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04Nov

The Power of Cultural Exchange: IAG Teacher of the Year

Education is a bridge that connects worlds, and at International Alliance Group (IAG), we have the privilege of watching that bridge being built every day in classrooms across the United States. Today, we proudly celebrate a shining example of this mission: the naming of Mr. Jhamcarlos Escoto Reyes as the 2025-2026 Teacher of the Year at Yearling Middle School in Florida.

Originally from Nicaragua, Mr. Escoto is an IAG international teacher who has made a remarkable impact on his school community. When he learned the news, he was overwhelmed with mixed emotions: “elated, grateful, and humbled.”

“It made me reflect on my journey as an educator from Nicaragua and on all the people who inspired me along the way: my teachers, my family, my friends, my colleagues, and above all, my students,” Jhamcarlos shared.

As a 7th Grade English Language Arts (ELA) teacher, Mr. Escoto doesn’t just impart knowledge; he shares a philosophy rooted in his heritage.

“For Nicaraguans, education is like a passport to a better future, a path to hope and opportunity,” he explains. “With a background in Jesuit education, I value education not just for knowledge, but for shaping compassionate, socially aware individuals. Guided by this belief, I strive to educate the whole person (heart, mind, spirit), fostering reflection, empathy, and community in my classroom ‘in all love and service.'”

A Culture of Shared Success

This Teacher of the Year recognition is the result of exceptional dedication. But for Mr. Escoto, the achievement is not just his own; it belongs to his entire classroom.

When asked what he is most proud of, he says: “No matter where students begin, my classroom fosters a positive culture where one student’s success is everyone’s success. It’s a space that celebrates language, culture, and collaboration.”

This collaborative spirit extends far beyond his own four walls. Mr. Escoto has taken on key leadership roles, serving as the Yearbook Sponsor, where he captures the memorable moments of the school year, and as the 7th Grade ELA PLC (Professional Learning Community) Lead, where he fosters growth among his colleagues.

From Exchange Student to Exchange Teacher

This Teacher of the Year recognition is the result of exceptional dedication. But for Mr. Escoto, the achievement is not just his own; it belongs to his entire classroom.

When asked what he is most proud of, he says: “No matter where students begin, my classroom fosters a positive culture where one student’s success is everyone’s success. It’s a space that celebrates language, culture, and collaboration.”

This collaborative spirit extends far beyond his own four walls. Mr. Escoto has taken on key leadership roles, serving as the Yearbook Sponsor, where he captures the memorable moments of the school year, and as the 7th Grade ELA PLC (Professional Learning Community) Lead, where he fosters growth among his colleagues.

A Message to Future Educators

As a leader and mentor, Mr. Escoto’s journey serves as an inspiration. His message to other international teachers who are just starting their U.S. journey is simple and powerful:

“I would tell them: be proud of where you come from. Your culture, your accent, your experiences, they’re your strengths. Also, take advantage of every learning opportunity because when teachers are better prepared, students are better served.”

We are honored to have Mr. Escoto as part of the IAG family. He is, as his school aptly described, “a shining example of the positive influence exchange educators bring to their communities.”

Congratulations, Mr. Escoto, on this well-deserved recognition. Your work inspires your students, your colleagues, and all of us at IAG. As you so perfectly stated, your journey reminds us all that “passion, resilience, and love for education can truly make a difference.”

Congratulations, Mr. Escoto, on this well-deserved recognition! Your work inspires your students, your colleagues, and all of us at IAG.

07Oct

BridgeUSA J-1 Visa Teacher Program: Overview

Preparing students for a global future starts with helping them see the world through many different lenses. One of the most powerful ways schools can do this is by welcoming international teachers into their classrooms through the BridgeUSA J-1 Visa Teacher Program — a U.S. Department of State initiative that connects schools with passionate, qualified educators from around the world. These teachers don’t just fill vacancies; they bring culture, connection, and perspective that expand how students understand the world. 

What Is the BridgeUSA Teacher Program? 

The BridgeUSA Teacher Program, part of the J-1 Visa Exchange Visitor Program, allows certified international educators to teach full-time in U.S. K–12 schools for up to five years. But it’s so much more than just a teaching opportunity — it’s a true cultural exchange. Through this program, international teachers serve as ambassadors of their home countries, sharing their traditions, stories, and ways of learning while also experiencing American education and culture firsthand. It’s a two-way street of learning that benefits everyone involved — teachers, students, and communities alike. 

