Three Reasons Why International Teachers Quit and How to Buck the Trend — Black Edition (5/9)

When looking into an international teaching role as a BAME teacher, there are important and often overlooked considerations. Read on to learn subtle but critical things to help choose the most appropriate school for you.

Before we begin, if you are looking for a community of teachers in preparation for an international role, or are interested in connecting with those who are, please join our LinkedIn community to support teachers investigating their next opportunity: BAME International Teachers Support Network (Free Resources).

Research into the turnover of teaching staff in international schools by Alicia Ann Ritter, and a separate study by Glenn Odland and Mary Ruzicka shed light on the key considerations for teachers searching for international roles. Applying their research within the BAME context, there are three clear relevant areas of consideration;

• The composition and experiences of BAME members of the school community
• The approach of the school leadership regarding supporting BAME staff retention
• Personal investment through connection with the school culture and pedagogical approach

Let’s have a look at these areas in more detail.

1. The composition and experiences of BAME members of the school community

As discussed in prior articles, the experiences of BAME people currently at the school is a key factor but, we also want to look at the student body. In most international schools, the typical student will often come from a family in the upper-middle to the high-income bracket of the international community. Though ethnic diversity may be present, international schools tend to be quite homogenous in terms of what might broadly be referred to as ‘social class’ and income bracket.

This leads to shared cultures amongst the students and the creation of what is considered ‘normal’. Now shared cultures are critical to community formation, but we must consider that BAME people tend to be represented less frequently in these communities. As such, there can be a degree of foundational discrimination due to the infrequent interactions that students, families, and even teachers may have with BAME people in a position of respect or authority.

As an example, it is not uncommon for international schools to have a staff of nearly all White European/American teachers, whilst all the cleaning, canteen and other forms of service staff are contextually a minority. Though these roles are often understandably filled by local citizens, the existence of passive ethnic segregation can influence how the school community interacts with different ethnicities.

Students may not be familiar with engaging with a BAME person in a position of authority. This may also extend to members of staff (teachers and support staff) in various ways, alongside the parents of students. The composition of the school can inform what type of environment you are entering and can easily be overlooked.

BAME teachers heading to the Middle-East, South Asia, and parts of Latin America, in particular, must (though all teachers should) look out for these features and make a conscious decision. Remember, there are schools and parts of the world that value and expect white teachers above and beyond the quality of the teachers. As evidenced by job adverts to this day, there are schools where the school community (though often blamed on ‘local culture’ as if the school has no role) would have a ‘poor response’ to a BAME teacher thus leading them to prioritise white and fairer skinned applicants.

Further to this point, if you are aware that you are going into a school where you may be one of the first, or currently the only, BAME teacher in the school, there are challenges you may face as the school community adapts to your existence in that space.

TLDR: Do not forget to question the composition of the school and how this diversity is respected and supported. Apparent ethnic segregation by role can indicate troubling norms and expectations within the school community-though they may occur for completely non-sinister reasons. Query them during your interview process and ensure that you are comfortable.

2. BAME Staff Retention

Within international schools, with some exceptions, a relatively high turnover is not abnormal. Contracts are often 2 years with many teachers country-hopping and staying in countries for 4 years or less. This is further exaggerated by the number of contracts that schools opt not to renew. But, within this context, asking specifically about the retention of diverse staff can be critical information.

Firstly, the school’s awareness of the experiences of their staff will come to light. A representative of the school who understands deeply the movement of teachers into and out of the school demonstrates an attention to detail which can be a very good sign. Secondly, this conversation can open discussions about how you can both be confident of your success and retention.

Be wary of schools whereby your appointment may be an exercise in box-ticking. Schools with a high turnover of diverse staff may demonstrate an environment which is not supporting their success or actively excludes them. It is important to learn as much as you can to make an informed decision concerning what environment you are entering.

Related but slightly separate is to question how students are selected for the school. It is my personal advice to query the selection process for students as international schools, even those where examinations may be required, ultimately have students ‘admitted’ at the discretion of the school leaders.

Notably, in schools where the absence of BAME students could be considered unusual, such as French or US international schools, the selection process may explain. If you are concerned that there is a relationship between the homogeneity of the school and the preferences of the leadership, you may be best off choosing a different school. A professional and trustworthy school should be able to clearly outline its selection process without hesitation.

Now I must explicitly state that a homogenous school community is not inherently an issue. But I would strongly advise that during the interview process you query the composition of the school and how different groups interact.

TLDR: BAME staff retention and the school’s sensitivity to it is an important reflection of a potential new school. Ask about how students are selected for the school as an indicator of how much the school community reflects the preferences of the leadership or the diversity in that location. There will always be challenges when being the first BAME person in a White Space (I discuss these ideas further in this article) so do your research and prepare yourself for potential challenges.

3. Check the Curriculum…

As you would check the engine of a car that you purchase, you must also look at what is driving the learning at the school you are visiting.

