teacher handbook 2008

8/14/2019 Teacher Handbook 2008

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ISIS Education & TravelEFL Teacher &EFL Teacher-Activity LeaderHandbook 2008

Contents:

1 Introduction2 Equal Opportunities3 The ISIS Summer

Schools4 Staffing5 Starting Work &

Getting Paid6 The Language

Programme7 Teacher Guidelines8 Staff Development9 Disciplinary

Appendix


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Fig 1

Company Directors

Programme Managers

Recruitment Manager Activity Programme Manager

Course Directors

Activity ManagerItalian Co-ordinator

Assistant Course Directors

Activity Leaders

Assistant Activity Manager

Individual Co-ordinator EFL Teacher-Activity Leaders

Students and Group Leaders

ISIS Education and

talian Co-ordinator, AAM, ACD and ADoS postions are dependent on centre size.The role of Welfare Officer will be filled by one the managerial assistants or by Course Directors in smaller centres.


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Our studentsIn 2007 9,500 students attended our summer courses. While 55% of these were from Italy, we also welcomedstudents from China, Turkey, Japan, Israel, Morocco, Greece, Spain, Serbia, Portugal, Russia and Croatia.Most students stay for 2 weeks living on campus in the universitys halls of residence. They follow aprogramme that typically offers 15 hours per week of English language classes and a range of activitiesincluding sports, games, arts and crafts, Talent Shows, discos and karaokes. Students will also go on 1 full dayand 1 half day coach excursion per week.

Student GroupsThe majority of our students come in groups. The groups come to us through specialist travel agents in thecountries listed above. Depending on its size the group will be accompanied by one or more Group Leaders(GL). Often the GL will be the teacher, back home, of the students they accompany.

Group Leaders will often bring groups back to the UK year after year and therefore are important to us forbusiness reasons. They usually know the UK very well; may be very familiar with the centre you are working at;speak excellent English and dont suffer fools gladly. Equally, they are very helpful in liaising with students andpassing on key information about the course. They also have an important welfare role to play.

Individual StudentsSome of our students travel unaccompanied by either other students or a Group Leader. They therefore merit

extra attention and care. At each centre a member of staff will be appointed as an Individuals Coordinatorspecifically to look after this group of students.

Why do students come?When asked why theyve bothered to come to the UK students give 3 stock answers:

to have funto meet people from other places

to improve my Englishbecause I love travelling

4 ISIS Summer Centre Staff Structure

Figure1 shows how a typical ISIS summer school is staffed.

In all but very small centres (100 students or fewer), there will be 3 senior staff members: Course Director,Activity Manager and Director of Studies.

In larger centres (400 plus students) there will also be an Assistant Director of Studies, Assistant ActivityManager and, in some cases, an Administrator.

EFL Teachers and EFL Teacher-Activity LeadersIn centres with 300+ students teaching takes place morning and afternoon. This is known as a zig-zag ordouble-banked programme. The student body is divided into 2 halves. In Week 1, half of the students havelessons in the morning and some of their activities in the afternoon. The other half has its lessons in theafternoon and some activities in the morning. In Week 2, the 2 halves swap: hence zig-zag. In the evenings andat weekends, the 2 halves of the programme come together for activities and excursions.

Teaching staff at zig-zag centres are employed as EFL Teachers (TEs) and will teach 30 contact hours perweek and, depending on their contract, may have responsibility for 2 non-teaching sessions. Please see the jobspecification in the appendix.

In smaller centres, teaching takes place in the mornings only. Activities take place in the afternoons, eveningsand weekends. Teaching staff in these centres are employed as EFL Teacher-Activity Leaders (TAs). TAsteach 15 contact hours and supervise 7 activity sessions per week. Please see the job specification in theappendix. Sample programmes can be seen on the following pages.


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It may be necessary during your contract period with ISIS to switch between the 2 roles, and ISIS reserves theright to vary the contract. Such a change may occur because of an increase or decrease in the expected studentnumbers.

All centres will have a quota of Activity Leaders (ALs). ALs work full-time on the activity programme. OftenALs will have a particular area of expertise eg drama or sports coaching.

5 Starting Work

A few weeks before you are due to start work you will receive details about how to get to the centre by publictransport. Please note that ISIS do not reimburse travel costs to the centre. You will also receive a schedule forthe first few days at the centre, including an agenda for your induction day; and also contact details for the seniorstaff of the centre.

Your contract begins with the induction day - a day for which you are paid and attendance is compulsory.

A few days before you begin work one of the centre managers will contact you by phone to confirm arrival detailsand to answer any questions you may have.

