Quote to be added as excerpt.
2.2 Evaluate School Quality
Establish the Verifiable Facts
“Just the facts, ma’am. ”
No matter what category of school you’ve applied to, you the candidate need a firm basis on which to evaluate quality. Upending your life and moving to the other side of the world without doing basic research is jumping from a plane without a parachute.
What’s your assurance that a particular school is not a terrible mistake? Your only defense is to judge quality against four metrics:
Verifiable facts
Accreditation
Curriculum and test results
Reviews
#1 Collect the Data
Governance
Consider governance to start. If there is no charter and no Board of Trustees or if this information is not available, you might want to re-think applying. Private single-owner or chain schools are not required to be transparent about decision-making; they own the school.
International School of Prague Board.
Compare this private governance model to an embassy school like the International School of Prague’s Board of Trustees. Ask yourself:
Is there a board at all and if yes, then who makes up its membership?
Does the school post this information?
Do parents of current students have board representation?
Basic Numbers and Information
Keep digging until you uncover and establish these data points. If you cannot find this information in online or print documentation, ask the school or current teachers.
Take nothing for granted. Facts are facts because they can be proven or disproven and which no amount of spin or PR can change. Take a look at this international schools database for parents to help them choose a school. It is one more source of data for prospective teachers, as well.
1. Nationality demographics - What is the percentage of host nationals? How many nationalities are represented?
2. Makeup and turnover of staff and administration - What is the administration and teacher turnover rate?
3. Growth and age of school - How many years has the school been in operation? Is enrollment growing, steady, or declining?
4. What are the IELTS (International English Language Testing System) scores and what percentage of students require ELL support?
5. Admissions policies - Is the school selective and does it require exams for admission? What about minimum levels of English-language facility required and at which grade levels?
6. What is the teacher workload (after-school activities and extracurricular?) What is the commitment and is the work paid?
7. Curriculum structure and support - If the school is IB or AP, what are the scores?
8. Accreditation - Is the school accredited? Which organizations?
9. What about the package (salary/benefits/other.)
#2 Accreditation
“Good Housekeeping Seal of Approval”
Why Accreditation Is So Important
We have discussed the explosive growth in K12 International School market (nearly 60% increase from 2010 to 2018.) So in the mushrooming field of international schools, how on earth does a parent or teacher identify a good one?
Accreditation is one way a private school owner can compete and get a leg up on the competition. According to the market intelligence firm ISC, only 21.9 % of international schools are currently accredited. This means accreditation by an international agency would be a huge selling point.
This is not to mention accreditation’s main purpose - quality assurance. Parents who move often need standards and consistency in curriculum. But it also crucial for you, the teacher who is trying to evaluate whether a school is good enough to upend your life for an overseas adventure.
Accreditation Badge Is Not a Panacea
Accreditation is hardly a panacea or absolute proof that you will be happy working at a given school, but it is an important piece of data. At a minimum, it shows the school administration cared enough to expose the school to outside scrutiny.
Posting these markers is a badge of pride and a marketing tool for ISK.
If only 21.9% of international schools are accredited, does that mean that 78.1% are crap? Of course not, but lack of accreditation is a yellow flag. Schools which take the process seriously, like ISK (International School of Kenya) proudly post their results, partly as a marketing tool.
At the very least, prospective teachers ought to seek accreditation information and inquire if it is absent or hidden. If a school is attached to an Embassy or approved by the US State Department, accreditation is mandatory.
The Accreditation Process
Some of you may have been through the accreditation process, which begins with teachers and administrators assembling information beforehand or serving on the self-study committee to prepare for the visit, paying particular attention to results from the previous accreditation report. The curriculum director or an administrator will be in charge.
Every aspect of the school will be addressed, from facilities to financials to educational practice. Then the accreditation visit begins, with typically 6-8 outside experienced educators on the team.
They spend two days gathering data, observing, interviewing, and the next day planning their report, which is then written and presented to the board and administration.
Weaknesses of the Accreditation Process
Can be extremely time-consuming and take away instructional time.
May expose gaping holes in the school program.
May lay bare the fact that there really is no curriculum.
The accreditation team may just be tickled to have an overseas, all-expenses paid jaunt and they do not really look under the hood.
The process and results may prove a sham and be manipulated by administrators and/or owners.
