State of Israel

Ministry of Education
English Inspectorate

Professional Framework
for English Teachers 2020

August 2019
Prepared by the Professional Standards Subcommittee of the English Inspectorate

Tziona Levi, Chief Inspector for English Language Education, Ministry of Education
Elana Spector-Cohen, Tel Aviv University, Chair of the Professional Standards
Subcommittee, Ministry of Education
Lisa Amdur, Tel Aviv University
Elisheva Barkon, Oranim Academic College of Education, Chair of Advisory Committee for
English Language Education, Ministry of Education
Orly Haim, Beit Berl College, Tel Aviv University
Beverley Topaz, Kibbutzim College of Education, Technology and Arts

Acknowledgements:
The committee would like to thank the many reviewers who carefully read the document providing
valuable input which contributed to its improvement. Their questions and suggested revisions have
been carefully considered and implemented into this final version.

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 Table of Contents

Foreword 4

Abstract 5

Introduction 6

Rationale 6

Organization 9

Resources consulted in the development process 10 - 11

Glossary of terms 12 - 15

The Framework:
Description of components 16 - 34
Domains, dimensions, performance indicators and 35 - 48
descriptors for three levels of performance

References 49 - 52

Appendix: Checklist for self-evaluation in achieving 53 - 63

emerging and skilled levels

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Foreword

The Professional Framework for English Teachers 2020 presents a detailed and carefully-organized list
of the kinds of skills and knowledge that English teachers need in order to function competently in
professional practice. It supersedes the previous document Professional Standards for English
Teachers, and is far more comprehensive and up-to-date.

It will be found useful and helpful for various stakeholders: the individual teacher, as a basis for self-
assessment and development; those who plan teacher courses, whether initial teacher-training
programs, or in-service courses organized by public or private institutions; those who assess and advise
teachers in the field, such as inspectors and counsellors.

Initiated and funded by the Ministry of Education in Israel, the Framework is clearly intended to be
implemented within the Israeli education system, including higher education. However, its value goes
beyond this: in my view the content and organization of the document are potentially relevant to English
teachers anywhere in the world, and will hopefully in the future be used to inform similar initiatives
elsewhere.

Penny Ur, August 2019

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Abstract
Capable teachers and effective teaching are critical in addressing today’s educational
challenges. Central to enhancing teacher quality is the setting of high standards for teachers.
To this end the Professional Framework for English Teachers 2020 (the Framework) has been
developed. This Framework is based on contemporary beliefs and understandings of language
teaching and learning and is designed to provide support to language teachers in their
professional development as they gain knowledge and competences through pre-service and
in-service training and from experience in the field. It includes clear descriptions of
knowledge and skills for language teachers at all levels of their professional growth, from
novice/emerging to expert. It consists of seven domains that reflect the major aspects of
language teaching. Each domain is further divided into dimensions, which highlight the multi-
faceted nature of teacher practice. Each dimension comprises performance indicators that
describe relevant behaviors. The Framework also includes suggestions of evidence that may
highlight aspects of teaching practice along with recommended questions for teacher
reflection. Finally, the document offers a checklist for self-evaluation.

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Introduction
Good teachers and effective teaching are critical in addressing today’s educational challenges
and in promoting lifelong learning opportunities for both teachers and learners. Emphasizing
the centrality of teachers in contributing to learner success, the Organization for Economic
Cooperation and Development (OECD, 2005) explicitly states that “many factors contribute to
a learner’s academic performance, including individual characteristics and family and
community experiences.” Yet research suggests that, among school-related factors, teachers
matter most (RAND, 2011). Indeed, quality teaching, among all other school-related factors,
may have the most impact on learner achievement and growth (Hattie, 2012; Marzano, 1998).
Of critical importance in enhancing teacher quality is the setting of high standards for teachers
(Darling-Hammond, 2000). Indeed, standards for English teachers were outlined in the
publication Professional Standards for English Teachers (Ministry of Education, 2003). To
keep up with the rapid changes that characterize today’s society, and align with contemporary
research in language education, it was decided to revisit and revise this document. The
Professional Framework for English Teachers 2020, (henceforth: the Framework) is based on
contemporary beliefs and understandings of language teaching and learning and includes clear
descriptions of knowledge, understandings and competences for language teachers at all levels
of their professional growth, from novice/emerging to expert. Though based on the original
document, this Framework constitutes a reconceptualization of the domains and standards, and
includes extensive additional content such as descriptors of performance levels, examples of
evidence to determine their achievement, suggestions for teacher reflection, and a checklist for
self-evaluation.

The adoption of standards as set out in this Framework contributes to the professionalization
of the field of English teaching in Israel. Similar to its predecessor, the main purpose of this
Framework is to support and guide English language teachers in their professional growth as
they develop as teachers, setting goals and determining their individual paths of professional
development. It may also serve as a guide for teacher training and professional development
programs and as a complementary document to the Tool for Teacher Evaluation [in Hebrew]
(Ministry of Education, 2011).

Rationale
The wide range of challenges faced by teachers in general are delineated by the OECD (2011)
thus:

Teachers “are being asked to equip learners with the competencies they need to
become active citizens and workers in the 21st century. They need to personalize
learning experiences to ensure that every learner has a chance to succeed and to
deal with increasing cultural diversity in their classrooms… They also need to
keep up with innovations in curricula, pedagogy and the development of digital
resources” (p. 3).

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Teachers face a rapidly changing context characterized by mobility, migration and diversity.
To successfully address these challenges teachers should be equipped with the necessary
knowledge, skills and competences. Thus, teacher training and ongoing professional
development are crucial (European Commission, 2013). Guskey (2000) pointed out that
“one constant finding in the research literature is that notable improvements in education
almost never take place in the absence of professional development” (p. 4). Another point to
keep in mind is that teachers who pursue professional development and enhance their own
knowledge and skills serve as models for their learners as lifelong learners (Zuzovsky, 2017).
Teacher professional development can create and contribute to a culture of learning in
schools (Marzano, 2012).

Professional development is defined as “the process of improving staff skills and competencies
needed to produce outstanding educational results for students” (Hassel, 1999, p. 1). Research
suggests that professional development that effectively enhances what teachers know and how
they teach focuses on deepening content knowledge and pedagogical content knowledge, as
well as on how it best be mediated for learners based on an understanding of how learners learn
and the specific difficulties they may encounter (Darling-Hammond, Wei, Richardson, Andree,
& Orphanos, 2009). Contemporary literature on education indicates that high-quality
professional development should promote currently accepted and effective curricular and
instructional models and be based on valid theories of teacher learning (Richardson & Placier,
2001). Characteristics of the effective teacher may be impacted by a number of factors such as
educational and cultural context, type of class being taught, institution in which the teacher
works and learner profile. Teachers should be provided with the tools to successfully meet the
myriad of challenges they face. In various educational frameworks, the concept of communities
of practice has been implemented successfully in teacher development (Wenger, 1998).
Professional learning communities (PLCs) refer to a group of people who share a concern or a
passion for something they do and learn how to do it better as they interact regularly. PLCs can
be institutionally based or initiated by a group of professionals.

Teacher evaluation necessarily feeds into teacher training and professional development.
Warring (2015) argues that “…evaluation systems have an important role to play in assisting
teachers to be more effective” ( p. 708). Evaluating teachers on all aspects of their teaching and
interactions provides a more valid picture of the contributions teachers make to the learner’s
educational experiences (Pianta & Hamre, 2008). A robust teacher evaluation model helps
teachers improve instruction over time, leading to higher learner achievements (Marzano,
2016). Furthermore, teacher evaluation contributes to teacher efficacy (Hattie, 2012) and
enables teachers to further improve their practice. Teacher evaluation may be used for the
enhancement of teaching and learning (formative purposes) on the one hand, and for
accountability (summative purposes) on the other.

As the process of developing an evaluation system is contextualized, systems will exhibit

differences and commonalities (Aspen Institute, 2011). In general, well-designed and well-
implemented evaluation systems delineate and define professional teaching standards aligned
with learning standards, which describe the performances, knowledge and dispositions that

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comprise excellence in teaching (Goe, Holdheide, & Miller, 2011). To guarantee equity and
common understandings in teacher evaluation, mutually agreed upon standards must be set to
coordinate expectations in quality teaching (Goe, Biggers & Croft, 2012). With the increasing
acknowledgement of the importance of defining what teachers are expected to know and be
able to do (European Commission, 2013) there have been various initiatives to define teaching
practice, such as the influential “Measures of Effective Teaching” project funded by the Bill
and Melinda Gates Foundation and encompassing approximately 3,000 teachers (Kane, Kerr,
& Pianta, 2014; MET, 2013) and the first International Summit on the Teaching Profession
held in 2011 with 26 participating countries.

Professional teaching frameworks seek to describe teaching excellence in all of its facets and
complexity and provide high but achievable goals for teacher practice. In setting standards, it
is beneficial to “build on what is known about effective teaching practices, describe what
exemplary performance looks like, and serve as a guide for developing the related components”
(Goe, Biggers & Croft, 2012, p. 7). Standards provide a common language for teachers and
leaders to talk about instruction so that all stakeholders have a shared understanding of what
effective practice entails (Danielson, 2013). The Israeli Ministry of Education, in the context
of the performance evaluation tool developed under its auspices, clearly states that
“...performance evaluation tools...help to improve the quality of teaching, promote learning,
education and the welfare of the learners, and develop teachers’ professional identity”
(translated from Hebrew, Ministry of Education, 2011).

Performance indicators are central to standards and should be based on national consensus
as they describe what society can expect from its teaching staff (European Commission, 2013).
Performance indicators focus on the positive: what teachers actually can do. They also provide
the basis for beneficial, constructive and fair feedback. In an international study focusing on
teaching and learning, teachers perceived feedback to be helpful for professional development
(OECD, 2014).

The Framework also takes into account current theories and approaches to teaching English as
a foreign language. Language teaching is a complex pursuit and therefore difficult to
breakdown into components. Nonetheless, doing so affords the opportunity to examine and
evaluate the development of teaching practice and understand language as a system of
communication. Teachers should recognize the ways language varies as a function of purpose,
social, cultural and academic contexts as well as medium of communication. They should know
how to plan and deliver instruction and assessment that will enable learners to successfully use
language in and outside school (Fillmore & Snow, 2002). Furthermore, teachers should not
only be autonomous and self-regulated lifelong learners themselves but should foster this in
their learners as well.

This document aims to support and encourage ongoing teaching development. Teacher
development is enhanced when teachers participate in training courses; attend workshops; are
observed by and observe a teacher trainer, mentor or colleague; receive and provide feedback
and discuss performance with a trainer or peers; exchange ideas; read professional literature

8
and reflect on and research their own practice. Furthermore, the Framework establishes a
common professional language and thus facilitates discourse among inspectors, counselors,
principals, coordinators, teacher trainers and teachers. It aims to complement existing teacher
preparation and ongoing professional development programs with contemporary insights into
effective practice. It addresses the needs of all involved in English teacher training and
professional training programs both pre and in-service as well as English teachers, school
principals, inspectors and policymakers in the Ministry of Education.

The Framework can be exploited for a range of purposes in a variety of contexts. In teacher
training programs it can be used as an aid in designing courses and curricula, evaluation and
certification, setting and reviewing goals and syllabi and ensuring that all domains are covered
in the program. In in-service professional development programs, it can serve as a diagnostic
tool for determining the topics and issues that require further study and development. In self-
evaluation, it offers novice and veteran teachers a set of criteria to track individual professional
progress and strengthen practice throughout their careers. Teachers can use the descriptions as
indications of the competences they wish to develop in the future, by charting where they are
at a given point in and across time. It enables teachers to autonomously manage their own
professional development.

Organization
The Framework is divided into seven domains listed below. These reflect the complexity of
foreign language teaching and the multiplicity of teacher responsibilities. Due to the organic
nature of the learning-to-teach process, the domains are interrelated and may overlap. Each
domain has been further subdivided into dimensions that relate to its relevant aspects. Each
dimension includes performance indicators that describe performance at three stages of
developing competence: emerging, skilled and expert. Emerging describes a teacher at the
beginning of his/her career, before gaining experience. Skilled refers to the level at which a
teacher has accumulated experience and is gaining greater confidence and autonomy. Expert
relates to teachers with broad experience who are competent and creative, and can serve as role
models and mentors to other teachers. As these stages reflect a teacher’s professional growth
they are additive: “skilled” assumes that any given competence under “emerging” has been
met, and “expert” assumes that a given competence under “skilled” has been met. The
competences specified in the Framework are descriptive and illustrative. It is important to note
that a teacher may be at different levels of performance for different competences.

