What reasons do parents think about when selecting a school for their children when they move abroad? Are there similar reasons why teachers choose to work at a school abroad as well? There are many different kinds of international schools and they are all in different situations. How important is finding out about how well the school is linked to other international schools? It could be beneficial to ask these types of questions at your interview before you make any big decisions to move or choose a school to work at. So, how do you choose the right international school for your children to attend or for you to work at? This blog series will discuss the Tips for Selecting an International School.

Not all international schools are well-linked to other international schools. Some international schools tend to operate independently. The teachers at those schools typically have little to no contact with teachers at other international schools. Sometimes, even in a huge city like Shanghai, where there are quite a few international schools, there are smaller schools that just seem to be doing things by themselves and on their own with minimal contact with other schools in the area. The teachers there can become quite content to be on their own and find themselves forgetting that they could be doing more collaboration with other international schools in their city.
These ‘less-connected’ schools could very well be for-profit schools. Some for-profit international schools have strict or no allowances for teachers to network or attend conferences and workshops for international schools in their area. Because the school doesn’t encourage this type of connection to the wider international school community, the teachers there ‘lose touch’ a bit with how other schools are doing things or tackling similar problems. It is easy to just get used to being isolated and to doing things on your own, forgetting how much collaborating with nearby international schools could be beneficial and important for your career.
Not all international school teachers would choose to work in less-connected schools. Many of us would not like to teach in isolation at an international school that is not well-linked to the wider international school community. We all know that networking and meeting more people in our international school community helps us learn more about what is going on at other schools, the current trends and best practices for working with third-culture kids.Â

Many international schools are quite well-connected and linked indeed. These international schools usually do many things to make sure their school is well known in the local and wider international school community. They might be providing generous PD funds to their teachers so that they can attend and go to many events that can, in turn, help their staff and the school as a whole become more linked to other international schools. Some schools will send their teachers to check out a specific programme in person at another international school. Some of the best learning about teaching and running new programmes (or changing old ones) at your school can be had when you can get the opportunity to see how it looks in person at another international school that is already doing those things and having great success at them. Does your international school promote this type of PD for their staff?
International schools in the same city can either ignore each other as separate entities or they can create ongoing PD moments between themselves and facilitate collaboration and sharing of skills and knowledge. It takes the effort of the administration, most likely, to get the ball rolling (and keep it rolling) so that international school teachers at each school get opportunities to meet, network, and work together on common goals. Do you have a good working relationship with the other international schools in your city?
Another way international schools can become well-linked is through the various sports leagues/organisations. When schools participate and compete with other international schools in their region of the world, their teachers and students become better connected with each other.
International schools can also become linked and connected via the various accreditation organisations that schools opt to become members of. For example, an international school that is a member of the ECIS organisation provides certain privileges and opportunities for its teachers. Working at an international school that is not accredited can limit their opportunities to become linked to each other.
If you are an International School Community member currently working abroad, please log on today and submit your comments and information about your school and how it is linked (or perhaps not so well linked) to other international schools.
If you are not a member yet, make sure to join www.internationalschoolcommunity.com and become a part of our over 32000 members. Many of our current members have listed that they work at over 1200 international schools around the world. Feel free to send these members a message with your questions about an international school’s accreditation status and get firsthand information about how the accreditation process is going for them.












How Much Curriculum Development Work are You Expected to Do? (Part 2)
When you work in a public school district in your home country, it is typically unlikely that you will also have to spend time specifically working on curriculum development. Unless I suppose you are getting paid extra to do so. Usually, curriculum development is handled at the district office.
But at international schools, it is very commonplace to also have this task added to a teacher’s annual workload. Especially at small international schools with fewer teachers, the odds are quite high that you will spend a number of hours doing curriculum development.
Who can remember how this work was done 20 years ago? But, of course, now it is all done online. A popular choice amongst international schools is now Toddle (in the past it was Rubicon Atlas). Though this service has a lot of good features and is “easy to use”, it is not always so popular and user-friendly for teachers.
Many international schools require teachers to plan their lessons every day and then also update their units on whatever the school uses for their written curriculum. It can be a lot of work! Each international school needs to think about what is the right balance for the teachers and who is responsible exactly for the updating of their writing curriculum.
Luckily, International School Community has a comment topic on our school profile pages related to this topic of curriculum development, so you can stay as informed as possible. It is called: “How much curriculum development work are you expected to do? (Atlas Rubicon, Toddle etc.)“
Our veteran international school teachers have submitted a total of 400 comments (September 2023) on this comment topic.  Here are a few that have been submitted:
“All units are expected to be completed on Toddle. We worked with Kim Brandon quite a bit this year on how to build units using UBD. When we first contracted with Toddle, they were completely unequipped to deal with UbD. Since then, our new Director of Learning has been working with them to curate a system specifically for our school. As of now, this new AISL UbD platform is still under construction, so units are patchy, and standards aren’t always linked…” – American International School of Lagos (Lagos, Nigeria) – 52 Comments
“Subject Leads work closely with the Head of Primary to map out the curriculum. This leaves time for teachers to just deliver it engagingly! The first week of each term has become an Immersion Week, in which the theme is introduced and all learning is cross-curricular and hands-on. This Immersion Week is planned by the Subject Leads, which is a great ‘welcome back’ for all teachers…” – International School of Seychelles (Victoria, Seychelles) – 63 Comments
“Teachers are expected to keep ManageBac units up to date, as well as use this platform for teaching and keeping track of learner progress. These units are then updated from year to year. Primary teachers post and document work on SeeSaw, while secondary teachers/learners use ManageBac for similar tasks. Departments are also tasked with collaborating during bi-weekly collaboration meetings…” –Â Utahloy International School (Zengcheng) (Zengcheng, China) – 140 Comments
“The trend has been that teachers create curriculum. Recently, admin has considered ordering and using programs and curriculum recommended by teachers…” – American School Foundation of Monterrey (Monterrey, Mexico) – 150 Comments
“Teachers have been told to rewrite the entire curriculum from scratch across grade levels. Toddle is the newest platform, along with UBD. There have been multiple PD days spent writing on chart paper about what our understanding of curriculum is…” – American International School Riyadh (Riyadh, Saudi Arabia) – 69 Comments
“The school curriculum is based on the Australian National Curriculum, adapted to meet our local context. The IB MYP framework provides the standards, aims and objectives for each subject as well as the “how” for the teaching methods (concept inquiry-based, interdisciplinary units, etc). Teachers are expected to develop their units using these tools and their understanding of the student’s personal development needs (this is a year-level team discussion and goal setting each term). ManageBac is the current platform used for documentation of curriculum as well as communication with students and parents regarding learning, tasks and evaluation…” – Roong Aroon International School (Bang Khunthien, Thailand) – 42 Comments
How is the curricular work at your international school? Submit a comment on your school today!