Since international school turnover is typically 3-4 years, many staff members will have no basis to answer the questions.
If you read through the comment thread from ISR (International Schools Review) on this topic, you will read a great deal of grumbling. But do not ignore the informed comments from the positive side; these visits can be extremely valuable.
#3 Testing Schemes and Results
Order Out of Curriculum Chaos
Curriculum can be a fraught issue in the best of schools, and in the words of Kent Blakeney in Teaching Overseas: an Insider’s Perspective, “If there are any black holes or dark spots in overseas education, curriculum is one of them.”
One of the main reasons is turnover. Good grief. If the typical length of international school teacher stay is three years, who’s going to write curriculum for accreditation which occurs on a 10-year cycle with a refresher at the 5-year mark?
International school teachers also have a tendency to independence. Naturally: that’s why they teach in Bangladesh or Brussels. This translates to a sometimes home-made, very personal curriculum design.
Many teachers therefore won’t be interested in coordinating with the GR5 team, for instance, but instead want to teach their favorite thematic unit. Sometimes a written curriculum is entirely missing.
Add in two other complicating factors, and difficulties compound.
One is that the school will have most likely have a substantial percentage of students who lack English-language fluency.
The other is the process of obtaining teaching materials. A new textbook adoption, for instance, needs to be ordered and literally shipped (put on a ship), get through customs, arrive, be processed, and finally put to use, which can easily be a year-long timeframe.
Missing Structures
Public or state schools in your home country are restrained and corralled by laws and bureaucracies and an infrastructure largely missing in international schools. Your state or country schools will be governed by:
Department of Education (adopt textbooks statewide/set graduation requirements/publicly post school progress/ set learning goals and measure achievement and so forth)
Teacher Standards and Practices (certify teachers)
Federal or country-wide laws, like PL 94-192 (Special Education)
Labor laws, unions, grievance procedures, legal recourse
Given these features, how does an international school bring any kind of order out of this chaos? Two words: accreditation and testing. Accreditation means that an external structure has been imposed, no matter its weaknesses. But at least a written curriculum exists.
The other foundation is independent testing.
Exam Results
International school curricula generally come in three different flavors: IB, AP, or National (IGCSE, etc.) Each one features big serious tests with public results announced at the culmination of study. Therefore, testing schemes level the curriculum playing field in a big way.
There will be problems if…
A school offers IB or AP classes but none of the students get decent test results.
Students in a British curriculum fail to pass their IGCSE exams.
Few graduates are accepted at good universities.
Then teachers and administrators will be hounded by parents and the board, rightfully so. When you research a school or interview with the director, plan to find out what the curriculum picture is and the test results.
You’ll have to deal with the fallout every single day. Especially consider the implications of English language fluency in the context of a sophisticated curriculum. More on that in the next post.
#4 Online Presence and Reviews
School Online Presence
Digital natives are surely by now aware of web site red flags. For instance, 404 Page Not Found - clunky and hard to navigate - loads slowly - misspellings.
Other red flags peculiar to international schools are seeing the same blond Western child pop up over and over again (frequently a teacher’s kid.) You should also see accreditation badges if earned.
This thread from ISR (International Schools Review) points out some pitfalls in evaluating schools whose reviews seemed to have stopped and are not current at all. Does this mean a bad administration has stifled comment? Or the school is so small it’s difficult to conceal a teacher’s identity? Or disgruntled teachers have moved on and don’t feel the urge to complain anymore? Whatever the reason, out of date reviews are at least a yellow flag.
Staff directories and photos are probably going to be behind the school portal. In some countries staff information is hidden for fear of kidnapping or terrorism; in the EU such information is even illegal to post. However, I would certainly expect to see names of the Administration, maybe a statement of welcome or short bio.
It’s still a pig…
The usual grain of salt applies to the school website, since any owner can hire a talented web designer and create an entirely fictitious school. Just skim the site and see how many pieces of hard data you can uncover.
Perhaps a good reason to sign up with an agency.
Hint: the recruiting agencies ISS and Search Associates offer a firewall of protection since they screen the schools they represent. Search notes that they decline nearly 50% of the schools which apply. Search and ISS databases are also gold mines of the facts you need, all gathered in one place, perhaps a good reason to pay their fees whether you recruit at their fairs or not.
