Are you inspired to start-up a blog about your adventures living abroad and working at an international school?
Our 49th blog that we would like to highlight is called “Education Rickshaw“ Check out the blog entries of these two international school educators that work in China:
A few entries that we would like to highlight:
“Followers of this website will know that Education Rickshaw is a blog on teaching and living overseas. My wife Stephanie and myself, both raised attending public schools Tacoma, Washington, were teachers at a Native American school before “taking the plunge” and moving to teach at an international school in Vietnam. Since then, we’ve taught in Khartoum, Sudan, and are now teaching in an international school in China.
There are a lot of benefits to moving to teach in international schools overseas. While not all international schools are created equal, for the most part international school jobs come with decent salaries and savings potential (See our previous post, 5 Luxuries Bestowed Upon Thee As An International Teacher). Teachers can expect to receive flight allowances to and from their home countries and have their housing paid for. In my experience, students at international schools are often quite clever and well-behaved, and parents are generally quite respectful and involved in their kids’ learning. Many international schools, due to how they are funded, are at the cutting edge in education compared to their stateside counterparts, providing students with opportunities to learn in tech- and information-rich environments and express themselves through the arts, makerED, and robust athletics and extracurricular programs. Because international schools invest in their teachers by paying for professional development, both in-house and by sending their teachers to conferences abroad, international school teachers have the chance to really grow as professionals and improve their craft…”
There is a comment topic related to Professional Development on our website called “Professional development allowance details.” There are 540 total comments that have been submitted in this comment topic on 100s of schools.
Here is an example comment that was submitted about The English Modern School (Doha): “Professional development subsidaries are connected to the type of PD you are applying for. If you are taking the Suny Masters PD subsidary then other PD will not be subsidised. If you use your subsidy for a Cambrsdge PDQ you will also not get small PD courses for free. Smaller PD courses from Seraj the sister company at EMS usually amount to 3 free a year per teacher. You can also aply for other PD outside school and a judgement will be made on how much the school will support you in the cost.”
“The typical American teacher is afforded few luxuries. A coffee at Starbucks is seen as a rare treat. A PB&J for lunch is the norm. When I was teaching in a U.S. public school I remember clearly the time when the conversation at the faculty lounge centered around counting how many in the room had a tarp covering some part of their car (to protect from the rain in Washington State) to raise their hands. I’m not even playing, in a room full of 30 educators there were five hands that raised that day admitting to having a tarp on their cars.
While, in my opinion, most international educators are still underpaid for what we do, the cost of living in many of our host countries allows for some pretty sweet perks. That coupled with the built-in savings potential that comes with many international teaching contracts (free housing, free flights, etc) makes it so that many international teachers find the benefits of international teaching to be too lucrative to ever want to return to teaching public school back home.
Compared to teachers back home, we have it good. We have teaching assistants. Our classrooms are well resourced. The class sizes are smaller. There is money for PD. These are all things that we experience in the international school classroom. But on this educationrickshaw.com post, we will be looking at 5 luxuries that most international teachers enjoy* that teachers back home just can’t afford…”
There is a comment topic related to comparing international schools to schools back in our home countries on our website called “How is this school different or the same when compared to schools in your home country?” There are 167 total comments that have been submitted in this comment topic on 100s of schools.
Here is an example comment that was submitted about American School Foundation of Monterrey: “The school is much better equipped than schools in my home country and the students have the financial means to supply their own high-quality MacBooks and smartphones, so the school doesn’t have to worry about providing computers (except some emergency checkout Chromebooks for students who forgot their Mac or it breaks down).”d
Want to work for an international school in China like this blogger? Currently, we have 523 international school teachers that have listed that they currently live in this country. Check them out here. We also have 44 members that are from this country.
You probably had a wonderful, relaxing summer vacation. Weeks of hanging out with your best friends and other seasoned international school teachers around the world can truly be most stressless time of the year.
It is exciting and fun to get back to school though and catch up with your colleagues (or get to know the new ones). Even when the kids start and lessons begin, there is still a good feeling in the air.
