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Managing Teacher Pathways EL Teacher Pathways in Ireland
Ian Brangan MA RSA dip ELT
Academic Manager Alpha College of English, Teacher, Trainer, Schools’ Inspector,
Syllabus Writer, Curriculum Developer, Academic Advisor. Ian has been involved since the 90’s in the development of the
CELT in Ireland and in managing teaching teams.
Mick Leonard BSc CELT
Teacher (currently completing DELTA) has taught in South Korea and Ireland. Mick has
been with teaching at Alpha College for 6 years. Summer school DOS. Currently
involved in delivering General English, Exam Courses, Online Training, and In House
Development.
Presenters
Background to the CELT •Pre January 2005 70 hour + TEFL cert /university degree •Since early 90’s MEI/RELSA cert 70 hour + 3 hours TP •Since January 2005 standardisation by ACELS/QQI now accept
CELT/CELTA and Trinity certs. •CELT pre-service ELT cert with minimum benchmark standards
set by the national Quality Assurance Agency for English language services.
•Standards reflect international norms. •120+ hours including 100 input hours, 35 hours language
analysis, 6 hours assessed/supervised TP, 6 hours observation of professional teachers/ 6 modules or assignments/continual criteria based assessment.
Where do new EL Teachers come from?
Where do new EL Teachers come from?
Initial ELT Qualifications
The Jobs Market for Newly Qualified Teachers • Experience not necessary but a bonus. • Mornings and Afternoons • Competitive Rates
but...
Peak Months July and August
• Great for initial experience • Does the seasonality of the industry prevent people
from seeing it as a career, post initial qualification?
Managing Teaching Teams in the Irish Context
Where might the focus be placed on In House Development?
•Regular focus on the principles and rationale behind the curriculum and syllabi. Allow teachers to discuss their effectiveness and allow teaching team to agree on any necessary changes. This way the curriculum becomes more relevant as they have some ownership.
•Familiarize teachers with main descriptors & principles behind the CEFR. This will in turn inform their feedback to students.
•More focus on having a wide range of language presentation techniques, activities, interaction patterns and assessment procedures relevant to learners' needs.
• Extend need for detailed class planning beyond initial training and observations.
• More familiarity with plans of work focussed on learning outcomes. Teachers need to be involved in agreeing plans of work with their learners in mind and adapting them where necessary.
• More familiarity with use of a range of learning resources, including digital and internet based media.
• Link coursework to assessment opportunities / EAQUALS assessment & scenarios.
• Help teachers to build knowledge of procedures and processes for finding out about their learners needs and their usefulness in different contexts. Build space into the syllabi for reflection on needs, assessment of learning and structured feedback.
• Provide opportunities for extended learner input and where possible hand over responsibility for input to learners.
• Build the team's knowledge of main uses of digital equipment, the internet and relevant software in supporting language learning.
• Helping teachers to manage self development independently and professionally in a variety of familiar educational contexts.
Managing Teaching Teams in the Irish Context • Encourage teachers to contribute to the In House
Development programme and get them to do professional reading to add to their experience.
• Above all promote a learning teaching environment. A transparent, open door policy to classroom learning.
Managing CPD •Manage self development independently and
professionally through mentoring/coaching/reviewing and offering advice.
•Build a team that teachers will want to be part of and contribute to.
•Take time to induct and mentor properly. First impressions are crucial.
•Delegate responsibility but manage outcomes. •Do not create false expectations. •Endeavour to provide stability.
Managing CPD
•Provide a clear, individualised development plan.
•Create an ethos of sharing & developing. •Provide plenty of encouragement along the
way.
"Flatter me and I may not believe you. Criticize me and I may not like you. Ignore me and I may not forgive you. Encourage me and I will not forget you."
William A. Ward
"Would you ever consider becoming, like, a real teacher?"
Mick's Mother
Post Graduate Diplomas
The Immediate Challenges ahead in the Irish Context •Promote standards of excellence so that we continue to develop
as a sector. •Overcome the challenge of seasonality in the sector. •ACELS/MEI through Skillnets have done excellent work in
setting up further training over the past years. •Now that ACELS/QQI has, at present, not got a remit for
training and development, MEI must take up the gauntlet. The materials and expertise are there. Courses like the Academic Management Diploma, The Train the Trainer certificate etc. which encouraged so many teachers in the past should be reactivated. Academic personnel need ongoing training opportunities in order to meet the challenges of managing teaching teams
•Postgraduate minimal qualifications are long overdue for CELT trainers and Academic Managers . •There is a knock on effect of providing Irish based postgraduate training. •EAQUALS schools in Ireland and Europe wide could share In House Development clips to pool expertise. •EAQUALS has played a significant role. Pathways are clearly marked for improved Academic Management, better Curricula & Syllabi, Quality Assurance and Assessment & Certification.
Do you see yourself in ELT in 10 years?
