Archives

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.