Top 10 Character Traits of a Seasoned International School Teacher

A seasoned international school teacher (SIST) has worked at 3+ international schools in more than three parts of the world (or more).  They know the ins and outs of international schools.  They now have many old friends (from international schools that they’ve worked at) who have since moved on and now live in all parts of the world.  Many teachers say that they originally meant to be abroad for only 2-3 years, but once you get into the international school community, it is easy to get hooked!

1. Tolerance

Living in diversity and uniqueness is what SISTs love!  They are open to different cultures and the different ways that those cultures do things.  Doing basic things in the sometimes crazy and annoying way of your new home country can be frustrating, but SISTs take it all in stride.  They understand that things are going to be different from their last country and from their home country.  They accept these differences and try their best to welcome them and react to them appropriately.  SISTs interact with the locals positively and have a good awareness of their ways of doing things.

2. Flexible

Experienced international school teachers know they can’t just walk into their new school and teach exactly how they have taught in their previous schools.  Even if they use the same curriculum and have a majority of teachers from their home country, each international school is different and does things in its own way.  SISTs can adapt their teaching to fit the new school’s way of teaching, adding new things slowly when appropriate.  To help make the transition an easier one, SISTs ask the right questions at their interview and gather all the information they can about the school itself.  Knowing things ahead of time is smart, as it prepares you better for the changes you experience.  When sudden changes occur, being flexible is the key to happiness at your new school.

3. Decisive

As international school teachers get more seasoned, they know better what they want in a school. They also know better where they are in their lives and which locations/cities in the world will help them achieve their life goals. Knowing better which international schools to consider in a job search is beneficial not only to the school but also to the candidates themselves. SISTs are decisive and make the right decisions for themselves, even if the decisions are tough ones to make.  Making the right choice equals a happier life living abroad.

4. Honesty

When job searching, seasoned international school teachers tell the truth about their current life situation and their previous teaching experience.  Schools need to know as much as they can about the candidate before they decide to hire them. Likewise, veteran teachers seek out as much as they can about the school.  The goal is always to find the best fit.  The school wants the best fit for their vacancy and school, and international school teachers want the best fit for their life and career.  They are honest with themselves and follow their instincts. Even if a new job opportunity is in their dream country and city to live in, if it is not a good fit, the SISTs will choose to decline if offered a contract.

5. Adaptable

Moving around and getting the chance to live in a foreign country is truly exciting for an international school teacher. In one country, you are riding your bike to work, in another country, you might be taking the school bus.  SISTs can more easily adapt to these changes in routine in their new location.  When they first arrive, it is an exciting time to learn all the ins and outs of your new host country. The culture will have some things that SISTs are used to, but the culture is definitely going to have things that are new to them…and not all these new things will be easy to handle.  When SISTs encounter these culture shock moments, they know better how to respond and react. They are not immune to culture shock, but they know better how to deal with it.

6. Curious

After teaching in a number of countries, SISTs stay curious about everything that surrounds them. They take time to learn as much as they can about the local language. They also seek restaurants where they can try new types of food, even food that they wouldn’t normally eat in their previous countries.  SISTs know that the best way to get to know the locals is to get out and make some local friends.  They ask these new friends a multitude of questions to gather as much information about this foreign culture. It is easy to start making assumptions about a whole culture after talking with one or two of the locals, but SISTs know better and continue their curiosity about certain topic areas as the months/years progress in their new location.

7. Independence

Well, you will indeed be on your own when you move abroad. As much as your new school and your new school friends help you, much of the time spent will be on your own.  It is pretty daunting knowing that when you leave your new home, there is a super foreign world awaiting you.  SISTs, though, love that feeling and go out to explore every day that they get.  They will walk to a new area of the city on their own.  They also don’t shy away from interacting with the locals (at the nearby market, for example); starting to make new connections in the community (even if they don’t know the local language that well). SISTs don’t necessarily need the help of another person when they venture out to start up a bank account, call the phone company to get internet installed in their apartment, or go to the local police department to register themselves. SISTs know that they need to have some alone time as well.  They are comfortable having a night on their own, either at a restaurant down the street or at their own apartment, to watch a movie.

8. Resilience

Things can get rough at times when teaching abroad.  Your new school can give you many headaches.  The new administration you need to work with, or the new teachers you need to collaborate with, can, at times, not be the most ideal situation.  Your new city can also bring you down some days.  Not knowing how much things really cost and stupidly spending your money is not fun.  Having a negative interaction with a local on the street is also tough to handle.  The more you live abroad, though, the more you can easily understand and cope with these troubling experiences.  SISTs know it is not always going to be perfect in their new city and at their new school.  They have been at several international schools in similar situations already and can bounce back faster.

9. Persistence

Getting the job of your dreams doesn’t happen straight away for most people. Securing a job at a top international school is a difficult one, even for SISTs.  SISTs know that it is all about luck and timing. They also know that they must be persistent to get the job of their dreams.  If it doesn’t work out in one year, then you try again next year.  SISTs know that things change every year.  One year, the school is not able to hire people with certain passports, the next year they can.  Being persistent is what helps SISTs be seasoned.  Having this character trait also helps their new school.  SISTs might try and help guide a new direction for the school with little success (maybe that was one of the reasons they were hired).  Even if the school staff doesn’t respond well to this new change, they don’t give up easily.  SISTs know better how international schools function and can stay focused on their target.  They have the skills to keep on doing their thing even if others are slowing them down.

