Category Archives: ELT Management

#IATEFL2015 | Sue Leather | Large-Scale ELT Projects

Sue Leather
Sue Leather; an associate of the Institute of Education, University of London, an ELT consultant and trainer with extensive experience of learning programme development and capacity building projects in transitional and challenging contexts.

Title:

ETTE: tracing the impacts of a large-scale ELT project

Main Point:

What happens to the participants of large-scale ELT projects once they are finished? Most projects are either evaluated before they are finished or a short time after the end but the impact can often be fully assessed only long after the programme has been completed. The main interest of the study conducted by Sue Leather on a project funded by the British Council in Central and South Asia Region is to follow project participants after the project to see how successful it has been.

Summary:

  • The project was called ETTE (English for Teaching; Teaching for English).
  • It was conducted between 2007 and 2011 in the following countries: Uzbekistan, Pakistan, Iran, Afghanistan, Kazakhstan, Kyrgyzstan, Bangladesh and Nepal. (However, Iran was forced to withdraw from the project in late 2008.)Screen Shot 2015-04-13 at 12.06.47
  • The project aims were:
    • To improve the classroom performance of teachers of English.
    • To increase teachers’ access to a variety of developmental methods and materials.
  • Teachers used to teach in their mother tongue before the project but after the project observations showed that they had most started to teach in English and students’ marks had improved. Overall, their English improved!
  • From 2011 to 2014, a small-scale qualitative study was conducted in Nepal, Kazakistan and Pakistan to trace the impact of the ETTE project (Tracer Study). It was important to find out what happens when the funders are no longer involved in the context and the stakeholders are given the opportunity to take the programme forward.
  • The study was conducted on a group of 15 teachers and trainers over a period of three years with the following focus:
    • Year 1: immediate impacts
    • Year 2: Sustainability
    • Year 3: Reflecting back to compare with project objectives
  • Findings:
    • More student-centred lessons, more interaction, more fun (teachers)
    • Enhanced confidence to use English in class (teachers)
    • Better classroom management (teachers)
    • Better exam performance (students)
    • Enhanced speaking and critical thinking (students)
    • Reduction in absenteeism (students)
    • ETTE-trained teachers meet up to discuss issues and form reading groups (but lack of understanding from some head teachers is an obstacle to their performance.)
    • Lack of follow-up support from schools
    • Mixed success of peer-support networks
    • ETTE-trained teachers felt they need more support or some sort of CPD
    • For long-time effectiveness some refresher courses are essential.
    • New techniques were imbedded in daily teaching practices.
    • In Nepal, the ETTE+ project by the British Council built on the ETTE successes in the ELT society and now they are starting ETTE++ to spread the successes of the initial project.
    • ETTE materials are still used in projects in Pakistan.
  • Projects need to be tracked to see what happened and learn from them.

Useful Links:

Need more? Contact Sue: sue@sueleatherassociates.com

Link to the video

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ELT Management Courses

ELT management courses are gaining more popularity. There are several certificate and diploma level qualifications out there if you are not planning to do an academic university course. Among all these courses, the following seem to be at the top of the list:

managment wordle

  • Cambridge Delta Module 3 (the ELTM option)

Cambridge Diploma in English Language Teaching can be taken in three separate modules. The first module is the written examination, the second is the practical teaching component and the third one is your specialism. For the third module, you have the option to chose between a ‘teaching’ option and a ‘management’ option. If you decide to do the ELTM option, you will have to write a 4000-4500 word essay on a chosen management specialism. Preparation courses are on offer from some Cambridge Delta course providers for the Management option.

More information on modular Delta can be found here.

There are two other files which should be of your interest if you are thinking about doing Module 3 ELTM option:

Delta Module 3 spec sheet

Cambridge Delta Module 3 reading list

  • International House London ELT Management Courses

International House management courses are quite very well-known. IH London runs a Certificate in ELTM and a Diploma which follows the Certificate in syllabus:

The Certificate lasts 30 weeks and is run online:

IH London Certificate in Educational Management

The Diploma lasts 50 weeks and has a face-to-face component as well:

IH London Diploma in Educational Management

  •  International House World Organisation Certificate in Educational Management

International House has an Online Training Centre and they run various courses. This is a part of the International House World Organisation:

International House Online Training Centre

They have a Certificate of Director of Studies Skills (DoS Certificate) and all IH School directors, DOS’s and ADOS’s have to complete this course. IH schools recognise this as their professional requirement while recruiting people at management levels. The course takes roughly 16 weeks and is done totally online. It covers the same topics as the Cert. in Educational Management run by IH London and will broaden your management horizons.

