Schools, Technology and Parents:

How should schools work with parents when things get back to normal?

A TTS webinar given on 22/06/2021

   

They think it's all over . . . well it's not yet!

FOBISIA Webinar given on Wednesday 14th September 2020.

Preparing for Potential School Closures due to 2nd and 3rd Wave Covid-19 Outbreaks

International School Recruitment in a Post-Covid-19 World - Tes Webinar

A Tes Webinar given on Wednesday 9th September 2020 looking at the likely impact of Covid-19 on International Teacher and School Leader Recruitment for 2021.

Video here

Slides here

 

How to attract teachers to work in your school - a COBIS Webinar

A COBIS webinar given on 16th April 2020 on teacher recruitment to international schools. The presentation looks at innovative ways of finding talent and ways in which schools can position themselves by building their recruitment brand.

The Video of the Webinar can be seen here
 

The PowerPoint Slides are here:

4 red flags to check for in an international school

Most international schools are highly professional, above board and are great employers – but, as with most industries, there are some cowboys out there who cut corners to make a fast buck. However, unscrupulous schools are easy to spot if teachers do their own "due diligence" and check out their potential employer. Here are my four key red flags to watch out before you sign on the dotted line…

1. 'Visa runs' 

Reputable schools will ensure that a work visa is in place before you start work – it will either be sent to you in advance or left so that it can be collected from the visa desk at airport arrivals. Sadly, this will not always be the case. Some international schools expect new staff to enter the country on a tourist visa, which they will then change to a resident work visa in due course.
A tourist visa is usually only valid for 30 or 60 days and there are per diem fines for staying beyond the allotted time. So, if the 30 or 60 days elapses before the work visa has been processed, schools expect teachers to go on "visa runs" – i.e. to leave the country and re-enter on another tourist visa. I’ve heard of cases where teachers have had to go on visa runs throughout their first year working. Although the travel costs are usually picked up by the school, there is a personal cost in time (for example, a lost weekend) and in terms of settling in and establishing a normal life (a work visa is often required to get a local bank account).
In most countries, it is illegal to work on a tourist visa and, again, there are hefty penalties for both the employer and the employee if caught. This puts the new teacher in a very vulnerable situation. One of the major reasons why schools are not able to process work visas promptly is that the school itself does not yet have all of its paperwork in place. New schools typically have to go through a long process of documentation involving several government departments before they can get the status to sponsor work visas. In their rush to meet a September opening deadline, many new schools are forced to cut corners – visa runs are a symptom.

2. Cash payments and employer shock 

The norm in international schools is for your school to pay your salary into your local bank account. However, there are times when this is not possible because you have not been able to set up a bank account because your visa paperwork is not in place. In these cases, the school has no alternative but to pay the teachers in cash, which can be hugely inconvenient for the teacher.
 In similar vein, there are many examples of it only becoming apparent at the first pay day that the de facto employer is not the school for whom you’ve been working for the past month, but some other third-party company. This happens because schools (particularly UK franchise schools) enter into partnerships with local companies who own and manage the school.

3. Accommodation anomalies 

Many international schools provide accommodation to teachers as a benefit for the first part of their term of employment. Sadly, there are many cases in which schools do not deliver the type of accommodation that was promised at interview. In some cases, flats are smaller than expected or of a lower quality; in others, they are in a totally different part of the city, necessitating a lengthy daily commute. At its worst, single staff are informed for the first time on arrival that they are required to share an apartment – or even a room.

4. Beware the scams: jobs that don’t exist 

Check that the job actually exists. There have been a number of scams in the past decade in which scammers use the names of prestigious schools to con prospective teachers. The scammers send out job offers on amazing terms but to clinch the deal, the unsuspecting candidates are required to wire a few thousand dollars to a purported travel firm so that visa papers and work permits can be processed, money which they say will be refunded once they have joined the school. Suffice to say that no reputable school requires candidates to pay costs up front in this way.

