High School Education Co-Teacher

Job Description
As one of the first education projects established in the Peace Corps, this project follows a strong tradition of mission-driven service and addresses the changing needs of the Philippines and its education system. The Philippine Department of Education (DepEd) has overseen significant changes in the education system when it transitioned in 2012 from a 10-year basic education program to a 13-year basic education program, adding kindergarten and grades 11 and 12.

High School Education Co-Teacher Volunteers will engage with teachers, education officials, Local Government Units (LGUs), parents, and other education stakeholders by 1) working with teachers, 2) supporting students, and 3) engaging with the community.

Working with Teachers:

High School Education Co-Teacher Volunteers engage with Filipino teachers in the classroom to co-teach English and other English-based subjects at a local high school. They also contribute to supporting the professional development of teachers in the areas of literacy, student-centered approaches, hands-on activities, and development of learning resources that support the curriculum. In the last few years, there has been an increased focus in the development of remedial reading programs, learning modules, educational videos, and the utilization of technology to teach students, thereby opening exciting opportunities for collaboration. Moreover, Volunteers can participate in teacher training programs through school or district-level capacity building activities. In these teacher training activities, Volunteers can work in an environment of mutual respect and learning where their creativity, collaborative problem-solving skills, innovative ideas, and people and networking skills are highly valued.

Supporting Students:

Typical Filipino classes have 40 to 60 high school students who come from various socio-economic backgrounds, family environments, and access to learning resources outside the classroom. Due to the different levels of exposure to English, reading, and educational resources, many students struggle with basic English reading and comprehension. As a result, they fall behind in academic subjects that use English as the language of instruction. In addition to co-teaching English and English-based subjects, education Volunteers in the Philippines collaborate with teachers in developing and implementing inclusive remedial reading programs for individuals or small groups of students to raise their English reading level. Volunteers also carry out activities to develop English language skills outside the regular class time such as English clubs, language camps, journalism, and writing competitions.

Engaging the Community:

Schools in the Philippines are encouraged and expected to work together with the community and the Local Government Units (LGUs). This collaborative environment provides many great opportunities for Volunteers to engage and support members of the community through different locally prioritized projects. Volunteers implement a variety of projects based on specific school needs such as library development, school plays, environmental camps and initiatives, leadership training, and whole school events. Volunteers can also contribute to the Department of Education's effort to ensure access to education for out-of-school youth and adult learners who, for economic and other reasons, cannot attend regular school. The Alternative Learning System centers are usually located in the central elementary schools providing Volunteers the opportunity to support the learning of out-of-school youth and adults.

Required Skills
Qualified candidates will have a Bachelor of Arts/Bachelor of Science degree in any discipline and a strong desire to teach English

Due to the Philippines government visa requirements and the government's current strong stance and action on combatting drug production, distribution/trafficking, and use, applicants will not be considered for Peace Corps positions in the Philippines at this time if they have ever been convicted of any major crimes, even if it was expunged or sealed, and even if they otherwise would meet the standards for legal clearance to serve as a Peace Corps Volunteer more generally.

Desired Skills
Competitive candidates will have one or more of the following criteria: 

At least 30 hours of English, foreign language, or literacy tutoring experience with middle or high school students and/or adults

A background in people-centered project development or project management using grassroots/community-based development activities focused on community and/or youth development

TEFL certification and/or experience in reading literacy

Classroom teaching experience

Master of Arts (MA) or 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 Foreign Language (EFL), Teaching English as a Second Language (TESL), Linguistics, or an MA or MAT in any foreign language.

An interest in Filipino culture and willingness to integrate into a Filipino community

Living Conditions
Housing:

Housing conditions for Volunteers vary widely depending upon their community and can range from heavily urban to very rural. In underdeveloped areas, housing construction is typically a hollow concrete block or a mix of concrete, wood, and bamboo. Housing in more developed areas can range from the same construction as in underdeveloped areas or up to full concrete and modern design. Most houses have running water and electricity but do not have air conditioning. Access to internet will vary and cannot be guaranteed.

Host Family Situation:

Volunteers live with host families during the community-based portion of Pre-Service Training. Typically, Volunteers live with host families for the first four months in their permanent communities. After this period, Volunteers may choose to continue living with a host family or move into their own rented accommodations. Volunteers are strongly encouraged to continue living with host families to strengthen their language fluency and integration into the community.

