ITP - 018: What Recruiters Look for in International Candidates

Greg: Welcome to the International Teacher Podcast with your host, Greg the single guy and Matt the family guy. We’re recording episodes from around the globe to tell you about the best-kept secret in education. That’s right—it’s teaching overseas. We’re glad to have you.

Greg: By the way, I’m Kent—oh, I already started. Welcome to our show. This is Greg the single guy. Once again, Matt is out golfing, so we have our friend Mr. Kent Arimura here sitting in—Kent the cat guy.

Kent: I’m happy to be here. Thank you for asking me to join.

Greg: I love it. What are we talking about today, Kent?

Kent: Today we’re going to talk about what makes for a good teacher. What do employers look for from our point of view, from a teaching point of view?

Kent: What are some skills and dispositions that fit in nicely on the international teaching circuit?

Greg: You sound really official when you talk like that. It’s almost like this is an official show and you’re one of a team of recruiters or something, because I know pretty well that you are not a recruiter.

Kent: That is so much—I’m a teacher. I’m the one who usually sleeps on the floor after the job fairs, not the ones doing the hiring.

Greg: You’re the one at the job fair when the recruiters are ready to go home and you’re like, “Just a second, could I talk to you for a second? I haven’t talked to anybody yet.”

Greg: Right now, as we record this, we’re in October, and October is recruiting season starting for international teaching. The job fairs are coming up.

Greg: This year they’re looking for 22–23, and you and I can go over a couple things from a teacher point of view—what we think they’re looking for in general for teachers overseas, right?

Kent: That’s right.

Greg: But what kind of teachers are international schools looking for in general? You and I have been down the block a couple times, right?

Kent: Okay.

Greg: For instance, Kent, you know that this year Search Associates and ISS—International Schools Services—two of the biggest ones here in the States, are already recruiting with fairs.

Greg: We need to share a little bit in October now what we know they’re looking for, because the real face-to-face job fairs usually start in December, then January and February, all the way to the stragglers around August.

Greg: What kind of teacher do you think they’re looking for?

Kent: That’s a great question, Greg. I think in my experience they’ve always been looking for people who get along with people.

Kent: That’s one of the biggest skills—do they fit into our school? Is this school a good fit for them? Are they a good fit for our school?

Kent: At international schools, you tend to be around each other a lot more than in a domestic school, and you interact a lot. Being able to get along in a group is extremely important.

Greg: What do you think? Go ahead and ask me now.

Kent: What do you think is an important aspect of being an international teacher?

Greg: Funny you should ask me that, Kent. The first thing that comes to mind is certification.

Greg: You are first and foremost a teacher. You are a certified teacher.

Greg: Not in every case—there are smaller schools that might take someone working toward certification—but the best schools are looking first at qualifications.

Greg: It’s not a vacation. It’s not just to go away from the States. The number one part of fit is that they are qualified.

Greg: And correct me if I’m wrong—the price of getting in the door at these big fairs is meeting minimum requirements. Certification, experience—what’s been your experience?

Kent: You can’t just roll into a fair like it’s Comic-Con. There’s a lot of work done beforehand.

Greg: Can you imagine combining Comic-Con and a teacher fair? We’d all have to cosplay.

Greg: Did I go off track again?

Kent: You’re right, actually. The job fairs have basic requirements.

Kent: Usually you need a teaching certificate, a bachelor’s degree, maybe a master’s, and some experience.

Kent: They don’t always require two years—that comes from schools—but fairs filter candidates so schools know they’re getting quality applicants.

Kent: One exception is if a certified teacher travels with a spouse who can fill a role—they might consider that spouse too.

Greg: That’s why you’re here—you bring that perspective. The primary hire needs certification.

Greg: Great point.

Greg: I like that. I think international employers also want to know—are you excited about teaching? Are you positive? Do you actually enjoy the age group you teach?

Greg: They want someone excited to be part of their school.

Kent: I agree. They’re not going to ask you to say it—they want you to show it.

Kent: Everyone says “I love teaching,” but they’re looking for something deeper.

Greg: Most teachers overseas are passionate. And in interviews, it’s not just answers—it’s your energy, tone, and attitude.

Greg: Sometimes it’s not what you say—it’s how you say it.

Kent: Exactly. They’re reading everything.

Greg: It’s not just a travel position. You’re there to teach and contribute.

Greg: They’ll interview multiple qualified candidates. The difference comes down to fit.

Greg: Schools often see themselves as close-knit communities, almost like families.

Greg: So what does “fit” really mean?

Kent: Fit doesn’t just mean you’re a good teacher.

Kent: It’s not just your degree, certification, or resume.

Kent: It’s whether they can picture you in their school—teaching, living in the community, working with staff.

