MPoly Mokdong (1/3)

MPoly Mokdong Q&A with Our Director

  Self Q&A: Director Eric Ko MPoly Mokdong     Hello! My name is Eric Ko.   I'm the director of MPoly Mokdong. My relationship with MPoly is a bit complicated. It dates back to 2011 when I was first hired as a Korean teacher at the Mokdong campus. After a year of teaching, I went to the U.S. to pursue my master’s. Following my studies, I worked in a different field for several years. However, in 2016, I decided to return to MPoly simply because of the great memories I had here. Since then, I have continued to grow and strengthen my relationship with MPoly.     1. What makes MPoly Mokdong stand out from other English academies in Korea?   I believe our academy has a unique curriculum that sets us apart from others. In Korea, English academies typically fall into one of two categories.   The first type primarily focuses on test-taking and grammar skills, using standardized rules and complex technical terms. While these skills are important, they do not help students acquire English naturally from a linguistic perspective. The second type takes the opposite approach, offering engaging courses in debate, writing, and literature, but often lacking structured lessons to improve students’ grammatical accuracy and test-taking abilities. MPoly stands out because we successfully integrate both approaches, providing a well-balanced curriculum. Our program includes diverse subjects tailored to students’ language levels, taught by foreign teachers, while also offering rigorous grammar and test-prep courses led by Korean teachers. This is why MPoly maintains a nearly equal number of foreign and Korean teachers on staff.     2. Can you describe your leadership style and how it applies to managing an academy?   My leadership philosophy is simple: to provide students with a high-quality education, I must first ensure that our teachers are happy and supported. Teachers, including myself, spend a significant portion of our day at work, and if we are not satisfied in our roles, it inevitably affects the quality of our classes. As a director, my priority is to foster a positive working environment where teachers feel valued, motivated, and equipped to succeed.     3. What kind of teachers are you looking for at MPoly? What key skills and attributes do you prioritize when considering candidates?   Passion matters. Teachers work with students who are full of energy and curiosity, and even with a well-structured curriculum and prepared class materials from HQ, lessons can fall flat without dynamic interaction. Passion isn’t something that can be measured, but it is evident when teachers are genuinely interested in both their students and the subject matter. Teaching is more than just delivering information—it involves listening, thinking, engaging, and encouraging discussion. Teachers with enthusiasm create an interactive and enriching learning experience.     4. How does the school support teachers in adapting to living and working in Korea?   Since we are part of a larger company rather than a small private academy, we have dedicated staff who assist foreign teachers with paperwork, housing, and other administrative matters. For instance, they handle immigration paperwork on behalf of teachers and communicate with landlords or real estate agents to resolve housing-related issues.     5. How does the school handle performance reviews and provide feedback to its teachers?   As a director, I observe teachers' classes periodically (once or twice per semester). Additionally, we conduct a student satisfaction survey every quarter. Based on my observations and survey results, I hold one-on-one meetings with teachers at least once per semester. The goal of these discussions is to provide constructive feedback, not to criticize. We focus on continuous improvement and professional growth.     6. Could you please outline the key steps in the hiring process for teachers at your school?   When we need to hire foreign teachers, I first reach out to a recruiter. After receiving a pool of candidates, I review their resumes, with preference given to those with degrees in education, English literature, social studies, or science. Prior experience in teaching debate is also a strong advantage. Once I have shortlisted candidates, I ask the recruiter to arrange interviews. During the interview, I and our Academic Coordinator ask candidates various questions and answer any they may have. The next step is a mock lesson. Candidates are asked to create a short 5–7 minute lecture video following our instructions. We provide sample textbook materials for them to use. If we collectively agree on a candidate, I will extend a formal job offer.     7. How do you maintain open and effective communication with teachers?   I believe open and effective communication is key to a successful team. Our campus includes multiple groups—foreign teachers, Korean teachers, front desk staff, managers, and HQ representatives. To ensure smooth communication, we use Skype as our primary messaging platform. However, online communication alone is not enough. Korean and foreign teachers have separate weekly meetings. Once a month, all staff gather to discuss the upcoming academic calendar.   Apart from scheduled meetings, teachers are always welcome to speak with leadership staff, including our Headteacher, two Academic Coordinators, and me. I strive to maintain an open-door policy, encouraging teachers to voice any concerns or questions.     8. Is there anything else you would like to share with future teachers?   Welcome to MPoly Mokdong! We have an outstanding program and a fantastic team. While we may not be perfect, we are always striving to improve. Would you like to join us on this exciting journey?  

