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Training & qualifications
Language proficiency
  • Development Phase 1
    • 1.1
      • is studying the target language at tertiary level
      • has achieved B1 proficiency in the target language
    • 1.2
      • is studying the target language at tertiary level
      • has achieved B2 proficiency in the target language
  • Development Phase 2
    • 2.1
    • 2.2
      • has gained a C1 examination certificate in the target language
      • or
      • has a degree in the target language and proven proficiency at C1 level
  • Development Phase 3
    • 3.1
      • has gained a C2 examination certificate in the target language,
      • or
      • has a degree in the target language and proven proficiency at C2 level
    • 3.2
      • has a language degree or C2 examination certificate plus a natural command of the target language, 
      • or
      • has native speaker competence in the target language
Education & Training
  • Development Phase 1
    • 1.1
      • is undertaking preliminary training as a language teacher at a teacher training college, university or a private institution offering a recognised language teaching qualification 
    • 1.2
      • has completed part of her/his initial training in language awareness and methodology, enabling her/him to begin teaching the target language, but has not yet gained a qualification
  • Development Phase 2
    • 2.1
      • has gained an initial qualification after successfully completing a minimum of 60 hours of documented structured training in teaching the target language, which included supervised teaching practice, 
      • Or
      • has completed a number of courses or modules of her/his degree in the target language and/or language teaching pedagogy without yet gaining the degree
    • 2.2
      • has a degree in the target lan­guage with a language pedagogy component involving supervised teaching practice,
      • or
      • has an internationally recognised (minimum 120 course hours) certificate in teaching the target lan­guage
  • Development Phase 3
    • 3.1
      • has a degree or degree module in teaching the target language involving supervised teaching practice, 
      • or
      • has an internationally recognised (minimum 120 course hours) certificate in teaching the target language and 
      • also
      • has participated in at least 100 hours of further structured in-service training
    • 3.2
      • has completed a master’s degree or degree module in language pedagogy or applied linguistics, involving supervised teaching practice if this was not part of earlier training.
      • or
      • has a postgraduate or professional diploma in language teaching (min. 200 hours course length).
      • has had additional training in specialist areas (e.g. teaching the language for specific purposes, language assessment, teacher training).
Assessed teaching
  • Development Phase 1
    • 1.1
      • is gaining experience by teaching parts of lessons and sharing experience with a colleague who is providing feedback.
    • 1.2
      • has had experience of being supervised, observed and positively assessed while teaching individual lessons.
      • has had experience of running teaching activities with small groups of learners or fellow trainees (‘micro-teaching’).
  • Development Phase 2
    • 2.1
      • in initial training, has had a total of at least 2 hours of successful documented, assessed teaching practice at at least two levels.
      • in real teaching has been observed and had positive documented feedback on 3 hours of lessons.
    • 2.2
      • in training, has had a total of at least 6 hours of successful documented, assessed teaching practice at at least two levels.
      • in real teaching has been observed and had positive documented feedback on 6 hours of lessons at three or more levels.
  • Development Phase 3
    • 3.1
      • has been observed and assessed for at least 10 hours during teaching practice and real teaching at various levels and with different types of learner, and has received positive documented feedback.
    • 3.2
      • has been observed and assessed for at least 14 hours during teaching practice and real teaching, and has received documented feedback.
      • has been assessed as mentor or observer of less experienced teachers.
Teaching experience
  • Development Phase 1
    • 1.1
      • has taught some lessons or parts of lessons at one or two levels
    • 1.2
      • has own class(es) but only experience at one or two levels
  • Development Phase 2
    • 2.1
      • has between 200 and 800 hours of documented unassisted teaching experience.
      • has taught classes at several levels.
    • 2.2
      • has between 800 and 2,400 hours of documented teaching experience:
        - at various levels
        - in more than one teaching and learning context 
  • Development Phase 3
    • 3.1
      • has between 2,400 and 4,000 hours of documented teaching experience:
         - at all levels except C2,
         - in several different teaching and learning contexts.
    • 3.2
      • has about 6,000 hours, documented teaching
      • has taught in many different teaching and learning contexts 
      • has experience of mentoring/training other teachers
