Who we are

“Arriving at ASL, it was clear that there is a history of excellence in that resources, plans and procedures help you find your way through the curriculum. However, the School is dynamic and open to change, and new teachers can bring their own knowledge and have an impact on the School from day one. Through it all, high expectations push everyone to do their best.”
New ASL teacher

Our teachers

We have an outstanding faculty that fosters intellectual rigor and independent thinking, and our school is characterized by high standards, collegiality and a strong sense of community. ASL teachers are talented, highly qualified, committed to the intellectual, social and ethical development of students, and are eager to contribute to school life beyond the classroom. ASL values candidates who have experience with students from diverse backgrounds, whose pursuit of professional development is keen and ongoing, and whose academic background and teaching experience are directly relevant to the position.

We value diversity in our faculty and ASL teachers hail from all over the globe. Of our 170 faculty, representing 15 different nationalities, about 60 percent come from North America and Canada and 40 percent represent at least ten other countries, including Australia, New Zealand, China, Pakistan and several European nations. Additionally, a majority of our faculty has held posts previously in other international schools worldwide.

Although most teachers arrive at ASL only intending to stay two years; many love the experience so much they stay for much longer. The average tenure for an ASL teacher is nine years, but many of our faculty have been here for more than 20.

“I returned to ASL after two years in another international school. I was so excited to be coming back to a school where children are at the heart of every decision made. ASL has a great buzz about it and has a wonderful community feeling. Returning to ASL has the feeling of coming home!”
Returning teacher

Professional Development

ASL is committed to supporting and encouraging ongoing learning by its faculty. In addition to a personal professional development allowance, the School devotes a generous percentage of its budget, more than £200,000, to adult learning. We have a robust program of ASL teachers mentoring and teaching each other, observing practice, and working together across the School to improve student learning. Our location in London provides easy access to courses and conferences in the UK, Europe and North America. The School also provides funding for summer study and sabbaticals. Recently, ASL teachers have attended summer courses at Harvard University, Columbia Teachers College, the Principals Training Center, the Teachers Training Center, and institutes sponsored by ASCD and AP.

“The professional development opportunities at ASL are incredible. If you’d have told me before I started teaching here that I’d have the chance to both attend and present at conferences in destinations as diverse as New York City, Florence and Madrid, I probably wouldn’t have believed you. ASL is definitely the place to come if you are looking for high quality professional development”.
Teacher in third year at ASL

Qualifications

All of our teachers have a bachelor's degree or the equivalent. About 75 percent have a master's degree or higher.

Successful candidates for faculty positions at ASL will demonstrate that they meet the following essential criteria

•   A bachelor's degree
•   A minimum of three years' full-time teaching experience, preferably in a diverse setting
•   Significant recent and on-going commitment to professional development
•   Excellent computer skills and integration of technology into the curriculum
•   Strong oral and written communication skills
•   Outstanding collaborative skills and a desire to work in a team-focused environment

We prefer

•   A master's degree
•   Recent American curriculum experience
•   International school experience
•   Expertise teaching a broad range of students (gifted, EAL, learning difficulties)
•   Interest in and ability to coach and/or sponsor Middle and High school clubs

C.T. Henry
MS Grade 7 Social Studies/Technology Teacher/Social Studies Coordinator

"When students see and touch history for themselves, classroom lessons come to life in powerful ways. It's one thing to hear the story of Henry II and Thomas a Becket while sitting at a desk; it's another experience entirely to hear it while standing in the middle of Canterbury Cathedral."