AP1 AD Manual 20040710 (1) .1.0

WE TEACH ENGLISH TO THE WORLD
The Academic Director's Manual
Academic Planning & Training Unit, Malaysia July 2004
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Introduction .........................................................................................................................................4 1.1 ELS Language Centres.................................................................................................................4 1.1.1 The Director of Academic Affairs...........................................................................................4 1.1.2 The Centre Administrative Staff .............................................................................................4
1.1.2.1 1.1.2.2 1.1.2.3 1.1.2.4 The Centre Director ......................................................................................................................4 The Academic Director (AD)........................................................................................................5 The Student Advisor .....................................................................................................................5 The Centre Manager .....................................................................................................................6
1.2 1.2.1 1.2.2 1.2.3 1.2.4 1.3 1.3.1 1.3.2 1.3.3 1.3.4 1.3.5 1.3.6 1.4 1.5 1.5.1
Supporting Services and Resources .............................................................................................6 The Academic Planning and Training Unit (APTU)...............................................................6 The AD Listserv......................................................................................................................7 Academic Directors Report....................................................................................................7 The Human Resources Department.........................................................................................8 The Instructional Staff .................................................................................................................8 Associate Instructor.................................................................................................................8 Instructor .................................................................................................................................8 Senior Instructor......................................................................................................................8 Instructional Specialist ............................................................................................................9 Substitute Instructor ................................................................................................................9 Part-time Instructor .................................................................................................................9 The Students ................................................................................................................................9 The Curriculum..........................................................................................................................10 The English Programs ...........................................................................................................11
Intensive English Course ............................................................................................................11 Semi-Intensive English Course ...................................................................................................11 Special Projects...........................................................................................................................11 Special Programs ........................................................................................................................12
1.5.1.1 1.5.1.2 1.5.1.3 1.5.1.4
The First Week ..................................................................................................................................13 2.1 2.2 2.2.1 2.2.2 2.2.3 2.2.4 2.3 2.3.1 2.3.2 2.4 2.5 2.5.1 2.5.2 2.5.3 2.5.4 2.5.5 2.6 2.6.1 2.6.2 2.6.3 2.6.4 2.6.5 The Session Calendar.................................................................................................................13 Level Testing And Placement ....................................................................................................13 New Students ........................................................................................................................13 Transfers from Domestic Centres..........................................................................................14 Transfers from International Centres ....................................................................................15 Students Returning from Vacation or Extended Leave .........................................................15 Scheduling .................................................................................................................................15 Continuation..........................................................................................................................15 Combining/Splitting Classes .................................................................................................16 New Student Orientation............................................................................................................16 Instructors ..................................................................................................................................16 New Hire Paperwork.............................................................................................................16 Benefits .................................................................................................................................17 Personnel Records.................................................................................................................17 Separation..............................................................................................................................18 Letters of Recommendation ..................................................................................................18 Instructors Responsibilities.......................................................................................................18 Level Objectives....................................................................................................................18 Speaking Evaluations ............................................................................................................19 Instructional Materials...........................................................................................................19
Lesson Plans ...............................................................................................................................19 Test Files.....................................................................................................................................20
2.6.3.1 2.6.3.2
Copyright Policy ...................................................................................................................20 Multi-Media Laboratory Maintenance And Repair...............................................................20
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3 The Second Week ..............................................................................................................................22 3.1 In Danger of Failing Advisory Notices ......................................................................................22 3.2 Academic Report .......................................................................................................................22 This report is available to Intensive Program students only.....................................................................23 3.3 Statement of Attendance ............................................................................................................23 3.4 Letters of Recommendation for Students...................................................................................23 3.5 Textbooks...................................................................................................................................23 3.5.1 Inventory Control ..................................................................................................................24 3.5.2 Book OrdersConsumable Texts.........................................................................................24 3.5.3 Class Sets: Required and Recommended Texts ....................................................................24 3.5.4 Books for Sale .......................................................................................................................25 3.6 Instructors ..................................................................................................................................25 3.6.1 Recruiting..............................................................................................................................25 3.6.2 Interviewing and Hiring ........................................................................................................25 3.6.3 Orientation and Training .......................................................................................................26 3.6.4 Mentoring..............................................................................................................................27 3.6.5 Staff Get-Together ................................................................................................................28 4 The Third Week.................................................................................................................................29 4.1 4.2 4.3 4.3.1 4.4 5 In-Service Workshops................................................................................................................29 Observations ..............................................................................................................................30 Performance Evaluation Program: ReviewAnalysePlan ....................................................30 Writing Performance Objectives ...........................................................................................33 Merit Pool ..................................................................................................................................34
The Fourth Week...............................................................................................................................35 5.1 Surveys.......................................................................................................................................35 5.2 Evaluating Students ...................................................................................................................35 5.2.1 Exams....................................................................................................................................35
5.2.1.1 Standardised Final Exams ...........................................................................................................35
5.2.2 5.2.3 5.3 5.4 5.5 5.6 5.6.1 5.6.2 5.6.3 5.6.4 5.7 6
Bypassing Levels ..................................................................................................................36 Fail/Repeat/Incomplete .........................................................................................................36 Cooperative Program .................................................................................................................37 The ELS Language Centres Guarantee ......................................................................................38 End-of-Session Reports..............................................................................................................39 Student Certificates ....................................................................................................................40 Certificates of Attendance.....................................................................................................40 Certificates of Promotion ......................................................................................................40 Certificate of Completion......................................................................................................40 Certificate of Proficiency ......................................................................................................41 Instructors Preferences..............................................................................................................41
Appendices .........................................................................................................................................42
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Introduction
1.1 ELS Language Centres

Welcome to ELS Language Centres, a wholly-owned subsidiary of Berlitz Languages, Inc., which is in turn a wholly-owned subsidiary of Berlitz International, Inc. ELS Language Centres has been in operation for over forty years; there are six centres around the country and over seventy in other countries. We are dedicated to teaching English as a second language to students from all over the world. This manual is divided into six sections: Introduction, First Week, Second Week, Third Week, Fourth Week and Appendices. The following is a description of the people that you, the Academic Director, will deal with on a regular basis (either directly or indirectly), as well as brief summaries of the resources available to you, and of the various forms of the English program.
1.1.1 The Director of Academic Affairs US Office

The Director of Academic Affairs is responsible for: ensuring the quality of our academic program and student services supervising international branch personnel and operations through the Managing Directors ensuring compliance with the standards required by accreditation, with the standards and best practices of professional associations in our field, and with regulatory requirements of various federal, state, and local government agencies maintaining relationships with university partners, including members of our Advisory Committee, liaisons at our host schools, and contacts at member schools in the University and Career School Cooperative Program.
The Director of Academic Affairs reports directly to the President of ELS Language Centres.
1.1.2 The Centre Administrative Staff

The administrative staff is composed of the Centre Director (CD), the Academic Director (AD), the Student Advisor (SA), and the Centre Manager.
1.1.2.1 The Centre Director

oversees the Centre
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supervises both the administrative and instructional staffs interprets company policy to staff and students prepares and administers the annual budget promotes the Centre within its geographical region
and, among other duties, generally ensures that the operational aspect of the Centre runs smoothly. The Centre Director reports directly to the Managing Director.
1.1.2.2 The Academic Director (AD)

manages and directs the instructional program, which includes hiring and supervising the instructional staff oversees testing and placing students provides academic counseling for students schedules classes provides in-service workshops for instructors coordinates with faculty and staff of the Centre performing other duties related to the management of the academic program.
Some classroom teaching may be required depending on enrollment. In larger Centres, there may be an Assistant Academic Director (AAD). In general, the Assistant Academic Director (AAD) relieves the Academic Director of some of the additional, non-supervisory responsibilities created by administering the academic program of a larger Centre. The AAD may be asked to be responsible for curriculum development, teacher training, scheduling, placement, materials review, calling substitute teachers, and so forth. As the AD, you report directly to the Centre Director (CD); you need to ensure that your CD is kept informed of your activities. You should meet with your CD as needed during the session to keep him/her up-to-date regarding the academic program, instructional personnel, book budget, and instructional hours. Refer to the Human Resources Department for your job description and that of the AAD.
1.1.2.3 The Student Advisor

