Working in international schools still offers something many educators elsewhere don’t always get: access to meaningful, sometimes even adventurous, professional development (PD).
But in 2026, what “good PD” looks like has changed quite a bit.
Yes, some schools still fly teachers across the world for training. Others bring experts in. And some rely heavily on in-house sessions. But now there’s a third major player: high-quality online and hybrid PD, which has reshaped what’s possible for both schools and teachers.
The reality is that PD in international schools still varies widely.
Some schools provide generous annual PD allowances, giving teachers autonomy to pursue their own learning goals. Others centralise decisions and prioritise PD aligned tightly with school initiatives. And some—often due to budget constraints—offer very limited access at all.
For teachers new to the international circuit, it can still be surprising to be sent overseas for training—or equally surprising to find that everything is done in-house or online.
So… which approach is better?
The old debate—external conferences vs. in-house workshops—feels a bit outdated now.
What matters more today is ongoing, sustained professional learning, rather than one-off events. Research and experience both show that a single workshop (no matter how inspiring) rarely leads to lasting change in classroom practice.
Instead, the most effective PD tends to include: • Ongoing coaching or follow-up • Opportunities to apply learning in context • Collaboration with colleagues • Time for reflection
That could happen in-person, online, or through a mix of both.
One thing hasn’t changed: Some of the most valuable PD still happens between sessions.
Meeting educators in similar roles, contexts, or challenges can be incredibly powerful. Whether that’s at a conference, through online communities, or even via social platforms, these connections often lead to: • Idea sharing • Future collaborations • School visits • Career opportunities
In fact, with today’s global connectivity, networking doesn’t have to be tied to expensive travel anymore.
Not all impactful PD needs a big budget.
Some of the most effective learning still comes from: • Visiting another school with a specific focus • Observing best practices in action • Engaging in peer coaching • Joining professional learning communities (PLCs) • Participating in online courses or webinars
These options are often more practical, more relevant, and easier to sustain over time.
Funding is still a major factor—and often a sensitive one.
Schools that require teachers to apply for PD funding can unintentionally create perceptions of inequality. Even with fair systems, it can sometimes feel like: • Certain staff are prioritised • Opportunities are unevenly distributed • Decisions lack transparency
On the other hand, fully open PD budgets can be expensive and difficult for schools to manage strategically.
For many teachers, the “ideal” situation is still: • A clear annual PD allowance written into contracts • Flexibility to pursue personal professional interests • Some alignment with school goals, but not total restriction • A mix of individual choice + collaborative learning
Because ultimately, investing in teachers’ growth benefits not just the individual—but the entire school community.
And perhaps the biggest shift today is this:
👉 The best PD is no longer defined by where you go, but by how your learning continues over time.
On ISC we have a comment topic related to this topic in the Benefits Information section on the school profile pages. It is called: “Professional development allowance details.” There have been 848 comments submitted in this comment topic on 100s of international schools from around the world. Here are just a few of them:
“There is no official budget. You can find your own once it aligns with the school goals for that year. You apply and then will head if it’s approved. Occasional opportunities come up where the divisional budget is used so you don’t need to apply for this…” Bishop Mackenzie International School (68 total comments)
“The professional development allowance is €500 per year and can be accumulated over two years. All PD requests must be approved by the principal and align with the individual’s personal PGEP…” American International School of Bucharest (133 total comments)
“WIS actively supports ongoing professional development, including workshops, courses, and conferences relevant to your role. Funding approval is required in advance based on relevance, budget, and timing…” Windhoek International School (88 total comments)
“There is no set PD allowance. The schools participate in regional QSI school PD every other year in person. QSI PD has been a mixed bag, but in recent years, it has gotten much better. Here, teachers are sometimes able to apply to and attend CEESA schools’ PD…” QSI International School of Malta (16 total comments)
“Budget is always an issue (surprisingly!) if an expat genuinely reaches out to their respective leadership team, showing their interest in doing some certain PD! School runs some not-so-effective PD (just for the namesake at times – to have them on paper) which are not useful…” Sampoerna Academy (12 total comments)
How is the PD benefit at your international school? Please log in to our website and share what you know!
What is the dream Professional Development model at an international school?
