TEACHER HANDBOOK

* The policies and procedures contained within this handbook are intended to comply with the laws of England and Wales and

are not contractual documents. In the event that any policies or procedures contained in this handbook conflict with the law,

the law shall take precedence.

INTRODUCTIONI PURPOSE OF THE HANDBOOK 1II COMPANY DETAILS 1III BACKGROUND TO THE COMPANY 1IV STAFFING STRUCTURE AT HEAD OFFICE 2V LOCAL MANAGEMENT 3VI. LINE MANAGEMENT FOR SENIOR TEACHERS AND DIRECTORS OF STUDIES 3VII. EAQUALS ACCREDITATION 3VIII. THE CEFR 3

SECTION 1: YOUR EMPLOYMENT - POLICIES AND PROCEDURES1. CONDITIONS OF EMPLOYMENT 42. DBS AND CHILD BARRED LIST CHECKS 43. RECRUITMENT OF EX-OFFENDERS 44. EQUAL OPPORTUNITIES POLICY 55. ANTI-HARASSMENT AND BULLYING POLICY 66. DATA PROTECTION POLICY 87. CONDUCT 108. MISCONDUCT 109. DISCIPLINARY AND CAPABILITY PROCEDURE 1110. GRIEVANCE PROCEDURE 1311. DRESS CODE 1312. KEEPING IN TOUCH WITH STUDENTS 1413. CHILD PROTECTION 1414. SOCIAL MEDIA POLICY 14

SECTION 2: OPERATIONS AND LOGISTICS15. TRAVEL AND ACCOMMODATION 1616. SATURDAY NIGHT ACCOMMODATION 1617. FLIGHTS/TRAVEL COSTS TO AND FROM UK AIRPORT 1618. VISAS 1619. WHAT TO PACK 1720. INSURANCE 1721. HEALTH AND SAFETY 18

SECTION 3: ACADEMIC22. COURSES AND LEVELS 2123. THE CONTACT TEACHER 2124. ACADEMIC NOTES AND ADDITIONAL ACADEMIC NOTES 2225. RECORDS OF WORK AND REGISTERS 2226. OBSERVATIONS 2227. ISSUING OF TEACHING NOTES, TEACHER BOOKS AND/OR TEACHER PACKS 2428. NON PRESCRIBED LESSONS AND SPECIAL REQUESTS 2529. COPYRIGHT MATERIAL 2530. PRE-COURSE MEETINGS AND THE FIRST EVENING 2631. THE STRUCTURE OF THE WEEK 2732. YOUR TEACHING WEEK 2833. RESIDENTIAL COURSES 3034. CERTIFICATES 3035. REFUNDS 3036. MANAGING STUDENT BEHAVIOUR 3037. THE CEFR AND THE GLOBAL SCALE 3238. THE ROLE OF THE SENIOR TEACHER 32

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INTRODUCTION

I PURPOSE OF THE HANDBOOK

Section one of this handbook explains the structure and operations of English in Action. It also details our expectations regarding your behaviour and personal conduct, and sets out our procedures and policies on important matters that affect you.

Section two covers generic information about your travel and accommodation arrangements, and about your personal welfare and safety.

Section three gives details of our courses and materials, about academic and teaching arrangements, plus record-keeping and administration at the school and in the classes you will be teaching. It also provides advice for teachers new to English in Action and on managing difficult and disruptive behaviour in the classroom.

II COMPANY DETAILS

English in Action is a limited company, registered in England and Wales:

Company registration number: 3528553

Registered Office: Camburgh House 27 New Dover Road Canterbury, Kent CT1 3DN, UK

Business Address: Partnership House 22 Hawks Lane Canterbury, Kent CT1 2NU, UK

III BACKGROUND TO THE COMPANY

English in Action began in 1992 as part of Stafford House School of English. It started to operate as a separate division in 1999 and became a limited liability company in 2004. English in Action Limited (EiA) is currently a fully owned subsidiary of EiA Partnership Limited, a holding company formed in December 2007 to facilitate the management buyout from its previous owner, Palamon. The management buyout of the Company was finalised in July 2008 and the ownership of EiA Partnership Limited currently lies with its management, those employees who were on the payroll of English in Action at the time of the purchase, and those employees who joined the Company during its post-purchase re-structuring. In December 2008, following the buyout, the Company moved from 19 New Dover Road to its current location in Hawks Lane.

English in Action provides short, communicative English language courses in schools and institutions around the world. Courses are marketed and sold directly to schools, or through representatives based in the territory.

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IV STAFFING STRUCTURE AT HEAD OFFICE

BOARD OF DIRECTORS• Establish policies, strategy & objectives• Appoint & support the Managing Director• Approve the annual budget & audit report

MANAGING DIRECTOR• Direct the work of departmental heads• Develop & implement strategy• Oversee the company finances

BOOKINGS, ADMINISTRATION & FINANCE• Process bookings• Pack & ship materials• Make payments & manage accounts

OPERATIONS• Recruit teachers and offer contracts• Assign teachers to teams & schools• Arrange travel & book flights• Administer subsistence payments• Book teacher accommodation

ACADEMIC• Consult & advise schools on courses• Develop course materials• Provide support to teaching teams• Print & collate teaching resources

SALES & PROMOTIONS• Provide demo lessons to students• Present to teachers & parents• Provide help & support for CT

MARKETING• Develop promotional materials for print and web• Update and maintain company websites• Manage social media

DIRECTOR OF STUDIES / SENIOR TEACHER• Manage and oversee course delivery• Provide support for the teaching team• Ensure teachers follow company procedures

TEACHING TEAM• Deliver the agreed programme of study• Collaborate with other team members• Provide support for students

EXTERNAL SERVICE PROVIDERS• Health & Safety• IT & Telecoms• Materials Writing

DIRECTORS

HEAD OFFICE

TEACHERS

CONSULTANTS

IT• Maintenance of office IT equipment• Development of internal systems

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V. LOCAL MANAGEMENT

Your immediate Line Manager is the Senior Teacher or Director of Studies at your centre; he or she is your first point of call for advice and support on any welfare and academic issues. If you feel unable to approach your Senior Teacher or Director of Studies, you can contact the Operations Manager in Canterbury.

Whether your course is managed by a Senior Teacher or a Director of Studies depends on the number of classes participating: usually, if there are 8 or more classes at a centre there will be a non-teaching Director of Studies and a Senior Teacher; between 5 and 7 classes there will be a teaching Director of Studies; if there are 4 classes or fewer, there will be a Senior Teacher. On occasion, we may vary these arrangements.

When they arrive at the centre, the Senior Teacher or Director of Studies will liaise with the local Contact Teacher to arrange a pre-course meeting. They will also meet with you and the other teachers to go through the arrangements for the week, including what time everyone will set off for school on the Monday morning.

Once in school the Senior Teacher or Director of Studies is responsible for making sure that everyone has a class list, knows where their classroom is and has student books, folders and pens ready for the first class. If you have a problem in class, please make sure you inform your Senior Teacher or Director of Studies so that you can agree how to deal with this. Your Senior Teacher or Director of Studies is also there to help you with questions on materials, lesson plans, the project and the end of course show.

VI. LINE MANAGEMENT FOR SENIOR TEACHERS AND DIRECTORS OF STUDIES

If you are the Senior Teacher or Director of Studies for a course, you report to the Operations Manager, but for anything teaching-related, please contact a member of the academic department.

VII. EAQUALS ACCREDITATION

English in Action is accredited by EAQUALS (Evaluation and Quality in Language Services) and is subject to regular inspections. EAQUALS membership demonstrates compliance with the organisation’s charters and our dedication to quality, integrity and professionalism, whether in our dealings with our staff or with course participants.

VIII. THE CEFR

All of our courses are benchmarked against the levels of the Common European Framework of Reference for Languages, and we adopt a number of its principles and methods, including the use of ‘can do’ statements.

A full text and a synopsis of the CEFR can be found by visiting the Council of Europe website. You can also find documents that describe the CEFR in more detail on the websites of organisations such as EAQUALS and the British Council. At the time of going to print, a copy of the Core Inventory of General English is available at: http://englishagenda.britishcouncil.org/publications/british-council-eaquals-core-inventory-general-english. This document gives a very clear outline of the CEFR, its aims and a detailed specification for each level of the CEFR as it applies to the English language. We are also happy to supply you with further information and resources. If you would like us to do so, please contact academic@englishinaction.com.

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SECTION 1: YOUR EMPLOYMENT - POLICIES AND PROCEDURES

1. CONDITIONS OF EMPLOYMENT

1.1. Teachers are employed under Temporary Fixed Term Employment Contracts with a basic weekly salary being paid in the UK and a daily living allowance in the country of course delivery. The amount of daily living allowance will vary according to the cost of living in the country in which the course is being delivered.

