international alliance group Archives

09Apr

Everyday strategies for reducing the Global Cancer Burden

While National Cancer Prevention Month in February shines a spotlight on vital strategies, the fight against cancer is a year-round endeavor. With nearly 10 million cancer-related deaths globally each year, the urgency to understand and implement preventative measures remains constant. While genetic factors play a role, lifestyle choices, environmental exposures, and infections significantly impact cancer risk. This blog aims to extend the conversation beyond a single month, exploring actionable steps individuals and communities can take to reduce the global cancer burden every day.

The Power of Prevention: Lifestyle and Beyond

The World Health Organization (WHO) emphasizes that approximately one-third of cancer deaths are preventable through simple lifestyle modifications. This includes:

1. Lifestyle Modifications

Tobacco Control: A comprehensive tobacco control strategy is vital for cancer prevention. Policies such as smoking bans, increased tobacco taxes, advertising restrictions, and public health campaigns have been shown to reduce smoking rates and prevent tobacco-related cancers (Jha et al., 2019). Smoking cessation programs, including counseling, nicotine replacement therapies, and medications, also play a key role in helping individuals quit smoking.
Dietary Interventions: The promotion of a healthy diet rich in fruits, vegetables, whole grains, and lean proteins, while reducing processed foods, red meats, and sugary beverages, can help reduce the risk of several cancers, particularly colorectal and breast cancers (World Cancer Research Fund, 2018). Dietary guidelines should focus on increasing the intake of antioxidants, fiber, and healthy fats while minimizing salt and alcohol consumption.
Physical Activity and Weight Management: Encouraging regular physical activity and weight management is a cornerstone of cancer prevention. The WHO recommends at least 150 minutes of moderate-intensity physical activity per week for adults, which has been linked to a reduced risk of colon, breast, and other cancers (Wolin et al., 2018).
Alcohol Consumption: Limiting alcohol intake is another critical factor in preventing cancers such as liver, breast, and esophageal cancers. Public health campaigns should continue to raise awareness about the link between alcohol consumption and cancer risk.

2. Vaccination Programs

HPV Vaccination: The HPV vaccine has been shown to significantly reduce the incidence of cervical cancer, as well as cancers of the throat, vulva, and anus. Widespread vaccination programs, especially in adolescent girls and boys, can prevent up to 90% of HPV-related cancers (Safaeian et al., 2020).
Hepatitis B Vaccination: The hepatitis B vaccine is crucial in preventing liver cancer caused by chronic hepatitis B infection. Widespread vaccination in early childhood, particularly in regions with high rates of hepatitis B, has led to a significant reduction in liver cancer incidence (Akinwande et al., 2020).

3. Early Detection and Screening

Breast Cancer Screening: Mammography and other imaging techniques can detect breast cancer early when it is most treatable. Regular screening programs for women over 40 or 50 years old can significantly reduce breast cancer mortality (Bleyer et al., 2020).
Cervical Cancer Screening: Pap smears and HPV testing are essential for detecting cervical cancer precursors, allowing for early intervention and prevention. Widespread implementation of cervical screening programs in both high- and low-resource settings has proven effective in reducing cervical cancer rates (Kreimer et al., 2019).
Colorectal Cancer Screening: Colonoscopies, fecal occult blood tests, and other screening methods have been shown to reduce colorectal cancer incidence and mortality. Screening for individuals over the age of 50, or earlier for those with a family history of colorectal cancer, is crucial in catching the disease at an early and treatable stage (Zauber et al., 2020)

4. Environmental and Occupational Health

Reducing Exposure to Carcinogens: Policies to reduce environmental carcinogens, such as tobacco smoke, air pollution, and industrial chemicals, are essential to preventing cancer. Strengthening environmental regulations and increasing awareness about pollution’s impact on health can contribute to cancer prevention (Landrigan et al., 2020).

Workplace Safety: Employers should be encouraged to adopt policies and practices to minimize exposure to hazardous materials, such as asbestos and benzene, which increase the risk of developing lung and other cancers. Beyond lifestyle changes, vaccination programs against HPV and hepatitis B have proven highly effective in reducing cancer incidence.

The critical role of early Detection

Early detection through screenings for breast, cervical, colorectal, and lung cancers significantly improves survival rates. Regular screenings enable healthcare professionals to identify and treat cancers at earlier, more manageable stages.

A call for continuous action and global Commitment

This blog serves as a call to action, reminding us that cancer prevention is not confined to a single month. It requires a sustained, global commitment to:

Promote Healthy Lifestyles: Educating and empowering individuals to make informed choices.
Invest in Vaccination Programs: Expanding access to life-saving vaccines.
Enhance Screening Access: Ensuring equitable access to early detection services.
Advance Research: Supporting ongoing research to develop new prevention and treatment strategies.
Policy Implementation: Pushing for policies that support healthy environments.

