EFL/ESL Teacher Professional Standards: Models, Applications, and Considerations for PD

Avloniy Research Institute in Tashkent - 1st Annual International Conference on Continuous Professional Development of Education Personnel hosted by the Scientific Research Institute

EFL/ESL Teacher Professional Standards: Models, Applications, and Considerations for Professional Development

Presented by: Dr. Ramin Yazdanpanah, EFL/TESOL Technical Expert, Florida State University, Uzbekistan Education for Excellence Program Partner

Questions and Comments • 15-minute presentation • Q&A after all presentations • Use Zoom chat to ask questions • Write down notes on any ideas that come to mind • Access to resources and this PPT

Abstract This presentation provides the audience with definitions, models, and resources on EFL/ESL teacher professional standards. The presenter will summarize why EFL/ESL teacher professional standards are important, share examples of different models and approaches, as well as provide an overview of how to assess standards. The presentation will focus on models of teacher professional development (TPD) and sustainability of PD through local, national, and international communities of practice. Resources on EFL/ESL teacher professional standards will be shared.

Overview 1. Defining ESL/EFL teacher standards 2. Rationale for ESL/EFL teacher standards 3. Approaches in developing of ESL/EFL teacher standards 4. Assessing ESL/EFL teacher standards 5. Continual professional development (CPD) 6. Communities of practice (COPs)/Professional Learning Networks (PLNs) 7. Recommended resources

Poll (use the Chat box)

What is your current knowledge of ESL/EFL professional

standards?

1-3 (1/low -3/high)

Why do we need teacher standards?

1. Clarity for teacher preparation, certification, and evaluation 2. Consistency across a nation 3. Ensure that the special needs of ELLs and ELTs are addressed

What should teacher standards do?

• Describe what candidates should know and be able to do by the completion of their teacher preparation programs in ways that can be assessed by actual performance.

• Describe and make use of the knowledge base, including current research and the wisdom of practice in the specialty area (TESOL).

• Focus on learners and creation of environments that will foster student learning.

• Be concise, rigorous, and measurable, and not perceived as overwhelming in breadth and number.

(TESOL International Association, 2019)

Types of ESL/EFL teacher professional standards Content standards Describe… teacher candidates’ knowledge of the content they plan to teach and their ability to explain important principles and concepts that are delineated in professional standards

Pedagogical standards Describe… a. how to teach, how students learn c. effective teaching strategies d. differing approaches to learning e. how culture influences teaching and learning

Performance standards Describe how well or to what extent… a. the criteria and evidence that a standard has been met c. the level of performance expected to determine progress (e.g. rubrics) d. standards include exemplars of learners’ work to help teachers align instruction

f. students’ preconceptions

e. instruction and assessment are at the appropriate level of difficulty

g. teachers’ familiarity with standards-based instruction,

f. standards lead to assessments aligned with content standards

assessment, and learning

(Kuhlman & Knezevic, 2013)

Two approaches to developing teacher professional standards The Principles Approach

The Domains Approach

More conceptual theoretical framework for setting policy.

More specific and practical focusing on general domains) categories or domains.

Principles that are needed for successful program implementation when constructing standards.

• Collaboration • Relevance • Evidence (based on sound research), • Alignment (with the policies and practices of a country, ministry, etc.)

• Transparency (easily understood) • Empowerment (takes into consideration the outcomes expected from learning English, such as economics and education)

The standards under each domain and the performance indicators (or elements) provide the specificity.