10. Happy-go-lucky

SISTs gotta have this trait because you never truly know what to expect when working in a foreign country at an international school.  They don’t let little things get them down.  Of course, there are going to be bumps in the road. But if you spend all your time stressing out about everything, then you are going to miss out on many things.  SISTs strive to be happy-go-lucky when these bumps occur.  They can see better the bigger picture and can focus more on the positives (like their really high salary, the yummy restaurant down the street, their own family, their next vacation, etc.).  Also,  no one likes to hang around stressed-out and negative people that much!

This top 10 list was submitted to us by a guest author and International School Community member. All guest authors to our blog get up to one year of free premium membership to our website.  Email us if you are interested in becoming one of the next guest authors on our blog.

How Much Curriculum Development Work are You Expected to Do? (Part 3)

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.

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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 446 comments (December 2025) on this comment topic.  Here are a few that have been submitted:

“Curriculum development happens once or twice every 5 years. This review cycle is a new tool, and still being implemented. Everything should be uploaded and populated to Toddle. Even though, as a school we are still trying to figure out how to make Toddle a friendlier LMS…” – American International School of Bucharest (Bucharest, Romania) – 117 Comments

“You report the outline of each class in Pronote (a French school management system).
This is also used for communication with parents, behaviour and reporting. Many parents do not really engage with it though…” – Lycee Francais de Shanghai (Shanghai, China) – 82 Comments

“TKS3 have moved from the IMYC to Cambridge Lower Secondary.
Unit planners have also been introduced, and a target for this year is to to have them in all subjects for all years in Secondary. Time is being given to work on them during the year…” – Colegio Gran Bretana (Bogota, Colombia) – 232 Comments

“This is depending on you and your Grade level or department. I was excited that this school allows you much freedom to develop different curriculum. My department had units in place for all grades that I could have followed. But my colleagues were excited and assisted in changing and updating many if any of us had ideas or passions around changing some. VERY dependent on grade and department…” – Hangzhou International School (Hangzhou, China) – 78 Comments

“We are responsible for developing all of our own curriculum. Although this sounds daunting, we have a curriculum specialist who provides guidance on effectively developing and implementing our teaching plans. Additionally, collaboration within our department allows us to update and tailor our curriculum to suit our teaching styles best and meet the needs of our students. I recently had to create my curriculum from scratch since the previous teacher left nothing on our platform. While establishing a new curriculum, I anticipate adjusting next year due to changes in the departments I co-teach with. These changes will necessitate that my curriculum aligns with the evolving needs of these departments. I’ve paused further curriculum development until I better understand the specific requirements for the next academic year. At that point, I’ll refine my curriculum with the support available to me…” – Tsinghua International School (Beijing) (Beijing, China) – 271 Comments

“Toddle is our app of choice. Most work is done by the Team Leader or other mid management members. Teachers are expected to post student work, assign homework, communicate with students/parents, post reflection and evidence routinely…” – Kuwait Bilingual School 2 (Al-Jahra City, Kuwait) – 40 Comments

How is the curricular work at your international school? Submit a comment on your school today!

Become an ISC Mayor and Get Unlimited Free Premium Membership

Our mission for the International School Community website is to have the most updated information about what it is like to work at numerous international schools around the world. One way to help us achieve that mission is to have Mayors.

Being a Mayor is super easy, and the best part is that you get unlimited free premium membership to our website!

And ANYONE can be the Mayor of their school. Most of our active Mayors are just regular teachers at their schools, but we also have heads of schools, HR representatives, principals, etc. as Mayors as well.

Mayors are commenting on the school and the benefits information, but they also comment on the city and travel information of the country as well. Mayors also don’t need to represent all aspects and perspectives of the school. They are recommended to just share their experience and perspective on living and working at that international school and in that city/country.

Mayor Responsibilities:

• Submit at least 3-6 new comments on your school every 1-2 months (on the 73 different comment topics). It takes around 5-8 minutes of your time to do this. It will take a Mayor 2 years to submit one comment in all 73 comment topics.

• Make sure that your school has the most updated and correct information (e.g. basic info, links, Facebook page, Youtube video, etc.) on the Overview and Social Media tabs.

• Submit job vacancies that are currently available at your school.

Here are just a few of the almost 700+ schools that have or have had a Mayor on our website:

Western International School of Shanghai (Shanghai, China) – 566 Comments

NIST International School (Bangkok, Thailand) – 332 Comments

Tarsus American College (Mersin, Turkey) – 283 Comments

Canadian International School (Hong Kong) (Hong Kong, China) – 185 Comments

American School Foundation of Monterrey (Monterrey, Mexico) – 195 Comments

Concordia International School (Shanghai) (Shanghai, China) – 187 Comments

Yongsan International School of Seoul (Seoul, South Korea) – 145 Comments

Copenhagen International School (Copenhagen, Denmark) – 447 Comments

Seoul Foreign School (Seoul, South Korea) – 270 Comments

American International School Dhaka (Dhaka, Bangladesh) – 164 Comments

International School of Kuala Lumpur (Kuala Lumpur, Malaysia) – 129 Comments

Tsinghua International School (Beijing) (Beijing, China) – 271 Comments

Hong Kong International School (Hong Kong, China) – 158 Comments

The more Mayors that we have on our website the more our members will be informed; as there will be more up-to-date information on the schools they want to know about!

Become the Mayor of an international school that you work at today!

Please note that being the Mayor of a school is anonymous and that all comments and job vacancies submitted on our website are also done so anonymously. Posting on the school profile page Wall though is not anonymous.