The flexibility offered to teachers regarding the curriculum, lesson planning, providing lesson plans in advance, and pedagogy are critical factors. They often inform the culture of the school, the treatment of teachers, your workload, and your ability to teach in a progressive way.

When checking the curriculum the school delivers, it is important to make the distinction that though the national curriculum is important as a foundation, you want to focus on the schemes of work used at the school in your subject area.

Where these are not available, explicitly ask how much freedom you have to utilise your own resources, edit resources, and rework the schemes of work that you deliver. A school which has a textbook or existing scheme of work that they simply ask you to ‘deliver’ is not a school that needs YOU, it is a school which needs ‘a teacher’ — avoid.

The next consideration, as part of the curriculum, is the pedagogical approach of the school. Though terms like ‘student-centered’ and ‘student voice’ are everywhere, it is through direct questioning that you will learn what the school’s pedagogical approach is.

Ask about what an ideal lesson and a typical lesson looks like at the school. Yes, they are different and this question highlights the fact that not every lesson in every hour can be ideal. As such, you want to find out what they aspire to and what they accept as the norm.

Generally, you want to aim for schools which incorporate ideas such as project-based learning, constructivism, conscientização, and other progressive and democratic approaches. A promising school will be able to explicitly demonstrate where students and teachers have agency in the learning that takes place. Ask about it, as it may inform your expectations.

Context is key in this part of your investigation. Some schools, due to national policies or the school being relatively new (<4 years), may have a narrow curriculum or lack some clarity in their schoolwide pedagogy. But, through the conversations and questions during your interview and research process, you can ascertain if this is simply part of the school’s journey or reflective of a stagnant or conservative approach.

TLDR: A good school will put you in touch with existing members of staff or provide an overview of existing schemes of work, they may even be available on their website. Discuss your freedom to create new lessons, lesson planning requirements, and approaches to teaching to gauge the workload. Query the pedagogical approach at your school i.e teaching from textbooks, and your agency to create new lessons etc. These characteristics inform how easy it is for you to exist as the teacher you are and teach with yourself as a component of the lessons.

For a more serious look into this, please consider looking into the conflict for LGBTQ+ teachers with regard to the ‘Don’t say gay’ bill in the US, though very specific, it demonstrates how schools’ adherence to policy, cultures, and expectations can exclude vulnerable members of their community.

Leave no stone unturned, this is an important decision and involves your safety and comfort

Taking on an international role is an important decision and it is fine if, during one recruitment cycle, you do not find the role you are looking for. It is important that you thoroughly investigate any and all concerns you have. Remember, these deeper questions reflect well on you as an applicant and will be expected by any progressive and professional school.

Now you can’t research everything, but you can always do due diligence if you are serious about a school or a specific area. Through your interviews and conversations, with detailed and exploratory questions, you will get a feel for the approach of the school and its leadership.

• Are they concerned about more than simply the image of the school?
• Do they value you and what you are bringing, or do they just need a teacher (and perhaps a BAME teacher)?
• Do these values reflect in their concern for student well-being, progressive and anti-racist pedagogies, and transparency?

Diversity of approach, diversity of perspective, and perhaps some literal diversity as a bonus, can lead to a more positive experience. It is the concept that even if things are not as you would like them to be now, is it a school that is open to change and development?

It is not always where the school is when you join it, but the direction in which it is moving — this can be a crucial point to maintaining your sanity.

Key Points:

• Prepare a list of exploratory questions for your interviews to get a deep feel for the school and avoid missing seemingly obvious considerations, here are a few recommendations:

1. Do you have other BAME members of staff?
2. Would it be possible for me to communicate with them?
3. Is it possible to see some of the schemes of work used at your school or an overview of the type of teaching and topics which are covered in whole-school initiatives?
4. From what backgrounds do the majority of your students come from and how are they selected for the school?
5. What accommodations or approaches do you use to prevent any students or staff from feeling isolated or ‘othered’?

• Set yourself some minimums that you are comfortable with at a school and ensure that they are met. This could range from there being at least one other BAME member of staff or as high as my most recent standard which was to work at a school with a BAME headmaster.

Have you found a school that you are excited to apply to? How and why did you select it? Do you have any concerns about the process or any potential barriers? Feel free to share your stories with me here or via Twitter @dsinclair17

- Check out the articles below to find out more about how to get the best from your international teaching experience!

· Abstract

1. Introduction: My Perspective on Teaching Internationally — Black Edition

2. Introduction: Why You Should Teach Internationally — Black Edition

3. How to Secure an International Teaching Job — Black Edition

4. Safety Checks: How to Research the Locale of your International Teaching Opportunity — Black Edition

5. Three Reasons Why International Teachers Quit and How to Buck the Trend — Black Edition

6. Navigating the Expat Community as an International Teacher — Black Edition

7. How I Used Dating Apps to Find Companionship as an International Teacher — Black Edition

8. For the Money or for the Experience? The Moral Dilemma of International Teaching — Black Edition

9. International Teaching; It’s Okay to Say No — Black Edition