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Keynote presentation at the 2013 Argentina TESOL convention - May 2013
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1 5/10/13
John Segota, CAE Associate Executive Director for Public Policy & Professional Relations
TESOL International Association
Argentina TESOL Conference 10 May 2013
TESOL International Association
• More than 12,000 members
• Representing 156 countries
• 100+ affiliates worldwide
TESOL International Association
Resources
Prof. Devel.
Standards Advocacy
Research
Systems Approach for EffectiveStudent Learning
© Staehr Fenner and Segota 2012
Teachers
Standards
Student Learning
Assessment
Standards
• Student Standards – ESL Standards for PreK-‐12 Students (1997)
– PreK-‐12 English Language Proficiency Standards (2006)
• Standards for Adult Education ESL Programs(2002)
Standards
• Technology Standards (2011)
• TESOL/NCATE Teacher Education Program Standards (2001/2010)
• Standards for ESL/EFL Teachers
of Adults (2008)
P-12 Professional Teaching Standards
• Define successful teachers’ knowledge, skills, and dispositions
• Provide a starting point to assist with designing professional development
• Share commonalities with ACTFL teaching standards
P-12 Professional Teaching Standards
P-12 Professional Teaching Standards
§ Domain 1 – Language o 1.a. Language as a System o 1.b. Language AcquisiBon and Development
§ Domain 2 – Culture o Culture as It Affects Student Learning
P-12 Professional Teaching Standards
§ Domain 3 – Planning, ImplemenCng, and Managing InstrucCon o 3.a. Planning for Standards-‐Based English
Language and Content InstrucBon o 3.b. ImplemenBng and Managing Standards-‐
Based English Language and Content InstrucBon
o 3.c. Using Resources and Technology EffecBvely in English Language and Content InstrucBon
P-12 Professional Teaching Standards
§ Domain 4 – Assessment o 4.a. Issues of Assessment for English Language
Learners o 4.b. Language Proficiency Assessment o 4.c. Classroom-‐Based Assessment for ELT
§ Domain 5 – Professionalism o 5.a. ESL Research and History o 5.b. Professional Development, Partnerships,
and Advocacy
Standards for Teachers of Adults
• Performance-based
• Support and sustain student learning
• Applicable to a variety of settings
Standards for ESL/EFL Teachers of Adults
Student Learning
PracBce • Assessing • InstrucBng • Planning
Knowledge, AbiliBes, and DisposiBons • Learning • Content • Language
Proficiency • IdenBfy
& Context • Commitment &
Professionalism
Standards for Teachers of Adults
• Practice – Standard 1: Planning – Standard 2: InstrucBng – Standard 3: Assessing
Standards for Teachers of Adults
• Standard 2 – Instructing – 2.1 Classroom Management – 2.2 Instructor Role – 2.3 AcBviBes & Strategies – 2.4 Learner ConsideraBons
Standards for Teachers of Adults
• Standard 3 – Assessing – 3.1 Need for Assessment – 3.2 Types of Assessment – 3.3 EvaluaBon of Results – 3.4 Learner ConsideraBons – 3.5 Development and Changes
Standards for Teachers of Adults
• Knowledge, Abilities, and Dispositions – Standard 4: IdenBty & Context – Standard 5: Language Proficiency – Standard 6: Learning – Standard 7: Content – Standard 8: Commitment & Professionalism
Standards for Teachers of Adults
• Standard 4 – Identity & Context – 4.1 Classroom Environment – 4.2 Learner IdenBBes – 4.3 Instructor InteracBon – 4.4 Learner CommuniBes
Standards for Teachers of Adults
• Standard 8 – Commitment and Professionalism – 8.1 Gaining and Using Knowledge – 8.2 Skill Development – 8.3 AdvocaBng • Advocates • Build RelaBonships • Encourages social and poliBcal strength • Serves as a professional resource
EFL Context
• Guidelines for Developing EFL Teaching Standards – Basic fundamentals – TheoreBcal foundaBon – “How-‐to” steps – Examples
• Published by September 2013
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