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Selecting an international school: Tip #7 – Does the school feature a curriculum that is consistent with your future plans?

What reasons do parents think about when selecting a school for their children when they move abroad? Are they similar reasons for why teachers choose to work at a school abroad as well?  There are many different kinds of international schools and they are all in different situations.  How important is finding out about if the school features a curriculum that is consistent with your future career plans?  It could be beneficial to ask these types of questions at your interview, before you make any big decisions to move or choose a school to work at.  So, how do you choose the right international school for your children to attend or for you to work at?  In this blog series we will discuss the Tips for Selecting an International School.

Tip #7 – Does the school feature a curriculum that is consistent with your future plans?

indexInternational schools teach in many different curricula.  Some of the most common are the UK, USA, Canada, IPC, PYP, MYP, and IB curricula. Which curriculum is one that is consistent with your future plans?  Are you comfortable just continuing teaching in the same one curriculum that you have been teaching in your whole teaching career or do you have aspirations to teach and to gain experience in a different curriculum?

Most of us international school teachers start off in a school that teaches in the same curriculum as your home country.  After all, your home country curriculum is what you have the most experience teaching in, and it is also probably the one in which you are the most comfortable.  Also, if you work at a school that teaches your home country curriculum, then you will most likely be teaching alongside others who are just like you (which could make you feel “more at home” while living abroad).

There are definitely international school teachers out there that seek out new experiences though and would be risk takers and seek out to try and work at an international school that teaches in a curriculum of which they are not familiar.  It definitely broadens your skills in teaching once you start having experiences teaching in different curricula.  You may find that your personal teaching philosophy also starts to get modified or solidified even more.  You definitely have more “tools” in your teaching “toolbox.” Not only does teaching in the new curriculum change you, it is the people that you interact with at that new school (who might be from a different country and teaching background than you) that influence how you teach your lessons as well.

imagesIt is nice to have a couple of different experiences noted on your CV that refer to the different curricula in which you have taught.  It is not only good for you so that you grow professionally, but it is also potentially good when job hunting.  Only a few cities in the world have more than 20 international schools in them (Beijing, Shanghai, Bangkok, etc…) and can offer many different kinds of curricula.

Most cities though only have a handful of international schools (Paris, Chang Mai, Buenos Aires, etc…), mean limited choices for different curricula.  If you are interested in working in a specific city in the world and there are only three international schools in that city, then you can for sure “better your chances” of getting a job there if you have previous experience teaching the curriculum at two or all three of those schools.  It is not a given though that you will automatically get an interview/the job there of course (if you have experience in that curriculum), but it most definitely might put you on their radar.

With the international schools that teach the IB curriculum, some people say that it is getting increasingly difficult to get a job at these schools if you don’t have previous IB experience.  You might have PYP, MYP, and IB as part of your plans in your future teaching career, but many schools are not even considering candidates without previous experience.  There definitely have been candidates though who “got their break” and landed a job at an IB school without previous experience in the curriculum.  Those candidates say that some directors tell them that if you are a good teacher, then it does not matter one bit if you don’t have previous IB experience.  If you are a good teacher in one curriculum, then typically that would mean you are a good teacher in another one (with proper training and PD of course to help you along the way). So, if you are trying to secure a job at an international school that teaches a curriculum that you have no experience in, don’t just give up and not send them your cover letter and CV.  You never know truly who they are specifically looking for and of course they aren’t just considering candidates that have previous experience in the curriculum.  It might just be that they are not getting enough “ideal” candidates and are already considering candidates without previous curriculum experience.

