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You may not agree with everyone’s perspective on every topic, but that’s a good thing. Broadening our horizons makes us all better educators. You’re invited to participate in a sometimes controversial, new topic every week.

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Here’s where you’ll find up-to-the-minute info about schools & Admin, straight from teachers currently at the school. Start your own thread, browse thousands in progress. No topic is off limits … Almost.

Trending Topics

Moments of Awakening

by ISR Guest Author

If you’ve ever had a moment of sudden inspiration, insight, or comprehension, you experienced what is commonly referred to as a moment of awakening. For me, such moments are far more frequent overseas as compared to ‘back home’ where life was mostly on auto pilot. There’s a lot to be said for the newness of everything when you go international.

Early in my overseas career a very memorable moment of awakening didn’t actually occur on foreign soil. Rather, it took place during my first trip home following 2 straight years in Thailand. For whatever reason, ‘back home’ just no longer felt like home. Friends and family were there but it felt like I no longer belonged. I was homesick for Thailand. Something in me had profoundly changed during those first 2 years overseas.

A memorable moment I’ll always remember struck in Kinshasa, DR Congo. While slowly navigating down a rutted road with the AC struggling against a hot, humid, rainy morning, I noted the many pedestrians headed for work with umbrellas overhead, pant legs rolled up and shoes safely guarded in plastic bags. The dirt shoulder of the road had turned into a muddy quagmire. That’s when it hit me how truly fortunate I was in so many ways. I let a lot of ‘stuff’ go that day.

There’s been other unforgettable moments of awareness for me along the path of international education, but now it’s your turn. I’d love to know what profound, self-realization moments other international educators have had living and teaching in far off lands. This should be enlightening.


ISR Guest Author

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How Are School Directors Chosen?

Article by a guest Author:

Early in my overseas teaching career I made a bad choice of schools. That was before I knew about ISR. To date, I’ve taught at 5 International Schools, and counting. My first school was horrible, a ‘crap hole’ as one of my colleagues most aptly described it. The director’s mind-boggling incompetence and that of his principal was staggering. They almost drove me to leave international education right from the start.

Fortunately, my subsequent schools had outstanding leadership. Thank you ISR! At one school, the soon-to-be-leaving director, in conjunction with the board, actually flew in the top 2 contenders for the position (not on the same dates). Both of them spent time being interviewed by alternating, small groups of teachers. We later voted. We all felt valued.

I depend on ISR to read and research the history of a director I could potentially end up working for. A couple of bad reviews out of many and I’m okay with it. Twenty or so reviews with 95% of them not so good, and I give the school a pass.

My question: There’s a lot of good leadership out there. I know that first-hand. That said, if a particular director has scads of ISR reviews that paint them as practicing a top-down, dictatorial, ‘my way or the highway‘ abusive style of management, how is it they seem to easily move around from school to school?

What comes to mind is this: Some schools must be looking for a person to administer the agenda of the financially invested stakeholders, or an individual stakeholder and/or owner. To put it bluntly, are some schools using ISR reviews to find a director who will suppress dissension in the ranks, maximize profits and keep parents placated? I hope not! Is it possible they just don’t know about ISR?

Anonymous Guest Author

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Support for International Educators w/ Mental Illness

Article by anonymous guest Author:

A little-addressed facet of the Diversity, Equity & Inclusion (DEI) equation is the status of educators with mental illness. Most schools offer support for students who struggle with mental illness; however, this is usually not the case for teachers, especially in International Schools.

As an educator with a chronic mental illness, my condition is successfully treated. I work closely with a psychiatrist and take responsibility by staying with my treatment plan. Even so, I have faced discrimination although I do my job well.

I am not alone! A study funded by the Nuffield Foundation has been studying the mental health of teachers in England for more than 3 decades. Based on data collected from over 20,000 educators, 5% are today suffering long-lasting mental health problems. This figure is up from 1% in the 1990s. An increase in prescribed antidepressants has gone hand-in-hand with these statistics.

