Lesson #1 at International School Hiring Fairs: Why Bad Interviews Are Actually a Good Thing
No matter how glossy a school’s reputation may be, the people sitting across from you in a hotel room asking questions in that school’s name are a far stronger indicator of what it would actually feel like to work there. During my own recruitment journey, I spoke with English department heads whose questions—and my answers—made it immediately clear to both of us whether we would, or would not, make a happy marriage. Unsurprisingly, there was a strong correlation between that sense of “fit” and whether or not a position was ultimately offered.
Some schools enthusiastically branded themselves as 21st-century institutions, loudly beating the drum of their laptop programs. Walking into those interviews, I half-expected flower petals to descend from the ceiling. Yet on more than one occasion, the sentiments expressed belonged to people who had clearly never experienced the literacy magic that can happen after a few months of sustained blogging, writing, and online dialogue. No rose petals there—only the mental image of soggy cabbage leaves falling, probably in both our imaginations. A two-year marriage? We think not. And honestly, thank goodness for the bad interview, and for the polite “We’re sorry we cannot offer you a position at this time.” No apology necessary—good luck.
There is something strangely wonderful about learning to feel good about bad interviews. At international school recruitment fairs, it’s easy to get swept up in the hype. You watch teacher after teacher walk away with job offers while you, perhaps, walk away with none. Many of us have been there. The worst moments often happen in the elevators—surrounded by animated conversations about new contracts and offers to be signed the next morning.
As we’ve said before on International School Community, recruitment is often about luck and timing. But there’s another important truth worth adding: when a school and a candidate are truly right for each other, it is usually glaringly obvious. And when they’re not, that’s often just as clear. It’s remarkably similar to finding a life partner—you both need to be in the right place, at the right time, and there needs to be genuine chemistry for things to work.
Most of us have left interviews thinking, “I’d really like to work at this school,” while knowing—deep down—that the feeling wasn’t mutual. And sometimes, even deeper down, knowing that you didn’t feel it either. Recruitment fairs like UNI Overseas Placement, Search Associates, ISS, and CIS can create a powerful desire for affirmation. You want to feel like a “good catch.” You want offers—preferably from everyone.
Some teachers are advised to accept every interview opportunity offered to them. But if you do that, you may find yourself sitting in hotel rooms with administrators who simply are not speaking the same professional language as you. They talk enthusiastically about their school, while you’re thinking: This isn’t the person I want to work with. This isn’t the school I want to commit to. And this isn’t the country I want to live in.
At the end of one particularly bad interview, a school asked, “So, what do you think?” The candidate replied honestly, “I’m sorry, I just don’t think we’re a good fit to work together.” The administrators looked genuinely shocked. Sometimes, being clear and respectful is necessary—not just for you, but because some schools may not even realise they’ve just experienced a bad interview themselves.
Signs that a bad interview may be taking place at an international school recruitment fair
You might be in a bad interview if:
• The administrator turns to a colleague and asks, “So… who was this person again?”
• The conversation focuses almost exclusively on the benefits package and lifestyle, with little discussion of teaching and learning.
• One interviewer is distracted—sorting paperwork on the bed—while another attempts to interview you.
• The interviewers openly debate your suitability in front of you (for example: “We usually only hire people from the UK,” or “We’re actually looking to fill this role locally”).
• You are asked more questions about visas and legal loopholes than about your teaching practice.
• The tone feels condescending, with interviewers positioning themselves as far superior while overstating their school’s status.
• The person interviewing you doesn’t actually work at the school and can only talk about how wonderful the parent company is.
• Bad interviews aren’t failures—they’re information. They clarify what you don’t want, save you from unhappy contracts, and remind you that this process is as much about schools choosing teachers as teachers choosing schools.
