international educators Archives

20Jan

Teacher Spotlight: How an International Educator is Making an Impact in Adams County

In the world of education, the most profound impacts often happen when cultures collide and knowledge is shared across borders. Today, we are spotlighting Prosper Opoku Agyemang, a dedicated Special Education teacher currently teaching grades 9–12 in the Adams County 14 Schools District, Colorado.

Originally from Ghana, Prosper brought eight years of teaching experience with him when he decided to join the Teacher Exchange Program. His journey is a testament to the power of cultural exchange and the universal language of education.

A Strong Foundation in Inclusion

Prosper holds a Bachelor’s degree in special education from the University of Education, Winneba in Ghana. His academic background provided a robust foundation in individualized instruction and behavior management, which he now applies to his U.S. classroom.

When asked what motivated him to teach in the U.S., Prosper noted a desire to broaden his professional experience in a multicultural environment. “I wanted to bring new learning opportunities and perspectives to my students while continuing to advocate for inclusion and equity in education,” he explains.

The Cultural Exchange: Jollof Rice and Student Voice

One of the unique benefits of international teachers is the rich cultural exchange that occurs within the school. Prosper has actively shared Ghanaian traditions with his students, introducing them to the concept of community and “togetherness” that is central to his culture. He has also shared tangible pieces of home, such as kente cloth, traditional music, and foods like jollof rice.

In return, the U.S. education system has offered Prosper new perspectives. He has discovered the importance of “student voice” in American classrooms, where students are encouraged to think critically and share their opinions—a dynamic he values greatly.

Overcoming Challenges to Find Success

Prosper admits that adapting to the structure and new instructional technologies was challenging at first. However, navigating these differences has made him a stronger, more adaptable educator.

The rewards, he says, outweigh the challenges. Prosper describes his most rewarding experience as seeing students grow in confidence and independence. He recalls a specific breakthrough with a student who had difficulty communicating; after weeks of consistent support, the student began expressing himself openly.

“Knowing that I am making a positive impact in their lives while sharing my culture and learning from theirs has made this journey deeply meaningful,” Prosper reflects.

Impact on the School Community

Since arriving, Prosper has received positive feedback from families and administrators for his patience and dedication. He utilizes collaborative learning activities and storytelling—methods emphasized in Ghanaian classrooms to make abstract concepts relatable for his students. These strategies have been so effective that colleagues have expressed interest in adopting them, fostering a spirit of collaboration within the school.

Looking Ahead

Prosper believes that having international teachers helps students develop global awareness, which is essential in today’s interconnected world. His goal for the coming years is to continue enhancing his skills in special education technologies while taking on leadership roles to support his colleagues.

To his community back home, Prosper sends a message of encouragement: “I encourage my community to embrace opportunities that allow them to learn, share, and make a positive impact, no matter where in the world they are”.

If you are a passionate educator ready to share your culture, challenge yourself professionally, and inspire a new classroom of students, we invite you to follow in Prosper’s footsteps.

Are you ready to bring your unique perspective to a U.S. school district?

Apply with International Alliance Group (IAG) Today and discover where your teaching journey can take you.

19Jan

The Ultimate Guide to Acing Your Teacher Demo Lesson

Your resume tells us what you have done, but the demo lesson shows us who you are. This is the pivotal moment in the recruitment process where your experience leaps off the page. It is your opportunity to move beyond listing your qualifications and demonstrate the energy, skill, and connection that make you a great educator.

In order to move on in the recruitment process, you will be asked to create a pre-recorded video of a lesson. Since there won’t be students on the other side of the screen, your goal is to simulate that energy, showing us how you would engage a class if they were right there with you.

Here is your step-by-step guide to crafting a strong, memorable recorded demo lesson.

1. The Stage (Setting the Scene)

The Light: Position yourself facing a window with natural light. If that’s not possible, place a lamp behind your camera shining on your face. Avoid having a bright window or light source behind you. This turns you into a dark silhouette.

Crystal Clear Sound: Laptop microphones pick up ambient noise (traffic, typing). Use headphones with a built-in microphone, or an external USB microphone. The audio quality instantly screams “professional.” Always do a quick 30-second test recording to check levels before doing the real take.

