Adapted from ISR Member Forum
“A few weeks ago I made mention (on the ISR Member Forum) that I was unaware some International Schools employ unqualified/non-credentialed teachers. This realization raises some questions about which I think colleagues may be able to shed some light:
Q1) If you have worked at a school which employs non-credentialed teachers, in which area of the world was this?
Q2) Do you find a difference between credentialed and non-credentialed teachers? What about teachers who have let their credential lapse?
Q3) Personally, I think poorly of a school that employs uncredentialed teachers. Do you see this attitude as acceptable or is it reeking of ‘credential arrogance?‘”
Comments? Please scroll down to participate in this ISR Discussion
ISR Discussion Boards 
Fascinating insights. My background involves working in Chinese schools where I encountered numerous unqualified teachers. A noticeable contrast existed between them and the certified educators. The more experienced unqualified teachers often lacked pedagogical skills but were certainly confident.
LikeLike
It depends if the teacher actually cares about their work and is engaged in the education of students. A bigger problem for international schools are the careerist types who don’t fulfill most of their job duties and spend as much time as possible kissing admin ar**e, networking at conferences, and ensuring that the rest of the qualified and competent staff end up having to deal with all of their work mess. It’s an increasingly problematic situation even at “the best” schools lately.
LikeLiked by 1 person
In a landscape where real-world experience increasingly translates to educational success, the value of non-credentialed teachers emerges as a paramount asset. These individuals, fortified by years of practical experience, bring to the classroom a wealth of knowledge not confined by traditional academic pathways. Their firsthand understanding of time management, writing, systems, and work processes equips them with the innate capability to navigate and impart the sometimes overly intricate frameworks, curriculums, and lesson plans that define today’s educational standards.
The advent of AI tools further amplifies their contribution, ensuring that the application of these real-world skills is more accessible and effective than ever before. Such tools assist in bridging any gaps in formal educational training, allowing these educators to deliver content in a manner that is both innovative and relatable. This is in stark contrast to the constraints often observed in teachers molded within the rigid confines of academia.
Individuals who have ventured beyond the academic sphere possess a unique perspective, untainted by the insular environment of traditional educational settings. Their exposure to diverse professional environments prevents the development of the child-like mannerisms often perpetuated by those who have never left the academic world. Instead, they bring a fresh, pragmatic approach to teaching, characterized by a readiness to adapt, a willingness to learn, and an inherent understanding of the real-world applications of their subjects.
Contrary to the notion that knowledge of a subject alone is insufficient for effective teaching, these professionals demonstrate that with the right tools and a solid foundation in practical experience, anyone can excel in an educational role. Their ability to relate to students on a more experiential level fosters a dynamic culture of collegiality and professional growth, not just for themselves but for their peers and students alike.
While the absence of formal credentials might have been seen as a limitation in the past, it is evident that in the context of today’s educational needs, non-credentialed teachers offer invaluable insights and capabilities. Their real-world experience, coupled with the support of modern educational tools, positions them as key contributors to a more adaptive, relevant, and engaging learning environment.
LikeLiked by 2 people
Unfortunately you are confusing two different issues, credentialed/qualified vs previous career experience. These are two totally different issues.
LikeLike
Most accredited teachers have been brainwashed. There is no value in accreditation these days. Work experience and ethics are far more valuable than accreditation.
LikeLike
Chip on shoulder detected!
LikeLike
Qualifications and accreditation alone doesn’t guarantee best practice. The visa route of employment require notarised university qualifications. However, there are Mickey Mouse degrees that flood the market. Like it or not, TEFL or TESOL certificates aren’t the same as a B Ed.
Then there’s the travelling/bored wife/husband/partner, the lifer and backpacker routes where they have a residence or work visa already. This is a back-door plenty of schools around the world use.
Schools do hire a mix of teachers and “teachers” to balance the books or increase profits. I’ve worked with a mix bag of good and very poor practicing teachers who have a BEd and MA against their names. I also worked with good and very poor practicing teachers with nothing but the backpacker certificate of TEFL or TESOL.
The previous school I worked in employ qualified teachers but the 2023 – 2024 batch of new hires struggle to speak, use and write the English language.
Forest Gump, “Life is like a box of chocolates. You never know what you’re gonna get.”
