Sample Instructional Framework
- 1. Sample In-Service Training Syllabus Instructor Drew Kunard and guest teachers Contact Information drkunard93@gmail.com Course Overview This in-service teacher training plan combines practical workshops with professional development to provide in-service English Teaching Assistants (ETAs) with the necessary tools and support needed to thrive in unique teaching contexts across South Korea. Synchronous Interactions Two synchronous sessions will be facilitated online each month, with minimal time commitment expected of participants before and after each meeting. Pre-session and post- session tasks may involve interacting with one or more fellow ETAs. Group sessions will alternate between informal discussion and relatively more formal professional development workshops with guest speakers. Each group session will be crafted around the common obstacles and challenges that ETAs in South Korea often encounter and will provide clear, implementable strategies. All sessions are optional, and participants will also have the option of opting for up to two individual advising sessions with teacher mentors each month to address placement specific topics. Asynchronous Interaction No more than four pre-session and post-session tasks will be encouraged of participants per month. Task will often involve sharing resources and participating in online discussion. Participants are strongly encouraged to complete tasks, especially those which help establish a stronger community between them, mentor teachers, fellow professionals, and their fellow cohort members. Etiquette & Expectations This course was designed with the primary goal of encouraging and aiding in- service Fulbright ETAs through the means of establishing a healthy, supportive community of practice. To these aims, this course involves a significant amount of interaction between ETAs, teacher mentors, and a variety of guest speakers. Everyone is expected to practice professional-level etiquette while engaging with one another as a community. Since much of this training will be conducted virtually, everyone is encouraged to reflect on this in infographic (Arizona State University) to proactively prepare. Content All will be made accessible via Email, Google Drive, Slack, and KaokaoTalk, and other modes as needed. Everyone is strongly encouraged to devote time for reflecting on the resources and readings provided. Supplemental materials will be added based on discussions, individual advising sessions, and participants’ expressed needs.
- 2. Course Goals This in-service training should assist ETAs with the following areas in relation to the four domains (attitude, awareness, skills, and knowledge) from The Descriptive Model of Teaching (Freeman, 1989): - building meaningful communities of practice - navigating intercultural communication - strengthening cultural adjustment capabilities - overcoming stress & isolation - dealing with low motivation in the classroom - building confidence in one’s teaching abilities - utilizing teaching resources - implementing classroom management strategies - addressing diverse learner needs - implementing gamification classroom activities - navigating co-teaching dynamics - and more areas as needs are expressed
- 3. Readings The following readings were chosen from various sources based on their relevance to addressing specific needs found in a preliminary needs analysis of in-service Fulbright Korea ETAs. Considering ETAs high-level of time commitment with regards to teaching duties, main takeaways have been highlighted within each reading to assist with reflections. Reading 1: Omar, C. M. Z. C. (2014). The Need for In-Service Training for Teachers and It’s Effectiveness In School. International Journal for Innovation Education and Research, 2(11), 1–9. DOI: 10.31686/ijier.vol2.iss11.261 Reading 2: England, L. (2018). Communities of Practice. In J. I. Liontas (Ed.), The TESOL encyclopedia of English language teaching. New York: Wiley-Blackwell Publishers. DOI: https://doi-org.ezproxy-miis.middlebury.edu/10.1002/9781118784235.eelt0396 Reading 3: Kim, Yang Soo. (2008). Communication experiences of American expatriates in South Korea: A study of cross-cultural adaptation. Human Communication. 11. 505-522. Reading 4: Carless, David. (2006). Good practices in team teaching in Japan, South Korea and Hong Kong. System. 34. 341-351. 10.1016/j.system.2006.02.001. Reading 5: Fairbanks, C., Hinman, T. (2018). Teacher and Institutional Beliefs, Vision, Belonging, and Identity. In J. I. Liontas (Ed.), The TESOL encyclopedia of English language teaching. New York: Wiley-Blackwell Publishers. DOI: https://doi-org.ezproxy- miis.middlebury.edu/10.1002/9781118784235.eelt0141 Reading 6: Core Culture Values and Culture Mapping: Regents of the University of Minnesota. From the Maximizing Study Abroad series published by the Center for Advanced Research on Language Acquisition. See: carla.umn.edu/maxsa/guides. “Core cultural values and culture mapping” can be found on pp. 221–226 in Maximizing study abroad: An instructional guide to strategies for language and culture learning and use (2009) by Kappler Mikk, B., Cohen, A.D. & Paige, R.M. (with Chi, J., Lassegard, J., Maegher, M. & Weaver, S.), and pp. 63–68 in Maximizing study abroad: A students’ guide to strategies for language and culture learning and use (2nd ed.) (2006) by Paige R.M., Cohen, A.D., Kappler, B., Chi, J. and Lassegard, J. Reading 7: Park, GP., Lee, HW. The characteristics of effective English teachers as perceived by high school teachers and students in Korea. Asia Pacific Educ. Rev. 7, 236– 248 (2006). https://doi.org/10.1007/BF03031547 Reading 8: Laura Baecher, Marcus Artigliere, David K. Patterson & Adrian Spatzer (2012). Differentiated Instruction for English Language Learners as “Variations on a Theme”, Middle School Journal, 43:3, 14-21, DOI: 10.1080/00940771.2012.11461807
- 4. Additional Resources The following resources were selected based on their relevance to either the teaching context or the overarching challenges that ETAs in Fulbright Korea may encounter. Fulbright Korea Infusion (Publication) o A Fulbright Korea alumni run publication Fulbridge (Networking Site) o A networking site for connecting with current and past Fulbright ETAs Dare to Lead with Brené Brown (Podcast) o A thought-provoking podcast on different approaches to leadership Talk To Me In Korean (Podcast) o A self-study tool for language learning Cultural Atlas: South Korean Culture (Website) o A resource for better understanding aspects of Korean culture