Korean Job Discussion Forums

[MollyBloom]

In the spring 2008 semester, SMOE organized the Native Speaking English Teacher (NSET) Representative program. They chose 22 of their best middle and elementary school foreign teachers to help improve the English Teachers In Seoul (ETIS) program (a.k.a. NSET program). Duties included helping NSETs communicate with the head and district offices, solving problems and answering questions for NSETs, improving English education in Korea, and consulting with the SMOE head office in how to improve the NSET program, attract new teachers, and retain quality teachers.

Initially, NSET Representatives were optimistic about the program. After years of reoccurring problems in SMOE and after having most NSET feedback ignored, SMOE was showing signs of change and increased professionalism. 7 of the 22 NSET Representatives compiled the "NSET Representative Report" for SMOE officials. The report was an objective attempt to highlight key problems in the ETIS program, to highlight problems NSETs face in SMOE, and to propose solutions. Until this time, the report was kept confidential and not distributed outside the SMOE office or NSET Representatives.

Unfortunately, SMOE has failed to solve a large majority of the problems and in many cases they have made the problems worse. SMOE failed to support the NSET Representatives and the program is only successful in supportive districts, not across SMOE's spectrum. SMOE's unwillingness to improve the NSET program coupled with the recent cancellations of over 100 new NSET jobs is troubling.

The NSET Representative Report from 2008 is being released online to inform the current and potential future SMOE NSETs about common problems they may face in the organization. It is not an attempt to bash SMOE and many of the NSET Representatives are still active in SMOE and in the NSET Representative program.



SMOE NSET Representative Report on the SMOE ETIS Program

May 2008


Contents

I. Mission statement


II. Overview of the report


III. Overview of the recommendations


IV. Key issues


V. Detailed list of issues and suggestions
Section A: Issues in the SMOE ETIS program
Section B: Issues in SMOE schools
Section C: Issues with new NSETs and new applicants
Section D: Housing issues
Section E: Issues with NSET Representatives
Section F: Additional suggestions

VI. Conclusion


I. Mission statement:

As Native Speaking English Teacher (NSET) Representatives, our mission is to assist the Seoul Metropolitan Office of Education (SMOE) expand and improve English education in Korea. Our collaboration with SMOE offices will produce many results. Our work will help SMOE make the English Teaching In Seoul (ETIS) more attractive to current and future NSETs in hopes of recruiting new and retaining current NSETs. Our work will help SMOE district offices of education communicate with and guide their NSETs. Our work will improve relations between NSETs, SMOE schools and co-teachers. Finally, our work will support current and future NSETs by helping NSETs with problems, answering questions, providing support and building a social network among NSETs.

II. Overview of the report:

We appreciate the lines of communication SMOE has opened up with us and we sincerely hope SMOE responds to the issues we present regardless of whether the responses are positive or negative. We are willing to help SMOE in any way we can to improve the ETIS program. Many NSET Representatives have the education and experience required to help implement changes.

We have created this report thoughtfully and diligently. Although SMOE officials did not ask us for such an extensive analysis, we feel a detailed report is necessary in order to convey our current ideas. We conducted our work and produced this report purely on Western business standards. Many of us have worked on committees and advisory boards in the past and we utilized our Western business approaches to maximize our efforts. Our approach is direct, objective, and sincere.

We enjoy working for SMOE and appreciate the benefits SMOE provides to all NSETs. Most NSET Representatives have worked for SMOE for multiple years and are very happy with the SMOE ETIS program. This report focuses on suggestions, on existing problems and on perceived problems in the SMOE ETIS program. We believe a reader from purely Korean business standards could misinterpret our suggestions as ungrateful. We want to avoid that possibility at all costs and express our respect for SMOE and SMOE administration.

III. Overview of the recommendations:

We have compiled a list of problems, suggestions and comments for the SMOE ETIS program. We understand SMOE cannot address all the issues, especially all at once. We also understand that SMOE may not be able to work on some issues due to policy or government restraints. Finally, we understand that each district and each school is in a unique situation and that some things in SMOE will never be uniform across all schools and districts. Given the fact that all NSETs are under a contract with SMOE, we feel many policies can be clarified within districts and schools in order to create a well established, freely operating organization following clear guidelines.

