Around the world, there are cities that have more than one international school. Many times there is an American school, a British School, and an international school that uses an international curriculum.
Some cities, though, have MANY international schools! When that is the case, how do the comments about each school compare to each other?
This blog series looks at comparing some of these comments, all coming from international schools in the same city.
Currently, we have 40 schools listed in Dubai on International School Community.
Schools with the most submitted comments:
Al Mizhar American Academy (Dubai, United Arab Emirates) – 54 Comments
Greenfield Community School (Dubai) (Dubai, United Arab Emirates) – 79 Comments
Jumeira Baccalaureate School (Dubai, United Arab Emirates) – 54 Comments
Uptown School (Dubai, United Arab Emirates) – 49 Comments
American School of Dubai (Dubai, United Arab Emirates) – 17 Comments
Dubai International Academy (Dubai, United Arab Emirates) – 18 Comments
“HR department is not efficient on giving clear and true information when hiring. Often confusing communication.” – Dubai International Academy
“Check for Taaleem recruitment fairs in UAE plus through Search Associates – Head Teacher has travelled to Australia and UK to recruit in person but lots of appointments are done as a result of Skype interviews.” – Greenfield Community School (Dubai)
“Usually Search Bangkok and London fairs.Occasionally skype. Age limit is 60 in the UAE.” – Uptown School
“Management goes to ISS and Search fairs in the US.” – Al Mizhar American Academy
“There is now an option for a cash allowance for housing but it is not very difficult to find a decent apartment on the allowance as rates have gone up.” – Al Mizhar American Academy
“Housing is provided, but is of varying quality and far from the school. Motorway driving of 30 minutes one-way is average. No utility allowance and electricity, water and Internet are very expensive. After the first year, a housing allowance is available but won’t cover costs due to sky- high rental prices. There is a move in allowance, but this will not cover the cost of appliances and furniture.” – Jumeira Baccalaureate School
“Housing allowance increased but still low compared to real estate prices.” – Greenfield Community School (Dubai)
“The school is close to the airport and a shopping center (Mirdif). Housing is provided by the school (1st year), after that teacher may stay or move elswhere. Everyone drives (rent or mostly owned car.) There is a convenient underground parking for all staff.” – Uptown School
“Most teachers either rent or buy a car. Public transportation is not in the area. The school is about 20 minutes from downtown Dubai.” – Al Mizhar American Academy
“No public or school transportation, everybody must purchase a car, which is a very tricky situation, a lot of hidden expenses involved in that. Dubai is mostly Indian and doing business with them is not pleasent.” – Dubai International Academy
“The school is located in Jumeira 1, ten minutes from the beach and far from all teacher housing. A 30-45 minute commute is average. Teachers must have their own vehicles to get back and forth from school as transport is not provided and public transportation is limited.” – Jumeira Baccalaureate School
Language of Students
“Almost everyone is ESL or EAL. In hallways English is used or Arabic. Given 20 nationalities mostly from Arabic countries, India, etc. English is maybe more often heard.” – Uptown School
“The dominant culture is Emirati with the second culture being other Arabs and Pakistani. Students are 90%+ Islamic. The common language is Arabic.” – Al Mizhar American Academy
“Indian community is ruling from the top to bottom.” – Dubai International Academy
(These are just 4 of the 65 different comments topics that on each school profile page on our website.)
If you work at an international school in Dubai, share what you know. Consider becoming a Mayor for unlimited premium membership!continue reading
There are so many international schools in Dubai. Which ones are good places for international school teachers to work at? How does the parent community view the international schools there?
We stumbled upon a great resource at Move One. Their website has a wealth of information about the ins and outs of moving abroad to a variety of cities around the world. They have many videos explaining what the international school situation is like in cities like Prague, Kiev, Budapest, etc.
Check out their video about Dubai’s international schools.
Here is what Moveoneinc.com had to say in general about expats that are moving to Dubai and the current schooling situation:
“The city of Dubai is fully aware of the number of expats and their children that move there every year. As so many families have moved there a plethora of International Schools following different curriculum’s and teaching styles have opened to cater to all the different nationalities. There is so much choice in fact it can sometimes be difficult to decide which school your child or children should attend. to send your children to. The government tries to control this by ranking the schools in different categories giving parents some guidance. Many parents also choose to listen to other expats recommendations. All schools have beautiful top notch facilities and qualified staff – so no matter which school is chosen one can rest assured that a good education is being received.”
Their website has
Currently on www.internationalschoolcommunity.com we have international school listed in the city of Dubai. The number of comments and information that have been submitted for each school is listed to the right the link to each school. Here are a just a few of them:
• Raffles International School (South) (9 Comments)
• Horizon School Dubai (16 Comments)
• Uptown Primary School (Mirdif) (10 Comments)
• Al Mizhar American Academy (10 Comments)
• Dubai International Academy (10 Comments)
• Universal American School in Dubai (9 Comments)
• Deira International School (9 Comments)
If you know about what it is like working at one of these international schools in Dubai, log-on today and submit your own comments and information. If you submit more than 30 comments and information, then you can get 1 year of premium access to International School Community for free!continue reading
http://www.dubaifaqs.com/ has some excellent insight on the ins and outs of teaching at international schools in the UAE.
There are for sure a fair amount of “international schools” in the UAE. When that is the case for a country, there usually are a lot of differences that are very important to keep in mind as you are interviewing with some of them. That is surely the case with the many “international schools” all over China.
Sections International School Community would like to highlight:
They came up with a list of schools that were deemed the “best” in UAE. They first explained though a bit about how they came up with the list.
– This list is our very subjective opinion only. By “best” we mean relatively professional working environment, administration for the most part is supportive of teachers in a professional capacity, resident visas are organised promptly, salaries and benefits package are decent to good (roughly AED 15k-20k per month in 2010-2011), salaries are paid on time, and teachers should suffer from minimal or no bureaucratic hassles on arrival, during employment, or when departing.
– If a school is not in the list below, that doesn’t mean it is necessarily bad (although there are plenty that are), but it’s not regarded as one of the best ones, or we don’t have enough information to add it to the list. The list is deliberately kept short.
– Jobs at schools in this list are usually hard to come by. You’re unlikely to find them advertised on job websites. Best approach directly to the school early in the academic year, and/or keep an eye on the specialist teaching recruitment agencies and publications. You’d be expected to have at least 2 years experience, be properly qualified, and have achievements that make you stand out from the crowd.
– Many schools (and companies in general) in the UAE often make things particularly difficult for departing teachers, attempting to withhold gratuity and/or other payments that are due to them.
– Before whining and jumping up and down, teachers should at least check the UAE labour law since confusion over contracts and other employment related matters is common in the UAE.
– Schools in this list are usually western or international curriculum. Even the better Asian curriculum schools still have relatively low salary scales.
– Schools in this list usually coincide with schools that are also the best for students, in the opinion of parents.
