The Binational Migrant Education Teacher Exchange Program:

A Guide for Supporting "Education Without Borders"

*ESCORT, formerly the Eastern Stream Center on Resources and Training,
located at the*

*State University of New York at Oneonta, is a national resource center
dedicated to improving the educational opportunities for migrant
children. Based on funding from a variety of sources, ESCORT conducts
professional and program development activities for SEAs, LEAs, and
schools to improve services to migrant children and English Language
Learners. Under contract with the U.S. Department of Education, ESCORT
also maintains the National Migrant Education Hotline and provides
technical and logistic support to the U.S. Office of Migrant Education
on a wide variety of interstate coordination activities.*

ESCORT

Bob Levy, Director

306 Bugbee Hall

State University of New York at Oneonta

Oneonta, NY 13820

800-451-8058

607-436-3606 (fax)

[www.escort.org](http://www.escort.org/)

The principal author and collaborator was Bridget McGilvra, Education
Specialist

at ESCORT. Conversion of the files in preparation for WWW posting was
done by Bob Thomas, Director of Information Services at ESCORT.

The staff at SERVE was responsible for the major editing and graphic
design for the

publication. Thanks to Dr. Donna Nalley, SERVE Director of Publications,
and Tracy

Hamilton, SERVE Senior Graphic Designer/Art Director.

SERVE

John R. Sanders, Executive Director

P.O. Box 5367

Greensboro, NC 27435

800-755-3277

336-315-7457 (fax)

[www.serve.org](http://www.serve.org/)

*The contents of this publication do not necessarily reflect the views
of the U.S. Department of Education, Office of Migrant Education, nor
does mention of trade names, commercial products, or organizations imply
endorsement by the U.S. Government. This document was produced with
funding from the Office of Migrant Education, U.S. Department of
Education, under contract number SM9600900.*

**Acknowledgments**

The development of this guide was made possible through the effort and

contributions of many friends of the Binational Migrant Education
Program.

The following people receive our thanks and gratitude for helping to
create a

resource that will assist educators working on behalf of binational
children and

their families. Thanks to the following individuals for sharing their
time,

experiences, and expertise:

**Pilar Aceves**, Mexican Consulate, Georgia

**Betty Alfred**, Migrant State Director, Nebraska

**Kristina Barber**, Former Education Program Specialist, Office of
Migrant

Education, U.S. Department of Education, Washington, D.C.

**Michael Bassett**, Binational Teacher Exchange Program, Alabama

**Angela Branz-Spall**, Migrant State Director, Montana

**Edda M. Caraballo**, Bilingual Education Consultant, California
Department

of Education, Migrant Education International Office, California

**Beatriz Ceja**, Education Program Specialist, Office of Migrant
Education,

U.S. Department of Education, Washington, D.C.

**María Chávez**, Director of Migrant Education---Region IX, California

**Frank Contreras**, Director, Center for Migrant Education, Texas

**Frances Mannino Corse**, Project Area Manager, Pennsylvania

**Diane Courtney**, Former Migrant State Director, Alabama

**Susan Durón**, Director, META Associates, Colorado

**Margarita Elorriaga**, Migrant Education Even Start Coordinator,
Pennsylvania

**Marcela Estevez**, Mexican Consulate, Orlando, Florida

**Bob Levy**, Director, ESCORT, New York

**Práxedes Martinez**, Former Migrant State Director, Colorado

**Ray Melecio**, Senior Education Specialist, ESCORT, Florida

**Cecilia Navarrete**, Independent Consultant, Research Coordinator, New

Mexico Highlands University, New Mexico

**Linda Osborne**, Program Specialist, Putnam County Migrant Program,
Florida

**Mary Rodríguez Padilla**, Grant Coordinator, Center for Migrant
Education, Texas

**Marta Okubo Peña**, Director, Migrant Education Program, Region 19,
Texas

**Manuel Recio**, Migrant State Director, Pennsylvania

**Ernesto Ruiz**, Director of Migrant Education---Region II, California

**Andrea B. Vázquez**, Assistant Director, Center for Migrant Education,
Texas

**Photo Credits**

Many of the photographs used throughout this *Guide* were provided by
the

Montana Migrant Education Program.

Sources for the remainder of the photographs include Comstock KlipsTM,

EyeWireTM Images, and PhotoDisc®.

**CONTENTS**

**SECTION I:**

# Introduction 6

**SECTION II:**

**Getting Started 8**

Planning Timeline for a Teacher Exchange Program 8

The Application Process 10

**SECTION III:**

**Teacher Selection 12**

Teacher Participation Requirements 12

Selection Considerations 12

Selection Procedures 12

**SECTION IV:**

**Program Logistics 14**

Budgeting 14

Binational Travel: Arrival & Departures 15

Local Transportation 17

Meals and Lodging 19

Teacher Stipends 22

Required Documentation---Visas 23

Medical Care 24

**SECTION V:**

**Staff Development 25**

Orientation and Training in Mexico 25

Receiving Site Pre-Service Training 25

On-Site Orientation and Joint Planning 26

Professional Exchange 26

English Proficiency 27

**SECTION VI:**

**Promoting Cultural Awareness 30**

Parent and Community Outreach Efforts 32

**SECTION VII:**

**Conclusion 35**

**CONTENTS**

**SECTION VIII:**

**Appendices 35**

Appendix A: Convocatoria/Invitation 36

Appendix B: Binational Teacher Exchange 41

Program Application

Appendix C: Title I Migrant State Directors 45

Appendix D: List of Mexican Consulates andMexican Cultural Institutes 52

Appendix E: Visiting Teacher Survey (English) 55

Appendix F: Visiting Teacher Survey (Spanish) 57

Appendix G: Activities Checklist and Timeline 59

**SECTION ONE**

**Introduction**

As the number of Mexican nationals maintaining households in both Mexico

and the United States continues to increase, creative efforts are being
sought to promote continuity of education for the children and to foster
cultural understanding. Educational transfer documents are being
utilized, schools and communities are hosting cultural appreciation
days, and the formation of collaborative partnerships among diverse
groups is on the rise.

The Binational Migrant Education Program (BMEP) is one such creative
effort. The primary goal of BMEP is to improve the education of migrant
children who travel between the U.S. and Mexico. One of the principal
program components designed to improve educational continuity for
binational students is the Binational Teacher Exchange Program.

The effort to better serve migrant children traveling between the U.S.
and Mexico began in 1976. Educators in California initially met with
their Mexican counterparts to discuss issues related to educating this
highly mobile student population. Soon thereafter, other border states
joined the effort, giving birth to the Binational Migrant Education
Program. The program consists of semi-independent activities that are
negotiated and sponsored by

individual states in the U.S. and Mexico.

To promote and support such efforts, the U.S. Department of Education
and the Ministry of Education in Mexico signed a Memorandum of
Understanding in 1990. The memorandum of Understanding outlines the
following objectives:

-   To reinforce knowledge about the history, culture, values, and
    national traditions of Mexican-origin students who live in the U.S.,
    strengthening their identity and improving their education.

-   To encourage ongoing communication between U.S. and Mexican teachers
    in order to share educational experiences that promote continuity of
    educational practices.

-   To improve the educational services offered to the Mexican and
    Mexican-descent school population living in the U.S. through the
    Binational Teacher Exchange Program.

As national efforts to articulate academic standards among states
continue, similar efforts to enhance continuity of education for
students moving between nations are increasing as well. One effective
way of minimizing educational disruption for students attending schools
in more than one country is through teacher exchange programs. Rather
than merely addressing the educational needs of one child through
telephone consultation or sending textbooks and assignments, teacher
exchange programs enhance overall understanding of educational
practices, requirements, and expectations among participating nations'
educators and policymakers.

Through exchange programs, teachers have opportunities to learn
first-hand

about different countries':

-   Standards and benchmarks

-   Testing requirements

-   Curriculum, instruction, and assessment practices

-   General and special program offerings

-   Class size and structure

-   Successful teaching strategies

-   Effective discipline methods

-   Expectations for parent involvement

The purpose of this guide is to:

-   Describe key components of a Binational Teacher Exchange Program

-   Explain the steps necessary to consider when planning and
    implementing a Binational Teacher Exchange Program

-   Present examples of successful strategies used in implementing a
    Binational Teacher Exchange Program

This publication is not intended to be the definitive authority on
teacher exchange. Rather, it presents recommendations pertaining to
timelines, procedures, and issues to consider based on the experience of
states in the U.S. that have implemented binational teacher exchanges
with Mexico. Story boxes throughout the text highlight lessons learned
in past years of program implementation, and a list of contacts for the
Binational Teacher

Exchange Program can be found in the Appendix.

**SECTION TWO**

**Getting Started**

**A. Planning Timeline for a Teacher Exchange Program**

The planning process for the exchange program begins well before
teachers arrive at their intended destinations. Applications must be
submitted, both by interested program administrators and potential
exchange teachers. Areas of program need and teacher expertise must be
matched. Housing, transportation, and meal plans must be arranged.

Adherence to the recommended activities timeline on the following page
will help migrant project administrators manage the many details
required in planning and implementing a successful teacher exchange
program.

**Table 1: Binational Teacher Exchange Activities Timeline**

**November -** Mexico's Secretariats of Foreign Affairs and Public
Education send the

Convocatoria (invitation) to Mexican Consulates and State Education

Agencies in the U.S.

Teacher Exchange Program Visa Process is initiated. (See page 24)

**December** - Mexican Consulates in the U.S. send Teacher Exchange
Program applications to state MEP administration.

**January -** Individual Mexican states inform the Secretariat of
Foreign Affairs (SRE) of

the number of teachers they will sponsor to participate in the program.

School districts and local education authorities submit to their U.S.--
Mexican Consulate the number of Mexican teachers they wish to receive.

**February** - The Secretariats of Education of each participating
Mexican state submit a

list of teachers selected for the exchange, along with their resumes, to
the

SRE to be assigned to sites.

**March -** March 1, MEP administrators submit completed applications to
their U.S.--

Mexican Consulate.

**April -** The SRE, along with participating Mexican states, finalize
assignments

for exchange teachers to migrant program sites, based on the information
submitted by MEP administrators on the program application.

Initiated by the Mexican Consulates in the U.S., direct lines of
communication are established between the Mexican Consulates, MEP
administrators, Mexican state-level binational contacts, and exchange
teachers to discuss programmatic and logistical information. The
required teacher information is provided for the required visa
documentation.

Through combined efforts of MEP administrators, the Mexican Consulate in
the U.S., exchange teachers, and the American Embassy in Mexico,
requirements for visas are met at least one month prior to teachers'
arrival.

Many exchange teachers attend an orientation meeting hosted by Mexico in
Patzcuaro, Michoacan.

**May -** Mexican Consulates and MEP administrators finalize
arrangements for lodging, food, local transportation, visas, and stipend
with Mexican sending state binational contacts and exchange teachers at
least one month prior to teachers' arrival.

**Mid-May** -The SRE, along with participating Mexican states, informs
Mexican

Consulates and receiving MEP administrators of arrival information and

finalizes local transportation to program site.

