This resource, part of the Inspector Manual, provides guidelines for inspectors to plan and deliver workshops for teachers. Discussion topics focus on the various inspector roles while delivering workshops, as well as the importance of getting feedback from teachers.

This resource, part of the Inspector Manual, provides two example workshops, a series of questions that compare and contrast the workshops, and an experimental learning cycle workshop template.  Discussion topics focus on identifying workshop objectives and incorporating the experimental learning cycle.

Appendix C of the Guide to the Algerian English Curriculum for Middle School Year 4 (MS4) describes a 10- to 11- day sample unit focusing on objectives for one year of language study. Included are the general language skills covered and the stages and general steps of the lessons.

This resource, used in the Best Practices for Inspectors Online 1 course, provides an overview of general principles for instructed language acquisition. Discussion topics focus on the design and nature of these principles and their relevance to teachers in a variety of settings. 

This resource, used in the Best Practices for Inspectors Online 1 course, provides some of the major ‘common sense’ principles of vocabulary instruction and learning. Included are discussions on general language teaching and vocabulary principles.

This resource, used in the Best Practices for Inspectors Online 1 course, provides an overview of experimental learning. Background on experimental learning is included, along with how it is integrated into traditional educational programs. Discussion topics focus on using experimental learning to link education, work and personal development. 

This resource, used in the Best Practices for Inspectors Online 1 course, is part two of an overview of experimental learning. The focus is on integrating the technique into traditional educational programs and includes three models of the experimental learning process.

This resource, used in the Best Practices for Inspectors Online 1 course, focuses on the process of training trainers. Included are a series of pointers and considerations to be used in any training of trainers exercise. Discussion topics focus on planning, preparation, good techniques, attitude and facilitator behavior. 

This resource, part of the Inspector Manual, describes how to adapt material and textbooks and practical application for both teachers and inspectors. Discussion topics focus on the implementation of the ‘select, reject, supplement, and adapt materials’ (SARS) strategy to adapting textbooks for language learning.

This resource, part of the Inspector Manual, provides definitions and descriptions of teacher reflection, with practical application for both teachers and inspectors. Discussion topics focus on guidelines to incorporating teacher reflection into the classroom, as well as resources that can help teachers implement the technique.

This resource, part of the Inspector Manual, provides a rubric for assessing post-teaching reflection. Included are definitions and examples of the 'describe', 'analyze' and 'plan for action' stages of assessing post-teaching reflection.

This resource, part of the Inspector Manual, provides descriptions of observation reports and practical application for both teachers and inspectors. Discussion topics focus on guidelines to incorporating observational reports into the classroom and related resources for teachers.

This resource is part three of a competency based assessment plan, focusing on giving workshops. It describes how to design, plan, deliver and critique a training workshop. The workshop focus is on informal testing. It is used on the third day of the Best Practices for Inspectors 2 course. For more information, please see part 1, part 2, part 4, part 5, part 6, and part 7 of this resource.

Section VII of the Guide to the Algerian English Curriculum for Middle School Year 4 (MS4) outlines the pedagogy and corresponding guiding principles for MS4 students. Included are descriptions of the guiding principles, the pedagogy needed to enact the principles and classroom examples.

Appendix sections A and B of the Guide to the Algerian English Curriculum for Middle School Year 4 (MS4) describe the sample themes and topics that span the seven years of the Algerian English curriculum.

This resource, used on the sixth day of the Best Practices for Supervisors course, presents a paradigm for receptive English language skills in a reading or listening lesson. This is described on a table, which is used to increase student interest in learning vocabulary related to the topic. The emphasis is on using cultural knowledge and integrating reading or listening text with a broader language framework.

This resource, used on the third day of the Best Practices for Supervisors course, is a worksheet that complements the sample English grammar lesson plan given to participants. Included are exercises for teaching rules related to "used to”.

This chart, part of the Inspector Manual, analyzes the use of different activity formats as assessment tools. Included are summaries of the pros and cons of various activity formats for reading and listening, writing, speaking and language use. Discussion topics focus on activity formats that range from short answer and multiple choice to dictation and oral presentation.

This resource is a handout focusing on understanding the characteristics of competency based assessment. Included are writing exercises and questions about the qualities of competency based assessment, as well as a rubric for assessing the writing exercises. It is used on the fourth day of the Best Practices for Inspectors 2 course.

This resource, used on the fourth day of the Best Practices for Supervisors course, is an article on language planning for teaching English as a foreign language (TEFL) teacher or teacher supervisor. It discusses the importance of language planning and looks at ways activities can be used to adapt and supplement course books.

Section VI of the Guide to the Algerian English Curriculum for Middle School Year 4 (MS4) describes the expanded curriculum for MS4 students. Included are descriptions of the overall entry and exit profiles of the learners, as well as a more detailed description of each of the competencies described in the exit profile.

This resource, part of the Inspector Manual, outlines specific inspector competencies. Included is a list of qualifications required of inspectors for teaching English, including English language teaching knowledge and skills, reflective skills, evaluation and feedback skills, training and development skills, and administrative skills. 

This resource, part of the Inspector Manual, provides an analysis of the competency-based approach to teaching English. Included are descriptions of the approach and practical application for both teachers and inspectors. Discussion topics focus on what is required for teaching the approach and resources to help teachers with implementation.

This resource, part of the Inspector Manual, provides a detailed analysis of the competency-based assessment of teachers. Included are descriptions and practical application for both teachers and inspectors. Discussion topics focus on guidelines to incorporating assessment into the classroom and resources to help teachers implement the assessment.

