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Professional Development Plan
Transcript of Professional Development Plan
Professional development plans
For private schools with EFL or bilingual programs. Through the use of effective technology to:
assess and deliver training
Efficient use of resources
We are a small organization
We believe in working closely with people
Experience in networking through the use of technology Limited infrastructure
Facilities to manage training to small groups and carry out data analysis
Commuting may be needed to cater to the needs of bigger groups and for assessment services.
New in the market
No client portfolio
Lack formal support from the national board of language education professionals (COPEI) in Mexico
Not certified evaluators yet
Cannot offer international or national certifications yet. No other organization who provides the exact same service in this city (or in the region).
There are different organizations who could provide one or other of the services but not altogether.
We provide either an integrated service of packages (modules) or academic individual services. Current trend and incipient need to train EL teachers since the official nation-wide implementation of the NEPBE (National English Program for Basic Education)
The NEPBE requires teachers to demonstrate both language and language teaching skills
We can provide personalized feedback, close follow-up and tailor our service to our clients' most relevant needs.
Personalized feedback + our experience = the added value that private schools look for in services alike. Not being an experienced organization, people could see hiring us as a risk to their plans and budget.
Organizations with a bigger infrastructure, experience and reputation could keep part of the market captive, even when not providing the same service.
Some clients may prefer to work with big, well-established organizations. Even though there are not many organizations certified by COPEI, there may be some that get such certification before us.
Already established organization and evaluation centers could hog our potential client portfolio, even when not having personalized or close attention.
Teachers may already be part of ongoing training for other skills development. More training may be seen as a burden to their already busy schedule. Burns, A. & Richards, J. C. (Editors) (2012) Pedagogy and Practice in Second Language Teaching. New York: Cambridge University Press. (pp. 51, 279)
Hughes, A. (2003) Testing for Language Teachers. Second Edition. Cambridge: Cambridge University Press (p. 15)
Nunan, D. and Lamb (1996).The Self-Directed Teacher. Cambridge: Cambridge University Press. (p. 27, 179, 230)
Richards, J. C. (1998) Beyond Training. Cambridge: Cambridge University Press. (p. 37, 152)
Richards, J. C. (2001). Curriculum Development in Language Teaching.Cambridge: Cambridge University Press. (pp. 2, 61, 105, 220)
Richards, J. & Lockhart. (1996). Reflective Teaching in Second Language Classrooms. New York: Cambridge University Press. (p. 4, 10)
Richards, J. & Thomas S.C., F. (2005) Professional Development for Language Teachers. New York: Cambridge University Press. (p. 3, 17, 29, 51, 159)
Woodward, T. (1991)Models and Metaphors in Language Teacher Training.Great Britain: Cambridge University Press (p. 139) Based upon the results of the Needs Analysis we will be able to devise a personalized and comprehensive plan to obtain stated goals. By using tools such as: INTERVIEW
To point out the importance of the NEPBE (National English Program for Basic Education) and how it sets the criteria of educational quality.
To show how those criteria have implications in:
use of technology WORD OF MOUTH
As soon as we build a client portfolio, they can recommend us to other potential clients.
