1. USING TESOL STANDARDS FOR PERSONAL AND PROFESSIONAL DEVELOPMENT TESOL's 44 th Annual Convention, Boston 2010 Lic. Silvia Laborde Academic Director Alianza Pocitos-Pta Carretas Montevideo, Uruguay [email_address] Dr. Fernando Fleurquin Director English Language Center University of Maryland, Baltimore County [email_address]

3. “ I wish I’d chosen another profession.” “ My supervisor has no idea how hard I work.” “ I get bored of teaching the same courses.” “ I don’t have time to plan my classes.” “ I don’t know if what I do in my class is right.” Self Assessment Scale: 0 = Not me! 1 = Sometimes 2 = Often 3 = All the time

4. Highly motivated and satisfied with your work; Recognized for what you do Plan and manage your time well Have the support and guidance you need Your score Need to find motivation Not fully satisfied with your work Not enough recognition Looking for changes Not enough time Need more support and resources 1-5: 6-10: 11-15:

5. Who doesn't need professional development? “ process of continual intellectual, experiential, and attitudinal growth of teachers”. (Lange, 1990)

7. Reasons to engage in PD to acquire new knowledge and skills, to accept change, to increase income and/or prestige, to have power, to combat negativity and burnout, to interact with colleagues to create networks Bailey, Curtis and Nunan (2001) to ensure accountability to improve instructional results to improve morale to improve working conditions England (1998)

8. Reasons why an institution may promote PD To keep the organization growing, To create communities of language teachers, learners and administrators, To prevent burnout Curtis (2008) PD is at the heart of a quality ELT program Christison and Stoller (1997)

9. Personal professional development... ... results from a commitment to students and the acknowledgment that there is room for improvement at every stage of a person’s career. TESOL Standards for ESL/EFL Teachers of Adults, 2008

13. Who needs tech standards? “ Teachers will always be a part of the language learning environment, but their role will change...[While] computers will not replace teachers, teachers who use computers will eventually replace teachers who don't." Ray Clifford,Defense Language Institute, keynote address at CALICO, 1987, Monterey https://www.calico.org/a-349-The+Status+of+ComputerAssisted+Language+InstructionOpening+Keynote+Address+CALICO87+in+Monterey.html

14. TESOL Technology Standards Framework Written by the TESOL Standards Project Team: Deborah Healey, University of Oregon Volker Hegelheimer, Iowa State Univ. Phil Hubbard, Stanford University Sophie Ioannou-Georgiou Greg Kessler, Ohio University Paige Ware, Southern Methodist Univ. Teachers of English to Speakers of Other Languages, Inc. ( TESOL). (2008). TESOL Technology Standards Framework . Alexandria, VA: Author .

18. GOAL STANDARD Performance Indicato rs (wide range of settings) Teachers of English to Speakers of Other Languages, Inc. ( TESOL). (2008). TESOL Technology Standards Framework . Alexandria, VA: Author .

19. Vignettes For low, mid, high resource settings Depicting varied settings and learner variables Teachers of English to Speakers of Other Languages, Inc. ( TESOL). (2008). TESOL Technology Standards Framework . Alexandria, VA: Author .

20. Teachers of English to Speakers of Other Languages, Inc. (TESOL). (2009). Standards for ESL/EFL teachers of adults. Alexandria, VA: Author.

21. Standards and teachers' performance STANDARD: Title and description Performance Indicators Rubrics Interview or discussion question

22. Can standards contribute to my professional development? An Investigation with EFL Teachers

25. Initial reflections on their self-assessment: “ Considering the initial self-assessment, I have to recognize that I haven’t been doing it so badly.” “… as I kept working on it, I realized that we follow similar standards here as well. I was really surprised by this fact, and it helped me understand how we are connected to the teaching experts everywhere.”

26. More initial reflections...: “ I should spend more time considering all these aspects that TESOL considers as standards.” “ Observing the matrix I can easily identify that some of my professional weaknesses are related to Language Proficiency and Assessing”

27. Teachers' self-assessment Standard Average Standard 2: Instructing 2.06 Standard 4: Identity and context 2.06 Standard 1: Planning 1.93 Standard 6: Learning 1.89 Standard 5: Language proficiency 1.83 Standard 7: Content 1.78 Standard 3: Assessing 1.73 Standard 8: Commitment and professionalism 1.59

28. Standard 2: INSTRUCTING Teachers create supportive environments that engage all learners in purposeful learning and promote respectful classroom interactions. (TESOL 2009)

29. T’s comments on Instructing: Regarding the question of performance indicators I’m going to focus on Standard 2 in this opportunity. The indicators that were relevant to me on the first and second day of classes were: creating an environment that engaged all learners . Both first and second day of classes flew by, and I could perceive that all students were engaged. We also made effective use of classroom time , and at the end of the class we even had time to wrap it up by checking the objectives that had been achieved . I focused on giving clear instructions before the tasks or activities. In some cases, I checked comprehension by asking them to rephrase what they were supposed to do before starting the activity to ensure that all students knew what to do.

