Around the world, there are countries (like Costa Rica) 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 countries, 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 13 schools listed in Costa Rica on International School Community.
8 of these schools have had comments submitted on them. Here are a few that have the most submitted comments:
United World College of Costa Rica (28 Total Comments)
The British School of Costa Rica (31 Total Comments)
Marian Baker School (33 Total Comments)
Lincoln School (San Jose) (36 Total Comments)
Country Day School (26 Total Comments)
Costa Rica International Academy (40 Total Comments)
Blue Valley School (21 Total Comments)
“Apply through email, interview through skype. Typically hire American/ Canadians for English positions. Hire from other countries as well, especially for Spanish speaking positions.” – Costa Rica International Academy
“You can email with your resume attached and they will contact you if they are really interested. Otherwise at ISS fair in Atlanta.” – Country Day School
“All teaching positions require instructional fluency in English, minimum University Bachelor’s degree with a major or concentration in the field of specialty(24 university credits in the field), 12 University credits in Education, valid teacher’s license, two-year successful teaching experience. Preference is also given to candidates who will be positive role models to students within the context of a traditional Latin American school community.” – Lincoln School (San Jose)
“Small school setting with beautiful views of the central valley overlooking downtown San Jose and surrounding mountains (you can even see the national stadium!). Nice outdoor spaces with lovely flora and even nice bird species which fly around like the Oropendola and Motmot. School is not far from Parque del Este which has really nice rainforest hiking trails, and a few local restaurants nearby. San Jose itself is not a pretty area, but up on the mountain where Marian Baker is it is a sort of oasis.” – Marian Baker School
“It is mainly open plan with low level buildings surrounding a football pitch. There is a small theatre, gym and an on site soda selling food for the staff and students. The primary school has a couple of outside play areas with equipment. The surrounding area is residential with the domestic airport close by. You can see the mountains of the Central Valley in the east and the west, including Volcan Poas. It is situated on a broad but quiet road with little traffic.” – The British School of Costa Rica
“The campus is relatively small for a residential school, but the grounds are beautiful and quiet. It feels like a private community. The residential buildings are in a separate area from the academic buildings. Students live three to a room, 24 to a residence. The residence coordinators live in small houses next to each residence building. The Academic area is in the middle of the campus. There are eight one-story wings of three classrooms each, plus some offices for administration and teachers. There is plenty of light and space for class sizes between 8 and 20. Near the entrance to the campus is a large soccer field and a social center.” – United World College of Costa Rica
“None provided.” – Blue Valley School
“Furnished apartments available on campus – not luxurious but reflective of typical Costa Rican style housing. Can be comfortable, very secure. Off campus housing ranges in cost – no housing allowance provided. Off campus housing can range from $700 – 2000 a month not including utilities.” – Costa Rica International Academy
“An allowance is provided for teachers…” – Country Day School
“Housing allowance is $750 per month for singles or $1,000 a month for teaching couples…” – Marian Baker School
Health insurance and medical benefits
“There is a national health plan that is high quality but slow (and generally in spanish) that all teachers and their families get. The school also helps pay for (pays 50%) of Private health care, which is faster but not necessarily better. They also pay for a MediSmart private health care discount card that can cover 30-80% of other health care (dentists, orthodontists, etc). Health care in general is pretty good in the country, but with private you have to do some research.” – The British School of Costa Rica
“The health insurance has worldwide coverage with emergency evacuation. No life or dental insurance.” – Marian Baker School
“All teachers get Costa Rican life insurance (Aprox $15000). The insurance provided has world-wide coverage. Teachers can get a visit with the school doctor when needed at no cost for teachers.” – Lincoln School (San Jose)
“Local is great, especially for specialities, if you have the time. Private is sometimes not as good.” – Country Day School
(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 Costa Rica, share what you know. Consider becoming a Mayor for unlimited premium membership!continue reading
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
Who wouldn’t like a life of world travel, acquiring new languages and learning firsthand about new cultures? Many teachers find the opportunity of working at an international school too hard to pass up!
Over the past 14 years, there has been a 35% increase in the number of teachers employed at international schools. International teachers are mostly from the United States, Canada, U.K., and Australia, but not necessarily limited to these countries.
Currently, there are more than 7,300 international schools throughout the world with over 3.7 million students attending. The reason students attend international schools is varied. Some are children of embassy personnel, other families are business expats or work for international organizations. Like the children who attend them, international schools can be very different. The majority of schools use English as the main language of instruction, although there can be a preference for British or American English. There are also bilingual schools or schools teaching in a foreign language such as German or French. Though many schools have a truly international student population (i.e. up to 40 or more languages and cultures represented in their student bodies), there are other schools where host-country nationals make up the vast majority of students. Regardless of the differences, there is a growing demand for trained teachers to teach abroad at these international schools.
One of the main differences is found in the type of curriculum international schools use. International schools typically offer one of the following curricula: USA, UK, or the internationally recognized IB programme (International Baccalaureate). Need to get prepared: When researching international schools, find out what curriculum they use and what qualifications are necessary to teach it. Though not always a prerequisite, most international schools recruit teachers experienced in teaching their curriculum. The minimum requirement is often a valid teaching license, two years of teaching experience, and a Masters degree in Education.
The life of an international school teacher can be fascinating and exciting. There are so many reasons which make teaching abroad desirable, but it typically boils down to these five: money, love, travel, location and career. In general, international school teachers who want to live a successful, happy expat life need to be tolerant of diversity and uniqueness, flexible and adaptable as well as curious and open-minded to try new things. They live abroad in order to explore more of the world. Need to figure out: Your own reasons for wanting to move abroad and your flexibility with the location and type of school. At best, teaching abroad can enrich your career and change your life. At worst, it can be stressful, expensive, and sometimes dangerous. Thus, it requires independence, resilience, and a lot of question-asking. In other words, do your homework!
An international school teacher exploring the local culture.
Teaching abroad has its perks, that is for sure. Some of those perks can include a housing allowance, a relocation package, and a flight to and from your home country at the beginning and the end of your contract to name a few. Another benefit that is often offered is an annual Professional Development (PD) allowance. To get school support to explore more of what you are personally interested in learning more about is a dream come true for most teachers. Need to research: Because benefits and packages can vary enormously, it is important to do your research. Network with experienced international school teachers to gather all the information you can. The International School Community website also has numerous submitted comments about benefits that members can check out regarding hundreds of different schools.
You might have heard that one of the biggest perks to take a position at an international school is to earn lots of money! Many teachers want to earn more than they are making in their home countries. They also desire living in a location where there is a lower cost-of-living and where they can pay little to no taxes, thus providing them an excellent opportunity to save money. Even if you get a position at a top international school with an excellent salary and benefits, it is not so easy to actually save that money you were hoping for. You need to be smart with the money you are making abroad. It is important to research the cost-of-living for the location in your host country and then compare that to your take-home salary and benefits. Couples can live on one salary in some places, but in other areas of the world that can be problematic. Furthermore, if you move to a new international school every three to five years, have a plan for your pension and retirement accounts! Need to know: Monthly take-home amount and in what currency, allowance amounts (housing, flight, baggage, etc.), savings potential and about the school’s pension plan or your private pension plan options.
If you have figured out your goals, made a plan and gathered all the information about an international school, the next step is to get that interview! It is becoming increasingly more convenient to land a job at an international school. There are recruitment fairs that have been around for decades, like the UNI Overseas Recruiting Fair, but now an increasing number of schools are recruiting over Skype. It can be expensive for both parties involved to attend an international school recruitment fair, so the internet has become the way of the future for hiring. Need to do: Start researching prospective international schools in the spring or during the summer a year before you plan on moving. Have a good cover letter, update your CV, and setup an online teaching portfolio. Figure out if going to a recruitment fair is the right thing for you to do. Get prepared and read the Nine Lessons Learned Regarding International School Recruitment Fairs and spruce up an area in your home to potentially do some Skype interviews.
Be careful not to get your hopes up too much when you are job searching for a position at an international school. It can be a challenge to stand out and be at the top of the list when you are first starting out in this community. Like many businesses, it is all about who you know. Many international schools value experience teaching abroad (especially at other international schools). The idea behind this is that it will be a better “gamble” on the school’s part to hire somebody who already has experience living abroad and working with an international student body; having worked with English as an Additional Language students will be to your advantage. But do not worry if you are new to teaching, there are many international schools willing to hire candidates just starting out in their teaching career. Getting a position is basically all about luck and timing regardless of your background experience. When you finally land a job, you must prepare yourself for the big move and for the first few months after your arrival in your new host country. Need to read: Take a look at the Ten Commandments to Relocating Overseas.
Some people just want a change in their life; they want a new and exciting challenge. International school teachers seek out this challenge. The catch is once you start in the international school community, it is hard to stop. The lifestyle you live is one that allows you many more opportunities than if you were teaching back in your home country. If the time is right for you to take a chance and make the move abroad, remember to do your research so that you are well-prepared. Finding a good fit for you and your goals is paramount. The international school community is waiting for you!continue reading
Traveling Around: Abu Dhabi, United Arab Emirates
Can you relate?
• Realizing that the expat life there can be very, very nice!
• Enjoying the Middle Eastern cuisine and wishing it was the cuisine where I live.
• Going to mall after mall after mall after mall.
• Feeling jealous about how big the grocery stores were there compared to my host country, so many products that I would buy if I lived there.
• Walking along the corniche. Corniches in the Middle East are just cool places to walk around, especially during sunset.
• Stopping many times in a taxi as my taxi driver asks stranger after kind stranger if they know where to go to find my friend’s house.
• Checking out the new, modernized souk and conversing with a souvenir store manager about where I could find original artwork. (Fail)
• Pulling up to hotels and restaurants and there always being a valet person to park our car for us.
• Meeting expat after expat and asking them many questions about their lives living in Abu Dhabi.
• Thinking how interesting that all the restaurants have a mock-tail menu rather than a regular cocktail menu (alcohol is prohibited in this country).
• Getting accustomed to taking taxis around town or driving in my friend’s car around town. Still a bit strange sometimes when many international school teachers live their lives abroad car-less.
• Hearing all about the different customs related to the clothing of the UAE man and woman.
• Being amazed at how diverse the city is. The majority of people here appear to be from India.
• Choosing almost not to go into the grand mosque because I wasn’t dressed appropriately. (I did end up going in and wearing the free robe on offer at the mosque entrance)
• Having a moment of surprise when finding out that the weekend here includes Friday and Saturday, not Saturday and Sunday.
• Taking a trip out to the desert and doing a dune bashing ride as our driver drove crazily around and on top of really high dune hills.
• Buying some excellent dates at the date market. Felt happy about my purchase until somebody reminded me that I should have bargained down the price!
Currently we have 14 international schools listed in Abu Dhabi, United Arab Emirates on International School Community. Here are a few that have had comments and information submitted on their profile pages:
• Al Raha International School Abu Dhabi (5 Comments)
• American Community School Abu Dhabi (12 Comments)
• American International School (Abu Dhabi) (11 Comments)
• Sheikh Zayed Private Academy (7 Comments)
• Glenelg School of Abu Dhabi (10 Comments)
• Institute of Applied Technology (Abu Dhabi) (12 Comments)
• GEMS American Academy (Abu Dhabi) (37 Comments)
• Horizon Private School (10 Comments)
If you are on a trip right now, away from your host country, write to us at firstname.lastname@example.org with your “Can you relate?” traveling experiences. Tell us where you are traveling in the world, what you are seeing and how you are coping with any culture shock. Once your Traveling Around experience is posted on our blog, International School Community will give 6 free months of premium membership!continue reading
Random year for international schools around the world: 1951
There is much history in the international teaching community. We have international schools with founding dates of 1838 and 1854 and we also have many, many international schools with founding dates in the 21st century. The numbers are increasing for sure.
Utilizing the database of the 1351 (11 February, 2013) international schools currently listed on International School Community, we found 11 international schools that were founded in 1951. Here are a few of those schools that also have had comments and information submitted on them on our website (excepts about their founding are taken from the schools’ websites)
Greengates School (British International School) (5 Comments) (Mexico City, Mexico)
“Greengates School is a privately owned, co-educational day school set in the northern part of Mexico City, in an area of over 20,000 sq. meters. For over 60 years the school has been preparing students for university study worldwide and developing caring global citizens.”
International School of Brussels (7 Comments) (Brussels, Belgium)
“The International School of Brussels first opened its doors in October 1951, with four teachers on hand to welcome twenty-seven students between the ages of 5 and 11.
In the spring of 1953, with a population of more than one hundred students, the school moved to its current home at the Château des Fougères, in the Brussels commune of Watermael-Boitsfort, and became known as the International School of Brussels.
In its early years, the entire school was housed in the Château: a far cry from the 40 acre campus with four school divisions and a lifelong learning centre that make up the ISB of today!”
Lycee International de Saint Germain-en-Laye (9 Comments) (Saint Germain-en-Laye, France)
“The American Section program starts in Pre-Kindergarten and goes through 12th grade. There are approximately 700 students enrolled, evenly divided between boys and girls and ranging in age from 4 to19. Approximately 60 percent of our students are U.S. citizens, and many hold both French and American citizenship. Most of the remaining 40 percent are French citizens who have spent a considerable amount of time in the United States or have had American schooling.”
Jakarta International School (9 Comments) (Jakarta, Indonesia)
“With five original students, Jakarta International School was founded by UN workers in 1951. These pioneers introduced relevant schooling in English for children of expats in the newfound Republic of Indonesia. From early days the school’s international identity was clear. It was originally named the Joint Embassy School (J.E.S.) after its British, American, Australian and (then) Yugoslavian embassy partners. Just over a decade later, in 1978, J.E.S. became J.I.S.”
Garden International School (19 Comments) (Kuala Lumpur, Malaysia)
“Garden School was established by Mrs Sally Watkins, the wife of the then Fire Brigade Chief. Lt. Col. F.F.C. Watkins, in the Lake Gardens of Kuala Lumpur in 1951.”
International School Bangkok (16 Comments) (Bangkok, Thailand)
“Widely recognized as one of the premier international schools in the world, International School Bangkok (ISB) has been providing quality education since 1951 to expatriates representing more than 60 countries.”
Check out the rest of the international schools listed on International School Community and check out their histories as well! We have over 1351 international schools that have profile pages on our website.continue reading
Random year for international schools around the world: 1945
There is much history in the international teaching community. We have international schools with founding dates of 1838 and 1854 and we also have many, many international schools with founding dates in the 21st century. The numbers are increasing for sure.
Utilizing the database of the 1328 (14 December, 2012) international schools currently listed on International School Community, we found 7 international schools that were founded in 1945. Here are a few of those schools that also have had comments and information submitted on them on our website (excepts about their founding are taken from the schools’ websites)
Lincoln School (San Jose) (18 Comments) (San Jose, Costa Rica)
“In 1945, a group of visionary Costa Rican parents and US immigrants founded Lincoln School to provide a bicultural and bilingual education for their children. Lincoln is a non-profit, private educational institution offering programs from Preschool to 12th grade. It is governed by an elected Board of Directors, where parents are encouraged to participate actively.”
