This document discusses several teacher exchange programs that provide opportunities for teachers to broaden their perspectives and gain global experience. It summarizes 5 key programs: 1) The Visiting International Faculty Program which brings teachers from other countries to the US; 2) The Fulbright Teacher Exchange Program which enables teacher swaps between the US and other countries; 3) The Inter-African Teacher Exchange which facilitates exchanges between African countries; 4) The Canadian Educators Exchange which organizes long-term and short-term exchanges for Canadian teachers; and 5) The Global Teachers Millennium Awards which promotes partnerships between teachers in the UK and African countries. The document emphasizes that these programs allow teachers to strengthen their understanding of diversity and multiculturalism through

3. Broaden – to make (something)
wider or more general
synonyms -
extend, expand, enlarge, widen; enli
ghten, inform, educate; sophisticate
.
Perspective –point of view
(PANANAW)

5. To become a global teacher, you need
to broaden your teaching perspective.
Expanding your experiences beyond
the confines of your classroom to the
wider learning environment of the
world is one of the many avenues in
order to achieve a level of global
competitiveness.

6. Teacher Exchange Programs
Visiting International
Faculty Program (VIF)
Fulbright Teacher
Exchange Program
Inter-African Teacher
Exchanges
Canadian Educators
Exchange
Global Teacher
Millennium Awards

7. Teacher Exchange
Programs
1. Visiting International Faculty Program (VIF)
Is the United States largest cultural exchange
program for teachers and schools
It is dedicated to transforming lives through
international exchange of teachers
Offers highly qualified teachers from around
the world serving as teachers and cultural
ambassador in the United States.

8. VIF Purpose
• to ensure that student, educators and
communities worldwide reap the
benefits of international education
REAP –to get(something, such as a reward)
- as a result of something you have done

9. VIF BELIEVES
All school should have at least one international
exchange teacher.
All students should be exposed to a variety of
exchange teachers during their academic
careers.
All communities should have an equal
opportunity to develop globally literate citizens
to help build a foundation for success in the
global market place.

10. History of VIF
 It was founded in 1987 and began accepting teachers from
other countries of the world to teach kindergarten up to grade
12 in 1989.
 This project is in cooperation with the North Carolina
Department of Public Instruction. The first group of 12
international teachers worked on in 10 North Carolina
countries as foreign language teachers.
 The international teachers are coming from more than 50
countries of the world such as Australia, Canada, Chile, New
Zealand, Ecuador, Mexico, Spain including the Philippines.

11. As a VIF cultural exchange teacher, you will:
Developasaneducator
Growpersonally
Shareyourculture
Buildbridgesofmutualunderstanding
Prepareforbettercareer
opportunities
Shareyourexperiences

12. Monica Arbelaez, Colombia
Dual Language Immersion
(Bilingual Primary) Lead Teacher

13. http://pinoyteachersnetwork.blogspot.com/2008/02/filipino-teachers-on-exchange-visitors.html
https://www.vifprogram.com/cultural-exchange-experience/

14. 2. Fulbright Teacher
Exchange Program
Since 1946, the Fulbright Teacher Exchange Program has
helped nearly 23,000 teachers and school administrators
• to promote mutual understanding between the United
States and countries around the world.

15. For the U. S teachers, this opportunity involves a year
or semester direct exchange with a counterpart in
another country teaching the same subject at the
same level.

17. 3. Inter-African Teacher Exchanges
Objectives:
• to provide opportunity for African teachers
to learn from teaching environment in
other African countries
• aimed to extend experiences and widen the
horizon of African teachers by encouraging
exchange visits to countries outside Africa
as well.

18. The teacher will travel to neighboring countries to work for
over a period of the TWO WEEKS after which in PAIRS they
will engage in following activities
1. Be stationed at one school for one week and another school for
another week.
2. Observe teaching in the said teachers subject
3. Guest ICTs at the schools that the teacher is visiting
4. Engage in discussions with the teachers in another school.
5. Write a journal of their exchange visit.

19. 4. Canadian Educators
Exchange
The Canadian Education Exchange Foundation is
a non- profit foundation which handles both
student and educator exchanges.

20. 4. Canadian Educators Exchange
International educational exchanges offer educators
and their students an opportunity to broaden their
understanding of one another’s cultures, customs
and languages.

21. 4. Canadian Educators Exchange
One Year Exchanges Short-term Exchanges
Enable teachers in Alberta to swap
their jobs (homes) with teachers in
countries such as Australia, New
Zealand, UK and the US, Germany
others for a period of one year
Occur during spring and summer
holidays,
During this time , the teacher
continues to be paid by his or her
school board in Alberta
Enable the teacher and
to job shadow with the counterpart
another country.
When the year is over, the teacher
returns home to his original position
in Alberta
In ALBERTA, 2 kinds of exchanges are possible:

22. Teacher Exchange Programs
5. Global Teachers Millennium Awards
• Although this program is limited only to participating
countries, It is important to learn that Global teacher
Exchange program contribute to the quality of
teachers worldwide

23. 5. Global Teachers Millennium
Awards
• The Global Teacher Exchange program commits to
improving the quality of education in South Africa,
Ghana, Uganda and the UK
• It promotes partnership between the North and
South African countries.

