EAL/D Standards Elaboration - TESOL · 2 Elaboration of the Australian Professional Standards for Teachers: For use when working with learners of English as an Additional Language

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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.

http://tesol.org.au/Advocacy/National-Professional-Standards-for-Teachers

http://tesol.org.au/Advocacy/National-Professional-Standards-for-Teachers

3 Draft EAL/D Standards Elaboration - November 2013

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 EAL/D learners. 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 EAL/D learners by informing:

teacher practice and professional learning goals

staffing considerations in addressing the needs of EAL/D learners

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 (EAL/D learners) across the full range of EAL/D learners 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 EAL/D learners. 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 EAL/D learners, 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 EAL/D learners 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 EAL/D learners; they not only engage in EAL/D professional learning themselves but create whole school opportunities for it.


EAL/D specialists and intercultural officers, particularly bilingual teacher aides, directly support EAL/D learners 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 EAL/D learners and how they learn EAL/D

Know and have empathy for the diverse linguistic, cultural and socio-historical characteristics of EAL/D learners; 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 EAL/D learners

Understand the language-and-culture demands of curriculum areas, and how to teach these for EAL/D learners.

Standard 3: Plan for and implement effective teaching and learning for EAL/D learners

Plan for and implement effective teaching and learning for EAL/D learners, 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 EAL/D learners

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 EAL/D learners, 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.


STANDARD 1: Know EAL/D learners and how they learn EAL/D

Know and have empathy for the diverse linguistic, cultural and socio-historical characteristics of EAL/D learners; 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

EAL/D learners

1.1 Demonstrate understanding

that EAL/D learners 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 EAL/D learners

and use it with teachers to extend

their repertoire of teaching strategies that improve students’ learning and wellbeing.

Understand how

EAL/D learners learn

in school

1.2 Demonstrate understanding of

how EAL/D learners

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

EAL/D learners 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 EAL/D learners’

linguistic and cultural access to

the curriculum.

EAL/D learners’

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 EAL/D learners.

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.

Draft EAL/D Standards Elaboration - November 2013

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-and-

culture 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

EAL/D learners, drawing on

EAL/D knowledge sources.

Strategies to support

full participation of

students with

disability while

learning EAL/D


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 EAL/D learners with disability.

Support the participation of

EAL/D learners 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 EAL/D learners

Understand the language-and-culture demands of curriculum areas, and how to teach these for EAL/D learners.


(EAL/D specialist)

LEAD

Content and teaching

strategies of the

curriculum area to

support EAL/D

learners


that each curriculum area

has particular language-and-

culture 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


demands of curriculum

areas, and articulate these for

colleagues, with guidance on

how to address them.

Lead initiatives that deepen

teachers’ knowledge of the


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

EAL/D learners’ 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 EAL/D learners’ 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 EAL/D learners’ curriculum area knowledge.

Initiate professional learning

that addresses identified gaps in EAL/D learners’ 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.


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 EAL/D learners


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 EAL/D learners’

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

EAL/D learners


that the use of ICT provides

visual and auditory support

for English language learning

and content but also makes language-

and-culture demands on EAL/D learners.

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-and-

culture demands of using ICT in

their curriculum areas.

Lead and support colleagues

to respond to language-and-

culture 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 EAL/D learners

Plan for and implement effective teaching and learning for EAL/D learners, taking account of the language-and-culture demands of

curriculum.


(EAL/D specialist)

LEAD

Establish challenging

learning goals for

EAL/D learners


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 EAL/D learners’

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

EAL/D learners

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 EAL/D learners and scaffold English language-and-culture 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 EAL/D learners

3.3 Demonstrate awareness of teacher strategies that address the language-and-culture 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-and-culture 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 EAL/D learners, recognising the need for scaffolding learning when using resources, and drawing on EAL/D

knowledge sources to identify language-

and-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 EAL/D learners 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 EAL/D learners’ 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 EAL/D learners.

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 EAL/D learners, 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 EAL/D learners’ 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.


(EAL/D specialist)

LEAD

Support EAL/D

learner participation

4.1 Identify culturally and

linguistically inclusive

strategies that support EAL/D learners

to participate in classroom activity,

including the use of home languages and

knowledges and connecting with intercultural EAL/D knowledge sources.

Use culturally and


strategies that support EAL/D learners

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


strategies and model scaffolding of

learning that facilitates the participation of

EAL/D learners both in classroom activity and in the wider school community.

Lead the professional

learning of colleagues to

enable optimal participation

through culturally and


strategies and evaluate the

participation of EAL/D learners in the

school community.

Manage classroom

activities involving

EAL/D learners

4.2 Understand that particular

groupings or behaviours may

make EAL/D learners

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

EAL/D learners

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, non-

judgemental 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, anti-

discrimination and human

rights laws also modelling,

articulating and advocating non-racist, non-judgemental behaviour.

Evaluate the effectiveness of

school policies in terms of

anti-racism, anti-

discrimination 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

EAL/D learners 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 EAL/D learners

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.


(EAL/D specialist)

LEAD

Assess English

language learning

and subject area

content learning for

EAL/D learners


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


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 EAL/D learners 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

EAL/D learners on

their learning


that feedback must be

sensitive to students’

English language

proficiency and the


demands of the task.

Work with an EAL/D

specialist to analyse the


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-and-

culture 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.



officers to support

colleagues to analyse the


demands of tasks and to

develop sensitivity to students’

English proficiency and intercultural

competence.

Make consistent and

comparable

judgements for

EAL/D learners

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

EAL/D learners


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.


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

EAL/D learners’ data history.


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.



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.



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.

EAL/D Standards Elaboration: Working Group draft, November, 2013. Please email feedback to convenor: [email protected]

STANDARD 6: Engage in EAL/D professional learning

Engage in professional learning about EAL/D learners, how they learn and how to support them to learn English, learn through English and learn about

English.


(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

EAL/D learners.

Use the EAL/D Elaboration of

the National Professional

Standards for Teachers and

advice from colleagues to plan

professional learning needed to

effectively support EAL/D learners.

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


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 EAL/D learners.

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


Seek and apply feedback to

improve professional

knowledge and practice in

effectively supporting EAL/D learners by

participating in discussions with EAL/D

learners and families, intercultural officers and

the school community.

Initiate and engage in

professional discussions with

EAL/D learners 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.


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 EAL/D learners.

Draw on EAL/D specialist

knowledge to identify issues and

work collaboratively on how to

address concerns in current provisions

for EAL/D learners 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

EAL/D learners by providing

opportunities for colleagues, focusing on

positive engagement with cultural and

linguistic diversity,.


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.


(EAL/D specialist)

LEAD

Meet professional

ethics and

responsibilities towards

EAL/D learners

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 EAL/D learners.

Meet codes of ethics especially

as they relate to the values of

cultural inclusivity,

multiculturalism,


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,


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 EAL/D learners.

Understand and comply with

professional requirements,

policies and processes to

support equity and inclusion

for all EAL/D learners and to

understand the implications of language-and-

culture.

Support colleagues to review

and interpret policies and

processes which may impact on

EAL/D learners 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

EAL/D learners and to support

understanding of new and existing legislative,

administrative, and organisational aspects of support.

Engage with the

parents/carers of

EAL/D learners

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.


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.


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.

Documents

EAL/D Standards Elaboration - TESOL · 2 Elaboration of the Australian Professional Standards for Teachers: For use when working with learners of English as an Additional Language