You Are Moving Where? – Lena and Brian

Why don’t you work in ________ (fancy country everyone wants to visit)?

Why would you live in______ ? (random country where we were offered a job)

Do you just send one application and then schools pick you? 

We get these and many other questions when talking to our family and friends in the US about living and working abroad.

Our parents are beginning to grasp the complexity and intensity of changing schools and countries because they serve as psychologists and babysitters during the crazy process. But to others, it is a mysterious part of our lives. The long story short is that we do not really get to choose to work in a specific country. We try to balance multiple factors regarding the school, community, and country. And ultimately, there are a lot more teachers than schools, so the scales are not tipped in our favor in any hiring situation.

Going through this lengthy and stressful search two years in a row is not an experience we would wish for anyone. To clarify a popular FAQ, we do NOT send our applications to a type of clearinghouse and wait to see which schools are interested. That would save us months of work. There are not international school districts (well, there are some companies that own multiple schools, but that’s a different thing). Anyone can call themselves an international school. It is up to us to find out which ones provide aligning pedagogies, solid packages, a supportive community, and a location that meets our family’s needs. This detective work requires a broad international network, access to recruitment databases, participation on Facebook groups, and some luck. 

Schools hire as independent entities, and they do not post openings all at the same time. The window is between October and March, and we can be at different stages of recruitment with different schools throughout that time. There are several recruitment platforms that we pay to belong to, but often positions are tentative or do not correspond with what is listed on a school’s website. So we sometimes spend hours meticulously revising a cover letter and applying to non-existent jobs. Additionally, schools are combing through thousands of applications for each open position. They are so overwhelmed that once positions are filled, updates on the databases and post-interview follow-ups are not always timely. It would be great if there was some way that international schools could set up something like National Signing Day when high school athletes declare their intent to play sports at a university. Maybe there could be a world posting day when all available jobs are announced at once, which might be overwhelming but would level the field. One organization is attempting something like this, but there are a lot of competing agencies and complicated factors.

Our professional website https://brianandlena.weebly.com

To stand out, we have a professional website and attend job fairs hosted by the recruiting agencies. They are expensive and stressful, but often prove effective because face time is so valuable. However, they are a huge financial risk and logistical commitment for educators – especially when we are unemployed. While participating in the fair doesn’t cost too much, the flights and hotel to London, Bangkok, Singapore or Dubai sure do. Not to mention taking time off work and arranging childcare.  Because we weren’t working this year, we opted to attend two fairs – Bangkok in November and London in January. However, Brian did accept a maternity cover and ended up missing two weeks of his four month gig for us to attend both fairs. The detour to Phoenix to bring our toddlers to their grandparents was also costly but necessary. The pace at fairs is so intense that bringing the kids is not an option (unless we brought a caregiver, but it would still prove a huge distraction). Last year, we had 14 interviews in two days with nine schools. While severely jet-lagged.

GRC Bangkok Fair, November 2019

The hardest parts of selling ourselves as a package has been that we are two elementary teachers with two dependents. Rightfully so, schools look to hire the hard to fill positions first, such as high school physics or calculus. Once they find the right person, her/his partner typically fills another open position…which often happens to be elementary classroom. So the positions we are recruiting for are frequently reserved for spousal hires, which leaves us waiting to see how schools’ “puzzles” are coming together later in the hiring season. Additionally, many schools allot a certain number of spaces for dependent students because these kids will attend for free. Most allow two kids, although some accept three. Either way, those spaces are often held for that physics teacher who might have three kids. One school told us that their board would not allow hires with dependents until after January. If we had a penny for every rejection email that talked about the “puzzle.”

Bug and Noodle mid-flight

Unfortunately, we were not lucky at the November fair. Perhaps our self-presentation was off or schools were just not ready to commit to two elementary teachers so early in the recruitment season. Who knows. Analyzing the experience of a job fair is a complete mindf%&#. We did reconnect with wonderful friends and network with recruiters at excellent schools. Plus, we ate a lot of Thai food, saw the Pope (his motorcade drove by our hotel!), and had an amazing 12 hour layover in Hong Kong. So it wasn’t a total miss. But it sure was expensive.

