Trainer in Training Guidelines V3 New

Trainer in Training Handbook
www.cambridgeenglish.org/celta
Preface
This handbook is intended principally for CELTA trainers and

CELTA trainers-in-training. There are separate handbooks
for training tutors for the other Cambridge English Language
Assessment teaching qualifications.
CELTA - the Cambridge Certificate in English Language

Teaching to Adults - is one of the world’s foremost initial
qualifications for people who wish to become professional
teachers of English Language.
CELTA is accredited by Ofqual in England, ACCAC in Wales

and CCEA in Northern Ireland as a Level 5 qualification in
the National Qualifications Framework. Its accredited title is
the Cambridge English Level 5 Certificate in Teaching
English to Speakers of Other Languages (CELTA).
Email: teachingqualifications@cambridgeenglish.org
Cambridge English Teaching Qualifications: CELTA Trainer in Training Guidelines Version: 3.0
Owner: Helen Rose Date: 12.12.2013 Page 1 of 31

Contents
Page
General requirements 3
Training programmes 4
Induction 5
Centres approved to manage training programmes

- for trainers who will work at the centre 6
- for trainers from another centre 7
Centres that require approval to train tutors with external evaluation 8
Training supervisors 9
Materials for trainers-in-training 10
Guidance on devising the training programme 11
The supervisor’s report 12
Role of the assessor and the assessor’s report 12
Final moderation of the trainer-in-training (for centres not approved to manage training programmes) 13
Administrative Timetable (for centres not approved to manage training programmes) 14
Guidelines for the trainer-in-training 15
Aims of the training programme 15
Trainer-in-training competencies 16
Appendix One: An example of a training programme 17
Section One: Pre-CELTA coursework 17
Section Two: The CELTA course 23
Section Three: Post-CELTA coursework 29
Section Four: Recommended reading 30
Appendix 2: CELTA Induction Topics and Programme 31

General Requirements
CELTA tutor is the initial step in the training role and
All trainers involved in CELTA courses as a main course continued observation and support in the role of the assistant
tutor, an assistant tutor, or as a teaching practice/input tutor tutor by the centre and training supervisor ensures that the
must: initial competencies acquired through training are developed
 be experienced English Language teachers (see below and expanded to ensure that all tutors are adequately
for requirements) experienced and prepared for all CELTA course tutor roles.
 have successfully completed a training or induction

Prospective trainers may be asked by the training centre to
programme.
complete selection tasks before being formally accepted.
Point of entry for Cambridge English CELTA

There are two types of training centre:
teacher trainers
- centres approved to manage and evaluate
Prospective trainers with little previous pre-service teacher-
training undertaken at the centre
training experience should have:
 substantial (normally five years) varied and current - centres requiring approval to train trainers and
classroom-based ELT experience preferably in more external evaluation of the trainer-in-training.
than one context. Experience of teaching a range of
levels and different types of class is a requirement.
Procedures for training a CELTA trainer will vary depending
 the Cambridge Deltas Modules (One, Two and Three), on whether the training is taking place at a centre which is
the Cambridge DTEFLA, Cambridge English DELTA or approved by Cambridge English to manage trainer training or
Trinity Dip. TESOL. If the proposed trainer-in-training not. See page 6 for requirements for centres approved to
does not have any of the above, a transcript of the manage CELTA training.
award must be submitted to Cambridge English for
special consideration before training can be
approved. Please note that for the qualifications to
be considered they must be a post initial English
Language Teaching qualification at Level 7 and
they must include a practical component.
 evidence of professional commitment (involvement in

staff development, conference attendance, etc.
A prospective trainer’s application to be a CELTA trainer

must be supported by a CELTA centre. The prospective
trainer must be working at the centre where the training is to
take place, or working for another CELTA centre and must
be recommended for training by either the training centre or
their own centre. They must be undergoing training for
employment at their centre where they must teach a
minimum of three courses so that the training can be
consolidated.
CELTA centres should not offer individual trainer training

programmes for freelance tutors as the training of staff forms
part of the overall Centre approval process. The training of a

Training programmes
training intensively over 4 weeks. Flexibility on the 50% rule
Experienced teachers with little or no relevant pre-service can be implemented to allow for the induction to be tailored
teacher training experience must follow an evaluated to the trainers’ individual skills.
programme of training. The length and type of training
required will depend on the background and experience of Please note that ideally the 50% should be spread
the applicant. Unless there are exceptional throughout the course so that a group of candidates can be
circumstances, only one trainer-in-training may be tracked throughout the course. The details of the training
trained on any one course. programme are very much for the centre to negotiate with
the CELTA trainer in question, but the re-training should
Full training
include observation of input, TP and induction into all the
Most applicants for CELTA trainer training will need to follow administrative procedures.
a full training course. This involves following a programme of
A copy of the trainee nomination form and an outline of the
structured and guided activities on a CELTA course. The
refresher training programme should be sent to
training may take place intensively over one course or
teachingqualifications@cambridgeenglish.org.
extensively over a number of courses. New trainers who
have followed an intensive programme are likely to need
considerable support on their first course.
Induction
In certain circumstances an induction programme may be

agreed. This involves following a series of structured and
guided activities and some observation of a course in
progress. The aim of induction programmes is to familiarise
experienced trainers with the aims and standards of the
CELTA Award.
Induction is appropriate for:
 a new centre where the proposed trainers already have

substantial teacher training experience, including
experience of training at pre-service level
 a trainer who has had a break of some years from
CELTA training and is no longer an approved tutor, but
who has been involved in teaching and training in the
intervening years.
Refresher Training
Where a previously approved Cambridge English Language

Assessment CELTA tutor has not worked on courses for
over two years Cambridge English advises a refresher
course is provided before the proposed tutor works on
CELTA courses again. The refresher course should involve
the proposed tutor sitting in on 50% of a CELTA course so
that the trainer can re-adjust to the standard and also, if
working on intensive courses, to delivering CELTA

