Events of recent months have reminded us that teachers everywhere adapt instruction to circumstances and needs of their students.

The rapid spread of a virus into a global pandemic resulted in the worldwide closure of schools and, within days, teachers implemented a wide range of alternative strategies for guiding learning as their students stayed home, even though few teachers had any significant experience in using them.

Among these strategies, online computer-based instruction has become a primary tool for instruction and its use, along with other events, have rekindled awareness of inequity, injustice, and economic disparity that result in uneven access to educational opportunity worldwide.

EA's university and school partners are uncertain whether their institutions will open in coming months and if so under what conditions. What we do believe is that online teaching:

• Has become a current necessity in delivering instruction to primary through secondary school students worldwide.
• May become a permanent characteristic of educational systems at all levels possibly using some level of online instruction coupled with on-site classroom sessions.

We also believe that prospective teachers must:

• Demonstrate ability to effectively use online instructional tools in teaching their students.
• Experience life and education in other cultural settings so they can prepare their students (from or living anywhere in the world) for their lives.
• Be prepared to adapt to current and projected future realities.

EA Student Teaching Online provides the opportunity for participants to achieve these goals while working from home, working with teachers and students in another, or multiple, cultural settings around the world.

In addition, with the option to bolt-on the EA Teachers, Go Abroad programme students can travel to their partner school after graduation, gaining the experience of travel, life and education in a different community and culture, at the time that is most suitable to them. This allows student teachers and universities to build the most flexible, relevant experience for their individual and global needs.

Benefits for Students

• Guidance and practical experience in using on-line instruction with resources provided by EA.
• Broaden their world view, influencing and being influenced by the learning of students in other cultural settings.
• Flexibility: Work from home, part or full time, variable hours depending on time zone of the school, complete part or all of the student teaching requirements as required.
• Lower cost (e.g no commuting).
• Increase ability to effectively educate students of different cultural backgrounds and to prepare them for the global community they will live in.
• Expand employment options with a talent that is sought after by schools including over 11,000 English medium international schools worldwide, in government schools in several countries, and in multicultural schools in the student teacher’s home region.
• Bolt-on the Teachers, Go Abroad programme - allows Student Teachers to gain the full cultural immersion of travelling to and working in their partnered school, with the support and coordination provided by EA colleagues. The travel can be redeemed potentially years after qualifying, having already achieved their immediate goal of certification as Educators.

Benefits for Schools

• Gain the professional development benefits of Student Teachers within the faculty, while enjoying the flexibility of online access to refine the timetable of activity to suit the school’s needs.
• Rapidly gain the benefit of online teaching methods and supported professional development, ensuring their school leads from the front in adapting to changing trends in education.
• Provides links to potential employees, knowing they have demonstrated successful on-line teaching through partnership with current colleagues as a component of their professional qualification.
• Mentor teachers have additional support in helping students succeed, particularly in the wide array of supporting activities to enable off-campus learning and education.

Benefits for Universities

• Help assure their graduates are prepared to educate any child from or living anywhere in the world and to use online tools in doing so.
• With fewer full-time placements and possibly limited options in home area schools, GST Online student teaching offers an alternative – split placements - two students each ½ in the local school, ½ teaching online, allowing one local placement to serve two student teachers.

EAST Online student teaching placements are available in a wide range of schools in countries across all continents. Placements are also arranged within an applicant’s home country to provide experience in other domestic cultural settings and/or accommodate personal circumstances.

Placements are available throughout the calendar year.

Determining the specific location is based on matching participant interest/availability/length of requested placement and times when schools are in session.

This match is further complicated by the fact that school calendars change year to year and even vary among schools within the same community. As a result, participants may need to adjust the dates and location for their placement as they work with their EA Placement Director to create an optimal opportunity through which to develop and demonstrate their abilities as professional educators.

Two helpful resources:

1. The Global Academic Year calendar is a useful tool for determining when schools are in session round the world (chart created by Dave Simons, The Education Company, 2013).
2. Further detail about scheduling placements in Europe:
   • The usual school year in Europe is three terms (not semesters).
   • Autumn term - first week in September to the week before Christmas – 1 week midterm break end of October; 2 weeks holiday at Christmas.
   • Spring term - first full week in January to the week of, or before, Good Friday – 1 week midterm break end of Feb, 2 weeks holiday at Easter.
   • Summer term - first week after Easter Monday until the end or June or early July – 1 week or 3 day break end of May, 7-9 week summer break.
   • Placements of more than 10 weeks may require an additional week depending on scheduling of school holidays
   • The 90 day tourist visa allows for a 12 week placement if completed within a single term.

While the cost of this experience can be measured in money, its value must be considered in terms of personal and professional growth and in preparing oneself for entry into a career as educator in the global profession of teaching.

The program cost is offset against university tuition charges for the same course/experience based on arrangements between EA and each partner institution.

The total cost for Online Student Teaching placements:

• An GST placement of 200-450 hours of supported student teaching - $3,500.
• Bolt-on the Teachers, Go Abroad placement for $1,100 and save an additional $1,000 (regular cost $2,100).

Payment of the program cost is made in two parts:

• A placement fee of $800 upon submission of the full application as a deposit against the program cost.
• The balance of the program cost which is paid when placement is set.

Financial considerations:

• Depending on arrangements with each university, the placement/program fees are made by the participant or their university.
• Refunds: If EA is unable to arrange a placement, the placement fee is refunded. There is no refund of either the placement or program fee once a placement has been made.
• The cost for participating in GST may be adjusted on the first of August each year.

Prior to Enrolling

Prospective participant:

• Determines whether to proceed following review of requirements and expectations outlined on EAST www pages.
• Completes the EAST Online application form, including required materials, and submits it to their university student teaching placement office for approval and forwarding to EA.

Upon Entry to GST Online

• EA colleagues assume responsibility for all aspects of the online student teaching process from placement through supervision, assessment, and reporting using EA procedures.
• Participant’s application is sent to a prospective mentor teacher or host school to consider whether they have the ability to provide support that will fulfill requirements of the student teacher's university (duration, subjects, and age/grade levels).
• When accepted by a mentor teacher and/or school, GST online participant communicates directly with the mentor teacher to plan instruction and determine responsibilities.
• Participant registers for the appropriate course at their university. Alternative arrangements are available, at additional cost, through an EA partnership with a highly respected university.
• An EA supervisor is assigned to offer professional guidance and provide written assessments of performance.
• Mentor teacher(s) prepare at least three formal written reports of observations and an interim report of the student teacher.

Upon Completion

• Mentor teacher(s) and EA faculty complete summative reports which are shared with the participant and his/her university.
• Participate in the GST Community association.
• Support when applying for employment in international schools.