Is your faculty intrinsically engaged?

Are international schools receiving value for money, when they hire expatriate teachers? Let’s look at some observations:

Expatriate teachers are often sought after by international schools due to their experience, qualifications, and expertise. As a result, they are typically offered increased salaries and benefits compared to positions in their home countries. However, with these increased benefits should come the expectation that they will contribute more widely to the school, beyond their classroom duties.

It is important to be cognisant of, and firstly consider the unique challenges that expatriate teachers face in their positions. Moving to a foreign country and adjusting to a new culture and educational system can be a daunting task. Expatriate teachers often have to learn a new language, navigate unfamiliar systems and processes, and adjust to different teaching styles and methodologies. As a result, they need to invest more time and effort into their jobs than they would if they were teaching in their home country.

Furthermore, international schools often have a broader scope of responsibilities and expectations compared to schools in expatriate teachers' home towns. These schools are usually more diverse, with students from a variety of cultural backgrounds and languages. This means that teachers need to be more flexible in their teaching styles and accommodate for a wider range of student needs. They may also be expected to participate in a variety of extracurricular activities and initiatives that require additional time and effort.

Expatriate teachers are often seen as ambassadors for their home country and the school they represent. This means that they are expected to maintain a high level of professionalism both inside and outside of the classroom. They may be asked to attend school events and represent the school in community outreach programs. These additional responsibilities require more time and effort than they would typically have to devote to a school in their home country.

There is no doubt, expatriate teachers should legitimately be expected to contribute more widely to the school even given the unique challenges and responsibilities they face. With increased salaries and benefits come higher expectations for their overall contribution to the school community. The added responsibilities of adjusting to a new culture and education system, teaching a diverse range of students, and representing the school in the wider community all require more time and effort than they would typically have to give in their home country. Expatriate teachers are an important asset to international schools, and their contributions beyond the classroom can help to create a more dynamic and engaged school community.

While teaching is undoubtedly the primary role of teachers in any school, there are several ways that they can further contribute to the school's development and programs.

One of the most common ways that expatriate teachers can contribute is by participating in extracurricular activities. Many international schools offer a wide range of extracurricular activities, from sports teams and music ensembles to debate clubs and community service projects. Teachers who volunteer to lead or coach these activities not only enhance the student experience but also demonstrate their commitment to the school community. By getting involved in extracurricular activities, teachers can build relationships with students outside of the classroom and provide them with additional opportunities for learning and personal growth. This something that virtually every international school I’ve been with has required, so this is essentially a given.

But realistically, it shouldn’t end there, even though it often does:

Another way that expatriate teachers can contribute to the school's development is by conducting action research. This involves identifying areas for improvement in their teaching practices and conducting research to find solutions. By sharing their findings with other teachers, they can help to develop new instructional strategies and refine existing ones. This can lead to more effective teaching practices across the school and ultimately enhance student learning outcomes. In my more than two decades of experience, mostly in the international sector, I’ve noted that is an extreme rarity. It’s something that any school, with aspirations of ongoing quality improvement, could get serious about, encouraging and supporting an environment of continuous research and learning by the faculty.

Collaborating with other teachers is another important way that expatriate teachers can contribute to the school's development. By working with colleagues within and across departments, they can develop interdisciplinary projects, share resources and expertise, and build a community of practice. This can lead to more effective teaching practices and a stronger sense of collective ownership over the school's mission and goals. Too often collaboration only happens in preparation for those five year accreditation and authorisation visits. This is not where the true value of collaboration is realised. Collaboration should be part of the school’s ethos… its professional culture.

Engaging in ongoing professional development is also critical for expatriate teachers to contribute to the school's development. By attending workshops, conferences, and online courses, they can stay up-to-date with the latest teaching methods and strategies. They can then share their learning with colleagues and implement new ideas in their classrooms. This can ultimately enhance the quality of teaching and learning across the school. Professional development is not only the responsibility of the school. Teachers who are not investing in themselves, and not regularly engaged in their own development are not maximising their potential. So while a school has a responsibility to provide PD for its faculty, the faculty too, should be expected to invest in their own continuous improvement. Teaching as a profession, might be called a performance art. If teachers are not dedicated to the advancement of their own proficiency, then they’re falling behind the times, and this assuredly impacts their students.

In addition to research, collaboration, personal development, expatriate teachers can also support school initiatives. This can include diversity and inclusion programs, sustainability initiatives, and community outreach programs. By bringing their subject-area expertise to bear on these initiatives and providing students with opportunities to engage in meaningful, real-world projects, they can help to create a more dynamic and engaged school community.