Altiora Wiyre (3/3)

Altiora Wirye Q&A with Our Native Teachers

  Native Teachers Self Q&A:  Ms. Kayleigh & Mr. Thomas Altiora Wirye     1.    Can you introduce yourselves?    Hi! My name is Kayleigh, and I'm a native headteacher at Altiora Wirye, and I've worked here for 3 years.   Hello, I'm Thomas, and I'm a homeroom teacher for the 6-year-old Viento class.   2.    What types of resources and materials are provided to the teachers?  They provide us with a laptop, stamps, and all the necessary teaching materials, which makes it easy to deliver lessons.   3.    What reporting systems are the teachers responsible for, and how frequently do they report? Altiora headquarters sends a monthly report form, which both native teachers and subject teachers need to check. Every two months, we also write overall comments about the children.     4.    How would you describe the overall culture and atmosphere at this school? Overall, communication with my co-teachers is smooth, and we have a weekly teacher meeting where we can freely discuss various topics.   5.    Can you describe the facilities at the school? Here at Altiora Wirye, there’s a gym used for special occasions as well as PE.  There’s also a library filled with interesting books, and a rooftop on the 12th floor.  I really appreciate how spacious it is, and there are many classrooms and amenities.   6.    Do the foreign staff members support and spend time together outside of the school?   To be honest, all the teachers support and help each other as much as possible. And from time to time teachers will get together outside of work.   7.    How do you assist foreign teachers in adjusting to the school system and Korean work culture?  Foreign teachers help new foreign teachers adjust via a “big sister, little sister” program where the new teacher follows a veteran teacher and is able to ask them for help whenever they need it. The foreign teachers lean on each other a lot and frequently help each other both in and out of work.   8.    How do you and the Korean staff help support new teachers at the school? Similar to the foreign staff, the Korean staff are always offering to help new teachers. We sit and work at a long table during breaks, so if there are any questions, both the Korean and foreign teachers are available for help.   9.    Does the school help the teachers with things outside of school? (i.e., banking, hospitals, etc.) The school is very helpful with things outside of school-especially for teachers who have never lived in Korea. Administration helps new teachers set up appointments at immigration and directs them to hospitals if they need it. They also help new teachers set up a bank account if they do not already have one in Korea.   10.    What can teachers expect in terms of workload, work-life balance, and support? When it comes to work-life balance, it's a big change for me. I worked 9-5 at my old job and had time to work out, cook dinner, and spend time with my friends. With the change to 9-6, I have to meal prep, and I can really only spend time with my friends on the weekends. It's not ideal, but it could be worse. Whenever I need help with classes, my co-workers are always supportive and help me as much as possible. Sometimes we're too busy helping each other, and other times groups of us can help each other.   11.    What kind of training or onboarding did you receive as you first started as a teacher at Altiora Wirye?  The training here was great! The classes are easy for kids to understand, and teaching them is a great experience. Some classes may feel repetitive, but they can be used for other purposes, such as catching up on missed lessons or doing group readings. I was able to grasp all the classes I taught within a week. Occasionally, you might be assigned to a class you haven't taught before, but the lessons are very self-explanatory.

Embark Recruiting's Assurances and Guidelines for Teachers

Embark Recruiting’s Assurances and Guidelines for Teachers   This page specifies the rights and responsibilities that Embark Recruiting and native English Teachers should have. (i)First, declaring that both sides are responsible for complying with national laws or regulations.    Embark Recruiting promotes school and recruitment information provided by schools through global recruitment sites and social media sites. Then (ii) recommends the most suitable position by collecting qualification requirements and the working conditions from the candidates.   Embark Recruiting strives to provide accurate and up-to-date information but is not responsible for screening or reviewing the legitimacy of the school and institution information and resume, the integrity, accuracy of the list, and the ability of the school to provide a job opportunity for the candidate. If the information we provided is incorrect, please contact embarkrecruitinghr@gmail.com, and we will work to correct it.   Our Responsibility for Teachers Embark Recruiting is a Native Teacher Recruitment Agency operating in Seoul, South Korea with legal operating permission from the government.  Address: Suite #402, 92 Seocho-daero 42-gil, Seocho-gu, Seoul, Republic of Korea   We recommend Teachers only to schools that operate legally in Korea and not to unauthorized groups or personal tutors. We provide resumes to schools according to national regulations, and we never disclose personal information without personal consent. We recommend the best school based on the resume information and information provided by teachers. We never use your resume for anything other than recruitment. We can provide advice or support in the case a school breaches contract or illegal mistreats the Teacher.  We do not ask for any financial compensation on the Teacher for our services.   The Responsibility of a Teacher A native teacher refers to a person who is legally qualified to work according to the laws of the Republic of Korea and acts in accordance with the following provisions.   The Teacher must have a notarized and apostilled bachelor's degree and an apostilled criminal background check issued no later than six months before applying for the visa. Upon  entering Korea, the Teacher must pass a physical examination (including a drug test) at a hospital designated by the Korean government. The Teacher is responsible for the providing, accurate, up-to-date information on their online resume and application. The Teacher must notify Embark Recruiting of the results of that interview. When an  contract is given directly to the Teacher by the school,  Embark Recruiting must be notified and be sent the contract for review.

