Thinking Of Teaching In An International School?
Considering making a move to teaching in an international school? International Director at Wellington College, Chris Woolf, considers how to make the most of the opportunity.
On a rainy Tuesday evening in November, I clicked on the ‘international’ tab of a well-known teaching jobs website. I was drawn into a parallel world, through a portal of excitement and possibility. Without really trying, I stumbled across jobs in Costa Rica, the Falkland Islands, Dubai and Japan. I had no idea there were so many interesting opportunities in so many interesting places. It was something I couldn’t get out of my head.
One thing led to another, and before I knew it I was living in Beijing, taking in the Olympic Games, and visiting extraordinary parts of China and as many countries in the area as I possibly could; the beaches of Thailand, mountains of Nepal and sprawling cities of Japan. It is every bit as brilliant as that sounds. I went for 2 years, and stayed for 5. After a couple of other posts in between, I’m now incredibly fortunate to be the International Director at Wellington College.
There are over 13,000 international schools around the world, hundreds more opening each year, and 750,000 staff already working in international schools. It is amazing to consider the choices available.
But how could you possibly decide where to apply? And what would you need if you did want to make a move?
There are some amazing international schools out there, with stunning facilities and utterly beautiful campuses. Working at them does feel like a genuine privilege. But there are also some underwhelming ones, where things sometimes go awry, and you can feel a long way from home if problems arise. How do you make sure you end up in the first group, and not the second?
The first tip is to look at the school’s accreditations. Just as you might look at a school’s Ofsted report in the UK, knowing if the school is accredited by any of the major international educational organisations is a good start. Good ones to look out for are CIS and COBIS. NEASC and WASC are US organisations that do a similar thing, and there are Australian and other equivalent groups too. But generally, knowing someone else has visited the school and given it a seal of approval is a good thing.
Thinking of the different national accreditations, you’ll want to know the curriculum the school offers as well. As a UK teacher your expertise with the National Curriculum or GCSEs means you will be in particular demand in schools that offer this. Of course, a good teacher is good at what they do regardless of the curriculum, but you may feel less comfortable delivering an unfamiliar curriculum and assessing in different ways while you are finding your feet in a brand new place.
The growth of school groups is another point to consider. Groups can be good, so you can connect and collaborate with other teachers who might find themselves in a similar situation to yours. With so many new schools opening, joining a new school that is part of a group reduces the risk you might otherwise associate with a start-up.
School groups like Wellington College have grown so effectively as there is a blueprint for their success and support from the founding school in the UK. Wellington adds 7 to the 13,000 international schools around the world and the eighth one opens in Pune, India in September.
Each of ours is subject to an annual review from the school in the UK. This means you can be confident in the quality of the school you might like to join. We look at all the things you would expect: vision, values, curriculum, teaching and learning, leadership and management. But the word ‘review’ is deliberately not the same as ‘inspection’. This is about school development and continual improvement, not judgement.
Our schools all have governor representatives from Wellington College International which ensures strategic connections are strong. Exchanges of students and staff, and training linking the schools together are further signs that can give you confidence. Continuing professional development is another distinguishing feature some school groups can maximise. We are partners with our local teaching school alliance to deliver the NPQ qualifications, so that teachers can continue to develop really well, in a way that is recognisable when they return to the UK from a top international school.
Plenty of UK schools have started schools in different parts of the world, and it is important to find out how much genuine collaboration there is between them before you make any decisions. The authenticity of the connection is variable, and a good thing to see if you can find out more about.
Just as you would in the UK, you should look at the values of the school. As they are trying to make themselves distinctive in some competitive markets? Some of the best schools in the world can articulate their values in just a few words.
You might want to know if the school is not for profit, or very much the opposite. In many cases, the fees for students to join the school can be considerable, so many schools approach this with the stated intention to contribute positively to the local community around the school. Ask more about how the school supports those around it to see if the values of the school are put visibly into practice.
Another way of seeing this is in the support for new colleagues to join the school. Most schools will understand a first international school post is a big step for most people and do what they can to make this as straightforward as possible. You should expect help with your visa, and advice on flights.
Good schools will make sure you are collected at the airport, they may stock the fridge in your apartment when you arrive, which they will provide, and generally help you settle in.
At the start of your career you were probably prepped to ask in an interview about the ECT induction process in your school. This type of induction is slightly different, but tells you a great deal about the approach the school takes to looking after their staff.
For international schools recruitment starts early, as teachers usually have to indicate early in the first term of the year if they will renew their contracts. Contracts are typically two to three years, so recruitment is a major part of an international school leader’s time. If school leaders are returning to the UK to recruit face-to-face, they will want to make the most of their time away from their school and appoint as many posts as possible. For this reason, don’t be overly concerned if a school seems to be advertising multiple posts at the same time. You’ll be able to see quite quickly how big the staff team is, and what proportion seem to be leaving.
So if there is an interesting post in a part of the world that takes your fancy, what would you need to consider to maximise your chances of landing the job?
You’ll want to differentiate yourself from the TEFL-wielding back-packer as the highly trained and sought-after teacher that you are. In a new role, there will be less need for crowd control and more requirement for your subject expertise. Personalised learning matters, challenging the more able and supporting all students is important, as it is in all schools. Your ability to show this and your commitment to continuing professional development will all be relevant.
The extra-curricular life of the school is a big part of international school education. Talking about what you have already done in this area will certainly matter. Competition to work in the best schools is considerable, and your sensitive cultural understanding of your host country will also be a factor to consider.
You’ll want to make your own decision about countries, cities and cultures. Some locations are seen as more ‘family friendly’ than others, but that does depend on the family! Pack light, you are bound to bring back more than you took out.
The only essential is your sense of adventure. Bon voyage!