American School of Guatemala (Colegio Americano) (0 Comments) (Guatemala City, Guatemala)
“The School was founded in 1945 by a small group of parents who wished to provide their children with a bilingual, coeducational, quality education. Legal statutes were drawn up embodying the founding principles and establishing a framework for an enduring institution. Under these original statutes, a board of directors was elected by members of the American School Association. In addition to establishing a governing board, the statutes clearly outlined the non-profit, non-denominational, non-political character of the school and established a sound basis for decision making. The statutes also made provision for a separation of board and administrative functions.
The first classes were held on June 10, 1945, in a large family home in zone 9. Thirty four students were enrolled in grades Kindergarten through five. By the end of the first school year, there were 75 students and 12 teachers.”
Cairo American College (19 Comments) (Cairo, Egypt)
“In the fall of 1945, fifty students enrolled in grades one though eight at The Cairo School for American Children and began attending classes in a rented, three-story, vine covered villa located at 36 Road 7 in Maadi. Fourteen high school students were admitted at the beginning of second academic year when the high school curriculum was added.”
American Community Schools Athens (3 Comments) (Athens, Greece)
“In 1946, the British Army School was established in several homes in the Glyfada area to educate the children of British military personnel who were stationed in Greece at the close of the Second World War. The history of ACS begins here; for shortly after its inauguration, the school began to admit British and American civilians. In 1949, many more American children arrived in Greece, and a high school was opened for them in Kolonaki. Also established was an elementary school , in Psychico, which was later moved to a facility in Filothei. The British Army School had metamorphosed into the Anglo-American school.”
American School of Paris (8 Comments) (Paris, France)
“Americans in post-war Paris ask Ms. Edward Bell, whose husband was a Director of Missions for the Northern Baptist Conference, to come to France and open an American school in the American Church on the Quai d’Orsay. Founders include the American Embassy, Guaranty Trust, the Morgan Bank and the American Express Company.”
The Newman School MA (4 Comments) (Boston, United States)
“The Newman School was founded as Newman Preparatory School in 1945, the centennial of Cardinal John Henry Newman‘s conversion to Catholicism, by Dr. J. Harry Lynch and a group of Catholic laymen, for the purpose of providing college preparation to veterans returning from service to their country in World War II. Over the years, “Newman Prep” evolved into a co-educational, diploma-granting program, and eventually began to accept younger students into the ninth grade. During the 1960s, the school operated The Newman School for Boys as a separate four-year (grades nine through twelve) and then six-year (grades seven through twelve) college preparatory school. Walter J. Egan was head of the School for Boys during most of its existence. ”
Check out the rest of the international schools listed on International School Community and check out their histories as well! We have over 1328 international schools that have profile pages on our website.continue reading
Random year for international schools around the world: 1985
There is much history in the international teaching community. We have international schools with founding dates of 1838 and 1854 and we also have many, many international schools with founding dates in the 21st century. The numbers are increasing for sure.
Utilizing the database of the 1238 (13 July, 2012) international schools currently listed on International School Community, we found 10 international schools that were founded in 1985 (excepts about their founding are taken from the schools’ websites):
Atlanta International School (4 Comments) (Atlanta, USA)
“1985 AIS was founded by a group of parents, international educators and members of the business community whose aim was to provide the Atlanta area with the kind of international educational opportunities found in major cities throughout the world. Support from major corporations and public figures was obtained because of the school’s importance in the development of Atlanta as the premier international city in the southeastern United States.”
Al Hekma International School (9 Comments) (Sanad, Bahrain)
“Al- Hekma International School (AHIS) is a co-educational international school offering an American curriculum to classes from Preschool through High School (PS-Grade 12). The school was founded in 1985 and is fully accredited by the Bahraini Ministry of Education and the Middle States Association for Accreditation of Colleges & Schools (MSA) in the U.S.A. AHIS is also affiliated with worldwide recognized educational institutions, that provide professional development and support for improvement and growth such as (NESA, NBOA, ASCD, AAIE, PTC, NAIS). Students in high school are also trained and tested to receive ICDL certificates through the schools accreditation with ICDL organization to provide students with the latest computer skills required for the future.”
A’takamul International School (0 Comments) (Al-Rumaithiya, Kuwait)
“A’Takamul International School (ATIS) was founded in 1995, with our first graduating senior class in 2002. ATIS strives to provide a high quality international education based on the American-curriculum, while maintaining an Islamic ethos and Kuwaiti values. ATIS is a private, independent college preparatory school, and we enroll students from pre-Kindergarten through 12th grade. Students are encouraged to take part in as many different school activities as possible and to excel in all of their endeavors. ATIS is a member of Kuwait Foreign Schools Activities Conference (K.F.S.A.C.) and participates in sporting events throughout Kuwait.”
International School of Stuttgart (6 Comments) (Stuttgart, Germany)
“The International School of Stuttgart, founded in 1985, is a co-educational, English-medium day school, serving the needs of the international community of the state capital of Baden-Württemberg in Germany.”
Stafford International School (3 Comments) (Colombo, Sri Lanka)
“Founded in 1986 as an independent and private educational institute, Stafford is a coeducational, international school. It follows the British curriculum which prepares the students for the London University IGCSE and Advanced (A/S, A/L) Level examinations. High performance in these British exams qualifies students for entry into British and other foreign universities. The curriculum is stringent and comprises a broad and balanced range of subjects.”
Chaing Mai International School (5 Comments) (Chaing Mai, Thailand)
“Missionaries returning to work with the Church of Christ in Thailand (CCT) after World War II established a school for their children in Chiang Mai. Classes began on June 1, 1954 with eight students. In 1958, construction was begun on the present campus for “The Chiang Mai Children’s Center.” As more expatriate families moved to Chiang Mai and sought an English-language education for their children they, too, were accepted at the school.
In 1984, representatives of the Thai Foreign Ministry and the CCT agreed that the formal establishment of an international school in Chiang Mai was a necessary step to achieving the school’s legal status. Classes under the new name, “Chiang Mai International School” (CMIS) began in September of 1985 for Kindergarten to Grade 8. High School grades were progressively added from 1992 to 1995.”
The International Philippine School in Riyadh (IPSR) (0 Comments) (Riyadh, Saudi Arabia)
“ The school originally started in the mid 1950’s with about a dozen pupils. It was government run, and was housed in a succession of buildings in Central Honiara. By the early 1970’s the need for a new school was recognized, and in the later half of the 1970’s, a new Woodford School project was included in the Solomon Islands National Development Plan. This project recognized “That a primary educational system offering a curriculum meeting international standards is a critical infrastructure requirement necessary to support Solomon Islands objectives of attracting investment and technical expertise.”
ISTEK Schools, Istanbul (8 Comments) (Istanbul, Turkey)
“The İSTEK Education and Cultur Foundation was established in Istanbul on the 5th April, 1985 by a group of eminent persons and institutions on the initiative of the former mayor of the municipality of greater İstanbul, Mr.Bedrettin Dalan. It is an educational trust, aims to develop productive, creative and responsible attitudes in individuals while adopting the principles and reforms of Atatürk. Working in national and international contexts, aiming to make positive contributions to both the country and the world’s future, and giving priority to scientific thought defines İSTEK as a foundation apart.
We currently operate ten K-12 schools and three separate kindergartens. In 1996, the Foundation also established a university, Yeditepe University, which has now grown to become Turkey’s biggest university. The Medical Faculty of the University runs one of the top rated hospitals in the region as well as ophthalmology clinics. The School of Dentistry has a hospital on the Asian side and a clinic on the European side of the city.”
Amager’s International School (0 Comments) (Copenhagen, Denmark)
“AIS was founded in 1985 by teachers and parents who where concerned about the decline of educational standards. It is located on the island of Amager (Copenhagen) which is joined to the mainland of Zealand in Denmark.”
Tehran International School (0 Comments) (Tehran, Iran)
“T.I.S was established in the year 1985 with the goal to build educational links to other countries and render educational services to foreign students in Iran . Since its establishment, the school has been continuously involved in the educational progress where numerous foreign students are continuing their education in much the same manner as in their previous schools with most satisfactory results.”
Check out the rest of the international schools listed on International School Community and check out their histories as well! We have over 1238 international schools that have profile pages on our website.
Random year for international schools around the world: 1955
Utilizing the database of the 1224 (05 June, 2012) international schools currently listed on International School Community, we found 7 international schools that were founded in 1955 (excepts about their founding are taken from the schools’ websites):
Ghana (British) International School (0 Comments) (Accra, Ghana)
“This is a far cry from the humble beginnings of the school when it first opened its doors on 1st September 1955. Back then, the school was known as the Gold Coast International School and was the brainchild of eight founding members. These were: Sir Kobena Arku Korsah and Justice Edward Akuffo Addo, both Justices of the Supreme Court of the Gold Coast, Dr Lusty of the University College of Gold Coast (now the University of Ghana, Legon), Mr Kenneth Humphreys, first registrar of the West Africa Examinations Council, Dr Ruby Quartey-Papafio, an educationist, Dr Kofi George Konuah, also an educationist and Mr Edward James Bailey of the United Africa Company and his wife, Mrs Valerie Bailey. The membership of the committee was later expanded to include the Indian High Commissioner as well as the American and French Vice-Consuls.
The vision for the school was a school that would provide quality international education to children of different races and creeds and a school that would serve both the international and local communities.
The first task for the committee was finding a suitable location. Looking at the school now, it’s hard to believe that the original school was a small bungalow originally allocated to the Director of Surveys. Yet that small bungalow was the setting for a school that became so popular that it had an enormous waiting list within its first three months of opening. By January 1956, the school committee had no option but to relocate to bigger premises.”
American Cooperative School La Paz (9 Comments) (La Paz, Bolivia)
“Founded in 1955, the American Cooperative School of La Paz, Bolivia, is a private, co-educational school with a current enrollment of about 400 students. We offer an American based educational program, taught in English, from Pre-Kindergarten through grade 12 for students of all nationalities. The high school curriculum is designed to prepare students for the college experience.”
Colegio International de Carabobo (5 Comments) (Carabobo, Venezuela)
“Colegio Internacional de Carabobo in Valencia, State of Carabobo, Venezuela, was organized in 1955 with four companies: Celanese, Firestone, Goodyear, and U.S. Rubber. These provided the initial capital.
In 1958, a ten-classroom school was constructed in El Trigal, a residential sector of Valencia. During the 1962-63 school year, a library, four classrooms, showers and dressing rooms, and a photographic darkroom were added. In 1968, the High School building was constructed and was opened for classes on September 2, 1968. The building consisted of two science laboratories, a computer laboratory, and classrooms, a lounge, and offices. The High School library, constructed in 1968 and renovated in 2006, today houses 8,000 volumes. A “comedor” and Middle School were added during the early 1980’s. A multi-purpose recreational building was completed in August of 1988. Most recently, two annexes, a lower primary building, a second Middle School level, and a maintenance complex were added in the mid 1990’s.”
Marymount International School (0 Comments) (Surrey, United Kingdom)
“Established in 1955 to meet the educational needs of families in the international business and diplomatic community, Marymount London is part of a worldwide system of schools and colleges directed by the Religious of the Sacred Heart of Mary, a Roman Catholic Congregation founded in Béziers, France, in 1849.”
International School of Penang (Uplands) (9 Comments) (Penang, Malaysia)
“The International School Of Penang (Uplands) is a non-profit, co-educational primary and secondary School with boarding facilities, open to children aged 5 – 18 years old.
Since being established in 1955 at the top of Penang Hill and now established in a modern campus in Batu Feringgi, Uplands has strived to embody a caring community; a School where both international and Malaysian students are happy to learn.”
International School of Yangon (6 Comments) (Yangon, Myanmar)
“The International School Yangon, founded in 1952, is a private co-educational day school, providing an American curriculum from pre-school through grade 12. The school is fully accredited by the Western Association of Schools and Colleges (WASC). ISY is also a member of the East Asian Regional Council of Schools (EARCOS). ISY is committed to ensuring that its students achieve a high level of accomplishment using English as the medium of instruction. French, Spanish (high school) and Mandarin are taught as foreign languages. Standardized tests such as the International Schools Assessment (ISA), and the Measure of Academic Progress (MAP) are conducted at ISY to evaluate student performance and school wide programs. In high school, ISY offers a college preparatory program, leading to a U.S. diploma and an International Baccalaureate (IB) diploma. There are currently 252 students in elementary school, 115 students in middle school and 144 students in the high school. ”
Woodford International School (0 Comments) (Honiara, Solomon Islands)
“ The school originally started in the mid 1950’s with about a dozen pupils. It was government run, and was housed in a succession of buildings in Central Honiara. By the early 1970’s the need for a new school was recognized, and in the later half of the 1970’s, a new Woodford School project was included in the Solomon Islands National Development Plan. This project recognized “That a primary educational system offering a curriculum meeting international standards is a critical infrastructure requirement necessary to support Solomon Islands objectives of attracting investment and technical expertise.”
Check out the rest of the international schools listed on International School Community and check out their histories as well! We have over 1224 international schools that have profile pages on our website.continue reading
Random year for international schools around the world: 1932
Utilizing the database of the 1193 (26 April, 2012) international schools currently listed on International School Community, we found 4 international schools that were founded in 1932 (excepts about their founding are taken from the schools’ websites):
Maseru Preparatory School (Masero, Lesotho)
“The Anglican Diocese of Bloemfontein helped to establish a school for the children of European officials, traders and missionaries active in the Maseru area of the British colony of Basutoland about 1890, in addition to their other missionary work. Deaconess Maria Burton was the first teacher to be identified with the school. She travelled from Bloemfontein in 1893, changing from the post cart at Ladybrand to a ” spider ” carriage for the journey to Maseru via horse drawn ferry over the Caledon River.
Sister Maria established the school, subsidized by the Basutoland government, in a private house or cottage. During the next fifteen years she also raised funds for the establishment of the first Anglican Church (St. James) and the Basotho Anglican Girls School (St. Catherine’s). Sir Godfrey Lagden (Resident Commissioner 1890-1901) sent his children to “The European School of Maseru”, writing that he paid Sister Maria £1.10 for six weeks schooling. E.B. Sargant’s “Report on Education in Basutoland 1905-6″ also mentioned the school, by now housed in “a small iron building” located close to the site of the present Maseru United Church. It was thought to have been one of the prefabs brought to South Africa by the British Army during the Anglo-Boer war. The so called “tin tabernacle” was sold to the forerunner of the Maseru United Church when the Government built a small sandstone school on what is now called Old School Road. Even in these early days the extent of government subvention and control over the school’s independence was a “grey area”, and it remains so to this day.
In 1932 the school changed its name to Maseru Preparatory School. This continued to the mid 1950s when the present title of Maseru English Medium Preparatory School was adopted, the Colonial development Fund having financed a “handsome new European School” on the Caldwell Road site. However, even today, the school is still most frequently referred to as Maseru Prep!
Amongst other important events witnessed by children at the school was the Royal Visit of 1947, the 1962 “Winds of Change” visit of Harold Macmillan and Independence in 1966. The first Basotho children were admitted in 1962 and the numbers have risen to become the largest single group of children by a long way, despite 20 odd nationalities being still represented.”
The Henderson International School (Henderson, United States)
“Early in 2007, the Meritas Family of Schools brought together two of the area’s finest private schools to create The Henderson International School. Today, the new school takes its place as one of the best private schools in the region. The support and resources of Meritas have expanded our curriculum, created international connections for our students, and provided a world-class education. The Henderson International School combines a traditional college preparatory education experience with the progressive ideas and practices needed to prepare students for the global challenges of the 21st century.”
