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TEFLCert.TeachingEnglishasaForeignLanguageCertificate
EFLMONITORINGBOARD
MALTA
June2012
©2012EFLMonitoringBoard 2
TableofContents1 Preamble 3
2 RenewalofPermits 3
3 TheTEFLCertificateCourse 4
4 Rationale 4
5 TargetCandidature 5
6 CourseAims 5
7 SyllabusOverview 5
8 SyllabusandAssessmentinDetail 6Unit1:LearnersandTeachersandtheTeachingandLearningContext 6Unit2:LanguageAnalysisandAwarenessintheClassroomandTeachingLanguageSystems:Vocabulary,Grammar,Phonology,FunctionsandDiscourse 7Unit3:DevelopingLanguageSkills:Speaking,Listening,ReadingandWriting 8Unit4:PlanningLessons 9Unit5:DevelopingClassroomTeachingandManagementSkillsandProfessionalism 9
9 CandidateAssessmentOverview 119.1 OverallCandidateAssessmentAims 119.2 CandidateAssessmentFramework 11
9.2.1 ComponentOne:PlanningandTeaching 129.2.2 ComponentTwo:WrittenAssignments 129.2.3 Assignment1–LanguageSystems–relatedTasks 129.2.4 Assignment2–LanguageSkills‐relatedTasks(Planningbased) 139.2.5 Assignment3–Strengths,NeedsandFutureDevelopment 13
9.3 PassingtheCourse 13
10 CourseProgramme 14
11 TrainingSessions(Training‘Input’) 14
12 Participants’Eligibility 1512.1 Eligibility 1512.2 Screening 15
13 Trainers’QualificationsandExperience 15
14 CourseAssessors 16
15 CourseAssessment:Methodology,ProceduresandEvaluation 16
16 TEFLCert.CourseCertificates 18
17 RegistrationFees 18
18 CentreAccreditation 18
19 CourseAssessmentFee 19
Appendix1:ProcedurefortheCourseAssessor’sVisit 20
Appendix2:CourseAssessor’sReportForm 21
Appendix3:QuestionstoAskCourseParticipants 26
©2012EFLMonitoringBoard 3
TEFLCert.EFLMonitoringBoardMalta
Standards, guidelines and procedures for the approval of training coursesleadingtocertificationoftheEFLMonitoringBoardTEFLCertificate.
1 PreambleInordertoapplytotheEFLMonitoringBoard,Malta (henceforthEFL‐MB) forapermit toteachEnglishasaForeignLanguage(anEFLteachingpermit),applicantsshouldsatisfythefollowingrequirements:
a. beatleast19yearsofage;
b. haveattendedandsuccessfullycompletedaTEFLCertificatecourseapprovedbytheEFL‐MB;
c. possess a Pass grade or higher in the EFL‐MB TELT examination, or a pass at
GradesA,BorCinEnglishatAdvancedMatriculationLevel;
d. possessacurrentlyvalidcleanconductcertificatefromtheCommissionerofPolice;
e. possessaMatriculationstandardofeducationifundertheageof25.
N.B.ApplicantsinpossessionofaPassgradeorhigherintheCambridgeESOLCELTAortheTrinityCert.TESOLareexemptedfrom(b),(c)and(e)above.
ThisdocumentdescribestheTEFLCertificatecoursereferredtoin(1b)above.
2 RenewalofPermits
2.1Permitsshouldberenewedeveryfouryears.
2.2 Teachers applying for renewal should provide documented evidence of aminimumtotal of 32 hours Continuing Professional Development (CPD) over the fours years.CPDincludesthefollowing:
2.2.1attendanceortutoringon in‐servicecourses/seminars/workshopsheld inMalta and recognised for CPD purposes by the EFL‐MB. Individuals and/orschools and/orotherinstitutions arerequired to obtain specific writtenrecognition from the EFL‐MB. Such courses shouldspecifically cater for
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teachers using English as a means of instruction to speakersof otherlanguages;
2.2.2attendanceortutoringonin‐servicecourses/seminars/workshops/projectsheldoutsideMalta.Suchcoursesshouldspecificallycater for teachersusingEnglishasameansofinstructiontospeakersofotherlanguages.TheEFL‐MBwill decide on a case‐by‐case basis whether thecourses / seminars /workshops/projectssatisfyCPDeligibilityrequirements;
2.2.3thepublicationofELTarticles(tenhoursperarticle)orbooks(thesefulfiltheminimum 32‐hour CPD requirement) by recognised publishers andpublishers’ websitesthat have a readership thatconsistspredominantly ofteachers who use English as a means of instruction tospeakers of otherlanguages. The EFL‐MB will decide on a case‐by‐case basis whether thepublicationssatisfyCPDeligibilityrequirements;
2.2.4 tutoringonpre‐servicecourses likeCambridgeESOLCELTAandTrinityCert.
TESOL and tutoring on professional development courses like CambridgeESOLDELTAandTrinityDip.TESOL.Suchtutoringfulfilstheminimum32‐hourCPDrequirement.
