Interaction

CCTECC

CCTECC:  Student Teaching Overseas
 Overseas Schools | U. S. Colleges | Feedback | College Contacts | Placement Schools | Application

An overseas student teaching experience isn't a dream but a reality! The CCTECC program al-lows education majors from member colleges to do their student teaching at overseas schools. Students, who are approved by their education department, are placed by Interaction Interna-tional

The CCTECC program began in 1990 and has grown to include 16 member institutions. This year approximately 70 education majors will go overseas to do their student teaching. To date, more than 600 students have gone to assignments at more than 120 schools overseas.

Benefits of Student Teaching Overseas:
• Valuable preparation for teaching in an international Christian or international school set-ting.
• Expanded cultural perspectives and worldview.
• Broadened view of education and expanded knowledge base for developing one's ap-proach to education.
• Develop valuable cross-cultural skills
• Enrich one's academic background through first-hand experience in a foreign country and culture.
• Build self-confidence and self-esteem through the experience of travel and independent activity.

Steps in the CCTECC Process:
1) Apply for admission to the CCTECC program at the Education Department of your col-lege/university. (Get application form from your department)
2) Screened and accepted by your department
3) Apply to Interaction International for placement at overseas school (form available here)
4) Placement made by Interaction International
5) Attend Pre-Experience Orientation. This training is provided twice each year:  spring and fall. Students should plan to attend the seminar closest to when they will go overseas.

Member Colleges:
Currently, the following colleges/universities are members of CCTECC. Click on your college to find the CCTECC contact person and the requirements for an overseas student teaching experi-ence:
• Anderson University
• Asbury College
• Biola University
• Cedarville University
• Cornerstone University
• Crown College
• Eastern University
• Geneva College
• Houghton College
• Huntington College
• Mt. Vernon Nazarene University
• Phildaelphia Biblical University
• Spring Arbor University
• Taylor University
• Toccoa Falls College
• Trinity International University
• Union University
• Wheaton College
Feedback on CCTECC:
Feedback on the Student Teaching:
This was experience rich with learning and cultural experiences. I loved my time there and have no com-plaints.

I think I was well prepared for the experience. This has been a great learning experience for me and I have really enjoyed everything about my time overseas. I would definitely recommend the school I am working at for others. It has been a great, growing experience in every way (physical, spiritual, social, etc.) and I wouldn’t be the person I am now without that experience.

I think I was well prepared. I am not sure how you can better prepare due to vast differences in culture and experiences. Talking with others makes a huge difference in what we’ve experienced and what to ex-pect. I had an amazing experience!

I had a great experience at my school. A lot of that had to do with how the staff at the school, from the administrator to the cleaning lady, made me feel welcome and accepted from the start to the end.


Pre-Experience Orientation (PEO):
Looking back, this was by far the most helpful time in preparing me to teach overseas. The sessions, top-ics and people all helped me to become more passionate about my decision. There was so much informa-tion that was covered during the weekend, but it was all interesting and pertinent. I was thankful for this weekend and the resources I left with when I got overseas.

Excellent! Discovered I was a TCK and that transformed the way I reach/taught my students. The whole training was excellent.

I enjoyed the activities and found the sessions helpful. It was really nice weekend and really helped me to start getting excited and thinking seriously about going overseas.

It benefited me most in the process of saying goodbye, adjusting to a new culture and packing. It also just helped to be among peers who I could identify with in this experience.

Reviewing my PEO materials reminded me of the importance and the process of bringing proper closure to the experience.

I thought the weekend was very productive. I was able to get to know other people in the same “shoes” as mine. I was also able to talk to people who were very familiar with traveling, and I received a lot of good tips. I thought the training sessions were very helpful. They addressed some issues I hadn’t though about, and got me to start thinking about these things before I left so there were minimal surprises.

The training is a wonderful idea. I learned so much especially about cultural differences. The training is definitely a must.


Cooperating Teachers:
My teacher was a blessing to work with this semester. She was a creative and hands-on teacher, even after 30 years in the classroom. She guided me and gave me helpful feedback.

Not only was my cooperating teacher an experienced teacher with good knowledge of his content, good classroom management and good teaching skills; but he also supplied good feedback and support to me as I student taught. I planned all my lessons myself, but he let me know of any available resources, and ac-tivities he had used in past years. It was enough assistance, but not too much.