Handles university inquiries and placements
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Assist students in their basic needs Arranges student activities and trips Is available to students when they have a crisis at any time
The SA reports directly to the Centre Director.
1.1.2.4 The Centre Manager

registers all students collects tuition and other fees among other duties, generally ensures that the financial aspect of the Centre runs smoothly.
The Centre Manager reports directly to the Centre Director. Note that, in some Centres, some of the above administrative positions may be combined.
1.2 Supporting Services and Resources

1.2.1 The Academic Planning and Training Unit (APTU)
The APTU reports to the Managing Director and serves as a liaison to the Director of Academic Affairs. One of the APTUs main roles is to assist ADs in the following areas: Training and support of new Academic Directors: During the first few months, new ADs will meet with an APTU representative for training in their new position. After this training, ADs should not hesitate to call any APTU member for help with carrying out their job duties. Interpretation, clarification and explanation of ELS academic policies and procedures: Questions and concerns about such policies and procedures should be directed to the APTU rather than to the AD listserv. Distribution of curriculum-related materials: The APTU serves as a repository for curriculum-related materials that all Centres should have on hand. If ADs find that they are missing specific curriculum materials, they should contact the APTU.
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The APTU also works with the Director of Academic Affairs on various curriculum-related projects. Ideas for changing, improving or supplementing the curriculumwhether from teachers or ADsare always welcome. To ensure compliance with current curriculum standards, please follow these steps: The person with the suggestion or idea should first present it to his/her immediate supervisor, i.e., teachers should discuss it with their ADs; ADs should discuss it with their CDs. The AD or CD should submit a brief proposal to the APTU. The APTU will review the proposal. If the proposal is accepted, the APTU will make suggestions for maximising participation on the project; requests for participation from specific individuals with expertise in the area; a determination of the final responsibility for the project; and a determination of deadlines.
1.2.2 The AD Listserv

ELS has provided a way for ADs to communicate with each other via e-mail. Shortly after you begin in your new position, your CD will arrange with ELS IT to add your name to the mailing list. The listserv should be used for the following: Requests for texts Requests for other materials
1.2.3 Academic Directors Report

Each session, Academic Directors are required to submit an Academic Directors Report (ADR) to the MD with a copy to the CD which includes information about the following items from the previous session: Topic and description of each In-Service Workshop And, optionally, new classroom activities and new training modules either developed or used to train new and/or substitute instructors.
The ADR is due on the second Wednesday of each session. The APTU is responsible for monitoring the ADRs and ensuring that all Centres are reporting. The APTU may ask for additional details in order to share the information with other Centres.
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1.2.4 The Human Resources Department

It is a good idea for you to establish a solid working relationship with the Human Resources Department. Since you will most likely be managing the hiring and benefits of your instructional staff, you will need to communicate with them often, usually via e-mail. You should familiarise yourself with the Instructors Handbook so that you can counsel your instructors on their benefits.
1.3 The Instructional Staff

All instructional staff members report directly to the Academic Director. There are four levels: Associate Instructor, Instructor, Senior Instructor, and Instructional Specialist. All newly-hired employees begin as Associate Instructors and no one can skip any levels before reaching the highest. All staff members (except substitute instructors) begin their employment with a six-month introductory period, which begins on the date of hire. What follows is a brief description of each position; for more information, refer to the complete job descriptions with the Human Resources Department.
1.3.1 Associate Instructor

An Associate Instructor is responsible for teaching classes as assigned and for becoming familiar with the ELS Language Centres curriculum. Associate Instructors must have a minimum of six months of ESL teaching experience (relevant to ELS Language Centres) or have completed an ESL certificate program or a degree. Associate Instructors may be promoted to Instructor after six months if their performance has been satisfactory; otherwise, they are eligible for promotion again when they have been working at the Centre for one year.
1.3.2 Instructor
An Instructor is responsible for teaching most structure and support classes offered at the Centre and for learning the entire ELS Language Centres curriculum. Instructors must have a minimum of one years ESL experience, six months of which has been at one of the ELS Language Centres.
1.3.3 Senior Instructor

A Senior Instructor is responsible for teaching any aspect of the Centre curriculum and for assisting other instructors in mastering the curriculum. A Senior Instructor must have two years experience teaching ESL, eighteen months of which has been at one of the ELS Language Centres. Attainment of each of the above positions is achieved when the teacher does satisfactory work and fulfills the requirements of each previous level.
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1.3.4 Instructional Specialist

An Instructional Specialist is responsible for teaching any aspect of the Centre curriculum. In addition, they will work with you on curriculum development, substitute for you in your absence, help you in preparing and presenting teacher workshops, and assist and train other instructors in mastering the curriculum. The position of Instructional Specialist is in a separate category from other instructors and is attained only by those who have demonstrated superior knowledge and ability in teaching, have made a major commitment to the local Centre and to ELS Language Centres, and have demonstrated that commitment with exceptional efforts "above and beyond the call of duty" of the Senior Instructor.
1.3.5 Substitute Instructor

A substitute Instructor is employed on an intermittent basis, usually to replace other instructional personnel who are unavailable because of illness, vacation or temporary assignments to Special Programs. A Substitute Instructor is not eligible for any company benefits or merit raises and does not accrue credit for length of service.
1.3.6 Part-time Instructor

Part-time Instructors are those who are not employed on a full-time basis. They are not ordinarily eligible for any company benefits or merit raises. N.B. You will assign the available instructional hours per session to teachers in order of level of instructor and length of service within that level, beginning with Instructional Specialist, then Senior Instructor, Instructor, Associate Instructor, and Part-Time Instructor. Layoffs are conducted in the reverse of this order. Also note that employees who are under disciplinary proceedings are excepted from order of seniority; that is, within each category, you may lay off employees whose performance is below standard, or who have disciplinary letters in their file, before you lay off others, even if the marginal employee has seniority.
1.4 The Students

In order to make the students experiences at ELS Language Centres as satisfying as possible, it is important to identify why they want to study English and how they plan to use it in the future. Most Centres capture this information either during the oral placement interviews or during the new students interviews with the Student Advisor. You should review this information with the SA to ensure that the students needs are addressed in the classroom. Instructors should also ask students why they are learning English so that their assignments can be adjusted accordingly wherever appropriate. It is also important for all teachers to learn what countries their students come from and what languages they speak. At ELS, we have a very diverse group of students from all over
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the world, and their cultures and languages will play an important role in their learning. For new teachersdepending on their previous experienceyou may have to do a workshop on how these factors might affect their students learning. The workshop should include how the students are taught English in their countries: for example, in Japan, the instructors usually teach in Japanese and the emphasis is on grammar and translation. The classes are large, and the students rarely have a chance to have conversation in English or to hear a native speaker. The result is that many Japanese students have good passive knowledge of grammar and generally read well, but they are weak in speaking, listening and writing skills. how students native language grammar may affect their learning English: for example, in Arabic, there is no verb to be, so many Arabic speakers have a hard time learning how to use that verb correctly. how students native language pronunciation may affect their learning English: for example, in Spanish, there is no phonemic difference between [b] and [v] (although these sounds in Spanish are articulated slightly differently than in English), so Spanish-speaking students may have difficulty hearing the difference between these sounds in English. how the students cultures may affect their classroom behavior: for example, in many Asian cultures, the students do not actively participate in class, while in most Western and Middle Eastern countries they do. This will have the effect that many Asian students will be quiet in class and not participate unless the instructor calls on them. They may also feel overwhelmed by the other students. For this reason, we often put students in pairs and small groups, where the Asians, especially, feel more comfortable and will participate. In addition, instructors should not allow students to call out answers; they should let the students know that they should only answer when they are called on.
As the AD, you have probably had experience with many different language groups and should be able to convey these concerns to your teachers. Please contact the APTU if you need additional information.
1.5 The Curriculum

