ECML/CELV > ECML-Programme > Programme 2016-2019 > Guide to teacher competences

These pages contain one sentence descriptions of the various tools examined during the course of the project. Beside each description there is a visual representation relating the content of the tool to key dimensions. The aim of these spidergrams is to offer a visual profile of each instrument, e.g. for a quick initial comparison of different resources. The spidergram values are to be read from the centre of the visualisation.

Clicking on ‘view details’ enables the user to read more details about the purpose and contents of the tool, its origins and so on.

There are two ways of searching for relevant tools: you can use the matrix of topics/dimensions on the right to click on a specific area of interest, or/and you can narrow down your search using the filters listed below.

In the lower part of the main page a link can be found to brief descriptions of some important frameworks describing learner competences as well as various key Council of Europe and other background documents relevant to the issue of teacher competences. Last but not least, there are links to more detailed descriptions of the piloting and further development of a few existing resources in the context of this project.

13 items found for "language of schooling as a subject"

European Profile for Language Teacher Education
A framework for evaluating and enhancing the quality of initial teacher education courses for foreign language teachers in Europe that focuses on knowledge and understanding (8 areas), strategies and skills (13 areas), and values (6 areas).

foreign language teaching language of schooling as a subject primary lower secondary upper secondary adult education higher education Language schools English Teaching and learning Reflection & self-assessment by the teacher Professional development Orientation: languages

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Continuing Professional Development (CPD) Framework for Teachers
The framework spans 12 professional practices relevant to all teachers, offering a way of conceptualizing professional development as an incremental process.

foreign language teaching language of schooling as a subject bilingual teaching primary lower secondary upper secondary adult education higher education Language schools English Teaching and learning Attention to learners’ individual needs A holistic plurilingual & pluricultural perspective Professional development Orientation: other subjects Plurilingual/pluricultural development Capitalising on linguistic & cultural resources

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National Framework for Languages (NFfL)
The framework contains language-related teacher competences for initial education in Scotland.

foreign language teaching language of schooling as a subject teaching of other subjects / teaching across the curriculum primary lower secondary upper secondary English Teaching and learning Attention to learners’ individual needs Professional development Orientation: languages Orientation: other subjects

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Cadre commun d’objectifs : Evaluation du stage croisé à l’étranger = Common reference framework (CRF)
A competence framework for foreign language teachers in primary school to accompany a four-week course/placement.

language of schooling as a subject primary lower secondary upper secondary Language schools English French Teaching and learning Reflection & self-assessment by the teacher Orientation: languages Language and cultural competence

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Competency Framework for Teachers of English for Academic Purposes (EAP) and Teaching English for Academic Purposes – CPD Accreditation Scheme Handbook
The documents provide a description of competences needed by teachers of EAP, especially those working in the UK, as well as a scheme for enabling such teachers to gain a specialized qualification in EAP.

foreign language teaching language of schooling as a subject higher education English language sensitive subject teaching Teaching and learning Attention to learners’ individual needs Professional development Orientation: languages Orientation: other subjects

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European portfolio for pre-primary educators (PEPELINO)
A tool for personal reflection on professional competences for students who are embarking on initial training to become pre-primary educators, focusing on the plurilingual and intercultural dimension of work with pre-primary children.

foreign language teaching language of schooling as a subject teaching of other subjects / teaching across the curriculum pre-primary English French German plurilingual and intercultural education Teaching and learning Attention to learners’ individual needs A holistic plurilingual & pluricultural perspective Reflection & self-assessment by the teacher Professional development Orientation: languages Orientation: other subjects Plurilingual/pluricultural development Capitalising on linguistic & cultural resources Language and cultural awareness

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Framework of Teaching Competences for Intercomprehension (REFDIC)
REFDIC is a guide for designing, implementing and assessing teaching that focuses on intercomprehension as part of plurilingual education.

foreign language teaching language of schooling as a subject teaching of other subjects / teaching across the curriculum pre-primary primary lower secondary upper secondary adult education higher education Language schools English French Spanish Romanian plurilingual and intercultural education Teaching and learning A holistic plurilingual & pluricultural perspective Reflection & self-assessment by the teacher Professional development Orientation: languages Plurilingual/pluricultural development Capitalising on linguistic & cultural resources Language and cultural awareness Democracy

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Perfil Geral de Desempenho Profissional do Educador de Infância e dos Professores dos Ensinos Básico e Secundário – Sistema Educativo Português
The General Profile of Professional Competences, the general framework for Portuguese teachers, gives a global overview about teacher competences.

