Managing Challenges


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  • Managing Challenges

    1. 1. Managing Challenges: Leadership and Learning in ELT Peter Upton Director Thailand
    2. 2. <ul><li>“ In the end it is important to remember that we cannot become what we want to be by remaining where we are” </li></ul>
    3. 3. Context and Challenges <ul><li>Learning and Language Context </li></ul><ul><li>Teachers and training </li></ul><ul><li>Excellence in teacher education </li></ul><ul><li>A strategic model for ELT </li></ul><ul><li>The lessons of success </li></ul>
    4. 4. Services and Language <ul><li>Nokia support services in Kuala Lumpur </li></ul><ul><li>California state e-tutors in Kerala (US wide, 20,000 children served) </li></ul><ul><li>Standard Chartered Bank HR support in Mumbai </li></ul><ul><li>The outsourcing revenues (mainly call centres) of the Philippines will rise 52 percent to reach $3.8B in 2006 and $12.4B by 2010. </li></ul><ul><li>Global services are price sensitive and very mobile </li></ul><ul><li>Service expansion is a driver for language expansion. </li></ul>
    5. 5. Technology Trends <ul><li>The rise of homo zapiens </li></ul><ul><li>The wi-fi generation </li></ul><ul><li>Developing countries jumping to broadband and mobile </li></ul><ul><li>Mobile phones are the future of convergence technology </li></ul><ul><li>Anytime, anywhere learning beyond the classroom </li></ul><ul><li>World governments are struggling to keep control of information distribution systems </li></ul>
    6. 6. The Language of the Internet <ul><li>English is still the most widely used language on the Internet (32% in 2005) but it is declining fast (51.3% in 2000) </li></ul><ul><li>8-15% of Internet use is by non-native speakers </li></ul><ul><li>Chinese and lesser used languages are growing quickly in use </li></ul><ul><li>Spanish, Arabic, Russian and French are also growing </li></ul><ul><li>Three global languages – English, Mandarin and Spanish </li></ul>
    7. 7. Other language trends <ul><li>Second language speakers are becoming more important than native speakers in deciding “World Language” status </li></ul><ul><li>Currently 80% of communication in English in Asia is with other Asian speakers of English. </li></ul><ul><li>Non-native speakers are changing the language and making it their own=> English as an Asian Language? </li></ul><ul><li>The future will demand tri-lingualism </li></ul>
    8. 8. Educational Transitions <ul><li>Changed from imparting knowledge to developing flexibility, creativity, innovation and management skills </li></ul><ul><li>English being taught at lower and lower grade levels </li></ul><ul><li>Now seen as a basic skill </li></ul><ul><li>Integration of content classes and English language classes </li></ul>
    9. 9. Educational Issues <ul><li>A Clash between old and new orders </li></ul><ul><li>Massive and rapid teacher training needed </li></ul><ul><li>Different speeds of uptake of new methods </li></ul><ul><li>Classrooms becoming more diverse </li></ul><ul><li>Other languages likely to be introduced (Mandarin) </li></ul>
    10. 10. Policy Implications <ul><li>Decreasing </li></ul><ul><li>native speaker as a model </li></ul><ul><li>“ native” accents </li></ul><ul><li>EFL </li></ul><ul><li>Studying abroad </li></ul><ul><li>Traditional approaches </li></ul><ul><li>Increasing </li></ul><ul><li>Competent bilingual speakers of English </li></ul><ul><li>Local accents </li></ul><ul><li>EYL , ELF, EIL </li></ul><ul><li>Studying in-country or in neighbouring countries </li></ul><ul><li>Blended learning </li></ul>
    11. 11. Managing change in ELT <ul><li>• Teacher Education in ELT- preserve of Higher Education and concerned with established norms </li></ul><ul><li>• Dynamic and rapidly changing education landscape - reform is a continual process </li></ul><ul><li>• Dysfunction between needs and expectation: parents and students - schools and business within ELT sector </li></ul><ul><li>• Higher Education undergoing major change and its role as the core provider challenged </li></ul><ul><li>• Changing expectations of teachers and providers </li></ul><ul><li>• Evidence from the PISA study </li></ul>
    12. 12. Teacher Supply and Demand Issues <ul><li>Quality versus Quantity - move to smaller groups and therefore more teachers required </li></ul><ul><li>Demand led initiatives from government </li></ul><ul><li>Changing strategic priorities determine future skill sets </li></ul><ul><li>High skill sets demanded but incentives variable </li></ul><ul><li>Teacher morale remains an issue </li></ul>
    13. 13. The European Experience in ELT <ul><li>419,600 teachers an increase of 2.3% </li></ul><ul><li>Vacancy rate 2.2% but huge variations by country </li></ul><ul><li>High level of turnover and retention rates weak </li></ul><ul><li>Workforce reform modelling and its impact </li></ul>
    14. 14. Observations <ul><li>ELT Teacher supply is already problematic with global mobility a factor </li></ul><ul><li>Teacher supply for specialist/niche areas in ELT already critical – ie ELT and ICT </li></ul><ul><li>Supply and demand is not in balance - absence of incentives </li></ul><ul><li>Diversification of delivery models for teacher training </li></ul><ul><li>Flexible approach to future delivery </li></ul>
    15. 15. Observations SE Asia <ul><li>Not immune from the high skills globalisation agenda and distributed learning </li></ul><ul><li>Flexible models of ELT teacher training and delivery will be required </li></ul><ul><li>Building new capacity for teacher supply and high skills requires re-engineering </li></ul><ul><li>Characteristics of effective teaching are changing but is the curriculum still relevant </li></ul><ul><li>Risk - we prepare the future generation for the world that has already gone </li></ul>