You will need to bring:

Originals of degrees and/or teaching certificates if these have not been provided at interview stage

Originals of First Aid and/or coaching certificates if these have not been provided at interview stage Passport or photo ID

A P45 if you have one - otherwise you can complete a P46 or P38 at the centre

Towels

Sports clothes for Activity Leaders and EFL Teacher Activity Leaders

Teachers may want to bring their favourite, tried and tested materials with them. You are welcome to bring asmany of your own materials as your baggage allowance allows. The Teachers' Room will have plenty ofsupplementary materials, however.

Induction DayYour first day of employment is an induction and training day. The day will include the following:

1 Overview of the company; our expectations and our clients expectations.2 General and welfare induction. This will introduce staff to the nature of summer school work,

contractual requirements, statutory Health and Safety briefings, school rules and student welfarebriefings.

3 Job specific inductions. Members of staff will split into groups with different members of themanagement team.

4 Activity, excursion and transfer training. The Course Director and/or the Activity Manager will takestaff through the key components of the activity programme; how to conduct an airport transfer;welfare on excursions.

5 Tour of the campus.

Getting PaidYou will have completed and returned an Employee Record Form giving us your bank details. Your salary will be

paid directly into your UK bank account. Pay dates for 2008 are 18

th

July and 22

nd

August. Employees whosecontracts expire prior to one of these dates will be paid in common with all other employees on the next fixedpay date.

Where no UK bank account has been provided, payment will be made by cheque.

You will be asked to complete a weekly timesheet and submit this to the Course Director. Payment can only bemade after receipt of this completed claim form. All pay claims must be made before the end of the period ofemployment. Failure to submit a pay claim during the period of employment may result in non payment.


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Claims for any additional work or overtime must be authorised by the Course Director and Recruitment Manager.These claims must be made during the period of employment otherwise non payment may result.

It is your responsibility to provide ISIS with the appropriate Inland Revenue form: P45, P46 or P38. If you do nothave a P45 from a previous employer and are not a UK student, you should complete a P46. If you are a UKstudent who works only in the summer, you should complete a P38. Blank copies of P46s or P38s will beavailable at the centre. Alternatively, download from the following links:

www.hmrc.gov.uk/forms/p46.pdfwww.hmrc.gov.uk/forms/p38s.pdf

Staff arriving from overseas should complete a P86. If you are then returning back overseas, you need tocomplete a P85. These will enable you to claim back any tax due to you. ISIS does not handle tax claims foremployees: it is the employees responsibility to claim back any tax due. Forms P85/P86 are available from theHMRC website:

http://www.hmrc.gov.uk/cnr/r_and_d.htm

If you fail to provide any of the above forms, you face being taxed at the basic rate.

Self-Employed Status

During their period of employment staff are considered employees of ISIS Education and Travel. As such self-employed status cannot be claimed.

6 The Language Programme

Course AimsOur publicised aims and syllabus details are :

ISIS Summer Schools provide a structured course that aims to help achieve significant improvement in eachstudent's use of the English language.

Communication is a key aspect and students are encouraged to interact at every level and as frequently aspossible.

Studying in an English language environment allows students to build confidence in their abilities while at thesame time improving pronunciation from time spent with a native speaker.

Students gain an insight into the practical usage of the language as well as making improvements in theirfluency and accuracy.

The ISIS Syllabus

The syllabus combines the following main language areas:

Key skills practice (speaking, listening, reading and writing)

Lexical input

Grammatical structures work

Improvement of pronunciation and understanding of phonology

Certain functional areas of usage

ISIS is also keen to utilise the environment in which students learn and consequently there is a strong culturaltheme to the lessons, with trips and excursions tied closely to language studies.


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Principles behind the ISIS SyllabusThe syllabus is designed to provide teachers with a framework of lessons with which to teach five levels(elementary, pre-intermediate, intermediate, upper intermediate and advanced). Each level includesgrammatical, functional, lexical and pronunciation content and is broken into around 25 lessons.

We have provided around 25 lessons in order to give at least three weeks input. To see how the lessons fit intothe timetable please refer to the ISIS National English Framework.

The material detailed in each lesson is not assigned to a single teacher or a period of the timetable partnerteachers are expected to discuss the weeks requirements and take responsibility for the sections they wouldprefer to teach.

They should also decide on which lessons are most suitable for the class the 25 lessons are ordered generallyin terms of difficulty. Therefore if a Pre-intermediate class is formed on test day but is felt to be mid-range in thatlevel (rather than very good Elementary students) then the DOS should direct the teachers to begin half-waythrough the Pre-intermediate syllabus and thereby push the students with harder material.

