Impact of the Fulbright Classroom Teacher Exchange

Fulbright Exchanges often result in continuing relationships between schools, some of which establish their own student and faculty exchanges and other linkages / activities. Exchanges also benefit local communities by providing them with international resources that are not otherwise available. International collaborations such as these foster enduring relationships and continuously provide students with opportunities to increase their subject knowledge and understand its relevance in the greater context. Participating teachers develop and share their expertise with colleagues abroad and schools gain from the experience of having an international resource in their communities. Impact on Teachers:

Increased understanding of host country, language and academic field; Opportunity for a career-enhancing professional development experience which allows teachers to gain new perspectives, be exposed to new teaching methods, develop new curricula and share professional expertise; Opportunity to develop lifelong friendships and professional relationships and become a member of an international community of Fulbright alumni; Additional benefit to accompanying family members, who get to live or go to school in a different cultural environment.

Impact on Schools:

Increased global awareness on the part of students taught by international exchange teachers and by the returning Fulbright Teacher; Increased knowledge and international awareness on the part of professional colleagues through interactions with exchange teachers; Opportunity for students to learn foreign languages from native speakers; Development of a long-term professional relationship between the U.S. and the international school, which can lead to student and teacher collaboration and privately arranged teacher exchanges, student linkages and future student exchanges.

Impact on Communities:

Presence of an international teacher and his or her family as resources in the community, providing the whole community the opportunity to learn about another nation; Opportunity for increased awareness of and respect for, diverse ideas, values, world views and ways of life.

PROGRAM BENEFITS TO PARTICIPATING TEACHERS

As part of the program, Distinguished Fulbright Teachers:

Design and carry out a Capstone Project overseas. Projects may relate to the teachers content area, curriculum development, educational policy, standards or other key issues relevant to the home and host educational system abroad.

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.

PROGRAM BENEFITS TO U.S. SCHOOLS AND COMMUNITIES

Upon return, Distinguished Fulbright Teachers:

Integrate international best practices in education in the U.S. classroom, school and community; Integrate Capstone 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.

Capstone Project
The Capstone Project synthesizes the study, inquiry and professional development activities undertaken by Distinguished Fulbright Teachers while in their host country. The form and content of the project is proposed by the applicant at the time of application. Projects should encourage cross-cultural dialogue, demonstrate relevance and applicability to education in the grantees host and home countries; and directly reflect and incorporate activities undertaken as part of the Fulbright program. Participants should be creative in developing program activities that will enhance their project and contribute to its successful completion and implementation. While abroad, Fulbright Program staff and assigned faculty advisors at the host institutions will assist teachers to refine and complete their Capstone Projects. The final product(s) should be designed to benefit the students and colleagues in the grantee's home school and community.

SAMPLE CAPSTONE PROJECTS

U.S. TEACHER PROJECTS Jocelyn Stanton (U.S. to South Africa) Oral Histories and Playing in the Light. Jocelyn Stanton explored the history and legacies of Apartheid in South Africa during her program. She collected oral histories from eleven individuals during her program to capture various aspects of Apartheid. In addition to this work, she developed a curriculum unit for the novel Playing in the Light by Zoe Wicomb as an investigation of South African Apartheid. Roxie Hentz (U.S. to South Africa) Its My Business: Teaching Financial Literacy through Social Entrepreneurship. While in South Africa, Roxie Hentz developed a comprehensive curriculum guide for classroom use consisting of teacher lesson plans, interactive activities, group projects, and an assessment. The guide is designed to enable students to develop the skills and understanding needed for sound financial literacy learned through entrepreneurial experiences.

Ileana Jimenez (U.S. to Mexico) Abriendo Closets, Abriendo Escuelas: Apoyando las y los Jvenes LGBT (Opening Closets, Opening Schools: Supporting LGBT Youth). Ileana Jimenez conducted teacher and student interviews in Mexican schools to learn about and make visible the needs and issues of high school students who identified along a spectrum of gender and sexual identities. James Costantino (U.S. to U.K.) Pro-active Mentoring Approach: Does It Help Students In Crisis? James Costantino explored the effectiveness of providing mentoring to at-risk students in the U.K. as a means to reduce school leaving. He worked with counselor colleagues and at-risk youth, using surveys and interview methods. Lance Boyd (U.S. to Singapore) Environmental Literacy through Experiential Learning: Comparing Strategies in Singapore and the United States. Lance Boyd studied instructional best practices in interdisciplinary experiential learning and environmental literacy in Singapore. His goal was to learn and compare Singaporean and Hawaiian practices and to integrate his findings into curriculum. INTERNATIONAL TEACHER PROJECTS Maria Laura Fuertes (Argentina to U.S.) Brainy Ways to Teach Kids through Stories. Maria Fuertes explored why and how teaching through stories is an effective English as a Foreign Language instructional tool for young learners within the framework of Mind, Brain, and Education Science. She developed a story kit to instruct students based on her findings. Vadlapatla Lakshmi Gandhi (India to U.S.) Vedic Mathematics: Vedic Intervention for Positive Reinforcement in School Mathematics. Vadlapatla Gandhi tested Vedic Mathematics (Mental Math) as a reinforcement tool to encourage better accuracy and efficiency of basic arithmetic skills; specifically multiplication of two digit numbers and how it impacts students attitudes towards mathematics. Elina Kast (Finland to U.S.) Multicultural Education for Intercultural Learning. Elina Kast developed curriculum and teaching methods in the area of multicultural and intercultural education with the goal of providing her Finnish students with opportunities to learn more about, and engage in, these topics. Yau Li Heong (Singapore to U.S.) Formative AssessmentThe Way Forward! The purpose of this study was to determine whether formative assessment strategies in the science classroom offers meaningful ways forward in schools and explored how the best assessment practices can be supported and promoted in classrooms.

