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MPoly Mokdong: Campus Tour

Welcome to MPoly Mokdong Campus!    We're thrilled to introduce our wonderful campus, where we take pride in teaching advanced English learners.    At the front desk, visitors are greeted by our friendly bilingual administration team. In addition, we proudly display our awards recognizing MPoly's academic excellence and the hard work of both our students and staff.         Our classrooms are equipped with smart TVs and large whiteboards.  Our main hall serves as both a classroom and a library, featuring a large collection of books that reflect our commitment to fostering a strong reading culture among our students.       We hope this provides a closer look at our facilities that support the academic growth of Korea's brightest learners!

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MPoly Mokdong Q&A with Our Director

  Self Q&A: Director Eric Ko MPoly Mokdong     Hello! My name is Eric Ko.   I'm the director of MPoly Mokdong. My relationship with MPoly is a bit complicated. It dates back to 2011 when I was first hired as a Korean teacher at the Mokdong campus. After a year of teaching, I went to the U.S. to pursue my master’s. Following my studies, I worked in a different field for several years. However, in 2016, I decided to return to MPoly simply because of the great memories I had here. Since then, I have continued to grow and strengthen my relationship with MPoly.     1. What makes MPoly Mokdong stand out from other English academies in Korea?   I believe our academy has a unique curriculum that sets us apart from others. In Korea, English academies typically fall into one of two categories.   The first type primarily focuses on test-taking and grammar skills, using standardized rules and complex technical terms. While these skills are important, they do not help students acquire English naturally from a linguistic perspective. The second type takes the opposite approach, offering engaging courses in debate, writing, and literature, but often lacking structured lessons to improve students’ grammatical accuracy and test-taking abilities. MPoly stands out because we successfully integrate both approaches, providing a well-balanced curriculum. Our program includes diverse subjects tailored to students’ language levels, taught by foreign teachers, while also offering rigorous grammar and test-prep courses led by Korean teachers. This is why MPoly maintains a nearly equal number of foreign and Korean teachers on staff.     2. Can you describe your leadership style and how it applies to managing an academy?   My leadership philosophy is simple: to provide students with a high-quality education, I must first ensure that our teachers are happy and supported. Teachers, including myself, spend a significant portion of our day at work, and if we are not satisfied in our roles, it inevitably affects the quality of our classes. As a director, my priority is to foster a positive working environment where teachers feel valued, motivated, and equipped to succeed.     3. What kind of teachers are you looking for at MPoly? What key skills and attributes do you prioritize when considering candidates?   Passion matters. Teachers work with students who are full of energy and curiosity, and even with a well-structured curriculum and prepared class materials from HQ, lessons can fall flat without dynamic interaction. Passion isn’t something that can be measured, but it is evident when teachers are genuinely interested in both their students and the subject matter. Teaching is more than just delivering information—it involves listening, thinking, engaging, and encouraging discussion. Teachers with enthusiasm create an interactive and enriching learning experience.     4. How does the school support teachers in adapting to living and working in Korea?   Since we are part of a larger company rather than a small private academy, we have dedicated staff who assist foreign teachers with paperwork, housing, and other administrative matters. For instance, they handle immigration paperwork on behalf of teachers and communicate with landlords or real estate agents to resolve housing-related issues.     5. How does the school handle performance reviews and provide feedback to its teachers?   As a director, I observe teachers' classes periodically (once or twice per semester). Additionally, we conduct a student satisfaction survey every quarter. Based on my observations and survey results, I hold one-on-one meetings with teachers at least once per semester. The goal of these discussions is to provide constructive feedback, not to criticize. We focus on continuous improvement and professional growth.     6. Could you please outline the key steps in the hiring process for teachers at your school?   When we need to hire foreign teachers, I first reach out to a recruiter. After receiving a pool of candidates, I review their resumes, with preference given to those with degrees in education, English literature, social studies, or science. Prior experience in teaching debate is also a strong advantage. Once I have shortlisted candidates, I ask the recruiter to arrange interviews. During the interview, I and our Academic Coordinator ask candidates various questions and answer any they may have. The next step is a mock lesson. Candidates are asked to create a short 5–7 minute lecture video following our instructions. We provide sample textbook materials for them to use. If we collectively agree on a candidate, I will extend a formal job offer.     7. How do you maintain open and effective communication with teachers?   I believe open and effective communication is key to a successful team. Our campus includes multiple groups—foreign teachers, Korean teachers, front desk staff, managers, and HQ representatives. To ensure smooth communication, we use Skype as our primary messaging platform. However, online communication alone is not enough. Korean and foreign teachers have separate weekly meetings. Once a month, all staff gather to discuss the upcoming academic calendar.   Apart from scheduled meetings, teachers are always welcome to speak with leadership staff, including our Headteacher, two Academic Coordinators, and me. I strive to maintain an open-door policy, encouraging teachers to voice any concerns or questions.     8. Is there anything else you would like to share with future teachers?   Welcome to MPoly Mokdong! We have an outstanding program and a fantastic team. While we may not be perfect, we are always striving to improve. Would you like to join us on this exciting journey?  

