Some new ideas about CPD in ELT
From July’s MET, and now here on my “CPD portfolio”*
The aptly named article “CPD” by Keith Harding has some interesting ideas I hadn’t come across like a Self-SWOT Analysis and a snap-shot observation, but the really weighty matters are dealt with by Dan Humm Soriano in “Why and How to Change Continuing Professional Development in ELT”. The nub of the problem is, according to Dan:
“For TEFLI teachers to undertake a TEFLQ qualification [such as the Cambridge DELTA], they are obliged to have at least two years’ experience. But with no guidelines on how those magically transformative years must be spent, they could be two years of any form of experience [including] two years spent dumped in a school with no support at all”
and with pay being based solely on how many years you have taught and possibly on how many years you have stayed at one school, rather than what you have done over those years:
“the overall message of this system is that aside from studying for a TEFLQ, the surest way to make the most money is to stay put and put the years in”
You’ll have to read the article to find out what solution he found for his school and for ours, but am happy to hear your thoughts, and here are my various thoughts on CPD:
The Advanced TEFL Certificate (remarkably similar to his ideas, I think you’ll find)
15 criteria of a good TEFL workshop
Common complaints about TEFL workshops
Other interesting nuggets from the same article:
“the six skills believed [by DoSes] to be believed to be lacking in teachers where phonology (68% of respondents), correction techniques (50%), grammar awareness, lesson or syllabus design, and board usage”
and
“Peer assessment as opposed to assessment by superiors has been found to have a highly beneficial effect on training. Sluijsmans et al (2002) found that trainees who peer assessed each other… scored higher than control [trainees]”
Btw, there is now a cheaper online only subscription of MET for those who can bear to spend more time on their computers just to save a couple of bob (although bizarrely, the details of that are in the paper magazine but not on the website!) As for me, I’ll be sticking to paper, sweet paper…
* What a teacher’s blog could be, according to the first of those two articles
July 23rd, 2009 at 5:15 am
I’ve been observed a few times and observed other teachers slightly more times. Most of the teachers I observed were beginners on a TEFL cert I was working on and I had the chance to do a very few peer observations.
I’ve never held – nor coveted – a DOS or ADOS position. One of the chief turn-offs for me is the CPD aspect. I’m all for CPD – in theory. But in practice it seems like milking a dead cow.
When being officially observed, I’d say 90% of teachers trot out a lesson they wouldn’t normally use and concentrate on doing things they don’t do in a regular class…and with pay and contract renewal at stake who can blame them? I certainly ‘tired harder’ under such circumstances.
But – if you don’t see what teachers really do and believe works then you can’t effect it. It’s the fundamental paradox of CPD observations. It’s also a problem in the CELTA DELTA mills..trainees learn to do as they’re told – then go back to their old bad habits when left on their own.
IMO – The only way to seriously impact someone’s teaching is a peer observation process. Pair up staff in twos and threes and have them complete a set number of peer obs and feedback sessions per year. You’d have to reward those who complete the process with a bonus or punish those who refuse to in some way of course. You also have to facilitate it by arranging cover and allowing time. A danger is that some pairs might just jump through the hoops and not engage with the process…so the DOS or whoever is in charge would have to monitor it properly and deal with any shenanigans promptly. This would still be a lot of work for the DOS/ADOS but unlike the DOS observations it could actually result in some improvement in teaching skills across the board…
Just my thoughts, for what they are worth. Lack of proper CPD is one of the biggest problems with the TEFL industry at present. The emphasis is on younger, cheaper and less skilled teachers. Getting Dip qualified and improving your skills can result in fewer job opportunities as you show up the other teachers (including the managers!) and raise the bar in the eyes of the students.
The CELTA is meant as an intro to teaching with the idea that you work in a well run school with supportive colleagues, impressive resources and an effective DOS/ADOS…how many CELTA grads do??
July 25th, 2009 at 8:52 am
I was DoS of a school that had none of that and set up peer observations, one official obs a term, weekly workshops, several systems for sharing teaching ideas, rapidly improving teaching files, regular feedback from the teachers on admin etc, textbooks chosen after consultation with everyone etc within 6 months while still teaching 16 hours a week. It was quite a small school, but it can be done!
July 25th, 2009 at 11:37 pm
100% agree Alex…the obstacles are not so severe they cannot be overcome with the will to try and moderate organisational skills. But – that does not describe most places I’ve worked, where one or both were lacking!
July 29th, 2009 at 6:43 pm
Yes, I know Dan Humm Soriano – he was one of TeflTrade’s first supporters, I believe. I’ll be taking his thoughts on CPD and submitting them to the Sandy treatment soon!
July 29th, 2009 at 6:49 pm
That is, I would, if I could access the article(s) – it’s subscription only on MET. Would some kind, generous soul like to forward me the articles by Harding and DHS, please?
teflsandy@yahoo.ie is the e-mail address.