FAQs

Frequently Asked Questions

 

1. What is ESN:STT? 

English Speaking Nation: Secondary Teacher Training (ESN:STT) is a program of the Public Affairs Section (PAS) of the U.S. Embassy in Uzbekistan and implemented by American Councils for International Education in close cooperation with the Ministry of Public Education (MoPE) that offers an integrated professional development opportunity for English language teacher trainers and secondary school English language teachers in Uzbekistan. ESN improves student skills and knowledge of English by preparing more than 15,000 secondary school English teachers and over 1,000 teacher trainers to use teaching and in-service training practices that improve student language learning.

The goal of the three-year program is to strengthen English language secondary education in Uzbekistan by: 

  • Improving Uzbekistan secondary school teachers’ English language skills with the goal of increased fluency and better use of English in the classroom; 
  • Improving Uzbekistan secondary school teachers’ student-centered pedagogical skills;
  • Strengthening the positive perception of Uzbekistan secondary school teachers inside and outside their communities; and
  • Cultivating a supportive ecosystem of teaching and training in order to attain excellence in English language teaching.

The program includes a cascading model that involves the training of trainers, professional development activities for secondary school English teachers, and a mentoring program to build peer support among educators. ESN:STT works with the MoPE in Uzbekistan, regional training centers and other key stakeholders to build a corps of English language teachers and trainers with the student-centered pedagogical skills, language abilities, tools, and the confidence to equip Uzbekistan’s youth with the English language skills needed to participate effectively in the 21st century economy.

The three-year program will build English teachers’ teaching capacity in Uzbekistan through a phased implementation outlined below: 

Phase I: Two cohorts of 40-45 English teacher trainers per cohort will be selected to participate in a rigorous training program delivered by TESOL International Association (TESOL) and George Mason University (GMU). Each cohort of teacher trainers will participate in: 

  • TESOL 140-hour Core Certificate Program, including a 20-hour mandatory practicum to be conducted in a secondary school in Uzbekistan;  
  • Two-week Training of Trainers Institute delivered by TESOL/GMU that includes guided action-planning workshops and site visits to teacher trainers’ educational institutions by GMU consultants for observation and feedback purposes. 

Upon finishing the full training course, successful candidates will earn the TESOL Core Certificate and will be inducted into Uzbekistan’s Core Teacher Trainers (CTs) Corps. A select number of the strongest CTs may also be invited to participate in additional training and become ESN Master Trainers to assist with the delivery of the TESOL 140-hour Core Certificate Program to their peers.

Phase II: Each Core Teacher Trainer will train and mentor 10 to 12 Regional Peer Mentor-Teachers (RPMs), based on content learned at the Training of Trainers Institute.

Phase III: Under the mentorship and guidance of Core Teacher Trainers, the RPMs will train and mentor 10 in-service teachers a year through the duration of the program with the goal of training 15,000 teachers by the end of the third year of the program. 

Throughout program’s three phases, the best 300 Regional Peer Mentor-Teachers will have the opportunity to earn the TESOL Core Certificate and become members of Uzbekistan’s prestigious Core Teacher Trainers Corps. The Core Teacher Trainers Corps will also develop action plans and training materials that will be recommended to the MoPE for delivering in-service teacher training courses. As the culminating event, the CTs and RPMs will have the opportunity to participate in a regional TESOL conference to be held in Uzbekistan in 2022.

 

2. What is the difference between Core Teacher Trainers (CTs) and Regional Peer Mentor-Teachers (RPMs)? 

  • Core Teacher Trainers (CTs) earn the TESOL Core Certificate through participating in the 140-hour in-person TESOL Core Certificate Program (TCCP) and 20-hour practicum. Additionally, they attend another two-week Training of Trainers Institute (TOT). CTs will then use what they have learned to train Regional Peer Mentor-Teachers (RPMs). Some may also receive training to become ESN Master Trainers and conduct the TESOL Core Certificate Program for their peers. 
  • Regional Peer Mentor-Teachers (RPMs) participate in the Training of Trainers Institute, led by CTs and assisted by TESOL/GMU. Through the duration of the program they then work with roughly 10 secondary school English teachers per academic year through an intensive mentorship. Some may also receive the TESOL Core Certificate upon successful completion of the TESOL Core Certificate Program.
  • To see more detailed descriptions of the responsibilities of CTs and RPMs, please refer to the Eligibility Criteria

 

3. Am I eligible to apply to be a Core Teacher Trainer (CT)? 

Competition for becoming a Core Teacher Trainer (CT) is merit-based and open to anyone who:

  • Is a citizen of Uzbekistan and is currently living in Uzbekistan; 
  • Is currently a full-time faculty member, teacher trainer or teacher of English as a Foreign Language in teacher training institution or a secondary school; 
  • Has at least a bachelor's degree;
  • Has a minimum of three years of secondary school teacher training experience;
  • Demonstrates good knowledge of written and spoken English to be tested through an English test administered by American Councils
  • Demonstrates a commitment to providing teacher training for a minimum of three years after completion of the program; 
  • Is able to fully commit to all the program’s major activities listed below;
  • Has submitted a complete application package (please see Application Checklist).