With all restrictions aside, we have compiled an extensive list of issues and suggestions. We hope our idea inform SMOE, we hope SMOE will resolve issues as best as possible and we hope our suggestions will spark future proposals. We have broken up the issues in this report into six sections: A: Issues in the SMOE ETIS program; B: Issues in SMOE schools; C: Issues with new NSETs and new applicants; D: Housing issues; E: Issues with NSET Representatives; and F: Additional suggestions.

IV. Key issues:

We feel that the following key issues are the most important points of this report. We believe that SMOE should address these issues first and foremost in order to attract and retain NSETs in the ETIS program.

1. SMOE should create and enforce clear policies in the ETIS program, for schools and for NSETs. These policies should be available to and understood by all SMOE officials, school administrators, Korean co-teachers and NSETs. [See Section A, Part 1 and Section B, Part 1]

2. SMOE should establish clear and effective lines of communication for NSETs when communicating with school officials, NSET Representatives, district officials, SMOE officials and other NSETs. [See Section A, Parts 2 and 4 and Section C, Parts 2 and 3]

3. SMOE should help bridge the cultural gaps between the Korean culture and Western cultures in schools, in the SMOE ETIS program and in the city of Seoul. [See Section B, Part 3 and Section F, Part 2]

4. SMOE should establish solid criteria for NSET Representatives, officially announce the roles to NSET Representatives and ensure NSET Representatives receive necessary assistance from district and school officials. [See Section E, Part 1]

V. Detailed list of issues and suggestions

A. Issues in the SMOE ETIS program

1. SMOE should implement standard policies that are easily understood.
-SMOE does an excellent job of following and honoring the contracts with NSETs. This is one of SMOE�s most appealing features over positions with other organizations.
-SMOE policies should be easily accessible to all NSETs. SMOE does a great job of handling many issues, but other issues are often a cause for concern. The policies for many issues are not in the contract and are not understood by school administrators or NSETs. Here is a list of issues most NSETs don�t understand:

-The difference between severance and pension, including the details of each
-The policies of airline ticket purchasing and reimbursement; the rehiring process
-The policies and processes of changing schools within SMOE
-The process of moving to a different apartment
-The requirements and policies of working a district camp vs. a school camp.

-One example of a major problem is the policy for reimbursement of non-Korean Air airline tickets. During the last 2 rehiring seasons, NSETs have faced big problems getting reimbursements in a timely and professional manner. NSETs stated they were promised a reimbursement within 1 month or other short periods of time, but some did not receive the reimbursement on time. One NSET said it took 5 months. Some NSETs retained the necessary documents for reimbursements, only to be asked for new, additional documents long after the flight was completed. Not only do late reimbursements make SMOE look disorganized or dishonest, it also costs many NSETs additional, unexpected costs as tickets are often purchased with a credit card and collect interest.

2. SMOE should establish clear lines of communication.
-We understand that communications and messages in SMOE filter from the top down, from SMOE headquarters, to districts, to principals, to head teachers, to co-teachers and to NSETs. While we know this structure cannot simply be changed, many NSETs miss out on important information and notifications due to a broken or stalled link in the chain. Some NSETs and co-teachers have missed important information, even mandatory district meetings.
- Not having a consistent communication process leaves NSETs gathering information from other NSETs or second-hand sources.
-We feel that a direct notification process could be constructed while leaving the current process intact. For example, announcements from SMOE or districts could be put on the SMOE ETIS website. At the same time, the message (or alert of a new message) could be sent out to all relevant NSET email addresses. NSETs could still wait for official notifications to trickle down from the school and at the same time be aware of and prepare for upcoming events.
-Many NSETs, even some NSET Representatives, report that emails are never returned from districts offices and the SMOE office. To avoid miscommunication, SMOE could establish a special email account for all NSET inquiries. This would help NSET emails be singled out from other communications and from junk mail. An automated response could be sent to ensure the email did reach SMOE and to reassure the NSET that SMOE will be addressing their concerns.

