Standard: Theories and Practice of Learning and Learning an 

                 Additional Language  

Teachers know about learning processes in general (cognitive, metacognitive, and affective factors) and language learning in particular, and apply this knowledge in their teaching. 

Teacher's Knowledge Benchmarks

Teachers will meet this standard when they know about:

         ·   the theoretical bases for current and past methods and approaches to learning and teaching, such as behaviorism, constructivism   

         ·   approaches and methods of language teaching, such as audio-lingualism, communicative approaches

        ·   different approaches of teaching language skills and components necessary for achieving the standards in the four domains of the English Curriculum

         ·   affective factors in learning and language learning, such as attitude, self-esteem, motivation

Teaching Performance Benchmarks

Teachers will meet this standard when their teaching displays awareness of learning processes and sensitivity to affective factors.  Some examples are when teachers:

        ·    provide a variety of learning opportunities

        ·    encourage learners to make links between prior and new knowledge

        ·    encourage the meaningful and relevant use of language being learned

        ·   provide learning opportunities for the four domains of the English Curriculum

        ·    encourage learners to become aware of their learning processes and adopt appropriate

   learning strategies

        ·    provide stimulating and success-oriented activities

        ·    foster a classroom climate of trust, warmth, and support

        ·    respond to learners' behavior and performance in order to optimize learning

 Standard:  Classroom Interaction

Teachers are aware of, use, and manage various patterns of classroom interaction appropriate for teaching English as a foreign language.

Teacher's Knowledge Benchmarks

Teachers will meet this standard when they know about:

         ·    a wide range of patterns of classroom interaction (such as cooperative learning, peer teaching and self-learning)

         ·    the appropriateness of various patterns of interaction to specific learning objectives and tasks

Teaching Performance Benchmarks

Teachers will meet this standard when they:

        ·    use and manage different teacher-learner and learner-teacher interactions such as questioning, giving feedback, negotiating 

        ·    use and manage learner-learner interaction such as pair and group work

        ·    provide opportunities for individualized work such as extensive reading, project work

Standard:  Planning

Teachers know about the principles of effective planning and engage in short- and long-term planning of their teaching, including assessment, in accordance with the English Curriculum.

Teacher's Knowledge Benchmarks

Teachers will meet this standard when they:

         ·   know principles of effective lesson design such as timing, variety of activities, lesson openings and closings

         ·   are aware of criteria for sequencing such as grading, task difficulty, thematic

  development

         ·   are aware of the benchmarks in the English Curriculum

         ·   know how to formulate goals and objectives using the benchmarks in the English Curriculum

         ·    are aware of the importance of reflecting on their teaching practices and the relevance of  reflection for planning

Teaching Performance Benchmarks

Teachers will meet this standard when:

        ·    they plan and design teaching units and lesson plans that include general goals and specific objectives in accordance with the principles and benchmarks in the English Curriculum

        ·    their lessons are well-paced, well-organized and varied

        ·    they engage in short- and long-term planning in collaboration with other English teachers  at their school

        ·    they engage in planning for transition (to junior and to senior high school) with teachers

   from the relevant schools

        ·    they reflect on their lessons, activities, and results of assessment procedures in order to inform their future planning

Standard: Teaching Materials

Teachers know about the range of English-teaching materials available and critically evaluate, select, adapt, and design materials appropriate to their learners.

Teacher's Knowledge Benchmarks

Teachers will meet this standard when they:

         ·   know the principles and standards of the English Curriculum

         ·   are familiar with approved coursebooks and enrichment materials

         ·   know the criteria for the evaluation of coursebooks, courseware, and other materials and are able to choose the appropriate materials for their learners

         ·   know how to access and obtain enrichment materials from the Internet and elsewhere

         ·   are aware of the importance of using varied teaching materials and resources such as visual and audio aids, overhead projector, games

         ·   are familiar with technology-based resources such as television, video, multimedia

Teaching Performance Benchmarks

Teachers will meet this standard when they:

        ·    use a wide variety of teaching materials and resources

        ·    select appropriate materials according to the needs of their learners

        ·    create or adapt materials to suit their learners

        ·    integrate technology-based materials in their lessons

Standard:  The Teacher as a Professional

Teachers are aware of the importance of developing professionally and use a variety of means to do so.

Teacher's Knowledge Benchmarks

Teachers will meet this standard when they know about:

         ·   appropriate forums for professional development

         ·  different resources for accessing information for professional development

Teaching Performance Benchmarks

Teachers will meet this standard when they:

        ·    reflect on their teaching and re-assess their teaching practices

        ·    engage in on-going self- and peer-assessment of teaching practices

        ·    initiate practice-oriented research, such as action research, case studies, teacher narratives

        ·    read professional literature

        ·   attend conferences and in-service courses

Standard:  The Role of Assessment

Teachers are aware of the role of assessment for improving learning as an integral part of the teaching-learning process.  Teachers assess the progress of their learners as part of their teaching routine.

