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About ICLT
QAC-ICLT is a joint project established by three renowned awarding bodies from USA, UK and EU to promote and develop quality accreditation system specially designed for Chinese Language Teachers based on guided Teacher Performance Indicators (TPI) of prescribed standards. The whole intention is to support qualifiers of TCSOL & TCFL graduates in presenting a complete portfolio of their trained skills and knowledge for employment purposes. Holders of QAC-ICLT certificate supplement prove that teachers are well informed of the required teaching competencies and standards with international context. QAC-ICLT runs a scheme of quality assessment audit to all programmes conducted by the International Association for Teachers of Chinese to Speakers of Other Languages (IATCSOL) to ensure teachers are trained within the ICLT’s framework of standards.
Validation
QAC-ICLT is a committee established by the following bodies:
• Vocational Education & Training Council (VETC)
• Quality Assurance Commission (QAC)
• Academie Europeenne de lInformatisation (AEI)
Certificate Supplement
QAC-ICLT assessment service is open to all graduates of training conducted by approved centers of IATCSOL on programmes:
• Teaching Chinese to Speakers of Other Languages (TCSOL)
• Teaching Chinese as a Foreign Language (TCFL)
• Teaching Chinese for Business Purposes (TCBP)
• Teaching Chinese to Young Learners (TCYL)
Qualifiers of the above mentioned programmes are entitled to receive a Certificate Supplement and Profile of Training with the required skills, competencies and standards listed.
Academic & Vocational Qualification Comparison
Committee:
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The Vocational Education & Training Council (VETC)
- an Awarding body of Training leading to International Vocational Qualification (IVQ)
The Vocational Education & Training Council (VETC) is one of the largest vocational education, training and assessment agencies known. VETC provides valuable credentials for over 5000 students each year through a full range of pre-employment and in-service programs with internationally recognised qualifications.
VETC follows an International Vocational Qualification (IVQ) framework that is parallel and comparable to international standards. Industry partners can continue to adapt our standards in defining skills and levels based on various occupational needs. Learners use its framework in helping them to realize their areas of skills that need improving to be competitive in the global knowledge of economy.
Quality Assurance Commission (QAC)
- for Academic, Vocational and Professional Learning Programmes
The Quality Assurance Commission (QAC) was formed as an autonomous not-for-profit organisation established in the United Kingdom. It was established as an accreditation organisation for non-degree based [Vocational] programmes.
QAC is listed in the 36th, 37th and 38th Edition of the British Qualifications, the complete guide to Professional Vocational & Academic Qualifications in the United Kingdom. The British Qualifications guide is a reference source for employers looking to verify job applicant’s qualifications, covering educational, professional, technical and vocational qualifications provided by colleges, universities, business schools and professional bodies and associations.
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The Academie Europeenne de lInformatisation (AEI)
- a pioneer research institute in Global Education System
The Academie Europeenne de lInformatisation (AEI) was established by Royal Decree. Belgium, September, 1999. AEI is a cooperative organization of The International Informatization Academy (IIA) in a General Consultative State with ECOSOC of the UN to suggest a Global Education System (GES). IATCSOL has signed an agreement with AEI to seek supports for TCSOL system to be recognized in Europe through the Global Education System (GES).
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QAC-ICLT Standards Framework
(1) Professional Knowledge
1.1 Teachers know their students
1.2 Teachers know their subject
1.3 Teachers know how students learn to be powerfully literate
(2) Professional Practice
2.1 Teachers plan for effective learning
2.2 Teachers create and maintain a challenging learning environment
2.3 Teachers assess and review student learning and plan for future learning
(3) Professional Engagement
3.1 Teachers demonstrate commitment
3.2 Teachers continue to learn
3.3 Teachers are active members of the professional and wider community
Professional Knowledge
1.1Teachers know their students
Accomplished Chinese/Literacy teachers recognise each students uniqueness. They are aware of their students diverse socio-cultural, language and ethnic heritage and have specific knowledge of the community to which each student belongs, including the literacy practices of that community. They know each students preferred learning style and linguistic and cognitive capabilities. They recognise and affirm each students potential and achievements; they know their histories as learners and members of the school community. Accomplished Chinese/Literacy teachers are sensitive to the individual dispositions of their students, the ways they interact with their peers, their engagement with schooling, their values and interests and their aspirations and ideals.
