We are lucky working at international schools. In comparison with working at public schools in some of our home countries (USA, for example), we are typically getting more opportunties to go on our own professional developement adventures, and very interesting and unique ones!
But it all depends on the international school you are working at, of course. Some international schools offer a fair amount of money to each teacher as a personal professional benefit for them. Other international schools don’t have a PD budget at all for teachers to access, and barely offer any in-house PD sessions for their staff.
Some teachers new to international schools can be in for a bit of a shock when your principal/coordinator offers to send you to Kenya or Malta for a required training that the school needs to have you complete (let’s say if your school was located in Eastern Europe). Can this be really true?
On the flip side, other international schools will offer that same or similar training to you in-house. Is one better than the other? Well, it is not so exciting to just stay at your current workplace to get that training. Although there might be some benefit to working with more of your current colleagues and possibly even will some teachers from nearby schools that have sent them to your school to get that training as well.
The debate is (or has it been decided now?) what is the best way to train their teachers and for the teachers to get the best professional development?
Some people say that ongoing professional development is the most effective, and one-off PD sessions and workshops are not the most effective.
But getting PD is not all about improving your teaching skills and learning better teaching strategies. It is also about networking. Getting to know teachers that have a similar role to you in a similar setting even can really be some of the best PD experiences. It is more what is happening in between sessions that can be quite inspiring and thought-provoking.
Not all PD needs to cost an amazing amount of money either. If you find a school that is doing something you are interested in at the moment, but doing it at a higher level than your current school, it can be some of the best PD to just go and do a planned/structured visit to that school. You might even find out about this school through some networking you may have done at a conference you once attended.
But it all comes down to money, really. Some international schools have a lot of it, and share it out as much as they can to support and train their teachers. Other international schools (and not just for-profit schools) would rather not spend that much money on PD for their teachers and ‘save’ it for other things.
If there isn’t a specific PD allowance benefit for each teacher and you need to apply to receive an allowance, then there are bound to be feelings of inequality. Some teachers will surely be getting their PD requests accepted more than other teachers, and that might be the sense people are having throughout the school (causing low staff morale for some). Maybe some favoritism comes into place, whether that is actually happening or not. One clear benefit of doing PD in this manner is that the school most likely will be spending less money.
If a school willing to let their teachers follow their own paths of learning, will the school only allow their teachers to get trained in things the school wants them to do, or will the school just shut off all opportunities for their teachers and make it basically impossible or really undesirable to even ask for some financial support in getting a PD experience?
Many teachers might agree that the dream school situation is that there would be a specific PD benefit in the teacher’s contract. It is their money to use for their own professional hopes and dreams as a teacher. It is likely that the teacher’s current school and students will benefit from that teacher’s PD experience, but even if it doesn’t directly have that effect, it will help that person grow as a teacher; and probably that teacher’s future school work places will benefit.
On ISC we have a comment topic related to this topic in the Benefits Information section on the school profile pages. It is called: “Professional development allowance details.” There have been 512 comments submitted in this comment topic on 100s of international schools from around the world. Here are just a few of them:
“Very good PD, in my opinion. At least one pertinent course per year (usually with IB). However, it is currently required that these be in-country.” – Qatar Academy (Sidra)
“Over the course of the academic year, the school funds a select number of teachers to attend Professional Development seminars by the International Baccalaureate.” – Aga Khan Academy Mombasa
“Teachers are not given a PD fund. If there is a PD that a teacher is interested in, he/she will have to apply for it at least a month ahead and wait for approval. Out of the 5 teachers that I know who applied for PD fund, only 1 was approved.” – SMIC Private School
“Great PD allowance. I believe it’s about $1200/year. As well, admin will help teachers find and enroll in opportunities nearby and a bit further out. I’d say it’s excellent.” – Shekou International School
How is the PD benefit at your international school? Please login to our website and share what you know!continue reading
A lot of us have the idea that working at international school is a way to work and then save way more money than we used to working in our home countries.
Is that reality or fantasy?
We have seen and read many discussion boards, Facebook groups, review websites, published books all discussing this topic, and the reality of this savings potential gets confusing and complicating to fully understand or predict.
There are some people that state they are saving upwards of USD 60000 a year at certain international schools. Many other people are stating that they are struggling to save USD 1000 or even USD 500 a month working at their international school. Even others state that they are saving USD 0!
Of course there are many factors at play. Veteran international school teachers will state that if you limit the number of times you go out to eat, travel during your many vacations, ect. then the possibility of saving money is higher. That is obvious, but a large number of us aren’t always willing to do that, at least not in the first few years of teaching abroad.
