The document summarizes a teacher evaluation induction meeting that familiarized teachers with the five areas that would be assessed in observations: I) Planning II) Teaching III) Monitoring of Learning and Teaching IV) Use of English V) Quality of Service. Each area was defined and possible rating bands from 1-4 were introduced, with 1 being "In Need of Improvement" and 4 being "Exceeds Expectations". Questions from teachers were also solicited.
2. Session aims
• To familiarise teachers with the five areas to be assessed
in the teacher observation form
• To discuss with teachers possible rating bands to be
used for assessment
• Q & A slot
3. Areas to be evaluated
I. Planning II. Teaching
III. Monitoring
of learning
and teaching
IV. Use of
English
V. Quality of
service at the
Anglo
6. I. Planning
1. Familiarity with course syllabus
2. Evidence of lesson planning and preparation of materials
3. Lesson plan takes into account students’ needs and
interests
4. Ability to adapt and exploit materials and activities where
relevant / balance the use of set coursebook and
supplementary materials
7. 1. Familiarity with course syllabus
• Activities / tasks designed take into account what
students know and what they need to be able to produce
• Integration of language
• May include pre-teaching / recycling
8. 2. Evidence of lesson planning and
preparation of materials
What is expected?
• Clear and appropriate lesson aims and objectives
• Description of activities / tasks to be done (Outline)
Planning is a thinking
skill
9. 3. Students’ needs and interests
• Provide learners with opportunities to use English for
communicative purposes
Communicative
purpose
Use
languag
e
Relevant
to sts
(personali
sation)
Promote
real-life
interaction
10. 3. Students’ needs and interests
• Provide learners with opportunities to use English for
communicative purposes
Promote
real-life
interaction
Language frames
12. 4. Ability to adapt and exploit materials and activities
where relevant / balance the use of set coursebook
and supplementary materials
Operating
materials
Teaching using
the materials
available as a
tool
14. II. Teaching
1. Ability to manage all classroom activities and events
2. Ability to teach language systems and/or skills
3. Ability to use a range of techniques, activities and
dynamics to help students develop language systems
and/or skills, including the use of appropriate error
correction techniques.
4. Ability to foster students’ involvement and autonomy
5. Familiarity with CLT and current issues and
developments in ELT theory and practice
6. Achievement of class objectives
15. 1. Ability to manage all classroom activities
and events
16. 2. Ability to teach language systems and /
or skills
Noticing
(highlighting)
• Explanations (avoid)
• Elicit from sts
• Time spent on this
stage of the lesson
Practice &
Production
• Relevance
• Personalisation
• Promote deep
learning / rich
instruction
• Time spent on
activities
Error correction
techniques
• Why am I correcting?
• Recasting
• Clarification
questions
• Metalinguistic
feedback
• Clarification request
• Explicit correction
17. 2. Ability to teach language systems and /
or skills
Skill development
Strategies
Development Practice
Reflection
18. 3. Ability to use a range of techniques, activities and
dynamics to help students develop language systems
and/or skills, including the use of appropriate error
correction techniques.
19. 4. Ability to foster students’ involvement and
autonomy
21. 5. Familiarity with CLT and current issues and
developments in ELT theory and practice
Communicativ
e Language
Teaching
22. Perhaps the majority of language teachers today, when
asked to identify the methodology they employ in their
classrooms, mention “communicative” as the methodology
of choice. However, when pressed to give a detailed account
of what they mean by “communicative,” explanations vary
widely. Does communicative language teaching, or CLT,
mean teaching conversation, an absence of grammar in a
course, or an emphasis on open-ended discussion activities
as the main features of a course?
Communicative Language Teaching Today
Jack C. Richards
23. CLT
• Communicative competence
• Creating meaningful and purposeful interaction through
language
• Learning through attending to the feedback learners get
when they use the language
• Paying attention to the language one hears (the input)
and trying to incorporate new forms into one’s
developing communicative competence
• Trying out and experimenting with different ways of
saying things
26. current issues and developments in
ELT theory and practice
Emergent language
(DOGME)
Deep learning
Working with students’
output
Using technology (21st
learner in mind)
29. III. Monitoring of learning and teaching
1. Ability to monitor and give feedback on
students’ performance
2. Ability to evaluate own teaching and students’
learning.
