TEACHING

Projekt OBOGATENO UČENJE TUJIH JEZIKOV 2013-15
ENRICHED FOREIGN LANGUAGE LEARNING Project 2013-15
Project structure & activities:
OVERVIEW
Foreign/EFLL teachers: CPD Meeting #2
ZRSŠ, Ljubljana - December 10, 2013
Katja Pavlič Škerjanc, [email protected]
Operacijo delno financira Evropska unija iz Evropskega socialnega sklada ter Ministrstvo za izobraževanje, znanost in šport. Operacija se izvaja v okviru Operativnega programa
razvoja človeških virov v obdobju 2007-2013, razvojne prioritete: Razvoj človeških virov in vseživljenjsko učenje; prednostne usmeritve: Izboljšanje kakovosti in učinkovitosti sistemov
izobraževanja in usposabljanja.
CPD Meeting AGENDA
Time
Content
Performers & Format
EFLL-3 PROJECT: Overview with
10:00 - 10:45 a focus on FTs‚ teaching workload
(Guidelines for FTs)
Katja Pavlič Škerjanc
FTs
VALUE-ADDED (FL) TEACHING:
10:45 - 11.30 Conceptualisation, planning &
implementation/delivery
Katja Pavlič Škerjanc
FTs
11:30 - 12.00
Plenary presentation,
Q&A, group discussions
Coffee break
WORKSHOP: How to plan for and
12:00 - 13.30 deliver value-added FLT (foreign
language teaching)
13.30 - 15.00
Plenary presentation,
Q&A, group discussions
Individual consultations
FTs
Group work and plenary
feeedback
NEI-PT members
EFLL-3 PROJECT OVERVIEW - KEY INFO
 See presentation (ppt)
2. informativno srečanje
za MŠ
• ZRSŠ, 22. oktober 2013
 See presentation (ppt)
1. srečanje MŠ in
potencialnih PŠ
• ZRSŠ, 19. november 2013
Project parameters are open (and likely) to change. Keep track of the changes!
Sign warning you of new information:
Ovierview
with a focus on FT‘s
TEACHING workload
ISSUES ON THE AGENDA
•
•
•
•
•
•
•
•
WHO?
WHERE?
WHAT?
For WHAT purpose/
To WHAT end?
For WHOM?
With WHOM?
HOW?
…
Mreža MŠ, PŠ in pilotnih SatŠ v š.l. 2013/14: RAZPOREDITEV TU
HS, PS & SatS NETWORK and FTs‘ PLACEMENTS in 2013/14
TUJI UČITELJ
Št.
TJ
MŠ
sredstva projekta+prevoz na delo
PriMŠ
(a) sredstva projekta+lastna
(b) samo lastna sredstva
1.
de Almeida, Filipe
ANG 1. OŠ Trnovo (3 dni-12,5ur)
2.
Ivanič, Demará C.
1. Gimnazija Poljane LJ (b)
3.
Jadrzyk, Andrea
4.
Jensen, Laura L.
ANG 2. STŠ LJ (2dni-6ur)
3. ŠC Ljubljana, Gimnazija
ANG
Antona Aškerca (2dni-8ur)
ANG 4. Gimnazija Nova Gorica(2,5dni)
5.
Johnston, Christian P.
ANG 5. SŠGT Celje (1dan-4 ure)
3. SŠGT LJ (a)
6.
Roebuck, Gillian
ANG
4. Gimnazija Novo mesto (a)
7.
Tomford, William
ANG 6. Gimnazija Kranj (3dni)
8.
Torul, Amresh P.
ANG
9.
Tweedie, Benjamin
ANG
10.
?
ANG
11.
Dupuy-Roudel, Soizic
FRA 8. Gimnazija JP Ljubljana (2,5dni) 6. Gimnazija Poljane (b)
12.
Farsure, Samuel
FRA
7. SŠVP Ajdovščina (a)
13.
FRA
15.
Louis, Elsa
Ramasimanana Virtič,
Mary Ellen
Valenti, Andrea
16.
Rubio, Ignacio E.
ŠPA
17.
Gehrke, Monika (NPU)
NEM
8.
9.
10.
11.
12.
13.
14.
14.