Saint Julian’s School (Lisbon, Portugal)
“It all began when José da Cruz, treasurer to D. José I, built himself a palace in the middle of his winegrowing estate or Quinta in Carcavelos. Little did he know that his holiday home would become a land mark in educational history.
Once the Palácio was built, in the 1750s, D. José I, then king of Portugal, frequently came to Quinta Nova, perhaps to enjoy the fine wine, as Quinta Nova had an extensive vineyard with an annual production of over 500 barrels.
More than a hundred years later, the British Eastern Telegraph Company arrived in Portugal to complete the telegraph lines between England and India. It purchased the property, which was thought an ideal location being close to the ocean and to the city of Lisbon. The handsome price of “23 contos” (equiv. 115,00 €uros today!) secured them the property and grounds.”
Yew Chung International School (Hong Kong) (Hong Kong, China)
“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.”
Check out the rest of the international schools listed on International School Community and check out their histories as well! We have over 1193 international schools that have profile pages on our website.continue reading
There are so many international schools in Shanghai. 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 Shanghai’s international schools.
Here is what Moveoneinc.com had to say in general about expats that are moving to China and the current schooling situation:
“In the past few years, a number of local Chinese schools have opened up to expat children and some expats without education allowances are giving it a go. Although these are remarkably cheaper than private schools and give children the opportunity to become immersed in the Chinese language and culture, most expats still opt to send their children to international schools.
China’s larger cities, such as Shanghai, Beijing or Guangzhou, offer a diverse range of international schools based on the International Baccalaureate programs, the American curriculum as well as the English National curriculum. These have a very high reputation and offer first-rate facilities, advanced teaching technology and equipment, internationally experienced teachers, low student/teacher ratios, and a wide variety of extracurricular activities.”
Their website has many more videos about life in Shanghai. The numerous topics covered are: medical clinics, what to do in case of an emergency, housing, kids activities, Chinese language, expat shopping, and more…
Currently on www.internationalschoolcommunity.com we have 18 international school listed in the city of Shanghai. The number of comments and information that have been submitted for each school is listed to the right the link to each school.
British International School Shanghai – Puxi ( 0 Comments)
British International School Shanghai – Pudong ( 0 Comments)
British International School Shanghai – Nanxiang ( 0 Comments)
Concordia International School (Shanghai) ( 15 Comments)
Dulwich College Shanghai ( 7 Comments)
Fudan International School ( 1 Comments)
Livingston American School Shanghai ( 0 Comments)
Shanghai American School – Puxi ( 0 Comments)
Shanghai American School – Pudong ( 0 Comments)
Shanghai Community Int’l School ( 10 Comments)
Singapore International School (Shanghai) ( 5 Comments)
Shanghai United International School ( 0 Comments)
Shanghai Rego International School ( 72 Comments)
Western International School of Shanghai ( 27 Comments)
YK Pao School, Shanghai ( 0 Comments)
Rainbow Bridge International School ( 11 Comments)
Yew Chung International School (Shanghai) ( 0 Comments)
Lycée Français de Shanghai ( 0 Comments)
If you know about what it is like working at one of these international schools in Shanghai, 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
The overseas education of more than four million American children and youth since World War II is an unwritten chapter in the history of American education and represents the schooling of several generations under circumstances unique to human history.
Today the U. S. departments of Defense and State operate or assist more than 300 schools in over 100 foreign countries. Additionally there are more than 600 private American owned or supported schools abroad.
The mission of AOSHS is to collect, record, and preserve the unique history of educating American children and youth abroad; and to enhance public knowledge, understanding, and appreciation of the contributions made by American educators and their students in the advancement of democracy around the world.
The American Overseas Schools Archives (AOSA) was first established on the campus of Northern Arizona University in Flagstaff in 1989. The AOSA is dedicated to preserving the history and memorabilia of the kindergarten through grade 12 education of an estimated 4 million American children who attended more than 900 American overseas schools over the past 150 years.
In 1995 the American Overseas Schools Historical Society (AOSHS) was incorporated as a non- profit IRS 501(c)(3) organization. The AOSHS office and archives are located in Wichita, Kansas.
They even have a section called: Overseas Educator Information. There is much information about the teachers that work at these schools. There is a picture on this page showing a reunion of some overseas teachers in Japan. How cool to be reunited with the colleagues that you worked with in another country a long time ago perhaps. I know after being at my third schools now, I am already starting to lose touch with the teachers that I worked with at my first international school.
One part of their website has all the American Overseas schools and their alumni associations listed alphabetically. Some of the schools listed are:
American International School in Vienna
Asociacion Escuelas Lincoln
American International School of Kabul, Afghanistan
Antwerp International School (AIS)
American Cooperative School of La Paz
There are many, many more schools listed on their website here.
Most of the schools listed on the American Overseas Schools Historical Society website are also found on International School Community. Some of the schools listed on our website can be found here (the number of comments and information submitted by our members is also listed next to each school’s link):
Random year for international schools around the world: 1966
Utilizing the database of the 1083 international schools currently listed on International School Community, we found 11 international schools that were founded in 1966 (excepts about their founding are taken from the schools’ websites):
Hong Kong International School (Hong Kong, China)
“Hong Kong International School was founded in September 1966, its first location consisting of makeshift premises including residential flats in Chung Hom Kok, housing 120 students. The founders were the Lutheran Church-Missouri Synod, the Hong Kong government and the American business community in Hong Kong. On 14 September 1967, HKIS opened the doors to a new campus in Repulse Bay and housed 630 multi-national students. HKIS continued to expand over time, which led to the creation of a second building in Repulse Bay, and finally an additional campus in Tai Tam. Lower Primary and Upper Primary remain in Repulse Bay while Middle School and High School are in Tai Tam. The school has just finished undergoing its fourth major infrastructure development plan at about on mid-2010 in the Middle School Campus, called the Middle School Annex.”
The Banda School (Nairobi, Kenya)
“Since opening its doors in 1966, The Banda has earned a reputation for outstanding academic, sporting and cultural achievements. The aim of The Banda is to develop excellence in academic achievement, social conduct and moral values and to ensure that this learning process is enjoyable and fulfilling for the individual child in a friendly atmosphere.”
American School of Dubai (Dubai,United Arab Emirates)
“The American School of Dubai (ASD), previously known as the Jumeirah American School, is located in the Al-Barsha community of Dubai, United Arab Emirates. An independent, nonprofit school, ASD was founded in 1966 to serve the needs of North American families and other expatriate populations in Dubai. It was the first American curriculum school established in Dubai and is still the only nonprofit American school located in the emirate. ASD follows an American curriculum and offers pre-K (K1) through grade 12 instruction. The school is accredited by the US Middle States Association of Colleges and Schools. Admission to the school is based on the approval of ASD’s Admissions Committee and a student successfully meeting the admission criteria, including assessments in varying forms depending on grade level.”
Munich International School (Munich, Germany)
“Munich International School was founded in 1966 in Harlaching and moved to its current 26 acre site near Lake Starnberg in 1968. MIS provides a co-educational, international, English language learning environment for students aged 4 -18. High academic standards, a diverse curriculum and a clear focus on the moral, intellectual, physical and emotional development of students are central to the MIS experience.”
International School of Stavanger (Stavanger, Norway)
“1966 – (The school opened in 1966 in local Norwegian school classrooms and moved to purpose-built facilities at the Revheim campus in 1982.).”
British School of Gran Canaria (Las Palmas, Spain)
American International School of Zagreb (Zagreb, Croatia)
“The American School of Zagreb was founded in May 1966 to serve the needs of the American community residing in Zagreb. This year marks the forty-first anniversary of the school from its humble beginnings on September 23, 1966 when 13 children and three staff members opened the school at Tuškanac 46 where the school remained for 17 years. During the late 1970’s and early 1980’s, the school’s population fluctuated in size between 40 and 70 students.”
German Swiss International School – Accra (Accra, Ghana)
“In 1966 the Ramseyer Memorial School (RMS) was founded due to enormous initiative of the Swiss colony. Gottfried und Marianne Bolleter were significantly involved in the setup of the school. The school’s name remembers the Swiss missionary Friedrich August Ramseyer, who was engaged in business here in the „gold coast“ from 1864 until 1910. His first job was controller of construction sites in Accra (back then Christianbourg). Out of consideration for the health of his wife he was transferred after three years. The school started out very modestly. However, two years later the school was moved into a new building which is the one still being used today at Ring Road Central, right in the heart of Accra. In this busy environment with traffic jams, street sellers and the loud African everyday life the school’s compound according to European standards seems like an oasis with its groomed plants and lawn, swept playground and newly painted buildings.”
International School in Genoa (Genoa, Italy)
“The International School in Genoa was founded in 1966 as a private co-educational day school to serve the needs of the international and national communities in Liguria. ISG offers a complete American and International educational program in the English language for all students from Preschool (age 3) to Grade 12 (age 18) leading to the achievement of both The ISG American Schools Diploma and The International Baccalaureate Diploma. ISG is authorized to offer the International Baccalaureate Diploma Programme. ISG integrates the host country language to ensure that Italian nationals receive an effective bilingual educational program and French and Italian as a second language are offered for all students.”
Washington International School (Washington D.C., United States)
“Washington International School was founded in 1966 by Dorothy Goodman to meet the educational needs of Washington’s international community and American families seeking a rigorous international education.”
PDO School Muscat (Muscat, Oman)
“Founded in 1966, PDO School, Muscat, is a Shell primary school, funded and supported by Petroleum Development Oman. We provide primary education for the children of expatriate PDO employees of all nationalities, from age 3 – 11 in the International Stream and from age 3 – 12 in the Dutch Stream. In addition, we are able to cater for fee-paying families subject to the availability of places. Details about school fees are available from the Head Teacher. There are no specific entrance requirements for admission to our school, but we are unable to accommodate children who have severe learning difficulties.”
Check out the rest of the more than 1083 international schools listed on International School Community here.continue reading
There are literally hundreds of overseas schools offering employment opportunities for those wishing to move abroad or those who find themselves in a foreign location in search of work. The first thing one must realize is that there are generally two classifications of employees at most schools: local hire expatriates (as opposed to host country national) and overseas hires. This is an important distinction to remember.
Local hire status usually brings with it (but not always) the same salary as overseas hire (O/H) but without the benefits such as housing, airfare, etc. It is intended to take advantage of the fact that many qualified teachers arrive at post accompanying their spouse and thus receive housing and airfare as part of their family status, saving the school money. Anyone contemplating moving abroad to teach is advised to secure a job before moving: it makes a big difference in living standard. On the other hand, if someone needs experience and would not be competitive as an O/H, it may be easier to find a job on a local hire basis and later parlay the experience gained to O/H status at another school.(Most schools will not change someone’s status once hired.)
Schools determine the ratio of local to overseas hires based on how many qualified candidates areavailable locally, but the better schools keep quality the first priority. They like to maintain a surplus of local applicants to fill in as substitute teachers and when unexpected vacancies occur during the year. School directors eagerly welcome new local talent. While teaching qualifications and experience for local hires are mandatory at most schools, expediency rules at others and it is possible to work one’s way into a full time teaching job through experience substituting or working as a teacher’s aide. In fact, volunteering is a great way to become known and first in line when a job opens.
Applying from overseas, however, the applicant needs to have at least a BA/BS degree, a teaching credential and at least two years experience to be considered. There are many more applicants than jobs available and it is not uncommon for a school to have twenty to one hundred applications for each vacancy. A single parent with dependents does not stand much of a chance, nor does a retired teacher looking for an overseas experience. Schools prefer to hire teaching couples with no dependents, though most schools will hire couples with children and a few will hire singles with dependents. Almost all will hire single teachers if they cannot find couples.
Anyone applying will need to carry excellent recommendations, be healthy and energetic and willing to work in the after- school program. Flexibility and adaptability are key attributes for successful candidates. Prior experience living abroad or at least foreign travel and knowledge of another language are helpful. The bottom line is expertise as a teacher and love of kids and if an interviewer discerns that in a candidate, a contract offer is likely.
So, how does one apply to teach overseas?
The better schools insist on an interview if at all possible, although they will hire through one of the major recruiting agencies if they have vacancies at odd times of the year. Schools which have a high percentage of host country national students or that tend to have lower salaries may hire on the basis of correspondence and could be targeted by inexperienced teachers. Beware, however, that salaries in such schools might be at the subsistence level and working conditions less than ideal. Most international schools are exceedingly reputable: a handful are not, so investigate carefully.
Applying directly to the better schools is a good way to establish contact, but most successful candidates use recruitment agencies which arrange Recruitment Fairs that attract anything from 20 to 140 or more schools for 3 to 4 days of marathon interviewing. A cycle has emerged as follows:
September: the candidate selects and contacts a recruitment agency to register
October/November: references are submitted and a dossier created.
December: the candidate is advised if they are accepted.
February: interviews take place at recruitment fairs. Some contracts are offered on the spot.
March/April: more contracts are consumated.
May/June: a few more recruiting fairs open for schools to fill last minute vacancies.
July/August: recruitment agencies are requested to fill final vacancies
There are several major sources to choose from:
Search Associates: PO Box 2007 Minden, NV 89423 Telephone (775) 267-3122 Fax (775) 267-4122
Street address: 2618 Fuller Avenue Minden, NV 89423 http://www.search-associates.com
A private agency comprised mainly of former directors of international schools, Search places around 500 candidates annually. Fairs are operated in Kuala Lumpur, Sidney, Dubai, Oxford, Houston, Cambridge, Toronto and Carmel, CA and Bethesda.
International Schools Services, PO Box 5910, Princeton, NJ 08543 A non-profit organization witha wide range of services for international schools, ISS annually operates two large fairs each February: one on the east coast (Washington, DC in 1998), one on the west coast (San Francisco, 1998) plus a late one in Philadelphia each June. They place over 500 candidates.
European Council of International Schools, 21 Lavant Street Petersfield GU32 3EL UK ECIS hosts a major recruitment fair in London early each February and a later one in April. A mix of American and British based schools attend.
University of Northern Iowa This is the grandaddy of all recruitment fairs and the one that started them all back in the 70s. It attracts up to 700 teachers and 140 schools.
Several other colleges or universities also sponsor recruitment centers:check with your university to see if they might be one of them. Which one is best for you? It may depend on location, time of the fair, whether you want a large one or one which is smaller with more personalized attention. ECIS London tends to attract a lot of schools from Europe; Search KL is heavy with international schools in Asia while Search-Houston focuses on Latin America and Search-Dubai is British oriented. UNI has schools from all over, as does ISS. All of the recruiting sources above have websites. Use a search engine to access them and learn more.
The Office of Overseas Schools (U. S. State Department) maintains an excellent website with links to the above. Fees for the above are all moderate and should not be a determiner of which one is chosen. Sources for learning more include the ISS Directory of Overseas Schools; The International Educator (TIE), a newspaper of great interest (PO Box 513, Cummaquid, MA 02637 for subscription); or, visit the Teacher’s Internet Pages (TIPS) on the world-wide web.
