International School Community is full of tens of thousands of useful, informative comments…35536 comments (2 Feb. 2020) to be exact.
Members are recommended to keep their comments objective on our website. In one of the 66 comment topics, they are encouraged to share their experiences interviewing with international schools. How did it go? Was it easy to get? Recruitment fair or Skype? What did you have to do? Was the experience positive or less than ideal?
We scoured our database of comments, and we found 12 that stood out to us as being some of the most interesting and insightful about each school’s interview process.
“Interviews are usually handled via Skype by the Head of School. HR manages the hiring process very well. Faculty recommendations for new staff are heavily considered.” –North Jakarta Intercultural School (99 total comments)
“GIS uses renowned recruiting agencies and also posts its vacancies in its website. Candidates must send their CVs and educational statement to:
firstname.lastname@example.org . Initial contact is done via email, inviting candidate for skype/ whatsapp interview. Should they pass this phase, then they are interviewed by the educational consultant. Once both parties are happy, a letter of engagement is sent and visa process which is taken care of by the school is initiated. Teachers must have a fully qualified teaching degree and at least two years experience. The school is committed to offer PYP training.” –GIS – The International School of Sao Paulo (22 total comments)
“I had a very positive interview experience, yet no job offer. The process was fast. I applied one day and the next was called for a skype interview. The next day I interviewed for a second time. No restrictions that I am aware of.” – Veritas International School (3 total comments)
“I was interviewed by skype, first with 2 persons from my department, nearly a month later there was a 2nd interview with the school director.
The whole process lasted about 2 months.” – Euroamerican School of Monterrey (10 total comments)
“Each interview comes with a demo lesson. The main purpose is to see if you click with the kids and can get their attention. The second main criterion is that you must be able to not be teacher-centered. Basic.” – Assumption College Sriracha (47 total comments)
“Hiring is done through direct applications as well as through Search Associates. First interview is with the head of school (which they call “principal” here), followed by a second interview with the head of section (secondary, primary, or little KICS). No hiring restrictions I’m aware of, even age limit doesn’t seem to be a problem, although I’m not 100% sure on that one.” – Khartoum International Community School (116 total comments)
“If you want to apply to NIST, prepare for it well in advance. Whether you go through ISS-Schrole or Search, have all your docs ready to upload and make sure your referees are ready to submit their recommendations online. There’s also a recorded safeguarding interview that you’ll have to complete as one of the final steps if you’re being considered for a position, so think about how you would answer questions related to that area.” – NIST International School (298 total comments)
“The complete hiring took a pretty long time. I went through 4 interviews and had to do a very extensive background check. Make sure you apply with plenty of time. The interviews were pretty nice, people seemed always friendly and requested a live demo lesson.” – The Village School (24 total comments)
“Religion is not discussed in hiring, except to ensure that potential staff members have read and are in agreement with their open and inclusive Religious Life policy. Interviews are far more focused on teaching (newly adopted MYP/DP means they’re looking for those with experience) and whether the active lifestyle (walking up and down the hilly campus) would be a good fit. Single parents would do well here; with a large of number of staff kids and the school’s activities, there would be a community of support.” – Woodstock School (128 total comments)
“Once shortlisted, an applicant will be scheduled for a panel interview that consists of the headmaster, principal, assistant principal, and head of department via Skype. HR will contact the successful applicant with a job offer. Age restrictions have been relaxed.” – TEDA Global Academy (85 total comments)
“CMIS advertises openings on the school website and TIE online. interview process is fairly direct, generally consisting of 2 to 3 interviews with section administrator and then the school superintendent.” – Chiang Mai International School (24 total comments)
“I just interviewed with this school over Skype. There was the first interview with the actually staff that you would be working with, and then a follow up interview with the Principal/Head of School. Each interview lasted around 50 minutes. Just a note to consider, Singapore/the school doesn’t allow for non-teaching partners to get a work visa. They will need to get a work visa themselves if they want to work there, or they can also sign up and register a company (which I guess is easy to do and cheap) and then they can do work there.” – Nexus International School – Singapore (54 total comments)
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Around the world, there are countries (like India) 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 country.
