International School Community Blog

Selecting an international school: Tip #5 – Does the school have a clear primary language of instruction?

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?  Many international school teachers are teaching couples that have children.  There are also international school teachers who are married to a local and have children too.  So, how do you choose the right international school for your children to attend?  This blog series will discuss the Tips for Selecting an International School.

Tip #5 – Does the school have a clear primary language of instruction?

In most international schools, the primary language of instruction is English (although there are French, German, and other primary-language-focused schools), but it is best to confirm this (especially at the preschool and kindergarten level).

This a good question on a few levels and a good understanding of the layers surrounding the language of instruction and how it is implemented within an international school context need exploring. On the surface, most prospective new teachers and parents would feel a strong measure of confidence just knowing that English is the primary mode of instruction and that the school uses a Western country of origin in the name (British School of…, American School of…), and that the school has past some form of accreditation, which to a parent mostly means the school has been checked and measures up to a credible standard and English language would undoubtedly have played an important role in the process. All of the aforementioned in many cases would suffice most parents’ concerns.

However, in Thailand, for instance, a school is officially pronounced ‘international’ when it meets at least a 60% non-Thai student base. Unfortunately, many international school intake numbers reflect a much greater Thai national student roll. (Thailand is just one example; this goes for any ‘international’ school in any country where the bulk of the student body is made up of students from the country the school is in.) If this is the case, even though the primary language of instruction is English, students may find getting to know others who come from another primary language base quite challenging. Even within the classroom, when English is often the only language ‘allowed’, if the greater number come from a country other than an English-speaking one, much of the student conversation reverts back to the home language. Once out of the classroom, students automatically revert to their native tongue and an English-speaking student can easily be left out of friendship groups, study groups, and other aspects of school, like team sports, which may end up not being pursued even if it was a passionate option a student may have been involved in previously. Developing good peer groups with shared interests is absolutely vital for students moving to international schools, especially if the one they are moving to is their first.

Some schools have tried coming up with ‘English-speaking policies’ that could stipulate English as the only language spoken on campus.

  • Difficulty number 1: teachers become policemen; they endlessly approach students telling them to speak English only; much like trying to enforce a dress code whereby boys are to always have their shirts tucked in.
  • Difficulty number 2: students who continue to be caught not speaking English can begin to view this exercise as a way to annoy certain teachers (they love to watch some get all red-faced and look as if they are either going to implode or explode, or both), or it can become a way to show a measure of rebellion.

Students may even begin to view English punitively, negatively, as something they have to do which can mean a negative outlook on education as a whole impacting concentration, learning, and formative assessments. There is much empirically-based written about this and the debate rages on – to what extent should the English language be promoted throughout a school? The Australian Government of Child Services advocates, as one example, that home languages should be encouraged and actually help fortify classroom learning when the primary language is English. The difference is in the teacher’s ability to differentiate individual student needs.

Some international schools (selective ones) may try to defer this rationale by claiming they have strict admission criteria but if the student population numbers are home-country lopsided the outcome is certainly going to follow, to some measure, what is stated above. It is just a natural way students will gravitate towards.

Some international schools (Shell or other gas and oil company-owned schools) are non-selective as they are primary education facilitators for the children of their employees. Shell schools are primary curriculum-based so English language acquisition and delivery is almost seamless; young learners pick up language nuances almost effortlessly. However, this is not true for older students moving to English language-based curricula. Some parents are so keen to have their children in an English-speaking school that they forget to take into consideration their children’s ages. I have personally interviewed Algerian parents who enrolled their almost 17-year-old son in an international school using the national curriculum of England. The lad knew no English. His Arabic turned out to be good but his French was below average. Because of limitations the school could offer, he was only able to take GCSE Arabic and French lessons, and Maths, which he really struggled in. The fact that the language of curriculum delivery was English had almost no benefit in this case.

My advice, interview the school, ask about student ratio intake numbers and definitely ask for other parents contact information. Parents need to take into consideration their child’s needs by closely monitoring and analyzing their educational progress and language proficiency ability both in the home language and in English. Learning in English, like any language, has to be understood from a multi-layered perspective, not from osmosis; physical presence does not equate to language proficiency and successful grade scores.

