Salary Expectations In 2023?

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iamnoble

Salary Expectations In 2023?

Post by iamnoble »

Long story short, been in East Asia for the past five + years and the pay is quickly dwindling. Teaching in public schools where the pay ceiling has just been capped at the equivalent of 1,000 bucks over the poverty line and I'm over 40. Many of the things that come along with having 40+ years of life in this world are happening now (ill parents, health issues, etc.) and I need to rethink some things.

What pay and where should I be looking for late 2023 and beyond? I currently have:

+ 25+ years teaching in the US and on five continents from Kindergarten to Corporations
+ Served as head teacher and trained over 100 teachers
+ Various teaching awards and high marks on all professional evaluations
+ Masters degree in Business/HR
+ TESOL certification
+ Teaching license in ESL from DC
+ Teach Now certification

Is this enough for a decent international school? What can I expect with what I currently have? Is this enough to look into leadership positions? What more do I need?
PsyGuy
Posts: 10789
Joined: Wed Oct 12, 2011 9:51 am
Location: Northern Europe

Response

Post by PsyGuy »

Can you clarify some factors because some of your information doesnt really add up.

~ Youve been teaching in East Asia for about 5 years going on 6 (5+ years) out of 25 years in edu.
1) What have you been teaching in these 5 years? Has it been ESOL or business or economics, or something else?
2) Before this experience, what were you teaching in the other 20 years?

~ These institutions are public/maintained DSs (Domestic Schools).
3) Have these DSs all been different? Did you fast cycle (1 year here, another year somewhere else)?
4) Were these dispatch, relief, supply, substitute roles?

~ You state your salary has never been over USD$1K above the poverty line.
5) Is this for teaching roles only? You were a head teacher you didnt get an increase in coin for that role?

~ You state you served as "head teacher".
6) What does head teacher mean? It has a very specific meaning in a British DS/IS but can mean very different things and sometimes get aggregated with other roles such as lead teacher, teacher leader, or senior teacher. It can also refer to other senior leadership roles that might be equivalent to assorted principal roles such as AP/VP/DP. Sometimes its used when referring to a DOS or DOC in an ES.

~ You state you trained over 100 edus.
7) How did this training work? Were you with a Uni or an EPP/ITT program? Leaders do some training, some more than others but being an edu trainer with a Masters in Business is not very believable.

Im getting the sense that the majority of that resume is all ESOL associated. The training, the leadership, the awards, the evaluations, and the bulk of the experience is all ESOL. You then leveraged your ESOL experience and the Masters in Business into some kind of ESOL management role. That your credential from DC was relatively recent and youve been trying to leverage that into better DE positions locally.

So whats your KS/K12 resume either teaching ESOL under and with a proper western curriculum (US, UK NCs, AP, IB, etc.) in a CALP focused academic instructional role, and not a BICS language acquisition role, or teaching business or economics or another subject or as an HRT in primary, etc.?
Because institutions whose student population are primary local host native students that hire edus to provide a colonial, western based instruction are ISs (International Schools). They are usually third tier ISs (some are higher) but local DSs with an international academy (an academy is a school within a school) or an international program of some sort describes a lot of lower tier ISs.

Assuming all thats true and your actual IE resume is really lite. Little or no IE experience, a non-edu Masters (not a detriment if youre teaching business or economics), and a very recent professional edu credential. Than it depends what you mean by decent? Ive posted the PASS below for you to get a sense of your marketability. The PASS works best against an actual job description but roughly it looks like your around an Entry Class IT which is very entry level as far as IE is concerned.
Entry Class ITs usually dont make it into upper tier ISs where the coin is. A lot of your ESOL experience is going to be seen as worthless, though leaders will recognize some value in it even if they dont give you credit for it in terms that matter such as salary, etc. They know they are getting a better IT on the cheap.

Your options are

THE GOOD

You have a tremendous amount of ESOL experience it seems. It would be a shame to pack that away and not make it work for you. You need another region without these caps whatever they are and either find a ES that is willing to appoint you to a leadership role (preferably executive leadership, such as DOS or DOC) or you need to open your own shop. If not a language, cram, or tutoring ES, than something business related as a private consultant either directly for clients or to other businesses.

THE BAD

Going forward into IE. You need to decide what subject you want to teach, because youre not very marketable as it is in either of the two obvious paths ahead of you. Your credential and experience is in ESOL but your experience isnt worth anything thats going to get you into a salary youd be happy with (though it will be substantially better than what your getting now. The median base IE salary is 32K, and getting 40K in China or 50K in the Kingdom isnt hard). Your Masters is in Business but you dont have a credential in business and you dont have any teaching experience in business it appears. The fundamental deficiency here is lack of credible experience. I see two paths:

Business
1) Add endorsements in Business and Social Studies (7-12). Social Studies in DC is the subject matter area that includes economics.
2) Economics tends to be one of the more difficult humanities subjects for ISs to recruit for. Its your best shot for an IT who is lite on experience. Because of this its going to give you the best probabilities of transitioning from ESOL into IE.
3) You really need to be open to applying anywhere. It may take a few years and a contract or two to make your bones and get into a decent enough IS that youre happy with the coin.

ESOL
1) You may want to look at a Masters program in Edu. Some of them can be done rather inexpensively and in about a year. The problem is that when IE leaders and recruiters are looking for an ESOL IT they are for all practical purposes looking for someone who has taught language acquisition under a proper western curriculum such as IB, because there is no shortage of ETs wanting to transition into IE who have done the hagwon or eikaiwa monkey dance. They want ESOL ITs that know Vygotsky and curriculum standards for reading and and a lot more developmental theory, meds, peds, and asst for language development. Too many times they have been burned by applicants who talked a good interview but got into the classroom needing a lot of professional development.
2) Consider adding an endorsement in ELA/Literature.
3) You need to be open to anywhere including hardship locations such as the LCSA and the ME as well as Asia. You just need to be very careful that the IS your looking at has a recognized curriculum and uses it for ESOL.

Of the two, the business pathway costs less and has a higher probability, albeit slower likelihood of success.

THE UGLY

You obfuscate that vast amount of non-academic ESOL experience and make it KS/K12 experience teaching ESOL. This requires the following:
1) You need to rewrite some of the recent aspects of your resume to suggest your ESOL instruction was done under some recognized curriculum.
2) You need to create a portfolio that includes a lesson demonstration showing you teaching ESOL using this curriculum and with visible indications of the curriculum (IE. posters of the IB learner profile, etc.).
3) You need to read up on a recognized curriculums language acquisition program. The IBs would be the most advantageous. Know the associated study guides well as well as the meds/peds/asst so that you can talk the talk knowledgeably in an interview.

