Through the J-1 Teacher Exchange Program with Teacher Lounge, Maredy’s journey from the Philippines to the United States, became a meaningful chapter of growth, both professionally and personally.
Today, Maredy teaches Grade 10 Integrated Mathematics (Accelerated) in California, supporting a diverse student population in a rigorous learning environment. But her role goes beyond the classroom. She also mentors other educators, helps implement curriculum, and uses research-based strategies to help students thrive.
Her story is a reminder that international teachers bring more than talent. They all bring leadership, a global perspective, and deep commitment to student success.
Why She Chose to Teach in the U.S.
“I wanted to advance my professional expertise, collaborate with other educators, and apply research-based strategies in my teaching,” she shared.
But equally important for Maredy, was the cultural exchange. Teaching in the U.S. was more than lesson plans, it was also about connection, learning, and representing her culture with pride.
First Impressions of Teaching in the U.S.
When she first arrived, what stood out to her most was the culture of excellence and collaboration. She noticed that schools encouraged educators to be reflective, open to innovation, and highly intentional about instruction.
“The environment encouraged accountability and data-driven decision-making. It really supports educators in refining how they teach to meet diverse student needs.”
From the beginning, she knew it would be a demanding experience, but also one that would help her evolve quickly.
What Teaching in the U.S. Is Really Like
Teaching accelerated secondary math in a U.S. classroom means planning lessons with depth, structure, and purpose and making sure every student has access to learning, regardless of background. But one of her most meaningful responsibilities has been stepping into leadership through mentorship.
In her role:
- Maredy designs and delivers lessons that focus on conceptual understanding, not memorization.
- Encourages mathematical reasoning and student discourse.
- Uses data from formative and summative assessments to guide instruction.
- Supports students with different learning needs, including students with IEPs and multilingual learners.
- Integrates research-based strategies to connect academic theory with real classroom practice.
A Defining Leadership Moment
One of the most rewarding parts of Maredy’s experience has been being trusted with responsibilities beyond teaching.
She serves as an Alder Mentor, supporting a resident teacher through coaching, structured feedback, and professional guidance.
“It pushed me to grow in new ways, not only as an educator but as someone who helps other educators improve.”
For her, mentorship became a powerful reminder that the program can open doors to meaningful leadership and that international teachers are not only capable but essential contributors in U.S. schools.
Professional and Personal Growth
“Professionally, the program strengthened my ability to teach at a high level and lead with intention. Overall, the experience transformed me into a more reflective educator and a globally minded professional.”
Living in a multicultural environment pushed her to adapt quickly, communicate with more clarity, and lead with empathy.
She developed deeper expertise in:
- Research-based instruction
- Data-driven decision-making
- Designing rigorous lessons for diverse classrooms
- Mentoring, coaching, and giving constructive feedback
- Personally, the experience shaped her confidence and resilience.
Challenges and How She Grew Through Them
Yes, the experience came with some challenges, for example, adjusting to a new education system, navigating cultural differences, and being far from family were all real obstacles, especially at the beginning. There were also differences in communication styles and expectations at work. Although over time, she gained confidence and a deeper sense of belonging.
Maredy overcame these challenges by:
- Keeping a growth mindset
- Asking for feedback and applying it quickly
- Building strong relationships with colleagues and mentors
- Staying connected with her support system back home
- Engaging in professional learning communities
Living and working with people from different cultures
“It became an environment of mutual learning and appreciation”.
Working in a multicultural environment was one of the most enriching parts of her journey. Daily collaboration with colleagues and students from diverse backgrounds helped her expand her perspective, strengthen her collaboration skills, and become more culturally responsive in her teaching.
How the Program Shaped Her Long-Term Goals
As she shared with us, the program strengthened her professional visibility and clarified her long-term direction.
Teaching in the U.S. helped her refine instructional practices and develop stronger leadership capacity, especially through mentoring and innovation in teaching.
And just as importantly, it helped her grow personally: becoming more adaptable, confident, and globally minded.
Advice to Future Teachers Considering the J-1 Program
Come prepared, but stay flexible.
“Approach the program with an open mind, strong work ethic, and willingness to grow. The J-1 program is about developing leadership, resilience, and a global perspective that stays with you for life.” I would encourage future teachers to:
- Learn U.S. teaching expectations in advance
- Ask questions early (and often)
- Build relationships with colleagues
- Accept feedback as part of growth
- Stay organized and protect your well-being
- Embrace cultural differences as learning opportunities
I am deeply grateful for the opportunity and for the people who shaped this experience. From Teacher Lounge’s support to my school leaders, colleagues, and students, it was a transformational journey.
Maredy’s experience is proof of how powerful education can be: building bridges between cultures and making a lasting impact.
If you’re considering the J-1 program, know you don’t have to do it alone. Teacher Lounge and everyone involved in the J-1 Teacher Exchange Program are committed to supporting teachers throughout the process, before, during, and after arrival, so educators can focus on what matters most: teaching, growing, and enjoying the experience.
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