The seven domains covered in the Framework are: (1) Teachers’ language and disciplinary
knowledge, (2) Learning theories and the language learner, (3) Language teaching pedagogy,
(4) Assessment, (5) The language learning context, (6) Global competences and (7)
Professionalism. Detailed descriptions of the seven domains are found on pages 16-34 of this
document. Detailed performance indicators for the seven domains are presented on pages 35-
48, and a checklist for self-evaluation on pages 53-63.

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Resources consulted in the development process
Leading organizations and national governments have developed a variety of frameworks for
language teaching over the years. Professional teaching frameworks are formal documents
designed to describe professional expectations for teachers and are often used to plan and
evaluate teaching. They usually include standards / benchmarks / performance indicators / can-
do statements and descriptors of levels or stages of developing competence.
The following frameworks, organized alphabetically, were studied prior to the revision of the
original document Professional Standards for English Teachers (Ministry of Education, 2003).

Australian Federation of Modern Language Teachers’ Association (AFMLTA, 2005): This

framework comprises eight dimensions and relates to standards for accomplished teaching. It
was principally designed as a tool for understanding teachers’ professionalism, but,
additionally, it recognizes the benefits of developing portfolios for promotion or professional
evaluation. Each domain includes standards and questions for reflection.

The British Council Continued Professional Development (CPD) Framework (British Council,
n.d.): This framework comprises 12 professional practices covering a range of essential
knowledge areas and teaching skills. Each practice is described by a list of ‘elements’. Teachers
evaluate themselves according to four generic developmental stages: awareness,
understanding, engagement and integration.

The Cambridge English Teaching Framework (Cambridge, 2014): This framework includes
five main categories, each broken down further making a sum of 36 components. It describes
four stages of teacher competency: foundation, developing, proficient, and expert. The
development of this framework was based on lesson observations of pre-service and in-service
courses and work portfolios.

The Eaquals Framework for Language Teacher Training and Development (European
Commission, 2013): This framework describes key competences across three “phases of
professional development”. It includes five main areas each including sub-sections, 25 in all.
For each sub-section detailed descriptors are given for knowledge and skills.

The European Profiling Grid (EPG, 2011): This grid lists sets of descriptors organized over
six stages of professional language teaching experience (from novice to very experienced) and
summarizes the main competences of language teachers and the background in training and
experience that would be expected at each stage. To date, it has been published in nine
languages and includes four domains: structure, knowledge and understanding, strategies and
skills, and values.

Teachers of English to Speakers of Other Languages (TESOL, 2017): This document, a

standards-based framework, was first published in 2009 and revised in 2017. It includes a total
of five standards and 24 components. Standards include: language content, instruction,

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planning and implementation, assessment and evaluation, English language learners in context,
and professionalism and leadership.

We also reviewed two instruments designed for evaluating teaching in general:

Tool for Teacher Evaluation [in Hebrew] (Ministry of Education, 2011): This tool, developed
by the Ministry of Education and the National Authority for Measurement and Evaluation
(RAMA), is used by the former for evaluating teachers in all disciplines from pre-service
through first year and in-service. It has been translated into Arabic and English. It comprises
four domains: role perception and professional ethics, disciplinary expertise, educational and
instructional processes, and collaboration in the professional community.

The Framework for Teaching: Evaluation Instrument (Danielson, 2013): This generic
instrument identifies aspects of teachers’ responsibilities that promote learning. This
instrument applies to all disciplines and is composed of four domains: planning and
preparation, the classroom environment, instruction, and professional responsibilities.

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Glossary of terms
This glossary relates to the terms used in the introduction and throughout the document.

Activities

As stipulated in the Common European Framework of Reference for Languages, or CEFR,

(Council of Europe, 2001), language activities involve the exercise of one's communicative
language competence in the processing (receptively and/or productively) of one or more texts
in order to carry out a task. These activities can been divided into four kinds: reception,
production, interaction and mediation:
§ Reception - including silent reading, following the media, understanding course
content, etc.
§ Production - including oral presentations and written papers.
§ Interaction - at least two individuals participate in an oral and/or written exchange in
which production and reception alternate and sometimes overlap.
§ Mediation - enabling communication between persons who are unable to communicate
directly, through translation, paraphrase, summary, or providing for a third party
(re)formulation of a source text to which this third party does not have direct access.
CLIL
Content and Language Integrated Learning: teaching school subjects such as history and art
through a foreign language, where language is used to learn as well as to communicative, and
it is the subject matter that determines the language needed.
Competency
Competency is the mobilization of knowledge, skills, attitudes and values when faced with
complex demands (OECD, 2018a).
Creative texts
A creative text is one that exploits the possibilities of arranging the forms of language,
imagery, design and performance to enhance, clarify, or make more salient to its audience
their interest in the work’s assertion and communication.

Domain
The Framework is divided into seven domains. The domains are: teachers’ language and
disciplinary knowledge, learning theories and the language learner, language teaching
pedagogy, assessment, the language learning context, global competences, and
professionalism.
Differentiated instruction
Differentiated instruction relates to the tailoring of instruction to meet learners’ individual
needs based on their linguistic and cultural backgrounds, readiness, skills, interests,
motivations and attitudes (Tomlinson & Imbeau, 2010). Teachers may differentiate content

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(what is taught), process (how it is taught and assessed) and product (how learners demonstrate
learning).
Digital literacies
Digital literacies include the knowledge, skills and behaviors involved in the effective use of
digital tools and media for communication and collaboration, and competences relating to the
critical consumption and synthesis of information in a knowledge society.
Dimension
A dimension is a particular aspect of a domain. For example, the domain of language teaching
pedagogy includes the following dimensions: language teaching approaches and principles,
concepts and methodologies, unit and lesson planning, managing the lesson, and managing
materials and resources. The distinction between domains and dimensions may at times
overlap.
Evidence
Evidence refers to data and information used to support an evaluation, conclusion or decision.
In the dimension of Unit and lesson planning, evidence, for example, may include written
lesson plans and their evaluation.
Global competence
Global competence is the ability to function in a global world, understanding different
perspectives and successfully interacting with people from other cultures (OECD PISA,
2018b).
Instructional method
Instructional or teaching method refers to the principles and strategies used by teachers to
enable learning. Many factors impact the choice of method, among them the subject matter
taught, the nature of the learners, teacher characteristics, and the educational context.
Learner autonomy
Learner autonomy refers to the principle that learners take a maximum amount of responsibility
for what they learn and how they learn it. Learners set their own goals for learning, plan
strategies for achieving those goals and monitor their success. Thus, learner autonomy is
essential for lifelong learning.
Metacognition
Metacognition involves reflective thinking processes. These processes include planning for
learning and choosing learning strategies before performing a task; monitoring and
orchestrating ongoing strategy use; and evaluating strategy use and learning upon completion
of the task.
Multilingualism
Multilingualism (compare with Plurilingualism) refers to the use of more than one language
by a community of speakers; a society in which different languages coexist side by side. Some

13
people may speak only one language and others more than one, but there are several languages
spoken in this context.
Multimodal literacies

The concept of multimodal literacies extends traditional notions of literacy to include various
modes of representation such as visual, auditory, spatial, and behavioral, which differ as a
function of culture and context and have specific cognitive, social and cultural features
(Sanders & Albers, 2010).
Ongoing professional development
This term refers to the process of growing as a teacher: developing skills, enhancing
knowledge, and gaining and reflecting on experience. Growth may take place both in formal
settings (e.g., in-service workshops and courses) and informal settings (e.g., a conversation
with a coordinator/mentor) beyond initial teacher training and may involve tracking and
documentation.
Performance indicators
Performance indicators are descriptions of performance for the three stages of developing
competence: emerging, skilled and expert. They describe performance on a particular aspect of
teacher practice and thus serve as a benchmark for assessing the extent to which a given
objective is achieved. Performance indicators are relative rather than absolute and may involve
a value judgment.
Plurilingualism
Plurilingualism (compare with Multilingualism) refers to an individual's ability to
communicate in a number of languages and switch among them to suit given circumstances,
taking into account the trajectories and dynamic nature of language acquisition and use
(Council of Europe, 2001). In language education, the notion of plurilingualism particularly
highlights the relevance of learners’ language repertoires and the necessity to take these into
account in teaching and assessment.
Stages of developing competence - emerging, skilled and expert
The Framework distinguishes among three stages of developing competence: emerging, which
defines the competence level of teachers on completion of their teacher training; skilled, which
defines the expected competence level of in-service teachers with several years’ experience;
and expert, which defines the level of highly competent teachers who often serve as lead
teachers and mentors. The different stages are additive; in other words, a given competence
subsumes the previous level. It should be noted that the competences specified in the
Framework are descriptive and illustrative, not prescriptive. Furthermore, a teacher may be at
different stages of development across the range of competences described in the Framework.
Teacher training
In this document this term relates to formal teacher training, which involves theoretical,
academic and professional study together with guided practical teaching. It includes pre-service
and in-service training.

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Teacher evaluation
Teacher evaluation refers to an evaluation or appraisal of a teacher’s work, often used for the
purpose of providing constructive feedback and promoting professional growth or for
administrative purposes (such as provision of incentives, granting tenure and promotion).

15
The Framework
This section provides detailed descriptions of the various components of the Framework.
Each domain includes a description of its relevant dimensions (summarized in Table 1
below), examples of evidence and selected questions for reflection.

Table 1: Domains and dimensions

Domain Teacher’s Learning Language Assessment The Global Professionalism

language theories teaching language competences
and pedagogy learning
disciplinary context
knowledge

Language Theories of Language Assessment Physical and Digital Response to

proficiency learning teaching principles and virtual literacies feedback and
approaches concepts environments reflection on
and practice
methods
Knowledge of Theories of Unit and Systematic Classroom Critical Planning and
language learning an lesson assessment management thinking, implementing
Dimensions

additional planning and climate problem professional

language solving, development
metacognition
and creativity
Knowledge Understand- Managing Assessment to Teamwork and Consultation and
about ing learners the lesson inform learning collaboration mentoring
multimodal and engage
literacies learners
Managing Intercultural
materials competence
and
resources

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Description of components
Domain 1:
Teachers' language and disciplinary knowledge
This domain focuses on teachers’ language proficiency and disciplinary knowledge essential
for language teaching. The domain includes three dimensions: language proficiency,
knowledge about language, and knowledge about multimodal literacies. These are described
below:

Language proficiency
Language proficiency encompasses general proficiency (knowledge of the English language)
and specific communicative skills including discourse competence, required for effectively
teaching content to diverse learner populations. Teachers of English are expected to be
proficient in oral, written, social and academic aspects of the English language and serve as
language models for learners. Proficiency will be measured according to the proficiency levels
described in the CEFR-Aligned Framework for English in Higher Education in Israel (2017).

Examples of evidence:
● Score on an English proficiency exam such as AMIR, TOEFL, and IELTS
● Score on a college/university proficiency exam
● Successful completion of a C1 level language proficiency course
● A portfolio of writing samples

Selected questions for reflection:

● Am I able to evaluate my own English proficiency? What resources can I use for this
evaluation (e.g., available tests, mentor observation and discussion)?
● What steps should I take to continually improve my language proficiency?
● What are my strengths in this area? Which aspects of proficiency, skills and
knowledge should I develop and improve? How should I go about that?

Knowledge about language

This dimension encompasses knowledge of the linguistic properties of language essential for
teaching English. It includes six performance indicators. The first relates to teachers’
knowledge and understanding of the main fields of inquiry in linguistics and applied linguistics
(e.g., phonology, orthography, lexicon, semantics, morphology, syntax, discourse, pragmatics
and sociolinguistics) and how they relate to each other, and to English language teaching. The
second addresses familiarity with resources (e.g., linguistic corpora, vocabulary profilers,
dictionaries, online resources for checking grammar) for research, professional development
and for language teaching. The third pertains to the knowledge and accurate use of key terms
for describing and analyzing language points as well as selecting and applying accurate models
of usage in classroom practice. The fourth applies to identifying sources and types of language
errors and providing appropriate explanations/feedback suited to the learners’ level of English
knowledge. The fifth indicator relates to the fostering of English language awareness among
learners. The last indicator refers to multilingual awareness, the understanding of the

17
relationships within and across languages and disciplines; e.g., through collaboration with other
language and knowledge area teachers.

