@Psy Guy

Simply put: You Rock!!!

Many thanks --
N.A.

Good question, Yantantether, and one I don't know the answer to as I am just now, as an "old" lady, trying to figure out if a second career in IT is viable for me post-retirement in DE.

But my intuition is to say it's time to hang up your satchel when YOU feel in your gut it is time to hang up your satchel.

In domestic (public education) I have known many young teachers who hung up their satchel after just a few years. It wasn't for them.

But the opposite is true is well: I have known many stellar teachers who taught into their late 60's and early 70's who were among the most dynamic educators of our faculty.

One beautiful thing about being an "old" teacher is that students, parents, and admins don't try to manipulate you as much as they did in your younger years. Another is that classroom management is easier, too -- well-planned units take less time than they used to because you already know where the confusions will be. Still another is that kids sense a "been there-done that-don't even try" aura about you, resulting in fewer classroom antics, and what antics there are, are done in good humor. (Just gotta laugh and love 'em, ya know?)

Plus I think the most compelling reason for teaching-till-you-drop is that teaching keeps one young-at-heart like no other profession.

Sure, we must embrace annoying and ever-changing technology, standards, and methodologies to stay current and on top of our game. But there, too, I think older teachers have an advantage because we can still chalk and talk without missing a beat when the server goes down or the Smart Board projector goes kaput.

Still, above all else, as Shakespeare advises via Polonius' voice in Hamlet: "To Thine Own Self Be True."

You and you alone will know when it's time to sit back and write your memoirs. And I bet it will be a bestseller.

Best of luck--
N.A.

@Psy Guy--

O.M.G.

I just had to log on again to say a very big ((((THANK YOU))) once again for suggesting the ETS SLLA exam!

I spent some time on the ETS site today reading about the test, my state's requirements, and doing the practice test...

..And at risk of sounding overconfident, but in being completely honest --I am very pleased to report I aced all of the practice questions with little effort. I found it so easy that I am practically ready to just pull out my credit card and sign myself up for a test date without further preparation.

Yikes -- is the test really all that would be required of me to earn this licensure? In other words --would I not, to your knowledge, have to complete a practicum supervisory period? And how marketable (do you think) the School Leadership licensure would be to IS's and/or DoDS's? Do you think this licensure would help get me past age caps on work Visas as an "expert" in my field?

And perhaps most importantly -- how close (do you imagine) the "practice" test is to the actual one?

Again, any and all thoughts are greatly appreciated.

Kind regards--
N.A.

Thank you for the encouraging response, Nomads. It is very much appreciated. (As is all feedback from all posters.)

Yes, indeed, there is much to consider, not the least of which is the viability and contentment of my husband. He would be miserable sitting around a flat and/or working for mere peanuts. He is, however, quite adaptable and quite handy in many regards which I did not mention earlier -- including installation and troubleshooting of computer hardware, network wiring, and server maintenance. No, he does not have, nor does have the desire to pursue, the "paperwork" to prove his efficacy in these areas. It is just something he has branched into as a self-employed contractor and has not only quickly learned, but has proven himself to be just as competent as, (if not more so), than the younger men he works with who have the academic credentials.

Nevertheless, as a result of this discussion/thread, my current thinking is that our three best options, in terms of desired areas and employability/contentment level for both of us would be:

1.) Seeking a waiver (or whatever the correct term is) on the 55 age limit cap on work Visas to Australia. As explained above, Australia, and more specifically, Western Australia, is the part of the world I would most like to teach and the area where my husband would be guaranteed employment as well as housing. Heck, in that scenario, we could even bring our dog. (Assuming we could jump through the hoops to do so.) Again, I understand that getting past the age limit cap might prove difficult, if not impossible, but I intend to investigate those parameters for "loopholes". If that means I need to take and pass an administrator's test to qualify as an "expert," then I will do so. I don't know, however, how we would get my husband in as an "expert," considering his lack of academic credentials. Still, Australia IS seeking skilled laborers....so there might be a way...