Public schools are ahead of the curve when it comes to teachers’ mental health issues, implementing support measures for faculty and staff. This is not so in the majority of International Schools. Attitudes such as the following on the part of school admin usually lead to negative outcomes for educators with mental illnesses in International Schools:

“Honestly, you’re one of the best teachers we’ve ever had, but if the community found out…….?”
“I see you’re dating another staff member. Shouldn’t people like you stay out of relationships?”
“We found out about your condition when we took a look at your health insurance claims.”

I am eager to be able to disclose my illness and work with administration to plan for any issue that might arise. No issues are yet to arise. Unfortunately, disclosure or discovery has led to Contract non-renewal for colleagues.

Please consider the following:

If you are an educator taking personal and professional responsibility for your mental health condition, what do you suggest?

As an educator or administrator in an International School, how comfortable are you working with a colleague with a known and successfully treated chronic mental illness?

A significant percentage of the population struggles with mental illness at one time or another. How can we make International education a safe place for effective educators with mental illnesses?

Anonymous Guest Author

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Reviews Written by Admin – Let’s List Them

If you’ve been following the ISR Member Forum topic, “Reviews Written by Admin – Let’s List Them,” you already have an increased insight into spotting self-praising Reviews written by Admin, themselves. Helitrope, a long-time contributor to the ISR Member Forum, brings this topic to light:

ISR Member Forum
Reviews Written by Admin – Let’s List Them
by Heliotrope » Oct 7, 2022

I’m sure everyone reading reviews will sometimes suspect a review might be written by admin, by which I mean admin or someone connected to admin, meant to boost the school’s image or to balance out a negative review. Sometimes it’s very obvious, sometimes less so.

I once suggested every review (or every school) would come with its own comment section, but since that’s unlikely to happen, let’s list all the reviews that we suspect are written by admin so people won’t be fooled (some are so stupid they’re actually amusing). Perhaps the feedback to these posts will bring to light that others might still think the review is an honest account written by an enthusiastic teacher at a great school…..

One recent school review I would add to the list: Cheltenham Muscat Oman, review #3 – I’d say it’s 99.9% sure this one is written by admin or someone connected/instructed by admin. The focus on specific admin doing a good job, the language they use and the things they focus on doesn’t remind one of how a teacher would write a review. Also, it follows two recent negative reviews.

I was thinking of also adding review #14 about Tashkent International School, but then reconsidered despite the high marks. I can see how a teacher there might have taken issue with earlier negative reviews
…..and the marks aren’t all 8s, 9s and 10s. It might be honest.

I’d like to know: What does everyone think are the telltale signs a review is written by admin?

As of this printing, 28 entries comprise “Reviews Written by Admin – Let’s List Them.” GO to ISR Member FORUM

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Celebrating 20 Years of Serving International Educators

Beginning with 1 School Review in 2003 & growing to 10s of thousands of Reviews today, ISR members & site visitors like YOU have made International Schools Review the most Trusted Word on International Schools.

We’re proud to be entrusted with this comprehensive resource, collectively created by International Educators spanning the globe.

Wishing YOU all the Best in the New Year!

Happy Chrismahanukwanzakah!

Wherever travels may take you this Holiday Season, no matter what you celebrate, or not, if you choose to be anything, choose to be kind this holiday season and throughout the year.

Wishing YOU and YOURS Peace and Joy

Schools that Ghost: Teachers Relate Ghosting Experiences w/ Specific Schools

Failing to take a moment to respond to an unsolicited resume is rude enough. But, what of schools that interview a candidate 2 or 3 times, insinuate or make promises & then go radio silent, never to be heard from again?

Despicable behavior such as this, known as ‘ghosting,’ demonstrates a complete lack of professionalism & a complete lack of respect. Most devastating, ghosting leaves candidates floundering. Imagine rejecting an offer from your second-pick school while waiting for a decision from your top-pick school, only to never hear back after 2 encouraging interviews & the promise, “We’ll be in touch.” It happens!