Induction
Induction programmes should be designed to complement
the trainer’s existing skills and competencies and to provide
information specific to CELTA course programmes and
assessment procedures.
Induction should:
 ensure a thorough knowledge of CELTA course
requirements
 incorporate design of a CELTA course programme with

a focus on the level at which course content should be
pitched
 cover CELTA assessment procedures including

standardisation of grading
 cover all aspects of CELTA administration including:
- candidate selection
- course management, including roles and

responsibilities of tutors, and record keeping.
An established centre wishing to arrange induction for a

trainer should submit a Trainee Nomination Form for the
proposed trainer together with a proposed induction
programme and a letter of recommendation from the centre’s
Head of Teacher Training, to the Centre Approvals
Administrator at Cambridge English. The letter of
recommendation should state why the tutor is being
recommended for an induction programme rather than a full
training programme. Cambridge English will then provide
written approval for the induction if appropriate. Induction
should not commence until such approval has been
received.
New centres will be informed during the approval application

process as to whether an induction programme can be
considered for their trainers.

Training programmes
Criteria
 The trainer-in-training compiles a portfolio of work.
Centres which are approved by Cambridge English to
 The centre submits the following to Cambridge English
manage their own trainer-training programmes must meet
when the training programme is finished:
the criteria detailed below.
- the completed Pro Forma for Moderation of
 The centre has been established for a minimum of three
Completed Portfolios signed by the trainer with
years.
overall responsibility for teacher training or centre
 The centre has a core team of experienced trainers. manager as appropriate. See Appendix 1.
(Centres whose courses are normally delivered by guest
- The Centre Report completed by the training
tutors operating on a freelance basis must follow the
supervisor. (The headings for the Centre Report
procedures outlined on page 8 and summarised on page
are on page 12 of this handbook.)
13.)
 The new trainer will be confirmed as an Assistant
 The centre has at least one assessor on the team.
CELTA tutor by a letter to the centre.
 The centre has successfully delivered a trainer-training
- Assistant tutors will normally need continued
programme within the last three years, with at least one
support during initial courses.
training supervisor who is still a member of the core
team. - Main course tutors are required to have worked
on at least three to four CELTA courses in the
 The centre has received positive feedback from Joint
role of assistant tutor and should have shadowed
Chief Assessor reports and Quality Reviews.
the role of the main course tutor.
Procedure for training trainers who will work for Please note that assessors do not need to review the
the centre
training. However, the centre’s JCA may specifically ask to
observe new trainers as part of the Quality Review Visit.
 The centre selects a trainer-in-training. The proposed
Trainers-in-training should complete training portfolios as
trainer-in-training must meet the point of entry
detailed in this handbook and the centre’s JCA may ask to
requirements detailed on page 3.
see these at the end of the training period.
 The centre submits the Trainee Nomination Form of the
trainer-in-training to Cambridge English for information.
 The centre designs a training programme to suit the

individual trainer-in-training’s needs. (This does not
need to be submitted to Cambridge English).
 The centre appoints a training supervisor. Ideally the

training supervisor should not be the same person as
the Head of Teacher Training with overall responsibility
for training at the centre, as it will be the role of the latter
to moderate the training procedures. However, it may
not be practical for all centres to separate the two roles;
centres should use their own discretion in this matter.
 The centre implements the training programme.

 A report on the trainer-in-training is completed by the
Procedure for training trainers who will work for
another centre external assessor and copies are sent to the centre’s
 Arrangements are made between the centre running the JCA (shown on the centre’s letter of approval) and to
programme and the centre requiring the training Cambridge English (Centre Approvals Administrator).
programme.
 When the training programme has finished, the centre
 The centre running the training programme checks with sends the evaluative piece of written work completed by
Cambridge English to ensure that the trainer-in-training the trainer-in-training together with a report on the
is approved. trainer-in-training completed by the training supervisor to
the centre’s JCA. (Please note the report should be sent
 The centre designs a training programme for the trainer-
to the JCA of the centre at which the trainer-in-training
in-training.
will work to ensure that the JCA can follow up their
 The training programme is implemented and the trainer- progress on future courses where required).
in-training compiles a portfolio of work.
 The JCA considers the evaluative piece written by the
 Towards the end of the training programme the trainer- trainer-in training, the reports from the training
in-training is assessed by an external assessor while the supervisor and the external assessor, and reports to
programme is in operation. The external assessor Cambridge English. The JCA may ask to scrutinise the
observes the trainer-in-training conducting input and trainer-in-training's portfolio before completing the report
supervising TP and reads the portfolio of the trainer-in- for Cambridge English. Trainers-in-training should
training. retain their portfolio intact for a minimum of two months
 The trainer-in-training’s portfolio should include the in case it is requested by the JCA.
following documentation at the time of the assessor’s  The Joint Chief Assessor will confirm with Cambridge
visit: English any recommendations relating to the trainer-in-
- the training programme including a list of tasks training and if appropriate any need for continued
training.
- evidence that these tasks have been carried out
 Cambridge English informs the centre of the status of
- evidence of the trainer-in-training having
the trainer-in-training via a letter. See page 13 for
completed at least one input session
possible outcomes.
- feedback from the training supervisor on input
- shadow-marked assignments, with copies of

assignments marked by the main tutor for
comparison
- feedback from the training supervisor on the

trainer-in-training’s marking
- shadow written TP feedback, with copies of the

main tutor’s feedback for comparison
- evidence of the trainer-in-training having

conducted oral TP feedback on at least one
occasion
- feedback from the training supervisor on the

trainer-in-training’s oral and written feedback

Centres requiring approval to train trainers with
external evaluation
Criteria - evidence of the trainer-in-training having completed at