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Altiora Wirye Q&A with Our Native Teachers

  Native Teachers Self Q&A:  Ms. Kayleigh & Mr. Thomas Altiora Wirye     1.    Can you introduce yourselves?    Hi! My name is Kayleigh, and I'm a native headteacher at Altiora Wirye, and I've worked here for 3 years.   Hello, I'm Thomas, and I'm a homeroom teacher for the 6-year-old Viento class.   2.    What types of resources and materials are provided to the teachers?  They provide us with a laptop, stamps, and all the necessary teaching materials, which makes it easy to deliver lessons.   3.    What reporting systems are the teachers responsible for, and how frequently do they report? Altiora headquarters sends a monthly report form, which both native teachers and subject teachers need to check. Every two months, we also write overall comments about the children.     4.    How would you describe the overall culture and atmosphere at this school? Overall, communication with my co-teachers is smooth, and we have a weekly teacher meeting where we can freely discuss various topics.   5.    Can you describe the facilities at the school? Here at Altiora Wirye, there’s a gym used for special occasions as well as PE.  There’s also a library filled with interesting books, and a rooftop on the 12th floor.  I really appreciate how spacious it is, and there are many classrooms and amenities.   6.    Do the foreign staff members support and spend time together outside of the school?   To be honest, all the teachers support and help each other as much as possible. And from time to time teachers will get together outside of work.   7.    How do you assist foreign teachers in adjusting to the school system and Korean work culture?  Foreign teachers help new foreign teachers adjust via a “big sister, little sister” program where the new teacher follows a veteran teacher and is able to ask them for help whenever they need it. The foreign teachers lean on each other a lot and frequently help each other both in and out of work.   8.    How do you and the Korean staff help support new teachers at the school? Similar to the foreign staff, the Korean staff are always offering to help new teachers. We sit and work at a long table during breaks, so if there are any questions, both the Korean and foreign teachers are available for help.   9.    Does the school help the teachers with things outside of school? (i.e., banking, hospitals, etc.) The school is very helpful with things outside of school-especially for teachers who have never lived in Korea. Administration helps new teachers set up appointments at immigration and directs them to hospitals if they need it. They also help new teachers set up a bank account if they do not already have one in Korea.   10.    What can teachers expect in terms of workload, work-life balance, and support? When it comes to work-life balance, it's a big change for me. I worked 9-5 at my old job and had time to work out, cook dinner, and spend time with my friends. With the change to 9-6, I have to meal prep, and I can really only spend time with my friends on the weekends. It's not ideal, but it could be worse. Whenever I need help with classes, my co-workers are always supportive and help me as much as possible. Sometimes we're too busy helping each other, and other times groups of us can help each other.   11.    What kind of training or onboarding did you receive as you first started as a teacher at Altiora Wirye?  The training here was great! The classes are easy for kids to understand, and teaching them is a great experience. Some classes may feel repetitive, but they can be used for other purposes, such as catching up on missed lessons or doing group readings. I was able to grasp all the classes I taught within a week. Occasionally, you might be assigned to a class you haven't taught before, but the lessons are very self-explanatory.

