Highlighted article: Which international school job fairs do you recommend and the job fair circus!

In these two blog entries by Greg Clinton, he discusses the topic of the international school job fairs.  He is currently working in the international school community at American Embassy School, New Delhi.

Parts of the two entries we’d like to highlight:

Job Fairs: Which One Do You Recommend?

“The international school community is known for relatively high change-over rates in faculty, compared to schools that are rooted in a particular community “back home”.

The most traditional way to get a job overseas is The Job Fair.  ”Are you going to the job fairs?” is a question we will all hear and ask more often as the end of the calendar year approaches.  But job fairs are expensive to attend and some candidates have to travel thousands of miles, without the guarantee that it will net them a new job.  More and more interviews are being conducted over Skype and more connections are being made through online services such as TIE Online’s resume service and databases like the NAIS candidate pools.

Question for administrators:  Is it necessary to meet a candidate face-to-face, or can hiring be done effectively over Skype?  Also, which job fairs do you prefer, and why?”

As we write this blog entry, some of the staff at International School Community have friends that have already informed us that they have received and accepted offers to work at their next international school.  No job fairs were involved, just Skype and over the phone.  Also, in a few of the situations, the power of the people you know in the international school community has helped.  You work with a director at one international school in Europe and then that director moves to a school in South America.  Four years down the road, you find yourself being offered a job at the director’s new school.

It is important to remember not to burn any bridges as you never know what the future may hold in terms of which school you find yourself working at next in your life.  Many international school teachers are indeed getting hired more and more over Skype.  It just might be the way of the future of getting hired at international schools.  Sometimes though it is a bit of fun to go to an international school job fair anyways as you never know what you might find there and who you might interview with at those things.  I remember seeing somebody in the elevator at a Search fair and then nine months later seeing them at the same IB conference.  We remembered each other just in that brief moment in the elevator!

The job fair that most teachers prefer is the one that cost the least money probably.  They all seem to be doing relatively the same format anyways.  One key factor though is knowing which international schools go to which job fairs.  No good going to one fair when the schools you are most looking at are not going to that fair that year.

International Job Circus

“Hiring fairs are where most teachers looking for international teaching jobs line up new positions.  Some schools and administrators have been looking elsewhere for their hiring needs, including websites and online databases of candidate information.  The International Educator, a “newspaper”/resume bank, is one such stalwart company offering an alternative to job fairs.  There are some other upstart websites that charge schools an exorbitant fee to see candidate info, but they won’t last long.  Really, it’s all about being face to face.

There are three main institutions that provide the most complete job search settings: Search Associates, International Schools Services, and the University of Northern Iowa.  They have their strengths and weaknesses, but they offer a comparable experience.

I attended the Search Associates fair in Bangkok not long ago.  It took place in a swank hotel that I couldn’t afford, but I enjoyed wearing my new suit, drinking coffee in the lobby and pretending.  There are two things I love about the fair experience, and two things I think are not so great.

Things I love:

Everybody’s there.  It’s like a gigantic, international school orgy.  The schmooze is thick, and the glad-handing is non-stop, but come on!  It’s exciting, you get to meet new people (I personally know two couples who have met at job fairs and gotten married the next year – perhaps Search and ISS should start a teacher match-making service?  Something to consider!) and you get to play the hunter or the hunted.  Right now, if you’re a decent candidate without a criminal record and no facial tattoos, you are probably one of the hunted.  But there are lean years and fat years for teachers.  Anyway, there you are, in the ballroom, surrounded by potential bosses all trying to be as nice and smart as possible.  You might run into old friends, or you might impress a superintendent and make a contact for later.  It’s an extrovert’s dream.

Note passing.  Not only are we auditioning for roles as school teachers, but we get to re-live our school days by passing secret love letters in the little bins.  What joy when you receive a note saying “I’d LOVE to sit down and chat with you…  I’m in room 275.”  What heartache when your bin is empty!  It’s all so deliciously human.  Composing your own notes is equally fun and tense.  What tone do I use?  Do I want to come across as playful?  Professional?  Smart?  Serious?  Do I just let my feelings flow: I’m in love with your school and want to spend the rest of my life with it?  Your school completes me?  You had me at “2 bedroom apartment”?  Or do I hold back, play hard to get?

