It’s the time of year when social media is peppered with posts from international teachers heading off for the new school year.
I’m glad that Covid-19 hasn’t dampened the nervous excitement of those setting off for the first time. I wish you well in your new adventure - and offer a little advice.
International schools tend to claim “excellent CPD opportunities” as part of their package. However, this can mask the reality of barriers to quality CPD abroad.
Here are some suggestions to keep growing as a teacher outside the UK.
Barrier 1: Location
No matter where in the world you move, it can feel frustrating knowing that at home you would have resources such as maths hubs, LEA or MAT cluster groups and grassroots events such as BrewEd within reach.
How to overcome: Curate a professional network within your region to keep in touch with upcoming events. Twitter and LinkedIn are easy ways to connect to educators with mutual interests.
Don’t be afraid to lean on your professional network even if you’ve never met in real life. Recent lockdowns have given rise to an outpouring of online CPD, much of it free to access on YouTube, such as ResearchEd Home.
Consider offering to run in-house CPD based on recent UK training you have had or in an area of your practice you feel passionate and informed about.
Reach out to other schools in your area to organise a “teach meet” event - this is a great way to meet and learn from colleagues at both other international and local schools, enriching your experience of your host country.
Barrier 2: Lack of CPD provision
International school staff bodies are a melting pot of backgrounds and experience. You will encounter a spectrum of appetite for professional development.
It can be frustrating to come across outdated practices embedded in school policies (VAK, anyone?) and lack of interest in up-to-date CPD among SLT.
How to overcome: Follow hashtags on Twitter relevant to your interests - some have weekly Q&A events such as #PrimaryRocks and #SLTchat.
Any UK trained teacher can join the Chartered College of Teaching - well worth the £3.75 monthly fee to access to newsletters, webinars and the excellent monthly magazine Impact.
Secondary subject specialists or primary subject leaders should consider joining the professional organisations for your subject, such as the Historical Association or the Association for Science Education.
These give insight to domain-specific discourse in curriculum and pedagogy as well as developments in assessment approaches and exam syllabi. Approach your SLT to bid for funding for a course such as Evidence Based Education’s Assessment Lead Programme.
It is also possible to study for an NPQ or master’s course while abroad. If your school is a member of a British international schools federation such as Cobis or Fobisia, there will be opportunities to attend webinars or short courses.
Don’t wait to be approached - do your research and don’t be afraid to ask!
Barrier 3: Travelling edupreneurs
It is extremely common to find “edupreneurs” seeking to sell their product to wealthy international schools. Promising “innovative, 21st-century, personalised, research-based, [insert buzzword] learning”, they appeal to SLTs desperate to grow their clientele in an increasingly competitive market.
Experts can be flown in on a whim only for their initiative to fizzle out as soon as SLT has moved on to the next big thing.
How to overcome: Or course, not all consultants are charlatans, but limited accountability for CPD budgets creates conditions for shallow spending.
Fine-tune your radar for authenticity by following up claims of “research-based” initiatives. Set up an informal education reading group. Discussing an article, blog or book can lead to tremendous growth and forge collegiate relationships with staff you may not normally work with.
It is refreshing to reach outside your daily bubble and be challenged by the thinking of others. Stock up on reading material while in the UK as it can be difficult to buy books abroad.
Kindle downloads are an excellent alternative and your SLT may be open to setting up a CPD library for staff.
Barrier 4: Limited opportunities to visit other contexts
Time is our most limited resource as teachers, but location needn’t be a barrier in this case.
How to overcome: I have enjoyed some of the best CPD observing and team teaching with colleagues in other contexts.
This could be visiting another school, setting up an informal peer observation or implementing a more structured lesson study approach.
Seeing how another teacher manages classroom routines, explanations, questioning and their physical environment can be a very time-efficient way to refine your own teaching. International schools often break up in June, so it is worth arranging a visit to a UK school whose practice you are interested in before term ends.
Barrier 5: Career progression capped
Staff turnover at international schools is higher than in the UK, so leadership roles tend to open up regularly - however, the higher up the leadership structure you are in one school, the harder it can be to attain a similar position in another school if you wish to move.
How to overcome: Ask to shadow someone who is in a leadership role you are interested in. You can learn a lot alongside someone doing an overseas resources order, risk assessment or learning walk.
Broaden your own teaching experience by requesting to teach in a different key stage next academic year.
Take opportunities for internal training, even if they are not of immediate use - one day that SIMs or CAT training may make all the difference!
Keep your CV up to date and maintain a digital portfolio of your achievements, no matter how small - it may not seem relevant today, but you never know which experience will turn out to open a door down the line.
Stephanie Taylor is a primary teacher based in the Middle East