The Background: Your background should not distract from your teaching. Use a clean, plain wall or a neatly organized bookshelf. A messy bedroom or a kitchen counter full of dishes is distracting.

If you are recording your screen close all personal tabs. Have your digital teaching props (Google Slides, whiteboard app) open and full-screen before you hit record. Fumbling for files kills momentum.

Appearance & Presence: Dress professionally and make eye contact by looking into the camera (not at yourself on the screen).

Environment: Find a quiet, distraction-free area. Silence phones, alerts, and background noise during the demo lesson.

2. Planning The “Slice” (Pedagogy & Structure)

The biggest mistake candidates make is trying to cram an entire unit into a short video. You cannot teach the entire French Revolution in a 10-20 minute recording.

Teach a “Slice,” Not the Whole Pie

Choose one very specific, manageable learning objective that you can introduce, practice, and assess within the time limit.

Too Broad: “Students will understand photosynthesis.”

Just Right: “Students will be able to identify the three main inputs required for photosynthesis.”

The “Sandwich” Structure

Since there are no live students, you must model the interaction. Use a simplified “I Do, We Do, You Do” model.

The Hook/Warm-up (2-3 mins): Grab attention immediately. A provocative question, a relevant image, or a physical prop.

The “I Do” (Introduction of New Material) (5-7 mins): Clearly explain the concept. Use visuals. Model exactly what you want them to learn.

The “We Do” (Simulated Guided Practice) (5 mins): This is tricky on video. You work through a problem “together.” Ask a question, pause for 3-5 seconds as if waiting for an answer, and then provide the correct answer yourself. “If we add these two numbers, what do we get? … Exactly, we get 10.”

The “You Do” (Independent Check) (3-5 mins): Give them a quick task. Say: “I want you to pause the video right now, complete problem #3, and press play when you are ready to check your work.”

The Wrap-up (2 mins): Re-state the objective and give a final concluding thought.

3. Delivery & Engagement (The Performance)

How you teach is just as important as what you teach. Since you are recording alone, you have to bring double the energy.

Treat the “Empty Room” Like a Full Classroom

Overcoming the unnatural feeling of speaking to a camera requires a shift in mindset: visualize a classroom of thirty eager students right behind the lens. To build a rapport, offer a warm, authentic smile and focus your eyes strictly on the camera lens rather than your computer screen. You can further simulate a live lesson by pausing to allow for “student thinking time” and providing anticipated feedback, such as, “I bet many of you are pointing to the red shape—and you are absolutely right!”.

Pacing and Clarity

Speak clearly and articulate. When giving instructions, use fewer words. “Look at the slide and read sentence A” is better than a paragraph of rambling instructions.

Check For Understanding (The Virtual Way)

Don’t just lecture. You need to show recruiters that you know how to assess learning, even in a video format.

Use “Virtual CFUs” (Checks for Understanding). Ask the viewer to point to the screen, write something down in their notebook, or say the answer out loud. Then, reveal the answer on your slide.

4. Actionable Samples: Good vs. Great

Here are specific examples of how to elevate parts of your recorded demo.

Sample 1: The Introduction (Hook)

The Average Way: “Hi class. Today we are going to learn about adjectives. Adjectives are describing words. Here is a worksheet.”

The Strong Demo Way: (Teacher holds up a strange-looking, colorful fruit or object). “Look at this! In your notebook, I want you to write down three words that describe what I’m holding. Don’t tell me what it is, tell me what it looks like. Go! … (Teacher pauses 5 seconds) … Did you write ‘spiky’? Did you write ‘orange’? Amazing. You just used adjectives. Today, we’re going to master them.”

Sample 2: Giving Instructions

The Average Way: “Okay, so now I want you all to look at the document and find your name and then write two sentences about the topic.” (Too wordy, confusing).

The Strong Demo Way: “We are going to write now. Three steps. 1. Look at the sentence on the screen. 2. Pause this video. 3. Write your correction in your notebook. Press play when you are done.” (Clear, sequential, actionable for video).