In direct reply to your remaining inquires:

Depending on where you go and what you do a gross estimate of 30K is very realistic and reasonable. This may require some combination of private enterprise and formal employment, but its very realistically achievable. You should also expect and pursue a standard OSH package for the region.

If its ES leadership, youre already there you just need to be really open about location. As for IE leadership. There are 3 general avenues into leadership:
1) Grow In: You start at an IS as an IT, you work well with leadership, parents and ownership, and then when there is an opening you get the job because ownership trusts you and leadership and parents like you. This pathway is faster at lower tier ISs, where there is a lot of turnover and longevity often means your only one of the few staff to renew.
2) Work In: You get a M.Ed in Ed.Ld, you add a credential, you build some leadership or management experience and you work your way up into leadership. This may and often requires some work in DE. This is the pathway that accounts for the majority of leadership. Candidates were leadership in DE, and they were hired as leadership in IE.
3) Edge In: You make friends and build a network, maybe you marry into, but someone in ownership likes you and gives you the job, or someone in leadership helps you get into the job. This is the least common path into leadership.

Leadership roles are defined by reports, peer deliverables, or resource budgeting and allocation. You could look at the year long Harvard CSML, that would get you the keys to somewhere combined with your Business Masters. Otherwise adding an M.Ed Ed.Ld is the way to go. What youll find are new ISs where ownership is trying to transition from ESOL into some kind of EC, or KS/K12 IS and they dont know anything except ESOL, where your business minded approach over edu frameworks will be more valued, because the ownership hiring you doesnt know any better and you speak the same language (most of them are business guys).

PASS (PsyGuy Applicant Scoring System):
1) 1 pt / 2 years Experience (Max 10 Years)
2) 1 pt - Advance Degree (Masters)
3) 1 pt - Cross Certified (Must be schedule-able)
4) 1 pt - Curriculum Experience (IB, AP, IGCSE)
5) 1 pt - Logistical Hire (Single +.5 pt, Couple +1 pt)
6) .5 pt - Previous International School Experience (standard 2 year contract)
7) .5 pt - Leadership Experience/Role (+.25 HOD, +.5 Coordinator)
8) .5 pt - Extra Curricular (Must be schedule-able)
9) .25 pt - Special Populations (Must be qualified)
10) .25 pt - Special Skill Set (Must be documentable AND marketable)

IT CLASSES:
1) INTERN ITs have a score around 0
2) ENTRY ITs have a score around 2
3) CAREER ITs have a score around 4
4) PROFESSIONAL ITs have a score around 6
5) MASTER ITs have a score around 8
iamnoble

Re: Salary Expectations In 2023?

Post by iamnoble »

My goodness PsyGuy, you truly are a SAINT! Your feedback has knocked some cobwebs off that I wasn't aware I had! Please forgive my delay-- currently dealing with an emergency situation. Here's what I have so far:

1) What have you been teaching in these 5 years? Has it been ESOL or business or economics, or something else?
Teaching ESOL in public schools from grades 1 to 10.

2) Before this experience, what were you teaching in the other 20 years?
Started teaching in a public middle school in the States for ~2 years. Took a break to work in corporate America for about five years and volunteer tutored at churches during that time. Moved abroad and began teaching corporate in Germany, Serbia, and Peru, and completed my TESOL certification after a few years of that. Began working in public schools and private academies in Thailand and Korea, whilst I was working on getting recertified as my previous certificate had long since lapsed. Worked very short term in an international school in Egypt when my parents initially became ill and life there became untenable. Later moved back to East Asia where I completed my certification for teaching license with Teach Now and have remained here since then.

~ These institutions are public/maintained DSs (Domestic Schools).
3) Have these DSs all been different? Did you fast cycle (1 year here, another year somewhere else)?
I usually average ~2 years in each place, though the last five years were in one place (an elementary and a middle school)—recently moved to a new town where I’m now at 2 elementary schools.

4) Were these dispatch, relief, supply, substitute roles?
The last 5+ years have been as fulltime faculty Teacher. All of my teaching has been as either a fulltime Teacher or professional Trainor.

The rest is forthcoming by end of business day tomorrow. I humbly thank you for your patience and insight!
grapms
Posts: 5
Joined: Sun Apr 05, 2020 6:26 am

Re: Salary Expectations In 2023?

Post by grapms »

No problem! I'm glad that my feedback has been useful. Looking forward to seeing your updated draft.
iamnoble

Re: Response

Post by iamnoble »

First and foremost-- HUGE THANKS for the eye opener! I am truly grateful!

I have answered your questions and hopefully clarified much more. I'd like to think I'd be at minimum a PASS level 4, if not 8. How off am I? Does this change your original thoughts? I have to make a move in the next few months now that they are cutting funding next year. What should my next step be?

Response's Response:
Can you clarify some factors because some of your information doesnt really add up.

~ Youve been teaching in East Asia for about 5 years going on 6 (5+ years) out of 25 years in edu.
1) What have you been teaching in these 5 years? Has it been ESOL or business or economics, or something else?

Teaching ESOL in public schools from grades 1 to 10.
-------
2) Before this experience, what were you teaching in the other 20 years?

Started teaching 6th grade Language Arts in a public middle school in the States for ~2 years. Took a break to work in corporate America for about five years and volunteer tutored at churches during that time. Moved abroad and began teaching corporate in Germany, Serbia, and Peru, and completed my TESOL certification after a few years of that. Began working in public schools and private academies in Thailand and Korea, whilst I was working on getting recertified as my previous certificate had long since lapsed. Worked very short term in an international school in Egypt when my parents became ill. Later moved back to East Asia where I completed my certification for teaching license with Teach Now and have remained here since then.
-------
~ These institutions are public/maintained DSs (Domestic Schools).
3) Have these DSs all been different? Did you fast cycle (1 year here, another year somewhere else)?

I usually average ~2 years in each place, though the last five years were in one place (an elementary and a middle school)—recently moved to a new town where I’m now at 2 elementary schools.
-------
4) Were these dispatch, relief, supply, substitute roles? The last 5+ years have been as fulltime faculty Teacher.

All of my teaching has been as either a fulltime Teacher in a fully certified US curriculum or professional Trainor in a licensed company.
-------
~ You state your salary has never been over USD$1K above the poverty line.
5) Is this for teaching roles only? You were a head teacher you didnt get an increase in coin for that role?

