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08May

The Power of “Mano Po” in the Science Lab: A Cultural Exchange Story

Science teachers will tell you that the best lessons happen when a student stops seeing the subject as a course and starts seeing it as a lens — a way of understanding everything around them. Jossel G. Navarro has spent a decade building that lens for students, first in the Philippines, and now in the hallways of a dual-language charter school in Bethlehem, Pennsylvania. 

A graduate of Philippine Normal University with a Bachelor of Secondary Education in General Science, Jossel carries remarkable credentials: a Licensed Professional Teacher in the Philippines, 45 graduate units in Educational Management, and a decade of experience that includes serving as both Values Education Department Head and School Guidance Designate under the Department of Education (DepEd). She now channels all of that experience into 7th and 8th grade science classrooms in one of Pennsylvania’s most linguistically rich school communities. 

A Calling Across Borders 

Jossel frames her journey not just as professional development, but as a matter of purpose. “I was inspired to apply with IAG because I wanted to grow beyond borders — to experience teaching in a multicultural classroom, share my Filipino values, and learn from diverse perspectives,” she explains. “I also believe this journey is part of God’s perfect timing, opening doors not only for professional growth but also for meaningful cultural exchange.” 

That sense of mission — rooted in both faith and professional conviction — gives Jossel an unusual steadiness in the face of the inevitable disorientation of starting over in a new country. 

Navigating a New Educational System 

Jossel is candid about the steepness of the learning curve. “Teaching in the U.S. requires adapting to diverse learning styles, instructional expectations, and technology-based approaches that differ from what I was used to in the Philippines. At first, it felt overwhelming — from lesson planning and assessments to understanding each student’s unique needs.” 

Add to that the weight of being far from family, and the early weeks were genuinely hard. But Jossel reframed every challenge through her core purpose: “Every challenge reminds me why I chose this path — to grow, to serve, and to continue fulfilling my purpose as an educator wherever God leads me.” 

“My students often tell me they enjoy coming to class because I make Science fun, relatable, and connected to their everyday lives.” 
— Jossel G. Navarro 

The Culture She Carries Into the Lab 

At the Lehigh Valley Dual Language Charter School — where most colleagues and students are Spanish-speaking — Jossel has added a third cultural layer to an already rich community. She has taught her students Filipino traditions of respect: the “Mano po” greeting, the terms “Ate” and “Kuya” for older peers, and simple Tagalog phrases that her students have enthusiastically adopted. 

One of my students greets me with ‘Mano po’ every morning when she arrives. Hearing them say, ‘Magaling ka pong guro, salamat po, gusto ko ang iyong buhok’ — these moments remind me how culture can create genuine, joyful connections in the classroom. 
— Jossel G. Navarro 

Beyond language, Jossel has imported a deeply student-centered pedagogy from her Philippine teaching practice: building relationships first, academics second. “I make sure every student feels seen, valued, and included,” she says. The impact has been visible even in just two months on the job: students who once struggled to meet expectations have come back to apologize and commit to doing better. Students who used to be sent to the assistant principal now give her a hug at dismissal. 

What a Decade of Leadership Brings to a Classroom 

Jossel’s background isn’t just that of a classroom teacher — it’s that of a school leader. Having served as Values Education Department Head and School Guidance Designate, she arrives in Pennsylvania with a systems-level understanding of what students need. That perspective shapes how she thinks about her contribution to Lehigh Valley. 

FEEDBACK FROM THE SCHOOL COMMUNITY 

  • Students feel seen, included, and never left behind 
  • Positive, high-engagement classroom environment noted by administrators 
  • Strong positive relationships built, even within first weeks 
  • Models respect, inclusivity, and care that aligns with school values 

A Bilingual School, a Trilingual Heart 

Working in a dual-language school has been one of the most joyful discoveries of Jossel’s American experience. “I’ve been touched by the kindness, friendliness, and openness” of her Spanish-speaking colleagues and students, she says. “I love the diversity here, where it doesn’t matter your appearance, skin color, or body type — everyone is treated with respect and inclusivity.” 

That ethos — radical welcome, daily acceptance — resonates deeply with the Filipino values of “kapwa” (shared identity) that Jossel has always carried with her. In Bethlehem, she has found a community that speaks her language, even when the words are different. 

Looking Forward 

Jossel’s goals for the coming years are anchored in the same core values she’s always led with. Professionally, she wants to refine her teaching strategies, support colleagues, and contribute to building inclusive classrooms across her school. Personally, she wants to deepen her roots in this new community while staying connected to the Filipino values that define her. 