International Teacher Program Overview

Through VIF, you can serve as a full-time classroom teacher in a primary or secondary school in the United States on a three-year cultural exchange visa. VIF educators teach a variety of subjects, supporting global awareness and world language education through an array of international education programs. At this time, we are primarily seeking teachers who are qualified to teach General Elementary (or Primary Education) and World Languages for positions located in North Carolina, South Carolina, and Virginia. If you teach another subject, you are welcome toregister with us as we may have other opportunities in the future. As cultural ambassadors in the VIF program, you'll share the heritage of your home nation with U.S. students, educators and members of host communities, opening their eyes to the world beyond their borders. Upon returning home, you'll contribute fresh perspectives in education and act as goodwill ambassadors on behalf of the United States.

Program Requirements
To teach in the VIF program, all teachers must meet the following requirements:

Fluency in English In order to effectively communicate with U.S. students, parents, and school colleagues, VIF teachers must have advanced written and verbal proficiency in English. Teaching or University Degree in Education VIF applicants must have a degree, or be currently completing a degree, equivalent to a U.S. bachelor's degree with a university teacher preparation program. At Least 3 years of Teaching Experience VIF teachers must have a minimum of 3 years of teaching and/or related professional experience with the school-aged population (ages 5-18) Valid Driver's License

VIF teachers must provide a copy of a valid driver's license from their home country prior to arrival in the U.S. Student and/or probationary licenses are not accepted. VIF also strongly recommends that all teachers have at least one year of consistent driving experience.

Minimum Two-Year Commitment Students and teachers receive the most benefit from our program when teachers remain for a minimum of two years.

Program Benefits
With VIF, youll be provided ample preparation and support to make an impact on your students right away. Through professional development classes, online community support and teacher mentoring, youll have the confidence to succeed in your U.S. classroom. Alongside all the training and development, you'll get a challenge you love and great benefits to support you on your journey. VIF teacher benefits include:

Full-time position A competitive salary Interest-free relocation loan Travel to the USA International credential evaluation and licensure Visa sponsorship for you Visa sponsorship for your family Initial orientation in the USA Health and Life insurance Paid vacation time and holidays

Salary
As a VIF teacher, you will earn a full-time salary in U.S. dollars. In general, VIF teachers are paid on the same salary scale as U.S. teachers, according to education and experience. The average annual salary for VIF teachers ranges between $30,000 to $40,000 USD. Your salary will be determined by your years of teaching experience and by the policies of the district and state in which you teach. In some cases, teachers may receive a higher salary for advanced degrees

Program Overview

Recognized by the U.S. government as an official Exchange Program Sponsor, VIF recruits the best teachers from around the globe and pairs them with international education programs in k-12 schools. VIF teachers work in U.S. schools on a three-year cultural exchange visa, providing an authentic, international perspective to your global education programs. Upon returning home, VIF teachers contribute their new perspectives in education with their colleagues and act as goodwill ambassadors on behalf of the United States.

Teacher Quality
VIF teachers deliver results in the classroom. In fact, a recent study conducted for the University of North Carolina found that VIF teachers positive impact on student achievement is greater than that of peer teachers trained in the UNC undergraduate system. In an examination of 11 teacher preparation groups comprising more than 6800 elementary teachers, VIF teachers' elementary school students consistently scored significantly higher on the reading end-of-grade exams.

Teacher Selection
Because teacher quality is one of the most important factors in student achievement, VIF has developed valid assessment tools using behaviorally-benchmarked scoring to predict a candidates potential for success in the classroom. VIF evaluates candidates for six competencies crucial for international teacher success: Cultural Adjustment and Fit Professionalism Contributions to School Community Instruction Planning and Implementation Classroom Management and Organization Assessing and Monitoring Performance

These competency areas are measured through a series of selection hurdles. Candidates are first screened with an initial application. If the application is approved, they are invited to complete a structured phone interview. Candidates who pass the initial screening are invited to an in-person interview. At the interview, candidates must pass another rigorous series of selection hurdles which comprise VIF's Assessment Center - a lesson plan presentation, a writing sample submission, an in-basket exercise, and a structured personal interview. Only the most qualified candidates pass, ensuring that your school is presented with a consistent group of teachers qualified to successfully impact student achievement in your international education programs.

Teacher Placement
VIF has found that international teachers are most successful when placed in the appropriate context a supportive school environment with leadership committed to international education and cultural exchange. We carefully select district partners committed to international education and 21st century

student preparation. This approach ensures the success of our teachers and promotes the advancement of global awareness and world language education in the United States.

