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  • EAQUALS 2009 1

    Beginner teacher to teacher trainer a development pathway

    Dana Hnkov

    AKCENT International House Prague

    AKCENT College s.r.o.

  • EAQUALS 2009 2

    AKCENT International House

    Since 1988

    DTEFLA in 1997/98

    First conference in 1999

    CELTA since 2000

    Teacher Training Department since 2000 (IHCYL, IHBET 1, TKT)

    Member of IH (2000), AJR (2003), EAQUALS (2007)

    ISO 9001:2000 certification (2005)

    Start Right Programme for YLs

    Closed centre for the Cambridge exams (2008)

    AKCENT College s.r.o. (2008)

  • EAQUALS 2009 3

    Teachers and students

    3,500 students

    70% adults (30% in-company)

    30% YLs

    x0 / 30 / 43 / 3x19 / 27Non-nativespeakers

    (FT / PT)

    0 / 10 / 11 / 01 / 02 / 335 / 3Nativespeakers

    (FT / PT)

    RussianSpanishFrenchGermanCzechEnglish

  • EAQUALS 2009 4

    English teachers teaching experience

    5 / 31 / 11 / 96 / 56 / 9Non-nativespeakers

    (FT / PT)

    x3 / 13 / 013 / 016 / 2Nativespeakers

    (FT / PT)

    20+

    years

    11 20years

    6 10years

    2 5years

    First

    year

  • EAQUALS 2009 5

    English teachers qualifications

    7 / 810 / 196 / 34 / 29 / 5Non-nativespeakers

    (FT / PT)

    10 / 26 / 09 / 19 / 028 / 2Nativespeakers

    (FT / PT)

    otherMADELTAIHCYLCELTA

  • EAQUALS 2009 6

    Teacher Development- overview

    1. Observations standarddevelopmentalpeerbuzz(by teacher trainees)

    2. Workshops3. Training courses LAC

    IHCYLIHBET 1DELTA

    4. Library5. Free language courses

  • EAQUALS 2009 7

    Observations (1)

    Standard

    Developmental

    Peer

    Buzz

    Team of observers

    Standardisation (video, paperwork)

    Assessment criteria

  • EAQUALS 2009 8

    Observations (2)

    Assessment criteria1. The lesson starts and ends on time.2. The learners have learned or practised something during the lesson.3. The working atmosphere in the classroom is friendly, respectful and

    supportive. The learners are actively involved in their learning. Theteacher knows and uses the students names.

    4. The teacher manages the class efficiently, taking into considerationthe students needs and using varied interaction patterns andcorrection techniques as appropriate. The timing and pace aresuitable and the instructions clear. English is the main language ofthe classroom.

    5. The lesson is clearly staged, with a logical progression of theactivities towards the lesson aim(s).

    6. The tasks and materials are challenging, interesting and relevant tothe learners level and the teacher uses them competently.

    7. The teacher shows an appropriate level of languagesystems/language skills awareness (knowledge of the area they areteaching).

  • EAQUALS 2009 9

    Observations (3)

    Standard observations2 3 per yearUsually by group leader

    Documentation and procedure: Meeting / time and focus agreed Lesson plan / discussion and supervised planning Observation record / observation Self Evaluation form / observers written notes (questions) Oral feedback Record kept

  • EAQUALS 2009 10

    Observations (4)

    If a follow-up observation is recommended The group leader or a senior teacher work with the teacher

    on the area of weakness for a period of time

    Observed by Head of the English department

    Typical problems include:

    Classroom management (seating, board work, clarity ofinstructions)

    Ways of giving feedback

    Presenting language

  • EAQUALS 2009 11

    Observations (5)

    Developmental observation1 per yearUsually by senior teacher / teacher trainer

    Documentation and procedure: Meeting / time and focus agreed Lesson plan / discussion and supervised planning Observation record / observation Self Evaluation form Oral feedback Record not kept

  • EAQUALS 2009 12

    Observations (6)

    Typical areas

    teachers want to work on in their developmental lessons:

    Adapting coursebook material

    Deciding on lesson aims for assigned material

    Supplementing coursebook

    Omitting parts of coursebook

    Classroom management

    Effective instructions

    Motivating students

  • EAQUALS 2009 13

    Observations (7)

    Peer observations6 a year, 3 each term

    Usually senior staff

    Written evaluation submitted

    Observation tasks:

    Lesson planning

    Correction

    Giving instructions

    Timing and pace

  • EAQUALS 2009 14

    Observations (8)

