International teachers in American schools

"United States public schools have recently begun hiring international teachers for science and mathematics classes across the country. The purpose of this study is to shed light to the practice of international science and math teachers in the K-12 institutions in the United States. This study aims to offer suggestions to administrators who are currently working with international teachers, or planning to hire international teachers. It also aims to help policy makers at the state and district levels to understand the specific issues related to the employment of international teachers. These include legal and policy matters such as teaching certification requirements, pre-adjustment (training) programs for international teachers and different diversity policies in US school districts. International teachers might benefit from this study by comparing their own experiences with the ones related in the report, and find suggestions of successful strategies they may choose to incorporate in their own teachings. This study is based on a case study of seven international teachers from India, China, Turkey and Nigeria. In addition to the teacher participants, school administrators were also interviewed and the data from these responses is comparatively examined. International teachers display differences in their teaching based on their particular country and cultural backgrounds, different instructional approaches and teacher/student interaction models, as well as variations in the schools of their employment. On the other hand, they generally demonstrate a superior aptitude for technology, high dedication to their profession, strong content knowledge, and the ability to utilize their diverse background and experiences to enrich their teaching. The growing teacher shortage and the chronic problem of teacher retention in the urban areas in the United States present two serious challenges, which may be overcome by employing international teachers who are willing to serve regardless of the location of the schools. To facilitate this process, it is imperative to make improvements in the policy and practice of employing international teachers in American schools. Such improvements should be made in the areas of teaching certification, training, and accommodation. One of the most pressing issues for international teachers is the teaching certification process. The process is long and often redundant as it requires the international teachers, who have been already certified in their home countries, to pass the certification process again. Despite their background and strong teaching credentials, international teachers are often disadvantaged in the process because of their accent or inexperience in hiring procedures in the United States. Improvements should also be made in the area of teacher training. There is a substantial need for special social and professional orientation programs that could help international teachers adjust to their environments quickly and focus on their job. It is further important to build an inclusive and friendly work environment, where international and American teachers can share their experiences and learn from one another."--Summary.