Examples of evidence:
● Explanations of the systematicity and irregularities that exist in English spelling
● Providing examples/explanations of varieties of contemporary English, including
English for global communication
● Instructional activities that foster language awareness by comparing and contrasting
different languages
● Demonstrating how language choices depend on context
● Contextual instructional and practice activities (rather than mere manipulations of
language patterns) that enhance language acquisition
● Identifying linguistic sources of errors and providing appropriate feedback that
contributes to learners’ language acquisition
● Lesson plans that include use of key terms for describing language points
● Discussion with colleagues regarding methods and strategies for developing learners’
language awareness
● Providing explanations that are based on learners' knowledge of additional languages

Selected questions for reflection:

● How confident am I in my knowledge of orthography, phonology, phonetics, syntax,
lexis, morphology, semantics, pragmatics, register, genre, multilingualism, and
plurilingualism? In which of these areas should I gain better mastery and how?
● How well do I apply linguistic knowledge in my teaching? How could I better harness
my knowledge of linguistics to enhance instruction?
● How well can I recognize and account for learners’ errors and explain to them what
they got wrong? How can error analysis be used to enhance language learning?
● How can I develop learners’ language awareness?
● What are my strengths in this area? What skills should I develop and improve? How
should I go about that?

Knowledge about multimodal literacies

This dimension addresses teachers’ knowledge of the concept of multimodal literacies,
viewing literacy as a sociocultural activity involving multimodal text formats and practices
(e.g., audio, visual, spatial). This dimension involves two indicators. The first pertains to
knowledge about the continually expanding nature of literacy including the impact of
communication technologies and multimedia on the nature of texts. This indicator also
addresses the skills associated with processing, producing and distributing those texts. The
second relates to knowledge of and familiarity with the variety of discourses, text types and
formats characterizing a global, multicultural and multilingual world, and their relevance to
language teaching and teachers’ choices of texts based on differences in knowledge, interests
and confidence.

Examples of evidence:

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 • Lesson plans that include a variety of informative, interactive text types and formats
• Lesson plans that include a variety of creative texts that encompass literature as well
as other creative media (e.g., poetry, short stories, song lyrics, and plays)
• Multimodal texts created by students (e.g., blogs and vlogs)
• Implementing strategies that encourage students to engage in various literacy
practices and to convey meanings in different modalities

Selected questions for reflection:

● To what extent am I familiar with the expanding nature of literacy and its relevance to
language learning and teaching?
● How well do I incorporate multimodal texts in my teaching?
● To what extent do I encourage my students to create their own multimodal texts?
● How familiar am I with discourses, text types and formats characterizing a
multicultural society? How can I make this relevant to my language learners?
● What are my strengths in this area? What skills should I develop and improve? How
should I go about that?

Domain 2: Learning theories and the language learner

Language teaching involves an understanding of general learning theories and theories of
learning an additional language (including theories of second language acquisition). These
theories relate to cognitive, metacognitive and affective factors that together contribute to
learning. Teaching practice should be grounded in an understanding of language learner
characteristics such as age; motivation to learn; educational, social, intellectual, cultural and
linguistic background; special needs; and other individual characteristics. Teachers should
apply their knowledge of language learning and learner diversity (differentiated instruction) in
teaching. The domain of learning theories and the language learner includes three dimensions:
theories of learning, theories of learning an additional language, and understanding learners.

Theories of learning
This dimension relates to the knowledge and understanding of general learning theories,
particularly constructivist theories. This dimension includes two performance indicators. The
first relates to an understanding of general learning theories to capitalize on this understanding
for instruction and assessment. The second refers to taking into account affective factors (e.g.,
attitude, self-efficacy, self-esteem, motivation) that impact learning by providing challenging
and success-oriented activities and ensuring a climate of trust, support and inclusion.

Examples of evidence:
● Actively participating in a discussion of the theoretical underpinnings of teaching
approaches and methods
● Instructional activities that show that affective factors such as interest, self-efficacy
and motivation have been taken into account
● Differentiated instructional activities that ensure success for all students
● Reframing failure as a learning opportunity

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Selected questions for reflection:
● How well do I understand theories of learning?
● What actions should I take to enhance my understanding of the theoretical
underpinnings of teaching? Should I read more on these topics, or should I enroll in a
course?
● What are my strengths in this area? What skills and/or knowledge should I develop
and improve? How should I go about that?

Theories of learning an additional language

This dimension relates to the knowledge and understanding of theories of acquiring and
learning an additional language, and the ways these theories guide best practice. This
dimension comprises two performance indicators. One pertains to the understanding of the
importance of L1 mastery in the acquisition of an additional language. This includes awareness
of the similarities and differences between first and additional language acquisition based on
current theories and research. The second concerns factors that impact language acquisition
(e.g., individual, affective, social and cultural factors).

Examples of evidence:
● Documenting a case study of a learner's language development anchored in theories
of acquiring additional languages
● Developing a rationale for the planning of a unit/lesson that is grounded in
developmental and incremental aspects of language acquisition
● Providing explanations that rely on cross-linguistic comparisons

Selected questions for reflection:

● How well do I understand theories of learning additional languages?
● What actions should I take to enhance my understanding of the theoretical
underpinnings of teaching? Should I read more on these topics, or should I enroll in a
course?
● What are my strengths in this area? What skills and/or knowledge should I develop
and improve? How should I go about that?

Understanding learners
This dimension pertains to the recognition that both commonalities and differences exist among
learners and that these affect teaching and learning. The dimension includes four performance
indicators. The first relates to the equitable and respectful treatment of learners. The second
applies to supporting learners by identifying and addressing realistic learning goals for
individuals and groups of learners. The third refers to taking into account learners’
commonalities in making decisions about teaching. All learners tend to benefit, for example,
from clear learning goals/objectives, modeling, opportunities to practice and consolidate new
learning, and well-timed and effective feedback. The fourth refers to learner characteristics that
reflect diversity and the need to incorporate differentiated strategies to address their needs (e.g.,

20
level of English; age; gender; disability; academic ability; socio-economic, intellectual, cultural
and language background as well as affective factors such as interests and motivation).

Examples of evidence:
● Actively participating in a discussion of learner commonalities and differences and
their impact on instructional decisions
● A differentiated instructional plan that caters for learner diversity
● Adapting materials to suit different learners
● Assessment tools that address learner commonalities as well as cater for the needs of
diverse learner populations (e.g., immigrant learners, pupils with special needs)

Selected questions for reflection:

● To what extent is my repertoire of teaching methods and strategies suited to learner
commonalities and diversity?
● How well can I plan for, teach and assess heterogeneous learner populations? Have I
mastered a wide range of instructional techniques to suit different learners (e.g.,
immigrants, learners with special needs, gifted learners, learners with a range of
linguistic competences)? What can I do to enhance my ability to address the needs of
heterogeneous learner populations?
● How well have I mastered differentiated teaching? What type of professional
development should I seek to further enhance work with diverse learners?
● Do I have a sufficient understanding or awareness of the impact of affective factors on
learning and how is this reflected in my planning, teaching and assessment?
● How skilled am I in the evaluation of the needs of diverse learner populations? What
tools are available to help me do this?
● What are my strengths in this area? What skills should I develop and improve? How
should I go about that?

Domain 3: Language teaching pedagogy

In this Framework, language teaching pedagogy encompasses teaching English as a
foreign/second/global/international/additional language. It refers to short- and long-term
planning, adapting instruction to learners and educational settings, and lesson implementation.
This domain includes four dimensions: language teaching approaches and methods, unit and
lesson planning, managing the lesson, and managing materials and resources.

Language teaching approaches and methods

This dimension applies to the knowledge and understanding of a range of teaching approaches,
methods, procedures and strategies, and the ability to select those whose implementation will
result in optimal learning outcomes in a particular context. The dimension includes three
performance indicators. The first describes an understanding of teaching approaches, methods,
procedures, strategies and the curriculum that guide teaching practice. The second relates to
the recognition of the multilingual nature of societies, schools and classrooms, harnessing these
to enhance learning, especially the judicious use of L1 in the classroom. The third pertains to
teachers’ pedagogical choices to cater for learner linguistic commonalities and differences.

21
Examples of evidence:
● Rationale for choosing a particular set of procedures and strategies for teaching a
language point or discourse to a specific learner population in a given context
● Critique of a certain methodology (advantages, disadvantages, appropriateness and
suitability) applied in a given context with a specific learner population
● Documented examples or anecdotes of instances in which opportunities to use home
languages to support comprehension were used or missed

Selected questions for reflection:

● How confident am I in my understanding and implementation of a range of teaching
principles and methods?
● How well do I select and apply various procedures and strategies to cater for learners'
needs?
● How well do I evaluate various methods and consider their suitability to learners and
context? How do I translate the evaluation findings into practice?
● What are my strengths in this area? What skills should I develop and improve? How
should I go about that?

Unit and lesson planning

Unit and lesson planning is a central aspect of teaching, and many consider it the heart of
effective teaching. Unit and lesson planning requires the synthesis of a teacher’s understanding
of additional language acquisition and language teaching pedagogy with knowledge of the
curriculum, learners and teaching context. In planning a unit or lesson, a teacher sets the
objectives of the lesson and determines ways to achieve them. This dimension includes six
performance indicators. The first applies to the knowledge and understanding of key principles
of unit and lesson planning and using these as a guide in the planning of coherent and integrated
lessons that contribute to the flow of a unit. The second refers to setting explicit and achievable
goals aligned with the English Curriculum 2020. The third pertains to providing for
differentiated teaching and learning and reflecting on the outcomes of practice. The fourth
relates to the individual components of a lesson plan including appropriate timing estimates.
The fifth concerns selecting appropriate interaction patterns for different activities and planning
the grouping of learners to enhance engagement. The final indicator addresses the flexibility of
a lesson plan that includes provisions for unexpected situations and events.

Examples of evidence:
● Providing a rationale for the selection of procedures and strategies for a particular
language point/discourse in a given context, taking into account constraints such as
resources and availability of technology
● Incorporating backward design in unit and lesson planning
● Detailed unit plans containing lessons plans that contribute to unit goals
● Including provision for the unexpected in lesson plans
● Lesson plans for raising learners’ awareness of different text types (including creative
texts that encompass literature as well as other creative media)

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 ● Instructional activities that develop and reflect learners’ ability to respond to creative
texts that encompass literature as well as other creative media
● Rationale for the selection of interaction patterns for different activities and grouping
of learners
● Reflection on the implementation of lesson plans

Selected questions for reflection:

● Are my lesson plans based on the curriculum and contemporary instructional
approaches, procedures and techniques?
● Do my lesson plans fit within and contribute to unit goals? If so how?
● How well do I incorporate principles of differentiated instruction?
● How successful am I in designing lessons for diverse learners and different teaching
contexts?
● How well and how consistently do I manage to set explicit and achievable learning
goals for all my learners? How do I plan to assess achievement of these goals?
● Do I implement a wide range of instructional techniques to teach creative texts within
their cultural contexts? What should I do to extend this range?
● How do I feel about my own knowledge of creative texts that encompass literature as
well as other creative media?
● What are my strengths in this area? What skills should I develop and improve? How
should I go about that?

Managing the lesson

This dimension refers to putting the lesson plan into action, i.e., the actual delivery of the
lesson, and includes four performance indicators. The first addresses the timing of a lesson,
setting and maintaining an appropriate pace, as well as smooth transitions between activities.
The second relates to ensuring that learners understand what they are expected to do and why
(e.g., sharing the goals of the lesson and rationale of the activities with learners, providing clear
and coherent instructions, and planning closure to the lesson). The third indicator relates to
responding appropriately and effectively to unexpected and unforeseen situations and events
and taking advantage of learning opportunities that arise during the lesson.

Examples of evidence:
● Consulting a mentor on lesson planning prior to teaching and discussion on
execution following instruction
● Analysis of lesson delivery in relation to a lesson plan (objectives made clear to
students, activities contribute to students achieving objectives, transitions, checking
for student understanding and closure/reflection/evaluation related to objectives)
● Documented reflection on the implementation of a lesson plan following delivery
● Student feedback (oral or written) after a lesson, documented by the teacher

Selected questions for reflection:

● Was I teaching with explicit objectives that clarified what I expected students to be
able to demonstrate by the lesson’s end? Did I make sure students were aware of and

23
 understood the objectives? Did all parts of the lesson contribute to students achieving
the objectives?
● If a student made a comment that seemed to be off topic, did I try to understand from
the student’s perspective how the comment was related? Did I try to maintain a good
(but often challenging) balance between keeping a good pace and being responsive to
student questions, concerns or difficulties?
● Are my lessons well-paced and are the transitions between activities smooth? What
can I do to improve timing and transitions?
● What did and didn’t work well in the delivery of my lesson and why? What insights
have I gained based on the evaluation?
● Do the lessons I teach include various types of activities (e.g., whole class, pair/group
work)? Do the tasks and activities relate to the aims and operative goals of the
lessons?
● Do I respond appropriately and effectively to unexpected events and situations?
How flexible is my teaching? What can I do to be more flexible?
● What are my strengths in this area? What skills should I develop and improve? How
should I go about that?

Managing materials and resources

This dimension covers the selection, management and evaluation of materials and resources
and includes three performance indicators. The first refers to the choice, adaptation and creation
of materials and resources aligned with the English Curriculum 2020 and learners’ needs. The
second relates to the evaluation of the effectiveness of materials and resources upon
implementation, and the third applies to the use of multilingual and multimodal materials and
resources.

