School Branding (1/4)

Personalized Screening and Recommendations to Find Your Ideal Match

In international education, qualifications open the door — but cultural intelligence determines success.   Assessing a candidate’s credentials is only the first step. What truly sets exceptional teachers apart is their ability to connect across cultures, adapt to unfamiliar environments, and foster meaningful engagement in globally diverse classrooms.   Without global-mindedness and intercultural competence, even the most skilled teachers may struggle to build trust, inspire students, or remain committed long-term. The result? Lower engagement, higher turnover, and missed opportunities to deliver the kind of international education that parents and students expect.   When schools prioritize cultural fit alongside professional excellence, they don’t just hire better— they build stronger, more resilient learning communities.         Image         Verification of Talent Requirements in International Education   While many teachers possess excellent skills and qualifications, one of the defining features of international education is the ability to introduce and share one's own culture and lifestyle with students, contributing to their global awareness. We approach this aspect with careful consideration and response: Understanding and embracing other countries and cultures Comprehension of international education philosophies Preparation and attitude towards international education       Pre-Employment Talent Verification Requirements and Procedures   The most important aspect during the recruitment process is to provide applicants with accurate information, thereby minimizing hiring risks. Therefore, clear communication and role division between our organization and the school are essential: Defining precise talent requirements and job roles, followed by corresponding candidate verification Crafting interview questions and evaluations aligned with these criteria Simplifying and expediting the hiring process through mutual role division       Image                 Image       Recommendations for Candidates Suitable for Our School   Even with a limited number of candidates, we dedicate ourselves to recommending individuals who are well-suited for the job roles and responsibilities. Simply having applicants can waste time and resources; therefore, we continuously evaluate and improve the recruitment process to discover the optimal candidates, even in the face of setbacks. Providing customized resumes Supplying responses to questions and evaluations requested by the school Conducting background checks based on data protection principles       Customized Resume Provision Instead of varied resume formats for each candidate, we offer standardized resumes tailored to the school's job requirements: Resume formats aligned with global talent recruitment standards, including visa and passport information Detailed and accurate candidate information Presentation of hidden qualifications and preferences of candidates   Image         Image   Talent Subscription Service As global companies like Google have an average employee tenure of only 1–2 years, it is essential to always be prepared for hiring risks. Additionally, one characteristic of the international education market is that job seekers often prioritize opportunities for experience and cultural exposure over salary or working conditions. Continuous candidate recommendations, even without specific hiring seasons or plans Building a long-term talent pool of candidates    

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Elevate Your School's Brand and Retain Talent

Maximize Your School’s Branding and Attract World-Class Teachers   In today’s highly competitive international teacher market, simply posting a job is no longer enough. To attract exceptional candidates, your school’s job listings must be visible, compelling, and transparent. By optimizing postings for search engines, leveraging social media, and ensuring strict data privacy compliance, you reach the right talent faster while positioning your school as a responsible and desirable employer. Investing in thoughtfully crafted job postings, strategic SEO, and privacy best practices not only elevates your school’s brand but also helps retain outstanding educators—building a stronger, more vibrant learning community for years to come.         IMAGE             Optimize Your Listings for Maximum Visibility   To reach the best candidates, your job postings need to be easily discoverable. We implement proven search engine optimization (SEO) strategies to help your school rank higher in search results, ensuring you attract the most qualified candidates.   Keyword Analysis: Use relevant keywords candidates are searching for. Content Optimization: Write clear, concise, and engaging descriptions. Link Building: Increase your postings’ authority by linking to reputable sources. Meta, Header & Image Tags: Ensure technical SEO best practices are in place. Social Media Integration: Connect job posts with your school’s social platforms to expand your reach and engagement.       Ensure Data Privacy and Legal Compliance   Recruitment involves handling sensitive candidate information. Your school must prioritize privacy and legal compliance throughout the hiring process by: Strictly adhering to data privacy laws applicable in your region. Protecting applicant information and only sharing it with authorized parties. Obtaining candidate consent before conducting background or employment verifications. Reducing legal risks by following fair and transparent hiring procedures. By safeguarding candidate data and respecting privacy, you build trust and demonstrate your commitment to ethical hiring practices.   IMAGE                

