培訓學校如何聘用外教

⑴ 通過中介機構聘請外教國家有什麼政策規定

一、聘任   

聘請外教必須通過合法的中介公司，邀請學歷大專以上、具有教師資格證明和相關經驗的外國教師。在找到合適的人選後，還應嚴格按照外專局的要求，對外教資格進行審定，為他們辦理相關的工作和居留手續，從而保證外教聘任的合法性，同時也依靠法定手續穩定外教隊伍。   附註：中國國家外國專家局是中國管理外國專家來華工作的中央政府職能部門。各省、區、市外事辦公室和地方外國專家局是管理地方外國專家來華工作的地方政府職能部門和服務部門。外國文教專家管理工作涉及的地方主管部門包括地方政府外事辦公室、教育廳（委、局）、公安廳（局）。 

二、管理 

（一）外教行為規范 

第一條 遵守中國的法律、法規，不得干涉中國內政和培訓機構的內部管理。  

第二條 尊重中國的宗教政策，不得在學生中宣傳自己的宗教信仰。 

第三條 尊重中國人民的風俗習慣和道德規范。 

第四條 授課時應當注意儀表，衣著整潔，不得穿拖鞋、背心上課，不得在課堂抽煙、吃零食。  第五條 遵守作為教師的職業道德，不得和學生談戀愛或發生親密關系。 第六條 接受培訓機構的工作管理、業務指導、檢查和評價。 第七條 未經培訓機構同意不得兼做與其在學校教學無關的業務。  第八條 對於紀律渙散或不尊敬外教的學生，外教應向本培訓機構的相關負責人報告並建議採取措施，但不得對學生進行體罰、侮辱，也不得以不上課作為懲罰手段。  第九條 不得以任何形式向學生收取任何費用，不得強迫學生購買培訓機構沒有要求的教材或材料。 

（二）授課、代課、調課、請假、遲到、早退 

第十條 服從本培訓機構分配的教學任務和課程安排；除非本培訓機構分配的教學任務超出該外教能夠勝任的范圍，任課外教不得拒絕接受。外教應按期完成工作任務，保證教學工作的質與量； 

第十一條 外教代課、調課、請假應該遵守以下審批程序：  1）按要求填寫申請表  2）提前三天向其教學主管提出申請並得到批准 3）申請調課應將申請表復印件送交教學主管備案  4）外教因為突發情況確實不能提前遞交書面申請的，應當 向教學主管口頭申請並得到批准，在一周內補上書面申請表並按照以上程序得到批准、備案。 

第十二條 外教違反以上關於代課、調課或者請假的規定，學校教學主管協，可以向該外教發出書面警告，並根據外教與學校簽訂的合同扣除課時費。 

第十三條 外教無故遲到、早退兩項累計超過三次，教學主管應當向該外教提出書面警告。  （三）住宿 

第十四條 除非合同有明確規定，外教應當在學校指定的公寓住宿。 第十五條 外教入住時，應當查實清點學校配置的電器、傢具和其他物品，並簽收清單，保證妥善保管這些物品；離校時，應通知教學主管辦理電器、傢具和其他物品的清點和移交工作。

⑵ 第三方培訓機構的外教課怎麼上

第三方培訓機構的外教課怎麼上
一樣的吧 跟國內的其他課程一樣的呀

⑶ 培訓學校 聘請外教 外教需要幫他辦VISA 具體怎麼操作 需要哪些材料 煩請說的詳細點 謝謝。

首先你所在的學校，是否有請外教的資格。
如果有的話，就好辦了。
1，在外專局辦理「來華許可」
2，入境
3，辦理居住手續，體檢
4，辦理「專家證」（具體咨詢當地的外專局）
5，去公安局辦理工作簽證

⑷ 英語培訓機構要怎麼招聘外教

現在不少英語英語機構都聘請一些無證的野外教，而TESOL（國際教師資格證書），就能很好證明外教資質。

阿卡索是純正的外教一對一學習，是在線課堂平台比較有口碑的了，可以自由選擇外教老師，而且一年的學習不超過七千塊，性價比很高了，天天都可以在家跟外教交流，高頻次的學習才會更有效果，並且老師都是100%持有國際TESOL國際證書的。這里有免費試聽地址：【外教一對一課程】
有興趣的可以試一試免費的體驗課。

