EAQUALS INTERNATIONAL CONFERENCE, ISTANBUL 25 th April 2009
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1 Beginner Teacher To Teacher Trainer A Development Pathway Presentation by Dana Hánková, AKCENT International House Prague, ; This article deals with the current state of teacher development at AKCENT International House Prague, and briefly outlines the processes that led to it and facilitated it. Brief History of AKCENT International House Prague AKCENT IH has been a language school since 1988 (formerly AKCENT Language School). The school was founded by fifteen Czech English language teachers after the Velvet Revolution, and in 1990 became a private company. Many of the staff invested in the company to become equal shareholders, and the school is now owned by most of the permanent staff. In February 2000 the school became affiliated to International House World Organisation and changed its name to AKCENT International House Prague. In 2005 the school received the ISO 9001:2000 certification, followed by EAQUALS accreditation in In accordance with its mission statement, AKCENT IH Prague strives to contribute to raising the standards of language teaching and training. It has organized eight international conferences for English and other foreign languages teachers, and in 2003 became one of the founders of the Association of Language Schools of the Czech Republic. At the end of 2008, AKCENT College received state accreditation to run a three-year BA TEFL degree course aimed primarily at training English teachers and teachers of Czech as a foreign language. AKCENT IH has become one of the largest private language schools in the Czech Republic, employing over a hundred people. The school offers courses in English, German, Czech, Spanish, French and Russian, and runs DELTA (since 1997) and CELTA (since 2000) teachertraining courses as well as in-service International House certificates. In 2008 AKCENT IH became a closed centre for the Cambridge suite (FCE, CAE, CPE and the BEC exams), and prior to that it became an open centre for TKT testing. The past ten years have seen a noticeable growth in young learner courses, which has had an impact on the teacher development programme as well. AKCENT IH holds the Goethe-Institut licence to run German language exams. Over the years the AKCENT IH approach to language teaching has been based on the core principles of: Active participation of the learner Respect for learner autonomy Incorporation of authentic language and resources into learning Integration of all aspects of language grammar, lexis, communication, skills Commitment to minimum levels of teacher qualification and ongoing teacher development. Students and Teachers at AKCENT IH Prague On average, AKCENT IH Prague has about 3,500 students each year, 70% of whom are adult students, with about 30% taught in-company. Some classes are one-to-one, but most are groups of up to twelve students, mostly monolingual Czech, although with growing numbers of other nationalities such as Vietnamese, Russian, Ukrainian, Chinese, Korean (in English classes). In terms of course content, there are general and business English, exam Page 1
2 preparation and ESP classes, both year-round and as short intensive courses. The same is true for the other languages. The following table shows the composition of the teaching staff in the academic year It includes all the languages taught: English Czech German French Spanish Russian Native speakers (full time / part-3time) / 3 2 / 3 1 / 0 1 / 0 0 / 1 0 / 1 Non-native speakers (FT / PT) 19 / 27* x 3 / 3 0 / 4 0 / 3 x [* The non-native speaker teachers of English are of Czech, Polish (3), Dutch (2), German (1) and Turkish (1) nationalities. The part-time category includes mothers on maternity leave, retired colleagues and students of English (English major).] The English Department is the largest in the school, and therefore it needs and provides the most teacher development and, in fact, sets the standards for the other departments. Most of the English teacher development programme described below is open to teachers of the other languages, although the smaller departments organize their own events in a similar way. English teachers teaching experience: First year years years years years Native speakers (FT / PT) 16 / 2 13 / 0 3 / 0 3 / 1 x Non-native speakers (FT / PT) 6 / 9 6 / 5 1 / 9 1 / 1 5 / 3* [* These are mostly the founders of the school.] English teachers qualifications:* CELTA IHCYL DELTA MA Other Native speakers (FT / PT) 28 / 2 9 / 0 9 / 1 6 / 0 10 / 2 Non-native speakers (FT / PT) 9 / 5 4 / 2 6 / 3 10 / 19 7 / 8 [*The table also includes the teachers currently being trained. Other includes, for example, Prague TEFL, Trinity TESOL, IHBET 1, PhD, PhD (local academic degree), etc. There is an interesting difference in qualifications between the native-speaker teachers (CELTA) and the non-native speaker teachers, most of whom hold an MA or equivalent, which is a requirement for a full teacher qualification in the Czech Republic.] The tables above show that a large proportion of the staff, especially English native speaker teachers, are beginner teachers, often straight off a CELTA course. A number of these teachers have taken the CELTA at AKCENT IH Teacher Training Centre and started their professional ELT career here. Teacher Development at AKCENT IH Prague Overview The AKCENT IH Prague teacher development programme is varied and flexible and it offers something for any teacher at any stage of their professional development. The key areas include: Page 2
