The personal cost of teaching abroad

There is a personal price that we pay working in schools overseas away from family and friends. This article explores some of those ideas from the perspective of teachers and the school leaders who are forced to make tough decisions when staff request a leave of absence during term time. 

Ask any expat and they’ll tell you that the greatest downside of working abroad is the distance from loved ones. This is thrown into sharp focus at times of celebration (births, marriages and anniversaries) and especially when testing times come. Distance and the cost of travel mean that it simply is not possible to have the same level of contact with family and friends as we had before. The personal price we pay is not FOMO (fear of missing out): we are missing out. 

All teachers are used to the problems of not being able to take planned annual leave during term time but the issue is much more acute when differences in time zone and travel times mean that returning to the UK for a day is likely to mean taking several days off work. 

Guilt and fear 

The hardest times to be abroad are when a loved one is taken ill, having an operation, or approaching the end. Long-term illness can be a real challenge because you simply can’t be there for more than a few days at a time. Guilt is the norm and it’s debilitating. But, above all, you fear that you will not be there to say a final goodbye. Guilt and fear are part of the personal price that we pay for working abroad. 

In my experience, international schools are very supportive of staff when times are tough and will do everything they can to help on these occasions without penalising the teacher financially. 

Schools have policies about taking leave in term. Typically, schools will allow a certain number of days of paid compassionate leave in the case of serious illness or death of a close family member. 

The policies also allow unpaid leave to enable staff to attend weddings and significant anniversaries (such as a golden wedding) and graduations, again, for close family members. Inevitably there are events that fall outside those allowed in a school policy (best friend’s wedding/a favourite great-aunt’s funeral) and this is one of the greatest causes of angst in an international school community.

Consistency is key 

The hardest part of the week when I was on the executive at JESS, Dubai was considering requests for leave that fell outside the terms of our policy. On the one hand, it was understandable that those teachers who were in their 20s and 30s wanted to attend their friends’ weddings. On the other, we had only 175 teaching days a year and there was no supply agency to provide cover. Surely missing friends’ weddings was part of the price that staff pay when they opted for the tax-free sunshine of Dubai? 

One of the most challenging aspects for school leaders on these occasions is not only to be consistent, fair and transparent but to be seen to be so. As an executive, we were conscious that any deviation from the norm was setting a precedent that would go around the school community within minutes.

For a short time, we took the view that we would exercise our discretion and allow staff to attend weddings if they were to be best man or maid of honour. But when literally every request received during the next term was to play a significant role in the wedding, we reverted to a hard-line approach. 

And then there was the debate about leave during Inset days, and whether the practicality of allowing a teacher to miss training days was tantamount to admitting that these were optional and even a waste of time. Few realised the pressure that the senior team felt to ensure that an Inset day was worthwhile, knowing that the teacher on the front row could have been at the wedding of a best friend from university. 

 A test of leadership 

Absence requests in an international context are a real test of school leadership. In many ways, these decisions are some of the most difficult and emotive ones that senior leadership teams (SLTs) make. Having to make tough decisions is never a route to popularity. So, if SLTs are to navigate the difficult waters of when to grant leave during term time, they need to have a published policy on staff absence that they follow in a transparent and consistent way. 

This article was published in Tes on 12/11/2019

“What is it about your nasal cavity that you think will help you get this job?”

First impressions count in interviews, don’t they? Most people make an extra effort with how they dress, fix their hair and do their make-up. We all know that strong posture, firm (but not-too-firm) handshake and eye-contact are the order of the day. But why does this all go out of the window when it comes to interviews on Skype?
In the dozen or so interviews which I have conducted in the past fortnight, I have looked up several noses, looked down on bald patches, spoken to cut-off heads and even been introduced to a cat! Furthermore, it’s difficult to make a connection when candidates are checking out how they look on screen or look as if they are speaking to someone over my left shoulder.
 So, given that Skype interviews are becoming increasingly common - here’s a few dos and don’ts:

