Elementary Education English Teacher

Job Description
OVERVIEW:

Launched in 2010, The English Education project is a collaborative initiative between the Peace Corps and the Ministry of Public Education (MEP). Volunteers play a crucial role in working with elementary students (grades 1-6) nationwide, collaborating with teachers, and offering support inside and outside the classroom.

Costa Rica boasts over 4,000 elementary schools, offering diverse private and public sector modalities. The English Education project primarily collaborates with tuition-free public sector which includes Rural, Technical, Academic, Scientific, and Bilingual schools. Some communities offer tuition-paid private schools; however Peace Corps doesn't operate within these institutions.

The education system has four levels: preschool, elementary, secondary, and higher. Basic General Education, (compulsory and free) spans six years of elementary school and five or six years of secondary school. Students leave elementary school at an average age of 12 or 13.

OBJECTIVES:

• Increase teachers' general and English teaching skills.

• Enhance teachers' practices in the classroom.

• Improve the English proficiency of English teachers.

• Boost students' achievement in English.

• Strengthen the ability of community members to support students' access to learning.

FOCUS AND APPROACH:

The project centers on capacity-building through one-on-one relationships with teachers, school staff, and community members. These relationships are vital for impactful co-teaching and co-planning of regular English classes and extracurricular activities. As students' progress, typically from the third grade onward, the curriculum covers more advanced topics. Core subjects include Spanish, natural sciences, mathematics, social studies, English, as well as complementary subjects (arts, physical education, life skills, and religion). Volunteers will provide tailored support for English proficiency designed to align with the specific requirements of each subject, ensuring a holistic and enriching educational experience.

EXPECTATIONS FOR VOLUNTEERS:

• Work full-time under a structured schedule with elementary students and teachers within a school population of 100 to 800 students.

• Assist counterparts in organizing schedules for co-planning and co-teaching lessons.

• Overcome challenges, including geographic, climatic, cultural, and socio-economic factors, to integrate into rural, under-resourced communities.

• Adapt to Peace Corps and counterparts' norms and procedures during training, meetings, recreational activities, and teaching in formal and informal classroom settings.

EXAMPLES OF CURRENT VOLUNTEER ACTIVITIES:

Jackson's Experience:

• Jackson has never had a "routine" day. He walks 30 minutes to school each morning, where his main activities include collaborating with his school counterparts. When he's not co-leading the English classroom, Jackson tutors individuals or small groups. He also gets to work one-on-one with special education students. Outside the school, he co-leads civic events in the community, supports fundraising efforts, and some days rolls up his sleeves to help the cafeteria. While there is no routine for Jackson, each day brings interesting challenges and pleasant rewards.

Quenten's Experience:

• Quenten serves in a semi-urban area just 50 minutes from the capital. They start their day at 6:45 AM in the school, co-teaching two lessons. Afterwards, the cooks provide breakfast (pinto beans and eggs). At times, they juggle four lessons in the morning with an hour break before lunch. During break, they prepare tutoring materials for the students and the educators, while also planning the next summer camp, followed by five more lessons in the afternoon before they end at 5 PM. Quenten gets in a workout at the gym before heading home for dinner. Often dinner is prepared by their host family, other times they cook together with the family.

Required Skills

• Competitive candidates will have a Bachelor of Arts/Bachelor of Science degree in any discipline and a strong desire to teach English at the elementary level.

Desired Skills
Competitive candidates may have the following:

• Passion and motivation for teaching and for participating in teachers' communities of practice.

• Experience conducting curricular and extracurricular activities with elementary school students aged 7-12 or adults.

• Basic computer skills.

• E-learning platform management experience.

• Demonstrated community organizing experience within the past four years.

• Professional or academic experience working with youth in areas such as:

o Academic Instruction (Foreign language, STEM, reading/writing)
o Creative Arts (visual, drama, music)
o Life Skills Development (sports, study skills, conflict resolution)
o Social Development (public speaking)
o Environmental Education (recycling, conservation, resilience)

Living Conditions
HOUSING REQUIREMENTS:

During the first nine months (three months of Pre-Service Training followed by six months in the community of service), all Volunteers must reside with a host family. Living with a local family offers benefits such as community integration, security, language skill improvement, friendship, and cultural exchange. However, it may pose challenges such as limited privacy, dietary restrictions, and different family dynamics. Applicants should carefully consider and be willing to adapt in order to maximize the rewards of this unique experience.

LIVING INDEPENDENCE:

After the initial six months of service, Volunteers can live independently if they find a suitable living situation meeting Peace Corps criteria and approved by program staff. Some communities may not offer a live-alone option, requiring certain Volunteers to live with a host family throughout their service.

COMMUNITY LOCATION & CHALLENGES:

English Education Volunteers work in different types of communities, including rural, semi-urban, and urban areas with limited resources. Some communities may present physical challenges, such as mountainous terrain, unpaved roads, and mud during the rainy season. Most communities are accessible within two to eight hours of the capital by public transportation. Volunteers typically reside within a 5 kilometer (3 mile) radius of the school, necessitating walking, biking, or public transportation.

COMMUNICATIONS & TELEPHONE ACCESS:

Trainees and Volunteers receive a local phone number and access to messaging applications. Peace Corps does not provide cell phones, encouraging Volunteers to bring their own. Volunteers can expect limitations with Internet and cellular phone service.

ANNUAL LEAVE POLICY:

Volunteers accrue two days of annual leave (vacation) per month. However, during the first and last 90 days of service, taking leave is not permitted, except under extraordinary circumstances with Program Team and Country Director approval. International visitors are not permitted during the first 90 days of service.

PROFESSIONAL STANDARDS:

Costa Ricans value neatness and professionalism. Volunteers should mirror this in their appearance, following a business casual dress code while working in the public school system. Professional attitudes, appearance, and adherence to institutional dress codes are crucial during coordination with government agencies, schools, and other professionals. Outside of work, Volunteers should avoid certain casual clothing items, including flip-flops, shorts, tank tops, strapless or spaghetti strap dresses, sweatpants, yoga pants, or similar athleisure wear.

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