Hello,
I have been working in Korea in an accredited International school for the past 2 years, Previously I held a Teaching license from a non-western country and that approved my E7 application. Now my license is about to lapse, and my schools rationale is, I need to keep my license current. Since I have not taught in my home country, it is impossible to renew this license. Hence, I need to get something like the Teach now, Moreland, iQTS or even the M.A. prov. This license will be used for dual purposes, 1. satisfy and renew my visa, 2. To keep up to date with my school's policy of having a current active license.
My school is happy with my work, and the License is just a check box requirement. Whatever License I get needs to be apostilled etc.

Any thoughts as to what route can I take, which is the least painless.

Thank you to anyone, who can help.

If we look at the distant past. A teacher wasn't just a teacher in school, they stay on like a mentor for life. So relationships with a teacher would often go beyond the school, I.e after the student/person enters adulthood. The way history folds, due to a few bad apples, we have made policies equivalent to chains that bind us all. Tarnishing the sanctity of a student-teacher relationship. It's better to be safe than sorry forms the cornerstone. It actually changes the nature of such relationships and makes people be risk-averse.

In a modern day scenario, I would follow the UK child safeguarding rules irrespective of individual opinion.

I guess Top pay corresponds to market conditions. Irrespective of Top Tier. A school catering to the rich elite with 50k USD in fee will always pay more than, a Top tier that charges 20K USD. Usually, Not-for-profit schools might have a lower or equal fee than For-profit enterprises and will provide a higher salary, if every other factor remains the same. In my city, there is a school that pays 10k USD more than the top tier 1 schools at the top end. But it belongs to one of the richest families as well. The top tier I refer often gets mentioned on this forum in Asia.

Just wondering from a recruiter's point of view, the more highly experienced or slightly experienced a person is, how much percentage weightage would you apply to "suitability". I can see at times, for IS, an IT's eligibility, I would guess is just 40%, 60%(Hypothetical number) is more about the suitability, (which is a combination of personality, traits, and ethics I guess). What are the golden suitability criteria recruiters look for?

fine dude wrote:
> SE Asia, one of the competitive regions for ITs, has a significant number
> of teacher vacancies for the next school year. Two sought-after schools in
> BKK alone have a combined total of 46 faculty opportunities. Wondering how
> many of these are pandemic-related. How many schools out there are lowering
> the pay due to weaker enrolment and merging teaching responsibilities to
> save on costs?
There is more to it than meets the eyes. 10-20 percent of staff turnover in a single year. There are some major shifts going on. I would glue my eyes on the review section of this website. To see what exactly is going on.

Got offers from schools with red flag reviews on the paid section of this site. Decided to not reply to any. All were in China and Vietnam. Paid 30-40k USD, nothing that a proper credentialed teacher would accept, probably that's why they thought they could bait me.


On a side note, Linkedin is such a cringe fest, of happy faces. Sycophants, who give glaring insights into their perfect school life, all in return for the extra step up the salary scale. Every teacher posting their crap worthy coursera qualifications, their "21st century learning" rinse and repeat PD. Principals who get bombarded with future candidates etc. The real teachers (10-15 years in education), that I know set up a profile like years ago. And never touched it. Some of the most positive admins that I know, stay away from the professional ladder hopping nature of LinkedIn. The best ones, are content with what they do, and have. They see no need to share with the Linkedin community.

https://assets.publishing.service.gov.u ... t_2021.pdf


That's the link to the iQTS, giving it parity with the regular QTS. What do other teachers feel about this?

I don't know about others, but for non-licensed teachers like me, it seems like a viable solution. If it's issued by the UK gov, then it will be notarized and such by the same, which in turn can be used to enter countries that were otherwise, out of bounds, for ex say Indonesia, Taiwan, etc, where they need a valid license (I am unsure about Indonesia requirements now though). It also can be used to enter British International schools, which is what the government is aiming at. I am sure COBIS would recognize the qualification, not recognizing would feel like undermining the government authority. Also since the education ITT providers will be the same ones who provide the brick and mortar QTS, it will be interesting to see, how they manage to provide this online or overseas. It might change the landscape of British IE in the future. However, it seems like it is only a pilot program for now starting 2022.

shadowjack wrote:
> I think that even though he is not certified, he has experience and
> training, which usually tops certification. If YOU are certified, it makes
> it meaningless, as the school brings him in as the spouse and pays you for
> both, if need be.
>
> I wouldn't worry too much. While good schools want certified teachers, he
> has certificates and experience which in the real sense of the word, make
> him certified.

I kind of hold similar qualifications as the person in question, though no IB, I never made it to a single interview through the popular fair/recruitment channels. The portals of Search/iss/ grc scan applicants that don't possess a credential.The credential/certificate is a real hassle. It helps those in power to keep their positions. Maybe they went to a brick-and-mortar school. Got a credential, did the hassle of renewing it every few years. They cant in their right mind accept a candidate who didn't go through all that. It also keeps the "leadership monopoly" native to the 6-7 countries that issue those certificates, which may or may not be related to the curriculum of the school. Some governments make their visa laws such that only certain candidates from select few countries with credentials from those countries are valid. The neat little tactic acts to their advantage. And justify SLTs viewpoint that "I'm of value and irreplaceable from my position when compared to a mere no credential person".

