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Volunteering opportunities at ALL

Becoming a member of the ALL Council

ALL is now welcoming nominations for a number of vacancies on the ALL Council arising from completion of tenures of long-serving members. If you are interested in lending your input and energy to the work of the Association and are an Individual Member of ALL then please get in touch!

ALL Council represents a broad cross-section of the Association’s membership at large, and contributes to delivery of our strategic objectives.The Council meets just once a year to review  the previous year’s activities, tasks and successes. A briefing on the overall strategic direction of the Association and current challenges is also provided at the annual meeting.

The Council splits into Task & Finish Groups each with a chair, and a member of ALL’s board of trustees to work with them, to facilitate closer working between both governance functions of the Association. Task & Finish Groups have practical short or mid-term objectives and it is anticipated that each Council member commits the equivalent of one hour per week to their work with the Task & Finish Group. The groups identify the focus of their tasks from ALL’s Strategic Vision 2020 as well as noting any ongoing priorities indicated by the board or director, and plan a small number of deliverables for the coming academic year.

Have we tempted you to submit a nomination to become a member of ALL Council (2017-2020)?

Next steps:

Becoming an Invited Trustee

ALL has a vacancy for an Invited Trustee.  This is a volunteer role and trustees play an important role in the strategic planning and operation of ALL. On this occasion, we are particularly looking for an Invited Trustee with senior operations experience, with a knowledge of financial planning and management, to complement the skill set on our board of trustees. In ALL’s case the board of trustees is called its Management Board. You can find out more about the structure of ALL here.

Alternatively you might want to look at who we are, which shows you a short biography of volunteers who are trustees, members of ALL Council, former Presidents, and the Association’s staff.

Next steps:

If we still have not convinced you, then see what Anna Lise Gordon, Jane Bland, René Koglbauer and Steven Fawkes have to say about being an ALL trustee below.

If you are completely fresh to the idea of becoming a trustee there is some useful information available here:

The Essential Trustee video  (3 mins, 13s)

Charity Commission guidance on what’s involved in becoming a trustee, including outline of  6 main duties

Becoming President Elect

ALL is now seeking nominations for the role as President Elect (2017-2020)

While the function of President is to act as a figurehead for the Association, the role brings with it significant responsibility, both moral and legal. The President is an Officer of the Association and a trustee. He/she sits on the Association’s board of trustees, which is known as the Management Board.

This Board is responsible for the financial health, business, staff management and good governance of ALL and trustees are personally liable for its finances. However, trustees are protected by insurance and provided they act within the law any liabilities are covered.

Presidents of ALL come from differing backgrounds and sectors. They all have certain features in common:
• a passion for language teaching and learning
• proven success in their chosen field, e.g. classroom teaching, teacher training, research, creation of language teaching resources
• experience of working at local, regional or national level in the support of languages education
• the ability to represent and inspire ALL members
• a desire to further the aims of the Association and to support language teachers.

Cycle:

Year 1: An induction phase as President Elect (Sept 2017 – August 2018)
Years 2 & 3: An action phase as President (Sept 2018 – August 2020)

The position involves one year as a Trustee on ALL’s Management Board, in the role as President Elect.  This is a shadowing role and is designed to prepare the candidate for their tenure as President. The role of President is then assumed for a further two year period. Whilst performing the role as President, the candidate is also a full member of the board of trustees (ALL’s Management Board).

The President will have to make a commitment to the Association of approximately 45-50 days over 3 years.

Next steps:

Other useful information:

  • View previous presidents’ profiles here
  • For an informal discussion, or request a call back from our current President, Anna Lise Gordon or former President, René Koglbauer, please contact with Rachel Middleton

 

Other ALL volunteering opportunities

Could you run a local Branch, Network or Primary Hub?

ALL’s local groups (branches, networks and primary hubs) provide a vital local lifeline for many teachers, and the Association greatly appreciates what they offer.

ALL is currently calling for volunteers who might like to set up local groups in the areas of:

  • Dorset
  • Herefordshire
  • Lancashire
  • Leicestershire
  • Somerset
  • Worcestershire

 

Click here to find out more about how ALL’s local groups work.

If you are interested in volunteering in this way you will not be alone. There is a committed community of volunteers who can share advice and tips with you and ALL’s Honorary Membership Officer, Steven Fawkes, will also be happy to offer you support.

Why not email us if you are thinking of taking the first step towards volunteering in this way?

Language Futures Mentoring

Mentors key to success of Language Futures approach: Language Futures is an exciting initiative for creative language departments interested in developing languages beyond the classroom. It works in tandem with the languages provision already in place in school and is suitable for pupils wishing to increase the number of languages studied or any pupils with a thirst for languages. Language Futures is not designed to ‘teach’ a language, but to equip students with the skills to develop as independent learners supported by school, home and a language proficient mentor from the community.

Students choose the language they wish to learn and receive personalised support from language proficient mentors who are volunteers with an in-depth knowledge and fluency in a particular language, recruited to provide good models of the language and advise students on specific language queries and learning tasks either as part of the curriculum or during an after school club. Mentors are an integral part of the Language Futures approach – both teachers and pupils speak about the difference they make and the impact they have on learning.

“The success of the programme has been the introduction of the mentors. I have three mentors who are enthusiastic and very supportive of their students. They have marked work, set challenges and chivvied students along as well as researching websites, creating games and giving rewards.” Language Futures teacher

‘’The mentor has specialised, local knowledge of the language and country that a teacher wouldn’t have; the mentor can illuminate the students as to food, customs, traditions, celebrations, national sport and cultural icons that the student otherwise might not be aware of.’’ Language Futures teacher

“What I like most about LF lessons is having the mentors. It is inspiring to be helped by people who have an insight into the culture of the language and the countries where it’s spoken”. Language Futures pupil

“The mentors are fantastic! I feel comfortable asking any question, even if it might sound silly.” Language Futures pupil

”Mentoring was the best aspect of language futures for me, because I got to meet and spend time with people who had experienced life in Spain and Latin America, which motivated me to learn faster and more thoroughly.” Language Futures pupil

For further information on becoming a Language Futures mentor, visit the Language Futures web pages or email the Language Futures Project Manager Clodagh Cooney.