Teachers scoping out new international schools to work for would do well to get a clear picture of how English is used in the context of the international school in question. Sometimes this does not become clear until INSET before the next academic year begins but after all the effort made in moving and uprooting your family for an international school experience, it is worth making sure as many bases have been explored before signing not only for your own work satisfaction and professional development but for the sake of one’s family’s happiness and stability. An international school experience can be a beautiful thing but I have also met many others who would disagree and won’t touch it again with a 10-foot barge pole. It’s not a vacation, it’s an investment. Assignment: Does the school have a clear primary language of instruction?

This article was submitted by guest author and International School Community member:  Sheldon Smith (contact him here – shelaomily@yahoo.com or visit his BLOG at http://shelaomilyblog.wordpress.com/2012/10/)

On International School Community all school profile pages have a topic in the School Information section that specifically addresses the language ability of the students and the “common language” spoken in the hallways (1491 total comments to be exact – August 2023).  For example on the American School of Milan‘s profile page there have been 2 comments submitted so far on this topic:

If you are an international school community member currently working abroad, please log on today and submit your comments and information about your school’s accreditation status.

If you are not a member yet, make sure to join www.internationalschoolcommunity.com and become a part of our over 26000 members.  Many of our current members have listed that they work at over 1,200 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.

The Journey to School: Cedar International School (British Virgin Islands)

The journey to work is indeed an important one.  The journey though is not so clear for international school teachers when they are looking for jobs at schools in cities/countries to which they have never been.  So let’s share what we know!

One of our members, who works at the Cedar International School (32 total comments), described the way he gets to work as follows:

The road to Cedar International School in the British Virgin Islands…

Pastel pinks, oranges and blues line the sky as the sun rises above the lush green mountains. Another epic set of waves rolls over the perfectly sculpted reefs with not another soul in sight. Am I dreaming?!

This is how many of my days start in the British Virgin Islands (aka BVI, aka Nature’s Little Secrets). 

After my 1-2 hour morning surf, I’ll quickly rinse off at home, or just with a bottle of water if I’m pushing it for time.

The drive to school from the West Side (Best Side) of the island takes around 30 minutes. For the most part, I’m cruising down the 2 lane, pothole-scattered west side highway enjoying views of the many small US and British Virgin Islands. Verdant hills dramatically meet crystal clear turquoise water accompanied by a bright full rainbow. Charter boat tourists sail by just meters from the side of the road at times. Sipping my banana smoothie, windows down, music playing and appreciating the stunning natural beauty that surrounds me. 

There are often locals hitchhiking for a ride into town which can provide some interesting connections and conversation to start the day. Plus with all the steep hills and battered cars on the island, you never know when yours will break down and you’ll need a hitch yourself. 

Goats, cows and chickens blocking the road, someone stopping to chat with a mate or the seemingly endless roadwork can make it feel quite slow, but that’s what island life is all about. 

Once I’ve passed through town with very minimal traffic it’s time to turn down the dirt road to the staff car park.

I’m welcomed by many friendly faces and frothing footballing students. Time for my morning coffee and to sculpt the minds of the next generation. 🤙

155595-linebreak

This Journey to School article was submitted to us by an ISC member.

What to know more about what it is like to visit and live in the Caribbean?  Out of a total of 39 international schools that we have listed in the Caribbean, 24 have had comments submitted on them. Here are a few of them:

Lucaya International School (30 total comments)
The Codrington School (International School of Barbados) (126 total comments)
Somersfield Academy (44 total comments)
The Bermuda High School for Girls (41 total comments)
MC School (60 total comments)
The Ashton School of Santo Domingo (21 total comments)
Saipan International School (38 total comments)
International School of Port of Spain (31 total comments)

So what is your journey to the international school you work at?  Earn one year free of premium membership to our website if you participate in this blog series – ‘The Journey to School’.  Email us here if you are interested.

11 International Schools that are Close to Nature (Part 2)

Many of us international school educators would ideally like to teach abroad and also have close access to nature.

Escaping into a forest or a big green park can often reset our minds and bring our stress levels down to manageable levels.

Some international schools are already directly in nature (see part 1 of this series here). Maybe they are in a forest or right next to a water source, or maybe they are just in a city center that has a number of very green parks.