Mid-Levels, Hong Kong

After the fair, online recruitment took over. While Brian was working and commuting two and half hours a day, Lena was holding the household together and spearheading applications. The only common time to interview with schools around the world was in middle of the night. We would get the kids to sleep, take a nap, and wake up at midnight to put on our suit jackets (pajama pants stayed on). Or we would wake up at 3:30am for a 4:30am interview and then Brian would go off to work. We were exhausted. Thank goodness for the world clock function on our iPhones to keep track of all the time differences. We even had one night with 3 interviews in three different countries. We only made one scheduling error which was apparently forgiven because the school did hired us.

However, that school hadn’t hired us by early December. After months of pouring our hearts into applications, waiting weeks to hear back (and often not), and sinking into self-doubt when offers were not made – we were losing steam. Underlying this whole experience was the sadness that Russia would not materialize this year either (there had been a slight possibility). Losing our dream school made it hard to get excited about other opportunities. As Christmas neared, many international teaching friends were posting on social media about their exciting plans for next year while we were still in the trenches, so we decided to try the London fair again since we scored our (since lost) jobs there last year. We bought all the plane tickets, booked the nonrefundable hotel, and located the only two winter(-ish) jackets for sale in all of tropical Puerto Vallarta.

Airport Express from Paddington Station, London

Naturally, two days after we tossed a ton of money into attending the January fair, we finally landed an offer at a school that we were genuinely excited about. Since the money had been spent, we decided to travel to London for a kid-free mini-holiday. Although we did not attend the actual fair, we did support dear friends and further build our professional network. And see a West End show. And visit incredible museums.

Now that the huge pressure of finding jobs has lifted, we have entered the transitioning stage. Schools know they have elementary openings, but current teachers can opt to switch grade levels for the following year, so new hires need to wait to find out their actual grade assignment. Also, we are receiving mountains of information about obtaining visas, work permits, health insurance, finding housing, and sending an international shipment of goods – which involves all kinds of paperwork, official stamps, trips to embassies, and communication across timezones – and simply fills the space once reserved for finding the job.

From CNN: Best things to do in Uzbekistan, an unmissable gem of Central Asia

At this time, we are excited to announce that The Wandering Thomspers will be moving to Uzbekistan – a travel destination currently receiving tons of positive media attention. Lena will teach Kindergarten and Brian will teach Grade 4 at Tashkent International School. Given the current state of the pandemic, we have no idea if we will be teaching in person or remotely starting in August. At least this #YearOnNotOff has hammered home the need for flexibility and open-mindedness about all the possible life trajectories we might find ourselves on. We are just grateful for the opportunity to join a special community and grow in a new experience.

Anyone interested in more details about moving into international education can leave a message below or contact us via this website. We are happy to share what we have learned!

’Tis the Season – Lena

Our expat life is often perceived as a longterm holiday because we tend to live where people vacation. The reality is that, while we love living in these places for many reasons, we definitely face the same challenges as “back home”…bills, jobs, childcare, errands, dirty dishes, relationships. Consciously creating a simplified life probably mitigates some of the typical stresses, but here’s a realistic glimpse into what’s actually going on.

Pardon the self-indulgence. But isn’t that what blogs are, really? For me, holiday blues and job search stress collided. Hard. For the second year in a row. And were compounded by culture shock. And very well managed ADD. I have survived and am quite familiar with all of these intense experiences. They have several overlapping features: deep reflection, fluctuating emotions, anxiety about decision-making, constantly streaming internal monologue, careful management of scenarios and expectations, fatigue, and the conflicting desires to simultaneously withdraw and connect.

Let’s start with holiday blues. The weeks leading up to Christmas seem to dredge up social and performance insecurities that I manage much better at other times of year. I am vulnerable because I know I’ll be away from family, and friendships are only slowly developing. I know the first year is always the hardest. But knowing doesn’t make it easier.

Wherever I am at this time of year – I love the music (which we only start playing after Brian’s birthday in early December). I love the food and drinks. I love the family time. When abroad, I usually love the accomplishment of expat ingenuity in the face of culinary challenges and the camaraderie among friends far from home. My blues center around high expectations based on stereotypes and the resulting sense of failure when they are unmet, which would probably be the case whether home or abroad. 

