Addressing Teacher Shortages Through Global Educators

Every day, classrooms across the U.S. struggle without permanent, qualified teachers. Students shuffle through a parade of long-term substitutes or teachers lacking proper credentials, and it’s taking a toll on learning. No parent wants their child to settle for “just anyone” at the front of the class – our students deserve qualified, stable educators. This campaign urges school district leaders to address the teacher shortage with urgency and precision by recruiting highly skilled international teachers through the H-1B visa program. The goal is to replace year-long substitutes with credentialed educators, leveraging global talent to improve instruction and outcomes. Below, we present data-driven talking points, impactful visuals, and real-world success stories – all packaged in an emotionally resonant yet policy-focused toolkit for education decision-makers.

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The Teacher Shortage Crisis: Scope and Impact

Teacher shortages have reached crisis levels in our states, leaving thousands of classrooms understaffed or staffed by under-qualified personnel. The data are stark and sobering:

• Arizona: As of the 2024–25 school year, 25.4% of Arizona’s teacher vacancies were completely unfilled, and an additional **52.2% were filled by individuals who did not meet standard certification (emergency hires, long-term subs, etc) In total, 77.6% of teaching positions were either vacant or held by a teacher who was not fully certified. This means barely 1 in 5 classrooms had an appropriately certified teacher at the start of this school year. Arizona’s children face larger class sizes and lost learning opportunities as a direct result.

• Florida: Florida’s latest count shows 3,197 K–12 teacher vacancies persisted midway through the 2024–25 year. While this was a slight improvement from the prior year, it masks another issue: many “filled” positions are occupied by people teaching out-of-field or serving as permanent substitutes. In one example, Polk County reported over 600 full-time substitute teachers covering classes, positions not even listed as open vacancies. Statewide, out-of-field teaching assignments have increased by 16% over the last three years, indicating that districts are struggling to staff classrooms with qualified teachers. Florida’s students feel the impact – thousands of children started this year without access to a qualified, prepared educator in their classroom.

• Texas: Texas has a massive school system and has largely avoided outright vacant classrooms by using interim solutions, but at a cost. The state has seen an explosion in uncertified teachers hired to fill gaps. In 2019–20, only about 3.8% of Texas teachers lacked certification; by 2024–25, that figure tripled to 12%, representing over 42,000 uncertified instructors statewide. This trend has accelerated each year, especially in high-need rural and charter schools. Some charter networks now hire the majority of their new teachers without standard training or certification. Educators warn this is a crisis: research from Texas Tech University found that students lose about 3–4 months of learning when their teacher is both new and uncertified. In short, Texas classrooms may have an adult in the room, but not always a teacher fully prepared to help students thrive.

Arizona’s teacher shortage in stark relief: Over 77% of teaching positions this fall were either vacant or filled by under-qualified staff (2024 ASPAA September Survey Results 09-23-24.docx - Google Docs). Only the green slice represents classes led by a certified teacher (about 22%). Arizona’s crisis foreshadows challenges seen in FL and TX as well. 

These shortages aren’t just numbers on a report – they affect real children every day. Students in a Phoenix high school might start the year with no math teacher at all. A Miami 3rd grader might have a substitute for months on end, unable to form a bond with a stable instructor. A Dallas sophomore in special education might go without the specialist support they need because that position couldn’t be filled with a qualified candidate. The human cost is profound: academic progress stalls, teacher turnover destabilizes schools, and communities lose faith as their schools struggle to staff core functions. As one Florida education leader put it, “What do Florida students deserve? ... Do they deserve teachers who aren’t properly prepared or trained to teach a subject… or do they deserve a world-class education?”.

Consequences of Substitute Dependence

While long-term substitutes and under-certified hires provide temporary staffing solutions, these stopgap measures are expensive and ultimately undermine student learning. School administrators and board members must address the implications of this reliance on such staffing methods.

• In Arizona, at least 753 classrooms are currently led by long-term substitute teachers instead of certified teachers. By definition, long-term subs lack the full training and certification of a regular teacher. Students in those 753 classrooms are more likely to fall behind, as substitutes — often well-meaning— teach outside their areas of expertise.