2.) Similarly, working in a DoD setting would probably work well for us if he could land a job through the same venue and in the same general location. I understand this scenario might also prove difficult, if not impossible, given our age and differences in employment background, but again, I intend to investigate.

3.) The notion of teaching/relocating/working in Central or South America presents as an option, too. Although I am not thrilled to learn about the lower wages, being respected for one's experience, regardless of one's age level, would be a huge plus for me, and we do feel my husband would be employable at relatively reasonable rates, given his experience and ability to converse in Spanish. While I myself am not as proficient as he, I have had a lot of experience with ESL students in my remedial English classes and so I feel I could learn Spanish quickly via a teach-yourself-at-home program. Plus, if I could land a position on or near a lovely, non-tourist-y BEACH, I'd pack my bags tomorrow! ; )

For certain I don't have an interest in teaching in or relocating to the Middle East or China. The UK might be OK, as might Japan, the Philippines, or even somewhere remote within the U.S., like Alaska or Hawaii. (The Big Island would be REALLY nice!!!)

I realize "beggars can't be choosers," but we are not necessarily begging to be hired or to go anywhere. If nothing else, our experience and age gives us the hard-earned freedom to explore options and decide if we wish to pursue them. Plus, there are plenty of ventures/possibilities for semi-retired 'old' folks right here at home...

In the meantime, we both have full-time jobs that require far more than a mere 40-hour work week and I imagine that will continue to be the case for the foreseeable future. So much to do...so little time... sigh...

Still, it's nice to have dreams, and thank you for your feedback in exploring them.

Warm regards,
N.A.

@ Psy Guy--

Again, thank you.

I am not in Delaware, lol, but close. I was using "DE" as an acronym for "Domestic Education". ; )

Regards,
N.A.

@PsyGuy,

Thanks again. Your feedback is very much welcomed.

I worked for Penn State this past summer in a gig funded by a special summer grant.

My title was 'career coach' through the continuing ed department. A more prestigious wording of the title might be: "career instructor," lol. Still, it is my understanding no one can appropriately be called "prof" at any university or college unless s/he has earned a PhD.

With my master's degree, (in the U.S. at least), I could teach a number of undergrad courses in writing, literature, journalism, and/or teacher preparation at local community colleges and/or state universities. Ivy Leagues, of which there are several in my area, are generally out of my ball park, except, perhaps, as a last-minute hire as an adjunct.

I am beginning to think perhaps the strongest aspect of my resume' would be in the form of references from my journalism students and their parents. I have a number who have earned paid summer internships at local and regional newspapers. I also have many who have gone on to be editors and editors in chief at a variety of colleges and universities up and down the East Coast -- a few even at such Ivy League schools as Harvard & Lehigh. And I have stopped counting the number of former students who have gone on to launch successful careers in the journalism/communications industry. Many of them still keep in contact with me. And when I say the student newspaper for which I have been and am currently adviser is an award-winning one, I mean we have been named, essentially, best-in-state, multiple times under my advisement. Time and again we have been encouraged to enter national competitions, but frankly, it's very time-consuming and costly to do so, and I'd really rather spend my time doing what I most enjoy: working with my students to become stronger writers/reporters/editors/layout designers/advertisers.

So I don't necessarily have elitist aspirations at the top of my agenda, although I have earned my fair share of accolades for work well done. And truth be told, I much prefer working with common folk as I find them to be less pretentious and generally, speaking, more teachable. (They also have a way of keeping me teach-able.) For similar reasons I have never aspired to be an administrator, lead teacher or department head, although once upon a time I was indeed encouraged to do so. Suffice it to say I just cannot tolerate back-stabbing and brown-nosing, whether it be on the giving or receiving end. That kind of stuff literally makes my skin crawl and it doesn't matter if it's students, parents, colleagues, or superiors.

That said, I just might have the potential in me yet to be a director/administrator at the "right" kind of school. And I don't even know what I mean by "right" -- I would just know it if the opportunity should present itself. And thank you for the idea of taking the administrator's test.