Best schools for teachers in Abu Dhabi
Schools worth trying in Abu Dhabi if you can’t find a job at one of the best ones
– Brighton College Abu Dhabi (new in September 2011 so we’re not sure yet)
Best schools for teachers in Dubai
– DESC (Dubai English Speaking College)
– DESS (Dubai English Speaking School)
– JAPS (Jebel Ali Primary School)
– JASS (Jebel Ali Secondary School)
– JESS (Jumeirah English Speaking School)
– JPS (Jumeirah Primary School)
Schools worth trying in Dubai if you can’t find a job at one of the best ones
– Dubai International Academy (maybe)
– Jumeirah College (maybe)
– Repton School Dubai (maybe)
Teacher job satisfaction in Abu Dhabi – mid 2011 survery
There is supposed to be a minimum teacher salary of 2,000 dhs/mth in the UAE according to the UAE Ministry of Education (for most jobs in Dubai there is no minimum salary) but some schools try to pay less than that, at least according to several press articles. See the teacher salaries in Dubai discussion. Update (16 June 2010): the minimum might be higher – Gulf News reported that Asian schools teachers are among the lowest paid in the market with the minimum salary fixed at Dh2,500 by the Ministry of Education. Figure unconfirmed. Update again (22 February 2011): the minimum is apparently still AED 2,000 per month – Emirates Business 24-7 reported that Currently, most teachers in schools with Indian curricula earn less than Dh2,500 – just above the UAE Ministry of Education’s minimum wage cap of Dh2,000.
Salary range for classroom teachers is 1,000-6,000 dhs per month for most government schools and 1,000-20,000 dhs per month for private schools. Schools with IB, UK or US curriculums usually pay the highest – the better ones are 10,000-15,000 dhs per month (with accommodation, flights etc included), at the top of the range secondary school teachers could get over 20,000 dhs per month. Indian schools pay about 2,000-4,000 dhs per month. Other Asian schools are similar, other European schools are closer to UK/US curriculum schools with their packages.
In the list of Dubai schools, if there is no teacher salary information, the school fees will give an indication of the salaries on offer. Divide the annual secondary school fee by 3 to get a very approximate monthly salary figure, or divide the primary school annual fee by 2. Reduce the result by 25% for profit-making schools. This should give you a mid to high point on the school salary scale.
How many times have you applied to a school wishing that you knew somebody that worked there?
Knowing somebody and getting the ‘inside scoop’ on an international school could definitely help you in your quest to set up an interview there.
Currently, our top 40 international schools with the most members are (6 December 2020):
30 members – American International School in Egypt
24 members – Copenhagen International School
24 members – Western International School of Shanghai
22 members –International School of Kuala Lumpur
22 members – International School Manila
21 members – MEF International School Istanbul
19 members – International School of Tanganyika
19 members – Jakarta Intercultural School
19 members – Seoul Foreign School
19 members – Seoul International School
18 members – Fairview International School
18 members – Brent International School Manila
17 members – Graded School Sao Paulo
17 members – Shanghai United International School (Hongqiao)
16 members – American School Foundation of Mexico City
17 members – International School Bangkok
17 members – Nazarbayev Intellectual School of Astana
17 members – Shanghai Community International School
16 members – American School of Barcelona
16 members – Good Shepherd International School
16 members – Cairo American College
16 members – American International School of Johannesburg
16 members – United Nations International School (Vietnam)
16 members – International School Dhaka
16 members – Qatar Academy (Doha)
15 members – Istanbul International Community School
15 members – Singapore American School
15 members – NIST International School
15 members – American International School Dhaka
15 members – Suzhou Singapore International School
15 members – American School of Dubai
14 members – International School of Phnom Penh (ISPP)
14 members – KIS International School (Bangkok)
14 members – Yokohama International School
14 members – Hong Kong International School
14 members – International School Panama
14 members – International School Beijing
14 members – Western Academy of Beijing
14 members – American International School (Vietnam)
14 members – Shanghai American School – Pudong
With 100-200 new members joining each month, this list will continue to grow and grow; with even more members showing up as potential people to network with.
It is simple to network on our website: just click on a member and then click on the ‘Contact this member’ button (premium member feature). Then write him/her a message. When your message is sent, the other member will get an email alert letting them know that they have a new message waiting for them on our website (so, hopefully he/she will get back to you in a timely manner!). Numerous International School Community members have already taken advantage of this unique feature on our website!
As far as we know, International School Community is the one of the only websites where you can quickly and easily network with real people at a specific international school. Meaning, if you want to get in touch with somebody from Suzhou Singapore International School in China and you are currently a premium member of International School Community, you now have 15 members that you can contact on our website that either work there now or have worked there in the past. Get the answers to your questions; now that is easy networking!continue reading
How many times have you applied to a school wishing that you knew somebody that worked there?
Knowing somebody and getting the ‘inside scoop’ on an international school will definitely help you in your quest to set up an interview there.
Currently, our top 40 international schools with the most members are:
24 members – American International School in Egypt
23 members – Copenhagen International School
21 members – International School of Kuala Lumpur
21 members – International School Manila
17 members – Seoul International School
17 members – International School of Tanganyika
17 members – Jakarta International School
17 members – MEF International School Istanbul
17 members – Western International School of Shanghai
16 members – Fairview International School
16 members – American School Foundation of Mexico City
16 members – American School of Barcelona
15 members – Singapore American School
15 members – International School Bangkok
14 members – United Nations International School (Vietnam)
14 members – Shanghai Community International School
14 members – Shanghai United International School (Hongqiao)
14 members – Nazarbayev Intellectual School of Astana
14 members – Istanbul International Community School
14 members – NIST International School
14 members – Brent International School Manila
14 members – Seoul Foreign School
14 members – Qatar Academy (Doha)
13 members – KIS International School (Bangkok)
13 members – Graded – The American School of Sao Paulo
13 members – American School of Dubai
13 members – American International School of Johannesburg
13 members – American International School (Vietnam)
13 members – Cairo American College
13 members – Good Shepherd International School
12 members –Suzhou Singapore International School
12 members – Chadwick International School – Songdo
12 members – International School of Beijing
12 members – Western Academy of Beijing
12 members – American International School of Kuwait
12 members – Anglo-American School of Moscow
12 members – American School of Kuwait
12 members – Canadian International School (Singapore)
11 members – American Embassy School New Delhi
11 members – Bilkent Laboratory & International School
The members of these schools include members that currently work there now or have worked there in the past.
With 100-300 new members joining each month, this list will continue to grow and grow; with even more members showing up as potential people to network with.
It is simple to network on our website: just click on a member and then click on the ‘Contact this member’ button (Premium membership access required). Then write him/her a message. When your message is sent, the other member will get an email alert letting them know that they have a new message waiting for them on our website (you don’t need premium membership access to reply to a private message on our website). Numerous International School Community members have already taken advantage of this unique feature on our website!
As far as we know, International School Community is the only website where you can quickly and easily network with real people at a specific international school. Meaning, if you want to get in touch with somebody from the United Nations International School in New York and you are currently a premium member of International School Community, you now have 6 members that you can contact on our website that either work there now or have worked there in the past.
Get the answers to your questions; now that is easy networking!
In my earlier career in public schools in Alberta, Canada I was a Drama teacher. The arts always seemed to be under threat in the public education system, and in my experience Music, Art and Drama teachers always seemed to be fighting for their survival. We had thriving Drama classes and a popular extra-curricular programme at my school where students in Junior High and Senior High competed in Zone and Provincial Drama Festivals, but when I went to teach in Australia on a year-long exchange they cancelled the Drama programme to save money, and only the Art classes and the Band programme survived the arts cuts that year.