1. Take some time to adjust the height of the camera. Make sure that the screen and camera is at eye-level when you’re sitting down. 
2. Practise speaking into the camera. Anyone who has done media training knows that the key to coming across as authentic on camera is ‘to look through the lens’. (When I’m doing a Skype interview, I have the camera on a stand just in front of the screen so that when I’m looking at the interviewer’s eyes on screen, I am looking through camera.) 
3. Don’t sit too close to the camera. There is no reason to sit right at your desk, push back a metre or so – there is less of a sense of invading each other’s space and it makes the whole experience less intense. 
4. Invest in an Extension Microphone. A USB extension microphone is very cheap – it will improve the sound quality and will allow you to sit further away from the camera. Don’t forget to test the sound levels. 
5. Think about what’s behind you. A good background can make a positive impression, a busy or untidy one can be a distraction. 
6. Avoid backlighting. The angelic halo tends to get in the way. 
7. Never wear a headset. Do I really need to explain why? 
8. Take time to prepare for the Interview. There’s an element of ritual about face-to-face interviews that prepares candidate for the interview (getting dressed, travel to the school, checking in with Reception, waiting for the interview). Much of this can be lost when you are fitting in a quick interview between lessons or between breakfast and heading to school. Try to arrange the Skype at a time when you have the opportunity to prepare physically and mentally.
9. Don’t put Post-its around the screen – you wouldn’t have notes at a face-to-face interview, so why do people think that it’s acceptable on Skype? It’s so obvious and shows a lack of confidence.
   Oh, and finally, 
10. Make sure that you’re fully dressed! You never know what might happen during the call!

This article was published in Tes 08/02/2019 as '10 steps to acing a Skype job interview'

A Short Guide to Overseas Teaching Contracts

As more teachers consider a time working abroad, here's a simple guide to how teaching contracts work in international schools and some insights into what to look for before signing on the dotted line . . . . 

1. Fixed Term Contracts are the norm – most international schools offer an initial contract of two years which can be renewed either annually or every two years. But be aware that there is not the same job security overseas as there is the UK, although in some countries ex-pats do accrue more employment rights after a period of time (often 5 years). It is usual for there to be a number penalties if the teacher breaks contract by not completing the agreed period, such as a penalty of a month’s salary and the right to any end of service benefits. 
2. Beware the difference between “Overseas” and “Local” Contracts. “Overseas Contracts” are contracts where the teacher gets a salary and also receives a benefits package (flights, medical, housing etc. – see below); whereas teachers on a “Local Contract” will only get the salary. Local contracts are a way in which schools can save money by employing the spouse of someone who is working in the country who has a full overseas package. Teachers should make sure that they are clear about the nature of the terms of the job offer before they sign a contract.
3. How does Sponsorship work? Many countries overseas have a requirement that the employee has to be sponsored in order to get a residency or work visa. The School will usually sponsor teachers, unless they are sponsored by their spouse (as in the case of a local contract). Any teacher who has a spouse or children should check whether the school will sponsor their family or whether the teacher will be responsible for them, which can be an additional cost. 
4. Is there a Pension? What are the End of Service Benefits? Teachers working in the UK benefit from a pension scheme to which both the teacher and the school contribute - this is not the case overseas. Instead, teachers are paid a “gratuity” or lump sum on completing their contract (some countries pay this at the end of each contract, some pay it at the end of service). Typically, the gratuity is worth 3 weeks or a month’s salary for each year of service. Beware that this is usually only calculated on basic salary and not on any bonuses or other allowances.
5. What should I look for in a Benefits Package? There are five key benefits which any teacher moving overseas should consider. 
   1) Medical Insurance – Coming from a country where private medicine is a luxury, it is easy to forget that ex-pats are responsible for putting their own medical insurance in place. Schools will usually pay for this – indeed in many countries it is a requirement for employees to provide a basic level of cover. However, it is worth new teachers getting details of the insurance provision and ensuring that this is adequate. Anyone moving abroad with a family should check that the school’s medical provision for dependants is sufficient. 
   2) Accommodation Allowance – Some schools will provide school accommodation, at least for the first year of contract. Thereafter many offer an “Accommodation Allowance” - It is worth doing some research into what level of accommodation the housing allowance can afford. 
   3) School fees for Children – Unlike the UK, most educational systems overseas are fee-paying and the costs can be quite considerable. Most international schools give either a significant discount (75%+) or up to two free places for children of teachers in the school. Anyone moving abroad with a family should do the sums before they sign a contract. 
   4) Flight Allowances - It is usual for international schools to pay for the flight out at the start of the contract and the flight home at the end. Beware that, in many countries, the return flight will not be paid if the teacher breaks contract or moves to a different school in the same country. Furthermore, most schools will provide an annual flight allowance to allow the teacher to return home each summer. 
   5) Relocation allowance. Moving overseas can be very expensive. In addition to flights, some schools will provide an allowance for shipping personal items and even furniture. The old adage “time spent in reconnaissance is rarely wasted” is ever true. Although some international schools are beacons of best practice, it is a world with less regulation, and sharp practice is not uncommon. For example, some will increase bonuses and allowances in order to keep the basic salary low, in order to pay out a reduced gratuity at the end of service. 