least one input session
Centres who are not approved to manage trainer-training
programmes must obtain approval for the trainer-in-training - feedback from the training supervisor on input
and the trainer-in-training programme from the Cambridge - shadow marked assignments, with copies of
English Centre Approvals Administrator before proceeding. assignments marked by the main tutor for comparison
Centres in this category are: - feedback from the training supervisor on the trainer-in-
training’s marking
 new centres (for a three-year period)
- shadow written TP feedback, with copies of the main
 centres training a new tutor for the first time
tutor’s feedback for comparison
 centres without a core team of trainers
- evidence of the trainer-in-training having conducted
 centres where significant issues have been raised by oral TP feedback on at least one occasion
assessors, which might affect the quality of the training
- feedback from the training supervisor on the trainer-in-
programme.
training’s oral and written feedback
Procedure
 A report on the trainer-in-training is completed by the
 The centre selects a trainer-in-training. The proposed
external assessor. (Report templates are available on
trainer-in-training must meet the entry requirements.
the Centre Support Website) Copies are sent to the
 The centre submits the trainee nomination form of the centre’s JCA (shown on the centre’s letter of approval)
trainer-in-training to Cambridge English for approval and teachingqualifications@cambridgeenglish.org
together with a letter of recommendation from the trainer
 When the training programme has finished, the centre
with overall responsibility for teacher training or the
sends the evaluative piece of written work completed by
centre manager.
the trainer-in-training together with a report (the template
 The centre designs a training programme for the trainer- for the report is available on the Centre Support
in-training and submits it to Cambridge English for Website) on the trainer-in-training completed by the
approval. training supervisor to the centre’s JCA.
 When approval has been obtained, the training  The JCA considers the evaluative piece written by the
programme is implemented and the trainer-in-training trainer-in training, the reports from the training
compiles a portfolio of work. supervisor and the external assessor and reports to
 Towards the end of the training programme, the trainer- Cambridge English. The JCA may ask to scrutinise the
in-training is assessed by an external assessor while the trainer-in-training's portfolio before completing the
programme is in operation. The external assessor report. Trainers-in-training should retain their portfolio
observes the trainer-in-training conducting input and intact for a minimum of two months in case it is
supervising TP and reads the portfolio of the trainer-in- requested by the JCA.
training.  The JCA confirms with Cambridge English any
 The trainer-in-training’s portfolio should include the recommendations relating to the trainer-in-training and
following documentation at the time of the assessor’s any need for continued training.
visit:  Cambridge English informs the centre of the status of

- the training programme including a list of tasks the trainer-in-training and re-issues the centre’s letter of
- evidence that these tasks have been carried out approval. See page 13 for possible outcomes.

Training supervisors
The following comments apply to all centres.
An experienced CELTA trainer from the centre must supervise

the trainer-in-training. The training supervisor may or may not
be involved in the course on which training is being undertaken.
If the training supervisor is not involved, the tutors on the course
must be appropriately experienced and should be aware that
there may be an additional time commitment. As a general rule
there should be an hour a day discussion/feedback time with a
course tutor and/or the training supervisor. On full-time courses,
the supervisor should allow adequate time before, during and
after the course for this role. In the case of part-time courses,
the time allocated for supervision during the course will need to
be pro-rated.
All training supervisors should be given a copy of the Trainer-

training and Induction Handbook.
Time allocation for training
The trainer-in-training will need to be allocated time to complete

the tasks set, for example:
 8 - 10 hours on pre-course tasks
 observation of 80% of the course with the remainder of

course time spent on completing associated tasks
 8 - 10 hours on post-course tasks, including work on the

portfolio.
Supervising tutors must provide guidance, support and

feedback during the programme. Liaison with other course
tutors is important to ensure consistency of advice given.

Materials for trainers-in-training
To assist with delivery of the programme, the following materials

are available to download from the customer support website:
 The CELTA Syllabus and Assessment Guidelines
 The CELTA Administration Handbook
 The CELTA 5 Candidate Record Booklet.
In addition the customer support website can provide forms and

additional documentation.
An archive CELTA standardisation is available on LMS: Fronter

which should be used for standardisation purposes with all
tutors in training. If you have access to Fronter you will find the
archive area with the current CELTA standardisation area. If
you do not have access to Fronter please contact
teachingqualfications@cambridgeenglish.org
The centre is required to supply the trainer-in-training with the

following, as appropriate:
 a copy of the course timetable, observation and

practice teaching arrangements
 details of written assignment titles
 copies of completed candidate application forms
 a copy of pre-interview and pre-course tasks
 plans and handouts for input sessions observed
 copies of lesson plans for teaching practice sessions

observed
 copies of completed teaching practice feedback

sheets for feedback sessions observed
 copies of a selection of unmarked written

assignments.

