Collaborative Exploration of EAP Teacher Observation
EAP teacher observation, the project delves into the origins, approaches, and rewards of the practice. It highlights the challenges faced by tutors, the evolution of observation forms, and the importance of feedback in enhancing teaching quality. The collaborative nature of the project emphasizes continuous improvement and professional development for educators in the field.
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Routes, Realities & Rewards: A collaborative exploration of EAP Teacher Observation & Development Mary Forbes & Sarah Butler: CU Services, Coventry University Group Conrad Heyns: Goldsmiths, University of London BALEAP Conference Bristol 2017
Routes, Realities & Rewards Routes Origins of this project Our Approach Realities A new version of the observation form Improving the Pre-observation meeting Training observers Rewards Where next?
Routes, Realities & Rewards Routes: Origins of the project Several PSE courses running at peak, 35-55 tutors needed Recruitment over an extended period Reference to TEAP competencies in recruitment Range of experience & qualification means no common language for discussing best practice Need to establish best classroom practice Supporting returning tutors as well as new tutors Desire for observations to form part of CPD, working within limited time frame
Routes, Realities & Rewards Routes & Realities: Origins of the project Resistance to feedback from observers theory vs practice creativity vs syllabus development or QA credibility of observers (both new & non-teaching) Getting by-in from the observed rewards?
Routes, Realities & Rewards Our approach Interested group met to discuss common issues Evaluation of the example observation form offered in BAS Handbook in terms of effectiveness in our contexts Discussion of what to add/amend to best serve our tutors and enhance course delivery Discussion of other factors around observations e.g. supporting teachers into the observations training the trainers other ways of getting feedback on teaching Continuation of discussion for each iteration
Routes, Realities & Rewards Realities 1: Changing the observation form Finding a shared language: guidance document Lesson management Academic language Academic skills Bridge to destination degree programme Checklist Improving planning: pre-observation meeting & lesson plan template Framing effective feedback Looking back and forward
Routes, Realities & Rewards Realities 2: Improving the pre-observation meeting What? Reviewing lesson plans / materials teaching & learning context student experience best practice standards of delivery How? Discussion between observer and tutor Self-reflection / coaching / directive
Routes, Realities & Rewards Realities 2: Improving the pre-observation meeting You get out of the process what you put in. Tutor: Spring 10 2017 Experiences and Results Approaches Challenges reviewing lesson plans Dealing with changes Observation in practice Criteria drives the observation Course Leader: Summer 15 2016 Tutors receptive to pre-observation meeting. Course Leader: Late Summer10 2016 "lesson planning more meaningful and contextualized O Leary (2014:140)
Routes, Realities & Rewards Realities 2: Improving the pre-observation meeting [ ] inclusion of a pre-observation meeting is another important aspect of increasing teacher ownership of the process. With many assessment models of observation, the pre-observation meeting is a rare occurrence. Not only does this provide both observer and observee with an opportunity to discuss the focus of the lesson and for the latter to provide a context and rationale for the lesson s focus, but it also enables them to negotiate a set of shared goals that takes into account the needs of the individual and the institution. O Leary (2014) p.120
Routes, Realities & Rewards Realities 3: Training the observers There is a very real danger that when feedback is given by those with no training it may only serve to give offence. Alternately, the observer may feel obliged to make only positive comments, in which case the whole exercise becomes a pointless act of mutual back-patting. Jill Cosh ELT Journal Volume 53/1 January 1999 OUP By becoming a workshop leader, conference presenter, observer of teachers, or any kind of teacher trainer, you are setting yourself a little apart not just from your new adult students of teaching, but also from your colleagues, the teachers who have chosen not to become trainers. Tessa Woodward www.teachingenglish.org.uk
Routes, Realities & Rewards Training Observers: Who trains the trainers? Cambridge English British Council training International House London TEAP Programmes Nile BALEAP??? Coventry: Observer CPD Observer Training Programme pre-observation meeting post-observation meeting written feedback observation
Routes, Realities & Rewards Rewards Pointing to BALEAP TEAP Associate Fellowship Strengthen tutors knowledge, competence, and ability to address Section C1: Teaching Practice e.g. EAP vs non-EAP Rationale for selection in an example context Gathering evidence for attaining TEFL Q status 5 observations and feedback with a trainer Achieved over two years on two PSE courses
Routes, Realities & Rewards Rewards: Enhancing QA institution best practice benefits student stakeholder buy in tutor observer
Routes, Realities & Rewards Where next? Strengthening tutor induction & CDP Development of observers & shadowing Trialling wider observations programme: Unseen observations Joint lesson planning & peer review Peer observations Trialling all forms & processes at Goldsmiths Videos of best practice (FHEA observations)
Routes, Realities & Rewards Collaborators CU Services, Coventry University Group: Don Jack; Gareth Jones; Graeme Nelson; Laura Pibworth-Dolinski; Helen Taylor; Omar Aazam; Mustafa Coban; Carol Ann Fletcher; Jonathan Newcombe; Laura Rattigan; Lorraine Rice; Zahera Tabasum University of the Arts, London: Vivien Fox; Jonathan Randall; Helen Hickey; Stephen Perry; Claire Hiscock University of Bath: Diana Hopkins; Tim Ratcliffe Goldsmiths, University of London: Tim Chapman, Paul Stocks, Gary Riley-Jones, Stella Harvey, Kwab Asare, Viola Eidenbenz Acknowledgement to all tutors who have taken part in the observation process.
Routes, Realities & Rewards References BALEAP (2008). Competency Framework for Teachers of English for Academic Purposes [online] https://www.baleap.org/wp- content/uploads/2016/04/teap-competency-framework.pdf Accessed 23 March 2017 Cosh, J. (1999.). Peer Observation: a reflective model. ELT Journal Volume 53/1 OUP O Leary, M. (2014). Classroom Observation: A guide to the effective observation of teaching and learning Routledge: Abingdon O Leary, M. (2014). Developing a National Framework for the Effective Use of Lesson Observation in Further Education Key Findings from UCU Project Report UCET May 2014 Conference Slides Woodward, T. (2009). Am I ready to be a teacher trainer British Council [online] http://www.teachingenglish.org.uk/article/am-i-ready-be-a- teacher-trainer Accessed 15 March 2017
Routes, Realities & Rewards Training Observers: Who trains the trainers? Cambridge English: http://www.cambridgeenglish.org/teaching-english/teaching- qualifications/train-the-trainer/ British Council training: https://www.britishcouncil.org/jobs/careers/english/teacher- trainers-mentors International House London: http://ihworld.com/online- training/course/ih_teacher_training_certificate TEAP Programmes https://www.baleap.org/resources/teap-courses Nile https://www.nile-elt.com/courses/course/28
Routes, Realities & Rewards Thank you for listening Any questions?