1.2. Teachers will also receive a payment in lieu of accrued untaken holiday at the end of their fixed term contract.

2. DBS AND CHILD BARRED LIST CHECKS

2.1. As a Company using the Disclosure and Barring Service (DBS) to help assess the suitability of applicants for positions of trust, English in Action complies fully with the DBS Code of Practice regarding the correct handling, use, storage, retention and disposal of Disclosures and Disclosure Information. It also complies fully with its obligations under the General Data Protection Regulations 2018 and other relevant legislation pertaining to the safe handling, use, storage, retention and disposal of personal data.

2.2. Disclosure information is kept securely, in lockable, non-portable, storage containers with access strictly controlled and limited to those who are entitled to see it as part of their duties.

2.3. Disclosure information is only used for the specific purpose for which it was requested and for which the applicant’s full consent has been given.

2.4. Once a recruitment (or other relevant) decision has been made, we do not keep Disclosure Information for any longer than is necessary. Throughout this time, the usual conditions regarding the safe storage and strict control of access will prevail.

2.5. Once the retention period has elapsed, we will ensure that any Disclosure Information is immediately destroyed by secure means, i.e. by shredding, pulping or burning.

2.6. However, notwithstanding the above, we may keep a record of the date of issue of a Disclosure, the name of the subject, the type of Disclosure requested, the position for which the Disclosure was requested, the unique reference number of the Disclosure and the details of the recruitment decision taken.

3. RECRUITMENT OF EX-OFFENDERS

3.1. We actively promote equality of opportunity for all with the right mix of talent, skills and potential and welcome applications from a wide range of candidates, including those with criminal records. We select all candidates for interview based on their skills, qualifications and experience. Unless the nature of the position allows English in Action to ask questions about your entire criminal record, we only ask about ‘unspent’ convictions as defined in the Rehabilitation of Offenders Act 1974. Failure to reveal information that is directly relevant to the position sought could lead to withdrawal of an offer of employment.

3.2. If we apply for a DBS check in respect of any teacher, we will make them aware of the existence of the DBS Code of Practice and make a copy available on request. We undertake to discuss any matter revealed in a Disclosure with the person seeking the position before withdrawing a conditional offer of employment.

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3.3. Having a criminal record will not necessarily bar you from working with us. This will depend on the nature of the position and the circumstances and background of your offences.

3.4. Individuals who are offered employment through fixed-term contracts are obliged to supply the names of two referees (one of whom should be the last employer); contracts are offered subject to satisfactory references being supplied and these are followed up by our recruitment staff. NB: ‘Open’ references are not deemed satisfactory for these purposes.

4. EQUAL OPPORTUNITIES POLICY

4.1. English in Action is committed to promoting equal opportunities in employment. You and any job applicants will receive equal treatment regardless of age, disability, gender reassignment, marital or civil partner status, pregnancy or maternity, race, colour, nationality, ethnic or national origin, religion or belief, sex or sexual orientation (Protected Characteristics).

4.2. This policy sets out our approach to equal opportunities and the avoidance of discrimination at work. It applies to all aspects of employment with us, including recruitment, pay and conditions, conduct at work, disciplinary and grievance procedures, and termination of employment.

4.3. You must not unlawfully discriminate against or harass other people including current and former employees, job applicants, clients, customers, suppliers and visitors. This applies in the workplace, outside the workplace, when dealing with customers, suppliers or other work-related contacts and on work-related trips or events including social events.

4.4. The following forms of discrimination are prohibited under this policy and are unlawful:

4.4.1. Direct discrimination: treating someone less favourably because of a Protected Characteristic.

4.4.2. Indirect discrimination: a provision, criterion or practice that applies to everyone but adversely affects people with a particular Protected Characteristic more than others, and is not justified.

4.4.3. Harassment: this includes sexual harassment and other unwanted conduct related to a Protected Characteristic, which has the purpose or effect of violating someone's dignity or creating an intimidating, hostile, degrading, humiliating or offensive environment for them. Harassment is dealt with further in our Anti-harassment and Bullying Policy.

4.4.4. Victimisation: retaliation against someone who has complained or has supported someone else's complaint about discrimination or harassment.

4.4.5. Disability discrimination: this includes direct and indirect discrimination, any unjustified less favourable treatment because of the effects of a disability, and failure to make reasonable adjustments to alleviate disadvantages caused by a disability.

4.5. Recruitment

4.5.1. Recruitment will be conducted on the basis of merit, against objective criteria that avoid discrimination. Vacancies should generally be advertised to a diverse section of the labour market. Advertisements should avoid stereotyping or using wording that may discourage particular groups from applying.

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4.5.2. Job applicants should not be asked questions which might suggest an intention to discriminate on grounds of a Protected Characteristic. Job applicants should not be asked about health or disability before a job offer is made, except in the very limited circumstances allowed by law: for example, to check that the applicant could perform an intrinsic part of the job (taking account of any reasonable adjustments), or to see if any adjustments might be needed at interview because of a disability. Where necessary, job offers can be made conditional on a satisfactory medical check. Health or disability questions may be included in equal opportunities monitoring forms, which must not be used for selection or decision-making purposes.

4.6. Disabilities

4.6.1. If you are disabled or become disabled, we encourage you to tell us about your condition so that we can consider what reasonable adjustments or support may be appropriate.

4.7. Breaches of this policy

4.7.1. We take a strict approach to breaches of this policy, which will be dealt with in accordance with our Disciplinary Procedure. Serious cases of deliberate discrimination may amount to gross misconduct resulting in dismissal.

4.7.2. If you believe that you have suffered discrimination you can raise the matter through our Grievance Procedure or Anti-harassment and Bullying Policy. Complaints will be treated in confidence and investigated as appropriate.

4.7.3. You must not be victimised or retaliated against for complaining about discrimination. However, making a false allegation deliberately and in bad faith will be treated as misconduct and dealt with under our Disciplinary Procedure.

5. ANTI-HARASSMENT AND BULLYING POLICY

5.1. English in Action is committed to providing a working environment free from harassment and bullying and to ensuring that all staff are treated, and treat others, with dignity and respect.

5.2. This policy covers harassment or bullying which occurs at work and out of the workplace, such as on business trips or at work-related events or social functions. It covers bullying and harassment by staff and also by third parties such as customers, suppliers or visitors to our premises.

5.3. What is harassment?

5.3.1. Harassment is any unwanted physical, verbal or non-verbal conduct that has the purpose or effect of violating a person's dignity or creating an intimidating, hostile, degrading, humiliating or offensive environment for them. A single incident can amount to harassment.

5.3.2. It also includes treating someone less favourably because they have submitted or refused to submit to such behaviour in the past.

5.3.3. Unlawful harassment may involve conduct of a sexual nature (sexual harassment), or it may be related to age, disability, gender reassignment, marital or civil partner status, pregnancy or maternity, race, colour, nationality, ethnic or national origin, religion or belief, sex or sexual orientation. Harassment is unacceptable even if it does not fall within any of these categories.

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Harassment may include, for example:

• unwanted physical conduct or "horseplay", including touching, pinching, pushing and grabbing;

• unwelcome sexual advances or suggestive behaviour (which the harasser may perceive as harmless);

• offensive e-mails, text messages or social media content;• mocking, mimicking or belittling a person's disability.

A person may be harassed even if they were not the intended "target". For example, a person may be harassed by racist jokes about a different ethnic group if the jokes create an offensive environment.

5.4. What is bullying?

5.4.1. Bullying is offensive, intimidating, malicious or insulting behaviour involving the misuse of power that can make a person feel vulnerable, upset, humiliated, undermined or threatened. Power does not always mean being in a position of authority, but can include both personal strength and the power to coerce through fear or intimidation.

5.4.2. Bullying can take the form of physical, verbal and non-verbal conduct. Bullying may include, by way of example:

• physical or psychological threats;• overbearing and intimidating levels of supervision;• inappropriate derogatory remarks about someone's performance.

5.4.3. Legitimate, reasonable and constructive criticism of a worker's performance or behaviour, or reasonable instructions given to workers in the course of their employment, will not amount to bullying on their own.

5.5. If you are being harassed or bullied

5.5.1. If you are being harassed or bullied, consider whether you feel able to raise the problem informally with the person responsible. You should explain clearly to them that their behaviour is not welcome or makes you uncomfortable. If this is too difficult or embarrassing, you should speak to a member of the Operations Department who can provide confidential advice and assistance in resolving the issue formally or informally.

5.5.2. If informal steps are not appropriate, or have not been successful, you should raise the matter formally under our Grievance Procedure.

5.5.3. We will investigate complaints in a timely and confidential manner. The investigation will be conducted by someone with appropriate experience and, where possible, someone who has had no prior involvement in the complaint. Details of the investigation and the names of the person making the complaint and the person accused must only be disclosed on a "need to know" basis. We will consider whether any steps are necessary to manage any ongoing relationship between you and the person accused during the investigation.

