EAL/D Standards Elaboration

Elaboration of the Australian Professional Standards for Teachers: For use when working with learners of English as an Additional Language or Dialect (EAL/D) EAL/D Standards Elaboration Australian Council of TESOL Associations (ACTA) December, 2013 The Australian Council of TESOL Associations Inc (ACTA) is the national professional body representing teachers of English to Speakers of Other Languages (TESOL). As such, it has prepared this elaboration of the Australian Professional Standards for Teachers working with learners of English as an Additional Language or Dialect (EAL/D), by adding relevant criteria in each Focus Area. Pdf and electronic versions of this document may be found at http://tesol.org.au/advocacy/national-professional-standards-for- Teachers as well as an expanded version and glossary links. 2

Aims The EAL/D Standards Elaboration is closely aligned with the Australian Professional Standards for Teachers (APST), each Focus Area and descriptor being elaborated in terms of working with. The document specifies relevant criteria for interpreting the APST in EAL/D settings, thus facilitating the effective use of the APST. The aims of the EAL/D Standards Elaboration are to maximise support for by informing: teacher practice and professional learning goals staffing considerations in addressing the needs of whole-school practice pre-service teacher courses in-service professional learning requirements assessments in terms of the Australian Professional Standards for Teachers The EAL/D Standards Elaboration is intended for leaders and teachers catering for learners of English as an Additional Language or Dialect () across the full range of and the full range of Australian educational settings, whilst nevertheless focusing primarily on school settings. The EAL/D learner The EAL/D learner is (a) learning English, (b) learning through English, and (c) learning about English. a) Learning English refers to Standard Australian English and the cultures of Australian schools and the wider Australian society. b) Learning through English involves both social learning and academic learning becoming socialised into a new culture whilst also accessing the curriculum on offer in the school, making sense of it and achieving expected learning outcomes. c) Learning about English involves understanding how the various systems of English work together to produce intelligible spoken and written texts that are culturally appropriate to the situation, eg curriculum activities. The Teacher Descriptors In this document, the Highly Accomplished career stage has been allocated to the experienced EAL/D specialist and addresses both targeted EAL/D classroom teaching and specialised support and/or mentoring for mainstream teachers. Teachers working as novices in EAL/D positions would need to build up to this level over time. Descriptors for Graduate and Proficient teachers provide a progression for mainstream teachers in their work with. Descriptors for the Lead teacher category are directed towards mainstream Lead teachers with or without specific EAL/D expertise, as well as towards EAL/D specialists in Lead positions. All Standards emphasise the importance of accessing EAL/D and intercultural knowledge sources, ranging from official EAL/D websites to family and community representatives. Graduate teachers should know the characteristics of, understand the basics of how to support them in their schooling, recognise the teaching challenges and know where to find support. Proficient teachers will offer a culturally inclusive learning program that addresses the language needs of in terms of the Year Level curriculum; they actively collaborate with EAL/D specialists, either in the school or in the region, as well as with intercultural officers (eg bilingual support workers and community liaison officers) and with families. Lead teachers effectively draw on those same intercultural and EAL/D sources in reviewing and initiating school policies and practices for supporting ; they not only engage in EAL/D professional learning themselves but create whole school opportunities for it. 3

EAL/D specialists and intercultural officers, particularly bilingual teacher aides, directly support and have a highly skilled understanding of the challenges of being an EAL/D learner and how to address these from different perspectives. They are thus key EAL/D and intercultural knowledge sources in schools, and are referred to as such in the Standards Elaboration. Elaboration of the overarching Australian Professional Standards for Teachers (APST) in regard to working with learners of English as an Additional Language or Dialect (EAL/D) STANDARD 1: Know and how they learn EAL/D Know and have empathy for the diverse linguistic, cultural and socio-historical characteristics of ; understand the nature of EAL/D learning and its relationship to culture and wellbeing. STANDARD 2: Know the content and how to teach it for Understand the language-and-culture demands of curriculum areas, and how to teach these for. Standard 3: Plan for and implement effective teaching and learning for Plan for and implement effective teaching and learning for, taking account of the language-and-culture demands of curriculum. STANDARD 4: Create and maintain supportive and safe EAL/D learning environments Create and maintain non-racist, non-judgemental learning environments that are both culturally and linguistically inclusive. STANDARD 5: Assess, provide feedback and report on English language learning and subject area content learning for Assess, provide feedback and report on student outcomes for learning English, learning content through English and learning about English, using a sound understanding of the language-and-culture demands of set tasks. STANDARD 6: Engage in EAL/D professional learning Engage in professional learning about, how they learn and how to support them to learn English, learn through English and learn about English. STANDARD 7: Engage professionally with colleagues, parents/carers and the community regarding EAL/D matters Engage professionally with colleagues, parents/carers and community members regarding cultural and linguistic EAL/D matters, using intercultural skills as appropriate. 4

