For those interested in talking about how to go about looking for a job in an IB school, questions about interviews, expectations, or just what working in an IB school could look like...ask away !
I'd like to share some thoughts/advice that might be helpful to you. I'm often been asked the question of what an IB school would be looking for when hiring, how to prepare for an interview. Seeing as we are located all over the World, there are some contextual considerations as well, and I love hearing the experiences of expat teachers I've had the chance to interact with and get their perspectives. So, I put this together, but feel free to reach out to me if you have any specific questions and I can see how I might be able to help !
If you're looking for employment at an IB school, here are some things to consider...
what is the job posting and through which 'placement' agency is it
where is the job located
is this a private school or 'public' school (or even a charter school), and even then, whether the programme is inclusive (meaning everyone has access) or exclusive (meaning students have to be accepted)
what curriculum does the school follow (even in China, there are many schools that follow Ontario or British Columbia curriculum, for example)
what programme(s) are you applying for (or would you be prepared to accept)
what's your end game (are you looking at getting into admin, a coordinator's role, a single subject teacher, a specializaton such as technology or spec ed)
What an IB school is looking for depends on a few things, but first TDLR; research, research, research.
I realize this is sort of vague, but the questions you'll be asked in central China will be much different than those you'll be asked in Ontario and Northern Africa. It wll also depend on whether the school has an established IB programme (eg. Alex, if you know of Deslauriers in Nepean for the CEPEO, they've had the Diploma for 20 years so their questions will be much different than a school that's in the candidacy or authorization phase).
Generally speaking, what you should have is :
an overaching comprehension of IB philosophy, irrespective of programme
IB core terminology - learner profile, approaches to learning skills, conceptual learning, multi and interdisciplinary learning, learning through authentic inquiry and service learning
your programme fundamentals (PYP transdisciplinary planning, end of programme exhibition, MYP personal or community project, interdisciplinary planning, conceptual learning, DP extended essay, theory of knowledge, etc)
do some research regarding curriculum, is it locally developped ? is there much flexibility ?
how involved are parents (a lot of this has to do with the inclusivity of the programme and if it's a private school or not)
be prepared to be asked how open you are to taking additional professional development and what your strengths are in collaborating with others (hey, great thing you're taking this course !)
a general understanding of the 2020 Standards and Practices document. This is fully revised to referencing outdated documents, including your programme guides (especially in the DP) is a bad idea.
research school structure if you can - some schools (eg in Ontario public schools) have principals that were once teachers and have had to have a certain amount of teaching experience before even being able to take the qualification course, other schools (eg some in the US) are run more by an admin with no educational experience (so it might be more of a business model)
A difficult question I've heard was asked during an interview was : "How would you design your classroom to promote effective and engaged learning?"
I would actually look at the brainstorming that's going on in our discussion forums and think about it in terms of environment, motivation, skills, knowledge...And I know the IB appreciates the EMSK approach because when I was working with the IBEN World leader on developing PD courses, this is exactly how we went about our planning.
So, just as an example, here would be my answers (they would obviously be longer, but no interviewer wants a 20 minute answer) :
How would I use my environment to support learning ? I know that learning takes place in the classroom but also beyond the school walls. I would make sure students have a physical space to collaborate (whether that means desk placement, learning circles, circular tables if available, and the capacity to see and look at each other to promote active listening and effective communication) I would also use opportunities to connect to the community in ways that are meaningful, seeing how we could be involved in service learning or even connecting to nature.
How would I support skill development ? : I am a strong believer in explicitly developing skills through modeling, peer modeling, providing ongoing feedback and giving students the tools they need to communicate effectively. I understand that not all students develop skills such as social and affective skills, at the same time and I would make sure to keep an eye out for differentiation opportunities. I would support students in developing organizational competencies through.... (whatever you prefer, modeled use of an agenda, visible thinking techniques, etc) as well as self-regulation through.... (you could use any of the ATL skill indicators, IB school or not they are all valid).
How would I make sure my students are engaged and motivated ? I know that students learn best when they engage not only in a conformist way (because they have to), but also when they develop a love of learning. This often happens by project-based learning where the student is at the center if inquiry, and learning through experience. When students are able to make connections to the real world and their daily lives, they are more likely to be engaged in learning. Learning should also be fun - I like to make sure I get to know my students, what they like to do, any passions they might have, and tailor those learning experiences to that.
How would I make sure students develop a passion to want to know more (knowledge) ? : If learning is fun, it should make students want to know more. When students find their passions or are able to explore their interests, they are more likely to become more autonomous and develop initiative. Often, student-led projects help with this. I value what students already know and would like to build on their capacity to create not only a collective understanding of concepts and content, but also an individual understanding.
Again, these are just my thoughts and ideas, I would love to hear more from the experiences of others that are currently or have been in the process !
If you are looking for a specific job, or within a specific city or country, I am willing to try and help you navigate this. As well, there are many sites that post global openings, the best place to start is through TES which partners with the IB.
