Proficiency

Is a model of good English languag

This standard covers the requireme

and a model of good language use.

How would you rate yo

1a

Vocabulary
1

1b

Sound system/Phonics

1c

Grammar
1

1d

Literary terms
1

1e

1e

Communication
2

1f

Using English in a variety of situatio

2

How would you rate y

2a

Speaking
2

2b

Writing
1

When teaching in the classro

3a

Giving Teaching Instructions

1

3b

Questioning Techniques
1

3c

Using Appropriate language in gettin

1

3d

Responding to questions, answers &

1

3e

Pronunciation of words / phrases / se

1

3f

Use language easily and accurately

1

3g

Building rapport with students

1

4a

Knowledge of the language skills

1

4b

Strategies in motivating students to

1

PSELT SELF EVALUATION

Dimension 1: Proficiency

cy
of good English language use.

ard covers the requirements for the teacher to be knowledgeable in the language
el of good language use.

ow would you rate yourself in these areas of the English language:

em/Phonics
2

sh in a variety of situations
3

How would you rate yourself in the following language skills:

eaching in the classroom, how would you rate yourself in the following:

hing Instructions
3

g Techniques
3

opriate language in getting answers from students

3

to questions, answers & statements

3

on of words / phrases / sentences with correct stress and intonation

3

ge easily and accurately

3

pport with students

3

How do you rate your:

of the language skills

3

n motivating students to acquire language in the classroom

3

Continue to Dimension 2: English Language Curriculum

ENGLISH LANGUAGE CURRICUL

Uses English language curriculum o

This standard covers the requireme

planning and constructing meaning
making connections across the cur

How would y
5a

Understanding of the curriculum docume

1

5b

Carrying out discussions with colleagues

1

5c

Applying theoretical and philosophical un

enhance curriculum implementation
1

How wo
6a

Analyze the different components of sylla

1

6b

Make links between the syllabi, the curric

1

6c

Formulate learning goals relevant to the s

1

6d

Reformulate learning goals relevant to ch

1

How would you

7a

Planning and organising lessons bas

1

7b

Integrating different components of the sy

coherent EL lessons
1

7c

Linking a series of lessons to form a cohe

1

7d

Exploiting learning opportunities based o

1

7e

Planning and managing EL co-curricular p

1

7f

Integrating different elements of the curri

1

7g

Exploiting learning opportunities beyond

1

PSELT SELF EVALUATION

Dimension 2: English Language Curriculum

LANGUAGE CURRICULUM
sh language curriculum objectives to build meaningful learning experiences.

ard covers the requirements for interpreting the language curriculum objectives;
nd constructing meaningful language learning experiences for the learners and
nnections across the curriculum and the world beyond the school.
How would you rate yourself in the following:

g of the curriculum documents

2

discussions with colleagues on syllabi, curriculum specifications, language policy

2

oretical and philosophical underpinnings of EL to

ulum implementation
2

How would you rate your ability to:

ifferent components of syllabus documents

2

etween the syllabi, the curriculum objectives and the curriculum specifications
2

arning goals relevant to the school context

2

learning goals relevant to changing contexts

2

How would you rate yourself in the following areas:

d organising lessons based on learning outcomes

2

fferent components of the syllabus with related resources to form

ies of lessons to form a coherent teaching plan

2

arning opportunities based on the requirements of the syllabus

2

managing EL co-curricular programmes and activities

2

fferent elements of the curriculum to form a coherent EL programme

2

arning opportunities beyond the requirements of the syllabus

2

Continue to Dimension 3: Learner

Curriculum

LEARNER
Plans and adapts lessons to sui

This standard covers the requir

needs of different learners takin
background; and for providing fl

How wou
8a

Gathering information on learner nee

1

8b

Using information about learners bac

and language learning styles to
1

8c

Maintaining records of learners lang

1

8d

Having awareness of learners with sp

1

In planning for learners with

9a

9a

Using learners information to de

9b

Preparing lessons for a diverse g

1

9c

Selecting strategies and resourc

9d

Designing remedial and enrichm

9e

Providing learners with opportun

9f

Planning for and assisting learne

In helping learners to adjust

10a

Providing adequate and timely s

10b

Adapting lessons in response to

10c

Adapting lessons to suit changin

PSELT SELF EVALUATION

Dimension 3 - Learner

adapts lessons to suit learners.

ard covers the requirements for planning and adapting lessons to meet the varied
ifferent learners taking into account their learning styles, language abilities and
d; and for providing flexible and innovative learning experience for the learners.