Screen Shot 2013-01-16 at 8.26.11 PMOn our website we have a School Profile Search feature that allows you to search for the schools that teach the curriculum that you are looking for in your next job.  You can search by choosing the following curricula: UK, USA, Canada, IPC, PYP, MYP, and IB.  We also have an “other” option to search schools that teach a curriculum that is not one of those eight choices.  When searching our 1340 international schools (updates on 16 January 2013), we have found the following results regarding curricula:

• There are 435 international schools that teach the USA curriculum.
• There are 413 international schools that teach the UK curriculum.
• There are 57 international schools that teach the IPC curriculum.
• There are 306 international schools that teach the PYP curriculum.
• There are 237 international schools that teach the MYP curriculum
• There are 472 international schools that teach the IB curriculum
• There are 29 international schools that teach the Canada curriculum
• There are 647 international schools that teach the “Other/Host Country” curriculum

If you are an International School Community member, log on today and submit your own search for the curriculum that is consistent with your future plans!

If you are not a member yet, make sure to join www.internationalschoolcommunity.com and become a part of our over 1600 members.  Many of our current members have listed that they have worked at over 200 international schools around the world, schools that teach all 8 of the curriculum search criteria. Feel free to send these members a message with your questions and get firsthand information about what it is like teaching in the curriculum at their international school.

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Selecting an international school: Tip #6 – How well is the school linked to other international schools?

What reasons do parents think about when selecting a school for their children when they move abroad? Are they similar reasons for why teachers choose to work at a school abroad as well?  There are many different kinds of international schools and they are all in different situations.  How important is finding out about how well the school is linked to other international schools?  It could be beneficial to ask these types of questions at your interview, before you make any big decisions to move or choose a school to work at.  So, how do you choose the right international school for your children to attend or for you to work at?  In this blog series we will discuss the Tips for Selecting an International School.

Tip #6 – How well is the school linked to other international schools?

phoca_thumb_l_IMG_9309 Not all international schools are well-linked to other international schools.  Some international schools tend to just do things on their own.  The teachers at those schools typically don’t have much contact with teachers at other international schools.  Sometimes even in a huge city like Shanghai, were there are quite a few international schools, there are smaller schools that just seem to be doing things by themselves and on their own with minimal contact with other schools in the area. The teachers there can become quite content to be on their own and find themselves forgetting that they could be doing more collaboration with other international schools in their city.

These ‘less-connected’ schools could very well be for-profit schools.  Some for-profit international schools have strict or no allowances for teachers to network or attend conferences and workshops for international schools in their area.  Because the school doesn’t encourage this type of connection to the wider international school community, then the teachers there ‘loose touch’ a bit with how other schools are doing things or tackling similar problems.  It is easy to just get used to being isolated and to doing things on your own; forgetting how much collaborating with nearby international schools could be beneficial and important for your career.

Not all international school teachers would choose to work in a less-connected schools.  Many of us would not like to teach in isolation at an international schools that is not well-linked to the wider international school community.  We all know that networking and meeting more people in our international school community helps us learn more about what is going on at other schools; the current trends and best practices for working with third culture kids.  20080318_1191_01

Many international schools are quite well-connected and linked indeed.  These international schools usually do many things to make sure their school is well known in the local and wider international school community.  They might be providing generous PD funds to their teachers so that they can do and go to many events that can in turn help their staff and the school as a whole become more linked to other international schools.  Some schools well send their teachers to check out a specific programme in person at another international school.  Some of the best learning about teaching and running new programmes (or changing old ones) at your school can be had when you can get the opportunity to see how it looks in person at another international school that is already doing those things and having great success at them.  Does your international school promote this type of PD for their staff?

International schools in the same city can either ignore each other as separate entities, or they can create on-going PD moments between themselves and facilitate collaboration and sharing of skills and knowledge.  It takes the effort of administration, most likely, to get the ball rolling (and keep it rolling) so that international school teachers at each school get opportunities to meet, network and to get work together on common goals.  Do you have a good working relationship with the other international schools in your city?

Another way international schools can become well-linked is through the various sports leagues/organizations.  When schools participate and compete with other international schools in their region of the world, their teachers and students become better connected with each other.

