Regardless of where they teach, the sad fact remains that most teachers earn less than contemporaries with backgrounds in similar fields. School holidays provide prime opportunities to earn more money to save for a house, travel, pay down bills, or stash away into a retirement fund. The following list includes ideas on how you can parlay your teaching skills into viable income whether during school breaks or school terms.
Sell Your Materials
You’ve created and taught lessons, curricula, and activities. Why not upload those plans to Teachers Pay Teachers or another online marketplace where teachers can purchase and sell their creations? Once you start, everything you sell generates passive income.
In addition to education giants like Pearson, Houghton-Mifflin, and others, many companies who employ in-house curriculum writers also hire contract writers to pick up the slack. Some of these companies, who write curricula designed to be taught in different countries, occasionally hire experts familiar with a specific country’s culture and customs to advise on curriculum projects.
Teach Anything Online
Qualified to teach levels other than those you’re teaching in a traditional classroom? Hook up with an online course. Many school districts offer online classes, and there are other online education sites seeking teachers in the primary and secondary school levels. Consider teaching higher education online, too, or connecting with an online tutoring service.
Take it a step further! If you’re teaching ELL abroad, you can also contract with various online platforms, like VIPkid, to teach English.
Love to write? Create a blog about your experiences teaching, living abroad, or any number of topics. You can partner with advertisers or affiliates, even sell products and services, and parlay a fun hobby into something that generates steady income. Or, you can write an eBook and share your expertise with others.
Start an Edtech
The global investment in edtech is set to reach $252 billion by 2020. You’ve already got your finger on the pulse of education. Why not contribute your observations to developing solutions that incorporate technological processes and resources to improve education?
Become a Test Scorer or Grader
Whether you live in the States or abroad, you can pick up side work for grading district or state exams and standardized tests. The Higher Ed remote job board is a good place to start.
Work at a Museum
If there’s a museum with exhibits in which you specialize, reach out to see if you can work as a docent or guide or perhaps collaborate with their staff to create and teach a class or two.
Write City Guides
Live in an area dependent upon the tourist trade? Travel and tourism and real estate businesses often contract writers to write neighborhood/city guides, information about amusements and entertainment, restaurants, transport, accommodations, and more.
If you’ve got the space to rent a room or you’re traveling for a month and don’t want your home untended, become an Airbnb host. It’s a neat way to generate income and meet new people.
Are you multilingual? Consider translation work. You can work with translation agencies or for a multinational company. Check out websites like Gengo.com for job listings.
Creating the Perfect Home Workspace
If your side gig includes working from home — or you’re looking for a better atmosphere for grading papers and lesson prep — make sure you have a workspace carved out where you can work without distractions. Set office hours so your family knows your schedule, too.
A good, usable workspace should have proper lighting, a solid table or desk, laptop or desktop, a comfy chair, and printer. If you’re working from multiple documents or have many tabs open at once, splurge for a second monitor to save your eyes and sanity.
Whether you’re looking for a second gig related to your career or something completely new, there’s a wide variety of options available. You’re blessed with a skill set that lets you explore many opportunities — whether you want to expand your current knowledge or learn something completely new!
This article was submitted by guest author and ISC Member, Jenny Wise. She created Special Home Educator as a forum for sharing her adventures in homeschooling and connecting with other homeschooling families.
Photo Credit: Pexels.comcontinue reading
It was more than ten years into my international teaching career when a colleague said to me, ’You never get all three – the school, the location and the package’.
That was nearly two years ago, but I have returned to that idea many times since. In fact, I wonder if doesn’t explain many an international school career, my own included: are some of us looking for something which, in the end, we can’t really have?
My first international school provided a first class professional experience. Coming from an unremarkable UK comprehensive school, suddenly I had not one, but two, well-appointed classrooms for my own individual use as we taught different Secondary sections on different floors. Suddenly, no class had more than twenty students. At first, I used to sometimes catch myself wondering where ‘the others’ were. Suddenly, every student had their own personal textbook (…this was the ‘90s!). No more sharing and photocopying. The students were polite, pleasant, keen to learn – everything, in fact, that I had sometimes wished for during that last period on a Friday back in the UK.
