Hi! My name is Amber Acosta. I grew up in Connecticut, but when I am back in the United States, I call Vermont home. I have a bachelors degree in business from Fordham University and a masters degree in teaching from Sacred Heart University. I have taught grade 2 for the past 5 years at the American International School in Egypt (West Campus) and am excited to start a new position this year teaching lower elementary technology, using my certification as an Educational Media Specialist. My professional interests outside of technology are STEM education, library, and makerspaces. I recently became certified in STEM and am looking forward to using my skills this year, as well as creating a makerspace at my school. I have a husband and an 11 year old son. My husband is a teacher, too. He teaches economics and business at the same school.
I did not really plan to teach internationally – I fell into it and ended up loving it! I taught in Egypt for one year after college before starting my masters, but did not necessarily intend to come back. However, my husband and I decided to move to Egypt (where he is originally from) in 2011. I contacted a previous administrator and found they had an opening for me at their school. The rest is history! I knew I would continue to teach internationally after that, especially after my husband joined me in teaching as well.
I have worked at Global Paradigm International School and American International School of Egypt (West Campus), both in Cairo. Global Paradigm was in its second year when I joined, so there was a lot of room for me to be a part of the accreditation process and really help build the foundations of the curriculum. I enjoyed the challenge! Also, we had small class sizes and I loved feeling like my students and I were a little family. At the American International School of Egypt, we have a large student body and staff. I have really benefited from meeting so many teachers from around the world and learning from them through discussion and observation. Another great thing about AIS is that we not only have professional development in our staff meetings, but also have the chance through our stipends to take classes or attend professional development anywhere we wish. I have had the chance to grow so much in my time at AIS, as well as have fun! Our Seuss-themed Literacy Week is a blast for both students and teachers. Also, it is fantastic to take my students every year to the pyramids- where else can you do that?
My son has grown up with both Egyptian and American cultures and we also travel internationally for many of our vacations. He has developed such a broad perspective of the world and a curiosity about different cultures. I think one of the best cultural encounters anywhere is always trying the food in a new country!
My husband and I would absolutely love to teach in and explore a new country in the near future, so we have been thinking about this recently. It is very important to me that the school is progressive, has opportunities for professional development, and values teacher-input into curriculum. I would also like for there to be emphasis on project-based and real-world learning. My husband and I started and currently run the school gardening program, in which students grow, pack, and sell produce, so we would love to work somewhere that we could still be involved in gardening or eco-initiatives.
Teaching around the world – awesome!
Thanks, Amber Acosta!
If you are a member of International School Community and would like to be our next member spotlight, contact us here. If we choose to highlight you, you will receive one year free of premium access to our website!
Interested in comparing the schools and comments in Egypt. Check out our blog post here.continue reading
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
Who doesn’t want to work in a relaxed environment at their work? Then after you leave work, you enter into a very relaxed local city environment and home. Sounds pretty nice, right?
However, the world of international schools and the cities they are situated in aren’t always so relaxing! On the other hand, it is important to note that there are indeed a number of schools that are!
Work-related stress can really take a toll on one’s wellbeing, so it is good to keep healthy and give yourself breaks and time to reflect. Talking about your worries and concerns also helps to keep you calm and focused. Meanwhile, it is nice when there are opportunities to do that at your school and you have supportive colleagues that are good listeners and in good spirits themselves.
If your host city is chaotic, that can take a toll on your wellbeing as well. Pollution and lack of nature around may give you less opportunities to recharge yourself and enjoy a well-deserved and relaxing break.
International schools can do a number of things to create a more laid-back environment for its staff. Some schools have a massage therapist come and do appointments on campus once every 2 weeks or so. Other schools allow more autonomy to their teachers in how they want to organize their workday and teach in their classes without being micromanaged. And the list of possible actions goes on…
Cities can and should also make choices that make their neighbourhoods more relaxed. Expanding the urban greenery, working on noise reduction, protecting the water and buildings, and inspiring public recreational facilities are only some of them.
So who are the international schools that have created a more relaxed working environment? And which local cities around the world have relaxing environment to live in?
