Year 4 Teaching Practice Competencies

1) Professionalism and Understanding:

a) Functions and roles of schools:
Recognises that learning takes place inside and outside the school
context and the
value of liaising effectively with others
involved (Learning Outcome 2.2, 4.2, 4.3)
b) Professional growth:

Articulates and demonstrates a philosophy of teaching

(Learning Outcome 3.4)
Shows evidence of knowledge and skills essential for effective
teaching (Learning Outcome 3.0, 4.1)
Demonstrates a commitment to on-going profession
development (Learning Outcome 3.1, 3.3, 3.5)
Collaborates with others as resources for problem-solving,
generating new ideas, sharing experiences and seeking and
giving feedback. (Learning Outcome 2.3, 3.0)
Contributes knowledge and expertise about teaching and
learning EFL to the EFL profession (Learning Outcome 2.1, 3.4)
Offers peers constructive feedback (Learning Outcome 1.4,
3.2)
Displays a high standard of professional behavior, which
includes punctuality, personal organization (Learning Outcome
3.2, 3.5)

2) Planning for Learning:

Presents lesson plans in accordance with the

college/school/zone requirements, showing evidence of
autonomy. Designs a unit plan to suit their particular teaching
situation (Learning Outcome 1.1)
Presents plans which include: (Learning Outcome 1.1, 1.2,
1.3), how the lesson is going to be carried out e.g. activities,
organization, resources; what language (functions, structures,
vocabulary) and skills (listening, speaking etc) learners will
need in order to do the activities; what language they have
already acquired which they can use in doing the activities;
what attitudes or values you wish to develop through the
activities e.g. enjoyment, positive attitude towards stories,
politeness to others etc?
Plans effectively to ensure that all learners meet their
potential (Learning Outcome 1.1, 1.4)
1

3)

Creates and selects learning experiences that maximize

learning, challenging stronger students and supporting weaker
ones (Learning Outcome 1.3)
Plans tasks for the whole class, groups and individuals using a
learner-centered approach (Learning Outcome 1.0)
Plans a variety of interaction patterns (Learning Outcome 1.2,
1.4)

Implementing and Managing Learning:

Supports learning effectively through each stage of the lesson

(Learning Outcome 1.2, 1.4)
Manages pair work, group work, individual, and whole class
tasks competently. (Learning Outcome 1.4)
Differentiates activities across a range of abilities to help
students reach their potential (Learning Outcome 1.5)
Uses accurate and appropriate language (Learning Outcome,
1.4)
Models written and spoken target language accurately and
appropriately (Learning Outcome 1.4)
Grades own language to the level of students (Learning
Outcome 1.4)
Employs a variety of effective teaching/ Learning techniques
e.g. drills, information gap, role plays, dictations, dictagloss,
presentations, projects etc. (Learning Outcome 1.2, 1.3)
Uses clear instructions to manage classroom activities
(Learning Outcome 1.4)
Provides clear and effective models/ demonstrations of
classroom tasks(Learning Outcome 1.4)
Manages transitions between activities smoothly(Learning
Outcome 1.3)
Employs a range of effective elicitation, drilling techniques
and concept questioning(Learning Outcome 1.4)
Employs activities that integrate language across skill
areas(Learning Outcome 1.1)
Provides clear, succinct explanations (when appropriate)
(Learning Outcome 1.4)
Uses TTT effectively (Learning Outcome 1.4)
Uses classroom space and furniture effectively and safely
(learning Outcome 1.3)
Uses resources and equipment effectively (e.g. board, ICTs, AV
equipment, posters, realia, displays, textbooks, storybooks).
(Learning Outcome 1.3)
Manages time throughout the lesson (Learning Outcome 1.3)
Maintains pace, motivation and provides challenge (Learning
Outcome 1.3, 1.4)
2

4)

Provides and promotes a language rich environment (Learning

Outcome 1.4)
Establishes and maintains rules and clear routines for
behavior in the classroom. (Learning Outcome 1.3, 1.4)
Acts responsibly and decisively in response to extraordinary
circumstances.
Uses appropriate strategies to manage student behavior.
Establishes and maintains a safe and supportive learning
environment. (Learning Outcome 1.3)
Uses appropriate strategies to encourage and maintain active
student participation(Learning Outcome 1.3, 1.4)
Builds rapport through interaction with students. (Learning
Outcome 1.4)
Responds effectively and flexibly to the immediate needs and
interests of the students (exploits teachable moments).
(Learning Outcome 1.2, 1.3, 1.4)
Encourages the development of student independence and
responsibility. (Learning Outcome 1.1)
Uses appropriate body language, eye contact, gestures and
voice to maintain an effective classroom presence.
Monitoring and Assessment:

5)

Uses informal and formal assessments, as appropriate, to

diagnose student learning needs and support the continuous
development of all children (Learning Outcome 1.5)
Gives informative oral and / or written reports, where
appropriate, to parents commenting on progress and
achievements, discussing appropriate targets and
encouraging them to support their childrens? learning,
behaviour and progress. (Learning Outcome 1.4, 1.5)
Shows advanced skills in record keeping and using various
types of assessments. (Learning Outcome 1.5)
Uses appropriate technologies to monitor and assess
childrens? progress(Learning Outcome 1.5)

Reflection:

Develops a philosophy of education through reflective

discussion. (Learning Outcome 3.4)
Reflects and justifies their professional development activities
with reference to their Professional Development Plan.
(Learning Outcome 3.5)
3

Discusses and justifies their pedagogical decisions, with

reference to their growing pedagogical beliefs. (Learning
Outcome 3.1, 3.4, 3.5)
Reflects critically on their own and their peers? teaching
through online discussion, oral post-lesson discussion,
reflective writing, and peer observation. (Learning Outcome
3.6)
Discusses and reflects on a range of pedagogical issues with
peers. (Learning Outcome 3.2)
Uses classroom observation, information about children,
pedagogical knowledge and research as sources for active
critical research. (Learning Outcome 3.1)
Enquires systematically into own practice in order to improve
curriculum and instruction for all learners. (Learning Outcome
3.1, 4.3)
Analyses critically, own effectiveness in promoting learning
and development. (Learning Outcome 3.1, 5.2)
Reflects on their broader role within the school, the local and
global professional community. (Learning Outcome 4.3)
Considers the ethical and moral implications of their practice.
Reflects upon implications of local/ global developments within
ELT theory.
Considers models of critical reflection (e.g. Dewey, Schon,
Mezirow, Zeichner & Liston, Freire), and understand terms
used within such models. (Learning Outcome 3.3)
Reflects critically upon their own practice with relation to the
HCT teaching competencies