3 TheTEFLCertificateCourseTheTEFLCertificatecourse isadministeredbyaccreditedcoursecentresandregulatedbytheEFL‐MB.AccreditedCourseCentresareresponsiblefortheprovisionofcoursesthatareapprovedandmonitoredbytheEFL‐MB.AllteachersinEFLschoolsinMaltaandGozoarerequiredtoattendandpassanapprovedTEFLCertificatecourse,i.e.,theTEFLCertificateortheCambridgeESOLCELTAortheTrinityCert.TESOL, irrespectiveofwhether,forexample,they intendtoworkforanemployerorbeself‐employed,orwhethertheyintendtoworkface‐to‐faceoronline,inanEFLSchoolorfrom a private home, and whether they intend to teach General English or English forSpecial Purposes (including, for example, English for Professionals, English for Business,EnglishforLegalPurposes,EnglishforAcademicPurposes,etc). AnyteacherapplyingforanEFLpermitforthefirsttimeonthebasisofhavingcompletedandpassedanapprovedTEFLCertificatecoursemorethanthirty‐sixmonthsprevioustothedateofapplicationwillneedtoshowevidenceofrelevantCPD(see2.2.above).Iftheyareunable to provide such documented evidence, they will be required to renew theirknowledgeandskillsbyagainattendingandpassinganapprovedTEFLCertificatecourse.
4 RationaleThisdocumentsetsoutto:
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• standardise course provision (and includes full descriptive course components
andcandidateassessmentcriteria)• offersupporttotrainersandcentres• puttheemphasisonassessingthequalityofcourseprovision,againwithclear
guidelinesandaninbuiltsupportmechanism• ensure anongoing, inbuilt coursedevelopmentmechanismwithin the EFL‐MB
courseassessmentproceduresIttriestomoveawayfromatop‐down,subjective‘inspection’approachtoonethatis:
a. morehorizontal,inthatCourseAssessors,whendiscussing,makingsuggestionsandmakingrecommendations,willbeabletosharegoodpracticegleanedfromwatchingdifferentcourses,and
b. constructed from the base (i.e., by the trainers themselves) by offering themopportunitiestodevelopandexperimentontheircourses,principally,bymeansof the inclusionof aminimumcore content rather thanprescribing theentireprogrammecontent.
5 TargetCandidatureTheTeachingEnglishasaForeignLanguageCertificate(TEFLCert.)isanintroductorycourseforcandidateswhohavelittleornopreviousEFL/ESOLteachingexperience.
6 CourseAimsThecourseenablescandidatesto
• acquireessentialsubjectknowledge• acquire a range of practical skills for teaching English to speakers whose first
languageisnotEnglishNote:becausetheterm‘TEFLcourse’iswellbrandedinMalta,theTEFLacronymisretainedandcoverstheteachingofEnglishtolearnersforwhomEnglishisnotafirstlanguage.
7 SyllabusOverviewThisdocumentoutlinesthesyllabusandassessmentcriteriafortheTEFLCert.ThesyllabusconsistsoffiveunitsoflearningthatdealwithspecifictopicareasintheteachingofEnglishto learners for whom English is not a first language. The units describe the subjectknowledgeandpedagogicknowledgeandskillsrequiredforbeginnerTEFLteachers.
©2012EFLMonitoringBoard 6
• Unit1:LearnersandTeachersandtheTeachingandLearningContext• Unit 2: Language Analysis and Awareness in the Classroom and Teaching
LanguageSystems:Vocabulary,Grammar,Phonology,FunctionsandDiscourse• Unit3:DevelopingLanguageSkills:Speaking,Listening,ReadingandWriting • Unit4:PlanningLessons• Unit5:DevelopingClassroomTeachingandManagementSkills
8 SyllabusandAssessmentinDetail
Unit1:LearnersandTeachersandtheTeachingandLearningContextSyllabuscontent Learningoutcomes Successfulcandidatescan 1.1 Cultural, linguistic and educationalbackgrounds
demonstrateanunderstandingof the rangeof backgrounds and experiences thatlearnersbringtotheirclasses
1.2MotivationsforlearningEnglish demonstrate an understanding of the
differentmotivations and expectations that(adult and teenage) learners may bring tolearningEnglish
1.3Teachingstyles demonstrate an awareness of the different
roles that teachers may adopt at differentstages of teaching and in differentteaching/learningcontexts
1.4Rapport establish and maintain good rapport with
learners 1.5Manner conduct lessons in an appropriately
supportiveandmotivatingmanner 1.6Respectandsensitivity show respect and sensitivity towards
individuallearners,groupsandtheclassasawhole
CandidateAssessment:Planningandteaching(Teachingpractice);Assignment2Language
skillstask
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Unit2:LanguageAnalysisandAwarenessintheClassroomandTeachingLanguageSystems:Vocabulary,Grammar,Phonology,FunctionsandDiscourse
Syllabuscontent Learningoutcomes Successfulcandidatescan 2.1Teacherlanguage adjust their own use of language in the
classroom according to the learner groupandcontext
2.2Correctingerrors identify errors and sensitively correct
learners’oralandwrittenworkproduction 2.3Accuratelanguagemodels Provideaccurateandappropriatemodelsof
oralandwrittenlanguageintheclassroom 2.4Clarifyingmeaning/use,
