When prospective families evaluate a school, one question usually comes first: are the teachers good?
At the International School of Panama (ISP), answering this question goes beyond reviewing certifications. It requires looking at where educators come from, how they are recruited, and how the school supports their ongoing professional growth.
For the upcoming academic year, ISP welcomed 23 new faculty members, a cohort comprising overseas recruits, local educators, and local-expat professionals. These teachers bring international experience from countries including the United States, Australia, Canada, the Philippines, the United Kingdom, Argentina, and the Netherlands.
Here is how a globally recruited and continuously developed faculty shapes the daily learning experience at our campus:
Why international faculty matters for student experience
Having a diverse teaching staff is more than a cultural asset; it directly influences how students think, communicate, and solve problems.
While The ISP Way ensures a consistent, unified teaching methodology across all classrooms, our educators bring rich cultural diversity that expands students’ global perspectives. According to a landmark study on educational environments led by Seth Gershenson and his colleagues (2016), exposure to educators with diverse cultural backgrounds enhances cognitive flexibility, strengthens problem-solving skills, and positively influences student expectations.
At ISP, this international perspective means students do not just study global concepts from a textbook, they analyze real-world issues through discussions led by faculty who have lived, taught, and conducted research across different continents. As emphasized in the social-emotional frameworks established by CASEL (2024), learning in a culturally diverse environment directly fosters social awareness and global empathy.
How ISP recruits teachers from around the world
Recruiting international educators requires a structured, multi-stage selection process. ISP participates in global recruitment fairs organized by international education bodies, evaluating hundreds of candidates each hiring cycle.
As established through The ISP Way, our unified framework built on international best teaching practices, maintaining academic rigor requires selecting educators who are not only subject-matter experts, but who actively practice inquiry-based instruction.
What does this mean for your child? It means every teacher at ISP is selected and developed to align with these core standards, bringing daily characteristics to the classroom: deep subject expertise, the ability to foster an inclusive multicultural environment, and a commitment to teaching through inquiry rather than passive lectures:
- Advanced subject expertise: Ensuring candidates hold recognized degrees and specialized credentials in their subject areas, particularly for International Baccalaureate (IB) courses.
- Adaptability and cultural competence: Selecting educators with proven experience navigating multicultural environments and supporting English as an additional language learners (EAL).
- Alignment with inquiry-based learning: Hiring teachers who prioritize student-centered instruction over traditional, lecture-based methods.
By combining overseas hiring with strong local-expat and Panamanian talent, ISP maintains an instructional team that balances global standards with deep local context.
Faculty backgrounds: Bringing global perspectives to the classroom
To support ISP’s diverse academic pillars and individual graduation pathways, our hiring strategy focuses on recruiting educators with specialized expertise and rich international experience:
- International Baccalaureate (IB) Specialists: Experienced educators who serve as curriculum developers and IB examiners, bringing deep knowledge of university-preparatory standards to guide students through rigorous diploma pathways.
- STEM and Innovation Educators: Mathematics, science, and technology teachers who integrate hands-on research, design thinking, and problem-solving methodologies into daily coursework.
- Multilingual and Cultural Specialists: Language and humanities educators who strengthen language acquisition and cross-cultural communication, ensuring students develop fluency, global awareness, and deep regional understanding.
Meet the teachers behind ISP’s classrooms
Though our teachers come from over sixteen different countries and even more educational systems, they all teach toward the same mission and shared values. That’s the balance that defines ISP: the richness of many perspectives, held together by one consistent educational philosophy, so your child experiences variety without ever losing a sense of a united, coherent community.
Jeng Paulson
Jeng Paulson teaches First Grade Homeroom at ISP, covering Reading, Writing, Math, Social Studies, and Science. Originally from the Philippines, she has been an international educator for 12 years, with experience in Early Years and Primary education, and holds a Master’s Degree in Education alongside a Bachelor of Science in Nursing.
This is her second year teaching Grade 1 at ISP. “I believe every child can learn and grow in a classroom where they feel safe, valued, and supported,” she says. “I chose ISP because I value its commitment to meaningful learning, inclusion, and developing the whole child.” A lover of new foods, travel, and family adventures, Jeng also enjoys cooking, and you might just hear her singing karaoke in the classroom from time to time!
