培训学校如何聘用外教

⑴ 通过中介机构聘请外教国家有什么政策规定

一、聘任   

聘请外教必须通过合法的中介公司，邀请学历大专以上、具有教师资格证明和相关经验的外国教师。在找到合适的人选后，还应严格按照外专局的要求，对外教资格进行审定，为他们办理相关的工作和居留手续，从而保证外教聘任的合法性，同时也依靠法定手续稳定外教队伍。   附注：中国国家外国专家局是中国管理外国专家来华工作的中央政府职能部门。各省、区、市外事办公室和地方外国专家局是管理地方外国专家来华工作的地方政府职能部门和服务部门。外国文教专家管理工作涉及的地方主管部门包括地方政府外事办公室、教育厅（委、局）、公安厅（局）。 

二、管理 

（一）外教行为规范 

第一条 遵守中国的法律、法规，不得干涉中国内政和培训机构的内部管理。  

第二条 尊重中国的宗教政策，不得在学生中宣传自己的宗教信仰。 

第三条 尊重中国人民的风俗习惯和道德规范。 

第四条 授课时应当注意仪表，衣着整洁，不得穿拖鞋、背心上课，不得在课堂抽烟、吃零食。  第五条 遵守作为教师的职业道德，不得和学生谈恋爱或发生亲密关系。 第六条 接受培训机构的工作管理、业务指导、检查和评价。 第七条 未经培训机构同意不得兼做与其在学校教学无关的业务。  第八条 对于纪律涣散或不尊敬外教的学生，外教应向本培训机构的相关负责人报告并建议采取措施，但不得对学生进行体罚、侮辱，也不得以不上课作为惩罚手段。  第九条 不得以任何形式向学生收取任何费用，不得强迫学生购买培训机构没有要求的教材或材料。 

（二）授课、代课、调课、请假、迟到、早退 

第十条 服从本培训机构分配的教学任务和课程安排；除非本培训机构分配的教学任务超出该外教能够胜任的范围，任课外教不得拒绝接受。外教应按期完成工作任务，保证教学工作的质与量； 

第十一条 外教代课、调课、请假应该遵守以下审批程序：  1）按要求填写申请表  2）提前三天向其教学主管提出申请并得到批准 3）申请调课应将申请表复印件送交教学主管备案  4）外教因为突发情况确实不能提前递交书面申请的，应当 向教学主管口头申请并得到批准，在一周内补上书面申请表并按照以上程序得到批准、备案。 

第十二条 外教违反以上关于代课、调课或者请假的规定，学校教学主管协，可以向该外教发出书面警告，并根据外教与学校签订的合同扣除课时费。 

第十三条 外教无故迟到、早退两项累计超过三次，教学主管应当向该外教提出书面警告。  （三）住宿 

第十四条 除非合同有明确规定，外教应当在学校指定的公寓住宿。 第十五条 外教入住时，应当查实清点学校配置的电器、家具和其他物品，并签收清单，保证妥善保管这些物品；离校时，应通知教学主管办理电器、家具和其他物品的清点和移交工作。

⑵ 第三方培训机构的外教课怎么上

第三方培训机构的外教课怎么上
一样的吧 跟国内的其他课程一样的呀

⑶ 培训学校 聘请外教 外教需要帮他办VISA 具体怎么操作 需要哪些材料 烦请说的详细点 谢谢。

首先你所在的学校，是否有请外教的资格。
如果有的话，就好办了。
1，在外专局办理“来华许可”
2，入境
3，办理居住手续，体检
4，办理“专家证”（具体咨询当地的外专局）
5，去公安局办理工作签证

⑷ 英语培训机构要怎么招聘外教

现在不少英语英语机构都聘请一些无证的野外教，而TESOL（国际教师资格证书），就能很好证明外教资质。

阿卡索是纯正的外教一对一学习，是在线课堂平台比较有口碑的了，可以自由选择外教老师，而且一年的学习不超过七千块，性价比很高了，天天都可以在家跟外教交流，高频次的学习才会更有效果，并且老师都是100%持有国际TESOL国际证书的。这里有免费试听地址：【外教一对一课程】
有兴趣的可以试一试免费的体验课。

这个机构的外教师资非常可靠，100%持证上岗，并且外教老师在英语教学方面都有丰富的教学经验，除了外教课程，阿卡索也有中教课程可以选择，并且提供定制教学，以及固定外教等优质服务，大家可以去试试。

⑸ 我在英语培训机构上班，机构要给外教办工作签证需要翻译几个文件，请求大神告知一下几个标题的意思

B ecation应该是Bachelor of Ecation，教育学学士
BA 应该是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.）

如对于我的解答有问题，欢迎继续追问～
如果满意，请点击“采纳为满意答案”，谢谢：）

⑹ 办培训学校办培训学校请外教要具备那些条件急

外教一定要有专业的资质证书，不是说随便个老外就可以当外教的，你可以去大嘴外教看看，那边外教还是很严格的，而且拥有上海最大的外教资源，外教覆盖全国，应该可以帮到你

⑺ 求一篇关于英语培训机构助教与外教怎样良好协作的文章

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 英语培训机构聘请的外教是菲教，菲教是什么意思

国籍是菲律宾的外教？那边的口语水平参差不齐，最好自己去听一下外教发音是否标准。

⑼ 现在很多英语培训学校都聘请的外教来教英语，那么中国大学为什么不请外教来教英语

外语专业的才有外教，公共外语全校那么多专业和学生，请外教教的过来么？所以是不现实的，而培训学校的规模小很多啊，而且学费收的高，以营利为主要目的的

⑽ 英语培训机构招聘英语外教老师应该去哪里招聘。

首先最重要的就是看您的机构是否具有聘用外籍教师资质，就是为外教办理工作签证，具体办理手续需要您问当地外专局。
如果具备聘外资质了，需要清楚办理工签的手续，签证之间的区别。
然后考虑母语非母语，母语口音好，费用高，薪资太高，非母语口音问题，稳定性问题，签证是否可以办理。
1 自主招聘
学校自己通过自己的渠道进行招聘外教，面试，办理手续等，自主招聘一定要了解外教的签证问题，工签手续办理，需要哪些条件，哪些材料的认证，签证之间有哪些区别，筛选匹配最好有专业的老师进行负责。
2 中介招聘
学校花一定的费用，找中介进行招聘。这里包含两种，一是纯中介，外教和学校签约合同，中介就是只做介绍，匹配的工作，帮助指导签证问题，具体办理签证，以及后期到校后的事宜都有学校自己负责，通过这种类型中介在选择外教的数量上有所增加，也会减少学校匹配外教的时间。二是派遣中介，所有的外教手续，签证都落在中介公司，或由中介公司代为办理，外教主要是和中介公司签订合同，并非真正属于学校的员工，然后外教的月薪资由中介公司发放，学校把外教的薪资给予中介公司，第二种派遣中介，优点是省去学校办理签证和管理外教的复杂事宜，但是缺点是外教和学校之间并没有直接的雇佣关系，很多不可控因素。