Sample 3: Checking for Understanding

The Average Way: “Does everyone understand how to find the slope? Any questions? Okay, moving on.” (Assuming silence means understanding).

The Strong Demo Way: “I’m going to put a graph on the screen. Point to the line that represents a positive slope. (Teacher pauses). Did you point to the blue line? Great job! If you pointed to the red line, remember that positive slopes go up from left to right.” (Active, visual, self-correcting).

U.S. districts are actively searching for dynamic teachers who can bring energy to the classroom. More than a polished film production, they want to see the architecture of your teaching. They need to see that you can structure a clear, logical lesson—from the “hook” to the final assessment—and deliver it with confidence. Use this video to prove that you have the potential to organize a class effectively and the personality to keep students engaged, even through a screen.

Show them you can move beyond simple lecturing to create an organized, interactive experience. If you can demonstrate clear planning and a vibrant teaching style, you will prove you are ready for the American classroom.

Ready to Launch Your International Career? The 2026 hiring season is approaching fast. Don’t let paperwork slow you down. If you have your documents ready (or are working on them), start your profile today. Apply Now Here

12Jan

How to Ace Your U.S. School District Interview

Landing a teaching position in the United States is a dream for many educators, but the interview process can feel different from what you might be used to in your home country.

U.S. Districts aren’t just looking for someone who knows the subject matter- they are looking for a specific type of educator who can thrive in a dynamic, diverse American classroom.

At IAG, we are committed to your success. That is why we provide you with our exclusive Teacher Interview Guide to help you navigate every step of the process. Drawing from this essential resource, here is a breakdown of exactly what U.S. school districts are looking for and how you can prepare to impress them

1. Master the “Big 5” Qualities

When a district interviewer speaks with you, they are silently scoring you on five specific qualities. To succeed, your answers should demonstrate these traits:

- Instructional Competence: Qualified candidates demonstrate strong content knowledge and how to align it with state standards. You must be able to differentiate instruction to meet the needs of diverse learners, including those with language or cultural differences.

- Classroom Management: The teacher must be able to build positive relationships, set and teach behavior expectations, establish clear routines, and manage behavior proactively by reinforcing expectations (i.e.: Be Respectful, Responsible, Safe) and using consistent accountability when students are not respectful, not responsible, and not safe.

- Reflective & Growth-Oriented: U.S. schools love “lifelong learners.” Be ready to discuss how you use feedback to improve and how you use student data to adapt your teaching.

- Collaborative: Strong candidates are team players who contribute to a positive school culture by collaborating with colleagues, supporting school initiatives, and communicating effectively with families.

- Student-Centered Mindset: The best teachers consistently prioritize student learning, well-being, and inclusion. They believe all students can succeed and are committed to equity and cultural responsiveness.

2. Key Topics & Questions to Expect

U.S. interviews go far beyond your biography; they are structured to test your specific teaching methodology in real time. You should be prepared to discuss Instruction and Engagement in depth. Interviewers often ask, “How do you structure a lesson to keep students engaged?” or request that you explain your specific teaching methods. They are looking for evidence that you move beyond simple lecturing; a great response describes how you “incorporate videos, hands-on activities, and discussions” to reach different learning preferences, ensuring students are active participants rather than passive listeners.

You will also face scenario-¿ based questions regarding Classroom Management. Instead of asking generally about rules, they may ask, “How do you handle discipline issues?” or “What strategies do you use with unmotivated students?”. The key here is to demonstrate a proactive approach. Successful candidates explain how they “co-create classroom expectations with students” to promote shared ownership and use “specific praise” to reinforce positive behavior, rather than focusing solely on punishment.

Furthermore, U.S. districts require proof that students are learning, which leads to questions about Assessment and Data. Be ready to answer, “How do you use data to inform instruction?”. It is not enough to mention final grades; you should explain how you use formative assessments like “exit tickets and quick writes” to check understanding during the lesson. This allows you to explain how you “adjust pacing and reteach specific concepts” immediately if the data shows students are struggling.