Taken from the article summitted on overseasdigest.com
About the author
Mr. Ambrose was named “Superintendent of the Year” by the Association for the Advancement of International Education in 1997. He has served as the President of the Society Limited to Overseas School Heads; represented international schools on the Elementary Commission of the Middle States Association of Schools and Colleges; was a long standing officer of the Board of Directors of the Near East, South Asian (NESA) Council of Overseas Schools; a member of the Board of Directors of TIE, for which he regularly writes articles, and; wrote, produced or directed a series of videotapes designed to train overseas school board members. During his 24 years overseas, he administered a number of schools and was most recently Director of the United Nations International School in Hanoi, Vietnam.
Utilizing the database of the 1018 international schools currently listed on International School Community, we found 10 international schools that were founded in 1988 (excepts about their founding are taken from the schools’ websites):
Koc International School (Istanbul, Turkey)
“Founded in 1988 by the Vehbi Koç Foundation, the Koç School has quickly become one of Turkey’s most selective and competitive university preparatory schools. It attracts an outstanding academic staff of Turkish and foreign teachers, and students who score at the highest levels of entrance examinations. Koç School seeks to be a leader and a pioneer in Turkish education and to set standards for other schools to follow.”
Bordeaux International School (Bordeaux, France)
“Bordeaux International School, also known as BIS, is a private (fee-paying) international school for ages 3–18 located in Bordeaux, France, established in 1988 by the non-profit making Association Linguistique et Culturelle Internationale. Students are from both France and other countries. The medium of instruction is English and French in the primary streams and mainly English in the secondary school. The school moved to new premises in rue Judaïque in August 2005.”
British School Bern (Berne, Switzerland)
“The British School of Bern is an English-speaking, International day school established in 1988. It is for pupils of all nationalities from the ages of three to twelve years. It is an independent, nonprofit day school located in Gumlingen, a suburb of Bern. The school provides a modern British curriculum. The teaching allows each child to develop to his/her particular need through both same-age and cross-age groupings.”
International School of Budapest (Budapest, Hungary)
International School of Johor (Johor, Malaysia)
United Nations International School (Vietnam) (Hanoi, Vietnam)
“The United Nations International School of Hanoi is an international school in Hanoi, Vietnam. It is a private, non-profit organization founded in 1988 with the support of the United Nations Development Programme in Vietnam (UNDP) with the aim of providing an education to the children of UN staff and others. It now caters to the children of diplomats, aid workers, businessman, and other expatriates living and working in Hanoi. Classes range from pre-school to high school, and the IB Diploma is available to students in grade 11 and 12.”
Rome International School (Rome, Italy)
“RIS opened its doors to its first elementary school students in September 1988. We offer an international education to children aged 2 to 18. The Middle School opened in September 2001 and the High School in 2007. The school is located in a fully equipped campus comprised of classrooms, ample sports facilities, science labs, music rooms, libraries and computer labs, next to several acres of a public park, Villa Ada.The location is well connected by public transport.”
Khalifa School (Safat, Kuwait)
“Khalifa School, founded in 1988, is recognized as the first private educational institution for special needs students in Kuwait. Motivated by her grandson, Khalifa, Mrs. Lulwa Khalifa Alghanim established Khalifa School with the vision of providing equal opportunities for special needs students. The school combines the latest teaching methods and state of the art technology to provide appropriate educational opportunities for the students. The school is located in the capital area of Kuwait and is accessible from all locations of the country.”
German-American International School (Menlo Park, California, United States)
“The concept of a German-American School in the Bay Area in order to promote the German language and culture started in May 1980, with an ad-hoc committee under the leadership of Dr. Liedkte, Professor of German at the San Francisco State University. He was assisted by a group of dedicated parents and Mr. Rothmann, the German consul at that time and the Swiss consul, Mr. Frey. The result of many years of dedicated work, the German American School (GAS) was created by a small group of parents wanting to provide a good bilingual education for their children.”
Adana Gundogdu College (Adana, Turkey)
“Adana Gündogdu College was founded in 1988 by Mr. Yunus Gündogdu. It started with 88 students and now there are approximate 2000 students. Our school is located in Adana, which is located in southern Turkey. Adana is the city in the south of Turkey and has a university and several colleges. We have many attractions, a lake and not far from the center is the ocean. Our school includes a kindergarten, an elementary school and one comprehensive school.”
Check out the rest of the more than 1018 international schools listed on International School Community here.continue reading
Utilizing the database of the 963 international schools currently listed on International School Community, we found 17 international schools that were founded in 1991 (excepts about their founding are taken from the schools’ websites):
Canadian International School (Hong Kong) (Hong Kong, China)
“In 1991, the Canadian International School of Hong Kong first opened its doors to students in small rented facilities in Causeway Bay. Founded upon the recommendation of the Hong Kong Government, who wished to expand the number of international schools offering a North American curriculum, the school was established as a non-profit, charitable organisation and was initially home to only 81 students.”
Osaka International School (Osaka, Japan)
“The uniqueness of our Two School model sets us apart from every other school in Japan and indeed the world. The faculty and staff who jointly founded OIS and SIS understood this and established an ethos to match it. This continues today with professional educators, administrators and staff who understand why we are here and what it is that give our schools a particularly important role in the world of international education.”
American International School of Lesotho (Maseru, Lesotho)
“The American International School of Lesotho (AISL) is a nonprofit, independent coeducational day school which offers an American educational program to students from preschool (age 3) through grade 9. The School, founded in 1991, serves the needs of the American community and other students seeking an English-language, American-style education. The school year is divided into 3 trimesters extending from late August to November, December to March and March to mid-June.”
Clavis International School (Mapou, Mauritius)
Wesgreen International Private School (Sharjah, United Arab Emirates)
“Wesgreen International School was founded in 1991, and in the years since it has grown to become one of the most successful schools in the area. Now we offer a first class education, based on the British Curriculum, for all ages from Nursery to Grade 13.”
Emirates International School (Al Ain, United Arab Emirates)
“EIS-Jumeirah was established in Dubai of the United Arab Emirates in 1991 as a community service of the Al Habtoor Group (www.habtoor.com) and was the first school in Dubai authorised to offer the International Baccalaureate Diploma Programme.”
International Community School Bangkok (Bangkok, Thailand)
“In 1981, expatriate families began a cooperative to educate their children from a biblical worldview. The cooperative continued for 12 years, providing first grade to sixth grade education. In 1990 many of these expatriate families and The Network of International Christian Schools met to discuss the feasibility of establishing a Christian school to provide kindergarten through twelfth grade education to the English speaking international community in Bangkok. In 1993 a suitable site was leased and the name International Community School (ICS) was chosen. The school was located on Soi Prong Jai in the Sathon area of Bangkok and welcomed 120 students when it opened in August 1993. The school’s ownership was given to, and remains with the International Community School Educational Foundation, a not-for profit foundation registered in Thailand.”
St. John’s International School (Thailand) (Bangkok, Thailand)
“For over 20 years we have been providing high quality International Education to both Thai and non-Thai students in Bangkok. The focus of this education has always been about learning and growth, academically and socially and as individuals. We are able to achieve this through providing a safe, secure and nurturing environment, alongside qualified, experienced and dedicated teachers and support staff.”
American International School of Kuwait (Hawalii, Kuwait)
“The school opened in 1991 after Kuwait was liberated from occupying Iraqi forces. Dr. Kamil Al Rayes, the founder,sought to create a school of high caliber with a disciplined, yet relaxed atmosphere that would provide opportunities for local and ex-patriot children to gain access to the world’s best universities. During the first year twenty-five teachers and 300 students dealt with shortages of textbooks and classroom supplies, an inadequate library and a skeleton curriculum. The school developed rapidly. In October of 1994 it became fully accredited and in the ensuing years dedicated professionals worked hard to develop what has become an excellent university preparatory school with 1600 students.”
American School Foundation of Chiapas (Tuxtla Gutiérrez, Mexico)
King Faisal School (Riyadh) (Riyadh, Saudi Arabia)
“The King Faisal School emerged after all procedures for launching the Boys’ Elementary Section were completed in 1991. It is a non-profit institution and one of the most important academic projects sponsored and developed by the King Faisal Foundation. The School lies on a beautiful, aesthetically – designed campus in the Diplomatic Quarter. On its fascinating gardens, fourteen building have been erected, and a variety of athletic playfields. All these facilities and buildings have been put together in full harmony that is consistent with the prestige of the Diplomatic Quarter.”
Skagerak International School (Sandefjord, Norway)
“Skagerak Gymnas was founded in 1991 by a group of enthusiastic individuals and companies from Sandefjord led by Elisabeth Norr. They believed there was a need to offer a non-selective alternative to the Norwegian state education system. The school established itself quickly in the revamped shipbuilding premises on Framnesveien 7 at Framnes. The founders were committed to making the school a centre of educational excellence. When the school introduced the IB Diploma Programme (DP) it phased out the second and third years of the Norwegian national curriculum and changed its name to Skagerak International School. By October 1992 it was an authorised IB World School offering the DP.”
Providence English Private School (Dubai, United Arab Emirates)
Greater Grace International School (Hungary, Budapest)
“Greater Grace International School is a private English-language preperatory – 12th grade school located in Budapest´s beautiful 12th district. Since 1991 GGIS has provided expatriate and Hungarian families with a college preparatory education; equipping the student academically, spiritually and physically; teaching and demonstrating in the context of a Christian biblical world view.”
Overseas Family School Singapore (Singapore, Singapore)
Singapore International School (Hong Kong) (Hong Kong, China)
“Singapore International School was first established in September 1991 in Kennedy Town with an enrolment of 200 pupils. In 1995, SIS moved to its current premises in Aberdeen. The new purpose-built school was built on land granted by the Hong Kong government, and the cost of the building was borne by the Singapore Government. Presently, the school has an enrolment of approximately 1200 pupils of more than 20 nationalities with Singaporeans and Hong Kong citizens forming the majority.”
Tirana International School (Tirana, Albania)
“In May of 1991 Mr. Gilson traveled to Albania to have a look at a country just emerging from over 45 years of dictatorial rule. During his time there, he met some key people in the Tirana community and made a decision to begin Tirana Int’l School. This expansion has resulted today in an organization offering excellence in education in 25 different countries.”continue reading
Random year for international schools around the world: 2002
Utilizing the database of the 889 international schools currently listed on International School Community, we found schools that were founded in 2002 (excepts about their founding are taken from the schools’ websites):
The International School of Macao (Macao, China)
“TIS was established in 2002 to provide a Canadian curriculum and accreditation to local and expatriate students. English is the primary language of instruction.
TIS opened with an initial total enrolment of 58 students on the campus of Macau University of Science and Technology (MUST) in 2002. By 2006, the School had grown to over 500 students and had become accredited with the Alberta provincial (Canada) government. Students graduate from TIS with an Alberta High School diploma that is accepted in universities around the world.”
Northfield International High School (Port Louis, Mauritius)
“Northfields International High School (NIHS) is a privately owned secondary school situated in Mapou, district of Pampelmous in the north. From its small beginnings in 2001 NIHS has now over 280 students.”
Canadian International School of Egypt (Cairo, Egypt)
“The Canadian International School of Egypt (CISE) opened its doors on September 15, 2002. It is the first Canadian school certified by the Ministry of Education of Ontario in Egypt and the Middle East. The Egyptian initiators of this project chose the Province of Ontario, Canada’s most populated province, to provide the curriculum and most of the teaching staff for the school.”
Al Jazeera Academy (Doha, Qatar)
“Al Jazeera Academy opened its doors to students in September 2002. It is a modern international educational institution which comprises three separate schools within a single campus to cater for all students from Preschool to Year 13.”
Vale Verde International School (Burgau, Portugal)
“After the acquisition of a property suitable for the conversion of a school in 1997, the De Beer family developed the idea to fruition. In 2002, Vale Verde International School was founded following years of investment required to bring the buildings in line with Ministry of Education requirements.”
International Montessori School of Prague (Prague, Czech Republic)
“The International Montessori School of Prague (IMSP) was established as a private school in 2002. It was originally located in the Blatenska campus of Prague 4. IMSP started with 16 children in two classes : Toddler (1.5 – 3 years), and Primary (3 – 6 years). In September 2003 the school was moved to a much larger facility in the Hrudickova campus of Prague 4. That school year we started with three classrooms: one Toddler, one Primary, and one Elementary. In 2005 a second Primary class was added, so now IMSP had 4 classrooms: Toddler, Primary 1 and Primary 2, and Elementary. In 2006 the Primary program extended its afternoon component with Yoga, Music and Movement, Arts and Crafts, and Czech languge and culture.”
Logos International School (Phnom Penh, Cambodia)
“Logos opened its doors in September 2002 with an enrollment of 58 students ranging from pre-kindergarten to grade seven. At that time,Logos consisted of a single renovated house and an adjacent empty lot where a basketball court and small swimming pool were soon built. Since that time,Logos added an additional grade level each year. In the spring of 2008,Logos held its first graduation ceremony for 13 seniors. Logos’ brand new campus consists of a basketball/volleyball/hockey court,athletic field,playground,library,cafeteria,2 computer labs,2 science labs,multi-purpose assembly room,and a swimming pool. All of the classrooms are air-conditioned and equipped with essential teaching tools. Our new facility is twice the size of our former location. We are very excited about this new provision.”
New Zealand International School (Jakarta, Indonesia)
“On 14 April 2003 Mr. Chris Elder, Ambassador of New Zealand to Indonesia, officially opened the School and the enrolment reached 35 students. The school grew quickly, and in August 2004 space was secured at LPPI, The Banking Institute, on Kemang Raya, to house the Senior Secondary Students. Since that time our enrolment has steadily increased in all aspects. The growth had the effect of moving expansion plans ahead of schedule; the search for additional premises has been an exciting time.”
Bromsgrove International School (Bangkok, Thailand)
“From the vision of the school founders Riza Sripetchvandee and Ian Davison, a new school was opened in 2002 under the name of Windsor International School and ownership of Windsor Education Co. Ltd. The School was constructed at Soi 164 Ramkhamheang Road, Minburi, in Eastern Bangkok. Over the course of the next two years pupil numbers grew steadily. A new building was opened in September 2004 to meet the demand from Early Years students. In April 2004, the School became affiliated to the prestigious and world famous Bromsgrove School UK and changed its name to Bromsgrove International School Thailand (BIST). Bromsgrove School UK was founded over 450 years ago and is a leading co-educational independent day and boarding school for some 1,500 pupils and is situated in the English Midlands and provides a first-class education with excellent facilities and resources, as well as enjoying considerable distinction in Sport, Music and the Arts.”
International School of Wuxi (Wuxi, China)
“International School of Wuxi (ISW) is part of the International Schools of China (ISC) – an organization that, for the last 20 years, has offered academically excellent programs to meet the intellectual, physical and emotional needs of students.”
International Community School (Atlanta) (Atlanta, United States)
Kongsberg International School (Kongsberg, Norway)
“Kongsberg International School is a non-profit foundation established in 2002 by Kongsberg Gruppen ASA, FMC Kongsberg Subsea AS, Kongsberg Automotive ASA and Kongsberg Nærings- og Handelskammer (Chamber of Commerce and Industry). The school opened its doors in August 2003. The purpose of the school is to serve Kongsberg and its surrounding communities by providing a high quality international education for students, based on the International Baccalaureate Programme (www.ibo.org), using English as the principal medium of instruction. Although many of our students are Norwegian, a growing international community in Kongsberg and Buskerud has provided enrolment of students from over 22 nations.”
