Long-Term Teachers in Amity Teachers Program

Introduction

In order for the Amity Teachers Programto continue effectively serving teacher training in China, it is important that within the programthere is a small core group of long-term professionally trained language teachers who provide the program with professional leadership, continuity, and role models of cultural sensitivity for the program. The teacher training colleges and other schools which Amity serves are requiring ever higher levels of professional training in their own teaching staff, and if Amity is to continue being able to meet the needs of these colleges, it is important that Amity’s own program continue to grow and develop.

The purpose of this memorandum is to encourage partner agencies to consider exploring ways to recruit and support professionally qualified candidates -either Amity teachers or teachers new to Amity- under contract terms which would enable such candidates to undertake longer periods of service with Amity.

Why does Amity want long-term teachers?

1)Their professional expertise. Amity teachers’ expertise enhances Amity’s ability to provide pre-and in-service training for new Amity teachers, and their presence as role models helps set a high standard for the program.

2)Academic output. Their professional training and longer terms of service strengthen Amity’s ability to engage in projects such as writing and publishing teaching materials, and carrying out research on language education in Chinese school. Their longer terms of service and cultural skills are of special value in the carrying out of cooperative projects with Chinese colleagues.

3)Deep understanding and promotion Chinese culture. Teachers who can speak Chinese and who stay in China for longer period are able to develop a deeper understanding of Amity’s work and of China and Chinese churches to audiences back home, thusly building the bridge of friendship between people from two cultures.

What does Amity expect and desire of long-term teachers?

1)Amity feels that the primary responsibility of long-term teachers lies in carrying out their work as Amity teachers at a high level of excellence. This includes not only quality in teaching, but also serving as role models in sensitivity to Chinese culture and people, willing to work in cooperation with Chinese colleagues, and efforts to learn about and better understand China. The work of long-term teachers should be characterized by the “three C’s (compassion, commitment, and competence) expected of the work of all Amity staff members.

2)Amity will not assign additional duties to long-term teachers, but it is Amity’s hope that long-term teachers will be willing to initiate or participate in projects of benefit to the program at large. Areas in which the contribution of professionally trained long-term teachers can be of special value to Amity include:

  • development of teaching materials and curriculum
  • research related to teaching issues and Chinese context
  • assistance with pre-and in-service training for other Amity teachers and volunteers

Note that these types of activities are normally part of the work of professional teachers, and are important to the continued development of teachers’qualifications and skills; in many cases, potential candidates for long-term teacher positions already engage in such activities.

3)If Amity were to ask a long-term teacher to consider undertaking special duties which would involve a significant time commitment, Amity would also expect to arrange for a placement with a reduced teaching load. Such special duties would be assigned only with the consent of the teachers.

What qualifications would Amity like to see in long-term teachers?

1)Advanced professional training and/or professional experience in language teaching or another directly relevant field. For teachers of English, normally this would mean a Master’s degree or Diploma in TEFL or the equivalent.

2)Working knowledge of conversational Chinese (the level normally attained with a year of full-time study) some knowledge of Chinese is important not only for long-term teachers’ personal well-being and professional effectiveness in China, but also for their credibility as role-models.

3)Sensitivity to the Chinese culture, and ability to function effectively in the Chinese educational setting. This includes ability to develop effective and equal working relationships with Chinese colleagues, and to work in cooperation with other Amity teachers and staff.

4)Approval and support of a relevant church sending agency is preferred.

5)Support for Amity’s programs and goals.

6)Willingness to engage in activities which will further the teachers’ professional development and growth, such as study, research, and materials development, and willingness to share knowledge, skills, and fruits of efforts with other members of the Amity program.

What provision would Amity like, sending agencies to make for long-term teachers?

1)Amity feels that teachers on long-term contracts should have fuller pay and benefits packages than those provided for regular volunteer teachers. Teachers in mid-career are often financially unable to consider long periods of service on volunteer terms, especially if they have on-going financial obligations at home (such as repayment o graduate school debts). Fuller package not only recognize higher levels of professional skill - and the time, effort, and money candidates have invested in training - but also make it more feasible for qualified candidates to consider longer periods of service with Amity.

2)Amity recognizes that partner agencies have different patterns of professional service, so there will be variation in the terms and lengths of contracts long-term teachers are offered. However, as a general rule Amity suggests that a long-term teacher package include the following:

  • Contract period longer than two years with possibility of extension
  • Pay package comparable to those normally offered by the sending agency (or agencies) to long-term overseas personnel in other settings.
  • Pension and medical insurance
  • Paid trip back to the home country at regular intervals, in line with the sending agency’s policies for other overseas personnel

Primary responsibility in determining teachers’ contracts, terms of service, and length of service lies with sending agencies and the teachers, in consultation with Amity.

3)For otherwise qualified candidates who do not know Chinese, provision for language study should be made. As necessary, Amity will assist sending agencies in arranging such study opportunities.

What special provision does Amity expect to make for long-term teachers?

1)Amity will give special attention to the placement of long-term teachers, attempting to place them in schools where their special skills will be used to the best advantage and where they will have opportunity to carry out whatever kinds of special teaching, research, or materials development projects they might be interested in.

2)Amity will work with long-term teachers to help them find ways to develop their professional talents and skills. As much as possible, Amity will also provide financial and other kind of support for projects which develop the teacher'sskills and benefit Amity’s program.

Additional Notes:

1)A long-term teacher’s placement should be decided through consultation between Amity and the teacher. At times Amity may ask long-term teachers to consider moving if their presence in another location would be of more benefit to the program as a whole, but the final choice will be up to the teacher.

2)As with all Amity teachers, a long-term teacher’s placement at a particular school is contingent on the willingness of the school to continue employing the teacher. If a host school is no longer willing to employ a long-term teacher, Amity will try to arrange a suitable alternative placement for the remainder of the contract.

3)In situation where one school no longer wishes to employ a teacher, and where Amity cannot arrange another appropriate placement, it may not be possible for the teacher to continue working in China. In such situations, Amity will consult with the sending agency and the teacher.

4)As a long-term teacher approaches the end of his/her contract period, Amity should consult with the teacher and with the sending agency as to the desirability of renewing the contract.