Is This Really a Career Anymore?

..Looking around on Search Associates and TIE Online, I’ve noticed something: salaries and benefits in this industry are going WAY down, everywhere…and fast! Is this because the pool of applicants is rising? Or, is it because the number of schools is increasing?

I read recently that the number of international schools worldwide will double in the next 12 years. I’m not an Economist, but I had thought that supply-and-demand would benefit a teacher’s financial perspective since the pool of teachers would shrink relative to the overall demand of schools.

But now I’m wondering:  Because there are more schools, could this mean just the opposite — the larger supply of schools means an increase in competition among them, and as a result, they have to lower tuition fees and provide a more comprehensive service. This inevitably affects teachers who have to work harder for less money, as a lower profit-margin will certainly come out of salaries.

Schools can pay lower salaries as long as they have ‘X’ amount of well-qualified, ‘marketable’ staff who will ‘carry’ the lower-paid, less-qualified staff. For example, you see many more schools employing P. E. teachers from the Philippines, and Math teachers from India. These teachers may work for half of what Western teachers would earn. Many of these lower-paid teachers are great teachers, of course, yet they do not appear on the website of the American or British schools they work in. Who IS shown as staff on the web sites? The Western-certified teachers their PR marketers can flaunt, especially to Asian/new money markets.

In addition, salaries have gone down in the last 15 years. On Search, for example, there’s a school in Bahrain advertising for a ‘certified Native English speaker to teach math.’ The pay? $12,000 USD a year, not even minimum wage in some US states.

Is International Teaching turning the way of other mass-produced services and goods?  Are we becoming just a cog in the wheel? Are we a service that’s in demand, or simply like another disposable component in an ever cheaper cell phone? What will International Teaching be in twenty years when the market is squeezed further and technology takes a bigger market share? You may wonder: Is International Teaching still a wise career choice?

Any thoughts? Anybody else notice this trend?
(ISR Note: This post was adopted from the ISR Open Forum)

Recruiting Annoyances Can Make Ya CRaZY!

NO prospective nibbles so far …. One week after the interview and no news …. What if the school admin changes their mind? …. Schools in Sudan are not even contacting us …. My husband accidentally hit the Skype-camera button while only in his underwear!

Recruiting for International teaching positions is full of annoyances, replete with uncertainty and self-doubt that can throw even the most seasoned of us into an emotional tailspin. Are the emotional highs and lows worth it? Experienced international educators answer with a resounding YES, but going through it in isolation can be tough.

The ISR Recruiting Annoyances Blog was created specifically for sharing recruiting-related thoughts and experiences. Here’s an opportunity to “blow off a little steam” and offer fellow candidates feedback and support….and get some for yourself. Staying in tune with the progress, experiences and reactions of colleagues will help us ALL understand our individual situation and might even add some stress relief, as well!

…………..Recruiting Annoyances:

“So far, our job search has gotten us diddly squat. One ‘see ya at the fair,’ a couple of ‘your resume has been forwarded to so and so,’ and one outright rejection. In a way, I actually prefer the rejection; at least that means they’re communicating with us and our resumes haven’t just been thrown into a void. Any one else in this boat?”

“My nerves are frayed after signing a contract at the AASSA fair. I have not heard a word from anyone. People are coming to my house to buy my furniture; the realtor is listing my house, and no word. What if they change their mind? I am in a very difficult position if they do. Nothing seems to be easy, whether you get offered a job or not. Either way, we teachers seem to have to just wait, and wait, and wait. Any advice?”

“He accidentally clicked ‘camera’ and there he was in his underwear! We had our third Skype interview early this morning. Unfortunately, due to extreme time differences we needed to be up very early. My husband woke late and barely made it to the computer BUT during the interview he accidentally clicked the camera ON and there he was, sitting in his underwear!! The head of school and department head quickly excused themselves and said they would be contacting us again at a later date. Now what?”

We originally published this Article in 2013.

It will be interesting to compare teachers’ comments
from 2013 with those added in 2016.  

In what ways has the recruiting process evolved in the past 3 years?

De-Stressing @ Your New School

For most of us, coming in as a new teacher at an international school means we have a lot of adapting to do. Culture, language, food, climate, students, the parents of students, a new house/apartment, city and currency of monetary exchange are just a handful of what makes up the “foreign” environment that awaits us.