We will advertise our service through forums and networks of professionals in the field (e.g. MEXTESOL, ANUPI, etc.). "Teaching and teacher training are both complex events. They bring together, in a cluster, an enormous number of features such as people, places, times, materials, content, processes, course types and aims." (Woodward 1991:139) "Curriculum development is a more comprehensive process than syllabus design. It includes the processes that are used to determine the needs of a group of learners, to develop aims or objectives for a program to address those needs, to determine an appropriate syllabus, course structure, teaching methods, and materials, and to carry out an evaluation of the language program that results from these processes." (Richards, J. C. 2001:2) "Another approach to developing a research-based theory of teaching principles from studies of the practices of 'effective' teachers. This involves identifying teachers who are regarded as exemplary (based on supervisors´ reports, the results their students achieve in school or standardized tests, or on other criteria of effectiveness) and studying their teaching practices through classroom observation and interviews." (Richards 1998:37) "The development of a personal system of knowledge, beliefs and understandings drawn from the practical experience of teaching is known as the theorizing of practice. The belief system and understanding built up in this way helps teachers make sense of experience and also serves as the source of the practical actions they take in the classroom." (Richards in Burns & Richards 2012:51) teacher training curriculum design pedagogical approaches teaching methodology teaching resources use of technology "Follow up means considering what use teachers will make of what they have learned, when they will implement their new ideas and strategies, how they will apply what they have learned to classroom teaching, and how they will monitor their efforts and share the results of their efforts." (Richards & Lockhart, 2005:29) "From one perspective, anything that exists within the classroom can be a resource for learning, not just technical hardware and software such as books, tapes and video, but also the human resources that exist in the shape of the teacher and students." (Nunan & Lamb, 1996:179) "Needs analysis should include the needs of both the individual and the institution as a whole. At the individual level, areas for training and development for different teachers in a program can be identified and strategies recommended for helping them achieve their goals." (Richards & Thomas, 2005:17) "Teachers who are better informed as to the nature of their teaching are able to evaluate their stage of professional growth and what aspects of their teaching they need to change. [Reflection] enables teachers to feel more confident in trying different options and assessing their effects on teaching." (Richards & Lockhart, 1996:4) "A teacher support group can be defined as two or more teachers collaborating to achieve either individual or shared goals or both on the assumption that working with a group is usually more effective that working on one´s own." (Richards & Lockhart, 2005:51) "Our understanding of the role of classroom observation in teacher education has changed in recent years as a result of a movement away from a technical view of teaching, which focuses on identification of the behaviors and skills employed by effective teachers, to a focus on the complex meanings underlying the observable acts of teaching." (Richards, 1998:152) "Training refers to activities directly focused on a teacher´s present responsibilities and is typically aimed at short-term and immediate goals." (Richards & Lockhart, 2005:3) "[Self-studying] is part of the process of demonstrating a commitment to quality and to long term goals and professional development." (Richards, 2001:220) "The goal of situational analysis is to identify key factors that might positively or negatively affect the implementation of a curriculum plan" (Richards, 2001:105) "Questionnaires are one of the most common instruments used. They are relatively easy to prepare, they can be used with large numbers of subjects, and they obtain information that is relatively easy to tabulate and analyze." (Richards, 2001:105) "Observation of learners´ behavior in a target situation is another way of assessing their needs." (Richards, 2001:61) "Surveys and questionnaires are useful ways of gathering information about affective dimensions of teaching and learning such as beliefs, attitudes, motivation, and preferences, and enable a teacher to collect a large amount of information relatively quickly." (Richards & Lockhart, 1996:10) "In the content domain, needs analysis provides a basis for setting goals and objectives. Goal and objective setting are important tasks in most educational contexts, because they provide a rational for selecting and integrating pedagogical tasks, as well as providing a point of reference for the decision-making process." (Nunan, 1996:27) diagnostic test surveys questionnaires interviews observations We will help our clients to identify level of English of their staff and students and their staff's ELT skills in order to help them reach their goal and/or the desired standard. Training Assessment Observation Team-teaching Networking "Evaluation involves the collection and interpretation of information about teaching and learning for decision-making purposes." ( Nunan, 1996:230) "Team teaching (sometimes called pair teaching) is a process in which two or more teachers share the responsibility for teaching a class. The teachers share responsibility for planning the class or course, for teaching it and for any follow up work associated with the class such as evaluation and assessment." (Richards & Lockhart, 2005:159) self-studying "Diagnostic tests are used to identify learners' strengths and weaknesses. They are intended primarily to ascertain what learning still needs to take place." (Hughes, 2003:15) Thank you for reading!
Please send feedback to:
Josefina Galindo (email@example.com)
Esther Mercado (firstname.lastname@example.org)
or at the group's discussion forum.