My teacher was very helpful and encouraging. She gave me all of the information I would need to know about the students and the topics I would be covering. She was very open to me completely taking over the class and doing things my way, making sure the students knew that I was the main teacher for the time being. She expected a lot which was very appropriate since it was student teaching. She was also very helpful in giving me feedback and helping with ideas for discipline if they were needed.

My cooperating teacher and I got along very well. She treated me as an equal teacher and knew she didn’t have to hold my hand the whole way through. She let me learn from my own mistakes, yet gave me guid-ance and counsel as I needed it. We bounced ideas off of each other and learned from watching each other teach and interact with our students.

My cooperating teacher was wonderful. We had many opportunities to talk about different learning styles and teaching methods. Not only did she give me good feedback, but she also treated me as an equal and professional and asked me what I saw that she could work on.


Overall Experience:
The school and staff were wonderful! The school demands a lot of you, but they support you incredibly well. The diverse staff brought different insights and experiences that aided in creating an effective school system.

I felt this was an exceptional overseas placement. I had the materials I needed, resources were abundant and the personnel there were great to work with! The school system is God-centered and among the best in our area.


For Overseas Schools:
The responsibilities of the overseas schools:
Prior to the arrival of the student teacher, the MK school:
• answer questions about the school, culture, teaching assignment, etc.
• assists in travel planning, logistics and arranges for meeting at airport
• arranges housing for the student teacher (although the student pays the cost of his hous-ing)

While the student teacher is overseas, the school:
• provides the cooperating teacher and the supervisor
• evaluates the progress and performance of the student teacher

Benefits for the school having student teachers:
• is a valuable resource for recruiting teachers who have experienced life and teaching in an international school setting.
• enriches the school as student teachers bring gifts and talents which will enhance an MK school programs such as drama, debate, music, etc.
• enriches the school faculty through their new ideas and understanding of current educa-tional trends and issues.
• provides students at the school with current information about North American culture, positive role models and bridges to their home culture.
• helps TCKs obtain first-hand information about colleges which is helpful to them in the college selection and admission process.
• builds awareness and understanding of the importance and the opportunities for service at overseas schools as these students return and share their experiences.

Feedback from an overseas school about CCTECC:
“Most schools have ambivalent feelings about student teachers. Extra work, risk of failure, added stress—who needs it! But the [CCTECC] student teacher program that we have seen has been an unqualified success. Last year we invited ten students who participate in the student teaching program and our students, faculty, student teachers and sending colleges were all the better for it. . . .”   from the director of a school in Europe


For Colleges

Why Was CCTECC Established?
The CCTECC Program began in the late 1980s and the first student teachers went overseas in 1991. Several factors led to its creation. The original initiative for creating CCTECC came from leaders at international Christian schools. They believed that an overseas student teaching pro-gram to assist them in finding and recruiting teachers as well as benefit everyone involved. At the same time many Christian colleges were eager to provide overseas student teaching experi-ences for their education majors and saw it as a first step toward serving at an international Christian or international school after graduation.

The overseas schools were also concerned about dealing with the different requirements each college had for their student teachers and colleges were concerned about trying to connect with so many overseas school regarding possible placements. Thus, both international Christian schools and Christian colleges wanted a single entity who could arrange placements for student teachers as well as coordinate services and procedures.

Lastly, both colleges and overseas schools recognized that preparing student teachers well for their overseas assignment was crucial not only for their, but was also crucial to their impact and effectiveness in the classroom. Thus, both groups placed great importance on preparing students (both personally and professionally) for their overseas assignment.

Who Can Join CCTECC?
CCTECC is a voluntary association of Christian colleges who have joined forces to provide their students with opportunities for an overseas student teaching experience.

Benefits for the Colleges
• Enriches their teacher-training program by providing this outstanding opportunity for students.
• Gives their students greater cross-cultural knowledge
• Helps their students develop valuable cross-cultural skills
• Gives students experiences in multicultural education that gives them an important ad-vantages as they compete for jobs.
• Gain recognition and exposure for their university because their student teachers act as a representative of college to prospective students.

What Are the Responsibilities of CCTECC Members?
Member colleges pay an annual institutional fee which, along with student fees, covers the costs of the program for placement and administration of the program. Representatives of the member colleges attend an annual business meeting. In addition, each college carefully screens their edu-cation majors who are want to do their student teaching overseas and debriefs students when they return.