formandphonologyFocusonlanguageitemsintheclassroombyclarifying relevant aspects of meaning/use,form and phonology for learners to anappropriatedepth
2.5Register Showawarenessofdifferencesinregister 2.6Practice Provide appropriate oral and/or written
practiceoflanguageitems 2.7Grammar,lexisandphonology Help learners to focus on and practise the
meaning/use,formandpronunciationof:2.7.1grammaticalitems2.7.2lexicalitems2.7.3functionalexponentswithincommunicativecontexts
2.8Keyterminology UnderstandkeyterminologyusedinELT to
talk about language and apply this toplanningandteaching
2.9Grammar Demonstrate a basic working knowledge of
grammatical features, use and terminology,suchas:
- partsofspeech- tenseandaspect- voice- subject,verb,object
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- modality- hypotheticalmeaning- finiteandnon‐finiteforms- countabilityandnon‐countability
2.10Lexis Demonstrate familiarity with basic
principles of word formation and lexicalmeaning,andrelatedtopicssuchas:
- meaninganddefinition- pronunciation- spelling- register- collocation- connotation
2.11Phonology Demonstrateaworkingknowledgeof:
2.11.1thesoundsofEnglish2.11.2phonemicsymbols(IPA)2.11.3 prosody at both word and
sentence level (stress andintonation)
CandidateAssessment:PlanningandTeaching;Assignment1Language‐relatedtasks
Unit3:DevelopingLanguageSkills:Speaking,Listening,ReadingandWriting Syllabuscontent Learningoutcomes Successfulcandidatescan 3.1Speakingfluency Demonstrate a familiarity with ways of
helpinglearnerstodevelopspeakingfluency 3.2Listeningfluency Demonstrate a familiarity with ways of
helping learners to understand naturalspokenlanguagelisteningtexts
3.3Readingfluency Demonstrate a familiarity with ways of
helping learners to understand writtenlanguage
3.4Writingskills Demonstrate a familiarity with ways of
helpinglearnerstodevelopwritingskillsCandidateAssessment:PlanningandTeaching;Assignment2Languageskillstasks
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Unit4:PlanningLessons Syllabuscontent Learningoutcomes Successfulcandidatescan 4.1Aims State appropriate aims/outcomes for
individuallessons 4.2Orderingactivities Order activities so that they achieve lesson
aims 4.3Presentingmaterials Present materials for classroom use with a
professional appearance, andwith a regardtocopyrightrequirements
4.4Describingprocedures Describe the procedure of the lesson in
sufficientdetailCandidateAssessment:PlanningandTeaching;Assignment2Languageskillstasks
Unit5:DevelopingClassroomTeachingandManagementSkillsandProfessionalism
Syllabuscontent Learningoutcomes Successfulcandidatescan 5.1Settinguptheclassroom Arrange the physical features of the
classroom appropriately for teaching andlearning
5.2Classroompresenceandcontrol 5.2.1 Set up, monitor, close and change
whole class activities and/orgroup/pair activities and/orindividualactivitiesasappropriatetothelessontype
5.2.2 Demonstrate an appropriateteaching presence using, forexample,appropriate:
- voicevolumeandprojection- eyecontact- namingtechniques- facialandothergestures- clarityandspeedofspeech
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- levelofteacherlanguage 5.3 Engagementandinvolvement Demonstrate appropriate classroom
managementand teaching techniques toensurethatlearnersareactivelyengagedatall times in the learning process. Thesetechniquesinclude:
5.3.1 Using appropriate means to maketasksand activities clear tolearners
5.3.2 Using a range of questionseffectivelyforthe purposes ofeliciting and checking ofunderstanding
5.3.3 Providinglearnerswithappropriatefeedbackontasksandactivities
5.3.4 Indicating the progression ofdifferentstagesofthelesson
5.3.5 Maintaining an appropriatelearningpace
5.3.6 Monitoringandcorrecting learnersappropriately and sensitively inrelationtothetaskoractivity
5.3.7 Makinguseofmaterials, resourcesand technology professionally,efficiently and appropriately inrelationtothetaskoractivity
5.4Selectingappropriateteaching
techniques in relationto thecontentofthelessonandthelearners
Select appropriate teaching techniques inrelation to content of the lesson and thelearners
5.5Professionaldevelopment:
ResponsibilitiesDemonstrate teaching professionalism bymeansof:
5.5.1punctuality5.5.2 preparedness for teaching and
respect of deadlines for writtenwork
5.5.3appropriatetime‐keeping5.5.4recordkeeping5.5.5appropriatedresscode5.5.6appropriateclassroombehaviour
5.6Professionaldevelopment:
SupportsystemsDemonstrateanawarenessof
5.6.1 their developmental strengths andneeds
5.6.2appropriatedevelopmentstrategies
©2012EFLMonitoringBoard 11
5.6.3appropriateprofessionalassociations5.6.4 appropriatepublications,websites,
blogsetc.forteachersenteringthefieldofEnglishLanguageTeaching
CandidateAssessment:PlanningandTeaching;Assignment3:Strengths,needsandfuture development