Access International Academy (Ningbo) (Ningbo, China)
“The AIAN student body is comprised of students from over 20 different nationalities. Faculty members are predominantly from the United States. The teacher-pupil ratio is approximately 1:4, which promotes individualized instructional practices.”
Singapore International School (Indonesia) (Jakarta, Indonesia)
“With the help of international consultants, SIS was able to redesign, construct and eventually turn an “abandoned” clubhouse into a school that is the talk of the town, in a housing complex of Bona Vista, South Jakarta. Located in a quiet neighborhood bordering the elite Pondok Indah real estate, the School is only two minutes from the Outer Ring Road making it accessible from many parts of Jakarta. The SIS complex boasts of an open, airy concept amidst lush, contoured gardens. In Bona Vista, SIS is able to enjoy all the amenities in this complex and this includes a competition-sized pool, soccer field, basketball courts and tennis courts. After a busy construction schedule, SIS finally opened its doors in its new complex in January 2002 with bigger classrooms and better facilities. The enrollment today includes a student population coming from at least 25 different nationalities.”continue reading
Random year for international schools around the world: 1983
Utilizing the database of the 778 international schools currently listed on International School Community, we found 10 schools that were founded in 1983 (excepts about their founding are taken from the schools’ websites):
Chinese International School (Hong Kong, China)
When CIS opened its doors in 1983, its co-founders Nelly Fung, Kin-Yue Fu and Joyce Tai realized a long-held dream of a school that would offer the best of both Chinese and Western worlds. Born in Asia and educated in Asia and the West, they saw a need in the late 1970s for an educational institution in Hong Kong that could provide an alternative to local schools teaching mainly an exam-based curriculum and to international schools teaching mainly Western curricula. Their vision was for a school open to all regardless of nationality, race or creed, where students would achieve fluency in Chinese (Mandarin) and English and an understanding of the dual heritage that makes Hong Kong unique.
International School of Busan (Busan, South Korea)
The International School of Pusan (not Busan as it is now called) opened in September 1983 with seven young pupils in kindergarten and elementary school, and two teachers. Busan was not the expatriate centre that it is today but still the parents wanted their children to have a world-standard international education (rather than a national system education), so that they could transfer around the world. They also wanted a caring, nurturing, family-like ethos which would give the children a high level of self confidence and esteem, and would teach them tolerance and respect for other cultures. The basic education principles of BIFS were formed!
International Bilingual School at Hsinchu Science Park (Taiwan, China)
The school was proposed by the founder of the Science Park Kwoh-Ting Li and administered by Ministry of Education, National Science Council and administration of the Park. IBSH only admits children of employees of private enterprises in the Park, government organizations, Industrial Technology Research Institute, National Chiao Tung University and National Tsing Hua University.
International School of Dakar (Dakar, Senegal)
It was founded in 1983 in order to provide a non-sectarian alternative for international families who are temporarily based in Dakar. The initial leadership of the school was primarily North American, with strong support, which continues today, from the United States Embassy and U.S. Department of State’s Office of Overseas Schools.
British School Lome (Lome, Togo)
Founded specifically as an international school to meet the needs and interests of expatriate families living in Togo, BSL soon expanded to offer boarding facilities to students from across the region.
Tanto International School (Stockholm, Sweden)
The Tanto School was founded in 1983 by Connie Näslund and Anne Haldane. The school expanded over the next few years to a total of five classrooms with an age range from four to twelve years old. The curriculum at this time was a mixture of British and American. After many years of dedicated service to the school both Mrs. Näslund and Miss Haldane retired.
Cempaka International School (Selangor, Malaysia)
Cempakans’ record in National Public Examinations ever since its inception in 1983 has been impeccable : 100% passes each year in all examinations.
American School of Bangkok (Bangkok, Thailand)
The American School of Bangkok was founded in 1983 as a kindergarten. It was originally called Didyasarin International Kindergarten. “Didyasarin” was the family of Mrs. Lakhana Tavedikul, the founder, owner, and Director of the school.
Ibn Khuldoon National School (Manama, Bahrain)
On the 22nd of September 1983 the concept of a truly bi-lingual system of education took form. It all started as a dream for Bahraini parents who sought an academic institution that would be bi-lingual and cater for the specific needs of Arab children, yet would meet high international educational standards.
Traveling Around: Muscat, Oman
Can you relate?
Al Batinah International School – 10 Comments
Al Sahwa Schools – 7 Comments
American British Academy – 34 Comments
American International School of Muscat – 34 Comments
Muscat International School – 6 Comments
United Private Schools – 7 Comments
If you are on a trip right now, away from your host country, write to us here with your “Can you relate?” traveling experiences. Tell us where you are traveling in the world, what you are seeing and how you are coping with any culture shock. Once your Traveling Around experience is posted on our blog, International School Community will give you 6 free months of premium membership!continue reading
International School Community is full of thousands of useful, informative comments…14691 comments (25 Oct. 2015) to be exact.
Members are recommended to keep their comments objective on our website, and sometimes they need to share how it really is working at their international school.
We scoured our database of comments, and we found 12 that stood out to us as being some of the most controversial.
12. In general, why are people staying at or leaving this school?
The management is largely ineffective and there is no clear goal for the school overall. There are no lines of communication between administrators and teachers, and not even within departments at the same school. There is very much of an “every man for himself” attitude. The pay is good enough to make some people stay for a while because of that. – Cambridge International School (Cambridge, United Kingdom) – 9 Comments
11. Health insurance and medical benefits. Describe your experiences using these benefits and going to the local hospitals.
“Most of the third tier International Schools (which PAIS is one of) will just pay the bare minimum legal requirement, as a box-ticking exercise to be able to say their teachers are covered. In reality the insurance is little more than a joke, teachers have shared anecdotes of actually getting laughed at when showing their card at a hospital. This is endemic across many, many schools here. With that said, PAIS’s teacher insurance program is not the absolute lowest, there are worse ones, but not by far.” – Pan Asia International School (Bangkok, Thailand) – 16 Comments
10. Pension plan details.
“There is something not at all right about the pension plan. No one understands it. Very little information is given. No other international schools in Germany use this dodgy system. The director used to be a banker and so he knows how to manipulate the system I guess. It’s a very insecure feeling.” – Metropolitan School Frankfurt (Frankfurt, Germany) – 36 Comments
9. Average amount of money that is left to be saved.
“Hong Kong is no longer the “Golden Goose”, with rent increases and the peg to the US eating away much of the previous savings potential. I worked at the Hong Kong YCIS when the accommodation packages were being negotiated with staff. Previously, the school provided small and basic accommodation but it was conveniently located (Wanchai, Sai Kung, Tai Po). They warned expats at the time about going to cash allowances, since the rents at the time were at a very low point (1999). Now they have almost tripled, and the cash allowance won’t even cover half the cost of the same flats the school used to provide.. Careful what you wish for, I guess.” – Yew Chung International School (Hong Kong) (Hong Kong, China) – 17 Comments
8. Details about the staff housing or the housing allowance. If there is no housing allowance, how much are rent costs and utilities?
“Housing is a contentious issue. Most housing is either at elementary campus (older apartments, flood-prone), Twiga Apartments near the secondary (nice new apartments, but with a high population density and a LOT of children), Regents Estate (older apartments a bit of a way from both campuses. Used to be nice, but need better maintenance). There is a new building going up at elementary campus, consisting of fairly small 2 bedroom apartments. The school has committed to investing quite a bit of money to improve the older elementary housing and bring it up to standards and flood proof them. However, options are still limited and especially new teachers end up “at the bottom of the barrel”. Dar es Salaam in general has notoriously high rental prices.” – International School of Tanganyika (Dar es Salaam, Tanzania) – 141 Comments
7. Average monthly salary after taxes and in what currency (explain taxation situation). How often do you get paid throughout the year?
“There is no tax in the UAE so what you earn is yours. It is VERY expensive to enjoy the UAE however, so don’t get too excited about a salary which would be attractive in your own country’s equivalent money. The school pays you each month, but it is often paid late (could be up to a week late!) and there’s nothing you can do about it. The UAE law states that ALL teachers should be paid a minimum of 12,000 dirhams, however Wesgreen pays most teachers way less than this and instead pay the fine to the ministry of labour (which is considerably less than paying staff members the correct wage!). Take my advice and DO NOT ACCEPT LESS THAN 10,000 DIRHAMS! The school will try to pay you as least as they can and you will be upset when you speak to another teacher in the same department doing exactly the same job earning 2 or 3 thousand more dirhams than you! This happens a lot! Men seem to get paid more than the female staff (doing exactly the same job) and passport holders of certain countries seem to get paid more than other also. Even if you think you will be fine earning 8 or 9 thousand, wait until you see the price of a decent food shop, or a normal meal out or a few drinks in a bar etc. etc. it is VERY expensive to enjoy Dubai!!!” – Wesgreen International Private School (Sharjah, United Arab Emirates) – 23 Comments
6. Are the expectations high of teaching staff? Are there extra curricular responsibilities? Describe workload details.
“The workload on paper looks amazing…but the lack of organization, the reactive nature, covering classes as a substitute, poor communication, confusing expectations all tend to destroy ones ability to focus on what’s best for the kids like planning and implementing really great lessons k-12.” – Seisen International School (Tokyo, Japan) – 51 Comments
5. What does the school do to create a harmonious state of well-being and high morale amongst its staff?
“Note: About the male principal–he was sleeping on the job!! While the rest of us teachers were putting in over 40 hrs a week–he would sleep every afternoon. He deserved to be fired! When he and the Head teacher would come into our classrooms to visit–they would yell at us in front of the students–very de-moralizing! I’m so glad those people don’t work at our school anymore! AND–the students and parents were happier after they were fired!! The female principal took too many “free days” and her husband who was teaching French, had failed to do a good job. They left after a professional French teacher from the University of Tirana came and did an assessment of the student’s learning abilities. The students had ALL failed the test!” – Albanian International School (Tirana, Albania) – 19 Comments
4. What insider information would you give to a teacher considering working at this school?
“Do not join this school if you are expecting to be treated professionally by the upper management (above principal level) Feedback from the Director responsible for Quality Control is non-existent. Do not believe anything you are told as it can bechanged at the last moment on a whim.” – United Private Schools (Muscat, Oman) – 7 Comments
3. What controversies have been happening lately? Please be objective.
“An endless list of controversies. All teachers on different pay scales and contracts (causing division amongst staff). A Managing Director who tried to cut staff holidays and pay, and then allegedly assaulted a staff member. The introduction of teaching some subjects in German, causing teachers to feel demotivated and concerned about their jobs, as well as a great deal of parent dissatisfaction” – Berlin British School (Berlin, Germany) – 31 Comments
2. Recent things that the school has taken on (i.e. new curriculum, specific professional development, etc.).
“International schools must comply with new ministerial decree The Jakarta Post, Jakarta | May 23 2014 | 10:38 PM Share The Education and Culture Ministry says that international schools must make adjustments to their curriculum as stipulated by a new ministerial decree issued on April 23. Education and Culture Ministerial Decree No. 31/2014 on the cooperation and management of foreign education institutions with Indonesian education institutions stipulates that educators at international schools must be registered with the Manpower and Transmigration Ministry and the Education and Culture Ministry, Antara news agency reported. Furthermore, the Education and Culture Ministry’s director general of early childhood education programs, Lydia Freyani Hawadi, said that teachers at international schools must also be proficient in Indonesian, as stipulated by Manpower and Transmigration Ministry laws. She explained that they must be proficient in the language because Indonesian students studying at international schools must take four compulsory subjects: religious studies, Indonesian language, history and citizenship studies. “The teacher’s education must be suited to the subject they teach,” Lydia told reporters on Friday. A school’s curriculum must also be adjusted to national standards, and foreign students must be taught cultural studies, she said. Furthermore, Lydia emphasized that international schools could not be fully owned by foreign stakeholders, as the law stipulates that foreigners can only own 49 percent of a school. The school must also be able to prove that it has enough capital to run the school for the next six years. “Most importantly, there will no longer be ‘international schools’. They must change their names,” she explained. Lydia said that the ministry had held talks with 44 schools to discuss the new ministerial decree, adding that a majority of the schools did not have any accreditation. If a school does not comply with the ministry’s demands, the school management could be sentenced to 10 years in prison and fined Rp 1 billion (US$86,000) under Law No. 20/2003 on the national education system. (fss)” – Surabaya International School (Surabaya, Indonesia) – 54 Comments
1. Details about the teaching contract. What important things should prospective teachers know about?
“Read your contract carefully. do not sign an unsigned contract. contracts signed by the teachers have been changed and then signed by the owner. If you have issues with the owner his first and only reaction is to tell you to take him to court where he will happily drag the case out to cost you a lot of money.” – Makuhari International School (Tokyo, Japan) – 22 Comments
If you have an interesting story in 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
As all International School Community members know, each of the 2147+ school profile pages on our website has four comments sections: School Information, Benefits Information, City Information and Travel Information. Our members are encouraged to submit comments on one or all of these sections if they currently work at an international school or have worked at one in the past.
It is important that we all share what we know so that we can in turn help other teachers make a more informed decision before they sign any contract! *Additionally, for every 10 comments you submit (which are anonymous by the way), you will automatically get one free month of premium membership added on to your account! The more comments you leave, the more free membership you get!
So, what are the recent statistics about the School Information sections on all the school profile pages? The current total number of submitted comments in the School Information section is 16907 (out of a total of 36283+ comments).
There are 24 subtopics in the School Information section on each school profile page. Check out each one of these subtopics below and find out the total number of comments in that specific sub topic and an example comment that has been submitted there.