Finally, because American classrooms are incredibly diverse, you must address Differentiation. You will almost certainly be asked, “How do you support English Language Learners (ELLs)?” or students with special needs. A strong answer avoids vague promises and instead offers concrete examples of scaffolding, such as providing “sentence starters, graphic organizers, or visuals” to ensure that every student, regardless of their language level or ability, can access the curriculum.

3. The Virtual Interview Checklist

Most international interviews happen via Zoom. Don’t let technical issues hide your talent. Follow this checklist from our HR guide:

- Lighting & Background: Sit facing a window. Never sit with your back to a window, or you will look like a shadow. Choose a clean, uncluttered wall, or use a neutral virtual background.

- Eye Contact: This is a big cultural difference.

- Camera & Audio: Position camera at eye level, not angled up toward your face (use books or a stand if needed), center yourself in the frame – head and shoulders should be visible, use headphones or a microphone for clear audio.

- Appearance & Presence: Dress professionally (as you would for an in person interview), sit up straight and look directly into the camera lens, not at the face on the screen. This simulates eye contact and shows confidence.

4. Turn the Tables: Ask Questions!

At the end of the interview, they will ask, “Do you have any questions for us?”. Never say no. Asking questions shows you are a professional who cares about the school culture. Here are three great questions to ask:

“What types of professional development do teachers have access to?”
“How does the school engage with families and the broader community?”
“Does the school implement PBIS or Restorative Practices?”

Final Tip: Be Yourself

While the Teacher Interview Guide is a powerful tool, remember that your greatest asset is your authenticity. The goal of the interview is to demonstrate your professional judgment and personal teaching style. Focus on internalizing the concepts—like student engagement and classroom management—and then explain them in your own voice. Show the interviewers that you are a confident professional ready to contribute to their community from day one.

06Jan

Learning Through Lyrics: How Songs Are Building Confidence in Young Learners

Moving across the world to teach is a bold step, but for Azenith Torda, it was a necessary one to grow as a professional and build global understanding. With 14 years of teaching experience in the Philippines and a Master’s in Arts of Education, Azenith brought a wealth of knowledge to her new role as a Kindergarten teacher at Columbia Public Schools in Missouri.

Bridging Cultures Through Song and Story

One of the most powerful tools Azenith brought from the Philippines is her approach to engagement. In her home country, education relies heavily on stories, songs, and group activities. She has seamlessly integrated these methods into her U.S. classroom to help children listen, speak, and understand new concepts.

The results have been heartwarming. Azenith recalls one of her most rewarding experiences: teaching her students traditional Filipino songs. “Seeing their faces light up as they learned the lyrics and sang proudly was truly unforgettable,” she shares.

By sharing her traditions—including holidays, foods, and storytelling—she has created a richer, more inclusive classroom where young students learn to appreciate different cultures early on.

Growth and Confidence in the Classroom

Since arriving in Missouri, Azenith has noticed a significant transformation in her students. She notes that they have become “more confident, ask questions without hesitation, and share their ideas openly.”

The impact is felt beyond the students. Azenith received touching feedback from her principal, who noted that the families “love her,” and it is evident that the students return that love.

A Message on Cultural Exchange

Azenith believes that international teachers bring new ideas that help students learn about the world. Her message to district leaders is clear: “Cultural exchange helps students and teachers learn from different perspectives, appreciate diversity, and make the school a more creative and welcoming place.”

As she continues her journey, Azenith plans to keep growing as a teacher, learning new strategies to bring back to her community in the Philippines, and continuing to inspire her students in Missouri.

Ready to Write Your Own Story? Azenith’s journey from the Philippines to Missouri started with a desire to grow and share her culture. If you are an experienced educator ready to bring your own “Excellence in Action” to a U.S. classroom, we want to hear from you.

Start your application with IAG today and take the first step toward your global teaching career.

05Jan

Required Documents for the J-1 Program: Complete 2026 Checklist

Teaching in the United States through the J-1 Teacher Cultural Exchange Program is a professional and cultural opportunity.
Before reviewing documents, it’s important to confirm that you meet the basic program requirements.