30. III. Monitoring of learning and teaching
• Monitoring: teacher supervises students’
performance and learning to assist with doubts
and difficulties
• Feedback: teacher interventions are adequate
and provide students with clear, specific and
positive feedback
1. Ability to monitor and give feedback on
students’ performance
31. III. Monitoring of learning and teaching
1. Ability to monitor and give feedback on
students’ performance
Active listening to accept / reject contributions
Ability to correct, modify and exploit contributions to enhance
learners’ use of the language
Noticing and focusing on emerging language of learners
Identifying the most relevant emergent language and exploiting
it to achieve lesson aims and learning outcomes
34. III. Monitoring of learning and teaching
2. Ability to evaluate own teaching and students’
learning.
Identifying key
strengths &
weaknesses in
our teaching
Assessing
students’ learning
objectively
35. Key concepts
• Key strengths & weaknesses: not all of
them but those that had most impact on
the achievement of aims and learning
outcomes
• Justification of unplanned changes to
lesson plan (if there were any)
37. IV. Use of English
1. Evidence of accurate and fluent English which
provides a good model for students
2. Ability to grade language according to students’
needs and level, and to use stress and
intonation to reinforce meaning.
38. IV. Use of English
1. Evidence of accurate and fluent English which
provides a good model for students
Use of Spanish
Teacher’s
language as a
source of input
Quality of TTT Modelling
39. IV. Use of English
2. Ability to grade language according to students’
needs and level, and to use stress and intonation
to reinforce meaning.
40. Key concepts
• Adapting our own use of the language to
the level of the group and individuals in the
group
• Ensuring our own use of English is
understood by learners at all times during
the lesson and that it is at the level of the
class
• Using a range of techniques for achieving
this end (e.g. paraphrasing)
42. 1. Teacher’s appearance and demeanour.
• Teacher’s appearance is clean and neat,
neutral in style and culturally appropriate
(smart casual).
• Teacher behaviour and language is friendly
and respectful, treating each student with
equality.
43. 2. Sensitivity to the learners’ needs and willingness
to answer learners’ queries and doubts regarding the
lesson/course and the institution.
• Teacher demonstrates understanding of
the students’ needs, providing guidance
and showing a supportive attitude when
answering their questions and comments
regarding the institution and the lessons.
44. 3. Evidence of teacher’s interest in students’ well-being and
ability to create a fair and respectful classroom
environment.
• Teacher shows genuine interest in the
students as individuals and learners,
treating each of them as a special,
valuable individual, and promoting this
attitude within the group.
45. 4. Evidence of teacher’s interest in students’ success as
learners
• Teacher takes action to encourage
students to develop self-autonomy and
promotes the use of all the resources
available to extend their learning beyond
the scope of the lesson and the classroom.
46. Session aims
• To familiarise teachers with the five areas to be assessed
in the teacher observation form
• To discuss with teachers possible rating bands to be
used for assessment
• Q & A slot
47. 4. Exceeds expectations
• Exceptional ability. Evidence of teacher’s depth of knowledge, skill
and insight
3. Proficient
• Effective and competent
2. Satisfactory
• Generally adequate and appropriate
1. In need of improvement
NA in this session
48. Areas to be evaluated
I. Planning II. Teaching
III. Monitoring
of learning
and teaching
IV. Use of
English
V. Quality of
service at the
Anglo
Editor's Notes
The form takes into account that Anglo teachers are In-service teachers, i.e.: qualified.
The form takes into account that Anglo teachers are In-service teachers, i.e.: qualified.
The first box in the chart evaluates planning. This is what is taken into account under “planning”
Activities / tasks designed: they take into account what students know and what they need to be able to produce. Example: IF you are doing a lead in activity and it lends itself to using language that students worked with a few clases ago, elicit it. Or language they will learn in the future. Feeding students with language at the point of need will be much more memorable for them. I integrate so that students do not only practice the piece of language they are seeing today?
