Cambridge English Teaching Framework - категории, этапы и ресурсы

Foundation

Developing

Proficient

Expert

Learning and the Learner

This category looks at your understanding of key language learning theories and concepts, your awareness of different learning styles, and your ability to apply this understanding to plan and facilitate language learning.

• Starting to develop a basic understanding of key language learning concepts and theories.

• May demonstrate some of this understanding in their day-to-day teaching.

• Have a reasonable understanding of many key language learning concepts and theories and have started to use some of the terms.

• Have started to demonstrate in their planning some grasp of connections between the concepts/theories and their own learners' learning.

• Have a good understanding of many of the key language learning concepts and theories, and often make use of many of the terms when discussing their work.

• Often see links between the concepts/theories and their own learners' learning, and they frequently demonstrate this understanding when planning and teaching.

• Have a sophisticated understanding of most of the key language learning concepts and theories, and regularly make use of most of the terms.

• Consistently demonstrate this understanding when planning and teaching, and are able to develop their own personal theories as a result of observing their learners and reflecting on their own teaching.

Teaching, Learning and Assessment

This category looks at your ability to plan and manage language learning, make effective use of learning resources, understand teaching language systems and skills, and assess learning.

• Have a basic understanding of some key principles of teaching and learning (lesson planning, materials selection, classroom management, the learning environment, teaching systems and skills).

• Have started to demonstrate the ability to use this understanding to plan basic systems and skills lessons according to a simple given template, with basic awareness of learners' needs and difficulties and sometimes demonstrating a balance between teacher-centred and learner-centred activities.

• Have started to see some clear links between their planning and teaching choices and subsequent student learning.

• Have started to demonstrate the ability to teach simple systems and skills lessons using a basic repertoire of teaching techniques and with reasonable classroom management.

• Are aware of many key principles of teaching and learning (lesson planning, materials selection, classroom management, the learning environment, teaching systems and skills).

• Demonstrate the ability to use this understanding to plan reasonably detailed systems and skills lessons according to a given template, with some awareness of learners' needs and difficulties, often demonstrating a balance between teacher-centred and learner-centred activities, and deliver these with some adaptation.

• Are able to respond to some unforeseen classroom events.

• Demonstrate the ability to teach systems and skills lessons using a wider repertoire of teaching techniques and with reasonably effective classroom management, as well as the ability to choose appropriate materials, including web-based materials, with some improvisation.

• Have a good understanding of many key principles of teaching and learning (lesson planning, materials selection, classroom management, the learning environment, teaching systems and skills).

• Demonstrate the ability to use this understanding to plan detailed systems, skills and integrated lessons according to their own template, with good awareness of learners' needs and difficulties, regularly demonstrating a balance between teacher-centred and learner-centred activities, and deliver these with conscious adaptation.

• Are able to respond appropriately to most unforeseen classroom events, and can see clear links between their planning and teaching choices and subsequent student learning.

• Demonstrate the ability to teach systems, skills and integrated lessons effectively using a wide range of teaching techniques and with effective classroom management.

• Have a sophisticated understanding of key principles of teaching and learning (lesson planning, materials selection, classroom management, the learning environment, teaching systems and skills).

• Demonstrate the ability to use this understanding to plan detailed and sophisticated systems, skills and integrated lessons (often unconsciously), with a clear rationale and detailed understanding of learners' needs and difficulties, consistently demonstrating a balance between teacher-centred and learner-centred activities, and deliver these with principled adaptation.

• Are able to respond appropriately, confidently and automatically to almost all unforeseen classroom events and have developed a sophisticated understanding of the link between their planning and teaching choices and subsequent student learning.

• Demonstrate the ability to teach consistently effective systems, skills and integrated lessons using a sophisticated range of teaching techniques and with consistently effective classroom management.

Language Ability

This category looks at your own language ability, your understanding of the language points taught at different levels of the Common European Framework of Reference for Languages (CEFR), and your ability to use language accurately and appropriately when interacting with learners and other teachers.

• Use basic classroom language which is mostly accurate, and respond appropriately to learners’ output some of the time in planned situations.

• Recognise basic errors that their learners make.

• Interact with other teachers in simple and routine professional contexts.

• Have language ability to at least Level A2 of the CEFR and can provide accurate examples of the language points taught at Levels A1 and A2 of the CEFR.

