English Teacher and English Teacher Trainer

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Project Description

At the request of the Ministry of Education, the Targeting English Education for Change (TEECh) project was developed to respond to a general shortage of English teachers throughout the country, but more specifically a shortage of English teachers who are either capable of speaking English at an advanced level or who have prior experience teaching English. The Ministry has also prioritized incorporating gender equitable practices into active pedagogy within public school classrooms and taking steps to mitigate gender based violence in school settings, which it hopes will reduce disparities and remove barriers that are preventing girls from continuing their education at the middle school level and beyond.

The goal of the TEECh project is for girls and boys to strengthen their communication skills in English and have equitable access to academic and/or professional opportunities.

The TEECh project's objectives are focused on:

STUDENTS:
• Increase achievement of students in English

TEACHERS:
• Increase capacity of English teachers to teach English more effectively
• Increase capacity of teachers to use gender-equitable practices in the classroom
• Increase English proficiency of English teachers

LEARNING ENVIRONMENT AND COMMUNITY:
• Increase community member involvement in student learning and school improvement

Primary activities that support the project’s objectives include but are not limited to the following:

• Teach or co-teach English to students in a school setting (e.g., direct classroom teaching, pull-out groups, individual tutoring)
• Facilitate informal or formal communities of practice to share strategies and tips for effective English teaching or general teaching skills
• Model teach and/or engage in peer observation of general and English teaching skills with teachers.
• Plan and (co-)train teachers in workshops on strategies for English teaching
• Facilitate informal or formal trainings for teachers on techniques for promoting gender equity in the classroom
• Organize activities that involve the community in student learning
• Facilitate informal or formal trainings for community members on gender equitable techniques that enable access to learning

In addition to these activities at the school and community level, English Teacher and English Teacher Trainer (ETETT) Volunteers will work with regional education officials associated with the Inspection of Education in Togo. These officials will identify a working zone in which Volunteers will observe Togolese English teachers and provide individual coaching and feedback. ETETT Volunteers will also serve as technical experts/resources to other Volunteers developing their technical/teaching skills.

Peace Corps/Togo is proud of the strong monitoring, reporting, and evaluation culture it has developed in recent years, which enables Volunteers, their communities, and our partner stakeholders to measure the impact of Peace Corps interventions and inform the decisions that influence the direction of future work. As part of all of your work, both within your sector and across all three Peace Corps/Togo sectors (health, agriculture, and education), you will report on these efforts and their impact.

Gender awareness and empowerment is a cross-sectorial activity for all Peace Corps/Togo Volunteers, who look for ways to work with community members to promote gender-equitable norms. You will receive training on gender challenges in your community and you will have the opportunity to implement gender-related activities that are contextually and culturally appropriate once you are adequately integrated into your community, usually during your second year of service.

Required Skills

Competitive candidates will have one or more of the following criteria:
• Master of Arts in Teaching (MAT) in English, Teaching English as a foreign language (TEFL), Teachers of English to Speakers of Other Languages (TESOL), English as a Second Language (ESL), Teaching English as a Second Language (TESL), foreign language, or Applied Linguistics
• Master of Education (M.Ed.) with graduate or undergraduate concentration in English, TEFL, TESOL, ESL, TESL, or foreign language
• Bachelor of Arts/Bachelor of Science degree in Secondary Education with concentration in English, TEFL, TESOL, ESL, TESL, or foreign language
• Bachelor of Arts/Bachelor of Science degree in any discipline with secondary education state certification in English, TEFL, TESOL, ESL, TESL, or foreign language
• Bachelor of Arts/Bachelor of Science degree in English, TEFL, TESOL, ESL and TESL, or foreign language with 6 months classroom teaching experience at the secondary level in English, TEFL, TESOL, ESL, TESL, or foreign language
• Bachelor of Arts/Bachelor of Science degree in any discipline with classroom teaching experience at the secondary level in English, TEFL, TESOL, ESL and TESL, or foreign language

Desired Skills

The strongest candidates will have the following qualifications:
• Master of Arts in Teaching (MAT) in English, Teaching English as a foreign language (TEFL), Teachers of English to Speakers of Other Languages (TESOL), English as a Second Language (ESL), Teaching English as a Second Language (TESL), foreign language, or Applied Linguistics
OR
• Master of Education (M.Ed.) with graduate or undergraduate concentration in English, TEFL, TESOL, ESL, TESL, or foreign language
• A high level of French proficiency (oral and written) prior to arrival in country
• Experience in utilizing gender equitable practices in an educational setting

Required Language Skills

Romance Language - Candidates must meet one or more of the language requirements below in order to be considered for this position.

A. Completed 4 years of high school coursework within the past 8 years in a Romance language
B. Completed a minimum of 2 semesters of college level coursework within the past 6 years in a Romance language
C. One year's residence in a Romance Language-speaking country
D. One year of study at a Romance Language institute or immersion program
E. Native/Fluent Romance language speaker

Candidates should have either a willingness to take a pre-service French course or commitment to self‐study and a subsequent placement test (score of 50 on the French College Level Examination Program CLEP exam or a score of Novice‐High on the American Council on the Teaching of Foreign Languages (ACTFL OPI).