STANDARD 1: Know and how they learn EAL/D Know and have empathy for the diverse linguistic, cultural and socio-historical characteristics of ; understand the nature of EAL/D learning and its relationship to culture and wellbeing. FOCUS GRADUATE PROFICIENT HIGHLY ACCOMPLISHED (EAL/D specialist) LEAD Physical, social and intellectual development and characteristics of 1.1 Demonstrate understanding that are in the process of developing English for both social and academic purposes and that their social and intellectual development may not be accurately represented through English. Use teaching strategies that recognise students level of conceptual understanding and English proficiency (and their social and academic needs for English at different Year Levels), Select flexible and effective EAL/D teaching strategies from a repertoire which addresses specific learner characteristics, and support colleagues to extend their repertoire of strategies responsive to EAL/D learner needs. Work with EAL/D specialists and intercultural officers to collect data on and use it with teachers to extend their repertoire of teaching strategies that improve students learning and wellbeing. Understand how learn in school 1.2 Demonstrate understanding of how concurrently (a) learn English, (b) learn subject area content through English, and (c) learn about English. Structure teaching programs using EAL/D specialist advice and resources for EAL/D learners who concurrently (a) learn English, (b) learn subject area content through English, and (c) learn about English using EAL/D specialist advice and resources, Apply and articulate to colleagues a deep understanding of EAL/D Learning Progressions and how concurrently (a) learn English, (b) learn subject area content through English, and (c) learn about English. Use EAL/D Learning Progressions to lead schoolwide processes that evaluate and improve linguistic and cultural access to the curriculum. diverse linguistic, cultural, religious and socioeconomic backgrounds 1.3 Demonstrate empathy with the values of inclusivity, reconciliation and countering racism and knowledge of the linguistic, cultural, religious and socioeconomic diversity among. Use understanding of diversity, inclusivity, reconciliation and countering racism to design and implement teaching practices with the support of EAL/D specialists and intercultural officers. Enact practices of inclusivity, reconciliation and countering racism and support colleagues to develop and implement teaching practices that incorporate these values. Evaluate wholeschool uptake of inclusivity, reconciliation and countering racism, drawing on student, expert and community knowledge to revise practices as needed. 5

1.4 Strategies for teaching Aboriginal and Torres Strait Islander students See Capability Framework (hyperlink) Differentiate teaching to meet the specific learning needs of students across the full range of proficiencies in EAL/D 1.5 Demonstrate understanding of how to scaffold students learning at different levels of English proficiency and stages of schooling and how to use resources, including intercultural officers and families, to support this. Scaffold student learning of the English language-andculture demands of curriculum areas, recognising the increasing complexity of academic language across the Year Levels, and drawing on EAL/D resources. Use EAL/D assessment data and linguistic and cultural analysis of academic texts to scaffold students EAL/D learning, evaluate learning and teaching programs, and model this for colleagues across all curriculum areas. Lead colleagues in evaluating and strengthening whole school practices for scaffolding teaching for, drawing on EAL/D knowledge sources. Strategies to support full participation of students with disability while learning EAL/D 1.6 Demonstrate understanding that EAL/D learning needs differ from speech, language impairment and other learning needs, and that EAL/D learners with disability must be identified. Design and implement teaching activities distinguishing EAL/D learning needs from disability, by addressing relevant policy legislative requirements to support the participation of with disability. Support the participation of with disability, addressing relevant policy legislative requirements, and provide specialist knowledge to colleagues on distinguishing EAL/D learning needs from disability. Lead the review of school policies and practices to ensure the engagement and full participation of EAL/D learners with disability, distinguishing EAL/D learning needs from disability.

