GLOBAL TEACHER FROM OTHER COUNTRIES

Name of Country United States of America

1. High-Achieving: The individual has a history of success no
matter what the endeavor.
2. Responsible: Instead of blaming others or
circumstances, the individual takes full responsibility for
achieving a positive outcome.
3. Critical thinker: The individual reflects about the
linkages between cause and effect instead of simply
reacting to the effect.
4. Organized: The individual is able to juggle multiple
Personal Qualities
projects and tasks successfully.
of
5. Motivating: The individual is able to influence and
Teachers
motivate others to action, as evidenced by effective
leadership in extracurricular activities such as student-
run organizations or athletic teams.
6. Respectful: The individual assumes the best about
people, especially people in low-income communities.
7. Shares the goals of the organization: The individual
wants to work toward TFA’s mission of eliminating
educational inequities.

Professional The National Board for Professional Teaching Standards'

Qualities of What Teachers Should Know and Be Able to Do,
Teachers developed by teachers in the United States, provides a good
example of professional standards as values.
The principles include:
1. Teachers are committed to students and their learning.
2. Teachers know the subjects they teach and how to teach those
subjects to students.
3. Teachers are responsible for managing and monitoring student
learning.
4. Teachers think systematically about their practice and learn from
experience.
5. Teachers are members of learning communities.
 These are core propositions, or values, setting out in general terms
what United States teachers think accomplished teachers should
know and be able to do, regardless of the level or specialist field in
which they taught. The five propositions provide the philosophical
basis for the development and elaboration of standards for specific
fields and levels of teaching (such as primary teaching, or high
school science teaching

Requirements to 1. Degree from accredited teacher's college. Select a

become teacher's college or college with a teacher's program.
Professional 2. Bachelor's or Master's degree Choose a college program.
Teachers If you choose to major in secondary education, you will
need at least one major and a minor or two majors. To
make yourself more interesting to potential employers,
major in two areas. Because of No Child Left Behind
mandates, you must be highly qualified, which means
at least 45 hours of course work in your major area.
For elementary education, you may have to specialize
in either lower, middle or upper elementary grades. If you are
required to teach a core course, you will need a major
in that core area. Elementary programs usually focus
on grade levels and a major in a core course, such as
English/language arts, math, science or geography.
Special education programs require a focus in a
specific area, such as learning disabilities or mental
handicaps. Include a good liberal arts background in
your electives as well.
3. Proficiency in core content areas Acquire your teacher's
license or certification.
4. State license Know the laws of the No Child Left
Behind Act that requires teachers to be "highly
qualified." This means you must have a Bachelor's
degree in education and demonstrate proficiency in a
core content area if you are teaching in one of those
areas
Name of Country Australia
There are many personal qualities and skills that make
someone a good teacher.These include:
being good at explaining things;
being a people person and enjoy working with a wide
range of people;
enthusiasm;
having a strong knowledge in particular subject areas;
being a good time manager;
Personal Qualities
ability to work in a team as well as using your own
of
initiative;
Teachers
keeping your cool under pressure;
having patience and a good sense of humor;
being fair-minded;
coping well with change; and
enjoying a challenge.Good teachers know that by
listening to and working with colleagues, parents,other
professionals and community members that they can
inspire students andimprove their learning
Know the students and how they learn. Lead teachers
are expected to select, develop, evaluate and revise
teaching strategies “to improve student learning using
knowledge of the physical, social and intellectual
development And characteristics of students” in order to
meet the needs of students from diverse cultural and
economic backgrounds (AITSL, 2011).Know the
Professional
content and how to teach it. Lead teachers must be able
Qualities of
to “leadinitiatives […] to evaluate and improve
Teachers
knowledge of content and teaching strategies,” as well
as to “monitor and evaluate the implementation of
teaching strategies to expand learning opportunities and
contentknowledge for all students” (AITSL, 2011).

Plan for and implement effective teaching and learning.

Qualified lead teachers should “demonstrate exemplary
practice and high
expectations […] and lead colleagues to plan, implement
and review the effectiveness of their learning and
teaching programs” (AITSL, 2011).

Create and maintain supportive and safe learning

environments.

Lead teachers are expected to be active in “the

development Of productive and inclusive learning
environments,” as well as to “lead and implement
behavior management initiatives” (AITSL, 2011) in
order to ensure students’ well-being. Assess, provide
feedback and report on student learning. Lead teachers
are required to “evaluate school assessment policies and
strategies” to diagnose learning needs and to “co-
ordinate student performance and program evaluation
using internal and external student assessment data to
improveteaching practice (AITSL, 2011).Engage in
professional learning.

Lead teachers should initiate collaborative relationships

to expand professional learning opportunities, engagein
research, and provide quality opportunities and
placements for pre-service teachers” (AITSL, 2011).

