ITP - 064: Leadership, Accreditation, and Great Teaching

Greg: Welcome to the International Teacher Podcast with your host, Matt the Family Guy, Kent the Cat Guy, and me, Greg the Single Guy. We are 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 join us.

JP: Welcome to ITP. I’m here with Greg the Single Guy, and my name is JP Mint, also known as JP and Jacqueline. I am so excited to introduce to the world of podcasts my mentor, my favorite administrator in the world I’ve ever worked for. Keith Boniface is with us here today. Keith, hi.

Keith: Hi. That’s very flattering, Jacqueline. Thank you very much. I can only say that I’m very sad for our listeners because they may never get the opportunity to work with you. I think you are now on your seventh retirement, so at this point you may have actually hung up your interim head of school or interim high school hats and might actually be retired. Is that right?

JP: Well, mostly right. If someone needed an interim high school principal, I would definitely think about that because that was just a really great experience in Amman, Jordan. It’s something that I wish I had when I first started out as an administrator—having somebody who knew the ropes fairly well and could help guide you along, because many administrators just go from the classroom to the principal’s office, and that’s quite a challenge.

Greg: So listeners, you heard it here. You might get the honor and the privilege to work with Keith Boniface. If he comes to your school, please tap into this source of knowledge.

JP: Greg, I will tell you that Keith and I worked together at my favorite school in the Middle East. We worked together for just a little under seven years. Keith was my middle school principal when I first entered the American International School in Muscat.

Then he went to the high school, and I was still secondary, so I was still working with Keith. We had a great conversation two years before I left Oman about going into administration. That’s when Keith became my mentor and helped me set foot on the path of becoming a principal. So Keith, I have you to thank for this.

Greg: So do me a favor, Keith. I know JP knows you, but our listeners and I don’t. Can you give us an elevator version of international teaching and how you got into it?

Keith: Okay, that’s a good question and a good starting point. I grew up in Southern California, and my first two years of teaching were in an inner-city school in Los Angeles.

It was the kind of situation where I don’t think you’re geared for success. I had a very large classroom teaching fifth grade, and you were expected to do everything in a classroom from art to PE and music and all of those different things.

Anyway, I’d heard about international schools, and this is back in 1977. This is before job fairs and before it was well known at all. Somebody at the placement office at my university handed me a book of international schools.

I opened it up to the middle, and it opened on Libya and the school in Tripoli. It was called the oil company school, a very clever name. I thought about Tripoli. I had no idea where it was, but I knew the song said there were the shores of Tripoli, so I thought it had beaches.

So I applied. In those days, you wrote a letter. A couple of weeks later, I got a letter back, and then soon after that, a telegram. The head of the school offered to meet me at a hotel near LAX.

That’s what heads of school did back then. They flew to international airports and called people to come and meet them in their hotel room. I wasn’t going to go because I was pursuing a mountaineering course, and it was the same weekend that I was finishing it.

When I told my mom about it, she said, “What are you going to do?” I said, “I’m just not going to show up to this interview.” She said, “Well, you call and you tell them that you’re not going to show up.”

So I called John Monson and asked if I could meet on Monday since I was doing a mountaineering course on the weekend. He said, “Young man, I’ve traveled 5,000 miles to give you possibly the opportunity of a lifetime. If you have that to squander, more power to you.”

I said, “Wait a minute. Can we pretend this call didn’t happen?” He said, “I can if you can.”

I went to the interview completely depressed about having to show up. I walked in with four other candidates, and one of them handed me a yearbook. They said, “Have you seen this school?” I said, “No, I don’t know anything about it.”

She handed me the yearbook, and I flipped through a couple of pages and thought, “Oh my goodness, it’s a real school.” Just then, he came down the stairway and called my name. I said, “I’m your guy.”

Anyway, that’s a long story for how one decision changed my life.

Keith: I went to Tripoli and taught fourth grade. I was evacuated three times from the country. The last time was when Reagan asked us to leave in 1981.

They took really good care of us. We stayed on to finish the semester. The entire American staff left, and they hired a whole new staff of Canadians to take our place.

We traveled around the world and applied for jobs all over. That was the start of my career overseas. I spent 39 years in international education.

