I’ve discovered over the last ten years that international teachers are a fairly fickle lot. Not because they are odious people (although there are some of those out there), and not because they are ill-tempered (but again those people do exist), but simply for the fact that there are too many international schools to choose from. International teachers have become spoiled. Unlike our colleagues in the States who will probably have an entire career in one school district, even one school building (My God! Can you imagine thirty years in the same room?); international teachers move around quite a lot. In fact the moving around is the source of many of the problems in international teaching. When a teacher is faced with words like accountability and responsibility in the international realm, they are often short-term concepts instead of the long-term ideals which schools and teachers aspire to in the States (or Canada, or the UK, or Australia, or… You get the idea). Many an international teacher puts on the traveling shoes, when rolling up the sleeves and digging into the hard work of education rears its ugly head.
My current principal told me a story about his first year at my school. Coming from the States, it seemed normal for him to do things like classroom visits, teacher observations, professional development days, and development of personal professional goals for each teacher. It was odd for him to receive flak about these generally understood professional concepts, because they are, after all, generally understood in the profession; but, he was faced with not only flak, but severe opposition. The teachers couldn’t believe that he was serious about ruining the environment that was laid back and teacher friendly. Of course, when he started instituting these basic changes, many of those “laid back” teachers got new jobs and flew the coop. The school is clearly better off without these slackers and parasites, but they all got jobs at other international schools. Sad indeed. But remember, the slackers and parasites exist everywhere and aren’t exclusive to international schools, you can find them feeding of the bellies of many a public school in the States.
They aren’t the only problem in international schools, however, there are also the Holy Grail questers. These are the teachers who are perpetually looking for The School. The School is always the best international school out there. Best is usually a euphemism for great benefits and high pay, or low work standards, or both. These places truly exist in the minds of the questers. At night the questers dream of their improved life and work environment at The School. What is funny is that many of these teachers move to The School and found out that it is work, just like the school they left. Is the dream shattered? Never! Another The School is always out there waiting for them.
But questers, slackers, and parasites aside, there are a great many international teachers who move to another school because they are simply bored. They want new challenges and new environments to explore. The simple truth is that our community is made of teachers that enjoy the thrill of the new and different.
So what is an administrator to do? How can a school continue to employ the best teachers over the long term, and hopefully avoid the questers, slackers, and parasites in the process? These are the most challenging questions for any international school; especially now in an era of unprecedented international school growth.
First, keep standards of professional development high among your faculty; this is the best way to keep and attract quality teachers, and at the same time scare off slackers and parasites. Schools need to invest in professional development for all faculty members. Teachers should be expected to engage in meaningful professional development within the school, but also on their own. Online courses and programs are at an all time high and must be utilized to help teachers improve. Learning communities must be fostered in international schools, just are they are in schools in the States. Action research should be encouraged and rewarded. The challenges and opportunities will inspire and motivate good teachers to continue at your school. Again, the rumors of your school will draw a better candidate pool.
Second, well there really never has been a substitute for money and benefits; but if you cannot compete in that realm, think quality of life. Selling your school is important, but selling your school accurately and honestly is more important. What is the attraction of your school? Is it in a tropical climate? Are there historical sites? What is unique in your country? City? When I lived on Saipan, the school was very small and unable to provide the normal benefits that international schools offer. The school was able to overcome that problem by promoting the island lifestyle, especially to tri-athletes. Some friends of mine recently accepted jobs in Doha, because it is a smaller city; they didn’t want to live in a huge mega-city. Marketing is important in the international teaching world.
Every international school will be able to find the teachers they need if they continue to support and encourage good teachers with meaningful and useful professional development and remember who their market is while teacher hunting. Questers, slackers, and parasites will come and go; just like a garden, schools need constant pruning and weeding. The goal is to retain a core group of highly qualified and hardworking teachers year after year. Finally chant the mantra: useful and meaningful professional development.
