As you have been in the classroom you already know most of the prevailing theories, even if you don't have words for them: scaffolding, differentiation, feedback, making sure Mazlow's hierarchies are being met, developmental stage, etc.
Was thinking about that today, in fact. I have two classes of sophomores and I want them to do what the juniors can do but it turns out the juniors can do what they do in class because they've already had a year of getting to know the things I want them to do, but that all happened more or less by accident. I knew I had expectations, I knew I was asking for certain kinds of expression, I knew I was giving examples and explanations, and it turns out along the way that trained them in something, I'm not exactly sure what, but it lets them do what I ask of them now. And since the sophomores don't have any of that yet, I'm frustrated and wondering what it was I did last year.
Basically, I think I could avoid a lot of the hectoring I do now and just cut to the teaching. It'd work out quicker and better.
The license just proves to others that you know this stuff, but knowledge is free for the taking now that we have the internet.
I also want the mo' money that comes with the license...
As for the gestalt, sure. I'm not jumping to go back to the US to teach any time soon, but I am friends with some teachers back home and some of them have found happiness/peace/contentment in their schools. Your mileage may vary.
Yeah, I'm thinking shortly after getting a license I'd be on a plane somewhere else too. I reckon I could travel better on the back of a teaching license than I can on the puny shoulders of "Yo, I have lots of experience, it was in China, but that's still real experience, right? Hello? Hello?"
That's the current iteration of the plan, anyway.