English Teaching Jobs (1/1)

Teaching jobs. All around Seoul Week 11

  Work in Seoul, the soul of Asia   Seoul Special City, is the capital and largest metropolis of South Korea. Seoul has a population of 9.7 million people, and forms the heart of the Seoul Capital Area with the surrounding Incheon metropolis and Gyeonggi province.      1. Rise RnT Kids  (Gangseo)                          School Type: Hagwon Start Date: March 2022 Student type: Kindergarten and Elementary Homeroom Salary: Negotiable with Experience Working Hours: M-F 9:00-6:30 Benefits: Housing or Allowance, Severance Pay, Paid Vacation Our RnT Education pursues a happy life for both teachers who deliver education and students who experience it. RnT is a place of education that delivers happiness through education to many people as a global educational institution from Early Childhood education all the way to Elementary education. Our teachers and staff work hard to deliver fruits full of love to everyone who believes in us Apply for RnT   2. CLS  (Yeongdeunpo)                               School Type: Hagwon Start Date: March 2022 Student type: Kindergarten and Elementary  Salary: Negotiable with Experience Working Hours: M-F 9:00-6:00 Benefits: Housing or Allowance, Severance Pay, Paid Vacation CLS' Mission and Vision is to make the best efforts to build the foundations of long term English development. In the new global era, English is very important for all fields of study. Often, even with the opportunity to talk with native English speakers, it is difficult to use the English you’ve learned. Our children receive very unique and fun English language training. Apply for CLS   3. FES  (Gwanak)                                       School Type: Hagwon Start Date: March 2022 Student type: Kindergarten and Elementary  Salary: Negotiable with Experience Working Hours: M-F 11:00-6:00 Benefits: Housing or Allowance, Severance Pay, Paid Vacation   FES English Academy is a 17-year-old English education academy that teaches 100% English. Through native English lectures, we are systematically responsible for kindergarten and Elementary school students' English skills through the three stages of introductory, expansion, and skill development. Apply for FES   4. Francis Parker (Mapo)                              School Type: Hagwon Start Date: March 2022 Student type: Kindergarten and Elementary  Salary: Negotiable with Experience Working Hours: M-F 9:00-6:00 Benefits: Housing or Allowance, Severance Pay, Paid Vacation Francis Parker Collegiate is an educational institution that practices child-centered education and holistic education through students individuality, interest, desire, aptitude, and spontaneity as an important basis of education. Apply for Francis Parker   5. GKI (Songpa)                                           School Type: Hagwon Start Date: March 2022 Student type: Kindergarten and Elementary  Salary: Negotiable with Experience Working Hours: M-F 9:00-6:00 Benefits: Housing or Allowance, Severance Pay, Paid Vacation GKI was established back in 1995 holding up the catchphrase “To English, To the world, To the future” in the hope of giving our children, who will take the leading part in the future society, the most efficient and fastest English education.  Apply for GKI     6. A-ME Kindy (Songpa)                             School Type: Hagwon Start Date: March 2022 Student type: Kindergarten and Elementary  Salary: Negotiable with Experience Working Hours: M-F 9:00-5:30 Benefits: Housing or Allowance, Severance Pay, Paid Vacation  In A-ME, children learn how to love themselves. They learn how to make decisions on their own. Through this, they sometimes might experience failure and learn how to recover from it. Apply for A-ME            

ESL Lesson Plan Samples (1/8)