International schools can also become linked and connected via the various accreditation organizations that school opt to become members of.  For example, an international school that is a member of the ECIS organization provides certain privileges and opportunities for its teachers.  Working at an international school that is not accredited can may limit their opportunities to become linked to each other.

If you are an International School Community member currently working abroad, please log-on today and submit your comments and information about your school and how it is linked (or perhaps not so well linked) to other international schools.

If you are not a member yet, make sure to join www.internationalschoolcommunity.com and become a part of our over 1400 members.  Many of our current members have listed that they work at over 200 international schools around the world. Feel free to send these members a message with your questions and get firsthand information about how well their school is linked to other international schools.

New Survey: Which international school teacher conference do you prefer to go to?

A new survey has arrived!

Topic:  Which international school teacher conference do you prefer to go to?

Most international schools will offer some benefits to their teachers.  If you are lucky, your school will offer a benefit that gives you a set amount of money each year to use on a professional development event of your choice.  Many of those international schools will also let you now roll-over your unused PD money into the following year, up to three years worth in total if you need to.  Knowing that going to and attending an international school teacher conference can be quite expensive (e.g. registration costs, flight, hotel, meals, taxi rides, etc.), it is good to know that your school will either pay for you to go to them (all expenses paid) or that you can use your own PD money to go to them (hopefully all expenses paid as well).

If you have the money and the school you work at is open to where you use your PD money, the question then is…where should you go?   There are a nice handful of conferences that international school teachers can go to (EARCOS, ECIS, AASSA, MAIS, AISA, IB, etc.).  They also pretty much offer the same style of conference: a variety of guest speakers show up to inspire the attendees somehow (professionals in education or in topics related to education), and then there are different workshops led by international school teachers themselves (sharing a new strategy, research, best-practice techniques, etc.).  Is there one of these conferences that is better than the others?  We are not for sure.  Mostly teachers just go to the one that is closest to their school.

One thing that does seem for sure is that it seems as if the numbers of attendees at international school conferences is lower than normal as of late (e.g. the ECIS Conference in Nice this year).  There are also less companies signed up to be exhibitors as well.  Some participants at ECIS this year were saying that just a few years back there were 1000s more attendees that showed up.  They also were surmising that because there are so many international school teacher conferences nowadays, there just isn’t enough time and money for all the exhibitors to go to them…and the same goes for the teachers and administrators.

Did you know that some international schools (mostly for-profit ones) will grant you the money to attend a PD event (if it directly relates to the benefit of the school) only if you plan on staying for another two years?  If you decide to leave the school before that two-year deadline, then you must pay back all the money that you used to go to that PD event!  Hopefully there aren’t too many international schools out there that do that to their teachers still.  It is so important that international school teachers are treated as professionals in the field of education.  As professionals, we need to stay up-to-date with current trends and practices, as well as what current research is saying about how to be an effective teacher.  Additionally, it is vitally important for international school teachers to be at these events so that they can network with others that also work in the international school community. Networking can maybe lead to a future job at another international school for you, but it also can help you do the things you need to do in your current placement.  Why do the job by yourself when there are most likely other international school teachers that also need to do that same job?  Two heads are better than one, no?  Then you can share the load and work together on different projects that are of interest to both of you.

So, which international school teacher conference do you prefer to go to?  Go to the homepage of International School Community and submit your vote today!  You can check out the latest voting results here.

From the staff at International School Community.

Comments and information about salaries on ISCommunity #7: Khartoum Int’l Community School, Int’l School of KL & Vietnam American Int’l School

Comments and information about salaries at international schools on International School Community.

Every week members are leaving information and comments on the salaries that teachers are making at international schools around the world.  Which ones pay more?  Which ones do you have to pay very high taxes?  Which ones offer tax-free salaries?  All important questions to think about when job searching, but where to find the answers to those questions?