1.2 Teachers know their subject
Accomplished Chinese/Literacy teachers have a broad, deep and critical knowledge and understanding of the academic discipline (or fields of knowledge) from which their subject and curriculum area are derived, including specialist knowledge relevant to the age ranges they teach. They know the history of their subject and understand the nature of and reasons for curriculum change. They have a comprehensive knowledge of current and relevant curriculum documents and courses of study. They are informed about contemporary issues and debates regarding language, literacy and literature and possess a critical understanding of recent theory and practice relevant to their field, including language acquisition, literacy learning and development, reader response and literary theory. They demonstrate high standards of performance in their own literacy practices and have a firm grasp of the application of new technologies in their field. They have a wide knowledge of different texts and types of texts, classic and contemporary literature (including poetry, fiction and drama), everyday texts, visual, media and electronic texts.
1.3 Teachers know how students learn to be powerfully literate
Accomplished Chinese/Literacy teachers know that literacy learning is a lifelong process involving complex textual practices shaped by social, cultural and political influences that change over time and in different contexts. They know their students need to be skilled in a wide range of literacies that enable them to participate as active citizens in a democratic society. They recognise that different literacy teaching approaches impact differently on different groups of students; they draw from a rich repertoire of teaching strategies to adapt their teaching accordingly. Accomplished Chinese/Literacy teachers ensure that their students are constantly learning new ways of using language as they acquire new knowledge, skills and experiences. They design and implement purposeful learning tasks, monitor student progress and provide explicit feedback to each student. They work collaboratively with students affirming their potential as active participants in their own learning. They understand the vital role that home and community play in the development of their students language and literacy and seek opportunities to use this knowledge when planning for teaching. They understand the central role of oral language in literacy development and knowledge construction and the importance of sustained dialogue between students, and between teacher and students. They ensure their students engage with and produce a wide range of print, media and electronic texts that continually extend their critical understandings of language, themselves and the world around them.
Professional Practice
2.1 Teachers plan for effective learning
Accomplished Chinese/Literacy teachers keep in mind in their planning the connections between curriculum, assessment and pedagogy. With their knowledge of class dynamics and the needs of individual students firmly in mind, they develop both rigorous long term educational goals and focused instructional goals that ensure all students have the opportunity to engage in purposeful and challenging literacy learning. When planning for learning, accomplished Chinese/Literacy teachers draw on their familiarity with current curriculum policies, a wide and flexible repertoire of instructional practices and extensive knowledge of textual resources including information and communication technologies. They are discriminating in their selection of resources, developing and adapting materials to meet curriculum requirements and providing their students with challenging, authentic language experiences. They continually re-evaluate and adapt their plans to take account of the impact of new knowledge on the changing language and literacy needs of their students. Their planning recognises that both the school community and wider society provide authentic resources that extend the language and learning abilities of their students. They work with colleagues, parents and other members of the community to constructively incorporate such resources into the curriculum.
2.2 Teachers create and maintain a challenging learning environment
Accomplished Chinese/Literacy teachers establish a learning environment in which the linguistic and cultural diversity of all students is valued and respected. They articulate learning goals clearly, negotiating with their students about how best to achieve them. They foster productive dialogue enabling students to collaborate in intellectually challenging work. Students understand the value of the activities in which they are engaged and structures are in place that allow them to evaluate their own learning outcomes. Accomplished Chinese/Literacy teachers draw on a broad and flexible repertoire of teaching strategies, adapting strategies to circumstances, content to context, and curriculum delivery to the different backgrounds, learning styles and capabilities of their students. They design rich learning tasks that draw on traditional and new technologies, integrating and balancing listening, speaking, reading, viewing and writing activities. They select print and non-print resource materials from a range of different cultures and eras, providing models of creativity, inventiveness, critical exploration and thought. They teach students to evaluate and choose their own texts and resources both for independent study and leisure activities. They encourage students to draw on the resources of the school community and wider society to extend their language and literacy abilities, assisting students in their growth towards active citizenship in a democratic society.