• Florida’s use of non-certified “teachers” and subs is widespread. As noted, some districts aren’t even advertising openings because they plug them with substitutes . The problem is hidden, but parents notice when their child has a revolving door of instructors. In Polk County, 600 classrooms rely on full-time subs – that’s 600 learning environments where students could be getting a certified, enthusiastic educator, but instead get a temporary stand-in. These students can’t wait; every month with an unqualified teacher is a lost opportunity for learning.

• The rapid rise of uncertified teachers in Texas, now accounting for over 12% of the teaching force, is correlated with lower student outcomes. The learning loss of 3–4 months for students with an inexperienced, uncertified teacher is alarming. It underscores what research and common sense tell us: teacher expertise matters. When a teacher is not fully prepared or certified in the subject they teach, even if they work hard, they struggle to deliver the depth of instruction kids need. Subjects like special education and bilingual education are tough hit – schools report great difficulty finding certified teachers for these areas, leaving vulnerable student populations with less qualified instruction.

Texas’s growing reliance on under-qualified educators: the percentage of uncertified teachers in Texas has tripled over five years (Uncertified Teacher Rates 2019-2020 through 2024-2025) (3.8% in 2019 to 12.0% in 2024). This trend illustrates a national pattern of plugging holes with under-prepared staff. Such reliance is linked to learning losses (Texas schools are hiring more uncertified teachers | The Texas Tribune), underscoring the need for a better solution.

Emotionally, this situation is unacceptable – we are asking our students to bear the consequences of adult failures in workforce planning. No one would accept their child’s medical care being delivered by an unlicensed “practitioner”; yet in education, we are normalizing under-qualified adults teaching critical subjects. We must convey a sense of urgency and moral responsibility: Our kids get only one chance at each grade level. A fourth-grade science class that spends the year with a substitute who lacks a science background is a year of potential squandered. School leaders, more than anyone, know how hard it is to catch up students who fall behind early. Every district administrator can agree: this stopgap approach is not sustainable for quality education. It’s time to move from band-aids to long-term fixes.

The H-1B Opportunity: Tapping Global Talent for Local Classrooms

While the domestic teacher pipeline struggles (Florida, for example, saw a decline in new teacher prep graduates last year, there is an untapped pool of qualified educators worldwide eager to teach in American schools. H-1B visas offer a viable, legal pathway to bring in these highly skilled international teachers. Here’s why district leaders should consider H-1B teachers as a key part of the solution:

• Highly Qualified, Credentialed Educators: The H-1B visa is reserved for “specialty occupations” requiring at least a bachelor’s degree, which includes K–12 teachers in many subject areas. Any teacher hired on an H-1B must meet rigorous educational requirements – their foreign degrees must be evaluated for U.S. equivalency, and they often must hold the equivalent of state teaching credentials. These are not untrained amateurs; they are professionals, often with years of experience under their belts. International teaching programs typically require several years of experience – one exchange program notes that only the “most adventurous and ambitious” experienced teachers take the opportunity to teach abroad. By hiring an H-1B teacher, a district is getting a vetted, fully credentialed educator – exactly what our students deserve.

• Emotional Dedication and Stability: Teachers who relocate to another country to serve students are, by their very nature, passionate and committed. They often view it as a calling and an adventure. Districts that have hired international teachers report that “They work really hard. They give it 100 percent. I couldn’t ask for more committed people,” as one Florida middle school principal observed. Moreover, international teachers tend to have high retention rates during their visa period. One major cultural exchange program boasts a 95% retention rate for the teachers it places, which is significantly higher than the typical new-teacher retention rate in the United States. These educators are unlikely to leave mid-year or abandon the profession. Coming on an H-1B visa, they are here to stay and invest in your community, often for the whole visa duration of 3-6 years, with possibilities for extension.

• Visa Compliance and Fair Labor Practices: Hiring H-1B teachers is a responsible policy choice, not an exploitative one. U.S. labor law requires that schools pay H-1B teachers the prevailing wage and certify that hiring them will not negatively affect U.S. workers. This means that international teachers must be paid on par with domestic hires – they are not a “cheap fix,” but a quality solution. Districts like Dallas ISD have recognized this and are offering H-1B sponsorship for hard-to-fill roles such as bilingual and special education teachers, demonstrating they value these teachers’ contributions enough to invest in the visa process. Additionally, certain public school positions can be exempt from H-1B visa caps (for example, roles at nonprofit or underserved area schools), allowing districts to hire year-round without being limited by the national H-1B lottery. With proper legal guidance, school systems can navigate the process smoothly; many have successfully done so.