As if this wasn’t enough, my take-home pay doubled. Was this too good to be true? A fantasy? Would I wake up with a jolt and find it was all a dream? Well, if I did wake up with a jolt in my first few weeks it was because of the unfamiliar sound of the call to prayer echoing across a walled compound. Yes, I was in Saudi Arabia.
Like anywhere, the Kingdom has its fans and its detractors. While my classroom experience was excellent, and rekindled my enthusiasm for teaching, working in Saudi Arabia, for me, was not the problem. Rather, not working was, in that I found life outside work, while initially interesting, not for me. To go back to the idea of the ‘the school, the package and the location’, I had two out of three and, after completing my two-year contract, moved on.
Looking for something completely different, I resolved to forget about earning and saving for a few years and just to go somewhere ‘for the experience’, adjusting my priorities. Therefore I was staggered when, in Latin America, I found myself saving nearly as much money as in Saudi and experiencing an, at times, overwhelmingly different culture, one I’m not sure I made the most of in part perhaps because of the two years that had come before. After the Kingdom, all that reckless hedonism may well have been wasted on me. Three years on, I made another move. Yes, you guessed it: once again I felt I had two out of three and made another move, adjusting my priorities once again.
It would be neat and predictable if I got two out of three again but, unfortunately for me, the next time it was only one. One more move followed, and it was two out of three again. Perhaps subconsciously influenced by the idea of ‘The Impossible Trinity’, I am into my fifth year at my current school, the one where I have been happiest. Whether the school is that much different from those that came before or whether I am, I reckon I have a creditable 2.5 right now. Is that as good as it gets? Maybe. Is there anyone who has found their perfect fit, with their school, country and remuneration all ticking the box? You tell me, I’d love to know!
This article was submit by an ISC member. If you are interested in submitting an article as a guest author on our blog, contact us here. Once your article is submitted, you will receive one free year of premium membership to our website.continue reading
While many overseas filers don’t realize it, you probably have to file a state return (unless you are from one of the seven states with no state income tax, or perhaps from one of the two that tax only investment income. When you move overseas you still have a domicile in the US, normally the last state where you lived before moving overseas. That requirement applies to forty-one of the fifty states.
Potentially you have further complications depending on what state you are from. Six states don’t allow the foreign earned income exclusion. If you are from California, Maine, Massachusetts or New Jersey you have to limit your days in those states each year or they will want state tax on your foreign earned income. If you are from Pennsylvania and don’t own a residence there you can escape their state tax; otherwise pay up. If you are from Alabama they don’t have any exceptions, but a tax professional may be able to help you escape tax even there.
We had clients from California who didn’t believe us when we told them to limit their days in California. When they reported more than 45 days in the state and we prepared the return showing California state tax due on the return, they elected for us to NOT file the return. They prepared and sent in their own return. The California Franchise Tax Board is notorious for its persistence in attempting to collect tax. As all states receive copies of federal returns that use an address in that state, when California received the federal return showing days in the US as about two and one-half months in the summer and another two weeks over the year-end holidays, they sent a tax deficiency notice taxing the foreign earned income. When the taxpayers were not able to PROVE that they were NOT in California for less than 45 days, they ended up paying state tax on all of their foreign earned income. They subsequently returned to us as clients, and now keep proof of where they are each day they are in the US.
New Jersey is another difficult state. If you maintain a residence there generally you have to pay tax on your foreign earned income, regardless of days in New Jersey during the year. If you are domiciled there, don’t maintain a permanent residence there, do maintain a permanent residence elsewhere, and spend 30 days or less there, you can file as a nonresident. We had clients for whom we prepared tax returns, including a New Jersey return showing all of their foreign earned income subject to New Jersey state tax. They maintained a home there and were stuck. They became very irate with us, and went to a CPA firm in New Jersey hoping for better results. The results were the same. They returned to us as clients and did what we recommended – put the house up for rent. They were stuck paying New Jersey tax for one year only. They remain overseas, still are domiciled in New Jersey, but no longer pay state tax there.
You may run afoul of a state’s tax law due to changes in those laws. Formerly if you were domiciled in Michigan or Oregon and you lived outside the state for an entire year, you were exempt from filing a state tax return. Both states changed their laws, and now if Michigan or Oregon is your domicile, even if you don’t spend any time in the state during a year, you are still required to file a state tax return. Because both recognize the federal foreign earned income exclusion for many of our clients that is not a problem, but for some higher earners, they now have to file, and pay, state tax in those states.
