Key Considerations

Are you thinking about starting a language school? If you are, I have set up three language institutions and am just about to start setting up a new language school for ITI, Istanbul so thought it a good idea to share some of the key considerations.

LOCATION

Things to consider here include choosing an area that is close to or easily accessible to your target market. Do you prefer to base the school close to your competition? Or do you prefer an area that doesn’t have a language school yet? Also consider public transport facilities. If you want to work with young learners, parents also need facilities for dropping off and picking up children. An area to park cars is important

LAYOUT OF ROOMS

Consider how many students you will have in each class and plan the space needed in classrooms. (Maximum 15 students in a class is normal). You might decide to target business clients which means some of your classes will be taught in their company. The advantage for you is that less room is needed on your premises. Also consider how much room you need for teachers and resources. You need a large teachers’ room with space for teachers to work. Computers and internet access. Plenty of cupboard space and filing cabinets for books and materials.  Admin staff need a work area, too. Furthermore, you need a reception area for receiving clients and giving them information. A cafeteria for students waiting for classes. A self access room with computers for students’ use (see below).

RESOURCE ROOM FOR STUDENTS

Do you want to have a self-access centre for students to learn independently? (Also known as a multi-media centre). This can be a good selling point for the school. Busy clients might appreciate the opportunity to drop-by and study at times other than those set out for them in the traditional classroom setting. Teachers can be timetabled to oversee the centre which can be seen as a bit of “downtime” for them. You might decide that it can function without the presence of a teacher which makes it more economical. However, you’ll need somebody nearby to solve technical difficulties.

WHICH CLIENT GROUP TO TARGET

What kind of teaching will you focus on? Do you want to be specialised in teaching business clients? Do you focus on exam preparation? Or is your focus children and teenagers? Remember the additional considerations when teaching children e.g. security in the building and supervision at all times for the younger ones. The type of work you do also contributes to your corporate image, you can start thinking about this now. You can not mis children and business people at the same time.

HOW TO FIND YOUR CLIENTS

Think about where and how to advertise. How can you get your school known? The choice of publicity space will depend on your target market and the country you are in. What specialised press exists for your target market? Do you also want to contact Human Resource managers and/or training managers in large companies? Does the local Chamber of Commerce (or similar organisation) have a list of companies that you can target?

RESOURCES AND EQUIPMENT

Teachers usually need access to a photocopier and a computer. You need to decide how much to invest in these items and whether it would be easier to rent them. If the equipment is rented, you might get quicker after-sales service. So look into this area. Also contact large computer manufacturers directly and ask whether they are willing to give you computers at a reduced price. Explaining who your target clientele is might help you get computers at discounted price. The advantage to the supplier being that your students become familiar with the computer brand and therefore would be more likely to purchase one at a later date.

As for books, you need to decide whether you give the course book out to students. If so, this is factored into your course fees. The advantage here is that all students will have the book at the same time, making it easier for teachers. Alternatively, you can ask students to buy their coursebooks. Coursebooks have to be approved by the Ministry of Education.

As supplementary resources, I suggest that at the very least you need a book that covers each of the skills (reading, writing, listening, speaking) for each level. Grammar reference books and books that develop vocabulary and pronunciation are needed, too. Remember to buy cassettes and CD Roms to accompany coursebooks. Check with publishers and bookshops, they sometimes give discounts to schools.

If you decide to teach Young Learners, you’ll need other resources such as card, scissors, glue etc. A large quantity of toys, eg puppets, plastic fruit and veg will also come in useful. Story books and activity books will also be needed with YLs.

HOW TO FIND YOUR TEACHERS

You’ll need to consider where to advertise and what experience and qualifications you consider desirable. Probably the majority of teachers will be young (hopefully enthusiatic) and relatively inexperienced. They will need support from an experienced Director of Studies and a comprehensive programme of teacher development and regular observations.