The curriculum for the Intensive and Semi-Intensive English Programs is based on a modified communicative approach to language acquisition. This means that all lessons should have the primary goal of teaching students how to use specific features of the language for real-world communication. The curriculum itself is presented in separate teachers manuals and the Language Activity Chart. Additional descriptive information can be found under the "Curriculum" section of the current Academic Counseling Guide, in the ELS Language Centres brochure, and online at http://www.els.com. It is imperative that you become familiar with the entire ELS curriculum as soon as possible in order to be able
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to train new teachers, place students into the appropriate levels, and counsel students regarding their progress.
1.5.1 The English Programs

The ELS Language Centres Course has 9 levels: Beginning (101-103), Intermediate (104106) and Advanced (107-109). Each session lasts for 4 weeks; there are 12 sessions per year and each level takes one session to complete.
1.5.1.1 Intensive English Course

The Intensive English Course consists of 30 hours of instruction per week, scheduled over 5 days: Monday - Friday. Regularly scheduled classes include Structure/Speaking Practice (SSP) 2 periods, Conversation 1 period, Reading/Writing 2 periods and Multi-Media Laboratory 1 period.
1.5.1.2 Semi-Intensive English Course

The Semi-Intensive English Course consists of 15 hours of instruction per week, scheduled over 5 days. Regularly scheduled classes include Structure/Speaking Practice, Conversation or Reading/Writing and Conversation.
1.5.1.3 Special Projects

Occasionally, there are students in the program who are not making as much progress as they should, or who have special problems with English that are not being addressed by the intensive or semi-intensive program. If this is the case, a Special Project may be offered to the student, with the permission of your Centre Director, who will determine the cost of the program. If students request tutoring as a way of improving their English faster (or if they are having trouble in a particular skill), you can offer tutorial hours to the regular instructional staff or to substitutes or temporary instructors. Consult with your Centre Director for the prevailing charge to the student per tutorial hour. Please note that instructors may not tutor students who are in their SSP classes. N.B.: Special Projects should not be confused with Special Programs. Special Programs are delivered to students who want to learn English faster than would be possible in the intensive or semi-intensive group program, or who want to learn English for a specific purpose, such as business (see below). Special Projects are created for those students who have chosen to study in the regular intensive or semi-intensive program, but who are having difficulties learning the language (although they are working as hard as they can) and need additional help to be successful in their studies.
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1.5.1.4 Special Programs

Although the Centre Director is directly responsible for administering special programs conducted at the individual Centre, you may be asked to hire the instructors and help them prepare for these courses. Larger Centres generally have a full- or part-time Executive or Special Programs Coordinator. Special programs are an effective way to offer teaching hours to those instructors who do not want to commit to regular and/or full-time work. However, you should first offer these positions to regular instructors who might otherwise be laid off, following the regular order of seniority. Some of the Special Programs offered are: Holiday English Programme Secondary School English Programme Graduate Training Scheme (GTS) Academic Reading/Writing Programme
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The First Week
The first week of the session is your busiest week. There are new students to place, new teachers to oversee, and reports to be submitted.
2.1 The Session Calendar

The Session Calendar is distributed by corporate headquarters at least once per year. It lists what reports are due to be sent to Operations or other departments and on which days. It is important for you to become familiar with the due dates listed on the Session Calendar.
2.2 Level Testing And Placement

2.2.1 New Students
On First Monday (or the first day of the new session if Monday is a holiday), new students are given a placement test which has three components: an objective test (including a listening section); an oral interview; and a writing sample. This three-part test is used to help place students in the correct level. An average of the scores on the three components should give the correct level in most cases. The objective component is a standardised test created by the APTU. The writing sample and oral interview questions are also approved by the APTU. Centres may not make changes to any of these test components without the consent of the APTU. The actual tests (oral, objective and writing) may be requested from the APTU if you dont have the masters. For students from some cultures, there may be wide variations among the scores on the three tests because of the way that they were taught English in their countries (e.g., there was more emphasis on grammar/translation, or aural/oral over written skills). In cases like these, students should be placed conservatively, in line with the lower, rather than the higher, test results, and concentrating on the productive sectionsspeaking and writing of the test. When placing students, always add a + or to their levels. Thus, a student who receives a score on the high side of 103 would be placed as a 103+ until you are ready to do the final schedule. You should do this so that the students ability can be matched to the other students who will be in the level. If most of the students are, say, 103-, it might be better to place the 103+ student in 104. Also, in Centres with smaller enrollments, there may be one student who places in 103, with no continuing students going into that level, and it may not be practical to create a level for that one student. In that case, a 103+ student can be safely placed in 104. A 103- student can be placed in 102. You may find this a better alternative to running a combined 103/104, for example. Some students may be dissatisfied with their initial level placement. If so, it is advisable to double check their placement tests to ensure that an error was not made in scoring. If the test was scored correctly, it may be necessary to explain to them that they were placed in a
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lower level than expected because they had not demonstrated that they were able to use the language at a higher level. Note, however, that the placement test may not be representative of some students true abilities for a variety of reasons (e.g., the students had just arrived from the airport and were suffering jet lag, they placed in the lower end of the range for that particular level and would benefit more by moving down, etc.) While disparities in abilities frequently show up on the placement test, sometimes they only become apparent after the student has been in class for several days. During the first week of the session, therefore, instructors should observe all of their new students in all classes and make recommendations to you as soon as a problem is noticed. Its important, when teachers recommend that students move up or down, that they give you concrete reasons why this should be done. They need to be able to specify to you why the student was not placed in the correct level. For example, the student doesnt understand the teacher when he gives directions for a task, or the student responds to questions at a significantly higher level than his classmates. You should adjust students levels down as soon as a problem is detected. Students who want to go to a higher level should be informed that they need to demonstrate to all of their teachers that their abilities are higher than the level in which they were initially placed. You should wait until the students teachers have had a chance to observe the student in all classes and can make a decision about whether or not the student should be moved. In some instances, students will come to you after they see what their level isand sometimes before they have even gone to any classesand tell you that they have to move up because they either dont have enough money to study all of those sessions or that they are supposed to begin their studies on a certain date and they will not have finished their ELS courses by then. Students should never be moved up in level solely for either of these reasons. In both cases, you can first remind the students that they have the opportunity to move up one level during the first week if they can demonstrate that they have abilities at a higher level. However, you need to emphasise that the students teachers need to see these higher abilities in class, and that the students need to demonstrate stronger skills in all areas, not just reading or grammar. Also, you should remind them that you want what is best for their English. You have a responsibility to them and to their prospective school to ensure that their English is strong enough for them to be successful in their classes. There should be an established procedure for adjusting levels during the first week of the session. In most Centres, this is done during a leveling meeting with all of the instructors. Changes in level (moving up only) or in elective classes should not be permitted after the first week of classes because students will have missed too much work. Also at this meeting, you should check the numbers of students in each class to make sure that all of the students who have registered have shown up for classes.
2.2.2 Transfers from Domestic Centres

Students who transfer directly from one domestic ELS Language Centres location to another should be placed in whatever level they would have been in had they not
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transferred. For example, a student who successfully completes Level 106 in one Centre should be placed in Level 107 in the Centre to which s/he transfers. These students should not be given the placement test.
2.2.3 Transfers from International Centres

Students transferring from programs at approved International ELS Language Centres are to be treated the same as students transferring from a domestic Centre, i.e., they are to go into whatever level they would have been in had they not transferred. They are not to be given the placement test. If you are unsure as to which international Centres are approved, contact the Managing Director or the Director of Franchise Operations in the ELS International Division (US) at (609) 750-3512. Before an eligible student arrives at the Centre, you will receive advance notice of the program level. Students from any other international Centre, and students from other language schools (domestic or international), are to be treated the same as new students.
2.2.4 Students Returning from Vacation or Extended Leave

Students returning from a vacation (4 weeks) do not have to be re-tested and should be placed in whatever level they would have been in had they not taken vacation. ELS students who have been out of class for six or more weeks should be tested as if they were new students.
2.3 Scheduling
One of the most important regular duties of the AD is to schedule classes. When designing the schedule, there are several important factors to consider:
2.3.1 Continuation
Each Centre must have a specific procedure and form for tracking students who are continuing, leaving, transferring, or going on vacation in the upcoming session so that you can begin to get a picture of the size of the enrollment for the coming session. Students should be asked about their intentions as early in the session as feasible. Centres have developed their own forms and reporting procedures for continuation. Since students change classes or may register late, you must constantly monitor enrollment so that none of the classes exceeds the class size limits.
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2.3.2 Combining/Splitting Classes