Luckily, ISC was designed to help international school teachers find the information they are looking for. Using the Comment Search feature (premium membership needed), we found 45 comments that had the keyword “Relaxed” in them. Here are 11 of them:
“The school is quite far from the center of Chiang Mai but it is possible to find nice places to eat and plenty of local shops and markets a short car or scooter ride away. The plus side is that you have total peace and are surrounded by lush green making it a wonderfully relaxed place to live and explore. Staff are given apartments on the school grounds with the option to live off campus for those who wish it.” – Prem Tinsulanonda International School (41 total comments)
“The school is developing and needs innovative and creative thinkers to solve the issues that developed due to the location and lack of resources in the region. Those looking for an adventure and willing to sacrifice the comforts of schools in more developed countries can enjoy relaxed work, a family like setting if the right personalities are in place.” – American International School of Conakry (47 total comments)
“Teaching staff are given leeway to be the professionals in the classroom. Therefore, there is a relaxed, yet committed staff. Administration promotes and values the balance between professional and personal needs.” – Mont’Kiara International School (84 total comments)
“It’s a true non-profit school. Board is not breathing down your neck. In some ways, it’s quite relaxed (no one is inspecting your lessons, usually.) In others ways, there’s unnecessary stress (poor communication, some teaching loads piled too high.)” – Berlin Brandenburg International School (81 total comments)
“The culture of UWCCR is much more relaxed and informal then in most other schools. Everyone is addressed by their given name and there is no dress code for students or teachers. Since it is a community there is a more egalitarian atmosphere.” – United World College of Costa Rica (108 total comments)
“The school provides a lot of flexibility for students and teachers in terms of the day-to-day schedule. There is a relaxed atmosphere at many points in the year.” – American School of Paris (51 total comments)
“We are a small team, we get on really well and are very supportive of each other. If you came here thinking that this is a wealthy school with amazing resources, you would be disappointed. If you come here thinking that this is a friendly, relaxed place where teachers and students really grow, then you would be happy!” – Norlights International School Oslo (114 total comments)
“It is a pretty relaxed city and low costs make eating out very easy. As stated below, the architecture is amazing!” – Pechersk School International (162 total comments)
“There is a Christmas tea hosted for the staff on campus where all the expat and Indonesian staff from all grade levels get an opportunity to spend some relaxed moments together.” – Gandhi Memorial Intercontinental School (203 total comments)
“People stay because it is relaxed, easy, and relatively safe. People leave because of the extra 9% taxes that kick in the 2nd year that are not offset and that you are not told about in the interview. People also leave because of the culture of the parents, not being able to grow, and not having a lot to do when not working.” – American School of Asuncion (145 total comments)
“People are leaving to pursue international teaching careers. People are staying because they enjoy the relaxed lifestyle.” – Ican British International School (74 total comments)continue reading
“Why don’t you want to leave this international school and try another one?”
“Well, the students here are the best.”
“But there are good/nice students everywhere, right?”
Maybe you have had this conversation before with a “seasoned international school teacher“, but then you decided to move on to a new international school to test out this hypothesis.
Are there indeed good/nice international school students everywhere?
You might just find yourself missing the students at your previous international school.
So, how can students at an international school be so different?
Many people are quick to say that students at international schools are snobby and stuck-up (because supposedly they are coming from wealthy families). Though this might be true for many international schools, but it is often not always the case.
There are some international schools where the students are more like zombies; they will sit in your class and not make too much noise. These zombie students will answer the questions you ask them, but they won’t discuss the questions very much and give strong opinions.
There are also international schools where the kids appear to be in charge. These outgoing, borderline rude kids maybe have been influenced more so by the host-country culture of how their students behave in the local schools.
Of course, there are also international schools that have very well-behaved kids, overall. The question is then how did they become these kind and considerate kids?
What then determines the demeanor or behavior of the students at international schools? Is it something that is out of the control of the teachers and administration, and an already established culture of the school? Or is it something that the teachers and administration carefully plan and articulate to the students over a series of years (maybe even from the founding of the school)?
Another theory is that it is possible that the students’ behavior is directly linked to the behavior of the teachers and how they interact with the other teachers/administration and the students themselves.
Let’s not forget the parents as well! It is clear that they play a role in this. But with so many parents from potentially numerous countries around the world, it is unclear how the parents, as a whole, could play a direct role in the demeanor of the students at school.
