Introductory description

"Continuing Development for TESOL Teachers" offers a reflective and data-led journey for you as teacher. The module considers and presents options and tools for self and peer development. It also establishes instructional innovation practices and shows you how a reflective practice approach can help you both innovate and develop in your personal teacher development journey. The module will equip you with essential tools and strategies for lifelong professional growth. Through a blend of theoretical insights and practical applications, you will embark on a comprehensive exploration of reflective teaching practices, collaborative learning models, and innovative instructional techniques. It will make you more aware of how to work with learners and colleagues to make your teaching as effective and appropriate as it can be. This dynamic course fosters a supportive community; as novice teachers, you will engage in peer discussions, collaborative projects, and hands-on activities to enhance your pedagogical repertoire and professional skills. With a focus on personalized development and tailored solutions to common challenges, you will emerge empowered to navigate the complexities of the educational landscape and to provide impactful learning experiences for diverse students.

Module aims

Outline syllabus

This is an indicative module outline only to give an indication of the sort of topics that may be covered. Actual sessions held may differ.

Syllabus for the 8 weeks

1. 'Introduction to CPD' (Steve and Jason) Defining CPD, CPD frameworks, evaluating and setting goals, progress tracking, professional growth plans. Also assignment and presentation overview. Including BC CPD Framework
2. 'Reflective practice' (Steve) Reflection strategies, Reflection strategies: Journaling, post-lesson debriefs, student feedback review. Discussion protocols for problem-solving and sharing best practices. Use of e-portfolios.
3. 'Collaborative PD' (Steve) Cooperative Development (CD) and non-judgement discourse, TAGs, CoP, team collaboration.
4. 'Observation as a CPD tool' (Jason) Including senior and peer observation, giving feedback, etc.
5. 'Video, tech. and TD' (Steve) Video and tech tools Video as a basis for self- development: cognitive, social-emotional etc.Use of stimulated recall, tools (VEO and IRIS Connect). Including review of Ttech tools for active learning: Kahoot, Flipgrid, Padlet etc. but mostly focused on using technology for teacher development
6. 'PD with learners' (Jason) Getting learner feedback; documenting and observing progress; responding to needs, etc.
7. 'Practitioner Research' (Jason) Incl. lesson study, action research, EP, etc.
8. 'Widening horizons' (Steve and Jason) Events (school based and conferences), other modes of sharing (blogs, videos), publications, etc. Also this session will feature the student's recorded presentations.

Learning outcomes

By the end of the module, students should be able to:

• plan and develop CPD activities (continuing professional development)
• demonstrate proficiency in maintaining and developing reflective teaching practice
• collaborate effectively with peers through a variety of processes and tools
• structure professional development in ways to meet the diverse needs of learners
• utilize video-based self-reflection tools such as VEO and IRIS Connect to enhance professional growth, including the ability to conduct self-evaluations and set actionable goals for continuous improvement
• develop observation skills suitable for self and peer development

Indicative reading list

Burns, Anne (1999) Collaborative action research for English language teachers. Cambridge: Cambridge University Press. Available at: https://contentstore.cla.co.uk/secure/link?id=a0b20a15-8743-e611-80bd-0cc47a6bddeb.

Edge, Julian (2002) Continuing cooperative development: a discourse framework for individuals as colleagues. Ann Arbor: University of Michigan Press. Available at: https://pugwash.lib.warwick.ac.uk/record=b3853246.2/6

Farrell, Thomas S. C. (2007) Reflective language teaching: from research to practice.London: Continuum. Available at: https://contentstore.cla.co.uk/secure/link?id=1f4aedea-9043-e611-80bd-0cc47a6bddeb.

Freeman, Donald and Richards, Jack C. (1996) Teacher learning in language teaching. Cambridge [England]: Cambridge University Press.

Johnson, Karen E. and Golombek, Paula R. (2002) Teachers’ narrative inquiry as professional development. Cambridge, U.K.: Cambridge University Press. Available at: https://contentstore.cla.co.uk/secure/link?id=47753033-ae43-e611-80bd-0cc47a6bddeb.