I was saying that in my current position as an ESL teacher in public schools here (in Korea), the top salary (Level 1+/A) you can earn in any public school in the nation is now capped at 1,000 above the new minimum wage that was set in January this year—even with decades of teaching, recommendations from school principals, and advanced degrees. It was not like that before, and the devaluation of the currency along with inflation has made this worse. I’m currently back at a Level 1 because I moved towns and started in a new school system (which I just learned a few hours ago is also cutting funding for expat teachers starting next year). When I lead Teacher Training/Professional Development conferences here, I would be paid separately as a kind of bonus, never as a part of any salary increase. When I was Team Leader in the States, my school gave me a small stipend and I also made more teaching there, Egypt and Germany. However, the quality of life was much too sucksational.
-------
~ You state you served as "head teacher".
6) What does head teacher mean? It has a very specific meaning in a British DS/IS but can mean very different things and sometimes get aggregated with other roles such as lead teacher, teacher leader, or senior teacher. It can also refer to other senior leadership roles that might be equivalent to assorted principal roles such as AP/VP/DP. Sometimes its used when referring to a DOS or DOC in an ES.

Senior/Lead Speech & Writing trainer in undergrad. Also in the States, I was given the role of Team Leader where I was responsible for budgeting, curating our Team Plans (team policies, procedures, communications, homework hotline, lesson plan templates, etc.) that had to be approved by administration and distributed to parents. Lead parent-teacher conferences, behavior management plans & implementing IEPs when a Parallel teacher was not available. I was the Lead Language Arts teacher for my 6th grade section there too. Holy Ghostbusters, do they even do that anymore?! In Germany, I was a Head Trainor, where I led larger clients like Daimler-Chrysler and helped train other specialists. Top Teacher in Korea where I lead conferences, trained other native and local teachers, developed my own curriculum and ran my own teaching program at a couple UNESCO schools. Lead Creative Writing teacher at a royal high school in Thailand. Does that clarify it more? I may honestly not know otherwise.
--------
~ You state you trained over 100 edus.
7) How did this training work? Were you with a Uni or an EPP/ITT program? Leaders do some training, some more than others but being an edu trainer with a Masters in Business is not very believable.

Oh, well sookie! So, after I finished my Masters I moved abroad and parlayed that into teaching business and business English as I had also worked with real estate, finance, management and entertainment consultancies. For example, in Germany I trained the European staff on professional communications with Americans, developed and lead workshops and reporting, curriculum design, company materials, etc. By the time I got to Korea, I had nearly completed my TESOL certification (the CELTA just never materialized for me) and did well enough at one of the English Villages that the local public schools and local government asked me to teach them English and/or teaching techniques. I moved to another town a few years later after I finished my TESOL certification and the Office of Education there asked me to lead a few conferences and workshops. In just one of those conferences alone, I trained 50+ teachers. I created presentations and workshop materials for professional native and foreign teachers to train on everything from incorporating tech for classroom management, to how to adapt curriculum for special needs learners. The Ed Offices would arrange a venue & I would submit my materials to them beforehand that they would produce and distribute to the teachers in attendance. It ultimately became a part of their mandatory professional development. Does that make a little more sense?
-------
Im getting the sense that the majority of that resume is all ESOL associated. The training, the leadership, the awards, the evaluations, and the bulk of the experience is all ESOL. You then leveraged your ESOL experience and the Masters in Business into some kind of ESOL management role. That your credential from DC was relatively recent and youve been trying to leverage that into better DE positions locally.

I have a few different versions of my resume—one for business, one for education and a get-in-where-you-fit-in. Outside of the States and Europe, yes it is heavily ESL related experience. I am not currently in a management role as I moved to a new town late last year, but I am wondering if I should be looking to get into one. The DC license is a few years old now. I don’t know if it’s enough anymore.
--------
So whats your KS/K12 resume either teaching ESOL under and with a proper western curriculum (US, UK NCs, AP, IB, etc.) in a CALP focused academic instructional role, and not a BICS language acquisition role, or teaching business or economics or another subject or as an HRT in primary, etc.?
Because institutions whose student population are primary local host native students that hire edus to provide a colonial, western based instruction are ISs (International Schools). They are usually third tier ISs (some are higher) but local DSs with an international academy (an academy is a school within a school) or an international program of some sort describes a lot of lower tier ISs.

Just now my resume is focused on the last five years here where it’s all been US curriculum, CALP focused, and highlights previous US + AP curriculum experiences in other world regions. I’d not really played up the business aspect since teaching public schools again. Should I change my focus?

. . . .

THE BAD

Going forward into IE. You need to decide what subject you want to teach, because youre not very marketable as it is in either of the two obvious paths ahead of you. Your credential and experience is in ESOL but your experience isnt worth anything thats going to get you into a salary youd be happy with (though it will be substantially better than what your getting now. The median base IE salary is 32K, and getting 40K in China or 50K in the Kingdom isnt hard).

Sorry—which Kingdom? Thailand, UAE? Please forgive me, it’s been a minute for me.
Your Masters is in Business but you dont have a credential in business and you dont have any teaching experience in business it appears. I do! ~^^ Taught business in Europe before I returned to the ES/MS classroom.
-------
PASS (PsyGuy Applicant Scoring System):
> 1) 1 pt / 2 years Experience (Max 10 Years) +5
> 2) 1 pt - Advance Degree (Masters) +1
> 3) 1 pt - Cross Certified (Must be schedule-able)
> 4) 1 pt - Curriculum Experience (IB, AP, IGCSE) +1
> 5) 1 pt - Logistical Hire (Single +.5 pt, Couple +1 pt) +0.5
> 6) .5 pt - Previous International School Experience (standard 2 year
> contract) ~0.10 ~^^
> 7) .5 pt - Leadership Experience/Role (+.25 HOD, +.5 Coordinator) +0.5
> 8) .5 pt - Extra Curricular (Must be schedule-able)
> 9) .25 pt - Special Populations (Must be qualified)
> 10) .25 pt - Special Skill Set (Must be documentable AND marketable)
>
Does any of this raise my score? What am I missing?