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5.5.4. Once the investigation is complete, we will inform you of our decision. If we consider you have been harassed or bullied by an employee the matter will be dealt with under the Disciplinary Procedure as a case of possible misconduct or gross misconduct. If the harasser or bully is a third party such as a customer or other visitor, we will consider what action would be appropriate to deal with the problem. Whether or not your complaint is upheld, we will consider how best to manage any ongoing working relationship between you and the person concerned.

5.6. Protection and support for those involved

5.6.1. Staff who make complaints or who participate in good faith in any investigation must not suffer any form of retaliation or victimisation as a result. Anyone found to have retaliated against or victimised someone in this way will be subject to disciplinary action under our Disciplinary Procedure.

5.7. Record-keeping

5.7.1. Information about a complaint by or about an employee may be placed on the employee's personnel file, along with a record of the outcome and of any notes or other documents compiled during the process. These will be processed in accordance with our Data Protection Policy.

6. DATA PROTECTION POLICY

6.1. We are necessarily a data controller in relation to all the information that we obtain about you as part of the process of providing you with employment. It is a requirement under the General Data Protection Regulations 2018 that you consent to our processing data about you. We require that you expressly consent in your contract of employment to our processing data including sensitive personal data about you. Without this consent it is not necessarily lawful for us to process data in order to keep the records about your employment we need in order to run our business. The data we hold about you can include, but is not limited to:

• third-party employment references;• employment reports or assessments, including performance reviews;• emergency contact details;• disciplinary details, including informal or formal warnings;• grievance procedures and outcomes;• salary reviews, benefits records and expenses claims;• health records.

6.2. Your data will only be disclosed to those in the Company who require access in order to carry out their own roles.

6.3. In compliance with the General Data Protection Regulations 2018 and the principles of the Act, your personal data will be:

• fairly and lawfully processed;• processed for limited purposes;• adequate, relevant and not excessive;• accurate;• not kept longer than necessary;

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• processed in accordance with the data subject's rights;• secure;• not transferred to countries without adequate protection.

6.4. The Company will take all reasonable steps to ensure that personal data held by us is accurate and kept up to date. To ensure accuracy we will ask you periodically to check that your personal information is correct. As an employee you should always contact the operations department should your personal information change for any reason, for example a change of surname, home address or telephone number. Out of date information or information that is no longer required will be deleted by the Company on a regular basis.

6.5. The Company is committed to the secure storage and where undertaken the secure transmission of employees' personal data. Only management and employees within the Operations Department have access to such data. All such data is protected by physical security, such as locks and technical security, and such as usernames and passwords to access computer records and data. Such data is only disclosed on a "need to know" basis.

6.6. If the Company transfers data outside the European Economic Area such data will only be transferred to countries deemed by the European Commission to provide adequate data protection. However, the Company may transfer data to other countries where the permission of the employee(s) has been given.

6.7. All prospective, current or past employees have the right to request access to data directly relating to them, which is held by the Company. The Company is entitled to seek a fee of up to £10 to deal with each request. Furthermore the Company can request further information from the person making the request in order to provide accurate and relevant results and to check the identity of the person making the request. The Company seeks to provide such information within 40 days of receiving a request. The Company will provide the person making the request with the following information:

• Whether they hold any information regarding them, and if they do:- Descriptions of that information.- What it is used for.- The type of third party organisations it is passed to.

• A breakdown of any technical terms or codes.

6.8. The information where reasonably possible will be provided in a hard copy or permanent electronic form. The Company will not disclose details of confidential references where to do so would disclose the identity of the author or where it may cause harm or detriment to the author.

6.9. The Company will retain employee records for the following periods:

• Application Form and associated paperwork*: for one year.• References: 3 years.• Payroll and tax information: 6 years.• Sickness records: 3 years.• Annual leave records: 2 years.• Unpaid/special leave records: 3 years.• Annual appraisal/ assessments: 5 years.• Promotions: 1 year from end of employment.• Training: 1 year from end of employment.• Disciplinary matters: 1 year from end of employment.

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• References provided: 5 years from provided or end of employment.• Summary of service: 10 years from end of employment.• Injury or accident at work: 12 years from end of employment.

* If you have agreed to join the pool of teachers who wish to be considered for work during a particular year, you will be

asked to complete and submit a new Details Sheet and Availability Form for the year. Should you wish to be removed

from the pool at any time, please inform us in writing and the Company will ensure the safe and secure disposal of

records that are no longer required.

7. CONDUCT

7.1. Whilst employed by English in Action you are expected to behave in a professional manner at all times. You must not bring the company into disrepute by your actions inside or outside of the classroom. You should take particular care when in the presence of students, parents and school staff. You should assume that comments made in English may well be understood. Unacceptable conduct includes:

• Using offensive language.• Making derogatory comments about: the country, region or city where you are staying; your

accommodation; the school and its staff; students or their parents• Talking about aspects of your personal life that might lead the school to question your commitment

or professionalism.• Arguing in public with or making derogatory comments about colleagues.• Making public complaints about the company, its courses, materials or staff.• Discussing the terms of your employment.

7.2. Be aware that, even when you are off school premises, you must behave in a responsible way. Bear in mind that some members of the local community are likely to have connections with the school or institution where you are working.

7.3. You must avoid making any social media communications that could damage our business interests or reputation, even indirectly. You must not use social media to defame or disparage us, our staff or any third party; to harass, bully or unlawfully discriminate against staff or third parties; to make false or misleading statements; or to impersonate colleagues or third parties.

8. MISCONDUCT

8.1. The following are examples of conduct that we regard as misconduct or gross misconduct. It is a rule of your employment that you will not commit acts of misconduct or gross misconduct as set out below or of a similar nature.

8.1.1. Examples of behaviour that are considered by the Company to be misconduct include (but are not restricted to):

• minor damage to property;• failure to observe procedures;• rudeness to clients or colleagues;• abusive behaviour;• unfitting behaviour;• misuse of colleague’s personal details;• failure to carry out lawful instructions;• unauthorised use of access to the internet;

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• any form of unlawful discrimination;• poor time-keeping;• poor job performance or substandard work;• unauthorised absence;• breaches of the terms and conditions of employment;• failure to maintain an acceptable standard of dress;• negligence resulting in injury;• negligence resulting in minor loss of or damage to property or equipment;• breaches of any health or safety regulation;• breaches of confidence relating to the employer or the employer's affairs;• misuse (including unauthorised use) of the employer’s facilities, such as email, telephone

and the internet.

8.1.2. Examples of behaviour that are considered by the Company to be gross misconduct include (but are not restricted to):

• serious deliberate, malicious or reckless damage to property;• deliberate/physical contact with a student;• falsification of reports, accounts, expense claims or self-certification forms;• refusal to carry out duties or reasonable instructions;• intoxication by reason of drink or drugs;• possession of illegal drugs;• fighting or other violent, dangerous or intimidating conduct towards the employer or any

of the employer's clients, customers or employees;• serious bullying, sexual, racial or other harassment of a fellow employee;• gross negligence or incompetence;• bringing our business or us into disrepute;• sending abusive, scandalous, obscene or defamatory communications of any kind

including e-mail or on the internet, in text messages or any other media;• theft or intended theft from either the employer or the employer's customers or any of the

employer's employees;• serious breach of confidentiality or misuse of confidential information obtained by the

employee in the course of his or her employment;• rude, offensive or threatening behaviour to the employer's clients, customers or employees;• fraud or deliberate falsification of records;• serious harassment or bullying of a fellow employee;• negligence resulting in serious loss, damage or injury to the employer, the employer's

clients, customers or employees;• discriminatory behaviour due to the protected characteristic of another employee,

contract worker or customer of the employer or visitor to the employer's premises;• being charged with and/or convicted of a criminal offence, which in the opinion of the

employer demonstrates unsuitability for further employment with the employer• indecent or immoral behaviour;• unauthorised absence from work;• serious breach of health & safety rules.

9. DISCIPLINARY AND CAPABILITY PROCEDURE

9.1. This procedure is intended to help maintain standards of conduct and performance and to ensure fairness and consistency when dealing with allegations of misconduct or poor performance. It will

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usually be adopted but it is not contractually binding, it may be amended at any time, and we may depart from it depending on the circumstances of any case.

9.2. Minor conduct or performance issues can usually be resolved informally. This procedure sets out formal steps to be taken if the matter is more serious or cannot be resolved informally.

9.3. Investigations

9.3.1. Before any disciplinary hearing is held, the matter will be investigated. Any meetings and discussions as part of an investigation are solely for the purpose of fact-finding and no disciplinary action will be taken without a disciplinary hearing.