Examples of evidence:
● Providing a dynamic, print rich environment in the classroom
● Materials that engage different modalities and learning channels (e.g., pictures,
graphic displays, video, audio)
● Documented rationale for choice of materials and resources
● Samples of adapted or self-made material
● Documented evaluation and critique of commercial materials and resources, both
paper and digital

Selected questions for reflection:

● How compatible are the materials I select with my teaching goals and my learners’
characteristics?
● What can I do to adapt/extend the materials and resources I use in class? Should I be
learning more about adapting materials and resources?
● Have I considered the effectiveness of the materials and resources I have chosen?
Should I be learning more about evaluating materials and resources, and if so, how
should I go about it?

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 ● What are my strengths in this area? What skills should I develop and improve? How
should I go about that?

Domain 4: Assessment
Assessment serves a variety of goals, which include measurement of academic achievement,
monitoring learner progress, diagnosis of individual strengths and needs, evaluation of
proficiency, engagement of learners through self-assessment and peer assessment and
evaluation of the teaching process. Effective assessment should be developmentally
appropriate, authentic, dynamic, ongoing and closely linked to instructional goals. This domain
includes three dimensions: assessment principles and concepts, systematic assessment and
assessment to inform learning and engage learners.

Assessment principles and concepts

This dimension relates to the knowledge, understanding and application of key principles and
concepts in assessment planning, administration, documentation, interpretation and feedback
(e.g., validity, reliability, practicality, authenticity, formative versus summative assessment,
formal versus informal assessment, assessment evidence, bias).

Examples of evidence:
● Using formative and ongoing assessment during lessons and over larger units of
instruction
● Using summative assessments to evaluate student achievement and progress over a
unit or larger portion of instruction
● Incorporating assessment principles and concepts in describing the types of
assessment used in class
● Providing comprehensible and adequate feedback (including focused and/or coded
feedback when appropriate) that matches the level and ability of the learners
● Documenting assessment using professional terminology
● Documenting the rationale for choice of assessment methods
● Justifying a given interpretation of assessment data and feedback provided on learner
or group performance

Selected questions for reflection:

● To what extent am I familiar with a range of assessment concepts and principles?
● Am I confident in my understanding of the principles and concepts of assessment? To
what extent have I mastered most of the key principles and concepts of assessment
● How well do I base my assessment practice on the principles and concepts of
assessment?
● To what extent do I incorporate principles and concepts in planning and administering
assessment in the classroom?
● What are my strengths in this area? What skills should I develop and improve? How
should I go about that?

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Systematic assessment
This domain refers to the systematic planning and implementation of formal classroom
assessment and includes three performance indicators. The first describes an understanding of
assessment purposes (e.g., achievement, proficiency, diagnosis) and the ability to select, design
and implement a range of appropriate assessment tools to suit a given purpose in a specific
context. The second relates to the ability to utilize different types of assessment, evidence and
feedback at different points in the learning process to monitor learners’ progress and
achievement and inform subsequent teaching. The third refers to grading procedures, keeping
accurate and reliable records of assessment, reporting and sharing the assessment information
with a variety of stakeholders (e.g., parents/caretakers, learners, administration).

Examples of evidence:
● Assessment plans that address objectives of the unit/lesson and that are based on
sound assessment practices
● Adapted or developed assessment tools (including tests, tasks, projects, rating scales,
rubrics and checklists)
● Up-to-date assessment records for each learner that can facilitate reporting
● Preparation for parent-teacher interviews comprising plans and records, including a
comparison of assessment results prior to and following instruction
● Samples of learners' work gleaned from various assessments and showing teacher
feedback
● Description of intervention techniques compiled following assessment of learning

Selected questions for reflection:

● How well does my repertoire of assessment tools suit the range of assessment
purposes that are critical for my teaching?
● To what extent have I managed to master the wide range of assessment methods and
techniques and how appropriately and judiciously do I use these?
● To what extent do I have the knowledge and skills to critically evaluate assessment
tools and their implementation in my classroom? What have I learned from evaluating
assessment systems and tools?
● How have I collaborated with colleagues, mentors and other stakeholders in designing
assessment plans and analyzing learner performance and how has this collaboration
impacted my assessment practice to date?
● What are my strengths in this area? What skills should I develop and improve? How
should I go about that?

Assessment to inform learning and engage learners

This dimension refers mainly to assessment for learning or learning-oriented assessment rather
than assessment of learning and relates to four performance indicators. The first describes an
understanding of the role of assessment in learning and the implementation of learning-oriented
assessment in classroom practice. The second addresses the analysis of errors and performance
and provision of timely, effective and appropriate feedback, as well as tools for learners to
improve performance. The third pertains to providing opportunities for self and peer

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assessment and reflection. The fourth indicator covers the incorporation of multilingual
assessment approaches and tools that take learners’ linguistic and cultural backgrounds into
consideration.

Examples of evidence:
● Analyzing learners’ assessment data identifying strengths and weaknesses in language
skills and proficiency
● Samples of feedback provided to different learners that contribute to learning
● Samples of learners’ self and peer assessments
● Guidelines for learner reflection and samples of learners’ reflections
● Assessment tools incorporating the learners’ linguistic background

Selected questions for reflection:

● How do I provide my learners with timely, effective and appropriate feedback? What
can I do to improve the feedback I give my learners?
● Does my classroom practice reflect a deep understanding of learning-oriented
assessment?
● Do I have the confidence to implement learning-oriented assessment? If not, how can
I develop that? Should I involve other school personnel in learning more about
learning-oriented assessment?
● How does my assessment cater to my learners’ diverse academic, linguistic and
cultural backgrounds?
● How effective are my error corrections and feedback in promoting learners' language
development?
● Does my school promote or hinder my implementation of learning-oriented
assessment? How can I contribute to the promotion of learning-oriented assessment in
my school?
● What are my strengths in this area? What skills should I develop and improve? How
should I go about that?

Domain 5: The language learning context

For effective learning to take place, the language learning environment should be suited to the
target audience and the educational context, and, in particular, should be conducive to and
support language learning. This domain includes two dimensions, the physical and virtual
environments, and classroom management and climate.
Physical and virtual environments
The physical and virtual environments encourage learning; therefore, this dimension covers
two performance indicators. The first describes the need for the provision, in cooperation with
learners, of stimulating, motivating and dynamic environments including self-access materials
and digital tools that cater for learner diversity and interests. The second refers to the creation
of conditions conducive to learning; for example, encouragement of daily reading/viewing,

27
monitoring of learners’ progress from easier to more difficult writing tasks and creating
opportunities for speaking in a non-threatening atmosphere.

Examples of evidence:
● A description/picture of the physical environment
● Documenting and/or including bulletin boards and learner centers
● Documenting the process of establishing a learner center
● Establishing a designated library area with books and appropriate materials that
encourage learners to read, audio recordings that students can listen to and online
resources (e.g., YouTube and platforms and tools where students can record and then
hear themselves)
● An individualized extensive reading/listening/viewing program

Selected questions for reflection:

● Have I created a physical/virtual environment conducive to learning? Does it contain
resources I need on a regular basis that are easily accessible and in working order?
● Is the physical and virtual environment stimulating, motivating, engaging, attractive,
and dynamic?
● Have I created a learning culture in which students are encouraged to take risks?
● What are my strengths in this area? What skills should I develop and improve? How
should I go about that?

Classroom management and climate

Classroom management refers to the skills and techniques used to keep students attentive,
focused, orderly and on task. It relates not only to the enforcement of rules and strategies, but
extends to include all the actions that contribute to the creation and maintenance of an
environment and climate conducive to learning. This dimension encompasses three
performance indicators. The first describes the creation of a framework for classroom
procedures, and the implementation of proactive and reactive effective classroom management
techniques. These include establishing mutually agreed upon expectations for appropriate
behaviors and implementing positive classroom routines. The second addresses the
reinforcement of appropriate classroom behaviors through various means. The third relates to
the skills and strategies needed to effectively, appropriately and consistently respond to
disruptive and problematic behavior in the classroom as well as developing tools and
competences for dealing with discipline-related issues as they arise (e.g., class disturbances,
disobedience, conflicts).

Examples of evidence:
● Describing how a framework for classroom procedures was designed
● Developing a code of conduct jointly with learners
● Description of a critical classroom management incident and how it was handled
● Describing parental involvement procedures

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 ● Describing classroom routines that have been successfully implemented, such as
entry into the classroom, turn-taking and transitions between different parts of a
lesson

Selected questions for reflection:

● Is my approach to classroom management proactive or mainly reactive? How
effective is it?
● Have my learners been actively involved in preparing a code of conduct?
● What insights have I and my learners gained from preparing a code of conduct? What
would I do differently?
● How well do I match interaction patterns to the learners and the task?
● How appropriately do I respond to disruptive behaviors in class?
● What are my strengths in this area? What skills should I develop and improve? How
should I go about that?

Domain 6: Global competences

Effective communication, study, work and cultural mobility (physical or virtual) comprise
essential skills in a globalized world. Technology has greatly altered many aspects of our lives
and teachers and learners need evolving sets of skills to keep up and adapt to an ever changing
learning environment where both face-to-face and virtual communication are vital. To be
effective we must access, manage, store, create, critically evaluate and use information media
and technologies competently. Since English functions as the lingua franca in academic and
professional spheres, global competences should be integrated into English language teaching.
This domain includes four dimensions: digital literacies; critical thinking, problem solving,
metacognition, and creativity; teamwork and collaboration; and intercultural competence.

Digital literacies
Digital literacies are considered critical to function and fully participate in today’s society. This
dimension relates to four performance indicators. The first pertains to locating, critically
evaluating and managing digital content tools and platforms, as well as incorporating them in
teaching and learning activities to enhance learning. The second refers to promoting
collaborative and participatory learning by exploiting online communities, tools and platforms
while following the rules of netiquette. The third indicator addresses compliance with the
notions of intellectual property, issues related to security and confidentiality and guidelines for
e-safety. The fourth covers the use of technology for carrying out administrative tasks in
accordance with the Ministry of Education’s data protection guidelines.

Examples of evidence:
● Describing an instance of collaboration among staff and colleagues
● A lesson plan integrating technology and demonstrating the use of technological tools
in English lessons
● Monitoring and tracking learner progress using digital tools
● Planning of, participating in and documenting virtual exchange projects

29
 ● Critical evaluation of digital content (e.g., detecting ‘fake news’, advertisements
disguised as information)

Selected questions for reflection:

● How confident am I about my knowledge and use of technology in general and my
ability to incorporate technology into teaching to promote learning and develop skills?
● How confident am I about my ability to develop digital literacy among learners and
critically evaluate digital content? Does the use of technology in my lessons promote
learning and language skills?
● Do I critically evaluate the integration of digital tools in my teaching? What types of
criteria do I use for evaluating digital tools and how effective are they?
● Do I teach my students to critically evaluate digital content?
● Have I introduced the notion of netiquette to my students and developed their
sensitivity to how other cultures might work differently in digital spaces?
● What are my strengths in this area? What skills should I develop and improve? How
should I go about that?

Critical thinking, problem solving, metacognition and creativity

Aside from digital literacies, abilities related to critical thinking, problem solving,
metacognition and creativity are considered increasingly relevant to global competences. This
dimension relates to two performance indicators. The first describes the implementation of
appropriate methodologies and activities for language learning that also address and
incorporate these abilities among learners. The second relates to the critical thinking, problem-
solving and metacognition of the teacher and the consistent reflection on teaching practice.

Examples of evidence:
● Unit plan for teaching debating skills and feedback provided to learners on their
performance in the debate
● Creating activities that provide learners with opportunities to implement problem-
solving skills
● Creating activities that provide learners with explicit instruction of metacognitive
skills and strategies
● Creating opportunities for learners to engage in reflection and develop their
metacognitive skills and strategies in multiple contexts
● Creating activities to develop interpretation, analytical skills and creativity
● Changes of teaching practice based on reflections

Selected questions for reflection:

● Do I model critical thinking, problem solving skills, metacognition and creativity in
my teaching?
● Do I explicitly encourage learners to apply critical thinking, problem solving,
metacognition and creativity in language learning? To what extent do activities
designed to develop learners’ skills in critical thinking, problem solving,
metacognition and creativity achieve their goals?

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 ● Do I seek opportunities for enhancing my problem-solving and critical thinking
skills?
● What are my strengths in this area? What skills should I develop and improve? How
should I go about that?