“Time spent on reconnaissance is seldom wasted” 

Moving abroad is costly and involves making personal sacrifices (resigning a good job in the UK, relocation, etc). Because of this, most teachers are so invested in their move that they have no alternative but to play along when a bad employer moves the goalposts. In practice, when things go wrong it is very difficult for a new teacher to challenge a school over its poor practice during the first months of living abroad. The choice is binary: put up, shut up and stay – or quit. All this can be avoided if teachers do their own research before committing to a particular school.

Due diligence checklist 

Contact teachers (via LinkedIn or other social media) who are working or worked recently at the school and ask them:

1. How long did it take you to get your work visa? 
2. Did you or any of your colleagues ever have to go on a "visa run"? 
3. Did you or any of your colleagues ever get your salary paid in cash? 
4. Who is your actual employer? 
5. Who pays you each month? 
6. Did your school accommodation align with your expectations from interview? 
7. Are you planning on renewing your contract when it ends? If not, why not? 

Look for the kitemarks 

One way to identify the more established and reputable schools is to research the international organisations to which schools can belong. The international schools in the Headmasters' and Headmistresses' Conference (HMC), the Council of British International Schools (COBIS) and the Federation of British International Schools in Asia (FOBISIA) have extensive inspection regimes, which will ensure that a high standard of best practice is followed in the schools that bear their kitemark.

This article was published in Tes on 16/01/2019

10 questions International schools need to answer if they want to attract talent:

Before getting close to filling in an application form, international teachers want to know what their new life at your school will look like. Here are 10 questions you need to be able to answer. 
English-medium and English-bilingual schools are opening across the world in large numbers. And that means leaders are not only having to persuade increasing numbers of teachers to work abroad but to relocate to cities of which they’ve never even heard.
Most people have an idea what the major world cities like Dubai and Hong Kong are like, but most will not have idea of cities beyond the capitals. How does one sell working in Almaty in Kazakhstan? Or in Chongqing in China? Or Yangon in Myanmar?
In such a competitive marketplace, schools need to devote as much time and effort to recruiting staff as it does pupils. Here’s some questions that schools need to answer if they want to attract talent.

LIFESTYLE 

Anyone moving abroad is going to want reassurance about the quality of life they will experience living and working in new country. Schools need to address the basic questions about lifestyle by unpacking what day-to-day life might look like for the prospective teacher:
1. Where will I live? Accommodation is going to be high on the list of questions. Schools need to be clear about whether or not accommodation is provided, its location in relation to the schools and the city centre. They also need to outline what support they will provide in helping staff find their own housing and to settle into life in the new country.
2. What will I eat?
Families will want to know about the availability of western foods. Schools can allay fears in this area by providing information on what restaurants and supermarkets are like.
3. Will I be able to communicate in English or will I have to learn a local language?
One important factor living abroad is the ability to carry out day to day business in English. This varies hugely around the world. Whilst English is spoken and understood in most major cities, what often matters most on a day-to-day basis is the ability to communicate with shopkeepers and taxi drivers. Schools need to be clear about any challenges that potential recruits are likely to encounter.
4. What is the Healthcare like? 
Given that health care is free in the UK, it is perhaps not surprising that very few prospective teachers think to ask about the quality of the health provision - but they should. Most schools have excellent health insurance schemes and access to excellent (private) healthcare.
5. What’s it like living there?
One of the reasons why people want to move abroad is to have a base for travel, so schools would be well advised not only to sell the country, but also to outline the local entertainment options in the evening and at weekends. One important question is whether or not It is important also to clear up misconceptions and be transparent about local customs. For example, schools in Muslim countries should explain about expectations about dress code, or access to alcohol, which can vary even in the same country – Sharjah is dry, whereas Dubai is not.
6. How safe is it?
Often the only reason why a prospective teacher has heard of a given country is because it’s in the news because of some natural disaster or political crisis. This inevitably focuses on the hazards and dangers of living abroad and schools therefore need to allay fears about the safety of living and working overseas. Teachers (and the families they are leaving behind will need reassurance. There are typhoons at times of the year in in South East Asia, but there are effective systems in place to support and protect people during these times. The same is true of political unrest where it is very rare indeed for expats to be targeted.