During the three program phases, major activities for Core Teacher Trainers include: 

  • Participation in the TESOL 140-hour Core Certificate Program, including 20 hours of mandatory practicum;
  • Participation in the TESOL/George Mason University (GMU) two-week Training of Trainers Institute;
  • Providing trainings and mentorship to Regional Peer Mentor-Teachers with the understanding that extensive travel might be required; 
  • Upon invitation, participation in additional TESOL training to become ESN Master Trainers in order to assist with the delivery of the TESOL 140-hour Core Certificate Program to their peers;
  • Cooperation with the Ministry of Public Education (MoPE), program’s advisory board and partners in pilot-testing of created training materials with the intention of developing an in-service training course for MoPE; 
  • Cooperation with TESOL/GMU and peers to present at the TESOL regional conference to be held in Uzbekistan in 2022.

 

4. Am I eligible to apply to be a Regional Peer Mentor-Teacher (RPM)? 

Competition for becoming a Regional Peer Mentor-Teacher (RPM) is merit-based and open to anyone who:

  • Is currently living in Uzbekistan; 
  • Is currently a full-time teacher in a public school or faculty member working in a higher education institution; 
  • Has at least a bachelor's degree;
  • Is able to fully commit to all the program's major activities listed below;
  • Has submitted a complete application package (please see Application Checklist).

During the three program phases, major activities for Regional Peer Mentor-Teachers include: 

  • Participation in the two-week Training of Trainers Institute conducted by the Core Teacher Trainers (CTs) though TESOL/GMU support;
  • Identifying ten secondary school English teachers at a minimum four different secondary schools in each academic year of the program and establishing a rigorous training and mentorship program for them in order to: 
    • Provide a week-long training to the mentees based on the Training of Trainers Institute course materials and action plans that the RPMs would develop together with the CTs that they are paired up with; 
    • Work with the mentees to develop at a minimum four lesson plans to pilot-test together; 
    • Host the mentees in the RPMs’ school twice where the mentees will first observe and then co-teach with their RPMs; 
    • Conduct at a minimum two site visits to the mentees’ schools where the RPM will observe the mentees teaching and will also co-teach with the mentees; 
  • Upon invitation, participation in the TESOL 140-hour Core Certificate Training Program, including 20 hours of mandatory practicum;
  • Cooperation with the Core Teacher Trainers in pilot-testing of created training materials with the intention of developing an in-service training course for MoPE; 
  • Cooperation with TESOL/GMU and peers, if selected, to present at the TESOL regional conference to be held in Uzbekistan in 2022.

5. How do I apply for ESN:STT? 

There are two different applications to participate in the English Speaking Nation: Secondary Teacher Training (ESN) program. One for Core Teacher Trainers (CTs) and one for Regional Peer Mentor-Teachers (RPMs).

To be considered for the program, a complete application packet must be submitted to American Councils by the following deadlines:

  • Deadline for Cohort II Core Teacher Trainers (CTs): EXTENDED TO November 11, 2020, at 5 p.m. (Uzbekistan Time)
  • Deadline for Cohort II Regional Peer Mentor-Teachers (RPMs): November 30, 2020, at 5 p.m. (Uzbekistan Time)

Learn more about the application process here.

 

6. What is the timeline for the program? 

Program Timeline

 

COHORT I

COHORT II

Core Teacher Trainers (CTs)

Regional Peer Mentor-Teachers (RPMs)

Core Teacher Trainers (CTs)

Regional Peer Mentor-Teachers (RPMs)

Application deadline:

January 15, 2020, at 5 p.m. (Uzbekistan Time)

January 31, 2020, at 5 p.m. (Uzbekistan Time)

EXTENDED TO November 11, 2020, at 5 p.m. (Uzbekistan Time)

November 30, 2020, at 5 p.m. (Uzbekistan Time)

Notification of program semi-finalists:

Late February 2020

 

Late March 2020

 

Early December 2020

Late February 2021

Semi-finalist interviews and English testing in Tashkent:

Mid-March 2020

 

Mid-May 2020

Mid-December 2020

March 15–30, 2021

Notification of program finalists:

Late March 2020

 

Late May 2020

Early January 2021

April 15, 2021

Participation in the TESOL Core Certificate Program:

November 2020–January 2021, April–May 2021, and October 2021–January 2022 

 

February–May 2021 and October 2021–January 2022

 

Participation in ELTeach Courses:

September–October 2020

 

January–February 2021

June–July 2021

June–July 2021

Participation in the Training of Trainers Institute:

March 2021, June–July 2021, and September 2021

March 2021*, June–July 2021, and September 2021* 

(*80 invited RPMs will participate)

September 2021

September 2021*

(*80 invited RPMs will participate)

Training of 10–12 RPMs assigned to the CTs:

October 2021–January 2022 (based on the established schedule)

 

October 2021–January 2022 (based on the established schedule)

 

Training of Mentees:

 

February–October 2022

 