Interesting-- your feedback about Wong. I have a similar perception -- an old wheel re-invented, but it's all the rage in my area and if a young upstart wants to get hired, s/he will have a binder of "Classroom Management" procedures. (We oldies must merely demonstrate half-a-binder's worth.)

Interesting, too, your perceptions about the Marzano model. He is model is frequently used to evaluate teachers in DE in this part of the US. But my perception differs from yours in that I see the institution of his model more as an answer as to how to advance political pension reform agendas than as an answer to rehabilitation needs. I mean, the district I work for always surpasses state averages in state standardized testing scores, so the data would seem to indicate not in need of rehabilitation. At least I am fairly certain that rehabilitation of the students' learning and teachers' methodologies is not the actual agenda. ; )

Nevertheless, as I write, I have over 120 essays to read, comment upon, correct, and grade. I'd better stop thinking about the future for now, get myself off this very interesting forum, and onto the tasks at hand. : o

Thanks again for everyone's feedback and best of luck in all your endeavors.

Write on --
N.A.

I have zero experience in the IT world, much less how international laws work, but I tend to agree with Thames' advice.

But...if at all the case and If the harassment continued:

I might have a UK lawyer respond stating you will counter sue for trauma endured while under their brief employment should they choose to pursue their erroneous and outlandish claims.

(Or something to that effect).

Hello Everyone --

I've always thought we educators use more acronyms than most other professions. (Okay, I will concede perhaps the military uses more.)

But as a newbie to this forum, I am finding it incredibly cumbersome to decipher many acronyms to which I am not at all accustomed.

Much of the time, IDK the meaning and while some make me LOL, others make me wonder: WTF? : o

Please-- both for fun and for enlightenment --continue this thread with some of the basic meanings of frequently-used acronyms in the world of international teaching, which I presume is acronym-ized by the initials, IT. (?)

THX!

Oh -- forgot to mention -- this past summer I did a stint at a state university's continuing ed department as a career coach. So technically I am adjunct faculty at the university level. Does anyone think THAT would help get me past the 55-year cap in Australia?

Thank you all for your kind, candid, and encouraging responses. You have given me much to think about and investigate.

Just to clarify, it is not my spouse who has dual citizenship -- it is his sibling who has lived in Australia for the past 40 years (born in U.S.) who runs a family business. That is why I originally began investigating the logistics of an international teaching stint in Australia.

Indeed it does seem what is considered "too old" in one country may be considered "experienced" in another.

And I have been called worse things than a "tourist teacher," lol. <<<shrug>>>

LOL, too, at the mention of "stroking out" -- I would think that possibility would cross a recruiter's mind just as often as to wonder how long before a younger teacher got pregnant and there would be a maternity leave and more dependents to contend with.

But waddaiknow?

Regarding my computer and classroom management skills:

* I have used an online grade book for the last 15 years; my district just adopted a new one (fifth one in 15 years) that is complete with all the new bells & whistles. I am always one of the first ones trained by our Tech Department in any new application and then used as a staff development "turn key" coordinator to teach other teachers. I don't know if my capacity as workshop coordinator on Professional Development days would count as leadership or not, but it is worth mentioning.

* I don't know anything about Google classroom, but I imagine it is similar to Microsoft Office 365's Classroom application of which I am familiar.

* Have been observed and documented through the Marzano model of teacher evaluations for the last four years. My scores range from a low of 3.2 to a high of 3.6 with an average of 3.4. Still, no one in my district gets much better than that, so I am content with my solidly "Effective" score.

* I have been trained in, and expected to perform to, the Harry Wong model of classroom management; that is to say---it's all about Procedures, Procedures, Procedures.

Still, great advice and suggestions -- particularly: my husband teaching Industrial Arts, me taking the administrator's test and looking toward Central & South America. That region might actually suit us fine as my husband does speak conversational Spanish, having grown up in Southwestern U.S.

It's never too early to start looking ahead and while I definitely do plan to retire from my current position in June 2018, I really don't feel I will be ready to hang up my teaching shoes, so that would not at all be a lie.