Why Cultural Exchange Matters 

In a world that’s increasingly interconnected, cultural exchange isn’t just nice to have — it’s essential. Each BridgeUSA teacher is required to organize cultural activities every year, giving their students direct exposure to global customs and perspectives. These activities bring classrooms to life and remind students that learning extends far beyond their local community. 

Examples might include sharing celebrations like Día de Muertos, Lunar New Year, or Independence Day from their home country; leading projects that connect U.S. classrooms with partner schools abroad; or incorporating authentic lessons in language, history, art, or music. These moments build empathy, curiosity, and respect — skills that prepare students to thrive in an increasingly global society. 

Benefits for Schools and Students 

Hosting international teachers has a ripple effect across an entire school community. 

  • Global perspectives in the classroom: Students learn directly from educators with firsthand international experience, gaining insight into new ideas and ways of thinking. 
  • Representation and inclusion: Multilingual and multicultural families feel seen, heard, and valued when teachers reflect their backgrounds. 
  • Innovation in teaching: International teachers often bring new teaching strategies and cultural insights that reinvigorate classroom instruction. 
  • Community growth: School culture naturally expands to embrace global diversity — enriching both staff and students. 

Benefits for Teachers 

For international educators, the BridgeUSA program opens a world of opportunity. Participants gain up to five years of professional experience teaching in the U.S., while serving as cultural ambassadors for their home countries. Many bring their families with them on J-2 visas, allowing them to share this unique experience together. Beyond professional growth, teachers often describe the program as personally transformative — building lifelong friendships, developing new teaching skills, and gaining a deeper understanding of global education. 

Compliance and Sponsorship 

The J-1 Visa Teacher Program is carefully regulated by the U.S. Department of State to ensure that both schools and teachers are supported and compliant with federal requirements. Only designated sponsors are authorized to facilitate the program and guide schools through every step — from recruitment and visa processing to arrival support and ongoing mentorship. 

Districts can easily verify authorized sponsors through the State Department’s Official Sponsor Search Tool. 

A Pathway to Global Classrooms 

The BridgeUSA J-1 Teacher Program is more than an exchange visa — it’s a bridge between cultures and classrooms. It prepares students for the global future they will inherit, enriches local school communities, and fosters a culture of diversity and belonging. Every time an international teacher steps into a U.S. classroom, students gain more than knowledge; they gain a window to the world. 

09Sep

One Year of Impact: Celebrating a Global Educator’s Journey in Arizona 

In the sunny state of Arizona, a new kind of pioneer is making an impact in classrooms – international teachers who bring the world to Arizona’s schools. One shining example is Jhoan Bustaleño, who arrived from the Philippines to teach at The Odyssey Preparatory Academy in Buckeye, Arizona. One year ago, Jhoan began her journey as an international teacher, and in just a short time, she’s transformed her classroom into a hub of cultural exchange and inspired learning. Today, we celebrate Jhoan’s story and the broader impact of global educators across Arizona. 

For Jhoan, coming to Arizona was about more than teaching – it was a mission. “I decided to teach in the U.S. to share my culture with students and learn from different educational systems,” she says. From day one, Jhoan infused her lessons with perspectives from her home country. In her social studies class, students not only mastered Arizona’s history but also discovered what everyday life is like in the Philippines, comparing festivals, family traditions, and even learning a few Tagalog phrases. In science, Jhoan introduced examples of environmental projects from Southeast Asia, broadening her students’ understanding of global challenges. Her classroom became a place where Arizona meets the world – where a student in Buckeye could dream of traveling to Manila or understand a global issue through a personal story. 

The impact on students was immediate. Colleagues noted how Jhoan’s students became more curious and open-minded. “My students are excited to come to class because they never know what new world we’ll explore,” Jhoan says proudly. Parents, too, have expressed gratitude. In a community where many families had never met someone from the Philippines, Jhoan not only taught the children but also shared her heritage at a school cultural night – complete with Filipino music, food, and a traditional dance that had everyone on their feet. By reflecting her students’ curiosity back at them and valuing their own cultural backgrounds, Jhoan built strong bonds with families and earned the respect of the entire school. 