SALARY 

7. What are the living costs?
Most people moving abroad see it as an opportunity, not only to have an adventure, but to experience a better standard of living. Schools not only need to be transparent about the salary and package, but also to help prospective teachers understand what that means on the ground. For example, salaries in Hong Kong are high and tax is low, but the cost of living and accommodation are very high. Conversely, salaries in Malaysia are low, but so is the cost of living.
8. How much can I save?
 Many staff, especially teaching couples, see working abroad as the opportunity to save for the future and the chance to save for a deposit on a house or to pay off a considerable portion of the mortgage. Financially savvy teachers will need the information to do the sums before committing to working abroad.

PROFESSIONAL 

9. What will the school be like?
For many, moving to an international school is a step into the unknown. In practice they are very similar on the ground to schools in the UK and schools need to get this across. There may be questions about the demographic and language background of the pupils and the staff and about the standards of discipline in the school.
10. What are the professional development opportunities?
One of the most popular questions that I am asked at interview is about the professional development opportunities available. This is understandable because talented individuals do not want their time abroad to become a step backwards. Schools who can provide internationally recognised training opportunities will have an advantage in the recruitment marketplace because it is seen both as the passport to the next promotion; or the ticket that will allow them to get a job back in the U.K.

How to do it:

The best way for schools to answer these questions is to produce a video which interviews current staff which can systematically address any concerns of potential recruits. A really good example of this is the Haileybury Almaty’s staff recruitment video which features a teacher talking openly about her initial concerns about moving as a family to Kazakhstan; and a colleague having a coffee in Starbucks and shopping in a local supermarket which is reassuringly like Waitrose.

This article was published in Tes on 09/12/2019

Ten ways that international schools differ from their UK counterparts:

In this article I outline some of the ways in which International schools differ from UK schools in structure and on a day-to-day basis.

Structural Differences 

1. Schools are fee-charging and often are run for profit 

Most International schools are not owned by the state, rather they are independent institutions which charge fees. Although there are a small number of older schools that operate on a not-for-profit basis, almost all of the schools established in the past twenty years were set up for-profit. This means that they have owners who control spending on resources and have varying degrees of influence on how the school is run. One other consequence of this is that parents tend to complain more because they see themselves as paying for a service. 

2. Different regulatory framework 

Governments around the world set the regulatory framework and inspection regime for their country. This means that, even if a school is following a ‘British curriculum’ there may be other aspects that are required to be taught. For example, in China it is mandatory to teach Mandarin and in the UAE it is mandatory to teach Arabic, Islamic Education and Moral Education. There is a huge range of practice when it comes to school inspections, ranging from annual OFSTED-style inspections in Dubai, to no compulsory inspections in Hong Kong.

3. Schools tend to be new - ‘schools without history’ 

Because of the explosion in English medium K12 International schools over the past twenty years (from 2,584 in 2000, to 10,400 in 2019 - ISC Research May 2019) these schools tend to be new with up-to-date facilities and greater access to new technology. In their initial growth period, they are usually operating below full capacity, giving a sense of space and being over-resourced. It can be very exciting to be part of a founding school’s journey as it is a real opportunity to shape its future direction.

4. Random holidays 

One of the quirks of working in an international school is that there are quite regular seemingly random holidays which fall during term. Religious holidays tend to move around because many of them are based on a lunar calendar, so no two years are the same. In addition, there are often a number of national holidays marking the founding of the nation or its independence. My particular favourite was ‘Flag Day’ in the UAE. These can bring both a welcome break and be hugely disruptive to the curriculum. At times these holidays clash with key points in the UK schools year (such as when the 5-day Eid break coincided with UK GCSE examinations) necessitating key staff to go ‘above and beyond’ and forego their time off; but for most staff they are a very welcome bonus.

Day to Day 

5. Range of cultural backgrounds of the pupils and more EFL 

It is not surprising that the pupils in international schools tend to come from a broad range of cultural backgrounds: it is not uncommon for schools to have a student population who, collectively, hold passports from more than 80 countries. However, what struck me going abroad for the first time was the complexity of some of the pupils’ backgrounds (e.g. Kuwaiti-Romanian; Thai-Swedish). This cultural, ethnic and religious diversity brings with it not only a richness of experience, but also some challenges for teachers. One important consideration is that the range of linguistic diversity can mean that a significant proportion in a given class are operating their second, third or even fourth language.

