At International School Community, we now have over 2150 international school profiles listed on our website!
Traill International School (Bangkok, Thailand)
Olive Tree International Academy (Hangzhou, China)
North London Collegiate School (Singapore) (Singapore)
Leeds International School (Galle, Sri Lanka)
The British College of Brazil (Sao Paolo, Brazil)
American International School in Egypt (Main Campus) (New Cairo City, Egypt) – 30 Members
Copenhagen International School (Copenhagen, Denmark) – 24 Members
Western International School of Shanghai (Shanghai, China) – 23 Members
International School of Kuala Lumpur (Kuala Lumpur, Malaysia) – 22 Members
International School Manila (Manila, Philippines) – 22 Members
British International School Moscow (Moscow, Russia) – 70640 Views
Colegio Granadino Manizales (Manizales, Colombia) – 38970 Views
American International School of Budapest (Budapest, Hungary) – 20524 Views
Bodwell High School (Vancouver, Canada) – 5255 Views
Haileybury Almaty (Almaty, Kazakhstan) – 4288 Views
International School of Kuala Lumpur (Kuala Lumpur, Malaysia) – 4217 Views
Kyoto International School (Kyoto, Japan) – 63 Comments
School of the Nations (Brasilia) (Brasilia, Brazil) – 41 Comments
International School of Kuala Lumpur (Kuala Lumpur, Malaysia) – 135 Comments
Deutsche Schule Kobe – European School ‘s Wall(Kobe, Japan) – 50 Comments
United Lisbon International School (Lisbon, Portugal) – 0 Comments
But check them all our yourself! Get answers to your questions about the international schools you are interested in by clicking on the geographic region of your choice. It’s a great way to learn about different international schools around the world and gather information!
International School Community has the following 2171 international schools listed on our website (last updated on 27 September, 2020)
Central America (45)
Central/Eastern Europe (114)
East Asia (325)
Middle East (293)
North Africa (68)
North America (109)
SE Asia (335)
South America (100)
Sub-Saharan Africa (175)
Western Europe (325)continue reading
My name is Sorcha Coyle and I’ve been teaching in the Gulf (Qatar and Dubai) for the last 8 years. I have always taught local students and I love the unique cultural insight that this has given me. Outside work, I love travelling (not at the moment, of course! #flattenthecurve) and the sunny expat lifestyle! In my time abroad, I have been fortunate enough to save six figures, which I have used to purchase 2 properties (a 4-bedroomed house in my home country and a 3-bed apartment in Spain), start a profitable investment portfolio, complete my Masters, set up a side business, and travel the world. Today I will talk about my “why” and how it pushes me to save more and more each year. Then I will share my “how” with you, so you can boost your savings too!
9 years ago, when I lived in the UK, I was working at a lovely school but because of my long hours and low pay, I was incredibly stressed and overwhelmed. I was spending well over 50% of my salary on rent (in a shared apartment) and after council tax and bills; I was barely breaking even each month. Meanwhile back in my home country of Ireland, we were facing our worst economic crash. In 2008, the construction industry collapsed. Businesses went bankrupt. Property values plummeted. Almost overnight, hundreds of thousands of citizens lost their jobs. Honest hardworking people couldn’t repay their mortgages. Many lost their homes. From that moment on, I swore to myself that I would be financially empowered. I wanted to have peace of mind no matter the state of the economy. Soon I realised that I had to take a drastic step to fulfill this goal, so after much research, I moved to the Gulf region in 2011. As an expat there, I have job security, a great salary, zero rent, and zero tax- what is not to love about it?
It is true that the expat life has so many wonderful aspects- the high salary, the job security, the sun, and the standard of living. However, it has one downside- it is unpredictable. We might plan to teach here forever with its tax-free salary and perks, but life here can change in the blink of an eye. We might lose our job (sadly more common since COVID reared its ugly head), do something silly and get deported, or we may have to go home for family reasons. Whatever the reason, we want to have something to show for all our hard work.
Moreover, many of us are no longer paying into our private teaching pension at home, which means we must have alternative methods to fund a comfortable retirement that will allow us to lead the kind of life we have now. Speaking of pensions, right now we have longer to work before retirement (until 68 instead of 65) to qualify for the state pension. Unfortunately, by the time we get closer to retirement, the state pension age may even have been pushed up to 74 years.
From the day I began teaching abroad, I realised the incredible saving potential that this situation gave me and made a decision there and then to maximise it to its fullest.
Regardless of where we work, us single teachers have a great opportunity to save tonnes and set ourselves up for life, financially.