Pre teaching / recycling: the lesson is a step to achieving the course objectives. Give examples
Planning is a thinking skill, as it is often claimed. A formal lesson plan is not expected. What is assessed here is the evidence that that thinking has taken place. Evidence: lesson outline.
Promote real life-like communication. Task design.
Use English (interaction with the teacher and with peers + TL)
Relevance for ss (only then will their needs and interests be taken into account)
Is it relevant for students? If students find what we are teaching relevant, they are more likely to be engaged.
How can we do this form the planning stage? Provide language frames / ground work so as to make the most of each activity
This point was moved from teaching to planning. Although the adapting and exploting can be part of Teaching as well, there’s definitely part of it that will be done during the planning phase. Particulary the balance between the use of the coursebook and supplementary materials
Materials operator. There should be a difference between doing and activity at home with the key and coming to class
The form takes into account that Anglo teachers are In-service teachers, i.e.: qualified.
The next box is “Teaching”. And here’s what is evaluated in this section
Refers to classroom management (instructions, patterns of interaction, timing of activities, flexibility, responding to what happens in class / what ss need)
TPS (Think Pair Share)
Noticing necessary for learning to take place. Highlighting stage: avoid explaining, elicit new language (meaning, use, form and phonlogy)
Develop language systems through practice and production, right sequencing, timing, deep learning & surface learning, error correction techniques depending on aim
In the case of skills, evidence of how to help ss develop that skill and not just practise it and if applicable, provide ss with strategies
Ss´ interests, relevance and autonomy (use of coursebook Resources by ss outside class time to further learning that takes place in the classroom / homework). Give ss strategies
Making students reflect upon what they need to do to become better learnners / more successful
Explain CLT (real communication). Emergent language, work with ss’ output, deep learning (making the most of materials and activities)
As evidenced in ss´ performance
This is what the performance indicators in observartion form say
Interventions at the point of need (when to intervene and when not to) How to intervene. What feedback to give ss (corrective and upgrading feedback). Emergent language. Reformulating ss´production
2. When to intervene: not too soon and not just to provide the right answer (see MA article)
UNCOVERING vs COVERING syllabus
LESS is MORE
TEACHING OPPORTUNITIES
How far teacher can reflect on their own teaching and students’ learning. Students’ learning as a source of info on how to follow up on lesson (what to go back to, etc)
Even when we are following a lesson plan which is for Delta, we can’t expect to be able always to follow it to the letter. Harmer (1998) points out that ‘good teachers are flexible.’ (p.5). Not reacting to what is going on around you (learners’ questions, moods, speed or disinterest) will probably create distance between yourself and the learners. It is essential to be able to adapt to learners’ emerging needs, be they linguistic or others. This doesn’t mean that you need to abandon the lesson aims, but simply adapt what you are doing. Scrivener talks about ‘critical learning moments’ and ‘critical teaching moments’ (2005, p.130). The former are what you want learners to gain from the class and the latter which stages in your teaching are essential for these to take place. If you have an idea of these, you will be able to see which other things can be adapted or shortened if needed.
Spanish used only when necessary T’s language as source of input. TTT not always a negative thing (negative in highlighting stage for example). Imp of modelling at free practice stage for example.
Importance of grading language at lower levels for example. Ability to adapt your language to ss’ needs (example at higher levels). Stress and intonation also to signal what you want them to do (very important)
2. Importance of grading language at lower levels for example. Ability to adapt your language to ss’ needs (example at higher levels). Stress and intonation also to signal what you want them to do (very important)
At the level of the class. E.g. they should not simplify language when this is not required to enable learners to understand them
Speed of delivery also important
Pausing, chunling when giving instructions. Not rushing through instructions
Techniques: paraphrasing, using language ítems that are likely to be comprehensible to ss, using body langauge
Explain that bands will be discussed during the meeting