Learning Environment
The Global Gateway program provides school leaders, teachers and students meaningful international education experiences that will spark interest in life-long learning about other cultures, nations and global society. By establishing internationally themed grade-level teams with a visiting international teacher on each team, schools and districts provide opportunities for every student to gain authentic exposure to the culture of the international teachers region. Through ongoing professional development activities, teachers learn to effectively integrate global content into their instruction, allowing every child who passes through that grade level the opportunity to develop a global perspective. Global Gateway schools may choose to pursue advanced designation as a Passport school, a comprehensive, global-learning community where all grade levels participate in the VIF global professional development program. In a Passport school, all teachers at every grade level in the school take part in and benefit from global professional development. In addition to the blended professional development program for the full faculty, additional services to Passport schools include a Passport student learning component and travel opportunities for administrators and teachers.

Learning Objectives
Global Gateway allows teachers and students to develop the attitudes, skills and knowledge necessary for global competence. Attitudes Skills Teachers will connect with teachers and students in schools within and outside the United States. Students will collaborate with partners within and outside of the United States. Teachers will understand and explore cultural perspectives of colleagues, students and communities around the globe. Students will explore their own culture and make comparisons with other cultures.

Knowledge Teachers will integrate globally infused content into the classroom. Students will develop awareness of world regions and cultures.

Key Components of the Global Gateway Program

Teacher Professional Development Global Gateway's professional development components provide teachers with the foundational knowledge necessary to become an effective global educator. Throughout the school year, grade level teams cultivate the skills required to teach with a global perspective, use 21st century tools, and work effectively on an intercultural team. Training modules allow flexible scheduling for teams to gain skills and complete assignments that bring the learning into the classroom. Through the VIF online community, teachers obtain resources, share global teaching ideas, and reflect on their global practice, in collaboration with other Global Gateway teams and teachers in schools across their district and beyond. . Administrator Professional Development To support schools in implementing and supporting the program, VIF provides three training modules for Global Gateway administrators. Principals will learn about their role in the Global Gateway program and the use of Global Gateway for state-required teacher and principal evaluations. International Staff VIF recruits and facilitates interviews and contract offers for visiting international educators to support regional grade-level teaching teams. International exchange teachers serve as catalysts for global education at one or more grade levels in a Global Gateway school. Resources Through a robust online professional learning community, VIF provides Global Gateway programs with ongoing support, guidance and leadership to assess progress. The VIF online global community facilitates educator collaboration within and across Global Gateway schools, while also providing space for transparent sharing and evaluating of teachers global teaching and learning evidences. Global Gateway teachers have access to online resources related to geographic focus regions. VIF recommends age-appropriate resources to support teachers in globalizing their classrooms and instruction.

Learning Environment
In a Splash classroom, Spanish or Mandarin is not taught as a subject; Spanish or Mandarin is the language in which instruction is delivered. Immersion students master the curriculum objectives in all subject areas, while also becoming fluent in a second language. The immersion model selected by a school supports the needs of the school community. Communities with significant English language learner populations can benefit from the two-way immersion model, a program that promotes academic achievement through enrichment rather than remediation. Native English speaking students benefit from the academic rigor inherent in learning through another language. Research indicates that children who acquire a second language have an increased ability for problem-solving and critical and creative thinking.

Key Components of the Splash Program

Professional Development
To support the unique needs of immersion classrooms, VIF provides training in the best practices of immersion literacy instruction, including research- based, balanced literacy rotation training in word study, guided reading and writing. During the school year, teachers will participate in professional development sessions designed to cultivate the knowledge and competencies needed to effectively implement immersion teaching strategies while integrating culture and diversity in student instruction. Principals also receive ongoing advice and support concerning staffing, curriculum, working with parents and other community partners and in anticipating any other area of focus needed to ensure program success.

Teacher Recruitment
Having the right staff is critical. In immersion classrooms, authentic language role models provide the richest vocabulary and input possible. VIF teachers and teacher residents are native Spanish or Mandarin speakers who have been individually screened and interviewed by VIF staff. VIF recruits and facilitates district interviews and contracts offers for visiting international educators to support immersion goals and provide native language proficiency in immersion programs.

Parent Outreach
VIF supports schools with student recruitment by providing parent information sessions, immersion classroom tours and community presentations.

Materials Selection and Preparation

VIF guides schools through the process of selecting appropriate immersion materials. Schools receive an annual list

of recommended textbooks, materials and classroom resources such as posters, activities, games and phonics

materials. VIF has developed K-5 pacing guides for language arts instruction to ensure curricular continuity aligned with state standard course of study. Program Monitoring and 1:1 Support Schools receive assistance to administer assessments of Spanish or Mandarin and English, including Developmental Reading Assessment/Running Records and benchmark assessments in reading and math. VIF visits the schools, conducts regular classroom observations and provides targeted feedback to teachers and administrators to ensure that the programs run smoothly.

Learning Environment

Global Gateway schools may choose to pursue advanced designation as a Passport school, a comprehensive, global-learning community where all grade levels participate in the VIF global professional development program. In a Passport school, all teachers at every grade level in the school take part in and benefit from global professional development. In addition to the blended professional development program for the full faculty, additional services to Passport schools include a Passport student learning component and travel opportunities for administrators and teachers.

