Dominic Crompton is back home.
Having spent three years teaching at Colegio Anglo Colombiano School in Bogota, Colombia, he has returned to school life in the UK. “The experience completely changed my opinion of what’s best for student learning,” he says. “No one knows the right way; it’s an amalgamation of experiences and knowledge. I left England with one mindset, I returned with another; one that is broader, more open to the rest of the world.
It’s impossible not to bring something back that’s of great value, professionally and personally. You are so employable, especially if you’re returning with experience of developing curriculum and leadership and international links. It was no problem to re-integrate back into the UK system. I quickly got my job and my career path continued. In fact I gained so much valuable experience during my time away that it helped me to gain promotion more quickly.”
Dominic is now deputy headteacher at Skilts School in Redditch, Worcestershire.
Janice Ireland is back home too. She left her Swansea school in 1996 to teach at the Kuwait English School. Twelve years later, having taught and progressed to leadership level in international schools in Cairo, Libya and the Netherlands, she returned to the UK to work with Fieldwork Education, a London-based education curriculum organisation. “My international experience opened up many new doors and changed me as a person,” she observes. “I’d absolutely recommend it, not just for developing you professionally, but also personally. I’ve worked in some very big schools and with a huge number of highly skilled, expat staff who came from many countries, all who shared their teaching and learning styles and best practice. A multi-cultural work environment opens your mind up to many possible ways of viewing learning situations, of considering the individual needs and situations of others, of developing ESL skills, and of valuing differences. That experience has helped me hugely in my career since returning to the UK and was one of the main reasons for achieving my job with Fieldwork Education.”
Dominic and Janice are just two examples of teachers who looked beyond the UK for career development and personal experience, and who have found that it has opened up significant career paths since returning to education in the UK.
International options
Opportunities for secondary teachers are extensive. There are currently over 100,000 teachers from Britain working in international schools around the world. With 2,892 international schools following the National Curriculum of England, another 3,946 teaching all lessons in the English language, and over half of all 6,838 English-speaking international schools providing secondary education, the opportunities for experienced teachers from the UK are vast.
Colin Bell is Executive Director of the Council of British International Schools (COBIS). “80% of all our students are children from local families who want their children to have an English-speaking, British-oriented education,” he explains. “An impressive 47% of our students go on to the UK for higher education. Not all our teachers are British. We think this is important as it supports the international dimension that COBIS schools provide. It is important to remember that, as a teacher working in a COBIS school, you will be challenged; it is hard work and although many schools are in unique and interesting locations, the learning and teaching standards remain very high. Needless to say, you can gain a great deal from working in a COBIS member school.”
International schools are expanding and increasing year on year. The International School Consultancy Group (ISC) predicts growth of international schools around the world for the next ten years or more. According to ISC, China, Brazil and Malaysia are all currently experiencing a significant increase and join the Middle East where international schools are prolific. Dubai alone has 214 English-speaking international schools.
Because of their growing number, international schools have to work harder than ever to compete for the best teachers in order to maintain their reputation and, as a result, maximise their intake of students. Clive Pierrepont, Director of Communications at Taaleem which owns nine international schools in Dubai and Abu Dhabi including the Dubai British School says “The supply of teachers is more challenging as a result of the growth in the market, especially for the cream of the crop such as qualified, experienced IB and British teachers; the type we want to attract. It’s important for us to show good candidates the quality of life that they can get; the location and lifestyle, and the professional development opportunities and career potential, as well as the fact that we’re a caring organisation. The fact that we are part of a group with an established reputation is an enormous advantage; it’s essential for recruiting good quality staff, as well as for attracting students.”
Right there, right now
So what of teachers working internationally right now? Geography teacher Corey Johnson is in Kazakhstan. He’s been teaching internationally for seven years. “Being an international teacher, I can work and see the world at the same time,” he enthuses. “Each time I move to a new country I’m gaining teaching experience and knowledge of the world. Life in a new country is always challenging but it’s also rewarding; that’s the adventure of it all. It’s been one of the best development experiences I have had in my career.”
Scottish teaching couple, Jane and Gerry Smith are enjoying a very different experience.
“Until we started exploring the options, we never realised the possibilities that were out there to develop our careers as well as to travel and see different countries and cultures – to live them rather than just pass through them,” says physics teacher Gerry.
The couple found jobs teaching their specialist subjects at the International School Mauritius. “For me, learning to teach IB Diploma and International A-levels and working with a global staff body has developed me significantly as a teacher,” continues Gerry.
“I know this will help my career opportunities when we return home. The lifestyle too was completely different. We spent most of our free time outdoors in the sunshine, on beaches!” Jane and Gerry have since moved to teach at Harrow International School in Bangkok. “We moved from a sleepy little school to one of the biggest names in international education, and traded mellow Mauritius for bustling Bangkok – a whole new adventure,” adds Gerry.
Gerry, Jane and Corey all expect to return to secondary teaching roles back home. If they follow the typical international teacher, that will be after spending six to nine years teaching overseas. With most schools offering two-year contracts, this gives teachers the chance to work in two or three different locations, enabling them to expand skills and pedagogy.
Near and far
So what’s the process to take if considering international teaching jobs? “Teachers thinking about international teaching options need to plan ahead,” advises international school recruitment expert Andrew Wigford of Teachers International Consultancy. “Most international schools do most of their selection and interview process from January through March and British teachers often miss the best opportunities because of applying too late.”
Andrew recommends selecting international schools that are members of respected organisations such as COBIS and those that are accredited. “Teachers who are moving to another country to work need to make sure that they are selecting a school that is giving them the right support,” he counsels. “Working with a specialist recruitment consultancy, which knows the unique nature of the international schools market well, will ensure you get the essential advice and find out about all the jobs suitable for you and your skills. Reputable recruitment consultancies do not charge teachers for this service, and look out for the best interests of the candidate. This ensures teachers get correct and unbiased advice and expertise throughout the often complex international recruitment and relocation process.”
Colin Bell of COBIS adds his advice: “Do your research – and that research starts with you.
Ask yourself why you want to teach overseas and make sure it’s for the right reasons. Make sure that you choose the right school in the right place for you. Is it a big enough school or the right sort of establishment to support your own professional development and career plans? Check out inspection reports as they give you a good sense of the school.
Adaptability is a crucial skill, as is being able to get along within a rich diverse mix of teachers, students and parents. As for the benefits, you will gain exceptional cultural and emotional intelligence that will benefit you and any school you work with in the future.”