Why do some international schools keep their specific salary information so secret?  Even at international school job fairs, you don’t really get to see the exact amount of your yearly and monthly salary until you see the contract paperwork.  Even then sometimes you don’t know what will be your exact take-home pay each month.  At International School Community, we want to make the search for salaries easier for international school teachers. In the benefits section of the school profile page, there is a section specifically for salaries.  The topic is: “Explain how salaries are decided (e.g. is there a pay schedule? extra step for masters degree? Annual pay raises? Bonuses?)

Here are 3 out of the many comments and information related to salaries that have been posted on our website:

Khartoum International Community School (36 total comments)
“The school has a structured pay scale. Entry depends on qualifications or experience. Advanced degrees attract more money as does extensive experience. There are responsibility steps, particularly in Seniors. Every teacher receives a step each year and there are inflationary/cost of living adjustments annually. The school pays 1 year (2500 GBP pounds) and 2 year (6000 GBP pounds) resigning bonuses (very appealing to couples!).”

International School of Kuala Lumpur (28 total comments)
“There is a clear and structured pay scale. You enter it according to experience and qualifications, up to a maximum experience level. Within the school you receive an annual \’step\’ for every year of experience, plus there are usually small inflationary raises to the salary scale. Additionally stipends are paid for team leader responsibility. There are resigning bonuses after 4 years of employment.”



Vietnam American International School (26 total comments)

“I don’t know about all salaries. However, I don’t believe there salary increased with increased education, experience, or years of service. For example, there were no increases in salary between the first year of teaching at VAIS and the second year. Another example, one teacher with ten years of experience received the same salary as another teacher with only 2 years experience.”

Check out the other comments and information about these schools (and 1000s of others) on our website: www.internationalschoolcommunity.com

Selecting an international school: Tip #5 – Does the school have a clear primary language of instruction?

What reasons do parents think about when selecting a school for their children when they move abroad? Are they similar reasons for why teachers choose to work at a school abroad as well?  There are many kinds of international schools and they are all in different situations.  How important is finding out about a school’s clear primary language of instruction? It could be beneficial to ask these types of questions at your interview, before you make any big decisions to move or choose a school to work at.  So, how do you choose the right international school for your children to attend or for you to work at?  Our new blog series will discuss the Tips for Selecting an International School.

Tip #5 – Does the school have a clear primary language of instruction?

In most international schools, the primary language of instruction is English (although there are French, German and other primary-language-focused schools), but it is best to confirm this (especially at the pre-school and kindergarten level).

A good question on a few levels and a good understanding of the layers surrounding language of instruction and how it is implemented within an international school context need exploring. On the surface, most prospective new teachers and parents would feel a strong measure of confidence just knowing that English is the primary mode of instruction, that the school uses a western country of origin in the name (British School of…, American School of…), and that the school has past some form of accreditation, which to a parent mostly means the school has been checked and measures up to a credible standard and English language would undoubtedly have played an important role in the process. All of the aforementioned in many cases would suffice most parents’ concerns.

However, in Thailand, for instance, a school is officially pronounced ‘international’ when it meets at least a 60% non-Thai student base. Unfortunately, many international school intake numbers reflect a much greater Thai national student roll. (Thailand is just one example; this goes for any ‘international’ school in any country where the bulk of the student body is made up of students from the country the school is in.) If this is the case, even though the primary language of instruction is English, students may find getting to know others who come from another primary language base quite challenging. Even within the classroom, when English is often the only language ‘allowed’, if the greater number come from a country other than an English-speaking one, much of the student conversation reverts back to the home language. Once out of the classroom, students automatically revert to their native tongue and an English-speaking student can easily be left out of friendship groups, study groups and other aspects of school, like team sports, may end up not being pursued even if it was a passionate option a student may have been involved in previously. Developing good peer groups with shared interests is absolutely vital for students moving to international schools, especially if the one they are moving to is their first.

Some schools have tried coming up with ‘English-speaking policies’ which could stipulate English as the only language spoken on campus.