Learning Objectives
Passport allows teachers and students to develop the attitudes, skills, and knowledge necessary for global competence. Attitudes Skills Teachers will connect with teachers and students in schools within and outside the United States. Students will collaborate with partners within and outside of the United States. Teachers will understand and explore cultural perspectives of colleagues, students and communities around the globe. Students will explore their own culture and make comparisons with other cultures.

Knowledge Teachers will integrate globally infused content into the classroom.

Students will develop awareness of world regions and cultures.

Key Components of the Passport Program

Whole-School Professional Development When all teachers in the Passport school are experiencing professional development, teachers benefit from a vertical alignment of curriculum and learning outcomes, and the school-wide planning that results. All the while, teachers maintain their world region focus at each grade level so that at the end of fifth grade, students will have investigated each populated region of the world. Regionalized Approach In a Passport school, children have the opportunity to engage with each region of the world. This regional approach provides students who matriculate from kindergarten to fifth grade with a comprehensive global education that promotes achievement in both cultural competencies and global knowledge. Student Learning With Passport, students journey to global citizenship from the time they enter kindergarten through the end of fifth grade. At each grade level, teachers build global experiences organized around their regional focus and students maintain a global Passport that they take from grade to grade. Their student learning portfolio becomes a tangible achievement that they carry from fifth grade graduation into middle school and beyond. Travel Opportunities Administrators and teachers in a Passport schools can take advantage of study travel opportunities in which they make comparisons with education systems in other countries, visit school personnel and education officials to discuss both shared and unique education challenges, and deepen their own cultural expertise through global travel experiences. Requirements To qualify for Passport, schools must: Have all six grade-level teams participate in VIFs Global Gateway program. May elect full faculty participation that includes specials teachers as well.

Learning Objectives
Global Connections students will: develop cultural self-awareness and perspective-taking skills of people in other world regions. understand the interconnectedness of global environmental issues. analyze global technologies of transportation, communication and energy resources. understand the dimensions of education, language and religions of world regions. develop problem solving, critical thinking, collaboration, communication and technological skills.

Course Structure

Global Connections is a set of interdisciplinary middle school elective courses designed to provide students with the essential skills needed to be a productive and globally minded citizen. The courses consist of 15 Connections within six units of study, culminating with an end-of-course service project. Rather than being a scripted curriculum, Global Connections focuses on current events, resource availability and your students needs.

Course Units
Global Village | Students will evaluate the elements of culture and how it influences behavior, communication and perspectives around the world. Environment | This unit will study connections to global environmental issues by exploring the populations, resources and built environment of other regions.

Society | Through learning about the literacy, religion, education and the oral and written languages of others, students will become familiar with societies around the world. Technology | Students will learn about global technologies by studying the transportation, communications and energy resources of other regions. Arts | Through an exploration of performing arts, fine arts and pop culture in other regions, students will gain knowledge of global cultures. Service | By the end of the course, students will design a service-learning program that addresses a global issue studied in the 15 Connections.

Key Components of Global Connections

Teacher Professional Development Educators will have access to a Global Connections training session and additional face-to-face workshop. An online community will provide teachers with additional opportunities to collaborate and share best practices. VIF also provides classroom observations and feedback sessions to provide maximum support to Global Connections teachers as needed. Online Community Through the VIF online community, teachers obtain resources related to Global Connections courses, share global teaching ideas and reflect on best practices. The community provides space for collaboration with educators teaching electives in schools across their district and beyond.

Learning Objectives

Global Pathways allows students to investigate world culture, the uniqueness of different cultures and how current issues in world regions are connected to their language of study. Students will: Understand and describe their own cultural identity, values and beliefs. Utilize perspective-taking skills to interpret, discuss and analyze diverse viewpoints. Identify geographical features of select countries of study in the four major geographical regions. Understand current events of different countries and their impact on culture and the citizenry.

 Examine the dimensions of religion and its role in shaping culture. Develop problem solving, critical thinking, communication and technological skills.

Key Components of Global Pathways

Course Structure Global Pathways is a series of four high school interdisciplinary courses: cultural studies, social foundations, economic issues and science issues. Teacher Professional Development Global Pathways professional development components provide teachers with the knowledge necessary to become an effective global educator. Through an initial two-day training session and a face-to-face workshop, teachers will be given the tools needed to teach and investigate culture and world issues. An online community geared towards Global Pathways teachers will provide additional opportunities to collaborate and share best practices. VIF also provides classroom observations and feedback sessions to provide maximum support to Global Pathways teachers as needed. Online Community Through the VIF online community, teachers obtain resources related to Global Pathways courses, share global teaching ideas and reflect on best practices. The community provides space for collaboration with educators teaching electives in schools across their district and beyond.

Elective Course
Cultural Studies | Students will comprehend the significance and degree to which cultures are becoming increasingly interconnected and the foundational dimensions of culture. Students will study topics in geopolitics, religion, language and culture, and dynamic history.

Our Impact
Today, fewer than one in five Americans has a passport. Many U.S. students have never left their home states or communities. International education brings the world to our students, sparking a love of learning and a new curiosity about the world and its people.

