Projekt OBOGATENO UČENJE TUJIH JEZIKOV

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1 Projekt OBOGATENO UČENJE TUJIH JEZIKOV ENRICHED FOREIGN LANGUAGE LEARNING Project Project structure & activities: OVERVIEW Foreign/EFLL teachers: CPD Meeting #2 ZRSŠ, Ljubljana - December 10, 2013 Katja Pavlič Škerjanc, katja.pavlic@zrss.si Operacijo delno financira Evropska unija iz Evropskega socialnega sklada ter Ministrstvo za izobraževanje, znanost in šport. Operacija se izvaja v okviru Operativnega programa razvoja človeških virov v obdobju , razvojne prioritete: Razvoj človeških virov in vseživljenjsko učenje; prednostne usmeritve: Izboljšanje kakovosti in učinkovitosti sistemov izobraževanja in usposabljanja.

2 CPD Meeting AGENDA Time Content Performers & Format 10:00-10:45 EFLL-3 PROJECT: Overview with a focus on FTs teaching workload (Guidelines for FTs) Katja Pavlič Škerjanc FTs Plenary presentation, Q&A, group discussions 10: VALUE-ADDED (FL) TEACHING: Conceptualisation, planning & implementation/delivery Katja Pavlič Škerjanc FTs Plenary presentation, Q&A, group discussions 11: Coffee break 12: WORKSHOP: How to plan for and deliver value-added FLT (foreign language teaching) FTs Group work and plenary feeedback Individual consultations NEI-PT members

3 EFLL-3 PROJECT OVERVIEW - KEY INFO See presentation (ppt) 2. informativno srečanje za MŠ ZRSŠ, 22. oktober 2013 See presentation (ppt) 1. srečanje MŠ in potencialnih PŠ ZRSŠ, 19. november 2013 Project parameters are open (and likely) to change. Keep track of the changes! Sign warning you of new information:

4 Ovierview with a focus on FT s TEACHING workload

5 ISSUES ON THE AGENDA WHO? WHERE? WHAT? For WHAT purpose/ To WHAT end? For WHOM? With WHOM? HOW?

6 Mreža MŠ, PŠ in pilotnih SatŠ v š.l. 2013/14: RAZPOREDITEV TU HS, PS & SatS NETWORK and FTs PLACEMENTS in 2013/14 Št. TUJI UČITELJ TJ MŠ PriMŠ PŠ Pilotna SatŠ sredstva projekta+prevoz na delo 1. de Almeida, Filipe ANG 1. OŠ Trnovo (3 dni-12,5ur) (a) sredstva projekta+lastna (b) samo lastna sredstva sredstva projekta+ prevoz na delo 1. Gimnazija Poljane LJ (1dan-4 ure) 2. Gimnazija Ptuj (1dan- 4ure) sredstva projekta + potni stroški 1. OŠ Vižmarje-Brod 2. Ivanič, Demará C. ANG 2. STŠ LJ (2dni-6ur) 1. Gimnazija Poljane LJ (b) 3. ŠC Ljubljana, Gimnazija 3. Gimnazija FP Kranj (1 dan-4 ure) 3. Jadrzyk, Andrea ANG (1 dan ZRSŠ-prevajanje) Antona Aškerca (2dni-8ur) 4. GSŠRM Kamnik (1dan 4 ure) 4. Jensen, Laura L. ANG 4. Gimnazija Nova Gorica(2,5dni) 2. SŠVP Ajdovščina (b) 2. Gimnazija Tolmin?? 5. Johnston, Christian P. ANG 5. SŠGT Celje (1dan-4 ure) 3. SŠGT LJ (a) 6. Roebuck, Gillian ANG 4. Gimnazija Novo mesto (a) 7. Tomford, William ANG 6. Gimnazija Kranj (3dni) 5. Gimnazija JP LJ (1 dan-4 ure) 8. Torul, Amresh P. ANG 5. ERSŠG LJ (3,5 dni) (a) 6. SŠTŠ Šiška LJ (1,5 dni) 7. ŠC Kranj, Strokovna gimnazija Gimnazija Ptuj (1dan-4ure) 9. Tweedie, Benjamin ANG (2,5dni) 7. OŠ ATL Radovljica 10.? ANG 8. ŠC Postojna, Srednja šola (1 dan) 11. Dupuy-Roudel, Soizic FRA 8. Gimnazija JP Ljubljana (2,5dni) 6. Gimnazija Poljane (b) 12. Farsure, Samuel FRA 7. SŠVP Ajdovščina (a) 13. Louis, Elsa FRA 8. Gimnazija Škofja Loka (b) 9. Gimnazija Novo mesto (1dan-4ure) 14. Ramasimanana Virtič, 9. Gimnazija Ptuj (a) 10. Prva gimnazija MB FRA Mary Ellen 10. II.gimnazija MB (a) (0,5/1 dan 2/4 ure)? 15. Valenti, Andrea ITA 9. SŠ Domžale (2 dni=6ur) 11. Gimnazija Poljane (b) 11. Gimnazija Koper (1dan-4ure) 16. Rubio, Ignacio E. ŠPA 12. Gimnazija JP Ljubljana (a) 13. Gimnazija Poljane (a) 17. Gehrke, Monika (NPU) NEM 14. Gimnazija Novo mesto (b) 3. OŠ Orehek-Kranj

