Abstract
The most important changes in education, and the hardest to accomplish, are changes in teacher behavior. Many forces-textbooks, college course requirements, state credential requirements seck to change what teachers do. Teachers of ESL themselves should and can specify in behavioral terms what the superlative teacher already does. While difficult, this task puts teachers in control of their own professional standards. The objectives can be used for in-service workshops, for teacher evaluation and for performance-based certification requirements. Presented here is an interim set of 30 objectives for teacher competencies developed by the membership of the Florida affiliate of TESOL.
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