Teacher Placement

The Teacher Placement Program is at the heart of our business and educational platform model and what sets us apart from other English language programs in Vietnam. We employ highly professional, qualified and experienced teachers with proficient, authentic pronunciation and place them at different local schools. This addresses a recognised shortage of native English teachers in Vietnam.

In order to attract and engage learners it is imperative to provide both quality instruction materials and highly competent teachers. Not only must they be fluent in authentic English and have the requisite credentials, such as Bachelor degrees and teaching certification, but they must also be culturally competent. They must be dedicated to the task and have enthusiasm to promote student learning. And they must also be committed to the Vietnam education system.

So that we may help teachers harmonise and integrate into their new school environment, we make a tour of the school and introduce teachers and students. Part of our teacher induction also involves providing them with Vietnamese language classes so as they are better able to communicate effectively in their placement. Vietnamese students and classroom situations are unique to the culture and require specific skills and techniques for conducting classes and conveying the English language. We endeavour to prime our teachers with the necessary knowledge to facilitate this process effectively.

Forming partnerships with various schools enables us to use a ‘standardised process’, ensuring high quality. We have a set of procedures so as to deliver the best outcomes:

~ First we conduct a ‘needs assessment’ with a particular institution. This involves dialogue and meetings to ascertain the specific requirements, which can obviously be quite varied. For example, younger children with Basic English skills as opposed to advanced teenagers, require different resources and methodology.

~ Once the needs of the school are established, we then identify qualified teachers who fit the requirements. Some of our teachers are very capable with beginner students and they communicate effectively in such classes. Other teachers are more adept with mature teenagers and so we place teachers accordingly.

~ We then send the CV(s) and the necessary paperwork to the particular school for assessment and interview.

~ When the interview is a success, the teacher will then demonstrate their teaching for a 2 week period with the school’s observation.

~ Upon approval at this stage, the teacher(s) will then officially teach at the school.

~ Whilst the courses are being conducted, we oversee the teachers in full conjunction with the school. This involves teaching observations and on-going regular communication with our teachers as well as specially conducted workshops which provide knowledge with regard to different aspects of both language and culture. In combination with all of these services, we can tailor to the school’s specific needs.

There are principally 3 types of fee structure which form some basic guidelines:

1) We provide full-time teachers who are managed by Compass Education. As previously outlined, this involves on-going communication and effective responses to meet the requirements of the school. Improvement of teaching skills, techniques and availability of resources are part of our input and quality control; according to standardised procedures. It also avails the school of the necessity of addressing substitutions and holiday leave. Also, in the case of when a teacher terminates their position, we can provide a suitable replacement. In addition to these services, we shall be responsible for the teachers’ work permits, the payment of salaries and assistance with regard to many other matters and related issues, such as visas and accommodation.

2) We provide full-time teachers who are fully managed by the school. The above-mentioned aspects of the management of teachers are the responsibility of the school, although we can often provide particular assistance in certain situations.

3) We provide part-time teachers who are subsequently managed by Compass Education. All the support of our team of teachers as well as resources and workshops is made available on such assignments. Management of substitutions and holiday leave for teachers is also within our compass.

For more detailed information regarding fees, please do not hesitate to contact us right away.

Part of our services in providing teachers to the school is that we offer substitute teachers when the needs arise. In the case of sickness, we try to fill the gap as quickly as possible and impress the need for 24 hours notice. When holidays are arranged, we also provide highly qualified teachers to take their place. This all takes good communication and often fast and efficient implementation which we endeavour to provide.

We also make available teachers to aid in certain school activities. For example, teachers can often attend or participate at end of year ceremonies, certificate awarding ceremonies, school festivals and even on field trips. The presence of foreign teachers at these various events, often with invited parents, can bolster the pride and confidence of the school, its teachers and the students. Special events which include foreign teachers can enhance the image of the school and if the school has certain needs in this regard we can offer assistance. Ultimately, it can further the effectiveness of ‘bridging the gap’ between cultures and enhance the awareness of the importance of the acquisition of the English language.

Primary Schools

  • Nguyen Thai Hoc , Dist 1
  • Nguyen Thai Binh, Dist 1
  • Ky Dong, Dist 3
  • Nguyen Thanh Tuyen, Dist 3
  • Banh Van Tran, Tan Binh Dist
  • Yen The, Tan Binh Dist
  • Hong Ha, Binh Thanh Dist
  • Phu Dong, Dist 6
  • Phu Lam, Dist 6

Secondary Schools

  • Ban Co, Dist 3
  • Doan Thi Diem, Dist 3
  • Dong Da, Binh Thanh Dist
  • Nguyen Van Be, Binh Thanh Dist

High Schools

  • Hung Vuong, Dist 5
  • Phu Nhuan, Phu Nhuan Dist
  • Tran Van Giau, Binh Thanh Dist

Private Schools

  • International School of Saigon(ISS), Tan Binh Dist
  • Smart kid ,Dist 10
  • Thai Binh, Tan Binh Dist
  • Cambridge Center, Dong Nai Province
  • Anh Viet Center, Long An Province
Volunteer teachers

Placement of ‘volunteer’ teachers is another significant facet of our Placement Program and is integral to our philosophy and mandate. In disadvantaged areas of Vietnam, it is important that we endeavour to bridge the gap between those under-privileged and that which was formerly only experienced by the elite. Getting students to acquire the English language in an active, efficient manner by means of the novelty and affects of foreign interaction has propelled students in immeasurable ways. Heart-felt relationships have been formed and sustained. Overall, it has been a wonderfully enriching experience for both the students and the teachers.

The nature of volunteer teacher work affords opportunities for students to interact with native English speakers in different ways outside the classroom situation. Throughout the year at school, celebrations and other activities can incorporate volunteer teachers so as to give some depth to the occasions by providing a different focus within the context of the English language. Halloween, Christmas, St. Patrick’s Day and Mother’s Day are celebrations which reflect different themes which can be experienced in an uplifting and cheerful way. There is an educational as well as a cultural interface which can be explored by means of games and fancy dress, singing, performances, competitions and such like.

Another component of volunteer activity extends to actually training Vietnamese teachers of English. Improving different aspects of language proficiency, such as pronunciation and addressing the problems which particularly relate to Vietnamese speakers can be very informative and worthwhile. Also, it provides a conduit for conveying cultural knowledge. The text books of English in Vietnam often require additional Western cultural knowledge which can be imparted readily by volunteers working together with Vietnamese teachers. The flow-on effect is that it enhances the acquisition of the English language by students which is augmented within a cultural context.