Guidance on devising the training programme
3. Post-CELTA coursework
The programme provided within the Trainer-training and
Induction Handbook is given as an example of a training Completion and submission of a portfolio, containing:
programme. It has been produced to exemplify the range of  Trainee nomination form and trainer-in-training profile
tasks and skills that might be included on any trainer-training
 trainer-in-training programme and schedule
programme. It is not intended that all these activities are
 course timetable
covered within one programme or that the tasks are used in the
 completed tasks set by the training supervisor
form in which they appear in this document. They may be used
 input session plans and accompanying handouts for
by a centre as a starting point for the development of the
sessions given
centre’s own training programme. It should be noted, however,
 session plans, handouts and the tutor in training's
that some tasks are compulsory.
notes on observation of input sessions
 copy of feedback from the tutor who observed the
The trainer-training programme is divided into three sections:
sessions
1. Pre-CELTA coursework
 written feedback sheets for any teaching practice led
2. CELTA coursework
by the trainer-in-training together with the candidate's
3. Post-CELTA coursework.
lesson plan and self-evaluation, the
The trainer-in-training is required to complete a number of tasks supervisor’s/tutor's written feedback to the trainee and
before, during and after the course on which the training is the supervisor’s/tutor's feedback to the trainer-in-
training
taking place. Additionally, candidates may be asked to
complete pre-training selection tasks.  shadow-marked written assignments together with the
supervisor’s/tutor’s written feedback to the trainee
It is assumed that all trainers working on Cambridge English and the supervisor’s/tutor’s feedback to the trainer-in-
CELTA courses will use written and spoken language which is training
free of mistakes in spelling, pronunciation and grammar.  feedback from the supervisor on the marking of
1. Pre-CELTA coursework assignments
 introduction to CELTA training
 progress reports from the training supervisor
 preparation for CELTA training
 the course programme  outline plans for two session plans in addition to those
 interviewing and selecting candidates delivered during the period of the training programme.
 looking at a pre-course task. (Sessions delivered during the course and additional
session plans prepared for the portfolio should cover
2. CELTA coursework different areas of the syllabus.)
Involvement in:
 an evaluative piece of up to 1,500 words on the
 the selection procedure process of undergoing training and what the trainer-
 programme design in-training feels his/her strengths and weaknesses are
 materials and session design as a prospective tutor. The trainer-in-training’s
 session delivery interactive journal (see Section One page 21), daily
 teaching practice and feedback log sheets (see Section Two page 23). Observations
 observation of experienced teachers and peer and notes made during the course will provide the
observation basis for this piece of work.
 marking of written assignments  bibliography of works consulted during and after the
 monitoring progress course (See recommended reading in Appendix One:
 assessment. Section 4).

The supervisor’s report Role of the assessor and the assessor’s report
Guideline headings for the supervisor's report If the centre is approved to manage the training programme
and is training a trainer who will work for the centre,
The training supervisor should submit a report with the
assessors are not required to review or report on the training.
completed portfolio at the end of training. The template for
the report is available on the Centre Support Website. The If the centre is approved to manage internal training and is
following headings are provided as a guide. Reference training a trainer who will work for another centre, assessors
should be made to the competencies outlined on page 16 of are required to review and report on the training.
this handbook.
If the centre is not approved to manage training programmes,
 knowledge and understanding of the CELTA
assessors are required to review and report on the training.
Syllabus and Assessment Guidelines
 knowledge and understanding of the In the latter two cases the assessor spends one day in
Administration Handbook addition to the one-day assessment of candidates at the

centre. This should be towards the end of the training
 observation of input
programme.
 proficiency as an input tutor
During the day the assessor should:
 materials and session design  discuss the training programme and the progress of
the trainer-in-training with the training supervisor
 observation of teaching practice
 examine the portfolio which has been completed to
 proficiency as a teaching practice tutor and in
date
giving feedback (both oral and written)
 observe the trainer-in-training conducting input and
 written assignments: teaching practice feedback sessions
- awareness of the nature and purpose of written  have a meeting with the trainer-in-training
assignments
 give feedback as appropriate to the training
- marking of written assignments. supervisor and the trainer-in-training.
 ability to monitor progress and evaluate in relation The assessor should submit a report on the trainer-in-
to final assessment criteria throughout the course training with recommendations to
 record-keeping skills teachingqualifications@cambridgeenglish.org together

with the assessor’s report on the CELTA course. The
 awareness of role as a course tutor
template for the report is available on the Centre Support
 an overall assessment of the skills and needs of the Website. A copy of this report should also be sent to the
trainer-in-training, in relation to their role on future centre and to the centre’s JCA.
courses. Recommendations for involvement in
Guideline headings for the assessor’s report
future courses, including level of support required.  Comment on the training programme
 Review of the portfolio
 Observation of the trainer-in-training in input and/or

teaching practice and feedback
 Summary of discussions with the training

supervisor
 Summary of discussions with the trainer-in-training
 Overall recommendations.

Final moderation of the trainer-in-training (for
centres not approved to manage training
programmes)
When the training programme has been completed, the JCA for
the centre should review the training process. In order to do
this, the centre should send the trainer-in-training’s evaluative
piece of written work and the supervisor’s report to the JCA for
moderation. This should be done within one week of the end of
the training process.
The JCA may request the trainer-in-training’s portfolio. Centres

should send this on request.
The JCA will then confirm with Cambridge English any

recommendations relating to the trainer and/or any need for
continued training.
Cambridge English will advise the centre of the outcome. The

centre and the trainer-in-training should be aware that the
following outcomes may occur:
 The trainer-in-training may be confirmed as an assistant

tutor. Tutors do not normally take on a main course tutor
role until they have worked on at least three courses as
assistant tutor and have shadowed the main course
tutor role. It is the centre's responsibility to ensure that
tutors are adequately experienced and prepared for the
main course tutor role.
 It may be recommended that the training needs to be

extended to allow the trainer-in-training more time to
achieve the required competencies.
 The trainer-in-training may be advised that they have

not met the competencies required and cannot be
approved.