In smaller Centres or during periods of lower enrollment, it may be necessary to combine two levels in a single SSP class in order to produce an efficient schedule that meets instructional standards. If levels must be combined, merge two consecutive levels (e.g., 105 and 106) and teach the curriculum for one level the first session; the second session, teach the curriculum of the other level, so that, in effect, the students are studying a two-month module. Consult the Language Activity Chart to help determine the best levels to combine. Levels may be combined in any and all classes. Combined classes should not contain students from more than three consecutive levels.
2.4 New Student Orientation

On the first Monday of each session, the Student Advisor will facilitate New Student Orientation. This is a good opportunity for you to: meet and welcome the new students to ELS Language Centres. explain the benefits of and the difference between the Intensive English Program and the Semi-Intensive Program explain the attendance and grading policies. encourage students to practice speaking English as often as possible and explain why it is so important for them to do so (i.e., that their speaking will not improve much if they dont practice) invite students to see you if they have academic problems or just want to talk
2.5 Instructors
All instructors will be recruited as Part-Time Instructors for at least one month before being offered a full-time contract. They will serve a minimum of six months probation before being confirmed on their position. Please refer to the Human Resource Department for further details.
2.5.1 New Hire Paperwork

Please refer Human Resource Departments Recruitment Process, in particular on the hiring of Instructors. Generally, the Academic Director should ensure the following forms are duly completed and/or authorised: Staff Hiring Form
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Application for Employment (Academic) - Be sure that the candidate signs the form. If a rsum is attached, it is not necessary for the instructor to complete the education and experience sections; they can just write "See resume" in those areas. Interview evaluation form. Salary Computation Form (Instructor)
Subsequently, forward all the above, together with the following documents to the Human Resource Department: Rsum, candidates photograph and photocopies of IC Copies of diplomas and/or transcripts showing degree granted Any other supporting documents provided by the candidate.
Master copies of the relevant forms may be obtained from the Human Resource Department. N.B.: Benefits should not be offered until the employee has completed the probationary period and the employees job performance meets Centre standards.
2.5.2 Benefits
Please refer to the Instructors Handbook.
2.5.3 Personnel Records

Copies of the following items should be kept in the instructors local personnel file (original to Human Resources): Job application Resume Any attachments (e.g., letters requesting leave of absence, resignation) Performance Appraisals (RAPs) Letters thanking the instructor for particular services Disciplinary letters
All other materials should be kept in the ADs office in files separate from the employees personnel file, including, but not limited to, the following:
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Observation notes Observation reports* Opinion mailers referencing that particular employee* Instructional survey results Student survey results or specific survey response sheets referencing that particular employee*
* These materials should be filed in the employees local personnel file with the Performance Appraisalor some other formal document such as a thank you note or counseling report only if and when they are used in support of the formal document. If you have any questions, please contact the APTU.
2.5.4 Separation
At any time in the sessionbut most often at the beginningyou may find yourself in the unenviable position of having to either lay off or terminate one or more of your instructors. When instructors separate from the companywhether by termination, resignation or permanent layoffit is important for you to report this fact to the Managing Director.
2.5.5 Letters of Recommendation

When instructors separate from the company, they may ask you for a letter of recommendation. When you receive such a request, you should forward it to Human Resources, who will let you know what information you may include in such a letter and whether it should be on company letterhead or not.
2.6 Instructors Responsibilities

Please reference the instructors session schedule to see when many of the following items are due. The session schedule should be adapted for the procedures at your Centre.
2.6.1 Level Objectives

There are company-wide standardised objectives for each level for each of the following classes: SSP, LS, Conversation, Multi-Media Laboratory, and Reading and Writing. Each Centre should also create objectives for each of their electives. These should be distributed to the students and gone over by the instructors during the first meeting of the class. The instructors may also wish to prepare their own requirements for passing the course; you should approve these before they are distributed to the students. Also, during the first class, lab instructors should go over the rules of the lab and show new students how to use the equipment. Lab instructors should also go over which lab materials are appropriate for each
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of the levels in the class and show students how their work is tracked on lab sheets. Master copies of the objectives and lab sheets should be kept in your office. If there are combined levels for which no objectives exist, you should ask the instructor teaching that class to prepare objectives and a lesson plan to keep on file. As the size of enrollment will change over the course of the year, it is important to be able to schedule different arrangements of combined levels and not have the students repeat materials they have already covered. If different combinations occur during the year, keep track of which classes were combined each session and which materials were used. If combined levels especially in Conversationare a common occurrence at your Centre, set up modules for those levels and rotate them in the same way that the Reading and Writing modules are rotated. For students who are going on vacation, on their end-of-session report, your or their instructor should record which modules they studied so that they do not have to repeat them when they return. Refer to the Academic Objectives and Evaluation section on the corporate intranet for master copies of the standardised objectives for all classes except locally-developed electives.
2.6.2 Speaking Evaluations

Instructors should conduct a minimum of two speaking evaluations per student in the Conversation class in all levels throughout the session. Speaking evaluations should be done when students are working in pairs or small groups so that the instructor can get a clear picture of the students abilities in a comfortable environment. Instructors should target two or three students each class period, without letting the students know they are being targeted, so that all students are equally observed. At the end of the session, the instructor can use the speaking evaluation grade as the grade for Conversation. The speaking evaluations serve as a component of the level-promotion test. You may want to require that all instructors show their speaking evaluations to you at some point in the session, just to make sure that they are all getting done and done correctly. Heaviest weight should be given to the last evaluation done during the session because that will reflect the students progress.
2.6.3 Instructional Materials
2.6.3.1 Lesson Plans

It is recommended that the Centre retain at least one set of lesson plans for every class taught, to be used as resources by substitutes and as models for new teachers. If such a set does not currently exist, have all teachers keep lesson plans for one or more sessions (as necessary) until a complete set can be created and maintained in the local file. While there is no standard format for preparing lesson plans, note the following:
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Whenever an aspect of the curriculum is changed, the instructor who first teaches the new curriculum should keep lesson plans during the first and second session. These lesson plans should be kept in an easily accessible file or binder. Decide how extensive or abbreviated the lesson plans should be depending on their purpose and on the class being documented. For example, the plans for the SSP classes may only need to include what pages of the text are covered and which exercises are either included or eliminated. Specific techniques used that were not part of the regular curriculum should be documented more completely. Teacher-generated exercises and other materials should also be included in the file. At your discretion, lesson plans may be required of all teachers for all classes every session, or of some teachers, e.g., Associate Instructors during the introductory period, although this is not mandated by our corporate office.
2.6.3.2 Test Files

It is recommended that the Centre retain at least one set of all exams for every SSP (quizzes and mid-session exams) and Reading/Writing (quizzes, mid-session exams and finals) classes taught at the Centre, to be used as resources by substitutes and as models for teachers. Examples of tests given in any other classese.g., electivesshould also be retained. These should be kept in a locked cabinet or other secured location.
2.6.4 Copyright Policy

Make sure that all instructors are aware of and follow the copyright policy. Instructors may not duplicate any copyrighted materials. These guidelines, distributed by our corporate office, should be posted above the copy machine and included in the Teacher Orientation and Training manual. Instructors may, of course, make copies of original, teacher-generated tests and exercises. If there is a question, check with your Centre Director or the APTU. Violation of this policy will be grounds for disciplinary action which may include termination of employment.
2.6.5 Multi-Media Laboratory Maintenance And Repair