With so much energy focused on the actual move, how can you truly comprehend what you’re committing to? Here’s a short list of some changes to expect and suggestions from teachers who have been there/done that, and have some unique strategies for adapting to their new environment. (1st published 8/’11)

What’s New When We Change Schools?
Culture, language, food, climate, students, parents of students, your house/ apartment, the city, currency of exchange, your classroom, internet availability, administration, colleagues and committee work, school procedures, transportation, shopping, entertainment, medical care, bill paying, banking, and well… just about everything. Even your name may seem to change and sound new in terms of the local accent.

So, what de-stressing strategies work when all your familiar reference points are gone? Over the years I’ve stuck with 3 strategies that help me get a good start at a new school.

My Top 3 de-Stressing Strategies:
1. I get to know the school secretaries, the head of tech and the head of maintenance. I want them as allies. I even make some effort to get to “know them” before coming and try to bring some small gifts to sweeten the deal upon our first meeting. At one school, the tech guy desperately wanted US backpacks for his children. By bringing them along as a gift, I insured his gracious help with my many requests in the first weeks of school. I was nearly always put at the top of the list. Beyond just a colleague, he became a friend.

2. Make your apartment/house your home and refuge. I bring familiar things that make me feel at home. My music, a few pictures, books, a board game, special soap, and any other easily portable knickknack that makes me warm and fuzzy. I also bring a good supply of my favorite comfort foods. There’s nothing like a few favorite things from a known environment to help make the transition into the unknown a lot smoother. At the end of the school day you’ll want a welcoming home refuge from the crush of newness.

3. I’m careful not to be overzealous in volunteering for more committees and duties than I am comfortable with. At a new school, with my attentions being bounced around like a ping pong ball between school and personal needs, the last thing I want is more to focus my attention on. The temptation is to jump right in and make huge contributions to staff and school, but in the end if I take care of “number one” first I’m a lot more effective when it comes to contributing to the team.

Now it’s your turn. Many of us are starting off the new academic year at international schools that are new to us. What techniques work for you? Sharing our personal strategies is a great way to support each other and help make the upcoming academic year a success, in and out of school!

What Makes ISR Different?

An ISR member posted the following topic to the ISR Forum & has received some engaging replies. With recruiting season about to switch into high gear, we wanted to share with you what members are saying about the ISR network of International Educators Keeping Each Other Informed. We hope you’ll join us!

Click here to go to this topic on the ISR Forum

Successful Recruiting with ISR

As International Educators we leave our home countries to immerse ourselves in new, exotic lands & to enjoy the unique opportunity of teaching students from many cultures. Of the 6 schools in which I taught, 4 were outstanding examples of what the International teaching experience should be. Unfortunately, 2 of the 6 were such utter disasters they nearly destroyed my desire to pursue a career in International education. We all want to avoid such schools!

It’s truly upsetting to hear about educators being taken advantage of by supposed ‘entrepreneurs’ who have disguised their get-rich plans to look like an International school. At International Schools Review we strive to make your recruiting efforts successful by helping you steer clear of these schools. We do this by hosting in-depth & candid reviews of International schools around the globe. As recounted in many of the 6500+ Reviews we host, most International schools are wonderfully enriching, but care needs to be taken to avoid those that are not.

Yes, ISR has been accused of hosting Reviews written by merely “disgruntled” teachers. But, when dozens+ of such Reviews exist for a particular school, we can no longer question the validity of the claims. As we’ve seen time and again, taking a Pollyanna-ish approach to researching schools can be detrimental to your career & personal safety.

ISR encourages you to do your homework & thoroughly research any school you may be considering. We invite you to visit our Members’ Area to read what teachers have to say about their experiences in an uncensored, up-front & candid way. We also invite you to Share with colleagues your personal approach to safe International school recruiting. How do YOU insure your experience will be a positive one?

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Does Teaching Overseas Help or Hurt Your Career?

With the current academic year underway, many international schools will soon be asking teachers to declare if they intend to stay for the upcoming 2014-15 school year, or plan to move on.

Moving on can mean staying in the international circuit and advancing to a new school, or returning home to teach. From my perspective of having experienced both, I would say continuing to move within the international circuit is far less taxing than formulating plans to return home. The biggest hurdle I experienced moving home was securing employment in a public school after a decade overseas.