But after this honeymoon period of 2-4 weeks, the stress starts to creep in for at least some international school teachers.
So many factors come into play that might cause stress. Maybe the administration has some back-to-school initiatives and some new demands for the teaching staff that are overwhelming the staff. Maybe some of your students’ parents have been filling your inbox with messages that require prompt replies as you are also preparing the next day’s lessons. Maybe even you are meeting with your new teaching team and the discussions aren’t going so smoothly about how you plan be working together this year as everyone appears to have slightly different working styles.
And the list of stress-inducing factors goes on and on…with no real solution in sight.
On the positive side, many staff at international schools do work hard to try and reduce the stress levels of its staff. During the teacher inservice days, some international schools are, for example, taking some time to run whole staff yoga/breathing/stretching sessions. Taking a moment to meditate and connect to your inner-self can truly be a good daily practice to incorporate.
Other international schools cater a back-to-school BBQ for the whole staff during the first few weeks of schools. Relaxing, eating and chatting with your colleagues in such a way can really create the right climate for a more relaxing environment at work.
International schools should be mindful of planning in these types of things to help reduce stress in staff. Not just at the beginning of the school year, but maybe throughout. Additionally, it is important for staff to keep a health work/life balance as well when school is in session. “All work and no play….”
The big question always though is “what would a dream school do?” Is there such a thing as a stress-free life for a teacher working at an international school? Some schools are getting it right it seems, so it is definitely possible to reduce at least some level of stress.
Using the ISC’s unique Comment Search feature (premium access required), we found 58 comments that have the keyword stress in it. Some international schools have good news to share about how they helping teachers to reduce their stress. Other schools are struggling to achieve similar results. Here are just a few of the comment results:
“SLT mean well, but it’s gone past the point where it’s possible to get morale back to where it should be. Most teachers are fed up, stressed and over-worked.” – Smart Vision School (41 total comments)
“With the hiring of the new Lower Primary Principal and Associate Principal, morale has completely turned around in this division (K1, K2, G1, G2). So much is happening to create a positive and happy atmosphere. Many teacher requests to alleviate their stress/work load have been honored (less ad-on activities, meetings…just a reduction to the overall schedule). Also, once a month principals do an activity with an entire grade level so teachers can have that time to meet, or do work. (The kids also really know the principals). Once a month, principals host a gathering on a Friday after school. Whenever, this division has had a particularly busy day or week, our Principal stops by our rooms to check in and tell us to ‘go home’. 🙂 Let’s hope the morale can improve schoolwide.” – Hong Kong International School (136 total comments)
“It’s a true non-profit school. Board is not breathing down your neck. In some ways, it’s quite relaxed (no one is inspecting your lessons, usually.) In others ways, there’s unnecessary stress (poor communication, some teaching loads piled too high.)” – Berlin Brandenburg International School (80 total comments)
“There are 2 days for new teachers to attend at the beginning of the school year, before the other staff return. Given the complexities of the school, this is inadequate and can be a stressful experience for new staff. There are no social niceties or outings organised for new staff, who basically are expected to hit the ground running.” – College du Leman – International School (85 total comments)
“This is one of the biggest stressors at the school. The finance department can be very demanding and expects all forms to be filled out perfectly. It is not uncommon for teachers to have to fill out reimbursement forms multiple times, including getting signatures from 3-4 different admins depending on what is being reimbursed. Get used to hearing the term ‘fapiao’ used a lot. If you don’t have the correct one you won’t get reimbursed. It usually ends up working out for teachers, but the process can be quite rough.” – UWC Changshu China (38 total comments)continue reading
As the new school year begins tens of thousands of international teachers the world over have a decision to make: do I stay or move on? Our profession is dominated by contracts of two or even one year’s duration leading to an annual cycle of conversations, reflections and the agony of decision-making. It is not unusual for international schools, particularly in developing world locations, to have annual teacher turnover of 20% or more. Needless to say, the impact of such levels of attrition on school and teacher finances, school culture, institutional memory and – most importantly – student learning is far from positive. Constantly changing schools and countries is draining on teachers, their families and on the communities they leave behind. The irony is that it is almost counter-intuitive for international educators to stick around. After all, the travel bug and sense of adventure that made them head overseas in the first place often become the thing that makes them itch to move on. So what can teachers do to feel more comfortable about staying longer?