這個機構的外教師資非常可靠，100%持證上崗，並且外教老師在英語教學方面都有豐富的教學經驗，除了外教課程，阿卡索也有中教課程可以選擇，並且提供定製教學，以及固定外教等優質服務，大家可以去試試。

⑸ 我在英語培訓機構上班，機構要給外教辦工作簽證需要翻譯幾個文件，請求大神告知一下幾個標題的意思

B ecation應該是Bachelor of Ecation，教育學學士
BA 應該是Bachelor of Arts（bachelor's degree awarded for an undergraate course or program in either the liberal arts, the sciences, or both. Bachelor of Arts degree programs generally take
three to four years depending on the country, academic institution, and
specific specializations, majors or minors.）

如對於我的解答有問題，歡迎繼續追問～
如果滿意，請點擊「採納為滿意答案」，謝謝：）

⑹ 辦培訓學校辦培訓學校請外教要具備那些條件急

外教一定要有專業的資質證書，不是說隨便個老外就可以當外教的，你可以去大嘴外教看看，那邊外教還是很嚴格的，而且擁有上海最大的外教資源，外教覆蓋全國，應該可以幫到你

⑺ 求一篇關於英語培訓機構助教與外教怎樣良好協作的文章

When teachers work together, knowledge and rapport grow

Unlike school teams that are organized for other purposes, learning teams focus on teacher learning as a way to address student needs and improve student learning, she said. (In some schools, these teams are known as "study groups,』』 "impact groups,』』 or "collaborative teacher groups.』』)

Learning teams enable teachers to keep up with the knowledge they need to do their jobs well. They also help teachers support each other as they change their practices.

"Learning teams are the most effective, cost-efficient way for teachers to learn what changes are needed in their practice and then to make those changes. They also have the added benefit of building rapport, trust, and support,』』 said Jolly, now an ecation program specialist for SERVE, the regional ecational laboratory serving the southeastern states, and author of an upcoming NSDC book on learning teams in middle schools.

Making a case for learning teams

Generally, the principal is the instigator for creating learning teamѕ. But, if such teams are going to be effective, Jolly said, teachers must be involved in the final decision. "If teachers don』t support the concept, learning teams will not be successful," Jolly said.

Unsatisfactory test scores can often be used as a prompt for creating the learning teamѕ. But, even when that』s the case, the principal or an outside facilitator who specializes in such work will still need to present teachers with substantial information about the value of teachers learning and collaborating.

"Teachers also need to understand that learning teams have a disciplined focus. They are focused around teacher learning, not school management. This is not a staff meeting. This is about student needs,』』 Jolly said.

Getting started

After the principal has significant staff buy-in to the idea, the next issue is membership of the learning team.

Jolly recommends including no more than six persons on a team. Typically, a team would include members of a single department or a grade level. But teachers could self-select according to interest in a particular topic, Jolly said.

Taking advantage of an existing organizational structure often helpѕ because teachers already know each other. Building on a team that already works with one group of students, as in a middle school, is also very beneficial.

A learning team needs to meet for at least an hour at a regular time once a week. Ideally, teams should meet ring the school day and plan to meet together for the entire school year.

First, the data

To establish its focus for the year, the learning team should assemble and examine student data: standardized test results, district assessment results, examples of teacher assignments and the resulting student work, climate survey results, demographics, and information regarding discipline, attendance, and parental involvement.

By closely examining the data themselves, teachers will be able to identify clear priorities for students. "Data also can create a sense of urgency that』s needed to drive change,』』 Jolly said.

Jolly cautions that teachers must also look below the surface of the numbers and probe for deeper explanations. For example, if students are doing poorly on a statewide writing test, teachers will want to ensure that they know what』ѕ being evaluated. Students may be quite successful grammatically and structurally but fail to understand how to present a cohesive idea — or vice versa. Students may be quite successful writing stories or poems but less proficient at informational writing.

Develop a learning plan

After a learning team has its focus, the next step is crafting a learning plan.