Validity of Review Sites - A Comparison
You can always start with Yelp and Google reviews, but you’ll get better information from dedicated international school sites. The biggest and most reputable is ISR (International Schools Review.) They have the most reviews of schools and administrators, as well as a deep archive of articles and forums, all for $29. Some of its forums are free but frustrating to navigate.
Important research tool since 2003; priceless at $29.
ISR - International Schools Review
Comparing two sample review from competing review sites is illuminating. Below is ISR’s review of APIS (American Pacific International School) which is pretty thorough and in-depth, although not recent.
Please take note of the questions and issues this school review addresses below. These are questions you should also ask in your search.
ISC - International School Community
By comparison, its competition the ISC (International School Community) review of the same school is very thin. ISC also costs $50, almost twice as much and always seems to be begging for subscribers. However, it does contain plenty of useful information.
Strategies Without Online Reviews, and Caveats
Just remember that online review sites frequently skew to the negative. This happens with anonymous posters, I guess. Same grain of salt as above; satisfied teachers tend not to post.
Hint: once you’ve gotten that first overseas job, in future you can call on your own network of contacts. Somebody knows about the school and would be happy to dish. Just ask. Or fire up social media and post your questions.
You should also ask the recruiter to provide you with contact information for current staff, especially the person you’d be replacing. If they do not oblige, that’s at least a yellow flag.
Due Diligence
“Eyes wide open
”
International schools lie along the Bell Curve (some awful, some fabulous, most in-between.) To sort out which is which, do two things before deciding to apply at a given school, especially a for-profit school.
To summarize:
Thoroughly research the factors described in this post before making the leap. (facts/accreditation/testing/reviews.)
Decide what exactly you are willing to tolerate to teach overseas. Then decide if the school is a good match for you.
2.3 The Classroom
Classroom Support
“A Day In The Life”
Best Case Scenario
If you’ve ever taught in a well-resourced school in your home country, you might have an idea what you might expect from an international school classroom.
• Classroom aides
• Small class sizes
• Teaching resources, enough for everybody
• Classroom supplies in abundance
• Specials (art, music, library, PE, counselors)
• Few if any discipline problems
• Academically capable and ambitious students
• Most likely no Special Education students
• Parental support
Sigh. Makes you feel happy just thinking about such a well-ordered, well-stocked, well-run workplace.
Class Size, Aides, and Specials
Small classes (20 is considered large) and an aide in every elementary classroom is typically the default. There may even be a staffer to run the copy machine. What used to be the standard specials like PE, art and music, librarians and counselors are also the norm.
Professional Development (PD)
One element of the teacher package to ask about would be PD support i.e. will the school pay for conference attendance or other training? How many days are granted? A pleasant quirk is that if you work at an IB World School, you might well be sent to Geneva, Switzerland for training.
Teaching Materials
It may strike you as odd, but early in the school year, your administrator will ask what teaching materials you’ll need for next year. Frequently, materials are ordered from the US and take a full year to arrive. Besides hiring, ISS sometimes sets up and runs new schools and arranges school supply, and so your orders might go through them.
Alternately, some schools keep a supply room jam-packed with every teaching supply a teacher might ever need. English-language books can be very expensive locally and hard to come by. This has eased thanks to widespread availability of Internet downloads, thankfully.
Facilities
Olympic sized pool in Chiang Mai
Because the international school market is so competitive and because tuition is typically so high, the physical plant tends to be well-maintained, beautiful, and in a green space outside a sometimes chaotic central city.
Frequently there is an elementary and a separate secondary campus, if the school is big enough. The maintenance crew is numerous and keeps things tidy.
Maintenance Staff and Guards
Janitors in Thailand performed the full range of duties.
In Thailand the staff came in handy when a cobra got into the boarding school laundry room; they killed it and cooked it for lunch. In Austria we called the maintenance workers “the green guys” because of their work coveralls. Guards and gate attendants and putz-frau (cleaning ladies) filled out the staff. In Russia the staff would start your car to warm it up before you left for school and used a shedload of tools to break up ice in the parking lot.
Technology
Again, because of the competitiveness of the international school market, up-to-date technology is frequently a selling point and competitive edge. It is not unusual for each classroom to have a smart board and for each student to have his or her own tablet and for instruction to be delivered and work turned in electronically.
