The Myth of the Extraordinary Teacher

From Ellie Herman, at Los Angeles Times:

The kid in the back wants me to define "logic." The girl next to him looks bewildered. The boy in front of me dutifully takes notes even though he has severe auditory processing issues and doesn't understand a word I'm saying. Eight kids forgot their essays, but one has a good excuse because she had another epileptic seizure last night. The shy, quiet girl next to me hasn't done homework for weeks, ever since she was jumped by a knife-wielding gangbanger as she walked to school. The boy next to her is asleep with his head on the desk because he works nights at a factory to support his family. Across the room, a girl weeps quietly for reasons I'll never know. I'm trying to explain to a student what I meant when I wrote "clarify your thinking" on his essay, but he's still confused.

It's 8:15 a.m. and already I'm behind my scheduled lesson. A kid with dyslexia, ADD and anger-management problems walks in late, throws his books on the desk and swears at me when I tell him to take off his hood.

The class, one of five I teach each day, has 31 students, including two with learning disabilities, one who just moved here from Mexico, one with serious behavior problems, 10 who flunked this class last year and are repeating, seven who test below grade level, three who show up halfway through class every day, one who almost never comes. I need to reach all 31 of them, including the brainiac who's so bored she's reading "Lolita" under her desk.

I just can't do it.

Keep reading to get to the myth of extraordinary teachers, although I'll add this part:

I understand that we need to get rid of bad teachers, who will be just as bad in small classes, but we can't demand that teachers be excellent in conditions that preclude excellence.

Actually, I'm not even sold on the idea of "really bad" teachers. Some aren't that great and probably shouldn't be teaching. I can think of a couple of professors at my college who have absolutely no social skills, and hence have a hard time reaching a comfortable or appropriate level of interaction with their students. But I also often hear reports about how such-and-such teacher changed some student's life. It's that level of interaction that gives meaning. The students I'm able to help most are generally those who take the time to break from the routine of just showing up. I'll be there to help students, inside the class and out. I'm especially thankful when students make an effort to attend office hours and share with me their own challenges or difficulties. That's when I can assess what needs to be done, and I can design some kind of extra program of help or attention, from either myself or other resources on campus. But all those stories Ms. Herman shares about her students, well, I have some as well. It's the inside of education that's not always known or understood. A lot of this is economic disadvantage, but a lot is just the way things are, that not every student who comes to us turns out as a Ph.D. candidate to Harvard. You make a difference where you can, helping students to learn and move forward. And hopefully you get a little recognition in return, even if it's just a well-needed thank you for your efforts.

Save Our Schools March and National Call to Action

I've forgotten now, but I'm sure I got a few NEA e-mails on this. Here's the website.

These people are angry and stupid, and dangerous combination. Video c/o Glenn Reynolds:

Lessons in Handling Plagiarism From Professor Panagiotis Ipeirotis

I had a nightmare class at UCSB in 1999, the second lecture class I taught as in independent instructor. It was a Black Politics class. I had a running battle with radical students throughout the quarter. I even had one dude pull me aside to say, "Hey, man, this is how you teach the class." I wasn't down hard enough on the Man, apparently. This dude, and some of his allies, wanted a course in victimology and racial recrimination. And I was doing straight civil rights developments and the political science of voting rights and redistricting. It started to be a nightmare. Students complained to the department that I graded their midterms "too hard." It was a big learning experience. And the final exam was the kicker. I caught a couple of black women cheating. They were passing their exam sheets back and forth with notes they'd written while writing their essays. They had arrows and diagrams tracing arguments. It was involved. When one of them turned in the exam I asked for the question sheet and she wasn't about to give it to me. I was like hello? This is what you do. So she reluctantly gave to me and later I turned the students over to the vice chair of the department. Within a couple of days I was called into the chair's office, Professor Lorraine McDonnell, who no one liked, and who had a reputation, basically, of piggy-backing off her husband, Professor M. Stephen Weatherford, a nice guy and sought-after research "quant" (a numbers and methods guy who sharpened research knives, which is hip in political science, a field that remains envious of the economics discipline for its much more formal and recognized academic rigor). Professor McDonnell threw me under the bus. (I ended up assigning grades to all students and being done with that class, and I moved on after that semester to teach at Fresno State.)

Anyway, check this piece at Inside Higher Ed, "Who Is Punished for Plagiarism?" (via Glenn Reynolds):

Panagiotis G. Ipeirotis has taken down the controversial blog post, but the debate is raging on without the original material.

