MADE TO MEASURE

FINDING THE SCHOOL THAT IS RIGHT FOR YOU

Keith Clark of RSAcademics looks at the importance of finding the international school that is the right fit for you.

Good decision making

When we discuss recruitment into international schools, the focus is usually on what the schools are looking for. We focus much less on candidates making sure the fit is right for them. I have written in ITM before about the importance of experience. Careers that truly allow experience to develop over time need candidates, as well as schools, to be making good decisions.

Diversity in the sector

We think of international education as a ‘sector’, but one of the beauties of the international schools world is its diversity. That is also a challenge for recruiters. I only need to think of schools we have worked with recently. Could Havana and Dubai be less alike? A British school in Vietnam catering to a wholly national population is very different to a school in Kenya with international diversity. A school in a group in Europe may have a different culture to a non-profit in the same country. China-style curriculum restrictions will not be on the radar of most schools in Latin America. What about a brand-new school and one celebrating its centenary?

There are so many variables. Governance or ownership model. Demographic. Regulatory environment. To say nothing of more visible factors – size, age-range, structural complexity, boarding/day, single sex or co-ed. All affect the working environment, the ethos and the culture. Schools – and their locations – require varying levels of adaptability, resilience and curiosity and suit different personalities and interests.

Finding a fit

In my work, we see these issues through the lens of senior leadership recruitment, where more comprehensive information will often be available. But a key principle applies across all roles: find out as much as you can about a school, its culture and the likely reality for you of working and living in that environment. That research will be repaid many times over: your new role should be a more rewarding and happier experience, you are more likely to be in a school where you will stay and develop, and your experience will be enriched.

Family life

You also have to live, not just work. And so do your family. What provision will there be for your family and will they be happy? This will not always be predictable, but a little more care could reduce the number of times we hear. ‘my family just didn’t settle’ or ‘there wasn’t an appropriate school for my daughter.’

Read between the lines

So, how can you help yourself? The candidate information is your starting point. Sometimes this will be a cliché-filled sales document, but it can be so much more. If the material is produced through a recruitment agency, it is likely to be more realistic. Even then, there may be a limit to what can be said publicly, so get used to reading between the lines and look for the clues: ‘a challenging period,’ ‘rebuild the community,’ ‘focus on stakeholder engagement,’ ‘drive further improvement, ‘multiple accountabilities.’ Identify the challenges as well as the opportunities. In fact, leadership candidates will often be seeking out those challenges to understand where they can make a difference.

Take the chance to talk

If there is any opportunity for an informal conversation, take it. If this is with a recruiter, it should be a confidential chance to help you decide whether a role is for you. We also discourage candidates who are not likely to have the experience or skills required – saving you time and emotional energy. This is what we are here for and we want to hear from you. Whatever you decide, it will be a worthwhile conversation, which may even get you thinking differently about your next step.

Clear your clutter

We advise candidates to judge a school on its merits. We sometimes hear: ‘I only want to work in a non-profit.’ ‘I don’t want a group,’ ‘I want a small school.’ Such preferences often reflect false premises or previous bad experiences. There are proprietorial schools that are brilliantly well-governed, there are schools in groups with deep and real value propositions, and there are non-profit schools to be avoided.

Other perspectives

Of course, you should research online. Please treat the review sites with caution because they can be a refuge of the disgruntled. However, recurrent themes can indicate something to explore further. Have a look also at what a school is offering by way of additional material. Some will make available their induction handbook, guide to living locally, and professional development programme. This can indicate a school that emphasises supporting and developing its staff – although the lack of such resources is not itself a bad sign.

Understanding the school

I could talk forever about the letter of application because it is so important. Even if you get AI to help you, use the process of writing your letter to picture yourself in the school, to understand the place, to identify what more you need to know.

Senior leadership appointments will usually involve a final stage on-site – be cautious if not. This must be a two-way process. It is your opportunity to talk to people, to be curious, to get a feel for the reality of school life. Being engaged helps to show you in a good light too. The candidate who sits quietly, shows little curiosity on a local tour, and whose questions demonstrate little real interest is doing themselves no favours.

The ‘career defining’ move

Much of this seems obvious. But it can be similarly obvious when an individual has not chosen the right school just as much as when a school has made a poor appointment. Research takes time. But an international move can be massive for a candidate, sometimes even more so for their family. Career-defining is an over-used term, but the right move can be just that; a succession of wrong moves can be equally so. It’s not about good and bad schools, although that’s a factor. Even the very best schools will not be right for everyone.