IH Induction Management Handbook

Contents

1 Overview of the Induction Process

2 Before teachers arrive

2.1 Contract and Teacher Service Agreement
2.2 Information a Teacher needs to plan ahead
2.3 Guidebooks, Websites and Cultural Awareness
2.4 Accommodation

3 On Arrival
3.1 List of Information to give teachers on arrival

4 The Induction Programme

4.1 Social and Work Activities to integrate staff
4.2 Induction Sessions
4.3 Induction Checklist

5 Post Induction
5.1 Probationary period
5.2 Disciplinary Procedure
5.3 Disciplinary Procedure Outline
5.4 Grievance Procedure

6 Performance Management Systems

6.1 Determining Performance Expectations
6.2 Supporting Performance
6.3 Reviewing and Appraising Performance
6.4 Managing Standards

7 School Handbook
7.1 School Handbook – Contents Outline

Appendices

Appendix I: Contract Checklist

Appendix II: TSA
Appendix III: International House Teachers’ Charter
Appendix IV: International House Staff Charter
Appendix V: IH Prague Induction Week Timetable
Appendix VI: IH Katowice Induction Week Timetable
Appendix VII: IH Opole Induction Week Timetable
Appendix VIII: IH Torres Vedras Induction Week Timetable
Appendix VIIII: IH Moscow Post Orientation Questionnaire
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1 Overview of the Induction Process
International House Schools are known worldwide for their excellent teacher support and
development. Indeed many of the ideas in this Handbook are based upon existing documentation
that IH schools have provided Recruitment Services with over the years.

The aim when creating this Handbook was to draw upon knowledge from within the organisation,
and produce a guide that can be used by new schools or existing schools when they are creating
or reviewing their Induction process.

Induction can be defined as ‘any and all arrangements made to familiarise the new employee with
the organisation, safety rules, general conditions of employment, and the work of the section or
department in which they are employed.’ (Streets, 1991:16)

A teacher starting a new job in a school abroad faces far more than the normal challenges of
adapting to a new organistion and new colleagues. They must also adapt to a change in culture,
language, social circumstances, accommodation and geography. This is difficult for even the most
experienced of TEFL teachers but for a teacher starting their first contract abroad it is a huge
undertaking. Therefore induction in this context is about more than just introducing a teacher to
their new working environment. There are important social and welfare issues to consider too.

The purpose of this booklet is to assist schools in supporting their new employees during this
difficult period. It is generally recognised that employees starting a new job are highly motivated
and eager to perform well. An effective induction programme and ongoing support should ensure
that this motivation is reinforced and maintained.

The benefits of effectively inducting employees are immediately clear for the employer. If your
employees settle into your school quickly and feel supported, they will be productive and efficient
from an early stage. However, employees who feel neglected at the start of their employment are
unlikely to perform well, and in extreme circumstances may actually leave. The costs and
inconvenience associated with repeated recruitment, cancelled or disrupted courses and the loss
of airfares or flat deposits hardly need highlighting.

This handbook will guide you through the different stages of the induction process. From the very
first contact you have with your future employee, to the point where they have become a fully
integrated member of staff.

The last section provides guidelines on producing a School Handbook for your school to give to
new teachers.

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2 Before Teachers Arrive
It is important to realise that the induction process actually begins when contact is first made
between the potential employee and the school. In many cases this is when a school places a job
advertisement on the IH World website and a teacher applies for the position. At this very early
stage it is essential that the school represents itself and the job in a realistic and honest manner.

If you recruit your teachers through Recruitment Services (RS), you will be asked to complete a
Staff Request form and this document will provide the teacher with a summary of your
requirements for the post and also the terms of employment. The IHWO website provides
applicants with a job description and school profile, as well as a wealth of information about
organisation as a whole. In addition to this the IHWO website provides links to schools’ individual
websites, and many schools have now dedicated a page of their websites to information for
potential employees. Some schools have created a School Information Booklet or Teachers
Handbook that can be sent to teachers considering employment with them. It is very important that
the school ensures that any information available to prospective employees is accurate.

All the school information available can then be discussed at interview, to ensure that the
employee has a ‘feel’ for the job and the school they are applying to. This way, when a teacher is
offered and accepts the job, they know exactly what to expect.

Regardless of whether you recruit teachers through IHWO Recruitment Services or not, you need
to ensure that your future employee has the following information and documentation before they
arrive.

2.1 Contract and Teacher Service Agreement

It is absolutely essential that teachers have an official document from the school that clearly
summarises their working terms and conditions before they travel to start their new post. In an
ideal world this would be their Contract of Employment, but sometimes if a teacher is working
under a local contract this has to be signed on arrival. In these circumstances it is very important
that the teacher is given an official document from the school with all the key information that will
appear on their contract. There should be no variation between the terms that appear on the
summary, and those that are in the actual contract.

Recruitment Services gives the new employees we assist in recruiting a Teacher Service
Agreement (TSA), which clearly states the key terms and conditions of the post they are taking on.
RS has produced a TSA template, which can be completed using the relevant information from a
specific school. (Please refer to the example in the appendices and contact RS for further
information). A TSA is not the same as a contract and cannot be used in place of one. A school
still needs to provide all their teaching staff with contracts in the name of the company that employs
the staff working for the school.

Everyone working for an IH school should have a contract signed by themselves and the school.

A Contract Checklist summarising what should be included in your teacher contracts can be found
in the appendices.

2.2 Information a teacher needs to plan ahead

1 The start and end dates of their contract
This may seem obvious, but it is important to clarify this with the teacher before they arrive,
especially if they are booking their own flights. They need to be told exactly what day they should
arrive by, when the Induction week starts, and when their duties at the school will finish.

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If you are providing the teacher with accommodation, it is essential that they know when their flat
will be available from, so that they can make alternative arrangements if they want to arrive early.

The other issue tied in with ‘contract start dates’ is that teachers may assume they will be paid from
the moment they arrive at the school. Often schools ask their teachers to arrive several days in
advance of their contract start date for administrative reasons or to attend training or an induction
period. Teachers need to know whether they will be paid for this time.

2 What are the dates of the school holidays?

This is a common question that teachers may quite reasonably ask you so they can plan ahead;
especially if they want to book flights home for Christmas or Easter well in advance, to avoid high
fares.

3 Information on travel costs and reimbursement

Different schools have different policies on travel costs, and so in order to avoid either the school
or the teacher feeling out of pocket, you need to explain your policy to the teacher before any
tickets are purchased.

If you book your teachers’ flights for them through RS then this is relatively simple. However, if you
expect teachers to buy their own flights then you need to give them strict guidelines on cost, and
also tell them when and how you will reimburse them.

It is unrealistic to expect that the average TEFL teacher will be able to afford to pay for a £500
ticket before they arrive and happily wait to receive the reimbursement at the end of their contract.
Regardless of what your policy is, it needs to be documented and given to the teacher, before
anything is booked. You should also keep detailed written records of what you have agreed to pay
for. Teachers should be instructed only to buy a ticket when they have the written approval of the
cost and date signed by an authorised person at the school.

4 What happens if they break their contract?

If teachers know what the consequences of their breaking their contract are before they arrive, they
will think more carefully about the commitment they are making. It saves everyone a lot of time and
discomfort if a teacher realises that they may forfeit some of their salary/flight reimbursement, if
they break contract.

5 Do they need Medical cover/Health Insurance?

As an employer and IH affiliate, the school has a responsibility to ensure that their teachers will
receive medical care if required.

For schools in the EU, this can be very easy to do if your country has a reciprocal agreement with
other EU countries and EU citizens qualify for free state health care. In this situation it may be as
simple as asking the teacher to bring their NHS card. Teachers may need to be warned though
that state provided free healthcare might be of a different standard to what they are used to at
home.

Alternatively, you need to provide medical care for your teachers through a private health scheme
or tell them to invest in Health Insurance before they arrive. It is often a lot more cost effective for
the school to register teachers on a local private medical care scheme than for the teacher to buy
Health Insurance in their own country.

If you do have a scheme, you need to tell the teacher exactly what it covers, so they can take out
extra cover if required. E.g. for sporting activities or dentistry. They should also be told if anything
is extracted from their salary to cover the cost of the scheme you provide.

Some schools offer to reimburse teachers for the cost of Health Insurance purchased at home
once they arrive. Reimbursements limits should always be stipulated before any purchase is made.

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6 Work Permits and Visas
This is not an issue for all schools, many are lucky enough not to need visas or work permits for
their teachers. For those that do though, often a lot depends upon the teacher doing certain things
before they leave their country of origin. Therefore, to avoid unnecessary last minute disasters, it
is important that you provide every teacher who needs a visa with clear instructions of what they
must do.

Sometimes there are other things to consider aside from the practical steps of going to a consulate
or sending copies of documents. For example, if the visa takes a few months to process, and your
teacher will initially be travelling into the country without one, you may need to tell them what they
should say to immigration if they are asked about the purpose of their trip.

7 Salary
The salary should be clearly stated when a teacher is offered a job as well as in the terms and
conditions. In any other profession, salary is a big consideration, and there is no reason why TEFL
should be any different.

It is very important for new teachers to know the date they’ll be paid. If they won’t get paid till the
end of their first month they need to know how much money they should bring with them to see
them through. This should help you avoid a situation in which teachers are demanding an advance
on their first pay cheque in the first week.

8 Tax, National Insurance, Social Security

Due to the fact that deductions made from salaries range from 8 – 25% in different countries, this is
an area that teachers can find very confusing. If a teacher mistakenly thinks that the salary they
are quoted is net when in fact it is gross, and the rate of taxation is high, they will feel
understandably disappointed when they receive their first pay cheque. If they have to contribute to
a country’s social security or pension fund, they might also want to know if they will be able to
claim any of this back at the end of their contract.

The easiest way to ensure there are no misunderstandings is to have a breakdown of salary
deductions in your School Policy or Contract.

E.g.
Gross Salary =X
Social Security = rate % =Y
Tax = rate % =Z
Schools Medical Cover = rate % =Q
Net Salary X – (Y+Z+Q)

Recently there is the added variant that the teacher may be employed on a UK contract, even
though they are working abroad. This sometimes means the teacher needs to bring certain
documentation with them when they start work, e.g. in the case of British citizens their National
Insurance card. Giving plenty of warning about this will avoid a last minute panic.

9 Provide teachers with a ‘How much does …… cost?’ guide

Sometimes schools shy away from clearly stating their rates of pay because the translation from
local currency into pounds or dollars doesn’t make it look very appealing. However, you can easily
put people’s minds at rest by giving them examples of how much things cost in your country. Often
you need to show that the salary is lower because the cost of living is lower. In a few countries it’s
the other way round of course, the salary may seem very generous at first, but that might be
because accommodation is expensive. The guide should include things like, rent, food, eating out,
drinking, bills, public transport, etc. (The cost of rent is particularly important if you don’t pay for
your teacher’s accommodation).

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10 Is it possible to save on this salary?
This is a question that is asked at interviews with increasing frequency, for various reasons. Some
people may have mortgages or loans that they need to maintain payments on. Others may have
personal pension schemes they want to maintain. Inexperienced teachers in particular will have
very little idea of how much they can expect to earn in their first year of teaching abroad. In many
cases, saving money simply isn’t an option, and if teachers aren’t made aware of this they may
commit themselves to a contract they can’t afford to complete. If your salary does provide teachers
with enough money to live comfortably and save something, be sure to tell them, because it’s a
rare selling point.

2.3 Guidebooks, Websites and Cultural Awareness

One would hope that anyone taking up a position abroad would do some research about the place
where they are going to be living, ideally before they have even applied for the job. The Internet
makes this kind of research a good deal easier, and bookstores now tend to stock guides to a vast
number of towns and cities across the globe.

However, it goes without saying that some guidebooks or websites are more accurate that others.
What is more, the opinion of a Lonely Planet writer, who spent 2 or 3 days in a town or city, is likely
to be very different to the opinion of someone who actually lives there.

Mini Guide book

An excellent way to give a future employee a realistic impression of what it is like living and
working in your town or city is to ask your current staff to write down their experiences and opinions
and create your own guidebook or webpage.

You could include a ‘ List of items it is difficult to buy in …… ‘

It is very helpful to provide a list of items it is difficult or very expensive to purchase in your country
that teachers should bring with them. This may include things like Marmite or painkillers.

Cultural Differences
If you do create your own mini guide to your town or city, this is also a good opportunity to address
any cultural issues a teacher should be aware of. This is particularly important if your school is in a
country where certain western habits are considered rude or unsuitable.

Website ideas
Some of the current IH schools already have excellent websites for teachers to look at and find out
about the place where the school is based. The obvious benefit of a website is that the information
can be regularly updated, and photos and news added.

Here are just a few examples of recruitment pages on IH school websites. There are of course
many more excellent IH school websites.

http://www.lacunza.es/teachers.cfm

http://www.ih.com.pl

http://www.ihbangkok.com/jobs.html

http://www.bkc.ru/eng

In the same way that a person might decide where they want to go on a trip, looking at photos of
places of interest or natural beauty, as well as of the school premises themselves, will give
teachers a positive feeling about a school.

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Another good idea is to put pictures of your teaching and administrative staff on your website; this
will not only appeal to future teachers, but also to potential students.

Recommended Reading and Viewing List

If creating your own guidebook or webpage is too large an undertaking, you could create a list of
recommended publications or website addresses.

Another idea is to ask your local tourist office for a promotional video or CDRom that you can send
to teachers, or at least send a copy to the Recruitment Services office for us to show at interviews.

The Language
Ultimately of course, there are many teachers who will travel the world speaking nothing but
English, at the other end of the spectrum are those who already speak the language in the place
they are going to work fluently.

Sending your new teachers a list of useful phrases and vocab before they start may be a waste of
time in some cases, but it will help those who are interested to make a start. This should be
followed up with a survival course on arrival.

2.4 Accommodation
This issue really falls between the pre arrival and arrival section of this booklet, because it is
something that will preoccupy many teachers before they arrive, even though they won’t actually
have to deal with it until they arrive.

When making any trip abroad, a big concern for even the most experienced of travellers is
accommodation. Accommodation becomes even more important when you are going to be living
somewhere for 9 months. It is easy to underestimate the importance of accommodation to
teachers, if you have been living abroad for sometime. It is helpful to remember that finding
somewhere to live in your native country can be extremely stressful. This stress is doubled when it
involves being somewhere completely new where you can’t speak the language and you are going
to live with someone you have never met before.

Before any orientation takes place in the workplace, the priority must be finding accommodation
and, under the terms of the Affiliation Agreement, there must be sufficient time allowed before work
begins for the new staff member to get settled in.

The subject of accommodation can be divided according to whether the school provides
accommodation or not. This is something that every teacher will want to know before they arrive to
start work.

If you do provide your teachers with accommodation then it is useful to provide information
that answers the following questions –

Is the accommodation near the school?

Will they be sharing with someone else? If so, how many teachers per flat?

Do they have a choice of who they share the flat with?

If they don’t want to live in the school flat will the school provide a housing allowance? (The answer
to this question may very simply be no, but it saves time if people know this in advance).

Do they have to pay the utility bills and cleaning bills, or just the phone bill?

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Are they expected to pay a deposit upfront? If so how much and is there any kind of school loan
system to help them do this?

What is provided in the school flat by way of furniture and bedding? It is unreasonable to expect
teachers to ‘kit out’ the flat on arrival.

What is the address? Ideally teachers should be given the address of their accommodation so that
they know where they are going to be, and can arrange for important post to be forwarded to them.

If you don’t provide your teachers with accommodation, you need to make sure they receive
the support and assistance they need to find somewhere quickly. When looking at potential
flats teachers should be accompanied by someone who can speak the local language.

Teachers will want to know -

Will the school arrange temporary accommodation for when the teacher first arrives?

Who pays for this?

If the school pays for accommodation for the first week, or the first month, it needs to be very clear
at what point the teacher starts paying.

How will they be assisted in finding somewhere to live?

Will the school set up flat viewings? Is it normally necessary to pay an agent? Will the school cover
these costs?

How much rent should they expect to pay?

How much deposit is normally required? Will the school help with the deposit if they have to pay 3
months rent upfront?

The school must give ACTIVE HELP and SUPPORT at all stages in the hunt for accommodation
and this must take precedence over all other matters.

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3 On Arrival
If possible teachers should be met at the airport (unless they choose to make other arrangements)
and taken to their immediate accommodation. The accommodation (hotel, interim lodgings or
school flat) should reflect the importance that the school places on the well being of the new
teachers. This is a time when teachers feel very vulnerable, especially if they don’t speak the local
language, so it is essential they are looked after. Other staff members should also be encouraged
to welcome and entertain new arrivals.

It is a good idea to organise a social event of some kind the first night teachers arrive (jet lag
allowing). Taking them for something to eat may be particularly appreciated, especially if they are
in a hotel by themselves. How this is organised will probably depend on the size of your school and
the number of new teachers you have arriving at the school. One option is to arrange for existing
members of staff to take the new teachers out. In this way social integration between the new
teachers and with the current staff will begin immediately.

At this stage it is also useful to give the teacher some information to help them orientate
themselves and also give them a programme of what they will be doing over the next few days.

3.1 List of Information to give teachers on arrival

Here is a list of useful information and items to give teachers as soon as they arrive –

1. A List of Useful Phone numbers - Including the number of someone at the school to
contact in emergency.

2. A phone card with instructions for use.

3. A map of the city, with the location of the school clearly marked.

4. Information about public transport, either bus or metro, or if appropriate the number of a
reliable taxi firm. (Little things like explaining that you need to buy your bus ticket from a
newsagent rather than on the bus can save a lot of trouble).

5. Tourist Leaflets

6. The location of the nearest chemist or supermarket (and warn of unusual opening
hours).

7. Tell them where they can get money from and when – e.g. location of bank and opening
times, cash points.

8. Programme of what they will doing during their first few days

Obviously some of the above may not be necessary for teachers who are used to living abroad, or
are familiar with place they are moving to, especially if they speak the language. However, for
someone who has never lived abroad before and doesn’t speak the language, ensuring they can
phone someone in an emergency, buy some food and get themselves to the school the next day is
essential.

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4 The Induction Programme
The Induction Programme is the period of intensive training and orientation for new teachers at the
start if their contract, before they begin teaching. Every participant should be given a copy of the
Induction Programme timetable so they know exactly what they will be during this time and why.

What you include in your induction programme will depend on a number of factors. The number of
teachers involved, and if your new teachers are inexperienced, experienced or a mixture of both.
How much of a culture shock the new teachers will experience and how accessible your town or
city is to foreigners.

In part, the Induction Programme is an administrative exercise, an opportunity to impart information

about the teacher’s duties, the schools procedures and policies and the management structure. It
is unrealistic to expect teachers to remember everything they are told in their first week though, so
all information given should also be provided in document form.

The other key objectives of the Induction Programme should be to address the Welfare and Social
needs of the teachers, and integrate them with the existing organisational culture. Helping teachers
adapt to the culture of your school and IHWO as a whole is essential. By introducing peer
observation or compulsory attendance at seminars from the beginning as part of the organisation’s
culture, you can avoid the negative reactions these might meet if introduced mid term without
warning.