3 Observations of different types and for different purposes, described as standard, developmental, peer and buzz. There are also a growing number of observations by teacher trainees (CELTA, IHCYL, Delta, AKCENT College), which also contribute to maintaining quality standards and encourage reflection on one s teaching. Workshops. Teacher training courses, such as IHLAC, IHCYL, IHBET 1 or Delta. Each year about 50% of the staff participate in a training course. The library, which, in addition to the traditional course books and resource books of the recipe type, contains a large number of theoretical books. Free language courses, such as Czech for foreigners, preparation for Cambridge CPE for less experienced Czech teachers of English, or any other language taught at AKCENT IH. Participation in these courses is encouraged because being in a student role enhances the teacher s understanding of learning and teaching processes in general. Observations and workshops are included in the contract and reflected in the end-of-year bonus. Each teacher is expected to be observed and do some observations, based on their experience, and attend three workshops each term. Training courses are optional, although Young Learner teachers are encouraged to take the IHCYL (part-time) at the beginning of the academic year. There are close links between the individual teacher development areas. For example, observations may inform some workshop topics (areas of weakness addressed at whole school level) and some workshops can encourage experimentation with new teaching techniques in developmental observations, and interest in a training course. Observations There is a team of Cambridge DELTA qualified observers who regularly attend standardization workshops at the beginning of each academic year, coordinated by the head of the English department. To make the evaluation and feedback more objective, there is a set of seven assessment criteria and clear procedures that contribute to the developmental aspect of the observation programme. The criteria are specific enough to highlight the key aspects of effective teaching, yet they are flexible enough to be applicable to a range of teacher experience. The observers are trained to focus on the positive aspects of a teacher s performance and to provide constructive criticism with specific suggestions for improvement, in manageable chunks, so that teachers consider observations helpful and not a source of stress. Standard Observations: The main purpose of these observations is quality assurance. Based on the length of their stay at AKCENT IH and their teaching experience, teachers normally have two to three standard observations each year, one at the beginning and one towards the end of the academic year. These are usually done by the group leader (Director of Studies responsible for a group of ten to fifteen teachers and an academic area), and the results may be used in appraisals and for reference purposes. The procedure and documentation are fixed. First the group leader and the teacher meet and arrange the time and class for the observation, together with the observation focus. If the teacher wishes so, there can be another meeting in which the lesson plan is discussed (supervised planning contributing to professional development). The plan is written on a standard form which encourages quite detailed thinking and planning of the lesson focus, materials and resources, as well as classroom Page 3
4 procedures. During the observation the observer makes notes and completes a summary of strengths and areas to focus on in the future. These are then discussed in oral feedback, for which the observed teacher prepares by completing a self-evaluation form. The observer may provide the teacher with extra points to consider, based on the observed lesson, to encourage further individualized development. At the end of oral feedback session, the official record is signed and filed for administrative purposes. Occasionally a lesson may not meet the required standards. In such a case a follow-up observation is recommended. This means that either the group leader or a senior teacher work with the teacher on the area of weakness for a period of time. The follow-up observation is then carried out by the head of the English department (following the standard procedure described above) as its result can affect the teacher s contract (e.g. in the probationary period). Developmental Observations: Each teacher has to have one developmental observation per year. These are usually arranged with senior teachers