Here are five things international teachers can do to give themselves the best chance of finding a longer-term fit that works for them and for the schools where they teach.
1. Talk to the boss
How do you know if you want to be part of a school’s future if you don’t know where it’s headed? Any self-respecting school director will relish the opportunity to share their vision of what they hope lies ahead. Book a time and ask the question: where is the school going? As importantly, ask a second question: how can I be a part of the journey? One of the most powerful motivators is having a sense of purpose. You owe it to yourself to know what that purpose is for the school and how you can play a role.
2. Be intentional
I meet so many educators who seem to let life blow them hither and thither. Be better than that. Commit to taking control of your career and being intentional in your work as a professional educator. There is so much that is in your control yet all too often teachers seem to feel that control over their own destiny is one thing they lack. If you haven’t done it already, sit down with your director or principal and start the process of identifying what you want from your career. It is hard to be intentional about anything if there is no focus to the intent. You may be surprised how much professional growth is possible if your director knows what it is you are looking for.
3. Plant a tree
Not literally, though I guess it wouldn’t hurt. Invest in a horizon goal in the school that takes you beyond your current contract. It may be a particular level of achievement for a student, or a project outcome, or something else down the track. The key is to see yourself as being instrumental in achieving that outcome on a longer time frame. You’ll be amazed how your sense of the now shifts as a consequence.
4. Be relevant
To be honest, this one is true regardless of whether you stay or go. To be relevant as an educator is to be meaningful in the lives of others. Find ways to enrich the lives of the students and families whom you serve. Be that teacher who you always wanted to have as a child. I don’t know about you but I don’t remember a single work sheet or test from school, but I do remember the teachers who were relevant to my life, who knew me as a person. Also, be relevant in the professional lives of your colleagues. When we become relevant to each other we build community – and that is hard to walk away from.
5. Only connect
At the heart if all happiness lies connection. The first year in any international posting is hard. New locations, new climate, new cultures, new challenges, new colleagues and a new community all demand time and energy. But the connections we make are like money in the bank. They are investments in our future selves. We draw strength from our connections and find meaning in being part of something larger than ourselves. The success of the second year is directly related to the investments made in the first, and a successful second year opens the door to that deeper sense of fulfillment that lies in the magical third year. Don’t skimp on those connections.
There will always be some international teachers who prefer the here-today-gone-tomorrow lifestyle that comes with moving on every two years. But most educators want more than that. They want to make an enduring difference, to really matter in the lives of young people and to be a genuine member of the communities who welcome them into their homes and cultures. Instead of asking the question ‘should I stay or should I go?’ perhaps the question you ought to be asking is this: should I stay and make a difference?
This article was submitted to us by guest author and international school community member, Nigel Winnard.
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) that 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!
What type of teacher does it take to move around so much, to venture out and work at a variety of international schools in various countries all over the world? These SISTs most likely possess (and sometimes need to have) the following traits:
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.
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 their own way. SISTs are able to 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.
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 that 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 candidate themselves. SISTs are decisive and make the right decision for themselves, even if the decisions are tough ones to make. Making the right choice equals to a happier life living abroad.
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 always is 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.
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 of learning 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.
After teaching in a number of countries, SISTs stay curious to everything that surrounds them. They take time to learn as much as they can about the local language. They also seek about restaurants where they can try new types of food, even food that they wouldn’t normally eat in their previous countries. SISTs know that they 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.
Well it is true that you will 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.
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 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 a number of international schools in similar situations already and can bounce back faster.
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 one year, they 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.
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 spent 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 are able to 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.continue reading