Professional standards into the future.

Harbon, Lesley

At the end of 2008, the Professional Standards Project (PSP) management team conducted the final scheduled Project Advisory Committee meeting. The Project was to conclude in December 2008 with a final report and evaluation informing all stakeholders of the developments and achievements of what has to be termed a major national contribution to language teacher professional development. Interestingly, that final meeting dialogued not only the trends in the evaluation data from the implementation of Streams A and B in 2008, but also introduced the possibility of funding an extension of Stream A activities, as well as the development of a further Stream C for the benefit of language teachers in all Australian states and territories. Such developments late in 2008, thus, saw the PSP, rolled out from early 2007 to late 2008, now referred to as PSP Phase 1.

What is described below is both an overview of the main trends found in the evaluation data from PSP Phase 1, and also the plans for the continuation and development of PSP Phase 2 activities over the period 2009-2010.

PSP PHASE 1

PSP Phase 1 comprised two 'streams' of activities. Stream A was a general 'awareness-raising stream', consisting of two x three hour modules that familiarised participants with the Professional standards for accomplished teaching of languages and cultures (DEST, 2005--hereafter, the Standards). Stream B comprised a further eight x three hour modules that focused on dimensions of educational theory and practice, language and culture, and language pedagogy. Participants in Stream B undertook investigations alongside their participation in the modules (see Farmer, this issue).

Stream A was offered across all Australian States and Territories in the early part of 2008 while Stream B occurred in the later months of the same year. Teams of trainers worked with their State/Territory Modern Language Teacher Associations in order to contact teachers, set dates and organise the activities of both Streams. Details of the kinds of activities undertaken in the Stream A modules can be found in the other articles in this issue and on the PSP website itself (www.pspl.unisa.edu.au). Similarly, a range of participant investigation reports are available online.

Evaluations were undertaken at the completion of both Stream A and Stream B in each state and territory. The PSP website contains details of the data collection instruments which gathered language teachers' perceptions of the PSP. Tables 1 and 2 present here a snapshot of responses to two questions relating to Stream A and four questions relating to Stream B. Language teacher participants were asked to rate their responses on a likert scale, with a response of 6 being indicating strong agreement and 1 strong disagreement.

As the data in tables 1 and 2 indicate, language teachers overwhelmingly signalled their approval of their participation in the PSP, the value of the experience, and their growth in knowledge and understandings about the teaching of languages and cultures.

Qualitative data collected in activities throughout 2008, and anecdotal reports from trainers and the Phase 1 Project Management Team, indicated that teachers were less sure of strategies for assessing languages and that it would be appreciated if more work could be undertaken to work with teachers on assessing languages. Consequently, when it became clear that further funding would be made available to support the PSP, discussions focused not only on the need to 'reach' more language teachers nationally with further places being offered in Stream A, but also the need for a more in-depth focus on assessment. To this end, the AFMLTA has again joined with the University of South Australia's Research Centre for Languages and Cultures (the developers of the ten modules that formed the professional learning resources for PSP Phase 1) to develop four new modules focused on assessing languages.

PSP Phase 2

The exciting news that the Australian Government's Department of Education, Employment and Workplace Relations (DEEWR) will fund further project activities is a tribute to how well the PSP Phase 1 management team conducted the initial project, and the high regard with which DEEWR holds our professional language teachers association. With our involvement in another major national project, the AFMLTA has shown that it is capable of managing an extensive professional learning program, based on a solid research and classroom practice base.

Like PSP Phase 1, PSP Phase 2 is a nationally coordinated professional learning program for languages teachers, aimed at improving the quality of languages teaching and, thereby, improving the learning outcomes of students. Again, PSP Phase 2 is based on the notions within the frame of the Standards. The project, planned for 2009-2010, consists of 2 activities:

* A further offering nationally of new Stream A places. This comprises the two x three hour modules to familiarise teachers with the Standards. These places will provide opportunities for professional learning to language teachers who were disappointed to have missed out in 2008.

* Stream C: four x three hour modules focusing in depth on assessing languages learning. Trainers will undertake case studies as part of this project early in 2010 and language teacher participants will be encouraged to undertake investigations. The titles of the four modules are:

* Module 11: Situating language assessment practice

* Module 12: Ways of assessing

* Module 13: Considering evidence of learning

* Module 14: Assessment as inquiry in languages education.

TRAINER CASE STUDIES INVESTIGATIONS

A key element of the PSP Phase 2 project for those trainers involved in Stream C will be the classroom-based investigations. This will be an opportunity for trainers to apply the learning and knowledge gained through the PSP to classrooms and contexts with which they interact. The case studies undertaken and produced in Stream C will, as for the investigations in Stream B, be underpinned by an 'investigative stance' (see Crichton, 2007).

