1. Module 2 Teacher Exchange
Binational teacher who participated in 2013 in the Northern Region of Colorado, and summer school students

2. Background and Overview
Binational Teachers from the State of Colorado, who went to visit Jalisco in 2014, with students from Escuela Secundaria Adolfo Lopez Mateos in Tonala, Jalisco

3. Binational Teacher Exchange
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

4. Binational Teacher Exchange (cont.)
The Binational Teacher Exchange is designed to provide a cultural and educational exchange to benefit binational migrant students in the U.S. as well as expertise to educators serving binational students.

5. Binational Teacher Exchange (cont.)
These direct experiences among exchange teachers result in a better understanding of the cultural, educational, and linguistic diversity of Mexico and the U.S.

6. Binational Teacher Exchange (cont.)
Mexican 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
Mexican states agree to cover transportation to/from Mexican and US

7. Binational Teacher Exchange (cont.)
US teachers/administrators visiting Mexico
Mexican states agree to cover local transportation
US states agree to pay for transportation to/from US and Mexico, for room and board, local transportation, health insurance, substitutes teacher costs.

8. Objectives of the BTE
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.
Binational students are missing school because they lack proper paperwork (e.g., Apostille, Certificate of Completion from Mexico, and Transfer Document). due to frequent border crossings.

9. Objectives of the BTE (cont.)
To encourage ongoing communication between US and Mexican teachers in order to share educational experiences that promotes continuity of educational practices.
Binational students are missing school because they lack proper paperwork (e.g., Apostille, Certificate of Completion from Mexico, and Transfer Document). due to frequent border crossings.

10. Objectives of the BTE (cont.)
To improve the educational services offered to the Mexican and Mexican descendent school population living in the US through the binational teacher exchange.
Binational students are missing school because they lack proper paperwork (e.g., Apostille, Certificate of Completion from Mexico, and Transfer Document). due to frequent border crossings.

11. Approximately Teacher Exchange Participation
150 teachers from Mexico went to the U.S.
25 teachers from the U.S. went to Mexico

12. States in the US Receiving Teachers from Mexico
Arizona
California
Colorado
Florida
Idaho
Michigan
Minnesota
Nebraska
Oregon
Pennsylvania
Washington

13. States in the US Sending Teachers/Administrators to Mexico
Arizona
California
Colorado
Florida
Michigan
Nebraska
Oregon
Pennsylvania
Washington

14. Application Submissions (December) Assignation (February)
Process and Timeline
Invitation/ Convocatoria (November)
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
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.

15. Compilation of Data (September)
Process and Timeline
Final Arrangements (May)
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 Data (September)
Data gathering materials regarding the implementation of all components of the binational initiative are submitted using the Binational State Director Survey

16. Activity
See Handout #13

17. Components of a Successful Teacher Exchange
Plan
Staff Development
Parent and Community Outreach
Evaluation

18. Planning Process for Mexican Teachers
Transportation:
To/from airport/housing/work place
Financial Considerations:
Reimbursement of J1, B1/B2 Visa fees
Stipends
Work Place:
Supplies and materials
Access
Required Documentation:
J-1 Visa, B1/B2 Visa
Required Medical Care/Insurance
Room and Board:
Host Family
Hotel/Motel
Dormitory

19. Host Family Process
When hosting a Binational teachers, you will have the opportunity to learn about their culture, folkloric dances, and many other great talents that they bring from various states in México. In addition, you will also be able to share your culture with the Binational teacher for them to take back to Mexico.
See Handout #8, 9 & 10

20. Staff Development
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.

21. Staff Development (cont.)
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

22. Staff Development (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.

23. Staff Development (cont.)
Conducting a culminating cultural activity for students, families, staff, and members of the community.
Provide onsite orientations that include both U.S. and Mexican teachers and directors.

24. Staff Development (cont.)
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.

25. Parent and Community Outreach
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
Outreach to binational migrant parents requires knowledge of community resources; flexibility to reach and serve parents, often through non-traditional avenues; planning that involves meaningful contact in the language that parents understand; and prompt follow-up to address family questions and needs.

26. Parent and Community Outreach (cont.)
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.)
Outreach to binational migrant parents requires knowledge of community resources; flexibility to reach and serve parents, often through non-traditional avenues; planning that involves meaningful contact in the language that parents understand; and prompt follow-up to address family questions and needs. Include a program brochure of the participating State

27. Parent and Community Outreach (cont.)
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).
Outreach to binational migrant parents requires knowledge of community resources; flexibility to reach and serve parents, often through non-traditional avenues; planning that involves meaningful contact in the language that parents understand; and prompt follow-up to address family questions and needs. Include a program brochure of the participating State

28. 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.
SDP- Service Delivery Plan See handout #11

29. 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
See handout #12

30. Evaluation (cont.) Examples of Evaluation
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
See handout #12

31. Resources
Binational Migrant Education Teacher Exchange: A Guide for Supporting Binational Migrant Students found at
Visa information provided by the Department of State can be found at