Although Volunteers are teaching English, the official language of all Togolese schools is French. Teachers are trained and assigned centrally by the Ministry of Education and therefore many teachers are not from the community in which they teach. As a result, they do not speak the local language and French is the common language for all professional interactions. Teachers in rural communities are usually amongst the most educated members of the community and thus teachers in Togo place a high emphasis on proper French grammar and usage. In order for Volunteers to integrate into the school community and garner the respect of colleagues within the educational system, and in light of the nature of training at the regional level that ETETT Volunteers will perform, proficiency in oral and written French prior to arrival in country is strongly preferred.

Togo has dedicated Language and Cross Culture Facilitators to teach French and local languages during Pre-Service Training (PST). Volunteers are expected to learn French and achieve an intermediate-high level by the conclusion of Pre-Service Training. The French language proficiency requirement must be attained before Trainees can begin learning local language. If Volunteer commences Pre-Service training with French proficiency at the intermediate-high level, local language learning will begin.

Learning basic greetings in the local language(s) spoken in your community is essential for successful integration. Having an interest in a deeper study of local language, which most often will occur at site in the form of self-study, is a way for Volunteers to work more directly with community members when not teaching at the local school, particularly women who may not have finished school and therefore do not speak French.

Living Conditions

Accommodation
Most Volunteers live in two-to-three-room houses within a family compound. Living within a shared compound affords Volunteers a valuable opportunity to truly observe and be a part of the culture, enjoy the benefits and security of communal living, and learn the language of their host community. Many Volunteers do not have electricity in their homes. Access to cooking gas is usually consistent, but there may be times when it is necessary to cook on a charcoal stove. Water sources in communities could be traditional wells, a pump, and/or cisterns. Whatever your source of drinking water, you will have to treat it. Peace Corps/Togo will provide you with a filter.

Food
Your diet will consist of locally grown foods or a combination of local and (usually imported) preserved foods. A typical Togolese meal is corn ‘pâte’ (paste), with a spicy/hot sauce. There is far less variety in meals than many Americans are accustomed to having. Meat is available throughout Togo, as is dried fish, but fresh fish is only available in larger towns. Fruits and vegetables are seasonal, limiting the diversity of a vegetarian diet at times of the year. However, tofu (soy) is available throughout the country.

Transportation
Distance between communities and regional capitals vary, but can be as far as 60 kilometers. Some Volunteers like biking the shorter distances, others prefer local public transportation (bush taxis). You will be provided with funds to purchase a bicycle to facilitate work and enable you to have greater access to nearby communities. Alternatively, as a Volunteer you will be able to ride as a passenger on the back of a motorcycle taxi on prescribed roads provided that you comply with the Peace Corps/Togo safety policies and wear a pre-approved motorcycle helmet (with full face mask). Peace Corps/Togo will provide you with a motorcycle helmet. Violation of this policy will result in administrative separation.

Communication
Volunteers are encouraged to rent their own mail box at their local post office in order to receive mail. Regional capitals and some larger towns in Togo have internet connections (these connections are often very slow and/or unreliable). Peace Corps/Togo also maintains one workstation for Volunteers in each region that has an internet connection. You will have access to internet at least once a month when you travel to your regional capital to do banking and buy necessary food items.

Volunteers are strongly encouraged to bring a laptop, which not only increases options for internet access, but also enables Volunteers to complete required assignments off-line and upload them at a later date.

Simple cell phones are operational in almost all parts of the country. Peace Corps/Togo will provide you with a simple cell phone and SIM card. Many Volunteers decide to bring unlocked smart-phones and use online communication applications to keep in contact with fellow Volunteers.

Appearance
Dress, appearance, and cleanliness are of great importance in the West African concept of professionalism. People’s appearance indicates their own status and demonstrates their level of respect for those they encounter. You will be required to dress appropriately, professionally, and respectfully once posted to your assigned community as well as during pre-service training. Wearing less modest clothing and/or dressing in an unkempt manner can diminish the respect community members have for you and can make your work much more challenging.

Diversity
Peace Corps/Togo provides support to a diverse group of Volunteers. Togo has some restrictive laws that target certain sexual acts. Volunteers will need to be mindful of cultural norms and country-specific laws, and use their best judgment to determine how to approach topics related to sexual orientation and gender identity in their communities. Staff and currently serving Volunteers will discuss this topic during Pre-Service Training and identify support

Learn more about the Volunteer experience in Togo: Get detailed information on culture, communications, housing, and safety — including crime statistics [PDF] — in order to make a well-informed decision about serving.

Medical Considerations in Togo

  • Togo may not be able to support Volunteers with the following medical conditions: asthma, including mild or childhood; cardiology; gastroenterology; some types of gynecologic support; insulin-dependent diabetes; requiring a psychiatrist for psychotropic medications support; seizure disorder; ongoing counseling.
  • The following medication(s) are not permitted for legal or cultural reasons:  none identified. 
  • Volunteers who should avoid the following food(s) may not be able to serve: gluten, lactose, and shellfish.
  • After arrival in Togo, Peace Corps provides and applicants are required to have an annual flu shot, to take daily or weekly medication to prevent malaria, and to receive mandatory immunizations.

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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