9.3.2. In some cases of alleged misconduct, we may need to suspend you while we carry out the investigation or disciplinary procedure (or both). While suspended, you should not visit our premises or contact any of our clients, customers, suppliers, contractors or staff, unless authorised to do so. Suspension is not considered to be disciplinary action.

9.4. The hearing

9.4.1. We will give you written notice of the hearing, including sufficient information about the alleged misconduct or poor performance and its possible consequences to enable you to prepare. You will normally be given copies of relevant documents and witness statements.

9.4.2. You may be accompanied at the hearing by a trade union representative or a colleague, who will be allowed reasonable paid time off to act as your companion.

9.4.3. You should let us know as early as possible if there are any relevant witnesses you would like to attend the hearing or any documents or other evidence you wish to be considered.

9.4.4. We will inform you in writing of our decision, usually within 10 days of the hearing.

9.5. Disciplinary action and dismissal

9.5.1. The usual penalties for misconduct or poor performance are:

• Stage 1: First written warning. Where there are no other active written warnings on your disciplinary record, you will usually receive a first written warning. It will usually remain active for six months.

• Stage 2: Final written warning. In case of further misconduct or failure to improve where there is an active first written warning on your record, you will usually receive a final written warning. This may also be used without a first written warning for serious cases of misconduct or poor performance. The warning will usually remain active for 12 months.

• Stage 3: Dismissal or other action. You may be dismissed for further misconduct or failure to improve where there is an active final written warning on your record, or for any act of gross misconduct. Examples of gross misconduct are given above.

9.6. Appeals

9.6.1. You may appeal in writing within one week of being told of the decision. The appeal hearing will, where possible, be held by someone senior to the person who held the original hearing. You may bring a colleague or trade union representative with you to the appeal hearing. We

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will inform you in writing of our final decision as soon as possible, usually within one week of the appeal hearing. There is no further right of appeal.

10. GRIEVANCE PROCEDURE

10.1. This procedure applies to all employees regardless of length of service. This procedure does not form part of any employee's contract of employment. It may be amended at any time and we may depart from it depending on the circumstances of any case. Most grievances can be resolved quickly and informally through discussion with your line manager. If this does not resolve the problem you should initiate the formal procedure below reasonably promptly.

10.1.1. Step 1: Written Grievance• You should put your grievance in writing and submit it to your line manager. If your

grievance concerns your line manager you may submit it to a more senior manager.• The written grievance should set out the nature of the complaint, including any relevant

facts, dates, and names of individuals involved so that we can investigate it.

10.1.2. Step 2: Meeting• We will arrange a grievance meeting, normally within 10 days of receiving your written

grievance. You should make every effort to attend.• You may bring a companion to the grievance meeting if you make a reasonable request

in advance and tell us the name of your chosen companion. The companion may be either a trade union representative or a colleague, who will be allowed reasonable paid time off from duties to act as your companion.

• If you or your companion cannot attend at the time specified you should let us know as soon as possible and we will try, within reason, to agree an alternative time.

• We may adjourn the meeting if we need to carry out further investigations, after which the meeting will usually be reconvened.

• We will write to you, usually within 10 days of the last grievance meeting, to confirm our decision and notify you of any further action that we intend to take to resolve the grievance. We will also advise you of your right of appeal.

10.1.3. Step 3: Appeals• If the grievance has not been resolved to your satisfaction you may appeal in writing to

the Board of Directors stating your full grounds of appeal, within one week of the date on which the decision was sent or given to you.

• We will hold an appeal meeting, normally within two weeks of receiving the appeal. This will be dealt with impartially by a more senior manager who has not previously been involved in the case. You will have a right to bring a companion (see above).

• We will confirm our final decision in writing, usually within one week of the appeal hearing. There is no further right of appeal.

11. DRESS CODE

11.1. Please make sure that you are always clean, neat and tidy and follow these simple rules:

• Clothes should be clean and uncreased.• Jeans, t-shirts and trainers must not be worn whilst in school.• Hair should be clean and off the face. • Jewellery should not be excessive. • Body piercings should be concealed.

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• Facial piercings should be restricted to discrete earrings or nose studs.• Dress conservatively: avoid shorts, short skirts and low-cut blouses.• Do not wear the same outfit for more than two days unless you can have it cleaned and dried.

11.2. It is difficult to keep everything clean and ironed when you are living out of a suitcase and travelling from guest house to guest house but the following tips should help:• Invest in a travel iron and some clothing hand wash.• Unpack as soon as you arrive and hang everything up.• Check if you can get washing done at the guest house or hotel, or if there is a launderette close

by.• If you don’t have an iron, see if you can borrow one from the hotel or from a fellow teacher.• Keep some clothes for school only – change out of them when you get back to the hotel and

hang them up.• Unless you have access to a washing machine and drier, hand-wash and hang things to dry as

they get dirty • The worst creases can be removed from clothes by improvised steaming: hang your clothes in the

bathroom, close the door and run your shower on hot for a few minutes

12. KEEPING IN TOUCH WITH STUDENTS

12.1. Unless you are teaching adults, do not give out personal contact or social media details. If you keep in contact with any adult learners, maintain a professional relationship.

13. CHILD PROTECTION

13.1. We have drawn up the following guidelines for your own protection and that of children you teach:

• Avoid touching in any way that might be considered inappropriate. All deliberate physical contact between teachers and students should be avoided. Any breach of this policy may result in disciplinary action being taken.

• In the case of a child being upset or in severe distress for any reason, a member of the local school staff must be informed. If an incident occurs when there is no member of the school staff present, one of the child’s peers should be assigned to take the child concerned to the staffroom or the school office, or a member of the class sent to fetch one of the school staff. The only exception is if an accident or emergency requires immediate attention. In such situations, a student should be sent to fetch a member of the school staff whilst any immediate first aid is administered.

• Do not place yourself in a situation where you are left alone with a student. • Do not socialise with students, on or off site.• Under no circumstances will any physical disciplinary action be sanctioned and any such action

will result in immediate summary dismissal.

13.2. Any DBS data collected is stored in compliance with the Data Protection Act. When any held data is no longer required, it is disposed of securely.

13.3. You are also reminded of your legal right to view any relevant personal data we hold about you, subject to an allowable administration fee of £10.

14. SOCIAL MEDIA POLICY

14.1. We strongly recommend all teachers ensure they follow the same social media regulations as requested of teachers in the UK:

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• We advise teachers to have closed profiles and/or tight security to limit who can see your posts and photos, especially those you are not connected/friends with.

• We recommend teachers amend or abbreviate their full names to something less easy for students to find. This could include going by your first and middle name, using an initial for your middle name or using a nickname.

• We ask you not to add professional clients of English in Action on Facebook. For those of you who already have added contact teachers from previous schools, we are not asking you to remove them now, but please bear in mind what you are posting and please do not do this moving forwards.

• Should you have any queries or need advice on how to improve your online security, please do not hesitate to get in touch with the office.

• These regulations cover all social and professional networking and media programmes.

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SECTION TWO: OPERATIONS AND LOGISTICS

15. TRAVEL AND ACCOMMODATION

15.1. English in Action book and pay for flights and in-country accommodation (usually single en-suite in a local Guest House or equivalent, breakfast included). Details of the school and accommodation for each week are shown on a Centre Master and flight information will be shown on a Flight Itinerary. You will be issued with both of these documents before you travel.

15.2. An allowance is given to cover the cost of all local travel within the destination country; details are given on your subsistence sheet. On rare occasions, English in Action may organise transport on your behalf; where such transport has been organised, you are expected to use this.

15. 3. Keys should be handed in to a member of accommodation staff and not left on unmanned reception desks or in your rooms. Should the key go missing, teachers will be liable for the costs of the replacement(s). We advise teachers to leave plenty of time to check out when planning onwards journeys.

16. SATURDAY NIGHT ACCOMMODATION

16.1. Accommodation is booked from Sunday night to Friday night. Where contracts are longer than one week, a Saturday Night Accommodation Allowance is provided. You are expected to arrange your own accommodation for any Saturday between courses and this should be paid for separately in advance by you.

16.2. Teachers should not amend accommodation made by English in Action.

17. FLIGHTS/TRAVEL COSTS TO AND FROM UK AIRPORT

17.1. You are required to make your own way, at your own cost, to and from the UK airport of departure, Return flights are booked for the day following the last working day of your contract.

17.2. When travelling abroad to teach for English in Action, you may request to make your own flight arrangements. Any such requests need to be made on the Flight Form. Flight forms are issued at the same time as your contract and must be submitted to us when your signed contract is returned. Please note that we are unable to accommodate any flight requests made after this time. Should you book and pay for your own flight(s), you will be given a contributory allowance of no more than €100 for each leg of the journey. The actual amount will be based on the cost of your flight had it been booked at the same time as those of the other teachers. Teachers on long-haul flights will receive an adjusted flight allowance.

