ITP - 67: Leading an International School on Curaçao

Greg: So many times in the middle of the night. I mean, I hope this person looks like their picture.

James: Anybody but Kent. If you’re not Kent, I’m here for you.

Greg: I’ve seen that sign three times. And the things that happen at airport pickups—it’s hilarious.

Jacqueline: So do tell. We love stories. Go ahead.

James: Think about this. At a school with around 190 expatriate teachers, you have a turnover of maybe 12–14%. Everyone arrives at roughly the same time because they want to start before the academic year begins.

So your airport runs start early in the morning—maybe 7:30—and sometimes you finish at 9 or 10 at night, or even 3 in the morning, depending on flight schedules.

One of my favorite memories was when a family arrived—two parents and three kids. It was about 3:00 in the morning. They also had a cat with very specific needs. The cat had had a traumatic transition, and the cage wasn’t exactly clean.

We arrived at the hotel to check them in, and the hotel refused to accept them because of the cat. So now it’s 4:00 in the morning, and we’re calling everyone we know, trying to find someone who can take in this cat.

Eventually, we find a solution, settle the cat somewhere safe, and return to the hotel so the family can check in. By this time, it’s about 5:00 in the morning.

These poor people had been traveling for hours, completely exhausted, and we’re still figuring things out. But you just keep going.

Later, when you think back on it, you can’t help but laugh.

Jacqueline: That family will never forget that arrival.

James: Exactly. That’s international education. Things happen, and your disposition helps you get through it.

Greg: Sometimes you get off a plane after 27 hours, and there’s your superintendent wanting to take a picture.

Jacqueline: And that’s the photo they use for your ID for the next few years.

Greg: Was it difficult after Myanmar? Did you take a break before Curaçao?

James: Interestingly, I planned to. I was going to move back to Cape Town—we had bought a house unseen during our time in Myanmar. I wanted to take a breather and maybe do some consulting.

I told my spouse to choose our next destination, since my career had guided our last few moves. They chose Curaçao—the place where they make the blue liqueur.

Greg: Of course.

James: I remember sitting on the couch in Myanmar, looking it up online. After finishing my contract, I returned to Cape Town and started settling in.

Then I got a call. The ELL teacher at the school in Curaçao hadn’t arrived. They asked if I could come help for a few months.

I agreed. I ran the ELL program for about six months. Then they approached me about becoming head of school.

Greg: So you didn’t go there expecting that role.

James: Not at all. It just evolved. That’s the nature of international education—opportunities arise organically.

Jacqueline: And you had already built connections in the community.

James: Exactly. We had done the emotional work of settling in. When I mentioned I was speaking with other schools, they invited me to meet with the board. That’s when the opportunity became official.

Greg: That happens a lot in international schools.

James: Yes, it’s a very people-centered field. You connect, and opportunities emerge.

Kent: That’s true. You might start teaching one thing, and suddenly you’re asked to take on something else entirely.

Greg: It’s like putting together a puzzle as a head of school.

James: Exactly. You’re working with people who bring diverse experiences. You try to place them where they fit best, but things change constantly.

Greg: What happened to the previous head of school?

James: She retired. She had been the founder and led the school for 30 years. She told me she had been waiting to find someone she felt could continue the community and culture she had built.

Jacqueline: So you’re only the second head of school in 30 years.

Greg: That’s incredible.

James: It’s a privilege, honestly.

Jacqueline: Who are the families in Curaçao? Where do they come from?

James: It’s a very diverse community. There are only two international schools on the island. Many students speak four or five languages—Dutch, Spanish, Papiamento, English, and sometimes another language depending on their background.

Greg: That’s impressive.

Kent: Where do your graduates go?

James: About 80% go to the Netherlands for university. The rest go to the U.S., Canada, or the UK. I’ve also been involved in college counseling, so I’ve had to learn the Dutch system as well.

Greg: That’s fascinating.

Greg: So baseball is a thing there, but not necessarily at your school.

James: Yes, it’s popular on the island, but not part of our school program right now.

Greg: I’m smelling a Hollywood movie—like the Jamaican bobsled team. Curaçao baseball, all the way to the major leagues.

