Expert Advice

Roger Hove, ISS President and longtime overseas educator and administrator, reflects on an important trend in international education, and how the demographics of international schools are changing education itself in exciting ways.

Key Similarities and Differences of International Schools Compared with Those in the US or Canada

When asked the question about the similarities of international schools with those in the US or Canada, the overriding response is students’ needs. As one may understand, students have very similar needs no matter where in the world they may be or what social economic status they may enjoy. These needs may include but are not limited to: positive recognition, self-esteem, belonging, consistency, response to high expectations and achievement. Additionally, the notion of best practices cuts across all geographic boundaries and may include: inquiry-based learning, Professional Learning Communities (PLCs), inclusionary practices, engaged learning time, Understanding by Design (UbD), Response to Intervention (RTI), student-led conferences, the list goes on.

We also notice that, with the exception of some Southern Hemisphere schools, school calendars are relatively similar—although host countries will celebrate their legal and religious holidays and will expect international schools to comply with those important dates with school holidays. And, we see an array of governing structures that include, parent elected boards—similar to those US and Canadian public schools—as well as appointed and self-perpetuating boards which may mirror many US and Canadian independent schools.

Lastly and similar to many US and Canadian schools, international school campuses serve as community centers and the base of most community activities for families. In many overseas communities the school is the sole meeting place for the ex-patriot community—with adult team sports, community theater, concerts, social events, etc.

In contrast to US and Canadian public schools, overseas international schools seem better able to freely advance changes to their curriculum without intrusion from their home governments. This is contingent however on the school charter. There are numerous examples of programmatic initiatives that have been enthusiastically put in place, some of which include: the Global Issues Network (GIN), the International Primary Curriculum (IPC), Week Without Walls (WWW), the Visual Learning Project and many other relevant initiatives.

With the financial strength of many overseas schools, these and other initiatives may be developed and advanced readily with the requisite professional development needed for successful implementation.

There is an increasingly larger number of corporate or proprietary, for-profit schools established in non-Western locations. The growth of international or US schools in Asia and the Middle East is swelling geometrically if not exponentially. A number of newly established international schools and those with a US Advanced Placement curriculum are intended to educate children of host nationals with the expectation for those host national students will matriculate to US universities.

On a personal level, I have found that the biggest change for my family was becoming more globally-minded, more sensitive to differences in people and curious about other customs and norms of students who attend international schools. Lastly and once again on a personal level, we quickly discovered a change in our spending priorities with numerous travel opportunities afforded by virtue of living in a location outside our home country—and that has opened the door to the world and a perspective we never imagined could be realized.

Best of luck in your journey,

Paul DeMinico

Overcoming Culture Shock, Working Effectively with Others, and Thriving in the Energizing Environment of International Schools

First, can you tell us a bit about yourself, Lila, what is your background, and how did you first come to know something about other cultures?
I was born to Chinese parents. My mother was born and raised in Hong Kong under the British rule. My father was born in Guangzhou, China during the Japanese invasion in the Second World War. I was their first child born in Hong Kong. When I was 10, the family moved to the Dominican Republic. I spent the rest of my primary school and the whole of secondary school in local schools in Santo Domingo. Upon graduation from high school, our family then immigrated into the United States where I went to college and became an educator. In the last 16 years, I’ve worked in various international schools in China. I was a Third Culture Kid (“TCK”) before the term became popular.

What did you first notice about your own culture and the American culture having studied and worked in the US, and with US organizations?
In all the cultures that I’ve lived in and assimilated to, the one element that stands out the most is relationship. Understanding of a culture has to do with understanding the protocols on how relationships are built, how they are maintained, and how they can be jeopardized. Then within the framework of relationship, there are the complex layers of cultural norms that affect the depth and breadth of that relationship.

Why is proactively seeking to understand and work effectively with other cultures important for International Educators?
Regardless of background and culture, seeking for better ways of communication and making an effort to understand other’s perspective help create synergy for collaboration. It also communicates respect: I want to understand your position, your view, because I respect our differences. As international educators, we work with students with different perspectives and points of view, how to facilitate effective communication and bridge understanding should be one of our goals.

As we all know from various news reports, China is one of the "hottest" places to be right now, and demand for international teachers is great. What are some of the most important cultural differences an overseas educator should know, when living and working in China?
Chinese management style is more hierarchical. Authority is associated with the positions; decision making is deferred to the leader. Self-assertiveness maybe viewed as aggressive behavior if you are not in leadership role. Shared leadership is not the norm and has to be trained and coached. Subtlety is highly valued in communication and in action. Active and open participation in group setting is not common, and therefore needs to be modeled and systematically trained. Educational research is not the norm, or practiced, keep that in mind when making references to a Chinese audience. Chinese, and many Asian, parents have very high expectations for their children’s education. Child’s success is associated with family honor, not just personal success.

What are some of the top things successful educators do (in general and in China specifically) to work effectively with other cultures, and to navigate the inevitable roller-coaster than is "culture shock"?
Know your priorities and what is important to you. Be clear on why you are doing what you are doing: know thyself. Keep an open mind and be willing to be surprised by the unexpected. Take advantage of opportunities presented by the new environment. Have a sense of humor, if you don’t have it, find it.

What have you learned about yourself after working for so many years with very diverse groups? What advice would you give to new international educators about the role of self-discovery/awareness in working overseas successfully?
Differences have taught me to be adaptable. Focusing on problem solving has helped me become more resourceful and creative. Taking a genuine, active, interest in finding the meanings and values behind other cultures and thinking can add to my experience and knowledge. The more I do, the more I see there isn’t exactly a right way or wrong way to do things, just different ways.