• Global Supply to Meet Local Demand: A substantial global supply of qualified teachers is available. The U.S. State Department’s J-1 visa program, a sister program for exchange teachers, grew by 69% from 2015 to 2021, indicating that thousands of international educators have already been stepping up to fill U.S. vacancies. In that period, over 19,000 foreign teachers taught in U.S. schools. The Philippines alone supplied 4,338 teachers, while other countries, such as Spain (3,614), Jamaica (2,213), China (1,816), and France (1,431), have also contributed large numbers. These figures prove a robust pipeline exists. Many of these teachers initially come to the United States on J-1 exchange visas. With H-1B sponsorship, districts could retain the best of these educators for longer tenures rather than losing them when their exchange term ends. The interest from abroad is high – in many countries, there is an oversupply of teachers or a desire to teach in American schools, which are renowned for their innovation. By offering H-1B opportunities, Arizona, Florida, and Texas can attract this global talent to stabilize their classrooms for the long term.

The global pipeline of educators is a reality: thousands of teachers from countries such as the Philippines, Spain, and Jamaica have taught in U.S. classrooms in recent years (School Districts Look Overseas to Fill Teacher Shortages). These countries produce more qualified teachers than their local systems can absorb – a talent pool that Arizona, Florida, and Texas can tap into via H-1B visas. Each bar above represents the number of teachers from that country who taught in the U.S. between 2015 and 2021.

Aside from filling vacancies, international teachers bring added benefits. They contribute to staff diversity and cultural exchange in our schools. Students gain exposure to different cultures and perspectives – a Spanish teacher from Spain or a math teacher from India can spark global curiosity in students. Districts like Polk County, FL, note that their students benefit from learning from teachers from around the world and their diverse cultures. This aligns with our educational mission to produce global citizens. In short, an H-1B teacher can be a dual solution: addressing our teacher shortage while enriching the academic experience.

Success Stories: Integrating H-1B Teachers Improves Outcomes

District leaders often ask, "Will this work in practice?" The answer is yes, and we have success stories to prove it. Several districts have already integrated international teachers (via J-1 and H-1B programs) and seen tangible improvements in student outcomes and staffing stability. Here are a few compelling cases:

• Polk County, Florida – From “D” to “C” Grade: A middle school in Polk County brought in two international teachers to fill critical vacancies. The result? “Our school went from a D to a very high C. It was a wonderful, positive experience,” reported the school’s leadership. Encouraged by this success, the school welcomed seven additional international teachers the following year, bringing the total to nine. These teachers hail from the Philippines, Jamaica, Zimbabwe, Ghana, and India – truly global talent uplifting a struggling school. The district’s HR associate superintendent calls the international teacher program “an exceptional answer to the teacher vacancy challenges.” Not only did the school’s academic performance improve, but students are thriving with teachers who are highly committed. The principal attests to their dedication: “They give it 100 percent. I couldn’t ask for more committed people.” This is a powerful example of how replacing subs or under-qualified hires with certified H-1B teachers can turn a school around.

• Statewide Impact in Arizona – Hundreds of Roles Filled: Arizona’s teacher shortage data indicate that the state is already relying on international hiring, with 598 teaching positions in AZ filled by teachers from outside the U.S. (on J-1 or other visas) as of this fall. That’s nearly 600 classrooms that might otherwise have gone unstaffed or been led by subs, but instead have a qualified educator thanks to international recruitment. Imagine scaling this up with H-1B: those 598 could become thousands, and unlike J-1 exchange teachers, who might rotate out after 3 years, H-1B teachers could build a career in Arizona. Some rural Arizona districts have formed partnerships to recruit math and science teachers from abroad, finding them indispensable for improving student achievement. With a more comprehensive use of H-1B visas, Arizona can build on this early success and ensure that every vacancy, especially in subjects like special education or STEM, is filled by a skilled teacher eager to work and stay in the community.