Extracurricular and After-School Activities
Coaching and ASA (After-School Activities) are decidedly part of your job as a teacher at an international school. These schools are Western islands in a foreign sea and are therefore closer-knit than you might be used to. They serve a huge role as community centers for the school families.
This means you may be chaperoning sports trips to Warsaw or taking the MUN (Model United Nations) group to Dublin. Or you may have to drum up a robotics club as your twice a week ASA. Part of the package.
Diversity and Global Outlook
One of the most characteristic features of an international school is right in front of the teacher when s/he calls the roll. Diversity in this context means children from any one of 50+ countries could be in your classroom.
You might hear a regular Babel of languages in the hallways and lunchroom. Or better yet, you might hear them all speak English, which is the point of an international school.
Curriculum Options
“Variety’s the very spice of life,
That gives it all its flavor.
”
True enough, but too much variety may lead to chaos. So how does an international school structure what goes on in the classroom? What teaching materials are used?
When a job posting reads Teacher of IBDP and IBMYP Language A: English, what does that mean? In other words, what curriculum is used in a given school?
Generally, the categories of curriculum are:
IB (International Baccalaureate)
AP (Advanced Placement)
IGCSE (International General Certificate of Secondary Education)
National (Canadian, Australian, Korean, Japanese, French, Indian, Pakistani, etc.)
Parents are paying extraordinary tuition, most over $20,000 in the United Arab Emirates (UAE,) for instance. What parents need and want for their children determines which curricula they choose.
If their child will be returning to their home country for university and expects to build a career in the United Kingdom, for instance, the decision is made. This assumes the city is large enough to support more than one category of school.
International Baccalaureate
But if the parent anticipates the child will be an expat with a global outlook, IB works best. What is IB? It was established in 1968 with headquarters in Geneva, Switzerland. In 2016 IB had 4,538 World Schools (their term) and 161,408 exam DP (Diploma Program) candidates.
That means students must take and pass exams in various subject areas to be granted university credit or receive a boost for university admission. The marks are crucial, just as in AP (Advanced Placement) classes for American schools.
“For schools that have achieved the high standards required for authorization, one of the benefits is to be known as an IB World School and to make use of the IB make use of the IB brand.”
The curriculum consists of four programmes. Note the spelling, as there is a strong British flavor to IB:
DP (Diploma Program) - high school, culminates in IB exams
MYP (Middle Years Program) - not found so often as DP or PYP
PYP (Primary Years Program) - requires much teacher collaboration and student initiative
CP (Career-Related Program) - I haven’t experienced this; uncommon.
IB is built around the Learner Profile, which emphasizes students taking responsibility for their own learning. IB has a well-developed promotional and professional development arm. Some people snarkily refer to IB as a cult.
IB really isn’t “for all.”
A friend returned from overseas and taught at a self-described “IB For All” school in Massachusetts. It didn’t really work that well. The problem was that successful IB students need a high level of general knowledge, good academic skills, and the ability to work independently and collaboratively. Not all students do, unfortunately.
Advanced Placement
This program is built on the same principles as IB, mainly a challenging curriculum and exams which can lead to college credit and even skipping entry-level university courses.
AP credits are almost universally accepted in American universities and increasingly in international colleges. If a school is big enough, as at the American School of Paris, it may offer both. But AP is still nowhere near as common as IB.
Some schools like AIS Vienna offer a “curriculum based on the American system with an international flavor.” Others use the Common Core framework.
International General Certificate of Secondary Education (IGCSE)
This is the British curriculum featuring an exam array from Accounting to Urdu, leading to A-Level exams, which are a requirement for university entrance in the United Kingdom. If a city is big enough, there may be a school featuring the British curriculum and another with the IB or American curriculum.
National Curricula
Again, if a city is big enough, there might be an array of schools featuring curricula from the home country. Vienna, for instance, has a French Lycée, a Svenska Skolan, and a Japanese school.
In addition even if a student attends an IB or American-style school, he or she might also attend a cram school just to be prepared to enter university when the parents return home.
Bottom line? This decision depends on what the parents plan for their child.
Models of Instruction
Inquiry-Based
When you build a house, it’s all about the foundation. In instructional terms this means the school’s curriculum determines the instructional model.
