I”m in my second year at XYZ International School. Is the school as spectacular as represented by the director at the recruiting fair? Not quite. In fact, it’s not even close.
It’s not a bad school. But certainly not what I was led to believe by our illustrious leader. Last week I decided to write what I consider to be a factual ISR Review of this school. I feel it’s my responsibility to keep other international educators informed.
As it turns out, our director follows ISR like a watchdog. As such, he called an emergency faculty meeting right after my review was included in the ISR weekly newsletter. Following his senseless rant we were all “given the opportunity” to sign what amounted to a gag order, the alternative being….“pack your bags and go.” Essentially, we were agreeing to never post information or opinions about XYZ International School to ISR (or any other website). Yes, we all signed.
Violating the new gag order carries some heavy consequences, culminating in immediate termination and prosecution….”to the full extent of the law.” By signing, we also gave the school the right to financial compensation for any perceived loss of revenue which may result from a specific school review. That is, if they can figure out who wrote it. Good luck with that!
It’s no secret what happens when you tell a child to keep their hands out of the cookie jar. Well, overnight two new reviews mysteriously appeared on ISR. If you know anything about ISR (and apparently our director does not) you already know your identity is completely protected when you submit a review. Whoever it was that posted the newest reviews did so knowing there would be no consequences, unless they included specific personal information that led straight to them. That they did not!
By mid-afternoon, via the school’s intranet (working for a change), the entire staff received an aggressively worded memo from the office. It looks like a witch hunt is on!
I know I acted truthfully and responsibly in sharing my experiences about this school. I also feel that for me, right now at this point in my life, I have a responsibility to myself to ignore the school’s shortcomings and make the most of this overseas experience. I’ve wanted to live in this part of the world for a very long time, and since nothing at this school flies in the face of my principles and/or integrity as an educator, there’s no reason to ruin this opportunity by obsessing on all that’s wrong here.
You can’t fix stupid and certainly not guys like the one running this school. If you’re in a similar situation, the choice is yours. You can focus on the negative and frustrate yourself until your blood pressure is off the charts, or you can choose to accept and work with the situation.
Is the glass half full or half empty? That’s open to debate and, to me, it kinda depends on what, exactly, is in that glass. My best advice: Stay Positive!
I grew up in International Schools. Today, with a teaching credential and 3 years classroom experience under my belt, I’m preparing for my first ever International Teacher recruiting fair. I’m ready to get back overseas where life feels so much more authentic to me!
I recently discovered ISR and have been reading Reviews of schools I attended as a student (grades 4-12 in 4 different international schools). In my teen years I was well aware some stressful stuff was going on for the teachers, but not to the degree or magnitude of what I’m now seeing on ISR.
My question: Do ISR readers who’re currently overseas think the positive aspects of living internationally as an educator outweigh the negatives, especially the really harsh stuff I’m reading on ISR? Memories of life overseas are among my most treasured possessions and I’m willing to take the bad with the good….to a reasonable extent, that is!
It wouldn’t be fair to say all schools in the United Arab Emirates (UAE) are represented by the comments that follow. However, one thing is certain, all Dubai schools are subject to the requirements of Dubai’s Knowledge and Human Development Authority (KHDA), the consequences of which can seem archaic in relation to Western educational standards. If Dubai is on your list of places to live and teach, the following commentary from an ISR Member is something to consider.
…..The first and obvious thing you should realize before coming to Dubai is that it is an authoritarian state. It should, therefore, come as no surprise that schools in the UAE are also authoritarian in outlook.
If you decide to come here, do not expect open, confident, consultative organizations that value your input or expertise on decisions or matters that impact your teaching/approaches to learning. Your role is to shut up and accept whatever latest BS initiative comes from the Ministry of Truth (head office). At least that’s how it is at my school…
A huge concern about teaching in Dubai is the need to satisfy the Knowledge and Human Development Authority (KHDA) inspectors. They come around EVERY YEAR to rate schools. A good inspection grade attracts parents and means fees can be raised. As you can imagine, the impact of this annual inspection is brutal on the teaching staff. Teachers at my school teaching core subjects are prepared to work a 60-70-hour week with most of that time spent preparing detailed lesson plans and gathering data to support/validate their teaching and assessment. This emphasis on data is suffocating, not least because the majority of it is spurious.