• Describe the different aspects of the school building and the school grounds. Also, describe the surrounding area around the campus. (1594 Total Comments)
Example comment: “The school is set in 3 separate building, one being a 5 minute walk and the other across the road. Crossing the road is quite a safety hazard with the kindergarten class due to taxis over taking them whilst they are on the crossing and the local police not doing anything to monitor this. There is no proper play area and students are taken to local parks for lunch breaks, which is difficult when having to share with babies. No proper gym areas make p.e quite difficult.” – Canadian International School (Tokyo) (Tokyo, Japan) – 93 Comments
• What types of accreditation does this school have? When is the accreditation up for renewal? Any religious affiliations? (1193 Total Comments)
Example comment: “It is a non-religiously affiliated school owned by a Christian affiliated college and operated on that campus. It is WASC accredited, but is not accredited by the Korean authorities and seems to be a limbo in regards to its local status.” –Global Prodigy Academy (Jeonju, South Korea) – 48 Comments
• Recent things that the school has taken on (i.e. new curriculum, specific professional development, etc.). (781 Total Comments)
Example comment: “The school is discussing becoming IB and has implemented Teacher’s College Readers and Writer’s Workshop as well as whole language learning in the primary schools. Secondary schools do MAPS-based action plans to show and monitor student improvement and compare them to US students.” – American School of Torreon (Torreon, Mexico) – 64 Comments
• Describe their hiring policies. Which recruiting fairs do they go to? How do they typically hire (e.g. face-to-face interview, Skype, etc.)? Are there any hiring restrictions mandated by the country? (1543 Total Comments)
Example comment: “Last year they were NOT hiring people with non-EU passports. Some positions that they had last year were local hires, even if the candidates weren’t the strongest of the CVs that they received. Most of this though is out of the school’s control and more the new/changing laws regarding hiring foreigners into the country.” – Southbank International School (London, United Kingdom) – 15 Comments
• 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? (1462 Total Comments)
Example comment: “The school is located near one of the hub stations in Tokyo, with easy access by several trains and subways. The school also has two school bus routes. The school will help the teachers find housing if necessary, but it does not itself provide housing. A transportation allowance is provided to cover the transportation cost from home to school and back.” – New International School of Japan (Tokyo, Japan) – 30 Comments
• Are the expectations high of teaching staff? Are there extra curricular responsibilities? Describe workload details. (828 Total Comments)
Example comment: “Expectations are high but the atmosphere is supportive. Staff are expected to undertake duties on a rota bais before and after school, at break times and lunch times. Staff are expected to run one extra curricular activity for one term per year. There is a decent amount of non-contact time at around 20% of timetable.” – Rasami (Thai-British) International School (Bangkok, Thailand) – 75 Comments
• Average class size for primary and secondary. Describe any aide support. (848 Total Comments)
Example comment: “Class sizes are very small. In primary, they are normally a combination of two grade levels (i.e. Grades 1 and 2 together) and about 16 kids with a teaching assistant. In secondary class size is smaller and can range from four to twelve per grade level.” – Hiroshima International School (Hiroshima, Japan) – 64 Comments
• Describe language abilities of students at this school and what is the “common language spoken in the hallways”? Is there one dominate culture group? (1229 Total Comments)
Example comment: “The Thao Dien (Primary) campus in the expat area has students from about 20 countries. The TT Campus, Primary, Middle School and Secondary is mainly Vietnamese. Korean is the next largest student group. Very few students from Western Countries. Has a large EAL population.” – Australian International School HCMC (Vietnam) (Ho Chi Minh City, Vietnam) – 19 Comments
• Describe what kinds of teachers work here (local vs. expat, nationality, qualifications [or lack there of], etc.) and staff turnover rate. (1268 Total Comments)
Example comment: “Primarily expat teachers, without any one nationality dominating things. When I left in 2011 there were teachers from Australia, Canada, US, UK, South Africa, Belgium, and Tanzania just within my department. Some teachers stay 7 to 10 years or more, while others just 2 to 4 years, as in most international schools.” – International School of Tanganyika (Dar es salaam, Tanzania) – 171 Comments
• What types of budgets to classroom teachers/departments get? (518 Total Comments)
Example comment: “budgets have been steadily dropping. Ownership slyly changed the school from a not for profit school to a for profit school, without notifying parents of the change.” – Makuhari International School (Tokyo, Japan) – 22 Comments
• PARENTS ONLY – General comments from parents of students that go to this school (181 Total Comments)
Example comment: “The mastery system is open to the interpretation of each teacher, sometimes it works, sometimes it doesn’t.” – QSI International School of Dongguan (Dongguan, China) – 64 Comments
• What types of sports programs and activities does the school offer? (701 Total Comments)
Example comment: “The school offers a wide variety of after school activities which are run by teachers. There is no extra pay for this. Teachers can choose which activity they would like to lead.” – International School of Koje (Geoje, South Korea) – 47 Comments
• Name some special things about this school that makes it unique. (689 Total Comments)
Example comment: “The school has an excellent music program that frequently presents music and drama to the local community and other schools. Students in the diploma program seek out ways to serve the community needs.” – Oeiras International School (Lisbon, Portugal) – 183 Comments
• In general, describe the demeanor of the students. (617 Total Comments)
Example comment: “The students are generally great, however there are no entrance exams or behavior requirements. The owners Tehmine and Stephan want to make as much money as possible. There definitely are no requirements to enter this school.” – Surabaya European School (Surabaya, Indonesia) – 20 Comments
• Has the school met your expectations once you started working there? (342 Total Comments)
Example comment: “I’ve really enjoyed working at the school. I have always been able to approach admin if I needed to.” – The Codrington School (Int’l School of Barbados) (St. John, Barbados) – 70 Comments
• What does the school do to create a harmonious state of well-being and high morale amongst its staff? (400 Total Comments)
Example comment: “The school has a health and wellness program where a lot of teachers connect and exercise together. Also, the PTO regularly hosts cocktail events after school. Plus there are scheduled tours and cultural events.” – Anglo-American School of Moscow (Moscow, Russia) – 69 Comments
• Describe the technologies available at the school and how people are/are not using them. (485 Total Comments)
Example comment: “Each teacher has a PC (windows only. The printer server won’t talk to macs) and a smart board. However, the smart boards are not all hooked up or working so it’s a very expensive video screen. Slow internet. Nothing Google, youtube, or Facebook works in China.” – Tsinghua International School (Beijing) (Beijing, China) – 158 Comments
• Details about the current teacher appraisal process. (306 Total Comments)
Example comment: “Get on your principal’s good side and you are fine. If they do not like you you will immediately get put on a corrective plan and ushered out. Just flatter the admin and you will be fine.” – Abu Dhabi International Private School (Abu Dhabi, United Arab Emirates) – 43 Comments
• Is the student population declining, staying the same or increasing? Give details why. (460 Total Comments)
Example comment: “The number of students has increased. There is a waitlist for Year 6 now.” – UCSI International School Subang Jaya (Subang Jaya, Malaysia) – 11 Comments
• How have certain things improved since you started working there? (242 Total Comments)
Example comment: “The one more important thing that changed for the positive, in around 2011-12, was the school initiated an 8000 RMB per year, per teacher, PD allowance. Before that there wasn’t an allowance. There was though PD for the DP teachers before that.” – Yew Chung International School (Shanghai) (Shanghai, China) – 30 Comments
• How is this school different or the same when compared to schools in your home country? (178 Total Comments)
Example comment: “Well one thing that my school had in the United States was a coordinator for reading in the Primary school. I feel that CIS would benefit from having one of those. We need somebody to coordinate how the primary school teaches reading and someone to coordinate resources. Also, someone to help us have a clearer stop and sequence across the grade levels.” – Copenhagen International School (Copenhagen, Denmark) – 375 Comments
• What controversies have been happening lately? Please be objective. (306 Total Comments)
Example comment: “The school hires foreign teachers but sometimes it is difficult for the teachers to integrate into the school. It is really a combination of moving to Chile and assimilating as a foreigner as well as the schools lack of support to receive foreign teachers. The administration has recognized this problem and is working to help future hires.” – Santiago College (Santiago, Chile) – 24 Comments
• What insider information would you give to a teacher considering working at this school? (456 Total Comments)
Example comment: “Remember state school teachers are paid twice as much for half the work. All the locals are on waiting lists for Govt. schools but they are years (centuries) long.” – International School of Paphos (Paphos, Cyprus) – 123 Comments
• How much curriculum development work are you expected to do? (Atlas Rubicon, etc.) (280 Total Comments)
Example comment: “A curriculum coordinator offers huge levels of support for this. During the current year, this load is heavy because of where we are in the accreditation cycle. High School has used Rubicon for a while. Lower School is just starting to use Rubicon.” – American School of Marrakesh (Marrakesh, Morocco) – 29 Commentscontinue reading
Getting good health care is important, especially while living in a foreign country. You get used to the health insurance plan and coverage so much growing up in your home country that sometimes you can’t even think of another way to have it.
Living in the United States my whole life, I thought that it was normal to pay deductibles and co-payments. I even had heard that teachers working at US schools get one of the best health insurance plans (when compared to other professions), so I was quite content. And true to my experience and now looking back on it, I was pleased with many aspects of my coverage.
But living abroad had afforded me different experiences, from socialized medicine to full-coverage private insurance plans. And I would say that both of those experiences had their pros and cons and some aspects were better or a bit worse than my experience living in the United States.
Regardless of the plan that I have living abroad, it is definitely nice to not have to pay out of pocket expenses for my health insurance. So plans that pay everything for you up front are the best ones in my opinion. I also have appreciated having health insurance that has world coverage as we international school teachers do like the travel a lot and of course go back to our home country once or twice a year.
The issue of waiting time often comes up. All health insurance coverages include some time waiting to get seen and for getting an appointment, especially with a specialist doctor, etc. It is true that some insurance plans get you those appointments faster. I know that in some European countries the wait for a specialist doctor can take many weeks, but one way to get around this is to pay a little bit from your pay check for a private insurance. With this, you can get your appointments assigned to you much faster!
Paying for your prescriptions can be a pain on your wallet as well depending on which coverage you have. With one private insurance plan I had in Asia, I didn’t have pay any out of pocket money for all prescriptions. That was amazing! I can imagine though that in many insurance plans, you are expected to pay at least something for your prescriptions.
On ISC we have a comment topic related to this topic in the Benefits Information section on the school profile pages. It is called: “Health insurance and medical benefits. Describe your experiences using these benefits and going to the local hospitals.” There have been 992 comments submitted in this comment topic on 100s of international schools from around the world. Here are just a few of them:
“Medical insurance is through a Chinese company. This is not ideal for several reasons: We live in Viet nam not China, and the package, compared to other countries, is basic. Very basic by international school standards, expect a lot of out of pocket, paying in advance, claiming back which takes a long time as language barrier (Mandarin speakers might do well), and submitting forms makes it a deterrent to claim back or even try.” – International School of Vietnam
“Everyone receives medical card on arrival. This gives you access to local hospital services. In our experiences this is fine for woman bit not for men.
Once you receive your company private insurance you pay QAR 50 for your initial consultation and then the rest s free form there. On larger more emergency cases you sometimes have to pay a deposit until the approval is given from the insurance which can take a few hours. This has never been an issue and always resolved in the teachers favour. Private care is very clean, as is local care. Health care for women in Qatar is very good.” – The English Modern School (Doha)
“The Health Insurance is not very good. It used to be through a reputable international provider and is now through a sub-standard Chinese company. The cover is global (non-US) but is not 100% and is only available at selected providers. If you are in an emergency situation and do not go to a pre-authorised hospital, it won’t be covered.” – The British International School of Kuala Lumpur
“The insurance is quite good in Maracaibo and in the USA. The doctors are trained, but hospitals are not equipped to serve patients right now. The price for medical care has increased by 10 fold in one year. It is a terrible situation for Venezuelans and foreigners who get sick.” – Escuela Bella Vista Maracaibo
What has been your experience using the health insurance benefits at your international school? Please login to our website and share what you know!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!
Sometimes it feels like we are working in an international school with the worst technology available. Looking around, teachers only see laptop computers and iPads that are so out-dated that their battery life is almost non-existent. These schools might also have interactive white boards that are not so “interactive” anymore, and staff just use them as overhead projectors instead.
Some international schools even have teachers that are scared of technology. They think they can’t or don’t need to use it; depending on staff they work with to “take-over” when a certain technology is needed for a lesson.
It is not fun being de-motivated by technology that depresses you, confuses you or just plain doesn’t work.
On the flip side, many of us are working at international schools that are well-resourced in the latest technologies. Everywhere a teacher looks, there are new technologies popping up around the school. Maybe there’s a teacher down the hallway is using a new App and having success, thus inspiring and prompting the other teachers to quickly get that app on their device as well. Exciting times!
These “technology-friendly” schools typically have an inspiring group of ICT teaching professionals on hand that are making sure the technologies are being used (and used effectively for that matter). The ICT teachers educate the students AND the teachers on how to use these technologies in an educational setting. Furthermore, they also collaborate and team-teach classes with classroom teachers during lessons that integrate use of technology.
Cool technology is great in schools, but there’s a downside. If the technology is not literally in your classroom all the time, often it is not being used to its full potential (meaning the impact it can have on the students’ learning). Having all technologies available in EVERY teacher’s room is just not a reality in most (all?) international schools.
But, there are dream stories that do happen. I heard a real story about a private international school situated in the mountains in Switzerland. This school wished to have some new computers, and surprisingly, one of the parents came to school the next day bringing with her many Mac computers (you can assume they were the latest version as well). There were enough new computers for all the students at the school (the school’s population wasn’t that large by the way). Now that’s a nifty 1:1 programme that the school just adopted!
Not at international schools are so lucky though, and their teachers are left with years-old technologies to use with their students with little to no hope of a plan to upgrade everything (I mean it costs thousands of $$$ for schools to even try and stay up-to-date!).
It is also a time-consuming job to keep a school updated with new technology. There needs to be a clever person in charge and one that has a master plan on how to fund and organize a school’s technology resources. The big question then is which international schools have just gone through an overhaul of their technologies and which ones are currently at a stand still?
Luckily, International School Community has a comment topic on our school profile pages related to figuring out what technology an international school has and how they use it, so you can stay the most informed as possible. It is called: “Describe the technologies available at the school and how people are/are not using them.”
Our veteran international school teachers have submitted a total of 75 comments in this comment topic (Sept. 2015). Here are a few that have been submitted:
“Teachers are provided with a MacBook and iPad for professional use. Elementary classrooms are stocked with a wide variety of technology: 1:1 iPads, Apple TV, Promethean boards with surround sound, iPad stands, projector…” – Singapore American School (Singapore, Singapore) – 17 Comments
“The technologies available are reasonably good. Most classrooms have projectors and some even have the interactive white boards. Teachers usually have a computer in their classroom to work on and laptops can be borrowed by staff to use at home if absolutely necessary. The IT department has a full computer suit with reasonably modern computers and printer etc. but you would have to ask permission if this could be used for any other lesson than ICT.” – Wesgreen International Private School (Sharjah, United Arab Emirates) – 23 Comments
“2015-16 – Currently overhauling IT department and school IT infrastructure to support high-speed internet across the campus. Has a computer lab with 25 computers available for students. Teachers are provided desktop computers for classroom use.” –American Pacific International School (Chang Mai, Thailand) – 18 Comments
“The school has site-wide high-speed broadband (20mb) with a really hardworking tech support team. All teachers are required to operate in a blended learning environment with Moodle. This has been introduced over the last two years as part of the board’s new KICS 2020 strategy to integrate C21 approaches to learning. There is a full time EdTech integration coordinator who supports us all as we build our Moodle classes.” – Khartoum International Community School (Khartoum, Sudan) – 65 Commentscontinue reading
A new survey has arrived!
Topic: How is your experience using your health insurance and medical benefits?
It is not fun worrying about your health when you live abroad, as medical systems can vary from country to country in their efficiency, price and quality.
Some cities have only local hospitals on offer; meaning ones that are staffed by locals and that serve mostly locals. It is not uncommon for these hospitals to have a staff with poor English or any foreign language fluency. It might be necessary for you to find, or in a best case scenario – for your school to provide someone who can accompany you at the hospital to serve as an interpreter. The quality of these hospitals isn’t necessarily poor, as one may suggest, but not knowing the local culture of “how things work” in a local hospital can indeed be quite nerve-wracking.
Other locations have more expat-oriented medical facilities and/or special-health insurance plans for foreigners. These types of hospitals can put expats at ease in how they are served. They have foreign-hired doctors on hand that can speak their language. Expat-oriented hospitals typically also have all the different types of medicine and prescriptions that you may need while living abroad. In less developed areas (ones that have lower employment desirability), you are in luck if you have access to these types of expat-oriented medical facilities.
It is all fine and dandy to have super accessible and well-resourced hospitals in your host country, but let’s not forget out the health insurance benefits package that you are receiving through your school. It is clear that your medical insurance coverage can vary from school to school in their efficiency, price and quality as well. In one international school, they give you amazing health coverage with everything covered (including health insurance for you around the world), no co-payments, with most dental needs included. In the next school, you find yourself very limited to what you can do with your benefits. A less desirable health insurance package might not include dental or cover you during your travels around the world or back in your home country.
