Academic Coordinator
HCT
Total years of experience :26 years, 0 Months
Coordinating training programs throughout various project cycles from needs assessment to graduation.
English Faculty
Higher Colleges of Technology- Abu Dhabi
• Teaching Foundation English and General Studies Courses to junior and senior navy cadets as part of the Naval Science Program delivered in the Naval College.
• Course coordinator role:
o Creating and modifying curriculum, assessment, course solutions, and monitoring student progress.
• Quality assurance role:
o Aligning course deliverables to key skills targeted by National Qualifications Framework (QFEmirates) of UAE as part of securing program accreditation by The Commission for Academic Accreditation (CAA).
o Maintaining detailed electronic course assessment folders (e-CAFs) (delivery plan, teaching materials, assessment instruments, students’ performance reports).
• Academic advising role:
o Providing academic counselling to support students in overcoming contextual academic challenges.
• As an ESL Lead Teacher/Trainer I play a role in the Public Private Partnership Project sponsored by Abu Dhabi Education Council (ADEC). My role includes:
o delivering level appropriate general English classes to school staff (beginner and intermediate levels)
o delivering IELTS preparation courses to school staff
o providing professional support to ESL trainers
o delivering induction training for new staff
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Maintaining a productive English Language teaching and learning environment. My duties in this role include:
* Managing English language department affairs in the branch
* Reporting the operational progress on weekly basis to the Head of the English Department
* Organizing team work to meet programme goal(s)
* Marking short-term goals and generating plans to achieve them through meetings and brainstorming sessions
* Providing high quality English language training
* Preparing in-house assessment tools and finalizing results
* Providing constructive feedback to trainees, trainers and management
In line with Abu Dhabi Emiratization Council’s policy and the English department’s overall goal to help UAE nationals bringing their English language proficiency level up to the standards required for entry into the work place, my duties included:
* Teaching general English and exam preparation groups in a stimulating learning environment
* Preparing trainees for internal and external assessment, marking and moderating students’ work
* Providing consultation for students
* Maintaining communication with Team Leader regarding student attendance, progress and other related issues
* Developing and introducing new courses/solutions when required
I have been working as a teacher of English language for ten continuous years; the first six years of experience in Alex / Egypt enabled me to successfully add three more years of professional growth in Abu Dhabi / UAE.
During that ample time in the field I have been able to command the following skills:
- selecting and applying relevant material
- using effective classroom management techniques
- developing extra-curricular activities
- providing feedback and follow-up enrichment or remedial work
- conducting staff meetings for planning and follow-up sessions
- giving presentations on professional development and work skills topics…
I gained experience teaching and dealing with different age groups, developing my own techniques to make my classes both enjoyable and valuable.
My MA Thesis Abstract Video has been used in teacher preparation programs to help teachers change their practice since the 1960s. However, the recent development in video annotation technologies is reshaping the capacity of video-use to cultivate teachers' reflective thinking. This study is an exploration of how using video annotation could support in-service teachers' reflective practice. This research used mixed-methods within the context of exploratory multi-case study. Using You Tube annotation tool three experienced teachers annotated their videos of teaching before reflecting in writing and in group discussions, they were later interviewed for their perceptions of the video annotation-based reflective experience. Results showed that participants developed a dual-focus annotating style (teacher/student), produced multifaceted written reflections (from technical to critical), and in their group discussions they identified significant aspects of their teaching and justified these in terms of pedagogical theory and contextual factors. Participants' perceptions of the experience demonstrated that video annotation-based reflection helped them to produce objective and detailed articulations of the examined teaching situations, facilitated 'noticing' significant aspects of those teaching events, promoted a reconstruction of the teachers' knowledge, supported learning-from-others and sustained a reflective mode. Perceived challenges that could limit this support were also identified.
the practical module was fun and very informative!
1- basic concepts of information technology 2- using the computer and managing files 3- word processing 4- spreadsheets 5- database 6- presentations 7- information and communication
interaction with classmates , fellow teachers and course tutors was very educational...
mention: Good