Georgia Costalas Norbella Miranda

1. Standards for English Teachers’ Performance as the Basis for an In-Practice Professional Development Program Georgia CostalasNorbella Miranda ASOCOPI, 2007

2. Standards for English Teachers’ Performance as the Basis for an In-Practice Professional Development Program Georgia CostalasNorbella Miranda ASOCOPI, 2007

3. Standards for English Teachers’ Performance as the Basis for a Professional Development Program • Context • Theoretical background • Professional Development • “Good teaching” • Standards • The process at USB Cali ASOCOPI, 2007

4. Think about this…. • What are some of the ways teachers can develop professionally so that we can offer quality education to our EFL Ss? • What are some characteristics of a good professional development program? ASOCOPI, 2007

5. USB Cali 12 academic programs 1,600 Ss in English program 23 Ts: 7 full time 1 part-time 15 hourly-rate ASOCOPI, 2007

6. Our questions and concerns QUALITY EDUCATION & TEACHER PERFORMANCE • What are some of the ways we can develop professionally so that we can offer quality education to our USB EFL Ss? • What would be the/some characteristics of a professional development program at USB Cali? • How can we develop a professional development program for the English teachers at USB Cali? • What constitutes good teaching at USB? • How should the teaching environment in the USB English classes be to promote Ss’ learning? • What teaching practices best enhance learning? • What other responsibilities, apart from teaching, do we have as a member of the USB community? • What does the University expect from us? • Do we have a set of standards that tells us what is expected from us? Say that we adopt, adapt, or create standards for our practice… • What if we ourselves don’t meet them? ASOCOPI, 2007

7. Our proposal Standards for English Teachers’ Performance as the Basis for an In-Practice Professional Development Program Standards Professional Dev’t Good teaching ASOCOPI, 2007

8. Professional Development • Stages in Teacher Education: • Pre-service teacher education • Induction (practicum) • On-the-job training (while teaching / no pre-service preparation) • In-service teacher education (while teaching/after formal education)(UNESCO: 2002) In-practice professional development Experience Formal studies • Community of practice • Professional development community Series of well-thought actions to enhance our practice as teachers. ASOCOPI, 2007

9. ELT develop- ments to address Ts Profes sional needs U’s demands and needs In-Practice Professional Development Program Ss learning needs Department Goal: ECAES CALL PRS Excellence @ USB Mulitple Intelligences ASOCOPI, 2007

10. Kelleher’s 6 stage process of Professional Development 1. Teachers as a body set goals (basis for professional development). SMART goals. 2. Choose a professional development strand. 3 Prepare ahead with colleagues for professional development activities. 4. Work through activities with colleagues. 5. Post activity reflection, changes planned. 6. Assess learning process. ASOCOPI, 2007

11. SMART Goals • Specific • Measurable • Attainable • Result-oriented • Timebound S M A R T ASOCOPI, 2007

12. Choose a professional development strand • Peer collaboration • Individualized professional growth • Research and Leadership • External experiences ASOCOPI, 2007

13. What constitutes Good Teaching Nationally • PEB • ECAES • Colombian standards for TEFL • González & Quinchía (2003) Internationally • CEF • TESOL • TKT • Páez (2001) ASOCOPI, 2007

14. What constitutes Good Teaching ASOCOPI, 2007

15. What constitutes Good Teaching ASOCOPI, 2007

16. Good teaching at USB Communicative competence Teaching competence Other general competences ASOCOPI, 2007

17. The Issue of Standards “The history of standards is the history of people agreeing on ways to improve materials, processes, and products and communicating that information to people who need to know it”Ravitch (1995: 8) E q u i t y Q u a l i t y Standards are “a set of documented agreementscontaining specifications or other precise criteria to be used consistently as rules, guidelines, or definitions of characteristics, to ensure that materials, products, processes and services are fit for their purpose”. (ISO) Curricular standards are “criteria that specify what all Ss in preschool, basic and middle school education have to know and be able to do in an area and grade.”(SEM: 2002) ASOCOPI, 2007

18. The Issue of Standards • We understand teacher standards as agreements that specify criteria which guide our teaching practices and behaviors as a USB member so that all Ss enrolled in the USB English program are provided with an environment favorable to learning the language and learning to live in community. ASOCOPI, 2007

19. DEFINING TEACHER STANDARDS Opportunity-to-succeed Standards Teachers’ Performance Standards • What opportunities does the university provide to meet the standards? • What constitutes good teaching at USB Cali? • What is expected from teachers at USB? Adapted from Ravitch, 1995 ASOCOPI, 2007