or teacher trainers. The procedure and documentation are the same as with the standard observations, apart from the fact that there is no official record kept. This gives the teacher the necessary freedom to really experiment and try out new techniques, teaching aids and materials. Teachers typically choose to work on areas that stem from their everyday teaching practice and the specific teaching context (e.g. classes shared with another teacher), such as adapting and supplementing course book material, which a typical teacher training course cannot fully deal with; or they choose to work on the areas of weakness identified in standard observations, or new areas introduced in Friday workshops. Peer Observations: All teachers are required to do a minimum of six peer observations in the course of the year (three per term), in accordance with the peer observation task schedule. They are for selfdevelopment and offer the opportunity of reassessing one's own teaching assumptions based on the teaching of others. To provide a focus, every observation consists of a set task (examining, for example, planning, giving instructions, correction, timing and pace, which tend to be identified as areas of weakness in standard observations). Peer observations are up to individual teachers to arrange with their colleagues (often senior teachers or group leaders). The observation is then followed by a meeting between the pair to discuss any pedagogic issues that may arise. A Peer Observation task form is completed by the observer for each observation and a copy is submitted. Buzz Observations: There are two open door weeks a year where members of the observation team pop in on as many lessons as possible. No plans are necessary, and generally a maximum of 20 minutes is spent in each class. The weeks are announced in advance. In the (unlikely) event of an observation giving cause for concern, a formal standardization observation is arranged. Buzz observations take place early each semester (end of the first month) as they give the school management a good overall impression of what is happening both from a student s point of view and also a teaching point of view. Workshops Workshops are generally held on Friday afternoons, three times each month. Teachers are required to attend a minimum of three per semester. There are a number of specialised workshops, which are obligatory for staff teaching those courses. Some workshop topics are standard, more or less repeated each year, such as lesson planning, first lesson ideas in the Page 4
5 induction week, and exam-related workshops; some are based on teachers requests, some are introduced in response to problems in observed lessons, e.g. board work, seating arrangement, giving feedback, presenting language, etc. Workshop topics typically fall into one of the following categories: Exam preparation classes (changes, activities, e.g. exam skills for writing, procedures) Young learners (discipline/classroom management, activities and materials swapshop) Teaching techniques (advanced features of word processors, using mimio with younger learners, adapting your course book) Specialized classes (conversation classes, 1-to-1, in-company) Theory of language teaching (memory and language acquisition, multiple intelligences) A number of people are involved in conducting school workshops, usually senior teachers, management and other experienced members of staff. Staff are invited to volunteer for workshops (credited with two paid teaching hours) or to make suggestions for future workshops (using, for example, the Peer Observation Form). International House Teacher Training Courses AKCENT IH regularly offers four IH certificates, which were developed by a number of prominent members of the IH World Organisation and are rapidly growing in recognition around the world, and within the IH Network in particular. AKCENT IH teachers usually pay about 20% of the course fee provided they complete a year-long contract within the year of taking the course. If the teacher completes a year after completing the course, they are refunded the deposit. Teachers attending these courses are not required to attend other workshops in that semester. There are two to six tutors available to run each course, and some tutors can run up to three different courses. Language Awareness Course (IHLAC): This course aims to raise awareness of core grammatical areas in language teaching. It is free of charge, consists of about fifteen seminars, and runs alongside the non-compulsory Friday workshops. Teachers can attend individual sessions in exchange for workshops, but in order to receive the LAC certificate teachers are required to attend at least 80% of sessions. International House Certificate in Teaching Young Learners (IHCYL): This certificate is offered twice part-time (October and January start) and once full-time (during the summer). The certificate has both practical and theoretical elements with teaching practice and input sessions. This course is obligatory for YL teachers without any previous YL training and experience. International House Business English Teaching 1 (BET 1): This course includes thirty hours of input and twenty hours of reading and homework tasks. It is delivered over fifteen weeks, starting in late September. It covers basic business awareness, professional teaching skills, methodology and materials. It is designed to cover the syllabus for the LCCI FTBE exam so that participants have the option of taking this internationally recognised qualification. International House One-to-One Course (online course): Page 5