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Altiora Wirye: Campus Tour

Welcome to Altiora Wirye Campus!    We are excited to introduce you to our key facilities that help create an engaging and dynamic learning environment for both our students and staff.   ​As you enter, you'll find our school uniforms, shoe racks, and slippers neatly arranged for the students. Beyond the entrance, our library provides a welcoming space where students can read, study, and explore new topics. With thousands of books supporting our programs, we aim to cultivate a lifelong love of reading!         ​Just beyond the library, the classrooms are designed to inspire learning across various levels, including dedicated spaces for Kindergarten and Elementary students. A handwashing station is conveniently located nearby, promoting good hygiene!         Our Indoor Gym is a lively space for PE classes, offering a variety of activities that help our youngest learners learn English through engaging activities. And just outside, we have our Outdoor Playground,  where students can enjoy physical activities, play, and breathe in the fresh air during breaks.       We hope this gives you a glimpse of the wonderful facilities that support both our students’ and staff’s growth here at our campus!  

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Altiora Wirye: Our Programs

List of Programs Offered at Altiora Wirye     Altiora Kindergarten    Days / Time Mon. ~ Fri. / 9:35 ~ 4:15 PM Student Type 4 ~ 7 years old Class Structure Two 35-minute periods Academic Focus OneBite Program Learn 600 words through songs, games, storybooks, and other play-based activities Based on 20 years of research, focusing on the most frequently used words in daily life. Class Divisions Mare (4Y) Aqua, Nieve (5Y) Arbor, Flos, Viento (6Y) Cambridge, Harvard, Oxford, Stella (7Y)     Pangram Kindergarten (Afternoon Program)   Days / Time Tue., Thur. / 4:30 PM – 5:50 PM Student Type 6 years old Class Structure Two 30-minute periods Academic Focus Focus on building a strong foundation in English through phonics and speaking practice for new learners.     ​​​Pangram Elementary (Lower Elementary Program)   Days / Time Mon., Wed., Fri. / 4:30 PM – 5:50 PM Student Type Grades 1 ~ 3 ( 6 ~ 9 years old) Class Structure Two 30-minute periods Academic Focus Focus on developing English skills through innovative and interactive international school-style debate classes. Class Divisions Pangram Tier 1 (1st Year) Pangram Tier 2 (2nd Year) Pangram Tier 3 (3rd Year) ___________________________________________________________________________________________________________________   Textbooks and Resources     We utilize a mix of in-house materials and US textbooks to create a rich learning experience, with a curriculum that supports bilingual education, self-directed learning, STEAM principles, and physical activity.   Habitus (our in-house book series)       Online Learning: OneBite Home, Learning Box Our eLearning platforms flips the traditional model, emphasizing a balance between online pre-learning and offline discussion-based learning.       ___________________________________________________________________________________________________________________   Academic Calendar & Special Activities   Vacation: Summer (Aug.), Winter (Dec.) Competence Testing: Jun. Sept. and Jan.  Parents: Parent-Teacher Conference (May), Open Class (Oct.) Other events/fied trips: St. Patricks day, Safety Education Center, Easter, Song festival, Spring picnic, Children's day, Zoo, Pajama day, War Memorial, Summer event, Musical, International day, Fall picnic, Halloween, Farm, Christmas event, Indoor playground, Lunar New Year event, Fire station, etc.  ___________________________________________________________________________________________________________________   Sample Altiora Kindergarten Schedule (5-7 Years)     Periods Time  Mon.  Tue.  Wed.  Thur. Fri.   9:30 ~ 9:35 Student Arrival 9:35 ~  9:50 Aqua - Circle Time (Daily questions & Discussion) 1 9:50 ~ 10:25  Aqua_Habitas  Aqua_Habitas  Aqua_Habitas  Aqua_Habitas Aqua_Habitas   10:30 ~ 10:35 *Morning Snack / Bathroom Break* 2 10:35 ~ 11:10 Viento_Migh Tree Aqua_Phonics Aqua_Phonics Aqua_Phonics   3 11:10 ~ 11:45 Aqua_PlayTree Aqua_PlayTree Aqua_PlayTree Aqua_PlayTree Aqua_Phonics   11: 45 ~ 11:50 *Bathroom Break* 4 11:50 ~ 12:25     Viento_MighTree   Viento_MighTree   12:30 ~ 1:10 Lunch (Native teachers supervise 1x a week) 5 1:10 ~ 1:45 Sol_PlayTree Sol_PlayTree Sol_PlayTree Sol_PlayTree   6 1:45 ~ 2:20       Viento_MighTree Aqua_MighTree 7 2:20 ~ 2:55 Aqua_MighTree Aqua_MighTree     Flos_Monster     *Afternoon Snack/Bathroom Break* 8 3:05 ~ 3:40   Viento_MighTree Aqua_MighTree Aqua_MighTree ESL Teacher Meeting  9 3:40 ~ 4:15   Aqua_MighTree Flos_Monster Flos_Monster  