17.3 We are unable to make any changes to flights or flight details once they have been booked, so please ensure that any information you provide us with is correct. If you withdraw from a contract once a flight has been booked by us on your behalf, you will be required to reimburse to us the full cost of the flight.

18. VISAS

18.1. English in Action will advise and pay for any required Visa Applications. Depending on the location, teachers may required to go to the embassy or visa application centres in person. English in Action will reimburse travel costs and help with arrangements if this is the case.

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19. WHAT TO PACK19.1. We suggest you travel light, as you will be moving from school to school and the journeys can involve

buses, trains and planes. If possible use a suitcase with wheels or a backpack.

Winter/Autumn School:• Schools and guest houses can be very hot so dress using layers and avoid bulky/heavy jumpers. • You may need to walk or take the bus to school, so make sure your shoes or boots are waterproof.• Avoid heels and, since surfaces can be slippery, choose footwear with decent grips on the soles.• Hats, gloves and scarves are recommended during the height of winter• You may also wish to pack dry, comfortable shoes to change into when you arrive at school.

Spring/Summer School:• The climate is similar to that in the UK, so consider taking sun block and sunglasses during summer.• You might also want to take a swimming costume in case there is a pool in the hotel or nearby.Extras:• Your EHIC card.• An adequate supply of any prescribed medication.• Portable electronics: e-reader, iPod, phone, tablet, short wave radio, etc.• A travel iron, so that you can stay looking smart for school.• Spare glasses or contacts, plus comfort drops.• Chargers and adapters for mobile devices.• A travel kettle (plus favourite tea bags) so you can make hot drinks in the evening• Snacks such as fruit, nuts and cereal bars for the journey and a packed meal for the Sunday.

Unless you are in a city, it is likely that supermarkets and restaurants will be closed when you arrive. An alternative is to buy something at the airport when you land.

• A basic travel medical kit is useful – plasters, pain-killers, cough sweets, etc.• Travel alarm clock if you are not travelling with your mobile phone.

20. INSURANCE

20.1. English in Action has worldwide public liability insurance.

20.2. In addition, English in Action will provide, free of charge, travel insurance to cover you for the duration of your contract. Please note that this cover is only valid for travel originating and ending in the UK. Read the terms of our travel insurance policy carefully and make sure that you have disclosed to us all pre-existing medical conditions which may affect your entitlement to full cover. The insurance covers life, illness and personal injury, as well as the standard travel provision for theft, lost baggage, etc.

20.3. It is important that you carry with you at all times the policy number and the emergency telephone number of the Insurers.

20.4. There are policy exemptions with regard to hazardous sports and activities. If you plan to go skiing, climbing or participate in any other such activities, you will need to take out additional travel insurance to cover both yourself and the cost to English in Action of supplying a replacement teacher in the event of an accident.

20.5. Please note that there is a policy excess of £100. Payment of any excess is your responsibility. Should you wish, you can take out a separate policy with your own insurer against any policy excess, but this will be for you to organise, and at your own cost; if you have household insurance, it is also worth checking if any relevant cover is provided through this policy.

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20.6. If you are the victim of a crime, you must report this to the local police, who should issue you with a crime reference number; you will need to provide us with this if you need to make a claim.

21. HEALTH AND SAFETY

21.1. Risk Assessment This section of the handbook provides advice on how to control risk when travelling and teaching

overseas. This risk assessment is based on many years experience of organising courses overseas. It is a generic assessment, but account should always be taken of the particular locations where you are travelling and working, and the specific activities you are undertaking. If you have any health and safety concerns related to a particular contract, please contact us for advice and support.

21.2. Local Support During your time overseas you will often be supported either by our local representative, someone from

our Operations Department, or by a designated Teacher/Coordinator. The relevant telephone numbers will be listed on the documentation given to you during the induction or prior to your departure and we strongly recommend that you have them on you at all times. We also recommend that you have our emergency numbers as well.

21.3. Your ResponsibilitiesYou must take steps to minimise risks to yourself and to others who may be affected by your actions. You must also co-operate fully with us in all Health and Safety matters, and must:

• follow all health and safety advice when it is reasonable and practical to do so;• when working in schools, report any hazardous situations or safety concerns to your Senior Teacher/

Director of Studies, and ask them to bring it to the attention of the local management; • report to us any incidence of infectious or other diseases, accidents or injuries associated with the

workplace.

21.4. Significant RisksSignificant risks when travelling include:

• accident or injury;• a sudden disabling health problem;• violent attack or assault;• robbery;• fire;• weather conditions that could result in injury, sunstroke, respiratory problems or accidents.

21.5. Control Measures

21.5.1. Vulnerable Persons If you have a medical condition which may threaten your safety when travelling, you must

draw this to the attention of a member of the Operations staff, who will consider whether you are suited to overseas working. If necessary, you may be required to undergo a medical examination. Remember to pack sufficient supplies of any medication you require. If you suffer from food allergies, wear a Medicalert bracelet and check in advance likely sources of allergens in the foods of the country to which you are travelling.

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21.5.2. Unfamiliar buildings• On arrival at a school, hotel or other premises, familiarise yourself with the relevant

emergency procedures, fire alarm points, exit routes and fire assembly points. In all guest houses and hotels there should be notices telling you what to do in the event of an emergency. If in doubt, ask. Ensure fire doors are unlocked and accessible.

• As there will be times when you are the only adult in the class, you must know, in the event of fire, how to evacuate students to the official assembly point safely and, likewise, the procedure for reporting any accident, no matter how minor.

• Familiarise yourself with the arrangements for first aid and other welfare matters at all locations. Always check with local staff and management.

• When you are teaching, always make it your first priority to identify hazards such as: wobbly tables, sharp corners, items stored at height, uneven/slippery floors or split level teaching areas, unsecured display equipment, overloaded sockets, loose or dangerous wiring, blocked gangways and emergency exits. Make sure that any activities you organise take account of the risks posed by such hazards and are modified accordingly.

• If moving furniture, always request help if needed, and ensure that fire exits and gangways are not impeded.

• When teaching, always display a responsible attitude and do not ignore, condone or encourage unsafe behaviour.

• The majority of the staffrooms in schools have a small kitchenette area for making teas and coffees. Ensure that you clean up after yourself, clean slippery surfaces, use equipment safely and maintain a high standard of hygiene.

• Smoking policy in schools and accommodation varies from location to location. Please check arrangements when you arrive.

• Legislation also varies from country to country with regard to smoking in public buildings and on the street. If you are a smoker, you should check this in advance.

• If you need help managing risk, contact the English in Action head office or, if appropriate, the office of the local representative.

21.5.3. Unfamiliar Equipment• Familiarise yourself with the correct way to use any unfamiliar equipment before you

attempt to use it. If necessary, ask for help from a trained or competent user.• Bear in mind that equipment similar to that with which you are familiar may have been

modified to operate in a different way.• Always treat electrical equipment as potentially hazardous.

21.5.4. Luggage and Personal Belongings• When carrying luggage, use a suitcase with wheels and an extendible handle. • Where possible use lifts rather than staircases.• Use trolleys in transit areas.• Keep hand luggage as light as is reasonably possible.• Only travel with the cash that you need – use debit/credit cards to access additional

funds when needed, or to pay for major expenses.• Do not keep your wallet or purse in an obvious or easily accessible location.• Do not keep all of your money in one place; keep it out of sight and, if appropriate use a

money belt; make use of hotel safes or ask reception to store valuables securely for you.• Keep all travel documents secure and safe.• Carry a personal alarm. • In certain countries you may be required to prove your identity if asked to do so by the

police or other officials. Make copies of any identity documents before travel, and store

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them securely and safely.

21.5.5. Unfamiliar Locations • Check the FCO website before travelling - never travel to a location if there is a danger

to your person.• Always obey the laws in the country to which you are travelling.• Avoid lone travel if it is practicable to do so.• If you are travelling late, plan your travel and accommodation in advance.• When travelling after dark, keep to well-lit locations if possible.• Try to avoid travelling on trains late at night and, where possible, travel in occupied

carriages.• Report all crimes to the relevant authorities.• Always dress in clothes appropriate to the climate of the location to which you are

travelling.• In icy conditions, particularly early in the morning, or on untreated surfaces, be aware of

the dangers of slips and falls. Do not run. Ensure you wear shoes with appropriate grip and take account of the conditions when walking.

• As a pedestrian be aware that different traffic rules may apply. Take particular care crossing roads where traffic flow may be opposite to that with which you are familiar, and crossing conventions may differ.

• In conditions of extreme heat, ensure that you drink plenty of fluids and wear sun protection (hats, high factor sunblock, sunglasses).

• If you suffer from asthma, hayfever or other associated conditions, ensure that you pack and have available sufficient appropriate medication (anti-allergy tablets, inhaler, etc.)

