ANCHOR ENGLISH Recruiting for SHANE ENGLISH SCHOOL - JAPAN
Thank you for your enquiry regarding EFL positions in Japan. Anchor English, as the Scotland agent for Shane English Schools (SES) recruits for SES in Asia throughout the year, usually interviewing for positions 8-12 weeks prior to start date due to the length of the visa application process. I am attaching details of the schools for your information as well as an application form and pre-interview task. If you decide to proceed with an application I would be grateful if you could complete the application form, the task, and the referee form, and return them to me at the address below. Please also send a current CV (including primary schools), 8 identical passport-size photos (name on reverse), a copy of your TEFL qualification if you have one, and a copy of the photo page of your passport. Due to visa requirements, candidates must possess a full university degree. Teachers are also expected to be qualified in TEFL with an accredited RSA/Cambridge CELTA, Trinity Cert. TESOL or DELTA although candidates without such a qualification are sometimes considered. Further pre-service training and on-going support is provided in Japan. If you have any questions about the recruitment procedure or any aspect of living and working in Japan please feel free to contact me at: Anchor English (Japan Applications), Inchnacardoch, Fort Augustus, Inverness-shire, PH32 4BN Email: teach@anchorenglish.com http://www.anchorenglish.com/japan Yours sincerely,
Chris Kennard (Director)
The Ideal Candidate You are: A UK / Irish / Canadian / NZ / Australian / Native English speaker A CELTA qualified EFL teacher (though applicants without CELTA are sometimes considered) Outgoing, enthusiastic, friendly, positive, sociable, energetic, hard-working, patient and professional Looking for a challenge Culturally inquisitive and eager to do something different
INTRODUCTION TO THE COMPANY
Shane English School Japan (SESJ) is the largest British-owned English teaching organization in Japan. It employs around 400 full time teachers, senior teachers and academic managers and has nearly 200 schools, mainly in and around the Greater Tokyo area. Established 1977 by Chief Executive Shane Lipscombe, Shane English School Japan is a pioneer in the teaching of English to younger learners, and takes pride in the high quality service offered to all the children, teenagers, parents, housewives, young professionals and business people who study with it.
THE COMPANY Shane English School Japan (SESJ) is a well-established and respected chain of EFL schools started in the Kanto region of Japan by Shane Lipscombe in June 1977. SES schools are mostly situated in the prefectures surrounding Tokyo. They are very much part of the local neighbourhood, providing a friendly, professional service to many kinds of students. Each year more than 40,000 people study in Shane schools in Japan (with many more studying with Shane teachers on outside contracts in companies, kindergartens, high schools etc.) following a variety of courses. SESJ places a great emphasis on providing a good quality, good value, caring service to its students and as a result a high proportion of these students join through word of mouth recommendations and/or as a result of observing or participating in classes on a trial or demonstration basis. Shane English Schools have also opened in places as diverse as Taiwan, China, Poland, New Zealand, South Africa, and the UK, with further expansion planned. Shane English Schools are members of the Saxoncourt group of companies. Other companies in the Saxoncourt group include: Saxoncourt ELT - an EFL publishing company specialising in course books and other materials for children Saxoncourt Recruitment & English Worldwide- a teacher recruitment agency based in central London. Nellie’s Discount Books- a large EFL mail order book shop based in Tokyo. There are nearly 200 schools in Japan which are based primarily in the vast suburbs around Tokyo, although in recent years schools have also been opened in prime central Tokyo locations (such as Shinjuku, Shibuya, Ginza and Meguro). Most Shane English Schools are directly owned by the company, however, around one quarter of these are franchises. Over 90% of teachers who work for SESJ are British, and British not American English is the standard variety taught in schools, though not necessarily in the case of in-company training and always in the context of English used as a medium of international communication. As very much “the British English school” SES also introduces and exposes its students to aspects of British culture both through themes and topics in the syllabus and through social events organised for students.