LikeLiked by 1 person
I’m posting this here partly because the discussion of agism is so out of date. I’m a two-issue poster- I have a degree in Journalism and I currently work in the US as a substitute teacher in public schools for two years. I don’t have a teaching certificate. Because there is a shortage here, they allow me to teach with an “Emergency Certificate”. I’m considering trying to teach in an international school in Asia or South America. I do have a junk TESL also. I’ve been teaching ESl mostly, and the kids here use English as a second language. I understand that only Cambodia or Ecuador (and a few others in Latin America) might accept me. My health is pretty good, and my mind is sharper than yours. I’m just trying to gather information and seeking advice on which country might be a better fit. I speak a little Spanish. I think that might be an advantage in Latin America. But I have been to Asia many times and I like it. (my wife is Filipina).
LikeLike
Currently at a school that does not care. Certified, credentialed, experienced and even no classroom experience and no degree in teaching. No crimminal background checks and hire teachers that have been fired from previous posts mid year.
Yea, it is almost like being inside the U.S. with republican led states.
LikeLike
What about being involved in Professional Development at your school or attending/presenting at teacher’s conferences? That is worth more than having credentials on paper. You are being evaluated by peers.
LikeLike
I think peer evaluations, like all others, have the potential to be biased.
LikeLike
International schools employ teachers from all around the world, and credentials and qualifications vary widely. For some countries, a work permit can only be issued to international teachers whose qualifications are judged to be satisfactory by the visa-issuing authority. In many cases, having an advanced degree relevant to the subject that you will be teaching, along with some relevant experience, will be accepted. Reputable schools will prefer teachers who, in addition to academic qualifications, have successfully undertaken a nationally accredited teacher training course, but they often need to compromise because of the high turnover of international teachers and all the challenges of recruitment in distant locations. National systems vary widely. Only certain countries require teachers to renew their credentials periodically. I have worked alongside teachers with very different levels of qualifications and credentials, and there have been great teachers and questionable teachers both with and without the credentials. The best teachers have invariably been those who have sound subject knowledge, a thorough understanding of the curriculum, assessment and the pace required, but who, most importantly, establish a positive and respectful rapport with their students (and contribute to the wider life of the school). Reputable schools will provide regular professional development opportunities and require their teachers to participate, regardless of their level of certification. This helps ensure that teachers stay up to date and are aligned with the school’s curricular initiatives. If a school is accredited by a major international or national association, teacher qualifications, professional development and performance evaluation will be scrutinized during the accreditation process.
LikeLike
I think the learning about learning that happens as part of a credentialing program is essential to being a well-rounded, informed teacher. The practice is important, no doubt, but I think the theoretical understanding of pedagogy is as important. I also think that particularly with young learners, you need to understand [meta]cognitive development, and you wouldn’t without training. An ignorant teacher could negatively impact the education of a child with a single uninformed comment. Teaching is a multi-faceted occupation with a lot of responsibility.
As a parent, I would always choose a credentialled teacher over an uncredentialled one, but I do think there are poor credentialled teachers out there no doubt.
LikeLike
I’m the original poster of this and originally forgot to mention or talk about the fuzzy line between having a teaching degree and teaching degree with “certification”.
If you have had certification at some point – I’m still not sure how I feel. It’s complicated and depends on your location. One benefit for some locations is the rolling police checks that comes with having certification.
If you have never completed any type of teaching degree – then it’s the same as being an accountant or plumber without qualifications. Can you do the job with on the job training? Probably – but why would a international school employ that when there are qualified options available?
I do believe there are terrible credentialed teachers and amazing unqualified teachers, but in general I’d sway towards at least having some type of education degree over just a general Bachelor of Science or Bachelor of Arts. This also goes back to the same problem at university – the problem with many professors is they know the content but they don’t always know how to teach well….
LikeLike
Like many of the comments in this section, we continue to spread the myth of the ‘poor teacher.’ Never the poor politician nor the poor wealthy businessperson. This only occurs in countries where teachers are less important than a sports celerity, a rich person, or a salesman. Teachers who cannot figure this out create the conditions for their own demise.
LikeLike
It’s definitely true that governments, administration and owners can make teaching unbearable or unworkable. However – I’ve seen too many cases of “teachers” without both official qualifications and home country registrations do things which would get me fired in my home country. I personally find the “stupid meter” is normally dialed down more often with a teaching degree and a very small difference with an added certification. This is all anecdotal of course (correlation).
And on creating the conditions needed to improve ones teaching practice if you are not qualified. Often schools who employ unqualified teachers (through choice or availability) are also the schools without the supports to teach staff what they should do.