Indeed, almost every department at my school is, to my knowledge, manipulating data to show progress amongst its students. This is encouraged by management through a policy that requires staff to provide re-takes of summative assessments until a student reaches their target level. As the head of Secondary at my school told staff recently: “No student has the right fail.” What his obfuscating edu-speak doesn’t appreciate is that if a student submits something of poor quality, the teacher MUST have the right to fail the student. It is very hard to convince someone of something when it is in their interests to not understand.
Besides overwhelming staff in terms of the volume of work, this no-fail system creates, even worse it encourages students to be lazier than normal because they will always have another chance to do well and the teacher will be forced to mark it until the requisite grade is reached. If a student fails to meet their target at my school, the teacher will, regardless of the student’s effort or work ethic, be held accountable. The result is that teachers are now simply front-loading by inflating grades to mitigate the possibility of any comeback against them.
As a result of suchrelentless pressure to justify and make visible every aspect of your practice to satisfy external organizationsand parents, the outcome is a toxic culture and work environment. This is the only way to describe the bullying that is rife within certain departments as heads are put under pressure to provide evidence of student progress. If you value your autonomy and you have a modicum of self-respect and/or dignity, then this school is not the school for you.
Dubai itself is a place where people go to live life without actually living. Paradoxically, all life is here, but every experience is mediated through the artificial spectacle of consumerism and status. If that’s your thing, you will love it; if not you’ll hate every moment in this manufactured oasis. Good luck!
(The preceding is a redacted excerpt from a School Review added to ISR on 7/16/2019. ISR Members wishing to read the entire School Review can sign in and locate this UAE school on the Most Recent Reviews page. Then scroll to Review #11.)
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… Does any school really deserve all 10s or all 1s on the ISR School Review Rubric? I love my school. But hey! It just does not rate all 10s. In fact, it’s not even all 9s. Personally, I’m suspicious of any Review that displays an over abundance of 9s and 10s. Ditto that for Reviews with scores of all 1s.
Every rose has its thorns (I love that song) and International Schools are no exception. Just because I rate a couple of things a 6 or 7, it doesn’t mean it’s not a simply fantastic school. It just means the reality is this: There are a few things you’re going to have to live with to be truly blissful here.
Like I said, I’m suspicious of Reviews with copious extremely high or low ratings. Take a school in France for example. I know for a fact the “Cost of living in relation to salary” category will never will be a 10 in overpriced Europe. My research (and every educator I know who has worked in Europe) tells me teachers have to take on an outside job just to make ends meet. The only person I can think of who would assign a 9 or 10 to the “Cost of living in relation to salary” category in a Western European school is an admin trying to attract candidates. Such misrepresentation makes the rest of the ratings look suspicious to me. I discount such Reviews.
Here’s another example of what makes me suspicious: A school in Mexico City with a “Security rating” of 10 would make me wonder who’s behind the Review. Likewise, a score of 1 for “Community things to do” would be ludicrous for Mexico City with its endless museums, art galleries and cultural events. A low score in this category would render the entire Review useless in my opinion.
Can a school ever really deserve scores of all 10s or all 1s? I believe the answer is NO. Common sense and a bit of logic will help you to read between the lines and look for hidden agendas. When the ratings in certain categories coincide with what you know to be true about an area of the world, this is a signal that it most likely is safe to rely on the Review as a whole. However, if things seem out of sync with your intuition and common sense, most definitely, proceed with caution.
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At any school, 2 years, 3 years max, & it’s time for me to move on to a new school, a new adventure. I became an international teacher to see the world, not permanently transplant myself.