THE SCHOOLS All schools are equipped with course books and classroom materials. Each school is usually made up of between 1 and 6 classrooms (typically 3 or 4). The larger schools will have over 400 students, whilst newer and smaller ones may have as few as 100. There are Japanese receptionists and/or school managers (JRS) at every school to deal with student enquiries and the problems of the day-to-day administration of the schools. Outside the classroom, teachers are expected to fulfil tasks asked of them by the JRS (e.g. interviewing prospective students, helping to place a new student in a suitable class etc.). Teachers need to understand that, unlike norms which may prevail in other EFL teaching contexts and in some other countries, the Japanese expect the standards of dress and appearance of teachers to reflect their professionalism. There is thus a strict dress code for teachers at all schools. Hairstyles must be conservative (for men excessively long hairstyles or shaven heads would be deemed inappropriate) and clothes must look appropriate to a business environment. Male teachers are thus expected to wear a shirt and tie with formal trousers and shoes, while female teachers also need to wear clothes suitable for an office or business situation i.e. a blouse with a skirt or trousers, or a formal dress. In this and all respects, the company insists on the highest professional standards of its teachers.
THE STUDENTS Around 50% of our students are children and 50% adults, although this can vary considerably from school to school. SESJ employs some specialists in the teaching of very young children, who obviously teach a higher proportion of children‟s lessons. Others may teach mainly for the Shane Language Services department, which sends teachers to clients
outside of Shane schools, and so may teach a disproportionate number of adult company classes. Because very little English is generally used in everyday Japanese society, the general standard of spoken English is lower than in most European and many other Asian countries, although of course there are exceptions to this. Adult students are grouped by ability from complete beginners to advanced, but it should be noted that the vast majority of students are generally pre-intermediate level and below, though there is a far higher proportion of higher level students in city centre locations. Children are grouped according to age (and level): Bear Cubs Kindergarten Higher Elementary School High School 2-3 4-6 10-12 15-18 Playgroup Lower Elementary School Junior High School 3-4 yrs 6-10 12-15
The maximum class size in Shane schools for a children‟s class varies from 6 to 10 depending on age, and is 8 students for an adult group. However, class sizes are almost always much lower (an average of 4 for adults and 5 for children‟s classes) and teachers can spend the bulk of their time teaching small groups and 1:1 private classes. This can vary considerably, however, and in the case of outside lessons, kindergarten classes of 30 plus students are not uncommon.
THE COURSES A standard group lesson is one hour in length and meets once a week. Many adult students opt to take private one-to-one lessons of varied frequency and duration, sometimes in addition to their group lesson. Private lessons can be anywhere from 30 minutes in length to 2 hours, and it is common for teachers to have lots of short private lessons during a standard day. Intensive Course students, however, may study up to 3.5 hours per day. Courses are designed around a core of set texts and supplementary materials, cross referenced to in-house syllabuses and pacing schedules. In its children‟s courses, SES Japan uses almost exclusively its own course materials specially produced by Saxoncourt ELT so as to meet more directly our students‟ needs. Adult courses are also based upon in-house materials specially written for the Japanese and SES study context and/or several predominantly British English texts from leading EFL publishers (OUP, CUP, Longman etc). Although all schools are stocked with all the basic texts, tapes and teaching materials required (flashcards, puppets, fruit baskets, TV/Video etc,) extra „ideas books‟, reference materials (including grammars and dictionaries) and photocopiable resources are in resources sections in regional offices and district head schools. Teachers are, of course, given support and guidance on all aspects of their lessons by their Director of Studies and Assistant DoS.
THE SCHEDULE Work patterns can vary tremendously. Teachers are usually given a regular schedule of five working days per week, though it is also possible that a series of 6-day weeks will be necessary. Teachers usually work at one particular location on any given day, but at different schools on different days of the week. (For example, a teacher might teach at School A every Monday and Friday, School B every Tuesday, School C every Wednesday and Saturday.) It is quite possible to teach at a different school each day of the week, but it is more typical to teach regularly at two or three schools only. New teachers usually get Sunday plus one other day off (not Monday or Saturday) and those teachers working Sunday will get two consecutive days off (eg Monday/Tuesday; Wednesday/Thursday, etc). The schedule is designed to allow teachers to generally see the same students, at the same location, at the same time, each week. Teachers work 233 days per contract year. As there are the equivalent of only 44 teaching weeks in a year (to allow for holidays for teachers and students), teachers will work a number of 6-day weeks. The 6th day of work may include teaching (e.g. covering for absent colleagues, or doing demonstration classes on special promotional „open days‟) or not (e.g. undergoing additional training, attending social events for students). Shane schools may open between 9 a.m. and 10 p.m., but 1 p.m. to 10 p.m. is quite standard. Teachers stay in school for 9 hours (including one hour of breaks) and can be asked to teach up to six hours a day, though teaching hours are where possible held under 28 hours in a normal 5-day week (and the average is around 26). There are also special spring and summer seasonal classes for primary age children which take place between the hours of 10 and 12 a.m. for which teachers are paid overtime. Teachers can expect to teach the equivalent of 25 hours per week throughout a quarter (this works out to 275 hours per quarter, as each quarter contains the equivalent of 11 full teaching weeks). Any teaching over this earns credits towards a quarterly bonus.