STANDARD 2: Know the content and how to teach it for Understand the language-and-culture demands of curriculum areas, and how to teach these for. FOCUS GRADUATE PROFICIENT HIGHLY ACCOMPLISHED (EAL/D specialist) LEAD Content and teaching strategies of the curriculum area to support EAL/D learners 2.1 Demonstrate understanding that each curriculum area has particular language-andculture demands, including text types, grammar and vocabulary, which become more complex over the years and need to be explicitly taught. Address the specific language-and-culture demands of each curriculum area, including text types, grammar and vocabulary, as they become more complex over the years. Apply deep knowledge and understanding of the language-and-culture demands of curriculum areas, and articulate these for colleagues, with guidance on how to address them. Lead initiatives that deepen teachers knowledge of the language-and-culture demands of curriculum areas, drawing on EAL/D knowledge sources. Content selection and organisation to support EAL/D learners 2.2 Begin to select content that addresses identified gaps in knowledge within the curriculum area, based on an initial understanding of its particular language-and-culture demands. Select content and experiential activities that address identified gaps in knowledge within the curriculum area, based on an understanding of its particular language-and-culture demands. Deliver targeted EAL/D learning and teaching programs, drawing on recognised theories of language teaching and support colleagues to address gaps in curriculum area knowledge. Initiate professional learning that addresses identified gaps in knowledge within curriculum areas by drawing on EAL/D knowledge sources in the selection and organisation of content. Curriculum, assessment and reporting for EAL/D learners 2.3 Demonstrate understanding that gaps in EAL/D learner language and knowledge will need to be addressed to support achievement of curriculum requirements, and that EAL/D Learning Progressions should be used to inform teaching and learning. Address the knowledge and language gaps of EAL/D learners through the design of learning sequences and lesson plans informed by EAL/D Learning Progressions in collaboration with EAL/D specialists and intercultural officers. Use EAL/D curriculum resources and assessment data to plan and implement targeted EAL/D learning and teaching programs and support colleagues to take account of typical EAL/D Learning Progressions in their planning. Initiate professional learning to develop understanding of EAL/D Learning Progressions and their implications for learning, teaching, assessment and reporting. 7

2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-indigenous Australians See Capability Framework (hyperlink) Literacy and numeracy strategies for 2.5 Demonstrate understanding that English literacy and numeracy development for EAL/D needs to be responsive to levels of literacy and numeracy in both the home language and English. Use teaching strategies that respond to levels of literacy and numeracy in both the home language and English, drawing on EAL/D knowledge sources. Apply deep understanding of the language-and-culture demands of developing literacy and numeracy in English, and support colleagues to explicitly teach English language alongside literacy and numeracy concepts. Monitor and evaluate the implementation of explicit teaching strategies responsive to EAL/D learners' diverse levels of literacy and numeracy in both the home language and English. Information and Communication Technology (ICT) for 2.6 Demonstrate understanding that the use of ICT provides visual and auditory support for English language learning and content but also makes languageand-culture demands on. Use ICT to provide visual and auditory support for both content learning and English language learning, and respond to the language-and-culture demands made by the use of ICT. Model the use of ICT for English language and content learning and articulate for colleagues the language-andculture demands of using ICT in their curriculum areas. Lead and support colleagues to respond to language-andculture demands in their use of ICT and collaborate with EAL/D specialists and intercultural officers to support its use across curriculum areas.