Another main factor for savings potential is the amount of money you are getting in your take-home salary versus the cost of living where you are stationed. Seems like fewer and fewer schools are getting that “amazing salary and benefits package” that we all hear about, and landing a job at one of those schools is getting increasingly difficult.
There are also many, many other ways to NOT save money while working abroad; many of these factors having nothing directly to do with the school’s salary and benefits package. We have a whole ISC blog series about that here.
But if one of the main goals of teaching abroad is saving some money, then we need something to help us figure out how it all works and how we can set up an opportunity that will help us actually save.
ISC has done their best to create an online community that can help us figure things out easier with regards to saving money while teaching abroad. Besides the comments that members submit about the savings potential on the school profile pages at their international schools, premium members are also able to compare these comments on savings potential using our unique Compare Schools page on our website. The Compare Schools page is really helping prospective teachers figure out exactly how much teachers are saving at those international schools and which school that they would prefer working at in the future.
Luckily, International School Community has a comment topic on our school profile pages related to this topic of saving money while work at international schools. Our members can share what their experience has been working at various international schools around the world. There are a total of 630 comments (July 2019) that have been submitted by our veteran international school teachers in one of the 66 comment topics called – “Average amount of money that is left to be saved.”
Here are a few of those submitted comments:
“The ability to save changes each day, and has dropped by 1/2 this year. With the current inflation rate, I hope to save about $10,000 this coming year…” –
Escuela Bella Vista Maracaibo (Maracaibo, Venezuela) – 25 Total Comments
“I would be surprised if you can save any money here. But on the other hand – you get to live on the one of the most beautiful islands in the world…” – Boracay European International School (Boracay, Philippines) – 17 Comments
“If staff leads a very humble lifestyle it is possible to save your dollars (approximately 23% of salary). The city provides so much to do, and there are so many travel opportunities and so much time given off that many teachers actually struggle to save any money at all…” – Columbus School Medellin (Medellin, Colombia) – 53 Total Comments
“While the money affords a very nice lifestyle in South-East Asia, saving money for a house or retirement in North America or Western Europe is nearly impossible…” – ELC International School (Selangor, Malaysia) – 48 Comments
“The package is based on the Canadian Dollar, so after you are deducted transfer fees to your bank in the West and you consider the conversion of the CAD to RMB, the savings is minimal…” – Canadian International School Kunshan (Kunshan, China) – 43 Commentscontinue 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
Every school year, a school always goes through some new changes or simply experiences new things that the staff is now required to do or complete. The changes could be related to the school’s curriculum, to some new professional development based on new initiatives, new building procedures (like fire drills), new mandatory training (like child protection), etc.
For many things (like ones actually dictated by the host country), they are mandatory and the admin simply just needs to fit those required things into their yearly meeting schedule. Combine those required things with the other things and initiatives that a school wants to do, it can make for a sometimes stressful school year for the staff (and admin!). Furthermore, balancing these new things with your normal planning work and actually teaching students can prove to be very challenging.
So what are some of these new initiatives that international schools are focusing on in recent years?
A number of international schools are having their staff work with the Managebac program. There are 57+ comments related to Managebac on our website.
It’s also fairly certain that your school is now or will very soon be going through an accreditation. ISC has 347+ total comments related to school accreditation on 247 international schools at the moment.
With regards to curriculum, it appears that a number of schools are doing training with the Common Core curriculum. There are 24 comments that are about the different schools taking on this in recent years.
And the list goes on…
What is a possible plan then for balancing all of these newly added things so that staff and admin don’t get too overwhelmed? As one ISC member wrote about working at United Nations International School (Vietnam), “the [needs to be a] conscious adoption of a “less is more” ethos.”
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 567 comments (Sept. 2018) that have been submitted by our veteran international school teachers in one of the 65 comment topics called – “Recent things that the school has taken on (i.e. new curriculum, specific professional development, etc.).”