ADMIN AND SUPPORT STAFF

You need to consider the job description of admin and support staff. The receptionists who deal with the customers directly on the phone and when they come to the school are key to the success of the number of students enrolling. They need throrough training. What exactly will you expect them to do? Do you need staff who speak English? Or is the local language sufficient? What about cleaning staff – will you employ them directly or will you outsource this work? You’ll also need to consider where to advertise for your admin and support staff and the same tips for recruiting teachers apply here.

DRAWING UP CONTRACTS

You’ll need to consider the legal aspects of work contracts in Turkey. If you are unsure about any aspect, get professional, legal advice. It is better to be safe than sorry.

Aspects to consider in the contract include: are you offering full-time, part-time or hourly-paid work?  Is a trial period necessary before the contract is confirmed? What salary are you offering and what exactly is paid for, e.g. are planning and travel time paid and if so are they paid at the same rate as teaching? Will you pay for attendance at staff meetings?

Also consider what provisions you need to make for paying into pension schemes, health benefits, holidays and possibly luncheon vouchers.

LEGAL ASPECTS

You need to consider certain legal aspects of being an employer and providing a service. Your building will be used by the public so consider health and safety. This should be considered at the beginning, not later. It can be more costly to put something right once it is in place. Public use of the building also raises issues about insurance.

As for employees, you need to consider equal pay, maternity leave and the right to return to work. Think about issues concerning the termination of contracts. This may seem strange when you are about to recruit; but it’s better to know how to end a contract before you enter into it.

COMPETITION

You need to think about your competitors and how to position yourself in relation to them. What is the added advantage of studying with you rather than a competitor? This is your selling point. Gathering information about other schools helps you fine tune which products you offer and helps you find a niche in the market.

FEES

Issues to consider here include: will individuals be charged the same rate as companies? Will evening classes be the same price as mid-morning classes? How will prices vary according to whether it’s a group class or a one-to-one class?

You need to cover your costs, so factor in teachers’ salaries, overheads such as rent and electricity. Also consider the cost of materials (books and handouts) and admin salaries in order to calculate the cost of a teaching hour.

ACCOUNTS, BOOK KEEPING AND FINANCIAL ASPECTS

BUSINESS PLAN

It’s wise to have a medium-term development plan. Think about your objectives over the next 3 or 5 years. You might need to produce such a plan in order to get a bank loan. It will act as proof that you have thought out your project thoroughly. It’s also beneficial to you as it will keep you focused on your priorities.

COURSES: LEVELS AND TESTS

In general courses can be divided into 48 hours. Either 6 hours a week  (8 weeks) or 4 hours a week (12 weeks) – (maybe an intensive daytime course of 12 hours). Learners then pay and register for a complete course. A typical programme would be:

BEGINNERS – (48 hours)

ELEMENTARY – (48 hours X 3)

LOWER INTERMEDIATE – (48 hours X 3)

INTERMEDIATE – (48 hours X 3)

And usually classes higher than this have so few students they are not economical to run. It is worth considering becoming an examination centre to run Cambridge and other examinations. This is an extra source of income.

A full syllabus needs to be submitted to the Ministry of Education for approval. You can get a list of approved books from the Ministry. It is also a good idea to get a sample approval syllabus and just copy it for the initial approval. (This can then be changed to suit the needs of the students and institution). Publishers can help with this as well probably.

You need to decide what sort of test to use for placing your students in classes and consider how students pass from one level to the next. Also, what is your policy on repeating a level? You need to think about the work being done by the Council of Europe to standardise language testing across the various member states.

STORING INFORMATION

You need a way to store information on your students. Essentials include name, address, contact telephone number (useful in case a class needs to be cancelled and a number for a parent is essential when teaching YLs). You also need a record of the entrance test score. Useful info includes profession, age and known illnesses (e.g. epilepsy, essential if teaching children). Remember that the information you store will be covered by a data protection law and deal with it accordingly.

Recruitment is the process of getting the right person in the right job and so is a key to success in your school. All too often you have one hour with somebody to decide whether they’re going to fit into your school and your existing team. If you hire this person, you’re going to see them on a daily basis, you’ll be sharing in their successes and failures, and the image of your school could depend on their abilities. So you want to get it right.