Teamwork and collaboration

The ability to cooperate with others and work effectively in groups is a cornerstone of global
competences. It should be noted that while acknowledging the importance of getting students
to work together, there may be contexts in which individual work is preferred to group work.
This dimension includes three performance indicators. The first refers to the harnessing of the
benefits of collaboration and teamwork and the willingness to compromise to accomplish a
common goal. The second addresses the understanding of how teams operate effectively, the
contribution of the individual to teamwork, the sharing of responsibility for collaborative work
and how to develop this competence among learners. The third encompasses participation in
professional collaborative initiatives and the engagement of learners in collaborative projects
(e.g., projects focusing on local and global issues).

Examples of evidence:
● Initiatives for sharing ideas, lesson plans and materials
● Documentation of working effectively and respectfully with diverse teams
● Participating in professional learning communities, making frequent and significant
contributions to discussions
● Flexibility and willingness to be helpful in making necessary compromises to
accomplish a common goal
● Assuming shared responsibility for collaborative work, and valuing the individual
contributions made by each team member

Selected questions for reflection:

● Do I collaborate with colleagues? How well do I work in teams?
● How can I harness collaborative work to enhance teaching and promote learning?
● How successful am I in promoting collaboration among my learners? What additional
steps should I take to enhance my learners’ collaboration skills?
● What are my strengths in this area? What skills should I develop and improve? How
should I go about that?

Intercultural competence
This dimension applies to the ability to interact effectively and appropriately with people from
other cultures and backgrounds, within Israel and abroad. Teachers must develop intercultural
competence for themselves and promote this competence in learners. This dimension includes
three performance indicators. The first pertains to openness toward and interest in learning
about and learning from other cultures and enhancing familiarity with a range of cultures. The
second refers to the understanding of multiple perspectives in intercultural interactions and
covers knowledge about similarities, differences and relations among cultures. The third covers

31
the ability to engage in culturally appropriate behaviors and tailor language to effectively
communicate with people in different contexts and situations.

Examples of evidence:
● Incorporating instructional materials that encourage learners to become aware of their
and others’ cultural backgrounds and heritage
● Exposing learners to a diversity of cultures and promoting the curiosity and desire to
learn more
● Designing lesson plans to develop learners’ ability to recognize and analyze the
various perspectives from which texts are produced in a foreign language
● Highlighting the perspectives of a spoken or written text, and taking a cultural point
of view other than one’s own
● Designing activities that simulate situations in which intercultural sensitivity is
required
● Activities designed to uncover misrepresentation and/or negative images and values
of non-Western groups that may be conveyed unintentionally in texts

Selected questions for reflection:

● Am I competent in communicating and working with people from other cultures?
● What efforts have I made to promote my learners’ intercultural competence?
● How can I learn to recognize misrepresentation and/or negative images and values of
non-Western groups that may be conveyed unintentionally in texts?
● What opportunities are available and what actions can I take to develop my own and
my learners’ intercultural competence?
● What are my strengths in this area? What skills should I develop and improve? How
should I go about that?

Domain 7: Professionalism
Effective and accomplished teachers take responsibility for their ongoing professional
development, can verbalize their beliefs, seek feedback and engage in critical reflection.
Professional development may be accomplished through consultation with colleagues,
conducting action research, reading professional literature, attending in-service workshops,
participating in professional learning communities and conferences. When reaching an expert
level, teachers could initiative and/or facilitate professional learning communities and mentor
colleagues and other teachers. This domain includes three dimensions: response to feedback
and reflection on practice, planning and implementing professional development, consultation
and mentoring.

Response to feedback and reflection on practice

This dimension describes the extent to which feedback is sought and acted upon and includes
two performance indicators. The first relates to seeking out and responding to feedback and
engaging in ongoing professional development and action research. The second refers to
verbalizing beliefs about teaching and engaging in critical reflection to align these with
effective teaching practice.

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Examples of evidence:
● Describing how feedback was implemented in class
● Documenting participation in action research projects
● Entries in a reflective journal

Selected questions for reflection:

● Do I take responsibility for my students’ learning?
● Do I appreciate the value of feedback? Do I seek feedback? How do I feel after
receiving feedback? How do I act on the feedback I receive?
● Have I engaged in peer observation? If not, should I initiate and participate in peer
observation?
● How might action research contribute to my professional development in general and
my teaching in particular?
● How well do I translate research findings into teaching practice, including action
research?
● Do I read articles in professional publications and attend national/international
conferences (e.g. ETAI conferences)?
● What are my strengths in this area? What skills should I develop and improve? How
should I go about that?

Planning and implementing professional development

The planning and implementation of personalized professional development are essential for
teacher growth. This dimension includes one performance indicator. It relates to independently
identifying areas in need of professional development as well as seeking out opportunities to
address them, including participation in professional learning communities, study days and
conferences.

Examples of evidence:
● Entries in a reflective journal addressing areas in need of professional development
● Participating in in-service training workshops and conferences
● Participating in professional learning communities
● A list of professional literature read during a given period

Selected questions for reflection:

● To what extent do I reflect on my teaching practices to determine areas in need of

development and professional growth?
● Have I sought out and participated in in-service courses, professional learning
communities, workshops or professional conferences this year? Did they contribute to
my professional development?
● Do I implement new ideas/strategies in my classes? How well do these contribute to
my professional development?

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 ● What are my strengths in this area? What skills should I develop and improve? How
should I go about that?

Consultation and mentoring

Consultation and mentoring contribute to teachers’ development and growth. This dimension
includes one performance indicator that describes the identification of teachers’ own individual
needs for support and the appropriate mentors and colleagues who can provide it, monitoring
progress and then acting on the advice/feedback received.

Examples of evidence:
● Consulting with others about lesson planning
● Documenting initiatives for collaboration with other language teachers
● Providing advice and support to colleagues
● Serving as a mentor to other teachers

Selected questions for reflection:

● What value do I perceive in sharing my dilemmas with peers and mentors? How often
do I share my dilemmas with others? Is this practice beneficial to my professional
development and teaching?
● Have I considered being a host teacher in a pre-service program? What are my
deliberations regarding this aspect of professionalism?
● How have I grown as a results of mentoring others and how have they progressed in
their teaching/professionalism?
● What are my strengths in this area? What skills should I develop and improve? How
should I go about that?

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Domains, dimensions, performance indicators and descriptors for three levels of performance

Domains and Performance indicators

dimensions Emerging Skilled Expert

Domain 1 Teachers’ language and disciplinary knowledge

Language CEFR-Aligned Framework for English CEFR-Aligned Framework for English in Higher CEFR-Aligned Framework for English in
in Higher Education in Israel: Education in Israel: B2+/C1 Higher Education in Israel: C1/C2
proficiency B2/B2+/C1

Knowledge Demonstrates a general familiarity with Demonstrates knowledge and a good understanding Has a deep understanding and appreciation of
the main concepts in the fields of of the main concepts in the fields of English the main concepts in the fields of English
about language English linguistics and applied linguistics and applied linguistics (e.g., orthography, linguistics and applied linguistics and can
linguistics (e.g., orthography, phonology and phonetics, lexicon, morphology, explain this to others (e.g., orthography,
phonology and phonetics, lexicon, semantics, pragmatics, grammar, discourse, phonology and phonetics, lexicon, morphology,
morphology, semantics, pragmatics, sociolinguistics, language policy, multilingualism), semantics, pragmatics, grammar, discourse,
grammar, discourse, sociolinguistics, and how they relate to each other, and to language sociolinguistics, language policy,
language policy, multilingualism), and teaching. multilingualism), how they relate to each other,
an initial understanding of how they to language teaching and to other disciplines.
relate to each other.

Is aware of how the methods and Understands how the methods and resources selected Has a deep understanding of how the methods
resources selected for introducing and for introducing and practicing language components and resources selected for introducing and
practicing language components and and skills are related to each other and adapts them practicing language components and skills are
skills are related to each other and that to the learner and the context. These include related to each other and consistently and
they should be appropriate to the orthography, phonology, phonetics, grammar, effectively adapts them to the learner and the
learner and the context. These include pedagogical grammar, lexis, morphology, semantics, context, and can explain this to others. These
orthography, phonology, phonetics, pragmatics, register, genre, communication include orthography, phonology, phonetics,
grammar, pedagogical grammar, lexis, strategies, learning strategies, varieties and standards grammar, pedagogical grammar, lexis,
morphology, semantics, pragmatics, of English, multilingualism, plurilingualism and morphology, semantics, pragmatics, register,
register, genre, communication contrastive analysis. genre, communication strategies, learning
strategies, learning strategies, varieties strategies, varieties and standards of English,
and standards of English, multilingualism, plurilingualism and
multilingualism, plurilingualism and contrastive analysis.
contrastive analysis.

Lesson plans and classroom practice Lesson plans and classroom practice demonstrate Lesson plans and classroom practice
demonstrate both some knowledge of both good knowledge and generally accurate use of consistently demonstrate expert knowledge and
key terms for describing and analyzing key terms for describing and correctly analyzing accurate use of key terms for describing and
common language points and the many language points as well as selecting and correctly analyzing a broad range of language
selection of simple models of language applying accurate models of usage. points and applying accurate models of usage.
usage. Guides other teachers in doing the same.
35
 Demonstrates basic knowledge of Demonstrates a solid knowledge of linguistics to Demonstrates expert knowledge in linguistics
linguistics to identify sources of identify sources of language errors, gives clear and and metalinguistics to identify sources of
language errors and occasionally accurate answers to learners’ questions about language errors, gives clear answers to
provides remediation/suggestions for language-related issues and provides feedback that learners’ questions about language-related
repair based on that knowledge; is contributes to language acquisition; has a good issues, provides feedback as well as offers
aware of some available reference knowledge of available reference materials. suggestions for remediation/repair that greatly
materials. enhance language acquisition; has extensive
and expert knowledge of available reference
material. Guides other teachers in doing the
same.

Is aware of the importance of fostering Fosters language awareness among learners (e.g., Is adept at increasing and fostering language
language awareness among learners form and function relationships within the English awareness among learners by exploiting
(e.g., form and function relationships language, by comparing and contrasting English with various cross-lingual methods to enrich their
within the English language, learners’ additional languages). linguistic and cultural understanding of
similarities and differences between languages. Guides other teachers in doing the
English and learners’ additional same.
languages).

Displays awareness of relationships Demonstrates knowledge and understanding of Demonstrates expert knowledge of
within and across languages and relationships within and across languages and relationships within and across languages
disciplines through collaboration with disciplines through collaboration with other language through collaboration with other language and
other language and knowledge area and knowledge area teachers (e.g., Hebrew, Arabic, knowledge area teachers (e.g., Hebrew, Arabic,
teachers (e.g., Hebrew, Arabic, French, French History, Biology, Art) and participates in French, History, Biology, Art) and initiates the
History, Biology, Art). school-based multilingual/CLIL projects. design and implementation of school-based
multilingual/CLIL projects. Guides other
teachers in doing the same.

Knowledge Is aware of the expanding nature of Demonstrates knowledge and understanding of the Has a sophisticated knowledge of the
literacy as impacted by communication expanding nature of literacy as impacted by expanding nature of literacy as impacted by
about technologies and multimedia and the communication technologies and harnesses this communication technologies and serves as a
multimodal need to support students in developing knowledge to support students in developing their resource and mentor to teachers to implement
their multimodal literacy skills. multimodal literacy skills. this knowledge in classroom teaching.
literacies
Is familiar with a variety of spoken and Demonstrates knowledge of a variety of spoken and Has a deep understanding of a variety of
written discourses, text types and written discourses, text types and formats and spoken and written discourses, text types and
formats and the need to incorporate incorporates multiple text types in teaching. formats, consistently incorporates diverse texts
them in teaching. and formats in teaching. Guides other teachers
in doing the same.

36
Domain 2 Learning theories and the language learner

Theories of Is familiar with and has a preliminary Has a good understanding of general learning Has a sophisticated understanding of general learning
understanding of general learning theories and concepts and capitalizes on this theories and concepts, consistently applies this
learning theories and concepts and how they understanding for lesson planning and understanding in lesson planning and instruction and can
relate to specific teaching contexts. instruction. articulate the interrelations between theory and practice
also when mentoring others.

Takes affective factors (e.g., attitude, Consistently takes affective factors (e.g., Has a sophisticated understanding of affective factors
self-efficacy/self-esteem, and attitude, self-efficacy/self-esteem, and (e.g., attitude, self-efficacy/self-esteem, motivation) that
motivation) that impact learning into motivation) that impact learning into account impact learning, considers them consistently in lesson
account by providing stimulating and by providing stimulating and success-oriented planning and instruction and can articulate the
success-oriented activities and activities and ensuring a climate of trust, interrelations between theory and practice also when
ensuring a climate of trust, support support and inclusion. Can explain the mentoring others.
and inclusion significance of these factors to students for
their learning.