Ipeirotis, a computer scientist who teaches at New York University's Stern School of Business, wrote a post on his blog last week called "Why I will never pursue cheating again." In it, he told the story of how he found that about 20 percent of a 100-person class had plagiarized -- and described the fallout from his accusations. While Turnitin led to his initial suspicions, and gave clear evidence for some of the students, it only cast doubts on other students. Many of them confessed only when Ipeirotis told the class that if he didn't hear from those who had cheated, he would report the incident immediately -- whereas in the end he included in his report the information that students had admitted what they had done.

So why does Ipeirotis consider the experience a failure? His students became antagonistic, he wrote on the blog post, and gave him lower teaching evaluations than he had ever received before. And those poor teaching evaluations were cited in a review that resulted in the smallest raise he had ever received.

Keep reading.

Ipeirotis' post is taken down temporarily. But Ruan YiFeng's Blog has excerpts. I like this:

“The process of discussing all the detected cases was not only painful, it was extremely time consuming as well.

Students would come to my office and deny everything. Then I would present them the evidence. They would soften but continue to deny it. Only when I was saying “enough, I will just give the case to the honorary council who will decide” most students were admitting wrongdoing. But every case was at least 2 hours of wasted time.

With 22 cases, that was a lot of time devoted to cheating: More than 45 hours in completely unproductive discussions, when the total lecture time for the course was just 32 hours. This is simply too much time.”

Students, in general, are inveterate liars when it comes to grades and classroom performance. I'd need more information, but this sounds like Ipeirotis' crucible from the trenches. You can't be an excellent teacher without failing a few times. And in this case there was something wrong, very wrong, with the course design. Exams and paper assignments have to be designed to prevent cheating. If he's doing research papers, there's got to be a way to create a project that students can't easily off load from the web. I still catch about one student plagiarizing a paper every year in World Politics, and usually a couple in American Government. And technically, you can't just fail them without due process. And to provide due process requires a formal administrative review and possibly hearing, and most professors don't even grasp the legal significance of the process. Since I've been a "traditional" professor on the issues, I had some experience dealing with problems at my college and soon I ended up leading a couple of workshops on academic discipline. It's the same stories over and over again. A lot of things you hear are just like what Professor Ipeirotis recounts. And that's why each professor has to develop an assignment regime that makes cheating hard, but they've also got to be ready to uphold standards. For the most part, my college today backs professors. Maybe students at community college aren't as powerful --- or their parents have less resources --- as students at competitive universities, but it pays to lay the administrative groundwork for upholding policies inside the classroom. Without that backing, teaching, inevitably, will be no fun.

Wordless Wednesday: High School Books

As I prepare to move to Brazil to teach high school English, I'm spending some of my time (re)reading books that I'll be teaching starting next month.

Remember these from high school English class?

I've signed my contract

I have received my teacher contract for the next two years (which can be extended) for the international school where I'll be teaching in Brasilia, Brazil starting next month! I printed three copies, initialed the margin of the first page and signed my signature on the second for each copy; tomorrow I'll mail all three copies to the school - they'll give me a copy after everyone signs their copy so I can keep one for my personal records. 


It's official now :). It could seem weird that I'm signing the contract now, versus in December when I received the job offer, but not all schools/counties work the same. For example, I signed the last contract that I had from my former school district in Florida (from August to August) MONTHS into the school year. I did receive a written job offer from the school in Brasilia and they have invested a lot into me, so I never doubted that I had the job. I actually don't even feel much better now that I'm putting the signed contract in the mail. But I AM glad that it's taken care of.


Once I printed out the contracts I realized I had to print out 13 copies of our cell phone bills, meaning each bill from the last 13 months. This is part of our requirement in providing proof that E has lived outside of Brazil for at least a year. I was having a problem printing them so I only got a few months in hand, but we still have a few more weeks so I'll do it later. AT&T is not the best phone company in the United States and of course their website was having difficulties. At least I got started with this.


On to the rest of moving....I gave away a framed piece of artwork that I love (one by Gustav Klimt) - but did so to a classmate of mine so I'm happy that she'll be able to enjoy it. We also have packed two full suitcases that will not be touched until we arrive in Brazil. One of them is 60 lbs (full of E's clothes) and the other is about 68... lbs. These are our smaller suitcases so it's OK that the first one is not heavier, plus it's jammed to the max (thanks to my amazing packing skills). We'll take all of our bags to FedEx to weigh them before we arrive at the airport to make sure they're all under 70 lbs. I did have to open up one suitcase to find the novel 1984 since I just found out that the 11th graders will start the year reading that book; turns out I won't be able to teach To Kill a Mockingbird until the year after, but that's OK. I could potentially fill that suitcase more, but I'm not going over 70 lbs.


