As it's Western Europe, I'd say it was worth a punt.
Speak to a lawyer, but try to get the school to agree to say it was your choice to leave. Sometimes schools think 'he's an expat, he won't go to court' and when you do, or get a lawyer involved first, it scares them enough to give in to your demands, especially if you are in the right.
Search found 310 matches
- Thu May 16, 2024 7:21 pm
- Forum: Forum 1. From Questions About ISS & Search to Anything and Everything About International Teaching
- Topic: Is it worth it to go to court over an unfair dismissal?
- Replies: 4
- Views: 348
- Mon May 06, 2024 11:17 pm
- Forum: Forum 1. From Questions About ISS & Search to Anything and Everything About International Teaching
- Topic: COBIS
- Replies: 2
- Views: 3733
Re: COBIS
Psyguy - for CIS evaluations there is a protocol for when this happens (I'm a CIS evaluator.)
The CIS visits don't evaluate individual lessons, like (say) OFSTED do in England. But if we see something in a classroom visit which is concerning, we can raise it informally - this might mean going back and having another look, just to make sure it's not a one-off, 'bad day' lesson which we all have. In many ways, it's more like a teacher seeing something wrong in a colleague's classroom and then raising it with their HoD, for example (in many cases the only management contact the evaluators have with the school is through senior management.)
The only time I can think of where it could be raised 'formally' would be if the issue related to safeguarding.
Finally, the school can complain about the conduct of the visit.
The CIS visits don't evaluate individual lessons, like (say) OFSTED do in England. But if we see something in a classroom visit which is concerning, we can raise it informally - this might mean going back and having another look, just to make sure it's not a one-off, 'bad day' lesson which we all have. In many ways, it's more like a teacher seeing something wrong in a colleague's classroom and then raising it with their HoD, for example (in many cases the only management contact the evaluators have with the school is through senior management.)
The only time I can think of where it could be raised 'formally' would be if the issue related to safeguarding.
Finally, the school can complain about the conduct of the visit.
- Mon Apr 29, 2024 9:16 pm
- Forum: Forum 1. From Questions About ISS & Search to Anything and Everything About International Teaching
- Topic: Physics Teacher, No IB/A-Level Experience ‒ What Are My Options?
- Replies: 10
- Views: 7298
Re: Physics Teacher, No IB/A-Level Experience ‒ What Are My Options?
Something also to consider - there are a number of cities which also have French schools (eg Hong Kong) which teach IB but in French language. You could consider that too.
Your 'native language English' question only really applies in cases where you either are going to be teaching English (eg as a foreign language or, say, English Literature) or where a school has its own policy on this, which is unlikely to be a written one.
Your 'native language English' question only really applies in cases where you either are going to be teaching English (eg as a foreign language or, say, English Literature) or where a school has its own policy on this, which is unlikely to be a written one.
- Tue Mar 12, 2024 8:19 pm
- Forum: Forum 1. From Questions About ISS & Search to Anything and Everything About International Teaching
- Topic: Family Living Locations
- Replies: 6
- Views: 7351
Re: Family Living Locations
applecake wrote:
> Wondered if we were looking for a throwback to the 80s where we had family
> neighborhoods and kids biking in the streets reminicent to Stranger Things
> - which schools / cities would be best to take a closer look at?
Actually, pretty much any city where there are compounds, in particular ones where there are a large number of expats living in them. Beijing has a few in Shunyi which are like this - Capital Paradise being one - and there are a few in HCMC and KL too.
> Wondered if we were looking for a throwback to the 80s where we had family
> neighborhoods and kids biking in the streets reminicent to Stranger Things
> - which schools / cities would be best to take a closer look at?
Actually, pretty much any city where there are compounds, in particular ones where there are a large number of expats living in them. Beijing has a few in Shunyi which are like this - Capital Paradise being one - and there are a few in HCMC and KL too.
- Tue Feb 27, 2024 11:36 pm
- Forum: Forum 1. From Questions About ISS & Search to Anything and Everything About International Teaching
- Topic: How realistic are my chances of an IS job?
- Replies: 12
- Views: 9937
Re: Discussion
PsyGuy wrote:
> Im going to disagree with @expatscot
>
> This is IE not DE in the UK (Scotland, England, etc.).
>
> Being a humanities IT in a specialty does not make an IT a humanities
> generalist. Being able to teach poli.sci doent mean the IT can teach
> history or anything else for that matter.