4.1 Social and Work Activities to Integrate Staff

The Induction period is a very good opportunity to form open lines of communication between
employees from all areas of the school. Unfortunately, it is often the case that invisible barriers are
drawn between administrative and academic staff, management and employees, native and non-
native employees or temporary and permanent employees. It goes without saying that these
barriers often cause misunderstandings and breakdowns in communication, the end result of which
is a less effective and efficient school.

Sadly, some of these barriers are actually created inadvertently during the Induction period by well
meaning managers. Whilst trying to ensure that new teachers from abroad are well looked after, it
is easy to alienate long-term local teachers, and administrative staff. The problem is often then
consolidated by the fact that new teachers tend to form a bond, united by their ‘newness’ and so
very quickly a divide between new and old staff is created.

Though it is important that new teachers feel welcome and valued, they certainly shouldn’t feel that
they are in any way more or less important than pre existing teaching and admin staff. The
management team can help dispel any feelings of superiority or inferiority by treating all staff with
the same degree of respect, and highlighting the value of the different staff within the school during
seminars.

One easy way of preventing future problems, is to include local staff, both admin and teachers, in
the Induction programme as much as possible. Some incentive for doing this may be needed if the
induction activities you want them to join in on are outside of their normal working hours.

There are several ways in which you can create opportunities for interaction between the different
groups.

1. If you have a mixture of native and non-native English speaking teachers, assign new
teachers a non-native teacher buddy or mentor (and vice versa where appropriate).

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 2. Experienced non-native English speaking teachers should run seminars and train new
teachers.

3. Encourage administrative staff to make a presentation or talk informally about their role
within the school to the new teachers (obviously there may be language hurdles to deal
with here).

4. Arrange for teachers to shadow administrative staff and vice versa to give employees a
better understanding of each others jobs. This kind of practice needs to be established from
the beginning as part of the school's culture.

5. Try and ensure that social events during the Induction period (and indeed throughout the
school year) do not only involve going to the pub after work. This automatically excludes
those with families or evening work commitments. Perhaps a lunchtime or afternoon event
might mean more local staff can attend.

4.2 Induction Sessions

Here is a list of things that you might want to include in your Induction Programme. (There are
some examples in the appendices). The order is not prescriptive.

Welcome Meeting
The Director may want to talk briefly about the history of the school and its policies. Teachers
should be told of the basic values and goals the school has as a company. They should also be
given an overview of the structure of the company.

Orientation of the local area

In addition to initially telling teachers how to get from their accommodation to the school, they will
become self-sufficient much more quickly if you give them a quick tour and show them where
everything is. If your school is in a large city this may be more difficult, so maybe a virtual tour is
more practical. Give them a map and show them where to find shops, the post office, the bank, the
chemist, a supermarket, and nice places to eat and drink. Warn them of any areas that are
dangerous to go at night.

Tour of the School

This is fairly self-explanatory. If your school is large, or has a complicated room numbering system
then it is particularly useful. It will also help teachers to settle in more quickly if they know where
they need to look to find a particular member of staff or a tape machine.

One to one meeting

The DOS should conduct a one-to-one meeting with every new member of teaching staff during
the Induction week. Both to discuss practical concerns the teacher may have and also to set out
professional goals for the teacher to achieve during their probationary period. (More on Probation
periods in Section 5.1)

This is also a good opportunity to run through the teacher’s job description and identify any
fundamental training needs the teacher has. A newly qualified teacher will need support in all areas
whereas a more experienced teacher may only have taught adult and teenage classes in the past,
and therefore be concerned at the prospect of teaching YL’s.

From a practical point of view this will help the DOS to identify what needs to be covered in early
training seminars and workshops.
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A more in-depth analysis of the teacher’s training needs can be made once a programme of
observation and appraisal has begun. (See Section 6 for more on Determining Performance
Expectations and Appraisal Programmes)

Explain practical administrative procedures

The teachers should be given an overview of what the school will do and what they need to do
about practical matters associated with moving to a new country. Some of these will be specific to
the school, but universal examples are –

• How they will be paid

• What to do if they need an advance
• How to set up a Bank account
• Accommodation issues – e.g. paying bills.
• Visa paperwork

Introduction to School Resources

Although existing members of staff will almost certainly help out teachers in this area, it is a good
idea to list all available resources and to use them as a checklist during orientation. This list can
perhaps be used later as the basis for a ‘staffroom quiz’. During the first month of term, the
checklist can then be revisited and discussed. It is unrealistic to suppose that a two-day orientation
period will be sufficient for a new teacher who comes into a school that has a Language
Laboratory, Self Access Centre, video, library and other facilities. Any initial information must be
supplemented by further training or a refresher.

Run through School Policy and Terms of Employment

It is prudent to check teachers understand the basic terms and conditions of their contract before
an opportunity has arisen for anyone to inadvertently do something that contravenes it. Giving
teachers a quick overview of the School Policy and encouraging them to look at it in more depth
individually should also avoid potential problems.

Here are some examples of what you should explain the school policy or procedure for –

• Taking Holiday
• Absence due to illness
• Probationary period
• Disciplinary or grievance procedures
• Observation and teacher training
• Standby system

School Systems
Although teachers won’t remember everything you tell them in the first few days, it is a good idea
to give them an overview, and then go into more detail at a more leisurely pace. You may want to
tell them about the following –

• Level system
• Structure and content of the courses offered. (Focusing on each area e.g. Exam classes,
YL’s, Business Courses).
• Courses or methods specific to your school – e.g. Euro exam, NET languages, YL course
• Timetabling
• Loaning of cassettes and books
• Customer Care

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Photocopying and Copyright
This is a good opportunity to ensure teachers know how to copyright materials. All photocopied
and home-made supplementary material should be copyrighted in a uniform way in accordance
with copyright law: author, title, publisher and year.

Health and Safety Talk

It is essential that procedures to ensure employees and students Health and Safety at the school
are clearly presented and implemented. For example, everyone should know what to do if there is
a fire. This information should be prominently displayed within the building, as well as forming part
of the teacher's initial training. It should also be included in the School Handbook.

Workshop on teaching ‘nationality of students’ learners of English

Survival Language lesson

For new teachers

Although the following seminar suggestions are made with new teachers in mind, they might also
be useful for teachers who have experience, but of a limited kind.

• Classroom management
• Ideas and advice on how to teach – YL, BE, Exam classes, ESP etc.
• Lesson Planning
• First lesson ideas – Teachers share their favourite lesson ideas

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4.3 Induction Checklist
In order to ensure that all the information you want to impart to new employees is covered, it is a
good idea to create an Induction checklist. This checklist can be kept in the teacher’s personal file,
and referred back to in a couple of months. This way topics that are dealt with briefly on an initial
collective induction course, can be reviewed on a one to one basis at a later date. If the teacher is
also given a copy of the Induction Checklist, then they can also take some of the responsibility for
ensuring that they have all the information they need.

Here is an example of an Induction Checklist. This list is not exhaustive and obviously the order
that you cover these areas in may vary -

1. Information about the school and the company

2. Missions, Values and Goals

3. Organisational structure

4. Tour of Building and facilities

5. Accommodation

6. Meetings with key staff from different departments

7. Terms of Employment

8. School Policy and Rules

9. Job performance

10. Employment development opportunities

11. Housekeeping and Security Issues

12. Health and Safety

There are some of examples of IH Schools’ Induction Week Timetables in the Appendix.
These schools have very kindly allowed us to include their timetables in this Handbook.
Please note that these are just the timetables for the first week, and there is a great deal
more to their Induction Programmes than what appears in this Handbook.

14
5 Post Induction
It seems to be a common phenomenon within the TEFL world that once the initial nerves of starting
a new job abroad have worn off, most teachers settle in well. Then suddenly 2 or 3 months into
their contract many question their decision to move to wherever they are. This may be caused by a
number of factors. Perhaps the initial excitement of a change of lifestyle, new friends and new
environment starts to wear off, and working life becomes more mundane. Or the realisation that
they have made a long-term commitment to be away from friends and families may cause an
increase in homesickness. It can even be down to a change of weather.

For those working in schools following the European Academic year, just before the Christmas
holidays, and then during the holidays is the time teachers tend to reassess their situation.
Therefore encouragement and support during the first few months of a teacher’s contract is as
important as the first week.

A school can ensure it closely monitors its teachers’ progress and also the way they adapt to their
new environment, by operating a well-organised probationary period.

5.1 Probationary period

The purpose of the probationary period is in part to ensure that the performance of a new
employee is maintained, and that any problems are resolved at an early stage. It is also the period
when teachers who have moved to a new country need support in adapting to a new culture and
lifestyle. The length of the probationary period should be at the very least 4 weeks.

An effective probationary period requires the active participation of the teacher’s line manager; as
a rule this is the Director of Studies. It is not sufficient to leave teachers to their own devices for
several months, regular meetings and observations need to be held, so that a teachers overall
performance can be reviewed. In this way problems can be highlighted at an early stage, and
training needs identified.

It is crucial during that during the probationary period the employer actually identifies if the
employee is capable of meeting the requirements of the job.

Acknowledging successful completion of the probation period

What is so often the case for employees (in all lines of work) who successfully complete their
probationary period is that this occasion passes by without any formal acknowledgement? The only
reason they know they have completed their probation successfully is that they haven’t been asked
to leave. This lack of formal acknowledgement can be quite demoralising, as it implies a lack of
interest in the teacher’s performance. It is important that teachers don’t feel the only time their
performance is reviewed is when it is below standard.

