Foreign Teachers Bridging Cultures and Filling Gaps in Prince William County Schools

Education is a universal tool that connects people across borders. In Prince William County, foreign teachers are doing more than just teaching—they are bridging cultures, enriching classrooms, and helping to fill the persistent teacher shortage.

A Global Classroom Experience

On a January morning, third-grade students at John Jenkins Elementary School kicked off their class with a joyful song: “Reading is fun, reading is for everyone.” Their teacher, Dadrea Campbell-Grizzle, led them with enthusiasm, ensuring that learning was not just effective but engaging.

Campbell-Grizzle, originally from Jamaica, is one of 338 international teachers hired through the Participate program in Prince William County this year. The program, which has brought teachers from over 30 countries to U.S. schools, helps fill critical teacher shortages while exposing students to global perspectives.

As a second-year teacher in Prince William County with extensive experience in Jamaica, Campbell-Grizzle says she has had to adapt to the diversity of her new environment.

“There’s not a lot of diversity in my home country, so this is something major that I’m taking back,” she said. “How to extend myself more, how to be more open-minded about going above and not just staying at a baseline.”

Filling Teacher Shortages with Global Talent

Despite hiring international teachers, the teacher shortage remains a pressing issue. Last school year, the county had 328 unfilled teaching positions, highlighting the urgency of the situation. Prince William County, the second-largest and most diverse school division in Virginia, has been hiring through the Participate program for over 20 years, making it the top recruiter of Participate teachers nationwide.

The county’s 89,400 students speak over 170 languages and hail from 159 countries. With nearly 24,000 students learning English as a second language, having multilingual teachers is a significant advantage. Sean McDonald, supervisor of recruitment and specialty programs, emphasizes that foreign teachers not only fill job vacancies but also enhance cultural learning within classrooms.

“As part of the J-1 visa program, we’re responsible for ensuring the teachers are making cultural connections and having culturally driven experiences, both at the school level and in the greater community,” McDonald said.

Bringing Culture into the Classroom

One of the unique aspects of the Participate program is its emphasis on cultural exchange. Teachers are encouraged to create “Cultural Corners” in their classrooms to introduce students to their home country’s customs, language, and traditions.

Fifth-grade teacher Simone Holness, another educator from Jamaica, finds joy in sharing her culture with her students.

“It’s nice when they start using the phrases I teach them. It takes me by surprise, but it’s nice hearing them,” Holness said.

Through these cultural experiences, students learn about global traditions, broadening their worldviews and fostering inclusivity in the classroom.

Overcoming Challenges: Housing and Transition Support

While the program provides teachers with job opportunities and valuable cross-cultural experiences, moving to a new country comes with its own set of challenges—particularly when it comes to housing. Many international teachers struggle to find rentals due to the lack of a U.S. credit score.

To ease the transition, the school division keeps track of landlords who have previously rented to international teachers and collaborates with real estate agents to secure housing. Realtor Clark Bowers of Berkshire Hathaway has played a pivotal role in helping teachers find accommodations.

“Sometimes it takes convincing that these people are coming here and are excellent citizens of their communities who would be excellent renters in this community,” Bowers said.

Despite the initial challenges, many teachers have found comfort in the warm and welcoming school communities. Holness, who learned about the program through a friend, describes John Jenkins Elementary as her “home away from home.”

“At Jenkins, we go by the mantra, ‘One band, one song,’ so if one person fails, it means that everyone here fails,” Holness said. “We’re all about teamwork.”

The Future of International Teacher Programs

Since its founding in 1987, the Participate program has hosted over 17,000 teachers across Virginia, North Carolina, and South Carolina. The program helps international educators secure J-1 visas, while the school divisions provide salaries and benefits.

To participate, teachers must meet strict requirements, including English proficiency, a valid driver’s license, a teaching license, and a commitment to teach in the U.S. for at least two years.

With the ongoing teacher shortage, programs like Participate serve as an essential bridge, not just filling positions but enriching students’ learning experiences.

Final Thoughts

Foreign teachers in Prince William County are doing more than just teaching—they are shaping the future of education by fostering cultural exchange, filling critical job vacancies, and bringing diverse perspectives to classrooms. Through their dedication, students gain a broader understanding of the world, making learning a truly global experience.

