This blog is authored by Robert Crowther, Head of School at ACS Cobham International School, in Surrey, UK
As schools move towards the start of a new academic year, Heads of international schools are looking for more than strong classroom practitioners. They are looking for people who will help strengthen the whole school community.
Alongside teaching skill, international school leaders want staff who are adaptable, collaborative, culturally sensitive, and willing to contribute well beyond the four walls of their classroom. International schools value educators who actively support school culture, engage in community life, and demonstrate a genuine commitment to learning and growth.
For more than 30 years, I have worked in international schools, serving as a school leader across a range of schools and countries in Europe and South East Asia. These experiences have given me the opportunity to work with educators from diverse cultural and professional backgrounds, while gaining a deeper understanding of what enables teachers to thrive in international schools. They have also shaped my perspective on the qualities, values, and dispositions that Heads look for when welcoming new teachers into their communities.
Becoming Part of the Community
The best new teachers understand that an international school is a living community.
As a head, I am inspired by colleagues who are willing to:
- Coach a club or support a performance
- Lead a trip or attend school events
- Build relationships with students, parents, and colleagues across the school
This kind of involvement helps teachers become part of the fabric of school life. The very best teachers do more than deliver great lessons.
Respecting Existing Culture
I look closely at how new teachers approach the culture that already exists in a school.
I value fresh ideas and a willingness to challenge the status quo, but those ideas need to be offered with respect for the values, structures, and traditions already in place. The most valuable new teachers tend to be those who ask thoughtful questions, listen carefully, and look for ways to add value before trying to change anything.
Integrating Beyond the School Gates
In international settings, integrating into the local culture matters just as much as fitting into the school culture.
Teachers who take time to learn about the host country, show curiosity about local customs, and make an effort to learn some of the host language stand out. Getting involved in community sports, theatre, or choirs; joining a book club; volunteering; or simply exploring a new home country all send a clear signal. That effort is almost always warmly appreciated by local colleagues, families, and the wider community, because it signals respect, openness, and a genuine desire to belong.
Engaging With the Whole School
One thing Heads quickly observe is whether a new teacher is interested in the whole school, not only their own department or team.
Teachers who make time to get to know support staff, administrators, pastoral teams, parents, and students beyond their own classes help create a more connected and positive environment. In international schools, where community is often central to school identity, this wider engagement really matters.
Confidence Balanced With Coachability
When I am looking for new teachers, I look for energy, perspective, and experience that can enrich our school, balanced with a readiness to learn from colleagues and to understand the school's context.
The best new staff combine confidence with coachability. They contribute ideas, but they remain open to feedback, local ways of working, and the long-term aims of the school.
The Bottom Line
Heads of international schools are looking for teachers who will help the school thrive as a community.
We want professionals who teach well, join in generously, adapt thoughtfully, and approach their new environment with curiosity, respect, and a spirit of partnership. These teachers tend to be the most successful, and they tend to have the greatest positive impact within their school.
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