Mistakes that are made can be costly and very time-consuming. If the person doesn’t fit the profile or doesn’t fit into your existing team, you might find yourself starting up the recruitment process again. On the other side of the fence, if the interviewee doesn’t get all the necessary info regarding the post and the school, they’re not in a position to make an informed decision. They can regret their decision later and leave you. Out of fairness to interviewees and to save yourself extra legwork later, you need to be clear, precise and focused. I think that an hour is a very limited time for both sides to make such major decisions and like to use the time to the full.

Before starting any recruitment process, it’s essential for you to know exactly what you’re looking for. As one very wise person said, “If you don’t know where you’re going, how will you know whether you’ve got there?” This sounds obvious but you’d be surprised by the number of recruiters who jump this essential step.

Have your goal or end point firmly in sight. For this, you’ll need to ask yourself a certain number of questions. Here are some suggestions:

• Think about where your school is heading in the near future. For example, do you want to set up young learners’ courses? Do you want to expand the range of business courses offered? You won’t be looking for the same profile, so be clear to yourself about what you want.
• If your school is likely to be expanding, do you want to hire an experienced teacher? This person could move into a post of responsibility later or have a role training and guiding less experienced teachers.
• You also need to consider areas such as organisation, paperwork, report-writing. If your school (or one of your clients) insists on extensive paperwork, then you’ll be looking for a teacher who is happy with this.
• Do you want to hire a teacher who is autonomous? If you have a lot of in-company classes the teacher will get much less moral and pedagogical support than the teacher who teaches mostly in the school.
• Do you want to hire a full-time teacher on a permanent contract? This would increase the amount of commitment on both sides. Or do you prefer to hire one or two teachers on part-time contracts or hourly-paid teachers? These two options allow for more flexibility (both for you and the new teacher) for increasing and decreasing teaching hours.
• You need to get Ministry of Education approval for teachers and a work permit. Often teachers need this before they enter Turkey and it can be a lengthy and time consuming process.

Once you know what you want, you’re almost ready to start looking. Before starting, it’s helpful to brainstorm the profile of the perfect candidate. You could consider three categories:

1. qualifications – is a university degree important for you? do you want someone who has the TEFL Cert or Diploma? Will you train the teachers yourself and so think that teaching qualifications are not necessary? I would suggest a minimum of a Certificate. Also a first degree in English may be necessary to get Ministry of Education approval. It is also an idea to consider running CELTA courses.
2. experience (type of teaching, number of years, countries, size of school)
3. personal qualities (adaptability, rigour, good with difficult people…)

From this wish-list, you can decide which elements are essential and which are an added advantage. This is your person specification (person spec) and will help you at every stage of the recruitment process.

Think about how you are going to check each item on your person spec. What can you check through asking for references? What will you ask the candidate in interview? How will you check certificates and diplomas? Will you ask the candidate to bring them to the interview? What will you ask the candidate on the phone before deciding whether to continue with the recruitment process? Remember that bringing someone in for an interview is very time-consuming for you and the person concerned. So get as much information as possible before inviting the candidate in.

Now you know what you are looking for, you’re ready to start. Here is my suggested procedure:

1. Place advertisement – make the school look seductive and attractive, but be truthful. Essential info includes:
   • experience, qualifications and personal qualities you are looking for in a teacher
   • info about the school: location, structure
   • info about the classes: in-company or in-school; size of classes (group, one-to-one…); type of teaching (young learners, business English…)

You might also want to add info about possibilities for training and development and the sort of support provided.

Questions to ask yourself about placing the ad include: where should I advertise to find the person with a corresponding profile? Internet, daily newspapers that are widely read by teachers (eg The Guardian in the UK), word of mouth, the notice board in a library used by teachers. Of course, this will also depend on your budget.