Using the probationary period to resolve problems

If a teacher does not meet the necessary standards required during their probation period, but
shows signs of improvement, then it is more than acceptable to extend the probation period or
establish a new one. What is key here is that the teacher is informed of the extension and that
records are kept. The teacher needs to be told very clearly in what areas their performance is
deficient, and given a date on which the extended period will end. This should be confirmed in
writing, and needs to be done as constructively and sensitively as possible. Otherwise the
extension of the probation may simply be seen as an inevitable run up to dismissal.
It is totally unacceptable to allow the probationary period to end without saying anything and then
decide a month later the teacher really isn’t able to do the job.

What happens if a teacher fails their probation?

On the rare occasions that a teacher is incapable of doing the job, the probationary period provides
the employer with the opportunity to terminate their contract.
15
However, in order to be able to do this legally and fairly, the employee needs to be made well
aware of the terms of the probationary period before they even start work. This is why it is essential
that employees know and understand the terms and conditions of their contract before they travel
abroad.

Teachers who take up a job abroad have more to lose than an employee in their own country.
Many people rent out their homes whilst they are abroad, so if they do not pass their probationary
period and are asked to leave they are not only jobless, but also homeless. There are other
financial losses too, things like flights and other items required during their relocation. For this
reason, it is essential that a teacher understands the terms of their probationary period, and that
they are treated fairly and legally.

Dismissal should never come as a surprise, it is the last resort, and should have been preceded
by several warnings and meetings with the teacher in question. Furthermore if the decision to
dismiss is reached, a notice period must be given.

If a decision to dismiss is reached then the teacher should be repatriated and receive payment in
lieu of notice (4 weeks). Repatriation would mean at the very least a flight back to their country of
origin. (Unless the reason for dismissal is gross misconduct, in which case the procedure should
be the same as at any other point in the employment period. For most schools this means
immediate termination of contract and pay.)

Obviously, this is very different to what happens if the teacher breaks their contract, the process
above only relates to teachers failing their probationary period.

Schools are strongly advised to have clear guidelines in their contracts about what happens when
a teacher breaks their contract.

IHWO recommends the following policies should be included in teacher contracts.

• If a teacher breaks their contract they must reimburse the school for all or a proportion of
their visa and travel costs. The way that the school recoups the reimbursement must also
be clearly outlined.

• If the school makes a teacher redundant, through no fault of the teacher, they must give the
teacher at least one months paid notice, and pay for their airfare home. This should be the
case regardless of what proportion of the contract the teacher has completed.

• If a school decides to dismiss a teacher at the end of their probationary period the teacher
should be repatriated (school pays for flight home) and receive payment in lieu of notice (4
weeks).

For further details please consult the Contract Checklist, The International House Teachers’
Charter and the Staff Charter in the appendices.

16
5.2 Disciplinary Procedure
Unfortunately, every school will have to deal with a disciplinary matter or dismissal at some point.
The whole experience will be less traumatic for everyone concerned if guidelines for handling this
kind of situation already exist. Every school should have a clear outline of their Disciplinary
Procedure in their Teachers Handbook and the procedure should also feature in teachers’
contracts.

The following is a Code of Practice produced by ACAS (Advisory, Conciliation and Arbitration
Service) and should be used as a guide when designing school disciplinary and dismissal
procedures and implementing them.

Disciplinary Procedures should:

• be in writing
• specify to whom they apply
• ensure matters can be dealt with quickly
• indicate the disciplinary actions which may be taken
• specify the levels of management which have the authority to take disciplinary action,
immediate superiors should not have the power to dismiss without reference to senior
management
• ensure employees are informed of the complaints against them, and are given an
opportunity to state their case before any decisions are made
• give employees the right to be accompanied by a fellow employee (or if relevant Trade
Union rep)
• ensure that no employees are dismissed for a first breach of discipline, except in the case
of gross misconduct
• ensure no disciplinary action takes place before a case is carefully investigated
• give the employee an explanation of any penalty imposed
• provide a right of appeal and specify what the appeal procedure is
• provide for previous recorded warnings to be disregarded if a specified time period has
elapsed without further disciplinary action
• apply to all employees regardless of length of service
• be non-discriminatory – of sex, race, age, marital status and political, religious or sexual
orientation.

Remember

• It is important to deal with misconduct at an appropriate level. Small issues do not need to
be dealt with formally but it is important to deal with serious issues in a formal way.
• Establish facts before taking any action. Even in case of gross misconduct it is essential to
establish facts before dismissing someone, e.g. by suspending them on pay whilst
investigating what happened
• Except in cases of gross misconduct employees should receive notice or payment in lieu.
• Teacher should be given the Right to Appeal and informed of their right to be accompanied
at disciplinary meetings.

5.3 Disciplinary Procedure Outline

Here is a step by step guide to the stages in a Disciplinary Procedure.

17
Informal Stage
Within the normal working day a DOS may make suggestions or advise a teacher on how to
improve behaviour or performance. A teacher may be reprimanded verbally for a minor offence,
but at this stage no written records are kept. The teacher may be told they need to improve their
behaviour. (In most cases this is sufficient.)

However, if a teacher does not respond to informal input, formal disciplinary procedures begin. The
procedure can actually commence at Stage 3 if the offence is severe enough, and constitutes a
gross misconduct. (See end of process).

Stage 1 – Formal Warning

Attendees:
The teacher
The teacher’s line manager (in most cases this is the DOS)

Procedure
The teacher’s line manager should explain to the teacher that this is the first stage of the formal
procedure and then discuss the matter for concern. The teacher needs to understand what they
have done wrong and what is required. This can also apply to poor performance. If appropriate, a
time period for corrective action could be given. The teacher should also be given the opportunity
to express his/her point of view.

Misconduct - Keep written statement outlining the employees misconduct on file. In the case of first
disciplinary case, it is good practice to keep the statement on file for 6 months.

Poor performance - at the end of the meeting draw up a statement outlining performance shortfalls
and improvement that is required. Set a date for performance to be reviewed. Employee should
also be told of the support they will be given to make this improvement.

If the teacher fails to improve his/her performance to the required standard (as outlined in the First
Formal Warning) then Stage 2 follows. If an improvement is made, then the statement should be
removed from the employees file after the allocated time.

Stage 2 – Formal written warning (final warning)

Attendees:
The teachers line manager, and his boss. (E.g. DOS and School Manager/Director)
The teacher
If requested by the teacher, another member of staff (or if relevant the teacher’s union
representative). The teacher should be informed of their right to be accompanied.

Procedure
The Director/Manager should issue a formal written warning if improvements have not been made
after the first warning, or if another serious offence takes place. Or if this is the first offence but it is
very serious.

As above, a meeting must take place where the teacher is allowed to give their side of the story.
Then the management must decide whether a final warning will be given.

The written warning should clearly specify what the problem is and outline what corrective action is
required. The warning should also clearly state what the consequences will be if the situation does
not improve, or if an offence is committed again.

18
For example, if a teacher has turned up drunk for a lesson they may be told that if they do so again
they will be immediately dismissed for gross misconduct.

The written warning should be issued in the presence of all the attendees and a copy of the
warning placed in the teacher’s personal file. A warning at this stage should remain in force for 12
months.

If improvements are not made, then the final stage of the procedure should follow.

Stage 3 – Final Stage – Dismissal

Attendees:
The HR Manager as well as the DOS (providing you have an HR Manager).
The Director or Manager of the school
The teacher
If requested by the teacher, another member of staff (or if relevant the teacher’s union
representative).

Procedure
Before the decision to dismiss a teacher is made, there should be a full investigation into the case.
This investigation should include looking at the teacher’s employment record, allowing the teacher
to state their case, and if the teacher has a union, allowing input from their representative.
Only once a thorough investigation has taken place can a dismissal be made.

The school must then issue the teacher with a letter clearly stating the reason for dismissal.

Right of appeal
The teacher should be allowed to appeal against any formal disciplinary action taken against them.
The school must provide teachers with details of the appeal process.

A typical procedure would be that the teacher should put their appeal in writing and that it should
involve some information or evidence that was not previously considered. The school should
stipulate a time period during which appeals can be made.

In the case of an irresolvable issue, the school or teacher may wish to write to the IHWO board,
and ask them to act as an intermediary body.

Gross misconduct
This is when an offence is committed that is so serious the final stage of the disciplinary procedure
is activated immediately, without previous warnings or notice being given. It is important to note
that the investigation outlined in the 3rd stage must still take place.

The school should include a list of what is considered to be gross misconduct in the teacher’s
contract.

Here are some examples:

• prolonged unauthorised absence

• poaching the schools students
• serious negligence of duty
• theft or attempted theft of school, student’s or employee’s property
• the use of or threat of violence
• being under the influence of drugs on company premises
• being drunk during working hours
• serious disruptive or abusive behaviour

19
5.4 Grievance Procedure
Occasionally in any school employees will have complaints about their working conditions or
colleagues and generally these can be dealt with in an informal manner and quickly resolved.
However, similarly to the Disciplinary Procedure, it is good practice to have a formal procedure to
resort to if the informal approach is not appropriate. A documented grievance procedure reassures
employees that their concerns will be taken seriously. It also assists managers in ensuring
grievances or complaints from any employee are dealt with in a fair and consistent manner.

Issues that may cause grievances include:

- terms and conditions of employment

- health and safety
- work relations
- bullying and harassment
- new working practices
- working environment
- organisational change
- equal opportunities.

Grievance Procedures will vary from school to school depending on how your lines of management
are arranged and who is responsible for what. However, all procedures should follow three basic
stages.

1. Written Statement - The Grievance should be put in writing by the employee. Receipt of a
written grievance should be the trigger for a school’s formal grievance procedure. The
school may wish to design a grievance form for teachers to complete.
(The school should also have a policy on how long they will take to respond to a written
grievance and set up a meeting. E.g. 7 working days).

