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

Blogs of international school teachers: “A Leaf Around the World”

Are you inspired to start up a blog about your adventures living abroad?

Our 26th blog that we would like to highlight is called “A Leaf Around The World”  Check out the wealth of information in the blog entries of this international school educator who currently works at Yokohama International School in Japan.

Screen Shot 2012-12-05 at 9.31.08 PM

A few entries that we would like to highlight:

How to be an explorer – Day 1

“I have been reading this book called ‘How to Be an Explorer of the World’. It’s basically a guidebook/ reminder of my creative thinking, whenever I feel like, I turn the pages and roll in. Last night, I came across the exploration #4 which is a very simple practice. During your walk to your work/school,etc. you pick up 30 things. A collection of 30 random things… I decided that I will pick one object everyday and will record my findings and thoughts here. It will take a month and in the end I will try to create an artwork with my findings. It is a challenge for me to break away from my daily routine of speed walking to the train station while I am nibbling over  my so called breakfast consisting a piece of  toasted bread with cheese, paying attention to nothing but the road that leads me to my destination. A nice challenge though, one that will make me look at things rather than seeing them passing by…”

What a great idea!  I think every one should have a go at this if they are living in a foreign country.  Sometimes we can walk down a street many times in a foreign city and not notice certain things, even things such as a store.  If we can remember to take a look around ourselves while living abroad, it could only help us to better understand our current situation and aide you in making new connections with regards to your life living in your host country.

Recycling in Japan

“If you are living in Japan, you make a big commitment to recycle. The moment that you register with your neighbourhood ward, you are given an A4 paper of how to separate your rubbish. There are certain days for certain garbage and you need to tie them up as shown in the picture and moreover you need to wash your plastic garbage before you put it out in front of your door…”

I love the topic of recycling in other countries. Each one does it slightly different.  Sometimes it takes awhile to get into the swing of things when trying to recycle things from your home after you have just moved to a new country.  If you are living in Shanghai, there isn’t really a city recycling programme.  But that doesn’t mean people in Shanghai don’t recycle.  There are always people with big bags going to and looking inside of garbage cans in Shanghai.  They are the recyclers.  Actually, they look at their recycling other people’s garbage as their job, according to an article I read on the That’s Shanghai website.

My Morning Walk in Yutenji

“Every morning, I walk to the train station in Yutenji. On my way to the station I meet the same people everyday, the little old lady neighbour who sweeps her front door, the young woman on her fancy bike with a trendy green backpack, the father and daughter walking down to Nakameguro, the big old neighbourhood watchman sitting on a bench in Yutenji park which is the smallest park ever with its own rules and regulations written on a sign in both Japanese and English. The most interesting thing every morning for me, is the board that hangs on the wall of a very old house with weekly messages from a wise neighbour. Everyday when I walk down that road, I stop, read the message and think about it on my way to the station…”

Your journey to work is an important one. Going to work in a car is a bit different than going to work by bike or walking.  You can see and interact with more people when walking to work.  You can get some exercise biking to work.  It is important to research how teachers get to work at international schools you are intersted in working at; will it be a good match with the preferred way you like to get to work?

If you are also interested in starting your career in the international school community, feel free to check out the 1300+ international schools that are listed on International School Community here. Also, don’t forget to check out our latest submitted comments and information about these schools.  We have over 6000+ submitted comments and information as of this blog entry!

Want to work for  an international school in the Japan like this blogger?  Currently, we have 37 international schools listed in the Japan on International School Community. Here are a few that have had comments and information submitted on their profiles:

• American School in Japan (19 Comments)
• Seisen International School (22 Comments)
• St. Mary’s International School (14 Comments)
• Kyoto International School (9 Comments)
• Horizon Japan International School (9 Comments)
• Canadian Academy (Kobe) (10 Comments)
• Hiroshima International School (17 Comments)
• Gunma Kokusai Academy (8 Comments)

If you are an international school teacher and would like your blog highlighted on International School Community contact us here.

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