foreign language teaching language of schooling as a subject bilingual teaching teaching of other subjects / teaching across the curriculum primary lower secondary upper secondary Portuguese Teaching and learning Attention to learners’ individual needs Reflection & self-assessment by the teacher Professional development Capitalising on linguistic & cultural resources Democracy

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Specification of Professional Competences for all Teaching and other Posts in Education (France)
A set of standards listing the attitudes, knowledge and skills needed for the teaching of all subject and for the roles of other personnel in education and training in France.

foreign language teaching language of schooling as a subject bilingual teaching teaching of other subjects / teaching across the curriculum pre-primary primary lower secondary upper secondary French Teaching and learning Reflection & self-assessment by the teacher Professional development Orientation: other subjects Democracy

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The UK Professional Standards Framework for teaching and supporting learning in higher education
A framework to support the initial and continuing professional development of teachers in higher education.

foreign language teaching language of schooling as a subject teaching of other subjects / teaching across the curriculum higher education English Teaching and learning Attention to learners’ individual needs Reflection & self-assessment by the teacher Professional development Orientation: languages

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Basiskompetenzen Sprachliche Bildung für alle Lehrenden
The framework describes language-related competences relevant for the initial education of teachers of all subjects.

foreign language teaching language of schooling as a subject bilingual teaching teaching of other subjects / teaching across the curriculum pre-primary primary lower secondary upper secondary adult education higher education Language schools German A holistic plurilingual & pluricultural perspective Orientation: other subjects Plurilingual/pluricultural development Capitalising on linguistic & cultural resources

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EUCIM-TE = European Core Curriculum for Mainstreamed Second Language Teacher Education
The EUCIM-TE curriculum describes teacher competences of the inclusive learning of academic language, with a focus on immigrant pupils learning the language of schooling as a second language.

language of schooling as a subject bilingual teaching teaching of other subjects / teaching across the curriculum primary lower secondary upper secondary adult education higher education Language schools English German language sensitive subject teaching Attention to learners’ individual needs Orientation: other subjects

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Speaking for Excellence
The framework describes language competences of teachers for certification in Canada, with a focus on the teachers’ different roles and the corresponding language functions.

foreign language teaching language of schooling as a subject bilingual teaching teaching of other subjects / teaching across the curriculum primary lower secondary upper secondary English Orientation: other subjects Language and cultural competence

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Link	www.lang.soton.ac.uk/profile/report/MainReport.pdf (restricted access) and www.lang.soton.ac.uk/profile/report/Appendices.rtf (restricted access) (Quality Assurance & Enhancement Guidelines – Appendix II, page 80)
Focus / content	A framework for evaluating and enhancing the quality of initial teacher education courses for foreign language teachers in Europe that focuses on knowledge and understanding (8 areas), strategies and skills (13 areas) and values (6 areas)
Objective / structure	A frame of reference for teacher education courses in universities and teachers’ colleges which links up knowledge & understanding, strategies & skills and values to course structure and the learning experiences offered to student teachers.
Target group	Language education policy makers and language teacher educators in Europe
Institution / authorship	Michael Kelly and Michael Grenfell (University of Southampton) - Report written with Rebecca Allan, Christine Kriza and William McEvoy (University of Southampton). Case studies contributed by 11 institutions across Europe.
Date	2004 (final report)
Languages	English
Further information and comments	- A valuable tool for carrying out a systematic review of language teacher education courses (especially pre-service) - A thought provoking way of linking up the learning experiences of (student) teachers on such courses and the ways in which these experiences can contribute to the development of competences and values.
Further reading	Appendix II (see link above) offers quality checklists relating to each of the 40 areas covered in the Profile

Link	www.teachingenglish.org.uk/sites/teacheng/files/CPD%20framework%20for%20teachers_WEB.PDF
Focus / content	The framework spans 12 ‘professional practices’ relevant to all teachers, offering a way of conceptualizing professional development as an incremental process.
Objective / structure	To provide a framework that enables teachers (of all subjects) to plan their CPD. The ‘professional practices’ are: planning lessons and courses, understanding learners, managing the lesson, knowing the subject, managing resources, assessing learning, integrating ICT, taking responsibility for professional development, using inclusive practices, using multilingual approaches, promoting 21st-century skills, and understanding educational policies and practice. They are organized in a wheel of concentric circles. The concept is that, for each professional practice, the teacher develops through four successive stages, awareness > understanding > engagement > integration, gradually moving towards the ability to deliver high quality teaching.
Target group	Teachers of all subjects (especially those working in English)
Institution / authorship	The British Council
Date	2015
Languages	English
Further information and comments	This is an imaginative and broad framework which offers detailed indicators for each professional practice in a way which is quite accessible to teachers.

