Eaquals Riga 2017

1. Preparing for a successful
Eaquals inspection
Sarah Aitken
www.eaquals.orgEaquals International Conference, Riga, 27 – 29 April 2017

2. So how do you feel about inspections?
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3. Eaquals: more than just another inspection…
An international non-profit membership association for
language education professionals, founded in 1991
Our mission:
to foster excellence in the teaching of any language
by providing guidance and support
…....We help good language centres to become
even better
3Eaquals International Coneference, Riga, 27 - 29 April 2017

4. Eaquals values
Plurilingualism
Intercultural
understanding
International
cooperation
Lifelong
learning
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5. Join our international community
167
Members
in
37
countries
Teaching
over
25
languages
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6. A network of experts
Associate Members
• National quality associations
• Cultural organisations
• Examination providers
• Educational publishers
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7. Working to raise standards
Accreditation & inspections: high international standards protect learners
Training & consultancy: helping good language centres become even
better
International conferences & training workshops: to share expertise
New practical resources: to support language centres in their work
Educational work for the public benefit: in partnership with Council of
Europe, ISO
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8. Our expertise & influence
Quality assurance
& management
design of
quality
schemes
capacity
building at local
& national level
The Common
European Framework
of Reference for
Languages (CEFR)
course design
assessment
and certificates
Academic
management and
professional
development
competence
frameworks
teacher training
and
development
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9. Eaquals accreditation – a positive
professional experience
www.eaquals.org

10. Eaquals accreditation – values and approach
Multilingual and cross-border
Partnership – practical help and advice to prepare
Benchmarks – your objectives as well as Eaquals standards
Feedback and recommendations from experienced experts
Support and a road-map for further development
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11. What happens during an inspection?
True or false?
The inspectors will
 ask to review a selection of your documents 8 weeks before their
visit.
 observe all your teachers teaching.
 hold meetings with your admin staff, with your teachers and with a
selection of your students.
 provide an individual assessment of each of your teachers.
 check student accommodation arrangements.
 give you the result of the inspection on the final day of their visit.
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12. What happens during an inspection?
True or false?
The inspectors will
 ask to review a selection of your documents 8 weeks before their
visit. True
 observe all your teachers teaching. It depends
 hold meetings with your admin staff, with your teachers and with a
selection of your students. True
 provide an individual assessment of each of your teachers. False
 check student accommodation arrangements. True
 give you the result of the inspection on the final day of their visit.
False
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13. Eaquals quality standards - evaluating the
whole ‘school in action’
Management
&
administration
Course
design &
assessment
Classroom
teaching
Internal
quality
assurance
Learning
resources &
premises
Student
welfare &
services
Fair dealing
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14. What standards does Eaquals demand?
12 categories…
each graded 1 – 3
each has a set of general ‘standards’
with more detailed ‘indicators’ – what this might
look like in practice
and ‘points of excellence’
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15. Course design: general standards
 There is a statement of the institution’s educational
philosophy and written descriptions of its learning
programmes, including course objectives and content”
 All language course programmes are specified by levels
which refer to the CEFR, and learning objectives are related
to the global descriptors of the CEFR
AND
 Lessons are planned with reference to the course
programme and the learning needs of learners; learning
outcomes are shared are shared with learners
Eaquals
Standards
16

16. A task: course design standards
What documents related to course
design would you expect to find in
a high quality centre
a. for teachers to use
b. for students to refer to
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17. Course design documents -
possible answers
for teachers
 level descriptions
 language/skills etc at
each level
 a handbook – planning
guidelines
 sample course plans
 suggested materials
for students
 general level descriptions
 summary of what they will
learn at each course/level
 learning aims for a
specific week/lesson
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18. • The institution’s educational philosophy
and pedagogic approach should be sound, coherent and
documented and familiar both to staff and …. to learners
• The learning programmes should include:
• a framework of levels referenced to CEFR
• practical learning objectives for each level using ‘can
do’ statements or similar
• language knowledge and skills e.g. grammar,
vocabulary, communication skills will be covered at
each level
• organisation and timing of content to achieve
objectives
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19. Coherent course design
All levels of planning should be linked and interconnected
– from your general educational approach to individual lesson
plans.
Take a similar approach across all languages/courses you
teach.
Planning documents should be used in practice.
Assessment should fit with your course design approach.
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20. Course design – stage one:
Basic approach & beliefs about language education
Global learning outcomes in broad terms for each level of each course
Course design – stage two:
Detailed learning outcomes derived from the global learning outcomes of stage 1
An inventory of what successful learners will be able to do / know / understand at
a level by the end of the course
Work plans / schemes of work (weekly? monthly?):
Detailed learning outcomes: divide the course into blocks of time
Select items from the complete list; decide on the order of work, balance of skills, & materials
Individual lesson plans:
Learning outcome(s) for the lesson – what will the learner be able to do?
What knowledge / understanding / skill(s) will be needed?
What materials, activities will be used to achieve the learning outcomes?
Sue Sheerin 2016 21

21. From the whole to the part …
Overall approach
Learning objectives
Language elements
Materials & resources
Sample schemes of work
Adapt to the class
Produce lesson plans
Design assessment to fit
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22. What does excellence look like?
The ‘official’ course learning programmes are regularly used for
day-to-day planning.
There is detailed reference to the CEFR – it is used to set learning
objectives and influences teaching.
Descriptions of learning programmes are communicated to both
teachers and learners.
Learning programmes are both coherent and flexible – and
encourage teacher creativity.
Course planning by teachers is monitored and teachers are
advised how to improve and innovate.
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23. Support for applicants
Self Assessment – an internal benchmarking exercise
How well does my institution meet the Eaquals standards?
Feedback from the Director of Accreditation
Advisory Site Visit and/or desk review
What do I need to improve to meet the standards?
Review by Eaquals inspector + feedback, advice and a written report
Prepare for an inspection
Develop and implement systems and processes.
Advice from Director of Accreditation + extra training if required
Apply for an inspection
Printed resources: Guide for Institutions and Inspection Manual
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24. Key stages of the course design process
 “A. The school’s educational philosophy: what does this school believe
about learning a language?
 B. Objectives: What should students be able to do, (CEFR Can Do
statements) and what do they need to know at any given level in order to
do it? How does this relate to exams used in the school?
 C. Methods, techniques: how is this learning to be achieved? What
methods and techniques should teachers use in their classrooms?
 D. Syllabus; schemes of work; progress: what language and micros-
skills will be learnt? How long is a level likely to take? How are specific
periods of teaching (week, month, term) planned? How are lessons
planned? How are learners informed about planning?
 E. Assessment: pre/during/post: How are learners placed in classes? How
and at what intervals is progress assessed? What assessment is there at
the end of the course? What form of certification is given?”
Taken from EAQUALS CEFR Guidance Sheet 2
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25. Find out more at:
www.eaquals.org
info@eaquals.org
saitken@eaquals.org
www.eaquals.org