Would I teach again at any of my previous International schools? I’ll answer that with a resounding, NO! I’m glad for the experiences garnered at each, but once was enough for me.
One school Director’s idea of an intranet was his scribbles on the faculty room dry-erase board. We were all expected to pop in for updates between classes. At another school it literally took days & an act of God to get a photocopy or a few pencils for the kids. My last school made getting your paycheck a 90-minute after-school ordeal. Ridiculous practices like these were just a peek behind the curtain. I’m thankful for the experiences but I’d have to be a masochist to subject myself to such lunacy again.
I would, however, gladly return to most of the countries where I worked. Thailand, Romania & Pakistan are tops on my list. Recall of poor experiences at schools has faded, but vivid memories of the places I lived & traveled have made indelible imprints on my life. I’d say this: I most definitely met my “see the world” goal!
ISR Asks: Would YOU return to teach at any of your previous schools?
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..ISR wants to hear YOUR thoughts on the topic of International School accreditation. If you’ve been through the accreditation process or worked at an accredited International School, chances are good you have something to Share.
According to a major accreditation agency (who shall remain unnamed), the following characteristics are essential for an International School seeking accreditation:
“The award of accreditation shows that the school:
is devoted to its mission & vision for students
has thought deeply about the services it offers to students, family and community
invests time and resources for validation from a globally-recognized accreditation authority
focuses on the quality of teaching, student learning, & student safeguarding and well-being
is committed to the development of the students’ global citizenship
has a suitable philosophy of education suitable for its students
promises only what it can deliver
is open to regular evaluation by its own school community and peer evaluators
constantly seeks improvement in all areas of the school plans strategically for the future”
ISR Asks: Reflecting on the accreditation process in which you participated (or witnessed from the sidelines), how were the foregoing ideals fulfilled by your school? For example,
Who determined, and how did your school define, a “global citizen?“
Did/does your school encourage regular evaluation? (think: International Schools Review)
Who selected those teachers personally interviewed by the accreditation team?
Do you think the accreditation team may have been swayed by elegant dinners, fancy hotels and off-topic excursions?
Why are the needs and well-being of teachers noticeably absent?
Is the accreditation process transparent?
How were the majority of ideals, as above, quantified during the accreditation process?
…Your perspective on accreditation will naturally be different from the standpoint of a teacher as compared to that of an administrator, as well as between that of a department chair and a department member. Should you choose to Comment on this Article, we courage you to preface your Comments with a brief, one-sentence introduction telling us from what perspective you are writing. For example: I am writing as a teacher on the sidelines, principal/director, counselor, teacher who was interviewed, etc.
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…Years ago I returned from a few pleasant years teaching overseas. Recently, however, I decided to throw my hat into the ring this upcoming recruiting season and head back to a life of teaching abroad.
Overseas, I taught in small, independently-owned International schools. Looking around at job opportunities now, though, I’m noticing the trend in International Education appears to have shifted to multi-national educational empires, with names like GEMS, QSI Schools, United World Schools and Nord Anglia.
Correct me if I’m wrong, but there does seem to be advantages to being part of a big, global network of schools: established curriculums, sister schools that share resources, clear management structures, professional development conferences and potential lateral moves between schools, to name just a handful. The downside for me is this: I’m not much of a corporate gal (hence the teaching degree) and worry about being a part of a huge, impersonal bureaucracy. Considering the size of some of these education goliaths, I’m concerned the needs and day-to-day affairs of the little guys (i.e. the teachers) might be overlooked. There is also the ever-present threat of the bottom line…Will the need to turn a profit overshadow the needs of the children?
Anyone willing to share their experience with large education companies as compared to smaller, more intimate schools? Are the corporate schools simply money-making machines focused on maximum profit, or are there schools with heart and community that happen to fall under a corporate umbrella? Should I stick with what’s familiar to me and recruit for a small independent school? Or take my chances in finding a corporate school with a heart?
Thanks for your input!
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