Her message for district leaders is direct and compelling: “Cultural exchange enriches both students and educators by fostering understanding, empathy, and global awareness. International teachers can be catalysts for creating welcoming and culturally rich school environments that benefit the entire school community.” 

And to her community back home, she has a message of both pride and invitation: “No matter how far we go, we can make a difference, inspire others, and share our culture and values. I hope my journey encourages other teachers to embrace new opportunities and believe in themselves.” 

Let’s build a global classroom together. Join a community of districts dedicated to fostering mutual understanding and excellence through international teacher exchange. Reach out to learn more about our cultural programs.”

 

04May

From Día de Muertos to Fractions: How Mexican Culture Is Enriching American Education 

Picture this: a fifth-grade classroom in San Antonio, Texas. It is a Tuesday morning, and the teacher is writing a math problem on the board. But instead of the usual abstract numbers, the problem reads: 

“If a family needs to make 4 dozen tamales for a holiday celebration, and each batch requires ¾ of a cup of masa, how much masa do they need in total?” 

The room, which moments ago was quietly restless, is now completely alive. Students are sketching tamales in their notebooks. A girl in the third row raises her hand for the first time all week. A boy who rarely speaks leans over to help his classmate. The math hasn’t changed — but everything around it has. 

This is what happens when a Mexican educator brings their culture into the classroom. And it happens more often than most people realize. 

For years, the conversation around student engagement has focused on technology, curriculum design, and classroom management. But one of the most powerful engagement tools available to any school district is far simpler and far more human: cultural connection. 

When students encounter a concept through something they can taste, celebrate, or recognize from their own lives — or feel genuinely curious about because it is unlike anything they have seen before — their brains engage differently. The material stops being abstract. It becomes real. 

Mexican educators who participate in IAG’s J-1 Cultural Exchange Program bring with them a rich, layered cultural toolkit that naturally lends itself to this kind of teaching. Not as a novelty or a one-time activity, but as a consistent, integrated approach to making learning stick. 

Inside the Classroom: How It Actually Works 

Mathematics through the kitchen 

Mexican culinary tradition is, at its core, an exercise in precision. Ratios, fractions, proportions, unit conversions — all of it lives inside a recipe for mole, a batch of agua fresca, or a tray of pan dulce. Mexican educators instinctively reach for these references because they are part of their daily language. 

In classrooms where this approach is used, students who previously struggled with fractions begin to see them differently. The numbers are no longer floating on a page — they are connected to something warm, familiar, and real. For Latino students, it is a moment of recognition. For non-Latino students, it is a doorway into a world they did not know existed. 

History and civics through Día de Muertos 

Few cultural traditions spark more genuine curiosity in American students than Día de Muertos. When a Mexican educator explains the meaning behind the ofrenda, the marigolds, the photographs of loved ones, and the belief that the boundary between the living and the dead dissolves for two days each year, something shifts in the room. 

Students begin asking questions that go far beyond the lesson plan. What do other cultures believe about death? How do different communities grieve? Why do some families celebrate ancestors while others don’t talk about them at all? 

These are not small questions. They are the foundation of critical thinking, empathy, and civic awareness — skills that every school district in the country is actively trying to develop in its students. 

Science through tradition and the natural world 

Long before modern astronomy, the civilizations of ancient Mexico were mapping the stars, predicting eclipses, and building calendars of extraordinary precision. When a Mexican educator brings this history into a science class, it does two things simultaneously: it teaches the content, and it expands the student’s understanding of where knowledge comes from. 

The same principle applies to topics like agriculture, ecology, and biology. The traditional practice of milpa farming — growing corn, beans, and squash together in a system that has sustained communities for thousands of years — is a living lesson in symbiosis, soil health, and sustainable ecosystems. These are concepts that appear in science standards across the country, and Mexican educators can teach them with a depth and authenticity that no textbook can replicate. 

Language and literacy through storytelling 

Mexican oral tradition is extraordinarily rich. Legends, dichos, folk tales, and the kind of storytelling that gets passed from grandparents to grandchildren around a table — all of it carries language, structure, metaphor, and meaning. Mexican educators often weave this material into reading and writing lessons, giving students access to narratives that feel different from what they typically encounter. 

For struggling readers, a story that feels genuinely new — one that doesn’t follow the predictable arc they have seen a hundred times — can be the spark that makes them want to turn the page. 

When a Classroom Becomes a Window to the World 

One of the most remarkable outcomes of culturally responsive teaching is what it does for students who have no personal connection to the culture being shared. 

When a child who grew up in rural Ohio encounters Día de Muertos for the first time through a teacher who lived it — not through a Wikipedia article or a worksheet, but through a human being who can answer every question with personal experience — something opens up in that child. 

