Edvectus - London
Edvectus is a friendly, innovative company that combines international teacher recruitment with a learning portal for teachers who wish to improve their teaching skills, enhance their knowledge of international curricula and their knowledge of working abroad.
As an international teaching agency, we specialise in matching internationally minded qualified teachers with appropriate internationally based schools and our unique approach allows our candidates to access carefully developed and moderated online training that will enable them to land their dream jobs abroad. At the same time our clients minimise their risk by hiring teachers who are qualified, screened, trained and informed about their school, their region and the challenges of working abroad.
Our consultants are ex-teachers with international experience and our Learning Portal is a valuable tool that is free to our registered candidates.China professional teaching jobs are available at edvectus. Best place in whole world for teaching jobs.We serve our services in whole world. Contact us via phone or visit our website for latest oppotunities.
Our Services:Teaching jobs in International Schools Africa.American Schools Teaching Jobs Middle East.British Schools Teaching Jobs Far East.Teaching Jobs Abroad.Eastern Asia.Overseas Teaching Jobs Southwest Asia.Teach Primary and Elementry Subjects Foreign.Visit Our Website for More Information : www.edvectus.com.Email : email@example.com Parsons Green Lane, London, UK SW6 4HH.203 701 1676.
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Central Asia is comprised of a diverse group of countries including Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan and Uzbekistan. The Caucasus is a mountain range between the Black and Caspian Seas, and is considered a natural boundary between Europe and Asia. The countries within this region are Russia, Armenia, Azerbaijan and Georgia.
Original expatriate schools are not numerous in this region. In countries with internal wealth such as Kazakhstan and Russia, more local international schools are being built offering more opportunities for teachers who wish to explore this extensive region.
This region is relatively unknown, except amongst a small elite group of Russophiles. Not as well known as Europe, not as hot as Southeast Asia, nor as glamorous as the Middle East, Central Asia is a well kept secret that deserves more exposure on the international teaching scene. Therefore, good, culturally aware teachers wishing to work in this region are welcomed.
Contracts are typically 1 year renewable, but sometimes 2 years long, with flights offered yearly. Housing can be contracted for you, due to the bureaucracy involved, or is provided by way of a stipend with help to secure housing upon arrival. Housing can be more modest than in other parts of the world, but western amenities are usually provided. The cost of housing in all regions with the exception of larger Russian cities such as Moscow is low.
Teacher's salaries are usually taxed at a low level but can also be tax-free. Taxes, when they are collected, are usually graduated – meaning you pay less the less you make, and more as your earnings go up - and quite low by western standards: somewhere between 10 and 15% of your income, for a typical teacher salary. Some benefits such as housing and flights might also be taxed so be sure to ask before you sign a contract, so you are aware of your “take home” pay. Some contracts will include bonuses such as attendance bonuses or end of service bonuses, but not all will. Central Asia and the Caucasus are very cheap to live, with the exception of the larger Russian cities.
Good news: this part of the world has few, if any, age restrictions for visas, making it a good choice for teachers who are approaching or over 60.Some countries may require a medical exam to get a visa (especially HIV, hepatitis or tuberculosis) so we recommend you discuss this confidentially with your Edvectus consultant so we can best advise you. Most schools offer some form of medical coverage, but it is important to understand what it covers and does not cover, because pre-existing medical conditions are sometimes excluded.
Experience Requirements for Teachers in Central Asia, Russia and the Caucasus.Newly qualified teachers are welcomed in this region with few if any visa restrictions, but we recommend it only for confident teachers who are secure in their teaching practice and subject knowledge, and those who have done some international travel, because teaching and working can be somewhat bureaucratic and academically rigorous. This part of the world is welcoming to foreign teachers but not touristy so those working here will need to be confident, resilient travellers who have researched the culture thoroughly.