This week we need to visit the army/ navy store and hopefully buy a heavy duty duffle bag and we're good to go. Our closet is almost empty and our piles are significantly smaller. Most of the books have been packed away, as well as some of our valuables, tucked between towels and pieces of clothing.  It's the rest of our valuables and kitchen appliances that need to be carefully packed. Our list of items to buy has also shrunk greatly so I know we're almost there. Good to know because we'll be on "vacation" in a few days and I don't want to worry about anything at all.


Until later....

Wordless Wednesday: School's out for the summer!

Teacher Appreciation Week

It's National Teacher Appreciation Week. Yeaaaa! to all of the teachers out there - especially the public school teachers who are not only educators, but are also mothers, fathers, counselors, nurses, big brothers and sisters, facilitators, providers, liaisons, and advocates.

Good teachers are patient and kind. They try not to lose their patience. Good teachers are sympathetic and understanding, but also challenge their students and are encouraging. They put up with more than they should because God knows that kids have bad days and take it out on the wrong person. They are nonjudgmental, open minded, flexible, and quick on their feet. And really, all of this only describes a good teacher's characteristics, not their abilities in the teaching field.

When I think back to why I became a teacher I realize there is no definitive moment. My mom told me when I was a teenager that I'd make a good guidance counselor and I almost laughed out loud. I could NEVER have imagined becoming a teacher until I actually became one. And now I wonder if I can picture myself doing anything but.

I always wanted to be an interpreter or translator; however, I'm really not that far off by being an English teacher. I initially got involved with teaching during my college years. I started to volunteer at the American Civic Association, I was a high school Spanish volunteer, I tutored college students in Spanish, I volunteered as a tutor at an English language institute in Uruguay, and I was a teacher's assistant for an ESOL class at my university. I enjoyed this so much, and liked working with people interested in the English and Spanish languages. I even got a job as an archaeologist's assistant in Peru because I was fluent in Spanish and an Anthropology major. Experiencing new cultures and languages was exhilarating and opened so many doors for me.

So, what do you do when you value education, love languages, and studying diverse cultures?  You become an ESOL and English teacher. That's what I am. I'm a professional. Highly educated. A "forever" student. A lover of the English language. I LOVE to teach and I love my students, even though I have days when I could throw those 9th graders against the wall. And the thing is, I'm not the only one. I'm amazed at how many of my fellow teachers have a Master's degree (and even a PhD).

I've heard hilarious comments by students over the years; I could almost write a book. I've been cursed at (if you work in a tough inner city school you can't avoid this, no matter how much you're otherwise loved). I've cried about students. Worried about students. Spent hours grading papers, creating lessons and tests. But you know what, I make a difference. All public school teachers do. So congratulations to us and THANK YOU to all the teachers out there that make a difference in the lives of our students.

Once my students heard over the announcements in the beginning of the week that it's teacher appreciation week, many of them began to thank me. I was deeply touched, and surprised as this was unexpected to me. Then little by little, students from different periods (classes) began to write me short notes on my board. Usually I don't let them write on there because they'd use up all of the markers, but their messages were so sweet that I left them. Eventually I needed to erase the board because it got so full and started to look a mess (and I needed to use it). Here are the first picures I took. Thank you, students! It means a lot to me. I mean, this is why we teach.

Act II is from "Romeo & Juliet" :)

Thank you. Gracias. Merci.

It's May Day

It's May Day. The first day of May. International Worker's Day. Labour Day.

May Day, being the start of the month of May, means that we are probably "out" in about 10 weeks. I can't believe it! I remember when the job was offered to me back in December - more than 8 months ago. Time really does fly. A lot has happened since the end of 2010. Not only in my personal life, but at work and school, too. 

A friend of mine was telling me just last night about all of the bad luck she has been having recently, and as my heart goes out to her, it also reminds me of what has been going right for us. I feel for her, but I am reminded that I need to be thankful for what I have and for the "luck" that we've had over the past few months.

