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In this framework, TAG facilitators are defined as key teachers within a community of practice (e.g., TAGs) who are competent, confident, and committed to supporting their colleagues’ professional development.
We propose that to grow into this role, second/English language teachers should aim to develop the following eight competencies:
Subject knowledge
Reflection on teaching practice
Reflection on professional self-development
Use of technology to support teacher learning
Building and sustaining communities of practice (e.g., TAGs)
Maintaining professional wellbeing
Designing Continuing Professional Development (CPD) sessions
Facilitating CPD sessions
This framework is intended as a guiding tool, not a rigid checklist. TAG facilitators are not expected to demonstrate all eight competencies at the highest level. Instead, the framework helps orient their ongoing learning and development, while also supporting teacher educators in mentoring and building capacity for the teachers they work with.
Download the full framework here.
To support the implementation of the framework, we developed a structured TAG Facilitator Programme. This includes session plans with clearly defined topics, objectives, activity outlines, and expected outcomes.