What Is the Role of Interaction International in the CCTECC program?
Interaction is the administrative arm of CCTECC that arranges for the placement of students at overseas schools and facilitates contact and communication among students, overseas schools and the college. In addition, Interaction provides the orientation training and preparation for stu-dent teachers before they go overseas. Two orientation programs (PEOs) are held each year. 
CCTECC has established policies for screening of students, procedures for effectively placing student teachers, materials to support the mentoring of student teachers in overseas placements by cooperating teachers and designated field supervisors, and materials to facilitate evaluation of performance of student teachers and of the CCTECC program.
Feedback from a Participating College:
“Receiving the [notes and letters] of young people who are now teaching overseas because of Cedarville's student teaching abroad program has been a thrill. CCTECC has helped us provide a higher quality preparation program, enabled standardizing of our procedures with other colleges and has opened doors of which we were not previously aware.” Dr. Merlin Ager—former Educa-tion Department Chairman at Cedarville College.

 

Member College Profiles for CCTECC
The specific requirements for the overseas student teaching experience
are set by each of the colleges and not by Interaction International


Anderson University
Contact:  Carla Matas
1100 E. 5th Street, Anderson, IN 46012
Phone:  (765) 641-4054      
Fax: (765) 641-3084
E-mail:  cmatas@anderson.edu

Requirements for schools where students are placed:
A. Requirements for the Cooperating Teacher
1. Minimum of three years of successful teaching experience in area of certification.
2. Recommendation from supervisor or principal.
3. Verification of advanced work above a bachelor’s degree. Master’s degree is preferred.
4. Two years of experience in host school.

B. Requirements for the Supervising Teacher
1. Strongly prefer member of School or Department of Education at a university.
2. Provide documentation of three visits to student teacher.
3. Use Anderson University Evaluation Form and return copies to School of Education at Ander-son University.

C. Host School
1. Accredited by national government or other recognized accrediting body (ACSI, regional)
2. Classroom must have a minimum class size of ten (10) students.
3. This is the second placement following the U.S. classroom placement, and an eight (8) week placement is required in the overseas school


Asbury College
Contact: Dr. Les Anderson
1 Macklem Drive, Wilmore, KY 40390
Phone:  (859) 858-3511    
Fax:  (859) 858-3921
E-mail:  lesanderson@asbury.edu

Requirements for schools where students are placed:
1. The cooperating classroom teacher needs to have a U.S. teaching certificate in the student’s area. They need to have a Master’s degree and at least 4 years of experience.
2. The supervising teacher must have a Master’s degree and 4 years of supervisory experience.
3. The school must be accredited by a regional accrediting agency.
4. The length of placement will be seven to eight weeks and will be the last two months of the school year (from mid-October to mid-December in Fall and from March to first week in May for Spring).
5. We are an evidence-based program and our student teachers will be measured by teaching standards.


Biola University
Contact: Dr Tim Stranske
13800 Biola Ave., LaMirada, CA 90639
Phone:  (562) 944-0351 ext. 3003
Fax:  (562) 906-4563
E-mail:  tim.stranske@biola.edu

Requirements for schools where students are placed:
1. The overseas school must be a regionally accredited school.
2. The cooperative teacher needs current teaching credentials from a state in the United States and must have at least three years of teaching experience at the level they are teaching.
3. Placement for secondary students will be 9 weeks (may be reduced to 8 weeks) and the student teacher will need to observe/teach 4 classes per day in their single subject area
4. Elementary placements will be 8 weeks.


Cedarville University
Contact: Dr. Brenda McKay
251 N. Main Street, Cedarville, OH 45314    
Phone: (937) 766-7780 ext. 4497    
Fax: (937) 766-7769     
Brenda MacKay (mackayb@cedarville.edu)

Requirements for schools where students are placed:
1. Length of placement is 10 weeks or 50 teaching days (excluding holidays/breaks,etc). 
2.  Weeks 4-8 are full load teaching; student intern is doing all planning, teaching and classroom management.
 

Cornerstone University
Contact: Darla England    
1001 E. Beltline, NE, Grand Rapids, MI 49525    
Phone: (616) 254-1638     
Fax: (616) 222-1537
E-mail:  Darla_J_England@cornerstone.edu  

Requirements for schools where students are placed:
Placement Requirements:
Currently, the overseas placement is a second placement after 10 weeks in the US, therefore the following criteria apply: 
1. It is desirable that the school be accredited but not required.
2. The cooperating teacher needs at least 3 years of teaching experience.
3. The placement needs to be 8 or 9 weeks in length.
4. The students use the Cornerstone handbook and evaluation forms.