    16. 16. Excellence in ELT Teacher Education <ul><li>Flexible models of delivery to meet supply/demand and quality issues </li></ul><ul><li>Professional development and re-skilling is critical </li></ul><ul><li>Higher Education can be the lead innovator and provider </li></ul><ul><li>Higher Education as a quality assurance agent and not monopoly source </li></ul><ul><li>Joint HE and government approach to managing quality and supply </li></ul>
    17. 17. Professional Development in ELT <ul><li>Teacher who will lead the education reforms are already in the classroom </li></ul><ul><li>Re-skilling is a core agenda - IT, creative education and the new pedagogy of learning </li></ul><ul><li>Entitlement led approach to professional development </li></ul><ul><li>Higher Education and schools in a strategic alliance for delivery </li></ul>
    18. 18. <ul><li>Not everything that counts can be counted and not everything that can be counted counts </li></ul><ul><li>Learning from Change to build a World Class ELT teaching force </li></ul><ul><li>1. Constant focus upon quality, skills,training and partnerships for learning </li></ul><ul><li>2. Flexibility of delivery models-ability to respond to change </li></ul><ul><li>3. Controlled targeted experimentation -testing new models </li></ul><ul><li>4. Strategic alliances for sustainability in delivery </li></ul><ul><li>5. Empowered, skilled teachers stakeholders in the vision </li></ul><ul><li>6. High performing training teams - up to date knowledge </li></ul><ul><li>7. Targeted funding for impact </li></ul><ul><li>8. High performing educational leadership and communications </li></ul>
    19. 19. 1. The Strategic Architecture of ELT Teacher Education Relationships Strategy Creativity Delivery Pedagogy
    20. 20. Stakeholder relationships Staff relationships Decision-making processes Organisational structures Networks & Alliances <ul><ul><li>The Strategic Architecture of ELT Teacher Education </li></ul></ul>Human resources Finance Universities Schools On-line Shared beliefs Value & norms Assumptions Leadership styles Management styles Conceptual framework Curriculum design Curriculum delivery system Curriculum monitoring Curriculum evaluation Divergent thinking Futures perspective New configurations Strategic leap Creativity in ELT Teacher Education Strategy Culture & Values Relationship & Structures Pedagogy & Learning ELT Delivery LEADERSHIP VISION
    21. 21. 2. Develop and implement a series of strategic process activities to align ELT teacher education to new strategic goals <ul><ul><li>Culture & Values & strategy </li></ul></ul><ul><ul><li>Re-culturing </li></ul></ul><ul><ul><li>Beliefs into values & action </li></ul></ul><ul><ul><li>Communication programme </li></ul></ul><ul><ul><li>Coaching </li></ul></ul><ul><ul><li>New strategic direction </li></ul></ul><ul><ul><li>Creativity </li></ul></ul><ul><li>Preparation </li></ul><ul><li>Information </li></ul><ul><li>Incubation </li></ul><ul><li>Illumination </li></ul><ul><li> Delivery </li></ul><ul><li>Core competency development </li></ul><ul><li>ICT strategy and implementation </li></ul><ul><li>Recruitment and reward ~ system </li></ul><ul><li>development </li></ul><ul><li>Schools and universities </li></ul><ul><li>Blended learning </li></ul><ul><li>Learning Processes & Systems </li></ul><ul><li>Learning processes redefined </li></ul><ul><li>Differentiation improved </li></ul><ul><li>Benchmarking </li></ul><ul><li>Assessment for learning not </li></ul><ul><li>of learning </li></ul><ul><li>ICT strategy and management </li></ul><ul><li>Relationships & Structures </li></ul><ul><li>Re-design & restructuring </li></ul><ul><li>Outsourcing </li></ul><ul><li>Strategic alliances </li></ul><ul><li>Team building </li></ul><ul><li>Managing politics </li></ul>
    22. 22. Nine factors for effective ELT teacher education <ul><li>1. Professional leadership Up to date and relevant </li></ul><ul><li>A participative approach </li></ul><ul><li>The leading professionals </li></ul><ul><li>2. Shared vision and goals Unity of purpose </li></ul><ul><li>Consistency of practice </li></ul><ul><li>Collegiality and collaboration </li></ul><ul><li>3. A learning environment Continue development </li></ul><ul><li>Shared knowledge </li></ul><ul><li>4. Concentration on teaching & Maximisation of learning time </li></ul><ul><li>learning Academic emphasis </li></ul><ul><li>Focus on achievement </li></ul><ul><li>5. Purposeful teaching Efficient organisation </li></ul><ul><li>Clarity of purpose </li></ul><ul><li>Structured lessons </li></ul><ul><li>Adaptive practice </li></ul>
    23. 23. <ul><li>6. High expectations Communicating expectations </li></ul><ul><li>Providing intellectual challenge </li></ul><ul><li>7. Positive reinforcement Feedback </li></ul><ul><li>Financial/professional rewards r </li></ul><ul><li>8. Monitoring progress Monitoring teacher performance </li></ul><ul><li>Evaluating school performance </li></ul><ul><li>HE delivery review </li></ul><ul><li>9. A learning organisation School-based staff development </li></ul><ul><li>HE staff development </li></ul>
    24. 24. Conclusion <ul><li>Changing landscape of ELT provision - public and private providers </li></ul><ul><li>Higher Education has a core role to play in ELT but needs to engage flexibly </li></ul><ul><li>Diversification and inclusion are key levers for change </li></ul><ul><li>Quality assurance for success </li></ul><ul><li>Planning for the future and not the past </li></ul>