There may also be issues with whether or not your state tax return is filed in a timely manner. While some states recognize the federal automatic extension of time to file for overseas filers, not all do. And while some states recognize the federal extension to October 15th, others require that a separate state tax return extension be filed. The safest thing to do is to get a start on preparing your tax returns to see if you owe money, file both a federal and state extension, and pay any amounts due. Then you have until October 15th to file the returns. That doesn’t mean you should delay your filing until October – it is easy to forget you haven’t filed after the subject of taxes is off of your mind for several months. Pay timely, and then file as soon as you are sure the returns are complete.
This article was submitted by Global Tax.continue reading
Every year, hundreds of leaders of international schools throughout India gather for professional development and share recent research in the field of international education. It is an impressive gathering of teachers, who have an opportunity to proudly represent their school and share their exciting developments with their international colleagues. They have many reasons to be proud, as thousands of children from these schools go on to pursue prestigious university degrees all over the world, while a large percentage, have their sights set on America.
“So many of our young bright Indian students are aspiring to attend American colleges and living the dream of a college experience in America” explained a Board Chairman of a leading international school in India. However, rather than continue with glowing accolades for these students, there seemed to an air of concern in his voice. As the conversation continued it became apparent that he wasn’t concerned about the academic program but rather the location of the institutions. “What we really need here is American universities with satellite campuses in major Indian cities. We need our sons and daughters to stay here in India to study.” Upon further inquiry into his concerns, he went on to explain: “We are worried that our children who go abroad, will lose our strong cultural traditions and responsibility of family. Who will care for the grandparents?”
This pure honest expression of concern over cultural differences expressed through this conversation was one of many concerns that are starting to be voiced. Families are expressing apprehension when their children are exposed to, and influenced by, different cultural ideas regarding relationships, religion, traditions, core values and more. What happens when the culture of your home country and the cultural experience of your international education differ or even clash?
Could this potential clash already begin in your home country, before you embark on an education abroad?
One could argue that these cultural differences could start even before the student boards their flight to university. Perhaps it slowly begins the moment they enroll in an international school in their home country. The growth of international schools in India is accelerating at an exponential rate. Within the last five years, the number of international schools in India has grown by over 45%, while student enrollment has increased by over 70%. There are currently 469 international schools located throughout the country attended by 268,500 students aged between 3 and 18. (ISC Research)
There is a decline in enrollment at India’s private schools as some students migrate to international schools, and several of India’s schools are moving from state examination boards (such as the Indian Certificate of Secondary Education) to international boards (such as the IGCSE, the Cambridge International Examination, and the International Baccalaureate Diploma Program) to respond to the increasing demand for more globally-recognized education and qualifications. (ISC Research)
The local kids attending the international schools are crossing cultures on daily basis. Their home environment is likely culturally different from the school’s, but it is also the dominant culture of that land. So, outside of school, the cultural values of home are being reinforced. The question we are starting to hear more and more is: “How are these children being shaped and changed by the international culture?”
In one of our presentations in an international school in India we were asked by one of the locally hired Indian teachers: “So how many of these kids still feel Indian? And how do they get along with their parents and their expectations?
Where can we look to, for help to better understand these potential cultural differences in international education? How can we try to start to understand the feelings, emotions, and cultural challenges of the students embarking on this education journey along with the parents and families of these individuals? We can start by looking at Ruth E. Van Reken and her descriptions of CCKs.
A Cross- Cultural kid (CCK) is a person who is living in-or meaningful interacting with two or more cultural environments for a significant period of time during developmental years.
Educational CCKs are: Children who attend a school with a different cultural base from the one they return to at home each night.
These kids usually grow to be capable in areas like:
All of these benefits will serve them in the future planned by the parents who enrolled them to this kind of international schools. But at the same time these kids also face some challenges that this lifestyle brings:
These challenges do not only impact the student themselves but their family around them. Parents, along with extended families in India can also experience challenges as their children exhibit culture norms very different from their own.