All laboratory equipment should be cleaned at least once per session; more often if the equipment is used every hour. Audio and video recording and playback heads may be cleaned with commercial head cleaners. Audio heads only may also be cleaned with a cotton swab and pure (98% or higher) alcohol. Audio recording/playback heads should also be demagnetised. Demagnetisers and commercial head cleaners are available in any electronics store.
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Video monitors on video and computer equipment should be cleaned frequently with a soft, lint-free cloth to prevent dust build up due to static electricity generated by the unit. Ear pieces on headsets should be cleaned frequently with alcohol to keep them sanitary since they will be used by many students.
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The Second Week
During the second week of the session, things start to quiet down, so it is time to start taking care of other business. Reports for students, book inventory and orders, and, possibly, hiring and training some new teachers.
3.1 In Danger of Failing Advisory Notices

Students who are in danger of failing due to either excessive absences or poor academic performance should be advised early enough in the session to have an opportunity to improve their chances of passing. Therefore, as soon as the instructor sees that there is a possibility that a student will not pass, the instructor should give the student an advisory notice which states why the student may fail and what can be done to improve the situation. A copy of the advisory notice should be given to you and you should then follow up on those students who are having difficulties. Students who are in danger of failing because of excessive absences should be referred to the SA for counseling. A sample of the Advisory Notice can be found in the Appendices section.
3.2 Academic Report

Students may occasionally need an official transcript of their courses either during their studies or at some time after they have left. The Academic Report is the official ELS Language Centres transcript. It lists the following: Highest level completed The cumulative grade-point average for the students entire length of study at ELS Language Centres, as well as the grade-point average for each session attended ELS Language Centres proficiency assessment 1 for students in any levels from 101 through 108 2 for students who successfully complete 109-111 3 for students who successfully complete 112
Level and title of each class taken Pass/fail assessment for each level taken Dates of each session attended Grade achieved in each class
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Total class hours and number of hours attended for each class and session Comments on the students progress
This report is available to Intensive Program students only. A summary of the ELS Language Centres program, a typical daily schedule, and our grading policy can be found on the reverse side of the Academic Report. The students endof-session report should be used as the reference for completing the Academic Report. Since this is an official transcript, there should be no errors or changes made with correction fluid anywhere on the Academic Report. The report should be printed out on the official ELS Language Centres Academic Report form. After you have printed it out, you should sign it and emboss it with your Centres seal.
3.3 Statement of Attendance

After students have departed, they may request duplicate certificates. It is not our policy to provide additional certificates to students. However, you can prepare a Statement of Attendance for the student instead. The Statement of Attendance includes: The students name The start and end dates of the students attendance The highest level attended
After completing a form for a student, you should print it out on your Centres letterhead, sign it, and affix a emboss it with your Centres seal.
3.4 Letters of Recommendation for Students

Students may occasionally ask for letters of recommendation. Any letters of recommendation should include information about the students dates of enrollment, last level completed/ attended, and an objective evaluation of the students abilities to use English. The letter should also include a brief explanation of what ELS Language Centres is and what the levels mean. These letters must be signed by either the Centre Director or Academic Director. A copy of the letter should be placed in the students file.
3.5 Textbooks
All texts used by students are designated as either consumable (given to students to keep) or class sets (given to students to use for the duration of the class period and then collected by the teacher).
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3.5.1 Inventory Control

It is imperative that the texts used at the Centre be kept secure so that only teachers and authorised staff have access to them. In addition, teachers need to be diligent about counting class sets at the beginning of each class period and collecting and counting books at the end of the class to ensure that all books that were handed out are returned before students leave class. It is particularly important to monitor new teachers, especially during peak seasons when there are many new teachers who are not used to this procedure. You should decide how often to inventory the entire book stock and how best to control access to the books so that the supply is not unnecessarily depleted.
3.5.2 Book OrdersConsumable Texts

The ELS Language Centres program uses proprietary texts in 101 through 109 SSP and Reading/Writing classes. The texts used in SSP are consumable for all students, i.e., the students may keep the books. In addition, those students who are enrolled in the Intensive Program (30 hours per week), will also receive consumable texts for Reading/Writing class. These texts should be inventoried at the start of the second week of the session. Books for the coming session should be ordered during this week. To help figure out how many books to purchase, it is a good idea to determine what the continuation rate will be for each level first. Then add a reasonable percentage (for new students) based on past history. When the books arrive, they should be counted against the packing slip and stored in a safe place. In some Centres, there is a separate bookroom; in others, the texts are stored in the ADs office. In either case, the texts must be in a secured area to prevent theft.
3.5.3 Class Sets: Required and Recommended Texts

Certain texts (other than SSP and Reading/Writing consumable texts) have been designated as either required or recommended for all classes at all levels. You are not free to substitute designated texts with others not chosen by the APTU without approval. Its important for you to keep track of how much you are spending each session on both consumable texts and class sets, as well as instructional materials. You may use any system which works well for you. Some ADs use a spreadsheet, while others just keep a running tally. Whats important is that you not go over budget. If you spend too much one session, you must make up the difference the next. Conversely, if you have money left over one session, you may add it on to the following sessions budget. Your Centre Director will let you know at the start of each fiscal year what the book budget allowances are.
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3.5.4 Books for Sale

Occasionally, students enrolled in other programmes may ask if they can purchase the Reading/Writing texts. Also, students who are leaving may ask if they can purchase the SSP texts and/or tapes to take home with them. Please note that none of the consumable textsincluding all SSP and Reading/Writing textsnor any of the accompanying tapes, are for sale to students. The only way that students can receive the books is to take the course. The tapes are not available for sale under any circumstances. If students ask why, the reason is that the course is not meant to be self-taught. The materials require an instructor to teach them.
3.6 Instructors
3.6.1 Recruiting
There will come a time when you need to recruit new instructors. It is imperative that you plan far enough in advance so that you have a chance to interview prospective teachers as well as to train them before the start of the new session.
3.6.2 Interviewing and Hiring

When recruiting new instructors, there are several points to remember during the interviewing process: The applicant should meet the minimum requirements of Associate Instructor (refer to the Job Description). Although it is possible to hire someone with less experience (i.e., six months) than required for this position, this should be done only in cases where: The applicant has at least some ESL experience The applicant is the best qualified of all applicants interviewed The applicant has shown the desire and motivation to spend the additional hours necessary for training You (or an AAD or IS) will have time to train and give the necessary additional support that will be required.
Every effort should be made to hire teachers with native-quality English language skills. It is recommended, when there is enough time beforehand, that the applicant give a demonstration lesson in an actual class where you can observe. You should have a list of questions prepared beforehand to ask each applicant. All applicants should be asked the same questions, and all questions must be relevant to the teaching position for which the person is applying. You may ask questions that are pertinent to their experience as it relates to the position they are interviewing for; however,
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you need to be careful to avoid any questions that might be construed as discriminatory, including anything that has to do with their personal lives. More extensive information about how to recruit and interview new teachers is available from the Human Resources department.
3.6.3 Orientation and Training