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MPoly Mokdong Teacher FAQ

We're here to answer some of the frequently asked questions about MPoly Mokdong.     1.    What should potential teachers take into consideration before applying? Prospective teachers should be ready for a fast-paced, challenging environment where they can grow quickly and make an immediate impact. It’s a rewarding place to work with advanced-level students, but it requires energy, adaptability, and a willingness to get started right away.      2.    What does a typical school day look like for teachers? Teachers typically teach between five to seven classes per day, starting around 2:15 PM, though this can vary during testing periods. Each teacher is responsible for planning and delivering their own lessons and managing their classrooms. The school day ends at approximately 10:15 PM. Mornings are free, allowing staff time for personal activities such as exercise, errands, or socializing.   3.    What kind of training or onboarding is provided to new teachers? New teachers receive at least one week of training. Teachers are provided key teaching materials, such as textbooks and workbooks, to review independently. During the first week, they shadow experienced teachers to learn about daily routines, lesson timing, and test schedules. Ongoing support is always available. Our team understands what it’s like to be new, and senior staff members are always ready to answer questions and offer guidance.    4.    What can be expected in terms of work-life balance and support? While the workload can be busy at times, teachers are given sufficient prep time during the day to plan lessons, mark work, and create materials, so there’s rarely a need to take work home. The school day runs from 2:15 PM to 10:15 PM, leaving mornings free for personal time. Weekends are generally off, with only occasional Saturday commitments once or twice a year, such as debate competitions. Teachers also receive national holidays off, plus a week-long break in both summer and winter. Additional personal leave can be arranged when needed. Support is strong across the team, and staff regularly help one another with day-to-day tasks to ensure a manageable and balanced workload.     5.    What are the expectations regarding lesson planning, classroom management, and communication with parents? Teachers are provided with a full curriculum, including textbooks and PowerPoints. While lesson materials are already prepared, teachers can adapt or supplement them to suit their style or address specific class needs. There is a set syllabus to follow, especially as students take monthly tests, but teachers have flexibility in how they deliver lessons. New teachers are observed early on to ensure they are comfortable with the materials and effective in the classroom. After that, they are trusted to manage their classes independently, with no micromanagement. Classroom management is the teacher’s responsibility, but support is always available from senior management or Korean homeroom teachers if needed. Foreign teachers do not communicate directly with parents; instead, they are expected to keep Korean homeroom teachers informed about any issues so they can handle parent communication appropriately.   6.    How is the overall teaching environment? The teaching environment is supportive and collaborative. Our teachers take pride in their work and share responsibilities fairly—for example, tasks like grading essays after monthly tests are distributed evenly to ensure no one is overwhelmed.     7.    What opportunities exist for professional growth and career development? New teachers typically start with lower-level classes to get familiar with the curriculum and classroom environment. As they gain experience and demonstrate their strengths, there are opportunities to progress to teaching higher-level students, including 8th and 9th grades, which involve more advanced materials and test preparation. There are also career development opportunities beyond the classroom. Teachers can get involved with curriculum development, test creation, and other projects through our headquarters. Additionally, we occasionally hold workshops to share teaching strategies and classroom techniques.   We value long-term staff, as consistency benefits both students and teachers. Building strong, lasting relationships helps create a more effective and supportive academic environment.     8.    What support systems are available for teachers experiencing difficulties? We prioritize the well-being of our teachers, both inside and outside the classroom. Adjusting to a new country and workplace can be challenging, so we’ve built a strong support network. Teachers can always turn to their colleagues, management, or the front desk team for help, whether it's about teaching, housing, or general day-to-day concerns. Weekly foreign teacher meetings are held every Monday to address updates, resolve issues, and provide ongoing support. There are also monthly all-staff meetings led by the director to outline important events and announcements.   9.    What is the surrounding area like where the school is located? The school is located in a convenient area with easy access to transportation. Sinmokdong Station is a 7-minute walk away, connecting to major areas, including the airport and trendy spots. There are plenty of good restaurants and smaller shops nearby for everyday groceries.    10.    Is housing provided for teachers? The school provides housing. While most teachers’ housing is provided at no extra cost, some may choose to upgrade or share with a partner. The accommodations come with essential amenities, such as air conditioning, heating, free Wi-Fi, and access to recycling facilities. If any issues arise with housing, the front desk team is responsive and will resolve concerns quickly, usually within a few days. The accommodation is conveniently located within a 5 to 20-minute walk from our school.   11.    What leisure, travel, or cultural opportunities are accessible to teachers? While holidays are typically one to two weeks long, Korea's central location makes it easy to travel to popular destinations such as Japan, the Philippines, and China, with flights taking about three hours. During long weekends, we encourage teachers to explore Korea itself, with must-see locations like Jeju Island, Busan, and the seaside area of Sokcho.   12.    Is there any additional advice that would benefit prospective teachers? We recommend embracing the challenge of connecting with students and colleagues. Building genuine relationships is just as important as the lessons you teach. When students see that you care, they’ll respect you and be more engaged. Additionally, while you'll often work independently, it’s important to rely on colleagues when needed and be flexible, as things can change quickly.

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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?  

Altiora Wiyre (1/3)

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-class sports like basketball, volleyball, and badminton, as well as hosting games with other institutions. 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 institution, 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 MICA, 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. 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 academic day.    During the 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 campus. This helps me complete all my prep during the start of the 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 institution 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 institution 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-Class & Extracurriculars After-class 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 into our secondary program.  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 institutions. Games take place every other week, with the games being hosted in MICA and the other institutions. Teachers who run after-class 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 academic 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 MICA 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. MICA 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 MICA’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 MICA, and how has the staff 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 staff, 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 MICA 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.