Actually I think one thing from the PNET Scheme that is helpful to our school is the encouragement to students to take part in … speaking … The activities are to build up
9. Continue to encourage English panel members to focus on students’ English language needs and learning, and teachers’ curriculum adjustments and professional
development. (Supported by SF11, CF24, CF26, CF31 and CF38)
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7. APPENDICES
A. Recommendations of the 2007 PNET Evaluation report B. Sample data and documents
Sample of interview transcript Sample of coding in NVivo.
Sample of observation notes
Sample email sent to schools to take part in case study C. Schedule of case study visits and observations
D. Summary of Findings
E. Data collection Instruments (separate document)
Appendix A Recommendations of the 2007 PNET Evaluation Report
1. The EDB should identify the influence of immigration and the changing economic and ethnic profile of the community and its impact on the Scheme.
2. Collaboration, co-teaching, and co-planning: NETs should attend English Panel meetings and be given time to address teaching, learning, and professional development.
3. Teaching: NET deployment should be driven by the needs of the school’s English programme, which should be discussed by the English Panel Chair and the School Head, reported on and documented in the minutes of English Panel meetings.
4. Variation in resources and strategies: Resources should be evaluated by NET and EP for their appropriateness to the proficiency level of students and used in targeted teaching groups.
5. Assessment: Assessment strategies need to be competency-based.
6. Oral language opportunities for teachers and students: Teachers and students should be encouraged and rewarded for using English (including teacher-teacher interactions during meetings, and in the school student-student and teacher-student interactions).
7. Schools: Successful School Heads should be identified and invited to mentor others.
8. NETs: Professional development should be offered to NETs so that they can carry out the above recommendations – training should be offered in evidenced-based decision making to facilitate reporting and discussion in English Panel meetings.
9. LETs: Professional development should be offered to LETs so that they can carry out the above recommendations – training in evidenced-based decision making to facilitate reporting and discussion in English Panel meetings
10. System: Accountability procedures should be put in place for reporting on how schools are implementing the recommendations.
11. Professional Development: Professional development should focus on NETs and LETs targeting instructional intervention and its evaluation.
12. School Heads: Professional development in the form of mentoring in managing, reporting on, and evaluating the impact of the Scheme.
13. Long Term Strategy for PNET Scheme: EDB should set strategies to evaluate the Scheme in 3, 5, and 20 years.
14. System Monitoring: Guidelines for NETs, LETs, and School Heads need to be set out and disseminated with appropriate training for each group.
Appendix B Sample Data and Documents
Sample of interview transcript with School Head and two interviewers.
I01: Tell me a little bit about the school. What are the strengths and weaknesses?
SH: We have a strong English team. We have more than eight English teachers here, although we are not a big school. They are willing to learn. They care the students. They love teaching English. So they are all
experienced in teaching the English programme here.
I01: How many local English teachers teaching English here?
SH: More than eight. I have to count… maybe ten… [About the] challenges. I have challenges. Because we are nearby the railway station, in current years, the primary one intake about 50% come from Mainland China I01: Are they Mainland students? Are they cross border students?
SH: Yes, 每天 [every day], 從大陸過來的 [coming from the mainland]
I02: Excuse me would you repeat. Fifteen percent or fifty percent?
SH: Fifty. Half and half. So most of them haven’t learnt English before. So this a big challenge to us. And you can think about it. Their family background, their culture, are different from Hong Kong students. So to us, especially English teachers, is a big challenge.
I01: But let me go back as that’s a really interesting statistic… fifty percent of like grade one, but what about grade two?
SH: Grades two and three, about forty to fifty…so a large proportion.
I01: Their first language is Putonghua, isn’t it?
SH: Yes. 所以我的普通話就是跟他們學的 [So I learn Putonghua from them]
I01: 當然了 [Certainly] Very good. That’s interesting. I’ll ask you more about that. So how has that impacted the NET, your use of the NET, have all of those Mainland Chinese impacted… how you have used the NET?
SH: I allocate our NET teacher, mainly teaching the key stage one. That means P1 to P3. Let her… more time to speak with the students, especially the ones from Mainland China. They’re just like me. They’re afraid to talk with the foreigner, [the] NET teacher. I think it is not okay, because Hong Kong is an international city. Our school curriculum needs our students to speak more English and know more English.
I01: You’re a good example for them. That’s interesting. Do you have other comments about the cross border students?
SH: But their parents want their children to learn more English, especially from our NET. They want, request our school to give more lessons in English for them, because they know it is their weakness.
Sample of coding in NVivo.
Sample of observation notes Part 2. Co-teaching
How did co-teaching operate?
Record your observations in note form in response to the following questions.
What role or roles did the NET play in the lesson?
The NET monopolised the instructional role from the front of the class, capturing attention,
eliciting, explaining and delivering instructions.
What role or roles did the LET play in the lesson?
The LET monitored student performance, distributed and collected materials, provided assistance to students as required (which involved some instruction on a one-to-one basis)
In what ways did NET and LET roles differ?
The NET was in control of the lesson, the LET played a minor supporting role.
In what ways were NET and LET roles similar?
Both NET and LET monitored pair and
individual performance and provided assistance as required during pair and individual work activities.
Which roles were unique to NET or LET?
Instructional and facilitation roles unique to NET.
Support role was unique to LET.
How did NET and LET make use of collaboration to expand English learning opportunities?
One or two minor ‘role playing’ interactions relating to material displayed by the NET: e.g.
NET: Ms X, what do you think of my letter?
LET: I think it’s great. But are there some mistakes?
How did NET and LET interact with students, individually or in small groups in the lesson?
Both NET and LET monitored pair and
individual performance and provided assistance as required during pair and individual work activities.
What evidence of conflict and/or lack of collaboration did you observe?
No evidence of conflict or lack of collaboration
Post-lesson summation - Straight after the lesson, review your notes and expand them to describe the co-teaching process in more detail.
Sample email sent to schools to take part in case study
Dear Principal [name omitted],
On behalf of the research team of The 2015 Evaluation of the Native-Speaking English Teacher Scheme in Primary Schools (PNET Scheme), we would like to thank you for your school’s participation in the online surveys.
We are now in the next phase of the evaluation in which we will conduct follow-up
qualitative case studies in eight carefully selected schools. Your school has been selected to take part in a case study.
With your permission, one to two researchers will schedule a time at your convenience to conduct three observations, three interviews, and a focus group meeting at your school by the end of June, as described below:
1) One observation of a lesson where the NET co-teaches with a LET 2) One observation of a co-planning meeting involving the NET 3) One observation of the English environment of your school 4) One 1-hour recorded interview with the School Head
5) One 1-hour recorded interview with the English Panel Chair 6) One 1-hour recorded interview with the NET at your school
7) One 1-hour recorded focus group interview with 3-6 LETs who completed the online survey
With careful planning, we anticipate that data collection can be completed in three school visits. Please note that we would like to complete the first two observations (items 1 and 2) by the end of May. Please find more details of the data collection procedures in the attached consent form which we will need to have you sign before we commence the case study.
This evaluation is of great importance as it will inform policy recommendations to enhance the PNET Scheme which could improve student learning. Would you be so kind to indicate the availability of your school to take part in the case study at your earliest convenience? We would be grateful if you would give a favourable reply by 5 pm this Friday.
I will try to contact you tomorrow by phone to discuss any concerns you may have. If I cannot reach you, please feel free to call me at your convenience at [number was removed] if you have any questions.
Yours sincerely,
Bernie Chun Nam Mak (PhD), Research (Project) Manager, Mary Wong (PhD), Principal Investigator,
Azusa Pacific University, Azusa, CA, USA