6 The course covers analysing needs and planning a tailored one-to-one course, adapting materials, teacher and learner roles and language input, among other things. Cambridge DELTA / DELTA Modules Every year AKCENT IH provides a part-time Cambridge DELTA course, currently DELTA Modules, and each year six places on the course are reserved for experienced AKCENT IH teachers. 50% of the course fee is refunded to the teachers who have worked at AKCENT IH for three years. The course content covers three major areas: language, methodology and resources for teaching, teaching practice, an area of specialism. If there is enough interest, a pre-delta course is provided for teachers intending to apply for the Delta course in the following year, usually focusing on action research. Teacher Feedback Teachers in AKCENT IH Prague are encouraged to take responsibility for their professional development. The school management invests a lot effort, time and money in a range of varied models of teacher development and strives to cater for a range of teacher needs. Teacher feedback collected half-way through this academic year showed that teachers are happy with what is available, on the whole. The information gathered in Section 2 of the questionnaire Teacher Support and Teacher Development Programme 1 is shown in the table below. Area No of answers Average* Workshops Other Teacher Development (e.g. Training courses, LAC) Swap shops Observations (all types) and Feedback (useful/relevant) [* Answers: 1 = I m happy with this, 2 = This is OK, 3 = I m not happy with this] Obviously, not everything is ideal. Some teachers question the value of peer observation, some would rather not contribute to the cost of the IHCYL course despite the fact that they can use the qualification in other schools in the future, etc. The Development Pathway at AKCENT IH Prague Apart from getting a pay rise, DELTA-qualified teachers are promoted to senior positions (if interested). Very experienced teachers move straight into teacher training to become tutors on CELTA or IHCYL, based on their own interests and the school needs. Others move to English department management. They can become group leaders with responsibility for a group of up to fifteen teachers, which involves observations and academic support in general as well as responsibility for an academic area, e.g. a course type. Another option is a senior teacher position in charge of materials and resources development, or member of the observation team, or trainer on TKT courses for Czech state school teachers. With more experience in providing teacher training seminars and lesson feedback, these teachers 1 The other areas covered: Facilities and resources, Organisation / Management of the school, Accommodation Page 6
7 invariably move on to the Teacher Training Department to become CELTA or DELTA trainers. Teachers who hold an MA or another higher academic degree can proceed to work on the BA courses of AKCENT College. All of the above fosters a feeling of continuity and helps to sustain and further develop the atmosphere of creativity, cooperation and support in the staffroom. Eventually, with more and more teachers involved in teacher training, working in accordance with the AKCENT IH Mission Statement, we hope to be able to train our own teachers, both native speakers and Czech speakers, to prepare highly qualified staff for our own and other language schools. Conclusion Over the years, all of the above has certainly contributed to the strong position and recognition of AKCENT IH Prague as a quality language school. The first DTEFLA course in can be considered the milestone on the way to principled teacher development, which was facilitated by a broad range of income-generating activities, made possible by the size of the school, together with the enthusiasm of the first DTEFLA qualified teachers. Since then the varied and multi-layered teacher development programme has attracted and provided further opportunities for motivated, innovative and dedicated teachers. This has been instrumental in the design of the new ambitious project called AKCENT College, the first private teacher training college in the Czech Republic. Bibliography Foord D The Developing Teacher. Delta Publishing Wajnryb, R Classroom Observation Tasks. CUP. Wallace, M.J Action Research for Language Teachers. CUP Wallace, M.J Training Foreign Language Teachers. CUP. White, R. et al Management in English Language Teaching. CUP. Page 7
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