Jhoan’s journey hasn’t been without challenges. Arriving in Arizona meant adjusting to a new education system, a new climate, and being far from home. But with IAG’s support – from preparatory training on Arizona’s curriculum to a warm welcome by her school’s staff – she quickly found her footing. She credits her Arizona colleagues and administrators for being mentors and friends, helping her navigate everything from understanding school protocols to finding the best spot in town for Filipino groceries. This supportive environment is key to the success of international teachers in Arizona, and it exemplifies how a host school and community can truly embrace a teacher from abroad. “I feel so happy and thankful… IAG and my school have always supported me throughout my journey,” Jhoan shares, “I can only say thank you.” 

Jhoan’s successful first year is part of a larger story unfolding in Arizona’s schools. Across the state – from metro Phoenix districts to more rural schools – international teachers are bringing critical skills in high-need subjects and bilingual education. Arizona, like many states, faces teacher shortages in areas such as special education and STEM. Cultural exchange programs help fill these gaps without compromising on quality or the spirit of the J-1 visa’s purpose. International Teachers follow all Arizona certification rules and come eager to learn about local customs (yes, even the proper way to enjoy an Arizona summer and monsoon season!). In turn, they enrich school communities with their own customs – from organizing a school Diwali celebration with the help of an Indian exchange teacher in Phoenix, to an art teacher from South Africa showcasing global art styles in Tucson. 

State education leaders have observed the positive outcomes. Schools with international faculty often see improved student engagement and broader cultural awareness. Arizona students get to experience a world beyond state lines, all while staying in their own classrooms. This kind of global exposure helps prepare them for futures in an interconnected world and fosters empathy toward people from different backgrounds. For instance, after hearing Jhoan’s stories about her childhood, one of her students remarked, “It’s cool how kids in the Philippines like some of the same things we do here – it makes the world feel smaller.” 

As we celebrate Jhoan’s one-year anniversary in Arizona, we also celebrate what it represents: the beginning of many lifelong connections. Jhoan plans to continue teaching and learning in the U.S. for the next few years, but she often says that Arizona will always have a piece of her heart. And the students she’s taught – they will carry pieces of Jhoan’s culture and lessons with them forever. 

Arizona has always been a land of opportunity and cultural crossroads, from Indigenous heritage to communities that have come from around the world. Welcoming international teachers like Jhoan continues that tradition into the 21st century. These global educators are lighting up learning with their passion, resilience, and cross-cultural sharing. They remind us that in education, as in life, diversity is our strength. 

So here’s to Jhoan and all the international teachers making a difference in Arizona – salamat (thank you) for your dedication! One year of impact can spark a lifetime of inspiration. We look forward to many more stories of growth, connection, and success as Arizona’s classrooms continue to go global. (If your school or district is interested in exploring the benefits of international educators, IAG can guide you on how to get started in a way that honors cultural exchange and enriches your community.) 

04Sep

Bridging Cultures in Texas Classrooms: The Power of International Teachers 

Everything is bigger in Texas – including the opportunities to enrich education with global perspectives. As Texas schools strive to serve a rapidly growing and diverse student population, education leaders are turning to international teachers as partners in creating culturally rich, academically strong classrooms.

A Perfect Fit: The Unique Strengths of International Educators

International teachers in Texas bring unique strengths that resonate deeply with the Lone Star State’s needs and values. Many come from countries like Mexico, Honduras, the Philippines, and beyond – and often speak Spanish or other languages prevalent in Texas communities. In dual-language programs along the Texas-Mexico border and in major cities, these teachers provide native-level language skills and cultural knowledge, creating richer bilingual education experiences for students. In subjects like math and science, international educators introduce new teaching methodologies and real-world examples from their home countries, sparking students’ interest in global issues. And in special education, teachers from abroad bring specialized training and a deep commitment to inclusive education, helping Texas schools reach every learner. 

More Than a Teacher: Bringing Language, Culture, and Expertise to Texas Schools

Take the story of Lester Duarte, a high school ESL teacher in San Antonio and part of IAG’s program. Originally from Honduras, Lester is now in his third year teaching in Texas and has become an integral part of his school community. “My journey as an international teacher has been deeply transformative,” Lester says. “I’ve grown so much personally, and my teaching skills have sharpened. This experience opened doors to diverse career opportunities… IAG supported me every step of the way. I can only say thank you.” Lester’s success is a testament to how international teachers can thrive in Texas, benefiting not only students but also gaining professional growth and fulfillment. 