Step 1: J-1 Teacher Program Requirements

You may qualify for the J-1 Teacher Program if you:

Hold a Bachelor’s degree or higher in Education or a related teaching field
Completed formal teacher preparation, including supervised teaching practice
Have at least two years of full-time teaching experience
Are currently teaching or have taught within the last academic year
Can demonstrate advanced English proficiency
Are eligible to participate in a cultural exchange program

If you meet these requirements, the next step is understanding the documents required for the program.

Step 2: Required Documents (Explained)

Below is the complete list of documents required for the J-1 Teacher Program, with a brief explanation of each one.

1. Resume / CV and Cover Letter
Your resume introduces your professional background to U.S. schools. It must:

Be written in English
Be updated to the current academic year
Include education, teaching experience, subjects, grade levels, certifications, and languages

2. Valid Passport
Your passport confirms your identity and eligibility for international travel.

Must be valid for at least 3 years, or the maximum allowed by your country
Be updated to the current academic year
The biographical page must clearly show your photo and personal information

3. Foreign Credential Evaluation (FCE)
The Foreign Credential Evaluation provides a U.S. equivalency of your academic studies and is required for all international degrees. It must:

Be issued by a NACES-member evaluation agency
Include a course-by-course analysis
Evaluate all college-level coursework
Show teacher preparation and K–12 teaching practice
Be valid for 5 years

4. Letter Verifying Full-Time Teaching Employment
This letter confirms your current professional status as a teacher.

Confirms current full-time classroom teaching
Is issued by your school
Is written on official letterhead
Is signed and dated during the current academic year
Be valid for 5 years

This is not a recommendation letter.

5. Professional License or Letter of Good Standing (If Applicable)
This document verifies your eligibility to teach in your home country.

If your country issues a teaching license or professional credential, it is required
(Example: Cédula Profesional in Mexico)
If your country does not issue a teaching license, a Letter of Good Standing from an education authority may be used instead

6. Approved English Proficiency Assessment
You must demonstrate English proficiency through an approved exam taken within the last two years. Accepted exams include:

TOEFL iBT
Cambridge English (B2 or higher)
EFSET – 90-minute version (FREE option)

7. Letters of Reference
Two professional references are required:

One from a supervisor
One from a colleague

They must address:

Teaching ability
Professional character
Be dated during the current academic year

8. One-Way Interview
Applicants complete a structured video interview that evaluates:

Professional knowledge
Teaching philosophy
English communication skills

9. Teaching Demonstration Video
This video allows schools to see you as an educator.

Conducted in English
Demonstrates subject knowledge, instructional strategies, and classroom presence
Does not require a live classroom setting

Important: You Don’t Need All Documents to Get Started

Good news—you do not need to have all documents ready to begin your J-1 Teacher application.

At the initial registration stage, the focus is on:

Confirming that you meet the teacher profile
Demonstrating your English proficiency

Once you register, a recruiter will review your profile and contact you directly to guide you through the next steps and request the remaining documents when needed.

What Matters Right Now

If you’re just getting started, this is what’s important:

Have your Bachelor’s degree information available
Confirm that your education includes teacher preparation
Take an approved English test to verify that you meet at least a B2 level

You can take the EFSET 90-minute English test for free to confirm your level before moving forward.

👉EFSET EXAM HERE

If today you don’t have every document listed above, don’t worry. The most important step right now is to register, confirm that you qualify, and start the conversation.

Ready to Get Started?

If you meet the profile and are ready to verify your English level, you can begin your registration today.

23Dec

A Doctorate in the Kindergarten Classroom: The Story of Dr. Nubia Salazar

It is often said that teaching young children requires the most skill, patience, and dedication. In Richland One, South Carolina, a group of kindergarten students is currently learning from an educator who brings a lifetime of expertise to their classroom.

We are honored to spotlight Dr. Nubia Elena Salazar Ramos, a highly accomplished educator from México who is redefining what early childhood education looks like through cultural immersion.

A Distinguished Career

Nubia is not just a teacher; she is a master of her craft. Before arriving in the U.S., she dedicated 25 years to education in her home country of Mexico. Her academic credentials are equally impressive: she holds a Doctorate from the Escuela Normal Superior de Ciudad Madero Tamaulipas and notes that she has completed five different career paths/degrees to support her practice.