My first school overseas was the only school I’ve worked at where I knew there were staff who were not qualified teachers. It was only through observation when I noticed foreigners (but not local teachers) making questionable decisions that I saw the light. Note that I’m referring mainly to TEFL’ers in asian countries who move up from teaching English in cram schools to teach rich local kids in English.
LikeLike
The question that should be asked is how do we get more people especially young people to go into the profession of teaching. I live in the state of Illinois and just this year alone there were over 2,000 teaching jobs that went unfilled this year. They had to be filled with long term subs and substitute teachers. Teachers here especially the older ones near retirement can not wait to retire. They say teaching is not like it was 10 or 20 years ago. Kids misbehaving, parents not supporting the teachers and so on. Teachers say they would not recommend anyone going into teaching because it has gotten so bad. College and Universities that do offer teaching degrees say enrollment in these programs are down and have been for many years.
Something needs to change to get more people interested in teaching.
LikeLike
Do you think that student choice in degrees available also plays a choice in reduced students going into education? I’m not disagreeing with you – just adding another layer of potential nuance.
LikeLike
Teaching at good international schools in Asia is still a great way to enjoy the teaching profession with the added bonus of getting to explore the world. It’s not for everyone of course, but the pay can be excellent with the lower cost of living in most of these places and the students, in general, are fantastic compared to the average western student (attitude and academics).
If you aspire to teach, then there will always be a place for you. You just have to remain flexible and open to relocating. Otherwise, I am not optimistic. I came up in Idaho and the education system there, including the regard for teachers, is continuing its downhill trajectory, and it wasn’t great when I taught there. In my personal experience, this is despite highly qualified teachers working very hard and doing their best under difficult circumstances.
So I think most places in the states are similar, with the usual exceptions here and there. Come abroad and enjoy some esteem and fatter paychecks.
LikeLike
An intelligent post!
LikeLike
They need to pay teachers a living wage that reflects the amount of education, ongoing training, and certifications involved. There needs to be less religious zealot/political interference with what is being taught in schools and none of this “Moms for Liberty” insanity that goes on in US school boards. It should also not be part of the job expectation that you engage in disarming students or participating in lockdown drills where you are expected to take a bullet.
Teachers didn’t go to school to be prison wardens, police, or hostage negotiators. Additionally, the cost of education degrees at most universities is not in line with the salary so it is a deterrent. I think we all know what needs to change but the question is will it ever change in the US? Unlikely.
LikeLike
I think you have to separate having a teaching credential (such as QTS, Moreland, etc) from having a teaching degree or qualification (BEd, MEd, PGCE, PGDE etc.)
Of the two, for me the latter is the more important – it shows that you have at least had some training in the theory of education. Having the credential is a ‘nice to have’ though, as it gives some credence to the university bit.
That said, there are some teaching qualifications which really don’t appear to be worth the paper they are written on (a lot of staff at my school have Cambridge’s CICTL, and quite a number of them really shouldn’t be in a classroom) and one of our best teachers doesn’t have any sort of credential at all!
LikeLike
your understanding of a credential is short sided. My program was graduate level classes ending with a 100+ page thesis related to mathematics and until we also complete several more exams and another 2 yr intensive we can’t earn a clear credential.
meanwhile I had colleagues with their BA in education and who “earned” or lets say purchased their masters from SUNY and were no more qualified than the day they graduated from their undergrad. The coursework was a joke.
don’t even get me started on admin who’ve never completed an admin cert or supervised placement and now are principals and heads of schools. Letters after your name does not make qualified to be a school leader.
what is ridiculous is the states or home countries that make renewing expensive and almost impossible to complete requirements.
LikeLike
you can only get a QTS a year after teaching in the UK. It separates the true British teacher from the trash.
LikeLike
I am a Canadian teacher with nearly 40 years of classroom experience. My province, British Columbia, requires that I renew my certificate annually. If I don’t, does it suddenly negate that background? Money grab?
LikeLiked by 1 person
Scotland is the same.
LikeLiked by 1 person
For those who believe teaching credentials are relevant -Why does the best international school curriculum not require and at times even not prefer them? Teaching credentials are either outdated OR bogged down in meaningless jargon and criticism that only gets in the way of the genuine talents of facilitators. Teachers colleges are compromised by both politics and the misconception that teaching is science and is oh SO..very difficult. Teaching is an art/craft that requires experience, passion and empathy. Teachers colleges and the constant upgrading of certification are only of the slightest positive value when they do not kill the later before the former can be obtained.
