Standards for ESL/EFL Teachers of Adults

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Presentation on TESOL's Standards for ESL/EFL Teachers of Adults to Washington State University Intensive American Language Center - January 2014

Text of Standards for ESL/EFL Teachers of Adults

  • 1. John Segota, CAE Associate Executive Director for Public Policy & Professional Relations TESOL International Association Washington State University 7 January 2014 1 1/7/14
  • 2. TESOL International Association More than 12,000 members Representing 156 countries 100+ affiliates worldwide
  • 3. TESOL International Association Resources Research Prof. Devel. Advocacy Standards
  • 4. Standards Student Standards ESL Standards for PreK-12 Students (1997) PreK-12 English Language Prociency Standards (2006) Standards for Adult Education ESL Programs (2002)
  • 5. Standards Technology Standards (2011) TESOL/NCATE Teacher Education Program Standards (2001/2010) Standards for ESL/EFL Teachers of Adults (2008)
  • 6. Standards for Teachers of Adults Performance-based Support and sustain student learning Applicable to a variety of settings
  • 7. Andragogy 1. Need to Know 2. Foundation 3. Self-concept 4. Readiness 5. Orientation 6. Motivation
  • 8. Standards for ESL/EFL Teachers of Adults Knowledge, Abili4es, and Disposi4ons Learning Content Language Prociency Iden4ty & Context Commitment & Professionalism Student Learning Prac4ce Assessing Instruc4ng Planning
  • 9. Standards for Teachers of Adults Practice Standard 1: Planning Standard 2: Instruc4ng Standard 3: Assessing
  • 10. Standard 1 Planning Teachers plan instruc4on to promote learning and meet learner goals, and modify plans to assure learner engagement and achievement.
  • 11. Standard 1 Planning 1.1 Overall Planning 1.2 Learner Considera4ons 1.3 Lesson Planning 1.4 Ac4vi4es and Strategies 1.5 Resources
  • 12. Planning 1.2 Learner Considerations Iden4es learners interest and integrates into planning Iden4es learners needs and integrates into planning Iden4es learners prior learning and background knowledge and integrates into planning
  • 13. Standard 2 Instructing Teachers create suppor4ve environments that engage all learners in purposeful learning and promote respecVul classroom interac4ons.
  • 14. Standard 2 Instructing 2.1 Classroom Management 2.2 Instructor Role 2.3 Ac4vi4es & Strategies 2.4 Learner Considera4ons
  • 15. Instructing 2.1 Classroom Management Organizes and manages construc4ve interac4ons Creates an environment that engages all learners Makes eec4ve use of classroom 4me Manages ac4vi4es Adjusts instruc4ons when necessary Uses unexpected events to extend learning
  • 16. Standard 3 Assessing Teachers recognize the importance of and are able to gather and interpret informa4on about learning and performance to promote the con4nuous intellectual and linguis4c development of each learner. Teachers use knowledge of student performance to make decisions about planning and instruc4on on the spot and for the future. Teachers involve learners in determining what will be assessed and provide construc4ve feedback to learners, based on assessments of their learning.
  • 17. Standard 3 Assessing 3.1 Need for Assessment 3.2 Types of Assessment 3.3 Evalua4on of Results 3.4 Learner Considera4ons 3.5 Development and Changes
  • 18. Assessing 3.5 Development and Changes Evaluates the reliability and validity of instructor-generated and standardized assessment instruments Uses assessment results and learner feedback to adjust or modify the future learning objec4ves
  • 19. Standards for Teachers of Adults Knowledge, Abilities, and Dispositions Standard 4: Iden4ty & Context Standard 5: Language Prociency Standard 6: Learning Standard 7: Content Standard 8: Commitment & Professionalism
  • 20. Standard 4 Identity & Context Teachers understand the importance of who learner are and how their communi4es, backgrounds, and goals shape learning and expecta4ons of learning. Teachers recognize how context contributes to iden4ty forma4on and therefore inuences learning. Teacher use this knowledge of iden4ty and secngs in planning, instruc4ng, and assessing.
  • 21. Standard 4 Identity & Context 4.1 Classroom Environment 4.2 Learner Iden44es 4.3 Instructor Interac4on 4.4 Learner Communi4es
  • 22. Identity & Context 4.1 Classroom Environment Creates an environment conduc4ve to adult learning Acknowledge learners as adults Establishes classroom rou4nes and encourages learners apprecia4on for each other
  • 23. Standard 5 Language Prociency Teachers demonstrate prociency in social, business/workplace, and academic English. Prociency is speaking, listening, reading, and wri4ng means that a teacher is func4onally equivalent to a na4ve speaker with some higher educa4on.
  • 24. Standard 5 Language Prociency 5.1 General Prociency 5.2 Other Contexts 5.3 Classroom Performance 5.4 Nonna4ve Advocate
  • 25. Standard 6 Learning Teachers draw on their knowledge of language and adult language learning to understand the processes by which learners acquire a new language in and out of classroom secngs. They use this knowledge to support adult language learning.
  • 26. Standard 6 Learning 6.1 Classroom Environment 6.2 Learner Ac4vity 6.3 Learner Variables
  • 27. Learning 6.2 Learner Activity Provides learning experiences that promote autonomy and choice Provides learning experiences that promotes coopera4on and collabora4on Creates classroom context in which learners can nego4ate meaning through interac4ons with the teach and one another Creates situa