Teaching in Queensland, Australia for a year was an eye-opener as far as the arts went. Programmes seemed to be very well supported with excellent facilities and had far more to offer students such as many workshops in specialities like mime, street theatre and dance for example than the much more basic curriculums I was used to in Canada. The arts curriculums seemed to be very extensive and arts taken for granted as a part of an Australian school. After a huge well supported musical “Annie Get Your Gun” I returned to my school in Canada where we had no theatre and I taught Drama in a regular classroom, pushing aside the desks as needed.
I had to return to Canada and teach as an English teacher even though I wanted to teach Drama. For many students in my experience, the arts are vital to balance out academics and sports. All students need an opportunity to excel and be successful in something, and for many that is not their regular exam classes or a sports team. So the art teacher and I collaborated and kept the school productions going, a total of 25 Junior and Senior High shows over the years where students could act, sing and dance or work backstage, or designing the set. Students loved the opportunity to be creative, and often it was the behaviourally challenged students or those who didn’t quite ‘fit in’ in other classes that loved Drama the most. We continued to participate in the Zone Festivals winning many times, and what a treat it was to be in a real theatre! The highlight was going to the Provincial Drama Festival and winning Best Ensemble and raft of other awards for our huge production of “The Canterbury Tales.’
Before I left Canada I was chosen for a Commonwealth Teacher Exchange to the United Kingdom. I went to teach in beautiful Norwich, Norfolk and became familiar with the British National Curriculum at KS3 and KS4 in particular. In England I was exposed to the rigour of a Drama programme shaped around students completing exams for their GCSE’s. I liked in particular how Drama, Music and Art were all exam subjects with strict, demanding curriculums and the disciplines were treated the same as academic subjects. In Alberta, Canada the arts are not exam subjects and the curriculum is very much left up to the teacher. I left England after our huge whole-school production of “Jesus Christ Superstar” with much to think about.
The thinking led me to the Search Associates Recruiting Fair in London, England and a decision to work in International Schools. I accepted an offer to teach GCSE Drama and IBDP Theatre at one of the top British Curriculum schools in China. The school was expanding from the Junior School to a brand-new Senior School. Before I became a teacher I had done a degree in Technical Theatre and so I had a lot of input into the building of the brand new Black Box classroom I would be working in and the incredible state-of the-art Theatre. What a treat it was to work in such amazing facilities with such keen students and such small classes after public education! I was familiar with the GCSE Drama curriculum and put students through both the EdExcel and the Cambridge exam board. My top tip for teachers wanting to work in British curriculum schools is don’t apply unless you already know the British National Curriculum, and the requirements of at least one GCSE exam board. It’s a very steep (I would say almost impossible) learning curve if you don’t already come in with that knowledge. It was no problem that I had no IBDP Theatre experience. The school had an unlimited budget and was quick to send me for training for my Category 1 IBDP Theatre course and countless other IBDP workshops. It’s easy to do well and get good results working in this kind of environment. Don’t kid yourself though-the results and marks really matter to the students, the parents and the school and if you don’t deliver you’ll be out. My love of Theatre and the performing arts in particular was well supported here with productions of “Aladdin,” “Macbeth,” “Blood Brothers,” “Cinderella” and “Marriage Proposal” amongst many other class and exam productions.
In my current school in Singapore I’m in a different role. I am Head of Arts for the Secondary school. I supervise the Music, Visual Arts, Drama and Theatre programmes. I have six teachers working in the Arts Department. We are an IB World School and run PYP, MYP and IBDP curriculum. It’s important as HOD Arts to make sure we offer a balanced programme, no one art discipline can take precedence over another. Our students in Years 7, 8 and 9 all take all three arts classes. In Years 10 and 11 they choose one of the Arts disciplines to specialize in for two years and complete their exam ePortfolio of four assignments in Year 11. At the school we also offer IBDP Visual Arts and Theatre for two years. I teach some Drama classes and Theatre, but I am also given a lot of HOD time to manage staff, take care of the budget, ensure curriculum is being taught well, arrange standardisation and moderation of marks and a myriad of other responsibilities. I have my IBDP Cat 2 now and am an Examiner for the IBDP Theatre curriculum.
We run Arts Nights for the performing arts in each semester, as well as a school Talent Show. The Visual Arts puts up displays of art at these times as well as participating in the huge IN Exhibition of Visual Art from fifteen International Schools in Singapore as well as the IBDP Visual Arts Exhibition in the Spring. We run extensive co-curricular and extra-curricular activities for the students in the arts like bands, singing groups, drumming lessons and arts workshops. We are an International School Theatre Association School and run a lot of workshops through them e.g bringing the theatre company ‘Frantic Assembly’ in from the UK or Marco Luly- a Commedia dell’ Arte expert in from Italy. We run two Musicals a year, the Secondary Musical for Years 9-13 and the Primary/Middle School Musical for Years 3-8. The last four years we have done “Urbs, Urbis,” “Arlecchino and the City of Love,” “Little Red Riding Hood and the Wolf, “ “A Christmas Carol” and currently with a team of ten teachers and over 75 students “Cinderella, Rockerfella.” All of our shows are performed in professional theatre facilities we rent in Singapore. All of this is such a pleasant change from fighting for the arts survival in a Canadian public school, and having to fight for every cent we wanted to spend. I wish I had gone to work in International Schools much earlier in my career, but better late than never!
This article was submitted to us by International School Community member, Sara Lynn Burrough. Sara Lynn Burrough has worked as a Drama/Theatre teacher for the past 38 years in Canada, Australia, the United Kingdom, China and Singapore. She has a BEd, an MEd, was a professional stage manager at the Banff Centre for the Arts and studied Technical Theatre at McGill University in Montreal. In Canada as a teacher she worked for many years for Northern Gateway Schools in Alberta, and during that time was selected for two teacher exchange programmes. Her first exchange to Australia was with Alberta Education and the Queensland Department of Education where she taught at Costessey High School, in Coolum Beach on the Sunshine Coast. Her second exchange was with the prestigious ‘League for the Exchange of Commonwealth Teachers’ (LECT) where she was one of two Canadian teachers selected to go to the United Kingdom for the millennial year to the United Kingdom. The Queen Mother was the patron of LECT and as she was celebrating her 100th birthday that year Sara Lynn was privileged to attend the celebrations in London as an invitee. In 2013 Sara Lynn decided to teach in International Schools and attended the Search Associates recruiting fair in London, England. From there she went to Dulwich College in Suzhou, China to teach GCSE Drama and IBDP Theatre in the Senior School. After China Sara Lynn went to Singapore for almost five years as Head of Arts (Music, Visual Arts, Drama) at Chatsworth International School where she taught MYP Drama and IBDP Theatre.
Using our unique Comment Search feature on our website (premium membership access needed), we found 96 comments that have the keyword “Drama” in them, and 14 comments that had the word “The Arts” in them.