MICA Campus Tour

  Welcome to the MICA campus!   We are excited to introduce you to our key facilities that help create an engaging and dynamic learning environment for both our students and staff.   Our campus consists of two main buildings, situated adjacent to one another. The first building is mainly for our primary students, while the second building is primarily for our secondary students.              The homeroom classrooms are central to our daily learning, equipped with touch-screen TVs, laptops, and iPads to support interactive digital lessons to foster student engagement and encourage participation.   Each building also features a dedicated staff room, where teachers can grab a cup of coffee and chat with colleagues. These rooms are stocked with coffee machines, snacks, and microwaves, providing a comfortable space for staff to relax during their free periods.              We also have specialized classrooms for elective subjects like Psychology and Music, where students can explore their interests in more depth. Our auditorium is primarily used for classes, but also used to host a variety of events throughout the year, including plays and musical performances.               The library provides a peaceful space for reading and relaxation, with a wide range of books and resources, including new arrivals and grouped by different grade levels. The IT room is set up for research and digital learning, where students can use computers for lessons and online tools. Teachers can reserve the room in advance for their classes.               Our counseling room provides a confidential and supportive space where students can seek guidance on academic or personal matters, offering a safe environment for them to feel comfortable and supported. Nearby, the cafeteria acts as a central gathering spot for both primary and secondary students, serving healthy, organic meals and snacks designed by a licensed nutritionist. Along with a variety of lunch options, the cafeteria is equipped with vending machines for students to grab snacks and drinks during breaks.   Our indoor gymnasium hosts PE classes and after-school sports like basketball, volleyball, and badminton, as well as hosting games with other schools. It also serves as a recreational space for students during recess. In the warmer months, students can also go outside for recess on our outdoor recreation area.             That concludes our overview of the MICA campus! We hope this gives you a good sense of the key facilities that will support you as a teacher here at MICA. We look forward to welcoming you to our community and supporting your teaching journey.   Interested in joining our team? Explore our available positions here.  