At a minimum, the learning plan should include responses to these questions.

o What do students need to learn to do better? For example, drawing from the example above, the learning team might say that "Students need to improve the quality of their informational writing.』』
o What specific knowledge or instructional skills do teachers need in order to address student achievement in this focus area?
o How will teachers acquire this knowledge and these skills?
o What information do teachers need?
o How will teachers know if they have achieved their goal?

Jolly said teams should consider the learning plan a "work in progress』』 that will be revised as teams learn more.

Doing the research

After identifying its focus, each learning team should query its own members to learn what knowledge they can share with others about the focus of their inquiry.

For example, ask team members about workshops they have attended that bear on the topic. What articles or books have they read that relate to this topic? What did they learn in graate courses about this topic? Have they done any writing or presenting on this topic? What other knowledge do team members have that might be related to this topic?

"This helps teachers view each other as resources. It』s a strategy to begin bringing out different strengths,』』 Jolly said.

Beyond that, however, Jolly believes the facilitator should be the group』s primary researcher. "Teachers are already pretty well overwhelmed. The facilitator needs to make it as easy for the teachers as possible. Teachers don』t need to go out and beat the bushes to find everything,』』 she said.

Sharing the wealth

Initially, teachers may spend a great deal of time reading articles and books, interviewing experts, or watching videotapes. In each instance, they should spend time reflecting on what they have learned.

At some point, they should be ready to put what they are learning into action. During one meeting, they may visit the classroom of a teacher using a strategy they want to see in practice. They may examine samples of student work, both before they begin changing their practice and after introcing new strategies to discover their impact. They may develop a lesson at one meeting and follow up the next week by discussing their experience with it.

At every step, the learning team needs to maintain a journal that is the weekly record of its work, Jolly said.

The learning team journal should be kept in a public place, such as the teachers』 workroom so other staff members can also read the record.

Evaluate your work — and identify your next inquiry

Finally, learning teams need to evaluate their work.

At the end of one year』s work, Jolly said teams will often have numerous ideas about the inquiries they want to make ring the next year.

"By the end of a year, teachers will have realized that this is a teacher learning experience. This is not just about coming up with a new strategy for the classroom. This is all focused on teachers learning more about their students and their teaching,』』 she said.

⑻ 英語培訓機構聘請的外教是菲教，菲教是什麼意思

國籍是菲律賓的外教？那邊的口語水平參差不齊，最好自己去聽一下外教發音是否標准。

⑼ 現在很多英語培訓學校都聘請的外教來教英語，那麼中國大學為什麼不請外教來教英語

外語專業的才有外教，公共外語全校那麼多專業和學生，請外教教的過來么？所以是不現實的，而培訓學校的規模小很多啊，而且學費收的高，以營利為主要目的的

⑽ 英語培訓機構招聘英語外教老師應該去哪裡招聘。

首先最重要的就是看您的機構是否具有聘用外籍教師資質，就是為外教辦理工作簽證，具體辦理手續需要您問當地外專局。
如果具備聘外資質了，需要清楚辦理工簽的手續，簽證之間的區別。
然後考慮母語非母語，母語口音好，費用高，薪資太高，非母語口音問題，穩定性問題，簽證是否可以辦理。
1 自主招聘
學校自己通過自己的渠道進行招聘外教，面試，辦理手續等，自主招聘一定要了解外教的簽證問題，工簽手續辦理，需要哪些條件，哪些材料的認證，簽證之間有哪些區別，篩選匹配最好有專業的老師進行負責。
2 中介招聘
學校花一定的費用，找中介進行招聘。這里包含兩種，一是純中介，外教和學校簽約合同，中介就是只做介紹，匹配的工作，幫助指導簽證問題，具體辦理簽證，以及後期到校後的事宜都有學校自己負責，通過這種類型中介在選擇外教的數量上有所增加，也會減少學校匹配外教的時間。二是派遣中介，所有的外教手續，簽證都落在中介公司，或由中介公司代為辦理，外教主要是和中介公司簽訂合同，並非真正屬於學校的員工，然後外教的月薪資由中介公司發放，學校把外教的薪資給予中介公司，第二種派遣中介，優點是省去學校辦理簽證和管理外教的復雜事宜，但是缺點是外教和學校之間並沒有直接的僱傭關系，很多不可控因素。