Link	www.nffl.education.ed.ac.uk/
Focus / content	The framework contains language-related teacher competences for initial education in Scotland.
Objective / structure	The National Framework for Languages (NFfL) aims to support all students and teachers throughout initial teacher education (ITE) and career-long professional learning (CLPL) to develop an understanding of the role of languages in and for education. The framework is built on three pillars: Professional Values & Personal Commitment; Professional Knowledge and Understanding; Professional Skills and Abilities. These pillars are overarched by a set of principles and context: Plurilingualism, Diversity, Policy & Legislation, and Transformative practices.
Target group	Teacher educators designing programmes for initial teacher education, student teachers, teachers
Institution / authorship	Scottish Council of Deans of Education (SCDE) Languages Group
Date	2018
Languages	English
Further information and comments	The framework is complemented by two resources: The LENS (Languages Education Network Scotland) is a resource bank of studies and research findings from (inter)national contexts, organized according to themes relating to language teaching and learning. The LEAP (Languages Education Academic Portfolio) is a reflective tool to support the implementation of the framework. It combines aspects of two earlier ECML publications, EPOSTL and PEPELINO.

Link	www.ecml.at/Portals/1/CCO-CRF_2007.pdf
Focus / content	A competence framework for foreign language teachers in primary school to accompany a four-week course/placement.
Objective / structure	To promote target setting, self-assessment and formative assessment during the placement of primary teachers on four-week exchange courses. Four areas of competence are dealt with: professional values, pedagogy and practice, linguistic competence, and intercultural understanding. These are set in three progressive stages: observation, implementation and evaluation in a spiral format indicating steps that involve review and reflection.
Target group	Organisers of exchange courses for foreign language teachers, foreign language teachers participating in exchange courses.
Institution / authorship	Ministères de l’Éducation nationale et de l’Enseignement supérieur et de la Recherche, France; Department for Children, Schools and Families, England & Wales; IUFM (former denomination of pre-service teacher education college, now ESPE), France; Training and Development Agency for Schools and Higher Education Institutions, UK.
Date	2007
Languages	French and English (one bilingual document)
Further information and comments	A simple but innovative example of a competence framework that is restricted to a specific context. The use of the spirals covering the four areas of competence progressively through observation, implementation and evaluation is innovative and insightful. The link between these spirals and the lists of competences in the appendices enables the Framework to be used as a source for course design.

Link	www.baleap.org/wp-content/uploads/2016/04/teap-competency-framework.pdf www.baleap.org/wp-content/uploads/2016/04/TEAP-Scheme-Handbook-2014.pdf
Focus / content	The documents provide a description of competences needed by teachers of EAP, especially those working in the UK, as well as a scheme for enabling such teachers to gain a specialized qualification in EAP.
Objective / structure	The Competency Framework is descriptive summary of the main competences needed by teachers of EAP. It covers competences related to: Academic practice – contexts, disciplinary differences, academic discourse, personal learning; EAP students – their needs, critical thinking, student autonomy; Curriculum development – syllabus and programme development, text processing and production; Programme implementation – teaching practices, assessment practices. It provides summary statements for each area and detailed descriptors divided between ‘knowledge’ and ‘ability’, accompanied by indicators, i.e. means of identifying the competences described. The Handbook (developed later) provides a formal scheme for voluntary qualification and formalizes the competence requirements of EAP teachers using the BALEAP scheme to ‘qualify’ as ‘Associate Fellows’, ‘Fellows’ or ‘Senior Fellows’ of the Association.
Target group	EAP teachers with different levels of experience
Institution / authorship	The British Association of Lecturers in English for Academic Purposes (BALEAP)
Date	2008 (Framework), 2014 (Handbook)
Languages	English
Further information and comments	A specialized but limited scheme that has been carefully thought through and is designed to enable teachers of English to develop their competences in EAP.