Making a Paper Airplane_Lesson Plan

Making a Paper Airplane Lesson Plan  ▪ Date: 2022.01.01 ▪ Title (Unit): Lesson 1 – Making a Paper Airplane ▪ Grade (Level): Grade 1 ▪ Objectives:  Be able to use new English vocabulary as well as give instructions. ▪ Key Expressions:  1. First….Second…..Third 2. Fold in half. 3. How far can you throw it? 4. Who is the winner? ▪ Materials:  1. Worksheets for explanations 2. PPT explaining the key vocabulary. 3. Extra A4 paper for paper airplane construction 4. Pen/pencil, markers to decorate their planes      Step  Procedure  Materials   Main activity  Activity 1: Welcome students to class and put them into their specific teams. Present the PPT explaining today’s activities.  This will also cover the key vocabulary and expressions. (10 minutes) Activity 2: Work together as a class to create some sample and model paper airplanes.  This will help the students learn different techniques as well as work together as a team. (10 minutes) Activity 3: Now all of the teams will have ten minutes to create their own paper airplanes.  They will receive three sheets of A4 paper.  They can only create three different planes.  They will have to vote on the plane they believe has the best design. They will also need to write down instructions on how they created their airplane. (15 minutes) Activity 4:  There will be different events to test out the paper airplanes. Teams will take turns testing accuracy and distances.  The team with the best overall scores from both events is the champion!(5 minutes)  PPT, A4 Paper, Worksheet, Pencils    

ESL Education (1/1)

Taxation and the 4 major insurances in Korea

Taxation and the 4 major insurances in Korea Income Tax Like any other country, taxes are generated if you have a source of income in Korea. Taxation may however differ depending on mutual government agreements.   Taxation eligibility Country Public school Hagwon United States Exemption for 2 years Taxed Canada Taxed Taxed United Kingdom Exemption for 2 years Taxed Ireland Taxed Taxed Australia Exemption for 2 years Taxed New Zealand Exemption for 2 years Taxed South Africa Exemption for 2 years Taxed The 4 major insurances. National Health Insurance: In Korea, employers must provide health and medical insurance. Health and medical insurance may cover medical, dental, or accidental coverage or a combination of the three. If health and medical insurance are covered, the employer may pay for all of it or the employer may pay half. Be sure to ask the employer if the insurance covers international hospitals as well as local hospitals. This is a mandatory subscription.   Employment Insurance: It is a national insurance system implemented for protecting workers’ rights and interests. National Pension Scheme: This insurance is created to prepare for the time one is not able to work. (pension after retirement).  It is also determined by mutual government agreements. Several countries require employers to pay into a pension, or retirement plan. In most cases, the employer pays half and the teacher pays the other half. Depending on a teacher’s citizenship and the agreement with the teacher’s home country, the pension can be claimed at the completion of the 1-year contract. Industrial Accident Insurance: Compensates the employees for any occupational accident.  This insurance option that provides both employees and their employers a certain level of financial protection in case of an injury incurred on the job. 4 major insurances Insurance Employee Employer National pension 4.5% 4.5% National Health insurance 3.545% 3.545% Employment insurance 0.9% 0.9% Industrial accident insuranc N/A Matched by employer   Eligibility on national pension  Country  Membership Subscription  Refundable Payment United States Yes Lump-sum return Canada Yes Lump-sum return United Kingdom Yes Non-refundable Ireland Yes Non-refundable/added to native country pension Australia Yes Lump-sum return New Zealand Yes Non-refundable South Africa No N/A      

Recruitment process (3/3)

ESL teachers' most common interview questions.

