EAL Profiles of Competence

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EAL Profiles of Competence
Luan Porter (HT, CEC EAL Service)
SATEAL 20/3/10
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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

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CEC Context

• 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

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Enhancing capacity is

• a dynamic and multidimensional process which
  impacts at personal, interpersonal and
  organisational levels for sustained improvement

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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

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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

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The challenge of creating the Profiles

• 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

Task 1 In groups sort the competencies for L T
into 3 categories
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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

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Sector responses

• Primary
• Secondary
• Special

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Next steps

• Strategies booklets
• Block Plans Action Plans
• LTS and SEEMIS
• Targets
• LC
• Effective reporting to parents
• City wide monitoring/self evaluation

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Competencies to targetsTask 2

• Convert 5 competencies into targets
• NB this may amount to more than 5 targets
• Compare with another group
• Agree and finalise

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Website

• www.ealedinburgh.org.uk