英語培訓外教工作簽證

㈠ 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：）

㈡ 在有英語外教的培訓機構里助教是干什麼的

個機構對助教的定位不同的。有的助教就是教務老師，負責安排課程一類的；有的機構，助教就是老師，一周時間，老外上一次，助教上一次課。

㈢ 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。

㈣ 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.

㈤ 什麼英語培訓學校的外教需要有TESOL證書

現在來的英語培訓機構辦源學水平參差不齊，但一般正規的有資質的英語培訓學校都要求外教必須持有TESOL證書，因為這是教學資質的認可，也是專業的體現。如果沒有這個證書的外教培訓機構，可能大家就要考量下它的教學水平了。

㈥ 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。

㈦ 關鍵詞英語培訓外教老師都是持證上崗的嗎

那必須是有證的

㈧ 老外來中國的英語培訓機構教學，需要辦什麼證書嗎

現如今家長們給孩子選擇少兒英語培訓機構時是比較看重外教的，畢竟相比中教，外教的口音和教學風格和教學質量更加的適合孩子，不過也有些家長沒接觸過外教，有一些猶豫，英語培訓機構的外教怎麼樣？教學專業嗎？孩子能聽的懂嗎？小編就給家長們詳細的介紹一下吧！

英語培訓機構的外教怎麼樣？教學專業嗎？首先家長們要明白一點，在我們在給選擇少兒英語外教的時候，一定要關注外教的水平如何，發音是否純正，外國人不一定就是外教，對外教的水平應該更高，發音也應該更純正，我們了解外教是否正規，可以通過試聽課來判斷。像阿卡索外教網的外教的話就是非常的靠譜的！阿卡索外教網是一家有著6000+外教的在線在職的優質外教的，他囊括了全球各地的少兒外教，並且他們中的任何一個都是經過嚴格的層層篩選出來的精英外教，即便是已經被聘用的少兒外教，也是會經常不定期的接受考核的，而且還是採用十分嚴厲的淘汰制度的，所以在教學這方面來說，家長們是完全不用擔心的。

阿卡索的外教都是來自那些母語是英語的或者官方的語言是英語的國家，所以家長們不需要擔心他們教出來的學生們口音不純正等問題，給少兒的英語口語打好一個良好的基礎。因為他們每一個人都是擁有著教學資格證書的，並且他們都是十分熟悉亞洲文化的，對給少兒課程培訓方面也是有著十分豐富的教學經驗的，在線少兒英語哪家好?在親和力方面更是無可挑剔的，他們每個人都是性格活潑並且十分熱情的，這樣才可以帶動少兒參與到學習活動中來，而不是刻板的死記硬背，這樣才能讓少兒更好的記住當天所學的內容，因材施教，才能夠達到理想的教學目標。

英語培訓機構的外教怎麼樣？教學專業嗎？好了說了這么多家長們想必有所了解了吧！所以說阿卡索外教網是非常的優秀的!除了師資力量這方面阿卡索外教網更勝一籌以外，阿卡索外教網在線少兒英語培訓的課程設置也是十分精巧的，他們巧妙的用第一人稱的視角讓少兒們去與老師互動，讓少兒們主動的參與到其中，把每一個課程都變得情景化，這樣有利於吸引少兒的注意力，只有真正的吸引到了少兒的注意力，少兒才有可能一步步的走進英語，了解英語，熱愛英語，然後讓學習英語變成是一件快樂的事情。家長們趕緊讓孩子到阿卡索試一試吧!

㈨ 英語培訓機構的老師一般工資多少，外教工資多少

我所處的是縣級市，這樣的老師工資在4000左右，一星期休兩天，外教不知道，估計要多個1～2000左右吧！

㈩ 開一家純外教式的英語培訓機構需要辦理哪些手續

辦學許可證肯定是需要的，如果聘請外教還需要申請《聘請外國專家單位資格認可證書》。