Kent: It’s their ability to see you there long term.

Greg: I’ll add to that. This isn’t just a job—it’s a major life step.

Greg: You may have never seen the country or the school, and you’re stepping into a completely new environment.

Greg: Recruiters are asking: will this person stay? Will they adapt?

Greg: Can they live here, work here, and not leave in two years?

Greg: It’s a puzzle—filling roles, balancing personalities, building a team.

Greg: There’s risk on both sides.

Kent: And life outside school matters too.

Kent: If someone seems impatient in everyday situations, recruiters may worry about how they’ll handle bureaucracy abroad—visas, utilities, systems.

Kent: They need to see patience and adaptability.

Kent: Even if you’re not that person yet—are you willing to become that person?

Greg: I like that—adapt.

Greg: You have to believe you can handle a new system and even enjoy it.

Kent: I totally agree.

Greg: Including what you said or what I said?

Kent: I love what I said.

Greg: I love that.

Greg: Let’s shift a bit. Schools don’t want someone treating this like a vacation.

Greg: They want someone reliable, capable, and willing to contribute.

Greg: Someone who can agree, disagree, and help improve the school.

Kent: And prove it with experience.

Greg: Exactly.

Greg: Here’s another example. In international schools, the school often becomes the center of students’ lives.

Greg: Activities happen before school, during lunch, after school, and even on weekends.

Greg: Flexibility matters—being willing to take on clubs, yearbook, drama, anything.

Greg: Saying “I only do this one thing” doesn’t work in smaller schools.

Greg: There are too many roles to fill.

Greg: What’s something you’ve done outside of teaching?

Kent: I’ve done after-school clubs—games, reading, office hours.

Kent: I’ve run table tennis, hockey, math olympiad, anime clubs, language clubs.

Kent: In many places, school is the main hub for student life.

Kent: The more skills you bring, the more you can contribute.

Kent: I was hired as a fifth-grade teacher and ended up teaching drama and yearbook too.

Greg: I think you set a record for talking without breathing.

Kent: I can breathe now.

Greg: That was fantastic. I’d hire you.

Kent: I’m available.

Greg: What else have you contributed?

Kent: Schools look at your interests during recruiting—and it matters.

Kent: Those hobby checkboxes aren’t fluff.

Kent: Schools want well-rounded people who contribute to the community.

Kent: I’ve coached soccer, taught scuba diving, run tech workshops, tutored, led clubs like chess and robotics.

Kent: It comes down to willingness to give extra time.

Greg: That’s a long answer—I pulled a Kent.

Greg: If you’re just joining us, we’re talking about what recruiters look for—commitment, certification, flexibility, and risk-taking.

Greg: Saying “I love travel” isn’t enough—you have to show it.

Kent: There’s always a honeymoon phase in new countries, but work is still work.

Greg: Even in amazing places, early mornings still feel like work.

Greg: But travel connects to student trips—international experiences, expeditions.

Kent: You don’t need to be an expert—just willing.

Greg: That willingness is huge.

Greg: In Egypt, I ended up leading trips with an Egyptologist—completely outside my background.

Greg: Schools want dynamic people, not just subject specialists.

Greg: You’re crossing borders, handling responsibility—professionalism matters.

Greg: Sometimes you’ll be thrown into unexpected roles.

Kent: Adaptability is everything.

Greg: Tell me a story.

Kent: I once drove a luggage truck through mountains in Yemen and almost rolled backward off a cliff.

Greg: Not in the job description.

Kent: But part of the experience.

Greg: That’s international teaching—you never know what’s coming.

Greg: I once dressed as Santa underwater in Venezuela, freezing in a cave, waiting for students who barely noticed.

Greg: It was ridiculous—but memorable.

Greg: This job is bigger than teaching.

Greg: Schools also want people who will stay long-term—it’s expensive to replace teachers.

Kent: Showing genuine interest helps.

Greg: If you want them to care, you have to care.

Greg: It’s a two-way match.

Greg: Some schools struggle to recruit—interest matters.

Greg: And perceptions about danger are often exaggerated.

Greg: Have we helped our listeners?

Kent: I think so.

Greg: Be ready—there’s competition.

Greg: You may not be the best teacher in your new school—and that’s okay.

Kent: Everyone brings something.

Greg: This is more than a job—it’s a lifestyle.

Greg: You’re part of a community, often seeing students everywhere.

Greg: I once ran into a student in Australia within 20 minutes.

Greg: It’s a small world.

Greg: Kent, thanks for joining us.

Kent: Thanks for having me.

Greg: And thanks to our listeners. We’ll see you next time.

Greg: Thank you for joining us on the International Teacher Podcast.

Greg: Did you hit record?