Even though the U.S. is now experiencing a severe teacher shortage today, that doesn’t mean that it’s simple to obtain a job teaching in the us. Portion of that has got to use the stringent requirements established by the U.S. government, and section of that has got to use the peculiarities with the American classroom experience. Let’s take a look at both of these factors in depth.
The U.S. State Department, which coordinates a well known work visa program for foreign teachers coming to America, lists seven different criteria that must be met before you teach in a U.S. school. First and most importantly, you must have a teaching certification or license in your home country and meet all qualifications for teaching for the reason that country. Secondly, you’ve got to be working as a school teacher before the job — which means you can’t “come from retirement” to land a teaching gig in the united states. You should in addition have a university degree that’s equivalent to a four-year bachelor’s degree in the us, so you should have no less than at the very least 24 months of relevant teaching experience.
Those are just the government requirements, though. In addition there are their state, or local, requirements that you must meet. These may differ of all 50 states, as they are liberal to make minor tweaks to their teaching requirements to reflect their unique specific needs. So, you could possibly meet all of the qualifications to train in California – although not in Texas. It varies with a state-by-state basis.
You should also demonstrate English language proficiency, that’s natural enough, given that you’ll be teaching to American students (regardless of whether most of them only speak English being a second language). Finally, you need to pass an identification check to make sure you are “of good reputation and character.”
But it’s the American classroom experience that’s perhaps the most daunting. One big focus now could be the “Common Core” plus a related concept — “teaching on the core.” This means your teaching style must accommodate specific curriculum components — you’re not liberal to teach a topic how you might prefer. Secondly, there’s a significant focus now in American schools on “interdisciplinary” teaching. Which means that you’re not likely to use concepts from many different fields within your Teaching job in USA, to ensure that a category has stopped being “just” a math class or perhaps a science class but in addition pulls in ideas coming from a discipline like “social studies.”
Finally, Americans convey a considerable amount of increased exposure of creativity, innovation and educational enrichment. This is not the same as the feeling abroad, where questions frequently have very specific answers, and there’s a clear “right” and “wrong” in different response. The U.S. system places a much greater increased exposure of a more holistic classroom experience.
That being said, many foreign teachers – regardless of whether these are qualified both at home and have ample classroom teaching experience – often require a little bit of aid in navigating the U.S. system. American schools take pride in “getting the best fit,” and that requires foreign teaching candidates to provide their background, skills and experiences in a way that will be most tasty to U.S. schools.
The good news is that two places that U.S. schools get each year an actual shortage – math and science – also are actually two places that foreign teachers could be most in a position to help. This may turn out to be a “win-win” situation, in which American schools can easily overcome their teacher shortage, while foreign teachers can easily leverage their skills and experiences in exactly those disciplines where these are most in a position to help.
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