HOLIDAYS SESJ provides around 6 weeks of paid annual leave, including national holidays, for all employees. This will normally include non-working periods of at least 6 days in spring, 8 days in summer and 10 days at Christmas/New Year. Holidays cannot be taken outside these set dates. SALARY Though the basic starting salary is 255,000 yen per month, for CELTA qualified teachers, there are additional quarterly payments based upon the number of hours a teacher works in each quarter (these should not be confused with overtime payments made for work outside of the contracted 8 hour working day). There are also increments payable for previous experience and for higher qualifications. The quarterly bonus is calculated at a rate of 2,500 yen per hour for any hours worked over 275 per quarter. As the guaranteed monthly salary is based on an average of 25 hours per week, most teachers earn an extra bonus each quarter. The quarterly average bonus at the time of writing is about 20,000 yen depending on the district and time of year. Income tax (about 6% of salary, but of course is dependent on earnings) is deducted at source. The company also has membership of a medical insurance scheme to which all new teachers must belong. The monthly premium, which is in the region of 6,600 yen per month, is again deducted at source. Details of this policy will be provided. Please note that this policy does not cover pre-existing conditions and an alternative insurance scheme will need to be arranged. It is therefore crucial that any conditions or previous medical problems are noted on the application form.
TRAINING AND INDUCTION An orientation and training session for UK recruited teachers will be conducted in Scotland by a representative of Anchor English Recruitment around 2 weeks prior to departure. This usually lasts for half a day and covers an in-depth look at the company and employment conditions, aspects of life in Japan, arrival arrangements and accommodation locations. It is also a good opportunity to meet teachers departing at the same time. Teachers recruited outside of Japan will normally be provided with written manuals containing information to prepare for arrival, and will also generally arrive a little earlier than UK recruited teachers and have an additional day of training and orientation in Japan. Teachers employed by SES will have at least a basic qualification (normally the University of Cambridge/RSA CELTA or equivalent) in the Teaching of English as a Foreign Language (TEFL). Most will have also had previous teaching experience, though probably not of teaching younger learners. The first week of a teacher‟s employment in Japan usually consists of an induction period. As many teachers do not have any training or experience in teaching English to children, there is a focus on teaching younger learners in this time, but teachers are also introduced to SESJ‟s other courses and its administration systems. However, depending on the time of arrival, this training may be phased into the first few weeks of work. In addition to the initial training in teaching young learners, there are follow-up training workshops, observations, assignments, teaching practice and meetings. As a result, within the first three months of employment new teachers complete (subject to the necessary minimum standards of teaching and course work having been attained) the Saxoncourt Certificate in the Teaching of English to Young Learners. Teacher training and development (not only related to children but also related to the teaching of adults -particularly in the Japanese / Shane context - and to special and examination courses) continues throughout the teacher‟s employment, and regular individual and group meetings will continue to be held between the teacher and their Director of Studies. These occasions are an integral part of the support structure offered by Shane English Schools to its teachers, being a forum for a beneficial exchange of ideas as well as an opportunity for the teacher to discuss any problems they may be having in their classes. As part of the academic support structure the teacher is observed in the classroom during the first couple of weeks, and then on an on-going basis thereafter.
ACCOMMODATION AND WELFARE SESJ offers to provide all teachers who request it with basically furnished self-contained rental accommodation within the area in which they are expected to teach and within easy reach of other teachers. Apartments are provided with all necessary bedding, cutlery, kitchenware etc. and a telephone.
SESJ also offers teachers support and help where possible in coming to terms with the everyday problems faced by foreigners living in Japan. Japanese welfare staff, the Directors of Studies and other staff are approachable and have plenty of experience of living in what can be a very different environment. The company also organizes and subsidizes social events for staff (particularly new teachers) and provides free beginner-level Japanese lessons as it appreciates its obligations for the pastoral care and support of expatriate staff often working far from home for the first time. It is vitally important however that teachers conduct research (Japan Tourist Board/Embassy/Websites/Literature) into Japan and the problems faced by foreign residents adapting to life there before making a commitment.