PsyGuy wrote:
> Can you clarify some factors because some of your information doesnt really
> add up.
>
> ~ Youve been teaching in East Asia for about 5 years going on 6 (5+ years)
> out of 25 years in edu.
> 1) What have you been teaching in these 5 years? Has it been ESOL or
> business or economics, or something else?
> 2) Before this experience, what were you teaching in the other 20 years?
>
> ~ These institutions are public/maintained DSs (Domestic Schools).
> 3) Have these DSs all been different? Did you fast cycle (1 year here,
> another year somewhere else)?
> 4) Were these dispatch, relief, supply, substitute roles?
>
> ~ You state your salary has never been over USD$1K above the poverty line.
> 5) Is this for teaching roles only? You were a head teacher you didnt get
> an increase in coin for that role?
>
> ~ You state you served as "head teacher".
> 6) What does head teacher mean? It has a very specific meaning in a British
> DS/IS but can mean very different things and sometimes get aggregated with
> other roles such as lead teacher, teacher leader, or senior teacher. It can
> also refer to other senior leadership roles that might be equivalent to
> assorted principal roles such as AP/VP/DP. Sometimes its used when
> referring to a DOS or DOC in an ES.
>
> ~ You state you trained over 100 edus.
> 7) How did this training work? Were you with a Uni or an EPP/ITT program?
> Leaders do some training, some more than others but being an edu trainer
> with a Masters in Business is not very believable.
>
> Im getting the sense that the majority of that resume is all ESOL
> associated. The training, the leadership, the awards, the evaluations, and
> the bulk of the experience is all ESOL. You then leveraged your ESOL
> experience and the Masters in Business into some kind of ESOL management
> role. That your credential from DC was relatively recent and youve been
> trying to leverage that into better DE positions locally.
>
> So whats your KS/K12 resume either teaching ESOL under and with a proper
> western curriculum (US, UK NCs, AP, IB, etc.) in a CALP focused academic
> instructional role, and not a BICS language acquisition role, or teaching
> business or economics or another subject or as an HRT in primary, etc.?
> Because institutions whose student population are primary local host native
> students that hire edus to provide a colonial, western based instruction
> are ISs (International Schools). They are usually third tier ISs (some are
> higher) but local DSs with an international academy (an academy is a school
> within a school) or an international program of some sort describes a lot
> of lower tier ISs.
>
> Assuming all thats true and your actual IE resume is really lite. Little or
> no IE experience, a non-edu Masters (not a detriment if youre teaching
> business or economics), and a very recent professional edu credential. Than
> it depends what you mean by decent? Ive posted the PASS below for you to
> get a sense of your marketability. The PASS works best against an actual
> job description but roughly it looks like your around an Entry Class IT
> which is very entry level as far as IE is concerned.
> Entry Class ITs usually dont make it into upper tier ISs where the coin is.
> A lot of your ESOL experience is going to be seen as worthless, though
> leaders will recognize some value in it even if they dont give you credit
> for it in terms that matter such as salary, etc. They know they are getting
> a better IT on the cheap.
>
> Your options are
>
> THE GOOD
>
> You have a tremendous amount of ESOL experience it seems. It would be a
> shame to pack that away and not make it work for you. You need another
> region without these caps whatever they are and either find a ES that is
> willing to appoint you to a leadership role (preferably executive
> leadership, such as DOS or DOC) or you need to open your own shop. If not a
> language, cram, or tutoring ES, than something business related as a
> private consultant either directly for clients or to other businesses.
>
> THE BAD
>
> Going forward into IE. You need to decide what subject you want to teach,
> because youre not very marketable as it is in either of the two obvious
> paths ahead of you. Your credential and experience is in ESOL but your
> experience isnt worth anything thats going to get you into a salary youd be
> happy with (though it will be substantially better than what your getting
> now. The median base IE salary is 32K, and getting 40K in China or 50K in
> the Kingdom isnt hard). Your Masters is in Business but you dont have a
> credential in business and you dont have any teaching experience in
> business it appears. The fundamental deficiency here is lack of credible
> experience. I see two paths:
>
> Business
> 1) Add endorsements in Business and Social Studies (7-12). Social Studies
> in DC is the subject matter area that includes economics.
> 2) Economics tends to be one of the more difficult humanities subjects for
> ISs to recruit for. Its your best shot for an IT who is lite on experience.
> Because of this its going to give you the best probabilities of
> transitioning from ESOL into IE.
> 3) You really need to be open to applying anywhere. It may take a few years
> and a contract or two to make your bones and get into a decent enough IS
> that youre happy with the coin.
>
> ESOL
> 1) You may want to look at a Masters program in Edu. Some of them can be
> done rather inexpensively and in about a year. The problem is that when IE
> leaders and recruiters are looking for an ESOL IT they are for all
> practical purposes looking for someone who has taught language acquisition
> under a proper western curriculum such as IB, because there is no shortage
> of ETs wanting to transition into IE who have done the hagwon or eikaiwa
> monkey dance. They want ESOL ITs that know Vygotsky and curriculum
> standards for reading and and a lot more developmental theory, meds, peds,
> and asst for language development. Too many times they have been burned by
> applicants who talked a good interview but got into the classroom needing a
> lot of professional development.
> 2) Consider adding an endorsement in ELA/Literature.
> 3) You need to be open to anywhere including hardship locations such as the
> LCSA and the ME as well as Asia. You just need to be very careful that the
> IS your looking at has a recognized curriculum and uses it for ESOL.
>
> Of the two, the business pathway costs less and has a higher probability,
> albeit slower likelihood of success.
>
> THE UGLY
>
> You obfuscate that vast amount of non-academic ESOL experience and make it
> KS/K12 experience teaching ESOL. This requires the following:
> 1) You need to rewrite some of the recent aspects of your resume to suggest
> your ESOL instruction was done under some recognized curriculum.
> 2) You need to create a portfolio that includes a lesson demonstration
> showing you teaching ESOL using this curriculum and with visible
> indications of the curriculum (IE. posters of the IB learner profile,
> etc.).
> 3) You need to read up on a recognized curriculums language acquisition
> program. The IBs would be the most advantageous. Know the associated study
> guides well as well as the meds/peds/asst so that you can talk the talk
> knowledgeably in an interview.
>
> In direct reply to your remaining inquires:
>
> Depending on where you go and what you do a gross estimate of 30K is very
> realistic and reasonable. This may require some combination of private
> enterprise and formal employment, but its very realistically achievable.
> You should also expect and pursue a standard OSH package for the region.
>
> If its ES leadership, youre already there you just need to be really open
> about location. As for IE leadership. There are 3 general avenues into
> leadership:
> 1) Grow In: You start at an IS as an IT, you work well with leadership,
> parents and ownership, and then when there is an opening you get the job
> because ownership trusts you and leadership and parents like you. This
> pathway is faster at lower tier ISs, where there is a lot of turnover and
> longevity often means your only one of the few staff to renew.
> 2) Work In: You get a M.Ed in Ed.Ld, you add a credential, you build some
> leadership or management experience and you work your way up into
> leadership. This may and often requires some work in DE. This is the
> pathway that accounts for the majority of leadership. Candidates were
> leadership in DE, and they were hired as leadership in IE.
> 3) Edge In: You make friends and build a network, maybe you marry into, but
> someone in ownership likes you and gives you the job, or someone in
> leadership helps you get into the job. This is the least common path into
> leadership.
>
> Leadership roles are defined by reports, peer deliverables, or resource
> budgeting and allocation. You could look at the year long Harvard CSML,
> that would get you the keys to somewhere combined with your Business
> Masters. Otherwise adding an M.Ed Ed.Ld is the way to go. What youll find
> are new ISs where ownership is trying to transition from ESOL into some
> kind of EC, or KS/K12 IS and they dont know anything except ESOL, where
> your business minded approach over edu frameworks will be more valued,
> because the ownership hiring you doesnt know any better and you speak the
> same language (most of them are business guys).
>
> PASS (PsyGuy Applicant Scoring System):
> 1) 1 pt / 2 years Experience (Max 10 Years) +5
> 2) 1 pt - Advance Degree (Masters) +1
> 3) 1 pt - Cross Certified (Must be schedule-able)
> 4) 1 pt - Curriculum Experience (IB, AP, IGCSE) +1
> 5) 1 pt - Logistical Hire (Single +.5 pt, Couple +1 pt) +0.5
> 6) .5 pt - Previous International School Experience (standard 2 year
> contract) ~0.10 ~^^
> 7) .5 pt - Leadership Experience/Role (+.25 HOD, +.5 Coordinator) +0.5
> 8) .5 pt - Extra Curricular (Must be schedule-able)
> 9) .25 pt - Special Populations (Must be qualified)
> 10) .25 pt - Special Skill Set (Must be documentable AND marketable)
>
> IT CLASSES:
> 1) INTERN ITs have a score around 0
> 2) ENTRY ITs have a score around 2
> 3) CAREER ITs have a score around 4
> 4) PROFESSIONAL ITs have a score around 6
> 5) MASTER ITs have a score around 8
PsyGuy
Posts: 10789
Joined: Wed Oct 12, 2011 9:51 am
Location: Northern Europe