If you choose to advertise on the Internet, the advantages are that it is instant and worldwide. You can have CVs coming in within hours. Another advantage is that you can put more detail in your ad and even link it to your website. There are thousands of job boards to choose from, some free and others not. As with anything, you get what you pay for. Paid ads have the advantage of being more credible in the eyes of teachers looking for work and so you might get a different class of applicant.

The disadvantage of recruiting at a distance is that you might not get a chance to meet the person. This is where I think care is needed. If you can, use a local agent to help you recruit. The extra cost will be compensated for if you get the right teacher. If you can’t go for this option, you should at least do a telephone interview and follow up references.

2. Potential candidates contact you and you give further details about the post. Decide beforehand whether this information will be given orally over the phone or written and sent out on request.
3. CVs are received. Qualifications and experience are checked and suitable candidates called for interview. Think about time management at this point. Your person spec will help you wade through the CVs. You can sort CV’s into three categories: teachers you definitely want to interview, those you are unsure about and those you definitely don’t want to hire. For applicants you’re not sure about, phone and ask a few questions for clarification so as not to spend an hour with an unsuitable candidate in interview.
4. Interviews are held in a quiet place to avoid interruptions. Put the person at ease, you won’t gain anything by stressing the person out. You won’t see them at their best and they’ll reveal less. What’s more, it’s unethical. Outline the interview, first we’ll talk about…then… As the interview ends, indicate what the next step will be, eg you can expect to hear from us in xx days.
   
   For the interview you’ll need to plan your questions. Decide what you’ll ask everybody and what information you need to give out to all candidates in the interests of being fair. There will also be specific questions that you’ll ask concerning each person’s CV.
   
   It’s usual to have two interviewers for two reasons. Firstly, to cover yourself in the event of any complaints from candidates. Unfortunately, it happens and so cannot be overlooked. Secondly, one person can take notes allowing the other interviewer to give their undivided attention to the candidate. The note-taker can also ensure that the essential elements are covered. This person very often notices discrepancies in the candidate’s answers, as (s)he is not involved directly in the discussion. So allow the note-taker some time at the end to ask questions.
5. Write down your initial impressions as soon as you come out of the interview, then consider the interview again 24 hours later. Follow up references, if you’ve decided this is part of your procedure. You can then decide whether to make an offer or send a letter of regret. Your person spec will help you with decision-making.
6. Make confirmed offer (or regret). It’s wise to wait at least 24 hours before contacting the candidate. If you decide to confirm by phone have a spiel ready in case you get an ansaphone. Make it clear and short. Give – and repeat – your phone number. Don’t leave a message turning down your candidate.
7. The contract is signed and details are finalised (start date, etc).

All the above can seem very time-consuming. Especially when you’re ready to hire. I strongly believe that any time invested in finding the right person is time well spent. The more time you spend getting your hiring right, the less time you’ll spend with problems and/or departures later.

The expected outcomes of a well-thought out recruitment process are an increase in the number of suitable teachers who come to work with you and stay with you. The extra costs of a teacher not fitting in and leaving should be reduced.

Of course, some people still prefer to see hiring staff as an art and follow their feelings. Don’t forget that recruitment doesn’t end at the interview. You might have decided to have a probationary period  – if so, how will you handle it? You also need to work at keeping your staff. Newly-recruited teachers are expected to be effective as quickly as possible, and they have their expectations of you too.

Induction Guidelines for Your New Staff

Induction comprises welcoming and integrating a new member of staff and is part of those vital first impressions. You might well ask why bother with induction. After all, you could just throw your teachers in at the deep end and see if they sink or swim. This would give you more time to deal with other matters and would give teachers a taste of things to come. This might even work for experienced teachers, for teachers who know your country and town well and for teachers who know your school’s style and priorities. How many of those have you recruited? If you have recruited from abroad, or if you have taken on less-experienced teachers (even post-CELTA, teachers can be anxious about a new job), they will benefit from some sort of introduction to your school. This doesn’t mean training them, it does mean going through how your school functions. Even experienced teachers will benefit from this input.