Theories of Is familiar with and has a preliminary Has a good understanding of theories of Has a sophisticated understanding of theories of acquiring
understanding of theories of acquiring and learning an additional language and learning an additional language and the importance of
learning an acquiring and learning an additional and the importance of L1 mastery in this L1 mastery in this process, and consistently capitalizes on
additional language and the importance of L1 process and bases lesson planning and this understanding for lesson planning and instruction.
mastery in this process. instruction on this understanding. Can demonstrate and clarify the application when
language
mentoring other teachers.

Is familiar with and has a preliminary Has a good understanding of factors that Has a sophisticated understanding of factors that impact
understanding of factors that impact impact language acquisition (e.g., individual, language acquisition (e.g., individual, affective, social
language acquisition (e.g., individual, affective, social and cultural), and capitalizes and cultural), and consistently capitalizes on this
affective, social and cultural). on this understanding for lesson planning, understanding for lesson planning, instruction and
instruction and assessment. assessment. Can clearly articulate these factors and
clarify their implications and applications when
mentoring other teachers.

37
Understanding Treats all learners equitably, with Treats all learners equitably, with respect and Treats all learners equitably, with respect and
respect and attempts to encourage the consistently encourages the same among successfully ensures that all learners do the same with the
learners same among learners. Is aware of the learners. Ensures learners’ well-being and understanding that fairness means that all learners receive
need to ensure learners’ well-being. takes steps to meet the needs of individual what they need and not necessarily the same treatment.
students. Guides other teachers in doing the same.

Attempts to support learners through Supports learners through identifying, Consistently supports and empowers learners through
identifying, addressing and assessing addressing and assessing realistic learning identifying, addressing and assessing realistic learning
realistic learning goals for goals for individuals and groups. Develops goals for individuals and groups of learners. Develops
individuals and groups. students’ abilities to independently set realistic students’ abilities to independently set realistic goals for
goals for themselves. themselves. Guides other teachers in doing the same.

Understands that all learners tend to Bases teaching on the understanding that all Consistently bases teaching on the understanding that
benefit from clear learning learners tend to benefit from clear learning learners tend to benefit from clear learning
goals/objectives, modeling, goals/objectives, modeling, opportunities to goals/objectives, modeling, opportunities to practice and
opportunities to practice and practice and consolidate new learning through consolidate new learning through well-timed and
consolidate new learning through well-timed and effective feedback. effective feedback. Can demonstrate to others how this
well-timed and effective feedback. can be planned and implemented.

Understands that characteristics Takes into account learner characteristics Consistently takes into account learner characteristics
(such as age; gender; disability; (such as age; gender; disability; academic (such as age; gender; disability; academic ability;
academic ability; interests; ability; interests; motivation; and socio- interests; motivation; and socio-economic, intellectual,
motivation; and socio-economic, economic, intellectual, cultural and language cultural and language background) to tailor instruction
intellectual, cultural and language background) in making decisions about and assessment to effectively address the common and
background) should be taken into teaching and incorporates some differentiated diverse learner needs. Disseminates this practice to other
account in making decisions about strategies to address common and diverse teachers in the school and community.
teaching. learner needs.

Domain 3 Language teaching pedagogy

Language Understands approaches and methods Integrates language teaching approaches and Effectively integrates a variety of approaches and
and how they serve as a basis in methods in teaching practice. methods for best teaching practice; shares the rationale
teaching teaching practice. with the learners and other teachers to raise metacognitive
approaches awareness of their importance.

38
and methods Recognizes the multilingual nature of Understands the multilingual nature of Understands the multilingual nature of societies and its
societies, schools and classrooms societies, schools and classrooms and provides implications for schools and classrooms and consistently
and is aware of the importance of learners ample opportunities to use home and effectively affords learners ample opportunities to use
recognizing home languages to languages to support comprehension, learning home languages to support comprehension, learning in
support comprehension, learning in in general, as well as the acquisition of general as well as the acquisition of additional languages.
general, as well as the acquisition of additional languages. Can explain when this Disseminates the importance of this practice to other
additional languages. use may be helpful and when not. teachers and the community.

Makes pedagogical choices that Consistently makes pedagogical choices that Makes pedagogical choices that acknowledge, respect and
acknowledge, respect and capitalize acknowledge, respect and capitalize on celebrate learners’ linguistic diversity and shares these
on learners’ linguistic diversity. learners’ linguistic diversity, highlighting the and their rationale with other teachers at school and in the
role of linguistic diversity in their own community.
learning and in multilingual societies.

Unit and lesson Is familiar with key principles of unit Has a good understanding of key principles of Has a sophisticated understanding of key principles of
and lesson planning. Units and lesson unit and lesson planning. These principles unit and lesson planning and uses this understanding to
planning plans show some evidence of the guide the planning of coherent and integrated plan coherent, well-balanced, motivating, flexible lessons
application of these principles. lessons that together contribute to the flow of that together enhance the flow of a unit. Guides other
a unit. teachers in doing the same.

Attempts to set explicit and Sets explicit and achievable learning goals for Consistently sets explicit, challenging and
achievable learning goals for all all learners that are aligned with the English achievable learning goals for all learners that are aligned
learners that are aligned with the Curriculum 2020; clarifies to the learners how with the English Curriculum 2020; clarifies to learners
English Curriculum 2020; recognizes the lesson links to those before and after it how the lessons and unit link to others in the
how the lesson links to those before within the unit. teaching/learning continuum. Guides other teachers in
and after it within the unit. doing the same.

Recognizes the need for Provides differentiated teaching and learning, Consistently and effectively provides for differentiated
differentiated teaching and learning evaluates its effectiveness, and makes teaching and learning, evaluates its effectiveness for all
and demonstrates an attempt to adjustments accordingly. learners, and makes adjustments accordingly. Guides
translate this recognition into other teachers in doing the same.
practice.

39
 Attempts to break up the lesson into Breaks up the lesson into clear and distinct Consistently breaks up the lesson into clear and distinct
clear/transparent components with components with realistic timing estimates. components with realistic and accurate time estimates.
realistic timing estimates. Guides other teachers in doing the same.

Recognizes the need for a variety of Selects and regularly tries to suit interaction Consistently selects and suits interaction patterns for a
interaction patterns suited to learning patterns for different activities during the wide range of activities during the lesson, and effectively
activities and the importance of lesson, and plans the grouping of learners with plans the grouping of learners with a view to learning
grouping learners with a view to a view to learning goals, the nature of the goals, activities and affective factors. Guides other
learning goals, the nature of the activities and affective factors. teachers in doing the same.
activities and affective factors.

Recognizes that a lesson plan may Designs a flexible lesson plan that includes Consistently, designs a flexible lesson plan that includes
require flexibility in implementation. provisions to suit changing circumstances provisions to suit changing circumstances during
during implementation. implementation. Guides other teachers in doing the same.

Managing the Attempts to create a productive Consistently creates and maintains a Effectively and consistently creates and maintains a
learning environment through productive learning environment through productive learning environment through managing time,
lesson managing time, materials and the managing time, materials and the physical materials and the physical environment to actively engage
physical environment to actively environment to actively engage students. students. Guides other teachers in doing the same.
engage students.

Attempts to set a suitable Sets a suitable learning/teaching pace, times Effectively controls pace and timing of activities and
learning/teaching pace, appropriately activities appropriately and generally smooth transitions; enhances learners’ abilities to
times activities and provides smooth incorporates smooth transitions between the independently set, monitor and adapt processing pace.
transitions between the different different components of the lesson. Guides other teachers in doing the same.
components of the lesson.

40
 Shares the significance and goals of Consistently shares the significance and goals Consistently shares the significance and goals of activities
activities with learners, mostly of activities with learners, provides clear and with learners, provides clear and coherent instructions,
provides clear and coherent coherent instructions and checks learners’ monitors comprehension, and where necessary can
instructions and checks learners’ ability to carry them out. Where necessary, reword instructions to suit the needs of a diverse student
ability to carry them out. Where can reword instructions to suit the needs of a population to ensure that all students understand the
necessary, can reword instructions to diverse student population to ensure that all activity/task. Can guide others in assessing the knowledge
ensure students understand the students understand the activity/task. gap necessary to phrase instructions to suit different
activity/task. learner levels.

Attempts to adapt teaching to Adapts teaching to unexpected and unforeseen Has a repertoire of strategies to effectively orchestrate
unforeseen situations and events situations and events, adjusts plans to take unexpected and unforeseen situations and events; adjusts
appropriately. advantage of learning opportunities that arise plans to take advantage of opportunities for learning that
during lessons and manages the change of arise during lessons. Can guide other teachers in
plan effectively. managing similar situations appropriately.

Managing Chooses mainly commercial Chooses and adapts commercial materials and Chooses, adapts and develops multimodal materials and
materials and resources in resources from a range of sources/media in resources ensuring they are suited to the English
materials and accordance with the English accordance with the English Curriculum 2020, Curriculum 2020, learning goals and learners;
resources Curriculum 2020, learning goals and learning goals, and learners; creates and collaborates with learners and colleagues on ways to
learners; exploits existing resources develops materials for specific purposes and create and adapt materials for different learners, purposes
without adaptations. contexts. and contexts.

Considers how some of the materials Evaluates the effectiveness of the materials Evaluates the effectiveness of commercial and self-
and resources can be used in the and resources used to enhance language prepared materials and resources; provides meaningful
classroom to enhance language learning skills and strategies and adapts when and constructive feedback and guidance to learners and
learning skills and strategies. necessary. teachers to implement when planning and preparing new
materials.

Is aware of the benefits of using Regularly uses multilingual and multimodal Capitalizes on multilingual and multimodal materials and
multilingual and multimodal materials and resources and encourages resources, encourages learners to do the same inside and
materials and resources and the need learners to do the same (e.g., subtitles on outside the classroom and guides other teachers in the
to encourage learners to do the same video clips, bilingual dictionaries). judicious use of these resources.
(e.g., subtitles on video clips,
bilingual dictionaries).

41
Domain 4 Assessment

Assessment Is familiar with and has a general Has a good understanding of most key Has a deep understanding of all the key principles and
understanding of basic principles and principles and concepts of assessment (e.g., concepts of assessment (e.g., validity, reliability,
principles and concepts of assessment (e.g., validity, reliability, washback, formative washback, formative versus summative assessment,
concepts validity, reliability, washback, versus summative assessment) and generally assessment evidence, bias), applies theory in developing
formative versus summative applies theory in assessment planning, and analyzing assessment tools. Guides other teachers in
assessment). administration, documentation, interpretation doing the same.
and feedback.

Systematic Is familiar with assessment purposes Has a good understanding of assessment Has a deep understanding of assessment purposes (e.g.,
(e.g., achievement, proficiency) and purposes (e.g., achievement, proficiency). achievement, proficiency). Selects, designs and
assessment can select some assessment tools. Selects, designs and implements a range of implements a range of appropriate assessment tools to
assessment tools to suit most given purposes. suit purposes and learner populations, in specific
contexts. Guides other teachers in doing the same.

Utilizes some types of assessment Utilizes different types of assessment, Utilizes and interprets a range of different types of
and feedback at different points in evidence and feedback at various points in the assessment, evidence and feedback at various points in
the learning process. learning process to monitor learners’ progress the learning process to monitor learners’ progress and
and achievement and inform subsequent achievement and inform subsequent teaching. Guides
teaching. other teachers in doing the same.

Attempts to interpret external Interprets external assessment data (e.g., Interprets and consistently utilizes external assessment
assessment data (e.g., Meitzav and Meitzav and district exams) and incorporates data (e.g., Meitzav and district exams) and effectively
district exams). this understanding into future teaching and incorporates this understanding into future teaching and
assessment. assessment. Guides other teachers in doing the same.

Is familiar with certain grading Selects grading procedures to match purpose Selects grading procedures to match purpose and task,
procedures and the need to keep and task and keeps assessment records. keeps accurate and reliable records of assessment and
assessment records. Reports Clearly and respectfully reports and shares shares these with learners, parents/carers, administration
assessment data to learners, assessment data with learners, parents/carers, and other stakeholders. Can guide other teachers in the
parents/carers, administration and administration and other stakeholders. use of assessment procedures documentation,
other stakeholders. administration and feedback.

42
Assessment to Is familiar with learning-oriented Has an understanding of learning-oriented Has a deep understanding of the role of assessment in
assessment. assessment and its role in learning and learning and implements learning-oriented assessment
inform attempts to translate this understanding into regularly and systematically. Guides other teachers in
learning and classroom practice. doing the same.
engage learners
Attempts to analyze errors and other Regularly, analyzes learner errors and Consistently and systematically analyzes learner errors
aspects of learner performance and to performance and provides timely, and performance, provides timely, constructive, effective
provide learners with constructive constructive, effective and appropriate and appropriate feedback as well as tools and strategies
feedback. feedback as well as tools and strategies for for learners to improve performance. Guides other
learners to improve performance. teachers in doing the same.

