After Leaving Education And Training Institutions, I Went To International School

The transformation after the “double reduction” has its own way out. Some people leave the education industry completely, some people switch to the track of quality education, and some people switch to public or private schools. Today, Teacher Xunjun interviewed Mr. Liu, who used to work at New Oriental and switched to teaching at an international school after the “double reduction”. Although the path of transformation varies widely, I believe that the sharing of every transformation story can bring you some encouragement and courage.

After graduating from the University of Pennsylvania as a graduate student, Mr. Liu entered New Oriental through the Management Trainee Program and also entered the education industry. In the past few years at New Oriental, while working in different positions, I have gained more work experience and also gained more rapid growth. When the “double reduction” approached, Mr. Liu was doing research and development work for Bubble Children. He had just completed a relatively large project and was about to breathe a sigh of relief and celebrate. No one expected that the implementation plan of the “double reduction” policy would follow, and the direction of research and development had also been adjusted and changed accordingly – from the research and development of discipline products to the research and development of literacy products.

After the implementation of the policy, during the company’s transformation process, teachers in Mr. Liu’s group left the familiar company one after another. Talking about that time, Mr. Liu said: “Those teachers in turn will comfort me and let me not be sad. , what should happen will happen eventually, everything is the best arrangement.”

The education industry is full of infinite possibilities, which is why Mr. Liu chose to stay in the education industry in the first place. Later, by chance, Mr. Liu received a call from a headhunter, who offered a position in an international school. At that time, she did not understand the system of hong kong international school. After communicating with the headhunter and the principal of the international school, after thinking for a long time, she finally decided to use this opportunity to encourage herself to try a field that she had never been involved in before.

How has your life changed since you started teaching at an international school?

In the work of the international school, the teacher’s energy will be scattered in various things, and it will be more tired. Not only is the time to wake up 2 hours earlier every day, but there are also a lot of chores to deal with every day. Unlike in a training facility, the day-to-day work is done according to the work schedule. In school, although you know the daily work schedule, there are always a lot of unexpected things that happen. Compared to before, I will be more tired mentally and physically.

The curriculum of international schools is different from that of public schools. The school hopes that every child can get a comprehensive improvement, such as simple math classes, which are divided into math classes taught in Chinese and math classes taught in English. In addition to helping children improve their English proficiency, English math classes are more about improving math thinking. The Chinese mathematics class is more to help children accurately understand mathematical concepts, and the two languages cooperate with each other to help children have an accurate understanding of each knowledge point in both Chinese and English.

 

What is the hardest part about being an international school teacher?

 

Talking about the working environment in the past, Mr. Liu said: “Education in New Oriental is a systematic thing. There are different departments responsible for different parts. Everyone cooperates and performs their own duties.” But in the international school, one person There are many different sectors of work that need to be undertaken, and the hard points of different stages are not the same.

Teacher Liu gave an example: “My teaching in the next semester will focus on grammar, because through the observation and evaluation of the previous semester, it was found that the existing grammar input of these students is not enough, which leads to some basic grammar mistakes in their writing. .Grammar is a hindrance for their learning.” Therefore, in the next semester, the school will launch a brand-new grammar improvement project, which requires Teacher Liu to develop and teach the students’ grammar problems. All research and development tasks must be Taken and done during winter break.

Therefore, for Mr. Liu, the work during the winter vacation focused on research and development, and after the school started, he focused more on teaching implementation, classroom management, and content adjustment. This is not like in a training institution, the sector responsible for R&D only needs to be responsible for R&D.

 

What skills do you need to be a teacher in an international school?

 

Compared with education and training institutions, international schools have more comprehensive requirements for teachers. We can get a glimpse of it from Mr. Liu’s interview. So, what abilities and backgrounds are valued by international schools?

 

Skill Requirements

 

Now, some English teachers from the original education and training institutions have spotted this path of international schools and private schools. International schools often recruit bilingual teachers. What kind of abilities do these teachers need?

Generally speaking, international schools recruit bilingual teachers. In the “International Education Bilingual Teacher Education and Teaching Professional Competency Standards” formulated by the China Education Society, bilingual teachers are defined as those who use both Chinese and foreign languages in Chinese schools. teaching teachers. The “Competence Standard” is based on the bilingual teacher competency model, including four first-level indicators, 11 second-level indicators and 26 third-level indicators of professional concept, professional knowledge, professional ability and professional practice. Each third-level indicator proposes The specific requirements for bilingual teachers’ education and teaching ability.

The above are more detailed ability requirements, but from the perspective of recruitment and resume screening, the school also has stricter requirements for teachers’ English proficiency, such as requiring IELTS score of 7 or above, and some schools requiring English majors or English proficiency. Sixth grade.

 

Background Requirements

 

In terms of academic qualifications, most of the bilingual teachers in international schools have a master’s degree or above, and there are not a few doctors. There are even many schools that require returnees to have a master’s degree or above. The teaching age requirement is generally at least 3 years.

Education and training institutions used to aim to improve students’ subject knowledge level, but as mentioned by Mr. Liu above, the educational philosophy of international school is to enable students to develop in an all-round way, so teachers are also required to have more comprehensive abilities, such as teaching, Teaching and research, research and development, student management, etc., it is best to reflect these elements on the resume.

There are many differences between the work of an international school and an educational training institution. Because of my love, I have never left the education industry. Whether in the company or in school, it is more important to keep the original intention than anything else.