Here are some comments that shown a positive light on Learning Support programs at international schools:
“The school just celebrated its 50th anniversary and there are many banners around the school. The school in involved with the SITS programme which is a quality drama and arts programme for kids.” – Oslo International School (17 Total Comments)
“Stoke City FC just started this school year and there are several other “big” initiatives as well, mostly in music and drama departments.” – Western International School of Shanghai (312 Total Comments)
“It is limited. In primary there is futsal, while secondary usually has volleyball and basketball. Baseball is popular but it is not offered in any organised way. The school usually participates at the MUN conference in Kobe in February each year. Drama and arts offerings have increased in recent years.” – Hiroshima International School (64 Total Comments)
“The school offers no sports programs, and occasionally offers a drama Club to students, depending on teacher interest.” – Alexandria International Academy (78 Total Comments)
“Piloting the iPad initiative this year and also looking to expand the arts program with the addition of the multi-purpose hall that houses a mini-theater.” – Universal American School in Dubai (57 Total Comments)
“There are opportunities in the arts (dance, voice, musical instrumental, drama), a good number of sports offerings (climbing, competitive sports, etc.). Lots!” – American School of Dubai (98 Total Comments)continue 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)
There are a few international schools to work at in United Arab Emirates! How do these schools stand out from each other?
How many international schools have done a sky-view overview of their school campus using a drone? Australian International School – Sharjah has!
Having an opportunity to see an aerial view of an international school really gives you a great idea of what life will be like in and around your future international school. Maybe all schools should consider doing this and then make sure to share that video when they are interviewing people to work with them.
The sunset scene of this video is truly beautiful, and look at all those beautiful trees on the campus!
Hopefully you are not actually leaving school at this time (assuming the sunset stays pretty similar throughout the year at around 18h or so), but if you were to, then it would indeed be a nice ride home.
This video is reminiscent of a blog series we have called, “The Journey to School.” In this blog series we get firsthand accounts of what it is like to travel both to and from various international schools from around the world.
Living in the Middle East does sound very enticing. For one, the sun will most likely be out almost every day of the year. The summer will be quite hot, but the winter won’t be too cool. It is important to note though that there appears to be some overcast can be see in the video, and it might be because of pollution and not clouds!
However, desert life can indeed be quite nice for many of us. The adventures of exploring the desert and its sand dunes are not too far away. Many of city’s buildings are constructed using traditional Arabic architecture with wind towers and finishes in colors reflective of the nearby desert and sea.
There are also lots of beaches, theme parks and movie theaters in nearby Dubai and Abu Dhabi.
Currently on www.internationalschoolcommunity.com we have 76 international schools listed in United Arab Emirates. Here are a just a few of them (the number of total comments and information that have been submitted for each school is listed to the right of the link):
• Al Mizhar American Academy (Dubai) – 54 Comments
• Abu Dhabi International Private School (Abu Dhabi) – 43 Comments
• American International School (Abu Dhabi) (Abu Dhabi) – 68 Comments
• American School of Dubai (Dubai) – 98 Comments
• Jumeira Baccalaureate School (Dubai) – 104 Comments
• Raffles International School (South) (Dubai) – 59 Comments
• RAK Academy (Ras Al Khaimah) – 56 Comments
If you know about what it is like working at one of these international schools in United Arab Emirates, log-on today and submit your own comments and information. Become a Mayor of one of these schools and you will receive unlimited premium access to International School Community for free!continue reading
International School Community is full of tens of thousands of useful, informative comments…22211 comments (12 Sept. 2017) to be exact.
Members are recommended to keep their comments objective on our website and share what they know about what it is like working at a specific international school.
We scoured our database of comments, and we found 12 that stood out to us as being some of the most interesting and useful ones related to the “excellent” parts of working at international schools from across the globe.
12. Health insurance and medical benefits. Describe your experiences using these benefits and going to the local hospitals.
“Currently, insurance is through Scholars International. Coverage for medical care in the United States is something like 70% (not great) but outside of the US, coverage is great. Local hospitals are excellent and many teachers have surgeries, medical treatments (including cancer treatments), ect here in Korea. Our school is close to an amazing International Hospital, Severance Hospital at Yonsei University. Many other hospitals in the area are also well-known and provide excellent care!” – Seoul Foreign School (South Korea, Seoul) – 133 Comments
11. Describe the different aspects of the school building and the school grounds. Also, describe the surrounding area around the campus.
“Keystone was built in 2013/14 as a purpose-built school. It looks like a New England or UK boarding school. It’s facilities are excellent. There is a fabulous performing arts centre, lots of meeting areas and tons of classrooms. The sports facilities are also top-notch. The grounds are well-kept. The staff apartments are spacious and well-appointed. There are separate primary and middle/high school buildings as well as the sports hall, residences and the performing arts centre. The management is also upgrading and maintaining facilities as needed. The surrounding area is very suburban. This is not downtown Beijing. There are grocery stores close by as well as a couple of small shopping malls. There are stores catering to expats nearby too.” – Keystone Academy (China, Beijing) – 54 Comments
10. Name some special things about this school that makes it unique.
“Since 2010 there have been 2 Head Teachers, 2 Primary Heads and 2 Deputy Heads due to overarching management cost cutting and general incompetencies. As well as massive staff turnovers. People see out their contracts and don’t renew because money, housing and work life balance are better at other schools. However that being said, the teachers at the school both primary and secondary are excellent teachers. Very social, helpful and happy. They bind together and get along well. The teachers that have left have gone into fantastic things, probably because of the chaos that comes from management, has built these people to make it in the real world. Lasting friendships between the teachers and everyone looks after everyone. I did enjoy the comradary here.” – Jumeira Baccalaureate School (United Arab Emirates, Dubai) – 104 Comments
9. How have certain things improved since you started working there?
“The Academic Registrar for the past two years has done much to review, simplify and streamline processes. She has also maintained – latterly when support has been lacking – almost single-handedly excellent relations with staff, parents, students and the expatriate community when helping to market the school.” – The International School of Sanya (China, Sanya) – 29 Comments
8.Describe the different aspects of the school building and the school grounds. Also, describe the surrounding area around the campus..
“The school has a wonderful multistory building with fully equipped Physics, Chemistry, Biology and Computer Science laboratories. There is a gymnasium and multi cuisine food court as well. The auditorium of the school is excellent with a seating capacity of around 800.” – Gandhi Memorial International School (Indonesia, Jakarta) – 6 Comments
7. What types of sports programs and activities does the school offer?
“Football is the main sport and both boys and girls are involved in football. Also basketball is popular, The school has excellent facilities.” – Colegio Los Nogales Bogota (Colombia, Bogota) – 33 Comments
6. In general, describe the demeanor of the students.
“Generally, excellent. 2013’s comment still stands; Wells is fortunate to have students from not the “richest” families of Bangkok, so a degree of humbleness still exists in most.” – Wells International School (Thailand) (Thailand, Bangkok) – 55 Comments
5. Health insurance and medical benefits. Describe your experiences using these benefits and going to the local hospitals.
“Health insurance provided. Taiwan has excellent and affordable national health insurance.” – Ivy Collegiate Academy (Taiwan, Taichung City) – 41 Comments
4. What insider information would you give to a teacher considering working at this school?
“This is a good place to be in. The working atmosphere is excellent and as teachers we can do and suggest many things in order to help with the school’s normal development. We have reached to a point were we are stable in terms of foreign staff and locals do everything they can to help foreign teachers to feel as comfortable as possible.” – Changchun American International School (China, Changchun) – 71 Comments
3. Describe proximity of major airport hubs to the city center and give sample taxi, train, subway and/or bus fares to get there.
