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• iTEP English Proficiency Exam. Having good communication skills and command of the English language is a requirement for every JCU teacher. Having the ability to communicate proficiently with their colleagues, students, and principals without getting lost in translation is one of the skills we look for in an international teacher. One way of gauging this skill is through a standardized English exam like iTEP, which measures both written and spoken English. Schools will have access to our teacher’s iTEP exam scores.

• Video Teaching Demo. Having great classroom management and teaching strategies are important skills we look for in an international teacher. We believe that effective classroom management paves the way for the teacher to engage the students in learning. A disorganized classroom without routines and expectations makes it difficult for the teacher to do her job. Classroom management strategies help create an organized classroom environment that's conducive to teaching. Fostering and improving your students' learning strategies is important for them in order to learn successfully. Schools will have access to these video teaching demos.

• Criminal Background Check. Background checks are an integral part of our hiring process. By screening a candidate through a comprehensive background check process, school districts increase the chances of preventing negligent hiring lawsuits and provide a safer work environment for their students and colleagues. Background checks will be available for the school districts prior to the interview.

• Teaching Experience. One of the eligibility requirements for the J-1 Visa Exchange Program for teachers is to have at least a minimum of 2 years of “full-time” classroom teaching experience. Based on a review of 30 studies published within the last 15 years that meet rigorous methodological criteria in analyzing the effect of teaching experience on student outcomes in the United States, we find that Teaching experience is positively associated with student achievement gains throughout a teacher's career. As teachers gain experience, their students are more likely to do better on other measures of success beyond test scores, such as school attendance. This is why we prefer teachers in our diverse roster to have at least 3 or more years of teaching experience.

• Instructional and Behavioral Interviews. Behavioral Based Interviews (BBI) is a reliable way to assess a candidate’s ability to articulate teaching skills and describe past performance. This is also a good alternative for schools to have access to gauge the teacher’s ability to teach inside the classroom if they have no way of watching the teacher in a live classroom scenario. The results of the BBI will also be available for our school districts when vetting for the teacher/s.

• Cultural Adaptiveness. Flexibility in teaching is an important factor for student success, particularly for the success of all students, regardless of learning style. As stewards of learning, educators have the power to reach students on many different levels and to understand differences in learning styles, cultural backgrounds, and student intelligence. Good teachers are never rigid; they are willing to change in order to make learning an adaptive and effective experience.

• Highly Qualified Teachers. One of the most important factors in raising student achievement is a highly qualified teacher. Research shows that teacher subject-matter knowledge is greatly associated with student learning. In this era of high standards and high expectations, having a highly qualified teacher has never been more important.

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