2. Meeting - The employer should invite the employee to attend a meeting, accompanied if
they wish. Who attends the meeting will depend on the seriousness of the grievance and
who it is about. In most cases the DOS may be able to resolve the issue, but if the grievance
is about the DOS then their line manager should be involved. In most cases this would be
the Director. After the meeting has taken place a statement of the results of the meeting
should be issued to the teacher.
In a case where a decision about the grievance can’t be made straightaway, the employer
should give the employee a clear timeframe for when they will make a decision.

3. Appeal - The employee should have opportunity to appeal the decision. In this scenario the
meeting process should be repeated, and attended by a more senior member of
management if they were not at the first meeting. A final decision should then be made.

If satisfactory conclusion is not reached then employees can contact IHWO as a neutral party, to
try and assist in resolving the matter.

For more information about disciplinary and grievance procedures you may wish to look at
the ACAS website. ACAS is a UK based organisation, but its advice and examples of good
practice are relevant to most employers. www.acas.org.uk/index.aspx?articleid=913

20
6 Performance Management Systems
The preceding section has dealt with the problems of helping new teachers settle in and helping
them to cope with their job. The next challenge is to actually help them develop, so that at the end
of the year they are better-equipped and more aware as teachers than they were at the beginning.
They should have improved the skills and techniques they already had, have increased their
knowledge and have acquired experience and competence in new areas. Hopefully, the more
experienced teachers will also retain a large degree of enthusiasm for their work.

Induction not only provides the school with the opportunity to communicate to staff what is
expected from them within their specific role, but also how this fits into the organisation as a whole.
These performance expectations can be expressed in terms of SMART ‘specific, measurable,
appropriate, relevant and timed’ targets, which should be reviewed regularly, not just at the initial
meeting a teacher has with their DOS and then at the end of the year. A systematic review of
performance and progress can help to identify training and development needs, both of individuals
and groups of staff.

This is shown clearly in the Torrington and Hall (1995:317) Cycle of Performance Management

Determining
Performance
Expectations

Managing Supporting
Standards Performance

Reviewing
and
Appraising
Performance

21
6.1 Determining Performance Expectations
As discussed in previous chapters the Induction period is an excellent time to educate the teaching
staff as a whole about what is expected from them. It is also very important to tell them about how
the school will help them meet these expectations.

Most of the activities in the Induction process, outlined in the previous section, play some role in
helping teachers to understand what is expected from them, whether it's running through the
School Policy or the Director giving an overview of the school's history at the Welcome meeting.

On a one to one basis, individual teachers also need to spend time with their Academic Manager
and set out personal performance targets. Within HR, the acronym SMART is used, to help
managers and employees think about the type of targets that are set.

Targets need to be - Specific, Measurable, Appropriate, Relevant and Timed – SMART

Once these targets have been set, the training and support needed by the teacher to achieve them
also need to be defined. This can partly be achieved in the workshops, seminars and observations
mentioned earlier.

6.2 Supporting Performance

The normal ways to promote in-service teacher development are observations and the resulting
feedback, Teachers’ Meetings and in-house training sessions.
For more experienced teachers it is not enough to provide seminars giving a list of practical
classroom ideas. These teachers may need a more theoretical stimulus, and for them it may be a
good idea to set up a separate reading / discussion group, for example, as well as encourage them
to lead workshops and seminars themselves. This last option may be easier said than done,
however, as some members of staff may be unwilling to take on extra work if there is no financial
reward involved. It will help if obligatory seminar attendance is presented as standard practice at
your school and IHWO schools as a whole.

Teachers’ Meetings
As a general rule, there should be a full Teachers' Meeting at least twice a month in all schools,
since regular meetings are essential for the dissemination of information, clarifying of any issues
and generally for the maintenance of morale. This is particularly important in schools where a lot
of the teaching takes place off-site, and where teachers are not often all together.

Educational Seminars
Regular seminars should be organised throughout the year and, where possible, these
should form some sort of coherent series rather than be isolated, one-off events.
At least some of them should be designed to help newer teachers with their particular problems.
Others should be devised with more experienced staff in mind, and might take the form of a
‘DELTA style’ discussion on a chosen topic or language area. Obviously, other seminars should
be geared towards teaching in a specific area. Topics can be selected as a result of observation
and perceived need, or as a result of teacher or course demand.
Whenever possible and appropriate, a teacher or groups of teachers should be asked to run
seminars. This helps to increase staff involvement in them, gives teachers valuable experience,
and reduces the workload of the DOS.
IHWO produces a series of packs that may be used as the basis of seminars.

Workshops
Some teachers find workshops - especially those that are devoted to materials preparation -
extremely interesting and useful.
22
Workshops can be an excellent way of increasing your school's bank of resources – visual aids,
worksheets and supplementary materials. A Week One workshop on lesson planning, where
same-level teachers get together to plan the first week of courses, is usually very useful.

Parliaments
Various IH schools have devised different ways in which communications within the school can be
improved and grievances aired. One approach is to have fairly regular "parliaments", which are
open to all staff and at which everyone can speak freely on any subject.
Another is to allow teachers to hold meetings at which management are not present and to inform
the Director / DOS later of the views expressed at the meetings. Teachers should not expect their
DOS to organise these for them. They can be followed up by discussions between the Director and
any Teacher / Union Representatives, if they exist.
These approaches may have their flaws, but all of them improve communications and ensure that
problems are aired when necessary: an essential for a healthy school.

Mentor System
Some schools operate a 'mentor' system for newly-arrived teachers whereby an established
member of staff is assigned to help the teacher.
Such a system involves assigning each new person to an established member of staff who agrees
to look after the newcomer in various ways. This ‘looking after’ can be solely educational (for
example, advice on teaching materials, etc), or it can expand to social matters, depending upon
the particular situation and the wishes of the mentor.
Such a system tends to be of enormous benefit because new teachers feel less inhibited about
admitting problems to, or asking advice from, other teachers, than about confiding in a DOS. The
DOS may be seen as being part of the 'establishment', and is involved in writing reports on
teachers. New teachers therefore may feel that a request for help to the DOS may be more or less
officially interpreted, and perhaps recorded as an admission of incompetence or failure on the part
of the teacher.
Of course, however well a mentor system works and however much it may ease the load on the
DOS, it cannot reduce the latter's responsibility to or for new teachers. It cannot be an alternative
to, or substitute for, proper educational and pastoral guidance from the DOS.

23
6.3 Reviewing and Appraising Performance
It is important that teachers don’t feel their performance is only appraised towards the end of the
year, when Performance Development Interviews are hurriedly produced for the Transfer system.
Not only is this bad for morale, it is bad for the school, because a teacher could have been making
the same mistakes for months to the detriment of his or her students without even realising.

Observation
Regular observations, formal and informal, and not only by the DOS but also by peers and the
Director, are an excellent way of continuously reviewing teachers’ performance. In order to ensure
this is not viewed unfavourably by the teachers, it needs to be presented as an established part of
the school's culture. If it is accepted practice for the Director to observe lessons (with notice) from
the outset, it shouldn't cause a negative reaction. To ensure peer observations are seen as
worthwhile and productive it may be helpful to introduce a standard way of recording the results.
Peer observations are also a useful way of time filling for under-hours teachers.

Observation of teachers’ classes can serve several purposes:

• For the students: DOSes can assess the progress of a class and the strengths and
weaknesses of the students. They can take action on this information by making
suggestions to the teachers.

• For the school: to monitor standards of teaching and learning and to give special help
where standards are not being met.

• For the teacher: for inexperienced teachers, the first year or so of a teacher's employment
following the four-week CELTA is normally regarded as an extension of that course, a
period in which the DOS should support and continue the training of the teacher.

• For experienced teachers: to develop their skills, encourage them to reappraise and
improve their approach, keep them up-to-date with new ideas and techniques, keep them
interested and motivated in what they do for a living.

• For any teacher new to a certain type of teaching: to reassure them that they are on the
right lines, to give guidance and advice on how to adapt their current style and techniques
to suit the different courses now demanded of them.

• For the school and the students: the DOS can get to know the classes in the school and
demonstrate that the school as a professional organisation is looking after the student’s
progress. Therefore it can also have an important role in public relations.

Feedback
Please note, there is little point in conducting observations if time is not set aside soon afterwards
for feedback. Section 4.5 of the DOS Handbook contains a detailed guide to conducting and
managing observations, and also giving feedback.

Appraisal Programme
As already mentioned at the beginning of this chapter, to effectively appraise and manage
performance, teachers need targets to work towards that are regularly reviewed.

In addition to training and observations, teachers will also need some one to one attention from the
DOS or other senior member of the Academic Management team. This is where an appraisal
programme consisting of a series of regular appraisal interviews becomes invaluable.

24
Such interviews should aim to highlight strengths and weaknesses of individuals and plan action to
help the individual improve and / or develop. Interviews will often follow sitting-in and teaching
performance provides a logical and useful starting point for discussion. However, interviews should
also cover, where relevant, any personal difficulties, overall contribution to the school and career
plans.

The results of these interviews should be written up and agreed by both sides. Ultimately these
notes form the basis of teachers Performance Development Interview Reports (PDI) at the end of
the year.

For further information on Appraisal Interviews, Report Writing and PDIs please consult
sections 4.6 and 4.7 of the DOS Handbook.

6.4 Managing standards

Once a school has:

• managed to provide its teachers with a solid Induction and helped them integrate socially.

• provided teachers with realistic targets, and supported and developed them so that they
can achieve them.

• regularly appraised teachers’ performance and ultimately provided them with a written
record of what has been achieved.

What remains to be done?