For Texas education decision-makers, international teachers offer a win-win proposition. Through the J-1 visa cultural exchange program, Texas schools can welcome experienced, certified teachers from abroad without compromising on quality or standards. These educators meet all state requirements (including English proficiency and teaching credentials) and come ready to embrace the Texas curriculum and school culture. They arrive with open minds and big Texas-sized hearts, eager to share their culture while learning about Texas traditions – from Friday night football to rodeos and BBQ. This mutual exchange creates a school environment where students feel seen and excited to learn. A student in Dallas with roots in Mexico might light up when her science teacher shares a bit of Mexican history or speaks Spanish during a parent night.  

A Richer Culture, A Stronger Community

The cultural impact is evident across Texas. Schools with international teachers report students being more engaged and curious about the world. Class discussions incorporate global perspectives – a history class in Fort Worth might compare civil rights movements across countries, guided by a teacher from South Africa. In El Paso, students learn folk songs in Spanish from their Colombian music teacher and discover the connections between Texan and Latin American cultures. These experiences cultivate empathy, respect, and a sense of global citizenship in young Texans. Parents, too, appreciate seeing teachers who share their cultural background or introduce new ones – it strengthens the school community and trust when families feel understood and welcomed. 

As Texas looks to the future, global collaboration in education will be key. International teachers are helping Texas develop globally competitive students who can thrive in a multicultural society and economy. The positive outcomes are clear: higher student engagement, improved language acquisition, and strong academic performance. Most importantly, young Texans gain mentors and role models who broaden their horizons. 

From the borderlands to the Panhandle, international teachers are making a difference in Texas schools – one lesson, one friendship, one cultural exchange at a time. That’s the power of bridging cultures in Texas classrooms.

02Sep

How International Teachers Elevate Learning in California

California’s public schools are renowned for their diversity and innovation. Yet across the state, many classrooms still face a pressing challenge – a persistent shortage of fully credentialed teachers. High-need areas like special education, math, science, and bilingual education have been especially hard hit. In fact, during the last school year, over 10,000 California classrooms were led by teachers lacking full credentials. This shortage not only strains school resources but also threatens the consistency and quality of student learning. 

How Cultural Exchange is Enriching California’s Classrooms

More districts are welcoming international educators into their schools through J-1 visa cultural exchange programs, aligning with California’s vision of global classrooms with local impact. These international teachers are certified professionals who bring far more than their teaching skills. They bring new perspectives, languages, and cultural experiences that ignite students’ curiosity and empathy. Imagine a classroom in Los Angeles or the Central Valley where students learn world geography firsthand from a teacher who grew up on another continent, or a dual-language class in which a teacher from Mexico shares stories that make the Spanish language come alive for her bilingual students. The impact on student engagement and global awareness is profound. 

Policymakers have taken note as well. State leaders are exploring programs to bring more bilingual teachers from abroad, exemplified by California’s recent AB 833 legislation aimed at expanding teacher exchange with Mexico. “California students deserve to have more teachers who reflect their culture, language, and customs,” noted IAG President Jason Hammond in support of the bill.   

Crucially, international teachers in IAG’s program meet California’s rigorous standards. They are fully qualified, often bringing advanced degrees and years of experience in their subject areas. Many specialize in the very fields California needs most – from bilingual education to sciences and special education – and undergo thorough vetting to ensure they understand California’s curriculum and classroom expectations. These educators typically commit to multi-year placements, which means they become genuine members of their school communities. They attend staff meetings, coach soccer teams, participate in school culture, and often speak the home languages of California’s diverse families, building strong bonds with students and parents alike. 

Why Cultural Exchange is the True Goal for California’s Schools.

For California’s education decision-makers, bringing international teachers on board is about interrcultural exchange. It’s about creating vibrant, culturally rich learning environments where students see their own heritage reflected and also explore new global perspectives. A student in San Diego can learn Mandarin from a teacher who grew up in China, or a rural Northern California school can offer advanced physics with the help of a teacher from the Philippines. These experiences inspire students to become global citizens and remind us that learning knows no borders. 

