| Employer ID | 210813 | 194608 | 179243 | 175315 | 173902 | 161259 |
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| 1. Require graduate? | | |  |  |  |  |
| 2. Qualifications: Certificate | | |  |  | | |
| Qualifications: Diploma | | | | | | |
| Qualifications: Masters | |  | | | |  |
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| 3. We would consider candidates who have graduated from a
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face-to-face course course which does not include observed and assessed teaching practice |  |  |  |  |  | |
face-to-face course TEFL/TESL 'taster/weekend' course? |  | | |  |  |  |
distance course which does not include observed and assessed teaching practice |  |  |  |  |  | |
distance course which includes observed and assessed teaching practice via recorded video |  |  |  |  |  | |
distance course TEFL/TESL 'taster' course |  | | |  |  | |
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| 4. With the following criteria |
| minimum course hours | 40 | | 60 | 100 | | 24 |
| minimum course duration (weeks) | 8 | | | 4 | | 4 |
| minimum number of observed and assessed teaching practice hours | | | | | | 6 |
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| 5. Levels trained for and taught in teaching practice
|
| beginner |  |  |  |  |  | |
| elementary |  |  |  |  |  | |
| lower intermediate |  |  |  |  |  |  |
| intermediate |  |  |  |  |  |  |
| higher intermediate |  |  |  |  |  |  |
| advanced |  |  |  |  |  |  |
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| 6. Age groups trained for and taught in Teaching practice
|
| 4-7 years |  |  |  | |  |  |
| 7-12 years |  |  |  |  |  |  |
| teenagers |  |  |  |  |  |  |
| adults |  |  |  |  |  |  |
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| 7. Number of students in teaching practice group
|
| minimum | 1-5 | 13-20 | 6-12 | 13-20 | | 13-20 |
| maximum | 21-30 | 41+ | 21-30 | 31-40 | | 31-40 |
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| 8. English for Specific purposes covered
|
| Business | |  |  |  | |  |
| Medical | | |  |  | | |
| Technical | | |  |  | |  |
| Banking | | |  |  | |  |
| Scientific | | |  |  | |  |
| Journalism | | |  |  | | |
| Politics | | |  |  | | |
| Advertising and Marketing | | |  |  | |  |
| Academic Purposes |  |  |  |  | |  |
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| 9. Preparation for Official examinations covered
|
| UCLES | | |  |  | |  |
| KET | | |  |  | |  |
| PET | | |  |  | | |
| CAE | | |  |  | | |
| FCE | | |  |  | | |
| CPE | | |  |  | | |
| Young Learners | | |  |  | |  |
| Starters | | |  | | |  |
| Movers | | |  | | | |
| Flyers | | |  | | | |
| TOEFL | | |  | | |  |
| TOEIC | | |  | | | |
| IELTS | | |  | | |  |
| Other | | | ESL / TEFL | | | |
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| 10. Teacher Training course Tutor-Trainee ratio
|
| One to one | | | | | | |
| One to five | | |  | | | |
| One to twelve | | |  | | |  |
| One to twenty | |  | | | |  |
| One to thirty | |  | | | | |
| One to forty | |  | | | | |
| One to fifty | |  | | | | |
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| 11. Course content considered essential/desirable
|
| Needs analysis design | | | |  | |  |
| Conducting a needs analysis | | | |  | |  |
| Interpreting needs analyses' results | | | |  | |  |
| Planning courses | |  |  |  |  |  |
| Planning sequences of lessons | |  |  |  | |  |
| Planning individual lessons | |  |  |  |  |  |
| Selection of appropriate teaching styles and techniques | |  |  |  | |  |
| Effective management of teaching/learning | |  |  |  |  |  |
| Presentation of new language and promotion of its production | | | |  | |  |
| Design of learning materials | |  | |  |  |  |
| Selection of appropriate learning materials | |  |  |  | |  |
| Use of appropriate learning materials | |  |  |  | |  |
| Adaptation of learning materials | |  |  |  | |  |
| Assessment of learners' language learning achievements | |  |  |  | |  |
| Provision of appropriate feedback to learners on their achievements | |  | |  | |  |
| Evaluation and modification of lessons | |  |  |  | |  |
| Evaluation and modification of sequences of lessons | |  |  |  | | |
| Theories of language learning | | | |  | | |
| Approaches to the teaching/learning of a foreign/second language | |  |  |  | | |
| Role of the teacher | |  |  |  | | |
| Class management | |  |  |  | | |
| Language Analysis | | | |  | | |
| Phonology | |  |  |  | |  |
| Teaching of the four skills of reading, writing, speaking and listening | |  |  |  | |  |
| Effective use of audio/visual aids | |  |  |  | |  |
| Effective use of pair work | |  |  |  | | |
| Effective use of group work | |  |  |  | | |
| Effective use of role play | |  |  |  | |  |
| Effective use of simulation | |  |  |  | | |
| Learner autonomy and the promotion of self-managed learning | |  | |  | |  |
| Level placement testing | | | |  | | |
| Negotiating learning objectives | |  | |  | | |
| Originating learner material to support achievement of learning objectives | |  |  |  | | |
| Providing support for courses | |  |  |  | | |
| Negotiated syllabi | | | |  | | |
| Test design | | |  |  | | |
| Alternative methods of assessment | | |  |  | | |
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| 12. We consider the following 'soft skills' to be
essential/desirable |
Interaction attitude awareness | |  |  |  | |  |
| conflict handling | |  |  |  | |  |
| co-operation | |  |  |  | |  |
| diversity tolerance | |  |  |  | |  |
| (n)etiquette | |  |  | | |  |
| interlocutor orientation | | |  | | |  |
| teamwork willingness | |  |  |  | | |
Self-management compensation strategies | |  | |  | |  |
| decision making | |  |  |  | |  |
| learning willingness | |  |  |  | |  |
| self-assessment | |  |  |  | |  |
| self-discipline | |  |  |  | |  |
| self-marketing | |  |  | | |  |
| stress resistance | |  |  |  | |  |
Communication delegating skills | |  |  |  | | |
| listening skills | |  |  |  | |  |
| presentation skills | |  |  |  | |  |
| organization | | | | | | |
| problem solving | |  |  |  | | |
| systems thinking | |  |  |  | |  |
| troubleshooting | |  |  |  | |  |
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| 13. We hire staff in | | | July | May | December | May |