form
• To discuss with teachers possible rating bands to be
used for assessment
• Q & A slot

3. Areas to be evaluated
I. Planning II. Teaching
III. Monitoring
of learning
and teaching
IV. Use of
English
V. Quality of
service at the
Anglo

4. Anglo teachers
• In service
• Pre-service

5. I. Planning

6. I. Planning
1. Familiarity with course syllabus
2. Evidence of lesson planning and preparation of materials
3. Lesson plan takes into account students’ needs and
interests
4. Ability to adapt and exploit materials and activities where
relevant / balance the use of set coursebook and
supplementary materials

7. 1. Familiarity with course syllabus
• Activities / tasks designed take into account what
students know and what they need to be able to produce
• Integration of language
• May include pre-teaching / recycling

8. 2. Evidence of lesson planning and
preparation of materials
What is expected?
• Clear and appropriate lesson aims and objectives
• Description of activities / tasks to be done (Outline)
Planning is a thinking
skill

9. 3. Students’ needs and interests
• Provide learners with opportunities to use English for
communicative purposes
Communicative
purpose
Use
languag
e
Relevant
to sts
(personali
sation)
Promote
real-life
interaction

10. 3. Students’ needs and interests
• Provide learners with opportunities to use English for
communicative purposes
Promote
real-life
interaction
Language frames

11. 4. Materials and activities

12. 4. Ability to adapt and exploit materials and activities
where relevant / balance the use of set coursebook
and supplementary materials
Operating
materials
Teaching using
the materials
available as a
tool

13. II. Teaching

14. II. Teaching
1. Ability to manage all classroom activities and events
2. Ability to teach language systems and/or skills
3. Ability to use a range of techniques, activities and
dynamics to help students develop language systems
and/or skills, including the use of appropriate error
correction techniques.
4. Ability to foster students’ involvement and autonomy
5. Familiarity with CLT and current issues and
developments in ELT theory and practice
6. Achievement of class objectives

15. 1. Ability to manage all classroom activities
and events

16. 2. Ability to teach language systems and /
or skills
Noticing
(highlighting)
• Explanations (avoid)
• Elicit from sts
• Time spent on this
stage of the lesson
Practice &
Production
• Relevance
• Personalisation
• Promote deep
learning / rich
instruction
• Time spent on
activities
Error correction
techniques
• Why am I correcting?
• Recasting
• Clarification
questions
• Metalinguistic
feedback
• Clarification request
• Explicit correction

17. 2. Ability to teach language systems and /
or skills
Skill development
Strategies
Development Practice
Reflection

18. 3. Ability to use a range of techniques, activities and
dynamics to help students develop language systems
and/or skills, including the use of appropriate error
correction techniques.

19. 4. Ability to foster students’ involvement and
autonomy

20. • Thinking about the learning process

21. 5. Familiarity with CLT and current issues and
developments in ELT theory and practice
Communicativ
e Language
Teaching

22. Perhaps the majority of language teachers today, when
asked to identify the methodology they employ in their
classrooms, mention “communicative” as the methodology
of choice. However, when pressed to give a detailed account
of what they mean by “communicative,” explanations vary
widely. Does communicative language teaching, or CLT,
mean teaching conversation, an absence of grammar in a
course, or an emphasis on open-ended discussion activities
as the main features of a course?
Communicative Language Teaching Today
Jack C. Richards

23. CLT
• Communicative competence
• Creating meaningful and purposeful interaction through
language
• Learning through attending to the feedback learners get
when they use the language
• Paying attention to the language one hears (the input)
and trying to incorporate new forms into one’s
developing communicative competence
• Trying out and experimenting with different ways of
saying things

24. CLT

26. current issues and developments in
ELT theory and practice
Emergent language
(DOGME)
Deep learning
Working with students’
output
Using technology (21st
learner in mind)

27. 6. Achievement of class objectives

28. III. Monitoring of learning and
teaching

29. III. Monitoring of learning and teaching
1. Ability to monitor and give feedback on
students’ performance
2. Ability to evaluate own teaching and students’
learning.

30. III. Monitoring of learning and teaching
• Monitoring: teacher supervises students’
performance and learning to assist with doubts
and difficulties
• Feedback: teacher interventions are adequate
and provide students with clear, specific and
positive feedback
1. Ability to monitor and give feedback on
students’ performance

31. III. Monitoring of learning and teaching
1. Ability to monitor and give feedback on
students’ performance
Active listening to accept / reject contributions
Ability to correct, modify and exploit contributions to enhance
learners’ use of the language
Noticing and focusing on emerging language of learners
Identifying the most relevant emergent language and exploiting
it to achieve lesson aims and learning outcomes

32. Responding effectively and
constructively to learners’ output

33. Learners’ output
Topic/
content
Langua
ge /
Skills
Learnin
g about
learning

34. III. Monitoring of learning and teaching
2. Ability to evaluate own teaching and students’
learning.
Identifying key
strengths &
weaknesses in
our teaching
Assessing
students’ learning
objectively

35. Key concepts
• Key strengths & weaknesses: not all of
them but those that had most impact on
the achievement of aims and learning
outcomes
• Justification of unplanned changes to
lesson plan (if there were any)

36. IV. Use of English

37. IV. Use of English
1. Evidence of accurate and fluent English which
provides a good model for students
2. Ability to grade language according to students’
needs and level, and to use stress and
intonation to reinforce meaning.

38. IV. Use of English
1. Evidence of accurate and fluent English which
provides a good model for students
Use of Spanish
Teacher’s
language as a
source of input
Quality of TTT Modelling

39. IV. Use of English
2. Ability to grade language according to students’
needs and level, and to use stress and intonation
to reinforce meaning.

40. Key concepts
• Adapting our own use of the language to
the level of the group and individuals in the
group
• Ensuring our own use of English is
understood by learners at all times during
the lesson and that it is at the level of the
class
• Using a range of techniques for achieving
this end (e.g. paraphrasing)

41. V. Quality of service at the Anglo

42. 1. Teacher’s appearance and demeanour.
• Teacher’s appearance is clean and neat,
neutral in style and culturally appropriate
(smart casual).
• Teacher behaviour and language is friendly
and respectful, treating each student with
equality.

43. 2. Sensitivity to the learners’ needs and willingness
to answer learners’ queries and doubts regarding the
lesson/course and the institution.
• Teacher demonstrates understanding of
the students’ needs, providing guidance
and showing a supportive attitude when
answering their questions and comments
regarding the institution and the lessons.

44. 3. Evidence of teacher’s interest in students’ well-being and
ability to create a fair and respectful classroom
environment.
• Teacher shows genuine interest in the
students as individuals and learners,
treating each of them as a special,
valuable individual, and promoting this
attitude within the group.

45. 4. Evidence of teacher’s interest in students’ success as
learners
• Teacher takes action to encourage
students to develop self-autonomy and
promotes the use of all the resources
available to extend their learning beyond
the scope of the lesson and the classroom.

46. Session aims
• To familiarise teachers with the five areas to be assessed
in the teacher observation form
• To discuss with teachers possible rating bands to be
used for assessment
• Q & A slot

47. 4. Exceeds expectations
• Exceptional ability. Evidence of teacher’s depth of knowledge, skill
and insight
3. Proficient
• Effective and competent
2. Satisfactory
• Generally adequate and appropriate
1. In need of improvement
NA in this session

48. Areas to be evaluated
I. Planning II. Teaching
III. Monitoring
of learning
and teaching
IV. Use of
English
V. Quality of
service at the
Anglo