As the global teacher shortage deepens, especially for secondary specialists in subjects such as maths and physics, schools are looking for innovative solutions. One approach gaining traction is remote or online teaching - not just as a stopgap but as a strategic part of school operations.
This is something we have been doing at the British School Muscat for six years with our partner school, British School Salalah, which is 1,000km away. At British School Salalah remote staff deliver lessons in subjects including computing, science and French to more than 20 students in key stages 4 and 5.
We call this approach FlexEd and from August we are extending it to British School Muscat, where 16 students will study A-level psychology with a remote teacher based elsewhere in the Middle East.
Based on the packed session at the COBIS Annual Conference, where I spoke about this set-up alongside former international school head Mark Steed, and the response to , it is clearly something more schools are considering.
Here, then, are five observations for anyone considering a remote teaching offering.
1. Online teaching isn’t for everyone
Not every great classroom teacher will thrive online. The most successful remote educators are those who are not only skilled but also genuinely motivated to teach in a digital environment and open to adapting their practice.
Therefore schools must prioritise recruiting teachers who choose remote teaching and are committed to developing the specific skills it requires. This ensures that students receive engaged, enthusiastic instruction rather than reluctant compliance.
Tip: When recruiting, observe candidates teaching a remote lesson to assess their fit and adaptability.
2. Classroom set-up and support make a difference
Remote teaching is most effective when students are together in a supervised school setting, not isolated at home.
Each student should have their own device and headphones to connect directly with the online teacher, enabling real-time engagement. Crucially, another adult Â- such as a teaching assistant Â- should be present in the room, even for older students.
This support helps to maintain focus, manage classroom dynamics and provide immediate help with technical or learning issues. The physical set-up and in-person support are as important as the technology itself.
Tip: Always deploy an additional adult in the physical classroom alongside the remote teacher.
3. Age, group size and pedagogy must be carefully matched
Remote teaching works best with older, motivated students - typically those in KS4, KS5 or post-16. Younger students need more supervision and engagement strategies, making remote teaching more challenging for lower-age groups.
Group size also matters: smaller groups (fewer than 16) tend to be more manageable for interactive, discussion-based lessons. Schools should be clear about expectations and ensure that teachers have experience with the specific age groups and formats they’ll be working in.
Tip: Start with small groups at the post-16 level to build confidence and effectiveness.
4. Relationships are still key
Strong relationships are the foundation of effective online teaching. Whenever possible, remote teachers should meet their students in person at the start of the year or at key points during the term.
These face-to-face interactions foster trust and rapport, making subsequent online lessons more productive and enjoyable. Blended models - combining online and in-person elements - are particularly powerful, allowing schools to expand curricular offerings and provide flexibility without sacrificing connection or quality.
Tip: Build in at least three opportunities each year for remote teachers to meet and work with students in person.
5. Consider the practicalities
Employing remote teachers introduces practical challenges. Contracts must be clear, outlining not just teaching hours but also marking, reporting and participation in parent meetings. Time zone compatibility is critical; a difference of up to two hours is manageable but larger gaps can hinder engagement.
Technology choices matter, too - features like lesson recording help students to revisit material and support teacher development, but must be balanced with privacy and 51ºÚÁÏ. Regularly reviewing your tech policies ensures that both learning and security are supported.
Tip: Explicitly outline all remote teacher responsibilities in contracts or service agreements.
Remote teaching as part of the solution
Of course, remote teaching won’t be the silver bullet for teacher shortages, but it is rapidly becoming a vital part of the solution. Recruitment surveys indicate that many teachers are open to online or hybrid roles, while students and parents are increasingly receptive, especially when it overcomes gaps in provision within a local area.
As such, by integrating remote teaching thoughtfully - starting with specialist subjects or small groups, ensuring robust support and setting clear expectations - schools can broaden their curricular offerings, attract a wider pool of teachers and better meet the needs of learners.
Ultimately, context matters most. Schools that approach remote teaching as a positive, strategic choice - not just a crisis response - are best positioned to unlock its potential. The future of education is likely to be hybrid, flexible and more connected than ever before.
Kai Vacher is principal of the British School Muscat
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