Anyone looking to move abroad should do his/her “due diligence”: find out about the country and research the school. Teachers heading to British curriculum schools overseas would be well advised to move to schools which are in COBIS membership and have a British Schools Overseas (BSO) Inspection report.

This article was published in Tes 'What you need to know about overseas teaching contracts ' 26/01/2019

Some tips on how to get a job in a British School Overseas.

January is the time when teachers in International schools need to decide whether or not to extend their contracts and that’s the reason why this week’s Tes is flooded with advertisements for international school posts for a September start. Here's some insights into the questions that International schools will be asking themselves when shortlisting and interviewing.

1. ‘Will this candidate cope with the demands of living and working abroad?’ There is little doubt that an overseas posting has additional challenges to working in, say, a different part of the UK. There are significant relocation costs for schools in recruiting a teacher from the UK, so schools will want to be confident that the candidate will complete the (typical) initial two-year contract and not leave the school in the lurch after the first month. Candidates need to show that they are able to cope with living at a significant distance from family and friends. Interviewers undoubtedly find it reassuring when candidates have lived or worked abroad, even if it is only for a few months on a gap year. It can also be helpful if the candidate has some sort of local support network in the form of friends or family working in the same city as the international school. 
2. ‘Does the candidate know what the city/country is like?’ There is always an element of a leap of faith about moving abroad, but interviewers will want to be satisfied that candidates have done their homework and have some idea of the context to which they are applying. It is undoubtedly an advantage to have visited the city/country even on holiday. Indeed, anyone thinking of moving abroad might want to invest in their relocation project by planning holidays around visiting potential work locations. 
3. ‘Is the candidate sensitive to cultural differences?’ Anyone living and working abroad needs to be comfortable with having respect for local customs and traditions. This is particularly important in parts of the Middle East where, for example, local attitudes to dress code and to alcohol can be very different to those in the UK. Furthermore, most international schools have culturally diverse student population and teachers need to be able to sensitive to this in the classroom.
4. ‘Does the candidate have experience of teaching students for whom English is not a first language?’ Whilst teaching in English is the norm in International schools it is very common for a majority of students to be working in a second language. This brings additional challenges for teachers and, whilst schools are not looking for every teacher to be TESOL trained, schools are attracted to teachers who have experience of working with EAL students.
5. ‘How much relevant experience does the candidate have?’ There are mechanisms for supporting and ratifying Newly Qualified Teachers (NQTs) in British schools overseas, however most international schools prefer to appoint teachers with at least 2- or 3-years relevant experience. Any NQTs applying should abroad check the level of support that their chosen international school can provide before accepting the post.

A version of this article was published by Tes on 08/01/2019 Teaching abroad: five questions you need to consider 

UK Education PLC simply cannot complete in a Global Marketplace.

Teacher recruitment is top of the agenda for the senior leadership teams in most schools in the UK, but what hasn't been recognised in the debates in the UK media is that Britain is not alone in struggling to find suitably qualified school leaders and teachers to stand in front of classes. There is a worldwide teacher recruitment crisis at every level from classroom teachers through to school Principals: middle and senior leaders are in short supply, and specialist teachers in STEM subjects are at a premium.

Despite all the chest-beating depression about the state of UK education at home, the British education system is held in the highest esteem around the world. UK education is one of the great British exports with the number of English medium K12 International schools growing from 2,584 schools in 2000, to 9,626 in 2018 (up 372% – source ISC Research, May 2018).

UK trained teachers are increasingly in demand and short supply around the world. 

