Secondary 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 settings. Collaboration with counterpart teachers includes, but is not limited to, co-teaching, co-planning, material design and English language support. Volunteers also design and implement conversation clubs, exam prep courses 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 out of school activities, local and regional English festivals, English clubs, summer camps and community classes.
The Ministry of Public Education is increasingly using virtual platforms to deliver distance learning sessions. Thus, volunteers need to learn and adapt in order to design and teach online classes as well.
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 conducting curricular and extracurricular activities with elementary/middle/high school students or adults.
• Basic computer skills (Internet Explorer, email, Excel, word etc. online platforms).
• E-learning platform management experience.
• Demonstrated community organizing experience within the past four years.
• Professional experience in one of the following areas: Accounting, Finance, Education, Customs, Electronics, Auto mechanics, Hospitality, Gastronomy, Agriculture, Drawing and Design, Secretarial Management, Customer Service, Computer Science.
• 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. The Ministry of Public Education and counterpart teachers expect Volunteers to speak English at all times when in the classroom setting to support their language acquisition process.
Peace Corps/Costa Rica encourages applicants to continue actively studying Spanish prior to their arrival in country in order to best prepare them for their service and for the intensive language training they will receive in Costa Rica.
All Volunteers are required to live with a host family for the first nine months in country (3 months during Pre-Service Training and 6 months in their community of service). Living with a local family has multiple benefits including better community integration, a sense of security, increased language skills, friendship, cultural exchange, and gaining a unique understanding of the Costa Rican cultures. It could also present certain challenges such as lack of privacy, limited control and choice over diet, and different family dynamics, rules and expectations. Costa Rican cultures are family-oriented and families often expect Volunteers to integrate into and respect their existing family environments. It is important that applicants think carefully about the host family requirement and are willing to do the work and embrace its challenges in order to maximize the rewards.
After the initial six months in the Volunteer’s community of service, Volunteers are eligible to live independently if they receive approval by Program Managers 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.
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. Volunteers are assigned to work in the public school system and they have to abide by the dress code and policies set by each institution. Volunteers should come prepared to use a business casual dress code while working and avoid wearing shorts, flip-flops, sleeveless shirts, tank tops, short skirts or dresses, spaghetti straps or strapless dresses.
Community Location & Physical Hardship
English Education 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 have high levels of heat/humidity. Most communities are accessible to the capital within two to eight hours by public transportation and 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.
Communications & Telephone
Land line phone services cover the majority of the country and most Volunteers have access to a phone in their community or host family home. However, Internet service is not always available, and cellular phone service may be limited. Trainees and Volunteers are required to have a local phone number and access to WhatsApp. 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 others purchase cell phones in Costa Rica.
Remaining in Community of Service During the First and Last 90 Days of Service:
Because the first few months of service are crucial to community integration, annual leave (vacation time) may not be taken during the first or last 90 days of Volunteer service, except under extraordinary circumstances with the approval of the Program Team and Country Director. Furthermore, PCVs may not receive international visitors during their first 90 days of service.
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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