For each language item or language task there is a corresponding resource reference. The core textbooks for allthe levels come from the Cutting Edgeand Clockwiseseries, while a number of supplementary textbooks willalso be available in all centres. There are also a series of ISIS Supplementary Files that provide a range ofmaterials from different sources :

Supplementary Resource File

Language Activities File Pronunciation File

Project File Link

Lessons File

7 Teacher Guidelines

Where to beginEach class will have 2 teachers but it is not specified in the module what each teacher should cover. Thisintroduces a level of flexibil ity for the teachers allowing them to teach to their strengths and interests. It is clearlyessential, however, that teachers liaise with one another. This is not only a practical necessity but good teachingpractice as it will provide an, albeit informal, forum for exchanging views on the classes and students that

teachers are sharing, and also for swapping teaching ideas and expertise.

The DOS should tell the teachers where to begin the syllabus. A previous example was of three Intermediateclasses which had been carefully placed so that there were Lower, Mid and Higher bandings within Intermediate.Start the Lowers on lesson 1, Mids on 9 and Highers on 17. This will allow more difficult lessons for those whocan take it. The Highers may go onto the start of the Upper Intermediate syllabus in their second week, theLowers may have been nervous in the exam and can be handed more difficult work if they can handle it. TheDOS must start the process when they hand the class list to the teacher but must then also make sure theteacher is conscious of the level of the class.

Timetable zig-zag centres:Lesson 1 09.00 10.30 Lesson 3 14.00 15.30Break BreakLesson 2 11.00 12.30 Lesson 4 16.00 17.30

There may be slight variations on this at some centres.

Timetable TA Centres:Lesson 1 09.00 10.30BreakLesson 2 11.00 12.30Afternoon activities 14.00 onwards


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AssessmentThroughout the syllabus there is assessment of the learner in order to give an accurate appraisal of their abilityand help them improve their skills. An assessment task is provided in the syllabus and the teacher need onlymonitor the activity and discreetly assign a mark to each student. Marking is limited to: MERIT, PASS, FAIL.Marks to be noted on the Assessment Record for the class.

The assessment marks then provide a basis for the teacher to write the students report card at the end of theircourse.

Somestudents will have elected to do the Trinity Spoken English exams. Those students taking the exam will begiven 2 90-minute preparation sessions before their exam. The sessions will take place outsideof regular classtimes. Information on the Trinity exams can be found at www.trinitycollege.co.uk

Link LessonsThe link lesson leaflets will be available in centre with a copy for each student. The DOS should liaise with theAM and inform teachers of which trips they should be pre-empting with the leaflets but everyone should bereassured that most students take the same trips even if this occurs on different days. Teachers should beencouraged to use only one leaflet per lesson. Please note these activities must be completed but the teachercan choose to replace the activity with a suitable replacement.

ISIS Gazette

The ISIS Gazette is a project designed to give students the chance to record their experiences during their stayand at the same time improve their fluency. Each student is supplied with an A3 folded sheet in the studentnotebook, which provides the cover of the gazette. Teachers should then encourage students to complete A4pages with information on excursions, on-site activities, what they have studied in lessons, new friends theyhave met and the gossip from their own group. Interviews with ISIS staff or the general public (on excursions)could also be used while photos from tourist guides and other publications should be added to make it morecolourful.

If students prefer to work together to complete one gazette (a maximum of three people per gazette should bemaintained) teachers should look to encourage equal participation. When possible, it would be preferable thatdifferent nationalities are mixed within the groups. At the end of the course the teacher can then copy thefinished pages so that each member of the group has a complete gazette to take home.

Enough work should be completed to turn out a substantial piece of work but teachers should take care to makesure that the time spent on the gazette is productive. Students should be given an end goal for each projectsession (i.e. by the end of the lesson I will have completed my review of last nights film), rather than be allowedto have a slow session relaxing in their native tongue.

PronunciationPronunciation should be a feature of every lesson in one-way or another, or at least always be in the back of ateachers mind. However, specific reference is made to it in the modules in an attempt to systematisepronunciation teaching and make sure it takes place. Although it is set out separately in the module,pronunciation should be part of the framework of other language learning activities. There are introductorylessons in the student workbooks which all students should complete during their stay.

GamesNo games have been included in the syllabus as such. The reasoning is not that games cannot play an effective

part in learning but that they are frequently overused and are a major source of complaint on the part of ourclients.

All staff are directed to provide lessons that are demanding, well-paced and include a range of effectivematerials.

ResourcesThe core textbooks that support the syllabus, a range of well-known supplementary books (CommunicationGames, Reward Resource Packs and others), as will as the ISIS series of supplementary files, listed above, areavailable at all centres.


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Teachers will have full access to a photocopier. They are, however, requested to keep copying down to aminimum and to observe copyright guidelines. These are located on the staff notice board. It is particularlyimportant that sourcing is recorded on all copied materials.

Resources, photocopied or published, that are used in class can affect the image of ISIS and the quality oftuition it provides. No materials that may offend students or other staff members should be introduced into thecentre. All photocopies should be as neat as possible. Failure to do so will be considered as inappropriatepreparation.

CD and cassette players are available at all centres. Video and DVD equipment is also available with priorarrangement.

Computer and IT facilities are limited. In most centres teachers will have access to a PC and printer. However,teachers and students will not be able to engage in IT based lessons.

Learner Training : Using the ISIS Student WorkbookIn 2007 the student workbook was updated to include more resources and structure for students. Studentsshould return home with a completed book that can be used for revision in the future. The main sections are asfollows :

Welfare: students should complete P3 on receipt of the book (either in induction or the first

lesson) and go through the information on Living in the UK.

Grammar: a basic grammar review is provided on P4-7.

Pronunciation: P35-37 contain three exercises on introduction to the phonemic chart. Teachersguidance is provided in the appendix to the DOS Operations Book. The chart is alsoreproduced on each study page.

Contacts List: Inside the back cover is space for students to make note of new friends they have madeduring their stay.

Generally the workbook has been redesigned to incorporate aspects of learner training, that is to encouragestudents to become better learners and examine the way in which they learn. Aspects of learner training and

how to exploit the student workbook will be covered in the induction.

HomeworkGiven the students full activity programme, you are advised not to set homework. As part of the Link Lessonstudents may be given tasks to complete while on an excursion, however.

AdministrationWe have tried to keep academic administration and paperwork to a minimum and teachers are minimallyrequired to complete the following:

Class register

Daily work record

Assessment record

Student report card & certificate

All staff are required to complete a weekly timesheet.

Student Absences and LatenessPlease inform the DOS as soon as possible if a student is absent. This should be done before the end of the firstclass from which the student is absent. Consistent lateness should also be brought to the attention of the DOS.


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Student MovementDespite our best efforts during the placement test, some students will need to change level. This must be donein consultation with the DOS.

Student DisciplineTeenagers will be teenagers, and more so when away from home for a couple of weeks. The plus side is thatthey will be in high spirits, full of fun and energy and therefore fun to teach. However, there are potentialproblems with discipline, non-cooperation, bullying and vandalism. If these are issues, the DOS, Group Leaders

and Course Director are there to help you.

8 Teacher Development

Teacher ObservationsThe DOS or an Academic Manager will aim to observe each teacher once during the summer. You should begiven at least 24 hours notice of an observation. Observations will take between 45-60 minutes. You shouldexpect to receive feedback the same day and be given a written copy of the feedback. We intend for theobservations to be developmental and for the feedback to be constructive.

Where a problem with teaching is identified, either from observation or feedback, there may be subsequentobservations. The DOS in consultation with the teacher and an Academic Manager will then establish a plan ofaction. Please see the Teaching and Working Standards checklist below.

Should operational conditions allow, the DOS will set up a schedule of peer observations.

Seminars & WorkshopsAfter the inevitably busy first week teaching staff will be able to take part in a seminar programme. This will takeplace once a week. It is envisaged that the workshops and seminars will focus on an area selected by theteaching staff. Popular sessions in recent years have been: Increasing Use of English in the Classroom,Vocabulary Games, Project Lessons, Phonology, or Teaching Young Learners, Minimum Preparation,Maximum Output and Communicative Grammar.

Copies of the Teacher Development Booklet, offering a range of articles from ELT publications will be availablein the staff room.

Teaching and Working StandardsThe job specification sets out broadly what is required from members of the teaching staff. Additionally, teacherswill need to demonstrate in their classroom practice the following core skills.

Lesson Planning Variety of input and methods of learning

Suitable staging and timing of activities

Consideration of student needs

For observations by the DoS or an ISIS Academic Manager, a complete lesson plan including aims,timings, foreseeable problems, staging, interaction patterns

Aims and Achievement Multiple achievable aims for each lesson, clearly stated

Exploitation of Material Development of basic material past the instructions given in the material and teachers book

Adequate staging and pre- and post-activities to incorporate set material into given lesson

Generally imaginative and positive approach to use of all materials

Presentation of Material Professionally presented: no excessive photocopy shadow

Full sourcing of materials

Clear instructions on activities and exercises

Proofread materials


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9 Disciplinary Matters

ISIS Education and Travel expects a reasonable standard of performance and conduct from its employees.Where these standards are not met, disciplinary action may result. The job specifications largely set out whatyou are required to do and it is not practical to specify all the disciplinary rules and offences that may result indisciplinary action being taken. However, the following form an important part of your contract of employment:

Health and SafetyEmployees must at all times abide by the general health and safety rules and procedures in place at the centre.No action should be taken by employees which threaten the health and safety of themselves, other employees,students or members of the public.