Standard 3: Plan for and implement effective teaching and learning for Plan for and implement effective teaching and learning for, taking account of the language-and-culture demands of curriculum. FOCUS GRADUATE PROFICIENT HIGHLY ACCOMPLISHED (EAL/D specialist) LEAD Establish challenging learning goals for 3.1 Demonstrate understanding of the need to access EAL/D specialists and intercultural officers to set achievable content and language learning goals responsive to EAL/D learners proficiencies in English and familiarity with Australian education. Set explicit, challenging and achievable content and language learning goals drawing on EAL/D knowledge sources to make them responsive to varying proficiencies in English and familiarity with Australian education. Set explicit, challenging and achievable content and language learning goals in EAL/D programs, and support colleagues to set learning goals responsive to EAL/D learner characteristics, noting differences in English proficiency familiarity with Australian education, and the language-and-culture demands of the Year Level curriculum. Lead colleagues in accessing EAL/D knowledge sources to establish appropriately challenging content and language learning goals, informed by students English language proficiency, familiarity with Australian education, and the language-and-culture demands of the Year Level curriculum. Plan, structure and sequence learning programs to address the diverse needs of 3.2 Plan lesson sequences responsive to students English language proficiency and cultural understandings and those demanded by the curriculum, drawing on EAL/D knowledge sources. Plan and implement learning and teaching programs that engage and scaffold English language-andculture learning towards curriculum achievement by drawing on EAL/D knowledge sources and analysis of the language-and-culture demands of Year Level curriculum. Plan and evaluate effective EAL/D learning and teaching programs and guide colleagues to be responsive in their programming to EAL/D learner characteristics such as English language proficiency, and the language-and-culture demands of Year Level curriculum. Lead colleagues to review and improve their capacity to evaluate, plan, structure and sequence learning and teaching programs that respond to EAL/D learner characteristics. Use teaching strategies that support 3.3 Demonstrate awareness of teacher strategies that address the language-andculture needs of EAL/D learners in different curriculum areas. Use effective EAL/D teaching strategies that address the language-and-culture demands of problem solving and critical and creative thinking, drawing on EAL/D knowledge sources. Address the language-andculture demands of problem solving and critical and creative thinking in an EAL/D program and support colleagues to do this in other curriculum areas. Work with EAL/D specialists and intercultural officers to review and expand teachers repertoire of EAL/D teaching strategies to support problem solving and develop critical and creative thinking across curriculum areas.

Select and use resources that support EAL/D learners 3.4 Begin to select resources that address the knowledge gaps of, recognising the need for scaffolding learning when using resources, and drawing on EAL/D knowledge sources to identify languageand-culture demands of resources. Select resources that address the knowledge gaps of EAL/D learners, scaffold learning when using resources, and draw on EAL/D knowledge sources to identify the language-and-culture demands of resources so that EAL/D learners may readily access the curriculum. Articulate and demonstrate criteria for the effective selection, creation and use of resources that support EAL/D learners to access the curriculum, and guide colleagues in these processes. Work with EAL/D knowledge sources in selecting, creating and evaluating resources that support to access the curriculum. Use classroom communication effective for EAL/D learners 3.5 Demonstrate awareness of communication strategies that are responsive to EAL/D learners level of English proficiency and familiarity with Australian culture, recognising the need for concrete and visual support to achieve student understanding. Use communication strategies that are responsive to EAL/D learners level of English proficiency and familiarity with Australian culture, providing concrete and visual support to achieve student understanding and curriculum achievement. Model and explain to colleagues communication strategies that are responsive to level of English proficiency and familiarity with Australian culture, demonstrating concrete and visual support for student understanding and curriculum achievement. Initiate professional learning for teachers on communication strategies that are responsive to EAL/D learners level of English proficiency and familiarity with Australian culture and support curriculum achievement, drawing on EAL/D knowledge sources. Evaluate and improve teaching programs to address EAL/D learner characteristics 3.6 Demonstrate knowledge of criteria to evaluate the cultural inclusivity and effectiveness of learning and teaching programs offered to. Evaluate own teaching in terms of cultural inclusivity and effectiveness for EAL/D learners, using student assessments and feedback from students, EAL/D specialists, intercultural officers, and parents/carers. Work with colleagues to evaluate learning and teaching programs using evidence from EAL/D Learning Progressions, knowledge of, and feedback from students, intercultural officers and parents/carers. Conduct regular reviews of teaching and learning programs in relation to EAL/D learner characteristics, achievement and wellbeing, using evidence from EAL/D Learning Progressions and feedback from EAL/D specialists, intercultural officers, parents/carers and students. Engage parents/ carers of EAL/D learners in the educative process 3.7 Describe a range of strategies for involving EAL/D parents/carers and associated community members in the educative process, drawing on the support of intercultural officers and EAL/D specialists. Plan opportunities for EAL/D parents/carers and community members to be involved in the educative process, drawing on the support of intercultural officers and EAL/D specialists. Work with colleagues and intercultural officers to include families and communities as a resource for classroom activity, as well as involving them in their children s learning. Review and strengthen inclusive and contextually relevant programs involving EAL/D parents/carers and community members in the education of their children and in broader school priorities and activities.