This generation, attending international schools in their home country, aiming for university in a different culture, and being technologically connected worldwide, are a “growing cultural complexity”; they are being shaped in ways previous generations never knew. But as long as they remain in India, the dominant culture likely keeps them more in tune with traditional values and a sense of identity so parents may not notice these early shifts.
When you made the decision of enrolling your children in an international education, you also make the decision that they will be influenced by other cultures; it is unavoidable. So how do parents build the base of values and all they want their kids to maintain anywhere?
Upon sharing our ideas with Ruth Van Reken, she expressed her enthusiasm for this area of CCK development, expressing, “You have just hit a brand new place in this whole discussion!”
In times of growth and change we should anticipate that this is only the beginning. There are dozens more questions that beg to be answered as hundreds of thousands of children and families in India and all over the world look towards international education and international universities as the way forward for their children and their future. The benefits of this road and journey are enormous. But, it is always better to embark on the journey with a clear idea of the obstacles and challenges that may arise.
International schools have the responsibility to be aware and educate their communities on the potential benefits along with the challenges. Parents of these children could benefit from being more aware of these challenges as their child’s journey begins and be better equipped to help their child and themselves navigate these challenges.
So let the conversation begin. We at Global Nomad’s World (GNW) will be happy to lead you through this exploration. We offer workshops for families and schools (including counselors and administrators) to help support this growing population that are dealing with this significant cross-cultural questions. The students and the families will benefit from being understood and we will offer tools to help them succeed on their journey.
How can your Cross-Cultural experiences be shared?
If you are a parent interested in these cross-cultural educational questions, please help us gather information by filling in this anonymous short survey
Lisa and Daniela are the co- founders of Global Nomads World (GNW)
Lisa Murawsky is an International Educator, teaching in India and at Endicott College in America.
Daniela Tomer is an Israeli licensed Clinical Psychologist. She is a Mediator, Coach and Trainer and serves as FIGT- Families in Global Transition Program Chair, leading their global annual conferencecontinue reading
…It the first day of the school year and I am going back to the same school where I have been for five years now. It is the same building, but to me it is not the same school. My best friend, Ben, moved away and will not be back. Two other friends who I have known since first grade moved away as well. I am supposedly returning to the familiar, and already know exactly who my teacher will be, but I feel so incredibly lonely. At recess I will miss my ‘to go to buddies’. Who will I sit next to at lunch? Maybe I should not have spent so much time with Ben in the last two months of last school year. Maybe I should have spent more time hanging out with Mike, the new friend I made in January after the winter break. However, Mike just told me he will probably leave at the end of this school year…once again I will be left behind.
Being a stayer is not easier than being the leaver or the arriver. At times, it might even be more difficult.
A few years ago, when I showed one of my (international school) friends my newly published book (B at Home), she read the back blurb with interest and then turned to me with a slightly reproachful look.
“Great,” she said, “I love that you wrote a book for all those kids who move around a lot, it must be hard for them…but do you think you could write another one for people like me, who never moved, but always had to say goodbye to at least one good friend at the end of the school year?”
That’s when I realized it never occurred to me what it was like to be a stayer. I had been the leaver and the arriver so many times and had always felt envious of the stayers. I had been so busy thinking about the predicament that international school kids found themselves in when they had to move around a lot that I had never even questioned how the ones felt who were always left behind and expected to welcome each new lot with open arms.
Without even realizing it, I have become the stayer. We have settled in Switzerland, have been working at the same international school for almost eight years and neither of our daughters have ever moved. My best friend came and went. My parents are thinking about moving back to my home country (the Netherlands). My daughters have had to deal with classmates, and other loved ones, moving. And we have stayed. And saying goodbye is just as hard as when I used to leave. Even when we stay, we have to learn to navigate the painful goodbyes and must continue to embrace the hellos.
Interestingly enough, the stayers are often not asked how they feel about the constant transitions that take place around them, and therefore within them. However, research tell us mobility and moving hurts and it affects our students’ learning: the leavers, the arrivers, and the stayers. In this article, we have addressed the leavers, and this article the arrivers. So how can we help our staying students?