LikeLiked by 5 people
You say “experience” is required. So you wouldn’t hire a teacher without it?
Credentials aren’t perfect, but they are better than nothing, and they ensure that every new teacher has at least been in a classroom in a teaching capacity before being left alone to plan, teach and assess.
LikeLiked by 1 person
I’ve known “uncredentialed” teachers who were better than any “credentialed” teacher, and I have known and worked with “credentialed” teachers who shouldn’t have the appellation. Does a “license” or “certificate” give someone the love of teaching and learning, the love of guiding students to success? Absolutely not. I have been an uncredentialed, a credentialed, uncredentialed, and now re-credentialed because a few of the schools I want to teach at require that “union card”. Oh, and by the way, I hold a M.Ed. a M.A., a BS, and have been teaching 32 years. I love my vocation-I could have retired years ago, but I enjoy teaching and learning, and will keep on doing so as long as I can get hired.
LikeLike
Any other profession requires you to be degreed and certified (licensed). Doctors cannot simply practise medicine because they have their degrees. They must pass a licensing exam. Lawyers cannot practise until they pass the bar. Indeed Hillary Clinton failed her first bar exam. In Canada, PM Joe Clark never ever passed his bar exam and was never able to practise law. Having certification does not automatically make you a better teacher; maybe it has no influence on your teaching, BUT we were required to pass through these hoops so it is rather annoying when other people are allowed to slip through.
I teach in an international school within a state system (somewhere in Europe). The state system requires us to have a B2 level in another language outside of English. We also have to of course have our police check. Yet with the Ukraine situation plenty of sudden teachers were hired without having to produce a police check and who could not speak any language other than English. Does this mean they cannot teach Math? NO, but I and plenty of other people had to have this language qualification or would not even be considered, and then these teachers suddenly get in scott free!
LikeLike
In your situation, the Ukraine ‘situation’ compelled emergency hires. Their hire must be temporary. It is not fair to the profession nor to you.
LikeLike
Sounds like you may not be be credentialed! And which system is supposedly the best in the world ?
I’ve always seen teacher ed a bit like having a drivers license. Most people can get them if they put in the time, many that have them are terrible drivers, and some that don’t are great. However, if you ever go to a country or city that doesn’t either have them, or the test is only written or insanely easy, the roads are downright dangerous. (Yes – I’m looking at you Cairo!)
LikeLike
Another great response! Well, would an army or hospital or police force or engineering company hire uncertified persons? Like it or not, certification is part of the system. You don’t have to like it. But you do have to realize that it exists.
LikeLike
Schools that hire non-credentialed teachers are not serious educational institutes. Would parents want their children taught by inexperienced, non-certified teachers? No, of course they wouldn’t. Schools may say they have good teachers but if the teachers are not certified they are not “teachers”. Keeping up credentials is really another discussion.
BTW, here in Prague, there are almost no professional librarians left in the international schools. I’ve seen many certified librarians replaced by “librarians” who have little to no experience running a school library. As is the case with fake teachers, these fake librarians are called “librarians” and presented as such. Only professionals can teach and run a library, all the others only go through the motions and parents are being deceived.
LikeLike
I have been teaching HS math in China for 14 years at a variety of international and bilingual schools. Before that, I was a community college professor in the US for 9 years with an MS in math and never even considered getting a teaching certification since that was mainly needed for public K-12 schools which I had no interest in. Most of the schools where I worked at in China required either certification or an MA/MS (in either education or the subject taught). There was one school in particular that didn’t want me in the beginning due to lack of certification, but was willing to hire me later on once I had more experience specific to teaching the same curriculum in China (although I turned down their offer since I had another offer which a was better match for me). I understand the value of a teaching certification for relatively new teachers, but after a certain amount of experience, the experience is much more important than a certification earned or not earned over 10 years ago. Whenever an admin thinks otherwise, I seriously question their competence.
LikeLiked by 1 person
Mike. you overlook the importance of pedagogical knowledge. This cannot be ‘learned’ by experience alone, Mike. Most college teachers never taught in a non college environment. (You are an example, totally!) But you want to say that the K-12 people did not need certification. No, Mike, I disagree. If you were to come into the K-12 system, you would not need teacher training. But you would need support for the demands of the K-12 classroom. Admit it, Mike, I am correct here.