3. SMOE and SMOE schools should keep sensitive issues confidential.
-Medical privacy is extremely important to Westerners. Many NSETs report that their medical records are left out in the open, unnecessarily read by various school staff and even passed around offices for teachers to read. This is extremely inappropriate and embarrassing. NSETs should have a designated recipient for medical records and those records should be kept secret and in a secure area.
-While not as important as medical records, financial records are also kept confidential in Western nations. School staff members should not distribute or make available NSET financial records.
-SMOE surveys and NSET feedback forms should not be given directly to school staff members. Currently, many surveys and school evaluations are collected by co-teachers. This prevents NSETs from being honest or creates hostility between co-teachers and NSETs.

4. SMOE should establish an online database and discussion website.
-NSETs need a practical way to share ideas, lesson plans and teaching resources as well as have discussions. The current ETIS website does not fulfill these needs. Other teaching websites and are not focused on SMOE materials and may be unprofessional. A suggested format for an NSET website is a �Ning� website. For an example of a �Ning� website, visit http://eflclassroom.ning.com/

5. SMOE should review all English-language materials.
- NSETs are available and willing to help edit papers. All English-language materials should be edited for grammar and spelling mistakes. This may seem like a minor issue, but many NSETs interact with SMOE solely through written communications. These documents are the face of SMOE. SMOE is one of the top organizations to work for in Korea and should resemble that elite status.

B. Issues in SMOE schools

1. SMOE schools should understand and follow standard policies.
-The entire SMOE Handbook for NSETs should be in both English and Korean. It should be required reading for school administrators, co-teachers and NSETs. It should be made available in print and online. It should also be available to NSETs before signing a contract due to the fact that NSETs are required to follow policies in the handbook. This would prevent confusion, problems, stress and unnecessary questions from NSETs and co-teachers.
-Some NSETs report that co-teachers are unaware of or unwilling to perform co-teacher duties. Other NSETs report that they aren�t aware of their full duties as an NSET. A common problem in schools is discipline in the classroom. Many NSETs rely on the co-teacher to discipline the students while others report they have to discipline the students themselves.
-Many other in-school issues are affected, like time-off for business reasons that must be conducted during school hours. Examples are visiting the bank at the end of the day or during lunch, eating lunch off campus during official lunch hours or visiting the NSET�s embassy.
-The SMOE Handbook for NSETs could also include insightful information into the Korean government, Ministry of Education and SMOE hierarchy.

2. Co-teachers should communicate news and information to the NSET.
-Many NSETs report that co-teachers do not inform them about changes in schedules, meetings, after school events, field trips and other irregular situations. This causes a lot of confusion because most NSETs do not speak Korean and don�t understand the content of school updates.
-Each school should have a designated co-teacher that gives the NSET a weekly report of news, events and schedule changes.

3. Cultural awareness should be explained to both NSETs and school officials.
-SMOE should help NSETs and school officials adjust to foreign cultures in order to create harmony between NSETs and school officials. While NSETs should research Korean culture before moving to Korea, SMOE should provide some required reading and help prepare NSETs to deal with work environments and communications in the Korean culture and SMOE schools.
-Western communication, businesses and school systems are very different. SMOE should help educate and prepare school officials and Korean teachers to work with and communicate with NSETs.
-SMOE should explain the benefits of having an NSET in the school. SMOE should reinforce the fact that NSETs are teachers, and though they aren�t Korean, they deserve the same respect that other teachers receive. Many NSETs report that they are ignored, verbally abused or treated with disrespect by school officials and teachers, sometimes on a regular basis.

4. NSETs should be offered after school classes and district camp options.
-Many NSETs want to teach more than 22 hours and this benefits the teachers, schools and students. After school classes allow students cheap or free alternatives to hagwon classes, they provide NSETs with additional salaries and prevent NSETs from seeking work outside of SMOE schools. If an NSET would like to teach after school classes, the school should try to organize after school classes. If classes are unavailable, schools should collaborate with other schools, especially those without a regular NSET, in order to provide students and the NSET with additional teaching options.
-Many NSETs work district camps and receive additional pay and vacation while other NSETs never have the same opportunity. If available, districts could help place NSETs into district camps, even in other districts, especially if the NSET has re-signed a contract with SMOE and has not been able to teach at a district camp.