A colleague from the UK once told me that working overseas was a distinct plus for them when they returned home. They said employers there liked to see the overseas experience on an applicant’s CV. I did not found this to be the case in the U.S. As a matter of fact, I think to American employers, overseas experience makes you look a bit “flaky” or could this just be American provincialism? When I hear the words, “I’d love to hear about your experiences in Africa, Saudi Arabia, Romania, etc.”, I know I can say good bye to that job.

If you’ve experienced moving home after years of teaching overseas, ISR invites you to Share how the overseas teaching experience impacted your domestic career: Was it positive or negative, or of no consequence in the eyes of a potential employer back home?

If you’re contemplating leaving the international circuit and returning home for the first time, we encourage you to visit this Blog and pose your own questions as they may apply to your individual situation. Learning from colleagues who have already made the move will be most beneficial.

Teachers Keeping Teachers Informed is what ISR is All About

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The Fatal Faux Pas

  by Michelle / ISR Columnist

Universal consensus has it that our world is rapidly becoming smaller and smaller with communication and news now available to everyone, everywhere at every single moment of our lives. But for international teachers, new locales and near continuous worldwide travel sets us up for some truly susceptible and embarrassing moments where it might take days for the blushing to stop. Here’s one such story:

The school year was about to begin at this, my second international school. A few days earlier the board arranged a PR event (with newspaper photographers and reporters) to introduce new students and their families to the community, while also spotlighting the new faculty. All of us new teachers joined the families on stage to present our brightest and most eager smiles for the photographers before the social activities to follow.

As everyone was getting situated on stage I noticed a child who looked to be about a second grade student hidden behind the adults. Gently but firmly I ushered this child toward the front of the group, thinking that surely the parents and this shy child would want to be included in the photo. I looked up, smiled and said to the parents standing nearby, “Your little girl is so lovely. I’m sure you’d want her to be in front, yes?” My comment was met with deadpan stares and silence as the photographer continued his clicking racket without pause. The child moved forward and looked up at me with gorgeous eyes and a slow, easy smile.

Once the photographers were finished we left the stage, back to the front rows of the gathering to listen to the congratulatory speeches as another teacher leaned forward to hiss in my ear, “That is a boy. His family is Sikh. The covering over his hair is part of their religion.” Oh. My. God. At that point I wanted to melt into my seat, hoping desperately for a nearby hole to crawl into.

His long hair, gathered into a topknot and enclosed with a small elasticized bonnet, along with those long, wickedly beautiful eyelashes had completely fooled me. For days I remained embarrassed, thinking my colleagues must be positive I’d just fallen off the cultural turnip-truck. It was a rocky start to a new country, a new school, and new set of colleagues.

Whether it’s awkward social situations, miscommunications in the local language, or a world of other hurts large and small, we’ve all experienced the occasional embarrassing situation. Stay in touch with your colleagues around the world to compare notes on how to keep yourself out of fatal faux pas disasters, here on ISR!

Scroll down to share an experience or
to comment on colleagues’ experiences

Schools that Throw Teachers Under the School Bus

You assume that when you’re teaching in a foreign country, your school will take some responsibility for your well-being. We believe most schools will. But, history shows some schools will throw you under the school bus for the “good of the organization.” As despicable as it sounds, there are International Schools and Directors who will sacrifice your well-being to placate wealthy parents and protect the school image they’ve worked so hard to create.

Recently, at Qatar Academy, Qatar, Dorje Gurung (science teacher) was misquoted by a group of twelve-year olds. Based on Dorje’s account of the incident, it appears the school, headed by Eric Sands, threw him under the school bus when he was accused of insulting Islam and thereafter jailed for ten days.

From the Dorje Gurung Blog:
  The (third) meeting with the Director (Eric Sands) was held on Sunday, April 21. Both the Director and the Principal (Mike Hitchman) were there. The Director started the meeting by asking me if I had anything to say. I realized then that whatever I said would make very little difference to the decision he appeared to have already made. So I said, “No.” The Director told me I was dismissed. Furthermore, he told me, I would lose out on five-month equivalent of salary-cum-benefits. I was a little disappointed, not for being dismissed, but for losing the money. I asked if he could do anything about the monies, adding how I had been counting on them. He couldn’t.