  • Difficulty number 1: teachers become policemen; they endlessly are approaching students telling them to speak English only; much like trying to enforce a dress code whereby boys are to always have their shirts tucked in.
  • Difficulty number 2: students who continue to be caught not speaking English can begin to view this exercise as a way to annoy certain teachers (they love to watch some get all red-faced and look as if they are either going to implode or explode, or both), or it can become a way to show a measure of rebellion.

Students may even begin to view English punitively, negatively, as something they have to do which can mean a negative outlook on education as a whole impacting on concentration, learning and formative assessments. There is much empirically-based written about this and the debate rages on – to what extent should English language be promoted throughout a school. The Australian Government of Child Services advocates, as one example, home languages should be encouraged and actually help fortify classroom learning when the primary language is English. The difference is in the teacher’s ability to differentiate individual student needs.

Some international schools (selective ones) may try to defer this rationale by claiming they have strict admission criterion but if the student population numbers are home country lopsided the outcome is certainly going to follow, to some measure, what is stated above. It is just a natural way students will gravitate towards.

Some international schools (Shell or other gas and oil company owned schools) are non-selective as they are primary education facilitators for the children of their employees. Shell schools are primary curriculum based and so English language acquisition and delivery is almost seamless; young learners pick up language nuances almost effortlessly. However, this is not true for older students moving to English language based curricula. Some parents are so keen to have their children in an English-speaking school that they forget to take into consideration their children’s ages. I have personally interviewed Algerian parents who enrolled their almost 17 year old son in an international school using the national curriculum of England. The lad knew no English. His Arabic turned out to be good but his French was below average. Because of limitations the school could offer, he was only able to take GCSE Arabic and French lessons, and Maths, which he really struggled in. The fact that the language of curriculum delivery was English had almost no benefit in this case.

My advice, interview the school, ask about student ratio intake numbers and definitely ask for other parent contact information. Parents need to take into consideration their child’s needs by closely monitoring and analyzing their educational progress and language proficiency ability both in the home language and in English. Learning in English, like any language, has to be understood from a multi-layered perspective not from osmosis; physical presence does not equate to language proficiency and successful grade scores.

Teachers scoping out new international schools to work for would do well to get a clear picture about how English is used in the context of the international school in question. Sometimes this does not become clear until INSET before the next academic year begins but after all the effort made in moving and uprooting your family for an international school experience, it is worth making sure as many bases have been explored before signing not only for your own work satisfaction and professional development but for the sake of one’s family’s happiness and stability. An international school experience can be a beautiful thing but I have also met many others who would disagree and won’t touch it again with a 10 foot barge pole. It’s not a vacation, it’s an investment. Assignment: Does the school have a clear primary language of instruction?

This article was submitted by guest author and International School Community member:  Sheldon Smith (contact him here – shelaomily@yahoo.com or visit his BLOG at http://shelaomilyblog.wordpress.com/2012/10/)

On International School Community all school profile pages have a topic in the School Information section that specifically addresses the language ability of the students and the “common language” spoken in the hallways.  For example on the Uruguay American School’s profile page there have been 1 comment submitted so far on this topic:

If you are an international school community member currently working abroad, please log-on today and submit your comments and information about your school’s language policy and the language ability levels of your students.

If you are not a member yet, make sure to join www.internationalschoolcommunity.com and become a part of our over 1200 members.  Many of our current members have listed that they work at over 200 international schools around the world. Feel free to send these members a message with your questions about an international school’s accreditation status and get firsthand information about how the accreditation process is going for them.

Selecting an international school: Tip #4 – Is the school accredited? If so, by what international and local bodies?

What reasons do parents think about when selecting a school for their children when they move abroad? Are they similar reasons for why teachers choose to work at a school abroad as well?  There are many kinds of international schools and they are all in different situations.  How important is finding out about a school’s accreditation status? It could be beneficial to ask these types of questions at your interview, before you make any big decisions to move or choose a school to work at.  So, how do you choose the right international school for your children to attend or for you to work at?  Our new blog series will discuss the Tips for Selecting an International School.