ITA
sredstva projekta+ prevoz na delo
sredstva projekta + potni stroški
1. Gimnazija Poljane LJ (1dan-4 ure)
2. Gimnazija Ptuj (1dan- 4ure)
1. OŠ Vižmarje-Brod
3. Gimnazija FP Kranj (1 dan-4 ure)
4. GSŠRM Kamnik (1dan–4 ure)
(1 dan ZRSŠ-prevajanje)
2. Gimnazija Tolmin ??
5. Gimnazija JP LJ (1 dan-4 ure)
7. ŠC Kranj, Strokovna gimnazija
(2,5dni)
9. SŠ Domžale (2 dni=6ur)
Pilotna SatŠ
2. SŠVP Ajdovščina (b)
5. ERSŠG LJ (3,5 dni) (a)
FRA
PŠ
Gimnazija Škofja Loka (b)
Gimnazija Ptuj (a)
II.gimnazija MB (a)
Gimnazija Poljane (b)
Gimnazija JP Ljubljana (a)
Gimnazija Poljane (a)
Gimnazija Novo mesto (b)
6. SŠTŠ Šiška LJ (1,5 dni)
Gimnazija Ptuj (1dan-4ure)
7. OŠ ATL Radovljica
8. ŠC Postojna, Srednja šola (1 dan)
9. Gimnazija Novo mesto (1dan-4ure)
10. Prva gimnazija MB
(0,5/1 dan–2/4 ure)?
11. Gimnazija Koper (1dan-4ure)
3. OŠ Orehek-Kranj
Št.
Tuji učitelj
TJ
MŠ
PriMŠ / Neodvisna.zaposlitev
1.
Amresh P. Torul
ANG
2.
Andrea Jadrzyk
ANG ŠC LJ, Gimnazija AA (2dni)100% -
3.
Benjamin Tweedie
ANG ŠC Kranj,Strok.gimn.(3dni) 100%
4.
Christian P. Johnston
ANG SŠGT Celje (1dan-4 ure) 20% SŠGT LJ
5.
Demará C. Ivanič
ANG STŠ LJ
6.
Filipe de Almeida
ANG OŠ Trnovo (3 dni=12,5ur) 100%
7.
William Tomford
ANG Gimnazija Kranj (3 dni)
80%
Gimnazija Poljane LJ (1dan-4 ure)
Gimnazija Ptuj (1dan- 4ure)
Gimnazija JP LJ (1 dan-4 ure)
8.
??
ANG
20%
ŠC Postojna, Srednja šola (1 dan)
9.
Gillian Roebuck
ANG -
10.
Laura L. Jensen
ANG Gimnazija Nova Gorica
11.
Elsa Louis
FRA
12.
ME Ramasimanana V.
FRA -
13.
Samuel Farsure
FRA -
14.
Soizic Dupuy-Roudel
FRA Gimnazija JP LJ
50% Gimnazija Poljane LJ
15.
Andrea Valenti
ITA
16.
Ignacio E. Rubio
ŠPA -
60% Gimnazija Poljane LJ (3 dni=8 ur) 40% Gimnazija Koper (1dan-4ure)
Gimnazija Poljane LJ
25%+25%
Gimnazija JP-LJ
25%+25%
ERSŠG LJ (3,5 dni)
SŠ Domžale (2 dni)
30% Gimnazija Poljane LJ
Gimnazija Novo mesto
50% SŠVP Ajdovščina
80%+20%
PŠ
SŠTŠ Šiška LJ (1,5 dni)
Gimnazija FP Kranj (1 dan-4 ure)
GSŠRM Kamnik (1dan–4 ure)
Gimnazija Ptuj (1 dan=4ure)
OŠ ATL Radovljica (1 dan=4ure)
(Pilotna) SatŠ
OŠ Orehek-Kranj
25%+25%
90%
OŠ Vižmarje-Brod
25%+75%
50%
Gimnazija Škofja Loka 25%+50% Gimnazija Novo mesto (1dan-4ure)
Gimnazija Ptuj
30%+20ali25%? Prva gimnazija MB
II.gimnazija MB
30%+20ali25%? (0,5 dneva ali 1 dan– 2 uri)?