Yes, it does. Have a look at virtually any British school across the globe, and you will see history, geography, politics, psychology, business, and economics teachers all teaching humanities to Y7, 8 and 9 - as combined courses. You will also see history teachers teaching geography at IGCSE, maths teachers teaching psychology, and economics teachers teaching politics.
If you are a humanities teacher in any British school internationally, it is very, very unlikely that you will be expected, or indeed able, to teach only the subject your degree or PGDE is in. Frankly, it's the only way they can maintain a full KS3 curriculum.
I agree with you to a point in that it's unlikely the OP specifically would get a job at at middle-to-top tier school, but he might at a lower level (although this wouldn't be great for his kids, which is his priority.) But more generally, for those with much more recent experience, it's not necessarily impossible.
> Im going to disagree with @expatscot
>
> This is IE not DE in the UK (Scotland, England, etc.).
>
> Being a humanities IT in a specialty does not make an IT a humanities
> generalist. Being able to teach poli.sci doent mean the IT can teach
> history or anything else for that matter.
Yes, it does. Have a look at virtually any British school across the globe, and you will see history, geography, politics, psychology, business, and economics teachers all teaching humanities to Y7, 8 and 9 - as combined courses. You will also see history teachers teaching geography at IGCSE, maths teachers teaching psychology, and economics teachers teaching politics.
If you are a humanities teacher in any British school internationally, it is very, very unlikely that you will be expected, or indeed able, to teach only the subject your degree or PGDE is in. Frankly, it's the only way they can maintain a full KS3 curriculum.
I agree with you to a point in that it's unlikely the OP specifically would get a job at at middle-to-top tier school, but he might at a lower level (although this wouldn't be great for his kids, which is his priority.) But more generally, for those with much more recent experience, it's not necessarily impossible.
- Thu Feb 22, 2024 10:41 pm
- Forum: Forum 1. From Questions About ISS & Search to Anything and Everything About International Teaching
- Topic: How realistic are my chances of an IS job?
- Replies: 12
- Views: 9937
Re: How realistic are my chances of an IS job?
Going to disagree with psyguy here on the subject - I'm a Head of Humanities.
Firstly, you would a Humanities teacher. The subject of Citizenship as taught in KS3 & KS4 at the time you were in the UK is broadly an "introduction to politics" course - similar courses are taught elsewhere, such as Modern Studies in Scotland. The map across to international subjects is less clear, as this isn't really taught below A Level or IBDP, but you'd certainly be able to cover Cambridge's IGCSE Global Perspectives and similar courses.
Secondly, in most British schools, Humanities is a required subject at KS3 so all the classes pass through the department. It's quite easy to fill up a Humanities teacher timetable with KS3 classes if you have enough students. Your ESOL experience could be put to use here as this is where many kids really struggle - look at EAL jobs too.
However, I do agree about some of the disadvantages. You have two kids, so they are going to cost (you don't say how old they are, but this is significant - are we talking teenagers, or primary age kids?) Your own age might be a problem too - many countries start to have restrictions at around 55, and certainly by 60 some of the big ones like China are out.
On the whole, it's probably worth a punt. I'd focus on China now as that's where I suspect you might be more able to match what you are qualified to do with what you are expecting for your kids. Be aware, though, that Humanities teachers are ten-a-penny and it is competitive - you might be better applying for an EAL role but adding that you could teach some KS3 Humanities too.
Firstly, you would a Humanities teacher. The subject of Citizenship as taught in KS3 & KS4 at the time you were in the UK is broadly an "introduction to politics" course - similar courses are taught elsewhere, such as Modern Studies in Scotland. The map across to international subjects is less clear, as this isn't really taught below A Level or IBDP, but you'd certainly be able to cover Cambridge's IGCSE Global Perspectives and similar courses.
Secondly, in most British schools, Humanities is a required subject at KS3 so all the classes pass through the department. It's quite easy to fill up a Humanities teacher timetable with KS3 classes if you have enough students. Your ESOL experience could be put to use here as this is where many kids really struggle - look at EAL jobs too.
However, I do agree about some of the disadvantages. You have two kids, so they are going to cost (you don't say how old they are, but this is significant - are we talking teenagers, or primary age kids?) Your own age might be a problem too - many countries start to have restrictions at around 55, and certainly by 60 some of the big ones like China are out.
On the whole, it's probably worth a punt. I'd focus on China now as that's where I suspect you might be more able to match what you are qualified to do with what you are expecting for your kids. Be aware, though, that Humanities teachers are ten-a-penny and it is competitive - you might be better applying for an EAL role but adding that you could teach some KS3 Humanities too.
