HISTORY

Interest in international settings continues to grow among contemporary educators, and the opportunities to do so seem to be keeping pace. International teaching opportunities began in 1888 in Mexico City with the establishment of the first American school. This school provided education comparable to that in the United States for the children of U.S. citizens residing there. The opening of the first military dependents' schools occurred in 1946. In addition to these schools, many missionary schools were established around the world whose student populations included both children of missionaries and nationals of the host country.

Changing political and economic factors, the expansion of multi-national corporations, and the predominance of the U.S. university system have all played an important role in the growth of American international schools. The world truly seems to be getting smaller. Growing from a few children of U.S. citizens in Mexico City in 1888 to over a quarter of a million multi-national students just a century later, this student population has created a market for highly energetic, flexible, self-confident, adventuresome educators.

CURRICULUM

The curricula in these schools vary, reflecting the specific needs of individual school enrollments, but one usually finds a very typical U.S. public school curriculum. Instruction is primarily in English. Many offer an International Baccalaureate program for talented, university-bound students. The curriculum is usually vigorous and highly academic, and extracurricular activity is a vital part of most school programs. A wide variety of schools offer these programs and opportunities.

AMERICAN-SPONSORED SCHOOLS

American-Sponsored schools (a total of about 180 schools) assisted by the U.S. Department of State can be found in over 113 countries and are usually independent, non-governmental, nondenominational, nonprofit schools. Started as schools to serve American families working abroad, many now serve students from the host country and other countries as well. Varying governance structures can be found, but most are privately governed by boards made up of parents.

In addition, the Independent International Schools, made up of approximately 400 American, British, and other national, corporate, government, religious, and proprietary schools also hire U.S. certified educators.

CONTRACTS

Currently, over 700 American elementary and secondary schools in international settings employ approximately 35,000 professionals. Most educators are on two-or three- year renewable contracts. Some schools may hire less experienced teachers for one year. Hiring requirements, salaries, and benefits vary considerably with many offering free housing, vehicle, U.S. tax exemptions (Americans employed abroad are generally entitled to a $70,000 exclusion of taxable income under certain defined conditions), tuition savings for dependent children, R&R trips, and bonuses upon completion of contracts.

RECRUITING FAIRS

A successful international job search requires an early start, careful planning, proactive strategies, thorough research, and a willingness to persist. Recruiting fairs provide an ideal opportunity to meet, network, and interview with many prospective employers in a short amount of time.

QUALITIES MOST IN DEMAND

Candidates who are either single with no dependents or part of a married teaching team are most successful at our event. Many schools prefer to hire teachers with at least two years of relevant teaching experience. However, many international schools will hire new college graduates with the right qualifications. Sometimes new teachers are hired for a one year contract versus the normal two year contract (often called an internship).

In a recent survey conducted by the UNI Overseas Placement Service, recruiters were asked what characteristics they looked for in an educator seeking to teach overseas. The key characteristics that were noted included: Flexibility, resilience, adaptability, sense of humor, creativity, team player, love of teaching and young people, complete command of subject area and teaching methodologies, risk taker, strong organizational skills, commitment to professional development and communication skills.

American international schools have made significant contributions in educating the people of the world, and opportunities to be a part of these contributions continue to increase. Educators who are interested in this market should research this diverse group of schools, keeping their visions broad, their expectations realistic, and their enthusiasm high.

Taken from www.uni.edu/placement/overseas, website for the UNI Overseas Recruiting Fair

Resources for International Teachers

Seoul Foreign School recruits extensively each year. Beginning in January we attend several recruiting fairs around the world. Below are listed the websites of several of the organizations that Seoul Foreign works with.

The European Council of International Schools www.ecis.org
International School Services www.iss.edu
Search Associates www.search-associates.com
The International Educator www.tieonline.com
The University of Northern Iowa Overseas Recruiting Fair www.uni.edu/placement/overseas/

Christianity and SFS

There are thousands of Christian schools around the world. No brief paper could define or explain these but they do fall into two general categories. The most common category is a parochial school or one that is designed to serve Christian youth, often of one denomination. The second, less common, is a Christ-motivated school for all youth, regardless of their faith.

Seoul Foreign School is in this second category. We believe that the heart of education, the integrating, interpretative factor of all life and history, is the knowledge of God which comes to man through faith in Jesus Christ. Because of the importance of this aspect of its program, Seoul Foreign School chooses administrators and faculty members who are not only professionally competent but who exemplify this faith in their lives and understand its relevance to the broad areas of learning and experience which they will share with their students. Seoul Foreign School recognizes and respects the main differing strands of Christian tradition represented in its faculty and student body. It is the intention of the school to encourage mutual respect among members of the faculty and student body based on a sympathetic understanding of the bases of these various traditions.

Students are admitted without regard to their or their parents' religious faith. As stated in our school philosophy: "In both formal and informal ways, Seoul Foreign School will commend and represent the Christian faith to students as a way of life worthy of deep consideration and acceptance, while maintaining an atmosphere which preserves the right of all students to make their own decisions about faith and commitment free of pressure or the fear of disadvantage." Each student is expected to demonstrate at least a minimal understanding of Bible content and the basic tenets of Christian belief because it is our conviction that this and a knowledge of the Scriptures are essential for every educated person.