9 CandidateAssessmentOverviewTEFLCert.isawardedtocandidateswhohavecompletedthecourseandwhohavemettheassessmentcriteria.
9.1 OverallCandidateAssessmentAimsCandidatesshouldbeableto:
9.1.1 planandteachlessonswhichtakeintoaccountlearners’ages(e.g.teenagersoradults), experience, cultures, educational backgrounds, basic language needsandmotivations;
9.1.2 demonstrate language knowledge, analysis and awareness, and knowledge ofappropriateteachingstrategies;
9.1.3 demonstrateknowledgeaboutlanguageskillsandhowtheymaybeacquired;9.1.4 plan and prepare lessons designed to develop learners’ overall language
competence9.1.5 developanappropriaterangeofteachingskillsandclassroommanagementskills
atthislevelandshowprofessionalawarenessandresponsibility
9.2 CandidateAssessmentFrameworkCourserequirementsandcomponentsofcandidateassessmentThere are two components, namely, Component One: Planning and Teaching, andComponentTwo:WrittenAssignments.AllaspectsofTEFLCert.areinternallyassessedbytutorsapprovedbytheEFL‐MB.
©2012EFLMonitoringBoard 12
9.2.1 ComponentOne:PlanningandTeachingTeachingPracticeshouldconsistof twoseparateteachingslots foraminimumtotalof35assessedminutesofwhichitisrecommendedthataminimumof20minutesbewithbonafidelearners.CandidateAssessmentofTeachingPracticewillbebasedonthelearningoutcomesdetailedinthesyllabus,astheyareappropriatetoindividualcandidates’teachingpracticesessions.In case of an initial Fail grade, the candidate will only be allowed to repeat a TeachingPracticesessiononce.ArepeatedTeachingPracticesessionmaynotbegivenmorethanthelowestpassgrade.
9.2.2 ComponentTwo:WrittenAssignmentsAssignment1 LanguageSystems‐relatedTasksAssignment2LanguageSkills‐relatedTasksAssignment3 ProfessionalDevelopment
9.2.3 Assignment1–LanguageSystems–relatedTasksTheassignmentistoincludetasksthatfocuson:
• the identificationof significant featuresof the form,phonology,meaning, anduseoflanguageitems/areasandtheuseofrelevantinformationfromreferencematerials
• the identification of significant errors in form, spelling, punctuation, meaninganduseinlearners’writtentexts
• theproductionofwrittentextthatisclear,accurateandappropriatetothetask
Candidatescandemonstratetheirknowledgeandskillsby:
a. analysinglanguagecorrectlyforteachingpurposes;b. correctlyusinglanguageterminologyrelatingtoform,meaning,phonologyand
usewhenanalysinglanguage;c. accessingreferencematerialsandreferencingmaterialtheyhavelearnedabout
languagetoanappropriatesource;d. identifyingandcorrectingerrorsinform,spelling,punctuation,meaninganduse
inlearners’writtentexts;e. usingwrittenlanguagethatisclear,accurateandappropriatetothetask.
In case of an initial Fail grade, this assignmentmay be resubmitted once. A resubmittedassignmentmay not be givenmore than the lowest pass grade. Length:maximum 1,500words.
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9.2.4 Assignment2–LanguageSkills‐relatedTasks(Planningbased)Theassignmentistoincludetasksthatfocuson:
• identification of the receptive language skills and/or sub‐skills that could bepractisedordevelopedusingcoursebookmaterialand/orauthenticmaterial
• identification of productive language skills that could be practised anddevelopedinrelationtothattext
• taskdesigninrelationtothetextwithabriefrationaleCandidatescandemonstratetheirlearningandabilityby:
a. correctlyusingterminologythatrelatestolanguageskillsandsub‐skills;b. appropriatelyrelatingtaskdesigntolanguageskillsdevelopment;c. usingwrittenlanguagethatisclear,accurateandappropriatetothetask.
In case of an initial Fail grade, this assignmentmay be resubmitted once. A resubmittedassignmentmaynotbegivenmorethanthelowestpassgrade.Length:750‐1000words.
9.2.5 Assignment3–Strengths,NeedsandFutureDevelopmentTheassignmentistoincludetasksthatfocuson:
• candidates’identificationoftheirownteachingstrengthsandweaknesses• reflectionsontheirownteaching• reflectionsontheimplicationsfortheirownteachingfromtheirobservationsof
experiencedELTprofessionalsandtheircolleaguesonthecourse
Candidatescandemonstratetheirlearningandabilityby:
a. noting their own teaching strengths and weaknesses in the light of feedbackfromlearnersand/orcolleaguesandorteachereducators;
b. identifying which areas of ELT knowledge and skills they need furtherdevelopmentin;
c. describing in a specificway how theymight develop their ELT knowledge andskillsbeyondthecourse;
d. usingwrittenlanguagethatisclear,accurateandappropriatetothetask.Thisassignmentcanonlybesubmittedonce.Length:500words.
9.3 PassingtheCourse
Candidates will be awarded the TEFL Cert. only if they meet all of the followingrequirements:
©2012EFLMonitoringBoard 14
a. passbothTeachingPracticesessionsb. passallthreeassignmentsc. attendat least80%of the45contacthours (Given theessentiallyexperiential
nature of the training methodology, a medical certificate cannot exempt acandidatefromthisrequirement.)