But not all international schools are in cities that have easy and quick access to nature.

Some cities do have a few trees lining the streets and also a few small parks scattered around, but often the number of buildings outnumbers these two things. And if you look closely, there can even be a layer of dust/dirt on the leaves making the green look more like a brownish color!

Even if there is not a lot of nature in the city center itself, it is still important to note that it can be worth it if you can find some nature close by via public transport or car.

Having access to a number of day trip options that go into nature can really be a selling point to working in a certain city and country.

Nature is important to many of us international educators, so it is necessary to ask around and do your research before making a decision to relocate.

Luckily, ISC was designed to help international school teachers find the information they are looking for. Using the Comment Search feature (premium membership needed), we found 265 comments that had the keyword “Nature” in them. Here are 11 of them:

Philippines

“Usually there’s a calendar that exists for everyone (including new teachers) to do at the start of school during inset (called PAC – planning and collaboration) week. This will be a mix of things in school (sports, arts etc.) to eating out in restaurants at different times of the day in different venues (breakfast, afternoon tea, dinner etc.) and trips further afield to golf courses, nature reserves and other places depending on which staff volunteer to run them.” – The British School Manila (42 total comments)

Singapore

“The incredible WOW (Work on Wellness) team is constantly arranging outings, workshops, sessions, and activities to bring the community together and provide enriching experiences for staff (and often their family members too!) From Film Festivals to Art workshops to nature tours, meditation retreats, and nature excursions, there’s always something on offer. Most are free, some have a small charge.” – Singapore American School (362 total comments)

Zambia

“Lusaka is also surrounded by nature. There are a number of national parks and reserves nearby, where you can go on safari, hike, or camp.” – International Community School Lusaka (21 total comments)

Slovakia

“I like Bratislava because there are some hills and mountains nearby. Slovakia has some really nice nature and mountains not too far away from the city center. The city center does have some ok sized parks, but they don’t look the best (especially in the winter). On a recent sunny day, there were a lot of people hanging out next to the Danube which looks really cozy and relaxing that day. People were also jogging along the side of it…not really on a path, but more of a dirt path.” – The British International School Bratislava (9 total comments)

Colombia

“The community provides access to two outdoor pools (one family pool and one Olympic-sized pool), a gym, basketball courts, soccer fields, tennis courts, and a baseball field. There is also a small nature reserve across from the residential area where you can take walks. There really isn’t a whole lot to do here, but staying active is easy if that is important to you.” – Colegio Albania (75 total comments)

France

“Bucharest remains rather traditional in terms of LGBTQ community, although there are a few places to go. Straight nightlife is fairly abundant. There are also some great nature opportunities not far out of the city.” – International School of Bucharest (76 total comments)

Germany

“We just spend a nice, sunny fall day walking around The English Garden. It is so big and lots of nature to enjoy. The trees had such beautifully colored leaves, and it didn’t even seem too crowded on the day we went.” – Munich International School (5 total comments)

Austria

“Vienna is very well positioned in the center of Europe so cities like Bratislava, Munich, Belgrade, Ljubljana are in close proximity. Also, Austria offers a wide range of sightseeing opportunities, from lakes, amazing nature, and mountains.” – Vienna International School (119 total comments)

Japan

“Quiet, family-friendly, and has a lot of green space to enjoy nature.” – Okinawa International School (85 total comments)

Estonia

“The nature here is great. There are big parks here with huge trees. Right now it is spring and the parks and the trees around the city look super beautiful.” – International School of Tallinn (48 total comments)

China

“There’s lots of space to walk, ride bikes and have fun at a children’s playground. The beach is also near, and wonderful green nature with palm trees and wildlife.” – Harrow Haikou (39 total comments)

How is the nature around your international school? Share your comments here.

From Senior Leadership to Homeroom Teacher: Embracing the Journey

Almost a year ago, I found myself heading back to the school where my international teaching career began in Cambodia. When I left this school in June 2018, I was leaving a senior leadership post for an ed-tech role at a large IB school in China. At the school in Shanghai, I worked with over 190 adults, and the culture was truly international. My job was a dream, and I collaborated with an amazing team to grow the department to the success it is today. However, the lockdown in March 2022 changed the course I had plotted for myself, and it was at this time that I put my family and my well-being first and decided to leave.