Your health insurance benefits package should always be talked about and maybe even negotiated with your international school before you sign the contract.
Because things are so different for each of us at international schools across the world, take a moment to go to the homepage of International School Community and submit your vote today!
If you are interested, you can check out the latest voting results here.
We actually have a comment topic related this to this issue. It is called: Health insurance and medical benefits. Describe your experiences using these benefits and going to the local hospitals.
Right now there are over 598 individual comments (about 100s of different international schools) in this comment topic on our website. Here are a few of them:
“The insurance is pretty good. At hospitals that accept it, you pay approximately $13 U.S. for the visit, treatments and prescriptions. The difficulty is not with the insurance, but the hit and miss quality of care available in town.” – Liwa International School (Dubai, United Arab Emirates) – 23 Comments
“You can get travelers and accident insurance from your bank here, like at Nordea. It is really cheap and it gives you health insurance coverage anywhere in the world! It is important to know about this option because now the Danish CPR health social health care card doesn’t cover you anymore in Europe, well for non-Danish people with a CPR card.” – Copenhagen International School (Copenhagen, Denmark) – 244 Comments
“Macau offers free health care coverage to all residents and all who hold work permits. This kicks in after about 3 months of living in Macau. The school helps facilitate private insurance until the government insurance starts up.” – The School of the Nations (Macao, China) – 20 Comments
“Health insurance is not the best. It only covers emergencies and specialist doctors, not a General Practitioner. I have been to the doctor here, and it was a good experience. Doctors were efficient and I got taken care of pretty quickly. I would advise asking people who have lived here a while, who to go to though.” – The Codrington School (Int’l School of Barbados) (St. John, Barbados) – 70 Commentscontinue reading
Traveling Around: Bermuda
Can you relate?
• Having an international school teacher friend that moved to a tropical location that you were FOR SURE going to visit at some point.
• Realizing that Bermuda is indeed so close to the United States and only around 1.5 hour flight from JFK airport in New York. Why did I wait so long to visit this country!?
• Staying at a friend’s apartment and enjoying the view from their balcony while eating breakfast every morning.
• Finally understanding exactly what Bermuda shorts are and when the locals wear them.
• Taking the local public transportation (with a mix of locals and tourists) to one of the many beautiful beaches in Bermuda.
• Filming a 30-second movie on my smartphone at each of the beaches that I visited and posting them on Facebook for all my friends to see!
• Visiting the school that my international school teacher friend works at and getting a personal tour of campus.
• Being a bit jealous of my friend’s less than five-minute walk to work.
• Going grocery shopping at a local grocery store and finding a paper bag (for bagging up your purchased products) that had a printed warning about the upcoming hurricane season on it.
• Checking out some the more popular caves in Bermuda and wondering whether I truly like visiting caves or not.
• Seeing animals that only a tropical island would have, but also finding animals that I thought an island wouldn’t have (e.g. cardinal birds).
• Walking around a wooded area and finding a “secret spot” to swim, only to find that some other people were already swimming in this secret spot!
• Getting a nice ride on my friend’s moto to her most favorite beach on the island and finding it to be very worth the scariness of being on the back of a small motobike going at pretty fast speeds.
• Thinking I’m being all free and all by walking around the area around the beach in my bare feet only to find that I wish I would have worn my sandals because of the extremely rocky ground (sharp!).
• Taking lots of pictures of all the free-roaming roosters walking around everywhere on the island. Beautiful feathers!
• Being in awe of the parrot fish. Finding it in one place and then finding it even up closer in another location the next day. So colorful!
• Eating some amazing local fish (wahoo anyone?) at a variety of restaurants.
• Getting the opportunity to go on my friend’s work colleague’s house sailboat for the day. He took us around the beautiful island to a secret spot to go swimming in the open ocean. It was a really nice, warm and sunny day too!
• Avoiding going to the more popular, very touristy, beach in Bermuda. I ended up going there though on my last day and I am glad that I did. There weren’t too many people there and it was fun to walk around the beach to enjoy the awesome views.
• Not getting burnt at all from being out in the sun too much. Still got some color on my skin, but I was very wise to not over do it and make sure to put on enough sunscreen.
• Shopping at the local “expat/imported” grocery store and being astounded by the VERY expensive prices there. I think a bag of cherries was 25 USD!!!
Currently we have 19 international schools listed in Caribbean on International School Community. Here are the ones that have comments submitted on them:
• Lucaya International School (Freeport, Bahamas) – 15 Comments
• St. Andrew’s – International School of the Bahamas (Freeport, Bahamas) – 7 Comments
• The Codrington School (Int’l School of Barbados) (St. John, Barbados) – 32 Comments
• Somersfield Academy (Devonshire, Bermuda) – 18 Comments
• The Bermuda High School for Girls (Pembroke, Bermuda) – 41 Comments
• International School of Havana (Havana City, Cuba) – 15 Comments
• American school of Santo Domingo (Santo Domingo, Dominican Republic) – 6 Comments
• Saint George School (Dom. Rep.) (Santo Domingo, Dominican Republic) – 4 Comments
• St. Michael’s School (Dominican Republic) (Santo Domingo, Dominican Republic) – 11 Comments
• The Ashton School of Santo Domingo (Santo Domingo, Dominican Republic) – 21 Comments
• International School of Sosua (Sosua, Dominican Republic) – 9 Comments
• American International School of Kingston (Kingston, Jamaica) – 7 Comments
• International School of Curacao (Curacao, Netherlands Antilles) – 8 Comments
• Saipan International School (Saipan, Northern Mariana Islands) – 13 Comments
• Guamani Private School (Guayama, Puerto Rico) – 16 Comments
• Caribbean School (Ponce, Puerto Rico) – 7 Comments
• International School St. Lucia (West Indies) (Rodney Bay, Saint Lucia) – 20 Comments
• International School of Port of Spain (Port of Spain, Trinidad and Tobago) – 17 Comments
• Cedar International School (Tortola, Virgin Islands, British) – 7 Comments•
If you are on a trip right now, away from your host country, write to us at email@example.com with your “Can you relate?” traveling experiences. Tell us where you are traveling in the world, what you are seeing and how you are coping with any culture shock. Once your Traveling Around experience is posted on our blog, International School Community will give you 6 free months of premium membership!
PHOTO CONTEST! Don’t forget to enter our current photo contest: Best Beach Shot. Top three photos win free premium membership. Actually, every that participates wins 1 week of free premium membership. Enter today!continue reading
I’m 18,000 kilometers from where I started, traveled through 24 different countries, visited 35 different schools, taken 167 hot showers, 32 cold, and gone 7 nights without any. I’ve stayed in 103 hotels, been hosted by 90 different people and camped for 25 nights. I’ve drank 213 coffees, been rained on 16 days, but had 154 days of sunshine and faced 56 days of grueling head wind, and changed 6 flat tires. With all of those statistics accumulated, I still have another 14,000 kilometers to go before I reach my hometown of Eugene, Oregon next October.
For those of you who don’t cycle, just reading those statistics must seem like a painfully long journey, but for me, the time has flown by and my legs are almost just as fresh as the first day I started, if not a tad stronger. I write a blog post almost every three days, but in reality with everything that I experience, I could do a daily post. Regardless of the country, I find that traveling by bike I’m constantly exposed to the world. I don’t have much intimacy on the road meaning I’m susceptible to my surroundings and traveling as a solo female, I believe I draw more attention to myself. People feel compelled to go out of their way to interact with me and take care of me, and I welcome their kindness with open arms.
I was an open-minded person before I started pedaling home, but now I become even more so, erasing all my prejudices. I’ve encountered incredible hospitality on the road wherever I am and never doubt once the sincerity global of human kindness. I start pedaling in the morning and the only thing I have planned is to pedal 100 kilometers, and sometimes that doesn’t even happen. I can never predict what my day will be like, who I will meet, and where I will end up staying. Of course I try to plan my accommodations in advance, but even then I can encounter surprises.
I’m on my journey alone, yet never once have I felt lonely. In SE Asia, I would stop for my mid-morning snack at a café with a few locals, and before I had my coffee in front of me there was a swarm of people around, mystified by my presence. Communication can be one of my greatest challenges, but through hand gestures, pictures, and Google Translator, I almost always find a way to express myself. I thoroughly enjoyed the novelty of traveling through SE Asia from November through January. It is a very easy to explore on bike. Although the road conditions weren’t always optimal, I had food stops almost every 5 kilometers, basic and cheap accommodation was plentiful, and the weather, although hot and humid, made for packing little gear, so I was able to lighten my load on my bike. As in Europe, distances from town to town were short and I never felt too isolated. That all changed when I arrived in New Zealand in February. All of a sudden I found myself in vast and remote wilderness with limited services. I had to prepare my daily routes, even 2 or 3 days out, carefully in order to ensure I had enough food. Although I had seen plenty of beautiful places along my route, New Zealand was by far the most breathtaking country for scenery because 95% of my day was spent alongside the most gorgeous and pristine nature. From crystal clear lakes and ocean, snow-capped mountains peaks, lush rain forests, and arid mountain passes, I never stopped ohhing and awwwing at the landscape. The terrain was by far the most difficult with constant elevation change, but it was also in New Zealand where I encountered the most tour cyclist to talk with along the way. On any given day I ran into 5 to 10 cyclists on the road!
I’ve been in Australia during the month of March, and have another 4 weeks of travel in this vast country, including a tour around Tasmania. I’ve been well accompanied for this portion of my trip, including a visit from my parents, meeting up with former colleagues and clients I had from working as a ride leader for a bike touring company in Europe. Their hospitality during the past month and the familiar faces have been a refreshing change.
When I visit schools, a lot of kids ask me which has been my favorite place so far on my travels, a question that is virtually impossible to answer. There are three main highlights to tour cycling for me: the scenery, the people, and the food. Each of these categories corresponds to a different country preference, but overall I think SE Asia, as a continent, is my first choice, again because of the contrast in their every day life routines, compared to what I’m used to. Naturally I’ve come up with a list of places that I could see myself living after this trip, from all the different places I’ve discovered on my route. After visiting all the schools along my route, I can’t help but welcome the idea to try living and working in a different location. Barcelona has been home to me for 10 years now and although it is a very special place for me, I am too curious about the other places I have seen to return, at least any time soon.
I’ve had a handful of school visits that have made hopping on my bike afterwards difficult. I’ve felt so inspired and motivated after some of my visits, fascinated by the school’s curriculum and pedagogy that I was ready to stay and start teaching again. The school visits have given me the opportunity to continue interacting with children during my year away from the classroom and exposed me to different teaching methods, both an added benefit to my trip. At the start of my trip I talked to larger audiences of students, however, now I prefer to work with a few grade levels and tie my experience and travels into a unit of study. For me, it is more challenging and interesting to link my real world experience to the conceptual framework of a unit and for students it makes my visit more meaningful. However, I never fail to have a question and answer session because they always have so many wonderings. In SE Asia, I came across a lot of school holidays, which made for fewer visits, but I did manage to contact a few local schools as well in China and Laos. Now that I’m in English-speaking countries, I visit a lot of public schools and a few private schools. Once I reach the United States, I look forward to hopefully visiting some bilingual schools to take advantage of my Spanish and talk with the Latino population.
If all goes as planned, I arrive to San Francisco at the end of April and although Oregon is north, I will pedal south down the coast and then into the interior. Starting with the Grand Canyon, I intend to make my way north through the various national parks, cross the Canadian border and reach Banff. From there I will head west to Vancouver, and finally travel south to Oregon, a loop that includes roughly 12,000 kilometers. I’m a bit apprehensive about traveling in such remote wilderness areas in North America, but as I have learned on this trip so far, it is better to trust others and give them the benefit of the doubt. So far I haven’t ever felt like I was in danger or encountered any threats.
After the last article was published in the International School Community Member Spotlight, I had several teachers contact me about visiting their schools and even a few hosted me. Please do look at my website and if I’m going to be pedaling through your area, or the area of a colleague, please don’t hesitate to contact me. Thank you for your continued support and encouragement.continue reading
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…”
v2012.03 – 3 March, 2012:
We have had a surge of new members on International School Community this past month taking us over the 300 mark. With 67 new members joining, we are now at a total of 326 members! It is so interesting to look at the range of members that we have so far: veteran international school teachers, teachers new to the international school community, teachers who are thinking about getting into our community, retired international school teachers, international school parents, international school directors, etc. All premium members are able to send unlimited private messages to other members on our website to contact for information and also to network with if you have questions about what life at a specific international school he/she is currently working at or has worked at in the past.
Go ahead then and send a private message to one of our members that is currently living in one of the many different cities around the world represented on our website. International School Community’s current members work at or have worked at over 115 international schools! Check out which schools here and start networking today!
Our 320+ members have now also submitted over 3300+ comments and information on our 1120+ international school profile pages. To celebrate these recent milestones, you can now get 50% off of your next membership subscription by using this coupon code: MARCH3241. With the discount, you can renew your premium subscription for as little as 5 USD! Just go to your My Account page and click on “renew your subscription”. This offer will expire on 17 March, 2012.
Premium members also have unlimited access to our 1126 international school profile pages. On each school profile page there are 4 separate comment and information submission sections: School information, Benefits information, City information and Travel information.
There are many international schools profile pages getting updated all the time. In the international school community, it is important we share what we know to help others make better informed decisions when looking for employment at an international school.
Thanks again for everyone’s support! For those of us in the Northern Hemisphere, enjoy the beginning of spring!
From the staff at International School Community.
· TEN COMMANDMENTS OF RELOCATING OVERSEAS: #9 – Maintain a sense of humor, but most importantly be ready to laugh at yourself.
“When you are living abroad, there are moments when the locals are looking at you strangely. You might be thinking that they are making fun of you, being rude, or just plain staring at you. Most of the time though they usually don’t have an unkind intention towards you. The initial reaction is to…”
· Great resource: ISAT – International Schools Association of Thailand
“If your dream is to work at an international school in Thailand, the ISAT website can be a great resource for you…”
· International schools that were founded in 1947 (New York, Cali, Medellin, Rome, and Sao Paolo)
“The United Nations International School (UNIS) was established in 1947 by a group of United Nations Parents to provide an international education for their children, while preserving their diverse cultural heritages. What began as a nursery school for 20 children quickly grew, adding…”
· Overview of an int’l school #4 – Makuhari International School
“At MIS, at present, around 60% of our children are Japanese returnee children, the other 40% are either dual nationality or foreign children…”
· The Wonderful World of Int’l School Hiring Fairs: Lesson #6 – “Remember to research.”
“When interviewing at an international school recruitment fair, it is indeed a difficult task to be 100% knowledgeable about each international school you interview with. You do some final researching the night/morning before the interview, but…”
· Comments and information about hiring policies on International School Community #3
“The school goes through Search Associates. Teachers must have appropriate degree for teaching the subject of major concentration and by under 65 years of age. They are willing to hire interns for certain positions…”
Discussion Topic: Things I (an international school teacher) Have Not Done in a Year“After living abroad for so many years, I have forgotten all the things that you don’t do anymore. We used to have a different life, didn’t we? But now that you are living abroad, many of your routines have changed. Being that these changes have now become your new routines, you tend to forget about the things you used to do!Inspired by this blog entry by the Kirby Family, Things I Have Not Done in a Year, we invite our readers and members to discuss their list of things that they haven’t done in a year (or more for that matter).
