For nearly 30 years, Cumberland County Schools has relied on long-standing international exchange partnerships to bring experienced educators into local classrooms.
The district does not sponsor teachers on H-1B visas—a federal program used to hire foreign professionals for long-term employment in specialty fields, which has come under increased scrutiny from the Trump administration.
Instead, Cumberland County Schools relies on the J-1 visa program, which allows qualified international educators to work in K-12 public schools in the U.S. for up to five years, with teachers expected to return to their home countries at the end of their stay.
The district partners with Participate Learning and Educational Partners International (EPI)—two organizations that recruit, screen, place, and support international educators through the J-1 federal cultural exchange program.
Nationally, the Trump administration has tightened restrictions on foreign-worker visas, including imposing a $100,000 fee for H-1B petitions and temporarily pausing applicant interviews for J-1 visas earlier this year.
Despite these shifts, CCS leaders say they do not anticipate major changes to their use of the J-1 exchange program.
“We work with third-party organizations that help build our global education program,” said Ruben Reyes, associate superintendent of human resources. “The J-1 pathway aligns with the purpose of exchange—teachers come here to share their culture and expertise, and then return to their home countries at the end of the program.”
Why CCS uses J-1 visas instead of H-1Bs
While some nearby school districts use H-1B visas to fill staffing shortages, Reyes said Cumberland County’s strategy is grounded in the district’s long-standing investment in global education, cultural exchange, and dual-language immersion.
“H-1B programs are often about staffing,” Reyes said. “Our focus has been more on global education. The exchange program fits that a little better than the H-1B visa program does.”
Reyes said the length of stay for J-1 teachers is structured and time-limited under federal rules.
“Some are here for three years,” he said. “They have the opportunity to request an extension for up to two more years. The longest they can be in the country is five years.”
Because of that required return home, J-1 teachers contribute to cultural enrichment but not long-term staff retention.
“It actually hurts our retention rates a bit because these teachers can only stay in the country for five years,” Reyes said.
Still, he said, the benefits of the exchange model, especially for students, outweigh the limitations.
What J-1 teachers bring to local classrooms
Teachers recruited through Participate Learning and EPI often have years of experience and specialize in high-need areas. These include:
- World languages
- Elementary education
- Mathematics
- Science
- Special education
Reyes said these educators bring global perspectives and cultural experiences that strengthen classroom engagement.
Najoua Ben Ramak, a Seventy-First High School Arabic teacher from Morocco, was named the 2025 Foreign Language Association of North Carolina Teacher of the Year earlier this year. Ramak came to Cumberland County Schools in 2023 through EPI.
“I want students to feel connected to the language and the culture,” Ramak told CityView. “The goal is for them to understand where the language comes from the food, the traditions, the stories, not just the grammar.”
Ramak incorporates Moroccan traditions, cultural storytelling, and cooking demonstrations into her curriculum—the kind of global perspective Reyes said J-1 exchange teachers often bring to Cumberland County schools.
“Students should see the world through more than one lens,” she said. “Language opens the door to cultural understanding.”
Challenges: Adjustment and classroom transitions
Reyes said the benefits of cultural exchange come with predictable challenges.
“The acculturation process can be difficult,” he said. “Classroom management practices differ from country to country.”
To support teachers as they adjust, Cumberland County Schools and the district’s partner organizations provide:
- Pre-arrival orientation in teachers’ home countries through Participate Learning and EPI
- A dedicated international teacher track within the district’s Beginning Teacher Program
- Mentorship from former exchange teachers and veteran staff
- Professional development
- On-site support from school leaders and instructional coaches
“These teachers come with significant experience,” Reyes said. “We work closely with our partner organizations and our schools to support them as they adjust.”
How CCS compares to nearby districts
Several North Carolina school districts—including Charlotte-Mecklenburg, Wake, Guilford, and Winston-Salem/Forsyth counties—sponsor H-1B visas as part of their teacher-recruitment strategy, particularly in hard-to-staff subject areas.
Rural districts have also relied on foreign-born teachers to stabilize their workforce. Halifax County Schools warned that the new federal visa restrictions could worsen an already severe teacher-vacancy crisis across rural North Carolina.
Reyes said CCS remains committed to its exchange-centered model because of its decades-long global-education priorities and immersion programs.
“I don’t think one model is better than the other,” he said. “But our district’s history and priorities align more with the J-1 exchange program.
“At this point, there’s not a plan to expand or to contract,” Reyes said. “I would assume the numbers will stay relatively consistent.”
To contact education reporter Dasia Williams, email dwilliams@cityviewnc.com.
