Using the European Profiling Grid
- 1. 18/11/2013 The EPG – supporting professional development and quality in language education 1
- 2. Overview 1. Teacher development – what is it? 2. What were the aims and outcomes of the EPG Project? 3. How was the EPG validated? 4. What is the added value of the e-Grid? 5. What are the EPG’s underlying principles? 6. Who will use the EPG for what purposes? 7. Conclusions and questions
- 3. Teacher development • is a bottom-up process - it can be contrasted with top-down ‘staff development’ • values the ‘insider view’ rather than the ‘outsider view’ • is independent of the organisation - but functions more successfully with its support and recognition • is a continuing process of ‘becoming’ - can never be finished • is a process of articulating inner conscious choices in response to the outer world of the teaching context • is wider than ‘professional development’ -includes personal, moral and value dimensions • can be encouraged & integrated in training and education. 3 (Mann 2005)
- 4. Teacher development – a sample view Experience as a mentor New responsibilities IN-SERVICE COURSE Reading group Peer observation, reflection… PRE-SERVICE TRAINING 4
- 5. Rationale of the EPG project The aim of the EPG project (2011-2013) was to improve the quality of language education By developing and validating an innovative instrument: the European Profiling Grid, designed for teachers working in language centres and schools. 5
- 6. Phases of the EPG Project • Review of the EAQUALS Grid originally developed by Brian North (Eurocentres) & Galya Mateva (Optima) • Research and development of validation tools • Field-testing the pilot Grid in five languages • Producing final versions, and translating these into nine languages • Developing the e-Grid and a User Guide, and translating these • Running training courses in five countries 6
- 7. Outcomes of the project A validated Profiling Grid, with a glossary 7
- 8. Basic layout of the Grid DEVELOPMENT PHASE 1 DEVELOPMENT PHASE 2 DEVELOPMENT PHASE 3 Qualifications and experience Key teaching competences Enabling competences Professionalism 8
- 9. Main areas and subcategories QUALIFICATIONS & EXPERIENCE KEY TEACHING COMPETENCES ENABLING COMPETENCES PROFESSIONALISM LANGUAGE PROFICIENCY METHODOLOGY INTERCULTURAL COMPETENCE PROFESSIONAL CONDUCT EDUCATION & TRAINING LESSON & COURSE PLANNING LANGUAGE AWARENESS ADMINISTRATION ASSESSED TEACHING INTERACTION MANAGEMENT & MONITORING TEACHING EXPERIENCE DIGITAL MEDIA ASSESSMENT 9
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- 11. Outcomes of the project An electronic Profiling Grid – the e-Grid 11
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- 13. Outcomes of the project A User Guide 13
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- 15. Who was involved the EPG project? 11 European institutions: • • • • • • • • • • • Centre international d’études pédagogiques (CIEP), FR EAQUALS) UK The British Council, UK Instituto Cervantes, ES Bulgarian Association for Quality Language Services (BAQLS OPTIMA), BG Goethe-Institut e.V., DE Center für berufsbezogene Sprachen (CEBS), AT ELS-Bell Education Ltd (ELS Bell), PL Università oer Stranieri di Siena (UNISTRASI), IT Hogeschool van Amsterdam, NL Sabanci Üniversitesi , TK 15
- 16. VALIDATION OF THE GRID: Teachers, trainers & managers 16
- 17. Procedure (emulating development of CEFR descriptors) 1. Scale the descriptors (bullet-points in boxes on Grid) to help ensure that they are at the correct stage. 2. Investigate stability of interpretation of descriptors across languages, sectors, etc. 3. Set “cut-points” on the scales for the different categories to help to divide them into the 6 stages 17
- 18. Data Completed on-line questionnaires EPG FIELD TESTING - TEACHERS' QUESTIONNAIRES - USABLE DATA 03.11.12 English B C 181 168 A 179 Total Nb to reach D 177 705 500 141% OVERALL TOTAL A 84 French B C 72 52 D 37 245 250 98% A 98 German B C 184 75 D A 128 44 485 250 194% Italian B C 38 33 D 27 142 100 142% A 65 Spanish B C 55 60 1817 18 D 61 241 250 96%
- 19. Conclusion • 83.2% show fully stable interpretation across contexts (CEFR descriptors were 87.5% stable) • 10 descriptors (=7%) discarded because of strange calibration (= strange interpretation) • Fine-tuning of descriptors with feedback from Trainers / Managers 19
- 20. Numbers: managers & trainers MANAGERS Partners TRAINERS Partners ENGLISH 24 British Council, CEBS, EAQUALS, OPTIMA, U. of Amsterdam 39 EAQUALS, ELS-BELL, OPTIMA, U. Amsterdam FRENCH 5 CIEP 11 CIEP GOETHE 30 GOETHE GERMAN 15 ITALIAN 5 SPANISH 14 CERVANTES Total: 63 (target: 55) SIENA 6 14 100 SIENA CERVANTES (target: 55) 20
- 21. What the testing involved for trainers • Putting in the right order descriptors for • methodology, lesson & course planning and intercultural competence OR • Interaction management, assessment & language awareness • Commenting on problem wording, wrong order etc • Commenting on the whole Grid 21
