Hot Paying ESL Teaching Jobs Oman Universities

Standards
A. In every lesson, English language teachers at the Foundation Institute are expected to:
1. Be professionally prepared for each class.
2. Aim to be in the classroom at least 5 minutes prior to the start time.
3. Take attendance.
4. Have a lesson plan that includes clear statements of the objectives, materials, activities, methods of assessment of learning, and suggestions for remedial action.
5. Clearly communicate the objectives of the lesson to the students, in writing and verbally.
6. Check students’ understanding at each key component/stage of the lesson.
7. Encourage all students towards active and interactive participation.
8. Give simple, clear instructions and ensure that students understand their tasks.
9. Speak clearly, with delivery pitched to match the competency level of students.
10. Make their class interesting, communicative, task-based, and learner-centered. Classes should be interactive. Teachers should avoid sitting at their desks and preaching, but move around class explaining, demonstrating, checking, encouraging, guiding, helping, etc.
11. To use the board as an effective method of communication.
12. Manage their time, teaching, and class effectively.

B. In addition to A above, English language teachers at our university are expected to:
1. Have sufficient knowledge of the subject to teach effectively.
2. Teach to achieve the aims of the syllabus, not necessarily to finish the prescribed materials.
3. In consultation with their supervisors, use a variety of effective teaching approaches, methods and strategies to suit their students.
4. Establish a strong and productive rapport between themselves and their students.
5. Have effective classroom management.
6. Provide feedback to students in a timely manner.
7. Maintain up-to-date student files, e.g., students’ written work, homework assignments, marks sheet, continuous assessment, and other records as required by the Foundation Institute.
8. Maintain up-to-date class attendance records.
9. Maintain an up-to-date course portfolio.
10. Have an up-to-date knowledge of best practices in teaching English as a foreign language.
11. Use effective encouragement, motivation, reinforcement, consolidation, and remedial strategies and plans
12. Continuously reflect on and evaluate lessons to inform their future teaching practice.
13. Incorporate technology into teaching, when possible/appropriate.
14. Be able to use the basic computer programs such Word, Excel, Internet, Email. Teachers should know that email is one of the official communication tools at FI; therefore, they are expected to frequently check their emails (at least 2-3 times a day) for any updates from FI administration.
15. Take into consideration students’ feedback, interest, learning needs and styles, and abilities when planning their lessons.
16. Make effective use of homework and other opportunities for learning outside the classroom.
17. To be available to their students for support and guidance during office hours, and by appointments.
18. Inspire trust and confidence in their students.
19. Influence others through integrity and professional competence.
20. Keep university work hours are 8 hours a day (Sat-Wed), of which there will be 20 hours per week of actual teaching, and 6-8 hours per week dedicated to support students. Teachers are required to remain at the university 8 hours a day, regardless of whether or not they are teaching or have office hours on a particular day! They can use that time to prepare their lessons, get the achievement records done, design extra curricular materials, and so forth!
21. Be punctual.
22. Adhere to and apply all Institute policies and procedures, rules and regulations.
23. Maintain good and cooperative relationship with their colleagues and FI administration.
24. Respect Omani cultures and customs.
25. Maintain good and cooperative relationship with their direct senior staff.
26. Teach all their assigned classes efficiently.
27. Be supportive of educational change and development at the Foundation Institute.
28. Follow the curriculum/syllabus set for the program. We do encourage creativity and adaptations that benefit the teaching-learning process, however, teachers should check with their supervisors (e.g. Level Coordinator and the Curriculum & Assessment Coordinator) to make sure that the proposed changes or adaptations are in line with the learning outcomes/aims/objectives set for the program.
29. Accept and appreciate feedback received from their students and from their supervisors, and use that feedback to improve their teaching and their students’ learning. We do visit teachers in their classes from time to time to ensure the quality of teaching and the quality of learning. Some of these visits are pre-arranged with the teacher, and other visits can be random. The ultimate aim is to support our teachers and encourage our students to be serious learners.
30. Consider, with professional courtesy and respect, any request to assist with various academic/administration tasks at the Foundation Institute, such as cover teaching, invigilation, materials writing, helping in preparing for TOEFL exams, and so forth.
31. Refrain from participating in any behavior that could, directly or indirectly, bring the institution into disrepute.
32. Refrain from participating in any behavior that could, directly or indirectly, be detrimental to the smooth running of the department.