10 CourseProgrammeTEFLCert.courseprogrammesaredesignedby individual trainingprovidersandapprovedby the EFL‐MB. Experts appointed by the EFL‐MB will determine whether a courseprogrammeisinlinewiththeregulationsstipulatedinthispolicydocument.TEFLCert.Courseswillhaveaminimumof45contacthoursincluding:
• Input(ofwhich10%maybeonline)• Supervisedlessonplanningandpreparation• Teachingpractice:TeachingPracticeshouldconsistoftwoseparateteachingslotsfor
a minimum total of 35 assessed minutes of which it is recommended that aminimumof20minutesbewithbonafidelearners
• Feedbackonteaching• Peerobservation• Guidedobservationofexperiencedteachers(minimum1hour,maximum2hoursof
the45contacthours)• Consultationtime
Candidates will need to dedicate a minimum of 15 hours for the required research,assignments,lessonpreparation,andadditionalsessionsofguidedlessonobservation.TEFLCert.coursesmustbeaminimumoftwo(2)weeks’duration.
11 TrainingSessions(Training‘Input’)Training Sessions should be practical, experiential and trainee‐centred. Other modes ofdeliveryarealsoacceptablealthoughtheyshouldnotformthecoreofthecourse.Thefollowingtopicsshouldberegardedascore:
• Highlightingandpractisinggrammaticalstructuresandfunctions• Highlightingandpractisinglexicalitems• Helpinglearnerswithpronunciation• Helpinglearnerstodevelopcommunicativespeakingfluency• Helpinglearnerswithcommunicativereadingskills• Helpinglearnerswithcommunicativelisteningskills• Helpinglearnerswithcommunicativewritingskills
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• Classroommanagement• Practicalteachingtechniques• Similaritiesanddifferencesbetweenteachingteenagersandadultlearners,and
practicalclassroomimplicationsCentresmaychoosetoaddothertopicstothiscorelist.
12 Participants’Eligibility
12.1 Eligibility
Participantsshouldnotbemorethan12monthsyoungerthantheminimumagerequiredforeligibilityforanEFLteachingpermit.
CentresareremindedthatEFLpermitapplicantswhoareundertheageof25arerequiredtopossessaMatriculationstandardofeducation.However, inthecaseofcandidatesovertheageof25,centresattheirdiscretionmayacceptindividualswhopossessappropriatelifeandeducationalexperience.
ItishighlyrecommendedthatcentresdonotacceptapplicantswhofailtodisplayalevelofEnglishlanguageproficiencythatwillenablethemtosatisfytheEnglishlanguageproficiencyrequirementsoftheTELTexam.
12.2 ScreeningCentresshouldadoptmechanismswhichscreenapplicants’spokenandwrittenEnglishpriortotheirbeingacceptedonaTEFLCert.course.
13 Trainers’QualificationsandExperience
Course providers should submit prospective TEFL Cert. trainers’ CVs to the EFL‐MB forapproval.
TheEFL‐MBapprovestrainerswho,asaminimum:
1. possessCambridgeESOLCELTA/TrinityCert.TESOLorcomparablequalification2. have2000contacthoursofEFLteaching3. havesuccessfullycompletedaminimum20‐hour‘TraintheEFLTeacherTrainer’
courserecognisedandapprovedbytheEFL‐MB4. haveengagedintheshadowingofacompleteTEFLCert.course(madeupofa
minimum of 45 contact hours) led by qualified, experienced teacher trainersrecognisedbytheEFL‐MB.Ineachcase,theEFL‐MBshouldpreviouslyapprovetheshadowingprocess.
It ishighly recommended thatTEFLCert. trainers shouldnotbeyounger than25yearsofage.
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The EFL‐MBwill automatically approve as TEFL Cert. trainers individualswho are alreadyapprovedasCambridgeESOLCELTA/TrinityCert.TESOLtrainers.
14 CourseAssessors
Assessors’qualifications,experience,approval
TheEFL‐MBapprovesassessorswho:
1. possessCambridgeESOLDELTA/TrinityDip.TESOL(orcomparablequalification)2. have 2 years’ experience in planning, designing and running pre‐service EFL
teachertrainingcourses3. arenotlessthan25yearsofage
CentreswillbeprovidedwiththedetailsofthespecificcourseassessorvisitingtheircourseandwillhavetheopportunityofobjectingtothisassessorbyprovidingtheEFL‐MBwithavalidreasoninwriting.
15 CourseAssessment:Methodology,ProceduresandEvaluationEverycourseistobevisitedandassessedbyanapprovedTEFLCert.CourseAssessor.SeeAppendix1foradescriptionoftheprocedurefortheCourseAssessor’svisit.
Assessorsareto:
• ascertainthatcourseapprovalconditionsareadheredto• guaranteethequalityofcourseprovision• obtain feedback from centres, course tutors and course participants on the
trainingscheme• offer support tocentresandcourse tutors in termsofadvice, suggestionsand
recommendations
It is important to note that the role of the CourseAssessor isnot to assess the teachingpracticeperformancecarriedoutbycourseparticipants.
SeeAppendix2foraCourseAssessmentReportForm.