Five domains that are needed to prepare English teachers: • Language • Culture • Instruction • Assessment • Professionalism

(Kuhlman & Knezevic, 2013)

TESOL Professional Standards STANDARD 1: KNOWLEDGE ABOUT LANGUAGE STANDARD 2: ELLS IN THE SOCIOCULTURAL CONTEXT STANDARD 3: PLANNING AND IMPLEMENTING INSTRUCTION STANDARD 4: ASSESSMENT AND EVALUATION STANDARD 5: PROFESSIONALISM AND LEADERSHIP

(TESOL International Association, 2019)

Assessment of standards 1. Assessment 1: A licensure assessment or other content-based assessment 2. Assessment 2: A content-based assessment: a content-based portfolio assessment, case studies, and action research 3. Assessment 3: Assessment of candidate ability to plan instruction 4. Assessment 4: Assessment of student teaching: internship or practicum evaluation 5. Assessment 5: Assessment of candidate effect on student learning 6. Assessment 6: Professional knowledge, skills and dispositions 7. Optional Assessments: Additional assessments (e.g. English language proficiency, ICT skills, etc.)

(TESOL International Association, 2019)

(Simpson, 2021)

(Simpson, 2021)

Communities of practice (COPs)/Professional Learning Networks (PLNs)

The 6 Principles for Exemplary Teaching of ELLs https://www.tesol.org/the-6-principles/k-12

•

OPPORTUNITIES TO ENGAGE PROFESSIONALLY OUTSIDE OF THE CLASSROOM

•

DEVELOPING YOUR VIRTUAL PERSONAL LEARNING NETWORK (PLN)

•

Teachers Working Together: A Successful Community of Practice

(Bodensteiner, M.)

(Bodensteiner, M.)

(Bodensteiner, M.)

Resources: Teacher Standards • Council for the Accreditation of Educator Preparation • Information Literacy Standards for Teacher Education • National Academy of Science’s Teacher Preparation Standards • National Board for Professional Teaching Standards (NBPTS) • National Educational Technology Standards • Standards for Reading Professionals • Initial TESOL Pre-K–12 Teacher Preparation Programs • The TESOL Guidelines for Developing EFL Standards • TESOL 6 Principles for Exemplary Teaching

References Bodensteiner, Mari (n/a). Teachers Working Together: A Successful Community of Practice. American English. The Office of English Language Programs in Washington, D.C https://americanenglish.state.gov/resources/american-english-webinars#child-2584 Kuhlman, Natalie, & Knezevic, Bozana (2013).THE TESOL GUIDELINES FOR DEVELOPING EFL PROFESSIONAL TEACHING STANDARDS. TESOL International Association, Alexandria, VA. https://www.tesol.org/docs/default-source/papers-andbriefs/tesol-guidelines-for-developing-efl-professional-teaching-standards.pdf?sfvrsn=6 Simpson, John (2021). TOEFL TESTING PRACTICES IN UZBEKISTAN:AN ESN PERSPECTIVE. WIUT Conference, Tashkent, Uzbekistan. American Councils for International Education, English Speaking Nations.

TESOL International Association (2019). Standards for Initial TESOL Pre-K–12 Teacher Preparation Programs. Alexandria, VA. https://www.tesol.org/docs/default-source/books/2018-tesol-teacher-prep-standards-final.pdf?sfvrsn=23f3ffdc_6 TESOL International Association. The 6 Principles for Exemplary Teaching of ELLs. https://www.tesol.org/the-6-principles/k-12.

Accessed, 2021.

Thank you!

Ramin Yazdanpanah, PhD www.linkedin.com/in/raminyaz

Ministry of Public Education of the Republic of Uzbekistan

Valerie Haugen, Chief of Party Oʻzbekiston Barkamollik Uchun Ta’lim Dasturi Uzbekistan Education For Excellence Program Email Address: vhaugen@rti.org Skype Name: Valerie.Haugen Telephone Number: +1-202-288-8328 Telegram & WhatsApp Name/Number: Valerie Haugen/+1-202-288-8328 Oybek Kurbanov, Deputy Chief of Party Oʻzbekiston Barkamollik Uchun Ta’lim Dasturi Uzbekistan Education For Excellence Program Email Address: okurbanov@ueep.rti.org Skype Name: Oybek Kurbanov Telephone Number: +998-972-247-904 Telegram Number: +998-972-247-904

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