The International Educator
Teaching in international schools is an adventure. From landing that first job and getting off the plane in your new home to discovering new ways of life and new educational opportunities, there is excitement around every corner.
Meet our bloggers who each shed light on different aspects of the international school environment:
FORREST BROMAN has been in international education for 30 years. He has interviewed thousands of candidates, written a guide for international recruiters, and is the founder and President of The International Educator (TIE). He shares thoughts and tips on getting and securing a job in an international school.
BAMBI BETTS is the Director of the Principals’ Training Center for International School Leadership and co-trainer for the PTC’s Essential Skills courses. Bambi is also the CEO of the Academy for International School Heads (AISH). Having worked at international schools across the globe and a consultant to many more, she shares thoughts and insights on a wide range of topics in education.
STEPHEN DEXTER, a native of New England, has been a teacher and administrator since 1994. He finally discovered that the Swiss stay thin on a diet of chocolate, cheese and wine by walking a lot and not eating or drinking to excess. He is currently taking a gap year in the Swiss Alps to rediscover his passion for education and to understand what chief innovation officers really do.
DANIEL KERR is now Lower School Director at the American School of Paris. He previously served as Intermediate Division Principal at Academia Cotopaxi American International School in Quito, Ecuador, and prior to that was the Middle School Principal at SCIS in Shanghai, China. Dan has also worked at JIS in Jakarta, Indonesia and he began his International career in Abu Dhabi. Dan is thrilled to be joining the ASP family and will be accompanied by his wife, Jocelyn, who will be working as a counselor, and his two children, Max and Gabby.
KASSI COWLES is an IB English and TOK teacher currently based in Shanghai. She has worked in international education for the last 8 years in Canada, Togo and China. Her writing explores issues of educational reform and how to create authentic and creative learning communities.
MATTHEW GOOD & NIAMH CONWAY are international school teachers who met while working at the British School of Lome, in Togo, West Africa. They later moved to Uzbekistan, where they spent four years at Tashkent International School, each summer exploring another slice of the world by bike. Their Pedalgogy website allows users to follow the touring teachers on their two-year bike trip around the world.
BARRY DEQUANNE is currently working as the Head of School at the American School of Brasilia. His blog explores topics in K-12 education and school leadership within the framework of five focus areas: Academics, Activities, Arts, Leadership, and Service. The blog also explores professional articles and highlights recently read books.
EMILY MEADOWS Emily Meadows is an alumni of international schools and has worked as a professional educator and counselor across the world, serving children and families in the United States, Europe, the Middle East, and Asia. She holds master’s degrees in the fields of Counseling and Sexual Health, and is a current Doctor of Philosophy student in Comparative and International Education, researching LGBTQ+ inclusive policy and practice.
DAVID PENBERG is an urban and international educational leader/consultant with a deep commitment to progressive education, understanding global mindedness, and new school creation. He abides by the dictum of E.E. Cummings who said: “ I’d rather learn from one bird how to sing, than teach ten thousand stars not to dance.” He is presently the Head of School of Innovate Manhattan Charter School in New York City.
SHANNON FEHSE Shannon Fehse has spent her entire teaching career overseas, having lived and worked in China, Mexico, Colombia, Taiwan, and presently, the UAE. As a textbook definition extrovert, she talks to anyone, and enjoys listening to stories and different perspectives on life. Shannon has a somewhat faulty filter and often says what other people are thinking, but this typically works out favorably. She offers opinions and insight into the benefits and challenges of job hunting, dating overseas, and general issues that affect international educators.
GREGORY HEDGER Dr. Gregory Hedger has recently been appointed to be the head of the International School Yangon, in Myanmar, beginning in fall 2016. A native of Minnesota, Greg has served in education for over 25 years, including 13 years in the role of School Director at Cayman International School, Qatar Academy, and most recently as Superintendent at Escuela Campo Alegre in Venezuela. Greg promotes international education through his service on the boards of AAIE, AASSA, and his work with the International Task Force for Child Protection, his contributions to various periodicals, and his work to promote the next generation of leaders through workshops and teaching.
NICHOLAS ALCHIN Nicholas Alchin is High School Principal at the United World College of SE Asia, East Campus. A sino-celtic Brit who has lived and taught in the UK, Switzerland, Kenya, and Singapore, he has also held a number of roles with the IB and writes and speaks widely on educational matters. He enjoys traveling with wife Ellie, and kids Tom (10), Millie (13) and Ruth (16).
TONY DEPRATO Tony DePrato has a Master’s Degree in Educational Technology from Pepperdine University and has been working as a Director of Educational Technology since 2009. He has worked in the United Arab Emirates and China where he has consulted with schools in both regions on various technology topics. In 2013, Tony DePrato released The BYOD Playbook a free guide for schools looking to discuss or plan a Bring Your Own Device program. Tony is originally from the US, and worked in multimedia, website development, and freelance video production. Tony is married to Kendra Perkins, who is a librarian.
ETTIE ZILBER is a consultant to International School Communities and Families in Transition and a veteran international school educator and school leader. She has served in independent international schools in Israel, Singapore, Spain, Guatemala, China, and most recently in the USA. Her expertise extends to such topics as international school models, second/foreign language acquisition, communicating between diverse groups, the impact of international mobility and relocation on children, parents and staff, the special family experience of the educators’ children, the orientation of newcomers, multi-cultural communities, catalysts for teaching internationally, and marketing of international schools. She is the author of Third Culture Kids: The Children of International School Educators. She can be contacted at email@example.com
TRAE HOLLAND is the Director of Academia Cotopaxi’s The ONE Institute, has been a leader in both the non-profit and business sectors, and has 19 years experience teaching both in the US and in international schools, with a specialization in learning differentiation. You can reach his website at www.traeholland.com.