TRAVEL In the case of UK teachers, Anchor English makes travel arrangements to Japan for new teachers and the school then contributes towards the cost of the one-way air ticket in the form of an end of contract bonus of 65,000 JPY. SESJ will, however, pay this bonus early, after the teacher has completed 3 months of employment After 18 months of employment teachers also qualify for a ticket back to the UK (or other point of recruitment) when they leave. Those who stay 2 years or more get a repatriation ticket to the UK at the end of the second year. Teachers recruited outside of Japan or the UK will also have their airfares reimbursed, once again up to a maximum of 65, 000 yen against production of a receipt and ticket. This money is dependent upon the teacher arriving on dates and at times specified and agreed by the company. Tokyo is surrounded by large sprawling suburbs and several satellite cities, all of which are served by a comprehensive public transport system. Teachers will be found accommodation in one of several distinct localities, whenever possible situated close to other teachers. The schools, however, are spread widely, and a large amount of travelling can be expected. Although as convenient a schedule as possible is the aim, teachers can sometimes spend up to an hour and a half each way commuting to work by bus or train (though average travel times are of course much lower!). It is occasionally possible to be asked to journey more than an hour and a half to work. All travel expenses between a teacher‟s nearest local train station and the schools or classes are reimbursed by the company.
THE CONTRACT The company obtains working visas for all who are offered and accept employment. Teachers are advised on all the necessary documentation required to obtain a working visa. This process takes 6-8 weeks depending on the time of year. All initial contracts are for a period of 12 months (Shane will not recruit teachers for less than 12 months). Subject to the agreement of both parties, contracts are renewable at the end of that period. During the recruitment process, teachers‟ terms and conditions will be looked at in detail. There are good management opportunities for those with a relevant Diploma in EFL (e.g. RSA DELTA) and at least two years teaching experience. If you are interested in such a position, please let us know.
ACCOMMODATION PROVISION In view of the daunting prospect and high initial cost of renting accommodation in Japan, SES Japan offers to provide, as a welfare service for all newly arrived expatriate staff who request it, basic and simply furnished accommodation. In order to be able to provide self-contained accommodation for most of our staff, SES Japan rents around 280 apartments direct from landlords and estate agents and then sub-lets apartments to teachers and other staff. To cover the cost of opening these apartments (which runs to 450,000 yen in „key money‟, deposits, agency fees and basic furnishing for each apartment) and managing them (including covering the costs of apartments that have no tenants for short periods e.g. as a result of temporary staff shortages), the Company levies a monthly charge on top of the rent paid to the landlord. This charge varies from apartment to apartment, and is reviewed periodically, but averages between 10,000 – 12,000 yen per month. Thus the rent paid to the Company can seem at first sight to be higher than the „going rate‟ for such accommodation. This is not the case if other associated costs of providing furnished accommodation are born in mind, and it must be made very clear that SESJ does not make, or intend to make, any profit out of its provision of accommodation. In fact, the Company typically needs to subsidise substantially the costs of providing teachers‟ accommodation. However, the Company has no objection to staff choosing to rent their own apartments privately. Teachers newly recruited from the UK should inform Anchor English Recruitment at the time of accepting their job offer that they prefer to find their own accommodation and will not be requiring that provided by the Company. Those already in Shane accommodation who wish to move into their own can do so as long as they move out of their Company apartment having given 2 calendar months‟ notice. Teachers are advised, however, that the Company cannot act as a guarantor for teachers who wish to rent privately. (Several agencies exist who will provide this service). New teachers should be warned of the high cost of establishing oneself in Japan, and taking into account the typical 400,000 yen up front cost of renting your own apartment (taking into account non-returnable key money, technically returnable, but often not, returned deposits, rent in advance and the unfortunate fact that foreigners are often charged