ESL teachers' most common interview questions. This interview usually has three parts, basic, career, and in-depth educational questions. While teaching English to other language speakers, you interact with a diverse range of students. This interview allows you to talk about your unique teaching techniques which you think are useful to students. The interviewer is also able to evaluate if you are suitable for their students. ESL Interviews are conducted on skype or zoom. If needed, in-person interviews are conducted for instructors already residing in Korea. (Covid-19 terms and conditions apply) Here are some of the commonly asked questions.    Employer to Instructor   Basic questions Career questions In-depth educational questions    -Tell me a little about yourself -What do you like about being a teacher? -What are your strengths and weaknesses?  -Why Korea? Is there a specific reason you want to teach in Korea?  -What interests you about our school? -What do you like to do when you are not working? -What qualities do you have that will help you teach at our school?  -What are your teaching techniques? -How would you motivate students? -How do you handle demanding parents? -What are your professional goals? -Do you have a mentor o someone you look up to? -How do you relieve your stress? -How do you handle negative responses from students? -What do you think are the advantages of knowing a different language? -What are our expectations for living and working in Korea? -What are your salary expectations?   -How would your past colleagues describe your teaching methodology? -Why did you choose ESL education? -What kind of students do you think you could work with the most efficiently? -Have you ever taught in another non-native country? -What do you consider as your biggest teaching achievement? -What aspects of your teaching have changed with experience? -Which other languages are you fluent in apart from English?  -Where do you see yourself in 5/10 years?   -It can be challenging learning a new curriculum in a new country, how will you adapt and cope with these changes? -How would your approach with a 1:1 student differ from that of a group? -How would you go about establishing the needs and objectives of a student? -How do you think you can manage a class with students who don’t speak English well or at all?  -Give an example of your most challenging student and how you handled the situation. -What factors would you consider in lesson planning? (e.g., topic, level of students, strengths of students -How is teaching online different from teaching in a classroom? -Have you ever been in a situation where students question stumped you? How did you handle that? -How do you feel about having another teacher in class while teaching? -Would you be comfortable in performing additional day duties like substituting? -Have you ever had an in-class emergency? How did you respond to that? -What do you believe is the hardest thing to teach? -How would you rate your ESL lesson planning abilities? -Have you ever disagreed with the higher management? Explain  -How technology efficient are you? -What do you do to ensure you are understood in class?   Instructor to Employer    -What kind of resources are available to help in lesson planning? -Are there senior members/mentors to guide new teachers? -Apart from teaching, are there any additional duties I might have? -How many English levels are there in your school? -Is there any procedure for students to move up or down a level? -If there is no set curriculum, what kind of teaching preparation is expected? -Is class preparation part of the working hours or not? -Are there any professional development or internal growth opportunities? -What is a typical day like for a teacher in your institute? -How is the culture between teachers at the school?  -Are there opportunities for professional and social interaction among colleagues?  -What types of technology do you have/use in your classrooms? -What type of anti-bullying measures are you taking at your school? -What are some of the inevitable challenges one is expected to face at your school?  

Recruitment process (2/3)

How to film Self-Introduction Videos

How to film Self-Introduction Videos   While filming a short intro video may seem time-consuming, if you follow this guide closely, this video should help schools want to hire you. The first impression is the most important! Therefore, your video is a crucial part of getting hired in Korea. The introduction video should be around 2~3 minutes long and must be submitted as a link or as a .wav, .mp4, or .mov file.   Setting Up Your Appearance  Keep things professional in business casual clothing with no visible tattoos or facial piercings and make sure your hair is neat and uncovered.   Video Presentation  Shoot your video in front of a neutral background (like a wall or bookshelf) and stabilize your camera (or phone) in a safe place 2-3 feet (60 cm) away from you. Do not hold your phone. Make sure that there’s enough lighting to clearly see your face and that the mic can pick up your voice clearly. Try to film the video in ONE take. Speaking  Look directly into the camera and practice what you’d like to say before shooting to make sure you meet the video time requirements. Do not read from a piece of paper! Speak loudly, clearly, and confidently. Be animated and speak enthusiastically in a friendly way.  Caution: Try not to use “um” or “ah” when speaking and don’t speak too formally.   Putting it All Together When reviewing applicant videos, school directors focus on how you present yourself. Smiling and acting energetic will help them picture you working with their students and increase your chances of being hired.   What to Talk About As you are applying for an English teaching position, directors want to hear what you sound like in English. 1. Introduce yourself, including your background and education  2. Why you want to be an English teacher in Korea  3. Why you’d make a great teacher  4. Your experience teaching, tutoring, and/or experience with children        Note: If you don’t have any experience with teaching, talk about the work experience you do have and how those skills apply to teaching. Do not start out by saying, “I do not have teaching experience . . .”  5. An interesting fact about yourself that makes you stand out.   My Checklist The video is stabilized and not shaky My face can be seen well and the lighting is good I am smiling and speaking clearly without many “ums” or “ahs” I am speaking at a good pace; not too fast or too slow The audio is clear and in sync with the video Unless specified the video should be at least 2~3 minutes long.  