Is familiar with the benefits of self Provides opportunities when appropriate for Consistently engages learners in self and peer assessment
and peer assessment and attempts to self and peer assessment and reflection, and and systematically encourages learners’ self-reflection to
incorporate them where and when encourages learners’ self-reflection to enhance enhance language acquisition. Guides other teachers in
appropriate. language acquisition. doing the same.

Recognizes the need to incorporate Sometimes incorporates multilingual Implements multilingual/plurilingual assessment
multilingual assessment approaches assessment approaches and tools when approaches and tools efficiently and systematically when
and tools when teaching learners teaching learners from teaching learners from multilingual/plurilingual and
from multilingual/plurilingual and multilingual/plurilingual and diverse cultural diverse cultural backgrounds and facilitates the process
diverse cultural backgrounds. backgrounds. for other teachers.

Domain 5 The language learning context

Understands the importance of In full cooperation with learners, provides a Initiates, designs, and maintains a dynamic print-rich
Physical and creating a stimulating, attractive, and stimulating, attractive, and dynamic English ‘linguistic landscape’, which has stimulating,
virtual dynamic language learning environment including self-access materials attractive and self-access materials to cater for learner
environment that includes that cater for learner diversity and interests diversity and interests and access to digital tools. Shares
environments teacher/learner generated materials and access to digital tools. Materials are materials with and guides other teachers in creating a
displayed on the classroom walls, displayed in the classroom and on the school similar environment conducive to fostering motivation
interactive bulletin boards and access walls. and engagement with English to enhance language
to digital tools. Attempts to create acquisition and other languages learned in school.
such an environment together with
learners.

43
 Recognizes the importance of Creates conditions conducive to promoting the Consistently creates conditions conducive to promoting
establishing conditions conducive to four activities as specified in the English the four activities as specified in the English Curriculum
promoting the four activities as Curriculum 2020 –reception, production, 2020 -- reception, production, interaction and mediation.
specified in the English Curriculum interaction and mediation (e.g., establishing Guides teachers of other languages in doing the same
2020 – reception, production, an individualized extensive reading/listening (e.g., supporting teachers in developing and maintaining
interaction and mediation (e.g., an program, curating digital tasks and resources an extensive reading/listening program that promotes
extensive reading program in which with learners, and creating opportunities for reading/listening for pleasure in the classroom, school
time is dedicated to autonomous speaking in a non-threatening atmosphere). and community, and in integrating digital tasks and
silent reading; availability of digital resources in their teaching).
platforms and tools for engagement
with language).

Classroom Demonstrates basic classroom Creates a framework for classroom Creates a framework for classroom expectations through
procedures and interactive patterns expectations through rules, routines and/or rules, routines and/or procedures (code of conduct)
management that are necessary for classroom procedures (code of conduct) together with together with learners; selects and effectively orchestrates
and climate management and the creation of a learners; practices various interaction patterns a range of interaction patterns compatible to task and
climate conducive to learning. that are necessary for effective classroom learners in order to ensure effective classroom
management and the creation of a climate that management over time and to maintain a climate that
maximizes student engagement and that are enhances learning, collaboration and leadership skills.
conducive to learning. Guides other teachers in doing the same.

Reinforces appropriate behavior Consistently reinforces appropriate behavior Consistently reinforces appropriate behavior (e.g.,
(e.g., through meaningful praise). (e.g., through meaningful praise) and an through meaningful praise and an appreciation of the
appreciation of the context in which the context in which the behavior was displayed). Guides
behavior was displayed. other teachers in doing the same.

Tries to apply classroom Effectively applies classroom management Effectively, appropriately and consistently applies
management techniques when faced techniques when faced with disruptive classroom management techniques when faced with
with disruptive classroom behavior; classroom behavior, uses disciplinary action to disruptive classroom behavior, uses disciplinary action to
attempts to match disciplinary action address this behavior and applies a range of address this misbehavior and applies a range of classroom
to address this misbehavior. classroom management tools. management tools. Guides other teachers in doing the
same.

44
Domain 6: Global competences

Digital Appreciates the importance of global Locates, evaluates and manages digital Locates, evaluates, adapts, creates and manages digital
competences and makes efforts to content tools and platforms for a variety of content tools and platforms for a wide range of purposes,
literacies locates digital content tools and purposes, and regularly incorporates them in and effectively incorporates them in teaching, learning
platforms suited to a specific teaching and learning activities both inside and assessment activities both inside and outside the
purpose. Attempts to incorporate and outside the formal learning environment formal learning environment (e.g., flipped classroom).
these in teaching and learning (e.g., flipped classroom). Guides other teachers in doing the same.
materials and activities.

Attempts to initiate collaborative Regularly promotes collaborative learning by Consistently promotes collaborative learning by
learning by exploiting online exploiting online communities, tools and modelling for learners and other teachers how to
communities, tools and platforms platforms (e.g., virtual exchange projects) and effectively exploit online communities, tools and
(e.g., virtual exchange projects) and ensures that learners follow the rules of platforms (e.g., virtual exchange projects) and ensures
introduces learners to the rules of netiquette. that all parties follow the rules of netiquette.
netiquette.

Recognizes the notion of intellectual Respects the notion of intellectual property, Consistently respects the notion of intellectual property,
property and issues related to ensures security and confidentiality, follows ensures security and confidentiality, follows guidelines
security and confidentiality, follows guidelines for e-safety and instructs learners for e-safety and effectively instructs learners and guides
guidelines for e-safety and attempts how to do the same. colleagues in doing the same.
to ensure that learners do the same.

Experiments with the use of Uses technology for administrative tasks in Consistently and effectively uses technology for a wide
technology for administrative tasks accordance with data protection guidelines. range of administrative tasks in accordance with data
in accordance with data protection protection guidelines. Guides learners and teachers to do
guidelines. the same.

Critical Attempts to select appropriate Selects appropriate resources and activities for Consistently and effectively integrates appropriate
resources and activities for language language learning that incorporate critical resources and activities that promote critical thinking,
thinking, learning that incorporate critical thinking, problem solving, metacognition and problem solving, metacognition and creativity;
problem thinking, problem solving, creativity. encourages learners to independently apply these skills in
metacognition and creativity. novel contexts. Guides teachers in introducing,

45
solving, developing and evaluating these abilities in other school
subjects and content areas.
metacognition
Appreciates the importance of Pursues opportunities inside and outside the Consistently and effectively capitalizes on opportunities
and creativity
critical thinking, problem-solving classroom for enhancing critical thinking and for enhancing critical thinking and problem-solving skills
skills and reflection and attempts to problem-solving skills; consistently reflects on inside and outside the classroom; consistently reflects on
implement these in teaching. teaching to reach higher levels of best teaching to reach higher levels of best practice and guides
practice. other teachers in doing the same.

Teamwork and Is aware of the benefits of Harnesses the benefits of collaboration by Initiates opportunities for collaboration and teamwork
collaboration and teamwork, the need engaging students in teamwork. Seeks between and among learners and teachers, models a
collaboration for flexibility and a willingness to opportunities to participate in teamwork, flexible mindset and exhibits the readiness and ability to
compromise to accomplish a exercises flexibility and shows a willingness compromise so as to accomplish a common goal. Guides
common goal. Attempts to to compromise to accomplish a common goal. other teachers in doing the same.
collaborate with other teachers.

Has a basic understanding of how Understands how teams operate, works Has a deep understanding of how teams operate, works
teams operate, attempts to work effectively and consistently contributes as an effectively with diverse teams and systematically models
effectively in a team and contribute individual, values the work of others and and develops this understanding and ability among
as an individual, appreciates the assumes shared responsibility for collaborative learners. Guides other teachers in doing the same.
work of others and assumes shared work. Develops this understanding and ability
responsibility for collaborative work. systematically among learners.
Encourages learners do the same in
groups.

Attempts to participate in Participates in professional collaborative Initiates collaboration and teamwork, participates in and
professional collaborative projects. initiatives and involves learners in involves teachers in professional collaborative projects
collaborative projects. and acts as a team leader/facilitator.

Intercultural Demonstrates openness and interest Actively creates opportunities to enrich Has a high level of interest in and extensive knowledge
in learning about other cultures, but knowledge of and familiarity with a range of of a range of cultures.
competence would appreciate opportunities to cultures.
enhance knowledge of and
familiarity with a range of cultures.

Appreciates the existence of multiple Understands multiple perspectives in Has a deep understanding of, appreciation for and ability
perspectives in intercultural intercultural interactions and can critically to model and apply multiple perspectives in intercultural
interactions and attempts to identify reflect on the impact of stereotypical interactions. Guides learners and teachers in the
stereotypical judgments and their judgments on these interactions. Strives to development of intercultural competence.

46
impact on these interactions. learn and expose learners to a range of
cultures.

Attempts to engage in culturally Engages in culturally appropriate behaviors Consistently engages in culturally appropriate behaviors
appropriate behaviors and tailor and tailors language to effectively and tailors language to effectively communicate with
language to effectively communicate communicate with people in certain contexts people in most contexts and situations and guides and
with people in different contexts and and situations and guides learners in doing the facilitates learners and teachers in doing the same.
situations. same.

47
Domain 7: Professionalism
Response to Recognizes the value of receiving Seeks out and responds to feedback; engages Appreciates and responds constructively to feedback, is
feedback and ongoing professional in ongoing professional development and/or committed to ongoing professional development,
feedback and development; occasionally reads and action research. regularly reassesses one’s own strengths and weaknesses
reflection on is informed by current research. as a teacher, shares insights openly with others and
engages in various types of teacher research. Guides other
practice
teachers in planning and carrying out action research.

Is aware that beliefs impact teaching Can verbalize beliefs about teaching and Articulates beliefs about teaching and consistently
practices and recognizes the value of engages in critical reflection to align these engages in critical reflection to align beliefs and effective
critical reflection in aligning beliefs with effective teaching practice. teaching practice; serves as a role model/facilitator of the
and practice. reflective practitioner for learners and colleagues.

Planning and Requests guidance in identifying Independently identifies areas in need of Consistently identifies areas in need of professional
areas in need of and opportunities for professional development and seeks out development and makes the most of available
implementing professional development (e.g., opportunities to address them, including active professional development opportunities and up-to-date
professional taking initial steps to participate in participation in professional learning resources; initiates, plans and leads professional
professional learning communities, communities, study days and conferences.. development activities in a variety of frameworks (e.g.,
development
study days and conferences). professional learning communities, study days and
professional conferences).

Consultation Consults with mentors and Consults with relevant mentors and Provides guidance, advice and feedback to colleagues and
colleagues on basic aspects of frameworks that can contribute to professional serves as a mentor both within the school and in other
and mentoring teaching practice (e.g., lesson plans development, and acts on professional development frameworks.
and delivery, classroom management suggestions/feedback.
and reporting learner progress and
achievement).

48
References

Aspen Institute (2011). Building teacher evaluation systems: Learning from leading
efforts. Retrieved December 6, 2018 from
https://assets.aspeninstitute.org/content/uploads/files/content/docs/education/AI_Perf
%20Mgmt_Synthesis.pdf

Australian Federation of Modern Language Teachers Associations (2005). Professional

standards for accomplished teaching of languages and cultures. Retrieved
December 6, 2018 from http://pspl.afmlta.asn.au/doclib/Professional-Standards-for-
Accomplished-Teaching-of-Languages-and-Cultures.pdf

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Appendix: Checklist for self-evaluation in achieving emerging and skilled levels*.

* In the following checklist self-evaluation is based on a 4-point scale. The expert level, which also relates to those who are involved in guiding, mentoring and
training teachers, is not included in the checklist.
Domain Dimension Performance Indicator Self-Evaluation Self-Evaluation Self-Evaluation
Date: ___________ Date: ___________ Date: ___________

The extent to which I have achieved the performance indicator:

1 Language CEFR-Aligned Framework for English in B2 B2+ C1 C2 B2 B2+ C1 C2 B2 B2+ C1 C2

Teachers’ proficiency Higher Education in Israel
language and
disciplinary Knowledge about Understanding main concepts in the fields 1 2 3 4 1 2 3 4 1 2 3 4
knowledge language of linguistics and applied linguistics and
their relation to language teaching.

Understanding how the methods and 1 2 3 4 1 2 3 4 1 2 3 4

resources for introducing and practicing
language components and skills are
related to each other; and ability to adapt
them to the learner and the context.

Describing and accurately analyzing a 1 2 3 4 1 2 3 4 1 2 3 4

broad range of language points based on
knowledge and use of key terms,
and applying accurate models to
exemplify them.

Identifying sources of language errors 1 2 3 4 1 2 3 4 1 2 3 4

based on linguistic knowledge, providing
clear and accurate answers to learners’
questions about language-related issues as
well as feedback that contributes to
language acquisition.