Section VIII of the Guide to the Algerian English Curriculum for Middle School Year 4 (MS4) describes the assessment of MS4 students. Included are the purposes of assessment in language teaching and learning, and also the relationship between testing, assessment and evaluation.

This resource, part of the Inspector Manual, includes descriptions of competency-based rubrics and practical application for both teachers and inspectors. Discussion topics focus on guidelines to incorporate competency-based rubrics into the classroom and resources for teachers.

This resource, part of the Inspector Manual, includes descriptions of competency-based projects and practical application for both teachers and inspectors. Discussion topics focus on guidelines to incorporate competency-based projects into the classroom and resources for teachers.

This resource is an example of a performance assessment. It includes an assignment to write a short article for the class newspaper and a competency-based assessment rubric for grading the assignment. It is used on the second day of the Best Practices for Inspectors 2 course.

This resource provides the first part of an inspector training guide agenda. Included are self-introductions, a warm-up, check in, introduction to the course, competency-based approach review and homework for the lesson. It is used on the first day of the Best Practices for Inspectors 2 course.

This resource, part of the Inspector Manual, provides an overview of the competency-based assessment of learners. Included are descriptions of competency-based learner assessments and practical application for teachers and inspectors. Discussion topics focus on guidelines for incorporating the assessment into the classroom and resources to help teachers.

This resource, part of the Inspector Manual, provides advice on note taking and summarizing for both teachers and inspectors. Discussion topics include guidelines to taking observation notes, as well as concerns, considerations and options when writing observation notes.

This resource, part of the Inspector Manual, provides an overview of different types of learner assessment activities. Included are descriptions of several learner response concepts and performance-based task typologies. Discussion topics focus on product, performance and process/strategy-focused tasks.

This resource, part of the Inspector Manual, provides descriptions of self-reflection and self-assessment, along with practical applications for learning. Discussion topics focus on student engagement in the classroom, keys to life-long learning, creating a culture that values self-reflection and self-assessment, and tools to help students self-assess.

Appendix D of the Guide to the Algerian English Curriculum for Middle School Year 4 (MS4) outlines a sample unit related to the fifth unit of the school year, as laid out in Appendix B. Included are sample unit objectives and daily lesson plans, which are divided into stages that follow the unit cycle found in Appendix C.

This resource, part of the Inspector Manual, provides descriptions of teacher observer strategies and the impact they have in the classroom. Discussion topics focus on teacher observational comparisons, data collection, data analysis, observational difficulties and observational implications. 

This handout focuses on the learning aspects of competency based assessment. Included are questions related to the assessment and a writing exercise. It is used on the second day of the Best Practices for Inspectors 2 course.

This resource provides an entry/exit profile for Secondary Education Year 1 (SE1) writing and linguistic competencies. Included are student entry/exit expectations for grammar and vocabulary, as well as a writing exercise. It is used on the first day of the Best Practices for Inspectors 2 course.

This resource is part six of a competency based assessment plan focusing on teacher competencies and trainer evaluation rubrics. Included are the objectives, required materials, timing, rationale and procedure for completing the assessment. It is used on the sixth day of the Best Practices for Inspectors 2 course. For more information, please see part 1, part 2, part 3, part 4, part 5, and part 7.

This resource, part of the Inspector Manual, provides a workshop feedback form for participants. Included are a series of short-answer questions for participants to reflect on the effectiveness of the workshop.

This resource, part of the Inspector Manual, provides an analysis of the Experimental Learning Cycle, as presented by author David Kolb. Included are descriptions of four distinct learning styles and the four-staged learning cycle on which they are based. Discussion topics focus on the basis of Kolb’s experimental learning model. 

This resource, part of the Inspector Manual, provides a workshop feedback form for inspectors. Included are a series of multiple choice questions that reflect on how well the objectives of the workshop were met.

This resource provides a detailed plan for the eighth day of the Best Practices for Supervisors course, including the schedule, training objectives and activities. Activities include: suggesting solutions to common problems in giving feedback to teachers, analyzing transcripts of oral feedback, analyzing teacher’s understanding and implementation of feedback, reviewing teacher competencies, and describing teacher behaviors to look for during observation.

This resource, used on the fifth day of the Best Practices for Supervisors course, is an exercise plan focusing on strategies and methods for teaching second language reading. The aim is for participants to analyze an experience of reading a text in a second language, identify key features of reading skills, list strategies that facilitate reading and link these strategies to teaching the skill of reading.

Section IV of the Guide to the Algerian English Curriculum for Middle School Year 4 (MS4) describes the Competency-Based Approach to language evaluation for students. Included are definitions and goals of the approach, emphasizing what learners can actively do with language.

This resource, used on the fifth day of the Best Practices for Supervisors course, provides a sample English reading lesson plan. The lesson provides practice on reading, speaking, writing and vocabulary skills, in a lesson on pre-historic life in the Sahara. It also reviews grammar lessons on the use of “used to…” and “didn’t use to...”.  Included are: sample personal goals, objectives, assessment methods, rationale and interaction patterns, target Algerian English Framework competencies and required materials and/or resources.

This resource consists of a series of tables that supplement Section V of the Guide to the Algerian English Curriculum for Middle School Year 4 (MS4). It outlines the expected level of attainment of each of the competencies by grade level and across grade level. It also includes a focus on oral interaction, interpretive listening and reading, productive writing and listening, and linguistic competency.  

This resource, part of the Inspector Manual, provides a brief guide to planning a workshop session. Included are a series of guiding questions and corresponding answers for planning a session. Discussion topics focus on what is expected of the participants, what is needed of the instructor and how to assess what participants have gained from the workshop.