1. Comfort instead of encourage
Acknowledge their feelings and the fact that they are staying. While the leavers are recognized and are busy saying their goodbyes, the stayers might feel neglected. They will not only feel sad, but perhaps angry. They might direct those emotions at the same person they are so apprehensive to say goodbye to. I will never forget when, at the age of thirteen, a good friend told me to “just go to your stupid Luxembourg” a few days before moving. Although her words initially hurt me a lot, I later realized this was her way of expressing her sadness as well as her frustration. The stayers need to feel that their feelings are heard as well, and they need to understand that it is okay to feel many different emotions.
Pollock, Pollock and Van Reken encourage anybody in transition to build a RAFT (Reconciliation, Affirmation, Farewell and Think Destination). Help the stayers ensure that their relationships are intact before leaving. The emotional burden of carrying unresolved conflicts is equally challenging for the stayers as for the leavers (reconciliation). They also need to have time to recognize and thank those that are leaving for being in their lives (affirmation) and they need to be able to say their goodbyes (farewell). When the leavers are thinking about themselves in a new place, the stayers will be thinking of the empty place left behind. The stayers will also have reinvent their social circles and routines. In the new edition of Third Culture Kids: Growing Up Among Worlds (2017), another acronym is provided to help younger students process the above-mentioned steps, SHIP: Saying Sorry and I forgive you, Heartfelt thanks for each other, It’s time to say goodbye, Plan for the New Place. Alternatively, in the case of the stayers, the P could stand for Plan to Stay.
3. AFT: Move AFT on your RAFT 
Doug Ota, psychologist and author of Safe Passage: How mobility affects people and what international schools should do about it (2014), encourages all persons facing transitions to question themselves in terms of their Actions (what am I actively doing to be involved?), their Feelings (How am I feeling about seeing friends leave and about making new friends? Do I feel a sense of belonging in my school community?) and Thoughts (Is this home now?). Not only is it important to address these actions, feelings and thoughts in the Leaving and Arriving part of the mobility cycle, but also in the STaying part, to “produce a cumulative change that will LAST”.
4. Give them the CCK/TCK language
The famous words of wisdom from Winnie the Pooh ring so true (“How lucky are we to have something so good that makes saying goodbye so hard”) for those who leave, but also for those who stay. Help your students understand what it means to be a Cross Cultural Kid (CCK) and Third Culture Kid (TCK) and how that influences their identity. Apart from celebrating the positives, they also need a language to express the challenges and grief that goes along with saying goodbyes, time after time again. Your students are never too young to understand the CCK/TCK language. These days, there is a list of TCK literature available to children. Stories about the TCK experience, especially fiction, will give them characters and situations that they can identify with. It is often easier to connect to how someone else’s feelings than to adequately express your own emotions. Children should know that they are not alone and that the CCK/TCK definition is rooted in the idea that TCK children find that “the sense of belonging is in relationship to others of similar backgrounds”.
5. Help them take ownership of their school
The stayers play a vital role in the well-being of those who are arriving to the school. If they feel a sense of pride and ownership of their school community this positive energy will likely transfer to those who are new. In his book, Safe Passage: How mobility affects people and what international schools should do about it (Summertime Publishing, 2014), Doug Ota mentions the importance of providing the stayers the opportunity to be an instrumental part of a transition program. Not only will offering leadership positions help students develop and gain experiences that can help them in their future endeavors, but it will also help them feel valued as a staying member of the community. When stayers might be busy tending to the arrivers and leavers at certain times of the year, it is important for the admin and staff to recognize and support the student leaders who are helping their peers.
6. Set up a mentor/ buddy system
Help stayers become buddies for the new students. Depending on what your school already offers in terms of transitions, there is a variety of possibilities for stayers to become buddies or mentors. Stayers could show the new students around on orientation day before school starts (consider giving them a t-shirt or something else to distinguish them from the other students). Alternatively, with older students they could become ‘mentors’ to the new students and already get in touch with arriving students a few weeks or months before their actual arrival. Either way, by allowing the stayers to have an essential role in the well-being of new students, the stayers could also benefit from the experience of reaching out to others while saying goodbye to their friends.
7. Find ways to create stay in touch
Help your students think of ways to stay in touch. Teenagers have obvious access to numerous social media platforms. You might want to remind them that there is a thin line between living your friendships mostly on social media rather than in real life, and help them find ways to establish a healthy balance. For younger students and with their parents’ permission of course, you could have Skype conversations with the leaver(s) and the stayers in your classroom. I recently had a delightful conversation with a student that left in the middle of the school year and his classmates.