Reducing the global cancer burden is a collective responsibility. By embracing preventative measures, supporting research, and advocating for change, we can create a healthier future for all. Let’s make every month a month of cancer prevention.

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

07Apr

From Nicaragua to Lansing: Karolina’s Journey and the Transformative Power of International Teachers

The rich tapestry of U.S. classrooms is increasingly woven with the threads of diverse international experiences. International teachers bring not only vital skills and expertise but also unique cultural perspectives that enrich the educational landscape. Today, we share the inspiring story of Karolina Bonilla, a dedicated educator from Managua, Nicaragua, who found her calling in Lansing, Michigan, through International Alliance Group (IAG). Her journey highlights the profound impact that international teachers have on U.S. schools and the invaluable role IAG plays in facilitating these life-changing experiences.

Karolina’s Story

Karolina Bonilla, a passionate 4th-grade teacher, embarked on a remarkable adventure when she joined the Spanish Immersion Program at Lewton School in Lansing, Michigan. Driven by a desire for new challenges and a thirst to immerse herself in a different culture, Karolina sought to expand her horizons beyond her native Managua, Nicaragua.

“I wanted to teach in the USA to have new challenges and to learn a new culture,” Karolina shares. “My IAG experience has been great; I wouldn’t have had this opportunity without them.”

Karolina’s experience underscores the transformative power of international exchange in education. She not only brings her pedagogical expertise to her students but also serves as a cultural bridge, fostering understanding and appreciation for diversity within her classroom and the broader school community. Her ability to connect with students through a Spanish Immersion program shows the importance of bilingual teachers in todays classrooms.

From navigating the complexities of visa processes to providing ongoing support and guidance, IAG ensured a smooth transition for Karolina, allowing her to focus on what she does best: teaching.

The Impact of International Teachers

Karolina’s story is a testament to the significant contributions international teachers make in U.S. schools. They:

Enrich Cultural Understanding: International teachers bring diverse perspectives that broaden students’ horizons and promote global awareness.
Address Teacher Shortages: They fill critical vacancies, particularly in high-demand subjects and bilingual education programs.
Enhance Language Proficiency: Bilingual teachers provide essential support for English Language Learners and strengthen language programs.
Foster Global Competence: They prepare students to thrive in an increasingly interconnected world.

By facilitating these exchanges, IAG not only addresses critical staffing needs but also enriches the educational experience for students and communities across the nation. Karolina’s story is a reminder of the profound impact that dedicated educators can have, transcending borders and building bridges of understanding.

If you’re an international teacher seeking new challenges or a school district looking to enrich your classrooms, International Alliance Group can help you realize your goals. Are you an international teacher ready to embark on a life-changing journey? Or a school district looking to enrich your classrooms with global talent? Contact us today to learn more.

Form for teachers here

Form for School Districts here.

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

07Apr

How International Teachers Can Shape the Future of U.S. Schools

As an international teacher in the United States, I’ve experienced firsthand how professional development, leadership opportunities, and a supportive school district can empower educators to make a profound impact in the classroom. My journey, from my first year in a U.S. school to taking on multiple leadership roles, demonstrates how international teachers, with the right support, can thrive and lead in the U.S. educational system.

Throughout my time as a 7th and 8th grade math teacher, I took on several leadership roles simultaneously, and each experience has contributed to my growth as an educator and leader. Today, I want to share how international teachers, like myself, can not only adapt but also lead and transform educational practices in U.S. schools.

1. My First Year: Learning and Growing with District Support

When I first arrived in the U.S. as an international teacher, I was excited but also a bit apprehensive about adjusting to a new educational system. As a 7th and 8th grade math teacher, I quickly realized there would be a learning curve, but I found that the district was deeply committed to my success.

I was supported through a well-structured induction program that included professional development, as well as mentorship from my school principal and an instructional coach. This mentorship was crucial in helping me develop a strong foundation in U.S. teaching practices, as well as in adapting my instructional strategies to meet the needs of my students. While balancing my teaching responsibilities, I received ongoing feedback and guidance that allowed me to refine my methods, grow in confidence, and effectively engage my diverse student population.

The combination of district support and mentorship allowed me to become a more effective teacher and laid the groundwork for my future leadership roles.

2. My First Leadership Opportunity: English Language Development Coordinator

Growing up as an English Language Learner (ELL) myself, I understood the unique challenges students face when learning a second language. This personal experience gave me a better perspective on language acquisition, which proved invaluable when I was offered the role of English Language Development (ELD) Coordinator.

As a full-time 7th and 8th grade math teacher, I took on this leadership responsibility, helping ensure our ELL students received the appropriate support to succeed academically. The district provided training through the Department of Education and certified me in ELD strategies, which allowed me to work closely with teachers to implement effective language acquisition programs.