Dorje’s story is not unique. On June 13, 2007, the middle school principal at Al-Bayan Bilingual School, Kuwait (under the direction of Dr. Brian McCauly) was on her way home to spend the summer months with family. At airport immigration, however, Kuwaiti officials detained her, enforcing a travel ban placed on her by the wealthy parent of a student. By court order she had been banned from leaving the country. The powerful Kuwaiti man who had initiated the travel ban later threatened he would “destroy” her, all because she had sent his son to in-school suspension for fighting on campus. To this parent, an in-school suspension and Guantanamo Bay were one and the same. On her own in Kuwait with no one to turn to, she contacted ISR’s Dr. Spilchuk who, with the full support of ISR, came to her aid and helped her secure safe passage out of Kuwait.

You might be tempted to say, These incidents are just isolated cases. The truth is they are not! A teacher who worked in Guatemala shared the following story with ISR:

  I was teaching in Guatemala when an unfortunate incident took place. I had turned my back to write on the white-board when a middle school boy took advantage of the moment to crawl under the table with scissors in hand, stabbing another student in the leg. I was later called into the office to meet with the director and the boy’s dad (a very prominent military man and big-wig). The first question out of the director’s mouth was, “What is it about you that incites children in your class to act this way?” Needless to say this conversation was the beginning of the end for me at this school.

A teacher who worked in Thailand relates a similar story of betrayal by his School Director:

I was told that I would “take the fall” if anything came of a particular incident…. I had pointed my finger at a 3rd grade boy, saying in a stern voice to stop what he was doing (tapping & poking another student). The child began to cry. When the classroom teacher came to pick up her class, she noticed the boy’s red eyes and asked me, “What has he been up to now!?”
  This 3rd grade teacher reported that I had traumatized the child. I requested a Korean translator (The school had a large Korean student body) so the child could relate exactly what had happened. The director refused the request saying he wanted to keep this “hush, hush” from the Korean community. He also told the me that if anything came of it, I would be fired.
  As it turned out, the boy related the entire event to his mother who came to school to set the record straight about this misunderstanding. The director later told me I was lucky to have kept my job.

It appears we have the makings of a problem when you put wealthy parents with clout together with a school Director bent on keeping them happy at any cost to their faculty. That’s not to say all schools and Directors will sacrifice teachers for the “good” of the organization. Many will stand up for you when you’re in the right, and ease the blow when you’re in the wrong. They run the place like an institution of learning and not a country club for spoiled children. As we see it, a PhD does not make a leader–Leading is about character, vision and integrity, respect and a sense of right and wrong. These things can’t be taught in a course. Some people have it. Others not so much.

When you go overseas to teach you’re immersing yourself in a culture with rules, customs, procedures, expectations and a legal system beyond the scope of your immediate understanding. It’s easy to lull yourself into thinking you’re safe and sound when you’re not. It’s important to know who you are working for and if you can count on them. ISR hosts many reviews from teachers that say their Director/Principal always sides with the parents and the kids. We encourage you to share your experiences with colleagues. If you are comfortable in naming the School and Director feel free to do so. The two teachers in our example of Guatemala and Thailand asked their names and the school names to be removed.

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Qatar Academy Teacher Jailed Over Alleged Insults to Islam

Doha News  reports on May 9, 2013:

“Dorje Gurung, a chemistry teacher at Qatar Academy, was seen this morning leaving the court in handcuffs. If convicted, Article 256 of the Penal Code dictates that he could face up to seven years in jail.

“On Monday, April 22, Gurung said he had a sit-down chat with three 12-year-old boys who were making fun of him. Among other things, the seventh graders poked fun at his appearance, calling him ‘Jackie Chan.’ On Tuesday, April 23, the mocking again began in earnest while Gurung was in line for lunch. At first, he said the teasing was light-hearted, but then one student put his hand on Gurung’s shoulder and a finger up his nose. At this point, Gurung grew agitated and said remarks to the effect of ‘How would you like to be stereotyped i.e. called a terrorist?'”

The Qatar Academy confirms that after formal complaints were made ‘appropriate’ action was taken. Doha News reports: “On Wednesday, April 24, Gurung had a meeting with school management. On Thursday, April 25, he submitted his account of what happened and was told to go home. On Sunday, April 28, he was fired.”

A Qatar Academy colleague, who asked to remain anonymous, told Doha News that the ordeal has had a ‘chilling effect’ on faculty members:

“A lot of teachers are very nervous about their own jobs. If they reprimand or discipline students, what’s going to happen to them?

“It’s all very unfortunate. These 12-year-olds have really spun it out. Almost every year, a teacher has been let go for obscure reasons. Everyone is really upset and anxious.”