Teachers are sharing recent ghosting experiences on the ISR Member FORUM. They are naming schools & administrators guilty of ghosting. Excerpts from that thread appear here with names withheld. To learn the names of Directors & schools being discussed, log into the ISR Member FORUM & scroll to Schools Ghosting Candidates After Interviews.

K »Ghosting by xxx School has become the norm – even for internal candidates. The HR department is most likely to blame: With a focus on protecting the business, and a decisive voice in who is interviewed and hired, their understanding and support for individuals is woefully lacking. Any candidate applying should be aware that no answer may ever be received

Zulme »Four schools for me so far that have not replied. One even told me to start getting my paperwork together, unofficially. Never heard back! It’s distressing to not have any job prospects. 😦

sciteach12 »Like most of us here … I’ve had what I thought was great interviews and was told that ‘We will be in touch.’ I’ve contacted them after a week and got no response. This has happened both in Skype interviews and at job fairs. I flip it with this idea: If they don’t contact you now then what would it be like to work there?

member101 »Interviewed and Ghosted by 3 schools in my career so far: 1. xxx 2. xxx 3. xxx

Kim »Just thought I’d add here my most demeaning incidence of ghosting…Search Associates Bangkok Fair in 2018: I interviewed with xxx, the Head of xxx International School.

We had our initial interview, which went tremendously well….so much so that xxx rearranged the interview following my time slot so we could have more time to chat. The second Interview went just as well as the first, and at the end I was told… “You need to speak with my head of humanities, but if the conversation goes as I think it will, then our next conversation will be about the paperwork.He asked me would I be in the following day, the final day of the fair? I said I had no appointments lined up but I would, of course, be more than happy to come in. He asked me to wait in the candidate’s lounge and he would make contact by mid-morning. I waited in that lounge from 8 am to 4 pm and he made no contact whatsoever either by email or in person. I emailed him to follow up and received no reply. I never heard from the man again. So yes, Mr. xxx, Head of xxx International School….if you ever read this….%#$#!# you!

readmore »Happened to me and my spouse. We both had 2 interviews and a mini lesson with the HOS and a panel interview over 3 weeks, then nothing. I emailed them to inquire 2 weeks later. Waited another 2 weeks; still nothing. I posted a review of the HOS (I just said something like ‘FYI this school/director will ghost you’). ONE DAY after it posted, he sent me a 5 paragraph email, cc’ing my spouse, his principals, the panel and his school board where he went ON and ON about how terrible he was, how much work he had on his plate, but how that was no excuse for not replying, he should be more organized, and more kind, and more professional…seriously. It went on for 5 paragraphs. Then, in the last line, he said, “But you still shouldn’t have posted on ISR.” I never replied.

Markus »Ok, just to summarize; So far we have a list of 10 Administrators and/or schools who have been named, who have willfully ghosted candidates after interviews. They are as follows:

To learn the names of Directors & schools being discussed, log into the ISR Member FORUM. Then scroll to
Schools Ghosting Candidates After Interviews.

Comments? Please scroll down to participate in this ISR Discussion

Would YOU Live On Campus?

If cultural immersion and a school-life / private-life balance is on your radar, living on campus is probably off the table. On the other hand, for those seeking a ready-made social life, on-campus living might be be a welcomed addition to your teaching Contract.

Every school, every location is unique. The reason for required on-campus living will vary. Schools located in less than democratic societies have been suspected of requiring teachers to live on campus as a form of control. In severely economically depressed parts of the world, on-campus living could be the safe option. No matter why on-campus living is required, due diligence is imperative before making a commitment.

An ISR Member asks: “Anybody willing to share their experience living in on-campus staff accommodations? The school I’m considering posted a video on YouTube. It looks like you are literally trapped: no balcony, staff living above, below, and next to you. As a family, having our own space to relax and unwind is important. Staff around us 24/7 could feel like living in a prison.