**July--August** - Data-gathering materials regarding the implementation
of all components

of the BMEP sent to MEP state directors by the Center for Migrant
Education.

**August -- September** - Data-gathering surveys and reports submitted
by state directors to the

Center for Migrant Education.

**B. The Application Process**

While some MEP administrators who have participated in the Binational
Teacher Exchange Program have dealt directly with individual Mexican
states when making arrangements, others have established partnerships
with their local Mexican Consulates to facilitate the Teacher Exchange
Program. Representatives from the Office of the Mexican Consulate
throughout the U.S. have been instrumental in facilitating the many
requirements and details associated with the program in the following
ways:

-   Distributing program applications to MEP administrators

-   Establishing and maintaining communication with national and
    state-level Mexican binational program administrators

-   Assisting MEP administrators in securing the teachers best suited to
    meet their programmatic needs

-   Helping facilitate the visa and immigration requirements for
    selected teachers

-   Working with Mexican sending states to arrange for travel to and
    from the U.S.

-   Working with local MEP staff to arrange for meeting the teachers at
    their point of arrival in the U.S. and transporting them to their
    local destination and back to the airport at time of departure

-   Visiting program sites and participating in program activities

-   Providing MEP staff and exchange teachers with guidance and support
    in areas of need

(*Note: A list of the Offices of the Mexican Consulates in the U.S. can
be found in the Appendix*.)

As indicated on the activities timeline, in December, the Mexican
Consulates in the U.S. send program applications to representatives of
the MEP. Generally, the completed program application is due back to the
Consulate's Office March 1. While the exact status of migrant summer
program allocations and programming needs may not be

finalized at this early date, MEP administrators should use their best
judgment of past trends and needs of migrant populations in their area
to complete the application(s).

Any changes in summer program plans that occur after the application is
submitted should be communicated directly both to the Mexican Consulate
and the binational contact person in the state(s) from which teachers
are coming.

While some of the following items are not listed on the Teacher Exchange
Application, providing this additional information will assist with
teacher selection and site assignment decisions.

**Checklist for Program Design and Components and Targeted Student
Population**

**Please mark all of the following statements that describe the students
to be served and the program(s) in which exchange teachers will be
assisting:**

\_\_ Site-Based Program

\_\_ Outreach Program

\_\_ Daytime Schedule

\_\_ Evening Schedule

\_\_ Weekend Activities

\_\_ Staff Development Training

\_\_ School-District-Funded Summer School

\_\_ Migrant-Only Summer Program

\_\_ Adult Classes (ESL, GED, etc.)

\_\_ Other Summer Programs (4-H, Parks and Recreation, Church Programs,
etc.)

**Answer questions in the spaces provided:**

Number of students expected to attend, by ethnic group:

\_\_\_ Hispanic \_\_\_ Asian

\_\_\_ African \_\_\_ American Caribbean

\_\_\_ Caucasian \_\_\_ Other

Total number of migrant students expected to attend: \_\_\_

Number of students attending for academic promotion, earning credit,
etc.: \_\_\_

Number of students attending for enrichment: \_\_\_

Exchange Teacher mainly responsible to teach:

\_\_\_ Academic Subjects

\_\_\_ Mexican Culture, History, Dance, Art, etc.

Amount of stipend to be provided:

\$\_\_\_\_\_\_ per \_\_\_\_\_\_

(*Note: The Teacher Exchange Program application is available in the
Appendix*.)

**SECTION THREE**

**Teacher Selection**

**A. Teacher Participation Requirements**

In the "Invitation to Participate," Mexican binational administrators
state that, to ensure a positive and successful experience, they select
only teachers that meet the following requirements:

-   Bachelor's degree in the area of pedagogy or certificate-diploma
    from the Normal School or Upper Normal School (equivalent to BA or
    BS in Education)

-   Minimum of three years' experience as a classroom teacher

-   Mastery of verbal communication in English

-   Willingness to participate in community or extracurricular
    activities

-   Knowledge of the educational issues of the Mexican rural environment

-   General knowledge of the Mexican school system

-   Knowledge of Mexico's history, traditions, and culture

-   Experience in designing educational programs and materials

-   Ability to integrate Mexican art, music, and dance into lesson plans

# B. Selection Considerations

Some MEP directors select their own teachers. In addition to the above
criteria, MEP directors may also want to consider some of the following
attributes when selecting teachers:

-   Background experience and area(s) of certification

-   Mexican home-base states of their binational students

-   Language proficiency---may require higher proficiency if U.S staff
    is not bilingual, working in secondary content courses, etc.

-   Previous BMEP experience

-   Outreach experience

-   Special talents

**C. Selection Procedures**

To promote consistency and equal access to the selection process, it is
recommended that MEP administrators adhere to the timeline in Section II
to facilitate the timely selection, placement, and preparation of
participating teachers. The application process for interested Mexican
teachers requires several months. Teachers are interviewed for possible
participation in the program between February and March. Prior to this,
positions are advertised and interested teachers submit their resumes to
the binational

contact in their state.

Below are some ways MEP directors have been involved in teacher
selection:

-   Directors located close to the border travel to Mexico to
    participate in the interview and selection of teachers for their
    sites.

-   States that are further away or unable to travel to Mexico ask
    directors that are going to Mexico to interview enough teachers for
    their sites as well.

-   Directors interview prospective teachers over the telephone.[^1]

To participate in the interview and selection process, directors should
contact the U.S. Mexican Consulate assigned to their area or the
binational contacts in the Mexican states from which the teachers are
being requested.

**SECTION FOUR**

**Program Logistics**

Planning for daily logistics is one of the greatest challenges in
implementing a successful teacher exchange program. The meeting of daily
needs (food, shelter, transportation, socialization, etc.) will affect
teachers' health, happiness, and ability to perform at their best. This
section contains information to consider when planning for the provision
and cost of lodging, meals, transportation, and stipends. Additionally,
issues such as documentation required for entrance into the U.S.,
handling medical problems, and making the teachers' stay productive and
comfortable are covered.

**A. Costs to Consider When Allocating a Budget for the Binational
Teacher Exchange Program**

Expenses for preparing exchange teachers to participate in the
Binational Teacher Exchange Program prior to their arrival in the U.S.
are covered by the Mexican government. This includes the application,
selection, and placement process, as well as intensive orientation and
training in Mexico for selected teachers. Mexico also covers the cost of
round-trip transportation to the airport closest to the receiving MEP
site.

Sites hosting exchange teachers are responsible for the remainder of
costs associated with the program listed below:

-   Ground transportation once teachers arrive in the U.S. (airport to
    program site, daily transportation to and from work site and all
    social and cultural activities, car or van rental, staff driver,
    gas, maintenance, insurance, etc.)

```{=html}
<!-- -->
```
-   Lodging (apartment rent, hotel bills, dormitory costs, stipends to
    host families, etc.)

-   Meals (money for groceries, eating in restaurants, meal plans at
    universities, lunches at work sites, stipends to host families, food
    purchases for parties, staff-hosted activities, etc.)

-   Stipends in lieu of a salary (this is in addition to monies for
    lodging, meals, and transportation and may be saved by teachers,
    sent home, or used for leisure activities)

-   Materials and supplies needed for classroom and community projects
    and activities beyond what teachers bring (art supplies, specialty
    books, ingredients for ethnic meals, musical scores, video tapes,
    etc.)

-   Cultural activities and entertainment (teachers may be asked to
    cover or contribute toward the entrance fee or cost of some
    activities)

-   Insurance requirements beyond what teachers have in their personal
    policies (automobile, health, life, etc.) Information regarding
    required insurance documents should be specified in advance.

-   Emergency medical procedures (medical procedures on pre-existing
    conditions would not be covered)

-   Miscellaneous items such as phone calling cards, Internet access,
    stamps, etc., as determined by MEP administrators

**B. Binational Travel: Arrival and Departures Helping Teachers Feel
Welcome**

MEP directors should receive a list of selected teachers from the
Mexican binational program between March and April. No later than one
month prior to the teacher's arrival, the migrant program site director
should ensure that details on the following issues are clearly
understood on both sides of the border:

-   When and where teacher(s) will arrive in the U.S.

-   Person assigned to meet and transport them to lodging or program
    site(s)

-   Arrangements for housing and meals

-   Location of teachers' work site(s)

-   Expected work schedule and duties

-   Provision of daily transportation

-   Date and location of teachers' departure from the U.S.

As suggested in item 22 of the Program Application, there may be more
than one possible arrival location and/or manner of transportation to
the program site. Some sites may fall between two airports, and
convenience of receiving sites as well as cost and connection
availability may factor into the ultimate decision. Some mode of ground
transportation other than a personal car may also be appropriate, such
as a bus or shuttle service.

However, it is the responsibility of receiving sites to arrange for
meeting the teachers at their initial arrival location and transporting
them either to the program site or their place of residence.

These details should be communicated to the Mexican Consulate and the
binational contact in the teacher's Mexican state so that flights can be
arranged. Due to considerations of cost, payment, ground transportation,
and distance to airports, flight arrangements will be made in Mexico.
Since round-trip arrangements should be made prior to the teacher's
departure from Mexico, ending dates for summer programs are an important
factor.

**A Proper Farewell**

The return travel for exchange teachers presents much less opportunity
for confusion than arrival, as arrangements are made and communicated to
all parties usually at least one month in advance of departure. U.S.
receiving sites are responsible for providing ground transportation to
the point of departure and accompanying teachers to the specific
departure area (airline gate, bus terminal, etc.). Representatives from
the Mexican Consulate may be available to assist with these activities.
Arrival schedules and ground transportation in Mexico are the
responsibility of the Mexican binational contact.

As travel arrangements are made before teachers arrive in the U.S.,
there are a few issues that should be considered:

-   Will teachers leave the last day of the summer program?

-   Will they need to participate in post-program activities?

-   If the summer program is of short duration, will the teachers' stay
    exceed the structured program?

-   Will teachers work in other capacities with the MEP or community
    programs serving migrant youth?

-   Are teachers planning to extend their stay in the U.S. beyond the
    end of the program for leisure purposes? If so, has this been
    arranged with the Mexican binational contact?

-   Are there any implications or responsibilities for U.S. binational
    or MEP administrators for teachers that extend their stay
    (expiration of visas, transportation, insurance, accidents, contact
    persons, etc.)?

-   If a change in return date is requested, is it possible to change
    return transportation arrangements? Who will be responsible for
    doing this? If there is a change fee, who is responsible to pay it,
    and how will it be paid?

-   What is the role/responsibility of the Mexican Consulate in the U.S.
    in situations mentioned above?

**C. Local Transportation**

**Daily Ground Transportation**

Scheduling transportation for teachers over a four-to-eight-week period
can present numerous challenges. When planning for daily transportation,
teachers' work schedules should be considered along with leisure time
and personal needs. A variety of approaches have been utilized to
address transportation, based on the number of teachers, locations of
program sites, availability of program transportation, staff schedules,
and program budgets.