 

See ISR’s Letter to Eric Sands (Director of Qatar Academy)

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Sign the Petition to Release Dorje Gurung

Let’s Talk: Legal Matters

It can be stressful here at ISR when a school or attorney threatens us. Usually they express outrage over a poor Review or a critical Comment and want it removed. These schools would like us to prune Reviews to represent their school as they think they should be seen rather than as Reviewed by their teachers on ISR.

Some excerpts from recent mail:

We consider this as an abuse from an unethical few teachers. And you as professionals, we expect you to take action towards these reviews, or at least remove their posts. Otherwise, unfortunately we have to take a legal action towards the owners of the web site.

If all libellous comments are not removed within 31 days of this notice, or libels are repeated in the future, legal action will be taken in the US, UK and Malaysia, and substantial compensation will be sought.

What has been posted on your web site is a pack of lies by people who failed to do their jobs and were let go during the two month probation period. Also please note, that what’s written under Director Report is personal slander and libel. If you don’t remove the post immediately you will hear from the school lawyer. (see blog for more letters)

You will be receiving a letter shortly from our attorney.

I hope you will see the wisdom of this request as if not I am authorised to begin legal proceedings against your company as we consider you to have been complicit in this libel. If the material is deleted we will consider the matter closed.

I formally request that all comments that are personally related to myself (and totally inaccurate) are removed before I decide to take legal action. I await your confirmation of removal of the slanderous / libelous comments…

We should add that in light of the nature of the violating content and your refusal to cooperate the damages could be substaintial….You should take legal advice if you are in any doubt abut the seriousness of this matter. Please confirm if you have instructed lawyers and, if so, ask them to confirm they are authorized to accept proceedings on your behalf.

Of course, we take these letters seriously. Still, we’re waiting for someone to call and lavishly praise ISR for the outstanding reviews we host of  their school and leadership.

ISR would like to confirm that when you join ISR you become a member of a global network of International Educators Keeping Each Other Informed. ISR does NOT remove Reviews. Although at times it would be an easy way out, we will not allow overbearing individuals to force ISR into hiding the stark truth of poor schools and/or leadership, as reported by teachers in the field.

An ISR member sums up the situation succinctly: “If these directors only worried about why so many people leave their schools and address the problems, rather than blaming others, they might actually begin to solve some problems and improve their schools in the process.”

We invite you to Scroll Down & Comment :

136 Countries Where U.S. Teachers Have Their Human Rights Violated

by Gary Sanford

More than 7,000 U.S. citizens teach in 195 schools in 136 countries. Many, if not most, of these schools are accredited by U.S. accrediting agencies, private organizations that are legitimized by the U.S. Department of Education and receive financial assistance from the Department of State’s Office of Overseas Schools.

I taught abroad for 13 years in four different countries and I can testify that teachers are treated in ways that would not be tolerated in stateside schools: Administrators routinely bully and lie to teachers, fire teachers without due process, violate contracts, withhold salaries, and engage in many forms of discrimination. Obviously, my experiences alone cannot adequately support my claims; however, I have crossed paths with many teachers in the milieu of international education and I can say…..read more

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Is Teaching Abroad Right for ME as a New Teacher? by: Dr. Barbara Spilchuk, ISR On line Teacher Consultant

Each year more and more university students are choosing to go abroad after they’ve finished their Education degree. Many come to me asking the question: “Is international teaching the right choice for me?” This is not a question I can easily answer for young people choosing to make their first teaching experience an international one. All I can do is tell the students to consider the following three questions:

Have you traveled abroad before? The answer to this question may seem unimportant; however, young teachers who have international experiences, even travel experiences with their families, have a greater understanding of the cultural differences they might experience when they go abroad. This greater understanding will set them up for a better chance of success in a country where the life experience is significantly different from what they are used to.

Are you LEAVING or GOING? The answer to this question is pretty critical. If a young teacher simply cannot find work in his/her own country, and s/he feels that an international teaching experience is the only option left to begin a teaching career, this is not the best reason for going abroad. Why do I say this? I say this because when you make a decision about your career, you should make the decision to GO to someplace, not LEAVE some place, for whatever reason. Every time I’ve made a decision to LEAVE some place, it has not been as productive for me as when I have made a decision to GO to a specific place. It is all in the mind-set. Let me explain:

If I am leaving some place for a reason that is not positive (i.e.: I cannot get a job, I’ve had an argument with my family or friend, I’m trying to escape an existing poor work situation), then my mind is not on the future….It is on the past because I have not reconciled myself with whatever the issue was that has prompted me to LEAVE. I have learned that it is better for me to be at peace with whatever situation is at ‘home’ before I decide to GO to a new place. This way my mind is fully situated in the future and I have a better chance of success with no regrets for my past. An exception to this rule is if    the situation ‘at home’ is a dangerous one that you need to remove yourself    from.

