HMC PROJECTS IN CENTRAL AND EASTERN EUROPE
(A Company Limited by Guarantee Company No. 3636789)
(Registered Office: 12 The Point, Rockingham Road, Market Harborough,LE16 7QU Registered Charity No. 1074491)
PATRONS
Sir Michael Burton KCVO, CMG, former Ambassador to the CzechRepublic; Chairman of the British Czech and Slovak Association
Mr Martin Davidson CMG, Chief Executive of The British Council
Mr Charles de Chassiron CVO, former Ambassador to Estonia
Mr Muzaffar Khan, Principal and Board Member of Space Energy
Mr Peter Kyle OBE, Director-General of the English-Speaking Union
Professor Sir Curtis Price KBE, Warden of New College, Oxford
Professor Michael Proctor FRS, Provost of King’s College, Cambridge
The Baroness Rawlings, former MEP and House of Lords whip; former Chairman of Council, King’s College London; Bulgarian Order of the Rose
From the Teachers' Administrator: Peter de Voil
Home Farm House, 57 High Street, Colsterworth, Grantham, Lincolnshire, NG33 5HZ.
Tel: 01476-860811E-mail:
Training and Work Experience Scheme for Teachers: September 2014
Dear Colleague October 2013
Administration and Scope of the Scheme
I am writing to invite you to consider accepting a teacher from one of the former communist countries of Central or Eastern Europe for a year of training and work experience. We recruit teachers from the following countries: Bosnia, Bulgaria, Czech Republic,Estonia, Georgia, Moldova, Montenegro, Romania, Serbia, Slovakia andthe Ukraine.
Teachers participate in this scheme on the clear understanding that the position is offered for one year only and that they are expected to return to their own countries at the end of that time. This is in the spirit of the scheme, which seeks to provide a longer-term benefit to the countries of Central and Eastern Europe, not just to individuals in those countries. The teachers are also supposed to be additional and not replacement or substitute members of staff.
Most of those who come are senior school teachers but we also have several good applicants who are experienced in working with younger children and this may be of interest to you if you have a junior school. While boarding schools find an extra person to help with boarding house supervision and other duties extremely useful, day schools are equally welcome to join the scheme – and have done so in previous years – if they can provide accommodation. Teachers
Over the years we have found that these teachers are generally very willing and capable. Some already have teaching experience while others are nearing the end of their training. They are appointed as assistant teachers in a similar way to language assistants,although it is important to emphasise that they are not 'gap' students or teacher assistants, and should not be considered as such. They come with very serious purpose in order to extend the range of their experience and, very often, so that they can be well-equipped to deliver the curriculum through the medium of English in one of the increasing number of bilingual schools in Central and Eastern Europe.
Subjects Offered
Almost any subject could be offered but past experience suggests that teachersof maths, the sciences,ICT, sport and PE, music, the arts and modern languages(usually French or Spanish) are most easily placed.Those trained as English teachers are often very skilled at teaching English as a foreign or additional language. It is important that schools ensure that the academic content of the programme relates primarily to the teacher's main area of expertise.
Teaching Programme
After an initial period of observation our teachers are usually able to take classes on their own, or work alongside other teachers, but, as they arenot familiar with our syllabuses and style,it may not be appropriate, to begin with at least, to timetable them with years 11 or 13. We ask that each teacher is given a teaching timetable of about 12-15 lessons per week, with time for further observation of other teachers and lessons, and the opportunity to visit other schools.
Extracurricular Involvement and Boarding Duties
The teachers will expect to helpwith extracurricular activities and the duties of a boarding tutor (these should not exceed ten hours per week, normally a maximum of two evenings, with a share of one or two weekends a month).
Financial Arrangements, Work Permits and Income Tax
Schools accepting teachers through this scheme are required to comply with UK minimum wage legislation. These teachers are expected to work for at least 30 hours per week (including boarding duties and extra-curricular activities besides teaching) at or above the minimum wage, which is currently ££6.31 per houror £9,843.60 for the whole year (52 weeks) plus free board and lodging during term-time. If the contribution of a teacher significantly exceeds expectations or is extended by mutual agreement, we hope that schools will assist further by increasing the weekly allowance or, for example, by paying for a flight home for the holiday.
As the project is self-financing and we no longer have support from trusts and foundations, we have to levy an administration fee to cover our costs. We are, however, aware of the financial constraints which schools face and have kept the levy to £500. As usual, we will take on the responsibility for obtaining visas for those coming from countries outside the EU.
The teachers are required to be paid for a full twelve months, but as their employment occurs during two tax years, they will be able to claim back any income tax. They will expect deductions to be made for National Insurance. They know that schools may require them to vacate their accommodation soon after the start of the summer holiday to allow for holiday courses or routine maintenance.
Timetable
We expect to complete the interviews in January and if schools have been able to make firm offers of places by then, we would hope to recommend suitable teachers before the end of the spring term. However, we would still welcome offers of places from schools in April or early May, when we would still expect to have many good candidates available. I should be grateful, therefore, if you could indicate provisionally your expected situation on the attached form and return it to me as soon as convenient, before the end of this term if at all possible. The final decision will of course rest with you after we have sent you details of the recommended teacher with our assessment of his/her ability and personality.
Orientation
The selected teachers will be invited and expected to attend an orientation course at Fitzwilliam College, Cambridge from 29 August - 1 September for all HMC Project teachers and students.
Value of the Scheme
My own experience as Head of The English College in Prague made me aware of the shortcomings of the teaching methods and limited facilities in many schools both in the Czech Republic and elsewhere in the former communist countries of Europe. Teaching by dictation, lecturing and rote learning persists, and there are many recent graduates and teachers eager to experience our interactive teaching methods and the standards required for our public examinations. Teachers participating in the scheme will gain knowledge and skills which they can take home to benefit other teachers and improveeducation in their own countries.
Because of the recession, some schools have dropped out of the scheme. I hope that these schools may be able to rejoin the scheme and that others will want to participate. The vision which inspired HMC Projects is still very much alive. The opportunity you could offer would be invaluable to your guest teacher, who would bring useful skills and a new perspective to your school. I add some comments below from heads whose schools have participated in this scheme.
I should of course be glad to respond to any enquiries by letter, e-mail or telephone. If you are interested, it would be good to hear from you as soon as convenient,al though enquiries and expressions of interest would be welcome at any time.
Yours sincerely
Peter de Voil
‘These teachers were exceptionally well qualified in their subject and some were gifted teachers whom I could only sitand admire from theback of the class.’
‘The teachers brought something special to the school and made an invaluable contribution both in the classroom and in the boarding house.’
‘The most valuable teacher resource I had in over 12 years working with the scheme. Without exception the 24 teachers I came into contact with gave so much both in the boarding community and the classroom. We were also able to help their professional development inso many ways.’
‘I have been enormously impressed at the quality of the eastern European teachers we have employed at two schools. They are serious and mature individuals; they understand concepts of duty and service and show remarkable willingness to help. I would willingly have offered any of them further employment.’