All new instructors should receive orientation to the company and training in the ELS Language Centres system of teaching ESL. Each instructor you are fairly certain will be hired may be brought into the Centre in advance of the start of a session for up to 12 hours for Teacher Orientation and Training (TOT). This time should be spent on: Completion of all required new hire paperwork Orientation to company personnel policies and procedures. Orientation to Centre policies and procedures via your Centres handbook for new teachers. General orientation to the ELS Language Centres instructional philosophy/approach, curriculum materials and level objectives for each facet of the program Observation of each type of class and follow-up discussion with you, the AAD or the IS who is responsible for training the new instructor, and/or the instructor who was observed Specific orientation to curriculum materials and level objectives for those classes the instructor will be assigned. Given that the schedule may not be finalised until the first Monday of the session, this part of the training program may be conducted on that day. The twelve TOT hours are intended to be used during the normal work week in advance of the start of a session and are in addition to whatever orientation and training may take place on first Monday once the instructor has actually been hired. The hours may be used any time during the session preceding the one for which the instructor will be hired.
Note that this program is only available to instructors who are actually hired. Candidates for instructional positions who observe classes, etc., and who are not subsequently hired, will not be paid.
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3.6.4 Mentoring
The Mentoring System is a logical outgrowth of several of the job duties for each successive level of instructor, from Instructor to Senior Instructor to Instructional Specialist. It is a valid and reliable method of teacher training that increases the comfort level of new hires, involves senior staff in a mentoring process, and eases the burden of Academic Directors during periods of peak enrollment. This system has been reported as successful by 100% of those that have used it. Mentoring (also called The Buddy System in some Centres) can be defined as a pairing of two teachers for the specific purpose of assisting in teacher training. It is especially useful for those programs that experience enrollment peaks which necessitate the all-at-once hiring of a number of new teachers. The basics of the system are simple: Briefly orient staff to the mentoring system Assign a senior teacher to be a mentor to a new teacher, and provide them with the new teacher's phone number Provide the mentor with a checklist Evaluate the system, if you wish.
The benefits are simple too: New teachers have a designated person to turn to in addition to you; their comfort level will increase Senior staff are involved with teacher training and orientation and may become mentors Both new and seasoned faculty are better integrated The task of new teacher orientation is no longer yours alone, but is shared by the entire faculty
Your assignment of mentors can be random, based on proximity of rooms, or on shared teaching assignments; all methods work. Mentors are not teaching new teachers how to teach, but rather how to cope with a new and different work environment, required paperwork, Centre-specific grading criteria, etc. Teachers of the same course or level are already asked to share information and to stay in step, but they are not necessarily mentors. The mentor is the one who provides assurance, answers the "dumb" questions, reminds the new teachers when various reports are due, and teaches them how to do them.
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You can orient new staff to the system when you bring them in for training. If you can, schedule a staff lunch or workshop at the very beginning of the session, and do some "bonding" activities. The key to success is to have all participants make the initial contact as early as possible, and then follow the time-line of the checklist.
3.6.5 Staff Get-Together

There is a provision in the Centre budget for a staff get-together once per session. Your Centre Director will let you know how much can be spent. These may be scheduled to celebrate a birthday or work anniversary, or for no special reason at all. You are encouraged to hold these every session as a way for you to spend quality time with the staff, preferably without doing ELS business (although they may be used for that).
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The Third Week
Because the third week of the session is relatively quiet, it is a good time for you to do planning for in-service workshops and to observe and evaluate your instructors.
4.1 In-Service Workshops

You are required to conduct an in-service workshop for instructors each session. The purpose of the workshop is to provide opportunities for the instructors professional development and, when necessary, to disseminate information about changes in company policy and procedures. Sources for the workshop may include, but are not limited to the following: Materials sent by the APTU or any of its subcommittees regarding curriculum changes and/or methodology development In-house concerns which arise from the quarterly Student Surveys, specifically related to academic matters that need to be addressed. Reports by you and/or instructors based on attendance at national or affiliate TESOL conventions or TESOL interest group meetings Local sources who have been asked to present their own materials relevant to the ELS Language Centres curriculum (e.g., your local Pearson rep) Instructors who have developed interesting or new ways of presenting materials to students and who would like to share their techniques. Policy and procedural changes sent from corporate headquarters, including changes in benefits (although this should not be the main purpose of the workshop) Teacher Training Modules, distributed and maintained by the APTU. These modules are especially useful for new staff. The following modules plus others are currently available: Classroom Management Methods of ESL Techniques of Teaching ESL Lesson Planning Error Correction
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4.2 Observations
The Academic Director should observe all instructors on a regular basis although not all observations need to be evaluative. Both unannounced and planned observations should be made. If you plan to take copious notes during the observation, you should advise the instructor that these notes are about what is happening during the class and not necessarily an indication that there is anything wrong. Seeing you writing a lot during the lesson could make the instructor very uncomfortable if s/he doesnt know that this is your method. Before the actual observation, if it is by arrangement, make sure that the instructor you will be observing is aware of what you are looking for in the observation. You should discuss with the teacher what the lesson will be about and what specifically you will want to see during the lesson. Even if you prefer to use a narrative style for the evaluation, you should give the instructor a list of criteria used for the evaluation so that the instructor knows what is being measured and evaluated. Non-evaluative observations may target specific skills in which the instructor is either very proficient or needs assistance. If observations are to be unannounced, you should distribute a sample observation form to all instructors prior to beginning observations, so that instructors are clear about what you will be looking for. As soon as possible after the observation, meet with the instructor to discuss it. The instructor should always be given a chance to state his/her own assessment of the lesson first; then, your own observation should be discussed, focusing on both strengths and weaknesses. And, finally, file a report of the observation and follow up, signed by both the instructor and you, in the instructors local personnel file, with a copy going to the instructor. Peer to peer, non-evaluative observations may also be scheduled. If there is a technique that an instructor does exceptionally well, you may want other instructors to observe this teacher demonstrating this technique. This may be done in an in-service workshop. Alternatively, you may want an instructor who is weak in a particular technique to observe another, more experienced instructor during an actual lesson. In that case, you may teach the instructors class while one instructor observes the other.
4.3 Performance Evaluation Program: ReviewAnalysePlan

One of the keys to a successful teaching staff is to be constantly challenging them to improve their teaching skills as well as encouraging their professional development. Here are the objectives of the RAP:
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To ensure that each employee has a dialogue with the immediate supervisor regarding the employee's performance. To identify and highlight the employee's performance strengths. To identify areas to develop the employee's performance. To develop the employee's performance through performance objectives. To support decisions regarding pay increases, promotions, transfers and other employment actions.
(You yourself will be undergoing the RAP process with your CD. All administrative staff have their RAPs at the beginning of each year regardless of their hire date. Instructional staff have their RAPs completed upon their anniversaries. For new instructors, you should schedule a RAP at the end of the six-month introductory period. For other instructors, RAPs should be scheduled to be completed by their anniversary date, which means that you should start the process about a month before that date. Here are the steps to follow for the RAP: You should have a number of observations on the instructor done prior to your first meeting for the performance appraisal. If it has been more than a couple of months since your last observation, you should schedule one a couple of weeks in advance of the first meeting. Before you meet with the instructor, it is a good idea for both of you to complete the Pre-Appraisal Worksheet. This is a simple check-off list that will give both of you a starting point for your discussion. This form should not be included in the final RAP report. You may discard it as soon as you have finished using it. You should also give the instructor a copy of last years RAP so that s/he can review it prior to your meeting. During your first meeting with the instructor, you should discuss: any differences in scoring on the pre-appraisal worksheet objectives from last yearthese should be classified as either exceeded, met, not met or no opportunity to observe/complete. In the case of the last two, not met or no opportunity, you should discuss with the teacher whether or not s/he wants to forward those objectives to this year. The designation of no opportunity should be used when either you have not had the opportunity to check whether this particular objective has been met, or the teacher has not had the opportunity to work on that particular objective. For example, the instructor may have had an
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objective to teach a particular course, but was not scheduled for that coursefor whatever reasonduring the period covered by the review. your assessment of the instructors performance as a teacher, co-worker, colleague and employee. Focus on strengths first, and give a detailed account of what that instructors strong points are. Then discuss perceived weak areas and how the two of you can work towards improvement. Finish with a summary of the discussion, reiterating the areas that need improvement and finishing with a recap of the strong points. You should use your observations as well as the teachers results on the instructional survey as the basis for your evaluation. objectives for the current year. After you and the instructor have discussed performance, the two of you may find that some objectives are naturally generated out of that discussion. The instructor, or you, may also want to add some other objectives that have been mutually agreed upon. The instructor may want some time to think about adding other objectives.
Ask the instructor to write up his/her comments for the review. Encourage him/her to emphasise the things that have been done during the year that reflect dedication and commitment to teaching and professional development. This is a good place for the instructor to "blow his horn" and summarise what s/he has learned over the past year (for new teachers, especially) and/or what s/he has contributed to the Centre. You should set a date to meet again, within the next week or so. Write up what you spoke about with the instructor under "Supervisors Comments". When you write up your comments, there should be no surprises for the instructor. Everything thats in there should be things that you have already discussed. When the instructor is ready, meet again to review his/her "Employee Comments". If they have been hand-written, check to make sure that you can read them so that you can transfer them to the RAP form. At this time, you may want to show the teacher your comments. Once these comments have been reviewed, prepare a draft of the RAP and submit it to your CD for comment. Once your CD approves the RAP, make any changes necessary and meet with the instructor again, to present the final RAP for signing. Note that, on the RAP, there is a section which the employee may check that states that the instructor does not agree with the appraisal. If the employee
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chooses this option, s/he should submit a rebuttal to you to be included with the RAP. Once you have completed the RAP, and both you and the instructor have signed it, make copies for the local file and for the instructor, and send the original to Human Resources.
4.3.1 Writing Performance Objectives