Fast forward to July 2022, and I found myself back in an entry-level position as a homeroom teacher, with a responsibility for ed tech. This was a hard pill for my ego to swallow. However, I was back at the school that I loved, working with established educators in a culture that embraced collaboration at a different level. In the beginning, I thought that I would have a bunch more time, but I underestimated how much work a homeroom teacher does. You see, I had been out of the classroom for 7 years. Although I still taught, it was middle and high school, and then for only 4 hours per week at the most! Now, I was teaching all day, every day with grade 5 students. It was overwhelming, but also hugely rewarding. The relationships I built with those amazing kids were awesome, and I was reminded every single day why I got into teaching back in 2004. I found myself working late nights and weekends again so that I could help my students realize their potential. Having said that, and although time was even more precious now than before, I still needed to push ahead with some side projects outside of my schoolwork.

The first thing I did was to restart the master’s program I paused during the lockdown. Aside from scheduling myself time each day for reading, this was fairly straightforward as deadlines (which I need to stay motivated) are set by the university. My next challenge was to remain connected with the tech circles which I had worked hard to become part of back in China, through the ubiquitous WeChat groups that exist there. I tried to break into the tech circles in Phnom Penh but found that it was too difficult and gave more easily like I would like to admit. I did continue hosting PudPD, as I had done in Shanghai for the previous 4 years, meeting some awesome international educators from across the city. Now, I needed to pursue something tech related, that would keep me on top of current trends, and enter ISTE.

Back in August 2022, I had the chance to apply to become an ISTE evaluator. I thought this was in line with increasing tech presence, so I applied and got accepted for the training phase. Over the next few months, I and a group of other hopeful evaluators met with the fabulous ISTE team to learn how to evaluate portfolios. I learned a lot about grading as well as getting to see the amazing work that educators across the world are doing to empower their students. After 3 months of 430am meetings, and practice grading portfolios, I was accepted as an ISTE evaluator. As such, I could now apply to become an ISTE trainer, which I jumped at!

This process was much more difficult, as we had to train with existing trainers online. I found it quite daunting as well, as I was delivering content that I had not created. It required a lot of visualizing the ISTE criteria and anticipating what questions might come my way. I was also training adults that I had never met, which outside of speaking at conferences, was a new experience for me. I found it difficult to build rapport online, but such is the reality of online work. All of the training I was doing really built up my appreciation for andragogy and a newfound appreciation of the complexities of adult learning.

I always find vacation time a chance to find space to reflect on what I am doing and where I am going, and spring vacation was no exception. During this break, I decided that whilst I was loving teaching with my fifth graders, I needed to work towards getting back to a similar role to the one that I had left in China. In that role, aside from being responsible for technology integration and coordination, I was also involved in the school’s gentle push toward coaching. So, I enrolled in a coaching course, run by the Instructional Coaching Group, which has been a real eye-opener for me and has served to remind me of where I hope the next chapter of my education life will be.

This article was submitted anonymously by an ISC member.

International School Counsellors: An Insider’s Story

The road to becoming an international school counsellor typically involves obtaining relevant qualifications, gaining experience in counselling, obtaining relevant certifications, gaining international experience, networking and seeking mentorship, staying updated with best practices, researching and applying for international positions, being well-versed in safeguarding and child protection, and considering a Postgraduate Certificate in Education International (PGCEi).

To begin, obtaining a master’s degree in counselling or a related field is typically a requirement for becoming an international school counsellor. It is important to choose a program that offers coursework and training specifically tailored to working with students in an educational setting. Additionally, gaining practical experience in counselling, particularly with school-aged children or adolescents, through internships, volunteer work, or part-time positions can be highly valuable.

Checking the certifications or licenses required to work as an international school counsellor in your desired country or region is an important step. Research certification requirements, review educational prerequisites, consider additional requirements, seek guidance from professional organizations, and explore reciprocity agreements if applicable.

Gaining international experience is beneficial for aspiring international school counsellors. This can be achieved through volunteering or interning abroad, working in international schools, attending international conferences or workshops, collaborating with international organizations, or participating in study abroad programs.