JOHN MIKTON is currently the Head of Education and Media Technology as well as Assistant Principal at the International School of Luxembourg. Previously, he was the Director of eLearning at the Inter Community School Zurich, Switzerland and the Director of Information Technology at the International School of Prague, Czech Republic. John is a trainer with the Principals Training Center (PTC), facilitating the Technology Leadership course. Additionally, he is an Appsevents presenter and summit speaker. He has 24 years of experience working in Education and Media Technology and 12 years as a Senior Leadership Team member in international schools. John is the author of the blogs https://beyonddigital.org and https://digitallife.live/.
FREDERIC BORDAGUIBEL-LABAYLE is the High School Associate Principal and IB Diploma Coordinator at Academia Cotopaxi American International School in Quito, Ecuador. Fred was born and raised in the South West of France; he finished his studies and started teaching in the UK, then went on to Istanbul and he is currently in Quito. Fred likes to pause, reflect and share his experience as an international educator and administrator.
SUE EASTON is the Director of the Teacher Training Center. She has worked with international schools for the past eleven years, on four continents, in roles focused on enhancing teaching and learning practices. This experience has made her passionate about the topic of change and how to best make change to support students and student learning. Her blog will explore this topic through the lens of PTC, TTC and CTC trainers’ words of wisdom.
ERIC & JAMIE are long time international school teachers and have had countless adventures around the globe working at different schools. Hear stories on travel, lifestyle, moving, and life in general as an international school teacher. They are a great resource for finding out what it is like to go from culture to culture, learning, and of course… teaching!
ALLI POIROT is currently teaching IB History, Modern World History, and Psychology at Asociación Escuelas Lincoln in Buenos Aires, Argentina. She taught previously at King’s Academy in Madaba, Jordan, and at public and charter schools in and around Boston, Massachusetts. She has a deep interest in progressive pedagogy and believes in fostering student autonomy and empowerment.
The International Educator (TIE) is a non-profit organization committed to matching the best educators with the best international schools around the world.
Money Money Money…
So this past summer I was having dinner with some educator friends of mine, when at one point one of them said that he wished he could find a way to generate more money for his school, because in his mind that was all he needed to turn his school into one of the best educational institutions on the planet…more money, more money, more money. What ensued was a very spirited discussion about how much the role of money actually plays in turning a good school into a great one, and to tell you the truth, it was probably one of the most interesting conversations that I’ve had in a long time. We talked at length about what actually goes into creating a great school…we discussed the characteristics that separate great schools from good ones and good ones from bad…and we wondered about whether or not money was actually a driving factor behind school and student success.
I have to admit that my friend’s argument was a good one, although the rest of us weren’t completely sold. He went on about the importance of having lots and lots of money to hire and retain the best educators on the planet, he talked about needing lots of money to add the kinds of programs that will cater to the passions of ALL his students, he discussed the importance of having up to date/current and proper facilities and resources to engage and inspire teachers and students in the changing world of 21st century education, and he was adamant that in order to hire instructional coaches, and student support specialists, and enough school counselors, and all the rest he was going to need more money…and he simply didn’t have it. He wanted more money for bandwidth and technology, he wanted more money for new maker spaces, he wanted more money for better and updated facilities, he wanted more money to increase teacher salaries, he wanted more money for professional development and his list went on and on and on. We all just sat there dreaming about what it would be like if we actually had all this money to bring this perfect school to life and it was a beautiful dream…however…the real questions that remained were, is it possible to create a great school WITHOUT all those things, and does being well resourced and rich actually guarantee that you’ll be come a great school?
The conversation went deep into the night and we went back and forth for hours. We gave examples of schools out there that we know of with all the bells and whistles that were not particularly inspiring places to be, and we gave examples of schools that we know of that have very little in the way of resources that are truly amazing places for teachers and students. We talked about the intangibles of great schools that need no money at all…things like great parent -teacher- community partnerships, schools that generate a strong and influential student voice, schools that set high expectations for kids, schools that teach thought instead of content, schools with strong character education programs and strong mentoring programs, and schools who are truly living their mission by inspiring their kids to want to come to school because it’s a safe and fun and rigorous place to learn…a place that they feel loved and supported and challenged and successful…none of that needs a lot of money.
Anyway, we finally put the conversation to bed as the sun was coming up with no real resolution other than the realization that it would always be nice to have more money…but great schools don’t have to be defined by how much money they have. It’s all about having just enough money to bring your mission and vision to life, and enough to inspire your students and teachers with meaning and purpose. How much is enough? I guess that depends on you as a school and how smart and efficient you are with the money that you have as an organization. It’s a fun conversation for sure and a great debate…we could always use more money I know, and if all of a sudden I had a windfall of cash the first thing I’d do would be give it all to the educators, because they are the ones who truly turn good schools into great ones. Have a fantastic week everyone and remember to be great for our students and good to each other.
Quote of the Week…
Keep away from people who try to belittle your ambitions. Small people always do that, but the really great make you feel that you, too, can become great – Mark Twain
Articles about the characteristics of a great school –
What Great Schools Do – John Hattie
Interesting Ted Talk – Barry Schwartz