PD+Program+for+EFL+Educators

=Desired Results= **Goals** To be a premier foreign language program that celebrates differences among all cultures and that supports EFL educators through continuous professional development endeavors.

Throughline
== EFL educators understand that maintaining a personal learning network can provide the ongoing support they need to improve as a communicator of the English language, a pedogical practitioner, and/or one's understanding of how language are learned. ==

Essential Questions

 * How does an EFL educator's own perception of English language proficiency, pedagogical skill set/orientation, and knowledge of applied linguistics impact one's contribution to a personal learning network?
 * How does pursuing a PLN influence the English language learners' and the EFL educator's perspectives of past teaching practices?

Enabling Knowledge
**Subskills**
 * Communicator of English
 * Pedagogy
 * Teaching methodologies
 * Applied linguisticsWeb 2.0/3.0 tools
 * Communicator of English
 * Speaking
 * Writing
 * Pedagogy
 * Pedagogy
 * Teaching techniques
 * Technology
 * Computer skills
 * Computer skills

Assessment Evidence Direct Evidence
 * The degree each EFL educator meets short-term (i.e., one semester lasting four months) goals?
 * The degree each EFL educator reflects on current teaching practices?
 * The degree EFL educators interact over the course of a semester?

Indirect Evidence

 * The degree each EFL educator meets short-term (i.e., one semester lasting four months) goals?
 * How English language learners complete course/teacher evaluations
 * How English language learners complete mid-course survey

=Action Plan= PFLE intends to see EFL educators that recognize the importance of sharing experiences openly through a continual dialog linking theory to practice. EFL educators are able to frame such a dialog in terms of their own learning through any combination of the following: 1) communicator of English, 2) pedagogical skill set, and/or 3) knowledge of how languages are learned. They are able to set short-term goals and reflect on these goals throughout a semester and are able to create a personal learning network that provides the support they need to succeed as a professional in the field of English language teaching and learning.

Love to see
The objective of this project is to create an ongoing, professional development program for EFL/ESL educators.

**Vision Statement**
(changes the program seeks to carry out) Spanish: Ser la mejor opción en la enseñanza pluricultural de lenguas extranjeras, formando personas respetuosas de la diversidad cultural y profesionistas capacitados.

English: To be a premier foreign language program that celebrates differences among all cultures and that supports EFL educators through continuous professional development endeavors.

**Mission Statement**
(how the program will achieve its vision) Spanish: Ser un grupo de docentes altamente calificados, responsables y honestos, que forman estudiantes de pregrado de la Universidad Autónoma de Aguascalientes en el aprendizaje de lenguas extranjeras, para su integración exitosa en el campo profesional y social acorde a la globalización mundial

English: To be a group of high caliber, responsible, and honest language educators that assist undergraduate students at the Universidad Autónoma de Aguascalientes in the area of language and cultural learning as a means of successfully integrating the professional and social capacities of the learner in order to become a productive actor in a global society.

**Boundary Partners**
EFL educators teaching at the State University of Aguascalientes (i.e., [|Universidad Autónoma de Aguascalientes] )

**Outcome Challenge #1**
PFLE intends to see EFL educators that recognize the importance of sharing experiences openly through a continual dialog linking theory to practice. EFL educators are able to frame such a dialog in terms of their own learning through any combination of the following: 1) communicator of English, 2) pedagogical skill set, and/or 3) knowledge of how languages are learned. They are able to set short-term goals and reflect on these goals throughout a semester and are able to create a personal learning network that provides the support they need to succeed as a professional in the field of English language teaching and learning.

**Progress Markers**
//PFLE intends to see EFL educators who continually find ways to become speakers and writers of the English language.//

**Expect to see EFL educators:** Many EFL educators setting goals and attempting to achieve them.

**Like to see EFL educators:** All EFL educators setting goals and attempting to achieve them as well as begin openly sharing experiences and ideas through a facilitative process.

**Love to see EFL educators:** Each EFL educator openly sharing experiences and ideas on their own with other colleagues through both synchronous and asynchronous communication.