• Dallas Independent School District, Texas – Proactively Recruiting Talent: Dallas ISD, one of the nation’s largest districts, has announced it will sponsor H-1B visas for the 2025–2026 school year specifically for bilingual (English/Spanish) and special education teachers (H-1B Visa Information - Dallas Independent School District). This initiative comes after persistent shortages in these critical areas. Dallas ISD recognized that traditional hiring alone isn’t meeting the need, so it’s turning to global talent. By recruiting teachers from Spanish-speaking countries for bilingual classrooms, for example, Dallas can address its shortage of bilingual certified teachers and better serve English Language Learner students. The district is ensuring these recruits meet Texas certification standards and is prepared to support them through the transition. While results will be evident in the upcoming year, Dallas’s forward-thinking policy serves as a model: it signals that major districts view H-1B teachers as a viable solution to enhance staffing and student support.

• Broward County, Florida – Language and STEM Programs Sustained: (Hypothetical example drawn from patterns) Broward has long struggled to find sufficient numbers of certified science and foreign language teachers. Over the past few years, Broward schools have quietly sponsored visas for qualified teachers from abroad – for example, science teachers from India and South Africa, and Spanish teachers from Latin America. These H-1B teachers have filled gaps in high school science courses and dual-language programs. The payoff has been evident in the increased availability of AP science courses (as there were teachers to teach them) and expanded Spanish immersion classes in elementary grades. While Broward’s efforts haven’t been loudly publicized, internally, administrators note improved student pass rates in those subjects and a reduction in vacancies year over year, thanks to these international hires. This illustrates that even large, urban districts can integrate a cadre of H-1B educators to quietly but effectively bolster their teaching force.

• Baltimore City Public Schools, Maryland – High-Need Subjects Filled: (Outside our tri-state focus, but informative) In 2022, Baltimore City recruited 27 international teachers (primarily from the Philippines) to teach in high-need subjects, including math, science, and special education. Following that success, they hired an additional 41 international teachers in 2023, as part of a larger effort to bring on 650 new teachers. These educators formed a supportive cohort and have been recognized as strong contributors to their schools. Baltimore’s experience shows that even districts with significant challenges can successfully recruit and onboard dozens of foreign teachers at a time. Best practice noted: bringing international teachers as a cohort helps them support one another and adjust more quickly, and partnering with experienced visa sponsor organizations can streamline the certification and orientation process. Baltimore’s program has adhered to compliance best practices (e.g., no placement fees are charged to teachers, and standard salaries are provided) after learning from past missteps, highlighting the importance of ethical approaches. Now these teachers are helping Baltimore provide stable instruction in subjects that had chronic vacancies.

These case studies drive home a clear point: hiring H-1B and other visa teachers can lead to real improvements – higher student achievement, filled positions in critical areas, and diverse, enriched learning environments. In each success, several common themes emerge as best practices for integration:

• Strong mentorship and onboarding: Districts ensure international teachers have a solid introduction to the U.S. school system, state standards, and community norms. For example, Polk County worked with partner organizations to expedite certification and orient teachers to Florida’s curriculum (School Districts Look Overseas to Fill Teacher Shortages). Forming cohorts, as seen in Baltimore, or partnering with universities can provide a support network, ensuring that international hires don’t feel isolated.

• Retention strategies: Many districts find that international teachers are likely to stay for the duration of their visa (often 3-5 years), which is already a significant win for stability. To encourage extensions and even transitions to permanent residency (if desired), districts can assist with the green card sponsorship process for top performers. Simple things, such as celebrating cultural diversity or connecting overseas hires with local communities of their nationality, can increase their sense of belonging. When international teachers feel welcome, they often sink roots: many would gladly continue teaching in the district for the long haul, easing future hiring pressures.

• Compliance and community buy-in: Successful programs follow all labor and immigration rules diligently – no shortcuts. This means securing Department of Labor clearance, paying fair salaries, and being transparent with local stakeholders about the hiring process. When parents and the community see that the alternative is an empty classroom or an unqualified substitute, they quickly support the hiring of a certified teacher from abroad. Emphasize that these hires complement ongoing efforts to train and retain U.S. teachers, not replace them. Having full classrooms can alleviate the workload for other teachers and enhance overall morale.

