Newly arrived Filipino J-1 teachers begin new chapter in Tucson, Arizona

TUCSON, Arizona – For Filipino teacher Nita Moreno, pursuing her dream of teaching in the United States meant leaving behind someone she loves most: her seven-year-old daughter in the Philippines. 

Moreno, who arrived from Iloilo City in August, is among the newly arrived Filipino educators beginning a new chapter in Tucson, Arizona, where international teachers are helping address classroom staffing shortages while navigating the challenges of living thousands of miles from home. 

“One thing that I sacrificed the most, and it’s coming from my heart, is my time with my daughter,” Moreno said. “Watching her grow up is one thing that I sacrificed just to be here in the U.S. to teach.” 

As the holiday season approaches, Moreno is preparing to spend her first Christmas away from her daughter, a painful reality behind her pursuit of professional opportunities abroad. 

The Tucson Unified School District (TUSD), which has 180 international teachers, many of whom are Filipinos under the J-1 visa program, held an induction and transition training program last November 7 for some of its newly arrived international educators. 

The event featured presentations, training sessions, and networking activities designed to help teachers adjust to the American education system, manage classroom challenges, and adapt to cultural differences in their new environment. 

John Fernandez, chief human capital officer of TUSD, said the district began expanding international recruitment to address persistent teacher shortages, particularly in science, technology, mathematics, and special education. 

“When I came in, we had very hard-to-fill positions that were throughout the district,” Fernandez said, referring to staffing challenges he encountered when he joined the district four years ago. 

Fernandez also praised Filipino educators for their familiarity with English-language instruction and their dedication to teaching. 

“All the Filipino teachers I have worked with and seen in the classroom are dedicated, hardworking, and really care about the children and the students and the schools that they’re serving,” he said.

For newly arrived Filipino educators, transitioning into American classrooms involves more than mastering a new curriculum. 

Experienced Filipino teachers Martha Isiderio-Gutierrez, Julia Bayang, and Marvencent Bangoy shared practical advice during the induction program, drawing from their own experiences teaching in the United States. 

Isiderio-Gutierrez, who has spent eight years with TUSD, recalled that classroom management was one of her biggest challenges when she first arrived in 2019. 

“It’s quite different back in the Philippines teaching here in the U.S.,” she said. 

Bayang, now in her third year with the district, explained that differences in student behavior, instructional approaches, and curriculum expectations can be overwhelming for new international teachers. 

“There’s a lot of changes in how we handle classes and how we handle kids and how we handle basically the curriculum itself,” she said. 

However, Bayang emphasized that the support of fellow educators and the school district helps newly arrived teachers navigate these challenges. 

Bangoy, who has taught in the district for six years, likewise encouraged new teachers to develop strong classroom management skills and understand the cultural differences between Filipino and American students. 

Their experiences offered reassurance to newly arrived teachers facing similar challenges for the first time.

For some Filipino teachers, the opportunity to work in the United States represents a chance to expand their professional experience while sharing their culture with American students. 

Paul, a newly arrived first-year international teacher, said he decided to pursue the J-1 program to challenge himself, experience a different educational system, and grow professionally. 

“This is something that I have to get out of my comfort zone and be up for the challenge,” he said. 

It is also his first time traveling abroad and living away from his family. 

Asked whether he plans to remain in the United States permanently, Paul said his immediate priority is to make the most of the cultural exchange program. 

“I’m going to be focusing on making this experience worthwhile, not just for me but for my students as well,” he said. 

For Evelyn Hilario, a teacher from the Bicol region, the experience is also an opportunity to gain knowledge she hopes to bring back to the Philippines. 

Hilario said she wants to share the teaching practices and cultural experiences she learns in America with educators in her home province after completing the program. 

Meanwhile, Filipino teacher Romel Gatila highlighted the cultural exchange activities that connect students in the Philippines with their counterparts in the United States. 

Through these activities, students from both countries can interact, ask questions, and learn about one another’s cultures and traditions.

Although the J-1 visa program is designed primarily for cultural exchange, professional growth and better career opportunities remain important considerations for some Filipino educators. 

Bayang acknowledged that international teachers may eventually explore opportunities beyond their initial exchange programs, depending on their individual circumstances. 

Bangoy also noted that the prospect of greater professional opportunities in the United States can influence teachers’ long-term career aspirations. 

However, any decision to remain in the country beyond the exchange program would be subject to applicable U.S. immigration requirements. 

For the newly arrived teachers, the immediate challenge is learning to navigate a different educational environment while building meaningful relationships with students, colleagues, and their new communities. 

The November 7 induction program was organized by TUSD officials Monica Sanchez, director of talent acquisition and diversity and inclusion; Dalila Durazo, HR executive assistant and international teacher liaison; and Wendy Peterson, international teacher core group lead. 

The gathering provided newly arrived international educators with an opportunity to learn from experienced teachers who once faced the same uncertainties of starting over in a foreign country. 

As American school districts continue to seek qualified educators, Filipino teachers are contributing their skills, knowledge, and cultural perspectives to classrooms abroad. 

But behind their professional aspirations are personal stories of courage, separation, and sacrifice. 

For Moreno, every day spent teaching in Arizona is also another day away from watching her daughter grow up in the Philippines. 

For most newly arrived educators, the journey represents an opportunity to grow professionally while sharing Filipino culture and learning from their American communities. 

Thousands of miles from home, these teachers are not only shaping young minds in American classrooms. They are also carrying the hopes of their families and the pride of a nation known for its dedicated educators.