Transcript EAL Profiles of competence Edinburgh

EAL Profiles of
Competence
English as an Additional Language
Luan Porter
(HT, CEC EAL Service)
SATEAL 20/3/10
Outcomes
Improved understanding of:
• Edinburgh context prior to introduction of
Profiles
• Purpose and process of creating Profiles
• How the Profiles operate
• Challenges - inc. introducing them to schools
and
• Support needed for EAL teachers
• Next steps for improvement
CEC Context
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Increased numbers of bilingual learners
Limited resources
Inconsistency in assigning stages 1-5
Lack of understanding and ownership of
assessing/planning/monitoring progress among
school staff
• ASPs – large numbers, similar, difficult to track
progress at individual pupil level
• Planning at individual level and teacher/class level
• EAL Service multi dimensional approach to
enhancing capacity
Enhancing capacity is …
a dynamic and multidimensional
process which impacts at personal,
interpersonal and organisational levels
for sustained improvement
Purpose and Process
Purpose
• Increase consistency in assessment and
monitoring of progress
• Enhance capacity and ensure ownership of
responsibility for assessment/planning/
monitoring processes
• Address workload issues of EAL teachers
• Improve outcomes and impacts for learners
Purpose and Process (2)
Process
• Elaborate competency descriptors at each level
and apply to 3 lines of development
• Use as a means of raising awareness of process
of language acquisition, and enable all teachers
to use this knowledge to plan effective L & T
experiences to support progress
• Provide teaching strategies to support language
acquisition across the curriculum in relation to
each of the stages & lines of development
The challenge of creating the Profiles
Task 1
In groups sort the competencies for L & T into
3 categories
• Category 1 - stage 1 competencies
• Category 2 - stage 2 competencies
• Category 3 - competencies from another
stage
Compare and agree categories 1 and 2
Track the other competencies back
Introducing the Profiles to Schools
HT EAL visited:
• Each of the HT meetings & gave presentation
• Cluster HT meetings to reinforce and discuss
• Other school based meetings to field questions
EAL teachers trained and supported to
• Use them with school staff
• Give whole staff presentations about them
• Use the information they yield to inform
teaching, advice, CPD
Sector responses
• Primary
• Secondary
• Special
Next steps
• Strategies booklets
• Block Plans & Action Plans
• LTS and SEEMIS
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Targets
LC
Effective reporting to parents
City wide monitoring/self evaluation
Competencies to targets
Task 2
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Convert 5 competencies into targets
NB this may amount to more than 5 targets
Compare with another group
Agree and finalise
Website
www.ealedinburgh.org.uk