California’s classrooms thrive when educators and students connect on a cultural level. International teachers foster that connection. They serve as cultural ambassadors, introducing traditions, stories, and viewpoints from around the world. In a state that celebrates diversity, this cultural exchange isn’t just a bonus – it’s essential for preparing the next generation of Californians to succeed in a global society. As one district superintendent observed after welcoming international teachers, “Our students didn’t just gain new teachers – they gained windows to the world.” 

Looking ahead, building global classrooms in California is a visionary investment. It aligns with the state’s mission to have 75% of students bilingual by 2040 and ensures that every child, from San Francisco to Sacramento, can learn from teachers who inspire them and understand them. By partnering with IAG’s cultural exchange program, California school districts can meet critical needs while staying true to J-1 visa guidelines – focusing on cultural enrichment, educational quality, and mutual understanding, rather than just staffing numbers. 

The future of California’s education is global. By embracing qualified international teachers, the state not only addresses immediate challenges but also enriches its students with worldwide perspectives and empathy. Every new international teacher in a California classroom means a new story shared, a new language heard, and a young mind opened to the wider world. Let’s build California’s brighter future one global classroom at a time.

This blog was written by Global Workforce Development, powered by IAG, an organization dedicated to creating international job opportunities for professionals.

26Aug

The Echo in the Classroom: The Words That Define a Teacher’s True Legacy

At International Alliance Group (IAG), we believe that teaching is a bridge that connects not only countries and cultures, but hearts and minds. The true measure of a teacher’s success isn’t always found in test scores, but in the echo their passion leaves in the souls of their students.

Today, we want to share a story that deeply moved us—the story of Rhoda Komen, one of our dedicated exchange teachers.

For the past two years, Rhoda has been sharing her passion for knowledge at Central High School in Saint Joseph. To her students, she has been more than just a Science teacher; she has been a mentor, an inspiration, and, as we’ll see, a person they will dearly miss. As the school year came to a close, Rhoda shared a small treasure with us: handwritten notes from her students. They are a pure and honest testament to the impact a great teacher can have.

One of the notes read:

“I honestly enjoy chemistry and think it is fun and this school year has been very fun. I have made memories in this class that I won’t forget. Next year I am going to come to you when I am lost in AP Chem. Anyways thank you Mrs. Komen for a great year and I am going to miss your class.”

In these few lines, we see the magic. Rhoda didn’t just teach a subject that many find intimidating; she made it fun. She created a safe space where unforgettable memories were made. Most importantly, she built a bond of trust so strong that her students know they can rely on her even after they’ve left her classroom. That is the mark of a true mentor.

Another note reinforces this deep sense of personal connection:

“I loved having you as a teacher Mrs. Komen, you’ve been one of my favorite teachers this year. I hope you have an amazing summer and get to spend lots of time with your family. I hope I get to see you next year. Until then, I hope you have a good and safe summer! I’m going to miss you!!”

This note goes straight to the heart of teaching. To be called a “favorite teacher” is a profound honor. It speaks of patience, kindness, and an environment where students feel seen and valued. The warm wishes for her family show that the students see Mrs. Komen as a whole person, someone they care about beyond the classroom walls.

Rhoda Komen’s story is a beautiful reflection of the mission of the International Alliance Group. Our teachers are more than instructors; they are cultural ambassadors who build lasting relationships that transcend borders. They enrich the lives of their students, and in return, their own lives are enriched in ways they will never forget.

We are incredibly proud of the work Rhoda has done and the indelible mark she has left on her students at Central High.

This blog was written by Global Workforce Development, powered by IAG, an organization dedicated to creating international job opportunities for professionals.

20Aug

Chapter One in Colorado: Celebrating Rea Mea Pino’s Journey

Every great journey begins with a single step. A step filled with excitement, nervousness, and immense bravery. At International Alliance Group (IAG), we know that an exchange teacher’s first year is one of the most challenging, and at the same time, most transformative. It is the year when seeds are planted that will blossom for a lifetime.

Today, we proudly and admiringly celebrate Rea Mea Pino, who has completed her first year in our program, leaving an indelible mark on her new community.

