Teach

We know that effective English language teaching starts with excellent teachers so when recruiting expert-English-speaking qualified teachers we also work with governments to offer transformational training and improvement programmes to ensure effective capacity building for local English language teachers.

Our ELT solutions range from delivery in small clusters of schools to across a national curriculum and everything in between. We support, train and develop our English language teachers to make sure they are the best they can be, and to make sure that students taught by our teachers get the very best English language education.

An established authority in English language teaching(ELT)
The company was established as the Centre for British Teachers in 1968, has its origins in international English language teaching, or ELT for almost 50 years. Our effective evidence-informed practice has been making a vital contribution to the development of the ELT profession at both the practical and theoretical levels. We seek to improve practice in ELT classrooms, while our research and support has helped develop the discipline of applied linguistics in the ELT area.

Brunei: centre of excellence for ELT
We have been working in Brunei as CfBT Brunei since 1984 and have helped the Bruneian government to achieve exceptional results: of the seven top-ranking Asian nations and territories in the PISA 2012 rankings (Shanghai – China, Hong Kong, Korea, Japan, Singapore and Macau) Bruneian students’ English language proficiency excelled.
Our current ELT emphasis on English as an international language, combined with our long history of partnership with the Ministry of Education, provides an effective model for national-scale ELT improvement.

With our centre of English language teaching excellence in Brunei, we are an authority on best practice. However, all of our programmes and supporting material are designed specifically for each local context. We know that a solution for Brunei needs to be redesigned to achieve excellence in the Middle East and reworked again to effectively aid social mobility in India.

Our work in Egypt
We have been working in Egypt for ten years providing high-quality professional development in English language teaching. We have a long-standing commitment to the nation and aim to enhance the existing skill sets of local teachers and school leaders in the teaching of English. Using our deep understanding of the Egyptian context and our extensive English Language Teaching (ELT) expertise, we have created a professional development programme for Egyptian teachers of English. We are also currently developing digital training materials, showing practical ways Egyptian teachers can improve learning outcomes in their classrooms. These resources will be made publicly available to all from our website in academic year 2016/17.

The SCPTT has been designed as the overarching professional development entity for the education workforce in Oman. CfBT has supported the development of the SCPTT since its inception in 2009. We have worked with the Ministry of Education in Oman, to setup  the Centre for professional teacher training. In the first phases, CfBT designed a strategy, developed a comprehensive roadmap to guide implementation, and created a detailed design for the Centre itself and its priority programmes.

Approach
Throughout the operational phase CfBT has been awarded three specific contracts:

Component 1: Operations. CfBT have provided an experienced Project Lead embedded in the MoE to offer expert guidance, coaching and mentoring for Omani senior staff leading this initiative, advising on the management of several providers secured to provide training programmes.

Component 2: Training Associates and Supervisors Contract. A full-time Specialist Consultant is responsible for devising and delivering targeted training to 2000 Associates and 500 Expert Supervisors enrolled in the Associates and Expert Supervisors Programmes, designed by CfBT. Following the programme, Associates and Expert Supervisors will be responsible for supporting the improvement of quality in teaching and learning across the 1031 schools in Oman.

Component 6: Training New Teachers Contract: In January 2015 CfBT was contracted to train over 800 new teachers. The CfBT team has developed the training materials and our Lead Trainer for this contract is working with the SCPTT trainers to prepare for delivery.