This role also gave me the opportunity to advocate for ELL students, creating strategies to enhance their learning experience while also offering guidance to other teachers on how to better support these students in the classroom. As someone who had navigated the ELL experience myself, I was able to bring empathy, expertise, and practical approaches to my colleagues, making a meaningful impact both in the classroom and across the school.

3. Driving Student Achievement: Leading School Testing and Data-Driven Improvement

Alongside my teaching duties, I was also appointed School Testing Coordinator, a role that involved ensuring our school met state and district testing requirements. Balancing this responsibility with my math teaching duties was challenging but also incredibly rewarding.

In this position, I not only managed the logistics of standardized testing but also facilitated data analysis sessions with teachers, administrators, and instructional staff. We reviewed student achievement data, identified areas for improvement, and had conversations about how to adjust instruction and create School Improvement Plans based on the data.

By working with over 30 teachers to interpret and act on testing data, I was able to lead school-wide efforts to improve student performance, particularly in preparing students for state assessments. This role was an important part of my leadership journey, as it reinforced my belief in the power of data to drive educational decision-making and improve outcomes.

4. Fostering Collaboration: Leading Multi-Tiered Support and Targeted Interventions

One of the most impactful roles I took on was being part of the Multi-Tiered Systems of Support (MTSS) team. In this capacity, I worked collaboratively with administrators, counselors, and other educators to ensure that students received the appropriate level of support based on their individual needs.

As part of the MTSS team, I contributed to identifying students who were struggling academically, behaviorally, or socially and helped design interventions tailored to meet those needs. This included organizing and analyzing data from both academic performance and behavior assessments to ensure that students were getting the right kind of support—whether that meant additional instructional time, social-emotional support, or behavior interventions.

By participating in MTSS, I saw the direct impact that targeted, tiered interventions can have on student success. I also learned how critical it is to approach each student as an individual, offering a range of supports to help them succeed. This experience deepened my belief in the power of data-driven decisions and collaboration in ensuring every student’s needs are met.

5. Leading Professional Learning Communities (PLCs)

As my leadership roles expanded, I had the opportunity to lead Professional Learning Communities (PLCs), which focused on vertical collaboration in math and reading. These initiatives were crucial in ensuring that our teaching strategies were aligned across grade levels, enabling students to build foundational skills year after year.

In addition to teaching math, I led regular PLC meetings where teachers from various grade levels came together to share strategies, analyze student data, and collaborate on instructional methods. This experience helped me further develop my leadership skills while strengthening the professional community within our school.

Leading these PLCs not only demonstrated the value of collaboration in improving student outcomes, but it also gave me the chance to model the kind of teamwork and continuous professional growth that I believe is essential for educational success.

6. Becoming an Instructional Coach

My most recent leadership role has been serving as an Instructional Coach on my campus. As a 7th and 8th grade math teacher, I worked closely with my colleagues to support them in refining their teaching practices, analyzing student data, and implementing best instructional practices.

In this role, I provided one-on-one coaching sessions, facilitated professional development, and guided teachers through effective lesson planning and classroom management. Working as an instructional coach allowed me to leverage my experience as both a teacher and a leader, helping other educators grow while also improving my own teaching practices.

Becoming an instructional coach was the culmination of years of hard work, training, and leadership experience. It further reinforced my belief that international teachers are not only capable of adapting to a new educational system, but that they can thrive and lead in it, ultimately making a profound impact on their schools.

Conclusion: International Teachers as Leaders

My journey, balancing the responsibilities of a full-time math teacher with leadership roles in ELD coordination, school testing, MTSS, PLCs, and instructional coaching, has shown me how international educators can rise to leadership positions and make a significant impact. With the right support, professional development, and opportunities, international teachers can grow into leaders who drive positive change within their schools.

International teachers bring unique perspectives, experiences, and insights that are invaluable in U.S. schools. By becoming leaders in a variety of capacities—whether in instructional leadership, data-driven decision-making, or collaborative initiatives—international teachers can help shape the future of education in their schools and contribute to the academic success of their students.

For U.S. school districts, hiring international teachers is an investment in future leaders. With proper support, international educators can thrive, lead, and transform schools, fostering an environment of continuous growth and improvement for all students.

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

05Apr

Key cultural aspects to consider when Teaching in the U.S.

If you’re an international teacher who has decided to take the exciting step of teaching in the United States, you may face several cultural challenges in the classroom. Differences in pedagogical expectations, student interactions, and behavioral norms can vary significantly from what you are accustomed to in your home country. In this blog, I’ll share some key cultural aspects that international teachers might encounter and offer tips on how to adapt and succeed in U.S. classrooms.

1. Direct and Open Communication Style

One of the most noticeable differences in U.S. classrooms is the communication style. Students and parents in the U.S. tend to be very open and direct in their interactions. Unlike some cultures where respect and formality are paramount, students in the U.S. may feel comfortable asking questions, expressing opinions, and even providing feedback to teachers.

