Chinese labor law is strict and transparent when it comes to contract cancellation--they can require no more than 30 days, and no matter what have to give you the release letter to transfer your visa/work permit. In the larger and more western city(ies) SAEFA will work with you to make it happen. Since your employer is already losing face by you departing for a better job, and can still drag their feet and find other ways to be a pain in the ass, your plan A should be working it out collegially with them.

"Does this also apply to recordings only used for your private portfolio, which is not in the public domain?
I know of at least one music teacher who taught in NY and has a recording of a concert in her portfolio and knowing her she didn't ask everyone's permission. If it's audio-only, students might be more inclined to give permission, but even with video I think no one will object if you explain only a few recruiters will get to see it."


I only know NYCDOE, charter and Archdiocese schools, but in those, yes.

You don't have to get permission for every recording, in most public schools you (and in some schools, the administration) get optional media release forms signed at the beginning of the school-year, and you can also require them to be signed to participate in after school programs. Some private and charter schools also require them in order to register at all. My plan is to talk to my admin at the beginning of the year about it, I'd imagine they're going to be supportive of it anyway.

Audio-only is ambiguous, because individual children/the school may or may not be identifiable, but in my opinion not worth the risk without signed releases, because why create unnecessary child-protection issues.

I don't think it's actually against the law, but it can create liability issues for the school and would 100% effect your admins willingness to give you a reference or a renew your contract, which on it's own is enough downside for me to want to avoid it.

"Orff training could be looked upon well by the IB schools."
Thanks, that's something good to think about.

Appreciate your guys's perspectives.

For my graduate program, I do have to do 2 instrument families in addition to my primary instrument, so in addition to voice, it's looking like strings might be the way to go (half as many methods classes as band). I understand I'm not going to be getting a job as an orchestra teacher at a great high school, but I think I have a better chance of getting at least one string instrument to a decent enough level in the span of a year. NYS certification is K-12 doesn't specify your instrument--but teachers at good schools tend to pretty much teach the instrument family they studied in undergrad or have taught before.

I'm glad to hear that choral/MT experience and guitar sits well for middle school teaching, and am definitely gonna take some time to upgrade my keyboard skills.

I'm also going to try to get my winter concerts recorded this year, but using it in a portfolio might be tricky--NY has pretty strict guidelines requiring image/media consent in schools, and it's going to require a lot of paperwork with admin. It's tricky with large instrumental ensembles, because not getting image/media consent from 1 student whose in the video can keep you from using it and you can't require it if it's for say, a performance that's part of their music class grade.

Any idea of what exactly IS's look for in a portfolio? I have pretty good guidelines for work sampling in the US (2-3 complete student portfolios including tests, original compositions, concert reflections and a few writing assignments demonstrating growth over at least 1 semester--ideally matching defined grade level benchmarks).

Would an Orff or Dalcroze certification help in a significant way, or is it more of a nice-to-have?

Or, if there's any other info about what these programs tend to look like you could share, it would be awesome.

Thanks again.

I get that this a pretty niche series of questions.

I'm a music teacher currently teaching k-8 general music in the states. I'm going to be pursuing state certification next year, with the hope of going abroad (ideally to non-china Asia, in a Middle or High School teaching position) the following year.

I'm going to be meeting with my graduate advisor soon, and in addition to picking up general music, voice production and choral conducting classes, have access to string, wind and brass method classes, with the corresponding large ensemble conducting class (orchestra for strings, band for winds/brass).

The program I'm attending is designed to give you an appealing skillset and network for getting hired at a NYC department of education school with an established music program, or if you essentially win the lottery a public school in the suburbs.

Pragmatically, the choice is going to either be specializing in low strings (eg: getting cello or bass up the level of a good 11th grader, and being able to play the other strings like a middle schooler) and orchestra or low brass (getting tuba or euphonium up to the level of a good 11th grader and learning to play the other wind and brass instruments like an elementary schooler, because there are significantly more).

My undergrad degree is in jazz guitar, and I spent my first 4 years out of college performing professionally and teaching privately.

In school music programs in the US the jazz program is often bundled in with the band program (unless the school has the resources and motivation to make it its own part of the department), and if that's the case at most IS's to me that's a compelling reason to go for band instruments (as I have significant real world experience to bring into the classroom, and a background in teaching improvised music at a high level). I also played tuba through my freshman year of college, and am confidant I can pick it back up, decently.

But, my gut is telling me string programs may be larger (in NY schools they are often bigger, or in NYC the only instrument family offered because they are significantly cheaper), and with the classes available to me, I am confidant I can get the low strings to a decent level (high strings less so--because they are HARD).

Does anyone have any idea on which family would have more vacancies, or generally, what the subject specializations and skill-sets good IS's prefer in a music teacher, aside from general music (voice, fretted instruments, music tech/history) experience and experience with student-centered instruction?

From looking--it seems like the GREAT schools have choir, orchestra and band (as well as everything else under the sun), but as far as the middle tier schools go, is one more common than the other?

Or, if you have any other information you can share about music instruction in international education, I'd really appreciate it.

Thanks!