March–October 2022

If invited, participation in the TESOL Core Certificate Program:

 

February–October 2022

 

March–October 2022

Participation in the TESOL Regional Conference:

In program year three

In program year three

In program year three

In program year three

 

7. What will my responsibilities be as a Core Teacher Trainer (CT)? 

Core Teacher Trainers (CTs) should be able to commit to all major activities, including: 

  • Participation in the TESOL 140-hour Core Certificate Program, including 20 hours of mandatory practicum;
  • Participation in the TESOL/George Mason University (GMU) two-week Training of Trainers Institute;
  • Providing trainings and mentorship to Regional Peer Mentor-Teachers with the understanding that extensive travel might be required; 
  • Upon invitation, participation in additional TESOL training to become ESN Master Trainers in order to assist with the delivery of the TESOL 140-hour Core Certificate Program to their peers;
  • Cooperation with the Ministry of Public Education (MoPE), program’s advisory board and partners in pilot-testing of created training materials with the intention of developing an in-service training course for MoPE; 
  • Cooperation with TESOL/GMU and peers to present at the TESOL regional conference to be held in Uzbekistan in 2022.

 

8. What will my responsibilities be as a Regional Peer Mentor-Teacher (RPM)? 

Regional Peer Mentor-Teachers (RPMs) should be able to commit to all major activities, including: 

  • Participation in the two-week Training of Trainers Institute conducted by the Core Teacher Trainers (CTs) though TESOL/ GMU support;
  • Identifying ten secondary school English teachers at a minimum four different secondary schools in each academic year of the program and establishing a rigorous training and mentorship program for them in order to: 
    • Provide a week-long training to the mentees based on the Training of Trainers Institute course materials and action plans that the RPMs would develop together with the CTs that they are paired up with; 
    • Work with the mentees to develop at a minimum four lesson plans to pilot-test together; 
    • Host the mentees in the RPMs’ school twice where the mentees will first observe and then co-teach with their RPMs; 
    • Conduct at a minimum two site visits to the mentees’ schools where the RPM will observe the mentees teaching and will also co-teach with the mentees; 
  • Upon invitation, participation in the TESOL 140-hour Core Certificate Training Program, including 20 hours of mandatory practicum;
  • Cooperation with the Core Teacher Trainers in pilot-testing of created training materials with the intention of developing an in-service training course for MoPE; 
  • Cooperation with TESOL/GMU and peers, if selected, to present at the TESOL regional conference to be held in Uzbekistan in 2022.

 

9. What are the benefits of participating in ESN:STT? 

The goal of the three-year program is to strengthen English language secondary education in Uzbekistan by: 

  • Improving Uzbekistan secondary school teachers’ English language skills with the goal of increased fluency and better use of English in the classroom; 
  • Improving Uzbekistan secondary school teachers’ student-centered pedagogical skills;
  • Strengthening the positive perception of Uzbekistan secondary school teachers inside and outside their communities;
  • Cultivating a supportive ecosystem of teaching and training in order to attain excellence in English language teaching.

Program participants specifically, Core Teacher Trainers (CTs) and Regional Peer Mentor-Teachers (RPMs) benefit from world-class trainings and increase their pedagogical and educational leadership skills by serving as mentors to their fellow educators. 

The selected Core Teacher Trainers will receive: 

  • Travel, local hotel accommodations, and meal reimbursement for travel to/from their place of residence for program related trainings; 
  • A modest honorarium and travel reimbursement while conducting training activities and observations for RPMs; 
  • Upon satisfactory completion of all trainings, a TESOL Core Teacher Trainers certificate; 
  • TESOL membership with access to TESOL resources; 
  • Membership in Uzbekistan prestigious Core Teacher Trainers Corps;
  • Status of ESN Master Trainer, if invited to additional TESOL trainings in order to deliver TESOL Core Certificate Program to their peers. 

The selected Regional Peer Mentor-Teachers will receive: 

  • Travel, local hotel accommodations, and meal reimbursement for travel to/from their place of residence for program related trainings; 
  • A modest honorarium and travel reimbursement while conducting training activities and observations of the mentees; 
  • If invited upon satisfactory completion of all trainings, a TESOL Core Teacher Trainers certificate; 
  • TESOL membership with access to TESOL resources; 
  • Membership in Uzbekistan prestigious Core Teacher Trainers Corps.

 

10. What is the difference between the English Speaking Nation: Secondary Teacher Training (ESN:STT) and the English Speaking Nation: Coaches Program (ESN:CP) programs? 

Both programs seek to strengthen Uzbekistan’s secondary school teachers’ classroom English skills.

The English Speaking Nation: Secondary Teacher Training (ESN:STT) program is open to Uzbekistan’s secondary school teachers who may apply to participate as Core Teacher Trainers (CTs) or Regional Peer Mentor-Teachers (RPMs). To learn more about ESN:STT, please refer to the information above.

The English Speaking Nation: Coaches Program (ESN:CP) is open to U.S. educators who may apply to participate as Coaches. To learn more about ESN:CP, please refer to the Coaches Program page.