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Host School Guidebook Enhancing the Chinese Teachers’ Exchange Experience in Your School A Guide for U.S. Schools Hosting Chinese Exchange Teachers March 2011 National Committee on United States-China Relations (NCUSCR) Acknowledgements The National Committee on U.S.-China Relations wishes to thank the many American and Chinese teachers and administrators involved in the U.S.-China Teachers Exchange Program for willingly sharing their experiences and ideas for the benefit of future participants. This guide could only be developed with their generous input. InSites, a Colorado-based non-profit 501(c)(3) organization that conducts the ongoing evaluation of the exchange program, developed this guide based on its evaluations of the program and other information provided by the program staff. The following individuals served on the InSites evaluation team: Patricia Jessup, Beverly Parsons, Rosemary Reinhart, Jessica Germain, and Kathy Wyckoff. The National Committee on U.S.-China Relations (NCUSCR) uses this guide in operating the U.S.-China Teachers Exchange Program. It also is available online for other interested parties. Please contact the National Committee for permission to cite or quote from the guide. Table of Contents Introduction.......................................................................................................................................................1 . Chinese.Teacher’s.Background...........................................................................................................1 . Program.Oversight................................................................................................................................2 School.Logistics.Manager................................................................................................................................3 . Setting.Up.the.Exchange.Prior.to.Arrival..........................................................................................3 . Introducing.the.Chinese.Teacher.to.the.School.................................................................................8 . Managing.the.Exchange.through.Ongoing.Support.....................................................................10 Academic.Mentor...........................................................................................................................................12 . Helping.the.Chinese.Teacher.at.the.Beginning.of.the.School.Year..............................................13 . Providing.Ongoing.Assistance..........................................................................................................14 . Reviewing.the.Experience.at.the.End.of.the.Year...........................................................................15 Community.Logistics.Liaison.......................................................................................................................16 . Making.Housing.Arrangements.......................................................................................................16 . Welcoming.the.Chinese.Teacher........................................................................................................17 . Ongoing.Assistance.with.the.Living.Situation...............................................................................19 . Exploring.Places.of.Interest................................................................................................................21 Reflecting on the Year.....................................................................................................................................22 Appendix.A:.Resources.for.School.Libraries..............................................................................................23 Appendix.B:.Asia-Related.Programs.Funded.by.the.Freeman.Foundation.........................................28 i U.S.-China Teachers Exchange Program Revised March 2011 ii U.S.-China Teachers Exchange Program Introduction Introduction Your.school.is.about.to.embark.on.an. various. tasks. among. different. he U.S.-China exciting.and.possibly.challenging.year.as.a.host. members.of.your.team. T Teachers Exchange Pro- school.for.the.U.S.-China.Teachers.Exchange.Pro- At. the. end. of. the. guide,. you. gram (TEP) addresses these gram.(TEP)..Funded.by.the.Freeman.Foundation. will find two appendices with three goals: and.administered.by.the.National.Committee.on. information. about. additional. ✦ United.States-China.Relations.(NCUSCR).in.con- enriching teacher and resources.. Appendix. A. is. a. list. junction. with. the. China. Education. Association. student understanding of. resources,. divided. by. time. for.International.Exchange.