2.3 Teachers assess and review student learning and plan for future learning
Accomplished Chinese/Literacy teachers understand the central role of assessment in advancing student learning , improving the effectiveness of teaching practice and contributing to planning for future learning. They recognise that the school community as a whole benefits from constructive and co-ordinated assessment and reporting practices. They develop regular assessment and reporting programs to provide students, care-givers and school authorities with timely and accurate feedback on student achievement and progress in language and literacy development. They ensure that their feedback to students recognises achievement while clearly indicating directions for improvement. Accomplished Chinese/Literacy teachers make judicious use of a wide range of formal and informal assessments. They ensure that assessment tasks and items are relevant, valid, fair and transparent and relate as closely as possible to real and diverse conditions of use and practice. They meet the requirements of mandated testing programs without compromising their teaching goals or the learning needs of their students They constantly use assessment information to monitor and re-evaluate their short and long-term teaching and learning goals.
Professional Engagement
3.1 Teachers demonstrate commitment
Accomplished Chinese/Literacy teachers enjoy the company of young people and value the experiences and insights their students bring to class. They are committed to maximising each students capacity to become a confident and critical user of language. They are enthusiastic about teaching, and welcome the challenge of planning and organising for powerful learning. They value imagination, creating opportunities in their classrooms for students to engage in productive play with language and meaning. Accomplished Chinese/Literacy teachers enjoy talking about their teaching, and they welcome opportunities for professional development and collaborative work with colleagues. They are always eager to extend their professional knowledge and improve their teaching. They are dedicated to the advancement of their profession and, in the wider community, are willing advocates of the teaching of Chinese Language and Literacy.
3.2 Teachers continue to learn
Accomplished Chinese/Literacy teachers recognise that the context of their teaching is continually evolving. They reflect on, analyse and are able to articulate all aspects of their professional practice, constantly reviewing and refining their teaching to improve students learning opportunities, and searching for answers to challenging pedagogical questions. They seek opportunities to discuss the effectiveness of their teaching with colleagues, students, parents and care givers. With their own learning goals in mind, accomplished Chinese/Literacy teachers pursue new knowledge through professional renewal activities such as classroom-based action research, professional reading, academic study, discussion and debate with colleagues and participation in conferences and workshops. They utilise the resources of their professional association. They keep themselves informed about recent research and debates in literacy education and literacy theory, taking particular interest in ideas and insights relevant to the contexts of their own teaching. They recognise that their professional practice is grounded in a set of personal beliefs and values about teaching and learning and about the social and cultural importance of their discipline. They continually scrutinise and review their beliefs and values, monitoring the ways in which these values impact on their work in classrooms and shape their professional lives.
3.3 Teachers are active members of the professional and wider community
Accomplished Chinese/Literacy teachers work effectively with others to improve their school as a learning community. They work collegially, mentoring new teachers and inspiring colleagues to continue to strive for excellence and to work through difficulties. They celebrate the achievements of colleagues, willingly share their professional insights, work programs, curriculum resources, and new knowledge, and collaborate in the evaluation of curriculum and pedagogical practice. They play an active role in their professional associations, such as organising, promoting and delivering or disseminating their own best practice through professional publications. They are influential in the wider school community and active in building strong links between home and school. They make special efforts to communicate productively with parents and caregivers making sure their policies and practices are transparent. In positions of responsibility they encourage professional debate, respect the judgement of others and allow dissent, supporting team approaches and minimising conflict. They know the history of their school, acknowledge the value of contributions made by past members of the school community and encourage colleagues to be open to innovation and change.