Description of our program:
The program is evolving, changing, and improving from one semester to the next, but as of the current status:

1. We receive students who graduate from high school. They join the University of Nizwa but before they can join their majors, they have to improve their English language skills so that they can cope with their academic studies. Therefore, they have to join us at the Foundation Institute of the University of Nizwa. We give a placement test and sort them out into Level 1 (the lowest level, approximately equals New HeadWay Plus Beginner/Elementary), Level 2 (approximately equals New HeadWay Plus Pre-intermediate), and Level 3 (approximately New HeadWay Plus Intermediate). They stay with us between 1 year to 1 and half years.
2. Class size is around 25 students, males and females. In the classroom, however, boys sit on one side (or the front) and girls sit on the other side (or the back). Usually, pair-work and group-work is conducted within the same gender.
3. You will be in charge of teaching one group of students (the same 25 students) for the whole semester (around 4 months).
4. We have an outcome-based curriculum. There are learning (linguistic and non-linguistic) outcomes for each Level, and for each language component within each level. So, there are outcomes for Listening, Speaking, Reading, Writing, Grammar, Vocabulary, Study Skills, etc. Having said that, however, we do not teach skills individually. We do not, for example, teach Listening today, Writing tomorrow, and so forth! We adopt an integrative approach to teaching English as a foreign language. We try and teach more than one skills simultaneously to simulate how languages are acquired naturally.
5. We have a curriculum and syllabus to follow. We expect our teachers to follow the curriculum and syllabus set for the program so that they can achieve with their students the learning outcomes set for the program. What matters, however, is achieving the outcomes not finishing the prescribed textbook per se (which is a the moment New HeadWay Plus, and other supplementary materials produced by the teachers themselves and sharing them). Therefore, we encourage creativity and adaptations, or even using new materials to suit your students’ needs, interests, and learning styles. However, we do require teachers that before making any major alterations, they should check with the Curriculum & Assessment Coordinator and get their approval in order to make sure that new suggestions/ideas/changes are still in line with achieving the learning outcomes.

Your main responsibilities:
The program is evolving, changing, and improving from one semester to the next, but as of the current status:

1. Teaching 20 teaching hours per week.
2. Dedicating 6-8 office hours for the students. These are mainly for students to come and seek more support, help, and guidance from you. In fact, we encourage our teachers to encourage their students to visit them during these office hours. Of course, if you have no students coming then you may use the time to do any admin work related to your classes or other tasks assigned by the Foundation Institute. Also, if need arises, the Foundation Institute may ask you to use some of those hours to help with some other tasks, such as cover teaching, invigilation, etc.
3. To be available on campus 8 am – 4 pm. These are the University official work hours. Even if you are not teaching or do not have office hours on a specific day, you are still required to remain on campus (expectedly in your office) from 8 am – 4pm. If on a certain day you have a class that finishes late afternoon, say, 6 pm, then on that day you do not have to come at 8 am (if you do not have a class at 8 am). It’s an 8 hours slot a day, so simply count 8 hours backwards from 6pm. Again, you may use the time to do any admin work related to your classes or other tasks assigned by the Foundation Institute. If need arises, the Foundation Institute may ask you to use some of those hours to help with some other tasks, such as cover teaching, invigilation, etc.
4. Although your main responsibilities are 20 teaching hours, plus 6-8 office hours, we would like to see our teachers as active members of the Foundation Institute, and not merely teaching the assigned classes. We encourage our teachers to join different committees and teams, such as materials writing team, examination writing team, professional development committee, etc. etc. We encourage creativity, initiativeness, new ideas, proposals, feedback, and so forth.

The package is as follows: