Stage0: Audition
Stage0.1: Ahoy! – Register and Show up
- To ensure the Auditioner is able to use WhatsApp, Zoom, and Google Classroom
- To give the Auditioner and P-P-T an opportunity to get to know each other
- To expose the Auditioner to the realities of language teaching and culture bridging in an interpersonal way
- To expose the Auditioner to P-P-T Community: learners, apprentices, partner organizations
- To expose the Auditioner to P-P-T philosophy, theory, and practice
- To expose the Auditioner to the Four Elements of P-P-T’s Relational Mentorship Framework: Connective Communication (Air), Appreciative Inquiry (Water), Motivational Critique (Fire), and Collaborative Solutions (Earth)
Stage0.5: Audition – Demonstrate Consistency & Reliability
- Give the Auditioner and P-P-T PDX an opportunity to better evaluate each other before making a commitment
- Expose the Auditioner to the differences between different Profes & Learners
- Expose the Auditioner to the organizational structure of P-P-T
- Expose the Auditioner to the Essential Techniques
- Expose the Auditioner to the tools and methods of the Proficiency Action Plan
- To look for Connective Communication, Appreciative Inquiry, Motivational Critique, and Collaborative Problem Solving with Profes
- To orient the Auditioner with P-P-T website content
- To orient the Auditioner with the values and expectations of P-P-T
- To intercept and redirect or correct red flags & misunderstandings
Stage0.8 – Enrollment – Up Anchor
- To transform the Auditioner into an Apprentice Coach of language & cultural skills development by enrolling them in the EFTC apprenticeship
- To choose a Guild Name for the purposes of identity formation and distinguishing amongst other Aprendices
- To reflect on communication and scheduling constraints
- To affirm the expectations of P-P-T and to start to process the what and why
Stage 0.9 – Level Up – Cast Off!
- Joins the Stage1 Classroom
- Provides Schedule in the Correct Format for first Handoff
Stage1: Tutor
Learning the Ropes (Adapt, Communicate, & Document)
Stage 1.1 – Handoff – Set Sail
- To transform the Auditioner into an Apprentice Coach of language & cultural skills development by enrolling them in the EFTC apprenticeship
- To choose a Guild Name for the purposes of identity formation and distinguishing amongst other Aprendices
- To reflect on communication and scheduling constraints
- To affirm the expectations of P-P-T and to start to process the what and why
Stage 1.2 – Doing It! – Underway
- Develop good preparation habits, without overpreparing
- Practice The Four Elements of the Relational Mentoring Framework
- Stay in communication with your WING
- Communicate effectively with Learners, Shadowers, Compas, and staff, including 100% day of confirmation of sessions
- Demonstrate timeliness
- Demonstrate an ability to welcome participants, provide direction, & document what happened
- Improve observational skills
- Assess Learner levels and needs
- Appreciate the distinction between “knowing” grammar and “using” grammar; between training and education; knowing theory and doing theory, between language for academic purposes and language for non academic purposes; the institutional setting, the community setting, and the workplace setting
- Appreciate the distinction between learning, acquisition, and language skills development
- Appreciate the distinction between a teacher and a coach
- Describe intercultural communication, cultural competence, intercultural competence
- Identify your first instance of a learner learning something and how you knew it; and your first instance of knowing what a learner needs, and how you knew it
- Develop validating, supportive and motivational interpersonal behaviors
- Become aware of one’s own culture
- Recognize how your lifestyle is very different from many of your learners
- Manage nervousness
- Commit to self-improvement and always identify something you might have done differently
- State 1 major area for personal improvement
- Ask for corrective feedback (and to practice handling it gracefully when it comes unbidden)
- Identify your social location including privileges and marginalization that you experience.
- Make yourself visible to the P-P-T community
- Tutor begins using the tools and methods of the Proficiency Action Plan with Clientes
- Develop Minimal Competence with Flexibility, Communication, and Documentation
- Begin developing your cheerleading persona
- Begin experimenting with technique modification
- Practice clear directions (including the use of gesture) during a session – both for Learners and Auditioners
- Identify, document, and plan any necessary program modifications you need
Stage2: Guide
Trimming the Sails (Research, Clarify, & Innovate)
- Further improve foundations of the Tutor stage (Adapt, Communicate, Document), and continue to meet requirements for Minimal Competence
- Strengthen connections among other Compas through Communities of Practice: P-P-T Connect, Office Hours, WING, other opportunities
- Strengthen ability to make the connection between a single session and the arc of a Proficiency Plan
- Develop the ability to select effective internet-based authentic materials
- Become proficient at objectively describing what happened in a session
- Develop ability to take real world items and use them as language learning prompts
- Develop ability to modify activities to achieve different effects
- Effectively work with less formal and pre-literate learners
- Recognize Learner engagement levels and how different techniques influence that energy
- Describe the praxis of the Real World Curriculum
- Make the most out of a 5 Session Sprint
- Expand awareness of equity issues and intercultural communication
- Expand awareness of immigrant/refugee experience and needs, including resources
- Improve ability to clearly give directions to Auditioners and Guests
- Improve ability to clearly give directions to Learners
- Improve ability to motivate learners with effective, relevant tasks outside of Sessions
- Widen leadership experience in a variety of settings
- Improve ability to think and act on your feet
- Commits to the Values
- Participate in the Economy of Support
- Demonstrate increased skill with Relational Mentoring and the Levels of Reflection
Stage3: Coach
Setting the Course (Decide, Plan, Deliver)
- Continue to develop the skills and competencies developed in the Tutor and Guide Stage
- Articulate your understanding of People-Places-Things’ wider vision
- Articulate the Voz Alta Approach using the Visual Explainer
- Perform an effective and insightful intake
- Create a tangible, clear, actionable plan to achieve language & cultural skills objectives
- Develop your ability to support the unambiguous achievement of your learners’ objectives and goals
- Develop your ability to motivate language and cultural skills practice over time
- Develop your ability to adjust plans as circumstances and goals change
- Inspires others to live the values
- Can articulate P-P-T’s location and their own actions in terms of Theory of Social Power
- Demonstrates Excellence in Tutor Minimal Competencies: Flexibility, Communication, Documentation
- Demonstrates Excellence in Guide Minimal Competencies: Resourcefulness, Clarity, Innovation
- Demonstrate Minimal Competence in Total Participant Engagement, Curriculum Design, Ethical Compass, Change Your Life, Personal Growth, Plan Construction, Delivering the Goods, Deciding, The Power to Heal