Working with English Language Teachers

Professional Development Programme for Teachers

ELTAK Kulan, September, 2010-2011

Teacher development programme

SERVICES OFFERED WITHIN THE TEACHER

DEVELOPMENT PROGRAMME

Self- orientation Personal Planning

Assessment sessions advice self-learning
Sessions

Lending- discussion access to seminars and

Services sessions E-resources workshops

Conversation
club

What is a professional development guide?

Why should I use a professional development guide?

1. Getting started 5. Getting help

Create your own professionalprofile. You could Consult ILC assistants who are there to advice you on
Include your career history,current teaching the resources and activities appropriate for yourprogramme
Situation,interests & aspirations STEPS TO planning your-self development rout
YOUR how to deal with your concerns
GROWTH
2. Where am I now? 4. Reflect- review your progress regularly and reflect on yr
Evaluate your skills,knowledg, & experience. achievments and further learning process.Track your progress,
Identify your strengths and areas for make changes or add items toy our plan.
development
3. Plan
Set goals. Invistigate different tools,techniques,
methods for achieving your goals. Set deadlines
to look at how you are managing your goal

Working with English Language Teachers

Professional Development Programme for Teachers
ELTAK Kulan, September, 2010-2011
 CAREER PROFILE

This table will help you to bring together different aspects of your profile as a professional. It is for your benefit,
as it will help you to understand where you are now and identify where you would like to be. Fill in the right
column of the table.

Education background

(Qualifications, degrees, teaching

certificates, etc.)

Work experience

(school/institute, levels and age ranges

taught, types of courses, main
responsibilities)

Years of experience

(Levels and age ranges taught, types of

courses, previous schools)

Training and development

(Workshops and seminars, conferences

attended)

Skills and strengths

(Language knowledge, using drama in

the classroom, developing learners’
reading abilities.)

Achievments

(materials created, syllabus development,

contributions to staffroom/school,
solutions to difficult situations)

Aspirations

(Improve pronunciation teaching.

Develop a lesson using IT(independent
teaching). Create a picture bank. Write
an article for a teaching publication)

Working with English Language Teachers

Professional Development Programme for Teachers
ELTAK Kulan, September, 2010-2011
 PLANNNG AND REFLECTION DIARY
When planning your self-study, bear I mind some essential rules:
●prioritize your needs
●Give yourself manageable, short-term objectives
●Work out a plan of study
●Keep a record of what you do
●Don ‘t worry about obstacles you might encounter
●Assess your progress regularly.

sample
Development area Classroom management
Goal To be able to learn how to give clear instructions in English for
classroom activities
Objective/s To find suitable resources on Classroom management and
choose one to start with
To read appropriate chapters by Monday and see if it’s
practical
To practice what I’ve learnt with my students in the next
lesson to take part in ‘classroom language’ seminars.

date objective Resources used Progress comments

20/04 Objective A handbook of Generally, how to well I accomplished the objective?

1 and 2 Classroom This book helped me a lot, through the exercises I practiced
English by commanding, requesting, suggesting and persuading and I
checked myself with keys.
Glyn S.Hughes
What suggestions I have to improve my performance?
Though I know how to give clear instructions, I still need
practice. I should go through the exercises once more.

SETTING YOUR GOALS AND OBJECTIVES

Make sure that your objectives are smart

Specific Straightforward and clearly defined. Would it be understood/interpreted by others in

the same way?

Measurable An objective where you can see change happen. Could this objective be broken down
into smaller bits?

Achievable Don’t set an objective that’s far out of reach. Is there a specific point at/after which
the objective can be taught as having been achieved?

Realistic Make sure the objective is ‘ do-able’. Is the scope of this ogjective is appropriate;
given the available resources, possibilities, skills, authority, time etc.?

Time-bound Set a timeframe for the objective. Dos this pbjective have a specific deadline?

Planning and reflection diary

Development area
 Goal

Objective/s

Date Objective Resources Progress comments

used/activities
done

Generally, how to well I accomplished the objective?

What suggestions I have to improve my performance?

Working with English Language Teachers

Professional Development Programme for Teachers
ELTAK Kulan, September, 2010-2011

SELF EVALUATION CHECKLIST

Complete the checklist to find out what you know, what you can do, what you need to find out and
what you would like to explore. You can do it ypourself or with a collegues. Put a tick in the boxes ne[t
to the things you feel most confident about, a cross for things you feel you don’t know enough about and a
question mark ne[t to the ones you aren’t sure about, or know a little bit about.
Classroom management: I know to create and maintain a positive learning √ Х ?
environment.
I monitor and modify my approach in response to learner feed back, reaction and
progress.
I use a range of techniques for dealing with disruptive
I know how to arrange classroom furniture to facilitate different types of tasks
I know how to set up activities effectively and make smooth translations between lesson
stages.
I understand and use classroom dynamics effectively to motivate learners.
I give clear instructions and e[planations
Learners: I understand the concepts involved in motivation and apply my – √ Х ?
knowledge in teaching.
I understand the concepts involved in motivation and apply my knowledge in teaching
I find out about my learners needs and interests and I build this into my planning.
I am knowledgable about learning styles and individual learner differences and how to
plan for these.
I plan my lessons to reflect the different cognitive process involved in learning.
I incourage my learners to reflect on their learning.
I encourage learners to become independent and build learner training and strategies
into lessons.
Methodology: I am familiar with different teaching approaches and am able to √ Х ?
select the most appropriate approach for achieving learning outcomes.
I have a range of techniques to encourage participation and stimulate discussion.
I know how to use a range of resources, materials and technology to create positive
learning e[periences.
I use different assessment tools tom assess learners and provide them with constructive
feedback
I have an effective system for recording learners’ work and performance
I use a range of correction techniques for different types of classroom activities.
I use English throughout the lesson .
Syyllabus and lesson planning: I am able to plan lessons and develop cources √ Х ?
effectively.
I know how to select and discard utems from the textbook based on relevance to my
learners.
I know how to vary lesson plan components for different types of lesson objectives.
I can design materails and activities that meet my learners; needs and interests.
I know how and where to locate teaching recources
My planning takes into consideration potential learning problems and ways of dealing
with this.
I plan my lessons to ensurebalance and variety.
My own development: I select the continuing professional development tools √ Х ?
relevant to me.
I use a range of tools to help me to assess and reflect on my teaching.
I know how and where to find out about research on teaching and learning.
I regularly consult publications, collegues and research to support my development as a
teacher.
I know where to find out about workshops, seminars and conferences relevant to my
context
I am familiar with the different ways in which I can continue to develop professionally.