**Table II: Considerations for Various Types of Ground**

+-------------+------------------+------------------+----------------+
| **Trans     | **Advantages**   | *                | **Cost**       |
| portation** |                  | *Disadvantages** |                |
+-------------+------------------+------------------+----------------+
| **School    | -Available for  | -Early day      | -No           |
| Bus with**  | brief            |                  | additional     |
|             |                  | -Long day/ride  | staff          |
| *           | home             |                  |                |
| *Students** | visits/outreach  | -Extra bus      | cost---teacher |
|             |                  | monitor duty     | would          |
|             | -Supervision of |                  |                |
|             |                  | -Not available  | not be paid    |
|             | students         | for              | extra to       |
|             |                  |                  |                |
|             | -Educational     | leisure use/time | ride bus to    |
|             | activities---    |                  | and from       |
|             |                  |                  |                |
|             | use as extended  |                  | home           |
|             | day              |                  |                |
+-------------+------------------+------------------+----------------+
| **Program   | -Transport      | -Long Day/Ride  | -May require  |
| Van**       | several          |                  | rental         |
|             |                  | -Scheduling     |                |
|             | teachers plus    | (when            | -Route        |
|             | materials        |                  | scheduling     |
|             |                  | there are        |                |
|             | -Time for       | several          | -Gas          |
|             | planning,        |                  |                |
|             |                  | teachers         | -Maintenance  |
|             | learning about   | transported      |                |
|             | area,            |                  | -Driver's     |
|             |                  | to multiple      | salary         |
|             | bonding          | sites in one     |                |
|             |                  |                  | -Insurance    |
|             | -Possibly       | vehicle)         |                |
|             | available for    |                  |                |
|             |                  |                  |                |
|             | leisure          |                  |                |
|             | activities       |                  |                |
+-------------+------------------+------------------+----------------+
| **Host      | -Efficient       | -Scheduling     | -Payment for  |
| Family      |                  |                  | use            |
| Car**       | -Comfortable     | -Reliability    |                |
|             |                  |                  | -Mileage      |
|             | -Personal       | -Extra          |                |
|             |                  | responsibility   | -Insurance    |
|             | -Available for  |                  |                |
|             | some             | -Legal          |                |
|             |                  | requirements     |                |
|             | leisure          |                  |                |
|             |                  |                  |                |
|             | -               |                  |                |
|             | Bonding/learning |                  |                |
|             | time             |                  |                |
+-------------+------------------+------------------+----------------+
| **Staff     | -Efficient      | -Scheduling     | -Extra staff  |
| Cars**      |                  |                  | hours          |
|             | -Comfortable    | -More staff     |                |
| (staff      |                  |                  | -Mileage      |
| t           | -Personal       | responsibility   |                |
| ransporting |                  |                  | -Insurance    |
|             | -May be         |                  |                |
| teachers to | available for    |                  |                |
| and         |                  |                  |                |
|             | home             |                  |                |
| from work)  | visits/outreach  |                  |                |
|             |                  |                  |                |
|             | -May be         |                  |                |
|             | available for    |                  |                |
|             |                  |                  |                |
|             | leisure          |                  |                |
|             |                  |                  |                |
|             | -Transport      |                  |                |
|             | educational      |                  |                |
|             |                  |                  |                |
|             | materials        |                  |                |
+-------------+------------------+------------------+----------------+
| **Rental    | -Efficient      | -License        | -Gas          |
| Car**       |                  | required         |                |
|             | -               |                  | -Insurance    |
|             | Self-sufficiency | -Insurance      |                |
|             |                  | required         | -Maintenance  |
|             | -Available for  |                  |                |
|             | leisure          | -A              |                |
|             |                  | ccidents/tickets |                |
|             | -Transport      |                  |                |
|             | materials        | -Unknown        |                |
|             |                  | geography        |                |
|             |                  |                  |                |
|             |                  | -Unfamiliarity  |                |
|             |                  | with             |                |
|             |                  |                  |                |
|             |                  | American laws    |                |
|             |                  |                  |                |
|             |                  | -Reliability    |                |
+-------------+------------------+------------------+----------------+
| **Bicycle** | -May be         | -Unknown        | -Minimal      |
|             | efficient        | geography        |                |
| (           |                  |                  |                |
| recommended | -Cost-effective | -Safety         |                |
| as          |                  |                  |                |
|             | -               | -Reliability    |                |
| Kansas      | Self-sufficiency |                  |                |
| teachers'   |                  | -Comfort         |                |
|             | -Available for  |                  |                |
| favorite    | leisure          | -Weather        |                |
| mode        |                  |                  |                |
|             |                  | -Distance       |                |
| of ground   |                  |                  |                |
|             |                  |                  |                |
| tran        |                  |                  |                |
| sportation) |                  |                  |                |
+-------------+------------------+------------------+----------------+
| **Public**  | -May be         | -Unknown         | -Purchase of  |
|             | efficient        | geography        | entrance       |
| **Trans     |                  |                  |                |
| portation** | -Cost-effective | -Proximity to   | or transfer    |
|             |                  | departure        | cards          |
|             | -S              |                  |                |
|             | elf--sufficiency | or destination   |                |
|             |                  | site             |                |
|             | -Comfortable    |                  |                |
|             |                  | -Weather        |                |
|             | -Available for  |                  |                |
|             | leisure          | -Distance       |                |
|             |                  |                  |                |
|             |                  | -Reliability    |                |
+-------------+------------------+------------------+----------------+

**D. Meals and Lodging**

**Personal Use of Automobile**

Visitors from other countries are authorized to drive in the U.S. using
the

driver's license issued to them by their native country. They are
insured to the

extent of their personal automobile insurance coverage while driving in
another country.

If an exchange teacher is authorized by the MEP to drive a rental car,
the director may

want to review any particular requirements or restrictions noted in the
contract or insurance documents that may be relevant, such as procedures
for an accident, purchasing gas, or mileage restrictions. Teachers may
have difficulties renting cars in the U.S. because the signature and
identification of a local resident may be required for long-term

leasing. The program director may be asked to co-sign when a teacher
leases a vehicle.

One of the most important arrangements to be made for exchange teachers
is housing. Imagine yourself living in Mexico for four to six weeks. You
are in a new country with a different culture, language, and cuisine.
You are away from friends, family, and all things familiar. You work
hard every day teaching, and at the end of the day, you look forward

to some comfort, quiet, maybe even some companionship or leisure
activity. Imagining yourself in this position will help you select
appropriate housing for your teachers.

Below are some examples of housing arrangements that have been provided.

**Host Families**

Since exchange programs for students and teachers are not a new concept,
finding volunteer families willing to provide housing for teachers is
not an insurmountable task. Some school systems or communities may
already have a host family network in place through the Rotary Club or
other existing exchange programs that will place binational exchange
teachers with host families.

Lacking such a network, some possible options for host families include:

-   Migrant Education staff

-   Local summer school teachers

-   Church members

-   Community agency employees

-   Retired educators

On the following page is a list of issues regarding daily living
arrangements that should be understood and agreed upon by host families
and exchange teachers prior to the teacher's arrival. MEP administrators
that personally visit potential host families are able to ensure the
appropriateness of the facilities and that all participants clearly
understand the responsibilities and expectations involved in hosting an
exchange teacher. General information regarding lodging, meals, and
other personal considerations are discussed

with teachers during the orientation in Mexico. The maintenance of
regular contact with both teacher and family by MEP staff throughout the
duration of the program will help alleviate potential problems. Program
directors may want teachers and host families to complete an evaluation
of their experience at the program's end.

Host families are generally compensated for providing lodging to
exchange teachers. The amount of compensation, schedule of payment,
documentation required for payment, and any limits on allowable
expenditures are determined at each program site. Exchange teachers
should be made aware that host families receive funds to cover the
lodging and food expenses generated by the teacher(s) so that they do
not feel obligated to contribute

financially to household costs.

Criteria to consider or clarify when selecting host families:

-   Bicultural experience

-   Size of family and home

-   Marital status, age, and sex of children

-   Family's ability to communicate with teacher

-   Sleeping and bathroom accommodations (Will the teacher be afforded
    some privacy?)

-   Access to telephone, television, general living space

-   Geographic relation to work site

-   Eating arrangements

**Meal Planning**

Host families will want to consider the following factors when planning
meals:

-   Teacher's native cuisine

-   Dietary restrictions

-   Inviting input into meals and shopping

-   Amount and procedure for reimbursing host family

-   Expectations for sharing meal-related duties

-   Money for eating out

**Leisure Time**

-   Will the teacher be considered a guest, part of the family, or a
    boarder who merely eats and sleeps there?

-   Will provisions be made to address the teacher's needs outside of
    work---shopping, medical, post office, banking, and social
    activities?

-   Will opportunities be provided for the teacher(s) to visit local
    attractions and areas of interest to increase cultural awareness?

**Hotels & Apartments**

Hotel rooms with kitchenettes provide comfortable living accommodations.
If unavailable, hotels within walking distance of shopping centers,
grocery stores, and restaurants are suitable unless teachers have access
to cars or other transportation. The provision of a small refrigerator
or cooler, a toaster oven, and some kitchen utensils is recommended, as
well.

Teachers residing in apartments or hotels generally receive a stipend
for living expenses in addition to the stipend for their work. As with
the host family, food allowance, requirements for documentation, and
payment procedures must be established at the onset. To avoid
complication, payment for lodging may be arranged by program directors
without directly involving teachers.

Transportation and assistance with translation for grocery shopping may
need

to be provided.

Occasionally, some programs provide meals for teachers at different
staff members' homes on a rotating basis, or they host parties for a
group of teachers. Others provide cultural experiences for teachers by
taking them to restaurants typical of the area and use program funds to
cover costs.

**College or University Dormitories**

Several states have provided room and board for teachers on college
campuses. Binational Exchange Teachers lived in dormitories along with
migrant secondary students and residential staff for six weeks at the
Migrant Summer Institute held at the University of South Florida in
Tampa. Teachers residing at their work site simplified requirements for
room, board, and transportation. They also participated in field trips
and cultural activities along with the students.

In Alabama, Binational Exchange Teachers were provided room and board on
a college campus that was centrally located between approximately seven
summer program sites throughout the state. Each day, small groups of
teachers were transported to summer school sites, migrant
pre-kindergarten programs, and community sites hosting after-school
programs. Although some teachers spent several hours being transported
between the college and their work sites, they used the time in transit
to learn from each other, plan activities, and become more familiar with
their surroundings and the needs

of the students they served. The exchange teachers were very pleased
with these housing arrangements because of the camaraderie living
together provided. Several of the teachers that had participated in the
Binational Exchange Program previously had lived alone in apartments or
hotels, or even with host families, and felt isolated or intrusive. They
were willing to spend several hours each day in transit to their school
sites in exchange for the opportunity to build relationships and engage
in professional and cultural exchange that living in the dormitories
provided.

Binational Teachers in Texas resided in dormitories on the campus of the
University of Texas at El Paso. The exchange teachers worked with
migrant students attending the High School Equivalency Program (HEP) as
well as migrant secondary students that attended a one-week residential
leadership academy at the university. As was the case with the program
in Florida, having the teachers reside with the students not only
simplified logistical arrangements, but also provided much more time for
quality interaction between the students and exchange teachers. In
addition, including the exchange teachers in field trips and cultural
activities with the students provided an opportunity for students to get
to know teachers outside of the classroom setting.

