Skills and Competencies

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