8. Throw a goodbye party
A goodbye party is not just for the ones who are leaving. Give the students who are staying the opportunity to give letters, keepsakes, or little gifts to those departing, but also think of ways for the stayers to receive something similar. The leavers often take the signed t-shirt (or something similar) with them and the stayers often having nothing tangible to hold onto. When one of my daughters’ best friends left, her friend gave her a beautiful frame with pictures of their time together that my daughter still has on her wall.
9. Throw a welcome to the new kids party
The students who are leaving will be in the midst of settling into their new destination. During this time, the stayers can open their doors and lives to the students who arrive. Help you students understand that they can still miss their old friends but should need feel any guilt about forming new friendships. Encourage them to reach out to new people, especially if these stayers are the ones feeling just as lonely at the beginning of the year. Devote some special time and attention to helping students to get to know the new people in their lives. Ensure that you not only keep an eye on those that are new, but also those who feel left behind. Although they might become more apprehensive about saying hello, help them understand that relationship fatigue is part of being a TCK, but remind them that each goodbye did initially start with a hello, and that the moments in between are often very much worth it.
10. Remind yourself, as a teacher, that no learning will take place until your students feel safe and secure in their new surroundings
Even if those surroundings may appear familiar to those who stay, the student who stays may feel like they are entering a whole new universe in which they will have to redefine who they are every single time they say goodbye. Remind yourself, as a human being, transitions affect all of us in our international schools. We must support each other, our students, and their families in order for all of us to thrive through them.
This article was written by International School Community member Valérie Besanceney. Over the past eleven years, Valérie has been a primary school teacher at five different international schools on four different continents. Valérie is also the author of the children’s book B at Home: Emma Moves Again (Summertime Publishing, 2014). It is a fictional memoir about the experiences of a ten-year-old girl and her teddy bear who have to move yet again. During the different stages of another relocation, Emma’s search for home takes root. As the chapters alternate between Emma’s and her bear’s point of view, Emma is emotionally torn whereas B serves as the wiser and more experienced voice of reason. My Moving Booklet (Summertime Publishing, 2015) is workbook that can be used with or without the chapter book and intended to help children to welcome the new challenges and adventures that lie ahead of them, together with their parents and teachers. It is available in English and French. For more information on her books and the topic of Third Culture Kids, please visit her website: www.valeriebesanceney.com.
 Ota, Douglas W. (2014). Safe Passage: How mobility affects people and what international schools should do about it. Great Britain: Summertime Publishing.
 Pollock, David C., Van Reken, Ruth E., and Pollock, Michael V. (2017). Third Culture Kids: Growing Up Among Worlds. Boston: Nicholas Brealey Yarmouth. P. 240.
 Pollock, David C., Van Reken, Ruth E., and Pollock, Michael V. (2017). Third Culture Kids: Growing Up Among Worlds. Boston: Nicholas Brealey Yarmouth. P. 347.
 Ota, Douglas W. (2014). Safe Passage: How mobility affects people and what international schools should do about it. Great Britain: Summertime Publishing. P. 182.
 Ota, Douglas W. (2014). Safe Passage: How mobility affects people and what international schools should do about it. Great Britain: Summertime Publishing. Pp 182-186.
 Pollock, David C., Van Reken, Ruth E., and Pollock, Michael V. (2017). Third Culture Kids: Growing Up Among Worlds. Boston: Nicholas Brealey Yarmouth (chapter 2 and 3).
 Definition of TCK by David C. Pollock in the TCK Profile seminar material, Interaction, Inc., 1989, 1.
Barron, Jane (www.globallygrounded.com). “6 Steps Towards Being a Successful Stayer in an International School”. Found on: https://globallygrounded.com/2017/02/28/6-steps-towards-being-a-successful-stayer-in-an-international-school/. Originally published in Vol. 31 No. 3 February 2017 The International Educator
Ota, Douglas W. (2014). Safe Passage: How mobility affects people and what international schools should do about it. Great Britain: Summertime Publishing.
Pollock, David C., Van Reken, Ruth E., and Pollock, Michael V. (2017). Third Culture Kids: Growing Up Among Worlds. Boston: Nicholas Brealey Yarmouth.
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