Absence and TimekeepingStaff should arrive punctually for work. Lateness on more than 1 occasion in a week may result in disciplinaryaction being taken.

If you are to be absent from work, you must notify a manager as soon as possible. Leaving work before thespecified finish time with authorisation from a manager will be considered unauthorised leave.

Teachers are expected to remain with their class during class time. Classes should be fully prepared before their

commencement. Personal tasks are not to be carried out during lesson time.

Teaching and Working StandardsFailure to meet these standard as set out above and in the job specification may result in disciplinary actionbeing taken.

Behaviour At WorkAll staff are required to behave civilly and with respect towards colleagues, members of College staff, students,group leaders and members of the public.

All reasonable instructions from a manager must be followed. Failure to do so may be considered grossinsubordination.

Statements of a racist, sexist or defamatory nature will be treated as a serious breach of staff rules and will notbe tolerated.

Behaviour Outside WorkISIS expects its employees to maintain the highest standards of behaviour and personal conduct at all times andnot engage in behaviour that will discredit the company or bring it into disrepute.

Furthermore, employees will not engage in any behaviour that will bring ISIS into disrepute.

Centre PropertyUse of centre property for any purpose other than ISIS company business is not permitted. Centre property isnot to be taken away from the centre without prior approval.

ConfidentialityAt no time shall an employee enter into discussion with its clients in regard to its confidential commercial terms.Employees shall not disclose or make use of for their private advantage any information not generally availableto the public which they may acquire in the course of their duties.

Confidential information shall include (but is not limited to):

Information concerning the services offered or provided by ISIS including the names of any persons,companies or other organisations to whom such services are provided, their requirements and the termsupon which services are provided to them;


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ISISs marketing strategies and business plans;

Financial information relating to ISIS;

Any information which you have been told is confidential or which you might reasonably expect to beconfidential.

CopyrightThe copyright of course materials and all documents required by ISIS as part of your employment shall belong toISIS.

Disciplinary Procedures OutlineThe disciplinary procedures will ensure that:

1. All employees are aware of the standards of performance, action and behaviour required of them.2. Failure to comply with the performance standards may result in disciplinary action.3. Disciplinary action, where necessary, shall be taken speedily and in a fair, uniform and consistent

manner.4. An employee will only be the subject of disciplinary action after careful investigation of the facts and the

opportunity to present his/her case.5. At any stage of the disciplinary process an employee has the right to be accompanied by a fellow

employee.6. Normally an employee will not be dismissed for a first breach of discipline except in cases of gross

misconduct.7. An employee who is the subject of the disciplinary process will receive an explanation of the disciplinary

action taken and reminded of their right to appeal against this action.

Unsatisfactory conduct1

stoccasion Verbal warning

2nd

occasion Written warning3

rdoccasion Final written warning

4th

occasion Dismissal

Misconduct1

stoccasion Verbal warning

2nd

occasion Written warning

3rd

occasion Dismissal

Gross misconduct1

stoccasion Dismissal

The following examples may be considered instances of gross misconduct, but is not an exhaustive list:

Grossly indecent or immoral behaviour.

Dangerous behaviour, fighting or assault.

Deliberate falsification of any record, including timesheets and pay claims

Undertaking private work at the centre without prior permission

Theft of property belonging to ISIS, its employees, its clients or the College.

Serious breaches of health and safety protocol.

Gross insubordination and/or refusal to follow reasonable instructions given by a supervisor. Introduction of illegal drugs into the centre.

Incapacity at work or poor performance at work due to the taking of alcohol or drugs.

Supplying drugs or alcohol to students.

Being drunk in the presence of clients.

Any relationship with a student that is deemed to be anything other than professional will result in instantdismissal and may be liable to prosecution.


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AppealsAn employee has a right to lodge an appeal in respect of any disciplinary action taken. If the employee wishes toexercise this right, an application should be made within 2 working days of the disciplinary announcement. Theemployee should state why the penalty imposed is felt to be too severe and/or that the employee is innocent ofthe stated offence.

