TOOL 9: BILINGUAL EDUCATION QUALITY INDICATORS for the pre-university level (Netherlands) These quality control indicators (45 in all) are part of a framework instrument used in the accreditation of schools in Dutch national Network of Bilingual Schools. They are based on the standards (Tool 8). The quality control indicators include categories such as student achievement, international orientation, CLIL, organisational preconditions, and individual and team-based professional development. © Peeter Mehisto Bilingual education quality indicators for the pre-university level (2013) Each indicator receives a positive or negative score. Each section receives a final score on a four-point scale, in which 1 and 2 denote a fail and 3 and 4 denote a pass. All norm indicators in each section must be scored positively for the section to receive a pass mark. Every section must receive a pass mark for accreditation. The left column indicates how the relevant information can be acquired. This can be done via: • Q: Questionnaire (to be scored preceding the inspection) • Lesson observations Or in interviews, with: • • • • • M: management: principal and co-ordinators S: Subject teachers E: English teachers P: Parents St: Students Schools are accredited on the basis of Part A (Classroom practice and results). The purpose of Part B is to give feedback on relevant indicators for prerequisites for bilingual education, but does not count toward the accreditation. Part A - Classroom practice and results Chapter 1 The students achieve the results that can be expected based on their potential and based on the fact that they follow a bilingual education programme. Source Indicator Q 1.1 The dropout rate from year 1 to year 2 does not exceed the national average. + - Q 1.2 Students make unimpeded progress. + - Q 1.3 Students achieve CEFR-level B2 at the end of year 3. + - Q (E) 1.4 a. The school offers the International Baccalaureate English: Language and Literature course and make it mandatory for bilingual students. + - b. The pupils obtain the International Baccalaureate English: Language and Literature, achieving a result of at least 4. Q (E) 1.5 The students achieve a higher result than the national average for their national final exam in English. + - Q (S) 1.6 The students achieve a similar or higher result than the national average for their national final exam in Dutch. + - Q (S) 1.7 The students achieve results from the national final exam in all other subjects (both the subjects which are taught in English and the subjects which are taught in Dutch) that do not deviate negatively from the national average. + - S E P St M 1.8 a. The students have acquired a demonstrable basic knowledge of the attainment targets for internationalisation at the end of year 3, at least in the subjects of History, Geography and Economics, and have paid extra attention to European themes. + - + - b. At the end of year 3, the students have participated in an international project with students abroad. c. Students have participated in school projects aimed at European and International Orientation. S E P Pu M 1.9 In the upper forms (years 4, 5, 6), students have devoted at least 80 study hours to activities related to European and International Orientation. Assessment 1 Norm Indicators: 1.2, (1.3), 1.4, 1.5, 1.6, 1.7, 1.8b, 1.9 2 3 4 Comments Chapter 2 The bilingual education department offers pupils sufficient time to study subject content. Source Indicator Q 2.1 The bilingual education department has planned sufficient teaching time in which English is the language of instruction. + - Q 2.2 The bilingual education department has planned sufficient teaching time in which European and International orientation (EIO) is offered. The department can provide a general overview of the number of hours spent on teaching EIO, at least for the subjects of Geography, Economics, History, Creative subjects and Physical Education. + - Observations St M S/E 2.3 Teachers make efficient use of the planned contact time (80%). + - Q St M 2.4 There is a native speaker of English working in the English language department. + - Q St M 2.5 In two of the three clusters Humanities/Creative subjects + PE/ Sciences, at least one subject is taught by native speakers of English; in other words, at least two subjects are taught by native speakers of English. + - Observations St M 2.6 In the other languages (other than English), the target language is the language of instruction. + - Assessment 1 Norm Indicator: 2.1. 