Recommendations for a new portuguese teacher placement system

Portuguese teacher placements’ system is a centralized system managed by the Portuguese government, specifically by the Ministry of Education and Science. It is a system with some issues and, therefore, has been criticized by its stakeholders, mainly by teachers. This paper aims to do a systematic review and a meta-analysis of the Portuguese teacher placements’ system. An objective is to understand and describe how similar system works in European Union countries. Another objective is to interview school specialists, in this particular case - teachers, to find solutions for teacher placements’ system. Finally, from solutions from European Union countries and from solutions arising from schools’ specialists, a set of requirements is identified that the teacher placements’ system should take into account, in order to avoid the issues identified.This project was funded by Fundo Europeu de Desenvolvimento Regional (FEDER), by Programa Operacional Factores de Competitividade (POFC) - COMPETE and by Fundacao para a Ciencia e Tecnologia, on the Scope of projects: PEstC/EEI/UI0319/2015, PEstC/EEI/UI0027/2015 and POCI-01-0145-FEDER-006961.info:eu-repo/semantics/publishedVersio

Seeking Effective Policies and Practices for English Language Learners

A study by the Rennie Center for Education Research and Policy finds that English language learners (ELLs), a rapidly growing percentage of the Commonwealth's student population, are qualifying for transition into mainstream classrooms at a much slower pace than originally expected. The report examines the evolution of policies and practices affecting ELLs since the passage of Question 2 in November 2002. Question 2 mandated English immersion as the primary means of instruction for most ELLs and compelled schools to expedite the transition of students to mainstream classes. While Question 2 sought to limit English learners' immersion experience to a "period not normally intended to exceed one school year," federal Civil Rights legislation trumped Question 2 and mandated that students could not be re-classified out of ELL status until they can "participate meaningfully" in English-only classes.The Rennie Center's report examines whether expectations for an expedited transition process have been met and explores the ways in which the state Department of Education and schools and districts have tried to make sense of the conflicting mandates on what constitutes an adequate amount of time for a student to become proficient in English.Data from the Massachusetts English Proficiency Assessment (MEPA), a test designed to gauge the progress of English language learners, shows that after one year of English immersion only 17% of ELLs score at levels indicating they are ready to transition to mainstream classrooms. Among ELLs who have been in Massachusetts' schools for five or more years, only slightly more than half score at the transitioning level. The report also found that schools throughout Massachusetts have developed diverse ways of interpreting and implementing sheltered English immersion.At a time of national debate about the status of immigrants and sharp increases in the numbers of non-English speakers in cities and towns across the Commonwealth and nation, it is critical that public schools focus greater attention on the issue of how best to meet the needs of English language learners. The report cites that while ten years ago only slightly more than half the school districts in Massachusetts enrolled ELLs, today that proportion has soared to nearly three-quarters. The number of districts enrolling one hundred or more English language learners has risen 37% in the past decade.As the number of English language learners continues to rise, their performance persistently lags far behind that of native English speakers. According to the Rennie Center's report, ELLs scored below the median at every grade level in every subject on the Massachusetts Comprehensive Assessment System (MCAS). Further, ELLs are 57% less likely than their native English-speaking peers to earn the competency determination needed to graduate from high school. Both the No Child Left Behind legislation and the Massachusetts Education Reform Act require schools to ensure that ELLs meet the same performance standards as their native English-speaking counterparts. According to report authors, "That we are so woefully far from that goal should be cause for alarm and action."The Rennie Center's study seeks to shed light on this issue by providing an analysis of policies and practices affecting ELLs in Massachusetts over the past five years and examining the state role in promoting improved practice. The report includes case studies of three schools that are making significant strides with large populations of English language learners and highlights common elements that the three schools have utilized to successfully meet the needs of English language learners. For example, each school studied offered multiple types of programs to accommodate the needs of students at varying levels of English proficiency, rather than a one-size-fits-all approach. Case study schools also developed a staged transition process that provided vital support as students moved into mainstream classes.Next Steps at the State and District LevelsIn a series of recommended next steps, the report urges state policymakers to encourage flexibility and experimentation with innovative approaches to meet the needs of English language learners;offer opportunities for schools to share practices;get specific about when students should transition out of ELL status and to provide clear guidance to schools and districts;ensure a pipeline of leaders for ELL programs;require sheltered English immersion training in teacher preparation programs.And schools and districts to:consider staged transition processes;set goals and create incentives to get teachers trained;pool resources among districts with small ELL populations; andfocus more attention on reaching out to communicate with and provide guidance for the families of ELLs.The report, Seeking Effective Policies and Practices for English Language Learners, was released at a public event on May 31, 2007 in Marlborough, MA

A CEFR- Based Comparison of ELT Curriculum and Course Books used in Turkish and Portuguese Primary Schools

This cross-cultural study aims to explore to what extent a macro-level language policy, the Common European Framework of Reference for Languages (CEFR) (CoE, 2001), is implemented at micro-level contexts, more specifically, primary English classrooms in Turkey and Portugal. This study investigated the 3rd and 4th grade course books and the Turkish and Portuguese English language curricula through content analysis and cross-cultural comparison. The course book analysis was carried out with reference to language skills as suggested in the CEFR, intercultural characteristics of the course books, and A1 level descriptors. Results highlight similarities and differences in both countries in terms of the implementation of the CEFR and representation of A1 level descriptors in course book activities in primary English classrooms. Implications refer to the importance of teacher education, preparation of age and inter-culturally appropriate materials for primary levels and necessities for sustainable and consistent language policy and planning

Giving voice to problems faced by school leaders in Portugal

Worldwide, leadership stories are narratives of principals facing very different problems. The purpose of this study was to identify the current problems faced by Portuguese school principals, through these actors' voice. Nineteen public school Portuguese principals participated in this study. Semi-structured interviews were conducted, transcribed, coded, and categorised using Nvivo11 Pro. The analysis revealed that Portuguese principals have the same problems as their colleagues worldwide, but there are problems specifically related to the Portuguese educational system: problems from the process of school clustering and the leader-centred system of school management of this country. A framework to analyse the emerged problems and practical recommendations are proposed for school leaders, researchers, and policymakers to improve educational leadership

Evaluating intermediate Spanish students\u27 speaking skills through a taped test: A pilot study

A pilot study used the Spanish Oral Proficiency Test (SOPT)-a taped oral test to evaluate oral proficiency level of students of Intermediate Spanish. Based on the ACTFL Proficiency Guidelines (1986), the Intermediate-Mid was the appropriate level of oral proficiency for students at the end of two years of college- level language study. The study also examined what variables might affect the development of students\u27 oral skills. The results showed that foreign language learning experience in academic settings or outside of class, such as study abroad and travel abroad, might affect students\u27 overall speaking proficiency. In addition, lin- guistic inaccuracy from informal training may keep speakers to lower levels of proficiency. Learners should be more aware of the need to speak correctly to maintain a balance between function, content, and accuracy

Virtual pedagogical model: development scenarios

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