20. REACTIONS TO STANDARDS ASOCOPI, 2007

21. Principles that guided process for a Professional Development program • Democratic, Group process—answers as well as questions come from the entire group. • Satisfy needs of students, university, teachers • Research, write, revise cycle ASOCOPI, 2007

22. Centro de Idiomas Process ASOCOPI, 2007

23. Goal: In-Practice Prof Dev’tProgram Needs to be addressed by In-Practice Professional Developm’t Standards for In-Practice Professional Development Program Standards as the Basis for an In-Practice Professional Development Program Dep’t receives results Identifies different standards Find existing standards Director analyses Data Entire Department Director Dep’t chooses most relevant Full time Ts Dep’t Self evaluates using rubric Director analyses data Dep’t revises 7 standards Dep’t revises indicators D Full timers create Rubric Full timers edit 7 standards Full timers Full timers writeindicators for standard ASOCOPI, 2007 All

24. Centro de Idiomas Needs Identified A Teacher of the Centro de Idiomas, USB • ***uses technology to enhance student learning and to optimize administrative duties. (Did not meet the objective) • practices the principles of the Ethics of Education. (Just met the objective) • uses a language level appropriate to students’ ability. (Just met the objective) ASOCOPI, 2007

25. Standard VI “uses technology . . .” indicators • 6.1 Teacher uses technology to enhance student academic performance. • 6.2 **Teacher uses technology to provide real world contexts for language use. • 6.3 ***Teacher creates a community of learners using electronic tools. • 6.4 Teacher uses electronic tools available for communication and administrative tasks. • 6.5 Teacher applies technology in assessing student learning of the target language using a variety of assessment techniques. ASOCOPI, 2007

26. Opportunities for Professional Development in ICT • Department Members inherent or developed expertise—collaborative learning, Best Practices, ICT workshops, required use of some tools. • Expertise in the University Office of Virtual Education, Technology Services, Library, Faculty of Engineering • Professional Organizations, their Publications and Conferences CCCA ICT conference, Medellín • Other opportunities • Visiting teachers, presenters • Electronic offerings (e.g. webheads) • Workshops and support offered by publishers • Formal education--Certificate program in Virtual Education ASOCOPI, 2007

27. Bibliography American Council of the Teaching of Foreign Languages ACFT. (2002) Program Standards for the Preparation of Foreign Language Teachers. NY: The Author. Chisholm, I.M. (1994, Winter). Preparing teachers for multicultural classrooms. The Journal of Educational Issues of Language Minority Students, 14. Council of Europe. (2001). Common European Framework of Reference for Languages: learning, teaching and assessment. Cambridge: CUP Gonzalez, A. and Quinchia, D. (2003) Tomorrow’s EFL teacher educators. Colombian Applied Linguistics Journal No. 5 Sep. 2003 (pp 86-104) Kelleher, J. (2003). A model for assessment-driven professional develop. Phi Delta Kappan, 84(10), 751-756.  Electronic Version. López, G. et al. (2004) Marco de Fundamentación Conceptual y Especificaciones del Examen de las Licenciaturas : Lenguas modernas, Lenguas extranjeras, Idiomas extranjeros, Educación Básica con Énfasis en Humanidades y Lenguas extranjeras. Cali: Univalle MEN (2006) Formar en Lenguas Extranjras: inglés ¡el reto! Lo que necesitamos saber y saber hacer. Colombia: Imprenta Nacional. MEN, UNIVALLE and ICFES (2007) Exámenes de Calidad de la Educación Superior en Licenciaturas Lenguas Modernas o Extranjeras. Bogotá: ICFES Páez, V. (2001) El profesor de idiomas: sus cualidades y competencias. Revista Comunicación. Vol. 11, Año 22, No 3, Enero - Junio 2001 www.itcr.ac.cr/revistacomunicacion/Voumen%2011N%BA3%202001/pdf's/vpaez.pdf Ravitch, D. (1995). National Standards in American Education. A Citizen’s Guide. Washington: The Brookings Institution. Spratt, M, Pulverness, A. and Williams, M. (2005) The Teaching Knowledge Test TKT. Cambridge: CUP TESOL (2003) Standards for the Accreditation of Initial Programs in P-12 ESL Teacher Education. Alexandria: Author. TESOLANZ (New Zealand) Teacher competences. Information assessed at http://www.tesolanz.org.nz/Competency.htm Universidad de San Buenaventura Col. (2007) Proyecto Educativo Bonaventuriano PEB. Bogotá: Editorial USB. ASOCOPI, 2007

28. Standards for English Teachers’ Performance as the Basis for an In-Practice Professional Development Program Thank you! Georgia Costalas gcostala@usbcali.edu.coNorbella Miranda ncmirand@usbcali.edu.co ASOCOPI, 2007