English Speaking Nation: Secondary Teacher Training

The English Speaking Nation: Secondary Teacher Training (ESN:STT) program seeks to strengthen Uzbekistan’s secondary school teachers’ classroom English skills, while also providing the selected teachers the opportunity to learn about student-centered pedagogical methods. Uzbekistan’s secondary school teachers may apply to participate in the ESN program as Core Teacher Trainers (CTs) or Regional Peer Mentor-Teachers (RPMs). Selected teachers will participate in trainings during the program and will continue to cultivate a supportive ecosystem of teaching and training post-program.

LEARN ABOUT ESN:STT's GOALS

Program Activities

ESN:STT is implemented through a three-phase approach where major activities for Core Teacher Trainers include: 

• Participation in the TESOL 140-hour Core Certificate Training 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 Training 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, if selected, to present at the TESOL regional conference to be held in Uzbekistan in 2022.

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 of 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 of 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.

Program Timeline