“Hong Kong has excellent public transport. You can check in at IFC in Central or Kowloon half a day before the flight and then take your time shopping, eating, or sightseeing. The express train to the airport is quick, comfortable, and inexpensive. There are numerous buses and the MTR. As well, taxis are readily available, as are hire cars.” – Canadian International School (Hong Kong) (China, Hong Kong) – 111 Comments
2. Describe what kinds of teachers work here (local vs. expat, nationality, qualifications [or lack there of], etc.) and staff turnover rate.
“More local teachers than expat. There are approximately 15-20 American teachers working at the school. Local teachers speak excellent English and are great colleagues.” – American School of Belo Horizonte (Brazil, Belo Horizonte) – 46 Comments
1. How is this school different or the same when compared to schools in your home country?
“Compared to teaching in the UK this is a dream, as long as you are prepared for the culture shock of living in a small village of thirteen million. Small classes, good behaviour and a genuine interest in study, excellent resources, great quality of life. Admin is less than in the UK although it is creeping up. Some of it good, some of it of limited value (just like the UK). I enjoy my teaching and the travel opportunities this place offers.” – Wellington College International Tianjin (China, Tianjin) – 54 Comments
If you have an interesting and useful comment to add related to the excellent parts at your school that you would like to share, log in to International School Community and submit your comments. For every 10 submitted comments, you will get one month of free premium membership added to your account!continue reading
Are you inspired to start up a blog about your adventures living abroad?
Our 42nd blog that we would like to highlight is called “Wandering Whirligig” (A teacher who worked at Copenhagen International School). Check out the blog entries of this international school educator who recently worked at Copenhagen International School in Denmark.
A few entries that we would like to highlight:
“I moved to Copenhagen in January 2011. Next week, I will leave. After four and a half years, I will leave this fabulous city for new adventures. There are so many mixed emotions pulsing through my body.
The people I’ve met, the experiences I’ve had, the memories I’ve made… Do I feel happy? Or sad? Right now it’s a rollercoaster. A rollercoaster I know so many people have ridden. It’s the rollercoaster ride that takes you from one place to the next, that carries you and all of your belongings from one exciting adventure to another, hopefully bringing all the wonderful memories you’ve made trailing along in the wind: there’s a seat for every friend you’ve ever made during your adventure on this rollercoaster, but you know you’re now in different carriages.
I feel about Copenhagen what I have never yet felt about any other place I’ve moved to: I feel at HOME here…”
Leaving a school is tough, especially when you have been there for many years. You go through so many emotions. Change is good, but change is hard.
Want to read more about teachers leaving a school (and how many are leaving this school year)? Check out this survey we had back in March 2015 called “New Survey: How many people are leaving your international school at the end of this school year?“
“I’ve written before about how refreshing a daily commute by bike can be and how I’ll never ever take for granted the opportunity I’ve had to do that every day since moving to Copenhagen in January 2011. By the time I arrive at work, I feel completely revitalised and thoroughly refreshed – I feel as though I’ve already done something for ME before the day has even begun. It’s free excercise that I don’t even realise I’m doing since I just consider biking my mode of transport. Anyhow… recently, I received a GoPro from my family for my (ahem, 30th) birthday and the first thing I (ahem, very VERY geekily) did with it was… film my daily commute to work.
My first attempt was to shorten my 8.5km, half hour commute…”
What a great idea to GoPro your journey to work! Riding your bike to work can be invigorating and get you starting on the right foot for your day at work.
Want to learn more about how international school teachers get to their international school each day? Luckily, we have a comment topic on our school profile pages related to this theme called “Describe school’s location in relation to the city center and to the teacher’s housing. How do staff get to school before and after school?” Here are a few examples of the 761 comments (July 2015) from this topic:
‘I would disagree that it is close to downtown; that is American Community School. The school is about 20 minutes south of the downtown, which is still quite accessible by bus and taxi. The school does provide a van to work if you live in school apartments. Those not in school apartments can pay to ride the van or about half the staff buy used cars.’ – New International School of Japan (Tokyo, Japan) – 16 Comments
‘The school is around a 10 minute drive from the city center. Al Ain is a fairly compact city, so nothing is more than 20 minutes or so away. Teachers are mainly housed around 10 to 15 minutes away in the northern part of the Jimi district. The housing seems tolerable, but being situated across the street from a sewage treatment plant, I’m told that there are serious odor issues there. Most staff either drive themselves or carpool to work.’ – Liwa International School (Dubai, United Arab Emirates) – 23 Comments
‘The school is in an industrial park area of SIP about 20 minutes from most housing. School coaches pick staff up at compounds at a set time in the a.m. You can catch the coach home at 4.30 or 5 pm. Alternatively catch a taxi ( about 20 RMB) or get an ebike ( about ) 2,000 RMB and have fun riding to/from school in the separate bike lanes.’ – Dulwich College Suzhou (Suzhou, China) – 17 Comments
Want to work for an international school in Denmark like this blogger? Currently, we have 15 international schools listed in this country. Here are a few that have had comments submitted on them:
• Aarhus Academy for Global Education (9 comments)
• Copenhagen International School (244 comments)
• Osterbro International School (17 comments)
• Esbjerg International School (12 comments)
• Odense International School (10 comments)
Additionally, there are 21 International School Community members who currently live in Denmark. Check out which ones and where they work here. Feel free to go ahead and contact them with any questions that you might have as well; nice to get first hand information about what it is like to live and work there!continue reading
I am originally from India, living and working in Dubai, UAE, for the last 19 years. So UAE is sort of ‘home’ to me.
How did you get started in the international teaching community?
I took a career break from an Indian school at which I worked for 6 years in the UAE. I left the school because I wanted to pursue further education and hence applied for part-time positions in various schools in Dubai and was offered a part-time position in an international school in Dubai (Universal American School in Dubai). I have remained in this school for 7 years now and moved from being a part-time teacher to full time teacher, to Department Head to ICT and Curriculum Coordinator; and currently holding the position of the Staff Development Coordinator. It has been a steep learning curve professionally and personally for me. I am currently a certified curriculum consultant in concept-based teaching (Lynn Erickson) and offer curriculum consultancy workshops in many international schools in the region and hence get to meet and work with a diverse range of international teaching staff.
Having said all of that, moving from a national system of education where students are “disciplined” from questioning the teacher in the name of “respect” ( at least when I was a teacher in the 90s – and agree that much has changed now) an international school environment was very challenging for me and my initial days were very draining. Often times, in the early days of my international teaching career I have drawn solace on the fact that I was not a ‘permanent’ teaching staff and that my tenure was part-time. But I somehow wanted to make it work even for the short time. I turned to reading literature on international education and read avidly. During this time my admissions into the doctoral program at the University of Bath came through. My first assignment was about “teachers as reflective practitioners” that looked at my transition from teaching in a national system of school to an international school.
I give below some excerpts from the study:
What is my concern?
The classroom atmosphere and student interaction in my newly inducted environment in an international school concerned me. I was experiencing myself as a living contradiction (Whitehead 2006), because as a teacher I felt it was my primary responsibility to create a positive learning environment in the classroom and yet I was denying them the opportunity to do so (or at least that is what I thought). Little did I realize the classroom management techniques in a multi-cultural environment are so different from schools where students are from the same nationality, particularly in the Indian system.