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Post by PsyGuy »

::head hurting::

@iamnoble

Theres a lot to unpack here.
First, Your story is really hard and complex and recruiters/leaders arent going to try to make sense of it or figure it out. There just going to sigh and skip. Its either ESOL and theres going to be a healthy pool of applicants and resumes, or it business/economics and smaller pool but your resume is doesnt offer much.
Second, youre doing what a lot of ETs do and trying to squeeze utility out of activities that are either toxic to recruiters/leaders or they just arent valuable, and your trying to put lipstick on a pig.

Looking at your PASS score its about a 2. the past works best when used to determine utility of a applicant against an actual job specification. Yes there are aspects of it that are more generic and universal such as experience and degree but many of them only really add value if their relevant to the job, such as having a special skill set, its only valuable if the job can use the skill set.
So looking at your score starting off with the most divisive:
1) You get 1 pt. for experience:
~ You taught 6th grade, middle school ELA for 2 years, .5 pt./yr. is 1 pt.. This is that problem I discussed above. There might be more there but its so unclear if there is. A recruiter/leader needs to know if you have been an academic classroom DT/IT whose subject happens to be ESOL, or if your a language instructor whose hagwon assignment just happens to be in an IS/DS.
~ 5 years US corporate office experience. Not worth anything. Maybe if you found some IS with a vocational program they might, might value US business experience. It has nothing to do with the knowledge transfer of bushiness concepts to children within the framework of a recognized curriculum. Its nice youd have some experiences to draw from in the class, makes the material more relatable but it falls into the forest of all knowledge that has to do with what teaching is (marking/grading, lesson planning, etc.). A business IT who has actually been involved in business, heres your cookie.
~ Volunteer church tutoring. Maybe this has a place on a resume. A lot of younger ITs without a lot of experience to fill space might use it, but its not worth anything. If it was, than every parent whose helped their child with there homework would be qualified.
~ More time OS corporate office experience. See above.
~ Some IE/DE experience in SK and TH, but without a credential. This might count for any other subject but for ESOL it sounds like a hagwon/eikaiwa assignment in a local, host national DS.
~ IS in Egypt. Might be worth something but the very short tenure even if it is FTE sounds like relief/supply/substitute experience. Generally the minimum length of tenure thats credible is a semester/term/half a year. This sounds like less than that, and its still credentialed.
~ The 5+ years SK grade 1-10 ESOL experience. This is the headache. Its 5+ years, but you just moved to a new town so that reads to me that it was 5 years in the old location and the current year in the new location. Youve only had the DC credential for a few years so 2-3 years. The last position was elementary and middle and the new position is 2 elementary. The 2 elementary is confusing normally an IT who is FTE teaches a day program consisting of some version of 8-4, 5 days a week. This sounds like its 2 PT positions, but as a SK DS it could be one DS thats more a LEA/District and this is 2 elementary campuses your splitting your time between. Your curriculum seems really suspect and its ESOL so suspect means toxic to recruiters/leaders. Its a SK DS but its a US, AP program where for half of your tenure you werent credentialed. AP is usually grades 11 or 12 but you stated youve only taught to grade 10 which means if its anything its pre-AP which really means its nothing. It just sounds like an ET who comes from a US background doing what they know as opposed to a solid curriculum framework NCs especially the US NC when it comes to ESOL tend to have very squishy frameworks since they tend to be developmental fields rather than subject matter fields. Overall its utility is low or zero, more so because figuring it out isnt worth it.
2) You get 1 pt. for an advanced degree: Most ISs will accept an unrelated degree. Of course if your a business/economics IT its a related degree. The number of ISs requiring a related degree is still small but growing.

Thats what you have, now looking at what you dont or might have:
3) Curriculum Experience: This is specifically teaching AP, IGCSE, A*, and IB. I dont see that, your current assignment is only to grade 10. Your US DE experience was grade 6. Generic NC experience doesnt count. Its in the same forest of all knowledge that includes the typical qualities a DT/IT would have. Nor does AP test prep at a cram ES count.
4) Logistical Hire: Being single is almost a generic universal attribute. Its probably worth the .5 pt. in most scenarios, more so when the IS is only working for singles and teaching couples. Even so with it youre still only at a PASS of 2.5 which is still around a 2.
5) Previous International School Experience: I dont think so. My read of the scenario is the hagwon in a DS. The Egypt IS might qualify but its of such short tenure, it probably doesnt. OS working experience doesnt mean IE experience.
6) Leadership Experience: Your roles are more equivalent to that of a HOD than a coordinator. The PASS is for classroom roles. HODs and coordinators in this regard, in general, still maintain a teaching load. An HODs admin tasks are less than half (closer to 25% or less) of their instructional hours. Typically they get some release time that equates to an hour a day that would be instruction time designated as conference time (meaning they have to be available for certain tasks) which they are supposed to spend on admin tasks. There ASP may also be admin tasks instead of an activity. Coordinators spend more time on admin tasks about half their equivalent instructional load in admin tasks. Coordinator edus whose FTE role is admin tasks are leaders without a better title. An 'academic coordinator' whose full time role is admin tasking is a AP/VP/DP who got cheated on their title.