So in an IB World School, for instance, the youngest elementary students PreK-2 will learn through inquiry-based instruction. This model requires extra teacher training (you may be sent for IB training) and for students who have the language skills and background knowledge to manage this style of learning.
Grade-level and subject area teams are the norm, and differentiation in the classroom is made much easier by the generous number of classroom aides.
Traditional
If the curriculum is not IB, then other more traditional instructional models govern the classroom: traditional textbook-based/ outcome-based backward by design formats/ or thematic units that a teacher favors.
Most frequently the school will be divided into elementary/middle/high school divisions, and often a Nursery/PreK section. The structure will mirror that of a British or American school.
Special Education Implications
International schools are seldom able to accommodate children with severe disabilities. However, you might expect a handful of mildly-disabled students: LD/ ADHD/ on the spectrum/ sometimes blind or deaf, sometimes even with a full-time aide.
What you will not see is a classroom with numerous severe BD students and a high percentage of non-English speaking students. International schools have no legal obligation to serve these students and it is too costly to provide services.
The US Department of State delicately notes that “children with moderate to severe difficulties still encounter major challenges.” This means diplomats with children in these categories won’t be sent overseas. DoDEA schools will be more able to provide some services, but not to the degree available back home.
English-language Learners
Younger ELL students become fluent more easily, generally speaking.
Attaining fluency in English and preparing for admission to good universities is the reason international schools exist. Some schools will not admit older students with weak or non-existent English. Refer back to the discussion of IB and AP testing to understand why.
Instructional models for ELL (English-language learners) have some quirks. Below are the most usual formats for non-native speakers:
• Inclusion. Just drop the child into an English-language classroom environment. The younger the child, the better the outcome.
• Self-contained classrooms focusing on English-language instruction. This model is intended to end when the child has reached a benchmark.
• Pullout for intensive English language instruction with core classes. The child is mainstreamed into electives and perhaps math.
• Mainstreaming, perhaps with an aide or other support as needed.
International School Teaching Staff
“Who’s on first?”
Overseas Vs. Local Hires
Let’s start with the two main groups of international school teachers. First are overseas hires, meaning foreign teachers. Overseas teachers are hired through recruiting fairs or by online interviews.
Overseas hires are in a class apart from the next group, financially better off by a long way, with benefits the other class of teacher can only dream about.
Local hires provide the backbone of the school, at less financial cost.
Then there are local hires. These teachers already live in-country for various reasons. They may be local citizens or a Westerner married to a local.
Typically they teach the national curriculum or the local language. Their salary schedule is an emaciated version of the expat teacher’s.
For benefits, they might receive health care and perhaps contribution to a retirement plan, but no housing, tuition for their children, no flight home, no conference travel. Nothing extra. Local hires are financial second-class citizens.
Why?
Because a successful international school requires a certain proportion of native English speakers; parents demand it. And few Westerners are going to leave home, travel to a foreign country on their own dime and work for shockingly low wages and no benefits. Period.
The school might be able to hire random poorly qualified Western teachers who just happen to be in the country, but that won’t work out over time, not with the tuition parents pay. So the school is stuck, and it’s the local hires who bear the brunt while the expats live high on the hog.
Types of International School Teachers
Tourist Teacher
In it for adventure and jolt of adrenaline provided by change. In Year One they arrive/ get settled/ travel a lot/ do a capable job in the classroom. But they are already making plans for the next move and by winter of Year Two, they’re been hired by the next school and will be gone by the start of Year Three.
Most-Likely-To-Break-Contract Teacher (Heidi)
Doing a “Heidi” means breaking contract.
Why Heidi? Because in one school year in Moscow, two teachers coincidentally named Heidi broke contract and left before Christmas. One’s boyfriend was very ill back home and the other got dropped into a band program with no musical instruments; they had not arrived yet. So this is my shorthand for breaking contract.
This group either fell into an international school career (Saudi? Why not?) or they are running away from some personal or financial mess or they are just overwhelmed.
Depending on the nature of their motivations, personality and character, potential Heidis can either become perpetual complainers and crack under the pressure. Or they may feel liberated and settle into this new life having left their problem behind and found a congenial lifestyle.
Career Lifer
They have made international schools their permanent career and worked in many schools and countries. They tend to be steady, pragmatic, and tolerant.
They’ve been everywhere even though they are still connected to their home country and may plan to retire there. Their children are TCK (Third Culture Kids) and equally worldly-wise.