“There is no option at this time for a housing allowance. This will change as more staff join and on-campus accommodations become less available. However, all the old staff would get the first choice when the opportunity to move off campus presents itself — which I can understand and agree to.

“It would be great to hear from people who have experienced living on-campus and find out about the plus and minuses of the experience. If you could name the school that would be helpful.”

Please scroll down to participate in this ISR Discussion

Let’s Continue to be Kind to Each Other

Ask any International Educator and chances are they’ll tell you the allure of the unknown, the unpredictability of the experience, and the severing of ties with the day-to-day predictability back home, are why they took the leap.

Sometimes, however, we get more than we bargained for. Extreme, unpredicted events can be overwhelming for one educator, while for another a welcomed opportunity. Who’s to say which reaction is better than another’s? Each experienced a powerful, impacting event that to some degree changed their perception of the world. Mission accomplished!

The following comments transplanted here from our ISR Discussion Topic, China, Covid Lock-downs & Mental Health, reminds us to respect the way in which each of us deals with events beyond our comfort zone:


“Well, for starters, I have a colleague who honestly says he enjoyed his lockdown experience. Personally, I wouldn’t give up my lockdown experience for anything. One of the big reasons I decided to teach internationally was because I enjoy experiencing other cultures and living in the rules and laws that govern those places I choose to live in, the good, the bad, and the ugly.

The Shanghai lockdown was a truly once in a lifetime and unique experience and may never be replicated. It’s an anthropological treasure trove as it’s so unique. I saw how people banded together to find innovative ways of helping each other (group buys), how barter systems arise naturally, how top-down command and control dynamics play out in real time, and how humans are capable of a totally different way of collaborating under extreme conditions.

Many people forget that the whole idea of “lockdown” originated in Wuhan in the very beginning of the pandemic, and that idea was imported by many other countries, even if it didn’t match their own ideals, constitutions, or values. For China, this was the standard game-plan from the very beginning, so I wasn’t surprised when it happened in Shanghai and was more than ready mentally and with food supplies stocked.

People discredit China’s approach as being draconian (and it IS extreme) without looking at the number of lives the approach saved. They also forget that China has not shown the world how it plans to see its way out of the pandemic, and so, it’s too early to judge whether the social “cost” of the lockdowns was worth it or not.

It’s not like the rest of the world didn’t go through tough times as well. In China, I remember nearly 2 years where China was completely normal while the rest of the world was being ravaged by the pandemic. All was calm in China at the time. So, it’s important to see things from the perspective of the people that lived inside China at that time to have a measured view on it.

All this to say, this was my own experience, and I realize that many people had a very difficult time, either mentally, or physically, and their experiences should be respected and not discounted. Every person had a different experience, not just in China, but globally. Let’s continue to be kind to one another.

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For-Profit vs Non-Profit Schools

It may be an International educator’s automatic response that a non-profit school is a better career choice than one classified as for-profit. Does teaching at a non-profit assure a better overall experience? What happens when for-profits masquerade as non-profits? Deciding which type of school is best for YOU may prove things are not always what they seem.

Let’s define terms: A non-profit organization is defined as an entity that exists for charitable purposes, usually a group based on a common interest. Embassy parents, creating a school for the sole purpose of providing an education for their expat children, falls into this category. After salaries and expenses are paid, all remaining monies go back into the school. In most countries these entities do not pay taxes. Creating an overseas school with a tax home in the US, for example, would qualify for tax exemption. Non-profits are often seen as the ‘good guys.’

For-profit organizations are classified as being operated with the goal of showing a profit. They serve their customers by selling a product or service. The owner earns an income from the profits and may also pay shareholder investors from these profits. These entities are not tax exempt.

On the surface, the difference between a for-profit and a non-profit school appears to boil down to shareholders pocketing the money a non-profit would otherwise invest into bettering the school.