How would you rate yourself in the following:

ormation on learner needs

2

ation about learners background, language abilities,

ge learning styles to plan your lessons

2

ecords of learners language abilities

3

eness of learners with special needs

2

g for learners with a wide range of abilities, how would you rate yourself in:

ers information to design lessons

essons for a diverse group of learners

2

rategies and resources suited to learners needs and abilities

emedial and enrichment lessons

arners with opportunities to explore various language learning strategies

r and assisting learners with special needs

learners to adjust to change, how would you rate yourself in the following:

dequate and timely support to facilitate learning

ssons in response to learning opportunities

ssons to suit changing contexts

Continue to Dimension 4: Methodology

METHODOLOGY
Engages learners in the constru
and techniques.

This standard covers the require

methodology, planning, deliveri
broad range of teaching and lea

How
11a

Second language acquisition and learn

1

11b

Integrating elements specified in the E

1

11c

Linking English language content and

1

11d

Integrating varied media into language

1

11e

Engaging in professional dialogue and

11e

11f

Current ELT methodology

1

11g

Networking with other teachers outsid

1

How
12a

Applying SLA methods & techniques

1

12b

Planning lessons based on the principl

1

12c

Planning learning stages consistent wi

1

12d

Planning a variety of learning arrange

1

12e

12e

Using knowledge of classroom and sc

1

12f

Integrating ICT into lessons

1

12g

Selecting appropriate resources for lan

1

12h

Planning lessons to exploit settings ou

1

How would you rate your ab

13a

Listening
1

13b

Speaking
1

13c

Reading
1

13d

Writing
1

13e

Grammar
1

13f

Vocabulary
1

How would
14a

Facilitating active use of language thr

1

14b

Engaging learners in meaningful class

1

14c

Maximizing learner talk in the classro

1

14d

Eliciting a variety of learner responses

1

14e

Providing effective feedback

1

14f

Providing learners with opportunities

1

14g

Using varied media and language reso

1

14h

Adapting resources to suit learners ab

1

14i

Adapting planned lessons to meet lear

1

14j

Providing opportunities for peer feedb

1

14k

Providing opportunities for learners to

1

14l

Creating new resources to suit learner

1

How would you rate yo

15a

Monitor learning and responds to imm

1

15b

Use learner feedback to improve lesso

1

15c

Show evidence of reflecting on ones

1

15d

Implement change based on reflection

1

15e

Share experiences of good practice wi

15e

15f

Provide opportunities for learners to r

1

PSELT SELF EVALUATION

Dimension 4: Methodology

OLOGY
earners in the construction of meaning through the use of a variety of strategies
ques.

ard covers the requirements for understanding English Language teaching

gy, planning, delivering, facilitating and monitoring learning through the use of a
ge of teaching and learning strategies.

How would you rate your ability in:

age acquisition and learning

2

ements specified in the English language curriculum

2

ish language content and skills with other subjects (across the curriculum)
2

aried media into language teaching and learning

2

professional dialogue and shares resources with colleagues

methodology
2

with other teachers outside your own school

2

How would you rate your ability in:

A methods & techniques in the classroom

2

ons based on the principles and practices of teaching English

2

ning stages consistent with learning outcomes

2

riety of learning arrangements to foster learners language use

2

edge of classroom and school environment to plan lessons

2

CT into lessons
2

ropriate resources for language learning

2

ons to exploit settings outside the school environment to enhance language learning
2

uld you rate your ability in delivering the following English language skills

How would you rate your ability in the following:

ctive use of language through a variety of activities

2

rners in meaningful classroom interaction

2

earner talk in the classroom

2

riety of learner responses

2

ective feedback
2

rners with opportunities to learn from peers

2

media and language resources

2

ources to suit learners abilities

2

nned lessons to meet learner needs and learning opportunities

2

portunities for peer feedback

2

portunities for learners to negotiate learning goals and processes

2

resources to suit learners interest and abilities

2

w would you rate your practices in monitoring teaching and learning:

ning and responds to immediate learner needs

2

eedback to improve lesson planning and delivery

2

ce of reflecting on ones own teaching

2

hange based on reflection

2

nces of good practice with colleagues

rtunities for learners to reflect and develop their own learning

2

Continue to Dimension 5: Management

MANAGEMENT
Uses appropriate and effective c

This standard covers the require

and resources to maximize lear

How wou
16a

Time management techniques

1

16b

Presentation skills
1

16c

Mixed ability teaching

1

16d

Learners special needs

1

16e

Different learning arrangements

16e

16f

Media resources available

1

16g

Management of language teaching lea

1

17a

Share knowledge of classroom manag

1

17b

Update your own management skills

1

How
18a

Developing a classroom environment

1

18b

Using clear instructions to direct learn

1

18b

18c

Managing available time to optimize l

1

18d

Organizing learning arrangements acc

1

18e

Managing resources for language lear

1

18f

Managing ICT resources to facilitate l

1

18g

Monitoring on-task behavior

1

18h

Encouraging learners to take responsib

1

18i

Optimizing use of language teaching /

18i

18j

Encouraging learners to take responsib

1

18k

Planning and managing classroom res

1

18l

Sharing research findings with others

1

PSELT SELF EVALUATION

Dimension 5: Management

MENT
opriate and effective classroom management skills to maximize language learning.

ard covers the requirements for implementing and managing classroom activities
rces to maximize learning.