How much you save all depends on 2 factors:
1) How much you want and plan to save
2) Your desire to do extra to save as much as you can
Let me go into more detail…
1) How much you want and plan to save
Saving does not happen by chance; you must absolutely plan for it. You need to set a financial goal, make a budget, and then work hard to stick to it to achieve it. I highly recommend setting SMART financial goals. This means that your goals are:
From Day 1 in Qatar, I told myself I’d save €100,000 before I turned 30. I don’t even know where I plucked that number from- it just seemed like a nice round number! By having this SMART financial goal, I was focused and knew that I had to save a certain amount each month. It also continuously motivated me as I would have a competition with myself and try to beat my previous month’s savings! I was 25 when I moved to Doha and I managed to smash that goal when I left 4 years later at the grand old age of 29. However, I didn’t reach my savings goal just from sticking to a budget and saving as much of my teaching salary as possible. I knew that if I wanted to accelerate my ability to save, I would have to increase my (streams of) income! Read more below….
2) Your desire to do extra to save as much as you can
In addition to saving as much of my teaching salary as possible, I do a few more things too…
All those actions above have helped me reach my target of saving six figures in 8 years, so these small “sacrifices” are 100% worth it! What can you do this year to boost your savings?
As well as teaching full-time, I am also the founder of Empowering Expat Teachers and my mission is to empower future and current expat teachers to lead personally, professionally, and financially rewarding lives! Follow me on Facebook, IG, and my blog for lots of helpful tips and advice to help you become an empowered expat teacher too! I have recently set up the Financially Empowered Expat IG that focuses exclusively on saving more, earning more, and retiring with more and you can find me @thefinanciallyempoweredexpat on IG!continue reading
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In a previous article we looked at how the Common Ground Collaborative (CGC) set about creating a complete, connected, Learning Ecosystem, using Four Guiding Questions. The first of these, ‘What is Learning?’, the CGC’s ‘Define’ question, has provided an answer far more powerful than we anticipated. Now read on…
What is learning and how do we do it?
When we set out to re-engineer learning, it felt like common sense to start by defining it. We’re all in the learning game, so wouldn’t it be sensible to decide what learning actually is before we start trying to make it happen?
Of course, there are lots of statements about learning out there, some of them presented as ‘definitions’. Eventually, though, as our own definition of learning evolved, we realised that it was ‘different’. Rather than cozy generalizations about, for example, ‘lifelong learners’, ours was a practical definition of the actual learning process, designed to drive the teaching process.
We worked backwards from an understanding of the behaviours of experts, based on the common sense notion that an expert has probably learned well. We determined that experts have a deep understanding of the ideas of their domain and the relationships among them and that they are highly competent in the skills of their domain. We were also committed to the importance of developing expert human beings, with strong, positive values and dispositions.
With this in mind, we felt our definition needed to address the learning of ideas, skills and personal traits. Since we are also committed to simplicity, we turned this raw material into the powerful, memorable CGC Learning Definition, known in all our member schools as ‘the 3 Cs’: Conceptual, Competency and Character Learning.
The reason for separating out these forms of learning was not just to give us a simple, memorable definition. We knew we needed to think differently about building learner capacity in conceptual understanding, competency and character because the pedagogy required to build each of these capacities is different.
From learning process to teaching process
Knowing this, we unpacked each form of learning into a clear methodology that is simple enough for large-scale applicability in multiple school contexts, yet deep enough to genuinely drive learning. For example, we believe that inquiry-based learning is fundamental to building conceptual understanding but we were wary of over-complicating inquiry-based methodology or falling into the trap of presenting one inquiry-based process as dogma. Our own approach is to strip things down to their essence, making them, in the words of Einstein, ‘As simple as possible and no simpler than that’. Hence our take on building conceptual understanding as a process of Connect-Construct-Contribute. For Competency Learning: Deconstruct-Identify-Practice. For Character Learning: Consider-Act-Reflect.
Having built our learning definition we set out to ensure that it drives our learning model. We developed learning standards for each of the 3 Cs, each with their own, simple sentence stems, as follows:
These standards drive all CGC Learning Modules, so that the learning definition shapes the learning goals and the teaching methodology. Within this ecosystem, teachers plan, teach and assess for conceptual, competency and character learning. When students self-assess, they do the same:
Just as we had hoped from the outset, we had found a ‘process’ definition that shapes everything that follows. We realized, of course, that our definition is, like all ‘curriculum’, simply a human construct. We realized that, with any kind of authentic learning, any and all of our 3 C’s may be in play, although one or other may be more dominant, depending on what is being learned. We saw each kind of learning, not as a cycle, returning to its original starting point, but as a spiral, constantly evolving, one step leading to the next, throughout a lifetime of learning.