As programs like Participate continue to grow, so too does the potential for international educators to make a lasting impact on American classrooms. Their presence underscores the importance of cultural diversity in education, reminding us all that knowledge knows no borders.Education is a universal tool that connects people across borders. In Prince William County, foreign teachers are doing more than just teaching—they are bridging cultures, enriching classrooms, and helping to fill the persistent teacher shortage.

A Global Classroom Experience

On a January morning, third-grade students at John Jenkins Elementary School kicked off their class with a joyful song: “Reading is fun, reading is for everyone.” Their teacher, Dadrea Campbell-Grizzle, led them with enthusiasm, ensuring that learning was not just effective but engaging.

Campbell-Grizzle, originally from Jamaica, is one of 338 international teachers hired through the Participate program in Prince William County this year. The program, which has brought teachers from over 30 countries to U.S. schools, helps fill critical teacher shortages while exposing students to global perspectives.

As a second-year teacher in Prince William County with extensive experience in Jamaica, Campbell-Grizzle says she has had to adapt to the diversity of her new environment.

“There’s not a lot of diversity in my home country, so this is something major that I’m taking back,” she said. “How to extend myself more, how to be more open-minded about going above and not just staying at a baseline.”

Filling Teacher Shortages with Global Talent

Despite hiring international teachers, the teacher shortage remains a pressing issue. Last school year, the county had 328 unfilled teaching positions, highlighting the urgency of the situation. Prince William County, the second-largest and most diverse school division in Virginia, has been hiring through the Participate program for over 20 years, making it the top recruiter of Participate teachers nationwide.

The county’s 89,400 students speak over 170 languages and hail from 159 countries. With nearly 24,000 students learning English as a second language, having multilingual teachers is a significant advantage. Sean McDonald, supervisor of recruitment and specialty programs, emphasizes that foreign teachers not only fill job vacancies but also enhance cultural learning within classrooms.

“As part of the J-1 visa program, we’re responsible for ensuring the teachers are making cultural connections and having culturally driven experiences, both at the school level and in the greater community,” McDonald said.

Bringing Culture into the Classroom

One of the unique aspects of the Participate program is its emphasis on cultural exchange. Teachers are encouraged to create “Cultural Corners” in their classrooms to introduce students to their home country’s customs, language, and traditions.

Fifth-grade teacher Simone Holness, another educator from Jamaica, finds joy in sharing her culture with her students.

“It’s nice when they start using the phrases I teach them. It takes me by surprise, but it’s nice hearing them,” Holness said.

Through these cultural experiences, students learn about global traditions, broadening their worldviews and fostering inclusivity in the classroom.

Overcoming Challenges: Housing and Transition Support

While the program provides teachers with job opportunities and valuable cross-cultural experiences, moving to a new country comes with its own set of challenges—particularly when it comes to housing. Many international teachers struggle to find rentals due to the lack of a U.S. credit score.

To ease the transition, the school division keeps track of landlords who have previously rented to international teachers and collaborates with real estate agents to secure housing. Realtor Clark Bowers of Berkshire Hathaway has played a pivotal role in helping teachers find accommodations.

“Sometimes it takes convincing that these people are coming here and are excellent citizens of their communities who would be excellent renters in this community,” Bowers said.

Despite the initial challenges, many teachers have found comfort in the warm and welcoming school communities. Holness, who learned about the program through a friend, describes John Jenkins Elementary as her “home away from home.”

“At Jenkins, we go by the mantra, ‘One band, one song,’ so if one person fails, it means that everyone here fails,” Holness said. “We’re all about teamwork.”

The Future of International Teacher Programs

Since its founding in 1987, the Participate program has hosted over 17,000 teachers across Virginia, North Carolina, and South Carolina. The program helps international educators secure J-1 visas, while the school divisions provide salaries and benefits.

To participate, teachers must meet strict requirements, including English proficiency, a valid driver’s license, a teaching license, and a commitment to teach in the U.S. for at least two years.

With the ongoing teacher shortage, programs like Participate serve as an essential bridge, not just filling positions but enriching students’ learning experiences.

Final Thoughts

Foreign teachers in Prince William County are doing more than just teaching—they are shaping the future of education by fostering cultural exchange, filling critical job vacancies, and bringing diverse perspectives to classrooms. Through their dedication, students gain a broader understanding of the world, making learning a truly global experience.

As programs like Participate continue to grow, so too does the potential for international educators to make a lasting impact on American classrooms. Their presence underscores the importance of cultural diversity in education, reminding us all that knowledge knows no borders.