Further, expatriate teachers can build positive relationships with families by communicating regularly about student progress and attending school events. This can help to create a sense of community and trust among all stakeholders in the school. Teachers who have expertise in specific areas can also lead professional development opportunities for their colleagues. By sharing best practices, providing coaching and feedback, and leading workshops on specific topics, they can enhance the overall quality of teaching and learning across the school.

Expatriate teachers have a unique opportunity to contribute to the development and programs of international schools. By going beyond their classroom duties and participating in extracurricular activities, conducting action research, collaborating with colleagues, engaging in ongoing professional development, supporting school initiatives, building positive relationships with families, and leading professional development opportunities, they can help to create a more dynamic and engaged school community that is focused on enhancing student learning outcomes.

What needs to happen, to foster this?

As the head of the school, the principal has a critical role in promoting, encouraging, and supporting the ongoing professional development of their teachers. The principal is responsible for ensuring that their teachers have access to the necessary resources, training, and support to improve their teaching practices and remain up-to-date with the latest developments in their field.

One of the key ways in which principals can support their teachers' professional development is by creating a culture of continuous learning within the school. This involves promoting a growth mindset, where teachers are encouraged to take risks, seek feedback, and continuously reflect on their teaching practices. Principals can also provide opportunities for their teachers to attend professional development workshops, seminars, and conferences, as well as access to online learning resources and mentorship programs.

Another way in which principals can support their teachers' ongoing professional development is by providing regular opportunities for feedback and evaluation. This can include classroom observations, peer evaluations, and self-assessments. By providing constructive feedback and guidance, principals can help their teachers identify areas for improvement and provide targeted support to help them develop their skills and knowledge.

Principals can also encourage their teachers to engage in collaborative learning communities, where they can share best practices, exchange ideas, and receive support from their peers. This can include participating in teacher-led professional development workshops, sharing resources and strategies through online platforms, and engaging in team-based learning projects.

In conclusion, the principal plays a crucial role in promoting, encouraging, and supporting their teachers' ongoing professional development. By creating a culture of continuous learning, providing access to resources and support, and fostering opportunities for collaboration and feedback, principals can help their teachers develop the skills and knowledge they need to provide high-quality education to their students. By investing in their teachers' professional development, principals are ultimately investing in the success of their school community.

Whence does a school have a faculty made up of such teachers?

Building a faculty that is self-motivated to continue their personal development is critical to the success of any school. Both the principal and the school's HR department play a critical role in ensuring that the internal promotion process and external hiring process are designed to attract and retain motivated, professional educators who are committed to ongoing personal and professional development.

Firstly, the principal and the HR department should ensure that the hiring and promotion processes are transparent, fair, and merit-based. This means that all job openings are clearly advertised and communicated to all eligible candidates within the school community. The criteria for selection should be based on the candidate's qualifications, experience, and demonstrated commitment to ongoing professional development. This will help to ensure that candidates who are selected for internal promotion or external hiring are highly qualified, motivated individuals who are committed to continuous improvement.

Secondly, the principal and HR department can promote a culture of personal and professional development within the school. This can be achieved by offering opportunities for ongoing professional development and training, such as mentorship programs, workshops, and conferences. The school can also provide incentives for staff who actively seek out and engage in professional development opportunities. This can include rewards such as bonuses, recognition, and additional benefits.

Thirdly, the principal and HR department can encourage staff to take an active role in their own professional development. This can be achieved by offering support and guidance to staff who want to pursue further education, certifications, or training. The school can also provide resources such as online courses, textbooks, and other learning materials to help staff achieve their personal and professional development goals.

Lastly, the principal and HR department should regularly evaluate and assess the effectiveness of the school's hiring and promotion processes. This can be achieved by conducting surveys, collecting feedback, and reviewing data on staff turnover, satisfaction, and engagement. By regularly assessing and improving the hiring and promotion processes, the school can ensure that they are effectively building a faculty that is self-motivated to continue their personal and professional development.

In conclusion, creating a school community that is committed to ongoing personal and professional development requires a collaborative effort between the principal and the HR department. By designing transparent, fair, and merit-based hiring and promotion processes, promoting a culture of personal and professional development, encouraging staff to take an active role in their own learning, and regularly evaluating the effectiveness of these processes, the school can build a faculty that is self-motivated to continue their personal and professional development.