Teacher's Knowledge Benchmarks

Teachers will meet this standard when they know about:

         ·   the interdependency of teaching, learning, and assessment

         ·   the importance of providing feedback and monitoring as essential for effective learning

         ·   methods of assessment that take into account different levels, learning styles, and abilities in heterogeneous classes

         ·    the value of alternatives in assessment

Teaching Performance Benchmarks

Teachers will meet this standard when they:

        ·    integrate teaching, learning, and assessment in the planning of their units, lessons, and tasks

        ·    ensure that learners are regularly aware of their language learning progress

        ·    design varied tasks and tools that allow learners to perform and succeed at different levels according to different learning styles and abilities

        ·    use alternatives in assessment including projects, portfolios, presentations, exhibitions

Standard:  The Methods of Assessment

Teachers know about theories and methods of assessment and match them with the appropriate tasks and tools.

Teacher's Knowledge Benchmarks

Teachers will meet this standard when they know about:

         ·   the distinction between formative and summative assessment

         ·   the various types of assessment methods such as performance-based tasks, projects, portfolios, tests, and the goals they are designed to achieve

         ·   a wide range of assessment tools such as rubrics, assessment lists, and rating criteria to evaluate learners' achievement of the different goals that were set

Teaching Performance Benchmarks

Teachers will meet this standard when they:

        ·    define for themselves and make clear to the learners the goals and criteria of the assessment task, prior to assigning it

        ·    design different assessment tools that are developed with the participation of the learners and are according to the goals that were set

        ·    provide a varied range of assessment tasks

        ·    collect and record information about the learners' progress over a period of time from different sources including homework, assessment tasks, individual, pair and group activities

Standard:  The Learners' Role in Assessment

Teachers are aware of the importance of involving learners and actively engaging them in the different stages of the assessment process.

Teacher's Knowledge Benchmarks

Teachers will meet this standard when they know:

         ·   learning is enhanced when learners feel ownership of the assessment procedures

         ·   about different assessment tools that learners can generate and use to assess their learning such as peer- and self-assessment 

         ·   about assessment tools that allow learners to evaluate both process and product of their performance

Teaching Performance Benchmarks

Teachers will meet this standard when they:

        ·    encourage learners to contribute to the design of the assessment procedures such as determining criteria, creating rubrics, and writing test items

        ·    provide opportunities for learners to assess each other and themselves

        ·    encourage the use of assessment tools for learners to evaluate process and product, such as checklists and rubrics

Standard:  The Role of Testing in Assessment

Teachers know about theories of language testing and design, and use tests appropriately.

Teacher's Knowledge Benchmarks

Teachers will meet this standard when they:

         ·   know about criteria for the design of tests and other assessment methods such as validity, reliability

         ·    know about the practical constraints in designing and administering tests

         ·   know about appropriate ways to test and assess the skills and domains according to the principles in the English Curriculum

         ·   know about a wide range of types of test items such as multiple-choice, open-ended, true/false, their advantages and disadvantages, and when it is appropriate to use them

         ·    are aware of test anxiety and its implications

         ·   know about basic test calculations such as weighting, percentages, averages, distribution of grades 

         ·   know about national tests such as the Bagrut exams, and their implications for teaching

Teaching Performance Benchmarks

Teachers will meet this standard when they:

        ·    design valid and reliable tests that are practical to administer and grade

        ·    include test items appropriate to the goals of the test and the learning objectives

        ·    design tests that have a balanced coverage of skills and domains as presented in the English Curriculum throughout the year

        ·    take steps to lower test anxiety by appropriate preparation, and by creating a supportive

   classroom climate

        ·    analyze test results using appropriate test calculations

        ·   take into account national tests in their teaching

Standard:  Classroom Climate and Management

Teachers are aware of and apply principles of effective classroom management in order to create a framework for optimal learning.

Teacher's Knowledge Benchmarks

Teachers will meet this standard when they know about:

         ·   principles of classroom management

         ·   group dynamics in the classroom

         ·   different teacher roles and responsibilities such as instructor, facilitator, negotiator

         ·    different learner roles and responsibilities such as initiator, responder, cooperator,

   researcher

         ·   organizational structure of schools and the teacher's role in the school culture

Teaching Performance Benchmarks

Teachers will meet this standard when they:

        ·    set up, desirably together with the learners, and maintain a framework for orderly classroom procedures

        ·    use appropriate patterns of interaction to maximize learners' time-on-task (teacher led and individual, pair, and group work)

        ·    demonstrate their ability to deal effectively with discipline problems

        ·    adopt teacher roles and enable different learner roles appropriate to a specific learning- teaching context

        ·    provide opportunities for self-access learning

        ·    respond sensitively to learners' verbal and non-verbal behaviors

        ·    work in conjunction with school personnel and parents

Standard:  The Physical Learning Environment

Teachers are aware of the importance of, and do their best to create, a physical learning environment that is actively conducive to learning English.

Teacher's Knowledge Benchmarks

Teachers will meet this standard when they know about:

         ·   the importance of providing a learning environment rich in attractive, stimulating, and instructive materials 

         ·   the design, maintenance, and management of self-access materials, such as work cards, and facilities, such as learning centers

         ·   the importance of having access to an English library and Internet-linked computers

Teaching Performance Benchmarks

Teachers will meet this standard when:

        ·    a variety of stimulating teacher/learner-generated materials are displayed on classroom walls such as interactive walls and bulletin boards

        ·    self-access materials are available and used by learners

        ·    they actively promote the setting up and use of English libraries and computer facilities