LikeLike
I don’t think you read my comment carefully. I have been teaching at a variety of K-12 schools in China for 14 years. I have taught several math classes in grades 7-12. I should also mention that I have taught other teachers in workshops many times, mostly on pedagogical topics. I have seen what classes are required for new math education degrees and I could confidently teach most of those classes as well if I had to. Seriously, by the time a teacher has been teaching for 10+ years, their recent experience becomes much important and relevant than what they learned while they were still in university.
LikeLike
Having taught in 5 countries in 7 international schools, I have only encountered one situation where non-credentialed teachers were hired and this was simply because credentialed teachers were not available. In every instance, these teachers, whilst many were lovely people, intelligent and in some cases, knowledgeable in their subject, did not know enough about teaching to understand that they did not know how to do it well and within the constructs of the educational programmes being implemented in the school. They all seemed to suffer from the misconception that anyone can teach if they know a fair amount about a subject. Frameworks, curriculum, standards were unknown and considered unnecessary. Whilst teachers credentialed in the local education system were equally unfamiliar with the programmes being implemented, they, being trained teachers, were able to understand the purpose behind and meet the presented expectations; they asked questions, requested training, respectfully disagreed with approaches by presenting perspectives grounded in their previous training – all of which makes for a dynamic culture of collegiality and professional growth for everyone. The non-certified teachers pontificated about their points of view, closed their doors and did what they thought was best, regardless of every effort to bring them on board with the programmes. I do not think less of that school for hiring them – as a middle leader at the time, I could see that it had to be done. And many times these individuals came across as confident and competent in interviews. But, this is not a practise I would support if there were alternatives.
LikeLike
Thanks for this thoughtful response. You demonstrate the merits of teacher education and certification.
LikeLike
To 5 countries and 7 international schools: What a great post! Your reflection is spot on, in my opinion. I would be proud to call you a colleague!
Allow me to add my thoughts. Some of these posts remind me of sports fans who may occasionally throw, have seen someone throw, or maybe can’t throw a ball but want to tell professional athletes how to do it!
In my opinion, there are three types of teachers in international schools: the qualified professional who has intentionally pursued teaching as a career; a degree holder who possesses the necessary subject knowledge; and the backpacker who may have transitioned from a language school to a conventional educational institution. All three are referred to as teachers, and while any of them has the potential to become great educators, my bet is on those who consistently reflect on their students’ needs. The naive teacher may believe they grasp what this entails, but students’ needs encompass far more than just content knowledge. We all recognize these teachers; they are the ones whose students invite them to their weddings, express gratitude in recognition speeches years after graduation, or send “Thank you” emails for making a positive impact on their lives. Teaching means reaching 100% of your students and ensuring each one succeeds. Regardless of one’s educational journey to the classroom, those who fall short of this need to reflect more on how they can improve.
Certification or degrees don’t guarantee greatness, but they can indicate that an individual demonstrates the minimum responsibility, commitment, and seriousness required to tackle the challenges of the classroom. As I mentioned earlier, any teacher can achieve greatness if they understand what greatness entails and can inspire those around them to strive for the same. However, instructing others on how to throw a ball is best left to coaches who possess that expertise.
LikeLike
Yeah, keeping credentials “up to date” is a bit of a racket. Any teacher worth his/her salt is always learning. Constantly shelling out money to prove it with “credit hours” of highly dubious value (you know what I’m talking about) is kind of ridiculous.
Teachers without credentials vary widely in terms of value. If they actually majored in or near their teaching subject, I don’t see it as a problem. Most of us learned far more on the job than we did in our teacher classes anyway, tbh.
LikeLiked by 2 people
In my experience, only teachers from the United States keep their credentials up to date. In Latin America, Canada, and Europe, once you graduate from Education – your credentials are for life.
Thus, in the western hemisphere, it’s a US-centric mentality to have to always pay more money.
LikeLiked by 1 person
I’m sorry but your information is incorrect. I held teaching certificated in Canada, in the provinces of Ontario, British Columbia, and Quebec. ONLY Quebec’s certificate is for life; Ontario and British Columbia require fees of hundreds of dollars to renew them every year. It’s quite costly.
LikeLike
Credentials do not insure a person will be an exceptional teacher. If an applicant does not have credentials, then the school should look very closely at the evidence that person will be a good teacher. I had credentials, my wife did not, but I always said I was easier to replace than my wife who taught special needs students and worked closely with parents for the benefit of the student. She got more out of her students than any other special needs teacher I have seen in 30 years of teaching. I have known several other non-credentialed persons who were great teachers. It is up to the school to do their due diligence when hiring any teacher, credentialed or not. Unfortunately, too many schools do not do the work.
LikeLike