Student Impact VIF international teachers leave lasting memories with their students, often continuing their collaboration after returning home through email, pen pal programs and school exchanges. In this way, the VIF experience lasts a lifetime.

School Impact Highly qualified VIF teachers from around the world grow from the professional development opportunities in living, teaching and traveling in the United States. VIF teachers also help build a diverse workforce. They share varied educational practices and teaching methods and provide international exposure and experience to U.S. colleagues. International Diplomacy In their exchange visits, teachers serve as role models to students, often disproving stereotypes about their home countries and providing countless citizens with positive relationships and experiences. Just as they serve as cultural ambassadors in the U.S., VIF teachers also serve as goodwill ambassadors on behalf of the U.S. once they return home.

Canadian Educator Exchanges

The Canadian Education Exchange Foundation is a non-profit foundation which facilitates both student and educator exchanges. International educational exchanges offer educators and their students an opportunity to broaden their understanding of one another's cultures, customs and languages. Exchanges are rewarding, but there are some factors you need to consider prior to applying to the program. Finances: Will you and your family be ready for the expenses on an exchange? You will usually spend more than you normally would for long distance telephone bills, postage, insurance to travel. The biggest expense will be travel, not only to your host country, but also to take advantage of other travel and touring opportunities available to you during the exchange year. Stability & Stress: An exchange is never a solution to personal or professional problems. Are you secure in your current lifestyle and relationships? Experience has shown that participants who hope to solve problems related to marriage, family, professional relationships or other stresses by going on exchange usually find the problems compounded. School Support: Are your principal and colleagues supportive of your desire and willing to help and work with your exchange partner? Discuss this with your principal before applying. Commitment: The spirit of exchange requires fairness, consideration, and commitment. You must be available for matching until the end of June (at least) and must intend to accept an exchange if it is offered. In recent years, due to changes in Canadian immigration and visa procedures, we have been able to make matches right through until the end of August. This means you will not be able to apply for promotions, transfers, or any other program that might prevent you from participating in an exchange.

The program
CEEF will arrange exchanges for educators at the elementary, secondary and in some cases college levels. CEEF maintains links with the Ministries/Department of Education and Training, and works with official exchange authorities -- either governments or government-sponsored authorities in other countries. The basic exchange program assumes that a Canadian teacher will exchange his or her teaching position with an educator in another country or province for a period of one year. Canadian

educators continue to be employed and paid by their home school boards. All benefits and seniority are retained. Exchangees are required to trade residences or provide appropriate living accommodation for the incoming exchange partner. Both partners are asked to arrange for local community and school sponsors to greet the incoming exchangee and to act as an advisor throughout the year.

DESTINATIONS
CEEF offers interprovincial exchanges for Ontario, British Columbia, New Brunswick, Nova Scotia and Prince Edward Island teachers with counterparts from all other Canadian provinces, except Quebec. Destinations for international teacher exchanges are: Australia, Denmark, Germany, New Zealand, TheNetherlands, Switzerland, The United Kingdom (including England, Scotland, Wales and Northern Ireland), Colorado, U.S.A. and the Council of International Schools. Applicants may request an exchange with one or more CEEF partner countries. However, some countries, subject areas, and grade levels are harder to match than others. The more exchange destinations an applicant is willing to accept, and the more flexible a school can be in the teaching assignment for the incoming teacher, the easier it is to find a suitable match. Both exchangees must be capable of handling the teaching task and other professional responsibilities in their host school. Normally, exchanges for the Northern Hemisphere start in September and coincide with the Canadian school year. For the Southern Hemisphere, exchanges begin in January or February and continue for a full year.

Philippine-American Educational Foundation

The Philippine-American Educational Foundation (PAEF) is a binational organization responsible for the administration of the Fulbright exchanges between the Philippines and the United States, the Hubert H. Humphrey fellowships, and the East-West Center scholarships. It also serves as a clearinghouse for information on educational institutions and programs in the Philippines and the United States.

History
The Philippine-American Educational Foundation (PAEF) was established on March 23, 1948 through an executive agreement signed by the governments of the United States and the Philippines. It was established to carry out educational exchanges involving students, academics and professionals from both countries. Since 1948, the Fulbright, East-West Center scholarships and Hubert H. Humphrey fellowships have been awarding grants numerous of Filipinos and Americans for graduate and non-degree studies, teaching and research in the Philippines and the United States. It has enriched several generations of Filipinos and Americans. Living in a different culture, forming lasting friendships with colleagues in foreign countries and sharing new horizons are all part of what has come to be known as the "Fulbright experience."

Vision & Mission

The Philippine-American Educational Foundation believes in the importance of education. It promotes international good will through the exchange of students in the fields of education, culture, and science. It also promotes better relations and understanding between the people and nations of the United States and Philippines. And by administering the Fulbright and Hubert H. Humphrey fellowships , and the East-West Center scholarships and, PAEF lives up to its mission. While continuing to strengthen links with the academic and community, PAEF will broaden partnerships with the private sector and build new connections with business and philanthropic organizations in order to carry on its mission of recruiting the best and the brightest young leaders and professionals for the service of Philippine and American societies.