**E. Teacher Stipends**

The teachers selected for the program often hold advanced degrees in
education, as well as offer extensive classroom and administrative
experience. Many are principals and educational leaders in their
communities. U.S. educators who have worked with exchange teachers
describe their counterparts as well prepared, versatile, flexible,
creative, and dedicated.

Exchange teachers, as a whole, state that they come to work in Migrant
Education Programs primarily for professional growth and to contribute
to the education of students of Mexican origin---not for the monetary
compensation provided. However, to meet their personal financial
responsibilities, stipends offered through the program are important.
Teachers should not be required to use their stipends to pay for
lodging, meals, transportation, and other items to be supplied by the
local MEP. Stipends are for the teacher's personal use--- to save, send
home, or spend on leisure activities.

Each program site must work within the confines of its state and
district policies, pay scales, union regulations, and other
requirements. However, general consistency in the amount of the stipends
provided will make all program sites equally attractive.

In 2000, binational program literature suggested a weekly stipend
ranging from \$100 to \$200. Some sites have increased this to \$250.
These figures represent suggested minimums. As the cost of living
increases, compensation provided through stipends will need to be
increased as well. Following are some issues to consider regarding
teacher stipends.

**Frequency of Payment**

Both the salaries for educators and the cost of living differ greatly
between Mexico and the U.S. Therefore, some teachers might arrive
without adequate funds to cover personal needs for even the first week
of the program. While site directors generally prefer issuing checks of
equal amounts at the end of each week, sometimes two or three weeks'

compensation must be provided at the onset of the program for teachers
that arrive unprepared.

Some programs that were four weeks in duration issued only two checks:
one in the middle of the program and one at the end. However, the
majority of directors felt it was important to issue weekly checks to
provide teachers with timely expense money.

**Bank Services**

Although teachers generally do not open savings or checking accounts
during their brief stays, they may wish to cash their stipend checks
unless paid in cash. Site directors may make arrangements with their own
financial institutions or use the school system's credit unions to cash
checks for exchange teachers.

**F. Required Documentation ---Visas**

*Disclaimer: The information below is current as of November 2001.
Please contact the U.S. Department of State, Bureau of Education and
Cultural Affairs, mentioned at the end of this section for further
information.*

After researching the policies and procedures that enable Binational
Exchange Teachers to enter the U.S. legally and without incident, work
in schools and migrant education programs for a predetermined length of
time, and receive a financial stipend for their contributions, the "J-1"
visa is considered to be appropriate for use in program sites
implementing the Binational Teacher Exchange Program.

The "J" visa is a non-immigrant visa category established by the Office
of Exchange Coordination and Designation and the Immigration and
Nationality Act enabling persons to participate in visitor-exchange
programs in the U.S. The "J" visa is for educational and cultural
exchange programs designated by the U.S. Department of State. The "J"
exchange visitor program is designed to promote the interchange of
persons, knowledge,

and skills in the fields of education, arts, and sciences. Participants
include students at all academic levels; trainees obtaining on-the-job
training with firms, institutions, and agencies; teachers of primary,
secondary, and specialized schools; professors coming to teach or do
research at institutions of higher learning; research scholars;
physicians in the medical and allied health fields; and international
visitors coming for the purpose of travel, observation, consultation,
research, training, sharing, demonstrating specialized knowledge or
skills, or participating in organized people-to people programs on a
full-time basis. The international visitors category is for the
restrictive use of the U.S. Department of State.

Since "J" exchange visitors are coming to the U.S. to teach, conduct
research, provide consultation, training, or other forms of specialized
knowledge or skills, applicants must have sufficient scholastic
preparation to participate in the designated program, including
knowledge of the English language.*(Note: A working knowledge of English
is one of the selection criteria for teachers applying to the Binational
Teacher Exchange Program.)*

Participants in programs such as the Binational Teacher Exchange Program
that provide for on-the-job training, teaching, research, or other
activities may accept paid employment in these programs. Traditionally,
exchange teachers have received monetary stipends for their work in U.S.
schools, which is allowed with a "J-1" visa. Participants in the "J-1"
exchange visitor program must have sufficient funds to cover all of
their expenses during the exchange period, or the sponsoring program
must provide for these costs, as school districts and migrant programs
do by providing room, board, and transportation for Binational Exchange
Teachers. Teachers also must have health insurance that meets the
requirement of the Exchange Visitor Program (22 CFR Part 62.14)

Binational Exchange Teachers applying for exchange visitor visas should
apply at the U.S. Embassy or Consulate with jurisdiction over their
place of permanent residence. The organization or institution in the
U.S. sponsoring the teacher is responsible for sending a Form IAP-66
(soon to be revised and reissued as the DS2019) to teachers
approximately two months prior to the teacher's arrival. Teachers
applying for the "J-1" visa must present this form to the U.S. Embassy
or Consulate with the appropriate jurisdiction

over their place of permanent residence. A variety of U.S. public
institutions, such as colleges, universities, state departments of
education, and school districts may be eligible to collaborate with the
Mexican government in issuing these documents and facilitating the "J-1"
visa process. The form IAP-66 must only be issued for the duration of
the program in which the visitor is participating.

For information regarding institutions authorized to facilitate the
"J-1" visa process, procedures, and requirements, contact:

The Office of Exchange Coordination and Designation

Bureau of Education and Cultural Affairs

Phone: (202) 401-9810

Fax: (202) 401-9808

Program regulations can be viewed on the web at

*http://exchanges.state.gov*

**G. Medical Care**

The United States Department of State (DOS), which establishes
guidelines for programs such as the Binational Teacher Exchange Program,
has had concerns for a number of years regarding access to adequate
health care for exchange visitors. To this end, in 1994, the DOS
(formerly USIA) made health insurance a requirement for participation in
a visitor-exchange program.

Migrant program administrators will want to ensure that teachers and
their dependents coming to work in migrant programs are covered by their
own personal medical insurance to ensure that it meets the requirements
outlined in 22CFR Part 62.14. It is recommended that copies of insurance
policies, emergency medical contact information, release forms, existing
medical conditions, and other related materials be available. To
supplement the exchange teacher's own medical insurance, some migrant
programs provide additional coverage.

**SECTION FIVE**

**Staff Development**

**A. Orientation and Training in Mexico**

Through collaboration between the United States and Mexico, extensive
orientation and training is provided for selected exchange teachers in
Mexico prior to their departure for the U.S. Some of the topics covered
include:

-   History, goals, and objectives of the BMEP

-   Overview of U.S. educational system, curriculum, standards, and
    assessments

-   Operation of a typical migrant summer program

-   Job description and daily schedule for exchange teachers

-   Overview of culture and life in the U.S.

-   Specific information regarding travel, stipends, contacts, necessary
    documents, medical needs, etc.

Although attendance at this training is strongly encouraged, not all
exchange teachers attend due to factors such as distance, illness, lack
of information, or other unexpected situations. While the binational
contact of each Mexican state is responsible for preparing teachers,
site directors may want to ask teachers if they had the opportunity to
attend the training and should be prepared to provide more assistance
for those that did not.

Despite the thoroughness of the training provided, no training can
adequately prepare the teachers for their first experience in the
program. A few of the areas where teachers felt they could have used
more information include:

-   Differences between Mexican and American culture, from privacy
    issues to gift giving, to displaying friendship or respect

-   Hierarchy, roles, and responsibilities of U.S. educators

-   Difference in communication styles (verbal and non-verbal)

-   The uncertainties and daily changes that may result in a program for
    a mobile population, such as migrant farm workers, and the
    subsequent flexibility required of staff

-   Specific roles, duties, and expectations of the teachers in Migrant
    Education Programs

-   Lifestyle of Mexican nationals working as migrants in the U.S.,
    particularly economic status and housing conditions

**B. Receiving Site Pre-Service Training**

Equally important is the preparation of U.S. staff to work with the
exchange teachers. Pre-service training addressing program logistics,
curriculum, materials and resources, staffing, duties, and special
events are integral to the program's success. Sites incorporating
exchange teachers in the operation of their summer programs need to
orient staff to this valuable resource in their pre-service training.

The goals of the BMEP and priorities for the exchange teachers that must
be clearly communicated include:

-   Instructing students about the history, culture, arts, dances, and
    traditions of Mexico

-   Having adequate time for meaningful contact with as many binational
    migrant students as time and scheduling allow

-   Conducting outreach activities with parents, including training on
    the use of the Binational Transfer Document

-   Providing U.S. educators with information regarding Mexico's
    educational system, curriculum, texts, pedagogy, pupil progression,
    etc.

-   Conducting a culminating cultural activity for students, families,
    staff, and members of the community

## C. On-Site Orientation and Joint Planning

Due to conflicts between summer program starting dates and arrival dates
of some exchange teachers, conducting on-site orientations including
both U.S. and Mexican teachers is sometimes difficult; however,
directors who have allocated time for a joint in-service find it to be
very beneficial.

A one-day training model that has proven successful dedicates the
morning session to explaining goals, expected outcomes, and logistics
for the summer program to local staff and exchange teachers. The
afternoon is devoted to teachers meeting together for specific planning
such as scheduling, designing lesson plans and activities, and creating
materials.

Depending on the scope of the trainings attended throughout the summer
by exchange teachers, a letter or certificate of completion may be
useful to them in securing staff development credits for professional
advancement in their home states.

**D. Professional Exchange**

An important goal of the Binational Program is to encourage
communication and collaboration in order to enhance the educational
continuity of binational students. This may be accomplished as teachers
work together in classrooms or through informal discussion and sharing.
However, to truly foster understanding and support of binational

students' education on both sides of the border, the exchange of
information and ideas must be considered a program priority.

**Making the Most of the Teachers' Talents and Expertise**

There are many ways exchange teachers can enhance migrant programs and
summer schools. During the orientation conducted in Mexico, teachers are
made aware that flexibility on their part is imperative, and that due to
the nature of the migrant population, program sites may not know the
exact numbers, grade levels, or ethnic backgrounds of the students to be
served until the first day of school. However, in order to make the most
suitable match between teachers and program sites, and to enable
teachers to prepare for their assignments, specific and timely
communication of duties and expectations to Mexican state level
binational contacts is critical.

Assigning teachers to be aides, office clerks, or translators is
inappropriate and a waste of talent and expertise. The binational
teachers selected to participate in the program are highly qualified,
competent professionals with a wealth of experience and skills. Many of
them hold multiple positions in their professional field in Mexico,
including classroom teachers, school administrators, and college
instructors. They should be looked upon as partners of their American
colleagues, with a great deal of knowledge and expertise to

contribute to all aspects of the educational process.

**E. English-Proficiency**

When deciding where to place teachers and how to best utilize their
strengths, their English proficiency should be considered. Although
speaking English is a requirement for participation, some teachers are
proficient in communicating but may have difficulty teaching academic
content in English. Bilingual aides or staff members paired with the
exchange teachers will ensure that they are able to convey their lessons
to all children.