  • IDLTM (International Diploma in Language Teaching Management)

IDLTM is a diploma level qualification which is widely and internationally recognised and well-known. This is usually considered as a professional development step for those who have done a Cambridge Delta with the management specialism and would like to get more into management details. It’s actually a programme run by three organisations:

Cambridge English Language and Assessment

SIT Graduate Institute

the Institute of Continuing and TESOL Education, The University of Queensland

Therefore, the diploma will practically be well-recognised in the UK, USA and Australia, at least! The course has two main components, a 2-week intensive face-to-face component and a 6-month online one.

The following documents will provide you with more information:

IDLTM reading list

IDLTM syllabus

IDLTM University of Queensland SIT

Graduate Institute

Notice on Cambridge English Language Assessment website- Changes from June 2016:

“As part of our regular review of the assessment services which we provide, we have decided that from June 2016 we will no longer be involved in IDLTM. We are giving extensive notice of this change so that you won’t be affected if you’ve already started a preparation course.”

  • Trinity College DELTM

Trinity College has a similar diploma level qualification which is called the DELTM (Diploma in English Language Management) which is, like all other Trinity College qualifications, internationally recognised:

English UK DELTM

Which ELT Management course are you planning to take in 2015? 

The KASA in Language Teaching Organisations

LTO managers, like many other fields, are recruited from among teachers who have been in the profession for quite a long period of time. These people are not necessarily familiar with management concepts and there might be a couple of questions which need to be answered in this regard:

  • How easy is it for them to make this transition?
  • What competencies do they already have?
  • How can they go about developing these competencies once they have settled in the office?
  • Are they really ready?!

As Ron While mentions in his book ‘From Teacher to Manager’ (White, 2008) the KASA (Knowledge, Skills, Attitudes and Awareness) framework (Freeman, 1989) provides a useful basis for teachers to analyse and answer these questions.

  • Knowledge: Knowing about
    • ‘What information do I need to manage this LTO successfully?’
  • Skills: Knowing how
    • ‘What skills do I already have that I need to adapt, and which skills do I need to acquire?’
  • Attitudes: Knowing why
    • ‘Why do people behave the way they do?’
  • Awareness: Knowing oneself
    • ‘What am I bringing to this role?’

Going through the KASA framework is a very simple but productive step for everyone new in ELT management and it will give a newly-appointed ELT manager a clear understanding of what the job actually means and what they have to offer to people in their new post.

How aware were you of the KASA framework the first time you have been asked to manage a group of teachers?

KASA
Attachment: White R., Hockley A., ‘From Teacher to Manager’, Cambridge University Press, 2008- Page 23

Generalists or Specialists?

Are we living in a world of ‘generalists’ or ‘specialists’?

There has recently been a long debate on this and many have accepted that we are now living in a world of ‘versatilists’ rather than ‘generalists’ or ‘specialists’. (However, you might still argue this and there are still things to be discussed.)

The term “versatilist” was first coined in an article from Gartner- the American information technology research and advisory firm, where it states:

“Versatilists are able to apply a depth of skill to a progressively widening scope of situations and experiences, equally at ease with technical issues as with business strategy.”

The wide range of interdisciplinary university courses in recent years shows that we are moving towards a world of professionals who can switch to another role with the same ease. These courses first came to existence in the world of engineering where they started to be ‘mechatronic’ engineers rather than only ‘mechanical’ or ‘electronic’ engineers to find solutions to the new problems the society had!

How about the ELT community? Do we need to develop versatility in our profession? Or are we just supposed to teach and train and leave the rest of the job to professionals who have specialised in other fields? Should a manager of an LTO be someone with management qualifications or and ELT practitioner with years of classroom experience or both? Or none?!

One of these necessary combinations seems to be that of ‘English Language Teaching’ and ‘Management’ (along with ‘technology design’ and ‘ELT’ with I will address separately here).

We now have M.A.’s in ELTM and the Cambridge Delta has an ELTM Option for Module 3 which both show the importance of versatilists in our field of professionality as well.

Many of us complete initial teacher training courses before we start teaching but do we complete any formal management training once we have had enough teaching and want to start managing something ELT-related?

I will be discussing ELT Management topics which should be of your interest if you planning to do an ELTM-oriented CPD in the future to move forward and change your role but need to slow down at the turn and learn the necessary skills (examples include an M.A. in Educational Management, ELT Management Certificates and Diplomas, Cambridge Delta Module Three- the ELTM Option, IDLTM, DoS short courses, etc.).

Watch this space.


The posts which carry the ‘proeltELTMSIG‘ tag are transferred here from the ‘ELT Management SIG’ during Pro-ELT2 (2014-2015) with the British Council in Malaysia. If you think anything is missing or I have copied any articles, images, comments, etc. which belong to you and I have mistakenly forgotten to mention the owner or the  contributor or have violated any copyright regulations, please do get in touch and I will make the necessary changes.

Photo Credit: https://stocksnap.io/photo/452NGOW1OZ