6. High pupil and staff turn-over 

International schools typically experience a relatively high level of pupil and staff turnover, as fixed contracts come to an end and families move to the next posting or back to the UK. There can also be significant movement of pupils between schools within the same city as pupils and teachers move either opt for a "more prestigious" school or look for a better financial deal..

7. Younger demographic of staff 

Staff in international schools tend to be younger than in the UK, with the ‘centre of gravity’ being somewhere in the early/mid-thirties. There are two factors that drive this. First, many teachers take the opportunity to travel and work abroad before they settle and have families; and, secondly, a large proportion of international schools are relatively new and therefore haven’t yet had the opportunity to grown into being a more senior staff room.

8. It’s a long way from home at times 

The teaching staff is predominantly made up of expatriates. A whole community living away from their home country support network has its own challenges. It simply isn’t possible to have the same level of regular face-to-face contact and Skype is, at best, a poor substitute. The most difficult aspect of being a long way from home is that there are times when expats miss out on key events in the lives of their family and friends such as weddings, christenings and even funerals.

9. Very limited number of supply teachers to provide cover 

Most countries do not have supply agencies, so schools must make their own arrangements to cover staff absence. Most schools will have lists of people on whom they can call, but, in many cases, teachers will have to rally round by merging classes or providing cover during their non-contact time.

10. Local challenges determined by geography, climate, and politics. 

Internationals schools certainly do the weather differently, be it ‘Avalanche Warnings’ in Switzerland, ‘Rain Days’ in Dubai, or ‘Typhoon Warnings’ in Hong Kong. In similar vein, crisis management goes way beyond the termly fire drill – with staff practising lock down and bomb evacuation procedures, not to mention measures to protect children from kidnapping attempts.

This article was published in Tes on 29/08/2019

The importance of building a network as an international leader

“No man is an island.” – John Donne’s observation that human beings need to be part of a community in order to thrive is never truer than when moving overseas into a position as a school leader. Regardless of your experience, moving to a new international context is always challenging. Not only do you have to come to terms with the foibles of the new school, but there is inevitably much that you need to learn about the regulatory framework in which you will be operating. 

‘No substitute for local knowledge’ 

You can spend hours on online research, but the reality is that there is no substitute for local knowledge. The most efficient way to get up to speed is to build a local network of more experienced colleagues and tap into their experience and expertise. 

Building a local network can be more difficult than it sounds. Most international schools are operating in a highly competitive fee-charging environment, where margins are tight and the recruitment of every pupil matters. 

 In this context it is difficult for school leaders to set aside their differences to collaborate or to help newcomers find their feet. Yet there is much to be gained from working together. 

Take Dubai for example. There are 58 British curriculum schools in Dubai, most are for-profit and the heavily regulated market is over-supplied. There is intense pressure on school principals to get high ratings in annual inspections and to grow pupil numbers. It is no surprise that the average tenure for a school principal is a little over two years. However, despite the fierce competition, there is a vibrant British Schools in Dubai (BSID) group of principals and headteachers who work together to navigate the changing regulatory landscape - “we don’t compete on compliance” is their mantra. The BSID is a valuable network for old hands and newcomers alike: the collective wisdom, understanding and knowledge of the group far surpassing that of any one of its individuals. 

If a local group of this nature doesn’t exist it makes sense for a school leader to meet with a few like-minded colleagues to start one. 

The importance of International networks: 

International schools have much in common with UK schools, but they are fundamentally different in a number of significant ways. Firstly, the children and students are usually drawn from a huge range of countries (JESS Dubai has some 82 different passports) and many are not native English speakers. Secondly, the teaching staff are expatriates, often living away from their home country support network. Also, staff and pupil turnover can be high; and there are other local challenges determined by geography, climate, politics and religion. 

It is hugely beneficial for school leaders to build a network with colleagues who have an understanding of these and similar challenges. The best way to do this is for schools to join a major international schools group such as the Council of British International Schools (COBIS) or the Federation of British International Schools in Asia (FOBISIA). These organisations curate the expertise of international school leaders and, though annual conferences and webinars, provide forums for them to share best practice and ideas. 