C. Issues with new NSETs and new applicants

1. Schools should prepare and assist new NSETs in and out of the school.
-Schools and co-teachers have a responsibility to help new NSETs adjust to life in Korea. This includes helping NSETs navigate their new neighborhood, showing NSETs where to buy food and supplies, introducing NSETs to the bus and subway system and helping NSETs with other necessities like phones, banks and utilities.
-While most new NSETs are happy with their transition to Korea and SMOE, some NSETs report that their schools did nothing for them except show them the apartment and the school. We believe the NSET should be responsible for learning about Korean culture, but moving to Korea from the West is a mind-altering experience at first and SMOE should ensure all NSETs are comfortable and have the basic necessities of life.
-SMOE should provide new NSETs with a list of community resources including English-speaking services such as hospitals, translation services, tour companies, stores, websites, etc. Other resources should be added like Korean language classes, community event websites and foreign-friendly organizations and clubs (biking, soccer, writing, history, chess, billiards, etc.)

2. SMOE should establish a mentor program for new NSETs.
-Mentors could provide helpful logistical and cultural information, guidance with lesson plans, social and moral support after orientation. This would alleviate culture shock, alienation and depression. It would also establish a place for constructive venting and problem solving.
-If a mentor program is established, no current NSET should be forced to be a mentor. Mentors should volunteer and pass certain qualifications. Ideally, mentors should work and live in the same area or district as the new NSET. Mentors should have completed at least one contract with SMOE to ensure that mentors are both experienced and happy in SMOE. If an NSET wants to be a mentor, but has not completed a full contract, schools or districts should give approval to assure quality mentors.

3. SMOE should allow new NSETs to work with established NSETs.
-Many new NSETs report being unprepared to teach and co-teaching in SMOE schools. More direct training should occur at orientation. Some veteran NSETs should attend the end of orientation. New NSETs should see more than one in-class observation at a veteran NSETs� school. This would help NSETs adjust to the Korean school system, give insight into lesson planning as well as class management and help co-teachers work with new NSETs.
-Veteran NSETs should attend new NSETs� schools for a day or more during the NSET�s first week at school. This would help ensure quality teaching methods and communication among NSETs and co-teachers.

4. SMOE should set guidelines for recruiters and end business with recruiters that mislead applicants.
-Many new NSETs and applicants report that some recruiters handling SMOE applications are dishonest. Previous issues include lying about SMOE policies, benefits, eligibility and attempting to persuade applicants to other jobs outside of SMOE.

D. Housing issues

1. New NSETs should be given notice of their new apartments before a housing agreement is established.
-Article 12.6 of the NSET contract states: Employer shall decide what to provide Employee with housing after discussion with the Employee. Most NSETs, however, never have a discussion about housing.
-Some NSETs complain that apartments are too small, too dirty or in poor locations. NSETs should understand that housing in Seoul is much smaller than in many Western nations, but NSETs should not be placed into housing that single Korean teachers would not be willing to live in. No NSETs should be forced to follow unusual, unexpected rules such as �no overnight guests� or �no food deliveries.�
-NSETs living in Korea at the time of hiring should be shown the apartment, especially since they may have acquired many things during their previous years in Korea and may want to obtain larger housing.
-NSETs not in Korea should have housing options described and shown pictures if available. Some NSETs may prefer living in a small, new officetel in the middle of the city while others might prefer traditional apartments several stops away from the busy city center.

