International Teachers at the Public Schools and 60 Minutes Coverage of Fethullah Gulen and Hizmet Movement

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June 07, 2012 Veli Keskin

viagra super and the viagra superis always a hot topic for the media. After recent articles by New York Times and Time Magazine, . At the core of the 60 minutes coverage was the issue of International Teachers employed at some of these charter schools. Unfortunately, the coverage reflected only one side of the story, that is, the paranoia that these teachers are hired for a special mission or a hidden agenda. . In this note, we would like to provide another perspective on international teachers at the viagra super. Then we want to look at the issue of international faculty at all K-12 public schools, and higher education institutions as well.

There has been , and As explained in those commentaries or the websites of these schools, . The main reason for hiring these teachers is the scarcity of highly qualified teachers, especially in the subject areas of Math, Computer Science, Life and Physical Sciences, ESL (English as a Second Language).

The criteria for hiring international teachers are pretty well defined, and the employers are required to follow the due process in stating the need, qualifications, requirements and salaries of each and every position. All these need to be well documented per the State Department regulations. After the formal process, all these teachers are trained at the orientation or professional development meetings to better prepare them for the learning environments of the schools they have been hired for. Most of the time, these international teachers have to go through many redundant reviews and requirements like getting local state teaching licenses, taking extra coursework to meet the local district requirements, despite the fact they have advanced degrees or certifications in their subject areas.

When you read the parent comments posted at the viagra super website, they all seem to be pretty happy with the academic achievement of their children and the methods and quality of the international teachers at these schools. Not only the parents but also the administrators and the local teachers are happy to work with the international teachers at these schools.

In order to get a closer look, I would like to refer to a recent blog by a student graduating from a viagra super, not in the U.S. but somewhere in central Asia, as he/she shares his/her experience with the international teachers from different perspectives. Interestingly enough,

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Although the author mainly refers to the school which he/she graduated, his/her observations are applicable to allviagra superinspired schools as all follow a common systematic approach to education.

One of the main criteria for the international teachers at the Gulen inspired school is not only to be a good teacher but also to be an exemplary individual, and of course to be caring and brave enough to leave his/her home country to serve people abroad. Having international teachers from abroad gives the students and faculty at these schools a great opportunity to learn more about and also respect people from different backgrounds and cultures. , the world is a level playing field now and every individual is equally competitor of each other wherever they are; therefore need to be well educated in order to be more aware and adaptable to global needs and trends.

Every international teacher might have his/her own way of teaching, but the common teaching method is based on paying specific attention to individual academic progress of each student. Due to the smaller size of the Gulen inspired schools, the teachers are able to provide such personalized education meeting the specific needs of each student. The international teachers also have very high expectations both from their students and also themselves. Teaching is not only a job for them, but also a personal duty and responsibility. They expect their students to put their best effort in every course and task so that they can achieve their maximum potential. These goals require tutoring and closer monitoring of each student, and have their teachers help them after hours and during extracurricular activities, all of which bring better student engagement. Seeing the teachers always dedicated and committed to their success, students feel obligated and also desire to do their best in all subject areas. Working closely with each student, international teachers are also more able to bring the hidden talents and skills in each student. They can encourage and motivate their students in their studies.

Coming from a different background the international teachers at Gulen inspired schools are willing to learn more about the new culture not only to better adapt the new environment but also better engage with their students. This approach opens more opportunities to have informal discussions with their students. They always try to create informal and collaborative learning environments not only in the classroom but also in extracurricular activities they participate. These activities are not limited to field trips or science fairs but also include birthday parties, sightseeing tours, summer camps and personal visits to students’ homes.

The author concludes that the international teachers are the main contributors of the high quality education at the Gulen inspired schools. These dedicated teachers are committed not only for the academic success of their students but also their personal growth as well. They go the extra mile to reach out to each student and parent in order to better engage the students and also involve parents more in their children’s education. This synergy brings out the best in each student whether they are gifted-talented or special education children. These might seem counterintuitive at the first look, but considering all the continuing interest and success of these schools, the experience shared above does not seem to be unique to one specific case but a generic characteristic at all Gulen inspired schools.

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The study concludes that 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. Further analysis in the study identifies several areas that the international teachers could contribute more to the success of their schools. These aspects are summarized in the following as 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.

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The study shows that the international teachers are more inclined and motivated to integrate technology into their teaching. Not only their students but also their colleagues agree that the international teachers have more expertise in technology, as they mostly consult with them on computer or other educational technology problems. There is extensive research showing the effectiveness of technology integrated education, and the willingness of international teachers in this trend seem to help with the schools’ success.

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Dedication is found to be a common theme among international teachers. Most of them do not consider teaching especially in impoverished neighborhoods as a stepping stone for a better position in a suburban district, but as an ultimate goal to better serve and better perform in their profession. The international teachers are also found to be more committed to their craft, as they feel a need to prove their work, so they work longer hours and perform more diligently to overcome their weaknesses such as their accent or adaptation to the local culture.

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The study also identifies the content knowledge as a differentiator. International teachers have advanced degrees especially in the Science, Technology, Engineering and Mathematics (STEM) fields, or even if not, because of the high value of STEM fields in their home countries, they already get rigorous education and strong background in STEM fields before they start teaching. Most of the people that have STEM degrees in the US seem to choose better paying jobs at research institutes or transnational corporations with large R&D departments. Despite the great support by the current administration both at the federal and state level funding, the need for STEM teachers is still significantly large. That’s one of the main reasons most school districts still seek out STEM educators at international job fairs or via recruiting companies.

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The diverse background of international teachers enriches the learning environment in public schools and gives students a vision to understand the global society. Getting exposed to different cultures and ethnicities in earlier grades the students get better prepared for the unique challenges of the global workforce and multicultural market by their graduation.

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There has been very heated discussion about the international teachers at public schools due to various political reasons, but the same groups seem to ignore the longtime existence or even dominance of international faculty especially in certain departments at the American colleges. On the contrary, this aspect is always perceived as strength of the respective universities.

, shows that the foreign-born and foreign-educated faculty seems to be more productive than their American counterparts. The authors offer several possible explanations:

The same reasons in the above research apply for the faculty at the K-12 schools as well. The job market in higher education is not any better than K-12 education. . , most colleges and universities keep hiring international faculty. That does not seem to be a concern in higher education, but when it comes to K-12 education, and especially to charter schools, the very same issue is presented to be very problematic.

It is not uncommon that the majority of math, science and engineering faculty at prestigious American colleges are either from Eastern Europe or Asia. International faculty at the higher education institutions do face the same obstacles with their peers at the K-12 schools. They might have heavy accent, or have difficulties in adapting to the local culture or different learning environments. But they also have the strengths like content knowledge or commitment that makes them better candidates for their positions.

Therefore, I would like to conclude that having international faculty at K-12 schools, especially in the STEM fields, will better prepare our children for college and career. By exposing them to educators from different cultures and ethnicities, they will have a better chance to understand and deal with the challenges of global society. They will be able to better interact with people from different backgrounds at their college or careers. In all four C’s of the 21^st century skills, they will be better educated by international teachers as they will become better communicators, collaborators as well as creative and critical thinkers.