The DNA of Learning
The idea of three spirals, constantly interacting, evoked a powerful image. The 3 C’s as a living construct, a triple helix, the DNA of learning. It’s a bold claim, to claim to discover a learning DNA, and it’s obviously purely a metaphorical one. But the metaphor works. It works to explain, and to remember, what’s happening when we’re learning, and to remember to plan, teach and assess for what matters. It brings teacher clarity and collective teacher efficacy. It helps in our quest to build our young learners into experts, with deep conceptual understanding of important ideas, high levels of competency in key skills and strong, positive moral character. We think that matters.
In the next in this series, we’ll extend the metaphor. A DNA doesn’t live in a vacuum. It shapes a body. So we’ll be asking questions about the 4th C: Content…a body of knowledge that really matters. We’ll be asking, ‘What’s Worth Learning…and Why?’
This article was submitted by Kevin Bartlett. Kevin led international schools for over 30 years in 4 different locations, while working on a number of fronts to systematize international education. This work included designing accreditation systems including ACE, leading courses for the Principals’ Training Center, initiating and leading the IB Primary Years Programme and co-founding The Next Frontier Inclusion and the Common Ground Collaborative.
I don’t know about you, but I think making friends outside of your school community can be one of your biggest challenges when you live abroad.
If you are an outgoing person, maybe it is a bit easier. However, if you are on an introverted side and also don’t know the local language, then you are up against a steep hill.
Either way, you could say that it is just safer and more comfortable to be friends with your colleagues at your international school. You usually have a lot in common with your colleagues as they also like adventure, share your love for traveling, and have the same vacation calendar as you.
But to get the most out of your international school teaching experience, the elusive goal of many international school teachers is to make some local friends, too.
If you don’t know the local language yet, then you are limited to the locals that are able to speak English (or your home language). Normally, these locals already have other foreigner friends and most likely have traveled internationally or had even lived abroad. These locals are easy to find as friends because you have a lot in common. For example, you probably have many places to go visit and hang out together in the city. If you are lucky, these locals are even available to do some traveling with you during your vacations.
To meet locals who don’t speak English and have a very tight-knit group of friends, let’s say, is a different story. To befriend the locals is typically easier if you have a partner or spouse that is also a local. If that is the case, then you have “a ticket in” to those exclusive groups of friends. Having these kinds of local friends really can give you the “VIP level” on the experience of the city and country that you are living in. These locals know what and where things are happening. International school teachers without these types of friends typically miss out on a number of cultural events and are left without a deep insight into the local lifestyle.
One of the ultimate events in your friendship with a local is to be invited over to their house, even better – for a meal. It can be that you invite a local to your house for dinner multiple times before finally, the stars align and they invite you back to their place. If you are at your international school for only two years, that might not be enough time for this to happen. Building this kind of relationship usually takes longer than that.
What is your experience with making friends in your host city/country? Logon to ISC and share what you know by submitting some comments on your school’s profile page.
When using the keyword search feature (premium membership required), we found 143 comments about friends. Read below a few that are connected to making friends outside of your international school.
“Leysin is a small mountain village and as a result, the community is limited. There is a definite LAS bubble and most of the staff spend time outside of work with each other. It is rare to meet and become friends with people outside of the school community unless you have worked here for many years. It isn’t easy being single here, but the lifestyle is worth it if you love the outdoors and the mountains. It is a quiet village and a great place to live if you don’t like the city.” – Leysin American School (113 total comments)
“I find my Albanian friends quite generous: they always fight to pay the bill in a coffee shop but also for lunch. It is a local tradition though, and keep in mind that, if you want to keep your friends close to you, next time will be your turn. It is important to understand quickly these cultural habits as it will allow you to make good friends. One thing that it is generally badly perceived is to be stingy in friendship.” – Albanian College Durres (111 total comments)
“The locals are very friendly and accommodating. We recently went on a one-day trip with a local tour company. As the only foreigners, we didn’t have much company at the beginning but we found out the locals on the trip actually spoke a very good level of English. By the end of the day, we made friends with many of them!” – Khartoum International Community School (153 total comments)
“Lots of people learning English in Saigon and they will all want to practice with you. Learning some Vietnamese helps with bonding and making local friends but generally, a lot of people speak or are learning to speak English.” – Renaissance International School Saigon (52 total comments)continue reading