ISR - International educator's opinions

For international teachers, there is a source of information about schools by way of reviews. The International Schools Review compiles the tirades and more cogent opinions about many international schools, commonly made by the teachers who have worked there.

The WWW has opened up communication for this field of teaching, and teachers are talking about the good (ex. accomodation, administrative support, students, pay, and social life) and the bad (ex. lack of professionalism, blackballing, and oppressive environments).

Join their discussion board as a guest or simply read their articles on international teaching.

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Here is the ratings - out of 10 - and commentary most recently posted on my school, The International School of Islamabad, by (most likely) departing teachers.

International School of Islamabad, Pakistan

School name: International School of Islamabad, Pakistan
Director's name: Rose Puffer
Dates covered: 2004 - 2006

Evaluation 1). 2004 2006
Academic integrity of school - 5
Effectiveness of administration - 5
Academic and disciplinary support provided - 3
Director's involvement in academics - 3
Fair and equitable treatment by board and director - 2
School has adequate educational materials on hand - 8
Attitude of local community towards foreigners - 6
Cost of living in relation to salary (10= most favorable) - 8
Satisfaction with housing - 9
Community offers a variety of activities - 8
Availability and quality of local health care - 5
Assistance with visas, shipping and air travel - 8
Extra curricular load is reasonable - 7

Comments: Living in Islamabad is not the scary experience you might think from the news. It is a relatively small city – about 1 million population – and easy to navigate. The boulevards, when not torn up, are often planted with attractive flower beds and flowering bushes. The road in front of the government buildings is always attractively planted and hung with colorful banners which change frequently. Although the British and American governments issue many warnings to the contrary, it does feel safe in this city; non-state department workers do not spend much time worrying about safety, except in times of duress, like during the cartoon riots. Usually people seem quite friendly, although they will stare openly at foreigners, especially women.

On the down side, the air gets increasingly dirty, and with no checks on factories or vehicle emissions, it’s not likely to get better soon. Things get tense from time to time, and there was frustration that the school administration doesn’t take that seriously enough. For example, in a meeting of teachers meant to reassure them during a period when school had to be cancelled several times due to protests and road closings, the elementary principal Connie Turner (who was acting as superintendent), stated “The school has never been further from an evacuation.” The message received was that this school has evacuated far too easily in the past and had no intention of repeating the mistake. Many felt that meant that no matter what in the future, the school would not close. There might not be much to do socially compared to a large American or European city, but there are plenty of restaurants to patronize, lots of interesting shopping, and embassies have social clubs which offer drinking and dining to members and, during special functions, to nonmembers. Several can be easily joined by teachers. The climate is mostly pleasant, although the early fall and late spring give a taste of summer heat that is quite oppressive. Winter can be quite cool, but even so during the day it is usually warm enough for light sweaters or jackets. One can dress like a local or wear western clothing that is modest.

The school is another story. Chaotic and undercover would be the appropriate terms for how things are run. Three heads in four years, all with different styles, are indicative of the lack of consistency this school has. It must have the lowest retention rate of any international school in existence. In 2004, eleven foreign hires came on two year contracts. Four left after only one year, five left after two, with only two staying for a third year. In 2005, 18 new foreign hires joined the staff. Four are already leaving after only one year. Board, administration, and accreditation officials shake their heads and attribute this problem to the “difficult living situation,” but ask those leaving and you find out; it’s the school.

The administration seems to have little interest in open communication with staff or asking for staff input on decisions, whether minor or major. Questions at faculty meetings in the elementary school were often met with ridicule or plain meanness by the principal. The phrase “It’s non-negotiable” was used several times at such meetings. In the middle and high school, meetings became painfully silent after it became clear that the rookie principal Andy Westerman considered any question a challenge to his authority. He did not connect to students, could not even name all the students in the middle and high school although there were less than 150. Despite obvious problems between the principals and their staffs, the school head never got involved other than to listen to complaints.

The atmosphere doesn’t just affect the teachers. In recent years there have been several severe cases of student bullying, but despite numerous requests that the school somehow tackle the problem of this hostile environment, nothing has been done. The culture in the high school is dominated by Pakistani males who, although they have been less aggressive this year than last, still rule the social roost. Girls subjected to sexual harassment were given a slide show on how to dress modestly and not be a victim – boys were not addressed, despite parental complaints. A middle school child was so severely bullied that his parents have stated their intention to transfer him to a boarding school for missionary children elsewhere in the country, along with his younger sister. What should be seen as a major failure on the part of the school is shrugged off as eccentric parents. This is not a place to bring western children over elementary school age.

While the school used to be quite international, due to evacuations and reduced schedules several years ago, most foreigners left. Pakistan is not a family post for Americans, and the UN families here are primarily from other Islamic cultures. The elementary school still seems to retain its international flavor due to many Scandinavian students, but over half of the middle and high school are Pakistani, even if they do have two passports. The extra-curricular program is quite woeful, but not due to lack of trying. Local students simply do not want to put the extra time into practice, whether it is music, athletics, or drama. There are small groups of interested students in each, but not enough to compete or do even inspire more followers. Several sports are cancelled each year due to lack of interest. You better like performing if in the elementary school; teachers are expected to have classes perform at weekly assemblies in addition to parent days, concerts, etc.

The school campus itself is quite attractive and spacious. Whereas it once regularly accommodated over 500 students, it is down to less than 300 in preK-12, so there is plenty of room in the classrooms to do group activities. There are attractive green spaces, a nice pool and tennis court, a track and a soccer field. Teachers have small classes – sometimes TOO small – but are expected to handle a lot. Secondary teachers all have at least three different preparations, often coupled with an Advanced Placement class, and plans are to increase the number of preps next year as well as add some instructional time to certain individuals, although no extra compensation is planned. Elementary teachers will all have their instruction time increased as specialists will be stretched very thin.

A language teacher resigned rather than assume the extra courses he was expected to handle above and beyond his full load, courses which the school apparently felt he should assume as the need was created by his wife’s maternity leave. The reality appears that the school wanted to get rid of what was perceived as over-hiring by the previous administrator (who was unceremoniously removed from office in one day in mid school year!) and they forced this couple into a corner.

Should you brave it and accept a contract here, make sure you get every term in the contract explained IN WRITING. When teachers have asked about the administration’s ‘interpretation’ of contract language, there has been zero satisfaction. Changes may be made, but for future contracts, never for those who feel they are being cheated. People who ask questions or try to improve things are viewed as trouble-makers, and nobody likes a trouble-maker.

Evaluation 2). 2004 - 2006
Academic integrity of school - 2
Effectiveness of administration - 3
Academic and disciplinary support provided - 1
Director's involvement in academics - 4
Fair and equitable treatment by board and director - 3
School has adequate educational materials on hand - 9
Attitude of local community towards foreigners - 8
Cost of living in relation to salary (10= most favorable) - 9
Satisfaction with housing - 10
Community offers a variety of activities - 7
Availability and quality of local health care - 7
Assistance with visas, shipping and air travel - 7
Extra curricular load is reasonable - 9

Comments: Very poor administration and lack of professional leadership. School Head and Principals are not respected by the staff because of their lack of performance and inability to do anything to try to retain staff.