Currently, we have 133 schools listed in India on International School Community.
32 of these schools have had comments submitted on them. Here are some that have the most submitted comments:
American Embassy School New Delhi (39 Total Comments)
American School of Bombay (34 Total Comments)
Good Shepherd International School (409 Total Comments)
Hebron School (35 Total Comments)
Indus International School (Pune) (43 Total Comments)
Kodaikanal International School (35 Total Comments)
Oberoi International School (36 Total Comments)
Woodstock School (95 Total Comments)
“It depends on lifestyle. If you like the posh life, your money will be spent quickly at Mumbai’s many hotels and bars. However, if you live a more modest lifestyle and travel around India, you can easily save half of your salary. Expat couples with no kids can live on one salary.” – Oberoi International School
“Bonuses paid to expat staff who renew contracts are the main savings or opportunity to pay down student loans. Very little savings monthly, most people spend it during the generous breaks sightseeing Asia. Comfortable cost of living in India.” – Woodstock School
“See above for monthly salary – due to the unique nature of the school and it’s ethos, this really depends on your own situation, budget, and spending habits.” – Hebron School
“The school has a beautiful green campus in the heart of Delhi’s diplomatic district. There are three elementary buildings, and separate MS/HS buildings. In addition, there are shared spaces for PE and athletics, swimming, Performing Arts, cafeterias, etc. The neighborhood features many embassies and other compounds, but there is also a “camp” with a large population of squatters across the street from the on-campus faculty housing complex.” – American Embassy School New Delhi
“The campus is beautiful. It is probably the best thing about the school. It has its flaws, but it is a terrific environment for living and learning.” – Kodaikanal International School
“Not much changes in the Fernhill Campus, the reason is that the Junior campus will soon move together with the Main Campus.” – Good Shepherd International School
“The school owns all the apartments and they are all beautiful safe and guarded either inside the campus or walking distance from the school” – Good Shepherd International School
“School provides furnished housing for expat teachers.” – Oberoi International School
“Cold winters with little indoor heat – wood stoves most common. Think rustic and adventure and you will not be disappointed. Some of the homes updated, others have more historic character. All require walking/hiking to work and to town. Utilities negligible, except cost of fuel for heat in winters.” – Woodstock School
“There is an allowance for housing which covers expenses as well.” – American School of Bombay
“Fine for minor things. Setting not recommended if specialist consultation is required or for faculty with ongoing medical conditions. The hillside alone requires a decent level of fitness (or will soon provide an opportunity for fitness!).” – Woodstock School
“Health cover within India is included, and if need be can include arrangements for travel to home country in extreme circumstances. There is on site team of nurses who provide care in a ‘hoz.’ Local clinics and hospitals are surprisingly good for India.” – Hebron School
“They will count your absence when you are sick as deductible unless you have worked during your day off or exeats which translate to 7 days a week of work. Even the car that you used to go down to a decent hospital will be charged to you.” – Good Shepherd International School
“There is a doctor on site but in general the schools’ medical services are not well respected. Staff can now go to other local hospitals for medical treatment.” – Kodaikanal International School
(These are just 4 of the 65 different comments topics that on each school profile page on our website.)
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The journey to work is indeed an important one. The journey though is not so clear for international school teachers when they are looking for jobs at schools in cities/countries to which they have never been. So let’s share what we know!
One of our members, who works at the American Embassy School New Delhi (India), described her way to work there as follows:
I have been working at the American Embassy School (AES) in New Delhi for the past year. My journey to school starts every morning at 7:45am (March 2018) when I leave my apartment. I consider myself pretty lucky because the whole commute takes less than ten minutes and I can walk.
I am currently living at the Embassy of Bulgaria. apparently, Bulgaria had a huge delegation in India in the late ‘80s/early ‘90s, but due to some financial issues, the delegation has shrunk considerably in recent years. Thus, many of the apartments at the Embassy that used to be occupied by Bulgarians are now occupied by teachers from my school. Out of twenty-one apartments in the complex, eleven are occupied by AES teachers and ten are occupied by Bulgarian diplomats.
