Although U.S. is now experiencing an intense teacher shortage right now, that doesn’t signify it’s simple to obtain a job teaching in the United States. Part of that have to do with the stringent requirements established through the U.S. government, and section of that have to do with the peculiarities of the American classroom experience. Let’s take a look at these two factors in depth.
The U.S. State Department, which coordinates a well known work visa program for foreign teachers arriving at America, lists seven different criteria that really must be met before you can teach with a U.S. school. First and even more importantly, you have to have a teaching certification or license at your residence country and meet all qualifications for teaching in that country. Secondly, you’ve got to be doing its job a tutor during the application — so that you can’t “come beyond retirement” to land a teaching gig in America. You should furthermore have a university degree that’s equivalent to a four-year bachelor’s degree in the United States, and you have to have no less than at the very least A couple of years of relevant teaching experience.
Those are simply the government requirements, though. There are also their state, or local, requirements you have to meet. These can differ of all 50 states, as is also liberal to make minor tweaks for their teaching requirements to reflect their very own specific needs. So, you could meet all the qualifications to instruct in California – but not in Texas. It varies with a state-by-state basis.
You should also demonstrate English language proficiency, which is natural enough, given that you’ll be teaching to American students (even when most of them only speak English as being a second language). Finally, you should pass a credentials check to successfully are “of good reputation and character.”
But it’s the American classroom experience that’s perhaps the most daunting. One big focus now’s the “Common Core” as well as a related concept — “teaching for the core.” Which means your teaching style must conform to specific curriculum components — you’re not liberal to teach an interest the method that you might prefer. Secondly, there’s a significant focus now in American schools on “interdisciplinary” teaching. This means that you’re not supposed to use concepts from the 3 different fields inside your Teaching job in USA, to ensure a category is not really “just” a math class or even a science class but in addition pulls in ideas from your discipline like “social studies.”
Finally, Americans convey a boat load of concentrate on creativity, innovation and educational enrichment. This can be not the same as the ability abroad, where questions often have very specific answers, and there’s a clear “right” and “wrong” in a response. The U.S. system places a significantly greater concentrate on a much more holistic classroom experience.
That said, many foreign teachers – even when these are qualified both at home and have ample classroom teaching experience – often need a amount of help in navigating the U.S. system. American schools are proud of “getting the right fit,” knowning that requires foreign teaching candidates to present their background, skills and experiences in a way that is going to be most engaging to U.S. schools.
The good news is that two locations U.S. schools have a real shortage – science and math – also are two locations foreign teachers may be most capable of help. This might come to be a “win-win” situation, where American schools are able to overcome their teacher shortage, while foreign teachers are able to leverage their skills and experiences in just those disciplines where these are most capable of help.
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