• In a medical emergency, contact the emergency help number on your insurance schedule. Always carry this number with you, along with the policy reference number.

• Make sure someone knows where you are. Update them if you change your plans. Report concerns.

• Do not use potentially hazardous substances when working overseas unless you have been fully briefed on potential hazards and have been trained in their use.

21.5.6. Medical Procedure:• If you feel seriously unwell at any time you must seek appropriate medical assistance

without delay, and report the problem/condition to your Senior Teacher/Director of Studies. The matter should also be reported to the Operations department (operations@englishinaction.com).

• In the case of a very serious accident or ailment the insurance company must be notified immediately and you are advised to carry with you, at all times, the policy reference and the emergency telephone number of the Insurers.

• You should have applied for and received an EHIC card prior to your departure from the UK. In EU member states this will enable you to receive medical attention equivalent to that you would receive from our National Health Service. Sometimes you may be required to pay for medical examinations or treatment and then reclaim it when you return. Make sure you keep any receipts and other related paperwork.

• Don’t forget to carry with you an adequate quantity of any medication you are currently taking.

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SECTION THREE: ACADEMIC

22. COURSES AND LEVELS

This is a list of the most common courses you will be asked to teach:

SECONDARY COURSES: Breakthrough A1Breakthrough Plus A1+Waystage A2Waystage Plus A2+British Language & Culture A2/B1 Threshold B1Britain Today B1/B1+Threshold Plus B1+ Vantage B2Vantage Plus B2+Effectiveness B2+/C1

NMS GO!/ EIA GO! A1-B1

VOCATIONAL COURSES: Business Communication Skills A2/B1Business Booster A2/B1Leisure & Tourism B1Business in Action B1/B2Business English B2/C1

EXAM COURSES: Matura Booster B2/B2+BHAS Oral Exam Preparation B1BHAK Oral Exam Preparation B2Abschluss Exam Preparation B1Abitur Exam Preparation B2/B2+Examination preparation courses ANY

PRIMARY COURSES: Climbers 1 A1 – BeginnersClimbers 2 A1 - BeginnersTrekkers 1 A1 – Post BeginnersTrekkers 2 A1 - Post BeginnersExplorers 1 A1 – ElementaryExplorers 2 A1 - ElementaryRangers 1 A1/A2 – High ElementaryRangers 2 A1/A2 – High Elementary

23. THE CONTACT TEACHER/ CONTACT PARENT

23.1. The Contact Teacher is the person at the school who has booked the course and who will be the local point of contact at the school during the week. Usually the Contact Teacher will have selected the

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course(s) in consultation with the academic team in Canterbury. They may also have made requests about the course content and any adaptations.

On occasion, there may be a Contact Parent instead of a Contact Teacher. Contact Parents are often acting at the request of the school as the teachers can not organise a course directly for some reason. They fulfil the same role as a Contact Teacher and usually liaise with one or more school teachers to help them decide on the appropriate programmes for the students.

24. ACADEMIC NOTES AND ADDITIONAL ACADEMIC NOTES

24.1. For every contract you do you will receive a set of Academic Notes. This is a printout of the basic academic information about the schools where you will be teaching. This includes:• the courses the team will be teaching;• the number of students in each class;• the student ages and levels;• the lesson times; • information about access to resources at the school.

24.2. If we need to give you further information about a course, you will also be given Additional Academic Notes. These notes may include:• extra materials to help you cover any special requests made by the school;• important additional information about the students;• important details of any issues that have arisen on previous courses.

If your Academic Notes say ‘See Additional Academic Notes’ please check that you have received these. It is vital that you read these notes before the course. Both documents will usually be sent to you by email before the course, as well as being printed and posted when necessary.

25. RECORDS OF WORK AND REGISTERS

25.1. At the start of the week, your Senior Teacher will give you a Record of Work and a Register. These are for the first class you teach and it is your responsibility to make sure they are completed by the end of the week and handed back to your Senior Teacher. You will also need to complete the relevant sections on the Record of Work for any other classes you are teaching.

25.2. A copy of these documents will be given to the Contact Teacher, so it is important that you complete them neatly, with sufficient detail about each lesson - particularly lessons where you have covered any special requests made by the school.

25.3. Your Senior Teacher or Director of Studies should provide you with a class list at the beginning of the week. It is your responsibility to write out the names of the students on the register and to take a daily roll call. DO NOT ask students to write their own names or mark their own attendance. By taking personal responsibility for completing your class’s register you can ensure that it is both legible and accurate.

25.4. We use the feedback on the front of the Record of Work when schools book their next course, so it is vital that you complete this section.

26. OBSERVATIONS

26.1. Formal Observations 26.1.1. We aim for a member of the Academic Team to observe every teacher at least once a year.

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You will be told in advance which lesson will be observed, and will be invited to a feedback meeting later in the day.

26.1.2. We would like to see you at your best, so please plan your lesson well. We will always take into consideration any factors that are beyond your control (e.g. a badly-behaved group, a lesson that you are teaching for the first time).

26.2. Classroom Audits

26.2.1. Classroom audits are an additional tool to monitor the quality of classroom delivery. They aim to capture in an objective way what happens in a particular class with a particular group of students and a particular teacher. They are usually carried out by non-teaching Directors of Study.

26.2.2. Classroom audits are not used to formally assess any teacher, but may help identify teachers who could benefit from a more formal observation. They are also used to identify potential training and development issues.

26.3. Peer Observations

26.3.1. When there is a non-teaching Director of Studies at a centre, he or she may cover some classes so that you can observe other teachers and be observed by them. The aim of peer observations is to share best practice, and to provide an opportunity for you to support and be supported by other teachers within your team.

26.3.2. Peer observations are best organised as mutual observations between pairs of teachers. If you are being observed, it is important that you talk to your observer prior to the lesson so that you can let them know what kind of feedback would be most useful to you. For example, you may want your peer observation:

• to be fairly informal and provide you with general feedback;• to be a ‘dry run’ for a forthcoming formal observation;• to focus on a specific aspect of your classroom practice.

26.3.3. Peer observations are optional, but we strongly encourage you to participate if you have the chance. Your Senior Teacher or Director of Studies will let us know when you have taken part in a peer observation and we note this on your file as part of your personal development record.

26.4. Observations by Local Teachers

26.4.1. Sometimes teachers at the school may wish to observe some of the EIA lessons. This is often to get some new ideas for their own teaching, but can also be so that they have a better idea of what the EIA lessons involve.

26.4.2. Our policy is that local teachers are welcome to observe, but not on the first day. This is so that you and your class have a chance to establish a good working relationship.

26.4.3. There are a few exceptions to this policy:

• The first is where the Contact Teacher is required by law to sit in on any lessons when they would normally be teaching the students. Most teachers will come in for a short time to

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fulfil the basic requirement, but you may find that others stay for longer. • The second exception is in schools where discipline is an issue; the Contact Teacher may

feel that their presence will help support the work of the English in Action team. This will be discussed in advance with the EIA Academic Team and/or the Senior Teacher and you will be informed.

26.4.4. It is very important that we welcome teachers who wish to observe lessons, and we should see them as partners who are there to share ideas and support us. If you are unhappy with the behaviour of an observing teacher (for example, if they are intervening in the lesson, or distracting the students), please inform your Senior Teacher.

27. ISSUING OF TEACHING NOTES, TEACHER BOOKS AND/ OR TEACHER PACKS

27.1. We may issue your notes and teacher books/packs to you in a number of different ways:

• by hand, at an induction or training session;• by post, to your home;• by courier, to your guest house or hotel;• by courier, with the students materials at school.

Most materials are sent to the hotel or school, so it is imperative that you use the materials emailed to you to begin your preparations. You can print the pages yourself for your initial preparations if you prefer but we advise you don’t try to print the whole book as they can be very long.

27.2 Before every course, you will receive an email from a member of the Academic Team advising you of the academic arrangements made, such as courses chosen, pair teaching arrangements, any special requests and the delivery method of the teaching note and books/packs. Attached to that email, you will find the lesson plans for the first day or the whole teaching book to enable you to prepare for day 1 of the course in advance of receiving the printed materials.

27.3 The majority of our courses are now issued as teacher books only, but some are still issued as full packs. Teaching books contain all of the relevant lesson plans, plus photocopiable resources, colour resources

to cut out, and screenshots of the student pages. The teaching packs which have not been transferred to the new style contain a copy of the student workbook, teacher’s book and resource book (often combined) and flashcards, plus occasional other resources.

27.4. Immediately you receive your teaching book or packs, please check against your academic notes that you have been issued with the right packs for the courses you will be teaching. Ensure that each book is complete – the resources you need for each lesson should be listed at the top of the lesson plan in the teacher’s book. If you have been issued with an incorrect or incomplete pack, please inform us immediately, so that we can reissue the required materials.

