Position Teaching English in Morocco

Date posted:2018-04-17 | Writer: American Language Center Rabat | Email: dir.alcrabat@gmail.com

The American Language Center of Rabat, a member of the American Cultural Association of Morocco, has been serving the community for over 50 years and has regular opportunities for TEFL qualified teachers.  Located in Hassan, Rabat, we are the only American Language Center in the province of Rabat.  A Moroccan-based, non-profit organization, ALC is funded solely by tuition and operates independently from any government affiliation or subsidy. ALC is the first choice for learners of English, serving over 16,000 language learners in Rabat-Salé each year.  Our facilities in Hassan include 28 modern and comfortable classrooms, seminar and activity spaces, a bookstore and garden.

Teachers at the American Language Center are dedicated and collegial professionals, with their students as their first interest.  All teachers at the ALC should possess at least a Bachelor's degree and should be certified in Teaching English as a Foreign Language (TEFL/TESOL), from a face-to-face certification course of at least 120 contact hours, including a practice teaching component and reflective feedback.

Native-speaking teachers from other countries should have a keen interest in living in Morocco, some knowledge of Moroccan culture, and should articulate their interest in living in Morocco in their cover letter (see below).  Preference will be given to applicants who demonstrate emotional intelligence, as well as an ability to thrive in an international setting and invest more than one year teaching at ALC.

Full-time teachers at ALC usually have 18-22 contact hours per week during our main terms, teaching students of all ages, including young learners.  Work is mainly English teaching in the classroom, but may include facilitating activities, serving as a program coordinator, or assisting with other administrative projects.  Most teaching takes place on weekday afternoons, evenings and on weekends.  Teachers new to Morocco are asked to arrive in advance of the term with time to find housing and participate in orientation and training.  All new teachers are required to attend the orientation program prior to their first term teaching.  Temporary housing is provided upon arrival, and new teachers are also mentored throughout their first term.

Please note that by Moroccan law we are unable to employ teachers who are 60 years or above in age.

SALARY AND BENEFITS

Full-time salaries offered by the ALC Rabat allow teachers to live comfortably in Rabat and are commensurate with experience.  Salaries are in Moroccan dirhams, but foreign nationals are generally allowed to send up to 100% of their earnings to a foreign bank account in their name, upon receipt of their government work contract (actual terms are determined by each bank). In addition to the basic salary, all teachers are offered medical insurance for a modest fee, which covers 80% of most medical, dental and eye expenses, as well as medications.  Other benefits include paid sick time (full-time teachers receive 30 hours of sick pay per year), vacation pay, and free ongoing instruction in Moroccan Dialect, Standard Arabic, or French. Foreign nationals are offered modest housing and travel allowances to help offset expenses.  Support for professional development is provided in the form of mentoring for new teachers, free training, regular workshops, a free trip to the annual All-ALC TEFL Conference, and ability to apply for sponsorship to attend the IATEFL Annual Conference in the UK.  Finally, free internet/e-mail access and a discount at the ALC Rabat bookstore are provided.

HOW TO APPLY

A job application to ALC Rabat should be submitted to Michael McMillan, director, at the email address given on the job heading, and should include the following (minimum):

1)  a CV / resume in PDF format;

2)  a scanned JPEG or PDF copy of the name/photo page of your passport;

3)  a carefully composed letter in PDF format telling us about yourself, including why you would like to teach at the ALC and live in Morocco;

4)  letters of reference in PDF format (university and/or job references, including your last job;

5)  a scanned JPEG or PDF copy of your university diploma(s) and TESOL/TEFL certificate.  (It is not necessary to include copies of Certificates of Attendance for workshops and seminars.)

These can be submitted by email to the above address, or if candidates are local, at the ALC reception desk in the main office. Skype interviews are arranged when an in-person interview is not possible.  Applicants hired locally will be asked to teach a short demonstration lesson (30-45 minutes).

Recruitment normally takes place during the spring for the academic year that begins the following autumn.  However, you are free to apply at any time, as there may be a need for qualified teachers at other times of the year.  We regret that we are not able to respond to every inquiry, but will strive to do so for all qualified candidates.

Foreign candidates should arrive with a criminal history background report certified no more than 60 days before arrival date, as well as original teaching certificate(s) and university diploma(s).  University transcripts are not necessary.  Americans may obtain a 90-day tourist visa on arrival, but other nationals should inquire prior to arrival.

Thank you, and we look forward to hearing from you.       

Below you can read feedback from an ITTT graduate regarding one section of their online TEFL certification course. Each of our online courses is broken down into concise units that focus on specific areas of English language teaching.

 

This unit focused on the four different forms of past tenses. This included their forms, usages, as well as how to teach the material. From this unit I learned how to identify the difference and how I might possbily go about teaching it to a student. The form itself seemed pretty similar to present tenses, but the uses differed a bit which I will note for when I teach in the future.The Teaching Special Groups focuses on how a teacher would approach teaching different demographics such as children or business people. It might seem like a lot of the suggestions for teaching the different groups would be obvious, but there is much to learn. I had not contemplated before how when you teach Business English, your students might not be as motivated as you would like.

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