The vast number of international schools around the world are still closed and doing some kind of remote learning. It has truly been a challenge for these schools to adapt and adjust to this new way of teaching.
The pressure has been on the school’s administration to organize a clear plan that will follow the local government’s rules and guidelines. These administrators strive to clearly communicate to all stakeholders given the very short amount of reaction time to put the new ways of working in place.
When using ISC’s unique Comment Search feature (Premium Membership is needed), we found a number of comments that had the keyword Covid in them. Here are 10 comments that show some implications of Covid-19 on these international schools:
“School communication has always been a struggle for the school, particularly for the foreign hires who generally hear things last. During the distance learning program due to Covid-19, this had huge repercussions in the trust of the school. Ultimately however the school eventually came to good decisions that people were happy with….”
“The school is currently going through the accreditation for NEASC and IB/PYP. This process may be delayed due to Covid-19…”
“DISK is working on accreditation with WASC, They were to do the initial visit before the end of this year, then Covid-19 messed it up. We expect them in September. Due to Covid-19, we extended the closure of campus to May 11. Learning is still taking place online…”
“Because of Covid 19, our school has been doing remote teaching for many weeks now. But after only 4 weeks, the Danish government has ordered that kids aged 0-10 should go to school (MS and HS still have remote learning, probably until the end of the year). The Early Years and Primary School sections are now teaching in person again on campus, but we have so many new rules and guidelines that we must follow. We are calling it “emergency learning”. One rule is that there can only be 10 kids per classroom because we need to have kids sit two meters apart and to limit the number of adults the students interact with. That in turn requires more teachers to teach a grade level, so the drama, art, music, etc teachers are now all classroom teachers teaching. It is very full on!”
“Students in EC-Grade 5 are using Seesaw as the primary platform for learning while students in 6-12 are using Google Classroom. This has been very helpful in transitioning to online learning due to the Covid-19 situation…”
“Pretty much all PD cancelled when Covid 19 hit. Even those that could have been rescheduled…”
“Covid-19 has put teaching online. Added costs of increased electricity use and wifi upgrades (if required) must be born by teacher. One school in the vicinity has provided a bonus to its faculty for this increase in costs…”
“New principal is hardly at school and doesn’t know teachers. In every critical situation (earthquake, Covid-19 closure) director was the first one to leave the country and ‘manage from distance’…”
“As of March, 2020, KICS has switched to online learning/teaching as a response to the Covid-19 pandemic. It’s a bumpy transition, especially as it happened right at the start of the spring break, which is why some teachers and families are out of Sudan…”
“Salaries for primary and secondary teachers have been cut to 80% during the Covid-19 shutdown even though teachers are expected to teach their full course load. IB PYP candidacy was abandoned…”
ISC would like to hear from you! Log on to ISC today and submit a comment about the consequences of Covid-19 on your international school. You can submit your comment in the School Information section under the comment topic “Recent things that the school has taken on (i.e. new curriculum, specific professional development, etc.).”continue reading
At some international schools, 1/4 or 1/3 of their current teachers decide to let their school know that they will be moving on at the end of the school year. Though it is not the case necessarily at other international schools that have a lot of local hires. Those with lots of local hires generally tend to have teachers that want to stay there for longer periods of time because they have more ties to the local country (e.g. they are married to a local, etc.).
Regardless of the personal situation of the teacher, another big factor that guides a teacher’s decision to stay or leave is the school itself. For example, the school might be losing student numbers as of late. Fewer students mean less demand for all the teachers on the current staff roster, meaning some need to go whether they like it or not. Maybe even the school has decided to alter or eliminate the staff children benefit (to have them attend the school for free). And the list goes on…
There are of course even other factors that come into play that affect this big decision that a number of teachers need to make around this time of the year. One of these factors is that the school has decided to move in a direction that doesn’t match your teaching philosophy any more. Staying at a school that doesn’t match you and your teaching style can be a serious concern leading you to search for other positions in school that better suit you.
The biggest factor to stay or leave might just boil down to money plain and simple. If the school isn’t meeting your needs financially any more, there are many more that probably will.
So that questions is for you is why are YOU going to stay or leave your current school? It might be one of these reasons listed above or a combination of these and other even other reasons.
Luckily, International School Community has a comment topic on our school profile pages related to this topic of staying or leaving, so you can stay the most informed as possible. There are a total of 145 comments (November 2017) that have been submitted by our veteran international school teachers in one of 65 comment topics called – “In general, why are people staying at or leaving this school?”
Here are a few of those submitted comments:
“People are staying because they are mostly not getting better job anywhere else and peoples are leaving because of the rude behavior, Less salary, false promises, promotion of wrong candidate, lack of resources and overloaded routine.” – Indus International School (Pune) (Pune, India) – 43 Total Comments
“Staying because the campus is nice, supply and PD budgets are generous, students are overall courteous and engaged, and because Berlin rocks. Leaving because salaries are too low, and some departments are more disorganized than others.” – Berlin Brandenburg International School (Berlin, Germany) – 52 Comments
“Staying: Turnover is low. In my opinion people are staying because the school climate is generally very positive – it is a happy place to work. The school has generally got its act together (curriculum, policies etc) very well so there are structures in place to make teaching positive. It is a vibrant, stimulating place to work. Japan is a lovely place to live. Leaving: The cliche is single females find it harder to date in Tokyo and that could be a reason to leave. The school’s pay is OK and the school’s reputation is good and growing but the pay is not as great as some other big name schools. People leave as they get the experience and then are drawn to the lure of $$. This is especially the case of teachers in their late 40’s looking for a pension.” – Tokyo International School (Tokyo, Japan) – 69 Total Comments
“People stay a long time because the pay and benefits are great, the city is very livable, the cost of living is low and the classes are not too large.” – Anglo-American School of St. Petersburg (St. Petersburg, Russia) – 38 Comments
“The overall package is hard to beat and the staff are not overworked. Combined with minimal classroom management requirements due to small class sizes, DISK really is a great place to work.” – Doshisha International School Kyoto (Kyoto, Japan) – 92 Comments
“If you survive your first year most teachers stay on. The first year is a challenge, especially if you are late arriving (a common issue because of how long it takes to get a visa).” – Tsinghua International School (Beijing) (Beijing, China) – 121 Commentscontinue reading
With the hiring season upon us, there is a divide amongst us international school teachers. Will the international school you are interviewing with prefer to hire a teaching couple or a single teacher?