Tips for adapting:

Encourage open communication. Create a classroom environment where students feel safe and comfortable to share their ideas and ask questions without fear of judgment.

Listen actively. Show that you value their input, even if you don’t always agree with them.

Be direct but respectful. Don’t hesitate to be clear and upfront about your expectations and explanations. Students appreciate transparency and clarity.

2. Active Participation and Expectations of Independence

In U.S. schools, there is a strong emphasis on active student participation in their learning process. Education in the U.S. focuses heavily on developing critical thinking, problem-solving, and collaborative skills. It is common to see group discussions, peer-to-peer learning, and a greater degree of student autonomy in the classroom.

Tips for adapting:

Incorporate interactive learning. Encourage group work, class discussions, and collaborative projects. Not only does this approach help with learning retention, but it also promotes social and communication skills.

Foster independence. Students in the U.S. are expected to take more initiative in their learning. Provide tasks that challenge them to think critically, research, and make decisions on their own.

3. Cultural Diversity and Inclusivity

The U.S. is a highly diverse country, and this diversity is reflected in the classroom. Students come from a wide range of cultural, ethnic, and linguistic backgrounds. It’s important to understand that the experiences and perspectives of students may differ significantly from your own.

Tips for adapting:

Be aware of cultural differences. Take time to understand the traditions and values that may influence student behavior. Approach students with respect and avoid making assumptions based on stereotypes.

Promote diversity in your teaching. Use educational materials that reflect a variety of cultures and perspectives. Celebrating diverse traditions and viewpoints within the classroom fosters a more inclusive environment.

Support multilingual students. If you have students who speak languages other than English, be patient and offer additional resources or assistance to help them succeed.

4. Parental Involvement in Education

Parents in the U.S. are often very involved in their children’s education. There is a strong expectation for parents to attend school events, participate in meetings, and maintain regular communication with teachers. This partnership between home and school is considered crucial to student success.

Tips for adapting:

Encourage parental involvement. Be proactive in communicating with parents about their child’s progress, and invite them to participate in school activities or meetings.

Be receptive to feedback. U.S. parents are often vocal about their children’s education and will likely share concerns or suggestions. Listen to their feedback and work collaboratively to address any challenges.

5. Teacher Authority and Mutual Respect

While students in the U.S. are more likely to be open and direct in their communication, they are also expected to respect the authority of the teacher. However, this respect is not purely hierarchical. Instead, it’s based on mutual respect, where teachers are seen as guides and facilitators of learning.

Tips for adapting:

Set clear expectations from the start. U.S. students value structure and clarity. Establish your classroom rules and expectations early and be consistent in enforcing them.

Build positive relationships. Get to know your students, show interest in their well-being, and foster a supportive, respectful classroom atmosphere.

Be firm but flexible. Students appreciate teachers who are fair and consistent but also understanding and adaptable when unique situations arise.

6. Balance Between School and Personal Life

In contrast to some cultures where schoolwork might dominate a student’s life, in the U.S., there is a strong emphasis on maintaining a balance between academics and personal time. Students are encouraged to participate in extracurricular activities such as sports, arts, and community events, and personal time is highly valued.

Tips for adapting:

Promote a well-rounded lifestyle. Encourage students to engage in activities outside the classroom that help them grow both academically and personally.

Respect personal time. Recognize that students and their families place great importance on having time to recharge. Be mindful of the amount of homework or extracurricular pressure you place on students.

Adapting to a new cultural environment can be challenging, but it is also a rewarding opportunity for both personal and professional growth. As an international teacher, you bring a unique perspective that can enrich the classroom while learning how to navigate U.S. cultural norms and expectations. The key is to remain open, flexible, and build positive relationships with both students and their families.

In the end, teaching in the U.S. is a chance to make a meaningful impact on students’ lives while embarking on an educational adventure full of challenges and rewards.

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

03Apr

Building Bridges: Effective Solutions for Schools with International Teachers

As a middle school math teacher from México now working in the U.S., I’ve seen the challenges schools face up close. Whether it’s a growing teacher shortage, the need for more inclusive practices, or the increasing diversity of student populations, schools across the country are navigating complex issues.

Having worked in both Mexican and American educational systems, I’ve developed a unique perspective on how international teachers can help schools overcome these challenges and create thriving learning environments.

1. Bridging the Teacher Shortage Gap

One of the most pressing challenges schools face today is finding qualified educators, particularly in critical areas like math, science, and bilingual education. Recruiting international teachers offers a practical and effective solution to this issue.

When I joined my district, it was clear that middle school math was a challenging subject to staff. With my years of experience and passion for teaching, I was able to step into this role and provide stability for students. International teachers come prepared to meet high standards, bringing both expertise and dedication to their classrooms.

Why It Works:

Immediate impact: International teachers fill essential roles quickly, reducing the strain on other staff.