All trainers will be encouraged to undertake an investigative study by selecting one 'case' and examining aspects of how 'assessing of languages' might be undertaken. The experience and findings will further inform their work with teachers.

WEBSITE DEVELOPMENT

One further important feature of the PSP Phase 1 is the fact it is a rich resource for any one interested in language teacher professional development. The website found at www.pspl.unisa.edu.au not only consists of all ten modules of PSP Phase 1, but is also enriched by the final language teacher participant investigations which provide a sample of how language teachers engaged with the materials and their professional learning.

The PSP website will be further developed to include the four PSP Phase 2 modules on assessment and the trainer case study investigations of assessment.

THE PSP STORY CONTINUES

The story of the PSP can be characterised as one of collaboration between language teachers, scholars, researchers and other stakeholders, including the Australian Government and state and territory education jurisdictions, who are committed to advancing the knowledge, proficiencies, and professional standing of language teachers. A central aim of the project is that the impact of this teacher professionalisation be felt in languages classrooms.

As the current President of the AFMLTA, I have participated in national for a where I have had the opportunity to share the PSP work with national leaders in other curriculum areas. It must be said that the work of the AFMLTA is groundbreaking and leading the way for others to follow.

The PSP Phase 2 will continue to provide guidance for language teachers in this important area and empower language teachers to understand more about the processes and strategies for accomplished practice in assessing languages learning.

REFERENCES

Crichton, J. (2007). Why an investigative stance matters in intercultural language teaching and learning: an orientation to classroom-based investigation. Intercultural Language Teaching and Learning in Practice Discussion Paper 8. Canberra: Commonwealth of Australia. Retrieved 31 May 2009 from http:// www.iltlp.unisa.edu.au/doclibpapers/ iltlp_paper8.doc

DEST. 2005. Professional standards for accomplished teaching of languages and cultures. Canberra: Department of Education, Science and Training.

Lesley Harbon is currently President of the AFMLTA and has been involved in the PSP as a Trainer in 2008 and as a member of the Project Management Team in 2009. Lesley's work in languages education in Australia spans almost 30 years, and sees her continued close networking with language classrooms and teachers right around Australia. Lesley works with preservice and postgraduate language teachers in the Faculty of Education & Social Work at the University of Sydney. She can be contacted at president@afmlta.asn.au

Table 1: combined ratings (all States and Territories) of language
teacher perceptions of Stream A

Stream A overall                              6        5         4

1. To what extent has undertaking            24%     59.66%     14%
   this professional learning
   increased your capacity to apply
   professional standards to the
   judgements you make about
   your practice and areas for future
   development?

2. To what extent has undertaking            38%      49%       12%
   this professional learning
   encouraged you to in the future
   engage productively in collegial
   networks that extend and
   support knowledge and skills?

Stream A overall                              3        2         1

1. To what extent has undertaking           1.66%    0.33%     0.33%
   this professional learning
   increased your capacity to apply
   professional standards to the
   judgements you make about
   your practice and areas for future
   development?

2. To what extent has undertaking           0.66%    0.33%       0
   this professional learning
   encouraged you to in the future
   engage productively in collegial
   networks that extend and
   support knowledge and skills?

Table 2: combined ratings (all States and Territories)
of language teacher perceptions of Stream B

Stream B overall                              6        5         4

1. To what extent has undertaking            54%      43%       3%
   this professional learning
   increased your capacity to apply
   professional standards to the
   judgements you make about
   your practice and areas for future
   development?

2. To what extent has undertaking            58%      33%       9%
   this professional learning
   encouraged you, in the future, to
   engage productively in collegial
   networks that extend and
   support knowledge and skills?

3. To what extent has participating          40%      38%       15%
   in this professional learning
   activity strengthened the
   currency and depth of your
   languages pedagogical
knowledge and skills?

4. To what extent has participating          47%      47%       6%
   in this professional learning
   activity strengthened the
   currency and depth of your
   knowledge and understanding
   about languages and cultures
   education?

Stream B overall                              3        2         1

1. To what extent has undertaking             0        0         0
   this professional learning
   increased your capacity to apply
   professional standards to the
   judgements you make about
   your practice and areas for future
   development?

2. To what extent has undertaking             0        0         0
   this professional learning
   encouraged you, in the future, to
   engage productively in collegial
   networks that extend and
   support knowledge and skills?

3. To what extent has participating          1%        0         0
   in this professional learning
   activity strengthened the
   currency and depth of your
   languages pedagogical
knowledge and skills?

4. To what extent has participating           0        0         0
   in this professional learning
   activity strengthened the
   currency and depth of your
   knowledge and understanding
   about languages and cultures
   education?