Rarely-->Never

"Right its all magic. They dont need to speak in those terms they just have to come down to those terms.
We disagree."

It's not that we disagree. It's that you are simply wrong here. It rarely comes down to the terms you assert. Since you don't have much/any experience recruiting and since at least one of your hiring fair experiences was not registering but trying to interview on the periphery, I don't think you have a solid understanding of the hiring process.

What's more, I think that repeatedly posting your point system does a strong disservice to those looking for positions if they accept what you say. It's not helpful for candidates, for recruiters and ultimately for students. If you are going to store posts to cut and paste, they should at least be a fair representation of the topic at hand. At the very least, you should include a disclaimer that you are not and have not been an active recruiter. At the best, you would not attempt to speak ex cathedra about something you don't know.

You will likely post something to the effect of "We disagree" to keep your post percentage high, but that in itself is a symptom that what you post here is more driven by a desire to be the most frequent poster rather than someone who is willing to authentically engage in dialogue and is willing to admit that sometimes they don't know. And that's counterproductive, to put it maybe too politely.

As someone who recruits, take the previous poster's points guide to hiring attractiveness with many grains of salt. I don't find it accurate in any way when assessing the fit of a candidate for a position, and I don't know of anyone who hires speaking in the terms that such a points system would indicate. There is only the right candidate for the position.

If you're teaching Algebra I, II and Geometry you'll likely be looking at the medium-large to large end of school size, but that's where a number of the good jobs are.

Having pre-Calc or Calc helps, but if you can show demonstrated enthusiasm and ability in differentiating instruction for somewhat mixed classrooms with the math classes you teach (and can show a strong track record of partnering with learning support) you'll have a significant advantage. Teachers with strong experience and willingness to differentiate tend to move to the front of the line, and math is an area where recruiters especially like to see differentiation skills.

I would say it's possible but not guaranteed, and you'll need to be flexible and do some hard thinking about what will work for you.

As a math teacher you are likely to be in demand if you have strong references although I don't know what kind of math you are best at teaching.

My advice (which will run contrary to several others here so take what I say with a grain of salt) would be to sign up with Search Associates and/or consider to AASSA fair for South America. The advantage to both is access to their databases, although I don't know how extensive the ASSASA database is. With the Search database, schools will state if they hire candidates with non-teaching spouses, some housing information (but not a lot), and if families can get by on one salary. Use the "get by" data and the salary/savings data as guidelines rather than absolute truth. It should make it easier to get a sense of how you stand. I have not heard of a school giving a stipend for non-teaching spouses. Some better/elite schools will try to find a job for a non-teaching spouse but it's best not to depend on that happening. You will also want to look at savings potential in addition to cost of living. It will take some time to sort out the extent to which jobs will or won't work for you.

As for dogs, I've had colleagues with dogs at every international school I've worked at but it's something to ask about, especially if housing is provided by the school. You may also want to think about climate and a German Shepherd. How would one fare in the tropics? I hope some dog owners will chime in.

Also bear in mind that taking a pet overseas can be costly. Meeting quarantine requirements and payments, shipping, and figuring out what to do with a pet during vacation periods are factors you may want to take into consideration early on and as you research schools and countries that look good. If you will be leaving your pet behind during breaks you will want to consider if your pet will be OK without you for 3+ weeks.

It can be done and has been done, but do your financial and logistical homework and think about your dog's best interests. You might also want to consider an earlier job fair (AASSA is one of the earliest) so that if things don't go your way you can still keep your current job. You will likely need to be upfront with your current admin about looking for an international job to get references, but you can also let them know that what you are doing has an element of being exploratory since there are a number of factors to take into account with your search.

Yes. There is usually a native speaker in human resources or another administrative office who will be willing to do so. Give them a thank you gift. :-)

No your just wrong.

No your wrong its pretentious.

I'm also not fully sure that the acronyms you refer to in this forum are true technical language. They may save time typing and make someone look like they may know something, but I nevertheless find them pretentious in an open forum context.

"Essential perquisite" strikes me as an oxymoron. I believe you need to turn off auto-suggest.

No stats. Just observation. I find the jargon-heavy to be similar to Wilde's definition of a cynic: Someone who knows the price of everything but the value of nothing. Similar to the way I feel you, based on your post history, approach what you do in that your nominal job is being a teacher but your profession is being cynical about education. Although I've come to doubt that you actually are a currently practicing teacher.

I'm wary of acronym and abbreviation overload. I find a correlation between those who need to rely on technical jargon and lack of actual expertise.

Really well said. Thanks for the elaboration.

I'm not using the term inaccurately at all. It's completely accurate within the circle of usage in which I know it and use it. It's clearly a term that's used differently in your circle. So the only inaccuracy is based on context and circle of usage.

My circle is people who hire teachers in international schools. I don't know what yours is.

While you may be able to assert that having a string of 2 year contracts does not make someone a tourist teacher, those who hire would say differently. It is certainly possible that within your circle such circumstances don't raise that concern, but again I don't think you are currently involved in hiring, and perhaps haven't been for a while (if ever).

The tourist teacher label is the most positive that is available. An additional concern with teachers who only last for an initial contract and then move on is that they never get much of a chance to stretch and grow. In most fields of work including international teaching most people don't hit their stride until their third year, at which point they usually start to grow and develop as professionals. A two year contract helps a school determine if that is the case.

Candidates who say they can be functioning at full speed in a two year contract often send up a red flag about lack of being able to adjust to a new context and an unwillingness or inability to reflect and grow. It's another sign of a possible tourist teacher or worse a teacher unwilling to examine practice.

So within some circles you may be right - 2 years repeatedly does not a tourist teacher make. But in the circles that matter when it comes to hiring it is a concern that warrants investigation for a school that values teachers willing to look at their practice and length of tenure. Elite schools are especially sensitive to average length of tenure - that's coming from the hiring side.