TheCourseAssessorascertains:
• thatthecourseisbeingdeliveredbyapprovedcoursetutors• thatCourseParticipantsfulfilcourseentryrequirements• thatcoursecontentandsyllabusadheretoEFL‐MBregulations• that course delivery methodology/methodologies reflects/reflect a teaching
methodology that is essentially interactive, experiential, learner‐centred andwhich promotes mainly communicative language teaching and learning.
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(Although alternative modes of course delivery, e.g. lecture mode, may beincluded,theseshouldnotbethedominantmodes.)
• that any written feedback to trainees on written assignments and teachingpracticeisrelevant,appropriate,helpfulandsupportive
• whether Course Participants are satisfied with their course and feelappropriatelypreparedandsupported
• whetherCourseTutorsandtheCourseCentrehaveanyqueriesorsuggestionsregardingsupportfromtheEFL‐MBoronanyothercourse‐relatedissues
• whether recommendations from the previous Course Assessor’s Report havebeenactedupon
Assessorsshould:A Reviewcoursedocumentationincluding:
• coursepublicity• completedapplicationformsandscreeningtasks• coursecontentandtimetable• (aselectionof)anycompletedandgradedassignments• (aselectionof)completedcandidatelessonplans• (a selection of) any teaching practice written feedback, both trainee self‐
evaluationsandtutorfeedback• recommendations (and any follow‐up action) from the previous Assessor’s
Report
Centresaretokeepcopiesofallcandidatefilesandcoursedocumentation.
B Meet (a selection of) Course Participants in order to listen to their comments,evaluations andquestionson the course and to elicit their answers to a set of pre‐establishedquestions(seeAppendix3).
C Attendbetweentwoandthreehoursoftraininginputinordertoascertain:
• sessionaimsandobjectives,andwhethertheseareachieved• thelevelofinvolvementandengagementofsessionparticipants• whetherthesession(s)employ(s)amethodologywhichisessentiallyinteractive,
experiential, and learner‐centred and which promotes mainly communicativelanguageteachingandlearning
D Meet the Main Course Tutor (and, optionally, any other Course Tutors) and any
appropriateCentreRepresentativeinordertodiscussanyissuesarisingfromSectionsA, B and C above and to offer any advice (which takes the form of suggestions forimprovement) and/or any formal recommendations (which require a response fromthecentre,eitherinwritingorthroughfollow‐upaction).
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TheAssessoralsotakesnoteofanysuggestionsorqueriesthattheMainCourseTutorandCentreRepresentativemayoffer regarding support from the EFL‐MBor on anyothercourse‐relatedissues.It is importantthatanysuggestionsorrecommendationsthataretoappear intheCourseAssessor’sReportarediscussedduringthismeeting.
E WritetheCourseAssessor’sReportwithintwoweeksoftheAssessmentandsendittotheMonitoringBoard.TheMonitoringBoardthensendsacopytotheCourseCentre.TheCourseCentre should takeappropriate follow‐up steps to address anyAssessorRecommendationsbeforethebeginningofthenextTEFLCert.courseafteritreceivestheCourseAssessor’sReport.Ifthereisanydisputedissue,theCentreshouldcontactthe EFL‐MB in order to pursue thematter further. The decision of EFL‐MB shall befinal.
16 TEFLCert.CourseCertificates
At the end of TEFL Cert. courses, successful candidates will be awarded a certificate(indicatingmeritandattendance) issuedbytheindividualtrainingcentres.Eachcertificateshouldshowthegradesof the threeassignmentsandthe twoTeachingPracticesessions.Eachcertificateshouldclarifythemeaningofallpossiblegradesbymeansofanappropriatelegend.Eachcertificateshouldbedatedandbearthesignatureofthemaincoursetutorandtheofficialrubberstampofthetrainingcentre.Certificatedesignwillremaintheresponsibilityoftheindividualtrainingcentres,savethatcertificatesmustclearlybeartheofficialEFL‐MBlogo.Certificates will be awarded to candidates who have fulfilled all the assessment criterialisted above (section 9.3) andwho have attended at least 80% of the 45 course contacthoursincludingallTeachingPracticesessions.The EFL‐MB should receive the complete list of names and ID/passport numbers ofsuccessfulcandidatesnotlaterthan15workingdaysaftertheendofeachcourse.
17 RegistrationFees
TEFLCert.courseregistrationfeeswillbesetbytheindividualtrainingcentres.
18 CentreAccreditationAninstitutionthatwishestobecomeanEFL‐MBTEFLCert.accreditedtrainingcentreshouldapplytotheEFL‐MBforaccreditationatleastthreemonthsbeforetheinstitutionplanstohold its first course. Accreditation is granted for as long as a centre abides with the
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regulationscontainedinthispolicy.ACertificateofAccreditationshouldbedisplayedinthetrainingcentrepremises.Centresshouldprovidethefollowingdetailstogetherwiththeirwrittenapplication:
1. Addressandcontactdetailsof the institutionand thepremiseswherecoursesareplannedtobeheld(ifdifferentfromtheinstitutionaddress)
2. Aproposedprogrammeandtimetable3. NominatedMainCourseTutorandanyothertutors,togetherwithfullCVs4. Datesofcoursesplannedforthenext12months
The EFL‐MB should be notified three months in advance in the case of any changes instaffingorprogramme,andonemonthinadvanceinthecaseofanychangesinthenumberofcoursesrun(bothadditionalandcancelledcourses).Writtenapprovalmustbesoughtforanysuchchanges.
