Supermag wrote:
> Thanks, @unsure. The main British school in VN? I have a Vietnamese partner and young
> child so unfortunately the PGCE / Induction route isn't viable.

If you are thinking of working for good British schools in the future, then I would suggest the AO route while working at a British school. Pick a shortage subject. It would likely be slightly better regarded than getting an American certification and getting QTS through some kind of mutual recognition.

That said, US/IB schools often pay more, and I know quite few non - shall we say 'classically trained' Brits working in Tier 1s around the world. So whichever way is easiest / cheapest would be the way to go.

PG is quite correct.

Another thing that should be added is that all routes to QTS are not considered equal by all schools. Many IB/US schools may not know / care about the difference, but I know for a fact that the main British school in your country (for example) does both know and care.

It is !

I'm particularly a fan of number 1.

chemteacher101 wrote:

> etc... Please note that a TEFL certificate is nothing more than just a
> printed piece of paper; it is not an official qualification. Same applies
> to a CELTA...

While you have a point in some of what you say, this last part is not accurate. The CELTA is accredited by the University of Cambridge and is considered to be a Bachelors level qualification by the UK's QCA (Qualification and Curriculum Authority). It is the minimum qualification accepted by the British Council (with a BA), and I have known teachers in international schools - even some tier 1s - to teach with this as their only teaching qualification.

BM12 wrote:
> in Europe and looking at the VIS salaries (taxed at 55%)

> Again, they are taxed at 55%. Let's say you enter on step 15 with a salary of € 80k a year. That means your actual salary is € 36k a
> year. There are some tax benefits and family allowances, so let's round it out at about 4000 USD a month.


It says that you keep 55% as disposable income - so on €80k per year you keep €44k which is about $52k.

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.

The best way to get QTS would be for you to do the Assessment Only route (unless you want to go to the UK for a year).

ISQuestion wrote:

> I have been told that it is still possible to go abroad if I trained in RE, provided I get some experience teaching other subjects, such as History,
> Geography or other Humanities.

This is a half truth. Yes, you could do this, but it will be a lot lot trickier. You may have to bury the RE on your CV and just present yourself as a Humanities teacher. Many nationalities have an aversion to mixing religion and schools. As sid says, you'll probably have to start out at the dodgier end of the sector.

PsyGuy wrote:

>
> Masters degrees are taken at about the same rate and number in IE by
> British ITs as other ITs. The British system of advancement in DE, based on
> the MPS and UPS scales was determined by more subjective criteria of
> performance and evaluation in addition to years of experience rather than
> on objective criteria such as academic degrees. That system kept a lot of
> British DTs at lower level of salary than they felt they deserved, and
> partially pushed British DTs into IE where BSs adopted the step
> (experience) and band (academic qualification) system used in their salary
> scales, which is far more common in IE, and thus sees a greater degree of
> British ITs pursuing Masters degrees, since its far more likely you will
> find an IS that will pay more coin for an IT with an advanced degree.


What utter tosh.

Helen Back wrote:
> Masters, the few I've seen in British schools,
> tend to belong to teachers who wanted to deepen their subject knowledge.


Quite

PsyGuy wrote:
> @unsure

> You can absolutely do a PGCE and do none of the field experience.

No, you can't.



> No, Masters are popular among both US and UK ITs in IE, because you get
> paid more coin. Even BSs (including BSOs) have salary scales with bands for
> advance academic qualifications.

No, they don't. It's one of the reasons why British teachers don't do a masters as routinely as North American teachers.


Sweetie - when it comes to US/ IB schools, I'll bow my head to your greater knowledge. When it comes to British Schools and the British system, I'm terribly sorry, but my experience and understanding is greater. It's to be expected as that's the system that I was educated in, was trained in, and have worked in, and know in the greatest depth.

PsyGuy wrote:
> @unsure
>
Mentored teaching, supervised teaching observations, none of those piled as high to
> the sky will equate in any way shape or form as being a credential, again,
> namely QTS. No observation and feedback are not key, they superfluous in
> that no amount of feedback or observation means any type of QTS.
>
> NQTs still have QTS albeit not full QTS which they earn after completing
> their induction year, its induction during that NQT year that results in
> full QTS.
>
> Masters are quit popular by both American and English ITs both in British
> ISs and others. National qualifications tend to be rather uncommon in IE.