Administrative Timetable (for centres not approved to
manage training programmes)
The following table outlines the administrative procedures for trainer-training.
Procedure Time-scale Action By:

The centre submits the trainer-in-training’s trainee At least one month before the The centre
nomination form, a letter of recommendation and training programme begins
outline training programme to the Cambridge English
Teaching Qualifications Centre Approvals
Administrator for approval.
If the trainer is approved, the centre will receive a Before the training begins Cambridge English
letter confirming their status as a CELTA trainer-in-
training.
The centre arranges a two-day assessment visit to When arranging the assessor’s The centre
take place in the final stage of the training visit
programme.
The assessor visits the centre and reviews the In the final stages of the training The centre
programme and observes the trainer-in-training on programme The assessor
the course.
The assessor sends/e-mails the report on the trainer- As soon as possible after the The assessor
in-training to the centre and to the centre’s JCA. A assessor’s visit
copy is also sent with the assessor’s report on the
CELTA course to Cambridge English.
The centre sends the evaluative piece of work Within one week of the end of The centre
completed by the trainer-in-training and the the training process
supervisor’s report to the JCA at the end of the
training.
The JCA reviews the reports and completes the JCA As soon as possible after The JCA
Moderation Report Form. If the JCA wishes to receipt from centre
scrutinize the trainer-in-training’s portfolio, the JCA
contacts the centre.
The JCA sends the Moderation Report to the As soon as possible after review The JCA
Cambridge English Teaching Qualifications Centre
Approvals Administrator.
Cambridge English approves the trainer or makes On receipt of documentation Cambridge English
recommendations as appropriate. from the JCA

Guidelines for the trainer-in-training Aims of the training programme
The materials in this handbook are designed to raise the Core skills training must be undertaken on a CELTA trainer-
trainer-in-training’s awareness of the Cambridge English in-training programme. The balance between pre-course, in-
CELTA award and to develop the skills of a trainer on these course and post-course training will depend on the level of
courses. This handbook contains samples of the types of knowledge and experience the trainer-in-training has. The
task that a trainer-in-training might be required to complete training centre should design a training programme
before, during and after the course that is being observed. appropriate to individual needs.
The assigned supervisor should be available on a regular
basis to answer questions and to support the trainer-in-
The competencies outlined on page 16 will be acquired
training during the programme. There are various types of
through a combination of:
task that should be completed during the training programme
(see Appendix 1). These will involve reading, studying,  pre-course training tasks
observing, note-making, designing tasks, delivering  supervised observation and participation in a CELTA
sessions, marking written work, providing feedback and course in order to develop training skills and awareness
keeping an interactive journal.  post-course tasks.
Appendix 1 is an example of a training programme. It is not

A portfolio should also be submitted to the centre at the end
intended that all these activities are covered within one
of the programme.
programme or that the tasks are used in the form in which
they appear in this document. It is intended that centres will
NB: All work produced by trainers-in-training will be
develop their own programme using this programme as an
scrutinised to ensure written and spoken language
example. However, the following tasks are compulsory:
is free of mistakes in spelling, punctuation and
grammar. - the 1,500-word evaluative piece
- outline plans for two sessions in addition to those

delivered on the course.
It is the centre’s responsibility to ensure that the training

programme will allow the trainer-in-training to include in their
portfolio all the documentation required.

Trainer-in-training competencies
- the ability to recognise significant strengths and
By the end of the training programme the trainer-in-training weaknesses in teaching.
must show evidence of the following:
 design appropriate observation tasks for peer
 an understanding of a variety of principles and observation and the observation of experienced
approaches to teaching and training and the ability to teachers
put these into practice appropriately
 plan, set and evaluate a range of written work
 readiness to work flexibly and co-operatively within a
team  apply the award’s requirements and regulations
 sensitivity to trainee needs and ability to adapt the  select candidates through appropriate interview skills
programme accordingly
 show an awareness of the role of the assessor.
 good organisational/presentational skills (relating to
course delivery and course administration including
record keeping and maintenance of candidate files) Giving feedback involves a number of skills, for example:
 giving feedback on the lesson plan
 a knowledge of trainer roles and responsibilities as
detailed in the Administration Handbook  giving constructive criticism on the lesson
 a readiness to respond positively to feedback from  prioritising
fellow trainers and trainees
 relating feedback on an individual lesson to
 enthusiasm and motivation for their work overall progress
 awareness of their strengths and weaknesses as a  providing an appropriate balance between

trainer progress made and action points
 an awareness of strategies for continuing professional  summing up and leading candidates to the
development. identification of action points
In relation to the CELTA course, the trainer-in-training must  listening skills

be able to do the following:
 appropriate intervention during feedback
 design input sessions and implement these in relation to
the five syllabus units using a variety of modes of  managing peer feedback
delivery
 being tactful
 design pre-session and post-session input tasks
 time management
 pitch the level of input appropriately and make informed
decisions as to what to select or exclude in all aspects  counselling skills.
and at all stages of the course
The following competencies are required for the role of the
 provide appropriate guidance for teaching practice with main course tutor. An ability to:
regard to content and preparation for the lesson
 design a course programme in accordance with the
 give feedback on teaching practice appropriately and Syllabus and Assessment Guidelines booklet
sensitively (according to different personality types and
different stages of the course) and effectively (using  set up a rota for teaching practice, observation and
different modes e.g. group work, eliciting) monitoring in accordance with the regulations
 write clear and focused teaching practice feedback  co-ordinate, direct and support the work of others
sheets
 prepare for the assessor's visit in accordance with the
 give clear, accurate and sensitive feedback to regulations
candidates on all aspects of the course
 liaise and correspond with Cambridge English regarding
 evaluate and assess candidates appropriately completing and returning documentation.
This requires:
- knowledge of, and familiarity with, the
standards of the award
- the ability to evaluate on an ongoing basis with
reference to the assessment criteria throughout
the course and at final grading

Appendix 1: Example training programme
Section 1: Pre-CELTA
The following are examples of familiarisation tasks that can be included to enable the trainer-in-training to become familiar with the
CELTA and the training programme.
TASK: Preparation of a task schedule
The trainer-in-training should complete this task in preparation for training on a CELTA course.
The handbook should be read carefully and the tasks the trainer-in-training will be required to do before, during and after the
course should be identified including how long it is anticipated they will take. The following task schedule can be used as an aid
in completing this task.
COMPLETED COMPLETED
WEEK DAY TASK/SUMMARY Trainer-in- Supervisor
training

