Teaching framework

Teacher’s competency statements

Keywords
1. LEARNING and the LEARNER
Competency Description Foundation Development Proficiency Expert
1 Learning theories - understanding of -basic -reasonable understanding -good -sophisticated
2 FLA and SLA + general learning theories
3 Language-teaching methodologies + language learning theories
4 Understanding learners + approaches of L teaching
+ methods
+ intercultural competence
+ learning styles
+ multiple intelligences
+ learning strategies
+ special needs
+ learner variety
+ teaching context variety

- using key terms -being aware of -some of -many of -most of

-regularly

- demonstrating the connection -some of -some grasp of connection -frequent connection -consistent, high level of connection
between theories, concepts and st understanding -reflection of personal theories
learning
2. TEACHING, LEARNING and ASSESSMENT
2.1 Planning language learning

Competency Description Foundation Development Proficiency Expert

1 Lesson planning - understanding of key principles -basic / some -reasonable / many -good / many -sophisticated

- planning systems, skills lessons -basic -reasonable detailed -detailed, integrated -detailed, sophisticated, integrated

- template use -given -given -own -internalised sufficient routines and

resources

- awareness of st needs and difficulty -basic -good -good -clearly rationale and thorough
-supportive to learners and learning

- links of activities -within a lesson -within one/more lessons -within / across lessons -sophisticated
-where necessary

- links of planning - teaching - learning -clear -clear -clear -almost all

- adaptation -without much -sometimes -where necessary -where necessary

- response to the unexpected -in some cases -in most cases -appropriate, confident, automatic
2 Course planning - understanding of key principles -basic / some -reasonable / many -good / many -sophisticated

- planning lessons -short series of -series of -a whole course -a whole course

-with simple links -with clear links -corresponding to a syllabus -creatively and sophisticatedly
-creative supplement to a syllabus
2.2 Using language-learning resources and materials

Competency Description Foundation Development Proficiency Expert

1 Selecting, - understanding of ‘know-how’ to select -basic -reasonable -good -sophisticated
adapting, and exploit coursebook and -various ways -various ways -various ways
supplementing supplementary materials -able to adapt -able to adapt
and using
learning - quality of materials -reasonable appropriate -appropriate -appropriate -appropriate
materials
- web-based materials -including -including -including -including

- improvisation -without / very little -some -where necessary -consistently

- understanding of st needs -basic -some -good -clear rationale and detailed

2 Using teaching - understanding of key techniques -basic / some -reasonable / many -good / many -sophisticated
aids
- use of teaching aids -simple -reasonably effective -effective / a variety -consistently effective / a wide range

- motivating and engaging sts -not demonstrated - not demonstrated -effectively - consistently, effectively
3 Using digital - understanding of key concepts of e- -basic -reasonable understanding -good -sophisticated
resources learning / teaching

- use of e-materials -some/ where available -some/where available -where available -where available

- integrating to day-to-day teaching -initially demonstrated -effectively, appropriately -sophisticatedly, effectively, appropriate
-improvisationally when necessary -confidently improvisationally
2.3 Managing language learning

Competency Description Foundation Development Proficiency Expert

1 Creating and - understanding of classroom management techniques for -basic -reasonable / many -good -sophisticated
maintaining a creating and maintaining a constructive learning environment
constructive learning
environment - st motivation -basic -reasonably effective -engaging -engaging
-effective -consistently effective

- keeping sts on tasks whilst maintaining discipline -sometimes -often -regularly -consistently

- balance: teacher-centred and learner-centred activities -sometimes -often -regularly -consistently

2 Responding to - understanding of key techniques for responding to sts -basic -reasonable / many -good / a wide range -sophisticated / a wide range
learners
- demonstrating the techniques through lesson plans and -basic -reasonable variety of -variety of -wide range of
classroom practice

- awareness of st difference -some -reasonable -good -sophisticated

 Foundation Development Proficiency Expert
3 Setting up and - understanding of key techniques for setting up and managing -basic -basic / many -good / a wide range -sophisticated / a wide range
managing classroom classroom activities
activities
- demonstrating through lesson plans and classroom practice:
+ instructions -simple, clear -clear -effective -consistent and effective
+ techniques -basic -a number of -variety of -wide range of
+ monitoring learning performance -supportively -effectively -consistently, effectively
+ supporting groups and individuals -supportively -at different levels
+ st interaction -encouragingly encouragingly
4 Providing feedback - understanding of the key techniques for providing feedback -basic -reasonable / many -good -sophisticated
on learner language
(written and spoken) - demonstrating through lesson plans and classroom practice:
+ techniques -basic -reasonable variety of -variety of -wide range of
+ feedback -simple -clear and accurate -clear and accurate -consistently clear and accurate
-supporting classroom learning -consolidating classroom learning