Concern at this stage is to give an introduction to the school and its particular features, not to the work of teaching itself. You want the newcomer to be an effective member of staff as quickly as possible. You should never take it for granted that a teacher will take up a new post easily and smoothly.

Consider, too, the fact that there is an existing unity in the school which is solid and well-formed. New members need to fit into this. So you need to cultivate the feeling that the new members of staff fit in and feel they belong.

We’ll look at how to do this and how to minimise the time you spend with new teachers. The intended outcome is getting your new staff to fit in and feel like staying around.

AIMS OF INDUCTION

• to have the new employee(s) efficient as soon as possible
• to encourage the new employee to become committed to the organisation
• to reduce the likelihood of staff leaving quickly
• to familiarise the new employee with the job
• to quickly dispel the feeling of being out of place – teachers are professionals and want to be accepted by other professionals
• to familiarise them with rules, customs and procedures

You don’t need to have a programme organised on military lines. It’s important to have an induction programme that is coherent with your usual working practices. It should fit the characteristics of the school and the organisational context. It will also depend on the size of the school and the number of people arriving.

WHAT TO COVER

1. Structure of the school
   • Structure re management, admin staff, levels of classes
2. Roles
   • Roles of management
   • People who are there to help (formally and informally)
   • Introduction to the principal
3. Job
   • Breakdown of what the job consists of and specific duties
4. Language input
   • If the teacher is new to the country, (s)he’ll benefit from knowing some basics: buying food, asking for directions, etc.
5. Functional
   • Show the newcomer around the building, give a map of the area.
6. Contractual
   • There may be a contract to sign, bank details to take, work permit to organise, etc.
7. Social gathering
   • Meal/night out together

On the first day, it’s a good idea to cover, at least, the following:

• Organisational jargon
• Practical info – food, breaks, toilets, building layout etc.
• People info – who’s who
• Health and safety info – emergency exits, fire extinguishers, first aid kit – not nice but essential!

The priority from the new employees’ point of view will be to familiarise themselves with the immediate requirements of the job they are about to perform

HANDBOOK

You might choose to produce a handbook. If so, its layout and form is important. You should present the various strong points of the school. The layout should reflect your school’s identity: is your school young, dynamic and open to change? or is your school well-established as a leader? The handbook should represent who you are. This is an exercise in internal marketing and communication.

Suggested areas to include:

• Welcome letter
• Brief history of the school
• Organigram
• Staff names and positions, areas of responsibility
• Working conditions, times etc
• Details of holidays, sick leave etc
• Staff appraisal system (if you have one)
• Details of any trial period
• Trade union representation
• Equal opportunities

This welcome file or staff induction manual will benefit newcomers as it is a readily available body of knowledge. Details will vary from school to school and many feel nothing complicated is needed.

HOW

You can consider various ways of organising your induction period. For example:

• presentations to the group of newcomers
• a meeting including a question and answer session
• visit of the school
• observations of lessons to get a feel for the image you portray

You could also think about making the induction interactive. Teachers can go on a treasure hunt with a list of questions to answer and things to find. Some examples are:

• Where are the attendance sheets kept?
• Who do you speak to if you need a new board pen? What other functions does this person have?
• Where are the upper-intermediate listening materials kept?

You can also give them a plan of the building with just office numbers, for example. They go around and fill in the names and functions of people. To do this, they’ll need to introduce themselves and they’ll have the opportunity to get to know their new colleagues. It’s best to check beforehand whether colleagues will have the time for interruptions. If someone is likely to be too busy, it’s best to include the details for that person on the building plan and introduce them formally later.

An interactive induction is more memorable for your new teachers. Think about how you teach and apply the same rules to induction. This way of going about it also frees you up to do other things.

WHO

You could delegate induction to an experienced teacher(s) to allow for some professional development and motivation. This can work if the school year is slow to start and you have some teachers who are down on teaching hours.