//PFLE intends to see EFL educators who continually find ways to enhance pedagogical skills.//

**Expect to see EFL educators:**

**Like to see EFL educators:**

**Love to see EFL educators:**

//PFLE intends to see EFL educators who continually find ways to increase their knowledge and understanding of how languages are learned (i.e., applied linguistics).//

**Expect to see EFL educators:**

**Like to see EFL educators:**

**Love to see EFL educators:**

Student achievement defined:

 * Assuring that students experience three performance tasks throughout the course that incorporate both higher order thinking skills and language as both means and ends.
 * Assuring that no student passes on to the next level if the learner is not ready.
 * Assuring that students who take the recommended number of courses to sit for the exit exam do in fact pass the exit exam
 * Assuring that student experiences within the language classroom are educative; that is, the learners perceive some future benefit for taking the class that extends beyond the exit exam.

In order to reach student achievement, we must make sure that the courses we are providing the English language learner (ELL) properly prepare them to not only pass the high-stakes exit exam but also to want to continue their language development in the future. Through ongoing development of performance tasks, EFL educators development capstone assessments that can be shared and adapted throughout the faculty. Through various forms of assessment (i.e., informal discussions, academic prompts, test and quizzes, and performance tasks), EFL educators must recognize when a student is not ready to pass to the next level. Rubrics, for example, are an example of how both teachers and students can work determine the criteria necessary to make proper inferences in this regard. Teachers need to know from the first class which students have failed the exit exam and need to know why. If required, a "response to instruction and intervention system" (Fisher & Frey, 2010) needs to be put in place. Finally, teachers need to create "educative experiences" such that ELLs feel a future benefit from having participated.

e.g., deliver money, obtain research, prepare a report || * Arouse new thinking/skills e.g., capacity-building activities, skill enhancement, methodological workshops, training || * Build a support network e.g., Program member who provides regular guidance and input, expert (management, fundraising...) || e.g., technical transfer, policy change, Internet access, terms of reference (TOR) || * Disseminate information/messages to a broad audience e.g., Internet, publications, conferences, findings, workshops, perhaps TV and radio || * Create a learning/action network e.g., research network, participatory research program, etc. || Face-to-face meetings Online workshops live conferences
 * ~ Strategy Map ||~  ||~   ||
 * Causal || Persuasive || Supportive ||
 * I-1 || I-2 || I-3 ||
 * * Cause a direct efffect
 * Produce an output
 * Always expert-driven
 * Single purpose
 * Based on a supporter/mentor who guides change over time (this could be one person or a group of people)
 * Involvement is more frequent and sustained
 * Nurturing for self-sufficiency
 * Multipurpose (broader intent)
 * E-1 || E-2 || E-3 ||
 * * Change physical or policy environment
 * Incentives, rules, guidelines
 * Creative a persuasive environment
 * EFL teachers working together and connectively supporting each other on a regular basis

Organizational Practices

**Monitoring Priorities**
Student achievement defined:
 * Assuring that students experience three performance tasks throughout the course that incorporate both higher order thinking skills and language as both means and ends.
 * Assuring that no student passes on to the next level if the learner is not ready
 * Assuring that students who take the recommended number of courses to sit for the exit exam do in fact pass the exit exam
 * Assuring that student experiences within the language classroom are educative; that is, the learners perceive some future benefit for taking the class that extends beyond the exit exam.

In order to reach student achievement, we must make sure that the courses we are providing the English language learner (ELL) properly prepare them to not only pass the high-stakes exit exam but also to want to continue their language development in the future. Through ongoing development of performance tasks, EFL educators development capstone assessments that can be shared and adapted throughout the faculty. Through various forms of assessment (i.e., informal discussions, academic prompts, test and quizzes, and performance tasks), EFL educators must recognize when a student is not ready to pass to the next level. Rubrics, for example, are an example of how both teachers and students can work determine the criteria necessary to make proper inferences in this regard. Teachers need to know from the first class which students have failed the exit exam and need to know why. If required, a "response to instruction and intervention system" (Fisher & Frey, 2010) needs to be put in place. Finally, teachers need to create "educative experiences" such that ELLs feel a future benefit from having participated.

**Related links**

 * [|Outcome Mapping Framework]
 * [|Outcome Mapping Learning Community]
 * [|Most Significant Change Technique]