Crown College
Contact:  Kassie Grosz     
8700 College View Drive, St. Bonifacius, MN 55375
Phone: (952) 446-4221  
Fax:  (952) 446-4149  
E-mail: groszk@crown.edu

Requirements for schools where students are placed:

1. The overseas school must be a regionally-accredited school.
2. The cooperating teacher needs at least 3 years of teaching experience and must be licensed in their field.
3. Supervising teacher:  a Master's degree preferred but not required.
4. Length of placement will be 10 to 17 weeks.
 

Eastern University
Contact: Dr. David Greenhalgh
10 Fairview Drive, St. David’s, PA 19087-3696     
Phone:  (610) 225-5725     
Fax: (610) 341-1460    
E-mail:  dgreenha@eastern.edu              

Requirements for schools where students are placed:
1. The overseas school must be an accredited school
2. The cooperating teacher must have had at least three years experience of which the last one was in the current school. We prefer: certification and training in observation and evaluation skills.
3. The supervisor must be a qualified teacher with training and/or experience in supervision. We prefer: Master’s Degree and administrative experience at the current school.
4. The length of placement is 7 weeks which follows a seven week placement stateside. The su-pervisor must formally observe the student teacher four times in the 7 weeks preferably once a week.


Geneva College
Contact: Dr. Gayle Copeland
Beaver Falls, PA 15010-3599
Phone: (724) 846-5100
Fax:  (724) 846-6855
E-mail:  dgcopela@geneva.edu

Requirements for schools where students are placed:
1. The school must be accredited.
2. The cooperating teacher must have at least three years teaching experience, including one year of teaching at the school of placement itself.
3. The placement is 8 weeks in the overseas school, at least seven of those in the classroom. This follows a 7 week placement in the U.S.


Houghton College
Contact: Dr. Susan Martin—Student Teacher Coordinator
One Willard Ave., Houghton, NY 14744
Phone:   (585) 567-9675
Fax:  (585) 567-9305
E-mail:  susan.martin@houghton.edu

Houghton’s guidelines for schools where students are placed:
1. The cooperating teacher must have at least three years of successful teaching experience and preferably one year at the present school.
2. The supervisor can be an administrator or teacher coordinator with supervision experience.
3. The supervisor should officially observe the student teacher a minimum of three times during the placement.
4. Length of placement is approximately 6-7 weeks long.


Huntington University
Contact: Dr. Terrell Peace
Huntington, IN 46750
Phone:  (260) 359-4224
Fax:  (260) 359-4144
E-mail:  tpeace@huntington.edu

Requirements for schools where students are placed:
1. Prefer an accredited school, but not required.
2. The cooperating teacher must have at least three years of successful teaching experience and at least one year in the present school.
3. The supervisor should have a Master’s Degree or several years of supervision experience.
4. Huntington places their students for at least 10 weeks in a U. S. school before or after the overseas placement. The overseas placement should be a minimum of 4-6 weeks.


Mt. Vernon Nazarene University
Contact: Prof. Donna Shiverdecker
800 Martinsburg Road, Mt. Vernon, OH 43050
Phone:  (740) 392-6868 ext. 3405
Fax:  (740) 397-9019
E-mail:  dshiverd@mvnu.edu

Requirements for schools where students are placed:
1.  Require an accredited school through regional or Christian associations. 
2.  A 7 week placement is required with a minimum of two weeks to be full-time teaching (solo-ing). 
3.  The cooperating teacher is to have a minimum of three years teaching experience and be a certified/licensed teacher.  The supervisor should have a Master's degree or tenured experience, with at least one year of supervisory experience.
4.  Seven formal observations are required by the cooperating teacher (one per week).  In addi-tion, the cooperating teacher must complete midterm and final evaluation forms and participate in a midterm and final evaluation conference.  Midterm and final evaluations are to be submitted electronically to ChalkandWire.  Hard copies of observation forms, along with hard copies of the midterm and final evaluations should be faxed to Bevin Shiverdecker so MVNU can stay in con-tact with the students, teachers, and the experiences.  The cooperating teacher should also com-plete a program evaluation and sign off on an extracurricular form and an attendance form.
5.  Seven formal observations are required by the supervisor (one per week).  In addition, the su-pervisor must complete midterm and final evaluation forms and participate in a midterm and fi-nal evaluation conference.  Midterm and final evaluations are to be submitted electronically to ChalkandWire.  Hard copies of observation forms, along with hard copies of the midterm and fi-nal evaluations should be faxed to Bevin Shiverdecker at MVNU.
6.  The class size must be between ten to thirty students to provide a realistic classroom envi-ronment.