27.5. You will need to cut up certain resources in preparation for the lesson. Please make sure you cut up resources neatly and retain them for future use during the week or beyond. We suggest keeping resources in separate bags and/or held together with rubber bands or paper clips.

27.6 Before you depart for school, make sure you have the relevant pages bookmarked or tabbed, and the numbers of copies noted. Where possible, after you have finished teaching, photocopy materials for the next day. During the week you are teaching, make photocopies for the Monday of the following week.

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27.7. We request that you keep and reuse your Waystage A2 and Threshold B1 packs until they are updated into the new style. Any other teaching books or packs can be destroyed and recycled at the end of the week as they will automatically be reissued to you for future courses. No English in Action lesson plans should be passed on to the local teachers under any circumstance.

27.8. Although you do not have to keep all of the teaching books, you may wish to annotate and personalise them for future use. You are welcome to keep these for as long as you intend to keep taking further contacts.

27.9. If you have been told that materials are being sent to your home, please inform the Academic Department if they not have arrived at least 4 days prior to your departure date, so that replacement packs can be prepared and sent.

27.10. If you have finished your contract and are not planning to work with us again, please contact us so that we can arrange for you to return any materials to us. You are reminded that all materials remain the property of English in Action.

28. NON PRESCRIBED LESSONS AND SPECIAL REQUESTS

28.1. With most courses, lesson four should be used to cover any special requests from the Contact Teacher or school. Special requests will be listed on your Academic Notes or Additional Academic Notes.

28.2. The requests may be topics that the students are interested in, that they have already studied in their English class or are about to study; or they may involve revision of a grammar point with which the students are struggling.

28.3. If the school has not made specific requests, you should use this lesson to cover language points or topics useful for that particular class. Please pack some supplementary materials that you can use in lesson four, if required. Any activities should follow a generally communicative approach.

28.4. Friday should be used to review the week’s work, for end-of-course quizzes and activities, for final show rehearsals, and for the setting up of project displays.

28.5. Most business or specialist courses do not have non-prescribed lessons.

28.6. We often supply additional materials to help you cover special requests and will also provide help and support if you do not have any suitable materials for more general lesson four activities. Contact us for support by email at academic@englishinaction.com

29. COPYRIGHT MATERIAL

29.1. English in Action owns the copyright for all materials in the student workbooks and for the associated lesson plans in the Teacher’s Books. Our materials may only be used in the delivery of English in Action courses.

29.2. If you choose to use any supplementary materials from other sources, you should adhere to the following guidelines:

• If you are using resources and hand-outs that you have created yourself, please make sure that they are well presented (neat, easy to read, attractive) and that they have been checked for typos and spelling errors.

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• If you photocopy or print hand-outs specifically designed for classroom use, these will often be in pdf format and will come ready attributed. These are usually fine for use by an individual teacher.

• If you use any other published and copyrighted materials, please include a written acknowledgement before photocopying or printing:

Web Author (if given), website, accessed date. Example: John Passmore, teflme.com, accessed 3/6/14

Print Name of author, Date of publication, Title of book, publisher. Example: Rosemary Aitken (1992) Teaching Tenses, Longman

Schools should hold the relevant copyright licenses that will legitimise the photocopying of such materials for educational purposes (CLA or equivalent). This usually allows up to 5% of any publication to be copied by individual teachers for use by their students, provided acknowledgement is given. If you are in any doubt, please feel free to ask your Senior Teacher to check with the local Contact Teacher.

30. PRE-COURSE MEETINGS AND THE FIRST EVENING

30.1. Once you get to your accommodation, check the room number of the Senior Teacher or Director of Studies and make sure they know you have arrived. You should aim to arrive no later than mid afternoon on the Sunday. If you are delayed, contact your Senior Teacher directly or, if this is not possible, telephone the EiA Emergency number. You could also call reception and ask them to leave a message for the English in Action teacher who is heading that week’s team.

30.2. Before the start of a course, the Senior Teacher or Director of Studies will organise a team meeting, which you are required to attend. Meetings are usually held early on Sunday evening at around 18.00, once everyone has arrived and settled in at their accommodation.

30.3. The purpose of the pre-course meeting is for you to meet the rest of the team for that week, arrange teacher pairings and decide who will be teaching which groups. It is also a chance for you to talk to your pair teacher about your plans and to discuss any issues or concerns.

30.4. Prior to this meeting, the Senior Teacher will have phoned or met with the Contact Teacher. Sometimes the Contact Teacher will ask to meet the rest of the team and may offer to take you to see the school or invite you for dinner. You should feel free to politely decline a dinner invitation if you have preparation work to do or are tired from travelling.

30.5. If it is your first week of a contract and you have had an early flight, we suggest you try to catch up on sleep or rest before the Sunday evening meeting.

30.6. The pre-course meeting should cover the following:

• An overview of the courses being taught.• Confirmation of which teachers are teaching which courses.• Timetabling and pair-teaching arrangements.• Handing out class lists (if available), registers and records of work.• Help with lesson planning.

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• Checking, and possible distribution, of student materials.• A brief review of the academic notes and any additional academic notes.• Special requests made by the school and how these should be covered.• How to deal with any issues of student discipline - to ensure a consistent approach.• Planning of the project and show. • Breakfast time and leaving for school – on the first morning you need to travel together.• Procedures in the event of illness/inability to teach.• Exchange of any useful information about the local area.• Arrangements for the daily post-teaching meetings.

The meeting will also be a chance for you to have an initial chat with your pair teacher.

Before turning in for the night, remember to set your alarm and to have everything ready for the following morning.

31. THE STRUCTURE OF THE WEEK

31.1. The current structure of a standard English in Action course is given below, but may be subject to review. You will be informed by your Senior Teacher if changes are made to this configuration.

MONDAY Lesson 1: High-energy ice-breaking games and communicative activities

Lessons 2-4: English in Action Workbook Lessons

Lesson 5: Preparation of group projects and, if required, practice of associated presentations.

Lesson 6: Preparation for the end of course show (or for older students a formal presentation).

TUESDAY - THURSDAY

Lessons 1-3: English in Action Workbook Lessons

Lesson 4: Non-prescribed – use this lesson to cover any special requests that have been made by the school, to teach topics, language or skills you feel are particularly relevant to this group of learners, or to catch up on any workbook activities for which you have not had time.

Lesson 5: Preparation of group projects and, if required, practice of associated presentations.

Lesson 6: Preparation for the end of course show (or for older students a formal presentation).

FRIDAY

There are no prescribed lessons on a Friday. You should use this day to review and revise work done during the week, to play some end-of-course games, to do final rehearsals for the show and to ensure all of the students’ projects are completed, checked and displayed. You should also use one session for the self-assessment and review sessions at the end of the newer course books.

NB: This structure can vary and specialist courses, such as NMS Go, vocational or exam programmes, tend to have a more prescribed syllabus. You will be given details with your academic notes and teaching materials.

31.2. Pair Teaching: Unless you are at a centre on your own, you will usually be paired with another teacher

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and will take two classes alternately:

TEACHER 1: TEACHER 2: Class X Class Y Class X Class Y Lesson 1 Lesson 2 Lesson 2 Lesson 1 Lesson 3 Lesson 4 Lesson 4 Lesson 3 Lesson 5 Lesson 6 Lesson 6 Lesson 5

Occasionally you may be put into a team of three, and will usually be paired with a different teacher for each class:

TEACHER 1: TEACHER 2: TEACHER 3: Class X Class Y Class Y Class Z Class Z Class X Lesson 1 Lesson 2 Lesson 1 Lesson 2 Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 3 Lesson 4 Lesson 3 Lesson 4 Lesson 5 Lesson 6 Lesson 5 Lesson 6 Lesson 5 Lesson 6 The decision as to who you team with will usually be made by the Senior Teacher, based on the best

mix of gender, age and experience. He/she will usually tell you who you will be teaching with at the pre-course meeting. At certain times the academic department may decide teams in advance and notify you before the course.

32. YOUR TEACHING WEEK32.1. Your first class:

• Put up your English in Action door poster.• Introduce yourself to the class.• Hand out materials to the learners (folders, pens and books).• Preview the week.• Outline any rules, routines and expectations.• Arrange the desks and chairs to facilitate the lesson activities.• Teach the lesson.• Try to learn the student names during the class.• Get some informal verbal feedback from the students and try to make any necessary adjustments.

32.2 At the end of the teaching day:

• Make sure you allow enough time for students to pick up any litter, leave the classroom tidy and put chairs on tables

• Set aside a few minutes in case the learners and/or the Contact Teacher want to chat about the day

• Meet with the rest of the team and review the day:- Discuss what worked well.- Raise any concerns.- Discuss any disciplinary issues or difficult students and get advice if necessary.- Check there is no duplication of ideas for the show.- Make any plans for the following day with your pair teacher.

