I believe there was a previous post that everyone starts at the lowest salary scale regardless of experience?

cjrv12 wrote:
> Like others, Search Associates has said they will not accept my application
> because of dependents (non-teaching spouse, though she can work anywhere,
> and two kids age 4 and 7, willing to teach anywhere). About me: AP biology
> teacher with IB training, 15 years teaching experience, lived abroad,
> Master's degree, and passionate about teaching abroad. I've been encouraged
> to apply directly to schools and this is my question: how do you identify
> job postings without the database support of recruiting agencies like
> Search and others? What kind of tools do you use to find job postings as
> soon as they are listed?

Are three dependents, even with great experience and credentials, that much of a game killer? I'v heard SEARCH pretends ageism isn't an issue, so are three dependents that much worse? Doesn't any school expect a teacher to have a family?

Seven percent was only sustainable during the recent bubble-driven growth. I don't know if we will see that again. Additionally, is 30,000/year decent for two people? Is it reasonable to get 30k/year for a single earner?

Anyone care to qualify, quantify the problem,both in frequency and severity around the world?

There is a table the government provides that stipulates the pay-in and its function of pay-out. I believe there is a tipping point where one can maximize pay-out for a limited pay-in. It's not a linear function. I would also advise paying into it toward the end of one's career, as the nominal, but not real value, of the pay-in would be higher.

I agree with your assessment. I noticed the same creative deficit with my Japanese students. There has been studies on creativity 'peaking' in the late 20th Century with American students.

I didn't know how prevalent teaching to the test was in IT. In the U.S. the reform movement was strictly a means to syphon off cash in the form of test prep/consultants.
What percentage of schools have such scripted curriculum and which tests are they gunning for? Other than test prep, what other reform measures, that I mentioned above, have been adopted in IT? Are parents aware of these changes?

I would like to hear seasoned vets' opinion on the likelihood of education reform, of the U.S. variety, to influence international teaching. By reform, I am referring to punitive standardized tests, creative disruption (when the goal is to stress the system to breaking), co-optation of teachers through administrative committees, punitive use of student reviews, lack of autonomy in lesson planning/assessment, etc.

Many of these reforms are developed by non-educators and there is some popular disenchantment with these reforms. However, I read reviews that a school in Cambodia had adopted some of these reforms, created by a company in Chicago.

What do you think the future impact of these reform ideas may have on international education, at all levels?

Tyshine wrote:
> I thought I saw one of the schools in Busan listed positions on TIE. Worth
> a look.
Anything near Seoul?

MedellinHeel wrote:
> porter1 wrote:
> > Which schools are open to new teachers?
>
> I dont think there is any school that hasnt never hired a new teacher. Apply to all
> of them, you never know.

Thanks for encouragement, MedellinHeel, however, are there any schools that are more open than others in hiring a newbie. I do have a religious background and I am comfortable with that in the classroom. (I say this as many Korean schools have that component.)

Which schools are open to new teachers?

jesatlarge wrote:
> It is quite likely that your PhD will be given full salary step credit, as
> well it should. Many (most?) schools are quite easy to please in this
> regard, either requiring only a look at the transcript, or maybe even
> taking you at your word. I have taught at three IS and all have given me
> Phd credit for my US JD degree,
>
> Don't know if it is still true, but 8-9 years ago, the state of Florida
> would certify you in your initial field thru a review of your college
> transcripts, requiring a certain number of UG credits in order to get this
> initial certification. But you still had to pass the teacher certification
> (Praxis) in that field. But after this, you could challenge the Praxis
> exam in any field, and if you passed, Florida would add this to your
> certification regardless of any coursework in that area. I added PE,
> English and Math (MS and HS) thru this method. PS.these exams are pretty
> easy.

Thank you for the information. Was the mere attainment of your "PE, English and Math..." credentials sufficient to be hired to teach them at an international school? I believe PsyGuy mentioned that, in his opinion, an administrator would be taking a chance on a candidate's ability to teach a subject with only a credential.

Thanks, Sid. I am aware the first position will be lackluster and that experience is paramount. I will take it in stride. (I used to work for NOVA Japan, so I've "seen things you wouldn't believe"--Blade Runner.)

I am interested in finding out if, down the road several years, and in the position to apply to a gainful tier one school, my lack of a degree in biology or chemistry will automatically put me in a reject pile or, at the least, put me at a disadvantage. From what you say, recruiters are apt to only look at degree or course listing, e.g. biology, which all of my graduate credits are listed as PHM or pharmacy? I am reiterating this point because I have discovered that post-secondary education is pendantic in aligning degree for credential, i.e. chemistry masters for a chemistry junior college teacher.

In the U.S., several states only give a Praxis test to get certified, as opposed to other states that require a degree equivalent, which is what I have, making the value of credentials in the U.S. vary considerably. Again my credential degree equivalents are biology, chemistry and history.

P.S. Would the pharmacy doctorate be considered a doctorate in relation to schools' step scales? This seems to be a contentious issue from those I have queried.

Thanks!

I would be much obliged if I could take a minute of your time and give me your expert opinion on, for myself is, an important issue. My credentials are:

a. history BA
-22 undergraduate biology credits
-20 undergraduate chemistry credits
-10 physics credits
-8 calculus credits
d. pharmacy doctorate (20 chemistry [mostly pharmacodynamic and kinetics], 10 biology credits; 90 therapeutic and medication therapy credits)
e. masters in secondary education with biology, chemistry and history credentials

I'm seriously contemplating making the switch from pharmacy to education, but I am having trouble getting a definitive, informed opinion on my competitiveness as a chemistry/biology teacher, in the context of not having a degree in chemistry or biology, but having several undergraduate credits in chemistry (20 credits) and biology (22 credits), and several graduate biology (10) and chemistry (10) credits in pharmacy doctorate program (of which I hold the degree). (The pharmacy doctorate also has many therapeutic courses about disease states and medication therapy, which I also do not know how it will be perceived.)

The prefix for the pharmacy courses are PHM. I feel that much science was covered in that doctorate degree. The only thing a chem BA or a Bio BA would have in addition to my degree is physical, - chemistry and botany, zoology, more lab work for biology.

My question is ultimately: Would a doctorate in pharmacy be considered equivalent, enhanced, or less than a chemistry or biology degree in regards to teaching chemistry or biology from an HR point of view, internationally and stateside?

Would this put me at a disadvantage to a candidate with a BA in chem/bio or masters in chem/bio? How would the pharmacy doctorate be perceived? How would several years working as a pharmacist intern be perceived? What would an HR viewpoint be in this matter?

(Please make these determinations apart from the factor of years of experience, from which I understand trumps any degree?) Thank you for your time. It is most appreciated!

N/A

From what I have read on this forum, the advice is to stay "where you want to be" by age 50, at which point, one should not plan to leave but build steps on the salary scale and avoid age discrimination?

Is the theory that a teacher at one institution is a dead weight, and if so, how many years does that perception hold? Additionally, in light of this perception, is it difficult for older teachers to gain the same step at their new school?