Another option you could consider is mentoring. An experienced teacher is designated to be on hand for questions and queries. This helps to motivate the current member of staff and helps the newcomer settle in. A mentoring system needs careful thought and planning, led by the management team. The chosen teacher should be clear about his/her role in the process.

FOLLOW-UP

It’s a good idea to programme regular check-ins to help you identify any problems and solve them in a timely manner. This also allows the newcomer a chance to raise any questions. You could schedule meetings one month and then two months after the start date to ask how things are going.

POINTS TO REMEMBER

Remember the newcomers know about teaching and are with you to fulfil a new post in a new school. Don’t talk down to them.

Remember emotions about this time: they may be feeling nervous about the new job and/or country. This could lead to uncertainties about the decision made to take the job. So you want the first weeks to be as positive as possible without being false.

Different people adjust to new environments at different speeds, just like students who learn at different speeds. Don’t underestimate the time taken for someone to settle in. Someone who appears comfortable initially may have delayed shock when it all becomes real. Be ready for it.

Remember the new teachers have expectations of you and the school. Think about their expectations and needs – of course, this should be realistic and may need modifying!

Problems often show up at the beginning but people don’t pay attention to them. They think it will just go away. The more attention you pay to problems that arise, the better it is.

Successful integration depends on the time spent explaining the post and the systems used in your school. It’s also an exercise in team-building.

I’d like to end by saying that induction is an essential phase in the success of a quality recruitment process. A selected candidate, even with a good knowledge of what the job entails, will need induction to ensure maximum effectiveness as quickly as possible in the school. The induction process can also serve as the starting point for the training and development of staff.

The tools and training made available to newcomers from the moment they arrive allow them to position themselves to integrate. This makes it easier to evaluate their performance and abilities from the start. You should be looking closely at performance throughout this time. Trial periods exist for a reason and should be used to their full.

There is no fix-all recipe that will work for everybody. According to age, situation, profile and personality each teacher will have different needs and expectations.

ENGLISH INSTRUCTOR
EMPLOYMENT CONTRACT

(A sample)

CONTRACTUAL PERIOD OF TWELVE (12) MONTHS

This contract (agreement) is between two parties.
1.__________________(herein after Employee) and
2.__________________(herein after Employer as an Institute, School, College or University)

Employee is hired by Employer as an instructor for the following period: _______________________________

– The parties agree to carry out the terms of employment as set forth herein.
– Employee and Employer are expected to comply with the following conditions as per contract clauses.
– The teacher is not permitted to work outside the institute.

CONTRACT CLAUSES 1-9

1. SCHEDULE
The number of regular teaching hours will not exceed 130 hours per month or 30 per week. A 50 minute class will be counted as “one teaching hour”, and thus includes a 10 minute break. A 40 minute class will be counted as 40 minute and thus includes 5 minute break. Classes are held from Monday to Sunday. Employees are entitled to two days off a week.

2. PAY (based on exchange rate  1.00YTL = $  )
Employer agrees to pay Employee a basic minimum monthly salary of won 1,200 YTL (per month) for a period of 12 months and including a bonus payment of one month’s salary upon completion of said contract. It will be dispersed in thirteen (13) payments over the course of twelve months in following the manner under clause 2-1. Increments on salary will be paid for additional experience and qualifications.

2-1. PAYMENT METHOD

Monthly pay period begins on the first working day of the contractual period and is paid on the corresponding 10th day of the next month. On the last day of the contract term, the Monthly salary is paid and includes the contract completion bonus (one month’s salary see section 2-2). Over time rate for each hour worked over and above 130 hours per month is won 20 YTL per hour.
2-2 BONUS PAYMENT.

 
3. AIRFARE
Employer agrees to provide Employee a one – way ticket to Turkey from their country of residence. However, Employee agrees to reimburse Employer the cost of the said fare should Employee fail to complete the full contract term.

4. ACCOMMODATION
Employer agrees to provide accommodation for Employee. Employee is responsible for rental payments and other running expenses associated with accommodation. Accommodation may be provided in one of the following manners:

1 -A private room in an apartment shared with other teacher(s).
2 – A private apartment.

