Being an examiner IS a positive in interviews at solid schools. It means you have a greater understanding of what the fundamental elements of good papers are and thus the ability to impart that to your students.

MoC, as a Canadian in your position, I get jobs and interviews. Once they hear there is no such beast in my jurisdiction (and I offer to go the universities and teacher certification sites to show them), it ceases to be an issue. Some schools will write you off, yes. But experience speaks louder than certification, and with your Masters, you should be OK. Do not let this stop you from applying.

Heliotrope,

the job is more about admin and oversight with some teaching, which allows SOME free time. As well, if his kids are into theatre, then he can see a LOT of them, and being on the same campus, definitely more of them than he does now. I drove with my kids to school for 14 years in the case of my son and 11 years in the case of my daughter, saw them after school to catch up on the day, on the drive home, etc. And I was worked hard and was busy.

You are right, there are schools that will work you less. But any school where coin is decent is going to work you hard. Some will be less (see Saudi schools) but others will be even more. As managing Arts director, it is a different hard work, I think.

Waverly, check out Dulwich College Beijing. They have a head of theatre arts job going...

Changing Chinese tax laws might make those tuitions taxable, which would be a killer...

Waverly,

with Stanford PhD, real-life experience, and decades in theatre, you will be surprised at interest. Do your due diligence. 50K now a year is a long shot, but 30 - 40K is doable, even with two kids. But you need a school with coin to invest in you. Kids if they are bring skills, won't be a deal breaker.

See what's out there - you already have a job you don't have to leave, so you can wait and wait until YOUR job opens and you get an offer.

Not a single item on your list is on my CV - yet I get decent jobs around the world.

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.

1 Africa (not a country, but hey, cut me some slack)
2. Everybody is coming back. No issues.
3. Looks like enrolment is up.

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

Assuming you want to work at a "proper, for-profit school".

We are returning face to face. All staff - including all support staff - are fully vaccinated and many of our older students will be vaccinated. At the same time, keep in mind that at present the delta transmission is not widely documented, so more data is needed before science reaches conclusions. Different schools will enact different policies around this.

At the same time, should we feel the need, we are fully prepared to start the year virtually. The great majority of our staff and students will have tested negative to return and will have passed another test on arrival, so we feel confident in our position to start face-to-face.

When I start looking, I let my director know early on and get my reference. I have until the final deadline, director can look at candidates, and everything is in the open. It is the best way. Sid is right, though, in that a good admin is going to start posting your position just in case. A bad admin, however, might hire someone and push you out the door.

When you choose to approach your director, HR, or admin about that, is your choice.

Most of our staff re-signed for 2021-2022, which is good. However, we are already anticipating changes for 2022-23 and will recruit via several methods - online, in-person, and reference/word of mouth. You can't go wrong with Search or ISS, in my opinion, with Search being preferred. At the same time, we have teachers who seem to think GRC is the answer, but never seem to land anything there. Other teachers use Teachaway, TIEonline, Teacher Horizons, with Brits being partial to TES (tesjobs.co.uk). Whatever works is the best one. At this point, I think the honest answer is, "Who knows?", but hang on for the ride!

Except that DP1 students coming in who CANNOT ana lyze are at a severe disadvantage when trying to achieve the 6/7 band on their final exams. As I have told students in my DP classes - you can know the entire content of the course - and you'll get a 5. It is only in the synthesis and ana lysis that students are consistently in the higher bands.

But, @PG, I also understand that schools that are not truly IB in spirit and practice don't really care and do pass the buck down the road. In fact, this is also a debate between me and PYPians when I bring up the question - why is it that students who have been in our system the longest are not among our strongest students in MYP and DP? And why do we have students in grade 6 with such poor math skills, for instance. This brings up the debate that you cannot test students in the IB program and that giving tests is "not IB", which is pure hogwash. Experienced practitioners understand that testing in key areas is part of inculcating automaticity in functions, for things such as multiplication.

In my subject area there are clear differences. [quote=FV2020 post_id=61440 time=1623526019 user_id=234318]
There is no criteria written specifically for year 4, so in practice the schools I’ve worked at use the year 5 criteria for both years. Beyond that, there’s only minimal difference between the year 3 and year 5 criteria anyway. Take a look at criteria A for example:

In year 3 the student:
i. provides perceptive identification and explanation of the content, context, language, structure, technique and style, and explains the relationships among texts thoroughly
ii. provides perceptive identification and explanation of the effects of the creator’s choices on an audience
iii. gives detailed justification of opinions and ideas with a range of examples, and thorough explanations; uses accurate terminology
iv. perceptively compares and contrasts features within and between genres and texts.

In year 5 the student:
i. provides perceptive - of the content, context, language, structure, technique, style of text(s) and the relationship among texts
ii. perceptively - the effects of the creator’s choices on an audience
iii. gives detailed justification of opinions and ideas with a range of examples, and thorough explanations; uses accurate terminology
iv. perceptively compares and contrasts by making extensive connections in features across and within genres and texts.
[/quote]


Y3 Criterion Ai:i- provides perceptive IDENTIFICATION and EXPLANATION of the content, context, language, structure, technique and style, and explains the relationship among texts THOROUGHLY

But

Y5 Criterion Ai:i - provides perceptive ANA LYSIS of the content, context, language, structure, technique, style of text(s) and the relationship among texts

(funny, ISR when I submitted, took the quoted word and eliminated it from showing up because of the first four letters! Weird. Fix your filter, ISR!


If you look at the command terms for identify (Provide an answer from a number of possibilities. Recognize and state briefly a distinguishing fact or feature) and explain (the why of something), VS ana lyze (Break down in order to bring out the essential elements or structure. (To identify
parts and relationships, and interpret information to reach conclusions.) and you are assessing the grade 9s on the Year 5 rubrics, you are not really doing them justice. Grade 9 is where you teach them how to do the Year 5 and if you are using only the year 5 instead of considering a transitional meld from Y3 to Y5, I think you are not being fair to your students. The skills are quite different, yet you are just going to use Y5 rubrics from the get go, instead of a continuum of movement through the two years, as the rubrics themselves state: At the END of year 5, students should be able to:

This isn't a slam on you, but it bothers me when IB teachers haven't had these things unpacked for them (as should happen in your initial workshop training, or if your school only has the minimum one IB trained teacher in the subject area, by your colleague) and apply the rubrics in an unintended (but not knowingly so) fashion. This is a pedagogical conversation that I used to have with colleagues when I was an MYP Coordinator. What happens when you moderate student work in grade 8 then grade 9 then grade 10 using those Ai criterion?