Some teachersand ADshave difficulty writing performance objectives. Here are some guidelines: Objectives should be specific: To improve my teaching does not specify which aspect of teaching the instructor wants to target. To improve conversation activities so that students have more opportunities to speak is better. Objectives should be limited in time: The objective above is incomplete because it doesnt specify when the objective is to be achieved. A phrase such as by the next performance appraisal, or within the next two sessions needs to be added. Objectives should be measurable wherever possible: Even with the addition of the time limit, the above objective is still not complete. How are you and the instructor going to know if the objective has been achieved or not? Such phrases as as observed by the Academic Director during a formal observation or as indicated by an improved score on the instructional survey would be helpful. In other instances, the actual performance of the objective is what is important and quality is not the issue. For example, To do three peer observations within the next year.
Thus, an ideal objective might be : To improve conversation activities so that students have more opportunities to speak, within the next two sessions, as indicated by an increase of at least .5 on the instructional survey. Some instructors have trouble thinking of objectives which they would like to include. Here are some suggestions: To do a specific number of peer observations within the next year. To participate as a mentor at the next available opportunity. To organise and revise my existing handouts to make them look more professionali.e., typing them into the computer, preparing new originals of old, distorted copieswithin three sessions.
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To be able to assist my students with their research on the Internet by learning how to "surf" and how to use search engines, within the next six sessions. To learn more about computers by taking a course at the local community college, within the next 6 months. To attend a local TESOL workshop during the next scheduled conference. To do reading in a specified field and then lead a teacher workshop on the topic, within the next year. To meet (or exceeddepending on the instructors current standing) Centre (or system-wide) Averages in Instructional Survey results by the next administration of the survey.
4.4 Merit Pool

Each year, a certain percentage of salaries is designated as being available for merit increases. The amount is usually announced towards the end of the year for the coming year; your CD may ask you to prepare a merit pool worksheet for your instructors.
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The Fourth Week
The session has gone by pretty fastit is time to start gearing up again. The fourth week of the session will grow more hectic as it progresses. Surveys on Monday, final exams, teacher meetings and graduation all take place this week.
5.1 Surveys
We use the Student Survey to measure student satisfaction with our programmes. Student Surveys are always administered on the 4th Monday of the Session (or on 4th Tuesday, if Monday is a holiday with Centres closed). Student surveys are conducted once every two months. Student Surveys are administered in the class. It is very important that the correct type of survey be administered each session. The Student Survey is always administered in the morning so that all students may participate. Some Centres administer the Student Survey in SSP Classes. Other Centres choose a specific class period, for example 4th, and administer the survey to every student that period.
5.2 Evaluating Students

Refer to the Policies and Procedures and ELS Curriculum, Pages 9 12.
5.2.1 Exams
All students should be given mid-session exams and final exams. Normally, the midsession exam is given on the second Thursday or Friday of the session; the final exam should be given during the fourth Wednesday and Thursday of the session. All other classes on those days should proceed as normal.
5.2.1.1 Standardised Final Exams

There are standardised tests for all levels. These tests must be used as the final exams in all levels. Conversation evaluation, SSP and Reading/Writing tests are administered in all levels. Instructors are not required to write separate exams for Semi-Intensive students, these students take the same SSP / Reading/Writing and Conversation test as the regular Intensive students as their final exam. However, please keep in mind that Semi-Intensive students do not receive promotional certificates for graduation from levels 103, 106 or 109. Instructors must distinguish between those Semi-Intensive students who are taking the test as their final exam and those regular Intensive students who are taking the test for purposes of promotion or completion. You should keep all matters in a locked cabinet or other secured location at all times.
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5.2.2 Bypassing Levels

Every attempt should be made to ensure that students are in the correct level for their abilities. We can achieve this by paying close attention to the skills demonstrated in class by new students within the first 2-3 days of class. At the end of each session, there may occasionally be a student who excels in his/her classes and requests to bypass (skip) the next level. This decision must be made by you with input from the students instructors. In order to bypass a level, the student must meet these exceptionally high standards: an excellent attendance record a high passing grade on the final exam of the level that s/he wants to bypass
In addition, students may not bypass a transition level (i.e., 103, 106 or 109). Please also note that Semi-Intensive students may not bypass levels. Keep in mind that, just because some students do well in one level, it does not necessarily follow that they should bypass the next one. The students need to demonstrate that they know and can use the skills of the level they want to bypass.
5.2.3 Fail/Repeat/Incomplete
Students who fail a level due to excessive absences must repeat the entire level if they choose to continue. Students who do not attend enough classes to be evaluated or who do not take their final exam should be marked as "incomplete". If they continue, however, they will have to repeat the level they did not finish. Some students will, understandably, be upset when they find out that they have not passed their level. After they have met with their instructors, they may come to you. Some of them will want comforting and reassurance. Others will want you to allow them to pass, even though they have not earned it. These students should be given a sympathetic ear, but you need to be careful not to let their tears or anger sway you. Here are some typical reasons that students give for wanting to pass in spite of having failed: Their parents will make them go home: This is rarely the case. You can offer to send a letter to their parents explaining why the student did not pass and what the student can do to be more successful in the future. They wont be able to start college/university on time: In most cases, students will be able to begin their studies on time or may have to begin part time until they complete 112. In some rare cases, students will have to notify their prospective school that they will not graduate when they thought they would and that they will need to change their entrance date.
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The teacher doesnt like them: Again, this is rarely the case and should only be taken seriously if you have other, direct evidence that there is a problem with a particular teacher. You can assure the student that the teacher is a professional and does not play favorites. They will do better if you just give them the chance: Although this is a good argument on the surface, you need to remind the student that they had several opportunities during the session during which they could have proved that their abilities were strong enough for them to pass. Since they have been unable to demonstrate that ability so far, they need to repeat the level so that they can. They didnt know that they were failing: The student should have received a warning notice and/or some kind of counseling from their teachers as soon as it was recognised that the student was in danger of failing. Ask the student if they received any such warning. Sometimes they will deny it because they are embarrassed. Occasionally, especially if you have a new teacher, it is possible that the teacher neglected to officially let the student know. However, you should remind the student that he has been receiving grades from all of his teachers throughout the session and, depending on what those grades were, should have recognised that he was in danger. If the student failed due to excessive absences, you might want to make the student aware of how many hours he had actually missed and find out why he missed them. There have been, on rare occasions, students who just stopped attending class because it was too easy for them and they were bored or it was too difficult and they were struggling too much. Rather than speaking to one of their teachers or the AD, they just stopped coming to class. These students should be re-tested in order to ensure that they were not placed in the wrong level to begin with.
However, they should also be told that their behavior was not acceptable and that, in the future, you expect them to come to you immediately if there is a problem with their classes. In all cases, you need to assure the student that we have their best interests in mind and want to do what is best for their English learning.
5.3 Cooperative Program

ELS Language Centres has an agreement with a very large number of schools which will accept successful completion of 109 instead of a specific TOEFL score. This means that students who complete these levels must have college-level skills in all areas. It is important for you to make sure that students graduate from ELS Language Centres with college-level ability
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5.4 The ELS Language Centres Guarantee