Do you have a specific place in mind where you would like to GO?  Have you done your homework on the host country’s people, customs, environment, politics? Not every international teaching location is good for every young teacher…or for every seasoned teacher, for that matter! Knowing something about the country you may be going to BEFORE you accept a contract can help you stay out of difficulty. Customs, traditions, religious beliefs, gender or racial issues or biases, economic demographics, attitude towards foreigners, health and safety issues, just to name a few considerations, should be explored BEFORE you sign a contract!

I shake my head when I get a letter from a young teacher that says s/he feels isolated or unwelcome within their community and they want to break contract. Did you check to see what the situation was in that community BEFORE you agreed to sign the contract? How did you check? Did you ask to speak to teachers already there? Did you talk to someone from your embassy? Did you research online? Did you read the ISR reviews of the school you would be going to BEFORE you signed your contract? Better yet, did you try to find a travel partner to go with? I always recommend that new international teachers go in pairs, either with their spouse or with another ‘newbie’. That way there is a built-in support system in the new location to help with the cultural and isolation transition.

There are so many things to consider when choosing International Education as your first choice when moving into your education career after completing university. I encourage you to think things over carefully and if you have questions or comments, just scroll down and post your thoughts. I’ll be keeping an eye on this Blog and will be more than happy to help you with your decision-making! 

Are International School Directors Above the Law?

From the ISR Forum: “I find it difficult to understand how Americans who head International schools think they have the right to ignore American laws. I guess it’s just because they can!

“Our new Director states in job ads that he is looking for teachers under a certain age. Bingo, age discrimination! There is no retirement age here and the school’s former Director hired qualified teachers and did not care about age. There is a fairly large exodus happening at the end of this year which suits our new Director just fine. Now he can hire all the ‘little Miss Sunshines’ he wants who will bow and scrape and worship his ‘vision’.

“This year I tried to form a Teachers’ Association. Over sixty teachers and staff members signed up, but our new Director is trying to shut us down. He can barely contain his resentment and arrogance even though the American Constitution gives us the right to convene as stated in the Bill of Rights. He wants me to produce ‘data’ for the Talent Committee to submit to the Action Committee which is made up of administrators who get the final vote on whether or not a TA will be allowed. Ridiculous! In the US he would certainly be facing a law suit.

“I don’t understand how an American, one who heads an “American School” with students from the US embassy, is able to completely put aside US law, leaving us all vulnerable to his whims. I was told that an American who breaks US constitutional law is subject to legal proceedings in the US, even though his actions took place on foreign soil. I’m not saying I am going to start a law suit, but I would like very much to hear from International educators on the topic of International Teachers’ Associations and teachers’ rights.”

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Are Internat’l Recruiting Fairs the Place to Get a Job?

Note: This Article & Survey published on February 21, 2013

We  asked all of you who attended a Recruiting Fair this season to take our short Poll & respond about YOUR recruiting experiences.

We’re thrilled to say over 50% of International teachers report: . YES! I got a job!

This school finally decided to have a look at me after they considered my vast international experience & what I’d save them in airfares.

I had 8 interviews, 6 offers & accepted a great offer from an A-List school. Now that I have gone through one fair, I am much more confident about the process.

Equally exciting is the result from nearly one-fifth of those polled:

NO! I didn’t attend a Recruiting Fair. I got a job ON MY OWN! How exciting! Are we sensing a trend for recruiting teachers who wish to avoid the time, money, frustration, weather difficulties & overall complications of flying thousands of miles around the world to a Recruiting Fair where hundreds of colleagues are vying for the same small pool of jobs?

I did some research & applied directly at a small school where I am enjoying myself immensely–staying for another year!

The two International jobs I have had since 2010 I received via SKYPE interviews. My resolve was to NEVER again attend a Fair.

Others report they are disillusioned with traditional Recruiting Fairs:

I spent over $5000 of my own money & neither fair gave me a good job offer. Seriously, would you wager $5000 with no guarantee of return of investment? I am kicking myself, asking why I did!

