Using the School Profile Search feature on International School Community: Search Result #8

Only on International School Community will you be able to search for the perfect international school for you.  The possibility to search (using our unique search engine) for international schools based on the type of school that best fits your criteria.  There are many different kinds of schools: ones that are small in student numbers to ones that have more than 1200 students, ones that are for-profit to ones that are non-profit, ones that are in very large cities to ones that are in towns of only 1000 people, etc.  Each international school teacher has their own type of a school that best fits their needs as a teacher and a professional.  You personal life is also very important when you are trying to find the right match.  Most of us know what it is like to be working at a school that doesn’t fit your needs, so it’s best to find one that does!

Utilizing the School Profile Search feature on International School Community, you can search our 1324 schools (updated 12 December 2012) for the perfect school using up to 8 different criteria.  The 8 criteria are: Region of the world, Curriculum, School Nature, Number of Students, Country, Year Founded, Kinds of Students and Size of City.  You can do a school profile search in three different locations on our website: the homepage, the Schools List page and on the side of every school profile page.  Past search results: Search Result #1 posted in December 2011, Search Result #2 posted in January 2012, Search Result #3 posted in March 2012, Search Result #4 posted on April 2012, Search Result #5 posted in May 2012 , Search Result #6 posted in July 2012 and Search Result #7 posted in September 2012.

Search Result #8

Criteria chosen:

  1. Region of the world (Middle East)
  2. Curriculum (UK)
  3. School Nature (All)
  4. No. of students (Extra large more than 1200)
  5. Country (All)
  6. Year founded (0-15)
  7. Kinds of students (Mostly Int’l)
  8. Size of city (All)

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Screen Shot 2012-12-12 at 10.21.13 PM

Schools Found: 6

Qatar – Cambridge School Doha and Al Khor International School

Saudi Arabia – New Middle East International School – Riyadh

United Arab Emirates – Deira International School (9 Comments)
Sample comment – “545 USD for a settling-in allowance. Flight allowance is 1800 USD and teachers may choose to receive cash equivalent.”

Emirates I.S. Meadows and Repton School

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Why not start your own searches now and then start finding information about the schools that best fit your needs?  Additionally, all premium members are able to access the 6434 comments and information (updated 12 December 2012) that have been submitted on the hundreds of international school profiles on our website.

Join International School Community today and you will automatically get the ability to make unlimited searches to find the international schools that fit your criteria.

Comments and information about hiring policies on International School Community #7: Int’l School of KL, Escola Internacional de Alphaville & Guangdong Country Garden School

Comments and information about hiring policies on International School Community:

indexEvery week members are leaving information and comments about the hiring policies at international schools around the world.  Which ones go to the Search Associates Recruitment Fairs?  Which ones hold interviews over Skype?  Which ones have hiring restrictions imposed on them by the host country?  All important questions to think about when job searching, but where to find the answers to those questions?

Sometimes it is hard to keep track of which international schools go to which recruitment fairs and which interview style and tactic each international school employs.  At International School Community, we want to make the search for information about hiring policies easier for international school teachers. In the school section of each international school profile page on our website, there is a section specific to the school’s hiring policies.  The topic is: “Describe their hiring policies. Which recruiting fairs do they go to? How do they typically hire (e.g. face-to-face interview, Skype, etc.)? Are there any hiring restrictions mandated by the country?”

Here are 3 out of the numerous comments and information related to the hiring policies of international schools that have been posted on our website:

International School of Kuala Lumpur (65 Total Comments)

Screen Shot 2012-12-10 at 11.07.05 PMComment about their hiring policies: “You cannot be hired into Malaysia over the age of 60, though once hired, you can continue to work. The school attends a range of fairs, but also conducts Skype interviews. They are thorough in recruitment practices.”

Escola Internacional de Alphaville (13 Total Comments)

Screen Shot 2012-12-10 at 11.08.25 PMComment about their hiring policies: “Online Skype interviews are held with interested candidates. Selected candidates will start tenure with the school from January 15th. You need to be a native speaker of English with a teaching background with a minimum of one year’s experience to be eligible for a Brazilian work visa.”