Networking and seeking mentorship are valuable steps to take when pursuing a career in international school counselling. Attend conferences, join professional organizations, utilize online platforms, seek out mentorship opportunities, and conduct informational interviews to connect with professionals in the field.

Staying updated with best practices is essential for professional growth. Attend workshops and conferences, engage in professional development programs, read professional literature, join online communities, pursue advanced degrees or certifications, and seek supervision and consultation.

Researching and applying for international positions is crucial. Research international schools and organizations, check job requirements and qualifications, connect with recruitment agencies, network with professionals in the field, prepare application materials, and prepare for interviews.

Being well-versed in safeguarding and child protection is crucial for anyone working in a school counselling role. Stay updated with policies and regulations, attend training and professional development, establish clear boundaries, develop communication skills, collaborate with colleagues and support staff, document and report incidents, and engage in regular supervision.

Having a Postgraduate Certificate in Education International (PGCEi) can be an added advantage for someone pursuing a career in international school counselling. The program provides knowledge of international education systems, pedagogical approaches, and relevant skills for working in diverse cultural and educational contexts.

By following these steps, individuals can work towards becoming successful international school counsellors and make a positive impact on the lives of students in international educational settings.

This article was submitted by guest author and ISC member, Stephanie Jasvinder Kaur. Stephanie is a Counselling Psychologist with a passion for promoting mental health and well-being. With a background in psychology and extensive education, including a BSc in Psychology, a Master’s in Counselling, Ph.D. in Psychology, and PGCEi, Stephanie has gained a wealth of knowledge and expertise in her field.

Throughout her career, Stephanie has worked in private practice and international schools across Malaysia, Brunei, and Singapore. She has been recognized as a Mental Health First Aider and a Safeguarding Trainer, showcasing her commitment to creating safe and supportive environments. Stephanie is also trained in Cognitive Behavioural Therapy (CBT), Crisis Intervention Stress Management (CISM-I and CISM-II), DICES Risk Assessment, and Tuning Into Kids.

Stephanie’s contributions and impact extend beyond her work experience. Her Ph.D. research focused on Anxiety in Adolescents, examining coping strategies and the effectiveness of CBT. Through her research, Stephanie aims to enhance understanding and provide practical solutions to address anxiety-related issues among young people.

When she’s not working, Stephanie enjoys traveling with her family and indulging in reading. She is an active member of the International School Counsellors Association, where she collaborates with professionals in her field to promote the well-being of students.

For more information or to connect with Stephanie, you can visit her LinkedIn profile here – https://www.linkedin.com/in/stephanie-kaur-green-phd-5a360831/

ISC is Back! All Members Get Premium Membership Access in July ’23 + Discount Code Offer

Dear ISC members,

June has been a tough month for ISC. We had to do a major upgrade to our website’s code which brought along with it many bugs to fix! I sincerely apologize for the downtime of our website. It took a long time to fix these things, but now most if not all functions are back working at 100% again. But please contact us here if you notice anything off or not correctly functioning, and we can try our best to get it fixed ASAP. 

ISC would like to offer free premium membership access to all members for the time our website was down/not fully functioning – around two weeks. So from 1-14 July 2023, all members can just log in to their ISC account and enjoy unlimited access to all the unique features on our website.

We encourage our members to use this time wisely and submit comments on the international schools they know about because we also have another offer. For every 10 comments you submit, your ISC account will be updated with 1 free month of premium membership! There is no limit to how many free months you can earn, so submit as many comments as your fingers are able to (remember each submitted comments needs to be at least 1-2 complete sentences long…the more details, the better informed our members will be). * Email us here if your account isn’t automatically updated with the free months as we are still making sure this correctly functions as before.

And there is more…

In addition to the free premium membership access for all ISC members, we would like to offer an astounding 50% off coupon code on all premium membership subscriptions. Select the type of subscription you’d like and then enter this coupon code: JU23LY50 on our payment page to receive 50% off of any of the 3 subscription offers. This coupon code will expire on 14 June at 23:59 GMT.