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A guide to teacher competences for languages in education

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Learner frameworks and key background documents

Frameworks, standards and documents included in the online guide

Link	www.ecml.at/pepelino
Focus / content	A tool for personal reflection on professional competences for students who are embarking on initial training to become pre-primary educators, focusing on the plurilingual and intercultural dimension of work with pre-primary children.
Objective / structure	This is a portfolio for individual reflection about professional development and competences for people working with or preparing to work with pre-primary children.
Target group	Pre-primary student teachers undergoing initial teacher education and practicing teachers
Institution / authorship	European Centre for Modern Languages (ECML) of the Council of Europe
Date	2015
Languages	English, French, German
Further information and comments	This Portfolio encourages reflection on the degree to which language-related and intercultural teaching competences are being acquired. It promotes reflection as a key means of furthering one’s own professional learning. It underlines the complementarity of attitudes, knowledge and skills
Further reading	Frequently asked questions about Pepelino (www.ecml.at/pepelino)

Link	www.miriadi.net/en/refdic
Focus / content	REFDIC is a list of teaching competences related to intercomprehension across five Latin languages which has three main dimensions: policy and ethics; communication and language; and education and teaching.
Objective / structure	The list contains descriptors of the competences in question introduced by explanatory texts concerning the aims, the rationale and materials available.
Target group	Teacher educators, teachers, and authors of teaching programmes and teaching materials
Institution / authorship	Institutions participating in the EU MIRIADI project (www.miriadi.net/): Ana Isabel Andrade, Filomena Martins and Ana Sofia Pinho (University of Aveiro), in collaboration with Maddalena De Carlo (Università di Cassino e del Lazio Meridionale), and Mathilde Anquetil (University of Macerata). ICT aspects: Maria José Loureiro (University of Aveiro).
Date	2015
Languages	English, French, Italian, Portuguese, Romanian, Spanish
Further information and comments	A useful Instrument covering various important competence areas relevant to pluralistic approaches. It demonstrates the usefulness of relating teacher competences to learner competences in the same domain, i.e. REFIC, the framework of communicative competences in intercomprehension. Accompanied by suggested teaching and assessment activities in various related
Further reading	De Carlo M. (2015), Miriadi, Prestazione 4.4 – Expérimentation des réalisations – rapport. (www.miriadi.net/sites/default/files/prestation_4.4.pdf)
Examples of use in practice	Miriadi, Prestazione 4.4 – Expérimentation des réalisations – rapport. (www.miriadi.net/sites/default/files/prestation_4.4.pdf)

Link	www.spm-ram.org/conteudo/ficheiros/legislacao/ecd/DL204-2001_30Ago.pdf
Focus / content	The General Profile of Professional Competences, the general framework for Portuguese teachers, gives a global overview about teacher competences.
Objective / structure	The objectives concern mainly following aims: teacher’s development and professionalism, teaching and learning, methodology and assessment, learning resources and environments, attention to learners’ needs, research and evaluation, education for democratic values. The Profile is subdivided into four main dimensions: The professional, social and ethic dimension; Development of teaching and learning; Participation in school activities and links to the community; Long life professional development.
Target group	Teachers and teacher educators, national/regional education administrators and evaluators, certification authorities
Institution / authorship	INAFOP (National Institute of Teacher Education and Accreditation), under the responsibility of the Portuguese Ministry of Education
Date	2001
Languages	Portuguese
Further information and comments	This framework has a special focus on inclusive teaching in different contexts, and taking the learners’ repertoires in to account. The instrument can serve as a tool for reflection. It includes descriptors for education in general and research in education. The formulation is clear and understandable. The framework can be adapted to different contexts.

Link	www.education.gouv.fr/cid73215/le-referentiel-de-competences-des-enseignants-au-bo-du-25-juillet 2013.html
Focus / content	A set of standards listing the attitudes, knowledge and skills needed for the teaching of all subject and for the roles of other personnel in education and training in France.
Objective / structure	The list is divided into sections covering: Competences required by all teachers and other staff in the education system; Competences required by all teachers; Competences required specifically by teachers working in roles related to educational and library resources; Competences required specifically by those working in advisory and counselling roles in schools.
Target group	Teachers and educators in the educational system, teacher education institutions and those in charge of validating the provision of teacher education
Institution / authorship	French Ministry of Education
Date	July 2013
Languages	French
Further information and comments	The focus is on ethical and pedagogic principles common to all members of the education professions irrespective of subject area. The standards include competence in the language of schooling (French) and the ability to use another language as required by the job. The standards are followed by an interview with the then Director General of School Education on the training and development of the teachers of tomorrow.
Further reading
Examples of use in practice