STANDARD 4: Create and maintain supportive and safe EAL/D learning environments Create and maintain non-racist, non-judgemental learning environments that are both culturally and linguistically inclusive. FOCUS GRADUATE PROFICIENT HIGHLY ACCOMPLISHED (EAL/D specialist) LEAD Support EAL/D learner participation 4.1 Identify culturally and linguistically inclusive strategies that support to participate in classroom activity, including the use of home languages and knowledges and connecting with intercultural EAL/D knowledge sources. Use culturally and linguistically inclusive strategies that support to participate in classroom activity, including the use of home languages and knowledges and connecting with intercultural EAL/D knowledge sources. Support colleagues to implement culturally and linguistically inclusive strategies and model scaffolding of learning that facilitates the participation of both in classroom activity and in the wider school community. Lead the professional learning of colleagues to enable optimal participation through culturally and linguistically inclusive strategies and evaluate the participation of in the school community. Manage classroom activities involving 4.2 Understand that particular groupings or behaviours may make uncomfortable within a classroom and find out about this from intercultural EAL/D knowledge sources. Respect and understand cultural differences and requirements related to grouping and behaviours when engaging in learning tasks within the classroom. Model and share with colleagues groupings and activities that are consistent with current EAL/D practice for fostering learning in and through an additional language/dialect and that promote responsibility for learning. Initiate strategies and lead colleagues to implement effective classroom management for students of different cultures and English language proficiencies, and promote responsibility for learning. Manage challenging behaviour involving 4.3 Begin to develop intercultural competence to support the use of behaviour management techniques in cases where EAL/D learners find these strategies linguistically or culturally challenging. Deal with behaviour issues respectfully with reference to linguistic and cultural factors, such as misunderstanding or responding from past trauma, while maintaining the safety and integrity of all students. Develop, use and share with colleagues strategies that are culturally inclusive and flexible and which take into account and respect different ways of behaving in different cultures, intercultural misunderstanding and past trauma. Lead and implement behaviour management initiatives that respectfully educate and inform EAL/D learners and their parents/carers about expected behaviours in Australian schools.

Maintain student safety 4.4 Understand the nature of a non-racist, non-judgemental environment in the classroom and school, and what this means for teacher behaviour and classroom expectations. Promote a non-racist, nonjudgemental environment in the classroom and school by modelling, articulating expectations, and implementing legislation on anti-racism, anti-discrimination and human rights. Initiate and take responsibility for implementing policies in line with anti-racism, antidiscrimination and human rights laws also modelling, articulating and advocating non-racist, nonjudgemental behaviour. Evaluate the effectiveness of school policies in terms of anti-racism, antidiscrimination and human rights laws, and assist colleagues to update their practices in light of such policies. Use ICT safely, responsibly and ethically 4.5 Explicitly outline to EAL/D learners expectations in Australian schools of safe, responsible and ethical use of ICT. Ensure that all EAL/D learners and carers/parents understand expectations in Australian schools of safe, responsible and ethical use of ICT. Work with colleagues to identify potential issues for in using ICT safely, responsibly and ethically, and develop strategies to address such issues and support carers/parents. Review or implement new policies and strategies to ensure the safe, responsible and ethical use of ICT in EAL/D learning and teaching.

STANDARD 5: Assess, provide feedback and report on English language learning and subject area content learning for Assess, provide feedback and report on student outcomes for learning English, learning content through English and learning about English, using a sound understanding of the language-and-culture demands of set tasks. FOCUS GRADUATE PROFICIENT HIGHLY ACCOMPLISHED (EAL/D specialist) LEAD Assess English language learning and subject area content learning for 5.1 Demonstrate understanding of the language-and-culture demands of assessment tasks and the relationship between English language proficiency and subject area content learning. Develop, select and use assessment strategies that take account of the language-and-culture demands for EAL/D learners in comprehending and responding to subject area assessment tasks. Support colleagues to identify students needing targeted EAL/D support, and develop, select and use assessment strategies that identify the language-and-culture demands for and scaffold their comprehension and responses to assessment tasks. Collaborate with EAL/D specialists to evaluate school assessment policies and practices in the light of EAL/D learner needs, EAL/D assessment documents and the allocation of targeted EAL/D support. Provide feedback to on their learning 5.2 Demonstrate understanding that feedback must be sensitive to students English language proficiency and the language-and-culture demands of the task. Work with an EAL/D specialist to analyse the language-and-culture demands of tasks to provide feedback that is linked to learning goals that are sensitive to students English proficiency and intercultural competence. Support colleagues to analyse the language-andculture demands of tasks at whole text, grammar and word level, and to provide feedback that is linked to learning goals that are sensitive to students English proficiency and intercultural competence. Collaborate with EAL/D specialists and intercultural officers to support colleagues to analyse the language-and-culture demands of tasks and to develop sensitivity to students English proficiency and intercultural competence. Make consistent and comparable judgements for 5.3 Demonstrate familiarity with moderation through EAL/D annotated samples of student work such as those in local and national EAL/D curriculum and assessment documents. Understand and participate in moderation of EAL/D assessments, working with EAL/D specialists and using EAL/D annotated samples of student work such as those in local and national EAL/D curriculum and assessment documents. Guide moderation of EAL/D assessments, supporting colleagues to use EAL/D annotated samples of student work such as those in local and national EAL/D curriculum and assessment documents. Lead and evaluate moderation activities, by working with EAL/D specialists and using annotated samples of student work such as those in local and national EAL/D curriculum and assessment documents.