Greg: How many schools would you say you’ve been at over your career?

Keith: I was at eight schools in seven different countries: Libya, Egypt, Germany, Ecuador, Belgium, Malaysia, Oman, and Jordan.

Greg: That’s incredible. I thought you were going to say something like a hundred.

Keith: No. I think when people start, they often think it’s going to be a short-term thing—maybe five or ten years—and then they’ll go back home. But somewhere along the way, you decide if it’s a phase or a lifestyle.

For me, after Libya, Egypt, and Germany, I met my wife, and we decided to go to South America. We went to Ecuador, and then eventually to Belgium, where we stayed for 14 years. That’s when it really became a lifestyle.

Greg: I have a thousand questions for you.

JP: I want to hear about the different roles you’ve had because I think Greg will be amazed at the range.

Keith: I actually wrote them down. I started as an elementary school teacher—kindergarten, fourth, and fifth grade.

Then I went to Germany and helped open a middle school, teaching sixth, seventh, and eighth grade. In Ecuador, I taught math in middle and high school.

After that, I became an admissions director and a math teacher. I was also an athletic director for a year.

In Belgium, I was the admissions director, then assistant elementary principal, then elementary principal, and later middle school principal.

After that, I went to Malaysia as a middle school principal, then to Oman in the same role. Most of my career was spent as a middle school principal—about 12 years—and then the last four years as a high school principal.

I was also a coach and an accreditation chair.

Greg: That’s amazing. I’m still trying to process all of that.

JP: We’re going to talk about accreditation because we haven’t really covered that on the podcast before.

Greg: No, we haven’t. I’m still in awe of that list.

Greg: Before we get into that, I want to piggyback on your experience. I’ve been at seven schools myself and moved between different roles—elementary, specialist, back to homeroom, and even director of technology.

But your 39 years across those roles is incredible.

Greg: Let’s talk about accreditation. Can you step back and tell us how that started and how you got involved?

Keith: International schools needed a way to ensure quality because schools can open quickly and label themselves “international.” There needed to be a system to verify that they were doing what they claimed.

Organizations like ECIS, now CIS, and NEASC developed accreditation systems. There are also others like Middle States and WASC.

Greg: So how do people get involved in accreditation teams?

Keith: Most organizations offer training. Once you complete it, you can be invited to join a team. Teachers are often included, not just administrators.

It’s about a week-long process and one of the best forms of professional development. You analyze another school in depth.

It’s a lot of work. You don’t get much sleep, and you need to be a strong writer and reader because you’re reviewing policies, curriculum, and documentation.

You start with the school’s mission statement and analyze whether what they say they are aligns with what is actually happening in the school.

Greg: So you’re really looking at the whole organization.

Keith: Yes, everything. And for schools, it’s great, aside from the expense. It costs a lot of money to bring in a team from around the world.

When I was working, I usually did visits close to where I lived. In Europe, I went to places like Paris, Switzerland, Portugal, Turkey, and Hungary. Later, I did visits in Panama and Buenos Aires.

As a retiree, it was a great way to travel. You could tag on an extra week and explore.

Greg: So you’re still involved in that?

Keith: When the pandemic hit, they started doing virtual accreditation visits. I didn’t feel that was as effective. It’s hard to evaluate a school through a camera lens.

Greg: I agree.

Keith: They’re still doing some of that to cut costs, but I think being physically present is important. You need to see everything—from classrooms to safety procedures.

Greg: That’s interesting because I’ve been part of accreditation teams at schools, and it really feels like stepping into a different world.

Keith: It is. And it’s one of the best professional development experiences you can have.

Greg: It also seems like something that would look great on a resume.

Keith: Absolutely. You get to know people, and schools sometimes hire from those teams because they see how you think and work.

Greg: That makes sense.

Greg: Let’s shift a little. You’ve been a principal for many years. What does a good teacher look like to you?

Keith: That’s a big question. One of the biggest challenges I had as an administrator was evaluating teachers. Even after my training, I didn’t feel fully prepared at first.

I went through additional training in instructional supervision, and that helped. The biggest role of an administrator is to understand what good teaching looks like and to be able to communicate that.