It is also important to keep in mind that while these teachers are
sufficiently versatile teaching a broad range of academic subjects, one
of their main objectives, as stated in the Binational Agreement, is to
"reinforce the identity and improve the education of Mexican-origin
students living in the U.S. by imparting knowledge about the history,
culture, values, and national traditions of Mexico." Thus, much of the
exchange teachers'

lessons may be hands-on and artistic in nature, possibly requiring less
English proficiency than would be required to teach an academic subject.

**Programs that Broaden Exchange Teacher's Contact with the Local
Teachers and Students**

Although the program's primary objective is for teachers from Mexico to
work with migrant students of Mexican descent, these teachers are far
too valuable a resource to limit their involvement exclusively to this
select group of students. The resources they bring and the lessons they
teach will enrich and broaden the education and cultural appreciation of
all with whom they interact.

**Scheduling Teachers for Maximum Student Contact**

Another important program objective is to maximize the number of
students and family members with whom the teachers have contact. In
light of this and the tremendous amount of preparation by the teachers
for their lessons and activities, it is essential that their schedule
afford them adequate time to work with the maximum number of migrant
students.

Summer programs are often short in duration, and they may focus on
preparing students to meet state mandated benchmarks or end-of year
requirements for promotion. While this may be a priority, summer
programs requesting exchange teachers need to consider

the objectives of the Binational Exchange Program when designing
schedules that will provide teachers with the appropriate time, space,
and resources needed to share their rich curriculum highlighting the
history, culture, arts, and traditions of Mexico.

In areas where summer schools operate for only half days or four days a
week, teachers

may be scheduled to conduct activities on Fridays, after the school day,
or at community sites.

In southern California, exchange teachers worked with in-school youth as
well as

emancipated youth, young adults, and parents in evening outreach
programs. Teachers well versed in Adult Literacy, ESL, and Spanish for
Spanish Speakers drove to rural labor camps to work with these groups.
The crew leader supported the program by allowing teachers to use a
cement slab with a roof for a rudimentary classroom. Twice a week, a
station wagon full of teachers with flip charts, markers, slates, chalk,
erasers, workbooks, and gas lanterns drove into the mountains to teach
these eager students.

For many of the exchange teachers interviewed at this site, their
experience was both

disheartening and extremely gratifying. After interacting with these
young migrant workers who were often traveling alone and far from home,
the teachers realized more fully how isolated and in need of educational
and social services many of their countrymen were.

**SECTION SIX**

**Promoting Cultural Appreciation**

The cultural and folk art activities that enhance much of the exchange
teacher's lessons often require special materials. Teachers are
accustomed to bringing a tremendous amount of materials with them from
Mexico, along with several weeks' worth of clothing and personal
necessities. Direct communication between the host program site and the
exchange teacher may eliminate teachers bringing some of the items that
are easily accessible in the U.S. By providing teachers with a list of
classroom supplies that will

be available and allowing them to submit lists of needed materials,
duplication and unnecessary purchases can be avoided.

**A. Parent & Community Outreach Efforts**

One of the objectives of the Teacher Exchange Program is to support the
education of binational students by also working with their parents.
Many programs have documented increases in parental involvement as a
result of the Teacher Exchange Program. Parents not only attended school
conferences and meetings, but also participated in programs highlighting
the culture and history of Mexico with their children.

**SECTION SEVEN**

**Conclusion**

It is hoped that this guide will inspire MEP administrators to further
explore and ultimately implement the Binational Teacher Exchange
Program. While arranging for lodging, meals, and transportation and
dealing with visas and the INS may seem like daunting tasks, the
benefits of the Exchange Program are well worth the effort.

Thousands of binational migrant students have had positive experiences
with Mexican exchange teachers. Migrant parents have had the opportunity
to relate to the teachers on many levels. U.S. educators, community
members, and policymakers have worked together to design interventions
to support the continuity of education for binational students and have
learned a great deal about Mexican culture, history, traditions,
educational systems, and issues affecting binational children and their
families.

As more and more children of Mexican descent live and attend school in
both Mexico and the United States, the Binational Teacher Exchange
Program offers a viable way to support binational children's pursuits of
education in both countries, truly making "education without borders" a
reality.

**APPENDICES**

**Convocatoria/Invitation**

**Binational Teacher Exchange Program Application**

**List of Title I Migrant State Directors**

**List of Mexican Consulates and**

**Mexican Cultural Institutes**

**Visiting Teacher Survey (English)**

**Visiting Teacher Survey (Spanish)**

**Activities Checklist and Timeline**

**APPENDIX A**

**Convocatoria/Invitation**

-   The Secretariat of Foreign Affairs and

-   The Secretariat of Public Education of Mexico

**Invite**

-   the Secretaries of Education of the states with a high degree of
    emigration,

-   the coordinators of the Binational Migrant Education Program,

-   the U.S. school districts, and the interested educational
    authorities of Mexico and the United States to participate in **the
    Mexico-United States Teacher Exchange Program.**

**Objectives**

-   To contribute to and reinforce knowledge about the history, culture,
    values, and national traditions of Mexican-origin students who live
    in the United States, reinforcing their identity and improving their
    education

-   To encourage ongoing communication between U.S. and Mexican teachers
    so as to share educational experiences that facilitate obtaining
    greater advantage in the teaching-learning process at the basic and
    middle-upper educational levels

-   Through teacher exchanges, to assist in improving the educational
    services offered to the Mexican and Mexican-descent school
    population living in the United States

**I. Prerequisites for Participation**

Educational institutions of both countries that participate will commit
to:

-   Cover the air transportation expenses of the teachers selected from
    their country

-   Receive an equal number of teachers

-   As hosts, provide food and lodging for the teachers they receive

-   Guarantee that the participants draw up a work plan previously
    approved by both parties

-   In the case of U.S. educational institutions, provide the visiting
    teachers with a stipend of no less than \$100 per week for personal
    expenses

-   Ensure that all the participating teachers travel with medical and
    accidental insurance, and specify if they require any medical
    treatment

-   Ensure that the teachers meet the immigration prerequisites to enter
    the country they visit

-   Select the participating teachers according to the profile indicated
    in the following sections

**II. The Mexican States**

From the time this announcement is made, the Mexican states are to
inform the Program for Mexican Communities Abroad of the Secretariat of
Foreign Affairs (SRE) of the number of teachers they will sponsor, at
the latest by **January** of each year.

The teacher selection process will be the responsibility of the
secretariats or institutes of education of the participating Mexican
states.

The Mexican teachers chosen and their respective resumes must be
submitted to the SRE, attention Program for Mexican Communities Abroad
\[Ricardo Flores Magón No. 2 Col. Guerrero, México, D.F. 06995, tel.
01152 (55) 517-4276\], at the latest by **February** of each year. The
SRE will inform the Mexican states of who their counterpart exchange
teachers from the United States will be.

The educational authorities of the participating Mexican states will
inform the American exchange teachers at least one month in advance of
their departure to Mexico about the food, lodging, and local
transportation they will provide to the visiting teachers.

**III. School Districts, Migrant Programs, and Local Educational
Authorities in the**

**United States**

The local educational authorities in the United States that are
interested in participating in the exchange program are to inform Mexico
of the number of Mexican teachers they will receive each summer, or for
the season they consider most suitable, through the Mexican consulates
in that country, at the latest by **January** of each year. They will
also indicate the precise dates of the teachers' stay, and the type of
program they will participate in, or the grade level they will teach.
All particular requirements of the Mexican teacher profile desired must
be stated prior to that date.

The U.S. school district and institutions should fulfill all required
transactions with the American authorities for the "J-1" visa, at the
latest one month before the Mexican teachers are required. The U.S.
school districts and institutions must inform their counterpart at least
one month in advance, about the food, lodging, and local transportation
they will provide for the visiting teachers.

The process for selecting the U.S. teachers who will go to Mexico will
be the esponsibility of the school districts or of the educational
institutions that have bilingual or migrant education programs.

The U.S. states must provide information on the American teachers
selected for the exchange to Mexico, and the dates when those teachers
will visit Mexico, at latest one month before their arrival.

## IV. Selection Profile 

**Mexican Teachers**

-   Bachelor's degree in the area of pedagogy/certificate-diploma from
    the Normal School or Upper Normal School

-   Availability to be out of the country from four to six weeks

-   Minimum three years of classroom experience as a group teacher

-   Certain mastery of the English language that permits verbal
    communication

-   A spirit of service; be a dynamic, creative individual

-   Willing to cooperate in the community or extracurricular activities
    requested

-   Knowledge of the educational problems of the Mexican rural
    environment

-   General knowledge of the Mexican educational system

-   Knowledge of Mexico's history, traditions, and culture

-   Experience in designing educational programs and materials

-   In some cases, they will have to know and handle the dynamics of
    integration and motivation, sing school and popular songs, or have
    manual abilities and perform regional dances.

**U.S. Teachers**

-   Teacher of bilingual or migrant programs; knowledge of the
    educational problems of Hispanic children in the United States

-   Willingness to cooperate with Mexico in exchanging teaching methods
    and educational technology

-   A certain mastery of Spanish that allows verbal communication
    without the need of a translator

-   Availability to be absent from the country for one to two weeks

-   Experience as a teacher of Hispanic children and young people

-   Ability to explain the American educational system and the system of
    his/her school district

-   Interest in learning about the communities of origin of the Mexican
    migrants

-   A spirit of service and willingness, in addition to being a dynamic,
    creative individual

-   Willingness to work in front of a group and delve into an
    understanding of the culture and traditions of Mexican children and
    young people in order to reach a minimum level of understanding of
    the Mexican child's behavior in U.S. schools

**V. Work Plan**

1\. The work plan will be drawn up by mutual agreement with the
counterpart, considering

that the topics of interest must coincide for the parties. The following
information about

needs and responsibilities should be presented in the work plan:

-   Preschool education

-   Elementary education

-   Secondary education

-   Indigenous education

-   School administration

-   School for parents

-   Mexican culture and traditions

2\. In general, a list of some of the activities Mexican teachers in the
United States are expected to perform by mutual agreement with the
counterpart:

-   Direct teaching of students

-   Community work

-   Workshops for teachers on Mexican history and culture, teaching of
    reading and writing, Mexican educational system

-   Workshops for parents

-   Advice on preparing and using didactic materials

-   Advice on curricular contents in order to improve programs for
    Mexican children and young people living in the United States

3\. The following are activities U.S. teachers might perform during
their stay in Mexican schools:

-   Work in a classroom setting

-   Interviews with children and parents

-   Academic work with Mexican teachers in order to understand the
    teaching methods of English as a foreign language

-   Visits to the communities from which migrants originate

-   Trips through the main historical and cultural centers of the town

**VI. General Information**

1.  In **early March** of each year and together with the participating
    states, the SRE will distribute or assign the Mexican teachers among
    the U.S. schools that have shown an interest in receiving them. The
    assignment will be made taking into account the requests and
    specific requirements of the U.S. school districts.