School Term Dates in Central Asia, Russia and the Caucasus.International schools in this region run from September to June.Lifestyle in Central Asia, Russia and the Caucasus.The topography of Central Asia varies from vast plains and steppes to mountains, and the variability influences the climate of this landlocked region. Portions of Kazakhstan, Uzbekistan, Turkmenistan and Kyrgyzstan are mid-latitude desert with annual precipitation not exceeding 25 cm (10 inches) but it is a cool, rather than hot, desert with large fluctuations between daytime and night time temperatures. Further inland we find the Steppe climate which has more rainfall and cooler temperatures at higher elevations, as well as Humid Continental climate which has much more precipitation with warm summers and abundant snowfall in winter.
The higher you climb in altitude and the further north you go, the colder the temperatures will become.Central Asia, Russia and the Caucasus are full of things to do in your free time. Remember that until recently, Central Asia was not accessible for independent travellers, so it's really one of the world's last great frontier lands. It is becoming more popular each year so don't expect it to be ‘off the beaten track' for very long.
Top sights include The Hermitage in St Petersburg, the Kremlin and St Basil's cathedral in Moscow, ecotourism in Kazakhstan and Kyrgyzstan including sleeping in a yurt and horse trekking, and taking the Trans Siberian railway from Moscow. You can visit Samarkand in Uzbekistan with the Guri Amir Tomb, Bibi Khanym mosque, the bazaar at Shah-i-Zandar (the street of the dead) and the iconic Registan square. You can visit Almaty in Kazakhstan which is leafy and surrounded by beautiful mountains, or visit the Kazakh “Little Switzerland” of Burabai which has hundreds of lakes and hills for walking, and mineral waters and mud baths for wallowing.
Though there are some bigger cities such as Moscow, St Petersburg, Astana, Dushanbe, Tashkent and more to visit, Central Asia will appeal to those who relish outdoor pursuits, exploration and the possibility to experience another culture before it becomes widely travelled and culturally diluted.
Horse riding is very popular in this region, as are snow sports such as skiing (downhill in the mountains and cross country everywhere else), ice skating, cycling and swimming are also popular. As for spectator sports, football (soccer) is popular, as well as tennis and wrestling. The local sport of Buzkashi and its regional variants is played on horseback, is similar to polo and can be very exciting to watch if you get the chance.
This area is not known for its expat clubs and societies outside of the major cities like Moscow. Rather, because there are not huge numbers of expatriates around you will most likely make local friends and find out about the more informal expatriate community through your school. Having a smaller expatriate community is sometimes easier because people will go out of their way to meet you and help you integrate as you wish.
Product and Services
he variety and choice of international teaching jobs is stunning, and teachers looking for their first job abroad are often confused about which teaching job is right for them, especially because they cannot easily visit a school before accepting post. That is why understanding the types of international school as well as the types of international school job available is so important.
International schools are schools to fully educate children between the ages of 2 and 18, that operate outside of, but with the consent of, the state school system in a foreign country. They are not schools for the teaching of English as a foreign language, though they may have children who are English language learners. International schools use a curriculum and/or a language of instruction that is different than that of the host country and they are as different from each other as the children you teach.
Original expatriate international schools are what most people visualise when they think of teaching abroad- a Canadian school with Canadian curriculum and Canadian students taught by Canadian teachers... just in a country that is not Canada. These are international schools that are mono-nationalistic, therefore the majority of the children, parents, staff and curriculum reflect only that one country, despite the location of the school. Many decades ago, when international relocation was something few people did, this kind of school was the only type, but now they represent the smallest proportion of international schools available.
Because Original Expatriate schools are often well established and well known, having been some of the first international schools in the country, they often charge fees to parents that are at the top of the regional range and therefore offer employment packages to teachers which are in the upper quartile. As such, they are often very competitive for students to attend and for teachers to find jobs.
To teach in any international school you must first meet the Ministry of Education requirements to teach in the host country, and this varies by country. Some countries have maximum and/or minimum age limits to obtain a standard work visa, some have nationality requirements and others may require that your teaching credentials meet a particular standard and have a bachelor’s degree that matches the subject you intend to teach abroad. The regulations vary by country and often change yearly, which is why many teachers rely on Edvectus to help them understand where they can and cannot be considered for a teaching job.