Working in international schools still offers something many educators elsewhere don’t always get: access to meaningful, sometimes even adventurous, professional development (PD).
But in 2026, what “good PD” looks like has changed quite a bit.
Yes, some schools still fly teachers across the world for training. Others bring experts in. And some rely heavily on in-house sessions. But now there’s a third major player: high-quality online and hybrid PD, which has reshaped what’s possible for both schools and teachers.
The reality is that PD in international schools still varies widely.
Some schools provide generous annual PD allowances, giving teachers autonomy to pursue their own learning goals. Others centralise decisions and prioritise PD aligned tightly with school initiatives. And some—often due to budget constraints—offer very limited access at all.
For teachers new to the international circuit, it can still be surprising to be sent overseas for training—or equally surprising to find that everything is done in-house or online.
So… which approach is better?
The old debate—external conferences vs. in-house workshops—feels a bit outdated now.
What matters more today is ongoing, sustained professional learning, rather than one-off events. Research and experience both show that a single workshop (no matter how inspiring) rarely leads to lasting change in classroom practice.
Instead, the most effective PD tends to include:
• Ongoing coaching or follow-up
• Opportunities to apply learning in context
• Collaboration with colleagues
• Time for reflection
That could happen in-person, online, or through a mix of both.
One thing hasn’t changed:
Some of the most valuable PD still happens between sessions.
Meeting educators in similar roles, contexts, or challenges can be incredibly powerful. Whether that’s at a conference, through online communities, or even via social platforms, these connections often lead to:
• Idea sharing
• Future collaborations
• School visits
• Career opportunities
In fact, with today’s global connectivity, networking doesn’t have to be tied to expensive travel anymore.
Not all impactful PD needs a big budget.
Some of the most effective learning still comes from:
• Visiting another school with a specific focus
• Observing best practices in action
• Engaging in peer coaching
• Joining professional learning communities (PLCs)
• Participating in online courses or webinars
These options are often more practical, more relevant, and easier to sustain over time.
Funding is still a major factor—and often a sensitive one.
Schools that require teachers to apply for PD funding can unintentionally create perceptions of inequality. Even with fair systems, it can sometimes feel like:
• Certain staff are prioritised
• Opportunities are unevenly distributed
• Decisions lack transparency
On the other hand, fully open PD budgets can be expensive and difficult for schools to manage strategically.
For many teachers, the “ideal” situation is still:
• A clear annual PD allowance written into contracts
• Flexibility to pursue personal professional interests
• Some alignment with school goals, but not total restriction
• A mix of individual choice + collaborative learning
Because ultimately, investing in teachers’ growth benefits not just the individual—but the entire school community.
And perhaps the biggest shift today is this:
👉 The best PD is no longer defined by where you go, but by how your learning continues over time.
On ISC we have a comment topic related to this topic in the Benefits Information section on the school profile pages. It is called: “Professional development allowance details.” There have been 848 comments submitted in this comment topic on 100s of international schools from around the world. Here are just a few of them:
“There is no official budget. You can find your own once it aligns with the school goals for that year. You apply and then will head if it’s approved. Occasional opportunities come up where the divisional budget is used so you don’t need to apply for this…”
Bishop Mackenzie International School (68 total comments)
“The professional development allowance is €500 per year and can be accumulated over two years. All PD requests must be approved by the principal and align with the individual’s personal PGEP…”
American International School of Bucharest (133 total comments)
“WIS actively supports ongoing professional development, including workshops, courses, and conferences relevant to your role. Funding approval is required in advance based on relevance, budget, and timing…”
Windhoek International School (88 total comments)
“There is no set PD allowance. The schools participate in regional QSI school PD every other year in person. QSI PD has been a mixed bag, but in recent years, it has gotten much better. Here, teachers are sometimes able to apply to and attend CEESA schools’ PD…”
QSI International School of Malta (16 total comments)
“Budget is always an issue (surprisingly!) if an expat genuinely reaches out to their respective leadership team, showing their interest in doing some certain PD! School runs some not-so-effective PD (just for the namesake at times – to have them on paper) which are not useful…”
Sampoerna Academy (12 total comments)
How is the PD benefit at your international school? Please log in to our website and share what you know!
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