Elementary Education English Teacher
1) Improve teachers' English competencies and teaching methodologies.
2) Increase students' achievement in English.
3) Increase community member participation in student learning.
English Education Volunteers' primary project is based on capacity building through a unique one-on-one relationship with local teachers in a variety of classroom settings. Collaboration with counterpart teachers includes, but is not limited to: co-planning, co-teaching, material design and English language support. Volunteers also design and implement conversation clubs, and other teaching workshops. Volunteers can expect to work full time and develop a work plan with counterpart teachers and school leadership once in their community of service. Volunteers will also support the Ministry of Public Education by creating learning resources to be used for various curricular initiatives.
Additionally, Volunteers focus on improving students' English competencies and confidence through a variety of engaging activities both inside and outside of a formal classroom setting. Volunteers will have the opportunity to support students and community members in extracurricular activities by designing and implementing after school activities, local and regional English festivals, English clubs, summer camps and community classes.
Volunteers will be asked to support additional school, regional and national level activities such as English Festival preparation, lesson planning and resource creation workshops, and the possibility of direct teaching at schools with no officially designated English teacher via a blended learning approach (remote English classes using basic technology).
COVID-19 Volunteer Activities
In the past year, the world has been impacted by the COVID-19 pandemic. As a Volunteer, you will be trained in how to best protect yourself from COVID-19 exposure and understand the impact of and steps to reduce stigma related to COVID-19. You may also have the opportunity to engage with your community on implementing or enhancing COVID-19 mitigation activities, such as COVID-19 prevention and risk reduction strategies including social distancing, hand washing, mask wearing, addressing myths and misconceptions related to these practices, and vaccine hesitancy. Activities will be tailored to address the COVID-19 circumstances in the communities where you will serve.
• Passion and motivation for teaching and for participating in teachers communities of practice.
• Experience teaching or tutoring English in classroom and/or community settings.
• Basic computer skills (internet explorer, email, online platforms).
• E-learning platform management experience.
• Demonstrated community organizing experience within the past four years.
• Experience conducting curricular and extracurricular activities with children aged 4-13 in Pre-K through 6th grade.
• Soft skills: dynamic, outgoing, resilient, approachable, and solution oriented.
Required Language Skills
A. Completed 4 years of high school Spanish coursework within the past 8 years
B. Completed minimum 2 semesters of Spanish college‐level coursework within the past 6 years
C. Native/fluent speaker of Spanish
Candidates who do not meet the language proficiency levels above can take the language placement exams to demonstrate their level of proficiency. Competitive applicants typically attain a score of 50 on the Spanish College Level Examination Program CLEP exam or a score of Novice‐High on the American Council on the Teaching of Foreign Languages (ACTFL OPI).
Coordination and work with school administrators, community contacts and ministry officials (including writing letters to request support and authorization for activities) will most likely be done in Spanish. MEP and counterpart teachers expect Volunteers to speak English at all times when in the classroom setting to support with their language acquisition process.
It is important that applicants think carefully about the commitment to live with a Costa Rican host family in humble/basic, and sometimes cramped, living conditions with limited privacy. Costa Rican culture is strongly family-oriented and families often expect Volunteers to integrate into and respect their existing family environments.
After the initial six months in the Volunteer’s community of assignment, they are eligible to live independently if they receive approval by Peace Corps staff and can identify a living situation in the community that meets Peace Corps’ housing criteria. Some communities do not have a live-alone option and Volunteers must be open to the possibility of living with a host family during their entire service. Peace Corps staff arrange housing with respected host families in the communities where Volunteers live. Homes are thoroughly inspected prior to approval. Most host family homes have indoor bathrooms and showers, but do not have hot water.
Most Costa Ricans take great pride in being neat, clean, and well-groomed even on informal occasions. Volunteers should follow the example of Costa Ricans at their worksites and in their communities of service (e.g., clean and ironed clothes, polished shoes, and groomed hair). Frequent coordination with government agencies, schools and other professionals require that Volunteers demonstrate professional attitudes, appearance, attire and image at all times. Given the fact that Volunteers are assigned to work in the public school system they have to abide by the dress code and policies set by each institution, which tend to be conservative. Volunteers should come prepared to use a business casual dress code while working.
Community Location & Physical Hardship
English Teaching Volunteers will be working in rural, semi-urban and urban communities with limited resources, and local populations may have limited formal education. Some communities can be physically challenging, e.g. mountainous terrain, rocky unpaved roads, extensive mud in the rainy season and some communities have high levels of heat/humidity. Most Volunteer communities are accessible to the capital within two to ten hours by public transportation. Most communities are also within 1-3 hours of a large city. Volunteers can be expected to live within a 5km radius of the school. This will most likely require a combination of walking or biking and use of public transport.
All regions of Costa Rica experience a heavy rainy season and most have hot weather. As such, Volunteers should be prepared for tropical living and coexistence with tropical insects/animals, including: mosquitos, cockroaches, spiders, ants, rodents (mice and rats), arthropods, snakes, bats, and many kinds of other insects they may not have seen before.
Communications & Telephone
Land line phone services cover the majority of the country and most Volunteers have access to a phone in their community of service or host family home. However, internet service is not available in all communities, and cellular phone service may be limited. Volunteers are required to have a local phone number. Peace Corps does not purchase cell phones for Volunteers and encourages them to bring one. Some Volunteers purchase a local number and use "unlocked" cell phones brought from the U.S., while some Volunteers chose to purchase cell phones in Costa Rica.
Learn more about the Volunteer experience in Costa Rica: Get detailed information on culture, communications, housing, and safety — including crime statistics [PDF] — in order to make a well-informed decision about serving.
•Elementary Education English Teacher
•Secondary Education English Teacher
Before you apply, please review Medical Information for Applicants to learn about the clearance process and other health conditions that are difficult to accommodate in Peace Corps service.
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