Zajednica za Strane Jezike

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Zajednica za Strane Jezike

Why CPD matters

CPD can be looked at from two different, however, not opposing, perspectives: the one of management, a school owner, a director, a principal; and the one of a teacher. It is in the interest of both parties to have a solid, suitable and efficient CPD programme in place, which should be in the hands of a competent, qualified person, may it be a director of studies, principal, director of programmes or whatever the title they may carry, who will be able to combine and satisfy the interests of both the institution and of the teachers.
Looking at CPD from the perspective of a school owner, manager, principal or director of studies it can be said that a CPD programme is developed out of a sheer school need to enhance its overall quality in order to achieve a more favourable and firmer position on the market in the long run. This arises from the school belief in quality as a factor which gives it a competitive advantage on the market. Overall school quality needs to be firmly rooted in every single branch of the school activity: staff qualifications, administrative services, premises and equipment, administrative and management processes, teaching and learning materials, teaching itself, amount of teacher autonomy, respect for student, stimulating teaching programmes which take students to a certain level in the shortest possible time (if that is required), in the most suitable way using appropriate approaches and methods for the level, age and mentality of students.
What are the teacher needs in this context? These cover all the areas which enable and empower a teacher to perform better in a given teaching environment. For state schools teachers these needs may be a bit different from private language school ones. In a private language school context teachers may be more interested in exploring ways of prompting discussion, expressing opinion, deeper vocabulary analysis, classroom management, elicitation techniques, work on the pronunciation, error correction, assessment, standardisation, enhancing the use of language and making learning more efficient in an already well organised class, as well as other more subtle topics.
In a private language school context the quality of teaching is reflected in the overall success of the school. Therefore it is important that a quality CPD programme empowers teachers to perform better, to develop further both as linguists and as pedagogues, to teach and to entertain, to use technology confidently, to experiment under a good guide - in order to teach with enthusiasm and make learners enthusistic about learning foreign languages.

Irena Žiger, prof.                                                                                                                                                                                 Stručni savjetnik                                                                                                                                                                                          Škola stranih jezika - Žiger                                                                                                                                                                       Varaždin

 

Why CPD matters

CPD (Continuous Professional Development) can be looked at from two different, however, not opposed, perspectives: the one of management, a school owner, a director, a principal; and the one of a teacher. It is in the interest of both parties to have a solid, suitable and efficient CPD programme in place, which should be in the hands of a competent, qualified person, may it be a director of studies, principal, director of programmes or whatever the title they may carry, who will be able to combine and satisfy the interests of both the institution and of the teachers.
Looking at CPD from the perspective of a school owner, manager, principal or director of studies it can be said that a CPD programme is developed out of a sheer school need to enhance its overall quality in order to achieve a more favourable and firmer position on the market in the long run. This arises from the school belief in quality as a factor which gives it a competitive advantage on the market. Overall school quality needs to be firmly rooted in every single branch of the school activity: staff qualifications, administrative services, premises and equipment, administrative and management processes, teaching and learning materials, teaching itself, amount of teacher autonomy, respect for student, stimulating teaching programmes which take students to a certain level in the shortest possible time (if that is required), in the most suitable way using appropriate approaches and methods for the level, age and mentality of students.
What are the teacher needs in this context? These cover all the areas which enable and empower a teacher to perform better in a given teaching environment. For state schools teachers these needs may be a bit different from private language school ones. In a private language school context teachers may be more interested in exploring ways of prompting discussion, expressing opinion, deeper vocabulary analysis, classroom management, elicitation techniques, work on the pronunciation, error correction, assessment, standardisation, enhancing the use of language and making learning more efficient in an already well organised class, as well as other more subtle topics.
In a private language school context the quality of teaching is reflected in the overall success of the school. Therefore it is important that a quality CPD programme empowers teachers to perform better, to develop further both as linguists and as pedagogues, to teach and to entertain, to use technology confidently, to experiment under a good guide - in order to teach with enthusiasm and make learners enthusistic about learning foreign languages.

Irena Žiger, prof.
Stručni savjetnik
Škola stranih jezika - Žiger
Varaždin

 

Erasmus+ konferencije

Godišnje Erasmus+ konferencije u povodu objave Poziva na podnošenje prijedloga za program Erasmus+ za 2017. godinu

Agencija za mobilnost i programe Europske unije već tradicionalno po objavi Poziva na podnošenje prijedloga za program Erasmus+ organizira Erasmus+ informativnu kampanju koja se sastoji od Erasmus+ godišnjih konferencija i regionalnih radionica za pisanje projektnih prijava. Detaljnije informacije o mjestu i vremenu održavanja regionalnih radionica objavit ćemo naknadno na našim mrežnim stranicama www.mobilnost.hr, a informacije o Erasmus+ godišnjim konferencijama donosimo u nastavku.

Godišnja Erasmus+ konferencija za područje MLADIH 29. studenoga 2016.

Godišnja Erasmus+ konferencija za područje mladih održat će se 29. studenoga 2016.u Zagrebu u hotelu Dubrovnik.

Konferencija će obuhvatiti predstavljanje rada s mladima u Republici Hrvatskoj kroz Strukturirani dijalog u području mladih, panel diskusiju s primjerima dobre prakse, dosadašnje rezultate provedbe programa Erasmus+ u Republici Hrvatskoj i najavu novosti u natječaju za 2017. godinu.

Za sudjelovanje na konferenciji potrebno se registrirati putem prijavnog obrasca, a krajnji rok za prijavu je 21. studenoga 2016.

Dodatne informacije: Za dodatne informacije o konferenciji za područje mladih možete se obratiti e-mailom na adresu Ova e-mail adresa je zaštićena od spam robota, nije vidljiva ako ste isključili JavaScript .

Godišnja Erasmus+ konferencija za područje ODGOJA I OPĆEG OBRAZOVANJA, STRUKOVNOG OBRAZOVANJA I OSPOSOBLJAVANJA i OBRAZOVANJA ODRASLIH 5. prosinca 2016.

Godišnja Erasmus+ konferencija za područje odgoja i općeg obrazovanja, strukovnog obrazovanja i osposobljavanja i obrazovanja odraslih održat će se 5. prosinca 2016. u Zagrebu u hotelu Esplanade.

Konferencija će obuhvatiti predstavljanje projekta K internacionalizaciji obrazovanja – sudjelovanje Republike Hrvatske u Programu za cjeloživotno učenje, panel diskusiju s primjerima dobre prakse, dosadašnje rezultate provedbe programa Erasmus+ u Republici Hrvatskoj i najavu novosti u natječaju za 2017. godinu.

Za sudjelovanje na konferenciji potrebno se registrirati putem prijavnog obrasca, a krajnji rok za prijavu je 28. studenoga 2016.

Dodatne informacije: Za dodatne informacije o konferenciji za područja odgoja i općeg obrazovanja, strukovnog obrazovanja i osposobljavanja i obrazovanja odraslihmožete se obratiti e-mailom na adrese prema područjima:

- odgoj i opće obrazovanje: Ova e-mail adresa je zaštićena od spam robota, nije vidljiva ako ste isključili JavaScript
- strukovno obrazovanje i osposobljavanje: Ova e-mail adresa je zaštićena od spam robota, nije vidljiva ako ste isključili JavaScript
- obrazovanje odraslih: Ova e-mail adresa je zaštićena od spam robota, nije vidljiva ako ste isključili JavaScript

Godišnja konferencija za područje VISOKOG OBRAZOVANJA - Erasmus+, CEEPUS i Bilateralni program akademske mobilnosti 8. i 9. prosinca 2016.

Godišnja konferencija za područje visokog obrazovanja održat će se 8. i 9. prosinca 2016. u Zagrebu u hotelu Dubrovnik.

Prvi dan konferencije obuhvatit će predstavljanje projekta K internacionalizaciji obrazovanja – sudjelovanje Republike Hrvatske u Programu za cjeloživotno učenje, dosadašnje rezultate provedbe programa Erasmus+ u Republici Hrvatskoj te primjere internacionalizacije u visokom obrazovanju, a namijenjen je prvenstveno čelnicima visokih učilišta, Erasmus koordinatorima i djelatnicima Ureda za međunarodnu suradnju.

Prijavni obrazac za prvi dan konferencije dostupan je na mrežnim stranicama, a krajnji rok za prijavu je 1. prosinca 2016.

Drugi dan konferencije, namijenjen Erasmus i ECTS koordinatorima visokih učilišta, obuhvatit će diskusiju na temu priznavanja razdoblja mobilnosti. U popodnevnom dijelu konferencije će se predstaviti novosti u natječaju za 2017. godinu te održati radionice za prijavu projektnih prijedloga za Ključnu aktivnost 1 Projekti mobilnosti između programskih i partnerskih zemalja (KA107) i Ključnu aktivnost 2 Strateška partnerstva (KA2).

Prijavni obrazac za drugi dan konferencije dostupan je na mrežnim stranicama, a krajnji rok za prijavu je 1. prosinca 2016.

Dodatne informacije: Za dodatne informacije o konferenciji za područje visokog obrazovanja - Erasmus+, CEEPUS i Bilateralni program akademske mobilnosti možete se obratiti e-mailom na adresu Ova e-mail adresa je zaštićena od spam robota, nije vidljiva ako ste isključili JavaScript .

 

Veliko priznanje školi Jantar

JANTAR zaokružuje 25 godina postojanja uz nagradu Zlatna Kuna HGK za najuspješnijeg malog poduzetnika u Splitsko-dalmatinskoj županiji

Povod je rođendanski i svečarski. Od male kvartovske škole JANTAR je izrastao u respektabilnu školu stranih jezika i ustanovu za obrazovanje odraslih, koji 15. siječnja 2017. obilježava 25 godina postojanja i uspješnog poslovanja. Od „one-woman-banda" i nekoliko desetaka učenika narasli smo do tima od 20 zaposlenih i 1500 polaznika godišnje. Stalan rast i razvoj rezultat su našeg ulaganja u profesionalno usavršavanje rukovodnog i nastavnog osoblja, proširivanje nastavnih programa, modernizaciju nastavnih procesa te sustavno brendiranje.

2015. godina bit će zapisana zlatnim slovima u povijesti Jantara. U toj smo godini dva puta povukli bespovratna sredstva iz europskih fondova zahvaljujući kojima smo izvršili informatizaciju svih poslovnih procesa i omogućili profesionalno usavršavanje naših profesora diljem Europe. 2015. godine Jantar je postao ponosni nositelj znaka "Hrvatska kvaliteta", kao jedina škola u regiji i među prvih pet u Republici Hrvatskoj.

Kruna svega je plaketa Zlatna kuna za najuspješniju malu tvrtku u 2015. godini u Splitsko-dalmatinskoj županiji, što znači da smo ispunili 21 kriterij Hrvatske gospodarske komore. Nije sve uvijek bilo slatko niti je sve teklo glatko, ali upornošću, voljom i vjerom u cilj učvrstili smo svoje mjesto na turbulentnom tržištu i osigurali opstojnost. Zahvaljujem mojim djelatnicima što su me slijedili u mojoj misiji i viziji i čestitam im na ovom izvanrednom uspjehu.

http://www.hgk.hr/svecana-sjednica-gospodarskog-vijeca-zk-split-izvjestaj 

 

 

Pearson

Dear colleagues,

Get paid to rate the first set of global Young Learner learning objectives

Pearson has just launched an initial set of 410 Global Scale of English Learning Objectives for Young Learners that describe what learners age 6-14 should be able to do across each of the four skills.

We are now looking for teachers who have experience in teaching Young Learners (aged 6-14) and an interest in the CEFR to become part of our group of trained 'Expert Raters'.

What does rating involve?
Attending a training webinar: this takes approx. 60-90 minutes. Several sessions are scheduled to accommodate different time-zones.
Rating batches of around 120 new Learning Objectives: each batch takes about 2-3 hours and we allow 2 weeks to complete it in your own time. The rating is done in a spreadsheet.
For each batch of Learning Objectives rated, we provide a 'thank you' payment of £60 (or local equivalent) as an appreciation of your time. This is made as a bank-transfer.
Upcoming training session:

We have YL rater training sessions coming up on:
Wednesday November 30th
Morning 7:00-8:30 Eastern Standard time (EST)
Afternoon 15:00-16:30 EST
Friday December 2nd
Morning 7:00-8:30 Eastern Standard time (EST)
Afternoon 15:00-16:30 EST
(timings are given in US EST. To check local times, click here)

How do I get involved?

If you are interested in participating, please contact Ova e-mail adresa je zaštićena od spam robota, nije vidljiva ako ste isključili JavaScript by and provide the following information:
In which country are you based
How you heard about becoming a rater (e.g. Eaquals email)
Which training session you would like to attend
Which of the following learner groups you have experience in teaching:
Young Learners aged 6-10
Young Learners aged 10-14
Adults - General English
Adults - Business English
Adults - Academic English
About GSE

The Global Scale of English (GSE) is a standardised, granular scale which measures English language proficiency. It is aligned to the Common European Framework (CEFR).

The project has so far involved thousands of experienced ELT teachers from over 50 countries who are helping us to establish the proficiency level of the new GSE Learning Objectives. This research project is ongoing as we continue to expand the Young Learner set.

You can download the GSE Learning Objectives for Young Learners here or find them in the GSE Teacher Toolkit.

Contact Ova e-mail adresa je zaštićena od spam robota, nije vidljiva ako ste isključili JavaScript if you require further information.

Best wishes,

Mike Mayor,
Director, Global Scale of English

 


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