higher rents) and the fact that Japanese apartments are let unfurnished, we strongly recommend that teachers stay in Shane accommodation for at least the first six months of their stay. Teachers are of course very welcome to stay in their Shane apartments throughout their employment with the company. Apartments in central Tokyo locations are harder to find and generally more expensive than in other regions and thus teachers who specifically request to be assigned to this district may be required to share accommodation. Rents for Shane (single person) apartments range from 68,000 yen per month to 78,000 yen per month (a quarter to a third of average monthly earnings). Accommodation can also be found for couples who want to share. The rent for such apartments shared by two people vary, but are usually well under that which would be paid for two single person apartments. In addition to rent, the teacher is charged around 25,000 yen for new bedding on occupying the apartment. A 60,000 yen surety is also paid to the Company by the teacher when vacating the apartment. This surety is returned to the teacher‟s forwarding address within 2 months, after any charges for damages and repairs, and any cleaning required to make the apartment habitable for the new occupant, have been deducted. New teachers should bear in mind certain other rules and procedures regarding accommodation: 1. The quality and age of the accommodation provided is variable, but the Company is making every effort to improve the average standard of apartments and the convenience of their locations. This means that when a contract with a landlord/agency is due for renewal, the Company may decide instead to close the apartment and open a better quality/better located one instead. Under such circumstances the tenant teacher is of course offered the new or other alternative accommodation. (N.B. It is likely that when new apartments are opened that they are more modern and better equipped – often with air-conditioning and TVs, but smaller than existing older apartments). 2. Teachers who freely decide to move out of Shane accommodation of their own volition are, however, not normally able to rent Company accommodation again. If a teacher moves into his/her own apartment, this new apartment should be located in the district where the teacher works. If this is not the case, the Company will only pay those work related travel costs that would have been due if the teacher resided in the district. Japanese apartments are small and often close together. It is essential that tenants are particularly sensitive to the importance of being good neighbours, particularly, but by no means only, with respect to noise. The Company has a set of rules and guidelines relating to behaviour in its apartments (parties in company apartments are, for example, not allowed). Failure to follow these, (or repeated complaints from neighbours or landlords about the tenant‟s conduct) will result in the teacher being asked to leave the apartment. He or she would then have to find their own accommodation privately.
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SESJ Recruitment Procedure
Please retain this for future reference.
Application Form Submitted
Selected Candidates invited for an Interview
Interview
Anchor English requests References
1–3 weeks
Anchor English consult with SESJ
Job offer made or Application Declined
7 – 10 days
Teacher Accepts and submits documents to apply for Japanese Working Visa
Documents sent to Immigration Office in Japan
8-12 weeks
Provisional dates for departure, orientation and training courses given, teacher pays flight money
C of E arrives
Orientation
Felt course
Departure date confirmed (Please note that this may change at short notice depending on availability of vacancies)
Departure
SHANE ENGLISH SCHOOL JAPAN
APPLICATION FORM - CONFIDENTIAL
Please attach FOUR passport sized photographs. Please ensure that all sections are completed accurately (and NEATLY) - this information will form the basis of your work visa application to the Japanese Immigration Authorities. FULL NAME (as it appears on your passport)
PERMANENT ADDRESS (including postcode)
Tel No. CURRENT ADDRESS (if different)
Best time to contact:
Tel No. Daytime Tel No. e-mail address: Best method of contact (please circle) DATE OF BIRTH PLACE OF BIRTH PASSPORT DETAILS Passport number: Issuing authority: Date of Issue: Date of Expiry: post telephone e-mail DEPENDENTS
MARITAL STATUS NATIONALITY
Do you have any criminal convictions? If yes, please give details:
How did you hear of this vacancy?