In the meantime, here is an overview of some of the unique ISC features that require premium membership access:

Keyword Search Feature

Let’s say that you want to read some comments related to the topic of “teaching couples“. Simply enter the keyword/s in the Search Bar at the top of our homepage (or at the top of any page of our website) or go directly to the Comments Search page on our website to search your keyword directly there.

School Comparison: School vs. School

On this page we place two schools’ submitted comments side by side so that our members can make an easy comparison. It is a common request to know “which school is better?”, especially if you are considering two job offers at two, sometimes very different, schools.

The School Comparison page does just that. It places two schools “against” each other to see which one comes out on top. We are not aware of another website that does this!

Compare School Salaries

Yes, we have 1000s of comments about the salary details of 100s of international schools on the ISC website. However, we took it further and made a unique page so that our members can compare these school salary details side by side with other schools. If you are considering working in Shanghai, China, you can now easily search for only schools in Shanghai on this page and quickly compare which school has a better salary package for you.

Job Vacancy Page

Our Job Vacancies feature was launched just over three years ago, but its popularity already exceeds all our expectations. With our members submitting these job vacancies, each of their submissions helps another teacher find new and interesting positions at international schools worldwide. Every job vacancy submission helps schools around the globe reach new people who might just be the perfect fit for the position.

So tell your friends to log in (or join if they are not already members of ISC) so that they can enjoy the
• Two weeks of free premium membership from 1-14 July, 2023
• The submitting comments promotion (10 comments = 1 free month of premium membership)
• And the 50% coupon code: JU23LY50

We appreciate our 26000+ members, and we can’t wait to welcome even more!

We are so happy that ISC is back!

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 68 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 68 comment topics.

• Make sure to check on your school’s Wall and occasionally post updates about their school (any big changes to the school that are happening, good tips to know about, recent events at the schools, etc.)

• 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) – 325 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) – 150 Comments

• Concordia International School (Shanghai) (Shanghai, China) – 180 Comments

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

• Copenhagen International School (Copenhagen, Denmark) – 419 Comments

• Seoul Foreign School (Seoul, South Korea) – 223 Comments

• American International School Dhaka (Dhaka, Bangladesh) – 136 Comments

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

• Tsinghua International School (Beijing) (Beijing, China) – 210 Comments

• Hong Kong International School (Hong Kong, China) – 157 Comments

The more Mayors that we have on our website means 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!

Screenshot 2015-10-20 18.23.34

* 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.

Tips for African Teachers Looking to Teach Abroad

If you’re an African teacher who is considering the idea of teaching abroad, I’ve gathered some valuable tips based on my own experience of studying, qualifying, and working overseas. These tips can help you navigate the process and increase your chances of securing a teaching position in a foreign country.

1. Teach English (TEFL/TESOL)

Interestingly, one of the easiest ways to teach abroad, particularly online, is to teach English. English is in high demand globally, especially in countries like Asia and the Middle East. You might be surprised at the opportunities available and the competitive compensation offered for teaching English.

Required Qualifications:

a) Bachelor’s Degree: Most employers require a bachelor’s degree in any subject.

b) TEFL/TESOL Certification: This certification demonstrates your ability to teach English. Many employers prefer a 120-hour TEFL certificate.

Tip: Be cautious when selecting an online TEFL certification. While there are numerous inexpensive options available, it’s advisable to invest in a reputable course that costs at least $100. Research the course thoroughly before enrolling.

2. Obtain a Teaching Qualification

While this may seem obvious, it’s important for individuals like myself who don’t come from a teaching background to acquire a teaching qualification. This could be a Teaching Methodology Course, a PGCE/PGDE (Postgraduate Certificate in Education), or an equivalent certification. These courses typically span one year.

Tip: If possible, consider completing your teaching qualification in South Africa, the United States, the United Kingdom, Canada, or Australia. Having a certification from one of these countries can be advantageous, as I will explain later.

3. Be a Registered Teacher

Ensure that you are a fully recognized teacher in your home country according to the requirements set by your national teaching council or relevant authorities. Other countries will likely request proof of your teaching credentials from your home country.

4. Embrace the South African Advantage (with a Twist of Humor)

On a more lighthearted note, it’s worth mentioning that, for some reason, South Africa is often favored by many prominent international schools compared to other African countries. Being trained in South Africa can provide you with a significant advantage in the job market abroad.