SŠVPAjdovščina
50%+50%
30%
GimnazijaTolmin (?)
PARTNERSHIPS within EFLL-3
Quadripartite partnership  quadripartite
dialogue, quadripartite agreement
ZRSŠ
ZRSŠ
PS
PS
AHS
HS
Tripartite partnership
 tripartite dialogue,
tripartite agreement
Bipartite partnership
 bipartite dialogue,
bipartite agreement
Enriched Foreign Language Learning Project
& Foreign Teachers
• A key goal of the EFLL project is to demonstrate that the
presence of FTs in the Slovene school system facilitates
the delivery of FL teaching which exceeds the
legislative minimum standard. That is, the FTs enhance
the quality of the FL teaching process through their
‘added value’.
• In view of the basic teaching formats, the added value
can be achieved through:
– team teaching in intercultural teams;
– single/independent teaching.
• However, in order to provide the requisite empirical
evidence, FTs need to be integrated into the school
curiculum appropriately, ie. in accordance with the
project's requirements.
PREPARING to launch the EFLL-3 Project
at school level: FIRST STEPS …
1. Forming/Establishing the School Project Team (SPT)
2. Identifying possible and defining/planning expected added
value to FL teaching, achieveable (only) by/thorough FT‘s
inclusion/integration into the school curriculum and
teaching&learning process ( „getting to know each other“,
following the Interactive Team Teaching principles …)
3. Defining/Establishing school project goals;
4. Forming/Establishing teaching teams:
a) Core
b) Additional
5. Identifying/Selecting teachers, interested in cooperation with
the FT through her/his guest teaching in their classes
6. Defining/Establishing SPT ground rules (distribution of roles,
communication rules, decision-making principles …) …
ADDED VALUE/TEACHING EXCELLENCE
What will be performed BETTER in a team with a FT
[or by her/him alone] than by a Slovene teacher alone?
The essential question to ask oneself is:
What shall I do with a (NS) coteacher rather than by myself?
“Something that I cannot do
alone/by myself AT ALL.“
“Something that, by myself, I
cannot do THAT WELL.“
Planning school PROJECT GOALS and
defining FT‘s TEACHING WORKLOAD
• Project
goals
(national &
school
level)
• FT‘s
interest &
proposals
• Interests &
capabilties
of the school
EFLL-3
HS/PS
FT
FT
• FT‘s teaching
and other
competences
THE FOREIGN TEACHER‘S
WORK OBLIGATIONS (hours of work)
• full working hours (40 hours per week)
• which equals
 20 teaching hours per week at a secondary school
and 22 teaching hours per week at a primary school
 plus other obligatory working activities
• on the basis of
 collaborative teaching with Slovene teachers of
foreign languages and non-language subjects and
 innovative approaches to FLT (LIS Language In
other Subjects / LAC Language Across the Curriculum;
CBLL Content-Based Language Learning,
interdisciplinary teaching/learning, academic/discipline/
professional literacy development, project-based
teaching/learning etc.)
THE FOREIGN TEACHER‘S
WORK OBLIGATIONS cont.
• preparation and lesson planning in accordance with
the principles of collaborative teaching
• other activities in accordance with the aims and goals
of the national development project
– professional development activities: participation in
seminars, workshops etc. organized by NEI
– school development project activities: materials
writing, curriculum design etc.
• other obligations in accordance with the relevant
legislation
• possible cooperation with the National Education
Institute in accordance with an agreement between the
school and the NEI
Delovne naloge tujega učitelja
(Pogodba o zaposlitvi, 5. člen)
Delavec bo o opravljenem delu poročal vsak mesec na časovnici.
Delovne naloge tujega učitelja so predvsem:
• da izvajajo pouk ciljnega tujega jezika po načelih obogatenega
učenja tujih jezikov (OUTJ) in
• druge s tem poukom (čim bolj neposredno) povezane
dejavnosti ter
• druge dejavnosti v skladu s parametri in zahtevami projekta,
med njimi:
– obvezno sodelovanje v ciljno usmerjenih programih (lastnega)
profesionalnega razvoja pod vodstvom in/oz. v organizaciji
ZRSŠ;
– sodelovanje pri izvajanju programov usposabljanja (drugih
učiteljev) z modeliranjem interaktivnega timskega poučevanja
pod vodstvom ZRSŠ in v skupni organizaciji ZRSŠ in modelnih
šol;
Delovne naloge tujega učitelja
(Pogodba o zaposlitvi, 5. člen)
• izvaja druge oblike organiziranega dela z dijaki v skladu s
propozicijami nacionalnega projekta,
• izvaja priprave na pouk in druge obveznosti skladno s 119. členom
ZOFVI.