Have you applied to Shane English School or Saxoncourt Recruitment before? ACADEMIC HISTORY
Primary/secondary education (from the age of 5) School Location Dates attended
Further education University/College name Location Dates Attended
Degree title (BA, BSc, MA etc)
Subject studied
TEFL Qualification (please tick relevant governing body): Cambridge CELTA Trinity TESOL Certificate IV / equivalent School/college (TEFL course) Location Grade Dates of Course (F/T, P/T)
CURRENT EMPLOYMENT
Period of notice required:
Earliest date available to start:
Teaching Experience (please tick) Children PG up to 4 yrs old KG up to 6 yrs old Up to 9 yrs old Up to 12 yrs old Teenagers Adult Beginner/Elementary Intermediate Advanced Business Exam: IELTS/TOEIC/TOEFL/BULATS
RELEVANT EFL EXPERIENCE (most recent first) Employer and location Duties (teaching and other) Dates Reasons for leaving
OTHER WORK EXPERIENCE Employer & Location Job Title & Duties
Dates
FOREIGN COUNTRIES VISITED (including dates, particularly if you have visited Japan)
Please state your reasons for wishing to teach in Japan (Please continue on next page if necessary)
Do you have a history of health problems or take any prescribed regular medication? Please give details
Are you applying with a partner? If yes, please give details:
Do you have any commitments in your home country? If yes, please give details (please include any prearranged holidays, family events etc over the next year)
Do you have a preferred location in Japan? (please tick) North Tokyo South Tokyo East Tokyo West Tokyo No preference Kanagawa Chiba Saitama Nagoya Kyushu Osaka Kobe
Specific Location Please give details and BE SPECIFIC - full address and nearest train station & train line if known, reasons supporting your preference – eg own apartment, partner in area etc
Please note that all offers of employment are not made with specific locations guaranteed. Shane English school Japan will endeavour to place teachers in areas they would like, but given the length of the visa application procedure and local personnel adjustments this is not always possible and can NOT be guaranteed
Do you require accommodation with SESJ? If ‘yes’, please specify whether you will need a singles or couples apartment
SIGNATURE
DATE
11.2006
Pre-Interview Task - Shane English School, Japan
Please write a short paragraph in response to each of the following questions and be prepared to discuss your ideas at interview. We advise researching any points you are unclear of. Please use more paper if necessary.
A. Teaching Approach
1. Identify some common learning difficulties Japanese students in general have when learning English - how do you think you may have to adapt your teaching approach to get the best results from Japanese students, given the problems described above?
2. What target language would you try to teach a new group of 3-year-old Japanese children during the first few lessons of their course? (Imagine there are six students in the group). What practice activities would you use?
3. Motivation can sometimes be a problem with teenage learners, particularly Junior High School (aged 1215) in Japan. What are the best ways to stimulate these students and to make them want to learn?
4. Many Japanese adults prefer to study privately (i.e. 1:1). When teaching these students, how would your approach differ from group lessons?
5. How would you present and practice the present perfect tense to a group of three adults who have focused on this language many times before (e.g. at high school) but are still unable to use it? Please include examples, presentation, contrast with other tenses, practice activities and student interaction.
B. Language Awareness
1. Do you think these sentences are correct? Give reasons. If you hadn‟t of said, I wouldn‟t of noticed. We sightsaw in the mornings and then worked in the afternoons. This one‟s much more easier. Australia? It‟s climate‟s the best and it‟s got the best beaches.
2.
Write down the name of the tense. e.g. I leave at 7:00 every day – present simple a) b) c) d) e) f) I haven‟t spoken to him yet Did you go to the pub last night? They‟re living in Paris now I didn‟t know that I hadn‟t locked the door I‟ve been thinking of leaving him for ages John Lennon was murdered by Mark Chapman
3.
Write down the part of speech (i.e. noun, adjective, verb etc.) e.g. She is a clever woman - adjective a) b) c) d) e) f) Girls and boys like playing with train sets Don‟t put the ashtray on the table They walked down the street hand in hand She is a very clever woman She listens to the radio in the mornings He should go and see a doctor
4.
What is the difference in meaning between the following pairs of sentences? How would you explain this to students? If I get a bonus this year, I can pay off my overdraft. If I got a bonus this year, I could pay off my overdraft.
She needn‟t have done it. She didn‟t need to do it.
I must do something about that dripping tap. I have to pay off my overdraft within six months.
5.
Mark the stressed syllable e.g. photographer extraordinary export engineer cigarette
optional
Thank you for taking the time to complete this pre-interview task. You should send this completed task to us along with your application form, photographs, copies of your certificates and contact details of two referees.
REFEREES
Referees should be professional or academic; we cannot accept personal references; nor can we accept pre-written references. With your permission we will contact your referees directly (after the interview), and we cannot offer positions until we have received satisfactory references.
Referee 1
Name Company Position Relationship to you Address Name Company Position
Referee 2
Relationship to you Address
Post Code Phone number e-mail Fax
Post Code Phone number e-mail Fax
Application Checklist
I have enclosed: Pre-Interview Task Details of two referees 8 Passport-sized photographs Copies of academic certificates (TEFL qualification and university degree) Application Form
Signed ________________________________
Date ___________________