5. Teach an International Curriculum

Most international schools follow international curricula rather than local ones. Therefore, they prefer candidates who have experience teaching an international curriculum.

The most popular international curricula include Cambridge, International Baccalaureate (IB), Edexcel, and Advanced Placement (AP). Most international schools seek teachers with at least two years of experience teaching an international curriculum.

Tip: Seek employment at schools in your home country that offer these international curricula. While the pay might not be as high, gaining experience and achieving excellent IGCSE or IB results will significantly enhance your chances of securing a teaching position abroad.

6. Register on International Job Boards

Sign up for international job boards that cater to teachers seeking opportunities abroad. These platforms can serve as valuable resources for finding teaching positions in foreign countries.

Two popular websites you can explore are tes.com and teacherhorizons.com, which have been instrumental in my own job search.

In conclusion, venturing into teaching abroad can be an exciting and rewarding experience for African teachers. By following these tips and conducting thorough research, you can increase your chances of finding suitable teaching opportunities in different parts of the world. Best of luck with your journey!

This article was submitted by a guest author and ISC member,
Chimwemwe Shaba
Email: chimwemweshaba@outlook.com
Linkedin: https://www.linkedin.com/in/chimwemweshaba

Chimwemwe Shaba is a holder of a Bachelor of Science in Computing. He is a Cambridge, Google and Microsoft certified ICT/Computer Science teacher with over five years of experience teaching international curricula at both primary and secondary school levels in multicultural learning institutions.

Embracing New Directions: Nurturing International Teachers’ Growth and Transition

It’s hard to keep up to date with the comings and goings in education at the moment. In today’s ever-evolving educational landscape, many teachers find themselves seeking new directions and exploring alternative career paths. The desire for personal growth, fresh challenges, and purposeful opportunities is prompting educators to go on a journey of self-discovery and re-evaluation. With a whole world to discover, the possibilities are almost limitless in international education. You may be reading this as an international educator. You’re settled into life in a new country, a new school, and thinking about career advancement. Maybe you’ve never worked in another country, and you are wondering if working in an international school is just the challenge you need. In this article, we will delve into the importance of discovering and nurturing your innate talents, growing them into strengths, and leveraging them to support a transition into new ventures.

The Desire for New Directions

Teachers, like professionals in any field, yearn for personal and professional fulfillment. The need for growth and the pursuit of passion are universal drivers that can lead educators to seek new directions. Left unexamined, continuing to work in any environment that is not fulfilling or stimulating can lead to stress and burnout. With more than 50% growth in the international schools market (based on the numbers of schools, students and staff) in the last 10 years, international movement within the teaching profession is a growing trend.  Seeking opportunities in a new part of the world means that many professionals are immersing themselves in diverse experiences and cultural exchanges while still working in the field they are familiar with. There are opportunities globally, with every international school having its own unique characteristics.  The question is, which one fits you?

Unleashing Talents

At the heart of every successful transition lies self-discovery and understanding one’s innate talents. Teachers should engage in self-reflection, assessments, or coaching to discover unique abilities and passions. Identifying these talents serves as a compass, guiding educators toward these new avenues, schools that may be aligned with their core strengths, values and interests. It is this self-awareness that forms the foundation for exploring new directions and finding purpose in your professional life.  Having a clear idea of what makes you stand out from the crowd – your unique talent DNA – grows confidence when thinking about changing roles, schools, country or a complete career pivot.

Growing Strengths and Skillsets

Once teachers have identified their innate talents, the next step is to cultivate them into strengths. A talent becomes a strength when we invest time in nurturing it. Professional development opportunities, networking with like-minded educators, and taking on additional responsibilities within current roles are just a few ways in which teachers can nurture their talents. Feedback from others helps hone this development. Embracing a growth mindset and adopting a continuous learning approach empowers educators to adapt to new directions and seize emerging opportunities with more confidence and resilience.

Leveraging Strengths in New Ventures

As teachers venture into new career paths or even consider roles beyond the traditional classroom, leveraging their strengths becomes paramount. Their expertise, honed through years of dedication and experience, serves as a solid foundation upon which to build their new ventures. By effectively communicating their transferable skills, updating their resumes or CVs, and showcasing their strengths, educators can confidently navigate the transition and unlock doors to diverse opportunities in and outside the education sector.