They begin to understand, perhaps for the first time, that the world is larger and more complex than their immediate experience. That there are other ways of celebrating, grieving, cooking, counting, and understanding the universe. That their classmate who brings a different lunch, speaks a different language at home, or observes different holidays is not foreign — they are fascinating. 

This is global citizenship being built in real time, inside an ordinary classroom, through the presence of one teacher. 

Why This Matters for School Districts 

The benefits of culturally responsive instruction are well documented. Students in classrooms where their cultural background — or the cultural backgrounds of their peers — is actively incorporated into learning show higher levels of engagement, stronger academic performance, and greater social-emotional development. 

But the impact goes beyond data. School districts that welcome international educators through cultural exchange programs are investing in something that cannot be purchased through a curriculum package or a professional development workshop: genuine human diversity at the front of the classroom. 

A Mexican educator does not just teach Mexican culture. They teach American students how to be curious, how to connect, and how to find meaning in a world that is far bigger than the one they were born into. 

And sometimes, it all starts with a math problem about tamales. 

Bring Cultural Exchange to Your School District 

At IAG, we connect experienced, passionate international educators with school communities across the United States through the J-1 Cultural Exchange Program. If your district is ready to experience the impact of genuine cultural exchange in the classroom, we would love to connect. 

 

Enrich your school community through the spirit of cultural exchange
24Mar

Rhythms of Success: Eliderky Sanchez’s Cultural Exchange Journey in Arizona 

For Eliderky Sanchez Mercedes, the classroom is a space where language, culture, and academic excellence converge. Originally from the Dominican Republic, Eliderky has brought over a decade of expertise to Littleton Elementary District in Arizona, where she inspires 6th-grade students in English Language Arts (ELA). 

A Foundation of Academic Mastery 

Eliderky arrived in the U.S. with a profound academic background, including a Master’s Degree in Applied Linguistics for Teaching English as a Foreign Language. With 12 years of teaching experience in her home country and certifications from institutions like Cambridge University and the National Writing Project, she represents the high caliber of international educators participating in this exchange. 

Her motivation for joining the IAG program was rooted in a passion for continuous learning and a desire to immerse herself in a multicultural environment where she could exchange innovative instructional strategies. 

Bringing the Spirit of the Caribbean  

Eliderky has transformed her Arizona classroom into a vibrant hub of cultural awareness. By sharing the traditions of the Dominican Republic, she has fostered a deeper global understanding among her students and colleagues: 

  • Music and Dance: She introduced her school community to the rhythmic heritage of merengue and bachata. 
  • Culinary History: Discussions about traditional dishes like mangú and sancocho sparked meaningful conversations about history and culture. 
  • Festivals: She organized interactive activities centered around Dominican Independence Day and Carnival. 

In return, Eliderky has embraced the unique cultural tapestry of Arizona, exploring Native American art and the vibrant Mexican influences found in local food and community events. 

Award-Winning Impact and Academic Growth 

The results of this cultural exchange are reflected in the outstanding achievements of her students. Under Eliderky’s guidance, her 6th-grade ELA students achieved first place in the district on the state assessment. This incredible success earned her the prestigious “Best 6th Grade Achievement of the Year” award in her district. 

Administrators and families have praised her dedication, noting her ability to foster effective academic conversations and create a supportive, high-achieving environment. 

Innovative Strategies for the Classroom 

By integrating successful methods from the Dominican Republic, Eliderky has enriched the American learning experience: 

  • Interactive Learning: Using storytelling, music-based lessons, and interactive group activities to make learning dynamic. 
  • Communication Skills: Implementing oral presentations, role-playing, and debates to build student confidence and critical thinking. 
  • Peer Mentoring: Emphasizing collaborative learning where students support one another’s growth. 

“Cultural exchange in education is invaluable for preparing students to thrive in a diverse and interconnected world. It fosters empathy, critical thinking, and global awareness.” — Eliderky Sanchez Mercedes. 

Join the Global Movement 

The International Alliance Group (IAG) exchange program offers highly qualified, certified educators like Eliderky the opportunity to transform their professional practice while serving as cultural ambassadors. This journey is about more than teaching; it is about building a more inclusive, globally-minded future for students and educators alike. 

Thank you for following our “Teacher Experiences” series! Stay tuned for more stories of impact and cultural connection. 

23Mar

Spring Without Borders: How International Teachers Share the Essence of Home

As the winter chill fades and the first buds appear on the trees, a sense of transformation fills the air. March 20th marks the Spring Equinox, a universal symbol of new beginnings, hope, and growth. In the world of international education, spring is more than just a change in weather; it is a milestone in the cultural exchange journey. 

