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Substitute teachers VS International Certified teachers

They serve as educational bridges when regular classroom teachers are absent. The Association urges school districts to employ highly qualified individuals to fulfill the critical role of substitute teachers.


They are well-rounded educators with vast knowledge and experience from working with students in various grades and classes. But helpful and skillful as they are, they are simply not good enough to get the job done.

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Substitute teachers are not classroom teachers and are usually not skilled enough to handle a class for a long period of time. They are thing they are not equipped to do like:

They do not have normal teaching responsibilities, such as planning lessons and grading homework. They do not have to prepare for any lessons and could explain things very simply.

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They may work their full schedule without any sort of accommodations for other commitments or delays by their employers.

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Substitute teachers are not equipped to deal with student behaviors and different attitudes, therefore affecting students mental growth and learning.

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Substitute teachers are not trained or certified to assess and grade progress of students and provide learning accommodations to different levels of learners.

Most substitute teachers are not education graduates and have little knowledge about teaching principles and classroom management.

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International Teacher Stereotype

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MYTH and TRUTH

They cannot speak English

While it is true that some foreign teachers are difficult to understand, a lot of teachers from all over the world can communicate and teach in English effectively.

They are not qualified

International teachers applying in the US understand the job requirements and are highly qualified in both education and experience.

They are not certified

In most states' have granted certificates to teachers with foreign credentials, including Nevada, Arizona, Texas, and Florida, to name a few.

They are not capable

States like Arizona that have been hiring international teachers have experience and significant improvement in their school performance and have credited the progress to the foreign teachers.

They cannot thrive

Statistically, more international teachers have worked and completed their visas as opposed to new local teachers leaving their jobs within five years.

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