1 / 21

Teaching for Success: the British Council approach to teacher development Justin Spence

Teaching for Success: the British Council approach to teacher development Justin Spence Country Director, Czechia British Council EU. The British Council.

sbartlett
Télécharger la présentation

Teaching for Success: the British Council approach to teacher development Justin Spence

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Teaching for Success: the British Council approach to teacher development Justin Spence Country Director, Czechia British Council EU

  2. The British Council As a cultural relations organisation, our main purpose is to bring people with different views and backgrounds together to share and learn from each other.

  3. Biggest Influences on Student Achievement Peer Effects School Leaders Student characteristics, prior attainment and out of school influences School Facilities Parents Teacher Effectiveness Source: J Hattie (2013) The largest effect we can influence is the most efficient area to concentrate on.

  4. Your professional development journey Think about your professional development journey: • What kind of activities did you take part in? • Which were most effective? • Which had limited impact? • When talking about CPD, what does ‘most effective’ mean to you?

  5. My professional development journey • Teaching qualifications (e.g. CELTA/ DELTA) • Mentoring • Academic qualifications (e.g. BA/MA) • Research • Journals • Teaching - adults/ exams / business / ESP • INSETT • Peer observations • Conference participation • Delivering workshops / plenaries • Other professional qualifications (e.g. MBA, project management) • Managing people • Managing events • Managing projects / programmes • Observations in state schools • Financial management • Conferences/Symposia • Quality assurance and control • Face to face /on-line / blended • Informal and formal networks

  6. What does good CPD look like? • it is seen by teachers to be relevant to their needs and those of their students • collaborationand the sharing of expertise among teachers is fostered • CPD is a collective enterprise supported by schools and educational systems more broadly • expert internal and/or external support for teachers is available • CPD is situated in schools and classrooms • CPD is recognized as an integral part of teachers’ work • inquiry and reflection are valued as central professional learning processes • teachers are engaged in the examination and review of their beliefs • student learning provides the motivation for professional learning • CPD is seen as an ongoing process rather than a periodic event • there is strategic leadership within schools. (S. Borg 2015)

  7. The British Council’s continuing professional development framework for teachers “All teachers in the world have high-quality continuing professional development (CPD) opportunities that improve their own practice and their learners’ success.” 12 professional practices and their elements Four stages of development

  8. CPD Framework

  9. Equality Diversity and InclusionDiversity and inclusion Diversity Assessment Framework

  10. The British Council’s continuing professional development framework for teachers www.teachingenglish.org.uk/ teacher-development/continuing-professional-development

  11. teachingenglish.org.uk

  12. Additional resources for professional development

  13. Monitoring and evaluation 1. Engagement 2. Learning 3. Action 4. Legacy

  14. Monitoring and evaluation – sample tools Level 1: Evidence of participant engagement • Questionnaires • Self-assessment • Trainer reports Level 2: Evidence of participant learning • Self-assessment • Learning assignments • Language assessment • Trainer reports • CPD portfolio / reflection journal Level 3: Evidence of participant application of learning and behaviour  • Classroom observations • Training room observations • Case studies • CPD portfolio/ reflection journal

  15. Needs analysis – sample process • On-line teacher and teacher educators self-assessment questionnaires • Classroom observations • Published data (learning outcomes, language levels) • Language assessment (where appropriate) • Interviews and focus groups with key stakeholders (administrators, heads, teacher educators, teachers, learners) • Recommendations

  16. Teacher Educator Framework

  17. What is Aptis? • An English language assessment tool developed by the our team of experts Innovative + People + Ease – Time CEFR A1-C2 Proven accuracy

More Related