ITP - 44: International Recruiting Advice from ISS Job Fairs

Greg: All right, welcome to the International Teacher Podcast. This is Greg, and I don’t have Kent or Matt with me tonight. That’s okay—we have a great guest on, and we’re going to have a great conversation. I think you’re going to want to stay with us on this episode. He’s got a lot of great advice and has been in the field for quite a while.

I’d like to introduce you to Scott Schaffner, and he’s coming to us from Poland tonight. Welcome to the show, Scott.

Scott: Hey, thanks so much for having me, Greg. I really appreciate the opportunity to chat.

Greg: Did I say your name right?

Scott: Schaffner, yeah—that’s pretty good. A lot of times I get “Schaeffler,” or people just go with “Schaefer” because it’s more common.

Greg: What do the Polish people say?

Scott: They say all kinds of versions—“Shoffner,” “Schaffner,” “Shaf-ner.” I never really knew what my name meant until I was teaching history in Poland. We did an exchange with a public school in Germany, and I was on the train when people started saying “Schaffner, Schaffner is here.”

My students thought I was some kind of celebrity, but it actually just means “train conductor.” So there was a bit of disappointment there.

Greg: Well, you can be a celebrity on the International Teacher Podcast.

Scott: Needless to say.

Greg: Tell us a little bit about your journey into international teaching.

Scott: I think I hear this a lot from people who had other careers. My mom was a teacher her whole life, and growing up I swore I would never get into teaching. It was a tough job. She taught in New York City public schools, and I remember her walking picket lines. Teachers weren’t always viewed as professionals.

So I went into law school. I studied history as an undergraduate and became an attorney for a while in Florida and New York. I enjoyed it, but I didn’t love it.

I kept thinking, “What if I got into teaching?” I was young and didn’t have a family yet, so I decided to give it a try.

I found a school—kind of by accident—before charter schools really took off. It was a magnet school, the High School of Economics and Finance in Lower Manhattan. I was drawn to it because of the location and its mission to promote more minority representation on Wall Street.

The school was about 98% minority students, and what was really cool was that every Wednesday, school ended at noon and students dressed professionally and went to internships. They worked in major companies and banks all over the city.

As soon as I started teaching there, I loved it. I knew teaching was for me, and I never looked back.

Greg: And this school was near the World Trade Center, right?

Scott: Yes, it was about 100 meters away. The World Trade Center was almost like an extension of our campus. Students would go there, hang out, sometimes even cut class there.

So we were there on September 11. It was life-changing. Thankfully, everyone was okay, though some students were injured.

We had to evacuate, and there’s a story not many people know about—there’s actually a documentary narrated by Tom Hanks about it. Tugboats came to the southern tip of Manhattan to help evacuate people.

We had hundreds of students and faculty getting on boats and being taken all over—New Jersey, Staten Island. Some kids stayed in churches or schools overnight. I ended up on a boat with students going up the East River.

It was chaotic. School was closed for months. When we reopened, we were near the Empire State Building, and there was still fear with everything going on—anthrax scares, uncertainty.

When we eventually returned downtown, Ground Zero had become something people visited. It was surreal. Some students never came back because of PTSD. We’d be eating lunch while watching recovery crews searching for remains.

It was hard. It made me think about what’s next. Life is short.

I had heard about international teaching. My mom is Irish, so I have an Irish passport. I had studied abroad and traveled, and I loved it.

There was a teacher from Austria at my school who mentioned ISS. I had never heard of it. There was a job fair in Midtown Manhattan, so I thought, why not check it out?

Greg: Did you do any research before going?

Scott: Not really. The internet wasn’t what it is today. I trusted the teacher who told me about it and just decided to go see what it was about.

Greg: What was your experience at the fair?

Scott: I loved it. There’s an energy at job fairs you can’t recreate. People are in elevators asking about schools in Guatemala, making life-changing decisions on the spot.

I interviewed with several schools—Brazil, Costa Rica, Rome—and I ended up getting an offer to teach history in Poland.

Greg: Were you single at the time?

Scott: Yes, and that definitely made things easier. I was also able to take a leave of absence from my job in New York for two years, so I had a safety net.

Greg: That’s huge.

Scott: It really was. Poland had just joined the European Union, so it was an exciting time to go there as a history teacher. And with the ability to return to my job if needed, it felt like a great opportunity.

Greg: Did they offer you the job at the fair?

Scott: They did, but what stood out was that they didn’t pressure me. They gave me the contract and told me to think about it, talk to my family, and get back to them.

