Teachers for Global Classrooms Program (TGC)
The Teachers for Global Classrooms Program (TGC) is a year-long professional development opportunity for United States elementary, middle and high school teachers to become leaders in global education.
Global education is integral to building 21st century skills, and teachers are the greatest resource to empower students as global citizens. TGC equips fellows with the global competencies necessary to bring an international perspective to their schools.
Teaching and learning is transformed through targeted training, an international field experience, and global collaboration. TGC is a program of the U.S. Department of State’s Bureau of Educational and Cultural Affairs and administered by IREX.
TGC Fellows become global ambassadors in their classrooms, schools, and broader communities through:
• Collaboration with U.S. and international colleagues to promote mutual understanding.
• Rigorous professional development so teachers return to their schools as catalysts for global engagement.
• International field experience and curriculum development focused on global competency, technology integration, and cross cultural communication.
Since 2011, over 450 US teachers from 48 states and the District of Columbia have participated in innovative global education.
Catalysts for Change: TGC alumni, on average, teach approximately 125 lessons per year with global perspective.
Leaders in Global Education: 2/3 of TGC alumni engage with globalizing U.S. education at the school, district, state, or national level.
The 2014-15 Cohort of 77 TGC Fellows impacted over 10,000 students in their home communities.
News & Impact
Kevin Jones of the Bronx, New York discusses his experience in the Teachers for Global Classrooms Program and how it inspired him to infuse his classroom with globally focused themes, ensuring that his students are culturally sensitive to the world.
Robert Lurie of Lansing, Michigan reflects on his experience on the Teachers for Global Classroom (TGC) Program. He discusses how his experience in India differed from his past study trips, as well as how gaining a non-Western perspective helped him re-frame the way he teaches.