Decision-making paralysis is exacerbated as an expat. Which food and drinks? Where will I find the ingredients? Who will we share them with? How am I going to concoct Pinterest-worthy decorations? What kind of tree in the tropics? Do I kill a real tree, contribute to plastic overuse, or figure something else out? We have way too much stuff, why should I spend money on more of it? What will I do with it when we leave? Should I even bother decorating if we are only going to use the stuff once? Should we be spending money frivolously before we have secured jobs for next year? Oh wait, no offer is ever secure, so we better not travel anywhere this year (there goes a tangent in another direction…) Let’s throw parent guilt into the mix. How do I feel about the creepy Santa narrative? I don’t even need to ponder the elf situation, that’s a no for me. What are my kids missing out on if I don’t make a big deal about this holiday? How will my kids be messed up if I do make a big deal about it? Am I focusing enough on charity? Where do I even find opportunities to do that?

Culture shock can correlate to holiday blues, but really it happens at any time of year and at any point in the expat experience. Essentially, people who immerse themselves into a new culture experience several stages of anxiety and emotions as they adjust to the environment. In 1960, Canadian anthropologist Kalervo Oberg identified four stages of culture shock that are still popularly referenced, which include honeymoon, crisis, recovery, adjustment. The stages are not necessarily linear and change without warning. I studied and experienced culture shock while doing anthropological fieldwork in university. Now as a permanent expat, these stages are the seasons of my life. With every move, I know the highs and lows are coming. Recognizing them is certainly important, but they are intense nonetheless. 

Getting married in Puerto Vallarta in 2013

Honeymoon

When we lost our jobs unexpectedly, Brian and I quickly replaced that gut punch with a huge adrenaline rush of impulsively by moving to another country (the ultimate fight-or-flight response). Mexico is my psychologically “safe” country that I often imagine fleeing to when life feels tenuous. This is where I first stepped out of my ethnocentric bubble in university. I got married and literally honeymooned here. So the timing was not ideal, but in some ways, it was a dream come true when we ended up in Sayulita. The anxiety of an imminent job search constantly simmered below the surface, but we tempered it with tacos, margaritas, and warm ocean waves. Now that the job search is full on, whatever figurative honeymoon we were on is fully over. 

Crisis

The crisis is multifaceted. Our charming jungle cottage has tons of challenges (and tiny visitors that live in our roof and poop a lot). Financial stress has been exacerbated by needing to purchase a car because Brian began working maternity cover at the American School of Puerto Vallarta. It was an opportunity we had to take, but it means he leaves at dawn and returns at sunset. While he struggles with a long commute through the jungle and teaches two grade levels each day, I get our kids to school, keep house, apply for jobs, cook, etc. We also took a marathon business trip to Bangkok last month to attend a job fair. And will do another one to London in January. With Christmas approaching, we were still jobless. And tired.

Our newest wheels

I am not doing yoga, having lunch with friends, or spending time at the beach. What I am doing is drinking a lot of coffee and feeling lonely. That is hard to admit because I carefully curate a life in photos that looks amazing. Don’t get me wrong, there are plenty of positive moments where I’m very happy. However, the social anxiety of being new in a very small expat community has put this introvert way out of my comfort zone. Sayulita expats seem to split into long termers who don’t need to invest in relationships with short termers, and short termers who are far more extroverted than me and my clan. We are low key. We are definitely social and love a good time with friends, but we often hold back until we have the lay of the land. Family playdates are reliable social endeavors, but incompatible age ranges and busy schedules make those infrequent. Since we only have one year here and did not benefit from a ready made cohort of colleagues, more effort is required and the timeline is rapidly shortening.

Beach time with Babo

Recovery & Adjustment

After a few weeks of feeling underwater, I finally called home. And contacted friends from afar. And thanked my husband for recognizing and facilitating my need to just curl up in bed and give up occasionally. My parents graciously dipped into airline miles, and within a week my dad was here. And my sister’s brood was coming for New Years. Recovery was rapid because my dad’s arrival also brought luck. We landed multiple interviews while he was here, and he guided us through the pros and cons of various scenarios. Before he flew back to San Francisco, we were able to toast to a new future. 

I ended up loving our intimate and very sweet nuclear family Christmas. I searched on Pinterest  for “Boho Christmas” and realized that decorations were not problem. Sayulita is a mecca for boho chic clutter; I bought garlands of pom poms, felt trinkets, and mini cactus motifs to my heart’s content. I even managed to transport a toddler-sized cactus in the golf cart, carry it up a flight of stairs, and only sustain minor puncture wounds. It’s not plastic and it doesn’t shed. And it’s year round decor so I don’t even have to take it down. (Update: Chad the Cactus did suffer a minor setback but appears to be recovering with sunlight and rockier soil.)