Engage professionally with colleagues, parents/carers

and thecommunity.Professional and community
networks and support[ing] the involvement ofcolleagues
in external learning opportunities” (AITSL, 2011)
Story of a Filipino Teacher Abroad

Teaching English to US Kids: A Pinay's Success Story

By: Julita L. Lizardo

Updated Tuesday November 08, 2011 - 2:46p

It was in November 2004 when the agency contacted me and said that I was one of the teacher
applicants who was scheduled to be interviewed by the human resources representatives from the
Baltimore City Public Schools. They told me the time of the interview and that it was going to be held
at the Manila Peninsula Hotel in Makati City. I had mixed emotions when I learned about this great
news. I was ecstatic because I knew that I was getting close to achieving my “American Dream.” At
the same time, I was also nervous because I knew that it was going to be a tough competition among
the teacher applicants.

Preparing for Charm City

So, I started planning and preparing for that interview. I began thinking about the professional attire
that I was going to wear. I also started reviewing my notes and books on special education and did my
research about the Baltimore City Public Schools and Baltimore City in general. After my research, I
learned about the special education programs they had that time, curriculum, population, products,
famous places and its wonderful people. As a matter of fact, the city earned its name as the “Charm
City” in the United States because of its beautiful people. In addition, I have also learned that one of
my favorite authors, Edgar Allan Poe was from Baltimore City. You can just imagine how excited I
was after learning all of these facts even before my interview.
When the day of my interview came, I went to the hotel equipped and ready to be grilled with
questions. There, I saw a lot of teachers waiting outside the room. Just like me, I can see in their faces
excitement and nervousness. I was able to witness different behaviors while waiting for my turn.
Some were reading and reviewing some notes and books. Others were just chilling and waiting for
their turn to be over, while the rest were having conversations with each other. Based on the
conversations, I learned that everyone had only one goal! That was to pass the interview because that
was our ticket to have the taste of the “American Dream.”

The interview that would spell the future

During my interview, I was surprised that the interviewer was kind and was making me feel
comfortable. During the interview, I have learned that they were hiring Filipino teachers because there
were not enough highly qualified teachers in Baltimore City Schools to teach math, science, and
special education during that time. The No Child Left behind Policy has been requiring school
systems to hire highly qualified teachers, which means teachers who are certified or have the
potentials to be certified in the said areas. As a result, they ended up hiring teachers overseas which
included the Philippines. They included the Philippines because of our educational system being
patterned from theirs and with English being our medium of instruction. In addition, speaking and
hearing someone speaking the English language is an everyday occurrence in the Philippines when
doing business transactions and in academic institutions. Even the street vendors who some of them
may not be able to express themselves in English fluently are also able to understand the language.
Isn’t it amazing? This is an asset that I think our country has.

I was interviewed for at least 30 minutes and I was able to pass the interview with flying colors. The
district’s representative told me that I was already hired even if she was not supposed to disclose the
result yet until all of the more than 200 applicants have already been interviewed. It was such an
unforgettable day! When I got out of the room, it felt like I was in heaven! I kept jumping up and
down while the rest of the applicants were looking at me crazily and maybe enviously. Others also
asked me about the questions that were asked and a lot more things.

After this memorable day, most of my days were spent submitting and processing all my documents. I
thought passing the interview was the ticket to the US, but no! It was just the beginning of a very
tedious and agonizing process. It was in May 2005 when I was scheduled for an interview before the
US embassy. I would not forget that day, when my visa was granted. It was a dream-come-true. All of
my sleepless nights, effort, perseverance and patience were paid off. I immediately thought about the
financial gains that it was going to bring me and my family. My family and I started building castles
in the air, like with my whole family migrating to the US, experiencing the snow, etc. I was also after
the wonderful experience of being able to teach English to a country whose mother tongue is English.

Goodbye Philippines
The remainder of my days after getting the visa was dreadful. I needed to resign from my school
where I was an English teacher for eight years. I needed to face my students, colleagues and
administrators confidently to let them know that I was fine but in reality, I was not! Besides saying
goodbye to my institution, I also came to the realization that I was leaving my two children and
husband in less than a month. My daughter was just in third grade during that time while my son was
just in first grade. That thought started to pierce my heart. I would cry every night just thinking about
it! It was too painful to think about that I felt like I was going to die. But then again, the dream of me
giving my children a brighter future defeated my loneliness. That time, as a parent, it was more
important than for me to cater the loneliness that was ahead of me.

When the day of my departure came, reality started to sink in! This was the reality of being away
from my children and my husband. At the airport, I could see on the faces of my innocent children
how lonely they were that their beloved “Mama” was going to leave them. I could see how they
wished they could stop me from leaving! It was the loneliest moment in my life. Even lonelier and
more painful than the feeling that I had when my father died. It was like a nightmare. I wish it was!
That way, I could have just waken up and found out that it was nothing but a dream… but it was
reality! My family was sitting in the bench outside the airport as they bade goodbye. I needed to show
them that I was brave but the truth was, my heart was bleeding inside.