Driven by a desire to grow professionally and experience a multicultural environment , Nubia brought this wealth of knowledge to South Carolina.

The Challenge of Immersion

Teaching kindergarten is a challenge in itself, but Nubia takes it a step further. She is a Spanish immersion teacher, meaning she teaches subjects like Science and Mathematics entirely in a second language.

Her goal is to ensure students don’t just memorize words, but actually learn to express themselves and understand complex concepts in Spanish. To achieve this, she uses an immersive approach: even when students don’t understand initially, she prioritizes Spanish instruction to meet the learning objective.

The results are already showing. Her students are successfully learning numbers and are beginning to understand instructions and vocabulary in Spanish.

Blending Methodologies

Nubia’s classroom is a blend of structure and exploration. She utilizes TPR (Total Physical Response) activities, a method that connects language with physical movement, which is essential for young learners.

However, she also brings sophisticated pedagogical strategies from Mexico. She focuses on autonomous learning and “questioning,” helping students build upon their prior knowledge. She believes this approach is essential for creating “meaningful and lifelong learning”. By implementing order and discipline exercises similar to those used in Mexico, she balances classroom management with student independence.

Celebrating Culture

Beyond the academics, Nubia ensures that culture is at the heart of her classroom. She recently organized a parade to share the traditions of Mexico and Colombia with her school community.

For Nubia, the exchange is mutual. She enjoys the diversity of the U.S. school system, noting how valuable it has been to witness presentations from other Latin American teachers and learn about their unique cultures.

A Goal of Excellence

Nubia’s journey is defined by a constant drive for improvement. She recognizes the vast resources and materials available in her U.S. district and plans to use them to enrich her students’ knowledge. Her personal goal for the coming years is simple but ambitious: to develop new skills and become “one of the best teachers”.

Dr. Nubia Salazar is proof that the J-1 program brings world-class talent to U.S. schools, enriching the lives of students through experience, culture, and academic excellence.

22Dec

How to Validate Your Teaching Degree in the USA

You have your “Licenciatura en Educación” from Peru, or your “Título de Maestro” from México. You know you are qualified, but how does a school district in the United States know that?

The answer is a “Credential Evaluation.” This is one of the most critical steps in the J-1 Teacher Program, and IAG is here to break it down for you.

What is a Credential Evaluation?

It is an official report created by a specialized agency in the U.S. This report analyzes your foreign university education (your transcripts and your diploma) and “translates” it into its American academic equivalent.

For example, the report will officially certify that your “Licenciatura en Educación Primaria” is the academic equivalent of a “U.S. Bachelor’s Degree in Elementary Education.”

Why is This Evaluation Necessary?

This report is mandatory for three fundamental reasons:

J-1 Visa Program: The U.S. Department of State requires this report to prove that you meet the educational requirements to participate as an exchange visitor.

School Placement: U.S. schools cannot accept your participation without it. They need this report to verify that you are qualified to teach your specific subject area as part of the program.

Stipend Determination: The report (specifically a “Course-by Course” evaluation) is used by the school district to determine your stipend level, ensuring you receive fair compensation based on your education level.

How to Obtain Your Credential Evaluation

You cannot perform this evaluation yourself. You must use a company that is a member of NACES (National Association of Credential Evaluation Services).

At IAG, we guide our candidates through the entire process:

Choose the Right Report: This is crucial. You will almost always need a “Course-by Course” or “Detailed” evaluation, not just a “Document-by-Document” one. The school district needs to see every subject you completed.

Gather Your Documents: You will need your official academic transcripts (the list of all subjects and grades) and your diploma (proof of graduation).

Follow the Agency’s Process: Each agency has specific rules regarding how documents must be submitted.

Wait for the Report: The process can take several weeks, so it is important to follow your IAG advisor’s guidance on whe to start.

Connecting Your Talent with U.S. Classrooms

We understand that this process can seem challenging, but you don’t have to navigate it alone. As an International Alliance Group (IAG) candidate, our team is here to guide you step-by-step and advise you on:

Which agency to use.