Second-Career/ Retired Teachers
Not quite ready to retire yet.
They seek one last adventure before settling down to spoil their grandkids. They’ve had long and typically successful careers behind them and have mellowed enough to be a steadying influence on the faculty. In baseball these guys are called good in the clubhouse.
Local Lifer
Occasionally a foreigner finds a city or country that just feels like home, and they stay. They may marry a local and raise their children in Vienna or Chiang Mai, learn the language, settle, and let ties to their home country wither. Local lifers are worth hanging around with for their depth of local knowledge.
Trailing Spouse
When a husband/wife is posted overseas, the spouse, possibly unwillingly, ends up getting a teaching or substitute job. Most often these postings are for just a few years, so the trailing spouse may be adaptable enough to be successful or just the opposite. It’s a difficult high wire act. More later.
International School Administrators
“Uneasy lies the head that wears the crown.
”
The administrative structure is pretty much in the same mold as a government-sponsored school anywhere. The main difference is that the school typically stands alone, so instead of a district with a superintendent, international schools have a head of school.
Head of School
If you take a look at the career paths of a typical crop of new administrative overseas hires, you will note a common theme – they generally have considerable international school experience.
When you list their responsibilities, it is easy to see why. They need to perform all these duties, but in a foreign country:
1. Strategic planning – growing the school.
2. Fiduciary management – keeping the school on sound financial footing.
3. Dealing with the Board of Trustees, Embassy, and local government.
4. Handling parents diplomatically.
5. Attending many/most school and community events.
6. Recruiting talented staff.
7. Managing curriculum and accreditation.
8. Preparing emergency plans and campus security.
Administrative Staff
If the school is big enough, the head of school will have both local and overseas staff. If the school is tiny, guess what? The head of school does it all and may even teach a class or two. Bigger schools may have separate departments like:
• Finance department/ business manager
• Admissions director
• Curriculum and Instruction supervisor
• Facilities manager and maintenance
• IT (Instructional Technology) department
Local Staff
The main office could not operate without the highly capable bilingual local staff. They always seem to be over-qualified, but the school would crash in a day without their local knowledge.
These staffers seem to move easily in both the expat and local environments, like salmon, which swim in both fresh and saltwater. Be nice to these people. They will be there long after you have moved on and will prove immensely helpful.
Principals
A large enough school may have an elementary, middle school, and high school division, each with its own principal and separate staff. These principals deal directly with students, instruction, teacher evaluation and day-to-day operations.
They suffer less bureaucracy and Special Education paperwork and fear of litigation. But there is still plenty to do and plenty of problems walking in the door.
Peter Principle - Impact on the Classroom
As with life in general, administrative talent is not evenly distributed. The Peter Principle notes that employees tend to get promoted until they reach their level of incompetence.
This rule holds true for international school leadership, of course. There are some miserable principals and heads of school, even though most are experienced and capable.
But a feature peculiar to international schools is their autonomy, which in practical terms means administrators have a much freer hand than they would in a school district.
A bad administrator can turn the school sour within a few months and short-term, nobody can stop him/her. International schools are especially vulnerable to this rapid-turnover collapse.
So when you read school reviews, keep in mind the review date – a bad administrator can ruin a school pretty quickly. Confirm how long the administration has been in place and whether changes loom. Then decide.
So there you have a roundup of the factors which determine what goes on in your classroom every day. Next let’s move on to your customers, meaning the students and their parents.
2.4 Students and Their Families
International School Students
“The same but different.”
By and large international school students are a joy to teach, just like the academically ambitious, polite, hard-working kids at a well-run private college-prep school in your home country.
The emphasis is on well-run, because of course things can go badly wrong. But do your research and you should be able to avoid bad schools.
What lends spice to an international school student body is its multicultural diversity, even though the playground and hallway language will be English. It’s truly awe-inspiring to see students from 50+ countries mingle effortlessly in the classroom, lunchroom, sports field, social groups in and out of school.
A true international school will be full of TCK (Third Culture Kids.) This means a global education curriculum is redundant; some of these students have lived in five different countries before middle school and have extra pages in their passports.
Issues Unique to International Schools
Transitory Lifestyle
Many of these families only stay a few years (3-4 years for US Foreign Service Officers), which has implications. One of these factors is very positive; because these kids have moved so often, they tend to be very accepting of newcomers.