High qualifications: Many of us have extensive experience and are motivated by a deep commitment to education.

2. Supporting Diverse Student Populations

American classrooms are more diverse than ever, with students from a wide range of cultural, linguistic, and socioeconomic backgrounds. While this diversity enriches learning, it also creates new challenges for schools.

As a Spanish-speaking teacher, I’ve been able to connect with students and families in ways that others might not be able to. My presence in the classroom not only helps Spanish-speaking students feel seen and understood but also fosters a greater sense of inclusion for all students.

How International Teachers Help:

Language support: Bridging gaps for students learning English and helping them succeed academically.

Cultural connections: Creating a welcoming environment for students from immigrant families.

Representation: Inspiring students by showing them that success is possible regardless of where they come from.

3. Addressing Gaps in Family Engagement

For schools, building strong relationships with families is critical to student success. Yet, language and cultural barriers can make it difficult for some parents to feel fully involved in their children’s education.

As an international teacher, I’ve been able to act as a bridge between families and schools. Whether it’s translating during parent-teacher conferences or participating in district outreach programs, I’ve helped families feel more connected and empowered to support their children’s learning.

Impact at the District Level:

Improved communication: Families are better informed about their children’s progress and school expectations.

Increased trust: Parents feel valued and understood, strengthening the school-community relationship.

Greater participation: Families are more likely to attend events and engage with school programs.

4. Navigating Curriculum and Standards

Adapting to the U.S. educational system can be challenging for new teachers, but international educators bring a willingness to learn and adapt. When I first arrived, I worked closely with colleagues to align my teaching practices with state standards and district expectations.

This adaptability is a hallmark of international teachers—we’re used to navigating change and finding innovative ways to meet curriculum goals. By combining our unique perspectives with local requirements, we bring fresh ideas to the classroom while staying aligned with district priorities.

The Benefit to Schools:

Creative solutions: International teachers often introduce new teaching strategies and problem-solving approaches.

Collaborative mindset: We’re eager to work with colleagues and share best practices.

5. Building a More Inclusive School Culture

One of the greatest challenges schools face is creating a culture where every student feels valued and supported. International teachers play a key role in fostering inclusivity and global awareness.

In my classroom, I’ve incorporated lessons that highlight the universal nature of math, connecting it to cultural examples from around the world. These lessons not only engage students but also encourage them to appreciate the diversity within their own communities.

Long-Term Impact:

Global perspective: Students gain a deeper understanding of the world beyond their local environment.

Inclusive practices: Schools become places where diversity is celebrated and respected.

Partnering with International Teacher Recruitment Programs

To effectively address these challenges, school districts can partner with recruitment companies that specialize in bringing international teachers to the U.S. These organizations handle the complexities of visas, certifications, and cultural orientation, making it easier for schools to welcome talented educators from around the world.

A Win-Win Solution:

For districts: Access to a pool of highly qualified, motivated teachers ready to meet their needs.

For teachers: Opportunities to share their expertise and make a lasting impact in a new cultural setting.

Schools today face significant challenges, but they also have incredible opportunities to innovate and grow. As an international teacher, I’ve seen how my presence in the classroom—and in the district—can make a real difference. By bringing in teachers from around the world, schools can not only address immediate needs but also create richer, more inclusive learning environments for their students.

Let’s work together to overcome these challenges and create schools where every student can succeed.

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

02Apr

How International Teachers Bring Lasting Value to Your District

Teacher retention is a pressing concern for many school districts across the United States. When considering hiring international teachers, districts often ask critical questions: Will these teachers remain long enough to have a meaningful impact? Is the hiring process worth the investment of time and resources? Will they adapt successfully to the U.S. education system?

At International Alliance Group, we recognize these concerns and understand the importance of finding sustainable solutions. International teachers, when recruited and supported effectively, can bring stability, fresh perspectives, and long-term commitment that benefits schools and districts alike.

Here’s how districts can overcome common concerns and build lasting partnerships with international educators.

1. Retention: International Teachers Are Dedicated to Staying

One of the biggest concerns for districts is turnover. The time and resources invested in hiring can feel daunting, but international teachers are uniquely positioned to provide the stability districts need.

Why International Teachers Stay

Commitment to Opportunity: Teaching in the U.S. is a career milestone that many international teachers work tirelessly to achieve. They approach the role with a deep sense of responsibility and dedication.

Visa Agreements: Many international teacher programs include multi-year contracts, typically ranging from three to five years, ensuring a reliable presence in the classroom.

Personal Motivation: For international educators, stability is often a priority, both professionally and personally, as they integrate into their communities.

Tip for Success

Partnering with International Alliance Group that carefully vet candidates for long-term goals ensures districts hire educators who are fully committed to building lasting careers.

2. The Hiring Process: A Strategic Investment

The process of hiring international teachers may seem complex, but with IAG, it becomes an efficient and effective way to address staffing shortages.