Tip #4 – Is the school accredited? If so, by what international and local bodies?

International schools intentionally seek various forms of approval and accreditation as assurances to its students, parents, employees, and community that quality and excellence drive educational decisions.  Countries have governmental standards that schools must meet in order to have local approval.  Schools generally follow specific steps to apply and meet approval status through the country’s Department or Ministry of Education and are monitored for annual renewal of the approval status.  This standardization is important for students and parents to have proof that the school provided an education that had to meet specific standards and provide some basic assurances of quality.

Accreditation takes the quality assurance factor to the next level of focusing on the processes used within a school to provide a high level of excellence not only in the “end product” of a quality education, but it examines the manner in which that excellence is achieved.  As in the previous blog post in this series, which focused on the value of international schools having a Vision, accreditation looks at what the school does and how it provides for an internal and external examination of its programs and processes: how decisions are reached within the school itself, what programs are offered that have international value, how student achievement is documented and used to increase learning, and to what extent the greater community is informed and included in the life of the school.  Accreditation not only looks at meeting quality standards; it requires that schools be engaged in a continuous improvement process so as to give its constituents long-term quality assurances.

Why is it important for a school to seek and obtain international accreditation?  Often international schools obtain multiple levels of approval and accreditation to demonstrate commitment to excellence for parents who are making educational decisions and educators who are seeking meaningful career experiences.  Let us take a look at what you should know about the processes involved in international accreditation.

The Internal Process can take one to three years of collaborative examination by the Head of School, the Faculty and Staff, the Governance Board, Students, Parents, and members of the local community.  The Standards or Required Elements for accreditation become the work of focus groups that look at the present reality, then, using the Vision, set forth a map of how the school can improve and how that improvement will be assessed and sustained over the years. After much collaboration, data gathering, and communication, a formal report is usually prepared and submitted to the accreditation agency.

The External Process will likely include an on-site visit by a team of highly experienced educators with specific areas of expertise who have the responsibility of examining evidence to validate the school’s formal report.  This visit includes several days of interviews as well as classroom visits to observe the quality of instruction and the depth of student engagement, critical thinking, and application of knowledge.

The Accreditation Report that the visiting team provides will likely include a level of accreditation recommendation for the school and most importantly, that report will give direction and focus for the school to provide on-going quality educational programs for its students.

What has been described in this article is indicative of extensive work by a cross-section of a school and its community stakeholders.  So who benefits from this work?

School Owners and Directors are members of a highly competitive market.  International accreditation gives added distinction to a school that sets it apart from many others when parents are looking for excellence.  It also attracts quality teacher applicants for employment.

Teachers and Prospective Teachers who seek employment in international schools want to be in schools of excellence where there is a strong vision and the internal human support and programs that enable them to perfect their teaching skills.  They also want their years of experience to be recognized by other educational agencies should they seek graduate school acceptance or transfer to other parts of the world. It is important to note that when an international school is going through an accreditation process the teachers (and everyone else basically) have to spend much time and energy to gather and fill-out all the paperwork involved! It can be quite an intensive few years for teachers (and all other stakeholders too!).

Governance Boards appreciate direction for their decisions which accreditation defines.  It is added assurance that as a Board, decisions are intentional and supportive of the standards set forth in accreditation.

Parents want the best possible educational experiences for their children.  Often they feel inadequate in evaluating schools and programs, so the quality assurance component of international accreditation, can aid them in this important decision.  Additionally, international accreditation gives parents assurances that the education their children received will be viewed favorably by other schools and universities in admission to future institutions, transfer of credits, and possible scholarship acquisition.

