Up to 5 students is not marketing, but methodology
We deliberately limit group size so that the teacher is not lost in the crowd and can genuinely shape the quality of every lesson.
Team · teaching · partnership
deDACH teachers are not contractors, but partners
We build the school around teaching quality, not around sales. For us, a teacher is not just “a slot in the schedule”, but a person who influences the product, the standard, and the student’s result.
The point of this page is simple: to show who teaches with us, why this system works, and why strong teachers should work in a partnership format instead of simply “covering hours”.
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students in a group so the teacher can actually see everyone
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hours in the language cycle with Exam Lab already built in
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areas where a teacher can grow with us: German, Maths, Exam Prep
We are looking for partners
Strong teachers
Strong teachers
who care about the system
We need people who do not just “teach a lesson”, but want to see their impact on the student’s route: from the first level to the exam and the admission path.
DE
Deutsch
B1 / B2 / Intensive, small groups, live speaking, and Exam Lab as part of every lesson.
M
Math
Studienkolleg, Aufnahmeprüfung, task logic, and subject terminology in German.
EX
Exam Lab / Prep
Final exam technique, C-Test, Hörverstehen, time management, and simulations.
Why this exists
We are building not just a “team of teachers”, but a shared standard
deDACH did not appear as just another language school. We saw that students were missing not simply lessons, but a coherent system: language, maths, exam format, documents, pace, and real responsibility for the route.
Very quickly, another market problem became obvious: a strong teacher often gets reduced to “covering hours”, even though that teacher is the one holding the quality of the product together. We chose a different path — to build an environment where a teacher sees not only the lesson, but the student’s whole route.
That is why our partnerships start with an honest conversation: how you work, what matters to you, where your strengths are, and whether your approach matches our standard. We do not need a huge “teacher network” for the sake of scale. We need the right people for a properly built product.
We are not looking for people to “fill slots”. We are looking for people who want to build a strong route for the student together with us.
Our approach
What makes us different as an environment for teachers
This page does not promise an “ideal job”. It honestly shows the format: a high bar, small groups, a strong methodological framework, and real respect for the teacher’s role.
Exam preparation is built into the product
The teacher should not have to “figure out how to prepare for the exam on top of everything else”. The methodology already includes that inside the teaching cycle.
Language and maths work as one system
We do not split the student into disconnected products. For the teacher, that means better context and a clearer logic for the entire route.
A teacher should not have to sell “illusions”
We do not push the team into promises like “100% admission”. Here, truth, clarity, and professional judgment matter more than a beautiful script.
Why with us
What a teacher gets in partnership with deDACH
A ready framework, not a blank page
The program, cycle logic, rhythm, products, positioning, and student route are already assembled. You do not spend your energy on chaos — you invest it in lesson quality.
Less sales pressure
We do not shift the role of the sales department onto the teacher. If a case is weak, we say so honestly and do not ask you to “push the student through”.
Visibility of your impact
You can see how your work influences the student’s route: from level, pace, and confidence to the exam and the final admission result.
Room for growth, not just hours
You can influence materials, methodology, the Exam Lab format, group rhythm, and the product itself. We care about the teacher’s thinking, not only the teacher’s calendar.
Respect for pace and energy
Small groups, clear structure, and live communication with the team create far less burnout than “mass online teaching”.
A partnership tone inside the team
We want people we can build with for a long time. That is why we do not work top-down, but through a shared standard and shared responsibility.
Our teachers
What roles already exist in the deDACH team
We do not invent a “glossy dream team”. What matters here is not a polished title, but each teacher’s concrete area of responsibility inside the shared route.
DE
Deutsch lead
German teacher for B1/B2/Intensive
Leads small groups, keeps the rhythm of the cycle, and works with language not “in general”, but for the specific format of the Aufnahmeprüfung and the admission route.
“The lesson is not centered on a paper plan, but on the student’s real language progress.”
MA
Math mentor
Maths teacher for Studienkolleg
Works with Math A / Math B, helps the student move from fundamentals to exam pace, and teaches them to think in German terminology.
“The goal is not just to explain a problem, but to build the student’s confidence before the exam.”
EX
Exam coach
Final exam preparation
Responsible for Exam Lab, Mock Exam, C-Test, Hörverstehen, and exam technique. This role is about precision, not “just one more lesson”.
“Good preparation does not begin a week before the exam — it is built into the system.”
PM
Product and methodology
The teacher as a co-author of the product
With us, a strong teacher can influence materials, group format, feedback, and the next iterations of the product — not merely “deliver hours”.
“We do not separate methodology from the people who actually work with the student every day.”
Facts without decoration
What we can genuinely stand behind
We do not want to attract teachers with invented numbers. Better fewer claims, but honest and understandable ones.
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students in a group — with no exceptions if we want to preserve quality
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hours in a language cycle taught inside a clear system
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subject areas where we are genuinely building a strong product today
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shared standard: honesty, structure, and responsibility for the student’s result
How we start
What happens when a teacher joins deDACH
Not “dropped into a group and left alone”
We want a healthy start: understand how you work, where your strength is, and how to integrate you into the product without chaos or loss of quality.
01
Getting to know each other
format · subject · expectations
We do not start with “when can you teach”. We start with a conversation about approach, pace, strengths, and expectations on both sides.
02
Role focus
Deutsch · Math · Exam Lab
We define where you create the most value right away: the core cycle, intensive track, maths, or final exam technique.
03
Entering the system
materials · pace · method
You do not enter a void. There is course structure, format, logic, and room where a teacher can suggest improvements.
04
Live teaching
small groups · transparent communication
We work in a way that lets the teacher actually lead the group, rather than patch system problems during every lesson.
05
Growing together
feedback · new roles · influence
If the partnership is strong, a teacher grows not only in teaching hours, but also in influence: on format, products, and the deDACH standard itself.
Principles
What we consider normal in the work
Quality matters more than scale
If the product stops being strong because of growth that is too fast, for us that is bad growth. We do not want to build a school that way.
Honesty matters more than a polished sale
A teacher should not talk a student into something that does not fit them. We value the truth even when it is uncomfortable.
Results matter more than just “holding a lesson”
We care not only that a lesson happened, but whether the student is moving closer to the exam, admission, and real progress.
Respect for the teacher’s role
A strong school is not built against the teacher. It is built together with them through clarity, partnership, and professional trust.
Our position
We do not exist only for students. We are building a place where a strong teacher can work honestly, influence the product, and not get lost inside the system.
If this approach feels close to you, then we probably have something to talk about. You do not need to start with a “yes”. It is enough to start with a conversation and see whether we fit each other.
Soft CTA
Let’s talk before deciding
This is not a “send your CV right now” page. It is better to talk first: subject, format, pace, role in the product, and whether your teaching logic matches ours.
We do not sell a “dream job”
What we promise is clarity, structure, and an adult conversation about working together.
We look for long-term logic
We care about people with whom a school can be built for years, not just to “get through the season”.
We start with dialogue
The best first step is a short call, not a long form without context.