I've almost finished my first and last school year at my "new" school. This means I've survived!! I have completed graduate school and will graduate at the end of the week (woo hoo!!). E got his U.S. citizenship and will receive his certificate from his ESOL class this week (which will be of value in Brazil). With that being said, life for us in the U.S. together has not always been a walk in the park. It's been a rocky road. However, I'm choosing not to focus on the negative or the hardships we've had, and to stay positive and be grateful for all that we have accomplished over the last few months, and years.

With the short amount of time left, we need to really hussle to make sure our move will be as smooth as possible. I'm not going to bore you again with all of the details and lists of what I need to get done before we leave because I've done that before. It's just a reminder, in print, that we still have a lot to do before our departure date.

What I do want to do is show gratitude for what we have, and the opportunity that I was given to follow my dream of teaching abroad (again). For the past I-don't-know-how-many-years, I've been wanting to return to South America, or go somewhere new, to teach. I have been granted this chance and will be embarking on the journey in about 2 months.

To the month of May, welcome...

Vicarious Living

Just like Alice spent hours daydreaming, so do I. And apparently I'm not the only one who will be dreaming of a "different world". There are people around me who will be vicariously living through me as I embark on my journey to Brasilia. My world will be full of adventure, and hopefully more fun and less stressful than that in which I live currently. It won't be full of queens wanting to cut my head off at least (when I was a kid that part of the film scared me to death).

As I have increasingly been telling more and more people that I'm moving (including the dentist, who told me today that his unfriendly secretary is Brazilian....who knew? And of course, became much nicer once she learned I'm heading to Brazil), I'm actually surprised by the number of excited people out there. Honestly, I expected a lot more, "Why would you go there?" or "Is that a third world country?" or "Will you be safe?". I actually don't think I even heard any of these questions since I've sprung the news on people. One of my assistant principals did ask me today if I'm going to start up jiu jitsu. Um, no. But he's a nice guy and at least he knows a little something about Brazilian Jiu Jitsu so I'll excuse him for asking me if I'll be rolling around on the floor with guys trying to submit them.

For instance, as I have been telling my colleagues that I will be teaching in Brazil next year, I've noticed a number of interested teachers. I even gave out the name of the association that connected me with the school in Brasilia to one teacher seriously interested in teaching abroad. This reaction was very unexpected because I thought that people would question my desire to move abroad, not want to join me :). This was a pleasant surprise and I hope to "plant the seed" of international school teaching in the hearts of teachers that I know and/or work with.

Maybe it's the state of affairs in public school education today, or maybe it's the call of adventure that stirs the idea of teaching abroad in the hearts of professionals. I don't know. But whatever it is, I hope that it spreads. One of my co-workers, an Italian national and French teacher, told me that she'd loved to go back to Italy to teach, but with her American husband and son here, it's difficult. She told me she'll be vicariously living through me, and immediately asked for my personal e-mail address.

People have expressed their enthusiasm, and even jealousy, and have made comments that they wish they could take their families abroad so they could go and teach. Some have told me that they're also ready and if they could just convince their significant other to uproot, that they'd move. This I didn't expect. Another ESOL teacher told me that she doesn't have enough courage to up and move to South America, but that she's happy for me and wishes she could do the same (which she could because she already left the Islands to come to the U.S.). All of the support and excitement of those around me in response to my news makes me feel even more ecstatic about moving.

I am really not afraid of too much (besides getting my wisdom tooth pulled, apparently). I'm anxious for some real adventure, a change of scenery and lifestyle and even the challenges that along with moving to a new country. I mean, even though I realize that moving back to Brazil is going to have its ups and downs, I'm ready for it. We're both ready for it.

Two Week Notice

Although I've known since the first weekend in December that I had the job in Brasilia, I decided it best not to tell my employer. I had a number of reasons for not saying anything, and I'm glad that I kept my mouth shut. In fact, I only confided in two of my fellow teachers who I knew I could trust.

Well, it's now been 3.5 months and the end of the school year is close upon us and I felt like it was the time to notify my bosses. I scheduled a meeting with them this week and although only one could make it, I let her know. This is my supervisor who I respect and have enjoyed working with this school year. In response to my news, she hugged me, told me she'd cry when I leave (and I've only been working there since August!!), and wished me luck. My "bigger" boss, the one who hired me, didn't react in the same way; it seemed like he took it personally, but he did offer to be a reference in the future so that was cool. And of course he also wished me well.