I am concerned because as a teacher, it is essential for me to sustain and derive my joy in teaching. Students’ apathy bothered me. A deep sense of dissatisfaction as well as a strong conviction that it was possible to make a positive change inspired me to become a reflective practitioner.
I narrate below one classroom incident that raised my awareness of how my values were being denied in my practice, whereby I was experiencing myself as a “living contradiction” (Whitehead and McNiff, 2006).
Date: Sunday, October 7, 2006.
(In the Middle East, Sunday happens to be the first day of the working week)
A project assigned to the students is explained with the help of a Power point. During this explanation, most students are talking to each other, some are painting their nails, and others detached and disengaged. This overall atmosphere makes it difficult and de-motivating for the few students who are trying to focus attention. At the end of the ten minutes of introducing what students are supposed to do, I ask them if they have any questions.
(Response) Student A: “So miss, what are we supposed to do?”
(Reaction): The whole class breaks into laughter, chaos and commotion follows. Some students slyly glance at me to comprehend my reaction.
The above scenario is common in most classes, perhaps with different questions at the end: highly non-contextual or insignificant such as:
Me (at the end of explanations): “Any questions?”
B: “Miss, may I go to the washroom?”
C: “Nice dress, miss!”
In my previous teaching experience in the national system of education, students could be addressed easily as a single class or a group and the student-teacher relationship was highly disciplined with the teacher holding a lot of ‘power’. Students were often well behaved and wanted to learn more from teachers and the interaction with teachers was highly respectful. The current situation puzzled me. Where was I going wrong? I was not a “new” teacher. I had been teaching for 7 years! Before dismissing the current situation as “student apathy”, “indiscipline” and “disinterested in learning”, I realized this situation demanded a deeper understanding through critical analysis and reflection.
Turning into a “reflective practitioner” helped me realize that teaching in international school setting need to go beyond “Power Points” and that Power Points are often “Power Pointless” unless they can engage the students and provoke their thinking. Teaching in international schools demand paying significant attention to the fact that students are from various cultural backgrounds, and teaching and learning require differentiation strategies and project based learning wherein every student is engaged and challenged. I am not saying these are not applicable to national system of schools. But in my experience, I do think in national system of schools much of the learning is “controlled” in the name of “discipline”. This does not happen in international schools. Teachers have to move from being “sage on stage” to a “knowledge facilitator” at all times. “Respect for the teacher” is something that cannot be demanded and has to be earned in an international school setting. And if that happens, trust me, the students are the most adorable and fun to work with and more importantly they help you grow, as each day, each hour, they will challenge you. Flexibility and being a “life-long learner” is the key to success. Again, I am not saying these are not essential in national system of schools – of course they are- just that they are highly imperative in international school settings due to the diverse multi-cultural student body found in such schools.
Which international schools have you worked at? Please share some aspects of the schools that made them unique and fun places in which to work.
This is my first and only international school experience (but a valuable and enriching one indeed!) [at Universal American School in Dubai]. Having been in this school for seven years and it has been a very rewarding experience and a huge learning curve for me. It has helped me grow as an individual and as a professional. I have drawn on experiences in the school for every single of my doctoral assignments and currently working on my dissertation which again in a Case Study at the school.
The school I work at is a very warm and friendly place where individuals who are willing to go the extra mile are truly valued and the relationship amongst staff very collegial. With over 75 different nationalities being represented in the teacher and student body combined, one can imagine that each day is a new cultural learning experience, that shows we are so very diverse culturally, yet the same as human beings.
Describe your latest cultural encounter (or reverse cultural encounter) in your current placement, one that put a smile on your face.
1. A Korean student of mine (Grade 8) came to me very upset one day. She was upset because she sat in her History class for weeks together learning about this “new Greek philosopher – a name she had never heard of before” until that morning when she had realized that her teacher had been talking about none other than the Greek Philosopher, Socrates. The way in which her teacher from Australia was pronouncing the name “Socrates” was entirely different from how she had heard it being pronounced in her school back home in Korea, and it took her weeks to realize this!!
2. We have a board that hangs on the door of our English Department that says: “ENGLISH DOES NOT BELONG TO ANYBODY- it is a medium of communication and it belongs to anyone who wishes to use it!”
What are some important things that you look for when you are searching for a new position at an international school?
I think most international schools call themselves “international” without any depth to the meaning of the term. I specifically say this in schools that call themselves “international” yet have a significant and sometimes 95% of staff from the western world. I truly question the notion of “internationalism” is such schools and would certainly not want to work in such a school as I am not convinced that the learning experiences there would be of ‘international’ dimensions. There is some very interesting literature published on this (see Canterford 2003). So the first think I would look for is how “international” is the school in terms of its multi-cultural population. On the same lines, I would also want the school to respect every nationality equally as I truly believe that unless there is strong “nationalism” in each one of us the “internationalism” we pose will be empty and shallow.
In exactly 5 words, how would you describe the international school teaching experience?
Culturally enriching, questioning true internationalism.
If you are a member of International School Community and would like to be our next member spotlight, contact us here. If we choose to highlight you, you will get a coupon code to receive 6 months free of premium access to our website!
Want to work for an international school in the United Arab Emirates like Sudha? Currently, we have 29 international schools listed in Dubai on International School Community. Here are a few that have had comments and information submitted on their profiles:
v2012.06 – 2 June, 2012:
Summer vacation is the time of year all teachers are waiting for (and I suppose all students as well!). The 1.5 to 2 months of summer break is especially important though for teachers who work at international schools because it is typically when they take their annual trip back home. When you live in a foreign country, half way across the world, it does indeed feel good to go home. Even though you do create a new ‘family’ when you live abroad with the other international school teachers that you are working with, your home is most likely where your birth family lives. Going home too can simply mean just going back to your home country, not necessarily going back to where you grew up.
There are some positives to going back to your home country during the summer:
• You get to see your old friends from when you went to University maybe or people that you went to high school with. It is important to reconnect with old friends and acquaintances; Facebook still can’t compete with real face to face meetings with these people from your life. Also, you can tell them all about the adventures you have been on while they have been staying-put most likely in the same city that they went to high school in!
• If you go to your home country during the summer, you get to stock-up on all the favorite products from your old life. Many international school teachers love to go to their favorite grocery stores to stock-up on all the products not available in their host country supermarkets. Be careful though, food products weigh a lot and can easily make your suitcase go over the allowed weight on your flight back!
• You get to see your nieces and nephews in person, noticing how they are getting so much older now and all grown-up. You can do things with them like taking them to the movies or going out for a few games of bowling.
A few alternatives for your summer if you don’t fancy going home:
• Some international school teachers just want to stay put in their host country during the summer. Some feel that you don’t have the time to really explore the city, the nearby cities, or the other cities in the country during the school year. And if you are currently living in the northern hemisphere, summer is the best time typically to explore these cities. Some teachers also just simply stay put to save money.
• A month-long trip to Africa or a month-long trip to the Chicago area where your family lives? A question you might be asking yourself in April. Some are faced with this international school educator’s dilemma each summer. For many international school teachers, the price of the flight to go home is actually the same price it would take to go to more exotic places like Kenya or Costa Rica or even Bali. Who would want to go home (a place you have seen many times already) in place of going on an exciting adventure? Many choose the adventure option each summer!