+ awareness of st difference -some -reasonable -good -sophisticated

2.4 Teaching language systems

Competency Description Foundation Development Proficiency Expert

1 Teaching vocabulary - understanding of key principles and techniques for vocab -basic -reasonable / many -good -sophisticated
teaching and learning

- demonstrating through lesson plans and classroom practice

+ techniques -basic -a number of -variety of -wide range of

+ strategies to encourage st autonomy -variety of -consistently used

2 Teaching grammar - understanding of key principles and techniques -basic -reasonable / many -good -sophisticated

- demonstrating through lesson plans and classroom practice

+ techniques -basic -a number of -variety of -wide range of
+ lesson shape -fixed -various -appropriate -consistent
-supportive to learning -supportive to learning -supportive to learning
3 Teaching phonology - understanding of key principles and techniques -basic -reasonable / many -good -sophisticated
-use of phonemic script as a learning tool

- demonstrating through lesson plans and classroom practice

+ techniques -basic -a number of -variety of -wide range / consistent

+ features of language -sounds -sounds -sounds -sounds

-word stress -word stress -word stress -word stress
-sentence stress -sentence stress -sentence stress
-intonation -intonation
-connected speech

+ through teaching activities -teaching vocab, -isolated, integrated phonology -isolated, integrated phonology -isolated, integrated phonology
grammar activities activities activities

4 Teaching discourse - understanding of key principles and techniques -basic -reasonable / many -good -sophisticated

- demonstrating through lesson plans and classroom practice

+ techniques -basic -a number of -variety of -wide range / consistent
+ features of language -simple -simple -different -many
+ through teaching activities -in writing -in speaking and writing -in speaking and writing -in speaking and writing
2.5 Teaching language skills

Competency Description Foundation Development Proficiency Expert

1 Teaching listening - understanding of key principles and techniques -basic -reasonable / many -good -sophisticated
2 Teaching speaking
3 Teaching reading - demonstrating through lesson plans and classroom practice
4 Teaching writing + techniques -basic -a number of -variety of -wide range / consistent
+ template/stage -simple -pre/while/post -appropriate -various, in a principle way
-corresponding to st needs

+ integrating with other skills - often -frequently

2.6 Assessing language learning

Competency Description Foundation Development Proficiency Expert

1 Assessment principles - understanding of key concepts: -initial -some -good -detailed, clear
+ assessment principles -aware of different levels -thoroughly aware of different levels
+ different types of assessment
+ roles of external exams

2 Using assessment to inform learning
- use of tests
- understanding of the roles of
assessment in learning
-available tests -able to select, design simple
tests / more detailed tests
with material provided
-initial -some
-able to select, design oral, written tests
-for regular progress assessment
-good
-aware of learning-oriented assessment
-able to design oral and written tests
-for consistent, regular progress assessment
-at all levels
-detailed
-aware of learning-oriented assessment

-providing feedback -simple -clear feedback -regularly -consistently

-clear and detailed -clear, detailed, individualised
-on st’s strengths and weakness -on st’s strengths and weakness
-to design further activities, lessons -to set priorities for individual, class learning
3. LANGUAGE ABILITY
Competency
1 Classroom language
2 Language models
3 Recognizing learner errors
4 Communicating with other
professionals
5 CEFR level
Description Foundation Development Proficiency Expert
- use of classroom language -basic, mostly accurate -mostly accurate -consistently accurate -wide range of, consistently accurate
- accurate and appropriate response to st’s output -in some planned situations -in most of planned situations -in most situations -consistently in all situations
-in some spontaneous situations -wide range of language
- providing accurate examples of language points -at A1, A2 -at A1, A2, B1 -at A1, A2, B1, B2 -at A1, A2, B1, B2, C1, C2
being taught
- recognising st’s errors -basic errors -most errors -almost all errors -all errors
- professional interactions -simple and routine contexts -some unfamiliar contexts -most professional -all professional contexts
contexts
- language proficiency level - at least A2 - at least B1 - at least B2 - at least C1
4. LANGUAGE KNOWLEDGE and AWARENESS