A close look, however, reveals a blurred line between for-profit and non-profit schools. Non-profits with a tax base in the US are required to make their tax returns public, for example. A review of these documents often reveals huge salaries and/or bonuses paid to owners, directors, principals, advisors, board members, and other ‘positions’ easily assigned (at least on paper) to family members or investors. No money is left over to better a school ‘masquerading’ as a non-profit, and there may also be no interest in developing the professional/personal interests of its hired staff.

On the other hand, many for-profit schools, operated by owners with a community consciousness, clearly outshine some non-profits. Many such school owners are not only satisfied to make a fair profit, but also glean satisfaction and pride from offering a top quality educational product to parents and students. They include fair salaries and benefits packages for teachers. ISR hosts Reviews of such school.

There’s more to a name than vernacular would have you believe. Don’t be misled by titles. As always, ISR encourages you to Research, Research, Research!

ISR asks: What has YOUR experience been with both for-profit and non-profit schools?

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China: Covid Lock-downs & Mental Health

by Anonymous International Teacher / ISR Guest Writer

On the 26th of March 2020, China instigated significantly restricted travel Visas for both exiting and entering the country. As of November, 2022, there is still no specific date set for the free flow of people into and out of the country.

As such, there has been a strong emphasis on educators’ inability to leave the country, but that is not the end of it. With the experience of living through some of the world’s most draconian lock-downs (known as ‘dynamic Covid’) in the world, what is not as clearly understood is the wide variability in people’s personal experiences in China during lock-down.

I personally know of people who have been teaching in-person safely and with the continued ability to travel around China. In contrast, there are examples where friends have had trouble getting essentials such as adequate food. This may have been due to having weak links to ‘group buying,’ common during major city lock-downs. Or, it may be due, in part, to a lack of Chinese language skills and/or little to no support from the school.

Something that I think has often been misunderstood is the chronic trauma and grief suffered by some fellow educators in China that still follows them to this day. Not being able to leave your home for months at a time can lead to major problems with social isolation. The students are also in the same boat, so our ability to look after our students was also mixed.

Administrators from outside countries, I also believe, paint teachers from China with a very broad brush stroke as “damaged goods” or have the attitude of “we went through the same in _XYZ_ country and survived, so we don’t understand your trauma as being that big of a deal.”

What would you like administrators to know about YOUR experience when they interview teachers who have been in China during Covid times? How was mental health addressed for staff in YOUR school while working in a city that experienced prolonged lock-downs? Do you feel that there is a discrimination, for or against, those educators who come from posts in China?

Comments? Please scroll to participate in this ISR Discussion

Sizing Up a New Job: the Pros, Cons and Unknowns

by Matthew Sullivan / ISR Guest Writer

How would you respond when the unknowns of your international post turn out to be significant challenges? International living extracts you from your comfort zone, distances you from family and friends, adds stress to your relationships and piles burdens on your dependents that you may never have acknowledged when you were idly dreaming of escape.

Often we romanticize about a new job rather than conduct research in a dispassionate way. Prospective international educators seeking an escape from homeland humdrum can easily delude themselves by imagining that their current troubles will disappear abroad. The human mind sadly can will itself into a doom loop of negativity, anxiety and depression when the environment around it doesn’t match expectations. But whatever attitudinal baggage you bring to your new destination will be unpacked and on display straightaway unless you travel light and divest yourself of habits that led to your unhappiness or restlessness at home.

Making a simple list of pros, cons and unknowns when sizing up a new job seems sensible, but few applicants take the trouble to do this systematically. The unknowns are always scarier risks than the cons because they cannot be measured. When you take that leap into the unknown by accepting a job abroad and signing a contract, you need to accept that you are running significant risks for yourself and your family. Many of these risks are incalculable before you start the job, and it is human nature to warm to the perceived rewards rather than to assess coolly the real dangers when busy dreaming of pastures new.