Employee Complaints and Grievances

If you have a grievance relating to your employment, you are entitled to take this up with the Company. In thefirst instance this should be done with your manager and raised orally. In the event that the grievance relates toyour immediate line manager, the grievance should be referred to the immediate line managers own manageror, alternatively, with the Recruitment Manager at head office.


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1 2 3 4 5 6 7 8 9 10

1st Testing LessonLinkLesson

GazetteLesson Lesson Lesson Lesson

LinkLessonGazette

Lesson Lesso

2nd Induction Lesson Lesson LessonLinkLesson

GazetteLesson Lesson Lesson Lesson

LinkLessoGazett

The Link Lesson - a selection of hand-outs tied directly to the cen-

tres programme (20-30 minutes)

The Gazette - the written section of the course and unique record

the summer.

The Induction - this session will include basic survival infor-

mation as well as more details on the academic system and

what will be included in the activity programme.

ISIS National English FrameworkThe ISIS National English Framework aims to provide ISIS students across the UK with a challenging and rewarding English

course which ties into the busy activity programme that all groups enjoy. The NEF is tied to the Common European Frame-

work in order for students to more easily transfer credits and study experience between institutions around the world.

The NEF includes : A wide range of skills work

New functional, grammatical and lexical material in all lessons

On-going assessment of learner abilities

Bench-mark assessments in spoken, written, aural and reading skills

Detailed link lessons for all levels to preview half-day and full-day excursions in all centres

A sample two-week academic programme follows, including twenty 90-minute academic sessions taught by two teachers.

The NEF operates a full range of levels which are linked to the Common European Framework, Trinity College London GESE

Tests and the Cambridge ESOL Main Suite Examinations :

NEF Levels CEF TCL GESE CambridgeBeginner - A1 0-1

Elementary 1/2 A1-A2 2-3

KET

Preintermediate 1/2 A2-B1 4-5

PET

Intermediate B1-B2 6-7

Upper Intermediate B2 8-9 FCE

The Basic Lesson - teachers select from 20 lesson plans suitable to

the level and use them to teach for a 90 minute slot.

The Testing - includes a multiple choice test, a written com-

position and a detailed oral test. This test will also tell us

what Trinity level the student is.


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ISIS National English FrameworkHow to apply the syllabus The key factor in the design of the syllabus is to give all classes a meaningful and demanding series of lessons.

The syllabus is intended to provide carefully balanced lessons, sourced to suitable materials.

Teachers are provided with 24 lesson plans for each of five levels from Elementary to Advanced. The DOS should in-

form teachers which syllabus to use with their class and also identify where a class might begin one syllabus half-way

through and then complete the course with the next level syllabus.

Teachers should avoid jumping around the syllabus too much, i.e using lesson 10 followed by 3, followed 17. The sylla-

bus is designed to be followed in sequence provided as there is a general increase in difficulty.

Each lesson includes an assessment that should be completed by every class with the listed material. The activity

should be completed in the same way as an Activate (of ESA) or Practice (of PPP) stage of a normal lesson. The assess-

ment gives the teacher confirmation that the student has been able to successfully use the lessons language focus. A

repeated failure to do this would suggest the student is in the wrong lesson and should be reported to the DOS. Ideally

the teachers would identify any students who are in the wrong level at the end of the first days lessons.

The Lesson Plan is actually more of an overview and the timings, presentation and supplementary materials should be

decided upon by the teacher. The DOS will of course be able to provide support in this area.

A Sample Lesson Plan

Lesson No. 3 Level : PREINTERMEDIATE Aims Describing personality and appearance Clockwise Unit 3 P34

Vocabulary Parts of the body, adjectives of shape

& compound adjectives

See above

Grammar / Function Compound adjective structure See above

Pronunciation +ed endings See above

Assessment Students to describe people in the caf

portrait to their partners (15 minute)

ISIS Resource File P47

The Assessment - every lesson includes a short as-

sessment of each student. This is not an individual

test but more of a recorded check that the student is

capable to using the language presented in the lesson.

The teacher receives a short note of the assessment structure along with

some directions on set-up. In this example students present a pictiure to

their partner and the teacher gives a mark of COMPLETE, PARTIAL or FAIL

for their capability at the task. The marking is not completed publicly and themarks are not advertised. It equates to the final stage of a PPP lessons.

Suggested materials are listed here.

Other materials may be used if the

teacher has an alternative but it

must maintain or improve the level

of the lesson.

Five levels are available ; Elementary,

Pre-intermediate, Intermediate, Up-

per Intermediate and Advanced. For

the Beginners the DOS will assign

separate materials.

Lessons are generally organised by level of diffi-

culty - so lesson 19 should be more demanding

than lesson 3. A better PreInt class might start

from lesson 14 and even end the course with

the first few lessons from Intermediate.