Why It’s Worth It

IAG Expertise: International Alliance Group handles the intricacies of visas, certifications, and compliance, allowing districts to focus on the onboarding process.

Proactive Planning: Starting the process early ensures districts secure highly qualified teachers before the school year begins.

Immediate Impact: International teachers are well-prepared to step into hard-to-fill positions, providing relief to overburdened staff and creating a stable learning environment for students.

Districts that plan strategically and partner with experienced agencies see immediate returns, as classrooms are staffed with talented, ready-to-teach professionals.

3. Preparedness: International Teachers Are Classroom-Ready

Another frequent concern is whether international teachers are fully prepared to meet the demands of the U.S. education system. Rest assured, these educators undergo extensive preparation to ensure they’re ready for success.

How They Are Prepared

Pre-Arrival Training: IAG provides cultural orientation and professional development tailored to U.S. educational standards.

Strong Qualifications: International teachers bring advanced degrees and significant teaching experience in their subject areas.

Adaptability: Moving to a new country requires resilience and problem-solving skills, traits that translate directly into classroom success.

By the time they enter the classroom, international teachers are equipped with the tools and mindset necessary to excel in their roles.

4. Supportive Environments: The Key to Retention

While international teachers come prepared to succeed, districts play a crucial role in helping them integrate and thrive. Support systems are essential for fostering long-term commitment.

Best Practices for Districts

Mentorship Programs: Pair international teachers with experienced colleagues to provide guidance and support during the transition.

Open Communication: Regular check-ins with administrators create opportunities to address challenges and celebrate achievements.

Recognition: Acknowledging the contributions of international educators fosters a sense of belonging and loyalty.

When districts invest in creating welcoming, inclusive environments, international teachers are more likely to feel valued and remain committed for the long term.

5. The Big Picture: A Long-Term Investment

Hiring international teachers isn’t just about filling immediate vacancies; it’s a strategic investment in the district’s future. These educators bring consistency, innovation, and global perspectives that enrich school communities for years to come.

Long-Term Benefits for Districts

Consistency: International teachers provide continuity in positions that are often hard to staff, reducing turnover-related disruptions.

Enriched Curriculum: Their diverse backgrounds and experiences bring fresh ideas that inspire students and colleagues alike.

Community Impact: Many international educators develop strong ties to their schools and local neighborhoods, creating a ripple effect of cultural exchange and collaboration.

A Future of Partnership and Growth

Concerns about the longevity and preparedness of international teachers are understandable, but with the right strategies, districts can turn these concerns into opportunities. By partnering with IAG, planning proactively, and fostering supportive environments, schools can build lasting relationships with international educators.

At International Alliance Group, we are committed to helping districts recruit and retain highly qualified international teachers who bring stability, passion, and innovation to the classroom. Together, we can create partnerships that benefit schools, students, and communities for years to come.

Let’s build the foundation for long-term success—one teacher, one classroom, one district at a time. Register here and partnet with us today!

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

01Apr

From Oaxaca to Texas: IAG International Teacher experience

Discover how Ilse Torres, an International Teacher from Oaxaca, Mexico, is thriving at Ridgeview Elementary School in San Antonio, Texas.

What motivated you to teach in the United States, and what aspects of this experience have you found most valuable?

I decided to teach in the United States first of all because it’s a great opportunity for your professional development, you learn new models, new methods, and you can take all this experience to your home country. Also because of the exposure to the US culture and society, you make friends, a family here and finally I’d say that I love that your salary is based on your educational level and years of teaching experience.

What aspects of your professional development have you found most rewarding during your time teaching in the US?

Living and working in San Antonio has provided me with a rich cultural experience. I’ve had the pleasure of immersing myself in American culture and building a second family here. This cultural exchange has broadened my perspective and enriched my life in ways I never imagined.

Ilse’s story is a testament to the mutually beneficial relationship between international teachers and U.S. school districts. With IAG’s support, educators like Ilse thrive, bringing valuable skills and cultural perspectives to American classrooms, while districts gain access to highly qualified professionals.

If you are a dual language teacher looking for professional growth and a rewarding experience, we invite you to explore the opportunities available here.

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

31Mar

6 Must-Knows for International Teachers Moving to the U.S

As a teacher who has navigated the exciting journey of relocating to the United States, I understand the mix of anticipation and apprehension you may feel. Moving to a new country to teach is a transformative experience, and while there are challenges, you are more than capable of overcoming them. Here are six essential considerations to help you prepare for your adventure in the U.S.

1. Housing: Finding Your Home Away From Home

Securing housing is often the first step in your transition and plays a crucial role in your overall comfort and stability. Finding a place that feels like home can help ease the stress of adjusting to a new environment. Start by researching the local housing market in the area where you’ll be teaching. Websites like Zillow or Apartments.com provide valuable insights into rental options.