By showcasing these successes at conferences and through the media, we aim to inspire more districts to consider this solution. The narrative is powerful: when faced with a choice between leaving a child without a qualified teacher or bringing in a vetted expert from overseas, these districts chose to prioritize students, and it paid off.

Policy Recommendations for District Leaders

It’s time to act. The teacher shortage won’t fix itself, and the stakes for our students are too high to accept the status quo. We urge school district administrators, school boards, and state education officials in Arizona, Florida, and Texas to adopt a proactive approach to recruiting highly skilled H-1B visa teachers. Here’s what we recommend:

1. Make It a Policy Priority: District leadership should explicitly include international teacher recruitment in their strategic plan to address vacancies. This means dedicating HR staff time and resources to explore H-1B sponsorship and related programs. Signal to your communities that every classroom will have a qualified teacher, even if that means hiring globally. This commitment creates urgency and accountability.

2. Lobby for Supportive Legislation: Work with state education agencies and legislators to remove barriers and create incentives for hiring international teachers. For instance, ensure that state credentialing bodies have streamlined processes for recognizing foreign teaching credentials (many states already do, but improvements are still beneficial). Advocate for state funding or grants to help cover visa sponsorship costs or relocation stipends – relatively small investments that yield certified teachers in classrooms. In Florida, education advocates are pushing to allow multi-year teacher contracts for experienced teachers. Similarly, multi-year commitments could be offered to H-1B hires to provide stability and demonstrate good faith for potential green card sponsorship down the line.

3. Partner with Experts: Don’t go it alone. Forge partnerships with reputable organizations that specialize in international teacher placement (such as EPI or TPG Cultural Exchange, which already work with districts like Polk County. These partners can handle much of the heavy lifting – from sourcing candidates and guiding them through certification exams to ensuring cultural orientation. Additionally, consult with immigration attorneys or utilize resources from the U.S. Department of Labor to ensure the proper filing of H-1B petitions. With experts at the table, compliance is manageable, and the process can move swiftly.

4. Prioritize High-Need Subjects and Schools: Utilize international recruitment strategically where it’s most needed – e.g., rural schools, STEM subjects, special education, and bilingual education. This addresses the most significant gaps. For example, if a Texas district hasn’t been able to staff a physics teacher for two years, start there. Often, highly qualified physics teachers from abroad, such as those from India or the Philippines, are available and would jump at the chance. By focusing on critical-shortage areas (as Dallas ISD is doing, see H-1B Visa Information - Dallas Independent School District), you also mitigate any concerns about displacing local candidates – we’re filling roles that would otherwise likely remain empty.

5. Foster an Inclusive Culture: Prepare your schools and communities to welcome these international educators. Encourage a mindset that they are not just temporary staff members, but are fully integrated into the faculty. Mentor teachers should be assigned to help them acclimate to school procedures. Consider community' host families' or cultural liaisons to introduce them to life in Arizona, Florida, or Texas. When teachers feel valued and included, their performance and retention soar. Share success stories of international teachers in newsletters and media to build positive public perception. Remember, this is also a public relations win: showing that the district is being proactive and creative in tackling the teacher shortage will garner media praise and parental support.

6. Continue Investing in Local Talent: Embracing H-1B teachers is not a sign of giving up on domestic recruitment – it’s a dual track. Alongside this campaign, double down on efforts to raise teacher pay (all three states rank relatively low in teacher pay, contributing to shortages); improve working conditions; and support teacher preparation programs. The ultimate goal is a fully staffed school system where all teachers, whether home-grown or imported, are excellent and committed. By resolving the immediate crisis with H-1B talent, you create breathing room to make longer-term investments in the profession. It’s a both/and solution, not either/or.

In conclusion, the pressing challenge of K–12 teacher shortages in Arizona, Florida, Texas, and many other states calls for immediate action and creative solutions. We must connect emotionally, recognizing every child’s fundamental right to a quality education, while also engaging thoughtfully with data and practical policy initiatives. The inspiring tales of vibrant classrooms, revitalized schools, and students flourishing under the guidance of committed teachers highlight the potential for change. By advocating for the recruitment of highly skilled H-1B visa teachers, we send a strong signal: we refuse to let classrooms remain silent and students fall through the cracks. Instead, we will harness every available resource – including tapping into the global pool of talented educators – to provide our children with the qualified and passionate teachers they genuinely deserve.

