Global Gateway for Teachers

Overseas Program

Explore the underside of the "cultural iceberg." In the same way that only a fraction of an iceberg is visible above the surface of the ocean, our understanding of other cultures is limited to what we most easily perceive. At the top level of the iceberg, you'll find a culture’s food, festivals, and fashion. Below the surface, you’ll begin to understand a culture’s beliefs, values, and attitudes, which only become apparent after you have spent time living as part of that culture.

As a participant in the Overseas Program, you’ll have the opportunity to explore those hidden aspects of culture while you gain real-world teaching experience. You’ll return home with a better understanding of your host country and a new perspective on your own teaching practices in the United States.

  • Where You’ll Teach

    Student teaching opportunities are available in the following countries:

    • • Australia
    • • China
    • • Costa Rica
    • • Ecuador
    • • England
    • • Greece
    • • India
    • • Ireland
    • • Italy
    • • Japan
    • • New Zealand
    • • Norway
    • • Russia
    • • Scotland
    • • Spain
    • • Tanzania
    • • Turkey
    • • Wales
  • Foreign Language Requirements

    There are no foreign-language proficiency requirements for most locations. In Costa Rica and Ecuador, we recommend basic Spanish-language proficiency. In Spain, basic Spanish proficiency is required. We do encourage participants to learn basic words and sentences in their host country’s native language, either by enrolling in an introductory course or using self-study materials.

    Your choice of host country should be dictated by your professional goals as well as your personal preferences. If you are interested in a license addition in reading or technology, a placement in an English-speaking area is probably the best choice for you. Similarly, if you are interested in teaching English as a new language, non-English speaking countries are a good fit.

  • What You’ll Teach

    In English-speaking countries, you can expect to teach classes in your licensing areas (elementary education, secondary mathematics, visual arts, and so on.).

    In non-English speaking countries, your focus will be working with your school’s foreign language teachers to provide instruction in conversational and written English. If you happen to be fluent in your host country’s native language, you may have the opportunity to teach classes in your licensing area. Most participating schools, however, value the program because they want to expose students to native English speakers.

  • Eligibility Requirements

    Participants must meet all the School of Education’s eligibility requirements for student teaching, which include:
      • GPA requirements for your licensure area
      • Completion of all professional course work toward your degree
      • For foreign-language majors, a passing score on the Foreign Language Proficiency exam (usually taken at the end of your junior year)

    In addition, you will also need to fulfill your Indiana student teaching requirements (minimum of 10 weeks) in preparation for an Indiana teacher’s license.

  • What It Costs

    Students will be responsible for their regular IU tuition, as well as fees related to student teaching and practicum coursework. Students are also responsible for travel and living expenses during their stay. Some grants and scholarships are available for students who want to participate.

    See scholarship opportunities for Global Gateway participants »

  • Meet the Staff

    Laura L. Stachowski is the director of the Global Gateway for Teachers (formerly the Cultural Immersion Projects) at Indiana University, Bloomington. She administers and supervises student teaching placements in 18 countries, on the Navajo Nation, and the Chicago Public Schools. She also coordinates an overseas practicum for experienced teachers. Through the new Global Gateway, Stachowski secures overseas school placements for studuent teachers at partnering universities and colleges around the U.S. Her passion for international education began as a student teacher in England in 1979, after which she worked with the Cultural Immersion Projects through graduate school until finishing her doctorate in 1994 and becoming director in 1995. A faculty member in Curriculum & Instruction, Stachowski writes about, publishes, and presents on cultural immersion in student teaching and the important outcomes and transformative process of such experiences.

    Nancy Boatner is the Implementation Manager for the Global Gateway for Teachers, working closely with the staff and students in all aspects of program operations. She came to Indiana University from the University of Michigan where she worked in the Department of Near Eastern Studies, managing and processing graduate admissions, fellowship accounts, and course scheduling. She served as the department coordinator for the Summer Language Institute and the Eastern Summer Language Consortium. She is currently involved in a community out-reach program and serves as the co-chair of Lotus Blossoms Children's Bazaar which is an organization that provides local fourth grade students multicultural education through interactive performances from artists/educators and hands-on multicultural bazaar.

    Tamara Clark is the Office Manager for the Global Gateway for Teachers, providing administrative support for the Director, Implementation Manager, associate instructors, and the students who participate in the programs. She first came to the University in 1979, beginning in Maxwell Hall, University Division, Office of the Dean, and was the administrative assistant to the Associate Dean for Freshman Orientation and Registration. She obtained further experience at the University through her employment at the School of Law Career Placement Office, the Police Department, and the Indiana University Foundation. She began her current position with the School of Education in October 2011, totaling 20-plus years of service at Indiana University and the Foundation.

    Amara Stuehling is an Associate Instructor for the Overseas Program and a doctoral student in Literacy, Culture, and Language Education with a minor in Elementary Education. She received a B.A. in Hispanic Studies and Psychology from Washington College and a M.A. in Education from the University of Delaware. She participated in study abroad programs in Venezuela, Paraguay, and Peru and worked with a non-profit organization in rural Costa Rica teaching English. Her current research interests include exploring what children are learning (both culturally and linguistically) in a Spanish immersion preschool.

    Kim Howard is an Associate Instructor for the Overseas Program and a doctoral student in the Curriculum Studies with a minor in Teacher Education. She received her M.S. in Curriculum Studies from Purdue University and her B.S. in Elementary Education from Indiana University. Kim has taught multicultural education and field experience courses at both Purdue and IU and was an intermediate elementary teacher for three years. She is a former participant of the Overseas Program (2009), completing a portion of her student teaching in Auckland, New Zealand. Her research interests include multicultural education and overseas teaching experiences for preservice teachers.

    Katie Cierniak is an Associate Instructor for the Overseas Program and doctoral student in Education Policy Studies with a concentration in International and Comparative Education and a minor in Religious Studies. She earned a B.S. in Education through IU's Teaching All Learners program and completed her student teaching on the Navajo reservation through the Cultural Immersion Projects (now Global Gateway). After student teaching, she taught special education and Reading Recovery in Madison, Wisconsin for five years before returning to IU for graduate school. Her dissertation research focused on the opportunities available for children in one of Dhaka, Bangladesh's urban slums and the many factors which impact choices about schooling in the community. Her research interests include urban education, international children, school choice, Islamic religious education, and teacher education.