Some schools try different behavor programs to help the behavior of their students. After searching ‘Responsive Classroom‘ using our Comment Search feature (premium membership access needed), we found 6 comments on 4 different international schools. After searching ‘Learner Profile‘, we found another 6 comments on 5 different international schools.
Luckily, International School Community has a comment topic on our school profile pages related to this topic of new things added at a school. Our members can share what current international schools are doing in this topic. There are a total of 528 comments (March. 2019) that have been submitted by our veteran international school teachers in one of the 66 comment topics called – “In general, describe the demeanor of the students.”
Here are a few of those submitted comments:
“They are very sweet, respectful, and their families instill educational values. Some of the cultural differences do create problems, but this is something to get used to as in any international school…” –
Shanghai American School (Pudong) (Shanghai, China) – 64 Total Comments
“The students at school are nice kids. Very friendly. Very Chinese. There are some cultural hurdles that expats new to teaching Chinese kids encounter like the general passivity in class. It takes adjustments to figure out how to teach effectively. They are, outside the classroom, very chatty, noisy, and sometimes spoiled…” – Nanwai King’s College School Wuxi (Wuxi, China) – 38 Comments
“The student population is majority South Korean, which can cause problems. They tend to speak Korean and teachers and other students are left out of the conversations. The Korean students often times will only hang out with other Korean kids…” – Hanova International School (Xi’an) (Xi’an, China) – 73 Total Comments
“Students are generally polite and respectful. The main student academic issues tend to revolve around organization (or lack thereof). A bigger concern is usually student stress brought on by lack of sleep and being overly focused on grades…” – Washington International School (Tregaron Campus) (Washington D.C., USA) – 31 Comments
“Most students are at the school to get a good education in order to go to university programs in Europe or North America. They are willing to work to achieve this goal. Of course, as with everywhere, there is a percentage of students who what think they deserve good marks because of who they are…” – United World College of Costa Rica (San Jose, Costa Rica) – 108 Commentscontinue reading
All international schools have something good about them. Some might say there are wonderful things that each international school has about them.
It’s a fact: schools are for kids. Schools put teachers in them that enjoy working with those kids. Because of that fact, of course there are going to be things that the school can enjoy and celebrate; mostly because you can safely assume the teachers are doing their best to provide a wonderful educational environment for the kids.
But all too often, many teachers, administration, parents, etc. get sidetracked and those wonderful things get a bit clouded and invisible to them. There are many, many factors that affect these stakeholders which help them get sidetracked: poorly planned or too many meetings, upset parents, anything to do with money (PD money, classroom budget, etc.), areas of the school campus that need improvement, missing or not fully functioning technology, etc.
Getting into the trap of just focusing on these negative things (some that are out of your control anyway), might make you forget all the wonderful things that you could be celebrating instead, or even creating new wonderful things to celebrate for that matter.
After searching the keyword “wonderful” on our Comment Search page, we found 45 comments about 34 international schools that one or more of our members thought was wonderful! Here are just a few of them:
“The school has a wonderful multistory building with fully equipped Physics, Chemistry, Biology and Computer Science laboratories. There is a gymnasium and multi cuisine food court as well. The auditorium of the school is excellent with a seating capacity of around 800.” – Gandhi Memorial International School (Jakarta, Indonesia) – 6 Comments
“Most (but not all) teachers who come to the school have little or no IB experience so this is very much where they have a chance to ‘cut their teeth’ in the IB programmes. Most leave at the end of three years as they receive a wonderful bonus package and with three years IB experience they are able to command far greater salary packages from bigger schools.” – Zhuhai International School (Zhuhai, China) – 65 Comments
“Extra-curricular opportunities abound. There are traditional activities like football (soccer), Frisbee, swimming, volleyball, and a school musical. Activities that support our mission and vision are popular: theme weeks (regions of the world, Women’s week, LGBT week), conflict transformation seminars, service projects. But students and staff also propose activities of interest to them. In the past year, we have offered a meditation group, Russian, photography, Feria Verde, and a host of others I can’t keep track of. These offer a very wonderful opportunity to be with the students.” – United World College of Costa Rica (San Jose, Costa Rica) – 18 Comments
“The students are wonderful to work with. They are respectful, kind, hard-working, and smart.” – Yangon International School (Yangon, Myanmar) – 50 Comments
“I literally think these are the best students to have on the planet. I can’t think of a country where the student caliber is any higher. wonderful and attentive students who perform well. Require work to get them to think outside of the box and problem solve.” – Seoul Foreign School (Seoul, South Korea) – 106 Comments
What is wonderful about your international school? Login to our website and share what you know!continue reading
Many of us international school educators would ideally like to teach abroad and also have close access to nature.