Guangdong Country Garden School (17 Total Comments)

Screen Shot 2012-12-10 at 11.10.19 PMComment about their hiring policies: “Candidates need to send a cover letter expressing why they are interested in the position they are applying for. You should apply to this email address: bgyheather@126.com. They look for native speakers of English and must at least have a BA degree in the related field. Interviews are by phone or in person.”

Check out the more than 515 comments and information that have been submitted about the hiring policies on numerous international school profiles at www.internationalschoolcommunity.com.

Author Bio for Eithne Galleghar and Bibliography

Some Endorsements for Oxford International Early Years: The Glitterlings.

Ofelia García

“The polyglot Glitterlings may come from two stars left of the moon, but on earth, where young multilingual children are being educated, this English language program gets five stars. Gallagher takes these very young multilingual learners of English on a journey of expansion in which English exists in connection with their own home language and the languages of others in the classrooms. Through the power of the polyglot Glitterlings, Gallagher challenges the children not only to enter the English language universe, but also to listen to others, to become polyglots, and to feel proud and secure in their multilingual ability and recognize it in others. Based on the latest research on language learning, the interlingual approach of the Glitterlings’ books helps young children appropriate the new linguistic features of English in relationship with those they already possess, building a strong foundation for their own language and literacy development, as well as supporting the multilingual planet in which we live.”

Ofelia García

Professor in the Ph.D. programs of Urban Education and of Hispanic and Luso-Brazilian Literatures and Languages at the Graduate Center of the City University of New York.

Fred Genesee

“FINALLY! A series that celebrates and promotes children’s multilingual/multicultural backgrounds as a foundation for promoting the acquisition of English. There is growing research evidence of rich and dynamic inter-relationships between multilinguals’ language and cultural competencies. But, for too long, books for children have ignored these critical links. This beautifully-illustrated series fills this gap and provides lots of helpful suggestions for turning classrooms into multilingual/multicultural ones. This series will move classrooms in exciting new directions as teachers and students make connections between the languages and cultures they already know and English.”

Fred Genesee

Professor Emeritus Psychology Department McGill University

Bibliography

Asher, J. (1982) Learning another Language through actions: The complete teachers’ guidebook. Los Gatos CA: Sky Oaks

Baker, C. (2004) A Parents’ and Teachers’ Guide to Bilingualism. Clevedon: Multilingual Matters.

Cummins, J. (2008) Foreword to Equal Rights to the Curriculum: Many Languages One Message. By Gallagher, E. Clevedon: Multilingual Matters.

Cummins, J., & Early, M. (2011) Identity Texts. Chester: Trentham Books

Cummins, J., & Early, M. (2015) Big Ideas for Expanding Minds. Canada: Pearson.

Fleer, M. (2002) Socio-cultural assessment in early years education: myth or reality? International Journal of Early Years Education, 10(2), pp. 105-120.

Gallagher, E. (2008) Equal Rights to the Curriculum: Many Languages One Message. Clevedon: Multilingual Matters.

Garcia, O. (2009) Bilingual Education in the 21st century: A global perspective. Oxford: Wiley-Blackwell

Hamayan, E. (2010) Separado o together? Reflecting on the Separation of Languages of Instruction. Soleado, Winter 2010, pp. 1-9.

Hamayan, E. (2012) What is the role of culture in language learning? Pp. 47-49. In Hamayan E., & Freeman Field, R. (eds.) English Language Learners at School: A Guide for Administrators. Philadelphia, PA: Caslonters.

Krashen, S. (2004) The Power of Reading (2nd ed.). Englewood, CO: Libraries Unlimited Inc.

Lee, D. M., & Allen, R. V. (1963) Learning to read through experience (2nd ed.). New York: Meredith.

Saville-Troike, M. (1984) What really matters in second language learning for academic achievement? TESOL Quarterly, 18, pp. 199-219

Skelton, M. (2002) Defining ‘international’ in an international curriculum. In M. Hayden, J. Thompson and G. Walker (eds) International education in practice. London: Kagan Page.

Extracts from Oxford International Early Years, The Glitterlings Teacher Resources, Eithne Gallagher and Miranda Walker Oxford University Press, 2015

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