The importance of UK networks: 

One of the dangers of working overseas is that it is very easy to be become out of touch and dislocated from the issues which are driving education in the UK. This can have a negative impact on the school because UK debates ultimately impact on the international sector; and it can be detrimental for the school leader in terms of professional development and career progression. By maintaining close links with a UK-based network, international school leaders can remain part of the conversation and stay abreast of key developments. 

The importance of social media networks: 

Social media allows international school leaders to keep up to date, to play an active part in educational debates and to build a local and global network – indeed I have developed strong professional links with a number of colleagues whom I have never met in person. 

At a local level, Twitter and LinkedIn allow school leaders to build picture of their contexts by collating information from a range of sources, such as local media channels, government and regulatory agencies, good schools guides, relocation agents, other school leaders, and rival school feeds. 

At the same time, they are a forum for regional and global thought leaders and provide a platform for school leaders to publish their ideas and be part of the conversation. Social media is perhaps the most effective way for school leaders to promote their schools and to tap into a network of like-minded school leaders. 

Networks – the antidote to “it’s lonely at the top.” 

There are times when all school leaders feel isolated – even lonely. It goes with the territory. However, that isolation and loneliness can be magnified when working overseas. Here it is more important than ever that school leaders develop a strong professional network to whom they can turn for support and advice.

This article was published in Tes 24/07/2019

Seven ways to help new staff settle at your international school

Most international schools need to recruit between 10% and 25% of their staff each year. They rely on being able to attract talented individuals to move to a new country or to move abroad for the first time. Given that the prospect of relocating can be very daunting, a school which develops a reputation for having effective structures in place to support these teachers will have an advantage in what is an increasingly competitive international recruitment market. Here’s seven ways in which international schools can build an effective induction programme to support staff moving abroad. 

1. Guiding new staff through the red tape 
   The induction process for teachers moving to work abroad usually starts months before the adventure begins. There is a certain amount of paperwork that is much easier to do whilst still in the UK, such as getting a local Police Clearance or producing attested copies of Degree and Teaching Qualification Certificates and, where relevant, Marriage Certificates. Given that most teachers haven’t even heard of ‘attestation’ let alone how to complete this complex process, it is important that schools have a strong (and patient) HR team who will put new joiners at ease by guiding them through what they need to do in a timely manner. 
2. Connect new staff through Social Media
   Teachers who are moving abroad can feel quite distant and isolated from the school community they are joining. One way to overcome this is to connect those joining the school in September via Social Media. For example, at JESS the HR Department run a ‘JESS New Starters’ Facebook group which allows the new cohort to get to know each other, to ask questions and, which, over time, has become a repository of FAQs. The group builds a sense of camaraderie so that when they all finally meet at the ‘New Staff Social’, they already know each other. 
3. Relocation Advice 
   One of the most difficult decisions for someone moving abroad is to work out what items they need to take out to the new country. The temptation is to ship too much out of a fear that it won’t be available or will be too expensive abroad. Rather than reinventing the wheel, school HR teams can help by pointing new staff to local online forums and networks (such as ExpatWoman.com). 
4. Meet and Greet 
   The most seasoned traveller will tell you that arriving in a new country knowing that this is now ‘home’ is a totally different experience to going on holiday. It can be an emotional time and a familiar face can be most welcome. It is common practice for members of the school’s senior management team to meet new staff at the airport and to ensure that they are settled into their accommodation, which is usually provided or arranged by the school in the first instance. 
5. Teacher Buddy 
   Schools often allocate new staff ‘teacher buddies’ in the summer term prior to the ‘big move’. This gives an important point of contact for the new teacher, who can help the new staff member both before their arrival and to settle into the school and the expat community.  
6. Living in Limbo 
   It usually takes a number of weeks for Visa and Residency paperwork to be in place. During this time, it can be difficult to buy a car, lease an apartment, get insurance and set up a mobile phone account. A good HR team provide support by advising new teachers on what they need to put in place for this transitional time. (In practice new teachers usually need to take the same steps that would were they to be visiting the country as a tourist.) One of the most practical things that a school can do is to help new staff with WIFI in these early days, for example by lending 4G dongles to new staff. 
7. Introduction into Local Laws and Customs 
   One of the most important parts of new staff induction in an international context is to provide some guidance on local laws and customs. It is vital that ex pat staff understand the expected norms of behaviour when in public, especially at times of key religious and national festivals. For example, there are a range of attitudes in the Middle East around dress code, which not only vary from country to country but also from context (the street, the shopping Mall, the Government building, the beach). It is much better that schools take the time to run sessions on local expectations, than their new staff learn what is and what is not acceptable the hard way. Some schools take the process of induction to the next level by providing classes in the local language to facilitate this process. 