Intercultural Challenges:

Volunteers will encounter very different social and cultural norms that require patience and flexibility. The American sense of privacy, in terms of information-sharing or physical space, does not exist in many Philippine communities. Questions about topics that Americans may deem private such as religion or marital status are considered conversation starters in local communities. Some American women may experience challenges in adjusting to the limitations that are imposed on women by the culture. Views and attitudes about what is proper for girls and women can be very traditional such as being home by sunset and having a host family member or relative accompany them when going out with male friends or community members.

Intercultural Differences:

Volunteers of an American racial, ethnic, or national minority or those whose religious or spiritual beliefs differ from the majority of the local community members may experience a high degree of curiosity or unwanted attention. An American without any religious affiliation might receive an unusual number of questions about why the Volunteer does not have a religious affiliation. They may expect to receive invitations to attend religious activities for exposure. These experiences can be uncomfortable, but Volunteers are encouraged to use these moments as opportunities to deepen local community members' understanding of the U.S. through conversations and authentic engagement in building relationships and intercultural integration. Staff will address challenges and opportunities during Pre-Service Training and in individual consultations.

Climate:

The climate of the Philippines is tropical and characterized by relatively high temperatures and high humidity. Generally, the country experiences two major seasons; rainy season from June through November and dry season from December to May.

Dress:

Philippine culture is traditional with strict norms related to appearance. Therefore, Volunteers must be prepared to abide by these guidelines to ensure a successful service. Due to dress codes for Filipino teachers, Volunteers with visible body and facial piercings or tattoos will need strategies to remove or conceal them, especially when they are teaching. Volunteers are looked upon as role models in the community and are therefore expected to be neat, clean, and well-groomed even in informal occasions. Men should wear their hair short and be clean-shaven or have neatly trimmed facial hair.

When Volunteers are teaching or in the Local Government Unit (LGU) office, they must wear professional attire such as collared shirts or blouses and long pants or dresses/skirts at or below the knees and close-toed shoes. All clothes must be neat and clean and of conservative cut; no low neckline, sleeveless, or tank tops.

Language Skills Additional Information
Filipino (the standardized form of Tagalog) is the national language of the Philippines. Volunteers must demonstrate an intermediate level in Tagalog by week 7 of Pre-Service Training. Towards the middle of Pre-Service Training, most Volunteers will start to learn a secondary local language associated with their assigned site. A Volunteer's dedication to learning language will set them up for success during their service. Having this skill will help Volunteers better integrate into their community. Additional language resources to improve Volunteers' local language skills will be offered at Peace Corps training events and through independent tutoring during service.

Couples Comments
The Philippines welcomes and can accommodate couples. Your partner must qualify and apply for the following position:

High School Education Co-Teacher

Elementary Education Co-Teacher

Community Development Facilitator for Coastal Resource Management

Youth Development Facilitator

Volunteers serving as a couple must live with separate host families during Pre-Service Training (PST). Couples will be able to room together during Initial Orientation and during the last week of PST at the training site. The remaining PST period will be community-based in selected host communities where each Peace Corps Trainee (PCT) is assigned to a separate host family, including couples. Couples will be allowed overnight visits on weekends during PST. This arrangement ensures a distinctive experience for each PCT in a Filipino family setting. Over the years, the post has noted that placing only one PCT with any specific host family notably improves their acquisition of the Tagalog language.

After PST, couples will live together in the same community for the duration of their Peace Corps service. Peace Corps Philippines has sites available for couples who are married or in a domestic partnership. In the Philippines, there is an expectation that couples are married and there will be many questions about the marriage. (When did you get married? How many kids do you have? When will you have children? etc.) Staff will guide couples on how to approach living together in a community and how to respond to questions.

The Peace Corps works to foster safe and productive assignments for same-sex couples. Same-sex couples are not placed in countries where homosexual acts are criminalized. Because of this, same-sex couple placements are more limited than heterosexual couple placements. The Philippines is not able to accept same-sex couples where one or more spouse will serve in the education sector. During the application process Recruiters and Placement Officers work closely with same-sex couple applicants to understand current placement opportunities.

Language Requirements Information
There are no pre-requisite language requirements for this position.

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