53
 Domain Dimension Performance Indicator Self-Evaluation Self-Evaluation Self-Evaluation
Date: ___________ Date: ___________ Date: ___________

The extent to which I have achieved the performance indicator:

Fostering language awareness among 1 2 3 4 1 2 3 4 1 2 3 4

learners by comparing and contrasting
languages.

Understanding relationships within and 1 2 3 4 1 2 3 4 1 2 3 4

across languages and collaborating with
teachers of other languages.

Knowledge about Understanding of the expanding nature of 1 2 3 4 1 2 3 4 1 2 3 4

multimodal literacy as impacted by communication
literacies technologies and harnessing this
knowledge to support students in
developing their multimodal literacies
skills.

Demonstrating knowledge of a variety of 1 2 3 4 1 2 3 4 1 2 3 4

spoken and written discourses, text types
and formats and incorporating multiple
text types in teaching.

2 Theories of Understanding general learning theories 1 2 3 4 1 2 3 4 1 2 3 4

Learning theories learning and second language acquisition theories
and the language (SLA) and concepts; applying these to
learner lesson planning and instruction.

Understanding affective factors that 1 2 3 4 1 2 3 4 1 2 3 4

impact learning, providing success-
oriented activities and creating a climate
of trust, support and inclusion.

Theories of Understanding theories of acquiring and 1 2 3 4 1 2 3 4 1 2 3 4

learning an learning an additional language and the
additional importance of L1 mastery in this process

54
Domain Dimension Performance Indicator Self-Evaluation Self-Evaluation Self-Evaluation
Date: ___________ Date: ___________ Date: ___________

The extent to which I have achieved the performance indicator:

language and capitalizing on this understanding for

lesson planning and instruction.

Understanding of factors that impact 1 2 3 4 1 2 3 4 1 2 3 4

language acquisition (e.g., individual,
affective, social and cultural, and
capitalizing on this understanding for
lesson planning, instruction and
assessment).

Understanding Treating learners equitably and 1 2 3 4 1 2 3 4 1 2 3 4

learners respectfully and ensuring learners do the
same.

Supporting learners in identifying, 1 2 3 4 1 2 3 4 1 2 3 4

addressing and assessing realistic learning
goals.

Applying understanding that learners 1 2 3 4 1 2 3 4 1 2 3 4

benefit from clear goals/objectives,
modeling, opportunities to practice and
consolidate new learning through effective
feedback.

Applying understanding of common and 1 2 3 4 1 2 3 4 1 2 3 4

diverse learner needs based on
characteristics (e.g., age, gender,
disability, academic ability, interests,
motivation, and socioeconomic
intellectual, cultural and language

55
 Domain Dimension Performance Indicator Self-Evaluation Self-Evaluation Self-Evaluation
Date: ___________ Date: ___________ Date: ___________

The extent to which I have achieved the performance indicator:

background).

3 Language teaching Integrating approaches and methods in 1 2 3 4 1 2 3 4 1 2 3 4

Language teaching approaches and teaching practice.
pedagogy methods
Understanding the multilingual nature of 1 2 3 4 1 2 3 4 1 2 3 4
societies, schools and classrooms;
providing opportunities to use home
languages to support learning and
language acquisition.

Making pedagogical choices that respect 1 2 3 4 1 2 3 4 1 2 3 4

and capitalize on learners’ linguistic
diversity.

Unit and lesson Understanding and implementing key 1 2 3 4 1 2 3 4 1 2 3 4

planning principles of coherent and integrated
lesson planning that contribute to the flow
of a unit.

Setting explicit and achievable learning 1 2 3 4 1 2 3 4 1 2 3 4

goals aligned with the English Curriculum
2020; clarifying how the lesson connects
to those before and after.

Providing differentiated teaching and 1 2 3 4 1 2 3 4 1 2 3 4

learning and reflection on the outcomes of
practice.

Breaking up lessons into clear and distinct 1 2 3 4 1 2 3 4 1 2 3 4

components with realistic timing

56
Domain Dimension Performance Indicator Self-Evaluation Self-Evaluation Self-Evaluation
Date: ___________ Date: ___________ Date: ___________

The extent to which I have achieved the performance indicator:

estimates.

Selecting and suiting interaction patterns 1 2 3 4 1 2 3 4 1 2 3 4

for activities; planning grouping of
learners with a view to learning goals, the
activities and affective factors.

Designing flexible lesson plans that 1 2 3 4 1 2 3 4 1 2 3 4

include provisions to suit changing
circumstances.

Managing the Creating a productive learning 1 2 3 4 1 2 3 4 1 2 3 4

lesson environment through managing time,
materials and the physical environment to
actively engage students.

Setting a suitable pace, timing activities 1 2 3 4 1 2 3 4 1 2 3 4

appropriately and incorporating smooth
transitions.

Sharing significance and goals of 1 2 3 4 1 2 3 4 1 2 3 4

activities with learners, giving clear and
coherent instructions, and checking
learners’ ability to carry them out.

Adapting teaching to unexpected and 1 2 3 4 1 2 3 4 1 2 3 4

unforeseen situations and events, adjusting
plans to take advantage of opportunities
for learning that arise during lessons and
managing changes effectively.

57
 Domain Dimension Performance Indicator Self-Evaluation Self-Evaluation Self-Evaluation
Date: ___________ Date: ___________ Date: ___________

The extent to which I have achieved the performance indicator:

Managing Choosing and adapting resources in 1 2 3 4 1 2 3 4 1 2 3 4

materials and accordance with the English Curriculum
resources 2020, goals and learners’ needs and suited
to specific contexts; creating and
developing materials for specific purposes
and contexts.

Evaluating the effectiveness of materials 1 2 3 4 1 2 3 4 1 2 3 4

and resources and adapting when
necessary.

Making use of multilingual and 1 2 3 4 1 2 3 4 1 2 3 4

multimodal materials and resources and
encouraging learners to do the same.

4 Assessment Understanding principles and concepts of 1 2 3 4 1 2 3 4 1 2 3 4

Assessment principles and assessment, applying theories in
concepts assessment planning, administration,
documentation, interpretation and
feedback.

Systematic Understanding assessment purposes; 1 2 3 4 1 2 3 4 1 2 3 4

assessment selecting, designing and implementing
assessment tools to suit a given purpose.

Utilizing different types of assessment, 1 2 3 4 1 2 3 4 1 2 3 4

evidence and feedback at different points
in the learning process to monitor
learners’ progress and achievement and
inform teaching.

Interpreting external assessment data (e.g., 1 2 3 4 1 2 3 4 1 2 3 4

Meitzav and district exams) and

58
 Domain Dimension Performance Indicator Self-Evaluation Self-Evaluation Self-Evaluation
Date: ___________ Date: ___________ Date: ___________

The extent to which I have achieved the performance indicator:

incorporating this understanding into

future teaching and assessment.

Selecting grading procedures to match 1 2 3 4 1 2 3 4 1 2 3 4

purpose and task and keeping records of
assessment; reporting and sharing
assessment data clearly and respectfully
with various stakeholders.

Assessment to Understanding learning-oriented 1 2 3 4 1 2 3 4 1 2 3 4

inform learning assessment and its role in learning,
and engage translating this understanding into
learners classroom practice.

Analyzing learners’ errors and 1 2 3 4 1 2 3 4 1 2 3 4

performance and providing timely,
constructive, effective and appropriate
feedback as well as tools and strategies for
learners to improve performance.

Providing opportunities for self and peer 1 2 3 4 1 2 3 4 1 2 3 4

assessment, and reflection.

Incorporating multilingual assessment 1 2 3 4 1 2 3 4 1 2 3 4

approaches and tools when teaching
learners from diverse linguistic and
cultural backgrounds.

5 Physical and Providing, in cooperation with learners, a 1 2 3 4 1 2 3 4 1 2 3 4

The language virtual stimulating, attractive and dynamic
learning context environments environment that includes self-access
materials that cater for learner diversity

59
Domain Dimension Performance Indicator Self-Evaluation Self-Evaluation Self-Evaluation
Date: ___________ Date: ___________ Date: ___________

The extent to which I have achieved the performance indicator:

and interests and access to digital tools.

Creating conditions conducive to 1 2 3 4 1 2 3 4 1 2 3 4

promoting the four activities as specified
in the English Curriculum 2020 –
reception, production, interaction and
mediation (e.g., establishing an
individualized extensive reading/listening
program, curating digital tasks and
resources with learners, and creating
opportunities for speaking in a non-
threatening atmosphere).

Classroom Creating a framework for classroom 1 2 3 4 1 2 3 4 1 2 3 4

management and expectations through rules, routines and/or
climate procedures, together with learners;
practicing various interaction patterns that
maximize engagement and are conducive
to learning.

Reinforcing appropriate behavior; e.g., 1 2 3 4 1 2 3 4 1 2 3 4

through meaningful praise and
appreciation for the context in which the
behavior was displayed.

Effectively applying a wide range of 1 2 3 4 1 2 3 4 1 2 3 4

classroom management tools in
addressing a diverse range of disruptive
classroom behavior.

60
 Domain Dimension Performance Indicator Self-Evaluation Self-Evaluation Self-Evaluation
Date: ___________ Date: ___________ Date: ___________

The extent to which I have achieved the performance indicator:

6 Digital literacies Locating, evaluating and managing digital 1 2 3 4 1 2 3 4 1 2 3 4

Global content tools and platforms for different
competences purposes and incorporating them in
teaching and learning activities both inside
and outside the formal learning
environment.

Promoting collaborative learning by 1 2 3 4 1 2 3 4 1 2 3 4

exploiting online communities, tools and
platforms; ensuring learners follow rules
of netiquette.

Respecting the notion of intellectual 1 2 3 4 1 2 3 4 1 2 3 4

property, addressing issues related to
security and confidentiality, following
guidelines for e-safety.

Using technology for administrative tasks 1 2 3 4 1 2 3 4 1 2 3 4

in accordance with data protection
guidelines.

Critical thinking, Selecting methodologies, resources and 1 2 3 4 1 2 3 4 1 2 3 4

problem solving, activities for language learning that
metacognition and address and incorporate abilities related to
creativity critical thinking, problem solving,
metacognition and creativity.

Pursuing opportunities for developing 1 2 3 4 1 2 3 4 1 2 3 4

critical thinking, problem solving and
metacognition, consistently reflecting on
teaching to reach higher levels of best
practice.

61
Domain Dimension Performance Indicator Self-Evaluation Self-Evaluation Self-Evaluation
Date: ___________ Date: ___________ Date: ___________

The extent to which I have achieved the performance indicator:

Teamwork and Harnessing the benefits of collaboration 1 2 3 4 1 2 3 4 1 2 3 4

collaboration and seeking opportunities to participate in
teamwork, exercising flexibility and a
willingness to compromise to accomplish
a common goal.

Understanding how teams operate, 1 2 3 4 1 2 3 4 1 2 3 4

working effectively and respectfully with
varied teams and developing this
understanding and ability systematically
among learners.

Contributing to teamwork as an individual, 1 2 3 4 1 2 3 4 1 2 3 4

valuing the work of others and assuming
shared responsibility for most
collaborative work.

Participating in professional collaborative 1 2 3 4 1 2 3 4 1 2 3 4

initiatives and involving learners in
collaborative projects and initiatives.

Intercultural Pursuing the enrichment of knowledge of 1 2 3 4 1 2 3 4 1 2 3 4

competence and familiarity with a range of cultures.

Understanding multiple perspectives in 1 2 3 4 1 2 3 4 1 2 3 4

intercultural interactions, critically
reflecting on the impact of stereotypical
judgements on these interactions; applying
these constructs to teaching practice.

62
 Domain Dimension Performance Indicator Self-Evaluation Self-Evaluation Self-Evaluation
Date: ___________ Date: ___________ Date: ___________

The extent to which I have achieved the performance indicator:

Engaging in culturally appropriate 1 2 3 4 1 2 3 4 1 2 3 4

behaviors in various contexts and
situations and guiding learners to do the
same.

7 Professionalism Response to Seeking out and responding to feedback; 1 2 3 4 1 2 3 4 1 2 3 4

feedback and engaging in ongoing professional
reflection on development and/or action research.
practice
Verbalizing beliefs about teaching and 1 2 3 4 1 2 3 4 1 2 3 4
engaging in critical reflection to align
these with effective teaching practice.

Planning and Identifying areas in need of professional 1 2 3 4 1 2 3 4 1 2 3 4

implementing development, seeking opportunities to
professional address them, including active
development participation in professional learning
communities, study days and conferences.

Consultation and Consulting with relevant mentors who can 1 2 3 4 1 2 3 4 1 2 3 4

mentoring contribute to professional development
and acting on suggestions/feedback.

63