My two week notice, if you will, was given on Monday in person, by word of mouth. Today I received my letter of intent in my mailbox - like all of the other teachers. So I have now put in writing that I am resigning before the 2011-2012 school year. Feels good. Best decision I've made in years. However, I will miss the WONDERFUL, professional, supportive co-workers that I work with. But as we know, all good things must come to an end.

Teacher Merit Pay

Teacher merit pay in the state of Florida infuriates me! How can politicians seriously think that hard working, in fact let's just get to the point...overworked, underpaid, underappreciated teachers are going to possibly/probably get paid based on students peformance (i.e. standardized test scores)? For real?!

Most of the teachers that I know are very well educated (more than other professionals that I know), spend HOURS on lesson plans, grading, worrying about their students, and on professional development. I hate hearing that teachers have it so easy because we have summers off. My answer to that is, "have you ever tried teaching?". It's a difficult, exhausting, stressful job (though rewarding - I guess that's why there are so many people graduating with a degree in education today).

I love being a teacher. I believe STRONGLY in education and in helping students "be all that they can be". I don't care how cliche that sounds. It's true. For example, this week a student of mine stayed after school with me so that I could tutor her in English/Reading. Since I'm so busy and there are paid tutors (teachers from the school) who tutor twice a week, I suggested to her a few weeks ago, when she first asked me to tutor her, that she inquire about this tutoring program. They even provide transportation home. She did. But then she came back saying she wanted me to tutor her. I agreed to do so, making time after school. I helped this student work on vocabulary, synonyms, antonyms, gave her tips on reading strategies, gave her book recommendations, talked about the Academic Word List, discussed her future (college) plans, and encouraged her on her upcoming standardized test. I also listened as she shared some concerns on test taking and on a family issue that affects her school performance. My heart went out to her. The thing is that I'm by NO means unique. Any of the teachers that I know would do the same (and probably already do).

THOUSANDS of teachers, every day, spend time away from their families to stay after school to encourage and support their students. Even when the students' parents don't care. We listen. We advice. We care. Why, then, should highly effective, hard working teachers be subjected to unfair work conditions (i.e. teacher pay-tenure bills)? Teachers care about their students' education when not even the parents do. The last thing that we need is to be undermined AGAIN and to stress out about our salaries and job security.

What is this merit pay bill? Well, the Florida senate (among other states) believes that teachers' pay, as well as tenure, should be dependent on students' performance on standardized tests. So what you're telling me is that my paycheck depends on how tired my student is, the one who is involved with a gang and sells drugs all night and can't, therefore, stay awake during his 90-minute test? The student who doesn't come to school, and when he does it's just to sleep during class, is going to decide how much money I bring home to my family? The one who yells "f*&^ off!" will decide if I go on my family vacation this year? The girl who can't concentrate because she isn't sure if she'll have to move again this weekend, or where her next meal will come from, or if the physical/sexual/verbal abuse will ever end, will decide my salary? And what about special education teachers?

Obviously politicians have NO idea what it's like to be in the classroom these days. They don't know what public education is like.  They have absolutely no clue about what goes in our classrooms on a daily basis, and obviously they think that we're overpaid. Well, my classroom door is always open. Come on in....

In the meantime, I've found a job in Brazil where I can only hope I'll be appreciated.

Public Schools in the United States

An all too typical parent/teacher conference at a public school in the U.S. No need to remind me why I'm going to teach abroad at a private (international) school.





I like this teacher. She's too clever for this fool-of-a-parent.

My love affair with Manaus

I somehow knew, even before I received notification that I'd be teaching in Manaus, that that is where I was going to spend one year of my life while teaching EFL in Brazil.

I first went to Manaus in 2004 after being accepted into a program that allowed me to work as an intern teaching English at a language school. I was "hired" by a Brazilian NGO called IICA  (Instituto de Intercậmbios e Cultura Americana) that placed me in a very well known Brazilian school called Fisk. The school teaches English and Spanish; there are schools ALL over the country - and even in the movie that I love, "Bossa Nova". The particular school that I worked at is a franchise and the owner (my boss) frequently requests native English speakers to work at his schools in Manaus and in the nearby town Itacoitiara. In fact, there had been Americans working at his schools in the past, there were two while I was there, and there were more after my time. It's a great opportunity for both the American teachers and Brazilian students. It is truly an exchange program.

I worked in Manaus for a year. It was one of the best years of my short life. I had been to Brazil before, and I had volunteered in ESL classes in the United States, but this was a unique chance for me to really experience Brazil, learn the language (one of my goals for going to Brazil in the first place), learn more about teaching English, and spend more time in South America, the continent that I love.