2. The Euljiro Co-op Residence at Dongdaemun Stadium station is unacceptable housing.
-No NSET who is already living in Korea should be placed in the Co-op Residence. While there are benefits to having NSETs new to Korea live in the Co-op Residence, NSETs already in Korea will probably not benefit and will be displeased.
-Dongdaemun Stadium is not a safe place for female teachers. The Co-op Residence is near �Little Russia,� an area full of establishments dealing in the illegal sex trade. Residents must walk by �Little Russia� to go to and from the subway. Female NSETs have reported being mistaken for Russian prostitutes, followed, propositioned, touched and even forcefully pulled toward the love motels. One woman reported a forceful, repeated assault in the middle of the day in front of the GS25 store half a block from the Co-op Residence.
-Existing problems at the Co-op Residence should be rectified. Last year, a large majority of Co-op residents participated in an independently created survey in order to express their opinions and frustrations with the Co-op Residence. Unfortunately, the response the NSETs in the Co-op received from SMOE was less than positive. No SMOE or school officials helped rectify the problems encountered at the Co-op Residence. Of all the NSETs who re-signed with SMOE, only a very small number of them remained in the Co-op Residence. SMOE schools still continue to put NSETs in the Co-op Residence, often at more financial costs than renting a regular apartment. Unusual, unexpected rules are enforced in the Co-op Residence. Some of the rules are written; some have been made up verbally as time goes on and were not stated in the Co-op Residence housing contract. The noises inside and outside the Co-op Residence prohibit many NSETs from sleeping regularly. Encounters with short-term guests have also been a problem for some NSETs as short-term guests don�t respect the residence like a home or residents like neighbors.

E. Issues with NSET Representatives

1. Schools and districts should be notified about NSET Representatives.
-If NSET Representatives are going to hold meetings, contact each other and contact the other teachers in their districts, schools and districts should be willing and able assist NSET Representatives.
-Some districts have refused to provide any support or information, including names, school names and email addresses to the NSET Representative. This leaves the NSET Representatives unable to fulfill their duties. At the present time, many NSETs have not been contacted by their NSET Representative.
-Schools should be willing to let NSET Representatives attend meetings and assist teachers in their districts. NSET Representatives are chosen because of their teaching abilities and professionalism. Schools and districts should trust NSET Representatives and allow them to perform necessary tasks, even if that means leaving school early on special occasions.
2. SMOE should communicate with NSET Representatives.
- The beginning of the NSET Representative program is a positive and great step for SMOE. SMOE has surprised many NSET Representatives with their openness and communication in the NSET Representative program. In the past, some NSETs have been frustrated because suggestions, comments and problems seem to have been ignored. When NSETs were contacted by Representatives, many NSETs currently expressed their lack of faith in the NSET Representative program due to previous encounters with SMOE and district offices. Others refused to discuss problems in their schools due to fear of reprisal. Even if issues with NSETs or NSET Representatives cannot be resolved, SMOE should acknowledge the issues and continue to build faith and trust with all current and future NSETs and NSET Representatives.
-NSET Representatives should produce monthly reports summarizing the work they completed and any issues that need attention.

3. NSET Representatives should be compensated for their work.
-NSET Representatives are working for SMOE in order to improve the ETIS program. NSET Representatives should be compensated for their time and effort in order for future NSETs to be attracted to the NSET Representative program.
-While current NSET Representatives have been working for no additional benefits, an additional form of compensation for NSET Representatives is needed in order to attract and retain NSET Representatives. SMOE should implement standard policies for compensating NSET Representatives. Many NSET Representatives are working as much as 5 hours or more every week contacting teachers and discussing ideas with other NSET Representatives. Additional time was spent by many NSET Representatives working on and discussing this written report.

F. Additional suggestions

Many NSET Representatives and NSETs have other suggestions for the SMOE ETIS program. NSET Representatives believe that these ideas would increase the number of foreign teachers willing to work for SMOE and would help retain current NSETs. These suggestions may relate to the previous sections, but they are placed here to keep this report organized.

1. SMOE should establish interschool programs to help Korean students learn English and interact with native speakers.
-The possibilities for SMOE to utilize all the NSETs are infinite and should be a topic of ongoing discussion. Not only would it be good for students to hear different voices and accents, but it would be culturally beneficial to students and NSETs to experience different situations. Xenophobia is prevalent in Korea and in the Korean media. It causes apprehension in students and it creates hostility toward foreigners in Korea. SMOE has the ability to fight xenophobia and make students, parents and citizens aware that SMOE NSETs are qualified, professional and kind.
-Currently, some schools work together and allow students to learn from many NSETs. One example is the AAA program in the Nambu district. The district has a �base school� where multiple NSETs teach students from various schools.
-Other ideas include: SMOE schools could �trade� NSETs for a day or organize extra-curricular activities involving NSETs from other schools; SMOE could organize a �meet the NSET� day where students, parents and neighbors meet area NSETs; SMOE officials should analyze EFL methods used in other countries with high English retention rates and experiment with new ideas.