Philadelphia Biblical University
Contact: Ann Rivera
200 Manor Avenue, Langhorne, PA 19047
Phone:  (215) 702-4281
Fax:  (215) 702-4848
E-mail:  arivera@pbu.edu

Requirements for schools where students are placed:
1. The overseas school should have been in existence for a minimum of five years old and must either be accredited or be moving toward that goal.
2. The administrator or lead teacher must be willing to serve in the role of on-site supervisor. They will need to observe and document at least three lessons. This is in addition to the on going evaluation of the cooperating teacher.
3. The cooperating teacher must have a minimum of three years teaching experience, have been at the school for one full year or longer and be certified in the area in which she/he is teaching.
4. The length of placement is six/eight weeks. Students are required to complete a minimum of seven weeks in the state of Pennsylvania.


Spring Arbor University
Contact: Dr. John Williams
106 E. Main, Spring Arbor, MI 49283
Phone:  (517) 750-6631
Fax:  (517) 750-6629
E-mail:  johnw@arbor.edu

Requirements for schools where students are placed:
This student teaching placement is the only teaching placement for Spring Arbor University stu-dents. The University therefore requires that:
1. the school be an accredited school.
2. the placement be 14 weeks with a minimum of 10 weeks.
3. the CCTECC process be completed
4. the student’s use Spring Arbor’s Handbook and evaluation forms.


Taylor University
Contact: Dr. Pam Medows
236 W. Reade Ave., Upland, IN 46989
Phone: (765) 998-5145
Fax: (765) 998-4930
E-mail:  pmmedows@tayloru.edu

Requirements for schools where students are placed:
1. Must be an accredited school.
2. Students have their first student teaching experience for 10 weeks in the United States. Their second overseas experience placement will be six to seven weeks in duration.
3. The cooperating teacher must have a minimum of three years teaching experience and be certi-fied (Master’s degree is not required).
4. Three formal observations are required by the supervisor to be sent to Taylor University along with the final evaluation. The cooperating teacher, along with informal assessments, will complete a midway and final evaluation. The midway evaluation should be sent by the fourth week of student teaching with the final evaluation being completed at the end of the ex-perience. Honorariums will be sent when the university receives the final evaluations.
5. There is no class size requirement, but the university prefers enough students in a class to as-sume a classroom atmosphere.

 

Toccoa Falls College
Contact: Dr. Ruth Fredricks
Toccoa Falls, GA 30598
Phone:  (706) 886-6831
Fax: (706) 282-6020
E-mail:  rfredrck@toccoafalls.edu

Requirements for schools where students are placed:
Placement Requirements:
1. Prefer but do not require an accredited school through regional or Christian associations.
2. Twelve week placement is minimum required with six weeks (minimum) to be full-time teaching.
3. The cooperating teacher is to have a minimum three years of teaching experience and be a cer-tified teacher (Master’s degree is not required). The supervisor should have a Master’s degree or tenured experience.
4. Five formal observations are required by the supervisor, and several types of evaluation are required by the cooperating teacher, including bulletin board evaluations, weekly reports etc. We request these reports be e-mailed or faxed to us so we can stay in contact with the students, teachers and experience.
5. No class size requirement, but would hope there would be enough students in a class to as-sume a classroom atmosphere.
6. Professional Integration is a five week class which follows the student teaching experience, and our students are expected to return in time to enter this course.

 


Trinity International University
Contact: Prof. Karen Wrobbel
2065 Half Day Road, Deerfield, IL 60015-1284
Phone:  (847) 317-7178
Fax: (847) 317-4786
E-mail:  kwrobbel@tiu.edu

Requirements for schools where students are placed:
1. The school must be an accredited school.
2. The cooperating teacher must be certified in the area that he/she is teaching.
3. The cooperating teacher and the supervisor have at least a B.A. level degree.
4. The cooperating teacher must have the equivalent to tenure (several years of experience).
5. The length of placement is 14 weeks with the request that the student have full responsibility
for all aspects of the classroom for a minimum of two consecutive weeks.
 