Interpret data on 5.4 Demonstrate understanding that responses to assessment tasks provide information about both content learning and English language proficiency, and can be used to evaluate learning and modify teaching practices. Collaborate with EAL/D specialists to interpret responses to assessment tasks, discriminating between gaps in content learning and English language proficiency, and then to evaluate learning and modify teaching practices. Support colleagues to interpret responses to assessment tasks, discriminating between gaps in content learning and English language proficiency, and modify teaching practices accordingly, also using data history. Collaborate with EAL/D specialists to facilitate all teachers understanding of EAL/D assessment data and data history, and its implications for teaching practice. Report on EAL/D learner achievement 5.5 Connect with intercultural officers to learn about ways of appropriately reporting to parents/carers of EAL/D learners. Collaborate with EAL/D specialists and intercultural officers to report clearly, accurately and respectfully to students and parent/ carers about EAL/D learner achievement. Work with intercultural officers to develop guidelines for reporting clearly, accurately and respectfully to students and parent/carers about EAL/D learner achievement in learning English, learning through English and learning about English. Collaborate with EAL/D specialists and intercultural officers to evaluate and revise EAL/D reporting and accountability mechanisms in the school to meet the needs of students, teachers, parents/carers, educational systems and other schools.

STANDARD 6: Engage in EAL/D professional learning Engage in professional learning about, how they learn and how to support them to learn English, learn through English and learn about English. FOCUS GRADUATE PROFICIENT HIGHLY ACCOMPLISHED (EAL/D specialist) LEAD Identify and plan EAL/D professional learning needs 6.1 Access the EAL/D Elaboration of the National Professional Standards for Teachers to identify the professional learning needed to effectively support. Use the EAL/D Elaboration of the National Professional Standards for Teachers and advice from colleagues to plan professional learning needed to effectively support. Analyse the expanded EAL/D Elaboration of the National Professional Standards for Teachers to plan personal professional development goals, and to support colleagues and pre-service teachers to identify and achieve personal development goals to effectively support. Lead the development of professional learning and work with EAL/D specialists and the EAL/D Elaboration of the National Professional Standards for Teachers to plan and evaluate policies and programs that address the professional learning needs of colleagues and pre-service teachers to effectively support EAL/D learners. Engage in EAL/D professional learning and improve practice 6.2 Understand the relevant and appropriate sources of professional learning for effectively supporting EAL/D learners, including local intercultural officers, community members and EAL/D specialist sources. Participate in learning to update EAL/D knowledge and practice targeted to the local intercultural context and EAL/D learner needs for accessing the curriculum. Initiate EAL/D professional learning for self and colleagues, access and critique relevant research to effectively support EAL/D learners, and conduct and disseminate research into classroom learning of EAL/D. Initiate collaborative relationships to expand EAL/D professional learning, related research, and opportunities for pre-service teachers to develop the skills and understandings needed to effectively support. Engage with colleagues and improve EAL/D practice 6.3 Seek and apply constructive feedback from supervisors, teachers and intercultural officers to improve teaching practices to effectively support. Seek and apply feedback to improve professional knowledge and practice in effectively supporting by participating in discussions with EAL/D learners and families, intercultural officers and the school community. Initiate and engage in professional discussions with and families, intercultural officers, and others in the school community in a range of forums to evaluate and improve EAL/D professional knowledge and practice, and the educational outcomes of EAL/D learners. Initiate collaborative relationships to foster EAL/D innovation and research within the school and expand professional learning opportunities for teachers by analysing current EAL/D research and practice. EAL/D Standards Elaboration: Working Group draft, November, 2013. Please email feedback to convenor: jenny.barnett@adam.com.au

