One of the unique benefits of working in an international school is the opportunity to engage with a mix of cultures. One of the challenges is the drawing together of a diverse staffing demographics. Raising student achievement is the goal of each individual teacher.
While there is diversity within the student population it is also true within the teaching population. Given the research ( declaring the constant turn over of staff within international organisations of between 20-25 percent each year, the need for continuous induction of staff reveals a number of challenges for the principal and leadership team of the school. How do you sustain learning and not “waste” time inducting and re-inducting staff?
As explained in an article titled “Raising Student Achievement: The work of the Internationally Minded Teacher” (which can be found online at the International Journal of Innovation, Creativity and Change) the challenge for leaders in the international sector is to continue to meet the learning needs of educators. A targeted professional learning program is required. More precisely, a collaborative professional learning program. One that is focused on improving teacher practice more than learning how to implement a “program” of instruction.
This is where the coaching and mentoring aspect of the leader’s role comes into play.