• Assess how further improvements can be made.

• Assess effectiveness of the training and support the school provides.

• Finally, and very importantly, take steps to ensure that the level of performance is
maintained.

This last point is crucial. There is no point in spending a lot of time and effort on developing your
teachers, and encouraging them to reach certain targets, if their efforts will not be rewarded.

Once an employee in any line of work reaches the standard they set out to achieve, they need to
be encouraged not only to maintain that standard but also to progress beyond it.

Performance related pay, experience based pay scales and bonus schemes can all be used
as tools to manage standards.

Incentives needn’t just be financial though, as many IH schools have proved. Giving teachers the
opportunity to follow training courses and obtain certificates to validate their skills and experience
will also encourage them.

25
7 School Handbook
The best way to ensure that your teachers have all the information they need is to provide them
with a Handbook for your school. Many schools have already produced this type of document,
some call them Teachers Handbooks, and others call them School Information Handbooks. The
overall aim of these Handbooks is the same though, to provide teachers with detailed information
and assistance for every aspect of their life whilst working for your school.

It is sensible to include what is covered in the Induction Programme in your School Handbook; to
ensure that teachers have a written record of everything they have been told.

The Handbook can also cover what you want to tell teachers before they arrive. Then teachers can
read it and familiarise themselves with the contents before they start their contract. This is a lot
more efficient than having to answer the same questions and queries again and again.

There are four key areas that you need to cover in your Handbook.

• Information teachers need before they arrive

• Practical Information on the town or city where your school is located
• Employment Guidelines, School Policies and Introduction to IHWO culture
• Teachers Welfare and Pastoral Care

Each School Handbook will be different, to suit local needs, but we provide below a template and
suggested list of contents.
Examples of some IH Schools’ School Handbooks can be downloaded from the IH World website
(cf. School Management section).

26
7.1 School Handbook - Contents Outline

1 Pre Arrival – (This should contain the information outlined in the first few pages of
this Induction Management Handbook.)

1.1 What you (the teacher) needs to do before you arrive

1.2 Useful Information
1.3 Travel and Visa Arrangements
1.4 Recommended Reading and Viewing List

2 Mini Guide/ Introduction to City or Town

2.1 General Information about City and Country
2.2 Transport
2.3 Shopping
2.4 Food
2.5 Useful Essential Vocabulary – especially important if teachers teach out of school
2.6 Communication – where to send email, info about International Calls, Post Office
2.7 Going out – Guide to restaurants, Bars, Cafes, Clubs
2.8 Sport and recreation
2.9 Map of city
2.10 ‘Dangers and Annoyances’

3 Introduction to School and IHWO

3.1 Brief history of school
3.2 Information about company
3.3 Introduction to IHWO and explanation of relationship between school and IHWO
3.4 Organigram
3.5 Who’s who and what are their roles
3.6 School Calendar

4 Teaching
4.1 Summary of duties
4.2 The Students
4.3 Curriculum and Courses
4.4 Course books
4.5 Teaching times
4.6 Teaching off premises
4.7 Standby
4.8 Cancelled classes
4.9 Record Keeping/admin – registers, student absences
4.10 Student Assessment System
4.11 Level placement/testing
4.12 Students changing classes
4.13 Parents meetings

5 Teachers Conduct
5.1 Dress code
5.2 Classroom conduct
5.3 Staff room
5.4 Student discipline
5.5 Setting homework

27
6 School Resources, Property and School Security
6.1 Systems for using resources
6.2 Telephone, fax and computers
6.3 Use of email and the Internet
6.4 School Security

7 Induction and Teacher Development

7.1 Induction Programme
7.2 Mentor system
7.3 Ongoing development
7.4 Input sessions e.g. How to teach YL’s
7.5 Observations
7.6 Subsidised courses
7.7 Local Language Lessons
7.8 Teacher training days
7.9 Professional Development Interviews

8 Employment Conditions
8.1 Arrival and Departure
8.2 Travel Allowance and Refund policy
8.3 Visa/work permits (If not dealt with in chapter one).
8.4 Contract and Terms of employments
8.5 Salary
8.6 Overtime payments and payment for cancelled classes.
8.7 Holidays (Can paid holiday be taken at any time, or is it fixed) Public holidays
8.8 Sick Leave
8.9 Compassionate leave
8.10 Bonus Scheme
8.11 Renewal and Termination of Contracts
8.12 Renewal of contracts
8.13 Termination of Contract
8.14 Breach of Contract/school policy
8.15 Disciplinary Procedure
8.16 Complaints and grievance procedure

9 School Accommodation (if school provides it).

9.1 Deposit
9.2 Standards
9.3 Regulations
9.4 Flat Inspections
9.5 End of Contract cleaning fees
9.6 Allowance for private accommodation

10 Accommodation (if school doesn’t provide it).

10.1 Settling in allowance
10.2 What assistance school provides
10.3 Basic Guide to renting in ****. E.g. How many months deposit is normally required

28
11 Healthcare (if provided by school)
11.1 What does the schools scheme cover
11.2 Costs
11.3 Dental treatment
11.4 Medical Emergencies

12 Healthcare (if not provided by school)

12.1 State Healthcare
12.2 Documentation required

13 Feedback and Communication Systems

13.1 Meetings
13.2 Teachers
13.3 Students
13.4 Management and Administration
13.5 Who to contact if you have a problem with ….

14 Health and Safety

14.1 Fire
14.2 In emergency
14.3 Emergency phone numbers

Useful Appendices
1. IH World Levels
2. Explanation of Course Codes
3. Table of courses, exams and levels
4. Samples of all forms used by teachers – feedback forms, report cards, timesheet,
attendance sheet, PDI report form.
5. Contract
6. Pay Scale
7. Basic Menu Guide
8. Useful Vocab
9. Differences between English and ‘local language’.

29
Appendix Contents

A1 Contract Checklist
A2 TSA
A3 International House Teachers’ Charter
A4 International House Staff Charter
A5 IH Prague Induction Week Timetable
A6 IH Katowice Induction Week Timetable
A7 IH Opole Induction Week Timetable
A8 IH Torres Vedras Induction Week Timetable
A9 IH Moscow Post Orientation Questionnaire

30
A1. Contract Checklist
In addition to the TSA that we provide, all employees must be given a proper contract. The
following list should provide a guide as to what the contract should contain.

1. The names of the employer and employee

2. Address of employer

3. The date when employment (and the period of continuous employment) begins

4. The period for which the employment is expected to continue and if it is for a fixed term, the date
when it is to end.

5. Probationary period
All contracts should include a probationary period of at least four weeks. The employer should
maintain the right to extend an employee’s probationary period, if in its opinion, circumstances so
require. If a decision to dismiss is reached then the teacher should be repatriated and receive
payment in lieu of notice (4 weeks). (Unless the reason for dismissal is gross misconduct, in which
case the procedure should be the same as at any other point in the employment period. For most
schools this means immediate termination of contract and pay.)

6. Job title and duties

A brief description of the work they are being employed to do.
Give details of compulsory duties aside from teaching, for example how many hours of standby or
administration a teacher has to do each week. It is a good idea to include attending weekly or
monthly meetings in the contract if you want to insist teachers go to these.

7. Address of the place of work

If the employee is required to work in more than one location, an indication of this with appropriate
explanation.
E.g. If a lot of the teaching takes place in-company

8. Remuneration and the intervals at which it is to be paid

Clearly state what the employees pay will be. Also include particulars of scale or rate of
remuneration, or the method of calculating remuneration. (If this is not detailed in the contract,
state what documents this information can be found in, and ensure that the employee has access
to the document.)
Particulars of intervals at which remuneration is to be paid, and what currency the salary is paid in.

9. Hours of work
Specify number of contact hours teachers are required to teach a week. Schools also need to
explain if they have a system where for example one school hour is actually 45 or 50 minutes. (A
teacher’s total number of contact hours should add up to no more than 1200 hours per year, or 120
hours in any four-week period as stated in the IH Teaching Code.) Define periods of time teachers
have to be in school aside from their contact teaching hours. Explain the school’s overtime rates.
If there are long journeys to and from in-company classes, are teachers paid for this time, and if so
how? Specify how much travel time constitutes a contact hour of teaching.
E.g. One and a half transportation hours are equivalent to one teaching hour.

10. Holiday Entitlement

Specify holiday entitlement for length of service, detailing obligatory holiday periods during which
the teacher is paid as well as the number of days paid holiday that can be taken at the teacher’s
discretion.

31
11. Disciplinary and Grievance Procedures
See section 5 for details.

12. Sick pay entitlement

Specify schools policy on sick pay. In accordance with the IH Teaching Code this should be a
minimum sick-pay entitlement of 20 days per year, on production of medical certificates.

13. Flight allowance

When and how are flights paid for? Do you pay for a single flight at the beginning of the contract
and one on the completion of the contract, or provide an open return flight at the beginning of the
contract.

14. The entitlement of employer and employee to notice of termination

The contract needs to define what happens in the case of termination of contract by either party.
Except in cases of gross misconduct, an employee should receive at least 4 weeks' paid notice.
If an employee wants to terminate their contract, they should give at least four weeks’ notice in
writing.
The contract must clearly state the procedure for the different scenarios in which a contract may be
terminated. Here are some possibilities though this list is not exhaustive.

• Early termination of the contract by the school due to gross misconduct and / or violation of the
school's rules by the teacher.

• Early termination of the contract by the school due to emergency circumstances –e.g. war,
economic crisis.

• Early termination by teacher in case of incapacity to work – e.g. serious illness or bereavement.

• Early termination by teacher.