Moving on to the rest.

Your training experiences arent worth anything. A leader might keep you in mind to tap you on a Friday staff meeting when something more pressing happens or they arent prepared, and might ask you to do a presentation on the the bilingual or English language learner to fill the time. Most ITS wont be impressed with you accumulated wisdom in ESOL nor will many recruiters/leaders. Some will be outright wave their hand dismissive of it, and other will be more polite, and you will find the rare one that knows they can get more of an IT on the cheap with you.
Being a conference speaker or workshop facilitator unless its for a recognized curriculum like AP, IGCSE, A*, or especially IB, just isnt impressive for an IT classroom role. More so if your looking at leadership roles, but again at the leadership role its just part of the forest of all knowledge that leaders are expected to know and do.
The business training activity isnt worth anything.

You werent a head teacher or an HOS. You were basically, at best, an HOD who had too much to do with too little time.
"Lead Creative Writing teacher" is basically fluff, and really reaching that borders on desperation.

The Kingdom refers to the Kingdom of Saudi Arabia.

You dont have experience in teaching business. OS corporate experience doesnt count. Its teaching a recognized K12/KS business/economics curriculum children.

MOVING FORWARD

Synopsis:
1) You need to cast your net as widely as possible. To do that you really need to consider approaching IE as both an ESOL IT with a complicated story AND a business/economics IT whose resume has a lot of white space. Of the two:
A) Business/Economics. Its very straightforward and thats good. You have a Masters, have some corporate career experience and while you dont have KS/K12 business teaching experience you still have classroom experience, best practices and strong meds/peds/asst is universal across classrooms. Your not going to be able to swim with the sharks but youre a slightly bigger fish in a pond of small fish.
B) ESOL: Your a value buy. Your credible (though very dated) experience is enough to get you passed most ISs minimums. Youre credential checks the right box, but there are recruiters/leaders who know your experience means they get more for less instead of paying a premium for an entry level IT to fill a classroom.

Interventions:
1) Endorsements: If your going the business/economics route adding a credential in business and possibly economics is a powerful investment. You want to be able to claim your both certified to teach the subject and your not just an ESOL edu. This can be done by simply taking the appropriate PRAXIS exams and applying for the endorsement. If your going the ESOL route consider a complimenting endorsement such as SPED/SEN/LD or ELA/Literature. One dynamic both ESOL and ELA share is reading including comprehension, fluency and vocabulary, and your US teaching experience was in teaching ELA, aligning yourself cohesively among those factors has better utility than tangential factors.
regardless with the renewal of the DC credential coming of soon your going to wnt to look at your PD or consider moving the DC credential to another state. Both CA and WA are strong candidates.

2) Education: If your focused more on the ESOL option than looking at a fast and inexpensive Edu Masters wouldnt be worth a waste of coin. It would also allow you easily complete the PD requirments for DC.

3) Presentation: There are three dimensions to an ITs resume: What they can teach (credentials, degrees, qualifications, etc.). What they have taught (experience, exam scores, etc.) and special skills. You want the what you can teach and what you have taught to be obvious at a glance. Youre ESOL IT problem is that as soon as a recruiter/leader goes into ESOL recruiting mode the armor goes up, and the magnifying glass comes out, and yours is complicated enough that they are just going to toss and skip tothe next resume rather than figure it out.
It would be worth looking at dividing your resume into a Edu experience section and a Professional experience section. You want to get your credentials, your degrees and the most recent ESOL and that US ELA experience up front. Why? Check boxes. You have degrees, a credential, two years no doubt about it K12/KS classroom experience, and youve been in a classroom the last 5+ years. Thats what you want them to see in that 10 seconds your resume is going to get screened for. Once you make it to the short list let whoever is interviewing you spend the time figuring out the rest. Create a focused resume for both ESOL and Business/Economics IT positions.

Strategies:
1) As I wrote previously, your best future may not be working in IE. Moving into an executive position of an ES or hanging your own shingle as an ES or business consulting may be the easiest and fastest pathway to the coin you are seeking.

2) You need to think about getting out of SK. SK is an anomaly in IE. It has a bimodal curve in IS tiers. A very small first tier consisting of a handful of ISs, an almost non-existent second tier, and a much greater in proportion to normal third tier. Its easy to get stuck at third tier in SK and not have a reasonable probability of moving up. Staying where you are sounds like its going to pay pauper coin.

3) Unless youre really interested in ES leadership I dont see much utility for you to pursue IE leadership. While there have been leaders who made a business degree work in smaller, newer ISs with ownership that doesnt know better. A Ed.Ld Masters is typically the gold standard for entering leadership. There are some things you could do:
~ The MA Provisional Superintendents credential.
~ The DC Initial Administrator credential.
~ The Harvard CSML certificate. It costs USD$2K and takes about a year.
~ There are a number of low cost, online Ed.Ld Masters mostly out of the UK that can be completed in a year.

4) Your getting to the point in life where you need to start thinking where youre going to retire out of. Opportunities drop drastically once you hit 50 unless youre in leadership.
powerfuljourney
Posts: 3
Joined: Fri Dec 23, 2016 9:09 am

Re: Salary Expectations In 2023?

Post by powerfuljourney »

@PsyGuy

Thank you again for taking the time. I've been having issues logging in-- my apologies for the delay and the new handle.

Some of your response missed the mark a little (e.g., not worked in a hagwon, had certification before licensure, teaching AP, etc.), but it doesn't really matter as I get the gist. It's a lot to digest and I am processing. I've had my resume previously looked over by several teachers before now, and it has been streamlined to a single page that can be digested in less than 3 minutes. You've supplied suggestions I'd not before considered, and will adjust my portfolio accordingly.

My current contract is up in a few months and funding from the city has been cut for teachers next year, so I don't know if I will be renewed. Moving costs an absolute fortune, so I need a short and long term plan to get to the end goal. I know I would like to retire from a leadership position, and had not considered teaching business to children (though I had implemented facets of it in some of my high school classes). Would it be feasible to get into a leadership role from teaching business?