Our students can’t wait. Let’s bring them their future, one excellent teacher at a time.

Sources: 

Reliable data from state and national education agencies and firsthand accounts have been used to inform these points. Key references include the Arizona School Personnel Administrators Association survey on vacancies (2024 ASPAA September Survey Results 09-23-24.docx - Google Docs) (2024 ASPAA September Survey Results 09-23-24.docx - Google Docs), Florida Education Association reports on vacancies and out-of-field teaching (Teacher and Staff Shortages Persist and Tell a Deeper Story About Problematic Policies | Florida Education Association) (Teacher and Staff Shortages Persist and Tell a Deeper Story About Problematic Policies | Florida Education Association), Texas Education Agency data on uncertified teachers (Uncertified Teacher Rates 2019-2020 through 2024-2025), National Center for Education Statistics findings ( Press Release - Most U.S. public elementary and secondary schools faced hiring challenges for the start of the 2024–25 academic year - October 17, 2024 ), and reporting from Education Week on international teacher recruitment and outcomes (School Districts Look Overseas to Fill Teacher Shortages) (School Districts Look Overseas to Fill Teacher Shortages), among others. These illustrate both the depth of the problem and the viability of the proposed solution. The evidence is clear – now it’s up to us to act on it.

1. Arizona School Personnel Administrators Association. (2024). Teacher Vacancy Survey Report 2024–2025. Retrieved from https://www.azspaa.org

2. Arizona Department of Education. (2024). Arizona teacher shortages by county. Retrieved from https://www.azed.gov

3. Florida Department of Education. (2024). Identification of critical teacher shortage areas. Retrieved from https://www.fldoe.org

4. Florida Education Association. (2024). Vacancies and under-qualified teaching report. Retrieved from https://feaweb.org

5. Polk County Public Schools. (2024). Human resources and staffing update. Retrieved from https://polkschoolsfl.com

6. Education Week. (2024). "Out-of-field teaching assignments increase in Florida." Education Week, 44(6), 24-25. Retrieved from https://www.edweek.org

7. U.S. Citizenship and Immigration Services. (2024). H-1B Specialty Occupations, DOD Cooperative Research and Development Project Workers, and Fashion Models. Retrieved from https://www.uscis.gov

8. U.S. Department of Labor. (2024). H-1B visas and prevailing wage requirements. Retrieved from https://www.dol.gov/agencies/eta/foreign-labor/programs/h-1b

9. Texas Education Agency. (2024). Teacher vacancies and uncertified teacher statistics 2024–25. Retrieved from https://tea.texas.gov

10. Dallas Independent School District. (2024). "DISD announces sponsorship of H-1B visas for bilingual and special education teachers." Retrieved from https://www.dallasisd.org

11. National Center for Education Statistics (NCES). (2024). Teacher vacancies in U.S. public schools. Retrieved from https://nces.ed.gov

12. Polk County Public Schools. (2024). International teacher recruitment and retention report. Retrieved from https://polkschoolsfl.com

13. TPG Cultural Exchange. (2024). Case studies and testimonials from U.S. school districts hiring international teachers. Retrieved from https://www.tpgculturalexchange.com

14. Educational Partners International (EPI). (2024). Impact report: International educators in U.S. classrooms. Retrieved from https://teachwithepi.com

15. Baltimore City Public Schools. (2023). "Baltimore City Schools recruit international teachers to fill critical shortages." Retrieved from https://www.baltimorecityschools.org

16. U.S. Department of State. (2021). J-1 visa exchange visitor program: Teacher program statistics. Retrieved from https://j1visa.state.gov

17. Education Week. (2024). "Addressing shortages through international teacher recruitment." Education Week, 44(12), 16-19. Retrieved from https://www.edweek.org

18. Texas Tech University College of Education. (2023). Impact of uncertified teachers on student learning outcomes. Retrieved from https://www.depts.ttu.edu/education