Delavec mora po tej pogodbi opravljati dela in naloge, določena
• v predpisih s področja vzgoje in izobraževanja,
• po predmetniku,
• LDN in
• opisu del in nalog za delovno mesto v aktu o sistemizaciji delovnih mest, ki je priloga
te pogodbe ter v skladu z navodili delodajalca.
Z LDN se za vsako šolsko leto delavcu določi obseg in vrsto del in nalog, oddelki oziroma
skupine v katerih bo delavec opravljal delo in vsebino drugih del in nalog (npr. šola v
naravi ipd.).
Delavec je dolžan poleg del in nalog iz prejšnjih dveh odstavkov opravljati tudi dela in
naloge, ki se pojavljajo občasno ali nepričakovano (npr. delo v drugih strokovnih organih,
strokovnih skupinah ipd.), in je za taka dela in naloge usposobljen ali se lahko usposobi z
enostavnimi navodili delodajalca.
EFLL-3: FTs‘ TOUR OF DUTY
at HS/AHS and PS in school year 2013/14
 FT‘s (Foreign Teacher‘s) basic work requirement at HS(HomeSchool)/AHS
(AssociatedHomeSchool) and PS/s (Partner School/S) in terms of workdays:
 5 days per week at schools as a general rule, occasionally 4 days in a
week as follows:
 1 day per month at ZRSŠ (NEI): all FTs for the mandatory monthly CPD
(continuous professional development) meeting
 2 days per month at ZRSŠ: some FTs (5-7 members of FTs‘ Expert Group,
ES-FT)
 1 day to 1 week occasionally at SatS (Satellite Schools): a few FT‘s, i.e.
those involved in the piloting of EFLL language courses for SatSs (always
on the basis of an agreement between ZRSŠ and all schools involved)
 FT‘s weekly tour of duty at HS(AHS) and PS (i.e. distribution of a FT‘s workload
between the two schools defined in terms of an average weekly work schedule):
 FT at HS: 3-4 days per week (on average, could be also on a biweekly, monthly or
yearly basis)
 FT at PS: 2-1 day/-s per week
 FT‘s weekly (or monthly, biweekly/yearly) tour of duty to be renegotiated & agreed
on between partnering schools
MONTHLY CPD (continuous professional development)
MEETINGS: Mandatory(i.e. binding by the authority of the project)
Defining needs & goals, developing plans:
• maintenance of (EFLL relevant & specific) knowledge and skills
• enhancement of existing (EFLL relevant & specific) skills
• development of new potential (independent courses  Sats)
Defining schedules:
• according to a yearly plan (see annual calendar of activities)
• in Ljubljana (ZRSŠ or other location)
• on Tuesdays, from 10.00 to 16.00
Defining alternative formats
• indiviudal consultations (before or after monthly meetings, at whatever
other arranged time)
• school visits (consultations, instructional coaching, monitoring&evaluation)
Enriched Foreign Language Learning Project
& Foreign Teachers
• Within the EFLL project, the FT‘s teaching obligation
comprises two complementary components: team
teaching and independent teaching.
• Team teaching can take the form of interactive team
teaching (ITT) or guest (team) teaching (GT).
• Team teaching can take the form of interactive team
teaching (ITT) or guest (team) teaching (GT).
 Interactive team teaching is implemented on a regular basis with
fixed teams (either core or additional),
 whereas guest team teaching can on an irregular/unrepetitive
basis, as the interest, need or opportunity arises, with teams (but
should nevertheless be planned in general accordance with the
yearly school curriculum).