- Thu Jan 18, 2024 2:22 am
- Forum: Forum 1. From Questions About ISS & Search to Anything and Everything About International Teaching
- Topic: How would you answer these interview questions?
- Replies: 5
- Views: 48048
Re: How would you answer these interview questions?
(Before I start - these are not the answers I would give......)
1) What is your teaching philosophy?
Students get the work done.
2) What is your teaching style?
Chalk and talk. Can't get past the sound of my own voice.
3) What are your weaknesses?
Weaknesses?
4) How do you use technology in class?
I have a collection of slide rules, and one Texas Instruments calculator which is about an inch thick. Neither come into much use, as I teach English.
5) What is the most important component of teaching? (curriculum, standards, management, etc)
Coffee
6) How do you motivate students?
Sticks usually work, failing which flying blackboard dusters.
7) How do you use differentiation in class?
The kids who don't understand it sit at the table in the corner so that it's easy for me (and everyone else) to remember who they are.
8) What are the most important measures of safeguarding?
Don't get caught.
9) How do you manage behavior?
See (6).
10) How do you keep up to date with PD / best practices?
Sitting in the corner of the staffroom with my colleagues.
You know, THAT corner. The one where you don't touch the coffee cups under pain of death.
(Thinking back, I have actually worked with a number of teachers who could answer at least two of those questions that way, if they were being truthful in an interview - and I'm old enough to have experienced (6) and (9) during my own school years!)
1) What is your teaching philosophy?
Students get the work done.
2) What is your teaching style?
Chalk and talk. Can't get past the sound of my own voice.
3) What are your weaknesses?
Weaknesses?
4) How do you use technology in class?
I have a collection of slide rules, and one Texas Instruments calculator which is about an inch thick. Neither come into much use, as I teach English.
5) What is the most important component of teaching? (curriculum, standards, management, etc)
Coffee
6) How do you motivate students?
Sticks usually work, failing which flying blackboard dusters.
7) How do you use differentiation in class?
The kids who don't understand it sit at the table in the corner so that it's easy for me (and everyone else) to remember who they are.
8) What are the most important measures of safeguarding?
Don't get caught.
9) How do you manage behavior?
See (6).
10) How do you keep up to date with PD / best practices?
Sitting in the corner of the staffroom with my colleagues.
You know, THAT corner. The one where you don't touch the coffee cups under pain of death.
(Thinking back, I have actually worked with a number of teachers who could answer at least two of those questions that way, if they were being truthful in an interview - and I'm old enough to have experienced (6) and (9) during my own school years!)
- Wed Jan 10, 2024 11:28 pm
- Forum: Forum 1. From Questions About ISS & Search to Anything and Everything About International Teaching
- Topic: Search Associates - white people only?
- Replies: 18
- Views: 25715
Re: Search Associates - white people only?
Michelle wrote:
> Maybe you forget to tell Search you had a teaching credential and years of
> experience in K-12 education just like you did here?
The OP did tell us:
goblinhunter wrote:
> the full package from the UK (NPQs/Masters/PGCE QTS)
PGCE is the teaching qualification and QTS the teacher registration from England. Search are well aware of this (and I'd be very surprised if any of the associates weren't aware of this as it's a basic requirement.)
@goblinhunter - what I'm not clear about is whether you were not accepted for registration by Search, or whether you were (and your profile is 'active') but they would not put you forward for the role? If it's the former, then it is likely to be something in your references which is causing the problem.
As others have suggested, unless the school is only looking through Search it's worth applying directly - if only because the school will be able to avoid paying the Search fee if they recruit you!
> Maybe you forget to tell Search you had a teaching credential and years of
> experience in K-12 education just like you did here?
The OP did tell us:
goblinhunter wrote:
> the full package from the UK (NPQs/Masters/PGCE QTS)
PGCE is the teaching qualification and QTS the teacher registration from England. Search are well aware of this (and I'd be very surprised if any of the associates weren't aware of this as it's a basic requirement.)
@goblinhunter - what I'm not clear about is whether you were not accepted for registration by Search, or whether you were (and your profile is 'active') but they would not put you forward for the role? If it's the former, then it is likely to be something in your references which is causing the problem.
As others have suggested, unless the school is only looking through Search it's worth applying directly - if only because the school will be able to avoid paying the Search fee if they recruit you!