A Day in the Life of a Teacher at MICA International Scholars

  Hello! I’m David Kramer, and I've been teaching at MICA for two years as a third-grade homeroom teacher. I was born and raised in New Jersey, I moved to Korea to teach ESL.  MICA is my first experience teaching at an international school, and I’m incredibly grateful for the opportunities it’s given me. I’m excited to share what a typical day looks like for me and my fellow teachers.     Start of the Day I live in the housing provided by the school, which is just a five-minute walk from Migeum station. I usually leave around 7:10 AM and head to Exit 8 of the station to catch the MICA shuttle bus at 7:20 AM. Most teachers take the shuttle, and it’s a comfortable 10-minute ride to school. During the short trip, I typically chat with my colleagues or listen to music.     To get ready for class, I print out the materials and lecture notes for my students. Once I’m done preparing for the morning lessons, I grab a cup of coffee in the staff room and chat with the other teachers. By 8:15 AM, students start arriving, and I help them store their backpacks in the correct cubbies and finish setting up my laptop and the touchscreen TV for the school day.    During the School Day As a homeroom teacher, I teach math, reading, science, social studies, and writing. Three days a week, I teach four of these subjects, and on the other two days, I teach all five. Specialty classes like art, music, P.E., Korean, Chinese, and IT are taught by other teachers in different classrooms, giving me two free periods each day. During this time, I grade papers, prepare materials for upcoming lessons, and occasionally take a walk around the school. This helps me complete all my prep during the school day, so I never have to bring work home.  We follow a general curriculum for lesson plans, with clear expectations for each quarter, but there's a lot of flexibility in how we approach the material. If we find we're moving too quickly through a topic, we can adjust and add related content. Lesson plans are done on a weekly basis, which allows us to adapt to the students' pace. The school places a lot of trust in its teachers, especially those with more experience. They understand that we know what we’re doing and give us the freedom to manage our classes as we see fit, while also offering support.    First period: Math from 8:40 to 9:30 Second period: Reading from 9:35 to 10:25 Third period: Specialty class (free period from 10:30 to 11:20)       At 11:20 AM, we break for lunch and recess, which lasts until 12:20 PM. For lower-primary students, lunch comes first, followed by recess, while upper-primary and secondary students have recess first. Teachers take turns supervising lunch and recess. For example, on Mondays, I supervise lunch, and another teacher handles recess. We don’t sit with the students but monitor them from a separate table near the vending machines. Lunch is provided by the school and typically includes rice, a main dish, side dishes, and soup. Today's menu featured marinated chicken, a cheesy omelet, pigs-in-a-blanket, and udon broth. Classes resume at 12:20 PM. I usually finish my last class around 3:25 PM, which allows me to help students pack up and send them off.   Fourth period: Science from 12:20 to 1:05 Fifth period: Specialty class (free period from 1:10 to 1:55) Sixth period: Social Studies from 2:00 to 2:45 Seventh period: Writing from 2:50 to 3:35     After-School & Extracurriculars After-school programs run from 3:40 to 4:30 PM. Teachers are encouraged to propose at least one program based on their interests and to teach it once a week. As an avid hockey fan, I teach floor hockey on Tuesdays, I teach floor hockey. Some teachers, like myself, choose to be more involved and run multiple programs. On Thursdays, I also teach a Test-Ready Readers class for primary students transitioning from secondary school. On days when I’m not teaching extracurriculars, I use the time to prep for upcoming lessons or relax. Other teachers, like Mr. Harwood, are involved in athletics and coach teams that compete with other schools. Inter-school games take place every other week, with the games being hosted in MICA and the other schools. Teachers who run after-school programs are compensated for their time, which not only provides a financial incentive but also gives them a chance to connect more with students outside of the classroom.     End of the Day At around 4:40 PM, I catch the shuttle bus back to Migeum Station and head home. Some teachers get together for dinner, but since I’m married, I usually say my goodbyes and head home to spend time with my family.   One of the best things about MICA is the supportive community. The teachers, administration, and leadership are all incredibly helpful. Daniel, our Dean of Students, is especially prompt and responsive whenever I have a concern, which makes the work environment even more positive. Overall, I feel fortunate to be part of such a welcoming and supportive school community. When I first started at MICA, I was working on my teaching certification, getting married, and starting a family. Despite everything happening at once, the schedule gave me the flexibility to manage my personal life, and the support from the staff has been incredible.