Students who graduate from Level 109 in the Intensive English Program, and who find that their English skills are not sufficient for them to be successful in either school or their jobs, may invoke the ELS Language Centres Guarantee, which allows them to study without additional tuition costs for as long as they feel they need to, and until they are secure in their English abilities. The student must have graduated from Level 109 in the Intensive Program. A student must have left the ELS Language Centres program and actually engaged in college/university study or a profession in order for a determination to be made that English is a significant hindrance. Students need to provide some kind of documentation that demonstrates that their English is interfering with their ability to be successful in either school or work. The Guarantee in may not be used to attend the Cambridge Exam Prep Course, the e-commerce course, or Special Programs. The Guarantee is to be administered within the framework of existing ELS Language Centres policies, including those related to testing of re-entering students. Inability to gain admission to a particular college/university because of an inadequate standardised test (such as TOEFL, Cambridge or IELTS) score, even though the student may have completed level 109 is not grounds for invoking the guarantee. We are not guaranteeing that a student will achieve a specific standardised test score, or that s/he will be hired into a job requiring English proficiency.
While the ELS Language Centers Guarantee is promoted as a feature of the intensive program, it is, of course, preferable to graduate students with English skills that are sufficient for them to be successful the first time that they try to use them. Therefore, standards for promotion from one level to another need to be sufficiently strict so that students are not just passed along. The ELS Language Centers standardised tests are designed to assist you and your instructors in evaluating whether students are ready to be promoted, but it is important for you to ensure that instructors are evaluating students carefully enough so that students are not promoted to the next level before they are ready. If a former student returns to your Center to use the Guarantee, you should proceed as follows: Interview the student to find out what the problem is. Make sure that the student was having difficulties because of his English and for no other reason. Be sure to inform your CD of the situation as well.
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At several points during the session, consult both the student and his teachers to determine his progress. If the student is not making good progress, it is imperative to find out why. If he is not studying, he needs to be counseled that he will not be permitted to continue unless he takes his work seriously. If he needs additional help, encourage him to attend Bonus Lab and ask his teachers to give him additional work in the areas where he is weak. The students progress should be re-assessed at the end of the session. You should keep a list of students who return on the Guarantee and, if a pattern emerges, target areas in your program where teachers may not be recognising students problems early or well enough.
5.5 End-of-Session Reports

At the end of each session, all students receive a formal report, which is usually prepared by the Class Co-ordinator based on information received from the support-class instructors, and which includes, at a minimum, the following: The students full name The students registration number, which is provided by Central Admissions The students country or nationality The students enrollment statusregular intensive or semi-intensive The session number and/or session dates of each session being reported The students current level Some indication of whether the student passed, failed, or received incomplete The names of the classes being reported The full name of the Course Instructor The students grades in each class. The students total attendance for the session. If a student enrolled for fewer than 120 hours (full-time, regular intensive), the number of hours actually attended should be written over the number of hours enrolled. For example, if a student enrolls for 80 hours (e.g., Semi-Intensive) and attends 78, his total attendance should be written as 78/80.
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Note that, because these reports are considered official documents which the students may be presenting to their sponsors, parents, another ELS Language Centres location or another ESL school, there should be no errors or changes made with correction fluid on the report.
5.6 Student Certificates

A graduation ceremony should be scheduled for the morning (or around noon) of the fourth Friday of each session. Usually, the Centre Director says a few words congratulating the students who are being promoted or graduated, and wishing those students who are leaving a safe trip home. Then the AD awards the following certificates:
5.6.1 Certificates of Attendance

A Certificate of Attendance records the beginning and ending dates of a students attendance as well as the highest level attended. The Certificate should reflect only the dates when the student was actually in attendance and should not include vacation periods. There are two types of certificates: one for students who studied in the regular, thirty-hourper-week Intensive Program, and another for students who studied in the twenty-hour-perweek Semi-Intensive Program. The appropriate certificate is given to all students upon their departure from the program. For Semi-Intensive students, this is the only certificate they receive.
5.6.2 Certificates of Promotion

A Certificate of Promotion is designed to recognise significant stages in the progress a student has made toward achieving proficiency in English and is awarded to students upon the successful completion of Level 103 (Beginning) and Level 106 (Intermediate). These certificates are awarded whether or not the students plan to leave at the end of the session. These certificates are not awarded to students who attended 103 or 106 in the Semi-Intensive Program. It is a good idea to have the SSP instructor award them to the students at graduation.
5.6.3 Certificate of Completion

Students who successfully complete Level 109 of the Intensive Program are eligible to receive a Certificate of Completion. Students who complete 109 in the Semi-Intensive Program are not eligible for this certificate.
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5.6.4 Certificate of Proficiency

The Certificate of Proficiency is awarded when a student has successfully completed Level 109 in the Intensive Program, has demonstrated superior academic performance with an above average 90% or more marks in all the components.
5.7 Instructors Preferences

A preference form for the coming session may be distributed to instructors during the last week of the session. Some instructors prefer to teach specific classes and may feel more or less interested in teaching one or more particular skills. Try to give the instructors the levels and classes they prefer, keeping the following in mind: It is important for all instructors, especially new ones, to experience all aspects of the program. This promotes professional growth and permits them to appreciate the extent to which the different parts of the curriculum reinforce and enhance each other. Instructors must teach a particular range and variety of classes in order to be eligible for promotion. It is recommended that instructors teach a new level a minimum of two times in a rowscheduling conditions permitting before they move on to another level. You are responsible for ensuring that instructors teach the classes and levels required for instructors to be eligible for promotion. It is a good idea for you to keep a list of which classes have been taught and how many times for each instructor. Refer to the various instructional job descriptions for recommendations on which courses and levels instructors need to teach in order to be promoted.
This concludes the main portion of the Academic Directors manual. We hope that this manual will serve not only as a good foundation for new ADs, but also as a constant reference and resource for more experienced Academic Directors. If you have any suggestions for additions or improvements to this manual, please contact the APTU.
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Appendices
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AP1 AD Manual 20040710 (1) .1.0

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WE TEACH ENGLISH TO THE WORLD

The Academic Director's Manual

Academic Planning & Training Unit, Malaysia July 2004

WE TEACH ENGLISH TO THE WORLD

1.5.1.1 1.5.1.2 1.5.1.3 1.5.1.4

Copyright Policy ...................................................................................................................20 Multi-Media Laboratory Maintenance And Repair...............................................................20

WE TEACH ENGLISH TO THE WORLD

WE TEACH ENGLISH TO THE WORLD

1.1 ELS Language Centres

1.1.1 The Director of Academic Affairs US Office

1.1.2 The Centre Administrative Staff

1.1.2.1 The Centre Director

WE TEACH ENGLISH TO THE WORLD

1.1.2.2 The Academic Director (AD)

1.1.2.3 The Student Advisor

WE TEACH ENGLISH TO THE WORLD

The SA reports directly to the Centre Director.

1.1.2.4 The Centre Manager

1.2 Supporting Services and Resources

WE TEACH ENGLISH TO THE WORLD

1.2.2 The AD Listserv

1.2.3 Academic Directors Report

WE TEACH ENGLISH TO THE WORLD

1.2.4 The Human Resources Department

1.3 The Instructional Staff

1.3.1 Associate Instructor

1.3.3 Senior Instructor

WE TEACH ENGLISH TO THE WORLD

1.3.4 Instructional Specialist

1.3.5 Substitute Instructor

1.3.6 Part-time Instructor

1.4 The Students

WE TEACH ENGLISH TO THE WORLD

1.5 The Curriculum

WE TEACH ENGLISH TO THE WORLD

1.5.1 The English Programs

1.5.1.1 Intensive English Course

1.5.1.2 Semi-Intensive English Course

1.5.1.3 Special Projects

WE TEACH ENGLISH TO THE WORLD

1.5.1.4 Special Programs

WE TEACH ENGLISH TO THE WORLD

The First Week

2.1 The Session Calendar

2.2 Level Testing And Placement

WE TEACH ENGLISH TO THE WORLD

2.2.2 Transfers from Domestic Centres

WE TEACH ENGLISH TO THE WORLD

2.2.3 Transfers from International Centres

2.2.4 Students Returning from Vacation or Extended Leave

WE TEACH ENGLISH TO THE WORLD

2.3.2 Combining/Splitting Classes

2.4 New Student Orientation

2.5.1 New Hire Paperwork

WE TEACH ENGLISH TO THE WORLD

2.5.3 Personnel Records

WE TEACH ENGLISH TO THE WORLD

2.5.5 Letters of Recommendation

2.6 Instructors Responsibilities

2.6.1 Level Objectives

WE TEACH ENGLISH TO THE WORLD

2.6.2 Speaking Evaluations

2.6.3 Instructional Materials