    Buzz observationsA week at the beginning of a term

    15 20 minutes

    Student satisfaction in focus

    A system of early warning

  • EAQUALS 2009 15

    Workshops (1)

    3 each month (Friday early afternoon) Teachers attend a minimum of 3 each term Part-time teachers dont have to attend Open to teachers of other languages Lead by teacher trainers, ED managers, senior

    teachers, people interested in specific areas, guestspeakers

    Some are compulsory for certain groups of teachers(YLs, FCE, CAE, specific companies)

    Some areas covered in induction week Range of topics

  • EAQUALS 2009 16

    Workshops (2)

    Exam changes FCE/CAE YL carrots and sticks discipline/ classroom management in YL classes BEC suite for teachers new to BE exam classes YL Start Right and Preschool swapshop Main Cambridge suite for teachers new to GE exam classes Advanced features of word processors Conversation classes in-school and in-company YL teaching teens Using mimio with younger learners Memory and language acquisition Adapting your coursebook How to create webquests 10+ YL swapshop Exam skills for writing Ideas for listening lessons Let's Tango! Debating in the EFL Classroom Funkifying Excel Seating arrangements & boardwork Multiple intelligences 121 in-company

  • EAQUALS 2009 17

    Training courses (1)

    IH LAC

    IHCYL

    IHBET 1

    IH One-to-one course

  • EAQUALS 2009 18

    Training courses (2)

    DELTA / Delta Modules M1: Understanding Language, Methodology and Resources for

    Teaching M2: Developing Professional Practice M3: Extending Practice and ELT Specialism

    Participants: Experienced long-term AKCENT IH teachers Teachers who come to get the qualification and then leave Teachers who come to do the course and then stay

    The next step: Senior teacher position: an area of responsibility and observations, TKT seminars English department management: group leader, observations Very experienced teachers move straight into teacher training (CELTA, IHCYL) Or further to MA, PhD and move on to AKCENT College

  • EAQUALS 2009 19

    Does this suit everybody?

    A lot of effort, time and money

    Teachers are encouraged to take responsibility for theirprofessional development

    Varied models of teacher development are applied (Foord 2009):

    Reflective teaching

    Teacher learning as personal construction

    Using role models

    Teachers develop their skills, knowledge, awareness andattitudes

    Teacher feedback each year

  • EAQUALS 2009 20

    Conclusions (1)

    Section 2Teacher Support and Teacher Development Programme

    Answers:1 = Im happy with this2 = This is OK3 = Im not happy with this

    1.7924Observations (all types) and Feedback(useful/relevant)

    1.7218Swap shops

    1.4122Other Teacher Development (e.g. Trainingcourses, LAC)

    1.5625Workshops

    AverageNo of answersArea

  • EAQUALS 2009 21

    Conclusions (2)

    Section 2 Teacher support and Teacher Development Programme There were 7 comments about workshops, ranging from workshops arent

    always relevant to more workshops on practical ideas, for YL and teachingbeginners.

    One of you said that swap shops shouldnt be compulsory and one of youdidnt know what swap shops were. One of you also said that there used tobe a wider variety of workshops and people giving them.

    There were 5 comments about observations, 4 of you liked them, one of youwould like the feedback to be better organised and one of you thinks thatpeer observations are useless and should be stopped.

    There were 6 comments about Training courses, 4 of them were positive,one concerned the timetable and IHCYL and one mentioned that it is not fairto have to pay for a training course.

    There were 5 miscellaneous comments. You mentioned that YL teachers gota lot of help, that the TD programme is interesting but you dont haveenergy to attend and that TD should be better advertised.

  • EAQUALS 2009 22

    To sum it up

    The impact of the development programme:AKCENT IH Prague Attracts motivated teachers Offers further professional development to

    dedicated teachers Provides opportunities to creative and innovative

    teachers Is recognized as a quality language school by the

    public Has made AKCENT College, the first private English

    teacher training college in the Czech Republic,possible

  • EAQUALS 2009 23

    Bibliography

    FOORD, D.: The Developing Teacher. Delta Publishing, 2009WAJNRYB, R.: Classroom Observation Tasks. CUP, 1992WALLACE, M.J.: Action Research for Language Teachers. CUP,

    1998WALLACE, M.J.: Training Foreign Language Teachers. CUP, 1991WHITE, R. et al: Management in English Language Teaching.

    CUP, 1991

  • EAQUALS 2009 24

    Thank you.

    Dana Hnkov

    dana.hankova@akcent.cz

    AKCENT International House Prague

    www.akcent.cz

    AKCENT College s.r.o.

    www.akcentcollege.cz