So, are you planning on going home this summer? Are you the international school teacher that makes their annual trip home each summer, the one that stays in the host country, or the one that is traveling to another country on some adventure? Share your stories and reasons for your summer plans here!
From the staff at International School Community.
· 31 May North Jakarta International School (13 new comments)
“Teachers live in school-provided, furnished housing in the vicinity of the school…”
· 30 May Yongsan International School of Seoul (8 new comments)
Seoul, South Korea
“Many of the teachers are from United States with just a few more single teachers than teaching couples…”
· 28 May Bina Bangsa School (13 new comments)
“There is a baggage allowance of US$500…”
· The Wonderful World of International School Hiring Fairs: Lesson #8 – “Courtesy is cool, good will is good stuff.”
“As an international school teacher you definitely don’t want to intentionally close any doors that might lead to other opportunities in the future…”
· Common Myths and Misconceptions about Bilingual Children #3: Young children soak up languages like sponges.
“I think the key with students learning the target language faster than adults is that they are going to school (their job) every day for 7-8 hours…”
· International Teaching Predictions for 2012 #7: Latin America
“I find that growth in international schools often follows a construction boom, and Brazil in particular…”
· Survey results are in: How much does your school pay for your housing benefits?
“Some of my international school teacher friends don’t get any housing allowance, namely those that are living in Western Europe…”
· New Teacher Orientation Must-Haves at International Schools #1: A Trip Around the City
“Should your new international school be organizing a trip around the city for all their new teachers…”
· Which international chools do IS Community members represent?
“Currently, International School Community members work at or have worked at the following 179 international schools…”
Why for-profit schools can be good.“GEMS schools director: ‘We don’t care about profit.’ GEMS currently runs 10 schools in the UK, but it acquired these schools from other operators, rather than creating them from scratch. It now plans to open six new schools over the next two years, and promises that they will charge more competitive fees than many existing private schools.”
“In 2009, the firm’s then chief executive Anders Hultin warned that the Conservative’s proposed free school programme would fail, if private firms weren’t allowed to run schools for a profit…”
Highlighted blog of an international teacher:
This international school teacher’s blog is about teaching at British International School Shanghaiand living in Shanghai, China.One of their blog entries (New Year, new role…building the team) is describing how international schools are sometimes in a pickle trying to organize good, useful, purposeful, effective, etc. professional development on the few days back after a break:
“Following our wonderful Christmas break in India, it was great to get back and see our colleagues at BISS; and especially the Humanities team, who I am excited to now be leading. Although, I cannot believe how cold Shanghai has become! Our first day back was a training day and was well structured and enjoyable; following a warm welcome back from Sir Terry, the secondary and primary staff split to follow separate training schedules. Our day (secondary) was focused on Formative Assessment and was extremely interactive and practical…”
Another one of their entries (Cutting Ties…) is about how each international school is different and has their own rules about how they would like their school to be run:
“I was recently contacted by my previous employer, an International School in Vietnam, who politely asked me to close down the Edmodo groups I had set up whilst at the school. In particular they wanted me to close a group I had set up named ‘Social Connections’ that was created to allow students (and staff) to remain in touch after moving on…as so often happens on the international circuit. They stated that new school policy dictated that any contact with students must cease when you leave…”
v2012.05 – 5 May, 2012:
“Having left your own safe environment suddenly you no longer have control (which as teachers we typically enjoy in our classroom) over your world. As soon as you step out into the outside world in whatever country, you can be faced with:
It is similar to a new born chick who has just left the nest – since you lack confidence in your new surroundings you start out by going on small excursions, but then as you get more confident you go on further trips away from ‘the nest’.”
It is true I suppose that teachers prefer to have “control” in their classrooms. How ironic then that international school teachers put themselves in a situation where they for sure don’t have control. Living in another country is certainly you letting go of the control and safety of your home country and culture, or at least a familiar place to you. But that is what makes this career choice really exciting; you never know what to expect and what you will experience next. How frustrating though to not be able to read street and road signs, we can all relate to that. Additionally, not being able to understand the local language really makes you use all your other senses more in how to interpret body language and to gather meaning from body positioning, gestures and context. At this point native-English international school teachers are so used to being on a train or plane where everyone around them is speaking a different language than themselves that it is strange now (and quite over-stimulating) to be on a plane in the United States (for example) where they understand all the many conversations going on around their seat. We get very used to “tuning” out what is going on around us while living abroad, mostly because we just don’t understand what is being said.
This past month International School Community we had over 100 new members sign up! If this rate keeps up, we might have over 1000 members by the end of October! More members means more people that you can network with when you are job hunting or that you can ask questions to about a specific international school in which you are interested in working. Now, ISCommunity members currently work at or have worked at over 160 different international schools in over 53 countries!
From the staff at International School Community.
· Traveling Around: Tbilisi, Georgia (The life of an international school teacher is good!)
“Can you relate: Putting an update on Facebook on where I am and everyone not knowing where Tbilisi is…”
· International schools that were founded in 1932 (Hong Kong, Henderson, Masero & Lisbon)
“Founded in 1932 by Madam Tsang Chor-hang, Yew Chung has been providing quality bilingual education to the learners of Hong Kong for almost 80 years…”
· Overview of an int’l school #5 – Rainbow international School in Seoul
“Rainbow school is an international school established by Mr. Eshraf Saglam, a Turkish educationist in Seoul promoting multiculturalism and international diversity. With 260 students from 29 countries and 42 teachers from 6 countries…”
· Schools around the world get chance to sing in global recording
“An exciting global singing project has been announced. The project is called Voices around the World and the aim is for young people all over the world to learn and participate in a global recording…”
· International Teaching Predictions for 2012 #5: SE Asia
“We expect continued growth in Indonesia, Malaysia and even Vietnam as those emerging economies steadily prosper. Salaries may seem very low in these countries but…”
· The Wonderful World of International School Hiring Fairs: Lesson #8 – “Benefits, preps, class sizes, and student mix.”
“If all these benefits and other factors don’t seem to match up for you at this point in your international school career, then the answer you will most likely give…”
Kazakhstan Attracts Teachers Looking for Career Development“Kazakhstan may not be the obvious destination for teachers wanting to work abroad. But the Nazarbayev Intellectual School Networkis offering experienced, English-speaking middle and secondary teachers a one-year contract that is proving very tempting for some.”“There are NIS schools in cities throughout Kazakhstan, all of which are leading a programme of educational reform in the country led by the President of the Republic. The aim is to develop a new way of educating the future elite of Kazakhstan and the NIS Network is enlisting the skills of experienced English-speaking teachers to spearhead the progress….”
Check out this blog entry to read more about what your life might look like as an international school teacher in Kazakhstan.