Highlighted blogs of international teachers:
This international school teacher’s insight about moving back to your home country after teaching and living in Hong Kong is something we can all relate to:“I think I wouldn’t be completely honest if I said I was happy to be moving back to Canada. There are many things I am looking forward to about going back, foremost among them, being closer to our family, but there are many things I am going to really miss about Hong Kong, especially my job. In early June I included an article in one of my posts that I wrote in 2005 about what I will miss about Hong Kong. I’ve learned there…”* If you are an international school teacher and would like your blog highlighted on International School Community contact us here.
There are so many things to think about and search for information about when recruiting. Why not have all the links you need to reference all in one location?
Recruitment Resources for International Teachers: (Part 1)
Cost of living comparisons between cities: http://www.expatistan.com/cost-of-living
Association of American Schools in South America: http://www.aassa.com/ (Annual stateside recruitment fair; AASSA seeks qualified educators to fill positions in private schools located throughout South America. Schools vary in size and offer a predominately U.S. based curriculum)
Association of Christian Schools International: http://www.acsi.org
(Features a searchable database of 750+ current positions at 150 ACSI
member international Christian schools, frequently asked questions about missionary teaching and a free teacher listing service. Email: firstname.lastname@example.org)
Carney, Sandoe, & Associates: http://www.CarneySandoe.com
Overseas Digest http://overseasdigest.com/index.html
(ISS) International School Services: http://www.iss.edu
INTERNATIONAL OVERSEAS JOBS http://www.escapeartist.com/jobs16/international.htm (Good site on over-seas living)
International Supply Teachers http://teachersonthemove.com/ (the only organisation recruiting specialist teachers for short-term vacancies in international schools.)
Joy jobs: http://joyjobs.com/
(This site seems a bit heavy on the promotional side of things but fun to cruise)
Queens University, Canada:http://educ.queensu.ca/careers/torf.html
(200+ international teachers placed a year)
Search Associates: http://www.search-associates.com/
Teachers On Net: http://www.teachers.on.net/ (Internet Employment hub for Austrailian Independent schools also maintains an international jobs section)
TIE (The International Educator): http://www.tieonline.com
TIE is the newspaper that most leading international schools use to advertize their teaching vacancies; plus personal, school development news about the Int’l network. Most recent issues have over 130 ads placed by int’l schools representing over 2000 open positions. *Also* TIE’s new Vacancy Notification System, through which you can get automatic and instant notice of every vacancy posted in your area(s) of interest. And once you are notified via email and review the ad, you can have a notification of interest sent with ONE CLICK to the school in question, giving them quick and easy access to your resume.
UNI Overseas Placement Service for Educators: http://www.uni.edu/placement/overseas/ (annual UNI Overseas Recruiting Fair held each February/early March.)
For those returning to the states:
Carney, Sandoe, & Associates: http://www.CarneySandoe.com
The Education America Network – http://educationamerica.net – America’s largest online source for education employment opportunities. There are over 20,000 available employment opportunities from 880 employers from all 50 states. There is NO COST to search jobs, post your resume or receive customized employment e-mails.
Southern Teachers http://www.southernteachers.com/
This Agency works with both independent and public schools in the Southeastern United States. The Agency, directed by
7 Elliewood Ave., Suite 2A Charlottesville, VA 22903-2603
Tel 804.295.9122 Fax 804.295.6448
(Taken from the blog article from wwteach.)
The number of students enrolling in international schools in Shenzhen had risen significantly this year (2011).
The International School of Sino-Canada (ISSC) had increased enrolments to about 300 this year, almost doubling last year’s figure.
Almost 700 had enrolled at Shekou International School, 30 percent more than last semester.
Most of the students were aged between 2 and 17 and from countries and regions such as the United States, Europe, Japan and South Korea.
The increases were mainly due to a sharp rise in the number of foreigners and their families settling in Shenzhen and the increasingly high quality of the city’s international schools.
Several new international schools had opened this year, including Buena Vista Concordia International School (BCIS) which opened Aug. 19, and the international department at Shenzhen Foreign Languages School is to open soon.
“We had high expectations about the future development of the school due to an increasing demand for international schools,” said Linda Coate, director of the admissions and public relations department of BCIS.
Meanwhile, more than 1.3 million students started the new semesters at public and private schools Thursday. Among these, 270,000 children of migrant workers had been accepted by public primary and middle schools, the city education bureau said.
According to government policy, all students with Shenzhen hukou and more than 500,000 qualified non-hukou students at primary and junior high schools did not need to pay tuition fees.
There were nine new public schools in the city, including five primary schools and four middle schools. They were mainly in Longgang and Bao’an districts and Guangming and Pingshan new zones.
The city planned to build 23 new schools in these areas in five years, providing about 38,000 school seats, the bureau said.
Taken from Shenzhen Daily by Wang Yuanyuan, Gu Yanwen
Currently, there are 6 international schools listed in Shenzhen on International School Community:
Shekou International School
QSI International School of Shekou
Green Oasis School
Shenzhen American International School
International School of Nanshan Shenzhen
Buena Vista Concordia International School
v2012.01 – 7 January, 2012:
The Wonderful World of International School Recruitment Fairs: Lesson #5 – “Check your ego at the door.”
“Every normal person, in fact, is only normal on the average. His ego approximates to that of the psychotic in some part or other and to a greater or lesser extent.” Sigmund Freud.
The greatest sports legends, the inventors of things we rely on today, great actors and actresses, all of these people must seem to have a big ego. Maybe it comes with their achievements or our projections of them? Then there are the great dictators, the generals of war or just some average Joe that just won the biggest-ever on his lottery ticket. Ego comes in many shapes and forms, and albeit some are seemingly more attractive than others. It’s a hard task to know when to enhance or down play your own ego.
We’re constantly told to either just stand in line or be like others, that we don’t really deviate from the mass, that we’re just one in a million, that perhaps we’re not as special as we think. Then we’re told we need to stand out, make a difference, show our true colors, let the ego steer and victory will come our way. So, how are you to act at the international school recruitment fairs?
Ego is an ambivalent thing, you could say that it’s both our chance and our fall. It’s the chance to express ourselves, to enhance our personality to make it clearer how we stand out from the masses, what makes us special, what we’re capable of; how we’re the best of all of them. But there is a line, and if that line is crossed, our personality becomes too big and a bit desperate, we express ourselves in a way so superior to others that we make them feel small, we become way too special, maybe even too good for our own good; we are the best of all of them, no question there, there’s “me” and no one else.
It’s often in job interviews we’re left with the difficult task of being the best and out-shining the competition, but in such a manner that we don’t let our own ego get the better of us, and suddenly instead of standing out positively in the round-robin session or in the administrator’s hotel room during the interview, we stand out negatively instead. It’s practically a game of ego vs. humble. It’s pointing out the things you are good at and how you are the best for the position, but it’s just as much being humble, being likable, charming, sitting straight, smiling, having eye contact, being interested, letting your ego shine from time to time, but not letting it consume the space.
“There’s nothing like rejection to make you do an inventory of yourself.” James Lee Burke.
And every so often your ego takes a blow during your experience at a recruitment fair. When you venture in life, there’s always the risk of rejection. Sometimes it feels like there isn’t any international school out there that wants to hire you. It’s basically the same whether you open your heart for someone you love or you are at a job interview, getting that “no” is a sour sting to your ego. And that’s when the inventory begins: should I have? or could I have? Would it have? And so on and so on…
Every mountain we climb in this life should probably have two gates: “for exit hurry” or “in risk of rejection”. We can’t go through life (and through international school recruitment fairs) without getting a little hurt sometimes, without bruising our ego. It’s all part of living as they say; the smart and clever ones. So maybe you didn’t have enough experience, maybe the connection just wasn’t there, or maybe, just maybe someone was just better than you. You know, you shouldn’t take it personal. It just means you get a few more rounds through the “in risk of rejection” gate. And who knows, just one week after the fair, where you weren’t offered any contracts to sign, you might receive in your email inbox the offer from the international school you have been dreaming of working at! Believe us, it is happened many times in our International School Community.
Go ahead and send a private message regarding hiring and fairs to one of our members. International School Community’s current members work at or have worked at 92 international schools! Check out which schools here and start networking today!
· 06 Jan Canadian International School Beijing (5 new comments)
“There is an annual flight allowance, return trip to Canada or equivalent…”
· 06 Jan Berkeley International School (Bangkok) (8 new comments)
“As for the location, it’s very convenient opposite Bitec, close to BTS, Central City Bangna, and to other International Schools such as St Andrews, Patana, CIS and the Mega Bangna super mall…”
· Using the School Profile Search feature on International School Community: Search Result #2
“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…”
· Survey results are in – How many countries have you traveled to so far this year? (in 2011)
“The survey results are in, and it seems as if most visitors and members of International School Community have been to 1-3 countries in 2011. We were thinking that people would have traveled to more countries as a typical international school teacher travels many times throughout the year…”
· Video highlight: St. Stephen’s International School (Bangkok, Thailand)
“How great to start off each day with the flag ceremony and the Thai National Anthem! Being that the majority of their students are Thai, they have a strong focus on honoring and respecting Thai and Asian cultural values…”
· Highlighted article: India’s most admired international schools
“Within the hearts and minds of the uninformed, there is considerable prejudice against India’s small but growing number of new genre international schools. Left intellectuals and fellow travelers who dominate Indian academia and have considerable influence in the media, naively dismiss them as elitist and expensive…”
· Comments and information about hiring policies on International School Community #2 (Beijing, Seoul and Beirut)
“This school went to the Search Fair in Boston in 2011. The interview was 1 on 1 with the principal. It was quite informal, but he also asked some important interview questions. After the first interview, I receive an offer on contract in my mailbox, so they for sure want to hire at the fair. They were able to allow for a few a day to decide as well which I think is important…”
Teaching and living in “The World’s Happiest (And Saddest) Countries” – According to ForbesAccording to this Forbes article, the top 10 happiest countries are: “Joining Norway and Australia in the top 10 are their neighbors Denmark, Finland, Sweden and New Zealand. Equally small and civilized Switzerland and the Netherlands are also up there. Rounding out the top 10 is the United States at 10th and Canada (sixth).”There are many international schools in most of these countries, offering many opportunities for international school teachers to live very “happy” lives, or so it would appear…
Highlighted blog of an international teacher:
International Teaching Fair 2/2010“International Teaching Fairs are the traditional way to connect prospective schools with teachers. I believe technology will be changing this practice more each year as it is less costly to interview via Skype than to send a hiring team around the globe. Skype misses that element of personal connection which can be critical in creating a good fit between staff and school, although some principals with extensive international teacher hiring experience may not see that as a priority. Online portfolios allow the applicant to upload files, photos, even videos and the administrator can choose what they would like to review. If different documents are needed, a quick email to request and a few moments to transfer, is all that is required. In my case, my use of rubrics was of interest and I was able to share specific lessons, rubrics I created and student work samples in several content areas. The ability to upload immediately demonstrated my ability to respond to requests quickly as well as my organization and technology skills. The job offer that I accepted was the one where the process was all online, except for the one concluding phone call. At the time of the fair, though, I had only sent this school my CV and resume…”“I woke up later than I anticipated, but really was taking my time, I think, to feel in control. I didn’t want to be one of the first to arrive and the days schedule was long. By the time I walked across the parking lot to the conference rooms I was nervous again. There was so many people! Going into the candidates “lounge” where the rooms walls were covered in sheets of paper listing the school, country and positions available, I noticed that most people had an intensity that I wanted to resist. The tables were covered in laptops and I started to regret not bringing Brett’s, but I travel light. I did end up using the hotels business center at a cost of $5 for fifteen minutes and calling Kelina to go online for me quite a bit…”
*If you are an international school teacher and would like your blog highlighted on International School Community contact us here.
According to this Forbes article, the top 10 happiest countries are: “Joining Norway and Australia in the top 10 are their neighbors Denmark, Finland, Sweden and New Zealand. Equally small and civilized Switzerland and the Netherlands are also up there. Rounding out the top 10 is the United States at 10th and Canada (sixth).” There are many international schools in most of these countries, offering many opportunities for international school teachers to live very “happy” lives, or so it would appear…
Imagine a beach, warm white sand, water blue and transparent, a nice cabin right by the water’s edge, maybe a nice cabana boy or girl, serving you cool drinks and then some… It’s like a picture perfect postcard, and it just might exist out there in the international school teaching world, all included, semi-secluded, your own private paradise. Happiness among happy people. Perhaps the happiest people of the world, living daily life happily.
Maybe you should scratch that, because according to the Legatum Prosperity Index of 2011 that place is so far from the description above, because that place is Norway; yes the place of cow bells, handball, snowy hills and cheese, the recipe for happiness. Or perhaps more accurate, Norway scored big in the combined ingredients that are: economy, entrepreneurship, governance, education, health, safety, personal freedom and social capital.
So the people of Norway have a good economy (this of course is thanks to a Danish minister who gladly gave away the Danish oil, but then again according to rumor he was drunk so…). They have good ideas and know how to transform them to reality, and of course cash in. They have a government freed from scandal and corruption. They’re highly educated, have good health, feel safe and feel free. They’re social and solidarity. All combined a happy people. Who wouldn’t want to live there and work at an international school there? There are currently 9 international schools listed in Norway on International School Community.
You really can’t disagree that those ingredients listed might make you happy, if you can cross check all of them, you’re successful, rich, and smart and have enough surplus to care about other people. But defining happiness is more than just looking at the bank account or how healthy you are. How about values that can’t exactly be calculated or an international community somewhere that is very warm and supportive to you living there? What defines personal freedom and social capital? What’s the percentage of divorces? How often do you go to church? What about culture? And for international school teachers, what about the amazing professional community at an international school somewhere (anywhere) that is very rewarding for you? Having an amazing professional community at your work can definitely make most teachers extremely happy no matter where you at living…you do spend most of your time at work (most of the time).
Besides the international school itself, if you have to move to another country would you look at the economy of that specific country or is it the more soft values? Are the happiest people really happy people, and does that guarantee happily ever after? Of course things aren’t that black and white, which of course makes list like the one mentioned above quite redundant. So what’s really point?
Is there anything to learn from a list like this Forbes’ article
There are different definitions of happiness, from happiness being a sweet little puppy, delicious chocolate, so maybe it’s all in between, it’s education, it’s economy, it’s Ferris Wheels and ice cream on a Sunday, it’s love and freedom, it’s good ideas and sleeping late after New Year’s eve. Maybe it’s a cabin or the beach or a small wooden house in the Norwegian Alps? Maybe it’s the people you meet and the chances you take, experiencing life yourself, instead of being blindsided by some list.
These are the things we look for as international school teachers, and we are definitely looking for happiness in our lives, especially when we can be quite far away from old friends and family.
If you want to know what life is like working at an international school in the “Top 10″ become a member of International School Community. International School Community members represent the following international schools: The International School of Helsingborg, TASIS The American School in Switzerland, International School of Stavanger, Copenhagen International School, American School of the Hague and The British School of the Netherlands.
As a member you are able to send these members a private message and get the answers to the questions you may have about life as an international school teacher there. Networking made easy!
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.
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