When I first arrived, I connected with a fellow teacher who guided me through the local rental landscape. I found an apartment that was not only affordable but also close to my school, making my commute easier. The key is to remember that housing costs can vary widely, but they often balance out when you consider the amenities and lifestyle they offer.

Tip: Connect with fellow teachers or local community groups to gather recommendations on safe neighborhoods. If possible, consider temporary housing to explore areas before committing to a long-term lease. This flexibility will give you a chance to find a home that suits your needs and lifestyle.

2. Getting a Phone Number: Staying Connected

A reliable phone number is essential for both personal and professional communication. It serves as your lifeline for staying connected with colleagues, accessing local services, and keeping in touch with family back home. Once I arrived, I visited several mobile service providers to compare plans, ultimately choosing one with unlimited data.

Having unlimited internet on my phone proved invaluable. In the U.S., many services and resources are app-based—from navigating the city to ordering groceries. This feature allowed me to adapt quickly, and I felt more connected to my new environment.

Tip: Opt for a plan that includes international calling options and unlimited data. This will help you maintain connections with loved ones while making it easier to navigate your new community.

3. Opening a Bank Account: Managing Your Finances

Setting up a U.S. bank account is crucial for managing your finances effectively. Having a local bank account allows you to receive your salary without incurring foreign transaction fees and simplifies bill payments. I remember feeling nervous as I walked into my local bank with my passport and proof of address, but the staff was welcoming and made the process straightforward.

The cost of living in the U.S. is often comparable to other countries. While some items may seem pricier, the value and quality often match what you’d expect back home. By keeping track of my expenses, I found that budgeting effectively made it manageable.

Tip: Look for a bank that provides strong online and mobile banking options. This accessibility will help you stay organized and manage your finances as you adjust to your new life.

4. Understanding Living Costs: Embrace the Change

Adjusting to living costs in the U.S. can be a significant part of your transition, impacting your budget and daily life. This includes not just food, but also housing, transportation, and entertainment. While it’s natural to compare prices between your home country and the U.S., each market has its own pricing structure.

I initially felt overwhelmed by grocery prices, but as I explored local stores, I realized that many items were quite similar in cost to what I was used to. Understanding that the money spent often correlates with the quality or convenience of an item helped me adjust my perspective.

Tip: Embrace the local culture and explore different neighborhoods and stores. Create a budget that accounts for both essentials and occasional treats, allowing you to enjoy your experience without financial stress.

5. Health Insurance: Understanding Coverage

Health insurance in the U.S. can be complex, but understanding it is essential for your well-being. As an international teacher, you will be provided with health insurance, which is vital for navigating healthcare in your new home.

When I first reviewed my health plan, I felt a bit lost, but the information provided helped clarify everything. Knowing how to use my insurance gave me confidence when visiting a doctor, making me feel secure in my health choices.

Tip: Don’t hesitate to ask for a detailed explanation of your health plan. Knowing how to use your insurance and where to go for medical care will provide peace of mind during your stay.

6. Getting a Driver’s License: Navigating Independence

If you plan to drive in the U.S., obtaining a driver’s license is an important step that enhances your independence and mobility. It allows you to explore your new surroundings with ease and access areas that may not be easily reachable by public transport.

However, it’s important to note that the process for obtaining a driver’s license varies from state to state. Each state has its own requirements and procedures, so it’s essential to do your research beforehand. I found the process fairly straightforward, but it was crucial to check my state’s Department of Motor Vehicles (DMV) website for specific information about required documentation, fees, and whether I needed to take a written or driving test.

Tip: Familiarize yourself with your state’s DMV requirements and procedures before starting the process. This knowledge will help you navigate this important step more smoothly.

Embrace Your Journey

Relocating to the U.S. as an international teacher is a life-changing experience filled with opportunities for personal and professional growth. While challenges may arise, remember that you possess the skills and resilience to navigate them successfully. Embrace the adventure, keep an open mind, and trust in your ability to thrive in this new environment.

At International Alliance Group we are ready to help you make it happen. Apply here and discover the rewarding experience of teaching in America.

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

25Mar

Benefits & Mythbusting of International Teachers in US Schools

As an international teacher in the United States, I’ve witnessed the challenges and misconceptions surrounding international educators in US schools. Today, I’ll debunk common myths and highlight the incredible benefits international teachers bring to school districts.

Myth 1: International teachers don’t understand how the U.S. education system works.

Reality: It is true that the U.S. education system has its unique features, from academic standards to the expectations of parents and administration. However, international teachers are highly trained professionals, many of whom have worked in other complex educational systems in their home countries.

Furthermore, school districts provide an induction and training program for all new teachers to the district, which is enough to ensure that international teachers understand the essential aspects of the U.S. education system at the outset, from academic standards to the use of technology in the classroom.