In addition to the national requirements, an Original Expatriate school will typically prefer at least 5 years of recent, unbroken, full-time teaching experience in a similarly high calibre of school using their curriculum. Original Expatriate schools will expect to see recent career progression as well as up to date teaching methods, outstanding teaching references and proven academic results. It is important to remember that these schools usually have high numbers of applications and are often unwilling to compromise on what they want.
Some international schools exist in areas that have a large number of expatriates from all over the world. Countries such as China, the United Arab Emirates, Singapore and Hong Kong have thousands of expatriates from hundreds of different countries living and working together, a perfect recipe for Broadly International Schools.
Broadly International Schools serve parents and children from a variety of different nationalities and they tend to hire teachers who are also multi-cultural. Whilst they do use a particular curriculum foundation, it is often modified to address the needs of their multi-ethnic student and parent body. When looking around a Broadly International school you will see a rainbow of different ethnicities and many different languages being spoken at break time but the language of instruction is almost always English.
Besides meeting the Ministry of Education and visa requirements of their host country, Broadly International schools will often require at least 2 years of recent post-qualification teaching experience of the subject and at a level that is relevant to the job on offer. Whilst they may be more flexible and broad-minded in considering teachers who have experience of a curriculum that is not the one they offer, they will look for academic, culturally tolerant and adaptable teachers with a proven track record of teaching the subject they seek. Teachers who have rigid ideas of what a school should look like, how things should be done and what is culturally acceptable will have more difficulty in this kind of school, which requires one to work with children, parents and staff from all over the world.
Local International and Bilingual Schools
Local International schools represent the largest as well as the fastest-growing segment of the international school landscape. Local International schools serve a mainly host national population but use an international curriculum and language of instruction that are different from those used by the host government‘s state schools. Bilingual schools also serve host nationals but they differ from Local International schools because they use all or most of the national curriculum of the host country, but deliver significant portions of that curriculum in English.
Simply due to numbers, many international teachers start out their careers in Local International or Bilingual schools so it is important to understand how they compare with other types.
More than any other type of school, the Local International and Bilingual schools reflect the host culture in which they are based, which means that international teachers will be immersed in the local culture and make local friends. Teachers often get invited to holiday celebrations, learn the language more quickly and assimilate into the lifestyle more quickly, but they also need to conform to local customs more thoroughly and the school environment and ethos may reflect the host country rather than the international curriculum to a larger extent.
Teachers working in Local International and Bilingual schools should thoroughly research the culture of their new country to make sure they are prepared for their cultural immersion. Often school procedures, from hiring practices to ordering of materials, will be reflective of the host national culture rather than the expatriate teacher’s culture, so we recommend these types of schools for teachers who are open minded, comfortable with change, and both personally and professionally adaptable.
As with all international postings, the school is the hand and the teacher is the glove. This means that the teacher must understand the school’s culture and adapt to it, rather than expecting a school to change for them. Teachers who can do this will be rewarded with a deeper understanding of their host nation as well as a successful teaching career.
Local International and Bilingual schools are often the most flexible in terms of pre-requisites, though they must, like all international schools, meet Ministry of Education and visa requirements. Some schools will accept confident Newly Qualified Teachers (NQTs) and will offer them the structure and support they need to ground their teaching careers. Others may require more experience. Because this is the biggest category of international schools, there is a large variation in what the schools require and offer.
All Local International and Bilingual schools would like to hire teachers with some experience of teaching children who are English Language Learners, and teachers without this experience should make use of the courses available on our learning portal which will help them appreciate the challenges and typical techniques that can be used.
Local International and Bilingual schools do not often suit teachers with dependent children, both because they might not integrate well into the school but also because the lower fee structures mean that these schools might not pay enough to support an entire family , and they do not often provide family housing or free school fees for teachers.
State funded schools for local host national children, curriculum from host country but offered in a bilingual or trilingual setting.Some foreign governments, with an acute interest in preparing their children for a globalised world, have taken the bold step of creating bilingual streams within their state-funded schools. Western-trained teachers can be hired for a variety of roles which range from merely the teaching of English as a foreign language, to advising local teachers on the latest teaching practices, to even leading a school as the Principal or Head Teacher. The types of roles can be broken into categories:
By far the most numerous types of roles, many countries hire unqualified teachers, often native English-speaking university graduates, as Language Assistants. Their role is to work under the direction of a qualified host national teacher to model the pronunciation and use of the English language.