Things I don’t love:

Being in a stranger’s bedroom.  I don’t see a logistical way around this problem, but it’s one of the creepiest parts of the hiring process.  Have you ever walked into an interview only to be faced with a pile of dirty clothes or someone’s underwear sticking out of a suitcase, or just a rumpled, used bed?  It’s distracting, unsettling.  Who was in that bed last night?  I don’t really want to be thinking about it, thank you very much.  I suppose the lesson is: administrators beware: your hotel room is a direct reflection of you.  In other words, arrange your most important interviews over coffee at the restaurant or something.

The cost.  This is why more and more candidates are turning to the Interwebs.  Search Associates charges something like $600 just to register as a candidate. [Correction: $200 for fair registration, includes one hiring fair.  Thanks, Jim.]  You’ll have to fly yourself there and back, and the hotels are usually up-scale.  A teacher could easily spend a month’s salary or more to attend a fair, and have no guarantee of landing a new position.  Schools spend tons to jet their administrators around, and then they pay sizable finders fees to the agencies.  Again, I’m not sure I see an easy solution.”

It is a bit weird to be going into a stranger’s bedroom at a hotel.  A person can’t get that comfortable in a hotel room I guess.  One question: have international schools been using their bedrooms for interviews since the inception of the international school job fair?  Seems like there might be a better option.  What other industries hold job fairs at hotels?

Indeed there are many things to love and hate about the fairs.  Thanks to the Wandering Academic for your excellent insight into the international school job fairs!

International schools that were founded in 1991 (Hong Kong, Osaka and Lesotho)

Random year for international schools around the world: 1991

Utilizing the database of the 963 international schools currently listed on International School Community, we found 17 international schools that were founded in 1991 (excepts about their founding are taken from the schools’ websites):

Canadian International School (Hong Kong) (Hong Kong, China)

“In 1991, the Canadian International School of Hong Kong first opened its doors to students in small rented facilities in Causeway Bay. Founded upon the recommendation of the Hong Kong Government, who wished to expand the number of international schools offering a North American curriculum, the school was established as a non-profit, charitable organisation and was initially home to only 81 students.”

Osaka International School  (Osaka, Japan)

“The uniqueness of our Two School model sets us apart from every other school in Japan and indeed the world. The faculty and staff who jointly founded OIS and SIS understood this and established an ethos to match it. This continues today with professional educators, administrators and staff who understand why we are here and what it is that give our schools a particularly important role in the world of international education.”

American International School of Lesotho (Maseru, Lesotho)

“The American International School of Lesotho (AISL) is a nonprofit, independent coeducational day school which offers an American educational program to students from preschool (age 3) through grade 9. The School, founded in 1991, serves the needs of the American community and other students seeking an English-language, American-style education. The school year is divided into 3 trimesters extending from late August to November, December to March and March to mid-June.”

Clavis International School (Mapou, Mauritius)

Wesgreen International Private School (Sharjah, United Arab Emirates)

“Wesgreen International School was founded in 1991, and in the years since it has grown to become one of the most successful schools in the area. Now we offer a first class education, based on the British Curriculum, for all ages from Nursery to Grade 13.”

Emirates International School (Al Ain, United Arab Emirates)

“EIS-Jumeirah was established in Dubai of the United Arab Emirates in 1991 as a community service of the Al Habtoor Group (www.habtoor.com) and was the first school in Dubai authorised to offer the International Baccalaureate Diploma Programme.”

International Community School Bangkok (Bangkok, Thailand)

“In 1981, expatriate families began a cooperative to educate their children from a biblical worldview. The cooperative continued for 12 years, providing first grade to sixth grade education. In 1990 many of these expatriate families and The Network of International Christian Schools met to discuss the feasibility of establishing a Christian school to provide kindergarten through twelfth grade education to the English speaking international community in Bangkok. In 1993 a suitable site was leased and the name International Community School (ICS) was chosen. The school was located on Soi Prong Jai in the Sathon area of Bangkok and welcomed 120 students when it opened in August 1993. The school’s ownership was given to, and remains with the International Community School Educational Foundation, a not-for profit foundation registered in Thailand.”