2.2 and one other indicator 2 3 4 Comments Chapter 3 The quality of language and subject content is sufficient for the specific objectives of bilingual education. Source Indicator Q 3.1 The CLIL subjects are distributed over types and styles of language use; in other words, in each of the clusters of Humanities, Science subjects, and Creative subjects + PE, at least one subject is offered in English. + - Observations S/E St 3.2 Teachers use authentic English-language materials at the right level for the target group. + - Observations S/E St 3.3 CLIL teachers have a language proficiency of at least CEFR- level B2 in all skills. + - Observations E St 3.4 The bilingual department has a language policy in place aimed at enhancing the students’ language proficiency. + - Assessment 1 Norm Indicator: 3.1, 3.3 and one other indicator Comments 2 3 4 Chapter 4 European and international orientation (EIO) is included in the bilingual education department’s curriculum. Source Indicator M P St S/E 4.1 The bilingual education department has a varied programme with activities which benefit the students’ European and international orientation. + - St S/E 4.2 The students’ European and international activities are documented and are available e.g. in the form of a portfolio. + - St S/E 4.3 Teachers use opportunities to highlight European and international developments. + - Assessment 1 Norm Indicator: 4.1 and 4.3 2 3 4 Comments Chapter 5a The pedagogy of CLIL teachers stimulates the pupils’ acquisition of English and forms the basis of a supportive working environment (subject teachers). Source Indicator Observations St/S 5.1 CLIL teachers make effective use of English as the language of instruction. + - Observations St/S 5.2 CLIL teachers use a range of teaching methods which stimulate the pupils’ language output. + - Observations St/S 5.3 CLIL teachers provide feedback on the pupils’ language production. + - Observations St/S 5.4 CLIL teachers work on the students’ language development in collaboration with the teachers of English. + - Observations St/S 5.5 Bilingual education teachers make pupils aware of specific language aspects of their subject. + - Observations St/S 5.6 CLIL teachers stimulate target language interaction among the students. + - Assessment 1 Norm Indicators: 5.1, 5.2, 5.3, 5.5. 5.6 Comments 2 3 4 Chapter 5b The pedagogy of CLIL teachers stimulates the pupils’ acquisition of English and forms the basis of a supportive working environment (subject teachers) (teachers of English). Source Indicator Observations St /S 5.7 The teachers of English make effective use of English as the language of instruction. + - Observations St/S 5.8 The teachers of English own a repertoire of teaching methods that stimulate the production of language output. All language skills are covered. + - Observations St/S 5.9 The teachers of English use different methods of feedback to stimulate the students’ language acquisition. + - Observations St/S 5.10 The teachers of English model effective language-learning strategies. + - Observations St/S 5.11 The teachers of English pay attention to many occurring language problems during the lessons in the other subjects, in cooperation with the subject teachers. + - Observations St/S 5.12 The teachers of English pay attention to the characteristics of English. + - + - Assessment 1 Norm Indicator: 5.6, 5.8 lesson level 5.7 and 5.11 at school level 2 3 4 Comments Part B: Pre-requisites Chapter 6 The school has put measures in place to assess the quality of its bilingual stream with reference to the Standards for Bilingual Education. Source Indicator Q M 6.1 The school has set goals for maintaining and improving the quality of bilingual education. Q M 6.2 The school assesses the quality of its bilingual stream in a systematic way. + - Q M 6.3 The school takes action to maintain and, if necessary, improve the quality of the bilingual stream. + - Q M 6.4 The school assesses systematically whether the measures taken have the desired effect, and adjusts its policies accordingly. + - Comments Chapter 7 There is a dedicated team of teachers for the bilingual department. Source Indicator Q M 7.1 Enough time has been allocated to the co-ordination of the bilingual department. + - Q M 7.2 The bilingual team has frequent meetings, during which the collaboration between subjects is discussed. + - Comments Chapter 8 Professional development is aimed at the quality requirements of bilingual education in general. Source Indicator Q M 8.1 The school’s professional development plan for the CLIL teachers aims to maintain and improve the required competences for CLIL pedagogy and language proficiency. + - Q M 8.2 The school’s Personnel management takes into account the quality requirements for bilingual education. + - Comments
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