Before the training programme begins, the centre should provide you, the trainer-in-training, with a copy of the CELTA Syllabus and
Assessment Guidelines, the CELTA Administration Handbook and the Candidate Profile.
TASK: Familiarisation with CELTA documentation
Read through the CELTA Syllabus carefully and then answer the following questions.
1. What are the total course hours?
2. What are the entry requirements for a prospective CELTA candidate?
3. How much assessed teaching practice has to be provided for each trainee?
4. What else can you remember about the requirements for teaching practice?
5. How much classroom observation has to be provided for each trainee?
6. What is the focus of each of the five units in the syllabus?
7. What are the two assessment components?
8. How is each of these assessed?
9. What grades may be awarded and what is the profile of a candidate at each level?
10. How many written assignments are there and what is the word count for each assignment?
11. What are the focus areas for the written assignments?
12. What questions do you still have? Ask your supervisor.
After reading through the CELTA Syllabus and Assessment Guidelines and completing the questions above, you should then
read through the CELTA Administration Handbook and Candidate Profile. Then make notes on the following areas to ensure
familiarity with these aspects of the course:
 the role of the assessor and the procedure for the assessor's visit
 course assessment
 grades, results and certificates
 teaching practice classes
 candidate files/portfolios
 observation
 the complaints procedure.
Check with your supervisor when you have finished the task if there are any areas that are still unclear.
Your notes should be organised in such a way that they can be easily referred to.

Before the training programme begins, the supervisor should provide you with a copy of the course timetable and the rubrics for the
written assignments on the course.
TASK: Familiarisation with the course programme
1. Study the timetable and compare this with the syllabus specifications. First you need to reflect on how the syllabus units
are translated into a timetable and to what extent teaching methodology is made explicit. Note that methodology may be
delivered explicitly in discrete sessions or implicitly within other sessions. Then match each unit in the syllabus to parts or
sections of the timetable using the matrix below. Discuss your findings with your supervisor and amend the matrix as
appropriate.
2. Study the tasks set for the written assignments. With reference to the timetable and the syllabus specifications, reflect on
how the tasks that have been set meet the criteria set out for each assignment in the syllabus. Comment on the timing of
the assignments through the course, namely the set and due-in dates for each one.
Syllabus topic Realised on course timetable:

Explicitly Implicitly
Unit 1
The learner, the teacher and the
teaching/learning context
Unit 2
Language analysis and awareness
Unit 3
Language skills
Unit 4
Planning and resources for different contexts
Unit 5
Developing teaching skills and professionalism

Familiarisation with CELTA teaching practice and observation
It is important before the course begins for you to observe a candidate teaching so that you are aware of the level required. You
will be able to compare your assessment and the positive and negative points you would highlight in feedback with your supervisor.
For this exercise, a standardisation video can be used or a trainee teacher can be observed.
Before the session, study the assessment criteria for the supervised teaching practice detailed in the CELTA Syllabus and
Assessment Guidelines and other relevant materials provided by your supervisor, including the candidate's lesson plan.
TASK: Teaching practice standardisation
Observe/view the lesson. After the observation, your supervisor will want to discuss:
 your overall assessment of the lesson for the stage of the course
 your assessment with reference to the assessment criteria for the supervised teaching practice component in the
Syllabus and Assessment Guidelines booklet
 the positive and negative points you would highlight with the candidate in feedback
 any other points you have noted and wish to raise.

Interactive journal
The journal is a means of recording your feelings, doubts, interests and insights throughout the training process. It will record your
changing perspectives and allow you to reflect on your experiences. Its purpose is developmental and it remains private.
TASK: Beginning your journal
Write entries in your journal as often as you can. The ideal is three or four times a week before and during the course.
Although your training supervisor will not read your journal, you will be asked to comment on the changing perspectives and the
insights that your journal reveals to you. You may quote short extracts from your journal to illustrate certain points, or
summarise particular aspects of what you have written in discussions with your supervisor.
The journal will provide you with valuable data for the written work which you will be required to submit at the end of the
programme. Talk to your supervisor if you have any concerns or questions about the journal element.

TASK: Interviewing and selection of candidates
There are three components to this section:
1. Interviewing candidates
Your supervisor will have arranged for you to sit in on a number of interviews. Before you sit in, refer to your notes from
the CELTA Administration Handbook and the CELTA Syllabus. Write down the criteria for selection of candidates and
other aspects which you feel should be covered at interview. As you observe the interview, make notes on the topics
covered and the types of questions the interviewer asks. You will have the opportunity to talk to the interviewer after the
interview. Make sure you are familiar with the format and focus of the pre-interview task the candidate has been given
and that you have read through the completed application form.
2. Pre-interview and pre-course tasks
Study the pre-interview and pre-course tasks (including any prescribed reading) in detail. What is the purpose of each
task? How does it prepare the candidate for the interview/the course? Are there any areas or components of these tasks
which you would want to change? Discuss this with your supervisor.
3. Review of candidate application and selection
When all the candidates have been accepted for the course, study the application forms and briefly summarise in note
form the relative strengths and weaknesses of each trainee. You will find it interesting to return to these notes as you
observe trainees during the course and when the grades of award are discussed.

Section 2: The CELTA Course
TASK: Course content and summarising input sessions
You will need to make photocopies of this Input Session Log Sheet and complete one for each input session that you observe.
(You do not need to include these sheets in your portfolio, but they may be useful.) You should aim to observe at least 50% of
the input sessions on the CELTA course.
Input Session Log Sheet
Title of session:
Week and day:
Length of session:
Main points covered:
Input was in the form of:
traditional lecture interactive lecture inductive approach
group discussion video deductive approach
workshop tasks presentation of research a trainee-led session
micro-teaching by tutors
Did the trainer make use of loop input in the session?

Interaction patterns used in the session were:
trainer  whole group group  group individual work
pair work group work whole group  trainer
other (detail):
Comment on:
warmer(s) questioning/elicitation closure handouts
You will have the opportunity to discuss points arising from the above with your supervisor.

