How do you think of teachers? As employees? Subordinates? Shop-floor workers? Good teachers keep students happy and happy students recommend your school to their friends. It's a virtuous cycle. If you want to keep the good staff that enhance your school's reputation, then start thinking of teachers as stakeholders in your school.

From a teacher's point of view, a successful school means more students, happier students-and more students generate income for better resources and probably better salaries, so of course teachers are stakeholders in the enterprise. And you can start treating them as such with the recruitment process itself. When you're hiring, do you have teachers on the interviewing panel and do you involve them in the hiring process from start to finish? If not, why not?

When you employ a new teacher that person has got to fit into the team. The new teacher will need help and support from the existing staff in order to settle in and learn the ropes. Your teachers have a stake in ensuring that the new member of staff is a round peg in a round hole. Let the teachers help you draw up the profile of the new staff member you are looking for. Give the teachers a chance to meet the candidates and then give you their feedback. Have a teacher or two at the interview. The final selection will be a shared responsibility and you will all have done your best to make the new appointment a success.

In the next issue: Writing an effective job ad.

Some employers fear that by investing in teacher development they are merely grooming a teacher to move on to a better job elsewhere. Well yes, the profession is pretty fluid and, frankly, teacher movement will happen anyway. What's far more important is that your school gains a reputation for professional, up-to-date teaching, so you can't afford to let your staff stagnate. But it doesn't have to cost the earth. You can start by looking at the talent under your nose.

You have a qualified Director of Studies and a team of enthusiastic teachers. So let professional development begin at home. If you can allocate a couple of hours per week for a teachers' meeting then that's all you need. The rest is up to them.

Get the D.O.S. to circulate a questionnaire about what topics each teacher would like to have a session on. Find out which teachers could lead sessions. Talk quality circles. Talk empowerment. Talk Action Research. Let the teachers come up with their own professional development program for starters. After all, they know the school, the students-and they will be able to identify their own strengths and weaknesses. A development program generated by and for your teachers will be of far greater long-term benefit than a guest appearance by an outside expert who just delivers a lecture and goes on to the next venue.

To gain an overview of how teachers can lead their own self-development read this article on Action Research at:

http://www.philseflsupport.com/actionlearning.htm

To participate in an email Action Research project see:

http://www.scu.edu.au/schools/gcm/ar/areol/areolind.html

For a more informal approach read this article on "reflective teaching" at:

http://www.tttjournal.co.uk/back33.htm

In the next issue: Online Training Courses

Every month we will be polling the ESL Employer community on issues of importance to the ESL community. This months poll:

ESL teachers should be native speakers of English --> Voice your opinion here!

The future of English language teaching: more students, taking more exams and using more technology

English Teaching Professional magazine has published results of a survey of teachers in over 110 countries on their opinions on the future of English language teaching. Sixty-six percent of teachers thought there would be an increase in the importance of English as a global language over the next ten years and over 80 percent thought that the numbers of students would increase accordingly.

Almost all the teachers thought students would want an English qualification as a result of their studies-either in general English or in a specialist English subject.

Ninety percent of teachers believe technology and the Internet will grow increasingly important in the classroom. The message for schools seems clear: gear up for exam classes and make sure you are up to date with technology- based resources!

In the next issue: What exams should I offer my students?

Dear Patricia,

Problem: The contract I give teachers states that 22 teaching contact hours per week are normal. But, occasionally, I have to ask staff to increase their hours (to cover for a sick colleague, for example). At other times, if student numbers fall, they teach less than 22 hours. But recently they have come to see me as a group to say they think it is unfair to be asked to teach extra hours unless they are paid overtime. What should I do?

Answer: This is a common problem that can cause ill feeling on both sides. First, make all new contracts clearer. Say that extra teaching is sometimes expected and that it's usually balanced out in slacker times. Put in an annual figure for hours that will not be exceeded. If that global total is exceeded, then agree to pay up. With the teachers on the existing contract, you could say that you'll pay overtime, if, at the end of the term the extra hours they have taught have not been compensated by free hours during slack times.

Need to share a problem? E-mail me at:

pdean@eslemployment.com

--> IATEFL Management SIG:

http://pers-www.wlv.ac.uk/~le1969/msig/Fabout.htm

With a monthly newsletter, seminars and a list of online resources this is must for all school owners, directors and managers.

Rating 7/10

--> Bizmove.com:

http://www.bizmove.com

A treasure-trove of resources for the those running their own business: planning tools, informative articles, tips and quizzes.

Rating 10/10

--> ESL School

http://www.esl-school.com

I'm not shy to plug my own blog. Check it out for a good read now and again.

Rating 10/10

--> Germany : 19 April 2005, The Association of Language Testers in Europe international conference:

'Language assessment in a multi-lingual context; attaining standards, sustaining diversity.'

Contact E-mail: alte@ucles.org.uk

--> UK : 21 April 2005, The ICEF London Workshop

Contact E-mail: annette.emondts@icef.com

Ready to begin filling your positions today? Post your open positions now at no charge on ESL employment and be included in our weekly "ESL/EFL Job Finder Newsletter". The largest newsletter of its kind with over 86,112 active job seekers.

Visit the following link for step by step instructions:

http://www.eslemployment.com/posting-help.htm

Did you know: In which country is tipping in a restaurant considered an insult?

Answer: Iceland

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