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.

6 items found for "content and language integrated learning"

European Portfolio for Student Teachers of Languages (EPOSTL)
EPOSTL is a portfolio for the self-assessment of didactic competences of student foreign language teachers.

foreign language teaching primary lower secondary upper secondary adult education Language schools English French German Spanish Greek Hungarian Italian Lithuanian Romanian Russian Arabic Japanese content and language integrated learning Teaching and learning Reflection & self-assessment by the teacher Orientation: languages

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Link www.ecml.at/Portals/1/documents/ECML-resources/EPOSTL-EN.pdf

Focus / content EPOSTL is a portfolio for the self-assessment of didactic competences of student foreign language teachers.

Objective / structure EPOSTL is a self-reflection tool containing ‘can-do’ descriptors of didactic competences. These consist essentially of didactic skills related to the development of language skills (speaking, writing, listening, reading, vocabulary, grammar etc.), the assessment of language proficiency, classroom management etc., as well as competences related to values (intercultural awareness etc.); knowledge - of national curriculum etc.; educational aspects – fostering learner autonomy etc. The main part is complemented by further opportunities for reflection, including questions to the user and a dossier.

Target group Foreign language teachers

Institution / authorship ECML

Date 2005

Languages Arabic, Croatian, English, French, German, Greek, Hungarian, Italian, Lithuanian, Polish, Romanian, Spanish, Russian, Japanese (3 separate publications – J-POSTL for student teachers; J-POTL for practising teachers, plus a version including both of these)

Further information and comments
EPOSTL was originally conceived for initial teacher education, but has been used in other contexts, such as in-service teacher development

A joint project of the ECML and the American Council on the Teaching of Foreign Languages (ACTFL), ACTOSTL, has led to an observation sheet for classroom observation.

EPOSTL can be complemented with instruments including further aspects of portfolio work, e.g. on language biographies, and with instruments that feature more emphasis on areas such as plurilingual and intercultural competences

Further reading Newby, D. (ed.) (2012), Insights into the European Portfolio for student teachers of languages, Cambridge Scholars Publishing, Newcastle upon Tyne.

Examples of use in practice The instrument is intensively used in and beyond Austria. Instances of using EPOSTL were documented in a follow-up project at the ECML: www.ecml.at/Resources/ECMLPublications/tabid/277/ID/24/language/en-GB/Default.aspx

Référentiel de compétences des enseignants de Disciplines Non Linguistiques et de français des sections bilingues en Pologne
The instrument describes teacher competences for bilingual education, distinguishing between different teacher roles (language vs. subject teachers).

foreign language teaching bilingual teaching teaching of other subjects / teaching across the curriculum lower secondary upper secondary French content and language integrated learning language sensitive subject teaching Teaching and learning A holistic plurilingual & pluricultural perspective Professional development Orientation: languages Language and cultural awareness Democracy

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The CLIL Teacher’s Competences Grid
The instrument describes competences for introducing and conducting content and language-integrated learning (CLIL).

foreign language teaching bilingual teaching lower secondary upper secondary English content and language integrated learning language sensitive subject teaching Teaching and learning Professional development Orientation: languages Orientation: other subjects

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Teachers’ Standards – UK
A list of general standards required of teachers of all subjects in the UK divided into two main sections: ‘teaching’ and ‘personal and professional conduct’.

teaching of other subjects / teaching across the curriculum primary lower secondary upper secondary English content and language integrated learning Teaching and learning Attention to learners’ individual needs Professional development Democracy

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Teaching: the Reflective Profession
A detailed list of competences including values, attitudes, knowledge and skills designed to encourage reflection in initial training and professional practice.

6mtp TaC CLIL teaching of other subjects / teaching across the curriculum pre-primary primary lower secondary upper secondary English content and language integrated learning Teaching and learning Language and cultural competences and awareness Reflection & self-assessment by the teacher Professional development Orientation: other subjects Language and cultural competence Language and cultural awareness Democracy

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The Standards for Registration: mandatory requirements for Registration with the General Teaching Council for Scotland
Two of the standards from the General Teaching Council for Scotland’s Professional Standards, namely ‘Standard for Provisional Registration’ and ‘Standard for Full Registration’ (legal requirement for any teacher teaching in a Scottish state school).

teaching of other subjects / teaching across the curriculum primary lower secondary upper secondary English content and language integrated learning Reflection & self-assessment by the teacher Professional development Orientation: other subjects Scottish Gaelic

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A guide to teacher competences for languages in education

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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/Portals/1/documents/ECML-resources/EPOSTL-EN.pdf
Focus / content	EPOSTL is a portfolio for the self-assessment of didactic competences of student foreign language teachers.
Objective / structure	EPOSTL is a self-reflection tool containing ‘can-do’ descriptors of didactic competences. These consist essentially of didactic skills related to the development of language skills (speaking, writing, listening, reading, vocabulary, grammar etc.), the assessment of language proficiency, classroom management etc., as well as competences related to values (intercultural awareness etc.); knowledge - of national curriculum etc.; educational aspects – fostering learner autonomy etc. The main part is complemented by further opportunities for reflection, including questions to the user and a dossier.
Target group	Foreign language teachers
Institution / authorship	ECML
Date	2005
Languages	Arabic, Croatian, English, French, German, Greek, Hungarian, Italian, Lithuanian, Polish, Romanian, Spanish, Russian, Japanese (3 separate publications – J-POSTL for student teachers; J-POTL for practising teachers, plus a version including both of these)
Further information and comments	EPOSTL was originally conceived for initial teacher education, but has been used in other contexts, such as in-service teacher development A joint project of the ECML and the American Council on the Teaching of Foreign Languages (ACTFL), ACTOSTL, has led to an observation sheet for classroom observation. EPOSTL can be complemented with instruments including further aspects of portfolio work, e.g. on language biographies, and with instruments that feature more emphasis on areas such as plurilingual and intercultural competences
Further reading	Newby, D. (ed.) (2012), Insights into the European Portfolio for student teachers of languages, Cambridge Scholars Publishing, Newcastle upon Tyne.
Examples of use in practice	The instrument is intensively used in and beyond Austria. Instances of using EPOSTL were documented in a follow-up project at the ECML: www.ecml.at/Resources/ECMLPublications/tabid/277/ID/24/language/en-GB/Default.aspx