Should be so incompetent that SLT replaces them with me.

Coming right to the point-( This is my understanding) feel free to correct me.

1. Private tutoring up to the K-9 level is not to be for profit. Does that include ITs who give this after-school tutoring service, on behalf of the school?

2. International schools and Private schools cant teach the "International curriculum" what does that even mean in a "Real life" scenario?

Interested to know the viewpoint/experiences of the teacher's already working there.

Source 1. https://www.reuters.com/world/china/chi ... 021-05-17/

Source 2. https://www.telegraph.co.uk/world-news/ ... urriculum/

Heliotrope wrote:
> Smokegreynblues wrote:
> > unsure wrote:
> > > https://www.vis.ac.at/work-at-vis/current-vacancies
> > >
> > > Page 20 of the recruitment booklet gives their salary scales. Not sure my
> > > partner and I could save $100k even if we were both working there, but it
> > > does look comfortable.
> > What's funny is, the highest tuition mentioned is about 22,000 euros a year.
> Most
> > proper for-profit schools in Asia charge the same fee in the same range as
> Viena,
> > however, the starting salaries are just half of what VIS provides. So even if
> there
> > are huge taxes, it seems fitting to teach there, rather than some city in Asia
> where
> > the tax would be less but salaries half of that. The only benefit of Asia would
> be
> > the low cost of living, but if you were in a big metropolis city, those salaries
> > don't mean a thing
>
> Even though your last sentence puzzles me (salaries always mean something, you just
> need to know cost of living as well), I would like to point out that those Asian for
> profit school will usually also pay for housing in addition to that salary, and might
> leave you with more to save at the end of the month. I don't think anyone applies to
> VIS in the hopes of banking a lot of money.
> The reasons I would choose VIS over most or all Asian for-profit schools is that (a)
> it's likely a better school to teach at, (b) it's likely a better school for kids,
> (c) Vienna is one of the nicest cities I know
> And you can't really lump the whole of Asia together as having low cost of living -
> Tokyo, Singapore, Seoul and Hong Kong all have a higher cost of living than cities
> like Rome, Hamburg and Barcelona. That being said, most of Asia does have a
> significantly higher COL than Western Europe.


Thank you, I didn't know it was common for WE schools to have no housing as a norm. It might be the norm in Asia as of now, but it isn't unheard of benefits such as that being reduced or taxed. When I said it didn't mean anything, as to "saving potential" as mentioned in the thread topic.

unsure wrote:
> https://www.vis.ac.at/work-at-vis/current-vacancies
>
> Page 20 of the recruitment booklet gives their salary scales. Not sure my
> partner and I could save $100k even if we were both working there, but it
> does look comfortable.
What's funny is, the highest tuition mentioned is about 22,000 euros a year. Most proper for-profit schools in Asia charge the same fee in the same range as Viena, however, the starting salaries are just half of what VIS provides. So even if there are huge taxes, it seems fitting to teach there, rather than some city in Asia where the tax would be less but salaries half of that. The only benefit of Asia would be the low cost of living, but if you were in a big metropolis city, those salaries don't mean a thing

I have colleagues, who got comfortable and became part of the furniture of the school.10-20 years at the same spot. Most either married a local, or their kids attend the same school. Some just cant bother being evaluated and interviewed year after year. It takes a toll on the teachers when one is constantly interviewing and their market value fluctuating for different reasons. For many ITs, once a person reaches the top end of the salary scale, there isn't much to look forward to financially. Most scales top out at some point. And unless it's a specific location or a specific school, there is no financial incentive to do so. For example - In the city where I am, Top schools top out at 60/70k USD. There is no financial incentive to move or switch places. Not everyone wants to move to leadership or has the knack for it.
My question is when did "You" decide to settle down or as to "why" would one settle down.

Illiane_Blues wrote:
> sid wrote:
> > Our school defines a FT teaching schedule up to 16.5 hours a week. That
> > includes homeroom but not duties, after school activities, etc. Most
> > teachers come in around 14 to 15 hours. A couple teachers a year need to go
> > a little above, and they don’t have to do duties or after school
> > activities.
>
> This sounds almost exactly like my school.


Same I got 20 classes a week teaching load, that makes it around the same. With duties its around 20-22 hours a week.

I know of instances where trailing spouses were given positions in administration/staff. In low levels of staff, as well as higher levels of administration such as marketing, HR, etc. This is usually done due to the relevant/related degrees held. Although such jobs are usually filled by host country nationals, certain schools do consider, these schools which are more international in character, such as those that teach a huge percentage of ex-pat children.