Competency Description Foundation Development Proficiency Expert

1 Language awareness - strategies to check and develop - not yet - starting to develop -regular use -regular and effective use
language awareness

- analysing language points -common points -most points -correctly, most points -correctly, all points
-simple models -accurate models for many language points -accurate models, most points -consistent, accurate models

- answering st’s questions on language -simple questions -most questions -most questions -all questions, accurately,
-with reference - with reference -with minimal use of reference confidently and comprehensively
-with minimal use of reference
2 Terminology for describing language - awareness of key terms -some -reasonable / many -good awareness -sophisticated
-starting to use some of -often use of many -regular use of most

- demonstrating the knowledge -starting to / some -some knowledge -good knowledge -high level of knowledge
through lesson plans and classroom -accurate use -high level of accurate use
practice
3 Reference materials - awareness of available reference -some -many -good knowledge of -sophisticated knowledge of
materials

- demonstrating the use of reference -limited use -some use -use of variety -sophisticated and creative use
through lesson plans and classroom -wide range of
practice
5. PROFESSIONAL DEVELOPMENT and VALUE
Competency
1 Classroom observation
2 Reflecting on teaching and learning
3 Planning own development
4 Teacher research
5 Teamwork and collaboration
Description Foundation Development Proficiency Expert
- classroom observation -initial understanding of the value -awareness of the -recognition of the -full appreciation of the importance
and receiving feedback importance importance -high commitment to self-improvement
- observation feedback -starting to learn from -actively seeking -actively seeking -actively seeking
-constructive responses -constructive responses -constructive responses
-willing to be observed -willing to be observed
-identifying own strengths -regularly assessing own strengths, weaknesses
and weaknesses as a teacher -involved in professional development activities
- importance of reflecting -initial and basic understanding of - awareness of -recognition of -full appreciation of
on own teaching
- own beliefs about -limited awareness of -some awareness of -good awareness of -high awareness of
teaching, learning; own
strengths, weaknesses as
a teacher
- reflection on a lesson -simple, with guidance -simple, without guidance -critical, leading to action -consistent, critical, regularly leading to action
-actively seeking feedback from a range of sources
- recognition of the -not demonstrated -in some areas -where there is -high awareness of
mismatch between own -actively seeking answers -good understanding of the theoretical rationale
beliefs and good practice for pedagogical decisions
- available professional -awareness of some -awareness of -good awareness of -constant awareness of
development options and
activities
- self-assessing own needs -being able to, with guidance -being able to -being able to -regularly re-assessing
-self-planning for goal -planning in details for best goal achievement
achievement
- professional -involved in, if encouraged -involved in, often with -actively seeking -good understanding of how to participate in
development activities guidance opportunities professional development activities for best results
- understanding of teacher -some understanding -awareness of different -good understanding of -sophisticated understanding of different types
research and its impacts types different types
on teaching
-improving teaching -improving own teaching and -improving own teaching and colleagues’
colleagues’ -contributing to the profession
-conducting teacher -unable to -some informal research -some small-scale, informal -engaged in more formal research (as part of an
research research academic qualification)
- understanding of -some awareness of the need -understanding the -clearly understanding the -sophisticatedly understanding the mechanism and
teamwork and benefits importance importance of teamwork and collaboration
collaboration
- practice of teamwork -seeking advice from colleagues -discussing with -initiating teamwork and -facilitating teamwork and collaboration
and collaboration and learners colleagues and learners collaboration -leading teams
-seeking support from the -seeking and giving support -supporting others
more experienced
6 Professional roles and responsibilities - understanding of related
issues and roles
- fulfilling of job related
responsibility
-some awareness of
-within the institution
-inside and outside the classroom
-developing
responsibilities
-within the institution
-taking responsibilities
outside the classroom
-taking additional roles as
required
-good understanding of
-social and moral
responsibilities of teachers
-within the institution and
the wider profession
-demonstrating good
professional conduct
-effectively taking different
roles
-contributing to the
development of the
institution
-sophisticated understanding of
-social and moral responsibilities of teachers
-within the institution and the wider profession
-consistently demonstrating good professional
conduct
-effectively taking many different roles
-actively contributing to the development of the
institution and wider profession