Section 2: The CELTA course
TASK: Materials and session design
1. After the initial phase of the course, choose two sessions you have observed. Design a handout for each one that could
be used to raise trainees' awareness of the topic covered at one of the following stages:
 before the session

 during the session
 after the session.
2. Show your handouts to your supervisor and note the comments.
TASK: Session design
1. Towards the middle of the course identify four of the input sessions you will be observing. Choose sessions which
have different focus areas (for example, phonology, methodology, materials and so on). Before you observe:
 summarise the key principles/issues you expect to be covered
 decide how you think the session might be delivered by the trainer
 note what types of interaction pattern you would anticipate
 predict the types of tasks the trainees might be engaged in.
2. As you observe each session, fill out the Daily Log Sheet (above) as usual.
3. After the session, compare and contrast your predictions with what took place. Write comments on anything which
surprised you. You may want to discuss these points with your supervisor.
4. Write down at least four things you personally have learned/noticed from doing this activity and which you will need to
bear in mind when planning sessions in the future.
TASK: Planning and delivering input sessions
You will be asked to plan and deliver a limited number of input sessions during the course. The focus of these sessions will be
decided in discussion with your supervisor. Full written plans of the sessions plus accompanying handouts should be included
in your portfolio.

Teaching practice observation and feedback
You will observe teaching practice at different ability levels. Your supervisor will arrange for you to observe specific candidates
in the full range from potential fail to pass A, where possible. You will also observe feedback given by all the teaching practice
tutors on the course.
TASK: Teaching practice observation
For each teaching practice observation, the supervising tutor will give you a copy of the relevant lesson plan. Make sure you
are familiar with the coursebook being used and/or any teaching practice points. You will also be given details of the peer
observation tasks that the trainees have been given. As you observe each lesson, refer to the supervised teaching practice
section within the Syllabus and Assessment Guidelines booklet. At the end of the lesson, make a note of:
 two or three things you feel the trainee handled well

 two or three things the trainee handled less well and should focus on in the next lesson.
Your supervisor will provide you with the feedback format used at the centre. Make use of this as you observe teaching
practice throughout the course and keep a note of any changes you consider could be made to the format. Discuss these with
your supervisor.
TASK: Teaching practice feedback
There are many different ways of conducting feedback, depending on the context, the tutor’s preferences, trainees'
expectations, the stage of the course, number of trainees in the group and so on. Before you sit in on a feedback session, note
down the different approaches to giving feedback you expect to see during the course.
As you sit in on feedback make notes on:
 the style of feedback
 how difficult issues are handled
 the balance between trainee and tutor comment
 the effectiveness and extent of peer feedback.
Review your own comments about the lesson and note how these matched with those of the tutor. Are there any instances
which you would have handled differently to the tutor? If so, say how and why.
As the course progresses, reflect on the different ways of conducting feedback that you have seen and how they compare with
your predictions. Would you say that any of these are more effective than others? Which would you feel happy to adopt as a
tutor? Do you notice any changes in the way that feedback is handled in the latter stage(s) of the course? If so, what do you
think the reason for this is?

TASK: Giving feedback
In the latter stages of the course, you will be invited to contribute to feedback sessions. The supervising tutor will brief you
regarding your role and you will have a chance to talk to the tutor about your assessment of the lesson between your
observation of the teaching practice and the giving of feedback.
TASK: Peer observation
In the latter stages of the course, review the value of the peer observation tasks that the trainees have been given. Make
particular reference to the focus of the task(s) and their appropriacy. Outline any changes you would implement for future
courses.

Written assignments
Your supervisor will provide you with copies of some written assignments to shadow mark.
TASK: Shadow marking of written assignments
Before you begin shadow marking, look again at the criteria for the assessment of written work in the CELTA Syllabus. Include
the copies of these assignments and your comments in your portfolio.
TASK: Designing written assignments
In the latter stages of the course, design two written assignments which you think could be used on future courses. Attach
these to your portfolio.

TASK: Monitoring trainee progress
Select four trainees at the beginning of the course. Complete the following for each trainee on four occasions during the course.
Trainee name Strengths To work on Overall
TASK: Trainee tutorials and self-assessment
You will be given the opportunity to observe a tutorial with one of the trainees you have selected above. Before the tutorial, you
should study the tutorial form in CELTA 5. Read this through and reflect on its format and clarity. When you observe a tutorial or
tutorials, complete the tutorial form before the tutorial, using your notes from the relevant progress sheet above to help you. After
the tutorial, discuss with the tutor the trainee's ability to assess their own strengths and weaknesses and the accuracy of their
assessment of progress on the course. Note how the tutor resolves any inconsistencies of perception between themselves and the
trainee, how these are documented and the final outcome agreed by the tutor and trainee.

Section 3: Post-CELTA coursework
Look through your notes and your interactive journal and pass on to your supervisor any comments you think might be useful in the
planning of future courses.
TASK: An evaluative piece of written work (approx.1500 words)
The format of this piece is up to you, but if you choose you could present it in three sections:
1. Pre-course - interviewing, selection, etc.
2. During the course - input sessions, teaching practice observation and feedback, tutorials, written feedback on
assignments, grading and so on
3. Post course - reports on trainees, post-course evaluation.
The evaluative piece should be written in continuous prose.
TASK: Completion and submission of portfolio
 Compile your portfolio for submission to your supervisor. This should be submitted no more than one week after the
end of the course. See page Error! Bookmark not defined. for a list of what the portfolio should contain.

