Projekt3a foreign teachers introduction 08 12 09 (1)

Implementing innovative approaches to foreign language teaching through foreign teachers inclusion into the school curriculum... FOREIGN TEACHERS OF FOREIGN LANGUAGES • from a nationa

Project: COMMUNICATION IN FOREIGN LANGUAGES

FOREIGN TEACHERS’ MEETING Katja Pavlič Škerjanc, 9/12- 2008

Operacijo delno financira Evropska unija iz Evropskega socialnega sklada ter Ministrstvo za šolstvo 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.

Implementing innovative approaches

to foreign language teaching through

foreign teachers inclusion into the

school curriculum

FOREIGN TEACHERS (of foreign languages) IN SLOVENE SCHOOLS

Seeking employment: Whom to

turn to?

of Slovenia for Mobility and European

Educational and Training programmes)

• Ministry of Education and

European Affairs Service (bilateral in

multilateral co-operation: Bronka Straus)

• The National Education

Institute, Centre for Development

and Research, Katja Pavlič Škerjanc

Teaching jobs?

• Comenius language

ZAVOD REPUBLIKE SLOVENIJE ZA ŠOLSTVO (The National Education Institute)

http://www.zrss.si/

Pogosto obiskane strani

Tuji učitelji pri pouku tujega jezika

http://www.zrss.si/Default.asp?a=1&id=908

ACCESS TO ELECTRONIC INFORMATION

FOREIGN TEACHERS

OF FOREIGN LANGUAGES

• from a national programme run by the Ministry of

Education and Sport (“Foreign language teachers

in Slovenia”)…

• … to a curriculum development project run by the

National Education Institute and funded mostly from the European Structural Funds (Euopean Social

Fund, ESF) (“Communication in Foreign

Languages - Implementing innovative approaches

to foreign language teaching through

foreign teachers inclusion into the school

curriculum”)

► KEY DIFFERENCES

KEY CONCEPTS

• Intercultural

(communicative)

competence

• Authenticity (of learning

goals and objectives,

dissemination)

• Integrative curriculum

(cross-curricular connections – intra- and interdisciplinary

DEVELOPMENT - INNOVATION

SCHOOL PROJECTS

solutions, dissemination of results

KEY DIFFERENCES

• Not a programme, but a development project.

• A systemic national development project, pursuing its goals

through school development projects.

• A European Social Fund project – strict observance of regulations,

particularly reporting on activities – “acceptable evidence”

(prerequisite for funding)

• Schools follow the same employment procedures as for Slovene

citizens – no mediation by the ministry or the NEI (mutual

recognition of qualifications!)!

• The foreign teacher is a co-teacher, a teaching partner, not an assistant, expected to become a vital member of the school project

team; former mentors become FL coordinators

• Co-teaching follows the collaborative teaching philosophy and

principles, non necessarily type A team teaching

• Idea sharing (structured &

guided)

• Discussion groups (guided)

• Peer observation

• Joint teaching activities

(student projects, homework etc.)

– between classes at school level

– between schools on national and

international level

• Teacher exchanges

– between classes at school level

– between schools on national and

Aims and goals of the project

FOREIGN TEACHERS

• upgrading the quality of foreign language teaching in

Slovenia by innovative approaches, based on

– an enhanced authenticity of learning situations

(communication with a native speaker of the target language or a non-native speaker with other FL1 than Slovene and using the target language as a lingua franca)

and

– cooperative teaching in multicultural teams

(Slovene & foreign teachers of foreign languages, Slovene

teachers of non-language subjects & foreign teachers of foreign languages);

• developing a systemic approach to foreign teachers

inclusion into the Slovene educational system -

piloting alternative organizational options

SPT managers/leaders

NATIONAL PROJECT TEAM (NPT)

Project manager core NPT, extended NPT, enlarged NPT

PROJECT STRUCTURE

• academic experts

PROJECT STRUCTURE

• National Project Team (NPT)

Celestina, NEI; Barbara Gregorič – financial matters, NEI; Domen Petelin – legal matters, NEI; Bronka Straus, MES)

school FL coordinators + selected foreign teachers/one per

language)

• School Project Teams (SPT) (3 – 5 members)

– Project team leader

– Foreign language coordinator

– Foreign teacher

– Other teachers according to the school project goals

FOREIGN TEACHER: ROLE AND

TASKS

expert , expected to contribute creatively and innovatively

to the quality of foreign language teaching and the school development project

comes from but also an active promoter of multiculturality and interculturality

• He/She (co)-teaches in all parts of the curriculum:

workload),

WORK OBLIGATIONS and HOURS OF WORK

• full working hours (40 hours per week)

secondary school and 22 teaching hours per week at

a primary school plus other obligatory working activities

(see next slide)

teachers of foreign languages and non-language

subjects (favoured approaches: LAC language across the

curriculum: CBLL content-based language learning, interdisciplinary teaching/learning, discipline literacy development, project-based

teaching/learning etc.)