Impact

  • The Centre is now operational and over 1,800 teachers began two-year diploma courses in 2014
  • In June 2013 CfBT trained and assessed the initial cohort of Omani trainers and helped develop temporary facilities for the SCPTT
  • 1927 teachers are currently enrolled on programmes at the Centre
  • 520 Associates (teachers and senior teachers) are currently enrolled representing nearly half of the schools in Oman
  • 411 Supervisors are currently enrolled representing approximately one third of subject supervisors in Oman 
  • 786 New teachers enrolled representing 91% of the current cohort of teachers for this year
  • Cabinet approval has been granted for the current operating plan and revised structure proposals for the development of a purpose built facility
  • CfBT was a partner to the Abu Dhabi Education Council (ADEC) since the inception of this Public Private Partnership(PPP).  CfBT was the largest and most successful provider, working in 36 schools across all phases, with a staff of approximately 200 teachers and other school-based staff.
  • The Abu Dhabi Education Council (ADEC) was established in 2005 to improve educational outcomes across the education system. ADEC has developed a Public Private Partnership (PPP) with eight providers from the private and not-for-profit sectors (including CfBT), to increase student achievement towards international standards, improve the quality of school leadership and teaching, increase parent and community involvement, strengthen the quality of Emirati nationals in teaching and administration, and preserve and promote national heritage and culture.

ADEC identified a number of priorities to be supported within the PPP.  These included the launch of a new curriculum, the introduction of English-medium Science and Maths, international baseline testing, performance standards for school leaders and teachers.

Approach
CfBT developed models for school improvement, working in close partnership with ADEC, and with each of the 36 schools at all levels.  CfBT recruited, mobilised, and supported the entire school-based workforce, resulting in high retention rates of 80% year on year.

CfBT deployed teams of specialists in teaching and school leadership in each school, focused on improving student outcomes and building the capacity of the local staff.  Specifically this included:

  1. In-classroom teacher development, including:
    • Pedagogy for English and English-medium subjects
    • Coaching, modelling and team teaching
    • Support for student-centred, activity-based, differentiated lesson planning, reducing reliance on textbooks
    • Systematic CPD and individual support for assessment for learning and pedagogy
  2. Sustainable leadership development through coaching and modelling to support the implementation of instructional leadership
  3. Integration of ICT across the curriculum

Performance management, reporting (against KPIs) and feedback at all levels of the project, to identify, implement and measure necessary interventions

Impact
All school improvement partners working within the ADEC PPP (including CfBT), NordAnglia, SSAT, Sabis, Mosaica, GEMS, Cognition, Taleem, are monitored by an external monitoring agency. Schools were judged on a 5-point scale.

  • CfBT schools made more improvement than schools supported by all other companies.
  • The average number of points increase on the school improvement scale made by each company is represented below:

  • CfBT had continuing positive average point increases over the period 2006–09
  • Average increase in scores for CfBT- supported schools in areas of key educational impact 2006-09

 

CfBT was contracted by the Ministry of Education (MoE) to provide highly qualified and experienced Teaching Consultants to a number of government secondary schools.  These included Singapore’s top-tier independent and autonomous schools, Special Assistance Plan schools and Niche Programme schools.  The MOE aimed to raise already high standards of English language to a world-class level where teachers use a 21st century pedagogy to enable students to speak internationally accepted English confidently and read and write creatively and critically.  The Enhancing School English Language Programme was a pilot project that began with 30 schools.  Through a programme of professional development, it widened its scope of influence to more than 50 schools and over 700 local teachers.

Approach
A team of Teacher Consultants, each based in a school, worked closely with the leadership and management team and English department.  They carried out teaching and consultancy activities and were tasked with providing resources that support the English curriculum.  Consultancy activities operated at: teacher, school, cluster and national levels.  These included curriculum review and development, pedagogical training and advice, mentoring, modelling lessons and providing master classes and professional development programmes.

Data about impact and outcomes was gathered from school leaders, Heads of Department, local teachers, students and parents.

Specific interventions

  • Development of baseline assessment activities to measure students’ progress.
  • Professional development workshops and conferences for teachers in schools.
  • Mentoring local teachers in pedagogy and subject knowledge.
  • Forums with senior leaders to share effective practice.
  • Modelling and team teaching, combined with a programme of observations and structured feedback to teachers.
  • Reporting the results of school and national examinations and developing rubrics for assessment.
  • Creating resources to support the MOE curriculum, including e-learning.

Impact
The first chart shows the progress students made between January and October in the areas of English speaking and writing.  There was a significant increase in the proportion of students working at an accomplished level or better.

The second chart shows how students perceived the benefit of working with the Teacher Consultants.