That made a big impression on me. Some other schools wanted an answer within 24 hours, which I understand, but the lack of pressure really helped me decide.

I also talked to other candidates who told me it was a good school with a strong reputation, and that helped as well.

Greg: And that’s how it all started.

Greg: One thing I want to ask you—this is my favorite topic—is the job fair experience itself. You mentioned that energy, that feeling in the elevators and hallways. Did you feel overwhelmed at all, or did you just jump right in?

Scott: I think it was a bit of both. It’s overwhelming because you’re suddenly looking at a map of the world and realizing your life could change in a matter of hours. But at the same time, there’s excitement. You’re talking to people, hearing stories, learning about places you’ve never considered.

Greg: Did you remember who else you were close with in terms of offers?

Scott: Yeah, there was a school in Brazil that I got pretty far along with—second interview stage. Costa Rica as well, and one in Rome. There was another one I’m forgetting, but those were the main ones.

Greg: And being single at the time helped you stay flexible, right?

Scott: Absolutely. It makes a huge difference. You can take more risks, be more open to different locations.

Greg: And you had that two-year leave of absence from New York, which gave you a safety net.

Scott: Exactly. That made the decision a lot easier. I knew I could come back if it didn’t work out, so I thought, why not take the chance?

Greg: That’s a powerful combination—flexibility and security.

Scott: It really is. And for me, Poland was especially appealing because of the timing. It had just joined the EU, and as a history teacher, that was fascinating. It felt like being part of something significant.

Greg: So you head off to Poland. What was that transition like?

Scott: It was a big adjustment, but also exciting. I taught there for eight years. Over time, I took on more leadership responsibilities, and that’s also where I met my wife. She’s Polish.

We got married, had kids, and built a life there. But after about eight years, I started thinking about the next step professionally.

Greg: You were looking at leadership roles at that point?

Scott: Yes. I had done some leadership work in New York and within the school, and I felt like I could have a bigger impact. So I pursued credentials through the College of New Jersey, which has a well-known program for international educators.

Greg: That’s a common path for a lot of international teachers.

Scott: It is. And while I was doing that, I started looking at opportunities through Search Associates.

Greg: And now your situation is completely different—you have a family.

Scott: Exactly. I had a young son and a newborn daughter. So our priorities shifted. My wife made a really important point—wherever we go, it has to be a place where she can take the kids outside, walk around safely, and have a normal daily life.

Greg: That changes everything.

Scott: It really does. There were some opportunities where I asked that question, and the answer wasn’t reassuring. That became a deal breaker.

Greg: So your interview strategy changed completely.

Scott: Definitely. When you’re single, it’s one set of priorities. When you have a family, everything shifts—how you present yourself, what questions you ask, what you’re willing to accept.

Greg: So where did you end up?

Scott: We ended up in Dubai. I didn’t know much about it at first, but my wife had a friend who had lived there and spoke highly of it.

We did more research, talked to people, and it seemed like a good fit for our family.

Greg: And you went in as a principal, right?

Scott: Yes. I had never been an assistant principal. I had leadership experience, but I went straight into a principal role. I was incredibly fortunate.

Greg: That’s a big jump.

Scott: It is. But it worked out well. We spent five years in Dubai, and it was a great experience for our family.

Greg: That’s a huge shift—from Poland to Dubai.

Scott: Completely different in every way, but that’s part of what makes international teaching so rewarding.

Greg: Let’s pause there for a second because I think there’s something really important in what you just said. Word of mouth matters. Talking to people who have actually lived and worked in a place—that’s huge.

Scott: Absolutely. I rely on that a lot. You can do all the research you want online, but nothing replaces talking to someone who’s actually been there. That’s how you really understand a school, a city, a country.

Greg: I’m the same way. I always need to talk to someone who has firsthand experience. It’s one of the reasons this podcast exists—we want to give people that kind of insight.

Scott: Exactly. And that’s something I always encourage people to do—reach out, ask questions, make connections.

Greg: So after Dubai, where did you go next?

Scott: After Dubai, we went to Hanoi, Vietnam. We were there for three years. It was an unbelievable experience—an amazing place to live, incredible culture, very friendly people.

Greg: I’ve heard that from a lot of people about Vietnam.

Scott: It’s true. If you ever get the chance to go, you should. It’s a bit of a journey to get there, but it’s worth it.

Greg: And then after Vietnam?

Scott: After Vietnam, we went to Amsterdam. I was working at an international school there, and it was an incredible opportunity.