Here are a few of those submitted comments:
“The use of Kagan cooperative structures is the focus for this year. The entire faculty had 2 days of training before the commencement of the school year with another session upcoming later in the year. The goal being student engagement. Most of the faculty have been receptive and are already using the structures in their classrooms…” – Seoul Foreign School (Seoul, South Korea) – 147 Total Comments
“The school just finished a multi-year curriculum initiative designed to put the entire Pre-K through 12th grade curriculum documents onto Rubicon Atlas. The school seems to focus most on literacy in the Lower School, innovation and design in the Middle School, and IB/AP in the Upper School. School-wide, there is a focus on Differentiated Instruction, but this takes different forms in different divisions. There is a new Head of School coming in for the 2018-2019 school year…” – American School of Paris (Paris, France) – 47 Comments
“The administration said they care more about kids learning English and Maths rather than any other subjects. What makes the school unique, seems independent of what they are pursuing; bring more local students no matter what their academic level is…” – Changchun American International School (Changchun, China) – 122 Total Comments
“Professional development this year has included IBDP two-day Category 3 in-school workshops on the Extended Essay and Theory of Knowledge. All staff also completed a Stewards of Children online course and a one-day first aid and CPR course…” – Tsukuba International School (Tsukuba, Japan) – 25 Comments
“The school has offered, over the past two years, very little in terms of professional development. There has been talk of a curriculum change to the Cambridge Primary Curriculum for September 2018…” – Cambridge School Doha (Doha, Qatar) – 57 Comments
“The school is just setting up a Professional Learning Centre to improve instruction and practice at the school first. The school has designated professional learning time on Friday afternoons and encourages professional development…” – YK Pao School (Shanghai, China) – 38 Commentscontinue reading
Of course, new teachers can try and organize some outings themselves, but it is nice when the school organizes some of it. The returning teachers and administration know the city better, and they can help facilitate some really fun parties and/or outings.
Most new teachers will not know so much of their new city/country, so the school could organize some day trips to nearby nature areas or special towns of interest. If the school doesn’t want to take to you too far away, they can easily host some events in popular local restaurants or fun places of interest.
Even if you don’t like the places the school takes you so much, it will definitely be an opportunity for you to bond with the returning staff members as well as the other new teachers. Bonding with new teachers is important. Typically, new teachers tend to bond most with each other and they become lifelong friends (even after one or both of them moves away). If you are lucky, there will be a number of new teachers that you will able to connect with.
Excellent international schools will definitely have a plan of events for all new teachers at the very beginning of the school year before the students arrive. A carefully planned week full of different events will definitely pay off as the new teachers will start their integration process on the right foot, thus making them enjoy their new surroundings and most likely do their best working at in their new school.
Luckily, International School Community has a comment topic on our school profile pages related to this topic of new teacher orientation plans/events. Our members can share what current international schools are doing in this matter. There are a total of 107 comments (August 2018) that have been submitted by our veteran international school teachers in one of the 65 comment topics called – “Where did the school take you in the city when you first arrived? What were some staff outings/party locations?”
Here are a few of those submitted comments:
“We often hang out around campus or downtown on the weekends, but many people like to use the Arex to go to some of the cool spots in Seoul. Many of us go for picnics in Lake Park or down to the Canal Area for visiting noraebang (singing room) or bars. There really is quite a lot to do in Cheongna and new places are going in all the time. Several faculty members like to go play screen baseball and screen golf.” – Cheongna Dalton School (Incheon, South Korea) – 60 Total Comments
“Most of the staff parties and gatherings each year, when not on campus, are held at the high-end hotels in the area. There are a few Indian restaurants that also seem to be popular among the teachers, so the parties often end up going back there after a year or two of somewhere else.” – NIST International School (Bangkok, Thailand) – 242 Comments
“New faculty were invited to dinner in town one night and to the directors’ home another night, which was intimate and nice. There was another faculty gathering at the director’s house soon after school began, and a holiday party in December.” – International School of Stavanger (Stavanger, Norway) – 44 Total Comments
“In the first week, we were taken to Taygaytay to Lake Taal for lunch. As well as this we were taken to one of the school’s service partners which is an orphanage. Trips to a cash and carry store and markets are also arranged in the first week. The divisional principals will have a social gathering at their homes for new staff and the superintendent hosts a welcome back BBQ.” – International School Manila (Manila, Philippines) – 71 Comments
“No city tour. It’s all administrative and logistic arrangements; a meeting with the principal, on campus, where you will be told when you need to submit your Scheme of Work @ curriculum planning. Next, you will be taken on an apartment hunting adventure by a HR personnel.” – Raffles International Christian School (Jakarta, Indonesia) – 42 Comments
“They had a get to know you party. Old members of staff came and you got to know people. They also took us to Carrefore and Ikea when we first got there with a coach. This is helpful when you’ve just arrived and you’re trying to figure your life out. They also take you to get a bank account set up and take you to the required medical.” – Western International School of Shanghai (Shanghai, China) – 368 Commentscontinue reading