Districts: Go Global and Prepare Students for Success

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Global Learning for Educators webinars are offered free twice monthly, September 2012 - May 2013. Please visit http://asiasociety.org/webinars for details and registration.

What is your district doing to prepare students for success in the global era? Brandon Wiley, Director of the International Studies Schools Network at Asia Society, talks with district leaders on how to implement global learning initiatives. Understand how districts across the United States are utilizing innovative approaches and proven practices in global education. Get strategies and tools to help your district ensure students develop global competence and are prepared for a global society.

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  • Businesses, communities, and families are demanding that students graduate both ready for college and globally competent. Asia Society ’s education agenda helps schools, afterschool, and extended learning time programs meet both demands.
  • Districts: Go Global and Prepare Students for Success

    1. 1. Districts: Go Global andPrepare Students for Success Asia Society’s Partnership for Global Learning Webinar September 13, 2012 Series Brandon Wiley Director, International Studies Schools Network Twitter: @bwileyone 1
    2. 2. Our Goals Today1.) Global Competence – What is it and why does it matter?2.) System Level Structures/Practices – What can districts do to promote global competence?3.) Examples in Action/Tools to Assist You – Oak Hills Local School District (Cincinnati, Ohio) 2
    3. 3. Our MissionAsia Society is the leading global and pan-Asianorganization working to strengthen relationships andpromote understanding among the people, leaders, andinstitutions of the United States and Asia.We seek to increase knowledge and enhance dialogue,encourage creative expression, and generate new ideasacross the fields of arts and culture, policy and business,and education. 3
    4. 4. Asia Society at a Glance: A Connector, Convener and Catalyst Between the US and Asia  Museum Exhibitions  Cross-Cultural Dialogue  Performances  Asian Historical Heritage  Commissions  Current Trends in Asia Leadership and Talent  Partnership for Global Corporate Conferences Learning Task Forces & Reports  Chinese Language Working Groups, Studies initiatives & White Papers  Global Cities Initiative  Track II Dialogues on Key Issues  Afghanistan/Pakistan Region  Food Sustainability Strategic Studies  Water Security  Livability of Asian Cities 4
    5. 5. Education Departments GoalsWe strive to develop young people’sglobal competence to investigate theworld, recognize perspectives,communicate and collaborate acrosscultures and take action through:•Learning Experiences for Students•Professional Development andCurriculum for Teachers•Best Practices for School Systems•Resources for Emerging GlobalLeaders 5
    6. 6. The Challenge• Achievement gap – the inability of schools to effectively educate all low income and underserved minority students;• Opportunity gap – the need for every student to develop the knowledge, skills and dispositions required for success in the 21st century global economy dominated by the rise of Asia. 6
    7. 7. Implementation• ISSN - Network of 34 globally-focused schools across the US, currently operating in 7 states• Predominantly located in low-income, high-minority communities• On-time graduation rate of 92% and of those, over 90% went to college 7
    8. 8. District Three-Step Approach Make the case Assess the assets in place/Identify opportunities for innovation Planning and Implementation 8
    9. 9. A Changing World Demands Changing Skills 9
    10. 10. The Next Economy isA Science and Knowledge Economy-need scientific and technological literacyA Resource-Challenged Economy-need critical thinking about sustainable economies and resourcesA Globally Interdependent Economy-global competence is a core competenceA Demographically Diverse Economy-requires cross-cultural leadership skillsAn Innovation-Driven Economy-requires students who can learn how to learn and adapt to rapidchange 10
    11. 11. Globalization of the Economy• Globalization is driving demand for an internationally competent workforce – One in five jobs is tied to international trade – Most future business growth will be in overseas markets 11
    12. 12. Global Issues, Local Solutions Human Security and Citizenship  Our challenges are international challenges: global health, global warming, energy/water, terrorism  Our security is intertwined with our understanding of other cultures  Increasing diversity in our schools and workplaces require increased understanding of other cultures Education  Growing global talent pool – U.S. now 18th in the world in HS graduation rates  Only 50% of U.S. high school students study a foreign language, and less in lower grades 12