St. John’s International School (Thailand) (Bangkok, Thailand)

“For over 20 years we have been providing high quality International Education to both Thai and non-Thai students in Bangkok. The focus of this education has always been about learning and growth, academically and socially and as individuals. We are able to achieve this through providing a safe, secure and nurturing environment, alongside qualified, experienced and dedicated teachers and support staff.”

American International School of Kuwait (Hawalii, Kuwait)

“The school opened in 1991 after Kuwait was liberated from occupying Iraqi forces. Dr. Kamil Al Rayes, the founder,sought to create a school of high caliber with a disciplined, yet relaxed atmosphere that would provide opportunities for local and ex-patriot children to gain access to the world’s best universities. During the first year twenty-five teachers and 300 students dealt with shortages of textbooks and classroom supplies, an inadequate library and a skeleton curriculum. The school developed rapidly. In October of 1994 it became fully accredited and in the ensuing years dedicated professionals worked hard to develop what has become an excellent university preparatory school with 1600 students.”

American School Foundation of Chiapas (Tuxtla Gutiérrez, Mexico)

King Faisal School (Riyadh) (Riyadh, Saudi Arabia)

“The King Faisal School emerged after all procedures for launching the Boys’ Elementary Section were completed in 1991. It is a non-profit institution and one of the most important academic projects sponsored and developed by the King Faisal Foundation.  The School lies on a beautiful, aesthetically – designed campus in the Diplomatic Quarter. On its fascinating gardens, fourteen building have been erected, and a variety of athletic playfields. All these facilities and buildings have been put together in full harmony that is consistent with the prestige of the Diplomatic Quarter.”

Skagerak International School (Sandefjord, Norway)

“Skagerak Gymnas was founded in 1991 by a group of enthusiastic individuals and companies from Sandefjord led by Elisabeth Norr. They believed there was a need to offer a non-selective alternative to the Norwegian state education system. The school established itself quickly in the revamped shipbuilding premises on Framnesveien 7 at Framnes. The founders were committed to making the school a centre of educational excellence. When the school introduced the IB Diploma Programme (DP) it phased out the second and third years of the Norwegian national curriculum and changed its name to Skagerak International School. By October 1992 it was an authorised IB World School offering the DP.”

Providence English Private School (Dubai, United Arab Emirates)

Greater Grace International School (Hungary, Budapest)

“Greater Grace International School is a private English-language preperatory – 12th grade school located in Budapest´s beautiful 12th district. Since 1991 GGIS has provided expatriate and Hungarian families with a college preparatory education; equipping the student academically, spiritually and physically; teaching and demonstrating in the context of a Christian biblical world view.”

Overseas Family School Singapore (Singapore, Singapore)

Singapore International School (Hong Kong) (Hong Kong, China)

“Singapore International School was first established in September 1991 in Kennedy Town with an enrolment of 200 pupils. In 1995, SIS moved to its current premises in Aberdeen. The new purpose-built school was built on land granted by the Hong Kong government, and the cost of the building was borne by the Singapore Government. Presently, the school has an enrolment of approximately 1200 pupils of more than 20 nationalities with Singaporeans and Hong Kong citizens forming the majority.”

Tirana International School (Tirana, Albania)

“In May of 1991 Mr. Gilson traveled to Albania to have a look at a country just emerging from over 45 years of dictatorial rule. During his time there, he met some key people in the Tirana community and made a decision to begin Tirana Int’l School. This expansion has resulted today in an organization offering excellence in education in 25 different countries.”

Highlighted article: The benefits of international schooling

The benefits of international schooling: First-person account of the life and prospects of international pupils.

The graduation gown of the school was a uniform blue, but when the students lined up for the final photos they could not look more different from one another.

