The document presents the EAQUALS Framework for Language Teacher Training and Development (TD-FRAM). It is designed to help language teachers assess and develop their competencies across three phases of development. The framework consists of descriptors for values and attitudes, five areas of teaching competencies, enabling competencies, and professionalism. It aims to guide teacher self-assessment, identify training needs, and support the accreditation of teacher training courses.
'Developing the profession: approaches in Wales, Northern Ireland and Ireland...GTC Scotland
'Developing the profession: approaches in Wales, Northern Ireland and Ireland.' The General Teaching Council for Wales, The General Teaching Council for Northern Ireland and the Teaching Council of Ireland, Workshop 10, GTC Scotland National Education Conference, 28 May 2009.
This workshop will present perspectives by leading practitioners from the General Teaching Councils for Wales, Ireland and Northern Ireland in relation to the professional development of teachers. Key areas of discussion will include: the work of GTC Wales in establishing a Professional Development Framework for teachers in Wales; the respective roles of the nationally funded Support Services and the Teaching Council in respect of teachers' CPD in Ireland; teaching in Northern Ireland as an evidence based profession within professional communities of practice.
'Developing the profession: approaches in Wales, Northern Ireland and Ireland...GTC Scotland
'Developing the profession: approaches in Wales, Northern Ireland and Ireland.' The General Teaching Council for Wales, The General Teaching Council for Northern Ireland and the Teaching Council of Ireland, Workshop 10, GTC Scotland National Education Conference, 28 May 2009.
This workshop will present perspectives by leading practitioners from the General Teaching Councils for Wales, Ireland and Northern Ireland in relation to the professional development of teachers. Key areas of discussion will include: the work of GTC Wales in establishing a Professional Development Framework for teachers in Wales; the respective roles of the nationally funded Support Services and the Teaching Council in respect of teachers' CPD in Ireland; teaching in Northern Ireland as an evidence based profession within professional communities of practice.
Looking to ensure early learning coaches effectively impact continuous program quality and teacher reflection? Learn more about New Teacher Center's Professional Learning Series for Early Learning Coaches.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Adversarial Attention Modeling for Multi-dimensional Emotion Regression.pdf
Using the Teacher Development Framework
1. THE EAQUALS FRAMEWORK FOR
LANGUAGE TEACHER TRAINING
AND DEVELOPMENT
Presentation by
Sue Hackett, Laura Muresan and Deniz Kurtoglu-Eken
Core project team, Sharon Celtek, Deniz Kurtoglu-Eken, Laura
Muresan, Frank Heyworth, Agnieszka Split, Jim Ferguson, Sue
Hackett. Project Coordinator: Richard Rossner
2. ‘I observed a lot of teaching but is it equally
effective learning?’ Jim Scrivener, EAQUALS, April
2012
‘The
dictatorship of the communicative
classroom.’ Michael Swan, Dublin, 2011
• ‘20 years experience or one year repeated
20 times?’ George Pickering, IATEFL LAMSIG &
ACELS conference, Dublin 2008
3. Reflective practice:
‘the capacity to reflect on action so as to
engage in a process of continuous
learning’
Donald Schon
Critical in practice-based professional learning
where individuals are learning from their own
professional experience.
4. So what is the EAQUALS TD-FRAM?
• An open-ended inventory of descriptors for LT
professional competences across core stages of
development
• A pathway for professional development not
predicated by qualifications
• A multi-faceted guide to enable and foster selfassessment and self-awareness for the LT