WORK OBLIGATIONS and HOURS OF WORK

• 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

seminars, workshops etc organized by NEI

curriculum design etc

• other obligations in accordance with the relevant

legislation

• possible co-operation with the National Education

Institute in accordance with an agreement between the school and the NEI

A sample average weekly foreign teacher’s teaching

workload

• 14 teaching hours in (foreign) language teams

(collaborative teaching, preferably type A team teaching)

• 1 teaching hour in multidisciplinary teams

(interdisciplinary teaching, foreign teacher as a language expert,

collaborative teaching – team teaching)

• 2 teaching hours of individulised/personalised

instruction (working with students showing learning difficulties or/and gifted students)

• 1 teaching hour of optional curricular activities

• 2 teaching hours of extra-curricular activities

A record of hours worked (preparation and other activities included!) will have to be maintained via timesheets on a daily basis!

– foreign language (but with a first/second

language and culture other than Slovene)?

QUALIFICATION REQUIREMENTS – PROFESSIONAL COMPETECES?

Teachers should be able to:

• work with information, technology and knowledge;

• work with their fellow human beings – learners, colleagues and other partners in

Common European Principles for

Teacher Competences and

Qualifications (2005)

http://www.see-educoop.net/education_in/pdf/01-en_principles_en.pdf

Teacher’s knowledge

Grossman, P L (1995) Teachers' knowledge In L W Anderson (Ed.), International

encyclopedia of teaching and teacher education (2nd ed., pp 20-24)

Includes knowledge of processes of curriculum development and

of the school curriculum within and across grade levels

Knowledge of

context

Includes knowledge of multiple and embedded situations and settings of teachers' work - school, district, region and state; also, knowledge of students, families and local communities, historical, philosophical and cultural foundations of education in particular countries

Knowledge of self

Includes knowledge of personal values, dispositions, strengths and weaknesses, personal educational philosophies, goals for students and purposes for teaching

Continuum of learning

Feiman-Nemser, S (2001) From preparation to practice: Designing a continuum to

strengthen and sustain teaching Teachers College Record, 103(6), 1013-1055.

Central tasks of learning to teach

Preservice Induction Continuing professional development

1 Examine beliefs critically

in relation to vision of good

teaching

1 Learn the context - students, curriculum, school community

1 Extend and deepen subject matter knowledge

for teaching

2 Develop subject matter

knowledge for teaching

2 Design responsive instructional programs

2 Extend and refine repertoire in curriculum, instruction and assessment

dispositions to study and improve teaching

4 Develop the tools and

dispositions to study

teaching

4 Develop a professional

identity

TEACHER COMPETENCES ► Common European Principles for Teacher Competences and Qualifications (2005)

TEACHER COMPETENCES ► Common European Principles for Teacher Competences and Qualifications (2005)

TEACHER COMPETENCES ► Common European Principles for Teacher Competences and Qualifications (2005)

NOVE VLOGE UČITELJA

in učiteljev profesionalni razvoj

New roles and professional

development

• posredovalec znanja  svetovalec za učenje

knowledge provider  learning counselor

• uvajalec sprememb – change agent

• raziskovalec - researcher

• sooblikovalec kurikula – curriculum designer

• ustvarjalec učnih gradiv – materials writer

• ocenjevalec/evalvator kakovosti… - evaluator

• itd – etc.

SCHOOL DEVELOPMENT PROJECTS

With a development project, a school

• introduces change(s)

• into the usual (everyday, established)

teaching and learning process(es)

• in a planned and systematic way

• to raise – directly or indirectly - the

quality of student learning and outcomes

PROJECT PHASES AND ACTIVITIES

• Evaluation

– Quality indicators, criteria,

benchmaks?

PLANNING: Levels and directions

plan

to

fail…

students, parents, local

and wider community

PRESCRIPTIVE

legislation, ministry

decrees…

DESIRE D

teachers, headteachers etc.

POSSIBLE

human resources, financial and other constraints and limitations

ENVIRONME

NT

SCHOOL

SCHOOL CURRICULU

M

• What must we do? → PRESCRIPTIVE

(mandatory/compulsory curriculum)

• What should we do? → EXPECTED

(elective/optional curriculum)

• What do/would we like to do? → DESIRED

constraints and limitations etc.)

NAČRT - PLAN izvajanja (implementation), spremljanja (monitoring) in

evalviranja (evaluation)

1 Cilji - goals

2 Pričakovani dosežki – expected outcomes

3 Kazalniki kakovosti dosežkov (kvantitativni in

kvalitativni) – product quality indicators

4 Dejavnosti za doseganje ciljev - activities

5 Kazalniki kakovosti procesov (kvantitativni in

kvalitativni) – process quality indicators

6 Omejitve in tveganja – limitations and constraints

7 Nujni pogoji – necessary conditions