Kent: We don’t need John Candy—we’ve got Kent.

Greg: Exactly.

Greg: Let me ask you this—Curaçao, geographically, what is it similar to? Is it like the Galapagos, or something different?

James: I wish I could give you a better answer. I know the location and the Dutch influence is very strong, especially in the language and culture. But I tend to think more in terms of where I can travel easily without needing a visa.

Jacqueline: So do you do a lot of island hopping, or do you head to the mainland?

James: Not a lot yet. We’re planning to go to Colombia next week, which should be great. But the island itself is very interesting—close to the ocean it’s green, but as you move inland, it becomes quite arid.

Then suddenly you reach these incredible beaches—blue water, white sand, cliffs. It’s stunning.

Greg: Let’s talk about the food. What are you eating there?

James: The food is really good. My favorite dish is goat stew. Every couple of weeks, we go to an open market, sit down, and I’ll have goat stew with pumpkin pancakes.

They’re like flapjacks made with pumpkin and raisins—really delicious.

You queue up, pay, and then someone brings over a tray and just places it down in front of you with some lime juice. It’s a great experience.

Jacqueline: That sounds amazing.

Greg: I could use that right now.

James: It’s definitely one of the highlights.

Greg: Is it an expensive place to live?

James: It’s not cheap. Prices are more aligned with Europe. There’s a wide selection of imported goods, great bakeries, and supermarkets, but you pay for it.

Greg: That makes sense.

Jacqueline: So let’s shift back a bit to teaching. Living in a place like Curaçao—it sounds like a vacation, but it’s not.

Greg: Yeah, those destination schools.

James: Exactly. They’re called destination schools for a reason. You work very hard.

There can be limited resources, fewer support systems, and smaller school sizes, which means you take on multiple roles.

So while you might walk through beautiful surroundings to get to school, once you’re there, you’re fully engaged in the work.

Greg: And probably a lot of applicants.

James: Yes, I once applied for a leadership position at a destination school, and there were over 300 applicants.

Greg: That’s intense.

James: It is. And it means schools can be selective, but also that teachers need to understand the reality—it’s not just beaches and relaxation.

Greg: And probably not the best idea to ask how close the beach is in your first interview question.

James: Exactly. Maybe save that for later.

Jacqueline: That balance between work and lifestyle is still a big part of international teaching, though.

James: Definitely. One thing I really appreciate here is the emphasis on well-being. People value their time outside of work.

When you switch off, you really switch off. That’s something I’ve had to learn, because I was always working.

Greg: That’s a big adjustment.

James: It is, but it’s been really beneficial.

Jacqueline: That’s why a lot of us go international—the work-life balance, the experiences outside of school.

James: Exactly. It’s part of the appeal.

Greg: Alright, I’ve got a question for you. Do you have any police stories? Something light, nothing too serious.

James: The ones that come to mind are actually quite serious, but I can share the general idea.

There were times in Vietnam where we’d sit around a table late at night with different branches of local authorities trying to resolve situations. It could be quite intense.

And in Myanmar, there was a night when we woke up to a situation where armed individuals entered the house.

Greg: That’s heavy.

James: It was. And one thing I’ll say is—you never want to have that kind of conversation in your pajamas.

Greg: Lesson learned.

James: Exactly. Dress for the job you want.

Greg: That’s brilliant.

Greg: Alright, last question. What are three things you always take with you from country to country?

James: First, my spouse. That’s essential.

Second, art. I have a small collection that makes any place feel like home.

And third, a good pair of shoes. You never know how much walking you’ll do.

Jacqueline: I love that.

Greg: That’s a solid list.

James: Those small things create a sense of familiarity, no matter where you are.

Jacqueline: For me, it’s similar—things that make a place feel like home.

Greg: Same here.

Greg: James, this has been a lot of fun. Really appreciate you coming on.

James: Thank you so much for having me. It’s been great.

Jacqueline: It’s been wonderful to reconnect.

Greg: And to our listeners, thanks for tuning in. We’ll see you next time on the International Teacher Podcast.