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Job Specification Non-Residential Teacher Activity Leader

BackgroundStudents attending our summer schools receive a combination of 15 hours English language tuition per week and acomprehensive programme of activities and excursions. The activity programme will include daytime and evening activities andday excursions at the weekend to attractions and places of cultural and historical interest.

The summer school environment is challenging but can also be very enjoyable and rewarding in terms of the relationships youform and the experience you gain. The personal qualities referred to below are as important as your professional qualifications.

TheWorking WeekA Non Residential EFL Teacher - Activity Leader will teach 15 hours per week comprising 2 90-minute lessons per day. Teachingin most centres takes place Monday Friday. An EFL Teacher Activity Leader will also work 7 non-teaching sessions perweek, in most cases this will involve accompanying students on 1 full day excursion per week at the weekend (counting as 2sessions) plus 5 further non-teaching sessions. Sessions, on average, last 3.5 hours. There will be 1 full day off, to be taken at theweekend.

QualificationsThe following are essential:

Aged 18 or over

Eligible to live and work in the UK

Native or native level English speaker

Either CELTA, Trinity TESOL (or equivalent) and/or BEd or PGCE.Other TEFL qualifications may be acceptable if they have been validated by an external body and includea minimum of 6 hours observed teaching practice. One day, weekend, online or distance learningcourses are not considered CELTA/Trinity equivalents.

Flexibility and adaptability

Ability and desire to work as part of a team

Excellent communication skills

Enthusiasm to participate in the activity programme

Reasonable level of physical fitness as the post requires substantial amounts of walking on excursions, and

carrying of equipment in order to set up activities

Ideally, applicants will have:

A first degree

Post-qualification teaching experience Experience of teaching junior students

Experience of teaching in a summer school setting

Salary from 315 per week depending on experience

Responsible to Course Director, Director of Studies, Activity Manager

Main Duties & Responsibilities

Teaching and academic matters: Residential EFL Teacher Activity Leaders are expected to:

Teach 15 hours per week

Prepare and deliver lessons with the aim of achieving the objectives and outcomes of the syllabus

Make every effort to create a positive learning effort such that students are able to participate purposefully inthe lessons

Encourage student participation by being positive and enthusiastic about activities in which they are involved

Employ teaching techniques appropriate to the level and needs of the students


20/26


21/26

Job Specification Residential EFL Teacher - Activity Leader

Background

Students attending our summer schools receive a combination of 15 hours English language tuition per week and a comprehensiveprogramme of activities and excursions. The activity programme will include daytime and evening activities and day excursions at theweekend to attractions and places of cultural and historical interest.

The summer school environment is challenging but can also be very enjoyable and rewarding in terms of the relationships you formand the experience you gain. The personal qualities referred to below are as important as your professional qualifications.

TheWorking WeekA Residential EFL Teacher - Activity Leader will teach 15 hours per week comprising 2 90-minute lessons per day. Teaching in mostcentres takes place Monday Friday. An EFL Teacher Activity Leader will also work 7 non-teaching sessions per week, in mostcases this will involve accompanying students on 1 full day excursion per week at the weekend (counting as 2 sessions) plus 5 furthernon teaching sessions. Non teaching sessions last, on average, 3.5 hours. There will be 1 full day off, to be taken at the weekend.


Aged 18 or over



Either CELTA, Trinity TESOL (or equivalent) and/or BEd or PGCE.Other TEFL qualifications may be acceptable if they have been validated by an external body and includea minimum of 6 hours observed teaching practice. One day, weekend, online or distance learningcourses are not considered CELTA/Trinity equivalents.





Reasonable level of physical fitness as the post requires substantial amounts of walking on excursions, and

carrying of equipment in order to set up activities


A first degree

Post-qualification teaching experience

Experience of teaching junior students





Teaching and academic matters: Residential EFL Teacher Activity Leaders are expected to:



Make every effort to create a positive learning effort such that students are able to participate purposefully in thelessons

Encourage student participation by being positive and enthusiastic about activities in which they are involved



22/26

Job Specification Residential EFL Teacher - Activity Leader

Effectively manage students and their behaviour

Maintain class registers and work records on a daily basis Administer and mark course assessment tasks

Complete end of course student certificates and reports

Arrive punctually for classes ie before the lesson begins

Assist the Director of Studies with student testing and placement

Assist in the effective running of the language programme as directed by the Director of Studies

Agree to be observed by the Director of Studies or an ISIS Academic Manager

Other duties: Residential EFL Teacher Activity Leaders are expected to:

