discipline systems and student behavior norms that many educators from other countries have never had to navigate. International recruitment also introduces unexpected operational realities. Districts become, in Dr. Scott’s words, part school system and part relocation support network. Incoming teachers need housing, Social Security setup, and basic stability in a new country. experience, offering students stable instruction while improving overall quality of teaching. The model also creates cultural exposure, expanding student awareness beyond their local environment.At the same time, Dr. Scott notes an important learning curve: behavior management in U.S. classrooms can be a significant shift for international teachers, requiring targeted professional development in 186 CIVIL AND MUNICIPAL VOLUME 07, ISSUE 02
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