module 3 teacher exchange 1. background and overview 2

Module 3

Teacher Exchange

1

Background and Overview

2

Binational Teacher Exchange

InET Consortium Incentive Grant

A component of the Binational Migrant Education Initiative (BMEI)

Designed to improve educational continuity for binational students

Part of the Memorandum of Understanding between the US and Mexico

Provides direct services to students


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Provides an opportunity to learn first-hand about the aspects of education in the collaborating country

Program is based on reciprocity US states agree to host teachers

from Mexico during their Summer School Migrant Programs

Binational Teacher Exchange (cont.)

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BTE - MX teachers visiting the US US states agree to pay for room and board,

local transportation, Visa fee, health insurance, a stipend, and provide any supplies and materials

MX states agree to cover transportation to/from MX and US


5



BTE - US teachers/administrators visiting MX MX states agree to cover room/board and local

transportation US states agree to pay for transportation

to/from US and MX


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To reinforce knowledge about the history, culture, values and national traditions of Mexican origin students who live in the US; strengthening their identity and improving their education.

Objectives of the BTE

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To encourage ongoing communication between US and Mexican teachers in order to share educational experiences that promotes continuity of educational practices.

Objectives of the BTE (cont.)

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To improve the educational services offered to the Mexican and Mexican descendent school population living in the US through the binational teacher exchange.

Objectives of the BTE (cont.)

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103 teachers from Mexico went to the U.S.

13 teachers from the U.S. went to Mexico

This year, the 103 teachers visiting from Mexico represented a 14% increase from last year.

Data from 2011-2012 School Year

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Data from 2011-2012 School Year

(cont.)

► The largest number of exchange teachers from Mexico visited the states of:► California (40)► Oregon (16) ► Washington (14)► Nebraska (7)► Pennsylvania (7)

► Exchange teachers also spent time in Arizona (4), Colorado (4), Florida (2), Idaho (3), Michigan (5), and Minnesota (1)

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States in the US Receiving Teachers from Mexico

(2011-2012)

4

40

57

14

16

73

2

4

1

• Arizona (4)• California (40)• Colorado (4)• Florida (2)• Idaho (3)• Michigan (5)• Minnesota (1)

• Nebraska (7)• Oregon (16)• Pennsylvania

(7)• Washington

14)12



Four Year TrendsTeachers from Mexico

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States in the US Sending Teachers/Administrators to Mexico

(2011-2012)

*

12

32

2

1

1

2

• Arizona*• California

(12)• Florida (2)• Michigan (3)

• Nebraska (2)• Oregon (1)• Pennsylvania

(1)• Washington

(2)

* Exact number not provided

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Four Year TrendsUS Educators Going to

Mexico

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Process and Timeline

Invitation(Convoca

toria)Novembe

r

• Mexico’s Secretariats of Foreign Affairs and Public Education send the Convocatoria (invitation) to Mexican Consulates (IME) and State Education Agencies in the U. S.

Application

Submissions

December

• Mexican Consulates in the U. S. send Teacher Exchange applications to State MEP administration

RequestJanuary

• Individual Mexican States inform the SRE through IME of the number of teachers they will sponsor to participate in the teacher exchange

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Assignation

February

• The PROBEM from each participating Mexican state submits a list of teachers selected for the exchange, along with their resumes, to the SRE to be assigned to sites.

Applications

completed from

PROBEM to U.S.March

• On March 1, MEP administrators submit completed applications to their U.S. – Mexican Consulate.

Final Placements from SRE to exchange Teachers

April

• The SRE, along with participating Mexican states, finalize assignments for exchange teachers to migrant program sites, based on the information submitted by MEP administrators on the Teacher Exchange application.

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Final ArrangementsMay

• Mexican Consulates and MEP administrators finalize arrangements for lodging, food, local transportation, visas, and stipends with the Mexican PROBEM coordinators and exchange teachers from the Mexican sending state at least one month prior to teachers’ arrival.

TE Arrival

Mid May

• The SRE, along with participating Mexican states, informs Mexican Consulates and receiving MEP administrators of arrival information and finalizes local transportation to program site.