Program and Activities

The Philippine-American Educational Foundation handles different programs for each organization: (Fulbright, East-West Center scholarships and Hubert H. Humphrey fellowships)

The Fulbright Philippine Program

The Fulbright awards scholarship to Filipinos to study at the graduate level (master's or doctoral studies) or pursue non-degree doctoral enrichment or doctoral dissertation research in the United States.

Fulbright-Philippine Agriculture Scholarship Program (FPASP)

In cooperation with the Department of Agriculture, PAEF gives grants to Filipinos from the agriculture, forestry, and fisheries fields to pursue graduate degree and non-degree studies, research, and consultations in the United States, and to Americans to conducts lectures, research and consultations in the Philippines.

Scholarship Program for the Mindanao Advanced Education Project (MAEP)

PAEF works to increase educational exchange opportunities for scholars and institutions from Mindanao through a grant from the Philippine Commission on Higher Education (CHED). Scholarships are given to qualified faculty from universities participating in the MAEP for non-degree study and research in U.S. universities.

Fulbright-Foreign Language Teaching Assistant (FLTA)

The FLTA Program provides an opportunity for young, international teachers of English to refine their teaching skills, increase their English language proficiency and extend their knowledge of the cultures and customs of the United States while engaging in non-degree studies.

Advanced Research and University Lecturing Program

These awards are given to academics for conducting research or lecturing in the United States. Awards cover travel, tuition, stipend, books, and professional activities, and health and accident insurance. All fields are eligible except medicine, nursing, engineering, applied mathematics, and applied sciences.

The Fulbright U.S. Program Student Awards

Grants are given to American graduate students and graduating senior students for research and study in the Philippines. Awards cover travel, monthly maintenance, books and incidentals, professional activities, and accident/health insurance.

Fulbright Senior Specialist Program

This program is designed to provide short-term academic opportunities (two to six weeks) for U.S. faculty and professionals. Shorter grant lengths give specialists greater flexibility to pursue a grant that works best with their current academic or professional commitments.

Fulbright-Sycip Family Foundation Distinguished Lecturing Program

This program brings distinguished American academics and professionals to the Philippines to give lectures in the field of American foreign policy, economic policy, and business practices.

Hubert H. Humphrey Fellowship Program

Established in honor of the late U.S. Vice President Hubert H. Humphrey, this fellowship program sends outstanding mid-career Filipino professionals in public service from both the public and private sectors to the United States for a year of university study and work-related practical experience. The program develops leaders who will have a "multiplier effect" on their society.

East-West Center Graduate Degree Program

This program awards scholarships to Filipinos to pursue graduate studies at the University of Hawaii and participate in East-West Center programs. Awards are also given to Filipino professionals for non-degree advanced work at the Center. These full scholarships cover the costs of tuition and fees at the University of Hawai'i, books, housing in an East-West Center dormitory, meals and incidental expenses and health insurance. Funding for field study is also offered on a competitive basis.

Frequently Asked Questions

General Information
How many awards are there?
The number of awards under the Fulbright and the co-sponsored programs depend on the level of funding the Foundation receives each year. In the past five years, 7-10 Fulbright student awards and about 3-5 Fulbright senior awards are given each year.

What do the scholarship awards provide?

Fulbright scholarships and Humphrey awards provide international travel, in-transit allowance, settling-in allowance, tuition and fees for university course work, accident/sickness insurance, monthly maintenance, books, computer, professional activities and dissertation research allowance (for Ph.D. grantees). For more information, visit the Scholarships section.

What is the maximum funding one can get?

Awards for MA/MS and Ph.D. degree programs under the regular Fulbright program are given initially for one year and are renewable for a second year depending on academic performance. Doctoral enrichment and dissertation research awards are for a maximum period of one academic year (ten months). Awards for advanced research/lecturing are for three to five months.

Are Fulbright grants awarded for study in a third country?

No.

Can a person pursue a medical degree with a Fulbright grant?

The Fulbright program does not cover medical studies.

Is a U.S. citizen who claims dual citizenship or a permanent resident of the U.S. eligible for a Fulbright award to the U.S.?
No, the U.S. recognizes only the U.S. citizenship of such individuals and not their claim of any other citizenship. Furthermore, a permanent resident of the U.S. will not be able to fulfill the residency requirement of an exchange visitor visa (J-1).

Under which visa category do persons participate in the Fulbright program?

All foreign student Fulbright grantees are required by the United States Department of State and the J. William Foreign Scholarship Board to be on "J" visas under Exchange Visitor Program No. G-1-1 only for the duration of their financial sponsorship including travel.

Eligibility
What are the general eligibility requirements for a Fulbright scholarship?

Minimum eligibility requirements include Filipino citizenship, an undergraduate degree, good health, two years work experience after college in field of specialization, proficiency in English, and not be older than 40 years of age at the time of application for a grant for degree studies. The age requirement is waived for nondegree doctoral enrichment/doctoral dissertation research awards. Applicants for advanced research/lecturing awards must have Filipino citizenship, a doctoral degree or at least five years of substantial professional experience, good health, and English fluency.

What are the general requirements for a Humphrey fellowship?