Which specific report to order.

When to start the process so it doesn’t delay your application.

This evaluation is the key that unlocks the door to your career in the U.S.

Have questions about your degree or the J-1 process? Explore the J-1 Visa requirements at the link.

16Dec

Songs, Stories, and Success: Krizel Abat’s Classroom Transformation

True professional growth often requires stepping into the unknown. For educators in the J-1 cultural exchange program, this means leaving behind the familiar to embrace a completely new environment, educational system, and community.

This courage to step out of one’s comfort zone defines Krizel Abat, an experienced educator from the Philippines who is currently transforming her 1st-grade classroom in Vallejo, California.

A Wealth of Experience

Before arriving in the U.S., Krizel had already established herself as a dedicated leader in education. With nine years of teaching experience in her home country, she holds not only a Bachelor of Elementary Education but also a Master of Arts in Educational Management.

She joined the exchange program with a clear mission: to challenge herself, experience a multicultural classroom, and bring new opportunities to her students while sharing the richness of her own culture.

Bringing Rhythm to the Classroom

One of the most beautiful aspects of cultural exchange is seeing how different teaching traditions can blend to create something new.

In her U.S. classroom, Krizel realized that her students needed more than just standard instruction they needed engagement. Drawing on her roots in the Philippines, she introduced songs, chants, and traditional storytelling into her daily lessons for reading and math.

These techniques did more than just make learning fun; they helped build vocabulary and comprehension in a way that resonated with her 1st graders. Krizel has also shared her heritage by introducing her students to Filipino food, traditional clothing, and dance, with plans to teach them traditional games this year.

Learning from the U.S. System

The exchange of knowledge goes both ways. While Krizel brought her creative strategies to California, she has also gained profound insights from the U.S. education system.

She discovered a school culture that deeply values student voice, independence, and creativity. Seeing how students are encouraged to express their opinions and think critically has inspired her to become more flexible and innovative in her own approach. She has also embraced the importance of positive reinforcement and inclusivity in the classroom.

A Message of Growth

Reflecting on her journey, Krizel believes that cultural exchange is about more than just teaching— is about shaping who we are as people.

“Living and teaching in the U.S. has been an eye opening experience,” she shares. “I’ve learned so much, not just about education, but about different ways of thinking… It hasn’t always been easy, but every challenge has been a chance to grow.”

Krizel’s story is a powerful reminder that when educators connect across borders, they build a more empathetic, diverse, and interconnected world for the next generation.

Krizel’s experience proves that cultural exchange is the key to true professional growth. Are you ready to take your teaching career to the next level in the United States? Join International Alliance Group‘s exchange program. Click here to apply and take the first step toward your global transformation.

15Dec

What English Proficiency Level Do I Need for the J-1 Teacher Visa?

One of the most frequently asked questions we receive is: “Do I need a TOEFL or IELTS exam to qualify for the J-1 visa?” The short answer is: not necessarily. However, you must be able to demonstrate that you possess advanced English proficiency (Level B2/ Upper Intermediate or higher). Let’s break down what the U.S. government actually demands and how we handle this process at International Alliance Group (IAG).

What Does the U.S. Department of State Require?

The J-1 visa is a cultural exchange program,

and the U.S. Department of State requires

that all participants possess sufficient

proficiency in the English language to

function effectively on a day-to-day basis.

This includes the ability to:

Teach with clarity in the classroom.

Communicate effectively with principals, coordinators, and other faculty members.

Speak with parents during conferences.

Actively participate in school events.

IAG accepts results from the following

exams (issued within the last 2 years):

Official CBEST

ACTFL (Level: Intermediate High or higher)

TOEFL iBT (Minimum scores: Reading 18, Listening 17, Speaking 20, Writing 17)

Cambridge English Assessment (Scaled score of B2 or higher)

Teaching certifications such as TEFL or

TESOL do not meet this language

proficiency requirement.

Don’t have one of these? If you do not

have one of the exams listed above, you

can take the free online EFSET exam

(90 minutes / 4 skill test) to meet our initial

requirement. It allows you to test your

reading, listening, writing, and speaking

skills from the comfort of your home.