The CSML seems like a good secondary step, preceded by additional endorsements. I understand that I should look to get in where I fit in on some entry level. What should I realistically be looking for in the next few months? Is an IS placement a real possibility this year or do I try and wing it here another year?

I value your feedback and honesty. It packs a wallop, but I appreciate it.
PsyGuy
Posts: 10789
Joined: Wed Oct 12, 2011 9:51 am
Location: Northern Europe

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Post by PsyGuy »

@iamnoble

Do you even want to be renewed? I can understand the safety and security of having a job, any job can provide, but your position now sounds like it pays peasant coin. Youd make more in ESOL in TW than it sounds like where you are in SK.

Its possible to get into leadership from any classroom role, being a primary IT before moving into a primary leadership role tends to be more common. Otherwise the commonality tends to be DE leaders who are appointed and recruited for IE leadership.
Your fastest pathway for your situation if its not ESOL leadership in an ES is to find a really low third tier IS in a hardship region. You want an IS with a lot of turnover, including in leadership so that you have a shorter tenure before something becomes available. You want to be that IT that renews and actually has a skill set they can put to work so that when the current leadership is moving on to better ISs youre already there at the right time and right place.

I may have been to verbose before, but what you need is IE experience, however and wherever you can get it. Getting the added endorsements expands the range of positions you can reasonably apply for, thus increasing the number of opportunities. My impression is your pretty good at spinning what you have to match the image of what someone is looking for, you just need to get to that opportunity and thats going to be in an interview. Once youve got a few years of IE experience you can look to your next long term step.

The rule is theres a job for anyone if you will accept anything. COVID certainly had and continues to have an impact but there are ISs that really never stop recruiting because their job offer isnt great and they are in regions that arent very attractive. Were into the Spring EUR hiring cycle but the summer shuffle where desperate ISs and ITs alike connect is coming up in early/mid summer.
On the free side you can look at Daves ESL Cafe and TES there are also some other outfits like Compass, etc. On the cheap side you have TIE (USD$50) and then Schrole and ISS, both are USD$75. Then you have SA which is USD$225 unless you register through the UK office in which case it is free. If cost is an issue than TIE is a good place to start for the rest of the year.
powerfuljourney
Posts: 3
Joined: Fri Dec 23, 2016 9:09 am

Re: Salary Expectations In 2023?

Post by powerfuljourney »

@PsyGuy

It seems like a catch 22 right now. The pay is so thin that it's see-through. It's beginning to look a lot like financial suicide, really. It took a few thousand dollars to move towns before the currency dropped, and I got neither reimbursement, write-off, nor assistance to do it. I moved through that nightmare alone, with my own back. Having to do that again in a few months honestly disturbs me right now.

In a deeper vein, I have also had several of the most peaceful years of my life here, and the idea of leaving that to go to who-knows-what for proper pay and more experience gives me great pause at the very least. Maybe I shouldn't be torn about this, but I am. I really, really am.

Was thinking before the move that this could be a 2-year stepping stone, before the currency dropped. But if I have to move regardless, it should be somewhere worth the trouble so that I can afford to get the extra endorsements/credentials. Wondering if it is better to find something better paying here for a year and then head out, or somehow prepare to head out in a few months? Is there something I'm missing? Another option?

Again, sincerest thanks for your keen help! I really don't know what I'd do without it right now!
PsyGuy
Posts: 10789
Joined: Wed Oct 12, 2011 9:51 am
Location: Northern Europe

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Post by PsyGuy »

@powerfuljourney

It sounds like an exhausting move, but let me assure you in IE, that wont happen because youre just not going to be able to move that amount of stuff, unless its to an IS in SK, on the type of shipping allowance an IS is going to give you, if you get one at all. I dont know how you moved your possessions, but OS moves tend to be much more costly than a local or cross country move. Youre going to have to seriously adapt a minimalist strategy to your possessions and do that whole if it doesnt bring you joy throw it away thing.

There are a lot of regions and locations that offer peace. Many of the more rural areas of Asia and well, a lot of other places offer tranquility and sereneness.

Two year stepping stone to what?
Youve been an ET in a SK public DS for 5 years, making that 7 (or 6 for that matter) years doesnt change anything or elevate your resume beyond what it already is.

I dont know where you moved to, but wherever it is it doesnt sound like Seoul so there cant really be more than one respectable IS if any at all. So that really leaves private ESs which you would know better what the labor market looks like in your area. Which, I would think you would be looking at anyway because you dont even know if your current job is going to be a current job.

The PRAXIS Business, Social Studies, and English (ELA) tests are available to take remotely (at home), eliminating the travel requirements, so if you dont have the coin for the testing fees alone there really isnt anything else you can do to add to your resume that isnt less coin:
1) You can rewrite your resume to make the ESOL DE experience seem more like IS experience.
2) I doubt your current DS would let you teach business or economics, but you would know better.
3) You could start applying to ISs. TIE is USD$50 for a year, this would allow you to shop your resume and see what youre worth. If no one wants you than you get to find out on the cheap.

Right now you dont have anything, so you have no opportunities to compare your current situation against. Until you have something to compare to theres nothing to really prepare for or plan for or take steps moving forward. You also dont know what your current situation really is, you might find out very shortly you dont even have the peasant coin you have now. Having a plan in place sooner rather than later is to your benefit.
powerfuljourney
Posts: 3
Joined: Fri Dec 23, 2016 9:09 am

Re: Salary Expectations In 2023?

Post by powerfuljourney »

@PsyGuy

Am already fortifying my perspective to reduce the load, I am just a bit stunned and existential about it all. Before moving to this place now, one parent became increasingly ill, the other suddenly died, and my health started to change. Then once I moved, took a pay cut, unexpected bills and then my health took another turn. Just now seeing my health and bills stabilize a bit (knock-wood), so I need a minute. Initially planned to shore up some funds, acquire any necessary certifications/endorsements, and step into a decent international school or university to ultimately walk the path to retirement somewhere if here were no longer viable. Having to move plans up with less then what I thought I had, less than two seasons after the trauma of arriving here is impacting my perspective a bit (to say the least). Good advice and insight is truly crucial for me right now, so I am profoundly grateful for yours!

Can't think of other places in Asia with little crime, high quality of life and healthcare besides Singapore, Korea and Japan. What regions come to mind for you?