Language Assistant jobs are often best suited for those who have only a non-education-related degree or have TEFL certifications only, or those who are not certified or qualified to teach state school in their own country, though most foreign governments would happily hire qualified/certified teachers as well.
Salaries are often at the lower end of what a certified/qualified teacher can earn regionally, though they often have a salary scale that rewards training and experience. Benefits packages might include some form of housing assistance and flight allowance but owing to the transient nature of those who are attracted to these posts, they often pay out only after certain time and performance criteria are met.
These jobs are good choices for TEFL trained teachers or teachers who do not have formal teacher training and certified/qualified teacher status in their own country. Examples of countries with these kinds of programmes are Japan and Taiwan.
Teachers who are qualified and certified to teach Early Years (Kindergarten/Nursery), Primary (Elementary) or Secondary (Middle /High School) English in their home countries can be considered for jobs as English teachers abroad. English teachers manage their own classrooms and teach their own lessons, so having appropriate teacher training is more important than for a Language Assistant. Some countries have English specialist teachers at every year group, but others introduce specialist teachers only at the Secondary or High School levels.
Teachers who wish to be considered for these roles normally need to be qualified and certified in their home countries, and governments might only recruit teachers trained in particular countries which they feel are a good match for their own state systems.
Salaries for these jobs are often very good when compared with other jobs at international schools nearby, and the educational and experience requirements for these jobs are quite stringent. Usually governments require at least 2 or 3 years of post-qualification relevant whole-class teaching experience. TEFL certificates are sometimes required in addition to initial teacher training, with standards around the type and quality of the TEFL certificate provider as well. Examples of countries with these types of programmes are Brunei and Abu Dhabi.
More rarely, in some state schools around the world, subject specialist teachers are employed to teach their subject in English. Typically limited to core subjects – English, Maths, Science – rather than more culturally sensitive subjects such as Social Studies, History, Art or Music, these jobs exist within state schools that have a more broadly bilingual approach.
Salaries for these jobs vary, but are often similar to the international school markets. Teachers who work in this kind of environment must be very aware of differentiation for English Language Learners, and how students might struggle to assimilate complex and high-level subject information in a language that is not their first or main one.
These jobs are rare, as few state governments have taken bilingualism to this extent, but such jobs do exist in Kazakhstan, and at the primary (elementary) or middle school levels in Abu Dhabi.
Reforming education from within is a difficult task, and some state school systems will hire educational advisors to help support and train local teachers as they adapt to new systems, techniques and curricula. Advisory teachers must possess a rare combination of exemplary teaching skills, strong subject knowledge as well as excellent influencing skills in order to implement change (which is never easy) whilst not having direct authority over those they advise.
Advisory jobs are often in locations that are suburban or rural, and can be short term or long term in nature. Those wishing to take on advisory roles must be very capable relationship builders who understand that change can and will be resisted by many, but who have the proven ability to get results through education and influencing. Educational change must be undertaken in a very sensitive and culturally appropriate manner; this makes patience, flexibility, empathy and adaptability extremely important to success.
Salaries for Advisory jobs are usually at the top of the range for the region, often similar to a head of department or other leadership role. Many provide family-friendly employment packages, an acknowledgement that the skills needed to be a good Advisory Teacher are usually honed later in a teacher’s career after much experience.
Advisory jobs are less common than they once were, as governments are looking to reduce spending in a time of global economic uncertainty, but can be found in places like Abu Dhabi, Malaysia and Kazakhstan.
No matter what job you seek, it is important to understand the benefits and challenges you will face in each role and to prepare yourself adequately for them. We recommend you learn as much as possible before you go, so that you can have the best possible experience after arrival. Registered teachers can take advantage of our Learning Portal with hundreds of resources for teachers who wish to learn more about teaching abroad.
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