Simply click here to take the exam and

remember to save your certificate to

include it in your application.

How IAG Verifies

Your English Level

At IAG, we believe the best way to assess

your professional fluency is by speaking

with you.

Regardless of the exam you submit, your

level will be evaluated during the

interview with our team.

This interview is conducted 100% in English and is essential to move forward in the process.

What do we look for in this interview?

We need to confirm that you can thrive in

a professional U.S. school environment.

We listen for your ability to:

Discuss Complex Topics: Can you fluently discuss your teaching philosophy, classroom management strategies, and lesson planning ideas?

Understand Nuances: Will you be able to fully grasp the questions asked by school principals during your hiring interviews?

Collaborate Effectively: Can you communicate clearly and professionally with colleagues, parents, and administrators?

Don’t Let the Fear of an Exam Hold You

Back! The true requirement is genuine,

advanced English fluency. If you are a

qualified teacher who can confidently lead a

classroom and collaborate with colleagues

in English, we want to talk to you.

Ready to demonstrate your fluency?

Start your application with IAG today, and

our team will guide you through the first

step: the interview!

09Dec

A Fresh Perspective: How International Exchange Enriches the Math Classroom

When educators from around the world enter U.S. classrooms, they bring more than just lesson plans; they bring fresh perspectives, rich traditions, and a passion for shaping the future.

Today, we are proud to spotlight Marjorie Fabian Colón,a dynamic educator from the Dominican Republic who is currently making a profound impact in Florida.

A Foundation of Excellence

Marjorie is a lifelong learner dedicated to the art of teaching. Before joining the exchange program, she spent five years teaching in the Dominican Republic—both in the public sector and private schools. Her academic background is nothing short of impressive. Marjorie holds a Bachelor’s Degree in Mathematics with a focus on Secondary Education, a Master’s in STEM Didactics, and a Master’s in Business Administration. She is currently taking her expertise to the next level by pursuing a Doctorate in Virtual Education with a concentration in Artificial Intelligence.

The Power of Fresh Perspectives

One of the core values of the J-1 visa program is the two-way exchange of knowledge. Marjorie’s experience perfectly illustrates this. Upon arriving in the U.S., she noticed that students relied heavily on digital tools, often skipping the step of writing down problems or performing mental calculations. Drawing from her teaching methods in the Dominican Republic, Marjorie introduced a new strategy: encouraging students to write out their work and practice mental math.

The result? Students are strengthening their computational skills and reducing their dependence on calculators. As Marjorie notes, international teachers bring “fresh” experiences that engage students in different ways, helping them develop critical thinking skills they might not otherwise be exposed to.

Cultural Exchange in Action

The exchange isn’t just academic—it is deeply cultural. Marjorie has embraced the opportunity to share her Dominican heritage with her students, introducing them to her country’s gastronomy and the joyful rhythms of merengue- even teaching them how to dance!.

In return, Marjorie has been immersed in American traditions. She was fascinated by the distinct seasonal celebrations in the U.S., such as the use of pumpkins and autumn leaves for Halloween and Thanksgiving—a contrast to her home country, where Christmas decorations often appear as early as September. She has also gained an appreciation for the digital efficiency of U.S. schools, noting how online systems for grading and attendance streamline communication and organization.

Impacting Lives

For Marjorie, the most rewarding part of this journey has been witnessing the personal growth of her students. She teaches in a multicultural classroom where many students are English Language Learners (ELLs). Through her guidance, she has seen students who started the year with failing grades raise their performance significantly, overcoming their fear of mathematics. Perhaps even more touching is seeing students who were once shy and isolated grow into confident individuals who voluntarily help their struggling classmates.

A Vision for the Future

Marjorie’s journey is a testament to the ripple effect of cultural exchange. Her goal is to take the knowledge, discipline, and digital strategies she has learned in the U.S. back to the Dominican Republic. She plans to use her experience to guide other teachers and improve educational processes in her home country.

Marjorie’s story reminds us that cultural exchange enriches the learning environment, prepares students for a diverse world, and creates bonds that transcend borders.

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