2.  Once the distribution has been made, both the Mexican Consulates and
    the local educational authorities in the United States will
    establish direct communication with the Mexican counterparts to
    establish the logistical details of the exchanges (dates, flight
    information, lodging, etc.) and prepare the respective work plan.

3.  In the case of programs that involve the participation of native
    language teachers, the requirement for mastery of the English
    language may be eliminated.

4.  The participating teachers of both countries will have to prepare a
    report on the activities they performed during their participation
    in the exchange program and make the recommendations they consider
    appropriate.

5.  If the parties consider it suitable, the U.S. teachers may visit
    Mexico before their Mexican counterparts visit the United States.

6.  Both the Mexican states and the local U.S. educational authorities
    will have to confirm before the dates indicated in sections II and
    III if they are able to receive or send teachers during the regular
    class term (in other words, not in summer), with the understanding
    that the period of stay must not exceed six weeks.

7.  In presenting a candidate, the sponsoring educational institution
    will have to indicate the specialty or specialties of the teacher in
    question, in keeping with the seven areas of interest specified in
    the Work Plan.

8.  The total number of teachers participating in the exchange program
    will be determined by the number of educational institutions in the
    two countries that are interested in collaborating on this project.
    Therefore, if there is an excess of teachers on the part of either
    country, the inviting secretariats or departments do not commit to
    find a counterpart for all the candidates who appear.

**For further information, contact:**

Programa para las Comunidades

Mexicanas en el Exterior. SRE

Ricardo Flores Magón Nº2, Basamento ala "B"

Col. Guerrero, México, D.F. 06995

Tel. 01152 (55) 517-4276

<sorozco@sre.gob.mx>

**APPENDIX B**

**Binational Teacher Exchange Program Application**

**APPENDIX C**

**Title I Migrant Education Program State Directors**

The following Migrant Education Program State Directors can be contacted
regarding the

Binational Teacher Exchange Program.

**Alabama**

Dr. Catherine Moore

State Program Federal Coordinator

Alabama Department of Education

5348 Gordon Persons Building

50 North Ripley Street

Montgomery, Alabama 36104

Telephone: (334) 242-8199

Fax: (334) 242-0496

E-mail: cmoore@alsde.edu

Ms. Maggie Rivers

Migrant Education Program

Alabama Department of Education

5348 Gordon Persons Building

50 North Ripley Street

Montgomery, Alabama 36104

Telephone: (334) 242-8199

Fax: (334) 242-0496

E-mail: mrivers@alsde.edu

**Arkansas**

Mr. William Cosme, Director

Migrant Education Program

Arkansas Department of Education

#4 State Capitol Mall

Little Rock, Arkansas 72201

Telephone: (501) 324-9660

Fax: (501) 324-9694

E-mail: wcosme@arkedu.k12.ar.us

**California**

Dr. Larry Jaurequi, Director

Migrant Education Office

State Department of Education

721 Capitol Mall, 2nd Floor

P.O. Box 944272

Sacramento, California 94244-2720

Telephone: (916) 657-2561

Fax: (916) 657-2869

E-mail: <LJAUREQU@CDE.CA.GOV>

**Colorado**

Mr. Bernie Martinez, Director

Migrant Education Project

Colorado Department of Education

201 East Colfax, Room 401

Denver, Colorado 80203-1704

Telephone: (303) 866-6870

Fax: (303) 866-6637

E-mail: martinez_b@CDE.STATE.CO.US

**Florida**

Mr. Rony Joseph

Director, Title I/Migrant Programs

Bureau of Equity, Safety and School Support

325 West Gaines Street, Suite 306

Tallahassee, Florida 32399-0400

Telephone: (850) 487-3530

Fax: (850) 922-9648

E-mail: JosephR@mail.doe.state.fl.us

**Georgia**

Dr. Robert Bonner, Program Manager

Federal Programs

Georgia Department of Education

205 Butler Street

Twin Towers East, Suite 1852

Atlanta, Georgia 30334

Telephone: (404) 656-2436

Fax: (404) 651-8079

E-mail: bbonner@doe.k12.ga.us

Ms. Mary Jo Crawford

Georgia Department of Education

Migrant Education Program Specialist

205 Butler Street

Twin Towers East, Suite 1852

Atlanta, Georgia 30334

Telephone: (404) 656-4995

Fax: (404) 651-8079

E-mail: <mjcrawfo@doe.k12.ga.us>

**Idaho**

Ms. Irene Chavolla

State Coordinator, Migrant Education

Compensatory Education Division

Idaho State Department of Education

650 West State Street

Boise, Idaho 83720-0027

Telephone: (208) 332-6907

Fax: (208) 332-6966

E-mail: ICHAVOLL@SDE.STATE.ID.US

**Illinois**

Mr. David Gutiérrez

Migrant Education Program

Illinois State Board of Education

100 North First Street - E233

Springfield, Illinois 62777-0002

Telephone: (217) 782-5728

Fax: (217) 524-9354

E-mail: dgutierr@isbe.net

E-mail: CMATAWOO@ isbe.net (Carolina

Mata-Woodruff)

**Michigan**

Ms. Linda Brown

Assistant Director, Office of Field Services

Michigan Department of Education

608 West Allegan

P.O. Box 30008

Lansing, Michigan 48909

Telephone: (517) 373-3921

Fax: (517) 335-2886

E-mail: brownlq@state.mi.us

Ms. Linda Forward

Migrant Education Program Director

Office of Field Services

Michigan Department of Education

608 West Allegan

P.O. Box 30008

Lansing, Michigan 48909

Telephone: (517) 373-6066

Fax: (517) 335-2886

E-mail: forwardl@state.mi.us

**Montana**

Ms. Angela Branz-Spall

Director, Title I Migrant Program

Office of Public Instruction

1300 11th Avenue

State Capitol

Helena, Montana 59620-2501

Telephone: (406) 444-2423

Fax: (406) 449-7105

E-mail: ANGELAB@STATE.MT.US

**Nebraska**

Dr. Elizabeth (Betty) Alfred

Director, Migrant Education

Nebraska Department of Education

301 Centennial Mall South

Box 94987

Lincoln, Nebraska 68509

Telephone: (402) 471-3440

Fax: (402) 471-2113

E-mail: Balfred@nde.state.ne.us

**New York**

Dr. Nancy W. Croce

Migrant Education Director

New York State Education Department

Room 461, Education Building Annex

88 Washington Avenue

Albany, New York 12234

Telephone: (518) 473-0295

Fax: (518) 474-1405

E-mail: ncroce@mail.nysed.gov

**Ohio**

Mr. Casimiro Martinez

State Director of Migrant Education

Office of Reform and Federal

Student Programs

25 South Front Street, Mail Stop 404

Columbus, Ohio 43215-4183

Telephone: (614) 728-1638

Fax: (614) 752-1622

E-mail: Casimiro.Martinez@ODE.state.oh.us

**Oregon**

Mr. Merced Flores

Associate Superintendent

Office of Student Services

Public Services Building

255 Capitol Street, NE

Salem, Oregon 97310-0203

Telephone: (503) 378-3600 ext 2701

Fax: (503) 373-7968

E-mail: merced.flores@state.or.us

**Pennsylvania**

Dr. Manuel Recio, Chief

Division of Migrant Education

State Department of Education

333 Market Street, 7th Floor

Harrisburg, Pennsylvania 17126-0333

Telephone: (717) 783-6466 & (717) 783-

6464 (Direct State Director line)

Fax: (717) 783-4392

E-mail: MRECIO@STATE.PA.US *or*

RECIO@AOL.COM

**Texas**

Mr. Sigifredo H. Huerta, Director

Division of Migrant Education

Texas Education Agency

1701 North Congress Avenue

Austin, Texas 78701-1494

Telephone: (512) 463-9067

Fax: (512) 463-9759

E-mail: shuerta@tea.state.tx.us

**Washington**

Dr. Richard Gómez, Jr.

Director, Migrant & Bilingual Programs

Office of the Superintendent of

Public Instruction

Old Capitol Building

600 Washington St., SE

P.O. Box 47200

Olympia, Washington 98504-7200

Telephone: (360) 725-6150

Fax: (360) 664-2605

E-mail: <RGomez@ospi.wednet.edu>

**Wisconsin**

Dr. Myrna Toney

Special Needs Section

State Department of Public Instruction

125 South Webster Street

Box 7841

Madison, Wisconsin 53702

Telephone: (608) 266-2690

Fax: (608) 267-0364

E-mail: Myrna.toney@dpi.state.wi.us

**Additional Listings for Information Regarding the**

**Binational Teacher Exchange Program**

Francisco Garcia, Director

Office of Migrant Education

Office of Elementary and

Secondary Education

U.S. Department of Education

400 Maryland Avenue, SW

(Room 3E317---FOB-6)

Washington, D.C. 20202-6135

Telephone: (202) 260-1164

Frank Contreras, Director

Center for Migrant Education

Southwest Texas State University

601 University Drive

San Marcos, Texas 78666

Telephone: (512) 245-1365

Toll-free: (866) 245-1365

Fax: (512) 245-0588

Bob Levy, Director

ESCORT

305 Bugbee Hall

State University of New York College at Oneonta

Oneonta, New York 13820

Toll-free: (800) 451-8058

FL Office Toll-free: (800) 756-9003

Telephone: (607) 436-2300

Fax: (607) 436-3606

[www.escort.org](http://www.escort.org/)

**APPENDIX D**

**List of Mexican Consulates and Mexican Cultural Institutes**

Get more information from the nearest Mexican Consulate or Mexican
cultural institute:

**Mexican Consulate Offices in the U.S.**

Albuquerque (505) 247-2139

Atlanta (404) 266-1204

Austin (512) 478-9031

Boston (617) 426-8782

Brownsville (956) 542-2051

Calexico (760) 357-3880

Chicago (312) 855-0056

Corpus Christi (361) 882-3375

Dallas (214) 634-7341

Del Rio (830) 775-6031

Denver (303) 331-1110

Detroit (313) 964-4515

Douglas (520) 364-3107

Eagle Pass (830) 773-9255

El Paso (915) 533-3644

Fresno (559) 233-3067

Houston (713) 339 4710

Laredo (956) 723-6369

Los Angeles (213) 351-6800

McAllen (956) 686-0243

Miami (305) 716-4977

Midland (915) 687-2334

Nogales (520) 287-3381

New Orleans (504) 522-3596

New York (212) 217-6400

Omaha (402) 731-1137

Orlando (407) 894-0514

Oxnard (805) 483-4684

Philadelphia (215) 625-4897

Phoenix (602) 249-2735

Portland (503) 229-0790

Presidio (915) 229-2788

Raleigh (919) 754 1726

Sacramento (916) 441-3287

Salt Lake City (801) 521-8502

San Antonio (210) 227-1085

San Bernardino (909) 889-9836

San Diego (619) 231-8414

San Francisco (415) 392-5554

San José (408) 294-3414

Santa Ana (714) 835 3069

Seattle (206) 448-6819

St. Louis (314) 436-3426

Tucson (520) 882-5595

Washington, DC (202) 736-1000

**Mexican Cultural Centers and Institutes in the U.S.**

Atlanta (404) 264-1240

> 266-1932

Chicago (312) 255-1556

Denver (303) 331-1870

> 331-1872

Detroit (313) 567-7577

> 567-7567
>
> 567-7709

El Paso (915) 533-6311

Fresno (559) 445-2615

> 265-4520

Houston (713) 778-6116

> 772-4435

Laredo (956) 723-6369

Los Angeles (213) 624-3682

> 624-3660

McAllen (956) 686-0243

> 624-0244

Miami (305) 716-4977

> 716-4978

New Orleáns (504) 522-3696

> 525-1105

New York (212) 217-6420

> 217-6440

Orlando (407) 420-6896

Philadelphia (215) 933-4262

> 592-0410

Phoenix (602) 271-4858

Portland (503) 274-9973

Sacramento (916) 446-3691

### San Antonio (210) 227-0123

> 227-5018

San Diego (619) 231-8414, Ext. 53

San Francisco (415) 393-8003

San José (408) 294-3415

> 294-8602
>
> 297-1942

Seattle (206) 448-8938

St. Louis (314) 436-2695

Tucson (602) 628-7678

> 884-1121

Washington, DC (202) 728-1628

> 728-1629

If you prefer, you can contact the program

offices directly:

Programa para las Comunidades

Mexicanas en el Exterior

Secretaría de Relaciones Exterior

Ricardo Flores Magón número 2

Basameto ala "B"

Col. Guerrero, México DF 06995

Tel: 01152 (55) 517-4276

Fax: 01152 (55) 517-4346

E-mail: sorozco@sre.gob.mx

**APPENDIX E**

**Visiting Teacher/Instructor Survey (English)**

**Teacher from Mexico visiting U.S.**

As part of an effort to better understand and improve the quality of the
Binational Migrant Education Teacher Exchange Programs, we are asking
all teachers and instructors who have participated in the program during
the summer of this year to please take a few minutes to complete this
survey.

City and state in Mexico of participating teacher or instructor

Position of teacher or instructor and/or grade level in Mexico

(e.g., primaria, secundaria, preparatoria)

Name of city(ies) and state(s) visited in the United States:

Is this the first time you have participated in the Teacher Exchange
Program? \_\_ yes \_no

If yes, how may times have you participated in the past?

Length of visit: Departure date \_\_\_\_\_\_\_\_\_\_\_\_\_ Return date

day/month/year day/month/year

Lodging with  \_\_\_family \_\_\_hotel

Other (Describe:)

List sites visited while in the U.S.

**Preparation for Visit to the United States (U.S.)**

+--------------------------------------+----+----+-----+--------+----+
| **Based on your experiences,         | ** | ** | **  | *      | *  |
| please**                             | Po | Fa | Goo | *Excel | *N |
|                                      | or | ir | d** | lent** | /A |
| **rate the quality of the:**         | ** | ** |     |        | ** |
+--------------------------------------+----+----+-----+--------+----+
| Orientation you received to prepare  | *  | *  | **  | **4**  | *  |
| you for your                         | *1 | *2 | 3** |        | *N |
|                                      | ** | ** |     |        | /A |
| visit to the U.S.                    |    |    |     |        | ** |
+--------------------------------------+----+----+-----+--------+----+
| Resources available to help you      | *  | *  | **  | **4**  | *  |
| learn about your                     | *1 | *2 | 3** |        | *N |
|                                      | ** | ** |     |        | /A |
| destination city and school          |    |    |     |        | ** |
+--------------------------------------+----+----+-----+--------+----+
| Travel to your destination in the    | *  | *  | **  | **4**  | *  |
| U.S.                                 | *1 | *2 | 3** |        | *N |
|                                      | ** | ** |     |        | /A |
|                                      |    |    |     |        | ** |
+--------------------------------------+----+----+-----+--------+----+

**Types of Activities Experienced in the United States (U.S.)**

+---------------------------------------+----+----+-----+--------+----+
| **Based on your experiences in the**  | ** | ** | **  | *      | *  |
|                                       | Po | Fa | Goo | *Excel | *N |
| **U.S., please rate the quality of    | or | ir | d** | lent** | /A |
| the:**                                | ** | ** |     |        | ** |
+---------------------------------------+----+----+-----+--------+----+
| Housing facilities while in the U.S.  | *  | *  | **  | **4**  | *  |
|                                       | *1 | *2 | 3** |        | *N |
|                                       | ** | ** |     |        | /A |
|                                       |    |    |     |        | ** |
+---------------------------------------+----+----+-----+--------+----+
| Transportation provided to you while  | *  | *  | **  | **4**  | *  |
| in the U.S.                           | *1 | *2 | 3** |        | *N |
|                                       | ** | ** |     |        | /A |
|                                       |    |    |     |        | ** |
+---------------------------------------+----+----+-----+--------+----+
| School site visit(s) if applicable    | *  | *  | **  | **4**  | *  |
|                                       | *1 | *2 | 3** |        | *N |
|                                       | ** | ** |     |        | /A |
|                                       |    |    |     |        | ** |
+---------------------------------------+----+----+-----+--------+----+
| Interactions with U.S. school         | *  | *  | **  | **4**  | *  |
| administrators and/                   | *1 | *2 | 3** |        | *N |
|                                       | ** | ** |     |        | /A |
| or teachers                           |    |    |     |        | ** |
+---------------------------------------+----+----+-----+--------+----+
| Interaction with migrant students at  | *  | *  | **  | **4**  | *  |
| the U.S.                              | *1 | *2 | 3** |        | *N |
|                                       | ** | ** |     |        | /A |
| school site(s)                        |    |    |     |        | ** |
+---------------------------------------+----+----+-----+--------+----+
| Interaction with migrant parents at   | *  | *  | **  | **4**  | *  |
| the U.S. school                       | *1 | *2 | 3** |        | *N |
|                                       | ** | ** |     |        | /A |
|                                       |    |    |     |        | ** |
+---------------------------------------+----+----+-----+--------+----+
| Others? (Please list and rate)        | *  | *  | **  | **4**  | *  |
|                                       | *1 | *2 | 3** |        | *N |
|                                       | ** | ** |     |        | /A |
|                                       |    |    |     |        | ** |
+---------------------------------------+----+----+-----+--------+----+
|                                       | *  | *  | **  | **4**  | *  |
|                                       | *1 | *2 | 3** |        | *N |
|                                       | ** | ** |     |        | /A |
|                                       |    |    |     |        | ** |
+---------------------------------------+----+----+-----+--------+----+

**APPENDIX F**

**Visiting Teacher/Instructor Survey (Spanish)**

**Encuesta para los Maestros Visitantes**

Para poder entender y mejorar la calidad del Programa Binacional de
Intercambio de Maestros de Migrantes, les estamos pidiendo a todos los
maestros que han participado en el programa durante el verano de este
año que por favor nos ayuden a contestar esta encuesta para poder
continuar con nuestros esfuerzos de servirles mejor.

Nombre de la Ciudad y Estado donde vive el maestro en México

Capacidad en que se usó al maestro y/o en que grado en México

(e.g., primaria, secundaria, preparatoria)

Nombre de la Ciudad(s) y Estado(s) donde estuvo el maestro en los
Estados Unidos

¿Es ésta la primera vez que participa en el Programa de Intercambios de
Maestros? \_\_\_ si \_\_\_ no

Si contesta que si ¿ cuántas veces ha participado anteriormente?

¿Cuál es el programa en el que usted está participando? (circule uno)
Intercambio de Maestros

¿Cuánto tiempo duró su visita? Fecha de salida
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Fecha de regreso
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

día/mes/año día/mes/año

Hospedaje con \_\_\_\_\_\_ familia \_\_\_\_\_\_\_\_ otro---describa

Liste visitas a lugares durante su estancia en los Estados Unidos

**Preparación para Visitar los Estados Unidos (EUA)**

  ----------------------------------- ---------- ------------- ----------- --------------- ---------
  **Basado en sus experiencias, por   **Mala**   **Regular**   **Buena**   **Excelente**   **N/A**
  favor calique la calidad de:**                                                           

  ...orientación recibida para        **1**      **2**         **3**       **4**           **N/A**
  prepararlo para su visita a los                                                          
  Estados Unidos.                                                                          

  ...recursos disponibles para        **1**      **2**         **3**       **4**           **N/A**
  ayudarle a aprender más sobre la                                                         
  ciudad y la escuela que usted iba a                                                      
  visitar.                                                                                 

  ...información de como llegar al    **1**      **2**         **3**       **4**           **N/A**
  lugar asignado a usted en los                                                            
  Estados Unidos.                                                                          
  ----------------------------------- ---------- ------------- ----------- --------------- ---------

Tipos de Actividades Experimentadas en los Estados Unidos

  ----------------------------------------- ---------- ------------- ----------- --------------- ---------
  **Basado en sus experiencias, por favor   **Mala**   **Regular**   **Buena**   **Excelente**   **N/A**
  califique la calidad de:**                                                                     

  ... vivienda en condiciones apropiadas    **1**      **2**         **3**       **4**           **N/A**
  durante su estancia en los Estados                                                             
  Unidos.                                                                                        

  ... transportación proveída durante su    **1**      **2**         **3**       **4**           **N/A**
  estancia en los Estados Unidos.                                                                

  ... visitas a otras escuelas (solamente   **1**      **2**         **3**       **4**           **N/A**
  si es aplicable).                                                                              

  ... interacciones con los administradores **1**      **2**         **3**       **4**           **N/A**
  o con los maestros de la escuela.                                                              

  ... interacciones con estudiantes         **1**      **2**         **3**       **4**           **N/A**
  migrantes en las escuelas en los Estados                                                       
  Unidos.                                                                                        

  ... interacciones con padres migrantes en **1**      **2**         **3**       **4**           **N/A**
  las escuelas de los Estados Unidos.                                                            

  ... ¿Otro? (Describa la actividad y       **1**      **2**         **3**       **4**           **N/A**
  califique)                                                                                     
  ----------------------------------------- ---------- ------------- ----------- --------------- ---------

1.Por favor liste y describa los servicios que usted ofrece.

2\. Por favor describa dos de los aspectos más gratificantes en su
experiencia del intercambio.

3\. Por favor comparta sus ideas de como se puede mejorar este programa.