(CEAIE),.the.TEP.ad- of the other country and period,.that.schools.should.con- dresses.these.three.goals: sider.adding.to.student.or.teach- culture ✤ enriching.teacher.and.student.understand- er. libraries. in. order. to. support. ✦ introducing or strength- ing.of.the.other.country.and.culture. Chinese.studies..Appendix.B.in- ening Chinese studies in cludes.information.on.programs. ✤ introducing.or.strengthening.Chinese.stud- U.S. schools funded.by.the.Freeman.Founda- ies.in.U.S..schools tion,.which.may.be.helpful.ref- ✦ helping to improve Eng- ✤ helping. to. improve. English. language. in- erences. for. U.S.. teachers. who. lish language struction. in. participating. Chinese. second- want.professional.development. instruction in about.Asia. ary.schools. participating Chinese As.a.host.school,.you.may.have.many.questions. The. guide. is. based. on. inter- secondary schools about.how.to.handle.various.aspects.of.hosting. views,.surveys,.and.workshops. a.Chinese.teacher.for.a.year.in.your.school.and. during.which.participating.Chi- community..The.purpose.of.this.guide.is.to.ad- nese. teachers,.American. teachers,. and. adminis- dress.these.issues.and,.in.so.doing,.enhance.the. trators.shared.their.experiences.and.suggestions.. exchange. experience. for. your. school. and. com- We. hope. that. you. will. use. it. throughout. your. munity. and. for. the. Chinese. exchange. teacher,. year(s).of.exchange.and.the.ideas.it.contains.will. and.further.the.goals.of.the.TEP.. assist.you.in.future.years,.too.. You will find information about the logistics of setting. up. and. managing. the. exchange. as. well. Chinese Teacher’s Background as.suggestions.about.arranging.for.housing.and. helping. the. visiting. teacher. feel. comfortable. in. Almost.all.Chinese.exchange.teachers.are.second- his/her. new. living. situation.. The. guide. covers. ary.school.teachers.of.English.in.China..Since.the. advance. planning,. arrangements. for. the. teach- program’s.inception.in.1995,.a.few.teachers.have. er’s.arrival.and.settling.in.period,.and.ongoing. been.elementary.school.English.teachers,.and.the. mentoring.and.involvement.in.school.and.in.the. 2004-2005 school year marked the first year for community..As.we.discuss.later,.you.will.prob- Chinese. language. teachers’. involvement. in. the. ably.want.to.distribute.the.responsibilities.for.the. program. U.S.-China Teachers Exchange Program Introduction xchange teachers Teachers.are.nominated.by.their. cause.handling.more.than.one.of.these.responsi- generally wish to home.schools..According.to.pa- bilities.can.become.overwhelming.for.one.person.. E rameters. designed. by. the. Chi- This.is.particularly.true.for.teachers.who.attempt. improve their spoken nese.authorities,.they.must.have. to.add.this.work.to.already.full.teaching.loads.. English, learn about taught for a minimum of five American culture, expand The.scenario.suggested.in.this.guide.is.to.divide. years, be at least thirty-five years the.responsibilities.among.three.key.people: their pedagogical tech- of.age,.married.and.have.a.child.. niques, and make friends Representatives.of.the.National. ✤ School.Logistics.Manager with Americans. Committee. and. of. its. Chinese. ✤ Academic.Mentor counterpart. organization,. the. China. Education. Association. for. International. ✤ Community.Logistics.Liaison Exchange. (CEAIE),. interview. every. candidate. In.this.scenario,.the.logistics.of.the.exchange.pro- to assess English language proficiency, adapt- gram.would.be.handled.by.a.department.head,. ability (i.e., whether the teacher has the flexibility principal,.or.teacher..Academic.mentoring.would. to.adapt.to.a.radically.different.professional.and. be. undertaken. by. a. teacher,. preferably. from. personal.environment),.spoken.Chinese.(does.the. the.department.in.which.the.Chinese.teacher.is. teacher.speak.standard.Chinese.or.does.he/she. teaching.. And. the. living. situation. outside. the. have. a. strong. local. accent),. ability. and. willing- school. would. be. overseen. by. a. retired. teacher. ness. to. contribute. to. the.American. host. school,. who.has.been.to.China.or.has.a.particular.interest. and.the.likelihood.that.the.teacher.will.return.to. in.China,.a.member.of.a.Sister.City.committee,.or. China.on.schedule. another. interested. community. member.. The. re- When.their.schools.nominate.them,.most.Chinese. mainder.of.this.guide.is.organized.around.these. teachers.are.both.thrilled.at.the.opportunity.and. roles.and.provides.a.detailed.description.of.how. terrified by the notion of venturing overseas by each might be fulfilled. While each key person themselves.for.a.year..A.handful.do.not.wish.to. would benefit from reading the entire guide, he/ leave.China,.but.feel.that.they.cannot.refuse..We. she.might.choose.to.focus.only.on.the.section.that. usually.do.not.know.who.falls.into.the.latter.cat- is.particularly.relevant.to.the.given.role.
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