Brian and I traded shopping days, so we simply hit the local market for all the tourist stuff that we otherwise overlook because we live here and don’t need that stuff. (And then regret not buying when we leave.) Santa delivered art supplies and beautiful felt animals. Owen was worried he wouldn’t come because we don’t have a chimney, but he did. My dad left them a zillion matchbox cars wrapped up next to the Christmas cactus, so they were plenty excited. And he handed me a gift certificate for a massage before leaving. Because dads just know. 

I focused on small victories. Neither of our families do a full-on traditional holiday meal, so Christmas Eve was homemade Chinese and Christmas Day was take away tacos. I didn’t even have to change out of my pajamas. I found Betty Crocker Gingerbread Cookie Mix (which in my heart is totally cheating, but I had zero capacity to locate molasses). We managed to bake the day after Christmas. Unfortunately, we failed to hand them out to friends and ended up eating them all ourselves. I’m not going to beat myself up too much over that minor fail, though it would have been a good friendship initiative. My major success as a parent this particular season is that I finally purchased an advent calendar (I ordered one on Taobao – aka Chinese Amazon – last year, but it never arrived), and the kids ate a piece of chocolate every day as they practiced counting to 24.

After a few lazy days, my beautiful sister whisked in with her kids and kicked the energy up a few thousand notches. Four toddlers. So much life. And love. Although her visit was short, it punctuated a very long year with exactly what I needed. Brian and I rang in the new year cuddling on our front porch equally amazed and at peace with this life we’ve chosen to lead and all the directions it’s taken us. 

Oberg, K. 1960. ‘Culture shock: adjustment to new cultural environments.’ Practical Anthropology 7, 177-182.

Job Search…Soul Search – Lena and Brian

Apologies that our fledgeling blog has been neglected. Aside from unreliable internet, we have completely lost ourselves in the job search for next year. This involves hours of searching on databases, strategizing for job fairs, researching about schools and locations, revising cover letters to address the specifics of each school, completing detailed applications on individual school websites, maintaining communication with former colleagues and potential employers. Taking breaks to mop the floor, do laundry, organize the pantry. And parent. Oh, and Brian is now a longterm substitute at the American School of Puerto Vallarta (woohoo!). And I am supporting a family in beginning the journey of homeschooling (yay!).

Our #YearOnNotOff just got a little more ON. We’ve hardly recovered from the intensity of last year’s job search and were looking forward to not doing one for a long time. There’s also unease after putting forth so much effort and watching the results slip through our fingers. But we love what we do and are very eager to dive back in.

Reflecting on our job search experience last year, we think our ultimate success was due to in-person interviews at a job fair. No doubt, we also bombed a few. But overall, we felt that face-to-face conversations brought our CVs to life (quite literally). Where we struggle is standing out on paper. Each school receives thousands of applications for one position. And most applicants have equal years experience, share our pedagogies, and feel the same passion.

How do we set ourselves apart? After revamping our CVs last year with an updated look, the new message we are now receiving is that they should be basic for software scanning. Additionally, we are vacillating about how to handle this big gap at the top. Do we mention being hired and released at no-fault? Do we add our current short term positions? We’ve decided that the cover letter is where we can tell our story about truly making this year count. We hope that our positivity and creativity in response to this detour demonstrate why we would be great employees. But we also need to paint a more vivid picture of ourselves as experienced educators.

Researching how to refine our message led to Kerri Twigg’s website which is full of nuggets on “using your story to find your strengths.” We felt that reflecting on her ten prompts could help us get past “being passionate” and better define which skills and assets we actually offer.

We’ve decided to post the questions and our answers for multiple reasons. First, we do offer links to our social media outlets to help recruiters get to know us beyond the bullets on our CVs or the two paragraphs each in our joint cover letter. Second, the portrayal of teachers in the media and by politicians is often negative and flat, so we hope this more positively and deeply illustrates our professional identity. And finally, our friends and family from home don’t actually know much about our lives as international educators. They know we live far away. Hopefully this post will explain more about why.

Brian

1. What are three things you get complimented on?

  • Building connections with disengaged students
  • Efficiently managing my time and keeping meetings on track
  • Staying calm and unflustered amidst hyper students, report deadlines, concerned parents, etc.

2. What do you get asked to be a part of?

  • I’m the go-to guy for planning and leading nature activities, science experiments, or field trips.