I guess it could seem like the international school is being a bit discriminatory when they state their preference (sometimes in the job description vacancy itself), but there might be a number of factors that come into play in their decision to be so explicit in what they are looking for.
Sometimes hiring a single teacher can be more expensive than hiring a teaching couple. We all know schools love saving money! Money aside though, the administration at international schools also know the lifestyle that prospective teachers are signing up for. The set up could be good for both singles and teaching couples, but the city and country where the school is located could also lend itself better to a single person OR to a teaching couple.
It is hard to guess which type of teacher would be better for which set up, but the administration can see patterns developing amongst their staff. For example, are the single teachers or the teaching couples staying longer (or shorter) at the school? Are single teachers finding it difficult to save money there? Are single teachers able to easily meet up with other expats or locals in the city for a date?
The fact is, though, that single teachers get hired all the time during each recruitment season. If you are a quality teacher with a good resume and references (+luck and timing), the school will definitely consider hiring you. However, it might be good to know which international schools have a good record of hiring single teachers.
Additionally, if a school gives an offer of employment to a teacher who is single, what are the exact details about the benefits the school is offering you specifically? What is the lifestyle like for single teachers that live in different cities around the world?
So many factors and things to consider!
Luckily, ISC was designed to help international school teaching couples and single teachers find the information they are looking for. Using the Comment Search feature (premium membership needed), we found 92 comments that had the keyword “Singles” in them. Here are 11 of them:
United Arab Emirates
“Dubai is a big city in most ways with very modern nightlife etc. singles should have no trouble meeting other singles, and couples will find the city enjoyable as well. Sex between people who are not married is illegal and people DO go to jail for it/get deported for it, but usually only when it is something very blatant (like having sex on a public beach). Homosexuality is illegal in the UAE and is still prosecuted. UAE is trying very hard to balance between a modern, cosmopolitan city while at the same time being respectful of traditional Arab culture.” – Raffles International School (South) (59 total comments)
“Kyoto has a pretty balance for all interests. singles may find it difficult here, however, as there isn’t much nightlife in Kyoto (a lot of things close around 8 or 9) and it can be hard to meet people. Osaka is 30 minutes to an hour away, however, and has a lot of options in that department. There are plenty of parks and outdoor spaces in Kyoto, unlike Tokyo or other metropolitan regions of Japan.” – Doshisha International School Kyoto (92 total comments)
“The housing allowance for singles was increased to 23,000HKD (2900USD) which allows for a bit more choice. Because of the price discrepancy among singles, teaching couples and a teacher with dependent(s), singles were the only ones who received an increase.” – Hong Kong International School (118 total comments)
“The school itself is a very family orientated place, though there are lots of singles in the school. Often group trips are organised renting beach houses and lake houses.” – Academia Britanica Cuscatleca (30 total comments)
“Chiang Mai is a great place to live for couples and families. Singles who like the Great Outdoors will also be satisfied. Those seeking a full on nightlife need to save their Bahts for a weekend in Bangkok or Pattaya. Chiang Mai has some great pubs and restaurants, but currently all are forced to close at midnight.” – Varee Chiang Mai International School (62 total comments)
“Staff housing is provided. 2 bedroom apartments for singles, just in and around Doha (Al Saad, Al Marqab) or in Education City (mostly families because of the parks and facilities that in and around the compound). You can ask for rent allowance but once you forfeit housing you can’t get back in! QF policy. Think it’s around 8,000 qar a month plus 500 for utilities.You’ll never find anything as nice as the housing provided for that money, without getting a roommate (then you can save money)” – Qatar Academy (Sidra) (65 total comments)
“The school generally recruits at the Search fairs, in Johannesburg, Bangkok and London. There are some long-term local hire teachers. Many local hires are expats who are here with their partners. I believe they also hire through Skype interviews. There is a good mix of people – couples, families and singles. Recently there have been a lot of singles hired which has put a bit of a crunch on housing.” – International School of Tanganyika (171 total comments)
“Lots of activities for singles, but people generally agree Lusaka is great for families, less so for singles wanting to find love. There is a small gay culture, but not vibrant due to the country’s general conservatism.” – American International School of Lusaka (45 total comments)
“I am a single parent with a 5-year-old so life is very quiet for us. singles seem to have a very active social life as there are a lot of bars and Manizales is very safe. In terms of gay life, I know there are gay bars here and gay couples but I they feel they need to be discreet in public.” – Colegio Granadino Manizales (44 total comments)
“Staff housing differs for singles and married couples. They are both located near the school and are in an area which has plenty to do. Major bills include gas, electricity, internet, etc. The most expensive is the gas in the winter. Teachers are responsible for their utilities.” – Busan Foreign School (5 total comments)
“There is a mix of local and expat teachers. The majority of expat teachers come from the UK, but others come from other English-speaking countries as well. There is very low turnover rate at the school- maybe one or two positions open up each year. The staff are mostly married couples- very few singles.” – International School of Lyon (12 total comments)