7 Št. Tuji učitelj TJ MŠ PriMŠ / Neodvisna.zaposlitev PŠ (Pilotna) SatŠ SŠTŠ Šiška LJ (1,5 dni) 1. Amresh P. Torul ANG ERSŠG LJ (3,5 dni) 80%+20% 2. Andrea Jadrzyk ANG ŠC LJ, Gimnazija AA (2dni)100% - 3. Benjamin Tweedie ANG ŠC Kranj,Strok.gimn.(3dni) 100% 4. Christian P. Johnston ANG SŠGT Celje (1dan-4 ure) 20% SŠGT LJ 25%+25% Gimnazija FP Kranj (1 dan-4 ure) GSŠRM Kamnik (1dan 4 ure) Gimnazija Ptuj (1 dan=4ure) OŠ ATL Radovljica (1 dan=4ure) 5. Demará C. Ivanič ANG STŠ LJ 30% Gimnazija Poljane LJ 90% 6. Filipe de Almeida ANG OŠ Trnovo (3 dni=12,5ur) 100% Gimnazija Poljane LJ (1dan-4 ure) Gimnazija Ptuj (1dan- 4ure) 7. William Tomford ANG Gimnazija Kranj (3 dni) 80% Gimnazija JP LJ (1 dan-4 ure) 8.?? ANG 20% ŠC Postojna, Srednja šola (1 dan) 9. Gillian Roebuck ANG - Gimnazija Novo mesto 25%+75% OŠ Orehek-Kranj OŠ Vižmarje-Brod 10. Laura L. Jensen ANG Gimnazija Nova Gorica 50% SŠVP Ajdovščina 50% GimnazijaTolmin (?) 11. Elsa Louis FRA Gimnazija Škofja Loka 25%+50% Gimnazija Novo mesto (1dan-4ure) Gimnazija Ptuj 30%+20ali25%? Prva gimnazija MB 12. ME Ramasimanana V. FRA - II.gimnazija MB 30%+20ali25%? (0,5 dneva ali 1 dan 2 uri)? 13. Samuel Farsure FRA - SŠVPAjdovščina 50%+50% 14. Soizic Dupuy-Roudel FRA Gimnazija JP LJ 50% Gimnazija Poljane LJ 30% 15. Andrea Valenti ITA SŠ Domžale (2 dni) 60% Gimnazija Poljane LJ (3 dni=8 ur) 40% Gimnazija Koper (1dan-4ure) 16. Ignacio E. Rubio ŠPA - Gimnazija Poljane LJ 25%+25% Gimnazija JP-LJ 25%+25%

8 PARTNERSHIPS within EFLL-3 Quadripartite partnership quadripartite dialogue, quadripartite agreement ZRSŠ PS PS HS ZRSŠ AHS Tripartite partnership tripartite dialogue, tripartite agreement Bipartite partnership bipartite dialogue, bipartite agreement

9 Enriched Foreign Language Learning Project & Foreign Teachers A key goal of the EFLL project is to demonstrate that the presence of FTs in the Slovene school system facilitates the delivery of FL teaching which exceeds the legislative minimum standard. That is, the FTs enhance the quality of the FL teaching process through their added value. In view of the basic teaching formats, the added value can be achieved through: team teaching in intercultural teams; single/independent teaching. However, in order to provide the requisite empirical evidence, FTs need to be integrated into the school curiculum appropriately, ie. in accordance with the project's requirements.

10 PREPARING to launch the EFLL-3 Project at school level: FIRST STEPS 1. Forming/Establishing the School Project Team (SPT) 2. Identifying possible and defining/planning expected added value to FL teaching, achieveable (only) by/thorough FT s inclusion/integration into the school curriculum and teaching&learning process ( getting to know each other, following the Interactive Team Teaching principles ) 3. Defining/Establishing school project goals; 4. Forming/Establishing teaching teams: a) Core b) Additional 5. Identifying/Selecting teachers, interested in cooperation with the FT through her/his guest teaching in their classes 6. Defining/Establishing SPT ground rules (distribution of roles, communication rules, decision-making principles )

11 ADDED VALUE/TEACHING EXCELLENCE What will be performed BETTER in a team with a FT [or by her/him alone] than by a Slovene teacher alone? The essential question to ask oneself is: What shall I do with a (NS) coteacher rather than by myself? Something that I cannot do alone/by myself AT ALL. Something that, by myself, I cannot do THAT WELL.