Student friend groups might include a motley collection of nationalities like Ethiopian, Canadian, Estonian, Belgian, Danish, Lebanese, and Austrian, in the case of my children, who were swarmed by students looking for fresh companions their first day.
But negatives include the lack of stability and issues with bonding and friendship. Some students may fall through the cracks academically and socially, since nobody knew them when. More fragile students may fold under the pressure of regular uprooting.
English-Language Fluency
Two admissions constraints also have a particularly crucial impact, so be sure to ask. How many students speak English well? How solid is instructional support and what are the school’s admissions testing and policies?
One AP teacher recounted how a GR11 student had to have his friend translate a request to go to the bathroom. How can such students possibly get good IB/AP scores and be admitted to a British or American university without English-language fluency?
1. Older students who are not fluent should not be admitted in the upper grades. It is far too difficult to master the language skills needed to succeed in a challenging curriculum and subsequent tests, like IB.
If too few students are fluent in English, teaching any kind of curriculum will be an uphill slog. Many schools do not accept older students without excellent English for this reason and also require a minimum admissions test score.
2. Many schools limit the percentage of ELL under the theory of critical mass, meaning if there aren’t enough native English speakers, who are these learners going to immerse themselves with?
If the proportions are wrong, the school ends up with groups of, say, Koreans speaking nothing but Korean and who can barely speak English when they graduate.
The Families
“The family you come from isn’t as important as the family you’re going to have.
”
Who are these parents?
1. Embassy diplomatic personnel
2. NGO (Non-Governmental Organization) employees
3. Businessmen and women for global corporations
4. Teachers’ kids
5. Host country nationals, generally rich
Who Pays the Tuition?
Parents #1-4 do not typically pay their child’s tuition out of pocket; their government or corporation pays. In the case of AAS Moscow, for instance, fees are in the $28,000 range plus a $10,000 entry fee.
Lori Loughlin, actress, sentenced for bribery in a school admissions scandal. Money talks, but not always.
This feature means that when a #5 host national’s child enrolls, the parents most likely are rich. That does not automatically mean they are more prone to be pushy, entitled, and demanding, but the risk is, frankly, greater.
Lest you think parents from hell only occur overseas, remember this pair and their $500,000 bribe to admit their daughters to USC?
How Parents Decide
Families have many motivations for choosing an international school over the local national school. These range from the negative (teachers are on strike again) to the positive (broadening the child’s worldview and achieving English fluency.)
The growing middle class around the world sometimes stretches itself financially for an international school education. They value extracurricular activities and the nurturing of personality and independence in a multicultural environment because they may be wary of the rigid national schools.
So…parents have settled on sending the child to an international school. What factors influence their choice?
1. Tuition can be upwards of $40,000. Can I afford it? What if I have three children?
2. Will the curriculum fit the future I have in mind for my child?
3. Is this a true international school with certified foreign teachers?
4. If my child needs extra support, will it be available?
5. What about sports and extracurricular activities?
6. Location – if we live in a huge city, is the commute impossible?
7. What is the school’s reputation and college acceptance rate?
Here is one online example of how parents search and the criteria that matter; just input the child’s age and desired location, then start shopping. By the way, this database is a priceless resource for prospective teachers to dig up facts like ratio of local students to international (crucial to know.)
Difficult Parents
Difficult parents are distributed along the Bell Curve, never mind who pays the tuition. There are plenty of horror stories of embassy parents throwing their weight around and making a teacher’s life miserable. Your main defenses are:
1. Solid supportive administration
2. Selective student admission process
3. Curriculum in place with testing as the end result
4. Zero tolerance of cheating or bad behavior by Board and administration
5. Adherence to Western norms
Supportive Parents
On the bright side, parents all share one common feature, meaning high expectations for their children. They tend to be supportive and involved, and if their child is happy in your classroom and making progress, they will be your best supporters.
Highly talented and educated classroom volunteers will be available. The PTO will likely prove capable of raising plentiful money for classroom support, organizing special events, and providing manpower or more typically womanpower. Keep an open mind, and you could end up with a lifelong friend from the parent community.
Now that you have a good idea of the international school world and have decided you want to teach overseas, let’s lay out the hiring process.