At International Alliance Group (IAG), we see this season as the perfect opportunity to turn the classroom into a vibrant “Cultural Fair.” It’s a time for J-1 Visa Program teachers to share how their home countries welcome the renewal of life, creating a bridge of understanding through the colors, sounds, and stories of spring. 

Global Traditions: From Ancient Pyramids to Flower Parades 

Every culture has a unique way of saying “hello” to the sun. When international teachers share these traditions, they aren’t just giving a history lesson; they are inviting their students to see the world through a different lens. 

  • Mexico: The Descent of the Serpent. In Mexico, the spring equinox is a spiritual and architectural marvel. Teachers often share the story of Chichén Itzá, where the ancient Mayans designed a pyramid so that, on this exact day, the sun creates a shadow that looks like a feathered serpent descending the stairs. It’s a powerful lesson in history, astronomy, and the deep connection between culture and nature. 
  • The Philippines: Panagbenga, the Season of Blooming. While the Philippines is a tropical paradise, the month of March kicks off the famous Panagbenga Festival in Baguio City. The word itself means “a season of blooming.” Teachers share the vibrant energy of floral floats and traditional dances that celebrate the resilience and beauty of the land. It’s a lesson in gratitude and the joy of community. 
  • The Southern Hemisphere: The September Memory. Teachers from countries like Argentina or Colombia bring a fascinating “reverse” perspective. While the U.S. celebrates spring now, they share memories of their Día de la Primavera in September. This contrast helps students understand the wonders of our planet’s geography and how, somewhere in the world, someone is always experiencing a “new beginning.” 

The “Exchange” Angle: Blooming Together 

Just as nature blooms in the spring, the relationship between an international teacher and their students reaches a special maturity during this season. By March, the initial “getting to know you” phase has turned into a deep, rooted connection. 

The classroom “Cultural Fair” becomes a space where students might wear traditional floral crowns, listen to folk songs about renewal, or plant seeds while learning the words for “flower” or “growth” in a new language. These activities foster a sense of global citizenship, showing students that despite our different traditions, we all share the same hope for a bright future. 

A Season to Reflect on Your Journey 

For the thousands of educators currently in the J-1 Visa Program, spring is a time to look back at how much they have grown since they first arrived. Just like a seed that was planted months ago, their impact in the U.S. school system is now in full bloom. 

At International Alliance Group, we believe that every cultural exchange is a story of renewal. We honor the teachers who bring the spirit of their spring to American classrooms, reminding us all that when we share our traditions, our understanding of the world grows more beautiful. 

24Feb

A Taste of Mexico in the Midwest: How Andrea Inspires Her 2nd Grade Class

For many educators, the call to teach transcends borders. Andrea Primavera Rodriguez Reyes, an experienced teacher from Mexico, is a prime example of how international exchange enriches the lives of students and teachers alike. Currently teaching 2nd Grade at Ypsilanti Community School in Michigan, Andrea has brought her passion for Elementary Dual Immersion to a whole new multicultural setting. 

Bringing a Taste of Mexico to Michigan 

Andrea joined the International Alliance Group (IAG) with a clear mission: to share her culture in a meaningful way while growing as a professional. She has achieved this by turning her classroom into a space for cultural discovery. 

To celebrate Mexican Independence Day, she introduced her students to: 

  • The History of “El Grito de Dolores”: Sharing the story of Miguel Hidalgo y Costilla. 
  • Hands-on Activities: Students created Mexican flags and engaged with traditional music and visuals. 
  • Cultural Curiosity: These lessons fostered a deeper sense of empathy and respect for traditions beyond the students’ own borders. 

Innovative Strategies for Student Success 

Andrea’s academic background in Early Childhood Education from Benemerita Escuela Normal Estatal has provided a strong foundation for her work in the U.S.. She has introduced several successful methods from her home country to support her 2nd graders: 

  1. Class Chants & Routines: Using rhythmic chants helps students transition smoothly between activities and remain focused. 
  1. Outdoor Exploration: She incorporates nature into her lessons, allowing for hands-on learning experiences. 
  1. Student-Centered Learning: By incorporating students’ personal interests into her lessons, she makes learning more engaging and relevant. 

The results speak for themselves. Andrea has noticed significant progress in her students’ behavior and cooperation. Families and administrators have also praised her dedication to her students’ emotional well-being and the caring environment she has built. 

Looking Toward the Future 

As she continues her journey, Andrea remains focused on becoming a more adaptable and confident educator in diverse environments. Her message to school leaders is simple: cultural exchange is an invaluable tool that strengthens a district’s commitment to innovation and inclusivity. 

“Cultural exchange fosters curiosity, empathy, and respect among students, while also encouraging collaboration and professional growth among teachers.” 