Greg: So it’s not about the perfect lesson?

Keith: No. There’s no such thing as a perfect lesson. Even if a teacher presents a well-prepared lesson, they should be able to explain why it’s effective and what they would improve.

If students already know the answers because they prepared in advance, that’s not effective teaching.

Greg: That makes sense.

Keith: Observations should not be about catching teachers doing something wrong. It’s about helping them reflect and improve.

Greg: I remember observations where the feedback had nothing to do with teaching.

Keith: That happens too often. Feedback should focus on student learning and instructional practices.

Greg: Reflection seems key.

Keith: Exactly. A good teacher is a reflective teacher. They think about what worked, what didn’t, and how to improve.

Greg: That’s a great way to put it.

Greg: Let’s take a quick break to tell listeners how they can get in touch with us.

Greg: You can find us at [www.itpexpats.com](http://www.itpexpats.com) or email us at [internationalteacherpodcast@gmail.com](mailto:internationalteacherpodcast@gmail.com). We also have a Facebook group at facebook.com/groups/itpexpats and you can find us on Instagram at ITPExpats.

Greg: All right, let’s get back to the show.

JP: Both of you mentioned PTC earlier. Can you explain what that is?

Keith: Yes, that’s the Principal Training Center. It’s designed for teachers who want to move into administrative roles. They offer courses, usually in the summer, and they are some of the best professional development opportunities I’ve experienced.

They’re run by international educators, and the quality is very high. After taking the courses, I wanted to become more involved, and eventually I did.

JP: I completely agree. I took four courses over several summers, and not only was the training excellent, but the networking was incredible.

Each course had about 40 participants, and they rotated seating every day, so you met everyone. You sat with heads of school, principals, coordinators, and even school owners.

I kept all those contacts and built a strong professional network. It even helped me get jobs later on.

Greg: That sounds like a powerful experience.

JP: It really is. It’s not just about learning—it’s about connections.

Greg: Let’s talk about the international school community. What is that like?

Keith: One of the biggest benefits of international teaching is the immediate sense of community. When you join a school, your colleagues become both your professional and social network.

It’s a bit of a bubble, but it’s a strong one. You share experiences, support each other, and often participate in activities together.

Greg: That’s something I’ve experienced as well.

Keith: You find yourself involved in many things—sports, clubs, theater—whatever interests you. It becomes a full lifestyle, not just a job.

JP: That’s one of my top reasons for teaching overseas—the community.

Greg: Let’s make this fun. Let’s guess Keith’s top reasons for teaching overseas.

JP: Okay, community is one.

Greg: Travel has to be another.

Keith: Yes, but it’s more than travel. It’s living in different cultures and truly experiencing them, not just visiting as a tourist.

JP: Professional development should be on the list too.

Keith: Yes, but I would phrase it as being able to really teach—doing what you were trained to do without as many distractions.

Greg: What about finances?

JP: Yes, financial independence is a big one.

Keith: That’s definitely part of it. Many international teachers are able to save money due to benefits like housing, travel allowances, and tax advantages.

Greg: And work-life balance?

Keith: Absolutely. The quality of life can be much better overseas. There’s often a better balance between work and personal life.

Greg: That’s huge.

Greg: Before we wrap up, I want to ask a fun question. Are there things you always take with you when you move to a new country?

Keith: That’s a tough one. I moved so often that everything came with me. But I would say one important thing for me was having a place to run.

Greg: That says a lot.

JP: That’s a great answer.

Greg: We also love to hear police or customs stories. Do you have one?

Keith: Yes. In Tripoli, if you parked illegally, the police would slash your tires. That was your fine.

Greg: Wow.

Keith: Also, I once had my car impounded because it had tickets from a previous owner. In that system, the car was responsible, not the driver.

Greg: That’s wild.

Greg: Any final thoughts for listeners considering international teaching?

Keith: Don’t let fear hold you back. Many places are safer than people think. Do your research, but don’t rely only on headlines. It can truly be the opportunity of a lifetime.

Greg: That’s a great way to end.

JP: Thank you so much for joining us, Keith.

Keith: Thank you. It was a pleasure.

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