Key teaching competences
Methodology: knowledge and skills
  • Development Phase 1
    • 1.1
      • is learning about different language learning theories and methods.
      • when observing more experienced teachers, can understand why they have chosen the techniques and materials they are using.
    • 1.2
      • has basic understanding of different language learning theories and methods.
      • can select new techniques and materials, with advice from colleagues.
      • can identify techniques and materials for different teaching and learning contexts.
  • Development Phase 2
    • 2.1
      • is familiar with language learning theories and methods
      • is familiar with techniques and materials for two or more levels
      • can evaluate from a practical perspective the suitability of techniques and materials for different teaching contexts
      • can take into account the needs of particular groups when choosing which methods and techniques to use
    • 2.2
  • Development Phase 3
    • 3.1
      • can provide theoretical justification for the teaching approach being used and for a very wide range of techniques and materials.
      • can use a very wide range of teaching techniques, activities and materials.
    • 3.2
      • has a detailed knowledge of theories of language teaching and learning and shares it with colleagues.
      • can follow up observation of colleagues with practical, methodologically sound feedback to develop their range of teaching techniques.
      • can select and create appropriate tasks and materials for any level for use by colleagues.
Assessment
  • Development Phase 1
    • 1.1
      • can conduct and mark end of unit tests from the course book.
    • 1.2
      • can conduct and mark progress tests (e.g. end of term, end of year) when given the material to do so.
      • can conduct oral tests when given the material to do so.
      • can prepare and conduct appropriate revision activities.
  • Development Phase 2
    • 2.1
      • can conduct regular progress tests including an oral component.
      • can identify areas for students to work on from the results of tests and assessment tasks.
      • can give clear feedback on the strengths and weaknesses identified and set priorities for individual work.
    • 2.2
      • can select and conduct regular assessment tasks to verify learners’ progress in language and skills areas.
      • can use an agreed marking code to identify different types of errors in written work in order to increase learners’ language awareness.
      • can prepare for and coordinate placement testing.
  • Development Phase 3
    • 3.1
      • can design materials and tasks for progress assess­ment (oral and written).
      • can use video recordings of learners’ interactions to help them recognise their strengths and weaknesses.
      • can apply CEFR criteria reliably to assess learners’ proficiency in speaking and writing.
    • 3.2
      • can develop assessment tasks for all language skills and language knowledge at any level.
      • can apply CEFR criteria reliably to assess learners' proficiency in speaking and writing at all levels and help less experienced colleagues to do so.
      • can create valid formal tests to determine whether learners have reached a given CEFR level.
      • can run CEFR standardisation sessions.
Lesson and course planning
  • Development Phase 1
    • 1.1
      • can link a series of activities in a lesson plan, when given materials to do so.
    • 1.2
      • can find activities to supplement those in the textbook.
      • can ensure coherence between lessons by taking account of the outcomes of previous lessons in planning the next.
      • can adjust lesson plans to take account of learning success and difficulties.
  • Development Phase 2
    • 2.1
      • can use a syllabus and specified materials to prepare lesson plans that are balanced and meet the needs of the group.
      • can plan phases and timing of lessons with different objectives.
      • can compare differing learners’ needs and refer to these in planning main and supplementary objectives for lessons.
    • 2.2
      • can plan a course or part of a course taking account of the syllabus, the needs of different learners and the available materials.
      • can design tasks to exploit the linguistic and communicative potential of materials.
      • can design tasks to meet individual needs as well as course objectives.
  • Development Phase 3
    • 3.1
      • can conduct a thorough needs analysis and use it to develop a detailed and balanced course plan that includes recycling and revision.
      • can design different tasks based on the same source material for use with learners at different levels.
      • can use analysis of learner difficulties in order to decide on action points for upcoming lessons.
    • 3.2
      • can design specialised courses for different contexts that integrate communicative and linguistic content appropriate to the specialism.
      • can guide colleagues in assessing and taking account of differing individual needs in planning courses and preparing lessons.
      • can take responsibility for reviewing the curriculum and syllabuses for different courses.
Interaction, management and monitoring