In a rapidly changing world, teachers must embrace evolution, take risks, and forge new paths to fulfil their personal and professional aspirations. By embarking on a journey of self-discovery, nurturing their innate talents, and growing them into strengths, educators can unlock their untapped potential and find new purpose in their careers. Whilst we may believe the ‘grass is greener’ somewhere else, it is important to remember that true fulfilment lies not only in exploring these new directions but also in deeply understanding ourselves. There’s a world to discover, and fantastic tools, resources and support are available to support the discovery to make the change both a personal and professional highlight.

This article was submitted by guest author, Alison Mitchell, Founder and lead coach at A Coaching Culture.

I’m Alison Mitchell, a certified coach accredited by the International Coaching Federation. With over 30 years of experience in teaching and leadership roles in UK and international schools, my leadership and transformational coaching is centred around schools and all the people who make up any amazing school community. My signature PRIME Strengths Programme is a researched-based coaching programme, helping educators to discover their unique talents, cultivate strengths, and unlock their full potential.

Follow me on LinkedIn
Email for more information hello@acoachingculture.com

New School, New Wallet: Prepare for Surprising Purchases

Are you moving to a new international school? You may be excited to start your new adventure, but don’t forget about the essentials. It can be overwhelming to arrive in a new city and not know where to buy things. You don’t want to end up paying more than you should have because you don’t know where to go to get the best prices.

Ideally, you would arrive at the airport, and someone from the school would pick you up and take you straight to your new fully-furnished home with groceries waiting for you. Unfortunately, that’s not always the case. There will be things that you need to buy, and some are more important than others. If they are small things, it’s not a big deal to walk down the street to pick them up. It’s a great way to explore your new neighborhood.

However, if you need to buy many small items or a few big ones, it can be stressful. Depending on your living situation, you may need to make emergency purchases. You may need to go to a store like IKEA, which some schools may take you to in their van. Don’t forget that your new school may also require you to bring or buy some items for the classroom.

Living abroad is different from living in your home country. You need to be adaptable and open-minded. Don’t expect everything to be perfect when you arrive. Be prepared for a few surprises, such as surprise purchases, in your first few months.

Luckily, International School Community has a comment topic on our school profile pages related to figuring out which things you might need to buy once you arrive in your new host country, so you can stay the most informed as possible. It is called: “What are some things that you need to buy/pay for when you first arrive at the school that you didn’t know about beforehand?“

Our veteran international school teachers have submitted a total of 403 comments in this comment topic (May 2023).  Here are a few that have been submitted:

“You WILL need a car, although some teachers rent one. If you get a nanny (not on the school’s nanny visa) you will need to pay for their visa which is usually about 850 OMR for two years but must be paid up front. You will also need to pay for their healthcare (about 150 OMR for a year)…” – American British Academy (Muscat, Oman) – 65 Total Comments

“You need to come with a lot of money! This was a shock for us. We needed money for a car rental and eventual purchase (hard to finance a car as a foreigner) and first and last months rent plus damage deposit for housing…” – St. Andrews I.S Green Valley (Pattaya, Thailand) – 31 Total Comments

“The school provides a limited amount of textbooks or resources. As a new teacher, this is often a challenge as you develop or buy the resources needed for your daily lessons. The school has expectations on what will be taught but the teacher is responsible for providing the materials used in class. The school pays for one Twinkle subscription that teachers can use in school. The school also provides a color copier, lamination tools, some manipulatives, Google /SeeSaw classroom, and a class supplies list (glue, storage containers, notebooks, etc) from the teacher list given the prior year…” – International School of Brno (Brno, Czech Republic) – 99 Total Comments

“The school offers the help of a real state agent. He can help you to find your places and manage internet and utilities, at a cost. Other than that, you will have to buy everything else. Furnished apartments can be a good way to go if you do not want to spend much just landing…” – Benjamin Franklin International School (Barcelona, Spain) – 125 Comments

All about schools

More features

Let's connect

Meet us on Facebook
Follow our Tweets
Join our Linked In Group

IS Community