Highlighted blog of an international teacher:
This international school teacher’sblog is about teaching and living in Dubai, Almaty, etc.One of their blog entries (International Schools: The circuit)is describing how small the international school community is and how many of us “hop” around from school to school:“It is in fact a very small community and the chances are that you will know someone who has been to a specific school, once you have been in one or two schools overseas. Don’t be surprised after some years if you walk into a staffroom in a different school, and country, and you meet someone you worked with in another school…”Another one of their entries (What to expect at a job fair) is about what candidates might experience at the international school recruitment fairs:
“During the afternoon, the school will have interviews in their hotel rooms – it is all a bit surreal, but the recruiters carry out the interviews in their rooms (this is normal procedure!) At the end of this day the schools will then look at the candidates they have interviewed (and if you are one of them) then they will either invite you for a second interview…”
Only on International School Community will you be able to search for the perfect international school for you. The possibility to search (using our unique search engine) for international schools based on the type of school that best fits your criteria. There are many different kinds of schools: ones that are small in student numbers to ones that have more than 1200 students, ones that are for-profit to ones that are non-profit, ones that are in very large cities to ones that are in towns of only 1000 people, etc. Each international school teacher has their own type of a school that best fits their needs as a teacher and a professional. You personal life is also very important when you are trying to find the right match. Most of us know what it is like to be working at a school that doesn’t fit your needs, so it’s best to find one that does!
Utilizing the School Profile Search feature on International School Community, you can search our 1136 schools (updated 8 March 2012) for the perfect school using up to 8 different criteria. The 8 criteria are: Region of the world, Curriculum, School Nature, Number of Students, Country, Year Founded, Kinds of Students and Size of City. You can do a school profile search in three different locations on our website: the homepage, the Schools List page and on the side of every school profile page.
Schools Found: 5
Bahrain – Hawar International School (5 Comments)
Qatar – Modern American School (0 Comments)
Kuwait – American Academy for Girls Kuwait City (0 Comments)
Kuwait – American Bilingual School (14 Comments)
United Arab Emirates – Universal American School in Dubai (9 Comments)
Why not start your own searches now and then start contacting the schools that best fit your needs! Additionally, all premium members are able to access the more than 3400 comments and information (updated 8 March 2012) that have been submitted on the hundreds of international school profiles on our website.
Join International School Community today and you will automatically get the ability to make unlimited searches to find the international schools that fit your criteria.continue reading
v2011.05 – 10 September, 2011:
School is back now in session. Many teachers have been at work and teaching students for a few weeks already. A teacher just wrote to us talk to share what life was like starting year #2 at their “relatively new” international school. Things on the teacher’s mind during the first few weeks so far were related to the following topics:
Getting to know the new director starting this year, knowing the school’s curriculum better now, knowing where things are located in their city and not being new to everything like in year #1, feeling more at home now that their apartment is already decorated, getting used to all of the school’s new equipment and materials, working with new teams of teachers at school and also getting to know the new teachers, making a bit more money now that they are moving up the pay schedule a bit, planning new holidays and vacations to explore more of their region of the world, going to the new shops and stores that have opened up in their city which is making shopping for certain things a lot easier and lastly, getting to inherit the old things of departing teachers from the previous school year!
· Featured article: Moving Overseas with Children by Teachers International Consultancy (part 1)
“Moving abroad with children requires a lot of planning in advance to make the transition as easy as possible for everyone. There’s no doubt that you’ll be faced with hitches along the way, but everything…”
· The Wonderful World of Int’l School Hiring Fairs: Lesson #1 – Bad interviews are good things
“No matter the reputation of the school, the people sitting across from you in the hotel room asking you questions in that school’s name are a stronger indicator of how it would feel to work at that school …”
· Member Search Feature: What positions do International School Community members have?
“After using the member profile search feature on the main homepage of International School Community, we found the following results…”
· Great link: Want to work at an international school in Thailand?
“We are often asked for ‘foreign schools’ in Bangkok and Thailand. None of the international schools in Bangkok and Thailand is really a ‘foreign school’ since they are all accredited by the Ministry of Education in Thailand…”
· How to Break into International School Teaching
“Some of the applications for recruitment fairs like Search and ISS can take months to complete. Especially the confidential references that you need to get your references to submit….”
TIC website. Highlights from this page: TIC provides a personalised, reliable and responsive recruitment and training service tailored specifically to international schools and teachers worldwide. TIC are experts in international schools having over 25 years experience in international education. They have a huge network of contacts in great international schools all over the world; this enables them to help you find your perfect overseas teaching job. They offer a tailored recruitment service whether you are a teacher looking for a job overseas or a school looking to recruit.
A great facebook group page for international school teachers. Check it out here. It is a community of educators working in international schools across the globe. TIST is a site dedicated to a number of interests:
– Sharing instructional strategies
– Integrating instructional technology
– Insights on international teaching
– Questions and concerns about IB
– Cross-curricular and cross-continental collaborative projects
– Job fairs and the recruitment process
– Advice about future teaching destinations and cultural adjustment
– Keeping up with old colleagues and making new contacts
v2011.02 – 7 June, 2011:
Well, the school year is winding down for most of us. Some int’l schools are already out and some still have a month to go! Either way summer is upon us and travel awaits. Most of us go back to our home countries, some of us skip going “home” and explore new countries and then there are the few that stay in their host country to relax or because they have visitors coming. Finally, there are the international educators that are moving on. Lots of packing to do and shipping of boxes to their new destination. Many will be taking a chance on a new school and new country; and a lucky few finally got a job to go work at their dream school in their dream country/city.
If you are moving on to live in a new destination, don’t forgot to update your member profile to show your new “current location” and your new “current school.” Also, now that many of us have some more freetime on our hands, now is the time to share what you know by writing some new comments on the school profile page of the school you currently work at.
The offical launch promotion continues: All new members that sign up will automatically receive a free 1-month subscription of premium membership. Make sure to forward this newsletter to your friends and colleagues so that they can also benefit from this promotion. Current members can still benefit from this promotion. Just sign-on and click on the My Account tab and then the renew your subscription link. Use the coupon code “MESGRATIS” on the payment page (coupon code expires on 30 June, 2011)
New incentive program: Now when you submit comments on the school profile pages, you can earn coupon codes to receive up to 1 year free of premium membership access! Putting-in 15-29 comments gets you 6 months free. Submitting over 30 or more comments will get you 1 YEAR FREE! Please remember that the comments you submit on the school profile pages are anonymous, but we can keep track of which members write how many comments in our system. Once we see you have submitted your comments, we will send you an email with a special coupon code to extend your current premium membership.
· Survey results are in – Which area of the world would you prefer to work in?
“it seems as if Western Europe is the top area of the world that internationals school educators want to live and work in….”
· Are students from one culture group “taking-over” certain international schools?
“Is it true that in most places in the world, where there are international schools, that there is many times a “dominant” culture group at each school…”
· Why do people leave international school teaching to go back to their own country?
“With regards to the single teachers, it seems that many of them move back to their home countries for reasons not necessarily related to money, but for love as well…”
· Highlighted article: Destinations and Dispositions (IKEA dependence)
“IKEA is indeed the best friend of international school teachers. What a great friend too because…”
· It’s all about luck and timing: Getting the international school job of your dreams
“If you really want to live and work in a specific city in the world and there are only 2-4 jobs available at the two international schools there…”
*If you’d like to be one of our next member spotlights send us a message here. If you are chosen to be highlighted, you will receive a coupon code to receive 6 months of premium access to our website for free!
How do you figure out the population of each city?
We use the latest numbers from Wikipedia. We also use the metro area population instead of just the city proper itself. We thought it would give a better indication of the actual number of people that live in and around the city.