Again, thank you all for your time and thoughtful replies.

Warm regards,
NewsAdviser

@PsyGuy

Thank you. You are obviously very knowledgeable.

Regards,
N.A.

Thank you, Thames Pirate and wrldtrvlr123, for your responses.

Yes, I had read through the link provided and that was one of the reasons I became disheartened. I was especially disappointed to see the age cap on work Visas to Australia is 55. My husband has family there with dual citizenship who own a family business.

I had been thinking (dreaming?) that I could land a job there --perhaps even in a remote Aboriginal school-while he lived/worked with family. He could then take a bush plane to visit occasionally or visa versa. Were it not for the age cap on work Visas, that might have been a viable plan for us.

Still, I think I will continue to investigate our options as we would really like to spend a few years on a working adventure of sorts while hopefully saving up some serious cash. Our ultimate goal would be to sell our current home, bank the equity, work income-tax free and housing paid. We would like to save enough in a few year's time to come back and combine our equity to buy a decent but modest house for cash and live out our golden years mortgage-free.

I don't think it is an idea completely out of the realm of possibilities, but one that will require ample research, tenacity, and certainly, compromise.

And thank you for the idea of the Department of Defense Schools. Their salary guide is certainly appealing. I wonder if housing is included in the contract?

Warmly,
N.A.

Hello,
I don't know what some of the acronyms you mentioned mean, but I believe you are asking how to get teacher certification/licensure without having to do student teaching. If that is correct, I can tell you that I personally know of half a dozen or so public school teachers who did just that through what is called the "alternative route."

These are folks who held a Bachelor's degree in a high-demand subject area. They were hired/sponsored on the condition they complete their methodology courses within a year or so of being hired--usually taking classes online, at nights and on weekends while teaching full time Mon-Fri. During this time period they are mentored by veteran teachers and/or administrators. That first year or year and a half is grueling for them, but after they have completed their courses, the on-the-job experience (for which they were paid a beginning teacher's salary), counts also as their 'student' teaching experience and they earn their certification.

In my district, I have only known them to hire alternative-route candidates for such specialities as computer science, physics, Latin, and trigonometry. However, I am aware of other individuals who earned their teaching certifications via alternative route by teaching at inner city (read high-risk) schools. I have also known a few who ultimately had their student loans forgiven by teaching at such schools for a 3-5 year stint.

Do a Google search about alternative route teaching certification and you will see which states offer that incentive.

Good luck!

Hello All,

I have just recently begun investigating the possibility of teaching internationally for a few years post-retirement, but have some concerns about my 'marketability' to recruiters.

Any and all feedback would be welcome.

My Stats:

--24th year teaching high school English & journalism in a public high school in mid-Atlantic region of the U.S.
--Certified in English education, elementary education, and special education
--M.Ed in reading & writing instruction (can serve as a reading specialist)
--Adviser of award-winning student newspaper for the last 12 years
--Significant history of language arts remediation/success with students designated for 'retakes' of state proficiency assessments

Pros: (At least I think they would be pros in the eyes of a recruiter)

--Have run classroom computer lab/writing lab my entire career
--Have worked with a diverse group of students my entire career
--Am a whiz on Macs, proficient on PC's
--My own children are adults and thus no longer dependents
--I have no health issues
--I am a problem-solver and very hard worker

Cons: (Only two that I *think* would be the case from a recruiter's perspective)

1.) My age: I will be 57 when I retire from public school teaching in June 2018

And....This one seems to be the biggie --- drum roll, please ---

2.) My spouse is NOT a teacher, nor does he have any college credits. However, he is a master carpenter and all-around awesome maintenance man. He can build anything and fix anything and has the resume' and references to prove it. So we wouldn't necessarily care if he were 'hired' by a school that hired me because we think his skills are needed and marketable the world over. (Frankly, it would be their loss not to hire him.)

But... Oh my!

From my reading about international teaching, it would appear that my age and my "trailing spouse" would be two strikes against me before I even started my search.

Sigh...should I even bother?

Regards,
NewsAdviser