There is not enough space here for me to describe why my year in Manaus was so unforgettable and just down right amazing (for lack of a better word) and I'm afraid to start and leave anything out. I'm sure that one of the best reasons was that that is where I met my husband, my love, E. (There is a post about him on this blog somewhere). But it's more than that. Manaus has so much to offer - a wide array of tastes and smells, of welcoming and wonderful people, culture, nature, contrasts, heat....

I fell in love in Manaus and at the same time with Manaus. I miss everything about the city and so much about the life I lived there. I miss what I did while in Manaus, I miss my job, my students, my friends, my trips, the Amazon River and forest, the neighborhoods I lived in, the places I frequented, the parties..... The city, and all that it encompasses, will always have a special, sweet place in my heart.

There will be another time when I will be able to find the words to describe in more detail my love affair with Manaus.

There is no grad school in Brazil

Don't believe everything you read. For example, the title of this post. There are graduate schools and programs in Brazil. A lot. But none for me! I am beyond excited that I will be graduating this semester and that I will never have to do this again - grad school + a stressful job. It's hard. Really hard. (But it was worth it).

It's taking me 2.5 years to finish my Master's since I work full time. I've taken 2 classes a semester and even a class over the summer (for 2 summers) in order to complete my program in the shortest time possible. I was aiming for 2 years, but what's one more semester?

I am feeling a little bit of relief as I begin my final semester at UCF, but at the same time, I have to take my comprehensive exams in April so that means a lot of studying and added pressure because I HAVE to pass them. Which I will. I'm taking a semester long class to prepare me to succeed and I have a number of resources to help me study. And of course, wonderful classmates.

But you see, it's not just graduate school that stresses me out. It's my job. In fact, E called me today after work and when I answered the phone he asked me what was wrong. What was my response? "A mesma merda" (the same sh*t). Different day. It's not necessarily the school or my job, but working in general. You all know. You have a job. Maybe even a stressful job. But in my case I can talk to my husband and we can remind each other that we only have 5 months left. We can put up with our jobs for 5 more months. Can't we? (we ask ourselves)

Don't get me wrong. I love being a teacher. LOVE it. But it's stressful. Public school teaching, especially in Title 1 schools, is not for the faint of heart. I'm strict, and I can be fun (and funny), and my students generally like me, so it does work itself out in the end. But I'm ready for a change, and on that note, I am looking forward to working at a small, private school where education is valued in the homes of the students. I don't want to have to deal with the state dictating every move I make or every decision either.

I am also really looking forward to having some freedom as to what (novels) I can teach and to have smaller classes so I can do more with my students. I'm especially interested in the bilingual aspect of the school, even if I will only be teaching in English. As an Anthropologist (even if just in my mind and on my undergraduate diploma), working at an international school should be fun and I am excited about that.  

Only 5 more months of work and 6 more months in the United States and I'll be there.

Dreams do come true

All I can say is that dreams do come true. Of course you have to work hard to make it happen, but if you do it will pay off. Like Paulo Coelho said (and he's Brazilian), "Quando você quer alguma coisa, todo o universo conspira para que você realize o seu desejo" [When you want something, the entire universe conspires in helping you to achieve it.] Well in my case, my dream has been to teach English at an American school in Brazil. I will now be able to do just that.


I am excited to announce publicly that I was offered a teaching position as a 9th grade English teacher at a bilingual international school in Brasilia, the capital of Brazil. I have accepted. I will be teaching. We will be departing in July 2011 and will stay for at least 2 years, if not forever....Even if we decide not to stay in Brasilia long term, we may still remain in Brazil.

Cathedral Nossa Senhora Aparecida (Brasilia)

Besides the fact that I am ecstatic about returning to Brazil to live, the school looks absolutely fabulous and I believe that I will be a perfect fit. The director agrees with me. That's why she hired me even though I'm going with the hubby (E) and he is not a teacher (apparently that complicates things in the eyes of American schools in Brazil). Anyway, the school has students from about 30 nations (the city of Brasilia is home to 113 embassies from all over the world) and offers students the opportunity to receive a Brazilian diploma as well as an American one. I will be the only 9th grade English teacher and will be teaching all of the Brazilian and International students.

The school's administration has decided that the quickest and cheapest way for me to legally move to Brazil is by obtaining the permanent (spousal) visa. So this is what I am beginning to work on now. I will update periodically as I move along with the immigration process and make my move down south.