  • Development Phase 1
    • 1.1
      • can give clear instructions and organise an activity, with guidance
    • 1.2
      • can manage teacher-class interaction
      • can alternate between teaching the whole class and pair or group work giving clear instructions
      • can involve learners in pair and group work based on activities in a course book
  • Development Phase 2
    • 2.1
      • can set up and manage pair and group work efficiently and can bring the class back together.
      • can monitor individual and group activities.
      • can provide clear feedback.
    • 2.2
      • can set up a varied and balanced sequence of class, group and pair work in order to meet the lesson objectives.
      • can organize task-based learning.
      • can monitor learner performance effectively.
      • can provide/elicit clear feedback.
  • Development Phase 3
    • 3.1
      • can set up task-based learning in which groups carry out different activities at the same time.
      • can monitor individual and group performances accurately and thoroughly.
      • can provide/elicit individual feedback in various ways.
      • can use the monitoring and feedback in designing further activities.
    • 3.2
      • can set up, monitor and provide support to groups and individuals at different levels in the same classroom working on different tasks.
      • can use a wide range of techniques to provide/elicit feedback.
Enabling competences
Intercultural competence
  • Development Phase 1
    • 1.1
      • understands that the relationship between language and culture is an important factor in language teaching and learning.
    • 1.2
      • is learning about the relevance of cultural issues in teaching.
      • can introduce learners to relevant differences in cultural behaviour and traditions.
      • can create an atmosphere of tolerance and understanding in classes where there is social and cultural diversity.
  • Development Phase 2
    • 2.1
      • understands and is able to take account of stereotypical views.
      • can use own awareness to expand learners’ knowledge of cultural behaviour, e.g. politeness, body language etc.
      • can recognize the importance of avoiding intercultural problems in the classroom and promotes inclusivity and mutual respect.
    • 2.2
      • can help learners to analyse stereotypical views and prejudices.
      • can integrate into lessons key areas of difference in intercultural behaviour (e.g., politeness, body language, etc.).
      • can select materials that are well matched to the cultural horizon of learners and yet extends this further using activities appropriate to the group.
  • Development Phase 3
    • 3.1
      • can use web searches, projects and presentations to expand own and learners understanding and appreciation of intercultural issues.
      • can develop learners’ ability to analyse and discuss social and cultural similarities and differences.
      • can anticipate and manage effectively areas of intercultural sensitivity.
    • 3.2
      • can use her/his extensive knowledge of intercultural issues when this is appropriate to assist less experienced colleagues 
      • can develop colleagues’ ability to deal with cultural issues, suggesting techniques to defuse disagreements and critical incidents if they arise
      • can create activities, tasks and materials for own and colleagues’ use and can seek feedback on these
Language awareness
  • Development Phase 1
    • 1.1
      • can use dictionaries and grammar books etc as reference sources.
      • can answer simple queries about language that are frequently asked at levels she/he is teaching.
    • 1.2
      • can give correct models of language form and usage adapted to the level of the learners at A1-B1 levels.
      • can give answers to language queries that are not necessarily complete but that are appropriate for A1-B1 level learners.
  • Development Phase 2
    • 2.1
      • can give correct models of language form and usage appropriate for the level concerned, except at advanced levels (C1-2).
      • can give answers to queries about the target language appropriate for the level concerned, except at advanced levels (C1-2).
    • 2.2
      • can give correct models of language form and usage , for all levels except at C2 on almost all occasions.
      • can recognise and understand the language problem that a learner is having.
      • can give answers to queries about the target language that are appropriate for the level concerned except at C2.
  • Development Phase 3
    • 3.1
      • can select and give correct models of language form and usage on almost all occasions at all levels.
      • can answer almost all language queries fully and accurately and give clear explanations.
      • can use a range of techniques to guide learners in working out answers to their own language queries and correcting their errors.
    • 3.2
      • can always give full, accurate answers to queries from learners about different aspects of language and usage.
      • can explain subtle differences of form, meaning and usage at C1 and C2 levels.
Digital Media
  • Development Phase 1
    • 1.1
      • can use word-processing software to write a worksheet, following standard conventions