- Wed Nov 29, 2023 8:10 pm
- Forum: Forum 1. From Questions About ISS & Search to Anything and Everything About International Teaching
- Topic: Resignation and reapplying help
- Replies: 15
- Views: 250527
Re: Resignation and reapplying help
That's good news if you have successfully signed up for Search - if you have asked for references from your current school it means that they have provided ones which Search are happy enough with. Do look at TES - there are some January or April jobs on there (don't know your exact subject) and it's worth keeping an eye out for the Australian schools in places like Malaysia & Singapore which might still be advertising.
- Tue Nov 21, 2023 9:28 pm
- Forum: Forum 1. From Questions About ISS & Search to Anything and Everything About International Teaching
- Topic: AI and Future Job Security
- Replies: 10
- Views: 89987
Re: Discussion
PsyGuy wrote:
> Parents will need their children supervised, monitored, and some level of
> proctoring for assessments, so there will be job security, but less and
> less of the edus job is going to be engaged in knowledge transfer and
> instructional tasks. CMI has already seen a lot of advancements,
> specifically in the static learning domain (push), reading, lecturing,
> visual elements, AI brings in the dynamic elements (pull), asking and
> responding to inquiries, generating supplemental material. That really only
> leaves intervention, studio, and experiential (tactile/manipulable)
> learning left for an edu.
Nah. Potentially there's more scope for more enquiry-based curricula, which AI could assist with, but what I'm seeing more of is actually a move away from that and back to more 'traditional' teaching styles, particularly in state-driven education systems. One of the biggest problems in schools with tech is the resultant behaviour issues, partly because of the tech used but also because of the lack of human intervention and collaboration in teaching. If the kids don't learn social behaviour norms - something which AI can't teach, because every single child is different - then they find it much more difficult to collaborate (as demonstrated post-COVID lockdowns, when kids struggled with the social aspects of returning to school.)
> Parents will need their children supervised, monitored, and some level of
> proctoring for assessments, so there will be job security, but less and
> less of the edus job is going to be engaged in knowledge transfer and
> instructional tasks. CMI has already seen a lot of advancements,
> specifically in the static learning domain (push), reading, lecturing,
> visual elements, AI brings in the dynamic elements (pull), asking and
> responding to inquiries, generating supplemental material. That really only
> leaves intervention, studio, and experiential (tactile/manipulable)
> learning left for an edu.
Nah. Potentially there's more scope for more enquiry-based curricula, which AI could assist with, but what I'm seeing more of is actually a move away from that and back to more 'traditional' teaching styles, particularly in state-driven education systems. One of the biggest problems in schools with tech is the resultant behaviour issues, partly because of the tech used but also because of the lack of human intervention and collaboration in teaching. If the kids don't learn social behaviour norms - something which AI can't teach, because every single child is different - then they find it much more difficult to collaborate (as demonstrated post-COVID lockdowns, when kids struggled with the social aspects of returning to school.)
- Tue Nov 21, 2023 9:20 pm
- Forum: Forum 1. From Questions About ISS & Search to Anything and Everything About International Teaching
- Topic: Resignation and reapplying help
- Replies: 15
- Views: 250527
Re: Resignation and reapplying help
I'm going to tip in my tuppenny worth here....
Firstly, reading what you say, I wonder whether this is actually the decision of SLT or even of the head involved. Their actions - references, feedback to you on observations etc - suggest that they themselves know that what they are doing is wrong, but they may well be being pushed to do it from above and can't say directly to you.
Secondly, most contracts do come with a probation period, and it looks like they have essentially activated this. In any case, they can pretty much do what they like - knowing the country you're in would be helpful (don't need the school though.) They are certainly not behaving the way I'd expect a decent school to act, especially cutting you off at Christmas.
Even if it's not the job advertised, is there any way you could do something to stay on for the year - for example, a paid cover teacher, or some work which you could contribute to?
In terms of January starts, there are some advertised - SE Asia (especially Singapore and Malaysia) has quite a few schools which run on the southern hemisphere timetable.
Firstly, reading what you say, I wonder whether this is actually the decision of SLT or even of the head involved. Their actions - references, feedback to you on observations etc - suggest that they themselves know that what they are doing is wrong, but they may well be being pushed to do it from above and can't say directly to you.
Secondly, most contracts do come with a probation period, and it looks like they have essentially activated this. In any case, they can pretty much do what they like - knowing the country you're in would be helpful (don't need the school though.) They are certainly not behaving the way I'd expect a decent school to act, especially cutting you off at Christmas.
Even if it's not the job advertised, is there any way you could do something to stay on for the year - for example, a paid cover teacher, or some work which you could contribute to?
