........so maybe I can add some enlightenment here. I am British, have 15 years teaching experience, including Head of Science at an extremely good technology college in the UK, where I supervised 16 staff. I teach science and my (American) husband is a principal.
In addition, I have taught in 3 other EXCELLENT international schools. One in Caracas, Venezuela, one in Dhaka, Bangladesh and finally one here in Norway. In these types of schools there is a definite pecking order. I have only taught in very good schools, and most properly credentialed and educated teachers prefer these types. These schools tend to share some common characteristics.
Better schools are generally (though not exclusively) not-for-profit, first and foremost. Often their boards are self-perpetuating, that is, certain companies and embassies always submit a board member. Don't be fooled into thinking that this is not as good as elected boards - self-perpetuating members have to abide by the rules and set policy without interfering with the day-to-day running of the school. Their jobs can depend on it. Often, (though not always, of course, there are many lovely, dedicated elected board members out there) elected members have their own agendas and some perpetrate personal vendettas against cerain policies and individuals.
What you say about curriculum is correct. The best curriculum out there for post 16 is the IB diploma without a shadown of doubt in my mind. There is nothing wrong with the IGCSE, or the MYP (which I favour.)
One important question is regarding staff. How long do they stay? Also, how many were recruited overseas and did not start teaching because their spouse works here? Some hardship schools (e.g. maybe Ulaanbataar etc) are really one contract schools - two years max. Some schools keep staff for decades - which may have drawbacks too if you think about it. So long as all the staff have the appropriate qualifications, I find it healthy to see a mix of nationalities. Bear this in mind, lousy teachers are almost impossible to sack in the UK and the US, the process can take forever. In many international schools, the weak links are non-renewed. The link between staff pay and the cost to parents is not always as clear as you may think. Some schools maintain limits on class sizes which obviously pushes up the number of staff. Poor schools have huge classes to keep down staff costs but don't pass on those savings. Ask about class sizes.
Now, this isn't the ultimate in school guides, I know. You have to do your research and see which schools share your ethics. For example,
you may have kids who thrive on structure and routine, whereas others may prefer a more free-wheeling, Montessori approach. A good school should let you visit and, within reason, give you access to documentation such as curriculum, and let you visit a classroom - obviously with an appointment. Teachers really are professionals too, you know, and an appointment is a courtesy (although I don't mind visitors whenever :-)) Be honest, find a school that is a good fit with your child, not just go to what people say is 'the best.'Often, the curriculum is posted on the school website. There should be policies on health and safety, including for a variety of emergencies and they should do things like evacuation drills in case of fire.
I have two boys who will be almost five when they come to Qatar, so I am a mother as well as a teacher. As a couple we had offers to go to 3 other schools in 3 other countries. Where shall I be teaching? Qatar Academy.
Love to all
Becca XXXXX
........so maybe I can add some enlightenment here. I am British, have 15 years teaching experience, including Head of Science at an extremely good technology college in the UK, where I supervised 16 staff. I teach science and my (American) husband is a principal.
In addition, I have taught in 3 other EXCELLENT international schools. One in Caracas, Venezuela, one in Dhaka, Bangladesh and finally one here in Norway. In these types of schools there is a definite pecking order. I have only taught in very good schools, and most properly credentialed and educated teachers prefer these types. These schools tend to share some common characteristics.
Better schools are generally (though not exclusively) not-for-profit, first and foremost. Often their boards are self-perpetuating, that is, certain companies and embassies always submit a board member. Don't be fooled into thinking that this is not as good as elected boards - self-perpetuating members have to abide by the rules and set policy without interfering with the day-to-day running of the school. Their jobs can depend on it. Often, (though not always, of course, there are many lovely, dedicated elected board members out there) elected members have their own agendas and some perpetrate personal vendettas against cerain policies and individuals.
What you say about curriculum is correct. The best curriculum out there for post 16 is the IB diploma without a shadown of doubt in my mind. There is nothing wrong with the IGCSE, or the MYP (which I favour.)
One important question is regarding staff. How long do they stay? Also, how many were recruited overseas and did not start teaching because their spouse works here? Some hardship schools (e.g. maybe Ulaanbataar etc) are really one contract schools - two years max. Some schools keep staff for decades - which may have drawbacks too if you think about it. So long as all the staff have the appropriate qualifications, I find it healthy to see a mix of nationalities. Bear this in mind, lousy teachers are almost impossible to sack in the UK and the US, the process can take forever. In many international schools, the weak links are non-renewed. The link between staff pay and the cost to parents is not always as clear as you may think. Some schools maintain limits on class sizes which obviously pushes up the number of staff. Poor schools have huge classes to keep down staff costs but don't pass on those savings. Ask about class sizes.
Now, this isn't the ultimate in school guides, I know. You have to do your research and see which schools share your ethics. For example,
you may have kids who thrive on structure and routine, whereas others may prefer a more free-wheeling, Montessori approach. A good school should let you visit and, within reason, give you access to documentation such as curriculum, and let you visit a classroom - obviously with an appointment. Teachers really are professionals too, you know, and an appointment is a courtesy (although I don't mind visitors whenever :-)) Be honest, find a school that is a good fit with your child, not just go to what people say is 'the best.'Often, the curriculum is posted on the school website. There should be policies on health and safety, including for a variety of emergencies and they should do things like evacuation drills in case of fire.
I have two boys who will be almost five when they come to Qatar, so I am a mother as well as a teacher. As a couple we had offers to go to 3 other schools in 3 other countries. Where shall I be teaching? Qatar Academy.
Love to all
Becca XXXXX