What is often not mentioned is that international teachers, coming from diverse educational contexts, can bring new ideas and innovative approaches that enrich the classroom. Many bring with them different teaching methodologies that may be more inclusive or better adapted to the cultural and linguistic diversity of students. This flexibility and creativity become a value-added component that goes beyond simple adaptation to the system.

Myth 2: International teachers are not able to handle the cultural diversity in U.S. classrooms.

Reality: Cultural diversity is one of the most notable features of the U.S. education system, and precisely for this reason, international teachers often have an advantage. Many of us come from countries with rich cultural and linguistic diversity, which has prepared us to work in classrooms with students from different backgrounds, with various skills and needs.

Additionally, international teachers bring a global perspective that can be valuable in promoting intercultural understanding among students. The ability to navigate situations where different cultures and experiences are mixed is one of our strengths, and working in the U.S. gives us the opportunity to share our experiences and enrich students’ global awareness. It’s also worth mentioning that we are representatives of a culture and a country. This representation directly impacts and inspires inclusion in the classroom, as it makes the classroom leader (the teacher) a real-life ambassador of diversity.

Myth 3: International teachers have difficulty communicating with U.S. students and parents due to language barriers.

Reality: While it’s true that some international teachers may have an accent or face difficulties initially, many are fluent in English or have received language training before arriving. Many countries, like my own, México, have a culture that encourages learning at least one second language, and in most cases, that second language is English, as the U.S. is one of our neighboring countries. Additionally, English is taught as a second language from grade 7 through 12 in most schools.

On the other hand, the ability to speak other languages is a significant advantage, especially in districts with multilingual student populations. This not only helps teachers communicate better with students but also engage with parents who speak languages other than English. In many cases, international teachers become a vital bridge between families and the school, promoting greater inclusion and understanding.

Myth 4: International teachers have difficulty integrating into the U.S. school environment.

Reality: Adapting to a new culture and work environment always presents challenges, but international teachers are resilient and highly motivated professionals. Moreover, international teachers are often very committed to their work because they have made the conscious decision to move to another country to pursue their vocation. This commitment and passion for teaching not only benefits students but also creates a stronger connection with colleagues and families.

Over time, integration into the school environment becomes natural, and many international teachers become key figures within their communities.

Myth 5: International teachers are less effective than local teachers.

Reality: It is not a teacher’s nationality that determines their effectiveness, but their dedication, teaching skills, and ability to adapt to students’ needs. International teachers, like local ones, are subject to performance evaluations, and many have strong academic training and teaching experience.

In fact, studies have shown that international teachers can bring innovative pedagogical approaches and fresh perspectives that help improve educational quality in the classroom. From my personal experience, being an international teacher has pushed me to be more flexible and to seek creative solutions to address the diverse needs of students.

Having a global perspective helps me constantly question my teaching practices and seek support/collaboration to apply them. Not in a methodology based on the country of origin, but one focused on the specific needs of each student and the strategic use of available resources. This not only benefits my students but also enriches me as a professional.

Conclusion

The adaptation of international teachers to the U.S. education system may present some challenges, but it also offers a great opportunity for both educators and school districts. The key to success lies in providing the right support and recognizing the value that international teachers bring to the classroom. Rather than seeing adaptation as an obstacle, we should view it as an opportunity to enrich the educational process, offering students a more diverse, inclusive, and global education.

In the end, both international teachers and school districts share the same goal: to provide a quality education that prepares students for an increasingly interconnected world. And it is precisely this global connection that international teachers can help foster, creating a broader, more diverse, and enriching learning environment.

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

20Mar

IAG brings U.S. teaching opportunities to Mexico City

The Benemérita Escuela Nacional de Maestros in Mexico City recently hosted an informative conference organized by International Alliance Group (IAG), focused on providing local educators with pathways to teaching positions in the United States. The event, held on Friday, March 14th, drew a significant number of teachers eager to explore international career opportunities.

The conference featured distinguished representatives from various U.S. school districts, International Alliance Group representatives, and partners, who shared valuable information about the requirements, benefits, and application process for teaching in the United States.

Attendees had the unique opportunity to engage directly with these district representatives, ask questions, and learn from the experiences of other educators who have participated in teacher exchange programs.

International Alliance Group, known for facilitating educational and cultural exchanges, reinforced its commitment to connecting talented Mexican teachers with US schools. The educators who attended expressed their appreciation for the information provided, highlighting the potential for both professional and personal growth that these opportunities represent.

“At IAG, we believe in the transformative power of education, and we’re proud to facilitate these connections between Mexican talent and US educational institutions” stated Jason Hammond, President of IAG.

The conference concluded with a networking session, allowing teachers to build connections with district representatives and fellow educators pursuing similar goals.

The list of events was followed by a city tour with IAG members and school district leaders, culminating in the CDMX Job Fair.

Discover US teaching opportunities! Visit our International Alliance Group link for International Teachers and follow us on Facebook or Instagram for updates on upcoming events and application periods.

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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