Teach Abroad

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Teach Abroad

by Diane K. Jacoutot

The number of international schools has doubled in the last 25 years and their popularity shows no sign of declining. Intriguingly however, due to a mismatch between the increased demand for teachers and a dwindling supply, many schools are discovering that recruiting good teachers is not as easy as in the past. This is providing a real opportunity for North American teachers to consider a role abroad. The chance to work almost anywhere in the world, within an international school, is the greatest it has ever been.

International schools now exist worldwide in many different shapes, sizes and for many different purposes. Broadly speaking, most international schools are founded to provide children with an education system, language or curriculum which is different than that offered by their home country.

The growth of international schools is showing varying trends across the globe, with certain countries and regions experiencing faster growth than others. In recent years, the Far East, Europe and the Middle East have been growing faster than other regions. This has been driven by high growth in countries such as China, Germany and the United Arab Emirates (UAE). China, for example, has seen a growth of 89% since 1990 according to ISC Research. The UAE is another international school hot spot following a growth of 75% over the same time period.

So why are some regions experiencing much more significant growth than others? Often the rise of international schooling occurs where the state system is unsatisfactory or, in the case of expatriates, inaccessible—leading parents to look elsewhere. Globalisation has also played a part following an increased desire for English language fluency, coupled with the desire for a western education, increased local wealth to purchase education, increased migration and a growing appreciation for internationalism.

In countries where growth has been less than was expected, such as Japan, which has seen less than 20% growth, many cite the effect of economic crisis as a contributing factor. In countries which have already seen a strong globalised state sector, such as Switzerland, growth may have already occurred and has levelled out.

Although the opportunities to teach abroad have increased, it is important that prospective teachers research the international schools in the country they are interested in. This will prevent disappointment and provide clarity when applying for positions.

The following provides a useful guide into common misconceptions of teaching abroad.

Not necessarily. Although this is sometimes the case, there are many schools known as international schools that use various curricula such as the US, UK, Canadian, Australian and International Baccalaureate and teach all subjects in English.

Many teachers think that because they are qualified to teach at home, they can teach abroad and that is not necessarily true. Teachers wishing to work overseas must follow two paths—immigration and teacher certification. Each country has its own rules on immigration as well as rules and requirements for the required training and experience of its international teachers. For example, teachers without a training degree such as a Bachelors of Education, Masters of Education, Higher Diploma in Education or Post Graduate Certificate in Education, can usually only work in English Language (TEFL) schools, not in international schools.

Most international schools are privately owned, and so there are often competing forces within an international school that don’t exist in state-funded schools at home. International schools must strike a balance between spending money to attract teachers and parents yet produce educational results to justify the income the school generates in school fees.

Salaries usually reflect the cost of living in which you work. Tax-free salaries are only tax-free in the country in which you earn the money. Depending on the tax rules of your country of origin, you might still owe taxes on foreign earned income back home. Furthermore, teachers cannot expect to make their current pre-tax salary everywhere in the world.

Living and working abroad means relocating those who depend on you—your spouse, your dependents and your pets. It is important to understand who/what you can and can’t take with you, and make appropriate preparations accordingly.

Misconception 6:
If I am teaching in a Canadian school, all the children will be Canadian.

The idea of international education appeals to many parents, not just expatriates. In almost any international school, there is a broad range of nationalities. Some schools serve a very local population of parents who want their children to have an education in English with an eye towards attending a western university or working in a multinational corporation. Most schools in fact, serve host nationals rather than expatriates.

Have you really thought it all out? Are you sure that you are flexible and adaptable enough to be able to relocate your life? Teaching abroad is not for everybody as it requires an enormous amount of adaptability, acceptance, preparation, optimism and most of all, resiliency.

Once you have researched and considered all the risks and rewards, and have made the decision to teach abroad, it is a good idea to speak to a recruitment specialist to find out more about the reality of teaching abroad.

It’s crucial to look at both the benefits and the potential pitfalls to teaching abroad, and to consider the unique points particular to the country or region to which you would like to relocate. Once you have chosen your desired region, it is important to understand the application process; it may take time to complete the interview process and you often interview on the phone, which is strange for many teachers. The key thing is to be open-minded and enthusiastic. After all, there is a whole world out there for you to explore!

Diane K. Jacoutot is the general manager of teachanywhere.com. For more information on teaching abroad, please call (toll free) 866-836-6566.