Recruitment process (1/3)

An ESL interview guide

ESL self-introduction Video submission Nowadays, when you apply to a language company, you may be asked to introduce yourself through a self-recorded video. This recording, which usually runs for not more than two minutes, is a quicker way of showcasing your qualifications, skills, and even your personality to your potential employer. These videos help you stand out among a multitude of teacher applications. Take note that some companies will not require an intro video from you during the application process. However, you may still need to make one for your teacher profile when you begin teaching.   Why is an introduction video important? It makes it possible for recruiters and students to know a new teacher in person before the beginning of a course. With this, the most effective and quickest way to give an idea of who you are and how you teach is through an intro video. When it comes to screening applicants, an intro video is a real-time saver. Instead of conducting interviews, many companies these days simply review candidates’ intro videos. This, in turn, hastens the hiring process and could get you started teaching sooner. Meanwhile, an intro video is a great way to spark the intrigue of your future students or their parents and make them feel connected with you, whether it's for your class activities, your fun teaching background, or even just your amazing personality! It is also through the intro video that you can give a good first impression without pressure (absence of the interviewer). The employers can also check your English proficiency like pronunciations.    

Recruitment Process (5/5)

A professional resignation

A professional resignation A resignation can either be through the expiration of an employment contract or mid-contract termination. If you would like to move to another institute, you NEED to share and communicate about it in advance due to any problems that may arise after your resignation. An unprofessional resignation will affect the reference process and negatively impact your future careers.   1. A reasonable resignation notice. A sudden resignation notice has an immense impact on the company and co-workers. Employees must set the resignation date early in advance and notify the company. Employees should first express their intentions to the employer and discuss the resignation schedule. The employee should complete the hand-over process faithfully. Here are a few pointers to keep in mind during this process: Disclosure of transfer institute: When expressing your intentions to resign, it is recommended you only give general reasons without mentioning the specific details or the transferring institute. Disclosing such detailed information is not desirable for future working relationships. Company complaints:  When expressing your intentions to resign, it is not ideal to mention complaints or negative evaluations about the company. If your performance and abilities have been acceptable and satisfactory, you can instead make counter-offers such as salary increases or promotions. However, if the employer still insists on a specific reason for resignation, it’s good to be creative and safe about it. Mention things like a ‘slight career change’.   2. Completion of duty until resignation After the confirmation of resignation, discuss with your employer in detail the hand-over procedure documents to be organized, any necessary paperwork, and the deadline schedule. Sometimes helping the company find and interview your replacement makes the transition process smoother. All of this will positively influence your reputation after your resignation.   3. Letter of recommendation You should consider asking for a recommendation letter from your employer or colleagues before leaving the company. All hiring processes include a reference check, and a positive recommendation will differentiate you and act as a competitive edge in the hiring market. It will help you get the jobs you want.     4. Final greetings to colleagues and employer.  Express your gratitude for the opportunities and experience with a polite in-person visit to your co-workers and employer. If the in-person visit is not possible, a text message or email will suffice.

Recruitment Process (4/5)