2. SMOE should implement policies that develop NSETs� teaching abilities.
-NSETs should not be treated as �temporary� teachers despite the fact that most NSETs are temporary teachers. SMOE should treat NSETs like long-term employees and give NSETs the opportunities to advance their careers and remain in SMOE.
-Currently, NSETs are given very little real-world training at orientation and at district workshops. Usually, district workshops consist of a �special� lesson that does not resemble an actual classroom. NSETs should regularly observe authentic classes and should have their own classes observed. Veteran, qualified NSETs and co-teachers should evaluate and help NSETs� lessons and methods.
-SMOE should encourage NSETs to obtain TEFL certificates. SMOE does offer an increase in pay for most teachers who obtain TEFL certificates, but SMOE should allow NSETs more opportunities to attend classroom-based programs. If an NSET is willing to obtain a CELTA (the world�s most recognized and professional TEFL certificate) or other valuable TEFL certificate, SMOE should allow the NSET to attend a TEFL program during the summer or winter vacations instead of working at an English camp.
-SMOE should encourage NSETs to join teaching organizations such as KOTESOL. SMOE could pay for NSETs annual membership fees if NSETs are willing to attend KOTESOL conferences. SMOE should also allow NSETs time off to attend official meetings with teaching organizations.
-SMOE should consider similar incentives and programs for NSETs willing to obtain a Master�s Degree or other advanced degree in English, teaching or related fields.

3. SMOE should reevaluate the salaries of NSETs.
-NSET Representatives understand that NSETs are well paid in the Korean school system. However, SMOE is losing current and future teachers due to salary increases from hagwons and other jobs. Factors beyond control have driven up the prices hagwons and other institutes are willing to pay foreign teachers. These factors include stricter E-2 visa regulations and the weakening of the Korean Won in the global market. Current and potential NSETs, especially NSETs with high qualifications, are able to work fewer hours and make more money at many hogwans.

4. NSETs should not have to go to school when no classes are held and when Korean teachers do not go to school.
-Once again, NSET Representatives understand the NSETs receive more official vacation time than EPIK, GEPIK and hogwans. However, NSETs feel frustrated when they must go to an empty school and empty office. In addition, many NSETs report that heating is not available in the winter and air conditioning is not available in the summer when Korean teachers have the day off. SMOE could allow NSETs to �work from home� on these days.

5. Computers for NSETs should run on English Microsoft Windows.
-Many NSETs do not understand the Korean language and find it difficult to use computer programs in Korean.

6. SMOE should be flexible with the flight policies.
-In addition to clarifying the airline ticket polices [See Section B, Part 1], SMOE should consider more flexible policies. Currently, NSETs who don�t take an outbound flight at the end of the contract simply lose the flight opportunity. SMOE should extend the amount of time NSETs have to use their outbound flights. For example, if an NSET wants to fly to their home country 6 months after their contract dates, SMOE should be willing to pay for the flight based on the cost of a flight at time of contract completion.
-SMOE should consider a discounted cash option for NSETs who do not take an outbound flight. This cash option could be a set amount, such as 700,000 won or a percentage of the flight cost, such as 70%.

VI. Conclusion

We want to again thank SMOE and SMOE officials for the opportunity we have been granted as NSET Representatives. We hope the ideas and suggestions in this report are well received and considered as future possibilities. We are willing and available to help SMOE improve the ETIS program and English education in Korea. We look forward future discussions, further assistance and sharing new information.

[Francis-Pax]

[ddeubel]

FP -- I'm wondering who really is "closed"? Takes one to know one, I guess.....

I have made several such reports. Besides empowering and helping teachers themselves sort through the issues and see things in a much more "open" light -- I have seen change and openess.