The DO’s and DON’Ts of teaming
• teams as permanent as possible
• not more than 3 (core) co-teachers within the same period of time
(month/week)
• no one-lesson partnerships (except in guest teaching)
• core and additional teams
TEAM TEACHING
(interactive) team teaching -TT
guest (team)
teaching – G(T)T
core - CTT
additional - ATT
• as permanent as
possible
• small number of
partnerships
• organised on a yearly
principle
• less permanent
• flexible, depending on the
current issues and needs
• organised on a unit principle
(anywhere from 3 lessons
upwards)
• FT should not be forced
to do subjects/topics
she/he is not comfortable
doing
• could be in a form of
substitute teaching but
preplanned
Hour distribution and components of an
average weekly FT’s teaching workload
15 (16) hours
+
5 (6) hours
team teaching
TT
single teaching
ST
interactive team teaching +
guest teaching:
positive interdependence
independence
on the basis of collaborative teaching
together
apart
whole class
principle
division of
students into
two sub-groups
individual
compulsory
(small group)
elective
work with
activities
students
(OIV)
0 – 3 hours
0 – 2 hours
extracurricular
activities
0 – 2 hours
TEACHING TEAMS
functional (vs.
disfunctional) teams
Basic principles of
teaching teams
formation:
• COMPLEMENTARITY
• COMPATIBILITY
It is vitally important when forming teams that the competencies and
personalities of all team members are taken into consideration!
ESSENTIAL COMPONENTS OF TEAM TEACHING
Several studies suggested the essential components of
team teaching (& co-teaching) were/are:
• Joint planning
• Similar philosophical beliefs about teaching
• Classroom management
• Establishing roles and avoiding the native-speaker
teacher from becoming an instructional assistant
• Open and effective communication
• Resolving conflicts immediately
• Flexibility
• Compatibility
• Shared responsibility
• On-going training
• Administrative support
FOREIGN TEACHERS:
GOING BEYONG AND
ABOVE THE STANDARD
(added value, quality
exceeding the standard
performance …)
A good teacher
is …
Descriptions by Year 8 students, UK school
Measures of teacher effectiveness
Research into Teacher Effectivenes, Hay McBer, 2000
Teaching
skills
Professional
characteristics
Classroom
climate
Pupil
progress
Motivational activity (15 min):
A good foreign teacher is … ?
• Following the prompt from the previous slide and
taking into consideration ayour knowledge of the
EFLL project as well as your experiences within
the project, define the traits of a GOOD FOREIGN
EFLL TEACHER with at least 10 attributes (word,
phrase or sentence).
• Reflect individually for 5 min first, then work in groups for 5 mins –
share and compare. Leave tle last 5 min for plenary presentations.
• __________________________________________
__________________________________________
__________________________________________
__________________________________________
Foreign teacher’s added value in the selection and
adaptation of authentic materials
•
•
•
•
•
•
•
•
•
He/she is in a more direct contact with the target language culture,
which gives him/her an easier access to authentic materials.
Consequently he/she is able to access more relevant modern materials.
He/she understands better the broader cultural context from which the
document is extracted. This enables him/her to set-up the cultural
context for its use in the classroom, thus rebuilding the authenticity lost.
He/she has an overall view of the range of documents which could be
used in class.
He/she brings in his/her own experience/training as a teacher in this
field.
He/she brings in a completely different point of view on the materials,
thus opening possibilities for an intercultural approach.
He/she is himself/herself an authentic document and could be used
accordingly.
He/she can adapt materials with the Slovene teacher for a more
efficient approach (work in a multi-cultural team).
…
Samuel Farsure, 2010
Added value / Value-added …
• Outside of economics,
• value added refers to "extra"
feature(s) of an item of interest
(product, service, person etc.)
that go beyond the standard
expectations and provide
something "more" while
adding little (?) or nothing (?)
to its cost.
• Value-added features give companies
or service providers (schools) a
competitive edge.
• In economics,
• added value can be
defined as the
difference between a
particular product's
final selling price and
the direct and
indirect input used in
making that
particular product.
Value for money?
Teaching FLs with added value =
= Value-added FL teaching
What value do FTs add to the standard forms &
formats of FL teaching in Slovenia?
Added value
to the SYSTEM
Added value
to the SCHOOL
?
?
VALUE-ADDED FL TEACHING
AND THE ESSENTIAL ROLE OF FTs
Added value
Argumentation
Evidences/Evaluation