19 CourseAssessmentFeeOnly TEFL Certificates awarded at the end of courses approved by the EFL‐MB will berecognisedforthepurposeofissuinganEFLpermit.Eachcentrewillpaytheamountof€95foreachTEFLCert.coursetocoverthecostsofcourseassessment.Failuretopaythissumbeforethecommencementofeachcoursewillresult inthecoursenotbeingapprovedbytheEFL‐MBandhencethenon‐issuanceofEFLpermits.
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Appendix1:ProcedurefortheCourseAssessor’sVisit
1 BeforetheAssessor’sVisit
1.1 ThecentreshouldcontacttheEFLSchoolsMonitoringBoardtobeinformedoftheAssessor’snameandcontactdetails
1.2 Twoweeksbeforethevisit,thecentreshouldcontacttheAssessorto confirmarrangementsforthevisitandconfirmthefinaltimetable.2 DocumentationfortheAssessor
ThefollowingdocumentationshouldbegiventotheAssessoreitherbeforethevisitoronthedayofthevisit:2.1 Alistofcandidates(withI.D.orpassportnumbers)2.2 Across‐sectionofcandidates’files2.3 Atimetableforthevisit,includingtimeto
2.3.1 read a cross‐section of candidates’ files (minimum 6 or the totalnumber,whicheverisless)
2.3.2 observebetweentwoandthreehoursofinput2.3.3 meet(aselectionof)candidates(withouttutorspresent)2.3.4 meetthemaincoursetutor(and,optionally,anyothertutors)2.3.5 meetthecentrerepresentative
2.4 The course timetable, including scheduled teachingpractice sessions for allcandidates
2.5 Writtenassignmenttitles2.6 Asampleend‐of‐coursecertificate2.7 RecommendationsfromthelastAssessor’sReportreceived2.8 Applicationfileincludingapplicationformsandcompletedselectiontasksfor
eachcandidate2.9 Updatedcandidateattendanceregister
3 DuringtheVisit
TheAssessorshould:3.1 read a cross‐section of candidates’ files (minimum 6 or the total number,
whicheverisless),includingthefilesofanypotentialFailcandidates3.2 observebetweentwoandthreehoursofinput3.3 meet(aselectionof)candidates(withouttutorspresent)3.4 meetthemaincoursetutor(and,optionally,anyothertutors)3.5 meetthecentrerepresentative
4 AftertheVisit
CentresshouldreceiveacopyoftheAssessor’sReportviatheEFL‐MB.Issuesraisedinthereportwillhavebeendiscussedatthetimeofthevisit.
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Appendix2:CourseAssessor’sReportForm
TrainingCentreName
CourseDates NumberofTrainees
DateofAssessment
TimeofArrival
TimeofDeparture
Nameofmaincoursetutor
Nameofothertutor
Nameofothertutor
Section1 AdministrationandStaffing
1.1 Wereyouable tocontact thecentreeasily toconfirmarrangements for theCourseAssessment?
1.2 Werethearrangementsforyourvisitsatisfactory? 1.3 Wereyouprovidedwithallthenecessarydocumentation? 1.4 Wereyousatisfiedwiththearrangementsforstaffingthecourse? 1.5 Wastheresufficientopportunityfortutorstoliaiseduringthecourse? 1.6 Hadanycandidateswithdrawnfromthecourse? Areallareasrelatingtothissectionofthereportsatisfactory?
(Ifanswering‘No’,pleaseaddexplanatorycommentsbelow.)
Specificcomments,details,suggestionsandrecommendationsrelatingtoSection1
Section2 CandidateSelection
2.1 Is the application form appropriate and did those completed by candidatesshowthattheymetthenecessaryrequirements?
2.2 Are the screening tasks appropriate anddid those completedby candidatesshowthattheymettherecommendedrequirements?
2.3 Arealltheselectioninterviewsconductedbyanappropriatelytrainedtutorormemberofstaff?
Areallareasrelatingtothissectionofthereportsatisfactory?(Ifanswering‘No’,pleaseaddexplanatorycommentsbelow.)
Specificcomments,details,suggestionsandrecommendationsrelatingtoSection2
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Section3 WrittenAssignments
3.1 Does thedesignof thewritten tasks reflect the requirements setout in theTEFLCertificatesyllabus?
3.1.1Language‐systems‐relatedtasks 3.1.2LessonPlanningandFocusonLanguageSkills 3.1.3ProfessionalDevelopment 3.2 Arethesyllabuscriteriaforeachassignmentmadeexplicittocandidates? 3.3 Were you satisfied that tutors’ comments on assignmentswere helpful and
thattheyaccuratelyreflectedcandidates’performance?
3.4 Were you satisfied that the completed assignments had been appropriatelygradedinaccordancewiththeTEFLCertificateassessmentcriteria?
3.5 Did candidate files contain completed and graded assignmentswith a clearsummaryofstrengthsandweaknesses,andarecordofachievementforeachassignment?