It isn't anything that is dramatic or extreme, cultures and this kind of institutional change doesn't work that way. However it was substantial enough and has benefited teachers. A few issues I've raised and which were all or partially addressed after discussion and acknowledgment:

Longer holidays for NESTs. NEST mentoring and district organization (as above).
More and better preparation of NNESTs for coteaching.
Teaching guides and materials in English.
More in house workshops, especially on co-teaching.
Changes in the orientation to make it more "teaching" focused.

Lots others that are just "getting there" but many as long as my arm that still haven't seen the light of day. That's life but it is anywhere from "closed". It is just another culture and coming from a different. long historied and very institutionalized way of being.

I applaud these efforts and it isn't through such closed mindedness as your own that dialogue and compromise and thus change (however slow paced happens). You might feel you are a realist but you are anything but.

DD
http://eflclassroom.com

[Kikomom]

[Francis-Pax]

[sigmundsmith]

Being a ex-district rep and ex-smoer I can say that whatever has been suggested in the past has largely fallen on deaf ears by SMOE.

Nothing was addressed by SMOE from this report. The report wasnt written out of spite but to bring to their attention what problems that are faced by NSET's working and living in Seoul.

It was designed so that SMOE would be better informed about what was happening with the NSET program, as they are investing a considerable amount of money to improving English education in the Seoul public school system. So who better to ask than the teachers themselves.

Granted, I was fortunate enough to work in a district that was proactive in dealing with issues such as complaints or issue, workshops covering co-teaching and targeting better ways of teaching English in the classroom. Also, beginning last year, day trips have been planned for NT's in the district.

Now, DD stated that he has addressed issues to the powers that be and have acted on them. I have never seen any such issues presented by SMOE in the district that I worked in. Without blowing my own trumpet, it was largely due to myself (and moreso) the other district rep and the District Supervisor who were proactive.

We also established a mentor program for new incoming NT's into our district where they had the opportunity to spend 2 or 3 days with an established NT's to observe, be informed, discuss and ask questions about life and work in Seoul.

This idea was suggested to SMOE for all districts and as far as I know nothing has been enacted upon by them.

Myself and the other rep both wrote up reports and submitted them to our district and SMOE getting feedback from the mentor and the new NT's regarding the affectiveness of the program.

So, again, I don't know what things SMOE have enacted that DD mentioned because I never saw anything put inplace. If there were they were trivial and had little or no affect on NSET's.

Another example which was mentioned in the report was the Co-op and how many (if not most) felt it was unacceptable accommodation for NT's.

I lived there for my first 11 months. Myself and two other teachers residing there wrote up a questionnaire, wrote a report and went into SMOE on a Saturday to discuss some of these issues (this was with Lois at the time). Again, nothing was done about it.

I was lucky, I had a great school and worked in a good, proactive district. But many NT's are not so lucky.

[oldfatfarang]

Just to let prospective SMOE's into the mentality that's going to govern one year of their working lives: "We only want you for your voice."

Enough said.

[blue.sky]

Having worked at a SMOE school for a couple of years, I can understand most of the issues mentioned in the report.

Working in Korea for several years has also helped me to understand the difficulties our employers face dealing with NETs.

The report was all 'SMOE should do this/that...' which is fine. For balance, i would really like to see the other side of the coin (SMOE & the schools) and a report compiled by SMOE which deals with issues with NSETs raised by their school employers. Much of this is due to ignorance and cultural misunderstandings which can only really be addressed through experience. The orientation weekend I attended went some way to dealing with this, but it was all stuff I researched myself before I came here.

I have worked with some good schools and some bad schools, but I have also worked with some fantastic NETs and some absolutely embarrassing ones....

NSET should not chew gum in class
NSET should not play computer games while students are trying to talk to them
NSET should not be late for work....

all the absolute basics really. There probably wouldn't be enough space for the more serious issues.

[TheUrbanMyth]

I'm known as a Korean apologist...but really I have to agree with F-P on this one.

While many Koreans are quite gracious and open-minded...the ones who tend to be in positions of power (the education ministry) tend to be anything but. They are old-school (pardon the pun) and really don't understand foreigners as they don't work with them or try to.