Kathleen T. Brinko (1993) ‘The Practice of Giving Feedback to Improve Teaching: What Is Effective?’, The Journal of Higher Education, 64(5), pp. 574–593. Available at: http://0-www.jstor.org.pugwash.lib.warwick.ac.uk/stable/2959994.

Mann, S. and Walsh, S. (2017) Reflective practice in English language teaching: research-based principles and practices. New York, NY: Routledge. Available at: http://encore.lib.warwick.ac.uk/iii/encore/record/C__Rb3381445.

Randall, Mick and Thornton, Barbara (2001) Advising and supporting teachers. Cambridge: Cambridge University Press.

Walsh, S. and Mann, S. (eds) (2019) The Routledge handbook of English language teacher education. London: Routledge, Taylor & Francis Group. Available at: http://encore.lib.warwick.ac.uk/iii/encore/record/C__Rb3383302.

Woodward, Tessa (2001) Planning lessons and courses: designing sequences of work for the language classroom. Cambridge: Cambridge University Press. Available at: http://encore.lib.warwick.ac.uk/iii/encore/record/C__Rb2800088.

Woodward, T. and Graves, K. (2018) Teacher development over time: practical activities for language teachers. New York: Routledge, Taylor & Francis Group. Available at: https://pugwash.lib.warwick.ac.uk/record=b3383210.

View reading list on Talis Aspire

Research element

This module will incorporate a focus on how you as teachers can conduct research in your own classrooms and institutions to improve the effectiveness of your teaching and the wellbeing of learners and colleagues. The module will make use of both tried and tested teacher-research approaches (e.g., action research, lesson study, reflective practice) and research skills gained from parallel modules on your MA TESOL programme (e.g., qualitative and quantitative data collection and analysis methods).

International

Because this module adopts a ‘bottom-up’, teacher-led perspective, it provides you, as participants, with the tools to continue developing in any national and local context worldwide, and to also learn about, and from, peers on the module from different national contexts, including in Europe, Asia, Africa and the Americas. As such, it will aim to recognise and make you more aware of the specific constraints and conditions of teaching and teacher education in diverse national contexts worldwide.

Subject specific skills

Professional Development Facilitation:

• Skills in organizing, participating and perhaps leading online CPD groups.
• Understanding of needs analysis techniques to tailor professional development to specific cohorts.
• Reflective Practice and Self-Evaluation:
• Establishing and maintaining reflective practice through journaling, blog writing, and analysis of student feedback.
• Conducting self-evaluations to identify areas for professional growth and setting actionable goals.

Understanding of collaborative Teaching Models:

• Proficiency in collaborative teaching approaches such as team teaching, peer observation, and group material development.
• Ability to provide constructive feedback to peers and engage in collaborative problem-solving.
• Understanding and researching learner development: Knowledge of cognitive and social-emotional stages of student development.
• Skills in differentiating instruction, scaffolding, and accommodating diverse learner needs.
• Utilizing video for professional development: Competency in using video for self-development and reflective practice.
• Familiarity with tools like VEO and IRIS Connect for video-based teacher development.

Goal Setting and Professional Growth:

• Developing and implementing professional growth plans based on self-assessment and observer feedback.
• Tracking progress towards professional goals and adjusting plans accordingly.

Integration of Technology in Instruction:

• Ability to utilize tech tools such as Kahoot, Flipgrid, and Padlet for active learning.
• Creating engaging lesson plans and interactive resources using technology.

Curriculum Development and Implementation:

• Co-planning and designing instructional units, assignments, and projects.
• Conducting classroom trials of instructional materials with ongoing peer collaboration.
• Facilitation of Innovative Instructional Activities: Pedagogical Techniques in Online Environments (Mastery of micro-teaching methods tailored for online instruction; ability to develop engaging and effective online teaching materials).

Transferable skills

• Participate constructively in group discussions
• Structure and communicate ideas effectively in writing
• Plan and manage time and workload to meet deadlines
• Synthesize information from a range of sources
• Consider approaches to practitioner research, in the light of relevant theories and concepts
• Reflect critically on personal experience and professional practice and relate to relevant theory
• Demonstrate ability to communicate complex ideas clearly and concisely, both orally and in writing, to diverse audiences.