In the case of early termination of contract by the school, due for example to a dramatic drop in
classes, the school must try to arrange an alternative teaching post within the International House
World Organisation for the remainder of the contract. RS can assist with this. Travel expenses to
the new place of employment should be paid for paid by the employer. In such circumstances,
should no alternative post be available or should it be offered to the teacher and refused by him,
the employer shall be at liberty to give to the teacher no less than 28 days notice in writing of
termination of this agreement on the expiry of which this agreement will come to an end.

15. Termination of contract by teacher; reimbursement

It must be clear what an employee will be expected to reimburse the school for if they terminate
their contract before the agreed end date. This is especially important for schools that have to
spend a lot of money on visas and flights upfront. One method of calculation used by a lot of
schools is that employees have to pay back a percentage of the total costs based on how many
months of the agreed contract they actually served. For example, if a teacher works 6 months of a
9-month contract, they have to reimburse the school for a third of the costs. If the school policy is
to deduct this reimbursement from the teacher’s last pay cheque, this needs to be made clear in
the contract.

16. Policies; schools right to amend

Many schools have separate, very detailed policies on specific areas of the teachers’ contract.
E.g. Disciplinary and Grievance Procedures, Pay Scales or Accommodation. The school has a
right to amend the policies, but the effect these changes may have on an employee’s pre existing
agreement will only be valid if they are in writing and signed by both parties.
It is not acceptable for an employer to make changes to an employee’s contract after it has been
signed, unless the changes are agreed with the employee.

32
17. Bonuses/benefits
It is important to be clear if bonuses or benefits are discretionary or contractual.
E.g. is the end of year bonus automatic on completion of contract, or does it depend on a good
report from the DOS?
In the case of benefits, a common offer is free language lessons. You need to define if they are a
guaranteed part of the contract, or if there are circumstances in which they aren’t guaranteed.
Does it depend, for example, on the number of teachers that would like them and the teacher’s
timetable?

18. The school’s attitude to private lessons.

It is very important teachers know from the beginning in what circumstances they are allowed to
teach students privately.

19. Miscellaneous
Details of the existence of any relevant collective agreements that directly affect the terms and
conditions of the employee's employment.
Confidentiality restrictive covenant
Unjustified absences
Residence and work permits
Local laws
Dress
Compassionate leave
This list is not exhaustive - it is simply a guide to ensure that schools incorporate certain
essential employment particulars in their contracts of employment.

33
A2

Teacher Service Agreement

Teacher's full name: ………………

This is to confirm that you have been offered a teaching position at:

International House: ………………………………………………….………

hereafter referred to as the Employer, which is an affiliate of the International House World
Organisation (IHWO).

Please note that as a teacher working for an IHWO affiliated school, you will be employed by the
school (or its designated representative), not IHWO. IHWO is a recruitment centre for a network of
affiliated school worldwide and is not making this offer of employment.

Please read the main terms and conditions of this post as summarised below, and please sign to
confirm that you have read and accept them. This document is a summary of the terms and
conditions offered, and does not constitute a contract: you will be asked to sign an official contract
by the school before starting work.

Summary of Terms and Conditions

IH School

Employer
(if different)
Period of
employment
No. of contact
hours per week
Salary Gross: Compulsory Deductions:

Flight & travel

provision
Accommodation
provision
Holiday Period

Healthcare
provision

As an employee of an IH affiliated school, you are expected to uphold your contract and breaking
your contract, except in extenuating circumstances, may jeopardize your future employment by any
other IH affiliated school.

If you break your contract you will be expected to reimburse the school for the cost of your flight
and/or recruitment expenses either fully or partially, depending on the proportion of the contract
you have already successfully completed (see school contract for details).

34
In signing this document, you are confirming that you are in good health, with no existing physical,
mental or medical conditions that would prevent you from fulfilling all the requirements of this post
for the full term of your contract.

As employers, all IHWO affiliates must adhere to the stipulations of the Affiliation Agreement
regarding the recruitment and employment of teachers. These are expressed in the IHWO
Teaching Code.

I have read and understand and agree to the terms and conditions set out above. I understand that
this Teacher Service Agreement does not constitute a formal employment contract. As a teacher
working for an IH affiliated school, I will be employed by the Employer, not the International House
World Organisation. I will be asked to sign an official Contract from the Employer at a later date, an
example of which I have been shown.

Teacher’s signature: …………………………… Date: …………………

For Recruitment Services: …………………………… Date: ………………

35
A3 The International House Teachers’ Charter

No Standard
3.1 All IH schools provide a good learning environment (premises, classrooms, facilities and
resources) and an efficiently organised range of courses appropriate to the learning needs
of the students. For general courses, the maximum class size is 16 students unless
specifically agreed otherwise with IHWO.
3.2 All IH schools employ as teachers, whether full-time or part-time, only those whose
professional training and qualifications are approved by IHWO as stated in the IHWO
Teacher Qualification Equivalence Table.
3.3 All IH schools employ a Director of Studies (or equivalent) on a full-time or part-time basis,
as appropriate to the size of the establishment, to be responsible for teaching standards and
for the administration and supervision of the teaching programme and to observe classes.
3.4 All IH schools hold teachers' meetings or seminars at least once a month and all teachers
are expected to attend.
3.5 The Director and the Director of Studies are available and accessible to teachers during
normal working hours for consultation or advice on any matter relating to their employment.
3.6 All teachers agree to regular observation of their teaching by the Affiliate's senior
educational staff, by colleagues or trainee teachers for the purposes of teacher development
and training by IHWO during its regular inspection and advisory visits as well as any other
accrediting agencies.
3.7 All IH schools provide adequate in-service training arrangements and facilities for all
teaching staff.
3.8 All IH schools make appropriate arrangements for extracurricular learning, cultural and
social activities for students, and all teachers are expected to contribute to these activities.
3.9 All IH schools provide every teacher with a written Teacher Service Agreement or contract,
signed by both parties, which clearly specifies the terms and conditions of employment,
which include:
‰ a maximum teaching load of 1200 hours per year, or 120 hours in any four-week period

‰ a minimum paid holiday entitlement of 20 working-days per calendar year

‰ a minimum sick-pay entitlement of 10 days per calendar year, on production of medical

certificates

‰ pro-rata provision of the above for part-time, temporary or vacation centre teachers
3.10 All IH schools ensure that the provision of teaching and related educational services are in
accordance with the International House Teaching Charter.
3.11 All IH schools display the International House Teachers Charter so that it may be read by all
educational staff.

36
A4 The International House Staff Charter
No. Standard
2.1 All IH schools take all reasonable steps to ensure that the terms and conditions of
employment for all employees are in accordance with national or local employment
regulations.
2.2 All IH schools provide fair terms and conditions of employment in the context of the
relevant local or national law, in the following areas:
a. salary;
b. length of contract;
c. working hours and teaching hours per week
d. paid holiday entitlement;
e. sickness, maternity, family and compassionate leave;
f. pension and severance pay arrangements, where relevant;
g. unpaid leave of absence.
2.3 All IH schools have clearly specified procedures for dealing with staff grievances and
disciplinary problems. The IH school and the employee always act fairly and
reasonably with each other. Both parties make every effort to resolve disputes with
good faith and goodwill, through amicable and reasonable direct communication and
dialogue. Where necessary grievances can be referred to the IHWO Board.
2.4 All IH schools employ administrative staff and academic staff who have appropriate
training, qualifications and experience according to national norms for the work in
question.
2.5 All IH schools provide all staff with appropriate workspace and the facilities for them
to carry out their duties effectively, as well as relevant opportunities for training and
development within and outside working hours.
2.6 All IH schools provide all employees within 15 days of the beginning of their
employment with a written statement, signed by both parties, which clearly specifies
the terms and conditions of employment, as well as the main responsibilities of the
post, the procedures available for dealing with grievances, and the procedures to be
followed in the event of disciplinary action.
2.7 All IH schools undertake to keep their staff informed about the status and ownership
of the school, and of the organisations and associations it belongs to.
2.8 All IH schools ensure that adequate arrangements are provided for the welfare,
health, insurance, and safety of all employees.
2.9 All newly-employed teachers recruited from IH Recruitment Service are provided
where necessary with arrangements for travel and relocation, as specified in the
Teacher Service Agreement, and with all necessary guidance and assistance with
accommodation, visas, registration, and other formalities required by government or
local authorities.
2.10 All IH schools undertake not to discriminate in any way against staff on grounds of
gender, race, disability, sexual orientation, age or religion.

