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EAL Profiles of Competence

EAL Profiles of Competence. Luan Porter (HT, CEC EAL Service). SATEAL 20/3/10. Outcomes. Improved understanding of: Edinburgh context prior to introduction of Profiles Purpose and process of creating Profiles How the Profiles operate Challenges - inc. introducing them to schools and

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EAL Profiles of Competence

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  1. EAL Profiles of Competence Luan Porter (HT, CEC EAL Service) SATEAL 20/3/10

  2. Outcomes Improved understanding of: • Edinburgh context prior to introduction of Profiles • Purpose and process of creating Profiles • How the Profiles operate • Challenges - inc. introducing them to schools and • Support needed for EAL teachers • Next steps for improvement

  3. CEC Context • Increased numbers of bilingual learners • Limited resources • Inconsistency in assigning stages 1-5 • Lack of understanding and ownership of assessing/planning/monitoring progress among school staff • ASPs – large numbers, similar, difficult to track progress at individual pupil level • Planning at individual level and teacher/class level • EAL Service multi dimensional approach to enhancing capacity

  4. Enhancing capacity is … a dynamic and multidimensional process which impacts at personal, interpersonal and organisational levels for sustained improvement

  5. Purpose and Process Purpose • Increase consistency in assessment and monitoring of progress • Enhance capacity and ensure ownership of responsibility for assessment/planning/ monitoring processes • Address workload issues of EAL teachers • Improve outcomes and impacts for learners

  6. Purpose and Process (2) Process • Elaborate competency descriptors at each level and apply to 3 lines of development • Use as a means of raising awareness of process of language acquisition, and enable all teachers to use this knowledge to plan effective L & T experiences to support progress • Provide teaching strategies to support language acquisition across the curriculum in relation to each of the stages & lines of development

  7. The challenge of creating the Profiles • Category 1 - stage 1 competencies • Category 2 - stage 2 competencies • Category 3 - competencies from another stage Compare and agree categories 1 and 2 Track the other competencies back Task 1 In groups sort the competencies for L & T into 3 categories

  8. Introducing the Profiles to Schools HT EAL visited: • Each of the HT meetings & gave presentation • Cluster HT meetings to reinforce and discuss • Other school based meetings to field questions EAL teachers trained and supported to • Use them with school staff • Give whole staff presentations about them • Use the information they yield to inform teaching, advice, CPD

  9. Sector responses • Primary • Secondary • Special

  10. Next steps • Strategies booklets • Block Plans & Action Plans • LTS and SEEMIS • Targets • LC • Effective reporting to parents • City wide monitoring/self evaluation

  11. Competencies to targetsTask 2 • Convert 5 competencies into targets • NB this may amount to more than 5 targets • Compare with another group • Agree and finalise

  12. Website www.ealedinburgh.org.uk

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