Growth and Global Impact 

For Andrea, this journey is about more than just a single school year; it is a long-term commitment to professional and personal evolution. Her primary goals for her time in the U.S. include strengthening her classroom management skills and gaining a much deeper understanding of diverse educational approaches. By fully immersing herself in the local culture and building meaningful connections with both colleagues and students, she aims to become a more adaptable and confident educator. 

Ultimately, Andrea feels a deep sense of gratitude for the chance to share her heritage while developing new skills that she can eventually bring back to benefit students and colleagues in Mexico. Her journey with IAG illustrates the profound impact that international teachers have on their school districts—fostering curiosity, empathy, and a more inclusive environment for the next generation of global citizens. 

Are you ready to follow in Andrea’s footsteps and take your teaching career to the global stage? Teaching in the U.S. with IAG is more than just a job—it is a once-in-a-lifetime opportunity to grow as a professional while making a lasting impact on students from diverse backgrounds. 

Ready for a Global Adventure? View the J-1 Program Document Checklist
23Feb

Bringing Your Culture to Life: A Guide for J-1 Exchange Teachers 

The true heart of the BridgeUSA program is the role of the Cultural Ambassador. As an international educator with International Alliance Group, you are more than a teacher; you are a living window into another world. Your mission is to weave your cultural heritage into the daily fabric of the U.S. curriculum, fostering a spirit of global citizenship. 

Wisdom from the Heart: Real Exchange Stories 

Our educators are already transforming U.S. classrooms by bringing the “soul” of their home countries into their daily interactions. When you join this exchange, you bring unique models of community and creativity that resonate far beyond the chalkboard: 

The Spirit of Bayanihan with Jeanie Mae Hernal 

Jeanie Mae, a Physics and Astronomy teacher in Colorado, brought a powerful Filipino concept to her classroom: Bayanihan. In the Philippines, this represents community unity—the spirit of neighbors coming together to achieve a common goal. By introducing the “Classroom Bayanihan” model, Jeanie Mae transformed her students from individualistic learners into resilient teammates. She openly shares her heritage, from values like pag-aaruga (nurturing) to sharing traditional foods like lumpia and pancit, sparking a “global curiosity” that makes her students wonder how problems are solved in other parts of the world. 

The Power of Narrative with Krizel Abat 

Krizel has shown that storytelling is a universal bridge that connects hearts. By sharing personal stories and cultural legends, she doesn’t just teach a lesson; she transforms the very atmosphere of the room. Her narratives help students develop deep empathy, allowing them to see the world through her eyes while finding the common threads that unite our shared human experience. 

Confidence Through Lyrics with Azenith Torda

Azenith, a Kindergarten teacher in Missouri, uses the power of song to bridge cultures. In the Philippines, education relies heavily on stories and group activities, and Azenith has seamlessly integrated these into her U.S. classroom. She shares that seeing her students’ faces light up while learning traditional Filipino lyrics is unforgettable. Through music, her young learners have become more confident, asking questions without hesitation and celebrating diversity from an early age. 

Practical Ways to Share Your Heritage: A Multi-Sensory Approach 

Integration doesn’t always require a grand event; it is most powerful when it becomes a natural, daily thread woven into the learning experience. As a Cultural Ambassador with IAG, you can transform your classroom into a global laboratory by engaging students’ curiosity through diverse activities: 

Cross-Cultural Math and Science 

Bring a global perspective to the “hard sciences” by highlighting the global contributions to human knowledge. 

 

    • The Global Lab: Share how mathematicians or scientists from your home country contributed to universal theories. 

 

    • Ecosystem Exchange: Use the unique geography, flora, and fauna of your region to illustrate environmental science or biology lessons, turning a standard chapter into a virtual field trip across the world. 

Language, Literature, and Oral Traditions

Introduce students to the sounds and stories that shaped your own childhood. 

 

    • The Storyteller’s Corner: Share poems and folk tales that resonate with universal themes of growth and humanity. These stories help students realize that while our languages may differ, our fundamental values and dreams are often identical. 

 

    • Word of the Day: Introduce simple greetings or idiomatic expressions from your native tongue, fostering a playful and respectful curiosity about linguistics. 

Gastronomy and the “Global Kitchen”

When we say food reaches the “heart and mind,” we are talking about how a traditional dish serves as a sensory history lesson. It’s the most accessible form of storytelling.

 

    • Flavor Diplomacy: While following school safety guidelines, you can share recipes or host “tasting moments.” As Jeanie Mae Hernal does with lumpia and pancit, food can be a starting point for discussions on history, agriculture, and the importance of family meals in your culture. 