The grounds of the apartment complex are quite beautiful. When I leave my apartment, I can hear birds chirping and see the sun shining (at least, I can in the spring and summertime – in the fall and winter there is quite a bit of pollution). But, this time of year, March, the sky is blue and there is bougainvillea blooming everywhere. The bright pink flowers bring a profusion of color to the landscape.
The gardener waves to me as I walk past. He’s busy feeding some of the many cats that live on the compound. There is a mama cat with four kittens who always say hi. They like to hang out in the backyard of the building. Every apartment comes with a terrace and garden, which is quite nice. There is also a pool that we can use, some barbecue grills, and a playground with a trampoline for kids.
The apartment complex is a walled compound and there is a guard at the entrance 24/7. On my way out of the complex, I say to the guard “Namaste, Aap kaysayhey?” and he replies “Mayen tikh hoon.” I step out of the quiet of the Bulgarian and on to the street. There is color everywhere and the bees are humming around. It’s warm and breezy, maybe 70 degrees fahrenheit, and the high for the day will be close to 90F.
I turn right and start walking. Along the way, I pass yellow and green auto-rickshaws (the traditional mode of transport in Delhi, very similar to the tuk-tuks of Bangkok), city taxis, motorbikes, and the ever ubiquitous white Suzukis that are used by Uber drives. Uber has recently become the preferred method of transport in Delhi and the white cars are everywhere. That’s one of the reasons why the traffic in the city is so bad. The proliferation of Uber. Thankfully, I don’t have to drive to get to school.
The walk is lovely. I pass the grounds of the Russian Trade Federation and the Ravi Shankar Foundation. There are bushes and yellow flowers and everything has been newly trimmed and smells like cut grass. I think most people who come to Delhi would be surprised by how green the city is. Although it’s home to twenty-five million people, there are quite a lot of trees.
A sweet yellow dog comes up to me and says hello. Delhi has lots of street dogs and they are, for the most part, super cute and very friendly. I give yellow dog a pat on the head and continue on my walk. I pass a giant banyan tree, it’s roots all twisted and gnarly. I like the way the sunlight looks when its coming through the leaves. Everything is golden and shimmering.
The traffic on the street in the morning is heavy because the British School is on this street. It’s across the street from my own school and parents and drivers are dropping their kids off for the day. I side step the traffic and continue along the street. Like I said, the whole walk only takes about 10 minutes. But sometimes I dawdle and daydream.
Across the street from the British School is Vivekanand Camp. The people living in this community have been there for generations. It’s a miracle that the camp hasn’t been torn down yet – it’s the only one still left in the Embassy area, Chanakyapuri. It’s estimated that as many as 2,000 people live in the camp. They don’t have running water. Sometimes, on my way home from school, I see the municipal water truck parked outside the camp entrance. The women come outside with buckets to fill up from the spigot on the side of the truck.
There are always kids from the camp hanging out on the street. In the morning, they are headed to school. They wear the white pants and red sweaters that signal the government school uniform. In the afternoon, the boys play cricket. They harbor dreams of being the next Virat Kohli. He’s the current captain of the Indian national team. The camp is a stark reminder of the wealth inequity that persists in India and other countries in the developing world to this day.
I cross the street after passing Vivekanand Camp and I am at the entrance to my school. The school is surrounded by high walls and security guards. Men stand patrol at the gates and there are armed soldiers present. The campus is secure and safe. It’s right next to the American Embassy. I go in gate number 4.
Once inside, it’s a short walk for me to the middle school building. The AES grounds are approximately eleven acres, and it feels a lot like a college campus. There are separate buildings for the elementary, middle, and high schools, athletic fields, a theatre, a cafe, a gymnasium, a pool, and even a climbing wall.