Apply professional learning and improve learning among EAL/D learners 6.4 Demonstrate an understanding of the rationale for continued EAL/D professional learning and the implications for improved social and academic outcomes for. Draw on EAL/D specialist knowledge to identify issues and work collaboratively on how to address concerns in current provisions for within the educational setting and the wider community. Collaborate with colleagues to evaluate the effectiveness of EAL/D professional learning and to actively engage with cultural diversity, inclusive practice and support for English language learning, to address EAL/D learning needs. Advocate for, lead and participate in strategies to support effective EAL/D professional learning and improved outcomes for all by providing opportunities for colleagues, focusing on positive engagement with cultural and linguistic diversity,. EAL/D Standards Elaboration: Working Group draft, November, 2013. Please email feedback to convenor: jenny.barnett@adam.com.au

STANDARD 7: Engage professionally with colleagues, parents/carers and the community regarding EAL/D matters Engage professionally with colleagues, parents/carers and community members regarding cultural and linguistic EAL/D matters, using intercultural skills as appropriate. FOCUS GRADUATE PROFICIENT HIGHLY ACCOMPLISHED (EAL/D specialist) LEAD Meet professional ethics and responsibilities towards 7.1 Understand and apply values of cultural inclusivity, multiculturalism, multilingualism, reconciliation and anti-racism and the key principles described in codes of ethics especially as they relate to. Meet codes of ethics especially as they relate to the values of cultural inclusivity, multiculturalism, multilingualism, reconciliation and anti-racism. Model sensitivity to EAL/D learners cultural and community experiences, by commitment to inclusivity, multiculturalism, multilingualism, reconciliation and anti-racism, and by supporting colleagues to understand the effects that migration, colonisation and dislocation may have on personal and social development. Lead the school community in inclusivity, multiculturalism, multilingualism, reconciliation and anti-racism and exercise informed judgments in professional dealings with all students, families, colleagues and the community. Comply with legislative, administrative and organisational requirements regarding EAL/D learners 7.2 Understand the linguistic, cultural and contextual factors and processes involved in the learning of EAL/D and the organisational policies and processes required to support. Understand and comply with professional requirements, policies and processes to support equity and inclusion for all and to understand the implications of language-andculture. Support colleagues to review and interpret policies and processes which may impact on and to understand the implications of language-and-culture and existing legislative, administrative, and organisational aspects of support. Initiate, develop and implement relevant policies and processes to support compliance with and professional responsibility for and to support understanding of new and existing legislative, administrative, and organisational aspects of support. Engage with the parents/carers of 7.3 Understand the pivotal role of language-and-culture in interactions with EAL/D parents/carers and begin to grasp the meaning and practices of intercultural competence. Demonstrate sensitivity to EAL/D parents /carers and students language-and-culture needs and expectations by using intercultural skills to establish and maintain respectful collaborative relationships. Model intercultural skills and sensitivity in interactions with parents/carers, drawing on coherent theories of language-and-culture which support the learning and well-being of children, and are respectfully responsive to family and community. Identify, initiate and build on intercultural opportunities that engage parents/carers from all socio-cultural and linguistic backgrounds in both the progress of their children s learning and in the educational priorities of the school. EAL/D Standards Elaboration: Working Group draft, November, 2013. Please email feedback to convenor: jenny.barnett@adam.com.au

Engage with EAL/D professional teaching networks and broader communities 7.4 Understand the role of EAL/D professionals and community representatives in contributing to reflective practice and program evaluation that is responsive to students cultural and linguistic needs. Collaborate with EAL/D professionals and participate in professional and community networks to broaden intercultural skills and improve practice by developing understanding of the local educational context and students English language proficiencies. Contribute to EAL/D professional networks and associations, build productive links with local EAL/D communities, and support colleagues with a knowledge of relevant methodologies, resources, and technologies which value diversity, intercultural competence and inclusion. Take an intercultural leadership role in professional and community networks that support colleagues to broaden their intercultural learning opportunities and apply their learning. EAL/D Standards Elaboration: Working Group draft, November, 2013. Please email feedback to convenor: jenny.barnett@adam.com.au