      • can search for potential teaching material on the internet

      • can download resources from websites 

    • 1.2
      • can create lessons with downloaded texts, pictures, graphics, etc.
      • can organize computer files in logically ordered folders.
  • Development Phase 2
    • 2.1
      • can use any standard Windows/Mac software, including media players.
      • can recommend appropriate online materials to students and colleagues.
      • can use a data projector for lessons involving the internet, a DVD, etc.
    • 2.2
      • can set and supervise on-line work for learners.
      • can use software for handling images, video and sound files.
  • Development Phase 3
    • 3.1
      • can train learners to select and use on-line exercises appropriate to their individual needs
      • can edit and adapt sound and video files
      • can show colleagues how to use new software and hardware
      • can coordinate project work with digital media (using a camera, the internet, social networks)
      • can troubleshoot most problems with classroom digital equipment
    • 3.2
      • can train learners to profitably use any available classroom digital equipment (IWB, their mobiles, tablets etc.) for language learning.
      • can show colleagues how to exploit the teaching potential of available digital equipment and internet-based resources.
      • can design blended learning modules using a learning management system e.g. Moodle.
Professionalism
Professional conduct
  • Development Phase 1
    • 1.1
      • seeks feedback on her/his teaching practice and other work.
      • seeks advice from colleagues and handbooks.
    • 1.2
      • acts in accordance with the mission and regulations of the institution
      • liaises with other teachers about students and lesson preparation
      • acts on trainers’ feedback after lesson observation 
  • Development Phase 2
    • 2.1
      • welcomes opportunities to share class teaching (team-teach) with colleagues at one or two levels.
      • acts on feedback from colleagues who observe her/his teaching.
      • contributes to the institution’s development and good management and reacts positively to changes and challenges in the institution.
    • 2.2
      • welcomes opportunities to be observed by managers and colleagues and receive feedback on teaching
      • prepares for and participates actively in professional development activities
      • actively participates in the development of the institution and its educational and administrative systems
  • Development Phase 3
    • 3.1
      • acts as mentor to less experienced col­leagues
      • leads training sessions with support from a colleague or when given material to use 
      • observes colleagues and provides useful feedback
      • when the opportunity arises, takes responsibility for certain projects related to the development of the institution
    • 3.2
      • creates training modules for less experienced teachers
      • runs teacher development programmes
      • observes and assesses colleagues who are teaching at all levels 
      • organises opportunities for colleagues to observe one another
Administration
  • Development Phase 1
    • 1.1
      • completes routine tasks like taking the attendance register, giving out/ collecting/returning materials.
    • 1.2
      • delivers required plans and records of lessons correctly completed and on time.
      • marks homework and tests efficiently.
  • Development Phase 2
    • 2.1
      • handles marking and report writing efficiently.
      • keeps clear, well-organised records of lessons.
      • hands in documents and feedback by time requested.
    • 2.2
      • handles administrative tasks around the job efficiently.
      • anticipates regular but less frequent tasks and completes them in good time.
      • deals with learners' issues, enquiries, feedback appropriately.
  • Development Phase 3
    • 3.1
      • coordinates administrative tasks with others; collates information, reports, opinions, etc. if asked to do so.
      • takes responsibility for certain administrative tasks such as organising teachers’ meetings, gathering, analysing and reporting on end of course feedback etc.
    • 3.2
      • acts as course coordinator if asked to do so

      • liaises with enrolment dept / finance dept / sponsors / parents etc. as necessary

      • contributes actively to the design or review of administrative systems

Download the grid

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The user guide

The user guide provides examples of how each type of user might use the Grid.