Depending on your mindset, these unexpected outcomes of a new job abroad can lead to varying degrees of panic or patience; anger or maturity; weakness or resilience; whinging or acceptance; frustration or wisdom. In the end, however, all learning can be good learning and one’s character can grow and flourish, even in seemingly adverse conditions.

During my 37 years in international education, I experienced many unknowns, rewards, sacrifices and opportunities to grow, learn and develop my character. Looking back, I have few regrets, but also few illusions!

What kinds of risks are acceptable to YOU when making significant career decisions? What do YOU aim to learn from pursuing an international career? In what ways would you like to grow as a person during your professional life?

Matthew Sullivan (recently retired international educator)

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Are International Schools Monotone?

Dear ISR,
I would like to know if other educators are in the same position as me. I’ll explain:

Over the past two recruiting seasons I, an American, have come to realize my slight accent stands between me and an international teaching position. Even though no recruiter has come out and said they don’t hire American teachers with ‘foreign’ accents, no matter how slight that accent may be, I’ve concluded discrimination is in fit form in the arena of international teacher recruiting.

I have evidence: After the school year for which I recently recruited got underway I visited the websites of schools that had interviewed me. Reviewing the pages introducing the new teaching staff, accompanied by their educational background and achievements, it is plainly evident that noticeably less qualified applicants are in the position I had recruited to teach. My slight ‘foreign’ accent aside, no one is a good fit for every school, but not to be a fit for any school? What else am I left to conclude?

I hold a Masters in English Literature and a K-12 teaching credential from the University of California, Los Angeles. I’ve taught IB English Literature and Theory of Knowledge in the LA City School District going on 5 years. In Los Angeles, a culturally diverse melting pot, my accent is of no consequence. Apparently international schools are, shall we say, monotone.

I would be most appreciative if I could get some feedback on this topic of concern to me and certainly many other educators.

Best wishes,

Comments? Please Scroll to participate in this ISR Discussion

Be an ISR Guest Writer

ISR is inviting all International Educators to ‘Guest Author’ an ISR Discussion Topic. Have an observation, a complaint, a concern or theory on teaching abroad that you’d like to bring to others’ attention? Your topic is entirely up to YOU and can be as personal or far-reaching as you’d like. This is the place to highlight your voice, be heard and instigate a worldwide discussion based on your thoughts and writing!

If you’re not familiar with ISR Discussion Topics, here’s an Example. Notice, more than 114 ISR readers commented on and enhanced this Guest Author’s view point!

A few simple Guidelines:

To get started, compose a short synopsis (2-3 sentences) about your Discussion Topic. Send it to: Of course, not all Discussions will fit our ISR format but we will let you know right away if you should proceed to submit your complete Article for publication. ISR hopes to continue this feature, so some submitted Topics may be used, with your permission, in future ISR publications. More than one submission may be submitted per person, each with a separate synopsis, please.

Completed Article submissions should be 350 words or less — short and to the point.

Address only a single point of concern/interest per Article submission, please.

Choose to remain anonymous or opt to have your name appear with your Article’s publication.

As a small thank you for your published Article, you’ll receive a fresh one-year membership to ISR, or an extension to your existing membership.

We look forward to YOUR participation!

How Do YOU Read ISR?

There’s more to reading ISR’s School Reviews than just what’s on the page. Oftentimes, what’s between the lines speaks louder than words. Here are some things to consider this recruiting season while reading School Reviews:

  • Look for a ‘common thread’ running through the Reviews for a specific school. Is there a near- or complete consensus on certain topics? When different educators mention aspects, both positive and negative, a picture should begin to immerge.
  • A stand-alone, superbly glowing Review, refuting all previous negative Reviews, may certainly arouse suspicion. Who wrote this Review? It could, of course, simply be a teacher having an uniquely positive experience, one that’s 180 degrees opposite that of all other reviewers, or….
  • Schools displaying strictly out-of-date Reviews could be a red flag. ISR has it on good authority that some schools have instituted a contractual clause preventing teachers from writing Reviews. The ISR Member Forum is the place to get the up-to-date information you’re searching for.
  • Multiple Reviews, alternating between positive and negative comments could be a difference of opinion or an Admin doing ‘damage control.’ Deciding which point-of-view to believe can be difficult. Tone of voice and the perspective from which each author is writing, should lend a clue. And again: The ISR Member Forum is the place to get the factual information you’re searching for.
  • A series of Reviews with a negative slant, followed by more recent, glowingly positive Reviews, may be the reflection of a new school Director. Check the top, right-hand corner of the Review page to see the succession of Admin for each school. The Admin Index is where to research the history of Directors at both their current and previous schools.
  • Reviews too-good-to-be-true are probably just that, a fabrication, especially when all 9s and 10s appear on the Rubric Evaluation. Common sense and a bit of research are in order.
  • A majority of favorable Reviews with a smattering of negative Reviews could signal a great school with one or two teachers not enjoying the experience. It could also signal a campaign being staged by teachers in the Admin’s inner circle. Read between the lines. Ask questions on the ISR Member Forum !

Each of us experience situations in our own way. Specific conditions and/or an overall school climate prompting a positive-leaning Review by one teacher could trigger a negative Review from a colleague. Be your own detective. Read between the lines, and as always, ISR recommends research, research, research!

ISR Asks: How do YOU read ISR School Reviews?
Please scroll down to participate in this ISR Discussion

Still in Russia?

Russian invasion of Ukraine

February 24, 2022, Vladimir Putin declared war on Ukraine. As early as January, embassies had begun recommending their citizens leave Ukraine immediately. Fortunately, many did leave, motivated by the fact Russian troops were amassing on the border. International Educators in Russia, however, stayed put for the most part, some by choice and others as a result of the insistence of their schools.

Flights from Russia to the US, EU and Canada are now non-existent as Russian commercial aircraft and private jets are completely banned from the airspace of these countries. With growing tension between the US and Moscow, as well as Moscow and US allies, it’s anyone’s guess what Putin, an ex-KGB agent who threatens nuclear war, will do next. Detention in a Russian prison may not be off the table.

Beyond personal safety, ISR believes the conscientious thing to do would be to leave Russia. In other words, vote with your feet. Continuing to live and teach in a country waging unprovoked war, murder, and geopolitical piracy on the civilians of its autonomous neighbor could be construed as a silent vote of support.

ISR asks:

If YOU were teaching in Ukraine, did you evacuate before February 24th? If YOU stayed past that date, was it your own choice or your school’s requirement? Please tell us about YOUR evacuation experience.

If YOU were in Russia on or after February 24th, have you since departed? Please Share that experience. If you are still in Russia, why are YOU still there?

Please scroll down to participate in this ISR Discussion

The Trade-Off for an Overseas Experience

There’s plenty to love about living in far off distant lands. So much so, in exchange for that experience many of us will tolerate a not-so-great workplace — as evidenced by ISR School Reviews.

Don’t get me wrong. There are truly outstanding International Schools around the globe. Those of us enjoying both our school and the experience of living overseas are hopefully in the majority. Be sure to Share your experience at such schools with the rest of us. Review Your School

That said, no school meets everyone’s expectations. Some things you just have to live with. In extreme cases, toughing out aspects of employment that may otherwise be a deal breaker, is the trade some of us make in exchange for the privilege of an International lifestyle.

We each have a different threshold for what we can live with at a school not entirely to our liking. What bothers one educator may be of no consequence to another. In most cases we can simply ignore most scenarios. Not getting what you’re promised contractually, feeling abused, underappreciated, and fodder for overly entitled parents and students will make a situation intolerable for most all of us. That trade off isn’t worth it. Teachers run.

ISR asks: In your own, personal situation, are you enduring a negative workplace environment in exchange for the privilege of living overseas? If so, what is the trade-off? What is it at the heart of the overseas experience that makes the trade-off worthwhile to YOU?

Please scroll down to participate in this ISR Discussion