But the pandemic really changed things. It took away a lot of the joy of being in schools. It wasn’t about teaching and learning as much—it became about managing constantly changing situations.

Greg: That was true everywhere.

Scott: It really was. There was no playbook. We were making decisions in real time—whether to close a class, a grade level, or a whole section of the school. It was nonstop.

Greg: And that takes a toll.

Scott: It does. So after that, I decided to take a gap year. We went back to Poland. Our kids are at an age where they can benefit from being there, learning the language more deeply.

Greg: And that’s when you started your current work?

Scott: Yes. After about a month and a half, I realized I missed the recruiting side of education. I’ve always enjoyed job fairs, interviews, talking with candidates.

So I decided to create a website and offer support to teachers going through the international job search process.

Greg: That’s a great niche.

Scott: It really is. There’s a lot of demand for it. People want feedback—on resumes, interviews, applications—but they rarely get it.

Greg: That’s so true. You go through interviews and never hear why you didn’t get the job.

Scott: Exactly. So I started doing mock interviews, reviewing resumes, and giving honest feedback. Things like formatting, clarity, how you present yourself—those details matter.

I even had one teacher record a mock interview, watch it back, and compare notes. It was eye-opening for them.

Greg: That kind of feedback is invaluable.

Scott: It really is. And I enjoy it. It’s a way to stay connected to the field and help others navigate the process.

Greg: And that’s what this is all about—sharing experience and helping others avoid mistakes.

Scott: Exactly.

Greg: This is exactly what people need to hear. There’s not enough support out there for teachers trying to navigate international recruiting. There are so many schools, and not all of them are what they seem.

You might end up in a situation where the school isn’t what you expected, and you didn’t know how to evaluate it properly beforehand. That’s what we’re trying to help people avoid.

Scott: Right, and that’s where fit comes in. It’s become a bit of a buzzword, but it’s real. You’re not just choosing a job—you’re choosing a life, a community, a place to live.

Greg: Exactly. You’re going to be spending time with your colleagues, building relationships, living in that environment. It all matters.

Scott: And kids are kids, wherever you go. The teaching part is familiar. It’s everything else—the culture, the leadership, the community—that really determines your experience.

Greg: I say that all the time. Kids are kids. But the environment around them can change everything.

Scott: That first year is always an adjustment. There’s the honeymoon phase, then the reality hits, and eventually you find your rhythm.

Greg: And sometimes it’s just not the right fit.

Scott: And that’s okay too. But the goal is to make the best decision you can going in.

Greg: Let me ask you something we always ask—do you have a police or customs story?

Scott: I do. Having multiple passports can sometimes lead to interesting situations. I travel with both because you never know what questions you’ll get depending on where you are and where you’re going.

But one of the craziest experiences was leaving Vietnam in March 2020, right as the pandemic was escalating.

We had only a few days to get out. Flights were being canceled, borders were closing, and we had to make a decision quickly.

On top of that, we had two cats that we had adopted off the street. And it was very clear in our family—if the cats don’t go, we don’t go.

Greg: That adds a whole new level of complexity.

Scott: It really does. Getting animals out of a country involves paperwork, microchips, blood tests—it’s like they have their own passports.

We flew to Frankfurt, not even sure if everything would work out. The airport was shutting down, and we had issues with passports, figuring out where the cats were—it was chaos.

At one point, we were worried we wouldn’t even find them. And then suddenly, there they were, just sitting unattended. It went from complete panic to everything being fine in a moment.

Greg: That’s unbelievable.

Scott: It really was. Then we had to rent a van and drive to Poland because borders were closing. It felt like something out of a movie.

Greg: And now you’re back in Poland.

Scott: Yes, with the cats. They made it.

Greg: That’s a great story.

Scott: It’s one we won’t forget.

Greg: Before we wrap up, what advice would you give to teachers who are thinking about going international?

Scott: Keep an open mind. There are so many opportunities out there in places you might not initially consider.

If you limit yourself to one country or region, it becomes much harder. Flexibility is key.

Also, make sure you have strong references. Schools rely heavily on them, and they matter more than people sometimes realize.

Greg: That’s great advice.

Scott: And remember, you’re not just being hired for a job—you’re being brought into a community. Show who you are beyond just your teaching.

Greg: That’s a perfect way to put it.

Scott: Thanks.

Greg: Scott Schaffner, coming to us from Poland—thank you so much for joining us. We’d love to have you back to talk more about recruiting.

Scott: I’d love that. Thanks again for having me.

Greg: We’ll see you next time.