32. Teachers' stronger and weaker areas Stronger: Planning Instructing Learning Stronger: Identity and context EXPECTED UNEXPECTED Weaker: Assessing Language proficiency Weaker: Content Commitment and professionalism

33. Teachers' opinions “ It’s very important to question your own practice.” “ I could identify areas for improvement, and I was proud to see how much I have grown professionally.” “ The standards can help you when you lose motivation, to identify what to do to regain self-confidence.” “ You can easily break down big challenges into manageable pieces.” “ The standards are excellent instruments to know how to help other teachers.”

34. Conditions to empower EFL teachers to take ownership of their PD Respect for teachers’ work and individual needs Recognition of the many roles they play Definition of expectations: achievable goals Opportunities for collaboration Time Working conditions that encourage experimentation and continuous development Access to technology Align PD with performance evaluation policies

36. Practical application of Tech Stds . TECH DIAGNOSIS 1. Operational competence a ) Write the name next to all the items that you are familiar with. About Linux: I know which application is used to: write text documents _________________ chat _________________ talk to someone through the PC _________________ make presentations _________________ make a spreadsheet _________________ surf the net _________________ make podcasts _________________ listen to podcasts _________________ make video podcasts (vodcasts) _________________ watch video podcasts _________________

37. b) Put a check mark next to all the items that are true for you. About the Open Office suite: I can open, modify, and save a text document open, modify, and save a presentation open, modify, and save a spreadsheet cut, copy, and paste within these applications insert images, audio, and video within these applications c) Put a check mark next to all the items that are true for you. About xsite email: I can read messages create a new message carbon copy and blind carbon copy other people change password send an attachment add an image add a background get reader confirmation activate vacation responder

38. 2. Technology support for language learning a) Name the tech tools that are available for you to teach and students to learn b) If you use a tech tool with your students for any of the following, write the name and briefly explain how you use it (if possible mention how often): practice speaking practice writing practice reading practice listening practice grammar build lexis work collaboratively and cooperatively build a sense of community self assess achievement develop critical thinking other: c) How does the technology you use in your lessons impact on students' learning? How do you assess it? Do students have a say in how tech is integrated into lessons? If so, how?

40. Highlights: Survey Results 13 teachers answered 1. Operational competence a) Write the name next to all the items that you are familiar with. About Linux: 100% write text, surf 30% talk, make a spreadsheet 23% chat, make a presentation 15% make a podcast, vodcast, watch a vodcast

41. 1. Operational competence b) About the Open Office suite: 100% write text and perform most basic functions 38% make a presentation 23% make a spreadsheet c) About xsite mail: 100% read, create, cc, add attachment 70% add image 62% change password 0% reader confirmation, vacation responder

42. 2. Technology support for language learning a) tech tools available to teach 100% DVD, TV set, CD player (always) 54% PC lab, audio lab (rarely) 0% cell phones, digital camera, mp3s b) explain how you use the tech you use: 100% gave examples of classic use of DVDs, CD players for listening practice, pronunciation work, build lexis 46% PC lab: online listening exercises, grammar exercises, vocabulary building, games with kids 15% PPT presentations in the DVDs (USB port) to introduce vocabulary 0% cooperative & collaborative work, build sense of community, self assess, develop critical thinking

44. Tech standards as a tool for decision making Operational compt. Very few ts can talk, chat, make podcasts, vodcasts, ppts Mail: ok in general, some details not clear Data analysis Conclusions Need to motivate, instruct, show the pedag. impact Instruction needed

45. Tech support for LL Still in the 80's PC lab used for mechanical work, edutainment (& even so rarely) Couple of Ts show drive, enthusiasm, & risk taking Data analysis Conclusions Classrooms need to change “look” Work on “trust” Understand the role of tech in education today Explore options Some Ts are already ahead of the rest. They are “insiders”

46. Tech not used as sts use it outside No assessment of what little is being done Adopting & adapting Ts rely on each other as sources of info Resources used for mechanical work Data analysis Conclusions Waste of comm potential. Collab & coop work needed Need to know sts perceptions of the impt of tech in LL Vicious circle Better resources, better uses

47. Very few Ts participate in online communities or know where to find info Very little knowledge about resources and how to use them Few Ts take risks, try out new things, experiment Data analysis Conclusions Raise awareness about online communities. Raise awareness and learn how to use available materials & resources Encourage risk taking, show benefits, assess

51. Are the standards a practical tool to promote PD? Standards can be used… for personal and professional growth as a checklist to plan lessons for self-assessment for peer observation to monitor our teaching to measure our results to optimize our performance to promote action research as rubrics for teacher evaluation as topics of discussion for teachers’ meetings to meausre and appreciate our accomplishments to confirm beliefs to regain confidence to fight burnout to organize our reflections to help our students to improve our profession

52. Thank you! [email_address] [email_address]