• Make sure you have completed the record of work and register.• Do any photocopying for the following day.

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32.1 Tuesday• Review the previous day’s work and check the relevant ‘can do’ list with learners.• If students have made invitations for the show, take these home to check prior to their being given

to parents – nothing should go home to parents without being checked (the same with project work and show scripts).

• If you haven’t already done so, give your Senior Teacher or Director of Studies orders for project materials.

32.2 Wednesday• Have some energising language games ready in case students are a bit lethargic (they are

sometimes tired on a Wednesday given the intensive nature of the course and the fact that they are having to speak so much English).

• Students should not be doing more research on their projects at this stage, but should be in the process of producing work.

• The show should be well-progressed, with lines and physical action being learnt and consolidated. It is sometimes the case that students will reach a block with what they are working on – they should be encouraged to work through this rather than start from scratch on something different.

32.3 Thursday• Use lesson four to review and revise the work done so far during the week.• Projects should be completed today so that you can check them before they are displayed or

presented. Students should be working on project presentations if these are being included as part of the show.

• Make sure students have everything they need for the show (for example: props, costume, make-up).

• You should have a running order for the show and students should be rehearsing off script by the end of the show lesson. Having said this, make sure students have copies of show scripts and project presentation scripts to go over at home in the evening.

• Think about contingency plans for the show if anyone is absent.• Prepare any quizzes or revision activities for the Friday classes.• Complete your certificates and check on spellings with the students.

32.4 Friday• Remember to take your certificates to school.• If this is a standard course, there are no prescribed lessons on Friday – one or two should be given

over to revision activities and end-of-course games; two should be used for a dress and tech rehearsal (in the performance space, if possible).

• The learners are likely to have a lot of nervous energy on the show day – have some calming activities in case behaviour and/or noise becomes an issue in class.

• Put your classroom back as you found it before the end of the day, and get rid of any rubbish if necessary.

• Arrive for the evening show in plenty of time.• Be available to greet and chat with parents and teachers as they arrive. • Be ready to help in any way, such as introductions, manning the doors, arranging props etc.• Sit with your class during the show to control behaviour and noise levels.• Say goodbye to students and parents as they leave.• Offer to help with clearing up after the show (getting rid of litter and debris, stacking chairs, etc.) • Say goodbye to the Contact Teacher and thank them.• Remember to hand back any photocopy cards and keys if you have been issued with them –

remember that because of insurance issues, lost keys can mean that locks have to be changed, at huge cost and inconvenience, so if you are issued with a key for any reason, make sure you

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take good care of it.

33. RESIDENTIAL COURSES

33.1. Occasionally we are asked to deliver EIA courses as part of a holiday week away from the school. In this case you will be staying in the same accommodation as the students and contact teachers, and will be having meals together as well. We will always inform you before you accept the contract that it will be a residential course.

33.2. The teaching hours will usually be the standard 25 hours, but you will also be expected to spend time outside class with the students, for example, chatting to them during meals and free time, or joining in with activities and excursions. The more time you can spend with students, the happier they and their teachers will be, although you should make sure that you still have enough time to yourself, for relaxing and planning.

34. CERTIFICATES

34.1. Every student receives a certificate at the end of the course. Your Senior Teacher will give you blank certificates for one of your classes for you to complete and sign. If there are any students in your class who have attended fewer than three days of the course they should not receive a certificate. Please notify your Senior Teacher as soon as possible if this is the case so that they can inform the Contact Teacher/student(s) involved.

35. REFUNDS

33.1. For all queries regarding refunds, the Contact Teacher must contact the Bookings Department in Canterbury. Refund policy varies and often depends on the policy of the local agent or representative.

36. MANAGING STUDENT BEHAVIOUR

36.1. General Principles

• Establish boundaries and expectations for behaviour from the first lesson.• Be consistent and fair.• Emphasise the positive – reward and reinforce desired behaviour.• Give frequent, immediate and consistent feedback.• Do not ignore bad behaviour – deal with it immediately.• Use the school’s existing behaviour management systems.• Communicate and collaborate with your pair teacher and Senior Teacher.• Try to establish set routines for the lessons – particularly at the start and end.• Use clear instructions and set clear time limits.• Keep activities well controlled and structured – note, this does not mean passive!• Use activities that are short, varied and stimulating.• For primary age students: use a poster of rules, and posters of classroom language (e.g. Can I go

to the toilet please?), setting up a reward scheme with EIA stickers.• For younger secondary students: a poster of rules, a classroom contract.• For older secondary students: discuss aims and expectations for the week – this can include your

expectations concerning behaviour/effort etc.

365.2. Expected Behaviour:

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• Participating in activities.• Speaking in English as much as possible.• Listening to teacher and peers.• Being kind, helpful and respectful to teacher and peers.• Having a positive/enthusiastic attitude.• Being punctual and having good attendance.• Tidying up at the end of the day.

36.3. Behaviour to be discouraged:

• Speaking L1.• Not listening.• Interrupting or talking over others.• Being disrespectful or rude. • Using bad language.• Unsafe behaviour.• Eating or drinking in class.• Using mobile devices in class• Lateness.• Violent, discriminatory or abusive behaviour or language.

36.4. Communication

36.4.1. Communicate clearly and consistently with students throughout the week. Do this immediately, even with low-level misbehaviour; if you ignore it, it may escalate. The tone you adopt should depend on the level of misbehaviour and whether the student has already been warned.

36.4.2. Be professional and detached – do not lose your temper, shout at or humiliate the student, or send them out of the room.

36.5. Practical steps to address bad behaviour

• Move students to change the group dynamic.• Take difficult students to one side to discuss their behaviour. • Explain what will happen next if their behaviour does not improve and follow through on your

warnings if bad behaviour persists.• Discuss the students’ behaviour with your pair teacher and agree how you will both handle it in a

way that is consistent. • Tell your Senior Teacher or Director of Studies promptly. They can offer support and advice, talk

to the student(s) or, if appropriate, inform and involve the Contact Teacher. Do not go to the Contact Teacher about behaviour problems without first informing your Senior Teacher or Director of Studies. Bear in mind that misbehaviour may be related to special educational needs, or personal problems.

36.6. Serious Misbehaviour 36.6.1. Serious misbehaviour must be dealt with immediately and the Senior Teacher and Contact

Teacher should both be informed. If the student or the class is out of control, ask a trustworthy student to go to the staff room to fetch a local teacher. If the class and the student can be calmed down and the student does not need to be removed, report the incident immediately at the end of the lesson. The Senior Teacher should report all serious incidents to the EIA office

on the same day.

36.6.2. Examples of serious misbehaviour:

• Violent or verbally threatening behaviour to you or to other students. • Dangerous behaviour (e.g. throwing things, fighting)• Damage to property

37. THE CEFR AND THE GLOBAL SCALE

37.1. The CEFR was developed by the Council of Europe in the early 1990s to establish a shared understanding of what language students should be able to achieve at each level. If you are unfamiliar with the terminology or requirements of the CEFR, please search online for the Council of Europe website where you will be able to find the most up-to-date descriptive charts. These will give you an overview of the basic competencies associated with each level of the CEFR and will also help you to understand the level designations for courses and students used here at EiA.

38. THE ROLE OF THE SENIOR TEACHER

38.1. You may be asked to take on the role of Senior Teacher at one or more of the schools or centres to which you are assigned. This will only usually happen when we feel you have gained enough experience on regular teaching contracts and have indicated your potential to take on such a role. Please let our operations department know if you would actively like to be considered for such a position.

38.2. Senior Teachers are appointed on a week-by-week basis. This means you may be a Senior Teacher during some weeks and have regular teaching duties on other weeks. In recognition of the seniority and additional responsibilities, any weeks worked as a Senior Teacher attract a higher rate of pay. For any contract you accept, only weeks worked as a Senior Teacher will attract the enhanced rate of pay; all other weeks will be paid at the standard rate.

38.3. There is only one Senior Teacher assigned to each school, although we may also appoint a Director of Studies at centres where there are a large number of teachers.

38.4. The main responsibilities of a Senior Teacher at a school are:

• To liaise with the local contact teacher(s) over the implementation of the programme of study and to monitor its satisfactory progress.

• To act as the conduit for information being exchanged between English in Action head office, the school and your teaching team.

• To implement and oversee the policies and procedures of English in Action, including those related to the satisfactory performance of the teachers.

• To complete and promptly to return all relevant documentation to English in Action head office.• To provide academic and pastoral support to members of your teaching team.

38.5. If you are the Senior Teacher at a school, you will be provided with a Senior Teacher Pack containing detailed information and a checklist of your duties day-by-day, plus copies of all the documentation you require.

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