Union University
Contact: Dottie Myatt
1050 Union University Dr., Jackson, TN 38305
Phone:  (731) 661-5383
Fax: (731) 661-5063
E-mail:  dmyatt@uu.edu

Requirements for schools where students are placed:


Wheaton College
Contact: Dr. Paul Egeland
Wheaton, IL 60187
Phone: (630) 752-5765
Fax: (630) 752-5555
E-mail:  paul.c.egeland@wheaton.edu

Requirements for schools where students are placed
The student teaching placement is the only teaching placement for Wheaton College students. The College therefore requires that:
1. the school be an accredited school.
2. the cooperating teacher be certified.
3. the placement be 12 weeks. For Fall placements the student needs to return at least one week before Thanksgiving.
4. the students follow the CCTECC handbook and use CCTECC forms.
5. the honorarium paid by Wheaton for the cooperative teacher will be $120 and for the supervis-ing teacher $150 ($25 for each observation plus $25 for the final evaluation).
 


    
Overseas Schools Used for Placement
(Schools used are grouped by continent)

Africa and the Middle East
• Anglican International School (Israel) www.aisj.co.il
• Beirut Evangelical School (Lebanon) www.lesbg.com
• Bingham Academy (Ethiopia) www.binghamacademy.net
• Dakar Academy (Senegal) www.dakar-academy.org
• George Washington Academy (Morocco) http://www.gwa.ac.ma/
• Hillcrest International School (Nigeria)
• International Christian Academy (Cote d'Ivoire) http://www.ica.ed
• International School of Tanganyika (Tanzania) www.istafrica.com
• Modern English School (Egypt) www.mescairo.com
• Rain Forest International School (Cameroon) www.rfis.org
• Rift Valley Academy (Kenya) www.rva.org  
• Rosslyn Academy (Kenya) www.rosslynacademy.com
• Tlokweng Dayspring School (Botswana)
• Virginia Prep School (South Africa)

 

Region:  Asia Pacific
• Brent International School (Philippines) Manila-- http://www.brent.edu.ph
Or http://www.brentschoolbaguio.com
• Brindabella Christian College (Australia) http://www.bcc.act.edu.au/
• Christian Academy in Japan www.kyx.or.jp/-caj
• Dalat School (Malaysia) www.dalat.org  
• Faith Academy (Philippines) www.faith.edu.ph
• Goroka International School (Papua New Guinea) http://www.iea.ac.pg/schools/goroka/goroka.html
• Grace International School (Thailand) www.gisthailand.org  
• Handong International School (Korea) http://his.handong.edu/default(e).asp 
• Heathdale Christian College (Australia) http://www.heathdale.vic.edu.au/index.asp
• Hebron Christian College (New Zealand) http://www.hebron.ac.nz/index.htm
• Hebron School (India) www.hebron-school.org  
• Hillcrest International School (Indonesia) www.hismk.org
• Hillview Christian School (New Zealand) http://www.hillview.school.nz/
• Hong Kong International School www.hkis.edu.hk
• International Christian School of Hong Kong www.hk.super.net/-ics
• International Community School (Singapore) www.ics.edu.sg/
• International Community School (Thailand) www.icsbangkok.com
• Kilmore International School (Australia) http://www.kilmore.vic.edu.au/
• Kunming International Academy (China) http://www.kia-china.org/
• Kodaikanal International School (India) www.kis.emet.in/index.ssi
• Methodist Ladies College (Australia) http://www.mlc.vic.edu.au/
• Metro Delhi International School (India) www.mdis.net
• Middleton Grange School (New Zealand) http://www.middleton.school.nz/
• Morrison Academy (Taiwan) www.mca.org.tw
• Mountainview International Christian School (Indonesia - formerly CJIMS) http://www.mountainviewics.org/
• Murree Christian School (Pakistan) http://www.mcs.org.pk/
• Numonohi Christian Academy (Papua New Guinea) http://mmol.org/NCA/faq.html
• Okinawa Christian School (Japan) www.ocsm.org  
• Pacific Hills Christian School (Australia) http://www.phcs.nsw.edu.au/
• Qingdao International School (China) www.mtichina.com or www.teachwithisc.com
• Saigon South International School (Vietnam) www.saigonsouth.com  
• St. John's School (Guam) http://www.stjohnsguam.com/main/
• Seabrook Primary School (Australia) http://www.seabrook.vic.edu.au/
• Seoul Foreign School (Korea) www.sfs-h.ac.kr
• Shenyang International School (China) www.mtichina.com or www.teachwithisc.com
• Singapore American School http://www.sas.edu.sg
• Taejon Christian International School (Korea) www.tcis.or.kr/
• Tianjin International School (China) www.tiseagles.com or www.teachwithisc.com
• Ukarumpa International School (Papua New Guinea) http://www.ukarumpainternationalschool.org/index.html
• Woodstock School (India) www.woodstock.ac.in