The campus is known for being home to many different species of butterflies and birds. The biodiversity is incredible. Especially if you are used to living in a grey urban landscape. The number of gardeners who work on campus must number close to fifty. There are so many flowers to water and plants to take care of – they do an amazing job.
I consider stopping to sit on a bench and enjoy the sunshine, but it’s close to 8am already. Teachers have to be at work at 8:00, although classes don’t start until 8:30. I’ll go to my classroom to do some prep and get ready for my classes.
I’ve made it to the entrance to my building. I give thanks for the nature that surrounded me on my walk, blink once more in the sunshine, and go inside to greet my day.
This Journey to School article was submitted to us by guest author, Megan Vosk. Megan Vosk is a middle school MUN and Humanities teacher at the American Embassy School in New Delhi. She loves helping young people become more compassionate and engaged citizens. When she is not teaching, she likes to spend her time reading, watching movies, practicing yoga, and dining out with her husband.
What to know more what it is like to visit and live in Asia? Out of a total of 201 international schools we have listed in Asia, 59 that have had comments submitted on them. Here are just a few:
American International School Dhaka (53 comments)
American Embassy School New Delhi (39 Comments)
Good Shepherd International School (411 Comments)
Indus International School (Pune) (43 Comments)
Kodaikanal International School (53 Comments)
Oberoi International School (36 Comments)
SelaQui International School (36 Comments)
Woodstock School (58 Comments)
Nazarbayev Intellectual School of Astana (53 Comments)
Abraham Lincoln School (Nepal) (36 Comments)
Colombo International School (64 Comments)
The British School in Colombo (41 Comments)
So what is your journey to the international school you work at? Earn one year free of premium membership to our website if you participate in this blog series – ‘The Journey to School’. Email us here if you are interested.continue reading
Luckily, International School Community has a comment topic on our school profile pages related to this topic of has your international school met your expectations once you started working there. There are a total of 202 comments (January 2018) that have been submitted by our veteran international school teachers in one of 65 comment topics called – “Has the school met your expectations once you started working there?”
Here are a few of those submitted comments:
“At first, I was not impressed with the high rate of misbehaved students (because the school advertises that there are “no behavior issues” in the school. However, once the school year got underway, I have watched how teachers have reflected on their management routines and changed them accordingly. I have come to love working at this school because I see students learning and engaged in their work. I also appreciate the camaraderie among the faculty and staff. However, the thing that I did not expect was getting paid late.” – Beijing BISS International School (Beijing, China) – 67 Total Comments
“During my interview it was clearly described what I was getting into and what was expected from me. I have been at the school three years now and look to stay on longer.” – American International School of Rotterdam (Rotterdam, Netherlands) – 52 Comments
“The educational provision of the EYFS and Primary departments has improved rapidly in the 15 months since their establishment. It is now a well organised school and everyone is moving forward together. I could not envisage the progress being so rapid when I started. Currently the school exceeds my expectations.” – Varee Chiang Mai International School (Chang Mai, Thailand) – 65 Total Comments
“Exceeded- I’ve grown a lot as an educator and the collaboration with my colleagues has really pushed me to try new things and think more deeply about my own practice.” – International School of Brussels (Brussels, Belgium) – 31 Comments
“The interviews were extremely realistic and did not deceive in any way. The school was far better than expected.” –Woodstock School (Mussoorie, India) – 58 Comments
“The school definitely exceeded my expectations. It’s such a wonderful place to work at. Teachers , students and office staff really live and work in harmony.” – British International School of Stavanger (Stavanger, Norway) – 24 Commentscontinue reading
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. Yet contrary to popular opinion, the country’s estimated 105 low-profile international schools — of which number only 25 were sufficiently familiar names to over 20 sample respondents in the regions in which the international schools included in the EW-C fore Survey of Schools 2009 are sited — serve several useful social purposes.