The picture my father took of me and my friends included an American born in Egypt, a Chinese girl, and a Dutch girl – and there was my friend Annelie, who is half-Swedish and half-Sri Lankan.

My school was the Overseas School in Colombo, Sri Lanka, an International School attended by what educators call “Third Culture Kids” – young people who grow up in two or more different cultures and try to live with their own, “third,” mix of this experience.

Around 17,000 German students attended German Schools overseas in 2006, part of a growing group of such children, Melanie Schulz from the German Foreign Office told Deutsche Presse-Agentur dpa.

The daughter of a German father working in international development, I first went to Sri Lanka when I was barely 17.

Two years later and back in Germany, my world appears very different to me and to that of other teenagers in my home town Dortmund in western Germany.

“It is strange to see people in suburban terraces, who finish school, do local apprenticeships, marry their kindergarten sweetheart, have two children, and just seem to stay in a little world for the rest of their lives,” says Jenni Griewel, 21. Also from Germany, she finished one year abroad in Ireland in 2006.

Ruth Van Reken, from Indianapolis, a former nurse, who now works with children of diplomats, members of the army and missionary workers, confirms the overwhelming experience of children who grew up in different worlds.

“Life is learned in living out a full three-dimensional view rather than through history and geography books alone,” she tells dpa.

I still remember the day when my father received a phone call in our Colombo flat and later told my younger sister and me that the LTTE had moved their attacks from the north of the country and bombed the airport in Colombo just 30 kilometres away from our flat.

Even though we were normally not exposed to Sri Lanka’s civil conflict, I was frightened. When I mailed my German friends in Dortmund about this, nobody knew about it.

Nobody even knew what the LTTE – Tamil rebels fighting for a separate state in Northern Sri Lanka – was.

It is not just that your school pals can come from more than three continents. As a Third Culture Kid, you feel in the middle of things that appear very far away for other children.

For Reken, who spent her childhood in Nigeria and later co-authored the book Third Culture Kids: Growing Up Between Worlds, everything she does today is connected to her multicultural childhood.

“The applications of lessons learned from and in my life shape my entire way of thinking and viewing things,” she says, adding she is now far more sensitive to seeing “hidden diversities” that other people may miss.

As a result, Third Culture Kids can adapt better to the modern globalized world, she points out: “They use what they have learned from life including for many language acquisition, larger world view, comfortableness in moving and living between cultural worlds etc. Perhaps above all is often they can think outside the box.”

However, the impact of the cultural transitions Third Culture Kids are forced to make is not necessarily only positive. Some children don’t learn to grieve and cope with the separations they experience, Reken says.

As a result, they can develop depression, emotional difficulties and career problems in later life.

In German overseas schools it is part of the school’s task to prepare the children for reintegration into their home country, according to Schulz of the German Foreign Office.

Sometimes, however, even the term “home” is not clear when it comes to Third Culture Children.

“I never realized until I was 39 that when I left Nigeria as a child of 13, my entire world died except for my immediate family.

“All my friends, my trees I loved to climb, the sights and sounds of the market that were all part of ‘home’ to me, were gone forever. But I had no language or understanding of it when it happened,” she tells dpa.

Other children, who lived in many countries, don’t know at all what “home” is, she has learned from her work with Third Culture Kids. Basic identity questions remain for them, as well as a fundamental feeling of “belonging everywhere and nowhere.”

I do know where home is, but I now feel an unspoken connection especially with those friends in Germany who have also been far away from home.

Jenni did not want to move back in with her parents when she came back to Germany. “It wasn’t because it was not great there but I just felt it was time to be independent.”

Everytime I see my graduation photos, I am proud to have friends all over the world.

Having lived the experience – and the trauma – that the world is a bigger place, many Third Culture Kids seem to embrace the difference, complexity, and multiculturalism also in their later career choices.

Jenni is now studying to be a social worker. I have applied to study political science in Austria. My Chinese friend is studying environmental studies in Canada.

And Annelie, after living in Sweden, Sri Lanka, the Kashmiri mountains and Spain, plans to study sociology and work on human rights with the United Nations.

Reprinted from the expatic.com website here.

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