Migeum Station and the Bundang District

We at MICA International Scholars are pleased to introduce you to the location of our provided housing and the vibrant Bundang District. Our housing is coveniently located in Bundang, offering easy access to Migeum station. Budang is known for its modern infrastructure and green spaces, providing the perfect balance between nature and city life. With excellent connectivity to Seoul and a range of amenities, Bundang offers a balanced lifestyle in one of Korea's most sought-after districts. Bundang offers a balanced lifestyle in one of Korea's most sought-after districts.     1. Close Proximity to Gangnam, the heart of Seoul   Bundang's central location puts it just a 20-minute subway ride (6 stations) from Migeum to Gangnam station, making it easy to visit popular destinations like the Starfield Library and COEX Aquarium or enjoy the vibrant night scene with friends. Bundang’s location also offers unparalleled access to Gangnam’s diverse dining, shopping, and entertainment options, making it an ideal place for both professionals and those looking to relax after work.            2.  Key Amenities and Facilities in the Bundang District    Shopping, Dining & Entertainment Department Stores: Hyundai Department Store (Pangyo station), Lotte Department Store (Sunae station), AK Plaza (Seohyeon station), etc. Large Supermarkets: Nonghyup Hanaro Mart (near Ori Station), Homplus (near Ori Station), E-Mart (around Jeongja Station) Banks: Hana Bank, Woori Bank, Industrial Bank of Korea, Nonghyeop Bank, Kookmin Bank Coffee Shops: Starbucks, Holly’s Coffee, Tom N’ Toms, Ediya, Twosome Place, Pascucci Coffee, Mega Coffee Restaurants: KFC, Lotteria, Outback Steakhouse, Stove-On Pizza, Pizza School, 7th Street Pizza Bakeries: Paris Baguette, Tous Les Jours Home Décor & Retail: 2001 Outlet, Daiso Convenience Stores: GS25, CU, 7-11, Mini-Stop Movie Theaters: CGV (Seohyeon, Ori Stations), Megabox (Seohyeon Station) Medical Services General Hospitals: Seoul National University, Hospital Bundang Hospital, DMC Bundang Jesaeng Hopsital, CHA University Bundang Medical Center, etc. Pharmacies: Over 10 local pharmacies around Miguem station Medical Clinics: Multiple medical clinics near Migeum station (Optometrists, dentists, dermatologists, gynecologists, orthopedic surgeons, etc.) Animal Clinics: 365 Veterinary Clinic, Haengbok Veterinary Clinic, etc. Lifestyle & Wellness Churches: Large churches, like the World Mission Society Church of God and St. John's Church, as well as smaller churches, are easily accessible Salons: Several popular salons near Migeum station, including Juno Hair Gyms: 24-hour gyms, like SPOANY, as well as smaller private gyms, are widely available     3. Popular Sights & Landmarks in the Bundang District   Nature & Parks Bundang Central Park boasts scenic walking trails, traditional pavilions and historical sites. Visitors can also enjoy badminton courts and performances at the outdoor theater inside the park. Tancheon Park offers scenic walking and cycling paths along the Tancheon stream, providing a peaceful environment for outdoor activities.  Yuldong Park features a 2.5 km walking and cycling path, children's playgrounds, badminton courts, and expansive grassy fields. The park also includes a bungee jumping tower, a 13 meter-high rock climbing wall, a flower garden, and more.             Entertainment, Dining & Sports Seongnam Arts Center is a cultural center with three performance halls (Opera House, Concert Hall, and Ensemble Theater), and three exhibition halls.  The center hosts various festivals art and cultural festivals (Tancheon art & cultural festival, International Dance Festival, etc.) Jeongja Café Street is home to around 40 trendy cafes and restaurants, offering a European-style café experience and making it a popular spot for locals and visitors alike. Baekhyeon-dong Café Street similarly provides a European atmosphere with numerous cafés and restaurants offering a range of cuisines from Western, Thai, Japanese, Chinese, and Korean.  The Tancheon Sports Complex is a multi-facility sports center with a multi-purpose stadium, baseball stadium, swimming pool, ice rink, and more, offering a variety of recreational and athletic activities.          For more information, check out the VisitKorea website, which provides detailed insights on attractions, accommodations, and activities in Bundang and across South Korea.    