You can't get QTS in the UK without the mentored placements. Indeed, they are the main point of the PGCE course, and take up about 2/3rds of it. They are also the part that counts the most. Your final observation(s) are the assessments that ultimately decide whether you pass or fail.

While QTS is given once you have got your PGCE, but it doesn't count as full QTS unless you have your NQT year. Good British schools will ask for evidence of both.

Masters are popular amongst North American educators. They are significantly less popular amongst British and Antipodean educators. National Qualifications are common in good British schools. Indeed my old Head of School (they tend to be called Principals in British International Schools. Not to be confused with a Principal in IB/US schools, which we would call a Head of Primary / Secondary etc.) at a highly regarded British International School refused to hire teachers without QTS, and he actively preferred those that had taken the UK based PGCE route.

> @unsure
>
> My highest was 80%

Mine was at a British state school (US = public school) - so maybe not a good comparison here. During our 'free time' we were also expected to do at least one cover per week, so it was probably closer to 90%. With up to 35 students per class and 6 to 8 preps, I lasted 6 years then fled to IE.

PsyGuy wrote:

A
> PGCEi is just a mini degree thats less than a Masters. In that regard once
> your get out of the third tier having a PGCEi just says "I dont have a
> Masters". Having a field experience component however doesnt make the
> PGCEi anything more than it is without one.
>
> Well having a field experience/teaching practice is nicer. It will give you
> some experience to pull from during interviews and show that your
> competence is more than just theoretical and conceptual, and that you didnt
> run screaming from the room at how horrible monsters the students are. No
> one thinks a few months of playing teacher during field experience speaks
> very much to your teaching abilities.
>
> Unless your going to OxBridge, it doesnt matter where you go. Nottingham
> has gotten a bit of a substandard reputation but their PGCEi holders still
> get hired.


This shows a lack of understanding about what an iPGCE is. It also looks at a British qualification from an almost entirely North American perspective, as well as being ill informed generally. There are several territories/schools that reject iPGCEs if they don't have a properly mentored teaching placement element. Nottingham University itself is well regarded. It's iPGCE isn't as it doesn't require a mentored teaching placement. It's the mentored bit, where you get regular observations and feedback, that is key. A real PGCE in the UK generally requires two rigorous teaching placements of around 12 weeks each, comprising of observing other classes, team teaching and observed teaching. This is in addition to regular classes at uni. You are assessed through detailed observations of your teaching from your tutor at the university who visits your placement schools at least twice and is in regular contact with your placement mentor who observes you usually on at least a daily basis (you are often teaching their classes). Folders (binders) of evidence are accrued and show that your have hit a range of required standards and competencies. These are also expected to be in evidence during your observations. This is followed by an NQT year, where you teach an 80% timetable, have a personal mentor, as well as a school wide NQT tutor. You continue to have (very) regular observations, together with (at least) weekly meetings of PD and feedback. There is (or was) also a requirement of at least 4 externally led PD sessions during the year. It is these two years that leads to what the British generally regard as a "properly' qualified teacher with permanent QTS. Even the best iPGCE only requires 2 x 6 week placements, and no NQT year, although an observation is required. The Nottingham iPGCE asks you to write 4 essays, with no requirement for even one observation. Properly qualified British teachers see it as barely worth the paper it is written on.

A masters (at least from a British perspective) is an entirely different thing. Masters in Education (and Doctorates the same) are often seen as a complete waste of time. A North American conceit. While a masters in your subject is well respected - particularly by top tier British schools, a masters in Education is seen at best as a curiosity. Most British admin (we call them SLT - Senior Leadership Team) don't have a masters in Education, and the doctorate is even rarer. That said, they are gaining popularity - particularly internationally. I've known many Heads of School of top tier British schools without a masters, let alone a doctorate. They will, however have the NPQH (and often a degree from Oxford / Cambridge).

At the moment - 65% + advisory

I've had up to 84% + homeroom