Traditional Games and Play 

Play is a universal language that breaks down barriers instantly. Whether it’s a strategy board game, a street game, or a sport, the objective creates a shared reality.

 

    • Recess Revolution: Teach your students the games you played at their age. Whether it’s a strategy board game, a traditional rhythmic jump-rope, or a group coordination game, play fosters the Filipino spirit of pakikisama (getting along) and collective joy. 

Tactile and Auditory Traditions 

Bring your culture into the room through touch and sound to create lasting memories. 

 

    • Sensory Immersion: Let students feel the texture of traditional fabrics like piña or batik, listen to the unique rhythm of a native instrument, or try their hand at an ancestral art form. These tactile tools help students visualize and respect life in different parts of the world in a way a textbook never could. 

Celebrations and Daily Rituals

Cultural exchange is often found in the smallest gestures. While major holidays offer grand insights into a culture’s significance, daily rituals—like a shared moment of reflection or a traditional greeting—provide the most consistent ‘window’ into a culture’s daily life. 

 

    • The Calendar of the World: Mark your home country’s holidays on the classroom calendar. Briefly explain their significance or adopt a small daily ritual—like a specific way of greeting or a moment of reflection—that provides a window into your culture’s daily life. 

The Long-Term Benefit of Exchange 

When students interact daily with a teacher from a different background, their world shrinks in the best way possible. They develop cultural intelligence (CQ)—the ability to relate and work effectively across cultures—which is an essential skill for the 21st century. 

For the educator, this process is a journey of self-discovery. Seeing your own culture through the curious eyes of your students often brings a renewed sense of pride and a deeper understanding of your identity as a global professional. 

How to Start Your Cultural Journey 

Whether you are a specialist in Special Education or a passionate general educator, the path to becoming a Cultural Ambassador starts with your registration. At IAG, we are ready to guide you through the preparation of your professional portfolio to ensure your exchange experience is transformative for both you and your future host community. 

Register Today to Begin Your 2026 Exchange Journey!

REGISTRATION FORM
17Feb

From the Philippines to Arizona: The Inspiring Journey of International Educator Amy Peyra 

The story of Amy Peyra is one of profound dedication, resilience, and the power of cultural exchange. With a rich background of 17 years of teaching experience in her home country of the Philippines, Amy embarked on a transformative chapter of her career by joining the International Alliance Group (IAG) to teach in the United States. 

A Solid Foundation in Education 

Amy’s journey began at Baao Community College, Philippines, where she earned her Bachelor of Secondary Education, majoring in English. Before arriving in the U.S., her career spanned various roles, including teaching in private schools, colleges, and an international school focused on ESL for adult learners. 

She holds professional licenses in both the Philippines (since 2006) and Arizona, where she is specialized in English Language Arts (ELA) and Reading. She has also completed the prestigious LETRS (Language Essentials for Teachers of Reading and Spelling) training to further her expertise. 

Transforming the Classroom in Arizona 

Now in her third year at Espiritu’s Schools in Arizona, Amy teaches 3rd Grade ELA, focusing on reading, grammar, and writing. Her impact on her students and her district has been nothing short of extraordinary: 

  • Top Academic Results: For two consecutive years (2023 and 2024), Amy received recognition for achieving the highest literacy rates among all grade levels (K-6) in her school. 
  • District Excellence: Her data-driven approach contributed to her school district moving from a “B” rating to its current “A” rating. 
  • Supportive Environment: While her first year was a challenge as she learned new instructional materials, she credits the “amazing teachers” at her school and the academic support from IAG for her smooth transition. 

“In the Philippines, we tell our students that in school, we are their parents. I make my students feel they can trust me and that they are safe to learn from their mistakes because they have a teacher who cares for them like a parent.” — Amy Peyra. 

The Heart of Cultural Exchange 

Beyond the curriculum, Amy serves as a cultural ambassador. She believes that for many students who may not have the means to travel, having an international teacher is a way to “meet the world”. 

Her cultural contributions include: 

  • Sharing Traditions: Amy often participates in school and community events wearing the Filipiniana, the traditional clothing of the Philippines. 
  • Culinary Connection: During her second year, she prepared traditional Filipino dishes to share with the entire teaching and non-teaching staff. 
  • Linguistic Growth: Living in Arizona, Amy has discovered the importance of the Spanish language. She is currently motivated to learn Spanish to better communicate with parents during conferences and bridge the gap with her diverse community. 

Vision for the Future 

Amy’s professional goals remain ambitious. She hopes to pursue Post-Graduate studies in the United States to further equip herself with innovative pedagogical tools. When her exchange concludes, she is thrilled at the prospect of returning to the Philippines to share the innovations and cultural insights she has gained with her home community. 

