THInkInG OF wORkInG In An InTERnATIOnAL

can maximise. We are partners with our local teaching school alliance to deliver the NPQ qualifi cations, so that teachers can continue to develop really well in a way that is recognisable when they return to the UK from a top international school.

Plenty of UK schools have started schools in diff erent parts of the world, and it is important to fi nd out how much genuine collaboration there is between them before you make any decisions. The authenticity of the connection is variable, and a good thing to see if you can fi nd out more about.

Just as you would in the UK, you should look at the values of the school. As they are trying to make themselves distinctive in some competitive markets? Some of the best schools in the world can articulate their values in just a few words.

You might want to know if the school is not for profi t, or very much the opposite. In many cases, the fees for students to join the school can be considerable, so many schools approach this with the stated intention to contribute positively to the local community around the school. Ask more about how the school supports those around it to see if the values of the school are put visibly into practice.

Another way of seeing this is in the support for new colleagues to join the school. Most schools will understand a fi rst international school post is a big step for most people and do what they can to make this as straightforward as possible. You should expect help with your visa, and advice on fl ights.

Good schools will make sure you are collected at the airport, they may stock the fridge in your apartment when you arrive, which they will provide, and generally help you settle in.

At the start of your career you were probably prepped to ask in an interview about the NQT or ECT induction process in your school. This type of induction is slightly diff erent, but tells you a great deal about the approach the school takes to looking after their staff .

For international schools recruitment starts early, as teachers usually have to indicate early in the fi rst term of the year if they will renew their contracts. Contracts are typically two to three years, so recruitment is a major part of an international school leader’s time. If school leaders are returning to the UK to recruit face to face, they will want to make the most of their time away from their school and appoint as many posts as possible. For this reason, don’t be overly concerned if a school seems to be advertising multiple posts at the same time. You’ll be able to see quite quickly how big the staff team is, and what proportion seem to be leaving.

So if there is an interesting post in a part of the world that takes your fancy, what would you need to consider to maximise your chances of landing the job?

You’ll want to diff erentiate yourself from the TEFL wielding back packer as the highly trained and sought-after teacher that you are. In a new role there will be less need for crowd control and more requirement for your subject expertise. Personalised learning matters, challenging the more able and supporting all students is important, as it is in all schools. Your ability to show this, and your commitment to continuing professional development will all be relevant.

The extra-curricular life of the school is a big part of international school education. Talking about what you have already done in this area will certainly matter. Competition to work in the best schools is considerable, and your sensitive cultural understanding of your host country will also be a factor to consider.

You’ll want to make your own decision about countries, cities and cultures. Some locations are seen as more ‘family friendly’ than others, but that does depend on the family! Pack light, you are bound to bring back more than you took out.

The only essential is your sense of adventure. Bon voyage!

CraCking The

TeaCher-Ta relaTionship

By Emily Weston

Teaching assistants make such a difference to the learning that occurs in your classroom. But what can you do to develop and enhance that Teacher-TA relationship to make an even greater difference? Emily Weston explains…

“I enjoy the fl exibility of a TA being able to manage fl exible interventions or cover whole class teaching - once children are on task - while I do the interventions.”

If I ask you, ‘what is a teacher’s best friend?’, what would your answer be? Glue sticks? Your classroom snack box? Or your teaching assistant?

For me, having a TA in my classroom is one of the best parts of the job, and I believe it should be for you, too. Not only do they provide invaluable help with increasing progress for your class, but they can be a listening ear when you have a bad day, or someone to sound your new ideas too. However, I often think the success of the teacher and TA relationship can depend on which letter of the acronym you put the emphasis on: the T, or the A.

On one hand, a much smaller hand, you have those who treat their TA like an assistant. Despite them being in the classroom to provide support, this is not personal to the teacher. Giving your TA demands and delegating the jobs that you don’t want to do can often deteriorate the relationship and make them feel undervalued.

Of course, from time-to-time we all ask our TA to cover while we pop to the toilet, or print those last SATs papers you ran out of time to do on your PPA. Occasionally, I will even ask mine to make me a drink. But, and this is the important part, the relationship must already have been built with your TA by this time.

A more successful TA relationship is built when they are doing just that: teaching. Often, they will have a range of skills which will complement your own and should be utilised within the classroom. For example, in my time as a teacher I’ve had: These are skills I don’t always have. Often, especially in Primary, we can become a jack of all trades, master of...a few. I know my own strengths and weaknesses, so I am always thrilled when my TA has skills which enhance my own! Because of this, whenever I start teaching alongside a new TA, I like to ask what their interests are, both in and outside of the classroom, to see if we can incorporate these into our curriculum.

I also like to do this because I enjoy the fl exibility of a TA being able to manage fl exible interventions or cover whole class teaching - once children are on task - while I do the interventions. This works best when you’re sure of what your TA feels comfortable teaching. For example, with some Maths topics this year, my TA preferred to work with children in the classroom once they were on task, while I did the fl exible intervention with children who felt they needed additional help. Other times, she was confi dent to do the intervention herself, while I stayed in class.

• TAs who have creative ideas and more artistic tendencies than me - which means amazing displays!

• TAs who have specialisms in subjects I don’t - RE, MFL or Art. This means they can give high-quality foundation sessions either during my PPA, or while I do short interventions.

• TAs who have an interest in pastoral care, which enhances provision in the classroom.