First impressions count, and that applies as much to schools as it does to teachers; so, HR Departments are very much in the front-line when it comes to recruitment and the on-boarding of staff. In the highly competitive world of teacher recruitment, a good HR team who communicates well and puts candidates at their ease is an enormous asset that can make the difference between securing and losing the top applicant. The HR team’s work is not over once the preferred candidate has accepted the post: HR’s role in the induction process is crucial in ensuring that new staff settle and quickly find their stride in the school. This is true of all schools, but the challenges facing HR teams in International schools are even greater as they play a crucial, guiding role in helping staff and their families through the process of moving abroad and finding their feet in what is often a strange, new country.

This article was published in Tes 12/06/2019

How to make your international school appeal to candidates

As the number of English-medium International schools increases around the world, the market to recruit the limited pool of native English-speaking teachers who want to work abroad has become highly competitive. International schools no longer can rely on simply placing an advertisement in Tes to attract an employable shortlist. It is a buyers’ market and schools need to sell themselves to candidates. This article looks at eight ways beyond salary and benefits packages where schools can stand out from the crowd. 

There is something attractive about experiencing exotic cultures and seeing new places, so it is not surprising that one of the major reasons why people look to teach abroad is that they want to travel and explore the world. However, alongside this Wanderlust, there is often an underlying concern that the price of the adventure is a damaged career which will remove the option to return home, should the desire or need arise. Schools need to recognise and harness these emotional drivers in a systematic way if they are to attract top international talent. 

1. Sell your location: One of the unique features of International recruitment is that schools have to sell both the organisation and the city - clearly this is easier for some than others (Dubai v Chongqing). Schools need to paint a picture in the recruitment pack of what it is like to live in the particular region. This need not be an onerous task - local tourist guides can provide suitable copy. 
2. Promote your training and development opportunities: A common question asked by teachers moving abroad is whether or not they will have similar training opportunities to those available in the UK. Millennial teachers are particularly interested in the opportunities for professional and personal development. Most international schools provide routine INSET, but schools can set themselves apart by providing access to portable formal qualifications and training that is recognised in the UK, such as NQT support and the NPQML or NPQH. 
3. Establish the school brand within the region and around the world. Schools that have established reputations within a region or globally are likely to be more attractive to talented teachers. Effective ways of putting a school on the educational map include playing an active role in international schools’ organisations (such as HMC, COBIS and FOBISIA) and applying for (and winning!) international schools’ awards. 
4. Maintain close links with the UK It is all too easy for an international school to sit comfortably and distance itself from the issues which are driving education in the UK. This is a huge mistake. It is important for international schools to remain part of the conversation. Schools should encourage contributions to contemporary debates about educational developments in the UK on social media, by writing articles and by speaking at conferences. 
5. Promote what your staff are doing: Schools that provide opportunities for teachers to share what they are doing and to develop their professional reputation are hugely attractive to prospective candidates. For example, hosting a regional ‘Educational Summit’ can reap great benefits: talented staff have a platform to share their expertise; the school will be seen as a centre of excellence leading the debate; and it will be, in effect, a prospective staff Open Day by drawing in hundreds of teachers into the school. 
6. Develop an International Presence on Social Media Some teachers are happy working in a silo – their classroom is their castle and they are comfortable there. However, increasingly there is a generation of teachers, who have grown up in a world of social media, who want to network with like-minded colleagues and share what they are doing professionally. An effective social media strategy is a cost-effective way of promoting the school both at home and around the world, at the same time as providing an important platform where teachers can connect and gain recognition from their peers. 
7. Use your website: International school websites typically are designed to recruit pupils and to provide information to parents. Few schools consider their potential to be a shop window for recruiting staff – this is to miss a real opportunity. Consider developing a section of your website on ‘Working at Our School’ which includes sample videos of staff talking about what it is like to be part of the school community; and a blog which pulls together contributions to the regional and international educational debates. 
8. Set up a LinkedIn School Past and Present Employees Group. Any school that can establish a professional network of influential and successful past and present employees will be attractive. Such a group would provide evidence of the sort of roles former employees went on to do and shows that the school is sort of institution that is genuinely interested in developing its staff even after they have moved on to their next challenge. 