Her message to district leaders is simple: experienced international teachers is a “win” that creates globally competitive learners. 

Just like Amy, you can expand your professional horizons, make a record-breaking impact on students’ lives, and share your culture in a U.S. classroom. Apply with IAG today and become the next global ambassador of education! 

Explore the required documents to begin your J-1 journey with IAG
10Feb

A Legacy of Excellence: The Impact of a Master Teacher in the Bilingual Classroom 

With a PhD in Education and over 24 years of experience in her home country of Honduras , Alma Lizzeth Gómez Guevara is the definition of a lifelong educator. Driven by a desire to expand her international teaching experience and promote cultural exchange, Alma joined the International Alliance Group (IAG) to bring her expertise to the United States. Today, she serves as a 1st Grade Bilingual teacher in the San Antonio Independent School District (SAISD) in Texas. 

Bringing the Heart of Honduras to San Antonio 

For Alma, being a cultural ambassador goes far beyond the curriculum. She has transformed her classroom into a vibrant hub of Honduran heritage by: 

     

      • Sharing Traditions: Introducing her students and colleagues to Independence Day celebrations, typical dances, and traditional attire. 

       

        • A Taste of Home: Sharing the stories of iconic Honduran dishes like baleadas and tamales. 

         

          • Folklore and Legends: Sharing fascinating legends from her hometown to teach values and spark the imagination of her 1st graders. 

           

            • Global Pedagogy: Integrating music, storytelling, and visual movement—strategies rooted in her Honduran teaching background—to make lessons more engaging for her American students. 

          Recognized for Excellence: The TEA Master Teacher 

          Alma’s impact has not gone unnoticed. Her dedication to her students’ academic growth and language development led her to be recognized as a TEA Master Teacher in Texas. This prestigious designation reflects the significant progress her students have made in their confidence and problem-solving skills since she joined the district. 

          “Cultural exchange in education is an opportunity where everyone benefits—students, teachers, and the entire school community”. 

          Looking Toward the Future 

          While Alma is currently making a difference in the elementary classroom, her professional journey is far from over. Teaching in the U.S. is an incredible experience full of growth, learning, and cultural exchange that will be forever etched in your heart. Whether you are a PhD holder like Alma or a passionate educator with years of experience, the J-1 program offers you the chance to strengthen your professional skills in an international context. 

          Check our eligibility criteria today and see how you can change the world as an international educator. 

           

          Explore the required documents to begin your J-1 journey
          09Feb

          Mastering the EF SET: A Comprehensive Guide for J-1 Teacher Exchange Applicants 

          For international educators, proving English proficiency is a pivotal step in participating in the J-1 Teacher Cultural Exchange Program. While there are several assessment options, the EF SET (EF Standard English Test) has become a preferred choice due to its accessibility, professional rigor, and direct alignment with international standards. 

          This guide provides official information and links to help you navigate the EF SET process as part of your exchange journey with International Alliance Group (IAG). 

          What is the EF SET? 

          The EFSET is a standardized English test developed by EF Education First in collaboration with top language assessment experts. It is designed to provide a reliable and professional measure of English proficiency for non-native speakers, making it an ideal tool for educators preparing for a U.S. cultural exchange. 

          Key Official Features 

          • 100% Free: There are no costs to take the test or to receive your official certificate. 

          • CEFR Aligned: Scores are mapped directly to the Common European Framework of Reference for Languages (CEFR), from A1 (Beginner) to C2 (Proficient). 

          • Professional Certification: Upon completion, you receive a personalized digital certificate that is recognized globally. 

          The 90-Minute 4-Skill Test: Why It’s Required 

          While EF SET offers shorter versions, the 90-minute 4-Skill Test is the comprehensive standard for the J-1 Teacher program. This version ensures you have the necessary fluency to lead a classroom and engage in a deep cultural exchange. 

          Test Structure and Duration 

          • Reading (20 minutes): Evaluates your ability to understand professional and academic texts. 

          • Listening (20 minutes): Tests your comprehension of spoken English in various accents and educational contexts. 

          • Writing (35 minutes): Assesses your ability to articulate complex ideas clearly in written form. 

          • Speaking (15 minutes): Measures your verbal fluency, pronunciation, and instructional clarity. 

          To ensure you are taking the correct version for your IAG application, please use the official links below: 

          How to Succeed: Preparation Tips 

          Because the EF SET uses adaptive testing technology, the difficulty of the questions changes based on your answers. This ensures your final score is a highly accurate reflection of your true level. 

          1. Check Your Tech: Ensure you have a stable internet connection and functioning speakers/microphone for the listening and speaking portions. 