These fairs are nothing more than a chance for Search, ISS & others to make a lot of money at our expense & for the chance for school administrators to network & enjoy the perks of traveling. Let’s reduce our carbon footprint & at the same time send Search & school administrators a message.

The Recruiting Fairs are ongoing for a few more months. Be sure to add YOUR Vote to the Poll & share observations /comments with your colleagues. What do YOU have to add about your Recruiting Fair experience?

This survey is closed

Click here for our 2015 Recruiting Fair Survey

What’s It Really Like to Live Here?

What’s It Really Like to Live In The Middle East

Whether you hope to explore the ancient city of Petra or rock the night life of Tel Aviv, we’d love to hear what you have to say about living in The Middle East.

Do YOU have comments & insights to share  with colleagues regarding the pleasures & challenges of life in The Middle East? Please do! International Educators Keeping Each Other Informed is what ISR is ALL about!

Share your thoughts with colleagues:
• What is the BEST & the WORST of living in The MIddle East?
• Do you recommend living in The M.E. or are you counting the days?

What’s It Really Like to Live in The Middle East?
Scroll down to JOIN the Conversation!

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See all the continents included in the
What’s it Really like to Live Here Series
Asia / Africa / the Americas / Europe / Middle East

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What’s It Really Like to Live in EUROPE?

What’s It Really Like to Live in EUROPE? expands the conversation to the European continent Do you have comments/insights/tips to share with colleagues regarding the pleasures & challenges of life in EUROPE? Please do! TELL us your thoughts: International Educators Keeping Each Other Informed is what ISR is ALL about!

• What is the BEST & the WORST of living in EUROPE?
• Do you recommend living in EUROPE or are you counting the days?

What’s It Really Like to Live in EUROPE? JOIN the Conversation HERE!

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See all the continents included in the
What’s it Really like to Live Here Series
Asia / Africa / the Americas / Europe / Middle East

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What’s It Really Like to Live in Asia?

What’s It Really Like to Live in ASIA? expands the conversation to the continent of ASIA. Do you live in the Far East, southern or western Asian nations?

Do YOU Have comments & insights to share with colleagues regarding the pleasures & challenges of life in ASIA? Please do! International Educators Keeping Each Other Informed is what ISR is ALL about!

TELL us your thoughts:
• What is the BEST & the WORST of living in ASIA?
• Do you recommend living in ASIA OR are you counting the days

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See all the continents included in the
What’s it Really like to Live Here Series
Asia / Africa / the  Americas /Europe / Middle East

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The Art of Emailing School Directors

Whether you plan to go it alone or attend a recruiting fair, there is an Art to composing emails in response to advertised international teaching positions. When it comes to promoting yourself via email, we think you’ll find the following Tips particularly helpful for “getting your foot in the door.” Posted to the ISR by an anonymous Director, the following emailing-insights are sure to benefit candidates and Directors alike:

Make the Subject Line of Your Email Useful: No one needs another email titled “Job Vacancy” or “Application.”  I already have 75 of each in my email folder, and it doesn’t motivate me to go back for a second look at any of them when I know it’ll take me forever to find the one I’m interested in. Put your name and desired position in the Subject line. At least then I’ll be able to find you when I realize I actually do need a math teacher after all.

Properly Name Your Credentials: Name them the way they’re written on the official document you were given. If you claim to have a “teaching certificate from the University of Pennsylvania,” I know you’re wrong. US Universities do not grant teaching certificates. Which means I have to decide whether you’re just being inaccurate (you did the courses at UPenn, and then the state of PA issued a certificate) or you’re making it up.

List Subjects You’re Qualified and/or Certified to Teach: It bothers me when candidates put down a laundry list. It’s not about what you personally feel capable of teaching, it’s what you’re officially recognized as qualified to teach. If you feel you can teach more, put it in your personal statement. That way we don’t get to the interview or even further along, and later find out it was all a waste of time because the country I’m in won’t issue a work Visa unless you have a legal credential.

Avoid Fluff and Filler:  Fluff and inflation bother me no end. When someone has a position for 1 or 2 years and they have 10-12 bullet point accomplishments, I get bored and move on when most of their “accomplishments” are just regular job duties. I know you taught classes, gave tests, met with parents and attended staff meetings. Those are not accomplishments.