Work 7 non-teaching sessions per week (see above)

Organise and implement a wide range of activities during daytimes, afternoons and evenings as directed by theActivity Manager

Promote the activity programme Participate in, lead and supervise activities

Take responsibility for, or joint responsibility for, excursions

Guide students on excursions

Assist with airport transfers and student arrivals and departures

Assist in the setting up and running of the centre as directed by a member of the senior staff

Supervise students during meal times as per the weekly rota as part of the 12 sessions to be worked

Where required, assist group leaders settle students at the end of the night

Where required, assist group leaders get students up in the morning

In some centres, patrol accommodation areas until lights out when children are settled

Respond to general emergencies at all times

Maintain proper levels of student discipline, safety and welfare


23/26

Job Specification Non - Residential EFL Teacher

BackgroundStudents attending our summer schools receive a combination of 15 hours English language tuition per week and acomprehensive programme of activities and excursions. The activity programme will include daytime and evening activitiesand day excursions at the weekend to attractions and places of cultural and historical interest.


TheWorking WeekA Non-Residential EFL Teacher will have 30 contact teaching hours per week comprising 4 90-minute lessons per day.Teaching in most centres takes place Monday Friday.


Aged 18 or over



Either CELTA, Trinity TESOL (or equivalent) and/or BEd or PGCE.

Other TEFL qualifications may be acceptable if they have been validated by an external body and includea minimum of 6 hours observed teaching practice. One day, weekend, online or distance learningcourses are not considered CELTA/Trinity equivalents.





Reasonable level of physical fitness as the post requires substantial amounts of walking on excursions,and carrying of equipment in order to set up activities


A first degree

Post-qualification teaching experience Experience of teaching junior students



Responsible to Course Director, Director of Studies

Main Duties & ResponsibilitiesNon-Residential EFL Teachers are required to:



Make every effort to create a positive learning environment such that students are able to participatepurposefully in the lessons

Encourage student participation by being positive and enthusiastic about activities in which they areinvolved



Maintain class registers and work records on a daily basis

Administer and mark course assessment tasks



24/26

Job Specification Non - Residential EFL Teacher


Assist the Director of Studies with student testing and placement

Assist in the effective running of the language programme as directed by the Director of Studies


Other duties:

Assist in the setting up and running of the centre as directed by a member of senior staff

Respond to general emergencies at all times when on site



25/26

Job Specification Residential EFL Teacher

BackgroundStudents attending our summer schools receive a combination of 15 hours English language tuition per week and acomprehensive programme of activities and excursions. The activity programme will include daytime and evening activitiesand day excursions at the weekend to attractions and places of cultural and historical interest.


TheWorking WeekA Residential EFL Teacher will have 30 contact teaching hours per week comprising 4 90-minute lessons per day. Teaching inmost centres takes place Monday Friday. A Residential EFL Teacher will also work on 2 non-teaching sessions per week:either 1 full-day excursion at the weekend or 2 evening sessions during the week. Each session is approximately 3.5 hours.There will be 1 full-day off per week, usually to be taken at the weekend.


Aged 18 or over


Native or native level English speaker Either CELTA, Trinity TESOL (or equivalent) and/or BEd or PGCE.

Other TEFL qualifications may be acceptable if they have been validated by an external body and includea minimum of 6 hours observed teaching practice. One day, weekend, online or distance learningcourses are not considered CELTA/Trinity equivalents.





Reasonable level of physical fitness as the post requires substantial amounts of walking on excursions,and carrying of equipment in order to set up activities


A first degree Post-qualification teaching experience

Experience of teaching junior students





Teaching and academic matters: Residential EFL Teachers are expected to:


Prepare and deliver lessons with the aim of achieving the objectives and outcomes of the syllabus Make every effort to create a positive learning environment such that students are able to participate

purposefully in the lessons

Encourage student participation by being positive and enthusiastic about activities in which they areinvolved



Maintain class registers and work records on a daily basis


26/26

Job Specification Residential EFL Teacher

Administer and mark course assessment tasks



Assist the Director of Studies with student testing and placement Assist in the effective running of the language programme as directed by the Director of Studies


Other duties: Residential EFL Teachers are expected to work 2 non-teaching sessions per week. In so doingthey may be required to:

Accompany and supervise students on a full day excursion on 1 day at the weekend

Supervise 2 evening sessions as directed by one of the management team

Assist with airport transfers and student arrivals and departures

Accompany students and group leaders to and from the airport on their arrival/departure

Supervise students during meal times

Assist in the setting up and running of the centre as directed by a member of the senior staff

Respond to general emergencies at all times


teacher handbook 2008

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