Employer agrees to provide basic household furnishings for Employee. Employer agrees to provide adequate accommodation and living conditions. Basic amenities include a bed, access to a Kitchen, cooking utensils, hot water for bathing, and a western style toilet. The basic amenities do not include a television or radio. The management expenses (gas/electricity/water/telephone accounts) are the responsibility of Employee.

5. MEDICAL INSURANCE
Employer agrees to provide basic medical insurance for Employee. Insurance pays fifty (50%) percent of any treatment charges. Employee agrees to pay remaining fifty (50%) percent. Employee may extend to total insurance coverage with extra contribution to the insurance agreement.

6. JOB DESCRIPTION
6-1. English teacher / Instructor.
Employee, as an English teacher, will direct and guide the students in English and as such, thorough class preparation is required. Employee will be provided with the necessary books and teaching materials to conduct classes, Employee is usually expected to be responsible for class tests, marking, report writing and completing attendance registers and all the administrative functions required by the institution as laid out in the teachers’ handbook.

6-2. Employee is expected to attend all Teacher Development and Administrative meetings organised by the school. These will not exceed an hour a week.

7. HOLIDAYS/ANNUAL – LEAVE/SICK – LEAVE/TARDINESS.

7-1.Holidays.
There are 13 – 15 Turkish paid public holidays per year. Employee is not required to work on these days.

7-2. Annual leave.
Employees are entitled to four (4) weeks of paid leave for the contract period.

7-3 Unpaid leave.
Unpaid leave is occasionally negotiable between Employee and Employer. Although limited to unusual circumstances, the clause for unpaid leave is treated as a case by case scenario.

7 -4 Sick leave.
Employee is permitted up to three (3) days of paid sick-leave per year. Unused sick-leave may not be taken as annual leave. To be eligible for paid sick-leave (when Employee is unable to attend class due to illness), he or she shall notify Employer as early as possible and shoud provide Employer with a doctor’s certificate. If Employee fails to notify Employer with proper proof of ilness, Employer has the right to deduct one day’s pay for every day Employee is absent from work.

8. RELEASE FROM CONTRACT
(NOTIFICATION REQUREMENT 9-1)
Both parties have the right to declare the contract null and void under one of the following circumstances:

8-1. The health of Employee is such that it is deemed impossible for Employee to continue work or,

8-2. Blatant misconduct by / employee, either professionally or otherwise, including but not limited to, conducting classes under the influence of intoxicants, continual absence and / or tardiness for classes or,

8-3. Employee or dependents violate Turkish law or,

8-4. Employee does not carry out, in a responsible manner, the educational purpose of the institute or follow the instructions of Employer of the institute in good faith.

8-5. In the event of war, civil strife, or other matters that are deemed by the Turkish government as being of adequate reasons for Employee to leave the country, provided that official documents from respective embassies are presented.

9. LEAGAL ACTION
If there is a dispute between the parties involved in this contrat, the parties agree to the final judgment of a Turkish civil Court or Turkish Civil Law, whatever the final decision may be. If at anytime Employee leaves the institution without giving prior notice and without going through the appropriate procedures, Employer has the right to pursue legal action for damages and attormey fees against Employee.

9-1. Notification Requirement
Employer or Employee may annul the Contract by giving a minimmum of two(2) months advance notice in writing. In the case of Employer seeking annulment, reasonable and adequate grounds must be provided in order for the Contracct to be dissolved. Reasonable and adequate grounds for annulment areas listed under clause 8. A mutually acceptable third party may be used to arbitrate the matter. We, the undersigned, agree to the clauses 1-9 as condition of employmont for this English Instructor Emplyment Contract between the following parties:

SIGNATURE OF EMPLOYER:
Name: __________________________________
Name of institute: _________________________
Address: ________________________________
________________________________________

SIGNATURE OF EMPLOYEE:
Name: __________________________________
Address: ________________________________
________________________________________
Date: ___________________________________