Job Discussion Forums

[Kalkstein]

[papuadn]

[getbehindthemule]

[/quote]

Does it matter? In the primary and secondary grades, it is very important that the teacher know not only the what of the subject but also the how (how to teach) because are taught not only the subject matter but also how to learn.

I've never asked a Chinese teacher this, but are Chinese professors required to possess some sort of licensure?

In the States, private schools have different requirements and the teachers are often exempt from being state licensed, though they may be required to pass tests that determine their proficiency in a subject.

As I understand it, the International Baccalaureate degree is offered to students aged 16 to 19. That sounds like high school/secondary school to me to me. (level 3 on the RQF).[/quote]


There is also an IB PYP (Primary Years Programme) and an IB MYP (Middle Years Programme). The school that I work runs both of these.

[22Yossarian]

A true international school, such as Western Academy Beijing only accepts students with foreign passports, and most of the students are diplomats and business executives' kids, and their job pays the tuition as a part of the total package.

You most be certified in your home country to work in those schools. Even more, they usually won't look at your CV if you have no work experience in your home country. Even if you have years of expeirence in (bilingual schools), explained below. They know that the quality of bilingual schools is usually subpar, so short of very good networking and teaching a high need area, it is basically impossible to jump from low quality bilingual schools to international schools. The familiy's of students at international schools demand too much to hire someone without a strong track record.

Bilingual schools, are both public and private schools for Chinese to learn a foreign curriculum. Some public schools have international divisions, that deliver IB and/or American curriculums. Many, but not all of these schools, receive accreditation from either IB or American accreditation agencies, it is not too difficult to gain accreditation as it is a money making oppurtunity for the foreign accredator.

Last year I worked at a first year bilingual k-12 school, offering American curriculum. About half of the teachers were not certified, most had no experience in their home country coming to China. Many had been bouncing around China for years, a few who lacked certification were hired out of language academies, because the school was desperate to fill staffing holes (the stricter visa process made things more difficult).

Working there was difficult. The expectations were really high, but those expectations were not backed up with course materials nor leadership that provided a behavioral management program that allowed provided consequences for basic things like being late to class nor incentatives for positive behavior. It was the most I have ever been paid, more than I though I could make, and included full benifits, a western school calender with full paid time off, and it still wasn't worth it.

People without certification can find jobs in bilingual schools, but beware that the expectations will be high, but you may have the same quality of management that you had at your language academy.

[getbehindthemule]

[22Yossarian]

I was a little bit clumsy in my wording, I should have said unrealistically high expectations given the environment. And the high expectations are in the wrong places. Very long working days, and expecting teachers to stay after the required 8-5 day, and holding it against teachers who have the efficiency to finish their work in the 9 hours they are required to be at school.

Not providing teachers with the tools they need to be successful. There was no behavioral management policy. I was fine with the high school students (and by fine, they usually turned up to class late and were not prepared with their materials), but it was a disaster in the middle school classes, as kids that age need rules.

Further, we were handed students who were far from proficient in English, and again there was no real plan in place to work as a team to move these kids forward. No high quality ESL program, no benchmarks for them to try and achieve.

Nobody in upper management actually wanted to step up and do anything. At one point, the foreign academic principal basically said we were punting the year and would focus on next year.

I have no problem being expected to teach quality lessons and be a well known presence on campus. But, we were consistently handed lemons and no sugar, and would be punished for not always making lemonade.

Further, rather than having discussions with the Chinese leadership about what is happening they would just hold lectures and tell us to do a better job. I had one discussion, that lasted less than a minute, with a Chinese principal. They never really cared to find a team oriented solution to problems, instead they tended to stay in their offices, have meetings with other leaders, and never actually talk to teachers about what is happening.

It was a super stressful work environment. Moral was really low, we had occasional all staff meetings where the Chinese top principal would basically tell us we are all terrible and have to work harder.

[getbehindthemule]

Aha, get you now. Sounds horrible!