Filipino citizenship, at least an undergraduate degree, five years of substantial professional experience, fluency in English, demonstrated leadership qualities and record of public service.

Do I need an offer of admission from a university in the United States prior to applying for a Fulbright award?

No. Admission to a program in a U.S. university is not a prerequisite.

Is a U.S. green card holder eligible for a Fulbright award to the U.S.?
No. A permanent resident of the U.S. will not be able to fulfill the residency requirement of an exchange visitor visa (J-1).

Is an individual currently studying and researching in the U.S. eligible for a Fulbright award?
No.

Application Timeline
When should I apply for a Fulbright award?

For the Fulbright graduate student award, December to March each year. Fulbright application forms are available for download. All application requirements, including the application form, must be received by PAEF in printed form on or before the published deadline of each year. Applications forms for the Fulbright advanced research/lecturing awards are available from July through October. All application requirements, including the application form, must be received by PAEF in printed form on or before the published deadline of each year.

When should I apply for a Humphrey fellowship?

March through June each year. All application requirements, including the application form, must be received by PAEF in printed form on or before the published deadline of each year.

What forms or tests do I need to apply for the Fulbright?

Completed and signed application form, official copy of transcripts of records from all universities/colleges attended, certified true copies of all college and/or graduate degree diplomas, and four letters of recommendation. Tests such as the TOEFL and the GRE are not required until you have been chosen as a finalist.

Completing the Application

What do you want to see in my application?
Your application statement is your opportunity to explain why you want to study in the U.S. It must be clearly stated, should highlight areas of interest and academic preparation and should relate them in a closely reasoned, concisely presented format, taking into account career objectives, home-country program priorities, specialized experience, and other relevant considerations. You should be more specific in describing specialized objectives or research goals within your field of study.

What exactly do you mean by leadership potential?

You should demonstrate the potential to achieve positions of significant responsibility. Your academic and professional experience should indicate a promise of becoming a prominent figure in your field.

What do you want to see in my statement?

The Statement of Purpose is your opportunity to explain to the committee why you want to study in the U.S. It must be clearly stated, should highlight areas of interest and academic preparation and should relate them in a closely reasoned, concisely presented format, taking into account career objectives, home-country program priorities, specialized experience, and other relevant considerations. The applicant should be more specific in describing specialized objectives or research goals within the field of study.

How many recommendation letters do I need? Which referees should I choose?

You need to provide four recommendation letters. Letters of reference play a very important part in scholarship application. Unrevealing letters can jeopardize your chances of success as much as negative ones can. References should be requested from professors who are able to provide a thorough assessment of academic performance and professional promise, or from people who have supervised you in work relevant to your proposed study.

I am a new graduate and have no work experience; will my application be at a disadvantage? What if my work was not in the same area of study as my undergraduate/postgraduate degree?
Work experience in the field you wish to pursue is an indication of your commitment to that field and is considered additional preparation for graduate work in that field. At least two years of work experience after college is a minimum requirement.

Shortlisting and Interviewing

What happens to my application after submission?

Your application is reviewed in-house. If you meet the basic requirements, it will be sent to the committee members for evaluation. The committee either recommends you for interview or not.

How many interview slots are there?

It depends on the number of applicants: more qualified applicants mean more applicants to interview.

Can I have an interview over the phone?

No. All candidates must be interviewed in person at the designated time and venue.

Who is on the selection panel?

The selection committee is composed of six to seven Filipino and American experts representing the fields of study of the pool of applicants. It is drawn from the following list: Commission Board members, senior academics, U.S. Embassy representatives, Fulbright alumni, and the Executive Director of PAEF who sits as a non-voting member.

When are the interviews held?

Interviews are held towards the end of May each year. Luzon applicants are interviewed in Manila, Cebu for Visayas applicants and Davao or Cagayan de Oro for applicants from Mindanao.

How soon after the interview will I hear the outcome?

Decisions are released through postal mail towards the end of September.

Receiving the Scholarship

Can I defer the scholarship to the following year?
No.

What happens after I am chosen as one of the final candidates?

You will be asked to complete a new set of application forms similar to the PAEF forms. These forms will be submitted to the Institute of International Education (IIE). IIE will review your application and match you with four universities. A good match is achieved when the university/ies has/have the program you want and if your qualifications meet the requirements of the university/ies. IIE will submit your application to at least four universities.

The application instructs applicants to name three universities of their choice. Will IIE honor my choices?
IIE will try to honor your choices. However, if there is no match between you and your choice/choices, IIE will find other universities where you stand a better chance of gaining admission.

What about qualifying exams?

You will be required to take the TOEFL and GRE exams. PAEF will give you test vouchers for these exams which will serve as your payment when you regist

Personal gains and benifits

A DIFFERENT TEACHING ENVIRONMENT Exposure to different teaching methodologies and approaches can enrich your teaching practice and expand your vision. A CHANGE OF SCENE You and your school will benefit when you return with increased motivation, refreshed enthusiasm and energy for teaching. THE EXCHANGE TEACHER AS A RESOURCE The incoming teacher can bring a fresh and different outlook into the school, and assist in the school's international activities. You yourself will be a direct contact in America; you and your exchange partner can bring American resources, materials and culture into your school.

