Document Type
Doctor of Education Capstone
Original Publication Date
2026
Client
Prince William County Public Schools
Date of Submission
April 2026
Abstract
This capstone examines the transition of Ambassador Teachers (ATs), internationally recruited teachers working in Prince William County Public Schools (PWCS), and the challenges and supports that shape their first year. The capstone investigates what most influences ATs’ overall experience, what challenges they face before arrival and throughout their first year, and what supports currently exist or are missing. The study draws on document review, empathy interviews, an orientation observation, a literature review, and survey data from 148 Ambassador Teachers. Findings indicate that ATs experience the greatest challenges in housing, transportation, financial stability, navigating U.S. culture, handling discrimination, and adapting to curriculum and assessment expectations, with housing emerging as a particularly acute early stressor, and transportation and financial stability remaining persistent concerns across time. Findings also suggest that relationships with school-based staff and mentors matter greatly, but support varies by role and school level. In addition, issues related to discrimination, belonging, and access to timely, clear communication affect ATs’ transition and sense of inclusion. Targeted recommendations to help PWCS improve ATs’ transition and first year in PWCS include improving communication systems, strengthening support for middle school ATs, expanding housing support through community partnerships, creating proactive feedback and response systems, providing specialized onboarding and ongoing professional development, and preparing school leaders, mentors, and coaches to serve as cultural navigators.
Rights
© The Authors