practitioner
• A mechanism for the enhancement of professional
standing and reputation
5. Aims
to help practising teachers to assess and reflect on
their own language teaching competences, but in
more detail and depth than with the EPG
to assist in identifying training needs and plan
professional development for LT practitioners
to encourage and motivate LTPs to continue their
professional development both independently and
with the support of their institutions
to help document and support the design of public
training courses for LTPs
to serve as a tool for evaluating and accrediting TT/
TD courses
6. What does the framework consist of?
Three broad bands of professional development
a set of principles expressed as Values and
Attitudes
Five main areas with descriptors for knowledge
and skills for each
Also a Glossary of terms, Case Studies,
Resources for familiarisation training
7. Values & Attitudes
Global Development
Descriptors
for Phases 1 - 3
EAQUALS Framework for
Teacher Self-assessment
& Teacher Development
Detailed Descriptors of
Teacher Competences:
(a) Knowledge
(b) Skills & aptitudes
Examples of how to use
the EAQUALS Framework
for Teacher Selfassessment & Teacher
Development
9. Overview of teaching competencies
across the 3 phases of development
From the detailed descriptions given in the
EAQUALS Framework for Self-Assessment, I
consider myself to be passing from the first
stage to the second. I still rely on examples of
good practice and I am very responsive to
feedback. […]
For the last main descriptor, the teacher as
professional, there are five key areas to cover:
self-assessment and teacher autonomy,
collaborative development, exploratory
teaching, lesson observation and professional
conduct.
All those five key areas are very important. I
try, although not always successfully, to
manage self development independently […]
With some of my colleagues, even when we go
out for leisure activities, over a cup of coffee
we still discuss job-related issues. I take this
opportunity to learn from them, from their
activity and experience (which is not only local
but also from abroad).
12. TRAINING AND QUALIFICATIONS
Language proficiency
Education & Training
Assessed teaching
Teaching experience
KEY TEACHING COMPETENCES
Methodology:
knowledge and skills
Assessment
Lesson and course
planning
Interaction, management
and monitoring
ENABLING COMPETENCES
Intercultural competence
Language awareness
Digital Media
PROFESSIONALISM
Professional conduct
*
Administration
3
14. • Teaching qualifications
•
•
•
•
Language proficiency
Education & training
Assessed teaching
Teaching experience
• Key teaching competences
•
•
•
•
Methodology: knowledge & skills
Assessment
Lesson & course planning
Interaction, management & monitoring
• Enabling competences
• Intercultural competence
• Language awareness
• Digital media
• Professionalism
• Professional conduct
• Administration
*
.
• Planning teaching & learning
• Learner needs & learning process
• Curriculum & syllabus (the TLP)
• Lesson aims & outcomes
• The lesson – tasks, activities & materials
• Teaching & supporting learning
• Teaching methodology
• Resources/Materials
• Interacting with learners
• Lesson management
• Using digital media
• Monitoring learning
• Learner autonomy
• Assessment of learning
• Assessment & the curriculum
• Test types – selection, design & administration
• Impact of assessment on learning
• Assessment & learning processes
• Language, communication & culture
• Using the TL effectively with learners
• Applying the principles of the CEFR
• Giving sound language models & guidance
• Handling relevant cultural issues as part of language
learning
• Applying practical insights from linguistics &
psycholinguistics
• The teacher as professional
• Self-assessment & teacher autonomy
• Collaborative development
• Exploratory teaching
• Lesson observation
• Professional conduct
15. Altair patterns work on the principle that a simple repetition of very small
basic shapes (triangles, squares, hexagons, etc) can add up to create
incredibly complex patterns. The Altair templates (developed into their
present form by biologist/geometrician Ensor Holiday) can be coloured in a
countless number of ways, creating a vastly different pattern every time.
JS quote: Good teaching but is it good learning – has standardising teaching practised according to assessment standards set by international ELT qualification bodies resulted in suppressing learning? Is good teaching as defined for a new teacher the same as for a more experienced teacher? Lesson plan example ... Is challenge being overlooked in preference to happy learners? Is student satisfaction taking the place of evaluating learning? Is teacher development/ training being constrained by standards set by a few qualification bodies whose concerns are also consistency and equity across a large range of contexts internationally?MS: language as communication not as knowledge of linguistics – practical, applicable, interactive, unpredictable, authentic etc – but how has this been translated into the LL CR? How many of us see pairwork/ groupwork being used for no apparent purpose? How many of us see tasks described like this in coursebooks without a clear rationale why? In the quest for quality delivery mechanisms have we allowed ourselves to become bound to arbitrary procedures which are not always fit for context or purpose and forget the real purpose of effecting learning.GP: tchrs are not classifiable into a homogeneous group – in any group there will be an unpredictable range of interests, motivations, expectations. CPD is inevitable – it is simply how it is managed and directed to be as stimulating appropriate and useful as possible. The conundrum of experience as a single measure of PD – richness, variety, blend of old and new, contexts, risks etc
Acts as a complement to the EAQUALS Profiling Grid