Section 4: Recommended reading
Freeman and Richards Teacher Learning in Language Teaching (CUP 1996)
Harmer J How to Teach English (Longman 1998)
Head and Taylor Readings in Teacher Development (Heinemann 1997)
Larsen-Freeman D Techniques and Principles in Language Teaching (OUP 2000)
Parrott M Tasks for Language Teachers (CUP 1993)
Richards and Nunan Second Language Teacher Education (CUP 1990)
Richards and Rogers Approaches and Methods in Language Teaching (CUP 1986)
Roberts J Language Teacher Education (Arnold 1998)
Tanner and Green Tasks for Teacher Education (Longman 1998)
Thornbury S How to Teach Grammar (Longman 1999)
Underhill A Sound Foundations (Heinemann 1994)
Wajnryb R Classroom Observation Tasks (CUP 1992)
Woodward T Loop Input (Pilgrims 1988) (Out of print)
Woodward T Models and Metaphors in Language Teacher Training (CUP 1991) (Out of print)
Woodward T Ways of Training (Longman 1992) (Out of print)
Wright J Dictionaries (OUP 1998)

Appendix 2: CELTA Induction Topics and Programme
Introduction
 CELTA course aims
 Aims and expectations for the induction
Session 1 – Candidate Selection

 Entry requirements and procedures for dealing with applications
 Looking at sample applications
 Pre-interview tasks
 Selection interviews and interview tasks
 Observing sample interviews
 Possible procedures for dealing with unsatisfactory applicants
Session 2 – Pre-course Task

 Contents and procedures for pre-course tasks
Session 3 – Designing the programme

 Syllabus requirements
 Integrating different aspects of the CELTA courses
 The course programme produced by the centre
 Weighting to be given to different topic areas and syllabus mapping
 Designing and delivering input sessions
 Integrating supported lesson planning
Session 4: Observation of Experienced Teachers

 Observation requirements and tasks
Session 5: The Two Components of Assessment

 The components of assessment and grade descriptors
Session 6: Teaching Practice

 The regulations for TP and TP points
 Recruiting students for TP classes
 The assessment criteria for Planning and Practising Teaching
 Ways of planning a programme for TP, length of sessions, range of levels, spread of sessions
 Lesson planning, lesson plan formats
 Looking at examples of candidates teaching
 TP feedback and TP feedback sheets
 Requirements for trainee self-evaluation and look at examples of trainee self-evaluation sheets
Session 7: Written Assignments

 The requirements of the syllabus and assessment criteria
 The setting, marking and grading of written assignments
 The resubmission policy for written assignments
 Looking at examples of unmarked written assignments
Session 8: Tutorials, records of progress and Candidate Portfolios

 Tutorials and tutorial forms (CELTA 5)
 Candidates Portfolios including CELTA 5/Candidate Record Book
 Procedures and issues relating to grading candidates and tutor liaison
Session 9: The Assessor’s visit

 The role of the assessor
 Procedures for preparing for the visit
 Procedures for the day of the visit
 Procedures for the grading meeting and confirming the final grading of candidates
 Examples of the assessor’s report
Session 10: Course Administration

 The attendance policy for CELTA
 Candidate entry forms and results forms and procedures
 End of course reports

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Trainer in Training Handbook

This handbook is intended principally for CELTA trainers and

CELTA - the Cambridge Certificate in English Language

CELTA is accredited by Ofqual in England, ACCAC in Wales

Owner: Helen Rose Date: 12.12.2013 Page 1 of 31

Centres approved to manage training programmes

Centres that require approval to train tutors with external evaluation 8

Materials for trainers-in-training 10

Guidance on devising the training programme 11

The supervisor’s report 12

Role of the assessor and the assessor’s report 12

Administrative Timetable (for centres not approved to manage training programmes) 14

Guidelines for the trainer-in-training 15

Aims of the training programme 15

Appendix One: An example of a training programme 17

Section One: Pre-CELTA coursework 17

Section Two: The CELTA course 23

Section Three: Post-CELTA coursework 29

Section Four: Recommended reading 30

Appendix 2: CELTA Induction Topics and Programme 31

Owner: Helen Rose Date: 12.12.2013 Page 2 of 31

 have successfully completed a training or induction

Point of entry for Cambridge English CELTA

 evidence of professional commitment (involvement in

A prospective trainer’s application to be a CELTA trainer

CELTA centres should not offer individual trainer training

Owner: Helen Rose Date: 12.12.2013 Page 3 of 31

In certain circumstances an induction programme may be

Induction is appropriate for:

 a new centre where the proposed trainers already have

Where a previously approved Cambridge English Language

Owner: Helen Rose Date: 12.12.2013 Page 4 of 31

 incorporate design of a CELTA course programme with

 cover CELTA assessment procedures including

 cover all aspects of CELTA administration including:

- course management, including roles and

An established centre wishing to arrange induction for a

New centres will be informed during the approval application

Owner: Helen Rose Date: 12.12.2013 Page 5 of 31

 The centre designs a training programme to suit the

 The centre appoints a training supervisor. Ideally the

 The centre implements the training programme.

Owner: Helen Rose Date: 12.12.2013 Page 6 of 31

- shadow-marked assignments, with copies of

- feedback from the training supervisor on the

- shadow written TP feedback, with copies of the

- evidence of the trainer-in-training having

- feedback from the training supervisor on the

Owner: Helen Rose Date: 12.12.2013 Page 7 of 31

Criteria - evidence of the trainer-in-training having completed at

training.  The JCA confirms with Cambridge English any

visit:  Cambridge English informs the centre of the status of

Owner: Helen Rose Date: 12.12.2013 Page 8 of 31

An experienced CELTA trainer from the centre must supervise

All training supervisors should be given a copy of the Trainer-

Time allocation for training

The trainer-in-training will need to be allocated time to complete

 observation of 80% of the course with the remainder of

 8 - 10 hours on post-course tasks, including work on the

Supervising tutors must provide guidance, support and

Owner: Helen Rose Date: 12.12.2013 Page 9 of 31

To assist with delivery of the programme, the following materials

In addition the customer support website can provide forms and