Compilation of DataJuly-

August

• Data gathering materials regarding the implementation of all components of the binational initiative are submitted using the Binational State Director Survey

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Components of a Successful Teacher Exchange

Plan

Staff Development

Parent and Community Outreach

Evaluation

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Required Documentation J-1 Visa, B1/B2 Visa Required Medical

Care/Insurance Room and Board

Host Family Hotel/Motel Dormitory

Plan

Transportation To/from

airport/housing/work place

Financial Considerations Reimbursement of

Visa fees Stipends

Work Place Supplies and

materials Access20



For detailed information related to planning your BTE, please refer to the Binational Teacher Exchange Manual

Plan (cont.)

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Seminario de Capacitación – an orientation/training provided by the SEP and SRE in Mexico each Spring provides teachers with History, goals, and objectives of the binational

initiative Overview of U.S. educational system, curriculum,

standards, and assessments Operation of a typical migrant summer program Job description and daily schedule for exchange

teachers Overview of culture and life in the U.S. Specific information regarding travel, stipends,

contacts, necessary documents, medical needs, etc.

Staff Development

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Receiving Site-based Pre-service Training is provided by the local project and must communicate to teachers about Instructing students about the history,

culture, arts, dances, and traditions of Mexico

Having adequate time for meaningful contact with as many binational migrant students as time and scheduling allow

Staff Development (cont.)

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Receiving Site-based Pre-service Training (cont.) Conducting outreach activities with parents,

including training on the use of the Binational Transfer Document

Providing U.S. educators with information regarding Mexico’s educational system, curriculum, texts, pedagogy, pupil progression, etc.

Conducting a culminating cultural activity for students, families, staff, and members of the community


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Provide onsite orientations that include both U.S. and Mexican teachers and directors.

Consider hosting a one-day training model dedicated to explaining goals, expected outcomes, and logistics for the summer program to local staff and exchange teachers.

Plan ongoing meetings with teachers for specific planning such as scheduling, designing lesson plans and activities, and creating materials.


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An objective of the BTE is to support the education of binational students by working with their parents to help them support their children’s learning

The exchange teacher can play a key role in parent outreach by taking the lead during visits with migrant families or accompanying a MEP staff member

Parent andCommunity Outreach

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Reach out to local business and agencies asking for assistance in obtaining items such as map of the community, listing of resources and

contact information (e.g., bank, currency exchange, supermarkets, free medical/dental/hearing clinics, library, etc.)

brochure describing binational/migrant program services and benefits to participation

map of area schools, contact information, school policies, and important dates (e.g., beginning and end of school, holiday breaks, vacation days)

Parent andCommunity Outreach (cont.)

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Evaluation

BTE activities must be part of the MEP State Service Delivery Plans (SDP)

Framed within the overall evaluation of the State MEP, the evaluation of the Binational Teacher Exchange can take a variety of different forms depending on the purpose of the evaluation and the resources available.

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Evaluation (cont.)

Examples of Evaluation The impact of the teacher exchange experience on

binational exchange teachers The value of the binational exchange teacher services

to secondary-aged migrant students and out-of-school youth

The binational student achievement outcomes after participating for two months in a State-funded summer binational initiative

The extent to which professional development influenced how binational exchange teachers teach reading and math content

How parents perceived binational exchange teacher services 29



Resources

Binational Migrant Education Teacher Exchange: A Guide for Supporting Binational Migrant Students found at http://www2.ed.gov/admins/tchrqual/learn/binationalguide02.pdf

Visa information provided by the Department of State can be found at http://travel.state.gov/visa/visa_1750.html

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http://www2.ed.gov/admins/tchrqual/learn/binationalguide02.pdf



http://travel.state.gov/visa/visa_1750.html

http://travel.state.gov/visa/visa_1750.html

Please view video showcasing the Binational

Teacher Exchange found in the Module 3 components

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module 3 teacher exchange 1. background and overview 2

Documents

mx binational teacher

binational studentspart

usbinational teacher

missing school

transportation tofrom

mexican teachers

mxmx states

reciprocityus states