Link	/www.heacademy.ac.uk/sites/default/files/downloads/ukpsf_2011_english.pdf
Focus / content	A framework to support the initial and continuing professional development of teachers in higher education.
Objective / structure	The Framework has various objectives including to foster dynamic and creative approaches to teaching and learning through continuous development, and helping individuals and institutions to gain formal recognition for ‘quality-enhanced approaches to teaching and supporting learning’. It focuses on three interrelated aspects of teacher competence: ‘areas of activity’, ‘core knowledge’, and ‘professional values’.
Target group	Staff in UK higher education who are engaged in teaching and supporting learning in any subject or discipline
Institution / authorship	The Higher Education Academy with Guild HE and Universities UK
Date	2011
Languages	English
Further information and comments	Focuses on five areas of teacher activity: planning, teaching and supporting learning, assessment, providing support and guidance for students, and engaging in professional development and research. Each area is subject to four common professional values and presupposes six common areas of ‘core knowledge’. Descriptors are provided for four successive stages of Higher Education Academy recognition: Associate Fellow, Fellow, Senior Fellow, and Principal Fellow. The descriptors are of professional practices, engagement and knowledge demonstrated by teachers, alongside which are typical individual roles and/or career stages.
Further reading	See also the BALEAP Accreditation Scheme Handbook and Competency Framework, which is aimed at teachers of English for academic purposes in the UK and reflects similar stages of recognition: www.baleap.org/wp-content/uploads/2016/04/TEAP-Scheme-Handbook-2014.pdf

Link	http://oesz.at/OESZNEU/main_01.php?page=016&open=34
Focus / content	The framework describes language-related competences relevant for the initial education of teachers of all subjects.
Objective / structure	The Basiskompetenzen are conceived as a modular curriculum for teachers of all subject, with strong emphasis on plurilingualism and interculturality, as well as language-sensitive subject teaching. There is a combined focus on the language of schooling as a second language, all languages present and learnt at school, and the language(s) in all subjects. The resource was written in the context of Austrian schools, and is based on the Austrian "Plurilingualism Curriculum" (Curriculum Mehrsprachigkeit, see link below), a framework for plurilingual learner competences.
Target group	Student teachers of all subjects, from primary to upper secondary
Institution / authorship	Österreichisches Sprachen-Kompetenz-Zentrum
Date	2014
Languages	German
Further information and comments	The competences, which predominantly refer to kinds of knowledge (for example about plurilingualism), are linked to suggestions for concrete activities within the context of a 2 semester, 6 ECTS module in Austrian teacher education.
Further reading	Reich H.H., Krumm H.-J. (2013), Sprachbildung und Mehrsprachigkeit. Ein Curriculum zur Wahrnehmung und Bewältigung sprachlicher Vielfalt im Unterricht, Waxmann, Münster. www.oesz.at/download/cm/CurriculumMehrsprachigkeit2011.pdf

Link	www.eucim-te.eu
Focus / content	The EUCIM-TE curriculum describes teacher competences for the inclusive learning of academic language, with a focus on immigrant pupils learning the language of schooling as a second language.
Objective / structure	The resources features descriptors for language-related competences (attitudes, values and skills) for teachers of all subjects with immigrant pupils in three areas: (1) language acquisition in the context of schooling, (2) methodology for inclusive academic language learning and teaching (IALT), and (3) school organisation to facilitate inclusive academic language teaching.
Target group	Teachers, teacher educators, policymakers
Institution / authorship	Consortium of a EU-Comenius project
Date	2011
Languages	English, Slovene, German, Portuguese, Swedish
Further information and comments	The content and style of the framework presuppose some familiarity with the academic discourse on inclusive second language learning.
Examples of use in practice	The framework has been implemented in Germany (North Rhine Westphalia) – see www.eucim-te.eu/data/eso27/File/Material/NRW.%20Adaptation.pdf.

Link	www.cmec.ca/Publications/Lists/Publications/Attachments/320/Speaking_for_Excellence.pdf
Focus / content	The framework describes language competences of teachers for certification in Canada, with a focus on the teachers’ different roles and the corresponding language functions.
Objective / structure	The framework contains detailed language performance descriptors for three levels. It describes general competencies for writing, speaking, reading and listening, as well as “occupation-specific performance outcomes” and concrete examples of language use in different domains. For the latter, three main categories are distinguished: (1) managing the classroom and student behavior, (2) instructing and assessing, and (3) communicating with parents and professionals.
Target group	Teachers of all subjects who were not originally trained in the language(s) of schooling
Institution / authorship	Council of Ministers of Education Canada (CMEC)
Date	2013
Languages	English, French
Further information and comments	The framework is based on a very thorough literature analysis, which is described in the first part of the instrument.