12 Planning school PROJECT GOALS and defining FT s TEACHING WORKLOAD Project goals (national & school level) EFLL-3 HS/PS Interests & capabilties of the school FT FT FT s interest & proposals FT s teaching and other competences

13 THE FOREIGN TEACHER S WORK OBLIGATIONS (hours of work) full working hours (40 hours per week) which equals 20 teaching hours per week at a secondary school and 22 teaching hours per week at a primary school plus other obligatory working activities on the basis of collaborative teaching with Slovene teachers of foreign languages and non-language subjects and innovative approaches to FLT (LIS Language In other Subjects / LAC Language Across the Curriculum; CBLL Content-Based Language Learning, interdisciplinary teaching/learning, academic/discipline/ professional literacy development, project-based teaching/learning etc.)

14 THE FOREIGN TEACHER S WORK OBLIGATIONS cont. preparation and lesson planning in accordance with the principles of collaborative teaching other activities in accordance with the aims and goals of the national development project professional development activities: participation in seminars, workshops etc. organized by NEI school development project activities: materials writing, curriculum design etc. other obligations in accordance with the relevant legislation possible cooperation with the National Education Institute in accordance with an agreement between the school and the NEI

15 Delovne naloge tujega učitelja (Pogodba o zaposlitvi, 5. člen) Delavec bo o opravljenem delu poročal vsak mesec na časovnici. Delovne naloge tujega učitelja so predvsem: da izvajajo pouk ciljnega tujega jezika po načelih obogatenega učenja tujih jezikov (OUTJ) in druge s tem poukom (čim bolj neposredno) povezane dejavnosti ter druge dejavnosti v skladu s parametri in zahtevami projekta, med njimi: obvezno sodelovanje v ciljno usmerjenih programih (lastnega) profesionalnega razvoja pod vodstvom in/oz. v organizaciji ZRSŠ; sodelovanje pri izvajanju programov usposabljanja (drugih učiteljev) z modeliranjem interaktivnega timskega poučevanja pod vodstvom ZRSŠ in v skupni organizaciji ZRSŠ in modelnih šol;

16 Delovne naloge tujega učitelja (Pogodba o zaposlitvi, 5. člen) izvaja druge oblike organiziranega dela z dijaki v skladu s propozicijami nacionalnega projekta, izvaja priprave na pouk in druge obveznosti skladno s 119. členom ZOFVI. Delavec mora po tej pogodbi opravljati dela in naloge, določena v predpisih s področja vzgoje in izobraževanja, po predmetniku, LDN in opisu del in nalog za delovno mesto v aktu o sistemizaciji delovnih mest, ki je priloga te pogodbe ter v skladu z navodili delodajalca. Z LDN se za vsako šolsko leto delavcu določi obseg in vrsto del in nalog, oddelki oziroma skupine v katerih bo delavec opravljal delo in vsebino drugih del in nalog (npr. šola v naravi ipd.). Delavec je dolžan poleg del in nalog iz prejšnjih dveh odstavkov opravljati tudi dela in naloge, ki se pojavljajo občasno ali nepričakovano (npr. delo v drugih strokovnih organih, strokovnih skupinah ipd.), in je za taka dela in naloge usposobljen ali se lahko usposobi z enostavnimi navodili delodajalca.

17 EFLL-3: FTs TOUR OF DUTY at HS/AHS and PS in school year 2013/14 FT s (Foreign Teacher s) basic work requirement at HS(HomeSchool)/AHS (AssociatedHomeSchool) and PS/s (Partner School/S) in terms of workdays: 5 days per week at schools as a general rule, occasionally 4 days in a week as follows: 1 day per month at ZRSŠ (NEI): all FTs for the mandatory monthly CPD (continuous professional development) meeting 2 days per month at ZRSŠ: some FTs (5-7 members of FTs Expert Group, ES-FT) 1 day to 1 week occasionally at SatS (Satellite Schools): a few FT s, i.e. those involved in the piloting of EFLL language courses for SatSs (always on the basis of an agreement between ZRSŠ and all schools involved) FT s weekly tour of duty at HS(AHS) and PS (i.e. distribution of a FT s workload between the two schools defined in terms of an average weekly work schedule): FT at HS: 3-4 days per week (on average, could be also on a biweekly, monthly or yearly basis) FT at PS: 2-1 day/-s per week FT s weekly (or monthly, biweekly/yearly) tour of duty to be renegotiated & agreed on between partnering schools