A year ago, Rea packed her dreams and her passion for teaching to embark on a new adventure that brought her to Commerce City, Colorado, USA. There, she joined the family at Dupont Elementary School, a place where young, curious minds were ready to receive not only knowledge, but a new window to the world.

The first year is a symphony of new beginnings. It’s about learning each child’s name, understanding their small worlds, and earning their trust. It’s about adapting teaching methods, discovering the traditions of a new community, and above all, building bridges of affection and respect. In an elementary school, this work is even more fundamental. Rea has not only taught academic lessons; she has taught her young students about diversity, empathy, and the beauty of a world bigger than they had imagined.

Every day of her first year, Rea has been planting seeds. Seeds of curiosity in children who now ask questions about the faraway place their teacher comes from. Seeds of friendship that cross cultures. Seeds of self-confidence as they watched their teacher also bravely adapt to a new environment.

Rea Mea Pino’s story in her first year is the heart of the International Alliance Group mission. It is proof that the courage of a single teacher can open up the world for an entire classroom. Her dedication is the foundation upon which a legacy of mutual understanding and learning will be built at Dupont Elementary.

We congratulate Rea on her incredible first year. For every challenge overcome, every smile earned, and every seed planted. We are certain that her garden in Commerce City will continue to flourish in wonderful ways. Thank you, Rea, for your courage and your dedication!

This blog was written by Global Workforce Development, powered by IAG, an organization dedicated to creating international job opportunities for professionals.

12Aug

When a Classroom Becomes a Home: The Story of Mary Grace Canto

A teacher’s first year of exchange is an adventure of discovery. The second is a journey of finding your footing. But the third year is a testament to something deeper—it’s proof that a teacher has found a second home. At International Alliance Group (IAG), we are immensely proud to see our educators not only adapt, but flourish and become pillars of their communities.

This is the story of Mary Grace Canto, who is celebrating three years of dedication, growth, and impact in the vibrant city of Phoenix, Arizona.

Three years ago, Mary Grace arrived in the sunny landscape of Phoenix to join the Griffith school community. What began as a new professional assignment has, over time, transformed into a lasting, personal connection. Three years in the same place means watching the youngest students grow, advance through grades, and become confident young individuals. It means going from being “the new teacher” to becoming a familiar, trusted face in the hallways for students, parents, and colleagues alike.

In the heart of the Arizona desert, Mary Grace has cultivated a garden of learning and affection. Her classroom at Griffith is no longer just a workspace; it’s a home filled with shared histories, overcome challenges, and countless moments of joy. Her commitment goes beyond the lesson plans; it is reflected in her deep understanding of the community and the bonds she has forged.

Mary Grace’s journey is a brilliant example of the International Alliance Group’s vision. We believe in the power of sustainable cultural exchanges, where relationships have time to mature and impact has room to deepen. Teachers like her prove that true cultural exchange happens when you become part of the very fabric of a community.

We congratulate Mary Grace Canto on these three years of incredible dedication. We thank her for her unwavering commitment to the students of Griffith and for showing the world that with an open heart, any place can become a home.

This blog was written by Global Workforce Development, powered by IAG, an organization dedicated to creating international job opportunities for professionals.

06Aug

Why Cultural Competency in the Classroom is No Longer a Soft Skill 

For decades, the foundation of a “good education” was built on three pillars: reading, writing, and arithmetic.

Other abilities—like communication, collaboration, and empathy—were often categorized as “soft skills,” valuable but secondary to the core academic curriculum. In the 21st century, that paradigm is not just outdated; it’s holding our students back. 

In today’s deeply interconnected global economy, a student’s ability to understand, respect, and collaborate with people from different backgrounds is not a soft skill.

It is a core professional competency, as critical to their future success as coding, data analysis, or financial literacy. Consequently, the schools that recognize this shift and intentionally cultivate this skill are the ones that will produce the next generation of leaders. Ultimately, the most effective way to do this isn’t through a textbook; it’s by building a faculty that reflects the world. 

The High Cost of the “Soft Skill” Misconception 

Indeed, the term “soft skill” has always been a misnomer, suggesting that these abilities are somehow less rigorous or essential. The modern professional world proves the opposite. On the other hand, today’s challenges are solved by international teams collaborating across time zones. Moreover, products are designed and marketed for diverse global audiences. Supply chains are managed through complex cross-cultural partnerships. 