Q&A with MICA's Dean of Students

Hello, my name is Daniel Meyer, the Dean of Students at MICA International Scholars. I’m excited to share more about MICA with prospective teachers.     1. How does MICA’s secondary curriculum meet global standards for university entrance?   MICA’s Secondary curriculum is built around the Advanced Placement (AP) program,  providing students with a rigorous academic foundation that meets international university entrance standards. Our curriculum is designed not only to prepare students for college admissions, but also to cultivate leadership, critical thinking, and well-rounded personal development. We emphasize inquiry-based learning, interdisciplinary connections, and the development of global competencies, ensuring students are equipped for success in universities around the world. Additionally, our guidance team works closely with students to navigate admissions processes, aligning coursework and extracurricular opportunities with their higher education goals.       2. How are teachers helped and trained to grow as teachers within the secondary curriculum? What kind of teacher support does the school offer?     MICA prioritizes continuous teacher growth through structured mentoring, professional development workshops, and in-class coaching. New teachers are paired with experienced mentors who guide them through curriculum implementation and classroom management.  We also provide collaborative planning time, regular feedback sessions, and access to the latest educational research to support instructional improvement. Our school fosters a culture of reflective practice, where teachers are encouraged to experiment with new strategies while receiving constructive support.       3. How do you assess and integrate new teaching approaches into the school’s programs?     We use a data-driven and research-backed approach to assess and implement new teaching methods. Our process includes:   Professional Development: Teachers receive training and resources to implement new approaches effectively.   Student Learning Impact: We analyze student performance data, classroom observations, and teacher reflections to assess the effectiveness of new strategies. Ongoing Adaptation: If successful, new approaches are scaled up and integrated into the broader curriculum with continuous refinement.       4. What skills and attributes do you value most in secondary teachers?   At MICA, we seek teachers who demonstrate:   Passion for Subject and Learning – Deep knowledge in their field and enthusiasm for sharing it with students.   Adaptability & Innovation – Willingness to embrace new teaching methods and tailor instruction to diverse learners.   Strong Communication & Relationship-Building – Ability to connect with students,  parents, and colleagues effectively.   Data-Informed Instruction – Using assessments to refine teaching and support student progress.  Commitment to Professional Growth – Continuous learning and improvement in their practice.       5. What challenges have teachers encountered at your school, and how has the school addressed them?     Like any learning environment, our teachers face challenges such as adapting to diverse student needs, managing workload balance, and keeping up with evolving educational practices. We address these challenges by:   Providing structured professional development and collaborative planning time. Maintaining a culture of support and collaboration   Encouraging open communication between teachers and leadership to find practical solutions.   Implementing a responsive curriculum that allows for differentiation and personalized instruction.      6. What advice do you have for teachers to meet the expectations of students and parents?     To successfully meet expectations, we encourage teachers to: Maintain clear communication with parents about student progress and classroom expectations.  Foster student engagement through interactive, relevant, and meaningful learning experiences.  Use differentiated instruction to accommodate varying learning styles and abilities.  Be open to feedback from students, parents, and the school, using it as a tool for improvement.   Stay updated with best practices in education to ensure high-quality instruction.     7. What professional development opportunities does the school provide for teachers?   MICA offers a range of professional development opportunities, including:   Professional Development Weeks – Regular training sessions on the latest educational trends.   Peer Observation & Coaching – A collaborative approach where teachers learn from each other.   International Certifications – Support for AP and other recognized teaching certifications.   Research-Based Training – Focused on literacy, inquiry-based learning, and differentiated instruction.   Leadership Pathways – Opportunities for experienced teachers to take on mentorship or leadership roles.     

Q&A with MICA's Primary Headteacher

Hello! My name is Seika Kang, and I'm the current Primary Headteacher at MICA International Scholars. I’m happy to answer some common questions teachers often have about our school.      1. How does MICA’s primary curriculum meet global standards for university entrance?   The primary curriculum integrates global perspectives by incorporating activities that deepen students’ understanding of different cultures across subjects. We emphasize international-mindedness through primary school events such as the primary Exhibition: Culture Fair and projects about different countries through class activities. The Culture Fair allows students to immerse themselves in the customs, food, clothing, and language of various countries, fostering an appreciation for diversity and global interconnectedness. We prepare students to be open-minded, critical thinkers who are aware of global issues and connected to the world beyond their local context.     2. How are teachers helped and trained to grow as teachers within the primary curriculum? What kind of teacher support does the school offer?     Our primary program is committed to continuous professional development for teachers. We provide sessions to ensure they stay updated with best practices and innovations in education. New teachers are encouraged to engage in peer observation and feedback sessions with experienced teachers to learn from each other in areas such as classroom management, lesson planning, and effective teaching strategies. Collaboration and support among staff are integral at MICA, as we create a collegial environment where teachers feel valued, empowered to refine their skills, and grow in their practice to provide the best possible education to their students.     3. What skills and attributes do you find most valuable in primary teachers?   The most valuable skills and attributes in primary teachers include patience, creativity, and adaptability, which allow for teachers to stay engaged in their role and model a love of learning for students. Teachers must be able to engage young learners with innovative and interactive lessons while maintaining clear boundaries and providing structure. Emotional intelligence is also crucial, as primary students require teachers who can identify their needs and respond with empathy. In addition, strong communication skills are essential for building relationships with students, parents, and colleagues.     4. What advice do you have for teachers to meet the expectations of students and parents?     The key to meeting the expectations of students and parents is open, honest, and regular communication. At MICA, primary teachers have the opportunity to connect with parents during the Welcome Back Night and Parent-Teacher Conferences. Through these meetings, teachers should establish clear expectations from the start and engage in consistent communication with parents to share students’ progress and areas for growth. In addition, primary teachers use the ClassDojo digital communication tool to stay connected with the parents. Teachers should strive to create a positive and inclusive classroom where all students feel valued and supported, which in turn fosters respect and trust within the parents.      5. What professional development opportunities does the school provide for teachers?   Our school offers a range of professional development opportunities for teachers to enhance their skills in specific areas such as technology integration, differentiated instruction, and social-emotional learning. We also organize regular reflective practice sessions where teachers can evaluate their teaching methods, share challenges, and exchange ideas with colleagues. In addition, there is a focus on leadership development for teachers who wish to take on leadership roles or advance into administrative positions.     6. How can new teachers successfully adapt to the school’s work environment and culture?   For new teachers to adapt successfully to the school environment and culture, they should focus on building strong relationships with their colleagues, asking for feedback, and engaging in the collaborative opportunities that are available. The school fosters a supportive environment, so new teachers should not hesitate to reach out for help when needed. New teachers should observe experienced colleagues and reflect on their own practices, using resources and professional development to grow. Most importantly, they should remain patient with themselves as they adjust as the school community is always here to provide guidance.      