The UK Government seems slow on the uptake that the teacher recruitment crisis is a global rather than a local challenge and are yet to recognise that it is not well placed to complete with the packages on offer around the world. Britain immigration policies make it difficult for talented teachers around the world to move to the UK; and the levels of taxation and the cost of living mean that teachers’ salaries in the UK mean that it is too expensive. There simply are better options out there. Let me illustrate: A UK teacher on U3 earns £40,570 in England and Wales (£48,244 in Inner London); even on U3 with a maximum TLR1 (£13,288) a teacher earns £53,858 (£61,532 in Inner London). After tax, this means that in Inner London a U3 teacher is taking home £35,997.40 per annum and a colleague on U3 + TLR1 is earning £43,704.44 p.a. In contrast, equivalent classroom teachers in Dubai can be on a package of over AED 400,000 p.a., which is over £80,000 p.a. tax free. The living costs in Dubai are comparable to that of living in London, and the lifestyle is, arguably, significantly better. The contrast is even greater in senior leadership roles. Turning further East, salaries are even better with schools in Hong Kong and mainland China are offering even better annual packages.

Teaching abroad has become much more normal as commercial school chains (such as Nord Anglia and GEMS) have spread their reach, and as UK Independent Schools have established franchise schools around the world (e.g. Dulwich International, Harrow International). Today, working overseas, far from being seen as a hardship posting, increasingly is considered a desirable career move. These factors have meant that working abroad has never been a more attractive career step for teachers. Some estimates but a figure of 15,000 on the number of teachers leaving each year to teach outside the UK. As yet, not much has been done to persuade teachers to stay. And the problem is only going to get worse. 

The rapid expansion of UK curriculum schools around the world is set to continue and this means that British curriculum international schools will be looking to recruit an estimated 180,974 more staff within the next 5 years and 428,963 staff within the next ten [ISC Research Data – May 2018]. This expansion will create even more opportunities for British teachers abroad . . . and place an even greater strain on teacher recruitment and retention in the UK.

A version of this article appeared in the Tes 13/11/2018 Double your money abroad: why the recruitment crisis is a global issue.

Letter from Dubai: The Teacher Recruitment Crisis: the UK cannot compete in a Global Marketplace

Teacher recruitment is top of the agenda for the senior leadership teams in most schools in the UK.
What hasn't been recognised in the debates in the UK media is that Britain is now competing for teachers in a global marketplace. Britain is not alone in struggling to find suitably qualified school leaders and teachers to stand in front of classes. There is a worldwide teacher recruitment crisis at every level: from classroom teachers through to school Principals. Schools are chasing the top talent; middle and senior leaders are in short supply; and specialist teachers in STEM subjects are at a premium.

Britain's immigration policies and tax regime means that Britain is simply not equipped to compete in this global market place.  Britain makes it difficult for talented teachers around the world to move to the UK; and the levels of taxation and the cost of living mean that teachers' salaries in the UK are unattractive.
Allow me to illustrate,

• Experienced teachers in the England and Wales (ex. London) on the Upper pay range (U3) earn £37,8713; even with a Teaching and Learning Responsibility (TLR1), they earn £50,641 (Source: NASUWT website)
• Experienced teacher in Inner London on the Upper pay range (U3) earn £46.365; even with a Teaching and Learning Responsibility (TLR1), they earn £58,635 (Source: NASUWT website)

By comparison:

• An experienced classroom teacher in a top school in Dubai earns £69,000 [AED 370,000] in salary and allowances; and medical care is provided by the employer. That's the equivalent pre-tax salary of over £100,000 in the UK. Granted that living in Dubai is expensive, but no more expensive than living in London.
• The key differences between working in London and working in Dubai

1. that there is limited job security (one-year and two-year renewable contracts are common);
2. there is no state-guaranteed teachers' pension scheme (instead an end of service gratuity equivalent to three weeks' salary for every year worked is paid); 
3. teachers with children may have to pay/contribute to school fees;
4. the sun shines every day!

Working overseas is no longer the hardship posting that it was 20 years ago. The international schools market is much more mature. There have always been outstanding British schools overseas (JESS and Dubai College in Dubai; Tanglin in Singapore etc.), but the marketplace has exploded in the past ten years as commercial school chains (such as Nord Anglia and GEMS) have spread their reach, and as Independent Schools from the UK (and elsewhere) establish franchise schools (Repton Dubai) or establish subsidiary companies (Dulwich International, Harrow International) around the world . These factors have meant that working abroad has never been a more attractive career step for teachers.

There are 21 schools set to open in the UAE in 2016 (National 29/09/2015). They will all be looking to attract top senior and middle managers and to recruit top teachers from around the world. This will mean that there is likely to be a significant short-term recruitment crisis in the UAE, but laws that actively attract immigration and an advantageous tax regime mean that it is unlikely to last long!