Adjusting to the American culture

I, together with 50 other teachers, came to Baltimore City, Maryland in June 2005. We shared the
same experiences and heartaches. We had difficulty adjusting to a new country, city, and most of all,
living with three other Filipino teachers in a two-bedroom apartment. But we started to like it. We
realized that besides God, we only had each other because we did not have any family members who
would be able to assist us in times of need. We would take the bus, metro and the subway whenever
we needed to go to shopping centers. We would also gather in each other’s apartment every Friday
night for Bible studies.
My first year was a challenging one. I realized that teaching the native speakers of the English
language is still different from teaching English to second language speakers of the language. They
used a lot of idioms which some of them, I was not even familiar with despite me being an English
teacher. My accent and pronunciation of some words were also different despite me teaching speech
and oral communication to college students. My students would correct me and ask me to repeat what
I was saying. I did not get slighted by it, but rather, took it as a challenge.
I had students who had behavioral problems but my being strict with my students in the Philippines
and my knowledge about special education helped me a lot during my first year. They came very
handy. I did not have serious problems with classroom management compared to my other
colleagues. Some of them were disrespectful but it was not because of my accent and being a Filipino.
One thing that these children are very much oriented with is that they could not discriminate people
because of their speech, nationality and especially, the color of one’s skin. They know that it is
racism.
It was an adjustment to the culture as well. There were some things that I would miss that our students
do in the Philippines that our students here do not do. Back home, our students and parents regard us
as their second parents. They put such high regard to teachers. Filipino students stand to greet their
teachers and whenever they respond to our questions. It took me about a month to adjust in this
regard. Then, I realized that both I and my students were actually adjusting to each other’s ways and
cultures. I also realized that children are children wherever you go all over the world. They will
always need affection, love, care, and most of all, will always be hungry for knowledge.

“Bayanihan spirit” lives on

I started to build and develop a rapport with my students, parents and colleagues. Then, my students
started inquiring about the Philippines and its people. They wanted to know all the things about my
country. They were so curious about our country because they were not even familiar that our country
exists until I came to the school. One thing that amazed them was when I told them that when the
American children are in school, the Filipino children are sleeping. They did not have any idea that it
was happening on the other side of the world! My administrators and parents liked me as well. Parents
were happy that their children were being taught by a highly qualified teacher. They also liked me
because they saw my passion and dedication to the teaching profession.

I had colleagues who were already deciding to go back home during our first year. However, with
continued support and faith in God, we were able to survive our first tough year. One thing that I can
say about us Filipino teachers is that, we’re resilient and as pliant as the bamboos. Trials seemed to
make us fall down but we just dusted ourselves off instead and continued to stand from where we left
off.

In retrospect, it was a very challenging yet rewarding first year. Besides our administrators, parents,
and students, we are also thankful of the Filipino communities who supported us all the way. We truly
have witnessed the authentic “bayanihan” spirit from our friends in the River of Life International
Christian Fellowship. They were the ones who were there to provide not only our tangible needs but
most of all, our spiritual needs. They demonstrated the real essence of a Christian spirit- that is
helping brothers and sisters without any expectations of being paid back. Our first year was successful
because of their support.

Looking back
This is now my sixth year in my school and in my district. I have now been a part of our leadership
team and executive board. I, together with my principal and other selected colleagues, meet weekly to
discuss school policies and programs that will make my school a well-run school. My principal has
given me multiple awards because of my contributions in my school’s achievement of the Adequate
Yearly Progress for three consecutive years. I also have dismissed a lot of special education students
because they have already been performing on grade level after giving then intensive reading
instruction. I am glad and blessed that they recognize my contribution to my school.

I have a lot of things to thank God for. My family has been here with me for three years now. My
daughter is now in ninth grade and my son is now in seventh grade. Both of them are consistent honor
students. Besides enjoying some financial gains that coming to America had brought me and my
family, I am so thankful that I was able to know the real God. My God who continues to love me
unconditionally despite of my inequities? My God who promises in Jeremiah 29:11 that, “For I know
the plans that I have for you, plans to prosper you and not to harm you. Plans to give you hope and a
future!”

If you ask me if I feel bad about leaving the Filipino students behind despite them being in need of
good teachers like us, my answer is sometimes. On the other hand, I also believe that we do not have
to be in our country to make our country proud. Every day, I always instill in my mind that I am not
just carrying myself but I’m also a “flag carrier” of my beloved country. Every day, I make my
country proud by making sure that I am giving my best to my American students. That way, they will
remember my country because of this Filipino teacher who touched their lives and whose name has
been engraved in their hearts. I serve my students because I do believe that God brought me to this
country for a reason, and that is to be like a parent to these children who are hungry and longing for a
parent’s love that some parents could not provide.

“Mabuhay tayong mga Pinoy!”

It has been a very successful six years because of my faith in God. Without Him, I am nothing. I
would have gone home and accepted my defeat. I offer all of my success to Him. I hope that my story
will inspire other Filipino teachers overseas. I know that it is tough to be away from our families but
there is always light at the end of the tunnel. That light is God! The more we experience struggles or
challenges the more that we should cling to God because He is our rock and provider. May God
continue to bless us and our families with good health, perseverance, wisdom and determination? May
He also continue to bless our country and our adoptive countries as well? When you feel lonely being
away from your family, just read Romans 5:5, Matthew 6:25-34, and Jeremiah 29:11. I hope that this
article inspires all of the Filipinos worldwide! Mabuhay tayong mga Pinoy!!!