A BASIS FOR LINKS, NETWORKING AND JOINT PROJECTS There is enormous potential for broadening pupils' perspectives on the wider world. An exchange can provide a means of developing links at class or whole school level, with the possibility of involving a range of colleagues in a wider linking project.

BENIFITS INCLUDED: Increase your self-confidenceGain independence and maturity Grow your global network of friends Gain better appreciation of other cultures as well as your own Be prepared to face challenges in the futureLearn to creatively solve problems Better understand your personal strengths and weaknesses

WHY?

You will be removed from your comfort zone and placed in a foreign environment You will be exposed to new traditions and social and academic customs You may not speak the language of the host country You have to make new friend

International Programs and Teachers Professional and Cultural Development

The importance of international educational exchanges has been emphasized by many scholars and politicians. Educational exchange programs contribute greatly to the major goals of international understanding by promoting an awareness of the shared nature of most human concerns. They develop participants understanding and respect for other people and their cultures, awareness of the increasing global interdependence between peoples and nations, ability to communicate with others, understanding of the necessity for international solidarity and cooperation, and awareness not only of the rights, but also the duties incumbent upon individuals, social groups, and nations towards each other . Describing the significance of school exchanges, Burn contended that exchanges of teachers should have more priority and support because of their multiplier impact, assuming experience abroad affects what teachers teach and how, as well as their perceptions and attitudes towards other countries and cultures (p. 131). Albert Shanker, president of the American Federation of Teachers, recommended that school teachers in all disciplines should be encouraged to attain proficiency in a foreign language and to teach abroad on exchange as part of this effort Teachers who have been short-term international sojourners teach more accurately, authoritatively, creatively, enthusiastically, with more understanding about places they have visited; they extend themselves to people of different cultural background and they are generally committed to passing on their knowledge to students and community. Leestma ,Associate Commissioner for International Education, summarized some of the values of the international exchange of teachers for American schools and the American people: (a) teachers have an opportunity to compare their own educational organizations with the systems of other countries, (b) teachers develop a better understanding of themselves and of their society through the perspectives gained by cross-cultural experience, (c) teachers acquire new educational and cultural knowledge, (d) teachers are more stimulating when they can draw on their first-hand experience, (e) with the exchange of teachers, the schools in both countries can move forward and enrich their regular instructional programs with this valuable opportunity for students and teachers to have a sustained experience with a citizen and a professional educator from another country, (f) exchange teachers, after returning from abroad, often share their new knowledge and experiences with civic groups and professional societies, thus influencing public understanding of international relations as well as classroom instruction, and (g) the exchange teaching experience can grow into continuing and expanding bonds between the schools in both countries and in their respective communities.

Teachers international experiences have become a powerful tool in reconceptualization of various curricular topics and in expanding pedagogical content knowledge. Teaching practices and curricular decisions made by exemplary teachers who reflect critically on their international experiences are usually characterized by cross-cultural experiential learning, emphasis on multiple perspectives and perspective consciousness, multiple realities, and multiple loyalties implementing international and global education in schools try : (a) to make connections across cultures and civilizations and across global issues instead of teaching them separately, (b) to identify historical antecedents to current world issues and problems, (c) to link global content to the lives of their students, and (d) to teach tolerance and appreciation of cultural differences Many experienced teachers use reflection as their teaching strategy. Teachers reflection is an integral step in developing instruction that brings about student reflection so that students can begin to see the world around them in new ways Clearly, reflective strategies or experiential learning in international education assume direct contacts with other cultures and peoples. Direct interactions and contacts with different cultures, political or educational systems, and representatives of these cultures (a) improve teaching about the places visited, (b) engender educators responsibilities for passing on the experience, for opening windows on the world to others, and (c) encourage teachers to try more cross-cultural encounters Such contacts also help educators understand what it feels like to live outside of the mainstream. Merryfield pointed out that the dissonance between identity and the meaning made of the experience during the encounter with another culture made the lived experiences become, in retrospect, milestones in the development of a consciousness of multiple realities This recognition led many educators to realize that the multiple realities that exist in a community or country also exist globally The immediate demands of todays world, the interdependence of the global economy, and the increasing ideological and cultural pressures experienced by contemporary students make international exchanges a meaningful tool in international and global education and an inseparable part of the educational process. Not only do they assist in an understanding of other cultures, they also make all agents of education aware of the multiple processes that take place in their own nations and communities. By the same token, experience in international and global education helps students develop personal qualities and skills, such as tolerance, perspective consciousness, acceptance of multiple realities, and global dynamics. In this situation, classroom teachers become key figures in providing the knowledge and skills necessary in international education. Exposure to various cultures, hands-on international experience, ability to critically compare the achievements of foreign and native cultures, experiential learning, and direct involvement in international programs, in their turn, become critical for truly international educators.
PROFESSIONAL DEVELOPMENT A teacher exchange completely immerses you in the life of the school and the country, and so provides you with a real opportunity to find out about contemporary American culture. Many participants have found a teacher exchange has helped them towards to future promotion. The experience can also provide first hand information for future study.

Classroom teachers involved in