Compose an Excellent Cover Letter: Give me a well-written cover letter, specific to my school. Don’t write a generic cover letter and then slip my school name and country name into a few blank spots–make it really specific to my school. I will love it if I can tell you did your homework, you checked out our website thoroughly, know our mission statement, noticed that we’re an EAL not an ESL school. You’ve possibly talked to some people who have worked here (feel free to name them). Show me you know some relevant bits about the country and culture, and do all this not by quoting the mission statement (trust me, I already know it), but by crafting a letter which incorporates key words and concepts and by stating clearly, directly, how your personal ethos and experience match up with my school’s ethos and direction.

Tell Me What Positions You’re Applying for:  Don’t tell me you want position x, y, z, p or q, because that just tells me you want a job above all costs. You’ll appear too desperate, even though it might be true. Pick one or two positions and stick to them. If I like your letter, but for some reason you can’t have the position you named, and your letter gave the impression that you might be flexible, I’ll contact you and ask if you’d be willing to consider a different post.

If  There’s Anything Out of the Ordinary, Discuss it Now: You have a spouse who isn’t a teacher? Explain what he/she will be doing while you’re teaching. What are your expectations? Most countries have some sort of limitations in terms of trailing spouses, so I need to know at the start if what your spouse is after will match up with my country’s reality.

Scroll down  to comment on this topic / add tips of your own

Can I Really Live on that Salary?

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An ISR Member has proposed the development of a useful tool for recruiting candidates. We invite you to participate in its development:
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“Dear ISR,
As recruiting season approaches, I thought it would be useful for us, as a community of international educators, to pool our knowledge regarding net salaries paid by individual schools throughout the International School circuit.

To clarify: I want to establish a ballpark figure per individual country/school regarding what is an acceptable net salary as compared to cost-of-living expenses for that area. The figure I’m looking for is exclusive of benefits (Let’s assume all the usual benefits apply) such as housing/flights/medical/etc. For ease, let’s consider a teacher with 5-10 years’ experience and the salary value in U.S. dollars (as used by most recruiting agencies).

For example: If I were looking at an International School in Thailand and the usual benefits were covered, then I would consider anything less than net 70,000 Baht per month ($2282 US) very low and possibly unacceptable. An acceptable salary range in Thailand might be something more like 70,000 – 120,000 Baht.

So, in summary, I’m proposing we ALL pool our knowledge of the countries where we’ve lived and post what we feel is an acceptable net salary on which a teacher can live comfortably and save some, too. I understand this will not provide perfectly sound salary advice to everyone, but it may help us as we set off on our quest to dance with the good, the bad, and the downright ugly! Who wants to play?”

Scroll down to share what YOU know about acceptable net salaries in relation to cost-of-living standards in various countries/schools around the world. It will benefit us ALL!

Speaking About Bullying

 Crisis in the International Classroom

Bullying is a deservingly hot topic right now. It is not just physical aggression such as a kick or a surreptitious pinch. It is also behavior such as purposeful exclusion and saying hateful words to others. Bullying behavior is not just direct meanness, but also indirect meanness, such as when a child or group of children tells everyone not to play or interact with one child. Bullying is also destroying a child’s reputation and likeability via the Internet, know as cyber bullying.

 In a Bullying Questionnaire (Dr. Dan Olweus), 524,000 American elementary, middle, and high school students responded, anonymously. Nearly 20% of elementary school students reported they had been targets of bullying behavior at least two or three times during the past month and in that same study, between 5% and 10% of elementary school students admitted to bullying others two to three times in the past month.

It is especially alarming to learn how little we teachers know about bullying that occurs among the students we teach. In a Canadian study, researchers observed behavior on the playground and in classrooms, and recorded an incident of bullying behavior on average of every seven minutes. Adults intervened in only 4% of these incidents. Even more amazing is the fact that when they observed classrooms, researchers noted that adults intervened in only 14% of the incidents that happened when they were present, while 71% of these same adults reported that they “nearly always” intervened in bullying incidents.

ISR would like to start the Bullying Conversation here. Does your school have a policy in place to deal with Bullying, including Cyber-Bullying? Do parents and administrators get involved with identifying and stopping those who bully at your school? Have you found techniques that work in your classroom and/or the social areas of school (hallways, cafeteria, playground) to prevent bullying? Do you, as a teacher, see an increase in Bullying amongst international students?

Weigh-in now with your thoughts on Bullying in International Schools: Scroll to read/post comments