Pritam Benjamin In the last decade, there has been a spurt in the growth of international schools or internationally –minded schools. Today there are schools that offer you the Cambridge International Examinations (CIE), the International Baccalaureate (IB), The Ontario Curriculum, and the EDexcel. The number of genuine international schools that seek affiliation to these boards of education is increasing, mostly in metropolitan as well as in some tier 2 cities, such as Mysore, Lucknow, and Jaipur. The demand for international schools has been fuelled by the needs of NRI (non-resident Indian) families for their children and the children of expatriates who work longer stints in India. Progressive teaching methods and the ‘Whole Education’ approach to teaching in these schools, together with a multicultural environment, are attracting more Indian families too. The variety, quality, and appeal of international schools in India are growing at a surprising rate. The quality of teaching and administrative staff is a strong determinant of the “success” of these schools. It is a great challenge for an emerging international school to hire teachers who can do justice to the “new curricula”, which requires radically different approaches to the teaching-learning process. The professional education and practice of the majority of Indian teachers ties them down to systems that are regulated by syllabi and textbooks endorsed or prescribed by the National Council for Educational and Research and Training. An innovative and creative approach to teaching has rarely been called for, much less modelled, for the average Indian teacher. His/her competence is judged by the number of children who can be promoted to the next class or pass the board examinations with credit. An international school teacher, is seen by progressive thinkers in the education fraternity, as a leader for change in society, in addition to being an effective deliverer of knowledge and skills. In a mainstream public or government school not much is expected from a teacher beyond routine delivery of the syllabus in a time worn format apart from keeping records and reporting marks after term or annual assessments take place. Preparation for classes, innovative and improved methods of teaching, reference and research work to deliver activity-based or hands-on learning and professional development are optional rather than standard expectations from teachers. Teachers, in their redefined roles can now look forward to their own intellectual, cultural, and personal growth. What do employers look for? Excellent oral and written skills head the list. Motivational drive and energy are seen as assets in a teacher. Strong