Your assessment is accurate. As I noted earlier, I have a few versions of my resume. Am looking for other examples so that I can fine tune and utilize the connections I have currently. Any suggestions on where to find quality resume + portfolio examples?
PsyGuy
Posts: 10789
Joined: Wed Oct 12, 2011 9:51 am
Location: Northern Europe

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Post by PsyGuy »

@powerfuljourney

It seems to me that there isnt much worth sticking around for, you might have a job, but even if you do its for peasant coin, so it just seems like your rational for staying is self care.

I would add Taiwan, easily. I would also put Malaysia on that list, especially KL, but there are others who wouldnt.

About the only suggestions for resumes in IE is to use a chronological resume, and prioritize the strongest section first. Ive provided my previous posts
I dont think you really need a template, IT resumes are very basic. The basic format is a reverse chronological resume. There isnt a "best" resume template for international schools. Every principal/head likes different things. To give you a few pointers.
1) Set your paper format to A4 size paper (the standard used everywhere EXCEPT the USA). Avoid using too many tabs. They will look different on different computers, and may look less professional.
2) Use standard fonts (Times, Arial, Helvetica, etc) most computers are loaded with local language fonts, and they may have a very limited number of english fonts.
3) Preferably send PDF's documents (and avoid all the above).
4) Recruiters are primarily looking for two things: What you HAVE taught (experience) and what you CAN teach (degrees and certifications). Second to that are: skills (technology, etc), and extracurricular interest (sports and clubs).
5) Start your resume with whatever your strength is. If its your 5 degrees and 20 certifications start with that (under the title of "Education"). If its a decade of teaching experience start with that (under the title of "Experience"). Most of us at this stage in our career have more then a page, but recruiters really only have time for the first. So whatever is first on the resume should be your most impressive.
6) Dont use a skill summary or objective at the top of your resume, it waists valuable space and we know what your objective is (its the job your applying for). Also, dont bother with the "references available on request" line at the end of your resume, you better have references or you wouldnt be applying.
7) For each experience entry you should have no more then 1 bullet point per year of experience. Having a dozen accomplishments or descriptors for a one or two year job is just fluff. Either the accomplishments are trivial, or exaggerations. Each entry should have at a minimum, Dates, Name of Organization, and Location.
2010-2011, Acme International School, Genovia/Fantasia
After that should be your job title, but "Teacher" looks boring and Repetitive, so Include your Grade and Subject
Teacher - IB Diploma, English A
Under that should be whatever achievements or descriptors you want, but keep it to a minimum, and unless you didnt do anything you can leave out the formula line such as below (Asterisks are preferable to bullet points, if your using word):
*Taught English Literature to 1st year Diploma Students. (BAD)
*Faculty Sponsor of the Writing Club. (OK)
*Completed Writers Workshop Training. (GOOD)
*98% IBO Exam Success Rate. (VERY GOOD)
8) You should have more emphasis on recent activities and less on distant activities, if you graduated 20 years a go, no one cares if you were on the honor roll.
9) So if the first 2 parts of your resume are Experience, and Education, the third part should be focused on skills such as foreign languages, technology, coaching skills, etc. and any other training qualifications or experiences you have that might be relevant to the position. Any other relevant information to teaching as well.
10) Include a photo with your resume but not ON your resume. This is controversial on the forum. Lastly make sure your contact information is at the top of the first page, specifically your email address, phone number (begin with 01, not just 1) and Skype name (most interviews are done by Skype if not in person, as opposed to a phone call. It will also help you discover whos really interested in you, if your suddenly asked to add a schools Zoom contact list.)

If a recruiter or leadership asks you for a portfolio and you dont have one, youll probably be kicking yourself that you dont. The general position (not consensus) of the major contributors is that many ITs could go there entire career and never get asked for or have any use for a portfolio, but then there is that minority that does get asked for one. Whats the value of that portfolio, some recruiters ask for it just to see what you got and how you constructed it, they dont watch the whole teaching demonstration only a small part of it, if them.
The other factor is that certain subjects lend themselves more to a portfolio than others. Maths is pretty hard to have more than the document links, a teaching demo and interview, beyond that there isnt much more to include. On the other side of the continuum you have fine and performing arts where an art teacher would benefit from a virtual gallery of pieces and a music or theater IT would strongly benefit by having video of a recital or production. Those are elements you can actively use in the interview process. Then in the middle of you have subjects like science where an entertaining demonstration or science fair video or the like for other subjects can be interesting elements. A literature IT whose publish having a link to the book (or exert), maybe a sample of the IS Paper/Magazine. A PSPE/PHE IT who has a competition or practice video with some demonstrations might be applicable. Social Studies/Humanities doesnt have much unless they home something like model UN or they performed some type of historical production.
I advocate a portfolio, even if its never used its good practice to have those elements available, a living CV if you will. It also shows your technology savvy to a certain point.
Digital video interviews are becoming more common and popular but mostly in the third tier of ISs and ESs.
In a digital portfolio if your going to do videos I recommend 3 videos, one thats an introduction, one thats an interview, and finally a demo class lesson. Start by framing 3-5 questions in the framework.. Focus on questions that are first, very general and second, focuses on your strengths. You want the general items because they will allow you to move into deeper material if your asked for a personal interview, and you want to focus on your strengths because they will anchor the value of what you bring to the position. For the introduction you just want a brief 1-2 minute video that introduces who you are, what you teach, and a little about what you love or like about teaching and working with students. What are your motivations for working in IE, keep it lite. For the second interview video my suggestions would be:
1) Start with an introduction and your background, what youve done that brought you into edu. This is as simple as just going through your resume as a narrative. Its a common item you dont want to waste time in during an interview, its easy and the audience can focus on your articulation and likeability. Do you smile do you laugh, do you have an accent or inflection, etc..
2) Describe your classroom organization. Whats your philosophy or approach. How do you prepare lessons. Whats your performance and presentation delivery style. How would others describe your teaching.
3) How do you integrate technology in the classroom and how do you implement differentiation or LS/SEN/SPED.
4) How do you communicate and build community with coworkers, leadership and parents.
5) Classroom and behavior management.

The introduction video should be somewhere neutral with a plane wall, not that I wouldnt recommend a green screen, but if you do something like a white wall you can easily replace it with various backgrounds. Stool in a corner works well. For the interview video I would avoid a classroom unless your classroom is amazing. You arent applying for a reality program. The most important aspect is good lighting as opposed to background. The intro video should be 1-2 minutes, the interview video should be 10-15 minutes. You really have to put sufficient effort into this if its going to be a positive. Even on you tube viewers expect a certain amount of production value, and if all your going to do is shoot some video on a mobile its going to look very amateurish, which may be a detractor rather than valuable.
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