| Employer ID | 245545 | 244773 | 228625 | 211091 | 207067 | 161542 |
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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 | | 120 | | | 200 | |
| minimum course duration (weeks) | | 4 | | | 4 | |
| minimum number of observed and assessed teaching practice hours | | 8 | | | 6 | |
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| 5. Levels trained for and taught in teaching practice
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| 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 | 13-20 | 6-12 | 6-12 | 13-20 | 6-12 | 6-12 |
| maximum | 31-40 | 41+ | 21-30 | 21-30 | 13-20 | 13-20 |
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| 8. English for Specific purposes covered
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| Business |  |  |  | |  |  |
| Medical |  | |  | | |  |
| Technical |  | |  | | |  |
| Banking |  | |  | | |  |
| Scientific |  | |  | | |  |
| Journalism |  | |  | | |  |
| Politics |  | |  | | |  |
| Advertising and Marketing |  | |  | | |  |
| Academic Purposes |  | |  | |  |  |
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| 9. Preparation for Official examinations covered
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| UCLES | | |  | | |  |
| KET | | |  | | |  |
| PET | | |  | | |  |
| CAE | | |  | | |  |
| FCE | | |  | | |  |
| CPE | | |  | | |  |
| Young Learners |  | |  |  | |  |
| Starters |  | |  |  | |  |
| Movers | | |  |  | |  |
| Flyers | | |  |  | |  |
| TOEFL |  |  |  | | |  |
| TOEIC |  | |  | | |  |
| IELTS |  |  |  | | |  |
| Other | | | | | | gre gmat sat |
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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 | October | November | April | June | | September |