In terms of January starts, there are some advertised - SE Asia (especially Singapore and Malaysia) has quite a few schools which run on the southern hemisphere timetable.
- Thu Nov 16, 2023 11:16 pm
- Forum: Forum 1. From Questions About ISS & Search to Anything and Everything About International Teaching
- Topic: What's more valuable...
- Replies: 4
- Views: 38087
Re: What's more valuable...
It's kind of a difficult answer (at first, I thought you were asking which was more important, strong curriculum knowledge or strong teaching, which is a whole other argument.)
I think content just edges it. Knowing your subject in a much wider way than the focussed elements of IB, IGCSE etc, allows you to provide a much wider context to the topic. For example, in my Y10 History class the other week we were looking at how Hitler in particular was able to manipulate public opinion to gain support for the Nazis - this actually developed into an interesting discussion about Machiavellian politics. In addition, to teach about the rise of Hitler you need to at least be aware of what was happening in Russia after 1917 (even if you don't actually teach that bit of the course.)
When I've picked up a new subject, I have just been a 'curriculum' teacher and had to follow the syllabus point - and hated it. I found it boring, so I can't imagine what the kids would have felt!
I think content just edges it. Knowing your subject in a much wider way than the focussed elements of IB, IGCSE etc, allows you to provide a much wider context to the topic. For example, in my Y10 History class the other week we were looking at how Hitler in particular was able to manipulate public opinion to gain support for the Nazis - this actually developed into an interesting discussion about Machiavellian politics. In addition, to teach about the rise of Hitler you need to at least be aware of what was happening in Russia after 1917 (even if you don't actually teach that bit of the course.)
When I've picked up a new subject, I have just been a 'curriculum' teacher and had to follow the syllabus point - and hated it. I found it boring, so I can't imagine what the kids would have felt!
- Thu Nov 16, 2023 10:59 pm
- Forum: Forum 1. From Questions About ISS & Search to Anything and Everything About International Teaching
- Topic: AI and Future Job Security
- Replies: 10
- Views: 89987
Re: AI and Future Job Security
I'm with shadowjack. Education is one of those jobs where the human element is key, particularly in managing behaviour. There will be some who say "AI can do everything" but as history shows us, humans are singularly bad at predicting how society will change. After all, by 2020 we were all supposed to be travelling in mini-spaceships....
- Sun Nov 05, 2023 9:26 pm
- Forum: Forum 1. From Questions About ISS & Search to Anything and Everything About International Teaching
- Topic: 'Normal' full time teaching load in Secondary
- Replies: 17
- Views: 160451
Re: 'Normal' full time teaching load in Secondary
hitherejen wrote:
> We are also expected to join at least one expedition or trip which lasts
> for a week. In high school these happen in the holidays.
So that's not a holiday then - do they count these as part of your contract?
> We are also expected to join at least one expedition or trip which lasts
> for a week. In high school these happen in the holidays.
So that's not a holiday then - do they count these as part of your contract?
- Wed Oct 11, 2023 10:43 pm
- Forum: Forum 1. From Questions About ISS & Search to Anything and Everything About International Teaching
- Topic: What you wish you knew before going to China?
- Replies: 9
- Views: 37376
Re: Response
PsyGuy wrote:
> 8) All the rent a name ISs are bad, at least compared to their foreign
> partners DS experience.
That's a pretty broad brush. Some are pretty hopeless, particularly the ones which are not purely 'international' because they have the licence to accept Chinese national students and all the Chinese bureaucracy which goes along with them, but there are ones which aren't. They may not be to your taste as a school, but that's not the same as being a bad school.
On the point of the English levels of students - off the top of my head I can think of at least three former students (born and brought up in China) who are now trainees at Magic Circle law firms in London, and virtually all of the students had a higher level of English than the similar age group I taught when in the UK. Again, maybe it's different schools - I know that in other schools that might not have been the case.
> 8) All the rent a name ISs are bad, at least compared to their foreign
> partners DS experience.
That's a pretty broad brush. Some are pretty hopeless, particularly the ones which are not purely 'international' because they have the licence to accept Chinese national students and all the Chinese bureaucracy which goes along with them, but there are ones which aren't. They may not be to your taste as a school, but that's not the same as being a bad school.
On the point of the English levels of students - off the top of my head I can think of at least three former students (born and brought up in China) who are now trainees at Magic Circle law firms in London, and virtually all of the students had a higher level of English than the similar age group I taught when in the UK. Again, maybe it's different schools - I know that in other schools that might not have been the case.