Hannah Morris
Hannah Morris joins ISP’s High School Mathematics department, teaching Grade 9 IB Analysis and Approaches and Grade 12 Maths in Action. Originally from the United Kingdom, she holds a Master’s Degree in Mathematics from the University of Bath and a Teaching Diploma from the University of Manchester, bringing eight years of teaching experience across the UK and Malaysia.
“I endeavour for my classroom to be a place where all students learn to love Mathematics,” she says, “finding genuine joy in solving problems, spotting patterns, and overcoming challenges.” Outside the classroom, Hannah stays active through sport (she has represented Malaysia in Gaelic and Australian Football) and spends her holidays freediving.
Professional development
Great teaching requires continuous learning. As research by Linda Darling-Hammond and her team at the Learning Policy Institute (2017) demonstrates, sustained professional development for teachers is one of the most effective school-level factors in boosting student academic achievement.
To keep faculty at the forefront of modern pedagogy, ISP maintains some programs with leading global institutions, such as Columbia University (Teachers College) where faculty engage in workshops centered on literacy instruction, inquiry-based reading, and advanced writing strategies across grade levels.
These programs ensure that whether a teacher joined ISP this year or a decade ago, their methodology remains aligned with current educational research.
What students gain from a diverse faculty
| Dimension | Classroom Application | Direct Student Benefit |
| Global Perspectives | Discussions informed by teachers’ real-world international experience | Broader worldview and open-mindedness |
| Language & Communication | Instruction from native and multilingual educators | Enhanced language acquisition and cross-cultural communication |
| Academic Rigor | Teaching strategies refined across different global education systems | Strong preparation for international universities |
| Empathy & Inclusion | Exposure to diverse cultural norms and teaching styles | Greater adaptability in multicultural settings |
How ISP retains great teachers year after year
Attracting talent is only the first step; retaining experienced educators provides stability for students and continuity for the school community. For example, in a comprehensive review of teacher retention conducted by Richard Ingersoll and Michael Strong (2011), structured onboarding and mentorship programs were shown to significantly reduce teacher turnover and maintain classroom consistency.
Building on similar findings by Joseph Durlak et al. (2011) regarding supportive school climates, ISP ensures that educators feel supported professionally and personally through:
- Seamless onboarding: Helping new teachers settle in quickly so they can focus on students from day one rather than logistics.
- Structured mentorship: Pairing new hires, including this year’s 23 new educators, with veteran ISP teachers to navigate campus operations and curriculum standards.
- Career growth pathways: Providing financial support and dedicated time for teachers to pursue certifications, leadership roles, and advanced degrees.
The impact on the ISP community
When a school invests in hiring, developing, and retaining international talent, the primary beneficiaries are the students. By learning alongside educators from the US, Australia, Canada, the Philippines, the UK, Argentina, the Netherlands, Panama, and elsewhere, ISP students build the academic competencies and cultural agility required to thrive anywhere in the world.
👉 Want to meet our faculty and explore our campus in Panama City? Book your tour today and see how global learning works in practice.
References
- CASEL. (2024). Fundamentals of SEL: What is the CASEL framework? Collaborative for Academic, Social, and Emotional Learning. https://casel.org/fundamentals-of-sel/
- Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute. https://learningpolicyinstitute.org/product/effective-teacher-professional-development-report
- Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405–432. https://academic.oup.com/chidev/article-abstract/82/1/405/8267426
- Gershenson, S., Holt, S. B., & Papageorge, N. W. (2016). Who believes in me? The effect of student–teacher demographic match on teacher expectations. Economics of Education Review, 52, 209–224. https://www.sciencedirect.com/science/article/abs/pii/S0272775715300959
- Ingersoll, R. M., & Strong, M. (2011). The impact of induction and mentoring programs for beginning teachers: A critical review of the research. Review of Educational Research, 81(2), 201–233. https://journals.sagepub.com/doi/10.3102/0034654311403323