**APPENDIX G**

**Activities Checklist and Timeline**

+---------+-------------------------------------------------+----------+
| **Pro   | **Activity**                                    | **       |
| posed** |                                                 | Status** |
|         |                                                 |          |
| **Tim   |                                                 |          |
| eline** |                                                 |          |
+---------+-------------------------------------------------+----------+
| **Nov   | Establish partnership with sponsoring           | \_\_     |
| ember** | institution such                                | Received |
|         |                                                 |          |
|         | as school district, state education department, | \_\_     |
|         | or                                              | C        |
|         |                                                 | ompleted |
|         | university to begin "J-1" visa process.         |          |
|         |                                                 | \_\_ In  |
|         |                                                 | Progress |
+---------+-------------------------------------------------+----------+
| **Dec   | Mexican Consulates in the U.S. send Binational  | \_\_     |
| ember** | Teacher                                         | Received |
|         |                                                 |          |
|         | Exchange Program Invitations and Applications   | \_\_     |
|         | to state                                        | C        |
|         |                                                 | ompleted |
|         | and district MEP administrators.                |          |
|         |                                                 | \_\_ In  |
|         |                                                 | Progress |
+---------+-------------------------------------------------+----------+
| **Ja    | Survey schools, migrant programs, and community | \_\_     |
| nuary** |                                                 | Received |
|         | agencies that conduct summer programs for       |          |
|         | migrant                                         | \_\_     |
|         |                                                 | C        |
|         | students to determine their interest in hosting | ompleted |
|         |                                                 |          |
|         | binational exchange teacher(s).                 | \_\_ In  |
|         |                                                 | Progress |
+---------+-------------------------------------------------+----------+
| **Ja    | Make presentation to local school board to      | \_\_     |
| nuary** | receive                                         | Received |
|         |                                                 |          |
|         | approval for plans to implement Binational      | \_\_     |
|         | Teacher                                         | C        |
|         |                                                 | ompleted |
|         | Exchange Program.                               |          |
|         |                                                 | \_\_ In  |
|         |                                                 | Progress |
+---------+-------------------------------------------------+----------+
| **Ja    | Review costs of sponsoring binational exchange  | \_\_     |
| nuary** |                                                 | Received |
|         | teacher(s) and begin developing program budget. |          |
|         |                                                 | \_\_     |
|         |                                                 | C        |
|         |                                                 | ompleted |
|         |                                                 |          |
|         |                                                 | \_\_ In  |
|         |                                                 | Progress |
+---------+-------------------------------------------------+----------+
| **Late  | The Secretariats of Education of each           | \_\_     |
| Feb     | participating                                   | Received |
| ruary** |                                                 |          |
|         | Mexican state submit a list of selected         | \_\_     |
|         | teachers, along                                 | C        |
|         |                                                 | ompleted |
|         | with their resumes, to the SRE to be assigned   |          |
|         | to sites.                                       | \_\_ In  |
|         |                                                 | Progress |
+---------+-------------------------------------------------+----------+
| **Early | March 1, MEP administrators submit completed    | \_\_     |
| March** |                                                 | Received |
|         | applications to their U.S.--Mexican Consulate.  |          |
|         |                                                 | \_\_     |
|         |                                                 | C        |
|         |                                                 | ompleted |
|         |                                                 |          |
|         |                                                 | \_\_ In  |
|         |                                                 | Progress |
+---------+-------------------------------------------------+----------+
| **Early | Make arrangements to go to Mexico to interview  | \_\_     |
| March** |                                                 | Received |
|         | available exchange teachers, conduct interviews |          |
|         | by                                              | \_\_     |
|         |                                                 | C        |
|         | telephone, or request that MEP directors going  | ompleted |
|         | to Mexico                                       |          |
|         |                                                 | \_\_ In  |
|         | to interview teachers make recommendations for  | Progress |
|         |                                                 |          |
|         | teachers meeting identified profile.            |          |
+---------+-------------------------------------------------+----------+
| **Mid-  | The SRE, along with participating Mexican       | \_\_     |
| March** | states,                                         | Received |
|         |                                                 |          |
|         | assigns teachers to migrant program sites,      | \_\_     |
|         | based on                                        | C        |
|         |                                                 | ompleted |
|         | interviews and the information submitted by MEP |          |
|         |                                                 | \_\_ In  |
|         | administrators on the program application.      | Progress |
+---------+-------------------------------------------------+----------+
| **Late  | Sponsoring organization or MEP sends official   | \_\_     |
| March** | invitation                                      | Received |
|         |                                                 |          |
|         | letter and forms necessary for securing "J-1"   | \_\_     |
|         | visas to                                        | C        |
|         |                                                 | ompleted |
|         | selected binational exchange teacher(s).        |          |
|         |                                                 | \_\_ In  |
|         |                                                 | Progress |
+---------+-------------------------------------------------+----------+
| **Late  | Begin making arrangements for room, board,      | \_\_     |
| March** | transportation,                                 | Received |
|         |                                                 |          |
|         | program teaching assignment, and stipends       | \_\_     |
|         |                                                 | C        |
|         | for binational exchange teacher(s).             | ompleted |
|         |                                                 |          |
|         |                                                 | \_\_ In  |
|         |                                                 | Progress |
+---------+-------------------------------------------------+----------+
| **      | Initiated by the Mexican Consulates in the      | \_\_     |
| April** | U.S., direct                                    | Received |
|         |                                                 |          |
|         | lines of communication are established among    | \_\_     |
|         | the                                             | C        |
|         |                                                 | ompleted |
|         | Mexican Consulates, MEP administrators, Mexican |          |
|         | statelevel                                      | \_\_ In  |
|         |                                                 | Progress |
|         | binational contacts, and exchange teachers to   |          |
|         |                                                 |          |
|         | discuss programmatic and logistical             |          |
|         | information. The                                |          |
|         |                                                 |          |
|         | specific teacher information is provided for    |          |
|         | required visa.                                  |          |
+---------+-------------------------------------------------+----------+
| **      | Secure local resources for potential medical    | \_\_     |
| April** | requirements,                                   | Received |
|         |                                                 |          |
|         | banking, or other personal needs that may arise | \_\_     |
|         |                                                 | C        |
|         | during teachers' visit.                         | ompleted |
|         |                                                 |          |
|         |                                                 | \_\_ In  |
|         |                                                 | Progress |
+---------+-------------------------------------------------+----------+
| **      | Make arrangements for orientation and staff     | \_\_     |
| April** | development                                     | Received |
|         |                                                 |          |
|         | activities for local staff and exchange         | \_\_     |
|         | teacher(s).                                     | C        |
|         |                                                 | ompleted |
|         |                                                 |          |
|         |                                                 | \_\_ In  |
|         |                                                 | Progress |
+---------+-------------------------------------------------+----------+
| **      | Ensure that all necessary requirements for "J"  | \_\_     |
| April** | visas are                                       | Received |
|         |                                                 |          |
|         | completed at least one month prior to teachers' | \_\_     |
|         | arrivals.                                       | C        |
|         |                                                 | ompleted |
|         |                                                 |          |
|         |                                                 | \_\_ In  |
|         |                                                 | Progress |
+---------+-------------------------------------------------+----------+
| **May** | Schedule cultural enrichment activities and     | \_\_     |
|         | opportunities                                   | Received |
|         |                                                 |          |
|         | for exchange teacher(s) to interact with        | \_\_     |
|         | parents.                                        | C        |
|         |                                                 | ompleted |
|         |                                                 |          |
|         |                                                 | \_\_ In  |
|         |                                                 | Progress |
+---------+-------------------------------------------------+----------+
| **May** | Mexican Consulates and MEP administrators       | \_\_     |
|         | finalize                                        | Received |
|         |                                                 |          |
|         | arrangements for lodging, food, local           | \_\_     |
|         | transportation, and                             | C        |
|         |                                                 | ompleted |
|         | stipend with Mexican sending state binational   |          |
|         | contacts                                        | \_\_ In  |
|         |                                                 | Progress |
|         | and exchange teachers at least one month prior  |          |
|         | to                                              |          |
|         |                                                 |          |
|         | teachers' arrival.                              |          |
+---------+-------------------------------------------------+----------+
| **May** | Send exchange teacher(s) a list of classroom    | \_\_     |
|         | resources                                       | Received |
|         |                                                 |          |
|         | and supplies that will be provided for them as  | \_\_     |
|         | well as                                         | C        |
|         |                                                 | ompleted |
|         | specific resources they should bring, if        |          |
|         | possible (i.e.,                                 | \_\_ In  |
|         |                                                 | Progress |
|         | dance costumes, traditional music, arts and     |          |
|         | crafts                                          |          |
|         |                                                 |          |
|         | material, maps and historical information,      |          |
|         | etc.).                                          |          |
+---------+-------------------------------------------------+----------+
| **Mi    | The SRE, along with participating Mexican       | \_\_     |
| d-May** | states, informs Mexican Consulates and          | Received |
|         | receiving MEP administrators of arrival         |          |
|         | information and finalizes local transportation  | \_\_     |
|         | to program site.                                | C        |
|         |                                                 | ompleted |
|         |                                                 |          |
|         |                                                 | \_\_ In  |
|         |                                                 | Progress |
+---------+-------------------------------------------------+----------+
| **Late  | Plan for end of program cultural activity,      | \_\_     |
| May**   | fair, or fiesta                                 | Received |
|         |                                                 |          |
|         | with program staff, teachers, students,         | \_\_     |
|         | parents, school                                 | C        |
|         |                                                 | ompleted |
|         | and community members, and media                |          |
|         | representatives.                                | \_\_ In  |
|         |                                                 | Progress |
+---------+-------------------------------------------------+----------+
| **Late  | Arrange for exchange teacher(s) to receive      | \_\_     |
| May**   | photo ID cards.                                 | Received |
|         |                                                 |          |
|         |                                                 | \_\_     |
|         |                                                 | C        |
|         |                                                 | ompleted |
|         |                                                 |          |
|         |                                                 | \_\_ In  |
|         |                                                 | Progress |
+---------+-------------------------------------------------+----------+
| **      | Data-gathering materials regarding the          | \_\_     |
| July--A | implementation                                  | Received |
| ugust** |                                                 |          |
|         | of all components of the BMEP sent to MEP state | \_\_     |
|         |                                                 | C        |
|         | directors by the Center for Migrant Education.  | ompleted |
|         |                                                 |          |
|         |                                                 | \_\_ In  |
|         |                                                 | Progress |
+---------+-------------------------------------------------+----------+
| **Aug   | Completed data gathering surveys and reports    | \_\_     |
| ust--** | submitted                                       | Received |
|         |                                                 |          |
| **Sept  | by state directors to the Center for Migrant    | \_\_     |
| ember** | Education.                                      | C        |
|         |                                                 | ompleted |
|         |                                                 |          |
|         |                                                 | \_\_ In  |
|         |                                                 | Progress |
+---------+-------------------------------------------------+----------+

For further information regarding the Binational Migrant Education
Program and the Teacher Exchange Program, contact the U.S. Department of
Education's Office of Migrant Education or the Center for Migrant
Education at Southwest Texas State University, which is currently
coordinating binational efforts. Contact information for the Center is
listed below.

Frank Contreras, Director

Andrea B. Vázquez, Assistant Director

**Center for Migrant Education**

**Southwest Texas State University**

601 University Drive

San Marcos, Texas 78666

*Phone:* (512) 245-1365

*Toll Free:* (866) 245-1365

*Fax:* (512) 245-0588

*E-mail:* fc10@swt.edu *or* ab29@swt.edu

*Website:* [www.migrantedu.com](http://www.migrantedu.com/)

[^1]: *This type of inquiry is often done to determine the applicant's
    English fluency, rather than teaching abilities.*