Escaping into a forest or a big green park can often reset our minds and bring our stress levels down to manageable levels.
Some international schools are already directly in nature. Maybe they are in a forest or right next to a water source, or maybe they are just in a city center that has a number of very green parks.
But not all international schools are in cities that have easy and quick access to nature.
Some cities do have a few trees lining the streets and also a few small parks scattered around, but often the number of buildings outnumber these two things. And if you look closely, there can even be a layer of dust/dirt on the leaves making the green look more like a brownish color!
Even if there is not a lot of nature in the city center itself, it is still important to note that it can be worth it if you can find some nature close by via public transport or car.
Having access to a number of day trip options that go into nature can really be a selling point to working in a certain city and country.
Nature is important to many of us international educators, so it is necessary to ask around and do your research before making a decision to relocate.
Luckily, ISC was designed to help international school teachers find the information they are looking for. Using the Comment Search feature (premium membership needed), we found 235 comments that had the keyword “Nature” in them. Here are 11 of them:
“The school is quite far from the center of Chiang Mai but it is possible to find nice places to eat and plenty of local shops and markets a short car or scooter ride away. The plus side is that you have total peace and are surrounded by lush green making it a wonderfully relaxed place to live and explore. Staff are given apartments on the school grounds with the option to live off-campus for those who wish it.” – Prem Tinsulanonda International School (55 total comments)
United Arab Emirates
“Single people enjoy their lives here. There are many other expats to date. There are a lot of things to do during the day and night here. There is a good coupon book that some people use. The book is huge so that means there is much to do. With regards to nature, there is actually a lot of living things in the desert. In our garden, there are many kinds of critters!” – American Community School of Abu Dhabi (30 total comments)
“There isn’t much to do in Putrajaya apart from nature walks and the lake activities. KL has lots to offer but lacks the excitement of other SE Asian destinations. It’s great for families though and has a charm of its own.” – Nexus International School – Malaysia (94 total comments)
“I would say there is a lot of nature here in Hamburg. There is water everywhere basically. There are many parks in the city as well. Just no mountains.” – International School of Hamburg (55 total comments)
“Anywhere you around in the city, you will be able to see beautiful mountains. The sun is typically shining as well making all the views of the trees and flowers so lovely. And if the nature in the city isn’t enough, then you are not too far away from more nature in other cities around the country.” – American International School of Costa Rica (12 total comments)
“There is so much night life here, if that is your scene. There is also a lot of nature here too with so many parks around the city. On a sunny, warm day, Paris just looks sooooo beautiful! Last night I saw two gay men holding hands while walk down the sidewalk, and then around the Seine, I saw a group of gay bears meeting up for a mini party/gathering. Seems like Paris is really gay friendly.” – International School of Paris (24 total comments)
“However it’s the best place for nature and getting out of the city in no time.” – Norlights International School Oslo (122 total comments)
“It is possible to find any kind of activities you want here. There is a lot of nightlife, but also easy access to large parks and nature. Buying or renting a car will allow opportunities to get out into the country and really experience nature, if desired.” – Qsi – Kyiv International School (36 total comments)
“There are so many temples/shrines to see here. Many of them are going up the nearby mountainside. There is such beautiful nature there with amazing trees everywhere. In the spring, it is awesome and in the fall it can be very gorgeous.” – Kyoto International School (65 total comments)
“There isn’t that much nature in the city of Muscat itself, but you don’t have to do too far to see some green. There are palm trees that are dotted around the area, like near to the Grand Mosque. There are even areas of beautiful green grass and flowers like near to the Corniche Mutrah. But most of Muscat is desert-like. Just flat and sandy!” – American International School of Muscat (34 total comments)
“School is built on a large hillside with beautiful views of the city. It is surrounded by a sort of nature preserve so it’s very green all around. The buildings are old and cannot be rebuilt due to building restrictions but they do their best to keep them repaired best they can.” – Colegio Nueva Granada (60 total comments)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
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…”