For one, international schools — defined for the purposes of this survey as schools majorly affiliated with international examination boards such as the International Baccalaureate Organisation (IBO), Geneva; Cambridge International Examinations (CIE), UK and The College Board, USA — discharge the vital role of raising primary-secondary education standards. Delivering high-quality school education benchmarked with the latest innovations in Western countries where pedagogies and learning outcomes are seriously researched, they have already helped to upgrade the quality of K-12 education in India across the board. If today there is a new awareness of the importance of pedagogic concepts such as learning through understanding, joyful learning, introduction of ICT (information communications techno-logies) in education, counseling and pastoral care, India’s small minority of international schools with their well-trained teachers and excellent infrastructure, have contributed greatly in creating it.
Moreover it’s important to bear in mind that although high-priced by Indian standards, they provide world class primary-secondary education at a fraction of the tuition fees levied by their counterparts abroad. Little wonder that a growing number of children from countries around the world are flocking to India’s international schools for the high quality English medium instruction dispensed by them.
Middle and upper middle class India has also been quick to appreciate the high market value of internationally benchmarked foundational education in a rapidly globalising world. Therefore it’s no surprise that the Woodstock School, Mussoorie (estb. 1852), which over the past 150-plus years has acquired a global reputation for dispensing high quality classes VI-XII education in the pristine Himalayan foothills to its 454 students, has retained its premier ranking as India’s most respected international school in the EW-C fore Survey of Schools 2009. Highly rated on the vital parameters of academic reputation, leadership/manage-ment and infrastructure provision, this American-inspired institution of academic excellence has outdistanced its former sister school — Kodaikanal International down south, ranked second (again) this year — by a considerable aggregate score margin.
“We are delighted that for the second year running, Woodstock has been ranked the top international school in the country in the EW-C fore Survey of Schools 2009. But while Woodstock celebrates past achieve-ments, we continue to invest in the future. We are planning additions to the school’s academic programme over the next year, and we will continue to invest in our facilities and staff to fulfill our mission of producing world citizens and leaders. Our curriculum will also feature an enhancement of the outdoor education programme with specialist-led expedi-tions and skills-building exercises such as rock-climbing and wilderness first-aid. A challenging and exciting future awaits the next generation, and Woodstock will welcome the future with them, striving to provide education for a world of difference,” says Dr. David Laurenson, principal of Woodstock School, Mussoorie.
These two top-ranked institutions which have retained their rankings apart, there’s been considerable rearrangement of seating at the Top 10 table. The low-profile Hebron School, Ootacamund and Indus International, Bangalore have vaulted from sixth and twelfth to third and fourth respectively this year. And while the British and American embassy schools have retained their last year’s rankings, the high-profile Pathways World School, Gurgaon has moved up two places to No. 9.
“I’m very pleased to hear that indus international has risen from last year’s 12th rank to No. 4 this year in the EW survey of international schools. I attribute this to the excellent leadership our chief executive Gen. Arjun Ray has provided the school, strong support from our parents’ community, and our cooperative and enthusiastic student body. I am especially pleased by the high ratings we have received under the parameters of individual attention to students and academic reputation. All this is the result of substantial investments we have made in terms of time and resources in teacher recruitment and training during the past year,” says Sarojini Rao, principal of the Indus International School, Bangalore (estb. 2003).
Among the schools which for mysterious reasons have slipped badly in the international schools league table this year are Mallya Aditi, Bangalore (3 to 11); Good Shepherd International, Ootacamund (3 to 5); The International School, Bangalore (8 to 15); Mahindra United World College, Pune (9 to 17); Canadian International, Bangalore (10 to 18); Calcutta International School (13 to 21); DRS International, Hyderabad (17 to 23) and International School of Hyderabad (18 to 24).
On the other hand, three institutions which hadn’t made it to the international schools league table last year have made respectable entries in 2009 — Mercedes Benz International, Pune (16); Billabong High International, Mumbai (19) and Sreenidhi International, Hyderabad (22). Regretably the Trivandrum International School, ranked 16 last year, has slipped below the public radar and didn’t qualify for ranking this year.
Taken from the article at: http://educationworldonline.net/index.php/page-article-choice-more-id-1923continue reading