英语培训外教工作签证

㈠ 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：）

㈡ 在有英语外教的培训机构里助教是干什么的

个机构对助教的定位不同的。有的助教就是教务老师，负责安排课程一类的；有的机构，助教就是老师，一周时间，老外上一次，助教上一次课。

㈢ 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。

㈣ 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.

㈤ 什么英语培训学校的外教需要有TESOL证书

现在来的英语培训机构办源学水平参差不齐，但一般正规的有资质的英语培训学校都要求外教必须持有TESOL证书，因为这是教学资质的认可，也是专业的体现。如果没有这个证书的外教培训机构，可能大家就要考量下它的教学水平了。

㈥ 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。

㈦ 关键词英语培训外教老师都是持证上岗的吗

那必须是有证的

㈧ 老外来中国的英语培训机构教学，需要办什么证书吗

现如今家长们给孩子选择少儿英语培训机构时是比较看重外教的，毕竟相比中教，外教的口音和教学风格和教学质量更加的适合孩子，不过也有些家长没接触过外教，有一些犹豫，英语培训机构的外教怎么样？教学专业吗？孩子能听的懂吗？小编就给家长们详细的介绍一下吧！

英语培训机构的外教怎么样？教学专业吗？首先家长们要明白一点，在我们在给选择少儿英语外教的时候，一定要关注外教的水平如何，发音是否纯正，外国人不一定就是外教，对外教的水平应该更高，发音也应该更纯正，我们了解外教是否正规，可以通过试听课来判断。像阿卡索外教网的外教的话就是非常的靠谱的！阿卡索外教网是一家有着6000+外教的在线在职的优质外教的，他囊括了全球各地的少儿外教，并且他们中的任何一个都是经过严格的层层筛选出来的精英外教，即便是已经被聘用的少儿外教，也是会经常不定期的接受考核的，而且还是采用十分严厉的淘汰制度的，所以在教学这方面来说，家长们是完全不用担心的。

阿卡索的外教都是来自那些母语是英语的或者官方的语言是英语的国家，所以家长们不需要担心他们教出来的学生们口音不纯正等问题，给少儿的英语口语打好一个良好的基础。因为他们每一个人都是拥有着教学资格证书的，并且他们都是十分熟悉亚洲文化的，对给少儿课程培训方面也是有着十分丰富的教学经验的，在线少儿英语哪家好?在亲和力方面更是无可挑剔的，他们每个人都是性格活泼并且十分热情的，这样才可以带动少儿参与到学习活动中来，而不是刻板的死记硬背，这样才能让少儿更好的记住当天所学的内容，因材施教，才能够达到理想的教学目标。

英语培训机构的外教怎么样？教学专业吗？好了说了这么多家长们想必有所了解了吧！所以说阿卡索外教网是非常的优秀的!除了师资力量这方面阿卡索外教网更胜一筹以外，阿卡索外教网在线少儿英语培训的课程设置也是十分精巧的，他们巧妙的用第一人称的视角让少儿们去与老师互动，让少儿们主动的参与到其中，把每一个课程都变得情景化，这样有利于吸引少儿的注意力，只有真正的吸引到了少儿的注意力，少儿才有可能一步步的走进英语，了解英语，热爱英语，然后让学习英语变成是一件快乐的事情。家长们赶紧让孩子到阿卡索试一试吧!

㈨ 英语培训机构的老师一般工资多少，外教工资多少

我所处的是县级市，这样的老师工资在4000左右，一星期休两天，外教不知道，估计要多个1～2000左右吧！

㈩ 开一家纯外教式的英语培训机构需要办理哪些手续

办学许可证肯定是需要的，如果聘请外教还需要申请《聘请外国专家单位资格认可证书》。