[prideofidaho]

My fellow NSETs all agree that there are systemic problems with the program, but many of us are pleased with going about our day-to-day jobs and plotting our way out of Korea, or at the very least planning our non-work activities. My job isn't THAT bad, and while I know that some people had horrid situations, there just isn't a whole lot of empathy that one person can dole out when everyone seems to have their own personal injustice.

I've done my fair share of complaining, but I got myself out of the annoying situations with very little help from SMOE and the district reps. Heck, my own district rep did little more than listen to me vent, which was fine by me, and whenever there has been some problem that I couldn't get myself out of, SMOE was quick to help out.

SMOE's problem is that it's a huge bureaucracy, which is not exactly the most permeable beast. The only way I can judge it is by my own experience, and while it hasn't always been great, I've always been paid on time, nobody has put me through too much duress, and I've gotten to take my holidays /sick days/ without too many tears.

And for the record, I have worked with SMOE for two years now and am a few days into my third. Nobody ever asked me about this. District reps seemed to have taken it upon themselves to hole up and write up reports without asking NSETs if they wanted to add something.

[blue.sky]

I just think that report seems to list a host of grievances (probably justified) but it just appears to list 1000 things NET want or need.

I think a more constructive approach might have been to highlight a few core issues which affect the majority of NET and focus on getting these issues changed. One red-stamp marathon at a time. Then perhaps there'd be a 2% chance of some positive change - but hey, at least your chances have doubled...

The report just smells like a group of foreigners trying to change the system in another county. SMOE is a Korean bureaucratic behemoth run by Koreans in Korea, and therefore a group of temporary immigrant workers airing their collective grievances via a 4500 word essay in their native language just isn't going to cut it.

Korean culture is impossibly indigestible to most foreigners as perhaps our culture is to them. I unfortunately believe that foreign teachers here have to change their outlook and attitude in order to 'fit in' to Korean working culture. If you can't do this, then perhaps working in another culture isn't for you.

I 've worked in Korea for 5 years and SMOE for 2. I'm pretty convinced that reports like these are not the way to go about affecting change. Creating a situation whereby the big cheeses are fooled into thinking that they came up with the ideas and suggestions outlined in the report themselves is probably the most efficient way of getting something done or changed in this country. Once an idea is in their head and they think its theirs, it WILL get done. As a foreigner, you have ZERO% chance of achieving this.

Flame on.

[mt01ap]

The NSET representatives had their hearts in the right place making this report. Thanks also to Mollybloom for posting it =)
It's no surprise that SMOE has not followed through on the suggestions. But I don't think it is because it was made by foreigners. I think, as far as bureaucracy goes, Koreans don't take suggestions and change very well.
Many Koreans are stubborn and pretty thicked minded. Even if Koreans made this report, I'm not sure it would be taken seriously.

[Bibbitybop]

I know former NSET Reps and heard about the program.

SMOE asked them for help improving the program, so the Reps went out of their way to make this report to highlight the big problems and little ones together. They wrote not everything could be changed.

The program then went to tihs because SMOE had no other involvement. They left it up to districts to have a Rep program and most district offices are lazy, or they have the fundamental communication problems outlined in the SNET Rep report.



Molly, thanks for posting this. SMOE is tanking in terms of reliability.

[Mosley]

Kudos to the NT reps who wrote the report but the naysayers are right...it won't make a damned bit of difference. If anything, it will only increase officialdom & xenophobia...as someone suggested, it might not be far-fetched to think that submission of this report had something to do with the outrageous & unheard of cancellation of all those contracts. Can you imagine Japan's JET pulling such a stunt?!. No, you can't.

Hey, ROK: thar ya go...establish a professional, top-notch national public school system scheme modelled to a "T" like JET, and you won't have all these biatching barbarians....

[Zulethe]

And how many high ranking officials will even read that rubbish? That's right, not one.

The key question is where is this document filed? I bet it's either in the shredder or piled in the administrative archives from 1969.

You folks and your dumb little representational groups who think you are making any kind of difference.

I literally laugh at you minions.

SMOE is great, everybody please go to Seoul and pretend your little groups like ATEK or this stupid group are making any difference at all.

They just make these groups to placate the stupid teachers into thinking they are making a difference.

Grow up, take your head out of the sand and come to realize that their really isn't a Santa Clause!