In this environment, a lack of cultural competency is a hard liability. It can lead to miscommunication, broken deals, and failed projects. The ability to navigate different cultural norms, communication styles, and perspectives is a tangible asset that companies actively seek. What were once called “soft skills” are now recognized as “power skills”—the essential drivers of innovation and success. 

The Classroom: A Training Ground for a Globalized World 

Therefore, if we expect our students to thrive in this globalized landscape, we cannot wait until they enter the workforce to expose them to it.

The classroom must serve as their first training ground—a microcosm of the world where they can learn to engage with different viewpoints in a safe and structured environment. 

This raises a critical question for education leaders: Does our school environment truly reflect the world we are preparing our students for?

While curriculum can teach theory, genuine understanding comes from lived experience. This, ultimately, is where the composition of a school’s teaching staff becomes one of the most powerful tools at our disposal. 

The Teacher as the Catalyst for Competency 

When a student interacts daily with teachers from different countries and cultural backgrounds, the learning process becomes organic and profound. A diverse faculty doesn’t just teach a lesson on global perspectives; they are the lesson. Students learn firsthand by: 

  • Breaking Down Stereotypes: Regular, positive interaction with a teacher from another country is the most effective way to dismantle preconceived notions and biases. 
  • Developing Empathy: Students naturally learn to see the world from their teacher’s perspective, understanding different holidays, traditions, and social norms. 
  • Improving Cross-Cultural Communication: They learn to navigate different accents, expressions, and communication styles, building the adaptability and patience required for global collaboration. 
  • Modeling Global Citizenship: An international teacher is a living example of courage, adaptability, and cross-cultural success—a powerful role model for students who will one day navigate their own global careers. 

To prepare students for the world of tomorrow, we must build the world of tomorrow within our schools today. Investing in cultural competency is no longer an optional enrichment; it is a strategic imperative. The most effective way to teach students about the world is to bring the world to them.

By intentionally building a faculty that reflects global diversity, we give our students the most valuable asset for their future: the ability to thrive in a deeply connected world. 

As education leaders, our challenge is to think bigger about faculty development. It’s time to ask: Does our team reflect the world we are preparing our students to lead? 

This blog was written by Global Workforce Development, powered by IAG, an organization dedicated to creating international job opportunities for professionals.

29Jul

One Year of Impact: Celebrating Jhoan Bustaleno’s Journey in Arizona

One year ago, Jhoan Bustaleno began her journey as an international teacher, bringing her passion and expertise to a new community. Today, we celebrate her one-year anniversary and the incredible impact she has made at The Odyssey Institute for Advanced and International Studies – The Odyssey Preparatory Academy in Buckeye, Arizona.

Jhoan’s story is a perfect example of the spirit of the J1 Visa program: a deep commitment to education, community, and cultural exchange.

A Commitment to School and Community

From day one, Jhoan has embraced her role with enthusiasm and dedication. She describes her experience as one of active involvement that extends far beyond the classroom walls. “Attached are photos showcasing my involvement at school, in the classroom, and within the community,” she shared with us.

This holistic approach is what makes an international teacher so valuable. By participating in school-wide and local events, Jhoan has woven herself into the fabric of the Buckeye community, building relationships and fostering a spirit of collaboration.

Bridging Cultures Through Education

At the heart of Jhoan’s mission is her dual role as both an educator and a cultural ambassador. She highlights her “active participation in both academic and cultural activities,” which reflects her dedication to enriching her students’ lives on multiple levels.

This means that while students at The Odyssey Preparatory Academy are learning from Jhoan’s academic expertise, they are also gaining a priceless global perspective. Through shared stories, traditions, and activities, she opens a window to the world, promoting understanding and curiosity. This is the beautiful, powerful exchange that the J1 program is all about.

We are immensely proud to have Jhoan Bustaleno as part of our program. Her commitment to her students and her new community in Arizona is truly inspiring. Thank you, Jhoan, for a fantastic first year of learning, leading, and community engagement! We look forward to seeing all that you’ll accomplish in the year ahead.

This blog was written by Global Workforce Development, powered by IAG, an organization dedicated to creating international job opportunities for professionals. 

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