How would you describe your knowledge of:

ment techniques
2

ning arrangements

ces available
2

of language teaching learning resources

2

How far do you:

dge of classroom management skills with colleagues

2

own management skills

2

How would you rate your ability in:

classroom environment that fosters learning

2

nstructions to direct learners and manage activities

2

ailable time to optimize language learning

2

arning arrangements according to language learning goals and tasks

2

ources for language learning

2

T resources to facilitate learning on-line and off-line

2

n-task behavior
2

learners to take responsibility for task completion

2

se of language teaching / learning resources

learners to take responsibility for their own learning

2

managing classroom research to enhance language teaching-learning

2

rch findings with others

2

Continue to Dimension 6: Assessment

ASSESSMENT
Uses appropriate strategies effe

This standard covers the require

feedback to students, reporting
assessment to improve teaching

How would
19a

The principles of testing and evaluatio

1

19b

Formative approaches to language ass

1

19c

Summative approaches to language as

1

19d

A range of techniques and strategies fo

1

19e

A range of instruments for language as

19e

19f

A range of techniques and strategies fo

1

19g

The roles and requirements of nationa

1

How wou
20

The current developments in language

1

How wou
21a

Designing valid and reliable formative

match language assessment purposes
1

21b

Producing learning and testing materia

1

21c

Engaging in appropriate procedures to

21c

How would
22a

Integrating assessment activities into

1

22b

Using appropriate strategies to monito

1

22c

Using a variety of language assessmen

instruments for different teaching / lea
1

22d

Using assessment feedback to inform

1

22e

Providing opportunities for students to

1

22f

Using assessment activities that focus

skills required for school and national
1

22g

Involving learners in developing learn

1

How wou
23a

Analyzing and interpreting assessmen

1

23b

Providing constructive feedback to lea

1

23c

Using assessment to identify learner p

1

23d

Using assessment feedback to gauge p

1

23e

Reflecting on feedback from colleagu

1

PSELT SELF EVALUATION

Dimension 6: Assessment

ENT
opriate strategies effectively to monitor, assess and improve language learning

ard covers the requirements for planning and conducting assessment, providing
to students, reporting on student learning and using the outcomes of student
nt to improve teaching and learning.

How would you describe your understanding of:

s of testing and evaluation

2

proaches to language assessment

2

pproaches to language assessment

2

chniques and strategies for assessing the language skills and language content
2

struments for language assessment

chniques and strategies for assessing the language skills and language content
2

requirements of national examinations

2

How would you describe your knowledge of:

evelopments in language assessment trends and techniques

2

How would you describe your knowledge of:

lid and reliable formative and summative tests to

ge assessment purposes
2

arning and testing materials using accurate language

2

appropriate procedures to enhance the validity and reliability of assessments

How would you describe your understanding of:

ssessment activities into the teaching and learning process

2

riate strategies to monitor on-going classroom teaching and learning

2

ty of language assessment techniques / strategies /

or different teaching / learning contexts
2

ment feedback to inform teaching and learning

2

portunities for students to use self and peer assessment techniques

2

ment activities that focus on the learning needs and

d for school and national examinations
2

rners in developing learning goals and criteria for assessment

2

How would you describe your knowledge of:

d interpreting assessment data to gauge learner performance

2

nstructive feedback to learners based on analysis of their performance

2

ment to identify learner problems and develop possible solutions

2

ment feedback to gauge potential performance in the national exams

2

feedback from colleagues and learners to improve assessment practices

2

Submit

Dimension 1
1a

2
2
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0

Dimension 2
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Dimension 3
0
0
0
0
0
0
0
0
0
0
0
0
0
Dimension 4

0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Dimension 5
0
0
0
0
0
0
0
0

0
0
0
0
0
0
0
0
0
0
0
0
0
Dimension 6
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0

Dimensions
Proficiency
English Language Curriculum
Learner
Methodology
Management
Assessment

Profic
Assessment

Management

Metho

Results

Levels
5% Level
0% Level
0% Level
0% Level
0% Level
0% Level

1:
1:
1:
1:
1:
1:

Developing
Developing
Developing
Developing
Developing
Developing

Results
Proficiency
5%
Assessment

English Language Curriculum

Results
0%

Management

Learner
Methodology

Results