Q&A with MICA's Principal

As Principal of MICA International Scholars, I am eager to share insights into our vision, mission, onboarding process, and what prospective teachers should understand about our school. I understand the importance of matching with the right school, and I am eager to share how MICA offers a supportive and nurturing environment for both students and educators.     1. What is MICA International Scholar’s vision and mission for the next five years? In what ways do you envision the school to grow?   MICA International Scholars is committed to fostering a dynamic and globally-minded learning environment that equips students with the academic, social, and leadership skills necessary for success in a rapidly evolving world. Over the next five years, our vision is to expand our academic programs, enhance our extracurricular offerings, and strengthen our partnerships with top universities and organizations worldwide. We aim to grow in both student enrollment and faculty expertise, ensuring that we continue to provide a high-quality, international-standard education.     2. What are the unique strengths of MICA International Scholars as a school for potential teachers?   MICA International Scholars offers a collaborative and supportive work environment where teachers have the freedom to bring creativity and innovation into their classrooms. We emphasize small class sizes, allowing educators to provide personalized attention to students. Our school culture is centered on professional growth, offering teachers opportunities for leadership, curriculum development, and engagement in meaningful professional learning communities.     3. What kind of teachers are you looking for to join the MICA International Scholars team?   We seek passionate, adaptable, and forward-thinking educators who are committed to student success and lifelong learning. Ideal candidates should have strong subject-matter expertise, the ability to create engaging and student-centered learning experiences, and a willingness to collaborate with colleagues across disciplines. Since MICA is an international school, we value teachers who embrace cultural diversity, demonstrate open-mindedness, and are eager to contribute to the holistic development of our students both inside and outside the classroom.     4. What onboarding and ongoing training does the school provide to support teachers?   MICA International Scholars provides a structured onboarding process that includes orientation sessions, mentorship programs, and hands-on training in curriculum planning and classroom management. New teachers are paired with experienced faculty members to ease their transition into our school community. Throughout the year, we offer continuous professional development workshops, leadership training opportunities, and access to external conferences and certifications.     5. What key factors should prospective teachers consider before accepting a position at your school?   Prospective teachers should consider MICA’s commitment to academic excellence, our expectations for high-quality teaching, and our emphasis on student engagement and well-being. Given the dynamic nature of our international school environment, teachers should be open to cultural adaptability, professional growth, and active participation in school events and extracurricular programs.    

LUXX Premium English- CEO's Greeting

LUXX Premium English CEO's Greeting   As an educator, I feel a sense of responsibility knowing that while Korea is among the top OECD countries in terms of education, the happiness index of our children is very low. LUXX English aims to be a joyful educational institution for children.   Our hopes and vision for the children at LUXX are threefold:   1. To help children discover that learning English can be enjoyable by balancing ample learning with fun activities. 2. To assist children in achieving their individual dreams through consistent study. 3. To instill in children the awareness that their future can be bright through these activities.   We promise that good parents will come together, children raised under excellent parents with good character will gather, and they will learn in an environment where LUXX's top-notch programs and teachers pursue (Truth: practicing sincere education with a true heart and Loyalty: maintaining abundant love and dedication consistently).   Based on LUXX's curriculum, our children will study happily, achieve their best outcomes, and their precious potential will shine infinitely.   To this end, I will educate, continue to learn, and do my utmost for the parents and children.   Thank you.   Keilen Yun, CEO of LUXX Premium English