          1. Choose a Quiet Environment: Since the test is 90 minutes long and includes speaking, find a space where you will not be interrupted. 

          1. No Preparation Needed: The EFSET is designed to measure your current level. However, taking a few minutes to explore the platform ensures that your score truly reflects your skills by eliminating any “technical surprises” on the day of the assessment. 

          The Standard for Success 

          For a successful application with International Alliance Group (IAG) and for the J-1 visa program, it is essential to demonstrate at least a B2 level (Upper Intermediate). This level ensures you can communicate complex pedagogical concepts with clarity and engage fully in the depth of the cultural exchange experience. 

          Once you complete the assessment, ensure you keep the unique digital URL or download the PDF version of your certificate for your professional records. It is then essential to provide this certificate link to your IAG coordinator during your initial registration to confirm your profile eligibility for the cultural exchange program. 

          Ready to Embark on Your Cultural Exchange Journey? 

          The path to becoming a global educator and a cultural ambassador starts with a single, decisive step. You do not need to have every document ready today to begin your journey for the 2026 cycle. The most important action you can take right now is to confirm your eligibility and verify your English proficiency. 

          At International Alliance Group (IAG), we are looking for dedicated professionals ready to share their culture and instructional expertise in a U.S. classroom. Even if your portfolio is still in progress, starting your registration now allows our team to guide you through the process and help you prepare for a successful exchange experience. 

          Take the first step toward your 2026 cultural exchange today! 

          Explore Other Requirements
          03Feb

          How a Filipino Math Expert is Elevating Student Achievement in the U.S. 

          For many students, mathematics can feel like a daunting challenge, but in Ainee Grace Dollete’s classroom in Broward County, Florida, it sounds more like a song. Ainee, a dedicated educator from the Philippines, transitioned to the U.S. school system with a clear mission: to make math accessible, engaging, and fun for her 6th and 8th-grade students. 

          From Mindanao to the Sunshine State 

          With a Master of Arts in Education and five years of teaching experience in her home country, Ainee brought a wealth of academic expertise to the International Alliance Group (IAG) program. A graduate of Mindanao State University, she was motivated by the opportunity to contribute to a global community and grow professionally in a multicultural environment. 

          Overcoming Challenges with “Math Magic” 

          Every international teacher faces an adjustment period, and for Ainee, the most challenging part was adapting to new classroom routines and expectations. However, she quickly bridged the gap by introducing innovative strategies from her home country. 

          • The Power of Song: One of her most rewarding moments was seeing her sixth graders master the addition of integers through the “integer song”. 
          • Multiplication Tricks: Ainee’s colleagues and students’ families were amazed by the basic hand tricks she teaches to simplify multiplication. 
          • Active Engagement: She begins every class with an “energizer” or motivational activity to ensure students are ready to learn. 

          A Culture of Collaboration 

          While Ainee is focused on numbers, she hasn’t forgotten the importance of cultural connection. She shares the Filipino tradition of “Bayanihan” with her colleagues, emphasizing the value of communal unity and helping one another. Simultaneously, she has embraced U.S. traditions, such as Hispanic Heritage Month, finding inspiration in the diverse cultures of her students. 

          Recognized Excellence 

          Ainee’s impact hasn’t gone unnoticed by her administration. During a recent classroom walkthrough, her Assistant Principal recognized her with “Super Star Moments,” highlighting her ability to create “Level-Up Opportunities” for her students. 

          Today, Ainee sees a significant change in her classroom: students are more willing to participate in discussions and enjoy solving problems through instructional software. For Ainee, the journey with IAG is about more than just a job; it is about proving that international teachers are resilient, dedicated, and capable of bringing unique value to any school district. 

          “I am thankful that school districts are open to us and to what we can bring to the school,” Ainee shares. 

          Looking Ahead: A Legacy of Resilience and Excellence 

          For Ainee, the journey is just beginning. Her goals for the coming years are focused on achieving excellence in classroom management and continuing to bridge the gap between complex mathematical concepts and student understanding. Her story is a testament to what happens when school districts remain open to the diverse perspectives and dedication that international educators bring to the table. 

          Ainee’s message to superintendents and district leaders is one of gratitude and advocacy: international teachers are not only highly qualified but also incredibly resilient and dedicated to their students’ success, even when faced with the challenges of a new country. As she continues to transform her classroom in Broward County, Ainee proves that when we share our cultures and our “tricks,” everyone wins. 

          Are you ready to follow in Ainee’s footsteps and become a cultural ambassador? This journey with IAG is about more than an international experience—it is a unique opportunity to bridge cultures, share your heritage, and return home with a global perspective that will transform your classroom forever. 

          Click here to see the essential documentation for your J-1 program
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