Region:  Europe
• American Christian International Academy (Portugal)
• American International School of Zagreb (Croatia) http://www.aisz.hr
• American School of Bilbao (Spain) http://www.sarenet.es/asb/
• American School of Las Palmas (Spain)
• American School of Milan (Italy) http://www.asmilan.org
• American School of Paris (France) http://www.asparis.org
• American School of Warsaw (Poland) http://www.asw.waw.pl
• Balmoral School (Scotland)
• Black Forest Academy (Germany) www.bfacademy.com
• Bordeaux International School (France) http://www.bordeaux-school.com
• Bucharest Christian School (Romania)
• Danube International School (Austria) http://www.danubeschool.at
• DODDS School (Germany)
• Evangelical Christian Academy (Spain) www.ecaspain.com
• Evergreen International School (Uzbekistan)
• Hinkson Christian Academy (Russia) www.hinkson.ru
• International Christian School of Budapest (Hungary) www.icsbudapest.org
• International School of Basel (Switzerland) http://www.isbasel.ch
• International School of Berne (Switzerland) http://www.isberne.ch
• International School of Geneva (Switzerland)
• International School of Lausanne (Switzerland) http://www.isl.ch
• International School of Prague (Czech Republic) http://www.isp.cz
• Inver National School (Ireland)
• Lagan College (Ireland)
• St. Andrews College (Ireland) http://www.st-andrews.ie
• St. John's International School (Belgium) http://www.stjohns.be
• Sutton Park School (Ireland) http://www.suttonparkschool.com
• Thompson Primary School (Ireland)
• Vienna Christian School (Austria) www.viennachristianschool.org
• Vienna International School (Austria) http://www.vis.ac.at


Region:  Latin America and the Caribbean
• ACIC (Venezuela)
• Academia Los Pinares (Honduras)
• Alliance Academy (Ecuador) www.alliance.k12.ec
• Amazon Valley Academy (Brazil)
• American International School (Costa Rica)
• American School Foundation of Guadalajara (Mexico) www.asfg.mx
• American School Foundation of Mexico City (Mexico) www.asf.edu.mx
• Ascunsion Christian Academy (Paraguay) www.acaknights.edu.py/
• Bel Air School (Jamaica)
• Carachipampa Christian School (Bolivia) www.carachipampa.org
• Christian Academy of Guatemala
• Christian Missionary School (Argentina)
• Colegio Patris (Argentina)
• Costa Rica Academy (Costa Rica)
• Country Day School (San Jose, Costa Rica) http://www.cds.ed.cr
• El Camino Academy (Colombia) www.elcaminoacademy.com
• Free Will Baptist School (St. Croix)
• International School (Honduras)
• International School of Sosua (Dominican Republic)
• Jarabacoa Christian School (Dominican Republic)
• Kingsway Academy (Bahamas)
• La Molina Christian School (Peru)
• Lincoln School (Mexico)
• Marian Baker School (Costa Rica)
• Mazapan School (Honduras)
• New Wave School (Brazil)
• Nicaragua Christian Academy
• Nido de Aguilas International School (Chile) http://www.nido.cl
• Pan American Christian Academy (Brazil) www.paca.com
• Quisqueya Christian School (Haiti)
• Santa Cruz Christian Learning Center (Bolivia) www.scclc.org
• Santiago Christian Academy (Chile)
• Santiago Christian School (Dominican Republic) www.scs.edu.do
• Wesleyan Academy (Puerto Rico)


Region:  United States
• Dade Christian School (Miami)
• Evangel Christian School (Queens, NY)
• Haili Christian School (Hawaii)
• Hilltop Christian School (Arizona)
• Manhattan Christian Academy (NYC)
• Sun Valley Indian School (Arizona)  

Publications
Publications
Resources
Resources for TCKs and Adult Third Culture Kids
Seminars
Seminars