Students are the direct beneficiaries of international accreditation.  Behind the scenes, educators are required to have on-going analysis and refinement of programs and activities so as to consistently provide an education of excellence.  As mentioned previously, student records indicate international accreditation for the purposes of transfers, admissions, and scholarships.

The community benefits from schools of excellence that are providing quality education; it becomes an added value and attraction to the area.  Corporations want to be established where high-performing schools prepare citizens for the 21st century workforce and generate sustained excellence for community growth.

International accreditation is a continuous process of internal and external conversations and review of what is happening inside and outside a school to prepare creative and productive problem-solving people for international stability in an ever-changing society.

This article was submitted by guest author and International School Community member: Mary Anne Hipp (contact her here – mahipp@suddenlink.net or visit her Blogspot – http://mahipp.blogspot.com/)

On International School Community all school profile pages have a topic in the School Information section that specifically addresses the accreditation status of each school.  The topic is called “What types of accreditation does this school have? When is the accreditation up for renewal? Any religious affiliations?”

For example on the Seoul Foreign School’s profile page there have been 3 comments and information submitted so far on this topic:

If you are an international school community member currently working abroad, please log-on today and submit your comments and information about your school’s accreditation status.

If you are not a member yet, make sure to join www.internationalschoolcommunity.com and become a part of our over 1100 members.  Many of our current members have listed that they work at over 200 international schools around the world. Feel free to send these members a message with your questions about an international school’s accreditation status and get firsthand information about how the accreditation process is going for them.

New Survey: How many more years do you expect to keep teaching abroad at international schools?

A new survey has arrived!

Topic:  How many more years do you expect to keep teaching abroad at international schools?

Now is the time of the school year already when you need to decide whether you are going to move on or not.  Maybe you are planning to stay for another year or two, maybe three or four years.  Maybe this is your last year and you are already planning on heading on to new adventures working at another international school.  Maybe, just maybe, this is your last year teaching abroad.  Due to foreseen or unforeseen circumstances, your time working at international schools is either over or temporarily put on hiatus.

It is difficult to predict the future of your life and your career, especially when you are an international school teacher.  One moment you are saying to people that you are going to stay a minimum of four years at your new school that you just moved to, a few months later you find yourself telling people this might be your last year.  One moment things are going really well at your new job and you are learning tons and growing as a teacher, yet another moment there are things happening that are telling you it is not truly a good fit for you anymore.

You might find yourself falling in love with your host city, making you want to stay longer.  You also might be finding yourself second-guessing whether you see yourself in your host city long term; there are other expat teachers at your school that have made your host city their home, but that future does not seem to be a reality in your life.

Us international school teachers go through many emotions while working abroad.  We use these emotions as indicators on whether we should continue on in our current post or not.  Unfortunately, all these emotions can sometimes be confusing to interpret.  We also get influenced by the other expat teachers that we are working with.  How long are they staying?  What are the reasons they have for deciding to stay or to move on?

Many prospective teachers are very keen to know the staff turnover rate at an international school.  Even though turn over is actually quite common at international schools, there might be a correlation between an overly high turnover rate and your fate at that school if you indeed sign a contract to work with them.  It is important to remember though that everyone is different and can have very different experiences working at the same school.  Ask around though; contact people who currently work there or have worked there in the past on International School Community.  The more information your know, the better indicators you will get about a school’s turnover rate and reasons teachers move away from that school.  Could your current international school be the last one you work at?

But when is it all over for you, this wonderful time that we enjoy working abroad at international schools? For many of us, there is eventually a time when something is telling you it is over.  It is definitely a challenge to continue on for years and years as an international school teacher.  Could we really work at six, seven, eight different international schools in our teaching career?  Even though we love the challenge of living abroad in a foreign land and experiencing a new culture firsthand, to continue in this lifestyle choice could have it limits.

So, how many more years do you expect to keep teaching abroad at international schools?  Go to the homepage of International School Community and submit your vote today!  You can check out the latest voting results here.