3. What do you end up doing in any role regardless of the sector?

  • In my “past life” I was a researcher for the US Forest Service and then an environmental educator at national parks, which ultimately led to teaching. The skills that tie all these roles together include:
    • Taking a systematic approach to identifying and addressing challenges in the environment (tree illness, inclement weather, student behavior challenges)
    • Collecting, sorting, and analyzing data (tree measurements, animal tracking, assessment outcomes)
    • Utilizing a variety of environments to keep learning stimulating

4. What work feels effortless?

  • I love guiding students in identifying, planning and implementing projects that address authentic problems in their lives. I’m energized when my work has deeper purpose.

5. What work comes easily to you, but others struggle with?

  • I think some teachers feel overwhelmed by the details of organizing and leading field trips, but this actually allows me to combine my calm nature, organization skills, and pedagogy framed around experiential learning. 

6. What do you research all the time?

  • I am always looking up random facts, usually in relation to a nonfiction book or article I’ve been reading. 

7. What action needs to be part of the work you do?

  • My work needs to be connected to the reality of our classroom, the school, local community, or current events in the world – and it needs to have a positive impact on one or more of those places. I need students to realize how important they are for the future of our world.

8. What makes you feel alive?

  • I am happiest when I am outside, in the woods or at least accessing natural elements of wherever we are living. In urban environments, this can even be a patch of grass or a cluster of trees.

9. What are you the proudest of doing in your career?

  • In a grade four unit that inquired into goods and services, the students designed and implemented businesses on campus. Once they began earning profits, we researched and selected female entrepreneurs within our local community and provided microloans through Kiva

10. What are you most introduced as having done?

  • Colleagues tend to talk with me most about the projects I am currently involved in, which could be service initiatives involving teachers or some type of creation that my students are making.

Lena

1. What are three things you get complimented on?

  • Displays of visible thinking and students’ learning in progress
  • When students I work with are building confidence and showing improvements in other classes
  • Contributions I offer during collaborative planning meetings

2. What do you get asked to be a part of?

  • I often get asked to attend curriculum development and unit planning meetings to ensure that differentiation (especially for language) is being addressed. In this bigger picture, I want to look at content, process and product and ensure that both content and language objectives are defined and accounted for throughout the learning journey.

3. What do you end up doing in any role regardless of the sector?

  • I’ve had some interesting jobs! I’ve worked in sales at a wine store and for a company selling boutique doggie wear (my puppy came to work with me). I’ve served gourmet meals at fine dining restaurants. I was a project manager for nonprofit that researched ethical culture in the workplace. And I’ve taught everything from preschool summer camp in the woods to adult English classes in the West Bank. The unifying factor in all of these is that I truly believed in what I was selling (cute dog collars, delicious wine and food, improving work environments, joy of learning), and I was able to convince people why. These jobs also required setting goals, maintaining timelines with lots of moving parts, taking pride in presentation, communicating effectively, and managing a wide variety of expectations. 

4. What work feels effortless?

  • Building relationships with students is everything to me. When a student is struggling, my immediate thoughts are, “What need isn’t being met to cause this behavior? What can I do to meet that need?”

5. What work comes easily to you, but others struggle with?

  • I love breaking down the big picture of a unit or lesson to anticipate challenges (especially for language learners) and then planning/creating scaffolds to make the learning experiences more accessible.

6. What do you research all the time?

7. What action needs to be part of the work you do?

  • I need to see systems and best practices that demonstrate equity; students and teachers need to be given a voice and they need to be supported and celebrated as works-in-progress. I need to see collective effort to bring out the best in colleagues and students, and I need to hear CAN DO language.

8. What makes you feel alive?

  • I am most alive watching children (my own and students) engrossed in meaningful play and sharing excitedly about their discoveries.

9. What are you the proudest of doing in your career?

  • I am most proud of the shift toward inclusion that I initiated at my last school. It was challenging to change meeting agendas, classroom practices, and deep-seeded beliefs about language learners. I led the EAL team in advocating for, planning and implementing these changes at many levels. Although this will remain a longterm project for the department – and we learned as much from our mistakes as our successes – I believe my contribution was significant in shifting the essential culture of the school toward a more inclusive mindset.

10. What are you most introduced as having done?

  • Colleagues often stop by to see my classroom because it is such a flexible environment filled with visible learning. I’m also known as an advocate for language learners because I am constantly asking questions about how we can improve our practice to better meet their needs.