- 22. Main changes resulting from testing • Reorganisation of some categories of the Grid • Improvement of consistency in terminology • Tightening of follow-through and gradation of descriptors across categories and across phases of development • Amendment of various descriptors And: • Noting of various points for the User Guide & glossary 22
- 23. USING THE 23
- 24. What is the relationship between the eGrid and the Grid? • • • • Same categories, same descriptors, same uses Easier visibility and focus Easy use of the glossary Different access for teachers, trainers and managers • Saved and/or printed profiles
- 25. Other key features • Multiple languages • Teacher certification option • Team profiling option – by person & by competence • Downloads of PDF Grid and User Guide • No data saved on the website
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- 30. The underlying principles of the Grid 30
- 31. THE CAN-DO PRINCIPLE It reflects the CEFR action-oriented approach in teaching and learning. Both learner and teacher competences are viewed from a positive perspective. 31
- 32. THE CONTINUING PROFESSIONAL DEVELOPMENT PRINCIPLE, and THE INCREMENTAL CHARACTER OF DESCRIPTORS The progression of descriptors spans six phases of development. The phases are incremental. Competences at one phase build on those described at earlier phases. 32
- 33. THE SELF-ASSESSMENT/ASSESSMENT AND REFLECTION PRINCIPLE A new culture of self-assessment and professional self-awareness is being established in many language institutions. The EPG is an additional tool for assessing developmental needs. 33
- 34. THE COMMON STANDARDS PRINCIPLE The Grid sets out common standards related to qualifications, teaching competences and professionalism analogous to those for language proficiency in the CEFR. 34
- 35. THE MODULAR NATURE OF THE GRID It comprises separate categories and as such is a modular system. It can also be complemented with new categories and descriptors, developed to respond to emerging needs at local and national level. 35
- 36. THE EQUAL VALUE OF LANGUAGES This is affirmed through the validation and availability of the Grid in various languages 36
- 37. Users and uses of the Grid 37
- 38. Groups of users INDIVIDUAL INSTITUTIONAL Teachers (trainee, novice, experienced) In-service/pre-service trainers Academic coordinators/managers School managers Language specialists Human resources specialists Private language schools Language departments of universities State schools Teacher training institutions Language teacher associations National networks of language centres Ministries of education 38
- 39. Areas of application of the EPG Self-assessment and dynamic mapping of a range of language teaching competences Individual and group profiles of language teachers in an institution according to a set of incremental descriptors Identifying specific development needs of teachers and designing adequate training programmes An additional tool for staff selection and appraisal Intensifying communications between different pedagodical systems and educational traditions in Europe Facilitating processes of staff mobility across Europe 39
- 40. Recommendations in the User Guide: teachers - scenarios about: How to use the EPG for: Self/peer -assessment purpose Increased awareness Reflection and action Acquiring new skills and moving to a higher phase of development Using the EPG if you are: • • • • A prospective teacher A trainee teacher A recently qualified teacher An experienced teacher 40
- 41. Recommendations in the User Guide: trainers - scenarios on: How to use the EPG for assessing individual teachers and groups of teachers How to use the EPG as a reference point for designing training programmes (in-service and pre-service) How to use the EPG as an aid for designing mentoring programmes How to use the EPG for developing specific competences and deciding on individual teachers’ responsibility for different teaching contexts 41
- 42. Recommendations in the User Guide: managers – scenarios on: How to use parts of the EPG for selecting/ employing teachers, coordinators and trainers (own and other nationalities) How to use relevant parts of the EPG as an additional aid in staff appraisal procedures How to balance the teaching team How to use relevant parts of the EPG for encouraging staff development How to use the EPG for benchmarking against other institutions 42
- 43. Going beyond the Grid Teachers’ profiles – potential add-ons: – Their specialist competences – Their ability to be creative and innovative – Their multilingual and multicultural experience – Their interpersonal skills – Teaching learners how to learn – Dealing with issues like: learner satisfaction, learner autonomy, learning outcomes, learner development 43
- 44. In summary ‘profile’ of the EPG A reference tool A tool for reflection and development A quality assurance tool A management tool A creative tool A tool that can be further developed 44