37
 A5 AKCENT International House Prague

Monday 25th August

9.30 Radka Room 7
Welcome to AKCENT IH Prague
All management
Ethos of school
Meet the management
Who does what
Life at the school
10.30 Senior
Tour of the school
Teachers
Get lockers, keys etc
11.00 Romana Room 7
In-school courses – An overview
13.00 Cathy + Room 7
Company courses – An overview
I/C ladies
14.00 Naomi Room 7
YL courses – An overview
15.00 Helena Room 7
Exam Courses – An Overview
16.00 Anton/Andy Room 6
Multi-media resources – sign up

Tuesday 26th August

9.30 All Helena – 8
Group Meetings
Naomi – 2
Terms and conditions
Romana – 1
Timesheets…
10.45 Andy Room 7
Workshop
1-to-1 and small groups
11.45 Workshop Dana Room 7
Czech Students
13.45 Cathy Room 7
Company Course Procedures
14.45 Life in Prague and the Czech Kevin Room 7
Rep.
15.45 Anton/Andy Room 6
Multi-media resources – sign up

Wednesday 27th August

9.30 Whole school meeting All Room 7
10.00 Group meetings All Helena – 8
changes, buddies etc Naomi – 2
Romana – 1
11.30 School lunch
13.00 3x Teacher Development Anton/Shaun/ Anton – 2
sessions* Dana Shaun – 7
Dana – 1
Company Planning* Cathy Cathy - 8

38
14.30 All Helena – 8
Group meetings for timetables
Naomi – 2
Romana – 1
15.15 All
Co-teacher and buddies – chats

15.45 Anton/Andy Room 6

Multi-media resources – sign up
* These sessions will be repeated on Thursday and Friday

Thursday 28th August

9.30 3x TD sessions Anton/Shaun/ Anton – 2
Dana Shaun – 7
Company planning Cathy Dana – 1
Cathy - 8
Q & A Sessions
11.00 Returning teachers and
Room 1
Standard Courses senior teachers
12.00 Room 2
YL courses
11.00 Room 8
Exams
12.00 Room 17
Company Courses
11.00 Room 18
Intensive Courses
12.00 Room 19
VŠ Courses
Q & A Sessions
14.00 Returning teachers and
Room 1
Standard Courses senior teachers
15.00 Room 2
YL courses
14.00 Room 8
Exams
15.00 Room 17
Company Courses
14.00 Room 18
Intensive Courses
15.00 Room 19
VŠ Courses
16.00 Multi-media Resources – sign
Anton/Andy Room 6
up

Friday 29th August

9.30 3x TD sessions Anton/Shaun/ Anton – 2
Dana Shaun – 7
Company planning Cathy Dana – 1
Cathy - 8
11.00 Materials Overview Klára
12.00 ALL Helena – 8
Group Meetings
Naomi – 2
Any final questions? Romana – 1
Timetable confirmation
12.45 Anton/Andy Room 6
Multi-media resources – sign up
19.00 ALL
Social Event

39
A6
IH KATOWICE - INDUCTION WEEK TIMETABLE 2003
PLEASE BE AT SCHOOL ON MONDAY AT 9.45,
AND HAVE A LOOK AT THE SCHOOL POLICY BEFORE THEN. THANK YOU.
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
10.00- Working at Working at Updates The IH
11.30 IH Katowice 1 IH Katowice 2 - report on the Katowice
- class types - school policy school Syllabus
- level system - teacher - innovations this
- teachers’ duties year
training Students
(Alex)
(Alex) Timetables assessment &
An introduction to (Alex) testing
CJO (Alex)
(Pani W.)

11.30- Break Break

11.45
11.45- Teaching Introduction to Younger Executive Centre
13.15 younger school resources 2 learners classes
learners 1 including classes - needs analysis
(Bronwen) computer facilities - discipline - course design
(Tonya / Adam) - assessment &
- student info.
reports
- first lessons (James)
- levels
(Bronwen)
Day trip to Bielsko-Biała
train departs at 0918

13.15- Lunch Lunch

14.45
14.45- A tour of the Teaching Introduction to the Lesson
15.45 school younger IH CYL planning for
learners (Bronwen) new teachers
Introductions to 2 (returning /
/
admin. staff (Bronwen) senior staff)
Introduction to the
Introduction to IH FTEB
school (James)
resources
1
(Tonya)

15.45- Break Break

16.00
16.00- A tour of the Survival Polish Allocation of Lesson
17.00 town (Justyna) coursebooks planning for
(senior staff) etc. new teachers
(Tonya) (returning /
senior staff)

40
A7
Induction Week timetable – IH Opole 2003/2004

MONDAY

Time Who
Session
10-10.30 Arrival and coffee – we’ll meet all of you at your flats,
All
either by car or on foot depending on where you live. Be
ready by 9.30

10.30-11.00 Brief look round the school and introductions

All

11.00-12.00 School Policy quiz – a look at why you should (have)

Rod to all
read the school policy and to ensure you won’t be too
surprised during the year

12.00-1.00 Resources tour-a more in depth look at the resources,

Ed to all
computers and noticeboards. also a word about stand
by

1.00-2.15 Lunch
All

2.15-3.45 The induction pack explained and a look at systems and

Rod to new
procedures at IH Opole. Plus a look at the heirachy. teachers only
Who’s responsible for what?

4.00 – 5.30 Ed’s responsibility post treasure hunt. Get a stand by

Ed to all
responsibility post, and check out the resources on
your own. You’ll be making a presentation on Friday

5.30-? A get to know you drink – the end of the first day (not
compulsory)

TUESDAY
10-11 The IH Method – teaching, complaints from students Rod to new
and how to avoid them teachers only

11-12 Polish lesson Beata

12-1 Teaching beginners Jo

A few ideas of how to teach vocab, structures and give
instructions to people who really don’t understand you
at all

1-2.15 Lunch

2.15-3.45 Polish culture, history and language – ? to all

An introduction

4.00-5.30 Warmers and coolers – a selection of our favourites All returnees to all
41
 new
5.30 Free to leave or stay for the last 30 minutes and look
around

WEDNESDAY
10.00-11.00 It’s Kids day. Kids resources and a chat about the YL Laura
course
11.15-12.45 Kids activities. Lots of fun and games to get your kids Laura, Ben, Ed
learning English

12.45-2.00 Lunch

2.00-3.00 Kids discipline

Laura plus help
(approx) You learned how to excite them this morning, now learn how
to calm them down again

3.15-4.45 Teaching teenagers Laura plus help

Are they adults or are they children? Activities and
advice

THURSDAY
10.00-12 Get your books and individual timetables with a short Mentors to new
chat about what it all means. Go through your
information file with your mentor

12-2 Long Lunch

2.00 – 3.30 No Photocopying – how to present grammar using the Rod to new
students as a source for all your materials rather than teachers only
spending hours photocopying

3.45-4.45 Reports, Continual assessment, registers, parents day, Rod to all

discipline
The YL dos and don’ts
Social programme

Early finish to allow you to take it all in

FRIDAY
10.00-1.00 First and second lessons All
Some first lessons will be presented to you followed by
group work on second lessons and presentations from
you to all of us.

1.00-2.00 Lunch

42
2.00-3.30 What are exam classes and what do the students need
Joanne to all
to know?
PLUS FREE COMPLETE
2nd lesson for exam students

3.45 – 5.15 Resources. All teachers have investigated their own All
area of responsibility. Now you can let your colleagues
know all
about it

I think we’ll book a table somewhere for a bonding meal

43
A8 INTERNATIONAL HOUSE TORRES VEDRAS ORIENTATION COURSE 2003

Wednesday 1st October Thursday 2nd October

• 09.30 • 09.30 – 10.30

Introductions Orientation Course Quiz (review)

• 09.45 – 10.30 • 10.30 – 11.30

General overview of school: levels and These are a Few of My Favourite Things
types of courses; student timetables;
means of assessment BREAK

BREAK • 12.00 – 13.30

Classroom management / Dealing with
• 11.00 – 12.30 disciplinary issues
Differences between teaching children (rewards and consequences)
and adults
(implications for planning lessons) LUNCH

LUNCH • 14.00 – 14.30

Talk to Monica: salary /tax / bank etc
• 13.30 – 14.30
Getting to know the school resources (1) • 14.30 – 16.00
Getting to know the school resources (2)
• 14.30 – 15.30 – the computer room
School Admin etc
• 16.00 – 17.30
BREAK Teachers’ provisional timetables /
Understanding the different levels /
• 16.00 – 17.30 Support systems
Teaching Portuguese Learners of English

Friday 3rd October

• 09.30 – 11.00
Making the most of the coursebooks and integrating supplementary materials

BREAK

• 11.30 – 13.00
Teaching Saturday Classes

LUNCH

• 13.45 – 14.30
Open bank account with Monica

• 14.30 ->
Start the ball rolling: preparing the first lessons

44
A9 IH MOSCOW POST-ORIENTATION QUESTIONNAIRE

1. Was the information you received upon arrival at the airport sufficient?
Yes No What to add:

2. Were you shown around your immediate neighborhood, i.e. the way to the metro,
shops, etc.?
Yes No

3. Was the flat clean and ready for your arrival (according to the accommodation
instruction)?
Yes No What was wrong?
_________________________________________

4. Was the meeting with the recruitment representatives informative and useful?
Yes No What to add?
_____________________________________________

What to delete?
___________________________________________

5. What information was not provided to you at the orientation meeting?

__________________________
_____________________________________________________________________
_____________________________________________________________________
____________________________

6. Was the meeting with your DOS/ADOS informative and useful?

Yes No What to add?
_____________________________________________

What to delete?
___________________________________________

7. How many classes did you observe?

_____________________________________________________

How many placement interviews did you observe?

__________________________________________

8. Were your problems with accommodation sorted out quickly? Yes

No
What problems did/do you have?
________________________________________________________________________
________________________________________________________________________
____________________________

9. What were the difficulties (if any) you encountered on the first days in Moscow?
_____________________________________________________________________
_____________________________________________________________________
___________________________

45
10. Are you sure you know what to do if
- you need extra material for teaching? Yes No
- you are sick? Yes No
- you have problems with your visa? Yes No
- you need to have something repaired in your flat? Yes No
- a stranger rings your door bell? Yes No
- you want to take holidays? Yes No
- your class can’t take the test on time? Yes No
- your register is completed? Yes No
- you need to send a letter or parcel? Yes No
- you got lost on the way to school? Yes No

11. Is this your first job overseas? Yes No

Was the information you received at pre-contract period useful and sufficient? What
was the most/less helpful? What to add?
_________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
__________________________________________

12. What options would you like to choose for the summer?

summer camp unpaid leave teaching on an hourly-paid

basis

13. Did you get enough information about BKC-International House during your CELTA
course?

(For those, who take CELTA course at BKC-IH ) Yes No

What information would you like to know?

_______________________________________________

_____________________________________________________________________
_____________

Thank you, this will help us to improve our future orientation program.

46