An ESL Teachers' Guide to Contracts

An ESL Teacher’s Guide to Contracts  Contracts in Korea are very important as they are viewed as an agreement to build a working relationship between the employer and employee. As time goes by, the contents of the contract might change depending on the progress of the employee. It is also the only legally binding document as a verbal agreement is NOT guaranteed. The content of a contract might vary depending on the terms and conditions of the company, but there is some important information that applicants should make sure are stated clearly.   Dates of Employment The contract should clearly state the start and end dates. The typical contract length is usually 12 months, but there are also contracts starting at 3 months. Working Hours Daily and weekly working hours should be included and some contracts also specify teaching and office hours. Overtime Pay The contract should define what is included in ‘overtime’ and the hourly rate per teaching hour.  If you agree to work overtime, you may want to get a statement in writing. Salary The monthly gross salary should be specified and in the currency that it will be paid. The contract should also state the day the teacher will be paid regularly each month. Income Tax The contract should include the taxes and the tax rates that the teacher is expected to pay. In some countries, the taxes are split between the teacher and the employer. Teachers should stay up to date with the tax regulations in their own home countries and remember to file taxes accordingly. Vacation, Holidays, and Sick Days Make sure the vacation days and holidays are listed and be sure to research the national holiday entitlement for that country. While most employers have set vacation times, some employers allow teachers to choose their own vacations. (National holidays do not qualify as vacation days, and each country has different policies on how many vacation days must be allotted.) Unfortunately, not all contracts include sick days. If sick days are not allotted, ask what may be done when a teacher is feeling too sick to work. Airfare If airfare is offered, make sure that it is listed in the contract. The employer may purchase a ticket for the teacher or the teacher may be reimbursed later, with the latter being more common. For reimbursements, check when the ticket will be reimbursed, the currency, and whether the monetary value stated is before or after tax. Accommodation or a Housing Stipend If accommodation or a housing stipend is allotted, it should be included in the contract. The employer may choose to provide housing or money for rent. Ask about maintenance fees and utilities. The housing stipend should specify the currency and whether it is after or before tax and whether the teacher will need to pay a housing deposit. The contract should also state when and how the teacher may expect to receive the stipend monthly. The housing stipend should not be included in the base salary. If a housing stipend is given, ask the employer to help find safe accommodation. Housing in Korea Health and Medical Insurance In certain countries, employers must provide health and medical insurance. Health and medical insurance may cover medical, dental, or accidental coverage or a combination of the three. If health and medical insurance are covered, the employer may pay for all of it or the employer may pay half. Be sure to ask the employer if the insurance covers international hospitals as well as local hospitals. Bonus pay If a bonus is offered, the contract should state the monetary amount and how it will be calculated upon the completion of the teacher’s work contract. Some countries must legally pay a bonus for a certain amount of time worked and must be calculated according to the law. Pension and Retirement Plans Several countries require employers to pay into a pension, or retirement plan. In most cases, the employer pays half and the teacher pays the other half. Depending on a teacher’s citizenship and the agreement with the teacher’s home country, the pension can be claimed at the completion of the contract. In some cases where a teacher’s home country and work country do not have an agreement regarding pension and retirement plans, teachers can simply receive the money that was set aside in their monthly salary. Contract Termination Should an employer or an employee wish to terminate a contract, the expectations for what happens after termination must be written in the contract. On the employer’s side, legitimate reasons for possible termination should be specified. Other clauses may be added in a contract and may include the following: Preparation Time/ Teacher Training A teacher should have allotted preparation time to adequately prepare for classes. If teachers are offered training, the contract should specify the period of training and whether it will be paid or unpaid.  Duties and Responsibilities Daily duties and responsibilities help teachers understand the daily grind and what is expected.

Recruitment Process (3/5)

ESL teachers reference check

What is a reference check? A reference check is a process of verifying and confirming an applicant’s information with their employers and co-workers.  It is an essential procedure and is conducted to make sure that there is no wrong information provided about the applicant’s job performance at their previous jobs. Interviewers are therefore prepared and ready with questions to ask previous employers. Reasons for English Instructors’ reference check There are 3 main reasons why employers or recruiters conduct a reference for English teachers.  1. Teacher-school relationship: Whether the teacher complied well with the institute’s rules and regulations.   2. Teacher-student relationship: Whether the teacher was kind to students and passionate about teaching.  3. Teacher-faculty relationship: Whether the teacher had a healthy and friendly relationship with colleagues.   Who to contact for a reference check? Most reference checks are conducted through previous employers or colleagues. However, in the case of non-experienced applicants, it can be done through their university’s professor or their peers.   For a fast and smooth hiring process, applicants can ask employers or colleagues to prepare a reference letter in advance and attach it with the application documents.   Information required for reference check Most reference checks are usually conducted over the phone or by email. Applicants should therefore, provide the following information to either the employers or recruiters.    Previous job(s) Address(es) Employer’s name Position Contact information Reference check process 1. Period  It is conducted before the employer makes the final hiring decision or before a recruiter recommends a potential candidate.   2. Notice of reference check to the applicant The applicant will be notified that their employer or colleagues will be contacted for a reference check. Get their consent beforehand. 3. Adjust reference check schedule. Make and adjust a reference check schedule according to availability.      4. Conducting reference check They will focus on questions about the applicant’s competence and performance. It is essential when employers cross-check the interviews to make sure there were no exaggerations or false information provided.      Most frequently asked questions during a reference check. 1. Teacher-school relationship Confirm if the applicant worked at their institute during the stated period.   Ask about their role and responsibilities and how they handled them.   If they complied with the school’s rules and regulations? e.g., commuting time    If they would work with the applicant again in the future? 2. Teacher-student relationship If the applicant’s teaching methods fit the (current) students.   If the students respect and follow as instructed.  What type of students would be compatible with the teacher if they were to change schools?  3. Teacher-faculty relationship: If the applicant had/have any conflicts or disagreements with co-workers. If the applicant had/have good communications with the employer