24. The Program aims to:
• Change the live UK educators personally and professionally
by encouraging them to fulfill their aspiration and use their
talents in innovative ways,
• Ensure benefits for staff and pupils of UK schools under
local communities through the dissemination of innovative
development education.
• Support the aims and activities of Links' educational
program in South Africa, Ghana, and Uganda
• Set a standard and develop a model for other similar
scheme.

25. It is the intent of the program to achieve learning outcomes among the
target partners of the UK in terms of:
a. increased knowledge of people and life in developing
countries.
b. better understanding of how UK is linked with other
countries.
c. more positive attitudes towards people and life in
developing countries-challenging stereotypes and beliefs
in shared humanity.
d. more positive towards multicellular nature of UK society-
challenging of stereotypes and embracing of diversity.:

26. A Global Teacher in this program is described as someone who
• thinks and act both locally and globally;
• embraces the world’s rich variety of ways of life’
• understand how world is interconnected.
• is committed to making the world a more equitable place;
• believes in education for sustainable development
• has professional and personal skills to share and to learn;
• brings the world into their classroom, school and community;
• encourages dialogue and partnership between the North and the
South
• can inspire others to act as Global teachers.:

27. “As a result of the participating in the scheme, I have
developed my ability to mentor students and staff and have
developed a more consultative leadership style in my school”
“ the best thing I have ever done. I have come back a different
person-more understanding, more sensitive to the needs of the
others. The impact of this Award will stay with me forever.”

28. It is interesting to note that these programs give teachers the
opportunity to live their personal and professional lives in
another context, in another setting, in another country, thus
strengthening their skills in understanding diversity and
multiculturalism. :

30. Thank You!

33. Teacher Profile - Kim Young
Country Visited: the Palestinian Territories
Program Year: 2014-2015
Coming from Boston, you never expect to arrive in the Middle East on a snow day; but I think in many ways that encapsulates my time in the
Palestinian Territories. Things a world abroad are a lot more like home than you think they are. Before leaving for my Fulbright, many of my
friends, family, and colleagues were surprised by my interest in traveling to the Palestinian Territories. As I began to send back pictures and
both they, and I, were surprised by the common elements of humanity I was experiencing, and Palestine didn't feel that far from home. My
Palestine allowed me to flip my role from teacher to student and immerse myself in the experience of being a global citizen - whether it be
learning how to order a falafel or discussing global politics with a diverse group of individuals. There is nothing better than listening to a
Palestinian grandmother tell family stories while drinking a hot cup of mint tea.
Through a partnership with Birzeit University, for my inquiry project I explored how to use graphic novels/comic arts to better develop students'
global competencies. I focused on developing curriculum which communicated the diversity of Palestinian identity. As part of this, I wanted to
explore work by Palestinian artists to include primary source voices into the curriculum. I was amazed by how many ‘big deal’ artists were ready
and willing to spend long amounts of time speaking with me (the producer of Arab Sesame Street, a feature film director, a cultural center
director - to name a few). I leave with tools and resources that will influence both my and other teachers’ curriculum for years to come.
My advice to potential applicants and future grantees is to just say "yes." Say yes to the long application, diving deeper into that aspect of
education you always wondered about, exploring somewhere in the world your wildest imagination would not have taken you, and finding a
to "make it work" with your current commitments. Say yes to every invitation, experience, food, and open door that comes your way. Say yes to
failing; it embarrassingly took me four different attempts to find a most locations. I am so grateful to the Fulbright program for allowing me the
independence to explore a topic I was truly passionate about in such an in-depth way and I encourage others to take this opportunity and do
same.

34. Program Components:
•Study in a research center or university abroad (academic support will be provided by a host institution advisor who will support the U.S. teacher and help contribute to the design and activities of the inquiry project);
•Participate in a virtual community with other participants to collaborate and share best practices about education in the participating countries;
•Work within local schools in the host country;
•Complete an inquiry project which should enhance teachers’ learning and have practical applications to their teaching (see the Inquiry Project section for sample projects). U.S. teachers will choose one of two themes on w
•International Best Practices
•Developing Global Competence
As part of the program, Fulbright Distinguished Teachers:
•Study and observe international best practices in education;
•Share professional expertise with educators and students in the host country;
•Develop leadership skills and understanding of educational policy;
•Enhance their ability to work in diverse and multicultural environments.
For more information, please read the Program Overview for 2016-2017 U.S. Grantees.
Upon return, Fulbright Distinguished Teachers:
•Integrate international best practices in education in the U.S. classroom, school and community;
•Integrate inquiry project findings into the U.S. classroom or school;
•Expand global and intercultural awareness of students and colleagues by sharing their Fulbright experience and infusing their experience into classroom content or curriculum;
•Develop partnerships and joint projects with schools and classrooms abroad