Taitung Schools 

Taitung schools can be cozy, charming, hectic, laid-back, tiny, bigg-ish (No school in Taitung is actually 'large' by Taiwan standards), urban or rural.  Each school has it's own personality that can suit your personality.  After your arrival you will go on a school tour to find out which one is best for you.

Participating schools in the Taitung area fall under two categories: Type 1 are stand-alone schools, and Type 2 are paired schools. Check out the webpages of the schools to see a little bit about their campuses and activities.  These webpages are in Chinese, so if you have already studied and can read them, great!  If you can't read Chinese yet, don't worry. Just look at the pictures. A picture is worth a thousand words.

Type 1

Stand-alone schools will be your only workplace M-F. You may be partnered with 1 or 2 Local English Teachers (LETs) and visit classrooms for the various grade levels to deliver lessons.  

1. 馬蘭 Ma-Lan       Taitung Malan Elementary school students display award-winning invention (2014/06/23)

2. 新生 Xin-Sheng

3. 東海 Dong-Hai

4. 康樂 Kang-Le

5. 知本 Zhi-Ben

6. 關山 Guan-Shan

Type 2

Paired schools are located near each other and partner you with one LET, and the both of you travel to the schools on alternating days (MWF/ T TH).  These schools usually are small and rural.

1. Fu-Gang & Xin-Yuan富岡與新園

2. Yan-Wan & Bing-lang岩灣與賓朗

3. Tai-Ping & Feng-Nian太平與豐年

4. Shan-he & Mei-He 三和與美和

5. Rui-Yuan & Yong-An瑞源與永安

6. Dong-Cheng & Da-Nan東成與大南 

7. Rui-Feng & Luan-Shan瑞豐與鸞山

8. Yue-Mei &Tien-Kuang 月眉與電光 

9. Da-Wang & Jie-Da 大王與介達

Co-Teaching (Collaboration between LET and You)

Co-teaching, two or more education professionals working together to effect a learning outcome, stands as the hypernym to a wide array of subordinate constructs such as team-teaching, parallel teaching, station teaching, teach-assist, and alternative teaching, which serve as particular methods for implementation.  Each mode of co-teaching requires different "roles" and responsibilities.  Sometimes you will become equals in the classroom; sometimes you will assume distinct, but complementary roles and responsibilities; and sometimes you will take turns being assistant to each other. The mode you adopt to deliver you lessons depends on your personality, comfort zones, the culture at the school, and your LET's personality, habits, comfort zones. You may even use a variety of co-teaching modes throughout the year.

Co-teaching implies the general idea of cooperation, partnership, mutual support through advice and idea sharing, and co-planning.  There are five key characteristics of partners in an ideal co-teaching relationship: Work toward a common goal; recognize and respect each other’s expertise; demonstrate parity with each other; share teaching tasks and responsibilities; and use direct, cooperative communication. All of these elements are necessary to successfully carry out the modes of co-teaching described below.


Both teachers direct a whole class lesson and work cooperatively to teach the same lesson at the same time.

Parallel teaching

Students are divided into two learning groups; LET and you present the same content using differentiated learning strategies to suit possibly differentiated ability levels.

Station teaching

Multiple groupings allow both teachers to monitor and facilitate student work while targeting selected students with assistance for their particular learning needs. LET and you both monitor and teach.


The LET and you take turns assuming the lead role. One leads while the other provides mini-lessons to individuals or small groups in order to pre-teach or clarify a concept or skill to individual students who have difficulty or need attention. 

Alternative teaching

Similar to parallel teaching except that LET and you will switch learner groups during the lesson. One may pre-teach or re-teach depending on the progress in the curriculum, while the other teaches alternative content. Students are grouped based on
their readiness levels related to a designated topic or skill. Students who have limited prior knowledge of the target content or skill are grouped together to receive instruction to bridge the gap in their background knowledge. Flexible grouping provides
students at various proficiency levels with the support they need for specific content; student group composition changes as needed.