The quality of teachers determines the quality of a school. One of the most important factors that distinguishes great international schools from their competitors is the ability to recruit and retain talent. International schools would be well advised to put as much effort into building their ‘Employer Brand’ for staff recruitment as they do marketing their ‘School Brand’ to attract students.

This article was published in Tes on 12/06/2019

There's a brain drain coming - the battle to attract and retain talented educators has begun.

As educators we have long seen it part of our responsibility to prepare our pupils for careers working in the global economy. Like many Headteachers a regular theme of my assemblies is to remind the school that they are going to be competing in a marketplace for top jobs not only against the brightest and best in the UK but against the cream of the crop from around the world.The interesting development is that the same arguments now also apply to the staff room. 

With the explosion of new top quality independent schools in Asia Pacific and the Middle East, there are now unprecedented opportunities for teachers abroad too. In a recent conversation at the ISBA conference, one CEO of a schools group backed by venture capitalists put estimates of the number of additional English-speaking teachers required in the Middle East in the next ten years at 300,000; Dubai alone needs 100,000. Given the relative tax regimes, it doesn't take a rocket scientist to work out that many of these will come from the UK. Ten years ago having overseas schools experience on the C.V. was viewed at worst with suspicion ("Something must have happened for him to have to go abroad") and, at best, as a rather colourful deviation from the best practice we have in the UK. Soon it will be an essential component of any aspirational teacher's career.
Government and School Governors take note: there is going to be an enormous battle ahead to attract and retain our best educational talent. (I acknowledge that it is a generalisation, but) it is most likely that this will impact most on those at the the beginning and end of their careers, for, on the whole, it will be the under 30s, who are yet to start families, and the over 50s, whose families have left home, who are more likely to be free to move abroad.

A global market in NQTs
In a world where young teachers are starting work burdened by student debts and with little prospect of getting together a deposit for a mortgage on a house, how will UK schools in independent sectors continue to recruit the best talent when schools in the Middle and Far East are offering competitive packages with  tax-free salaries teaching highly motivated students? Here at Berkhamsted we have one solution that is making a great difference and that is that we are able to offer subsidised accommodation to recent graduates which enables them to save enough for the first deposit to get them onto the housing ladder. More schools need to look to initiatives like this, if they are to maintain high standards of graduate recruitment.

A global market in Senior Leadership
It is not just teachers who will be heading abroad: Headteachers, Senior Leaders and School Inspectors will get in on the act too. Indeed we have begun to see it already: Vicky Tuck, former head of Cheltenham Ladies and President of GSA, is now Director General of the International School of Geneva; Dr Helen Wright, former Head of St Mary's Calne and GSA President, is now Headmistress of Ascham School in Sydney Australia; Dr Chris Ray, High Master of Manchester Grammar and Chairman of HMC is moving next year to be Principal of The British School Al Khubairat in Abu Dhabi, and Frances King, Headmistress of Roedean is moving to be Director of the Collège Alpin Beau Soleil, Switzerland. And it's not just senior school heads, Paul Brewster, Head of the Beacon Prep School and one of the driving forces behind the Prep IB, is moving to become the Chief Education Officer for Repton International. All leading lights in the UK independent sector wooed abroad. The brain drain has begun.

Retaining the very best Senior Leadership talent will be more of a challenge for Independent Schools. Ultimately there is little more Governing bodies can do than to offer very attractive remuneration packages; thus it is highly likely that we will see salary levels for top Senior Leaders rise sharply over the coming decade as a consequence.