Link	www.ciep.fr/sources/bibil/2006/novembre/regards.htm#elaboration
Focus / content	The instrument describes teacher competences for bilingual education, distinguishing between different teacher roles (language vs. subject teachers).
Objective / structure	The competence framework was written in the context of French-Polish bilingual schools in Poland. It distinguishes between common competences for all teachers, and specific competences for French as a subject, and non-linguistic subjects taught in French. It uses a distinction between teacher’s savoirs, savoir-faire, and savoir-être that correspond to different missions, such as classroom teaching, cooperation with stakeholders, and the teacher’s lifelong development. The notion of collaboration between different teachers for projects of bilingual learning is highlighted in a separate section of the document (Partie IV).
Target group	Teachers of French as foreign language, and French-language subjects
Institution / authorship	Frédérique Moreau, Centre de linguistique appliquée de Besançon, Université de Franche-Comté
Date	2006
Languages	French
Further information and comments	The instrument can serve as a valuable model for contexts of bilingual education / CLIL both in the area of the teachers’ necessary language competences, and further domains.

Link	http://tplusm.net/CLIL_Competences_Grid_31.12.09.pdf
Focus / content	The instrument describes competences for introducing and conducting content and language-integrated learning (CLIL).
Objective / structure	The teacher competences are divided into two main sections: “Underpinning CLIL” and “Setting CLIL in motion”. The sections are subdivided into “areas of competence” (for example Second Language Acquisition), the respective competences (for example applying second language acquisition knowledge in the classroom), and “indicators of competence” (for example “can support students in navigating and learning new words, terms, idioms and discourse structures”).
Target group	CLIL educators and teachers
Institution / authorship	Pat Bertaux, Carmel Mary Coonan, María Jesús Frigols-Martín, Peeter Mehisto / CLIL Cascade Network (CCN)
Date	2010
Languages	EN
Further information and comments	The framework describes a broad and useful variety of pedagogic competences, but also organizational competences, for example for the implementation of new curricula informed by CLIL.

Link	www.gov.uk/government/publications/teachers-standards
Focus / content	A list of general standards required of teachers of all subjects in the UK divided into two main sections: ‘teaching’ and ‘personal and professional conduct’.
Objective / structure	Following an introduction and a short glossary, each main section contains a list of general standards. There are eight such main standards under ‘teaching’, each of them subdivided. The ‘personal and professional conduct’ section contains a shorter list covering ethical, safeguarding and legal issues etc.
Target group	School governors and managers, teachers of all subject's and institutions providing teacher education
Institution / authorship	Department for Education – UK
Date	2011
Languages	English
Further information and comments	The main standards under ‘teaching’ cover motivating and challenging pupils, promoting good progress and outcomes, subject and curriculum knowledge, lesson planning, adapting to the strengths and needs of pupil, including those for whom English is a second language, good use of assessment, and behaviour management and safeguarding. The standards listed include a mixture of attitudes, knowledge and skills.

Link	www.jet.org.za/clearinghouse/projects/primted/standards/literacy-teacher-standards/litstds/the_reflective_profession_3rd-edition.pdf/view
Focus / content	A detailed list of competences including values, attitudes, knowledge and skills designed to encourage reflection in initial training and professional practice.
Objective / structure	After a lengthy introduction and guidance for users, the booklet covers 27 areas of competence, many of them subdivided by ‘aspect’ of the competence in question. Descriptors are provided for four phases of professional learning: initial teacher education, induction, early professional development, and ‘Continuing Professional Development, Collaborative Practice and School Improvement’.
Target group	Teachers of all subjects and at all levels wishing to reflect on and further develop their competences, as well as teacher educators and mentors
Institution / authorship	General Teaching Council of Northern Ireland
Date	2015
Languages	English
Further information and comments	The approach and competences in the booklet are in line with the Code of Values and Professional Practice and the Northern Ireland Charter for Education (reproduced at the end of the booklet).
Further reading
Examples of use in practice

Link	www.gtcs.org.uk/web/FILES/the-standards/standards -for-registration-1212.pdf
Focus / content	Two of the standards from the General Teaching Council for Scotland’s Professional Standards, namely ‘Standard for Provisional Registration’ and ‘Standard for Full Registration’ (legal requirement for any teacher teaching in a Scottish state school).
Objective / structure	The professional standards contain descriptions of the following dimensions: Professional values and personal commitment Professional knowledge and understanding Professional skills and abilities
Target group	Teachers, authorities and initial teacher educators
Institution / authorship	General Teaching Council for Scotland
Date	2012
Languages	English, Scots Gaelic
Further information and comments
Further reading
Examples of use in practice