• Use classroom language that is mostly accurate, and respond appropriately to learners’ output most of the time in planned situations and occasionally in spontaneous situations.

• Recognise most errors that their learners make.

• Interact with other teachers in simple and routine professional contexts and some unfamiliar professional contexts.

• Have language ability to at least Level B1 of the CEFR and can provide accurate examples of the language points taught at Levels A1, A2 and B1 of the CEFR.

• Use classroom language that is consistently accurate throughout the lesson, and respond appropriately to learners’ output most of the time in both planned and spontaneous situations.

• Recognise almost all errors that their learners make.

• Interact with other teachers in most professional contexts.

• Have language ability to at least Level B2 of the CEFR and can provide accurate examples of the language points taught at Levels A1, A2, B1 and B2 of the CEFR.

• Can consistently use a wide range of classroom language throughout the lesson, and respond appropriately to learners’ output in both planned and spontaneous situations using a wide range of language.

• Recognise all errors that their learners make.

• Interact with other teachers in all professional contexts.

• Have language ability to at least Level C1 of the CEFR and can provide accurate examples of the language points taught at Levels A1-C2 of the CEFR.

Language Knowledge and Awareness for Teaching

This category looks at your understanding of key terms and concepts used to describe language, your use of strategies to check and develop your language awareness, and your ability to apply such knowledge practically in order to facilitate language learning.

• Have not yet developed strategies to check and develop their own language awareness.

• Aware of some key terms for describing language, and some key reference materials.

• Starting to demonstrate understanding of these terms to:

  • analyse common language points

  • choose very simple models of language usage

  • answer simple questions about language with the help of reference materials.

• Have started to develop strategies to check and develop their own language awareness.

• Are aware of most key terms for describing language, and of many available reference materials.

• Demonstrate understanding of these terms to:

  • analyse most language points

  • provide accurate models of usage for many language points

  • answer most learner questions with the help of reference materials.

• Use strategies to regularly check and develop their own language awareness.

• Have good knowledge of key terms and available reference materials.

• Demonstrate the ability to:

  • correctly analyse most language points

  • provide accurate models of usage for most language points

  • answer most learner questions with minimal use of reference materials.

• Consistently use strategies to check and develop their own language awareness.

• Have a sophisticated knowledge of key terms and available reference materials.

• Demonstrate this understanding by:

  • correctly analysing all language points

  • provide consistently accurate models of usage

  • answering all learner questions with minimal use of reference materials.

Professional Development and Values

This category covers your understanding and practice in the areas of teacher learning, classroom observation, professional development and critical reflection.

• Have started to develop a basic understanding of the value of classroom observation and receiving feedback, and the importance of reflecting on their own teaching.

• Have limited awareness of their own beliefs about teaching and learning, and their strengths and weaknesses as a teacher.

• May or may not be aware of available professional development options and activities, and require guidance in self-assessing their needs.

• Are aware of the importance of classroom observation and receiving feedback, actively seek observation and feedback on their own teaching, and respond positively to feedback.

• Reflect simply on a lesson even without guidance, and have some awareness of their own beliefs about teaching and learning, and of their strengths/ weaknesses as a teacher.

• Have some awareness of reflective practice and/or experimental practice.

• Are aware of available professional development options and activities, and are able to self-assess their needs.

• Have a good understanding of key issues and concepts in teacher learning and professional development.

• Actively seek observation and feedback on their own teaching, respond constructively to feedback, and can identify many of their own strengths and weaknesses as a teacher.

• Reflect critically on a lesson, often leading to action, have good awareness of their own beliefs about teaching and learning, Are very aware of available professional development options and activities, and are able to self-assess their needs and plan how to achieve their goals.

• Effectively take on different roles and responsibilities within the workplace, and may also be involved in supporting the development of other teachers, either formally or informally.

• Have a sophisticated understanding of key issues and concepts in teacher learning and professional development, and are highly committed to self-improvement.

• Consistently reflect critically on their teaching, regularly taking action as a result, and actively seek feedback.

• Are highly aware of their own beliefs about teaching and learning, recognise areas where there is a mismatch between their beliefs and best practice

• Are constantly aware of available professional development options and activities, regularly reassess their own strengths and weaknesses, and make detailed plans for how best to achieve their goals.

• Effectively take on many different roles and responsibilities, and are involved in formally supporting the development of other teachers through workshops, observations and/or career guidance.