Managing Teacher Pathways

1. Managing Teacher
Pathways
EL Teacher Pathways in Ireland

2. 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

3. 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.

4. Where do new EL
Teachers come from?

5. Where do new EL
Teachers come from?

6. Taking the First Steps

8. Initial ELT Qualifications

9. 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?

10. Managing Teaching Teams
in the Irish Context

12. 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.

13. • 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.

14. • 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.

15. 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.

16. 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.

17. Managing CPD
•Provide a clear, individualised
development plan.
•Create an ethos of sharing & developing.
•Provide plenty of encouragement along the
way.

18. "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

19. "Would you ever consider becoming, like, a real
teacher?"
Mick's Mother

20. Post Graduate
Diplomas

21. 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

22. •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.

23. Do you see yourself in ELT
in 10 years?