18 MONTHLY CPD (continuous professional development) MEETINGS: Mandatory(i.e. binding by the authority of the project) Defining needs & goals, developing plans: maintenance of (EFLL relevant & specific) knowledge and skills enhancement of existing (EFLL relevant & specific) skills development of new potential (independent courses Sats) Defining schedules: according to a yearly plan (see annual calendar of activities) in Ljubljana (ZRSŠ or other location) on Tuesdays, from to Defining alternative formats indiviudal consultations (before or after monthly meetings, at whatever other arranged time) school visits (consultations, instructional coaching, monitoring&evaluation)

19 Enriched Foreign Language Learning Project & Foreign Teachers Within the EFLL project, the FT s teaching obligation comprises two complementary components: team teaching and independent teaching. Team teaching can take the form of interactive team teaching (ITT) or guest (team) teaching (GT). Team teaching can take the form of interactive team teaching (ITT) or guest (team) teaching (GT). Interactive team teaching is implemented on a regular basis with fixed teams (either core or additional), whereas guest team teaching can on an irregular/unrepetitive basis, as the interest, need or opportunity arises, with teams (but should nevertheless be planned in general accordance with the yearly school curriculum).

20 The DO s and DON Ts of teaming teams as permanent as possible not more than 3 (core) co-teachers within the same period of time (month/week) no one-lesson partnerships (except in guest teaching) core and additional teams TEAM TEACHING (interactive) team teaching -TT core - CTT additional - ATT guest (team) teaching G(T)T as permanent as possible small number of partnerships organised on a yearly principle less permanent flexible, depending on the current issues and needs organised on a unit principle (anywhere from 3 lessons upwards) FT should not be forced to do subjects/topics she/he is not comfortable doing could be in a form of substitute teaching but preplanned

21 Hour distribution and components of an average weekly FT s teaching workload 15 (16) hours + 5 (6) hours team teaching TT interactive team teaching + guest teaching: positive interdependence together whole class principle apart division of students into two sub-groups single teaching ST independence on the basis of collaborative teaching individual (small group) work with students compulsory elective activities (OIV) extracurricular activities 0 3 hours 0 2 hours 0 2 hours

22 TEACHING TEAMS functional (vs. disfunctional) teams Basic principles of teaching teams formation: COMPLEMENTARITY COMPATIBILITY It is vitally important when forming teams that the competencies and personalities of all team members are taken into consideration!

23 ESSENTIAL COMPONENTS OF TEAM TEACHING Several studies suggested the essential components of team teaching (& co-teaching) were/are: Joint planning Similar philosophical beliefs about teaching Classroom management Establishing roles and avoiding the native-speaker teacher from becoming an instructional assistant Open and effective communication Resolving conflicts immediately Flexibility Compatibility Shared responsibility On-going training Administrative support

24 FOREIGN TEACHERS: GOING BEYONG AND ABOVE THE STANDARD (added value, quality exceeding the standard performance )

25 A good teacher is Descriptions by Year 8 students, UK school

26 Measures of teacher effectiveness Research into Teacher Effectivenes, Hay McBer, 2000 Teaching skills Professional characteristics Classroom climate Pupil progress

27 Motivational activity (15 min): A good foreign teacher is? Following the prompt from the previous slide and taking into consideration ayour knowledge of the EFLL project as well as your experiences within the project, define the traits of a GOOD FOREIGN EFLL TEACHER with at least 10 attributes (word, phrase or sentence). Reflect individually for 5 min first, then work in groups for 5 mins share and compare. Leave tle last 5 min for plenary presentations.

28 Foreign teacher s added value in the selection and adaptation of authentic materials He/she is in a more direct contact with the target language culture, which gives him/her an easier access to authentic materials. Consequently he/she is able to access more relevant modern materials. He/she understands better the broader cultural context from which the document is extracted. This enables him/her to set-up the cultural context for its use in the classroom, thus rebuilding the authenticity lost. He/she has an overall view of the range of documents which could be used in class. He/she brings in his/her own experience/training as a teacher in this field. He/she brings in a completely different point of view on the materials, thus opening possibilities for an intercultural approach. He/she is himself/herself an authentic document and could be used accordingly. He/she can adapt materials with the Slovene teacher for a more efficient approach (work in a multi-cultural team). Samuel Farsure, 2010

29 Added value / Value-added Outside of economics, value added refers to "extra" feature(s) of an item of interest (product, service, person etc.) that go beyond the standard expectations and provide something "more" while adding little (?) or nothing (?) to its cost. Value-added features give companies or service providers (schools) a competitive edge. In economics, added value can be defined as the difference between a particular product's final selling price and the direct and indirect input used in making that particular product. Value for money?

30 Teaching FLs with added value = = Value-added FL teaching What value do FTs add to the standard forms & formats of FL teaching in Slovenia? Added value to the SYSTEM Added value to the SCHOOL??

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32 VALUE-ADDED FL TEACHING AND THE ESSENTIAL ROLE OF FTs Added value Argumentation Evidences/Evaluation