Areallareasrelatingtothissectionofthereportsatisfactory?(Ifanswering‘No’,pleaseaddexplanatorycommentsbelow)
Specificcomments,details,suggestionsandrecommendationsrelatingtoSection3
Section4 SupervisedandAssessedTeachingPractice
4.1 Was a minimum of 35 minutes observed and assessed teaching practicescheduledforeachcandidate?
4.2 Arecandidatesrequiredtoobservetheircolleaguesduringteachingpractice? 4.3 If you have answered ‘Yes’ to 4.2, are candidates required to participate in
teachingpracticefeedbacksessions?
4.4 Did candidate files contain evidence of the candidates’ lesson planning,includingself‐evaluationsoflessonsandreferencetomaterialsused?
4.5 Did candidate files contain appropriately completed TP feedback sheets onplanningandteachingwithaclearsummaryofstrengthsandweaknessesandarecordofachievementforeachlesson?
4.6 Didthelessonplanproformausedbythecentreprovideappropriatesupporttocandidatesfortheplanningoftheirlessons?
4.7 Didtutors’writtennotes/commentsonteachingpracticeclearlydescribethestrengths and weaknesses of individual candidates’ teaching practicesessions?
4.8 Did tutors’ written notes/comments on teaching practice clearly indicateactionpointsforindividualcandidates?
Areallareasrelatingtothissectionofthereportsatisfactory?
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(Ifanswering‘No’,pleaseaddexplanatorycommentsbelow)Specificcomments,details,suggestionsandrecommendationsrelatingtoSection4
Section5 CourseDesignandDelivery
5.1 WastheCentreAuthorisationCertificatedisplayedatthecentre? 5.2 Did the course programme include at least 45 contact hours (of which a
maximumof4.5hoursmaybeonline)?
5.3 Did the course programme include at least 15 estimated hours for study,teachingpracticepreparationandassignmentresearchandpreparation?
5.4 Wasanypartofthecourseconductedonline? 5.5 If you have answered ‘Yes’ to 5.4, did the online component exceed a
maximumof4.5hours?
5.6 Wasthecoursetimetableappropriatelydesigned? 5.7 Didyouobservebetweentwoandthreehoursoflivetraininginputs? 5.8 Weretrainingaimsandobjectivesexplainedtoyou? 5.9 For the sessions you observed, were these training aims and objectives
achieved?
5.10 Inthesessionsyouobserved,wereyousatisfiedwiththelevelofinvolvementandengagementofsessionparticipants?
5.11 Are you satisfied that the course was being administered and delivered inaccordancewiththeTEFLCertificateregulationsandassessmentstandards?
5.12 WereyousatisfiedwiththearrangementsfortheobservationofexperiencedELTprofessionals?
5.13 Didcandidates’filescontaincompletedobservationtasks? 5.14 Were you satisfiedwith the resources available for trainees’ use during the
course: course librarywithbooksonmethodology, supplementarymaterialsfortraineestousewhenpreparinglessonsandassignments,coursebooksforteachingpractice,teachingaids,technologicalresources,etc?
5.15 Were you satisfied with facilities available for use on the course e.g.classrooms,refreshmentfacilities,etc.?
Areallareasrelatingtothissectionofthereportsatisfactory?(Ifanswering‘No’,pleaseaddexplanatorycommentsbelow.)
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Specificcomments,details,suggestionsandrecommendationsrelatingtoSection5
Section6 ContactwithCandidates
6.1 Wereyouintroducedtothecandidates? 6.2 Wasthereanopportunityforthecandidatestocomeandseeyou? 6.3 Didcandidates’commentssuggestthattheyweresatisfiedwiththecourse? Areallareasrelatingtothissectionofthereportsatisfactory?
(Ifanswering‘No’,pleaseaddexplanatorycommentsbelow)
Specificcomments,details,suggestionsandrecommendationsrelatingtoSection6
Section7 ContactwithTutor(s)andCentreRepresentative(s)
7.1 DidyoumeettheMainCourseTutor? 7.2 Didyoumeetanyothertutors? 7.3 DidyoumeettheCentreRepresentative? 7.4 IstheCentreRepresentativeadifferentpersonfromtheMainCourseTutor? 7.5 Did the tutor(s) and/or the Centre Representative offer any comments,
suggestionsorrecommendationsrelatedtothecourseandtotheMonitoringBoard’s regulations and administration of the scheme? If so, record thesebelow
Specificcomments,details,suggestionsandrecommendationsrelatingtoSection7
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SummaryofRecommendationsRecommendations are made when course criteria might not be fully met. Therecommendationsshouldhavebeendiscussedduringthevisitandmentionedearlier inthereport.
SummaryofSuggestionsSuggestions and ideas for improvement/alternative approaches suggested by the CourseAssessor. These should have been discussed during the visit andmentioned earlier in thereport.
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Appendix3:QuestionstoAskCourseParticipants1. Doyoufeelthatthecourseispreparingyouforclassroomteaching?
2. Havetutorsbeenfullysupportivethroughout?
3. Havetutorsbeenavailablewheneveryouhadquestionsorqueries?
4. Haveyoubeenprovidedwithsufficientmaterials?
5. Arethereanysuggestionsyouwouldliketomaketoimprovecoursesinthefuture?
6. Doyouhaveanyothercommentsaboutthecourse?