    13. 13. In the 21st Century Students Will Be: Selling to the world Buying from the world Working for international companies Managing diverse employees Competing with people on the other side of the world for jobs and markets Working with people all over the world in joint ventures and global work teams Solving global problems such as AIDS, avian flu, environmental problems, and resolving conflicts ARE THEY READY? 13
    14. 14. How Do We Define Global Competence?• Content Knowledge Matters• Global Knowledge, Skills, and Disposition – Investigate the World – Recognize Perspectives – Communicate Ideas – Take Action 14
    15. 15. International Studies School Design Model Vision, Mission, Student Learning Outcomes and Culture Successful Curriculum, Assessment,Partnerships Globally-focused & Instruction School/District School Organization & Professional Learning Governance Communities 15
    16. 16. What might district level support look like? What conditions are necessary for success? 16
    17. 17. Vision, Mission and Culture• District mission statement – Is it global? Do you “live” it?• Leadership Teams – Who is helping to make this a focus in the district?• Make it part of your strategic plan 17
    18. 18. School Organization & Governance• Site-based autonomies• Site-based and district leadership teams• Flexible calendars and master schedules• Policies allow for “anytime, anywhere” learning opportunities outside of the school building
    19. 19. Professional Learning Community• Leverage the district-wide professional development plan• Allocate appropriate funds necessary for these activities (and protect them when times get tough)• Amend policy to allow for travel, exchange and real- world learning for the adults and the students
    20. 20. Family and Community Partnership• Create a Global/International Studies Advisory Board made up of strategic community members (business, higher education, potential funders)• Foster dual enrollment or articulation agreements with higher education• Conduct district-wide family nights and celebrations highlighting international studies and exhibiting student work that demonstrates global competence
    21. 21. Curriculum, Instruction & Assessment • Provide the resources to enable World Language instruction at all levels • Articulated curriculum in which global competencies are embedded throughout. • Course and graduation requirements allow flexibility for learning experiences in and out of school • Use of portfolio assessment and capstone experiences
    22. 22. Curriculum, Assessment & InstructionWhat would globally focusedcurriculum and instruction “looklike” in ….• Science?• Language Arts?• History?• World Language?• Arts?• Interdisciplinary Coursework?
    23. 23. What Else Would You See?• Performance-based assessments; project-based learning• Real-world, out-of-school learning (including travel)• High-quality world language program (preference given to an Asian language)• Emphasis on diversity as an asset• New and traditional literacies• Technology• Service Learning
    24. 24. Tools to Assist YouEducating for Global Competence
    25. 25. Tools to Assist You Free download - http://asiasociety.org/education
    26. 26. Tools to Assist YouEducating for Global CompetenceCase Studies
    27. 27. Tools to Assist YouHerricks Union Free School District (New York)-Strong emphasis on strategic planning-World languages K – 12-Embedding global throughout the curriculumSeattle Public Schools (Washington)-Developed a model and process for whole-schooldevelopment-Strong emphasis on language immersion starting atelementary level
    28. 28. 29
    29. 29. Tools to Assist YouEducating for Global CompetenceCase StudiesDistrict Planning Rubric
    30. 30. Tools to Assist YouEducating for Global CompetenceCase StudiesDistrict Planning RubricNetworking with Schools/DistrictsFree web-based resources
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    32. 32. 35
    33. 33. Final Thoughts Lead your education communities in developing a deep understanding of the importance of global competence for the success of every student and in considering what a school’s mission should be in the 21st century. ·Create opportunities for your schools to systematically investigate how addressing matters of global significance can become a mainstay of a school’s culture—reflected in its structures, practices, and relationships with people and institutions outside the school. · Pilot new and strengthen existing approaches to promote global competence, from new course offerings in world languages and other internationally focusedcontent to globally focused service learning and internships to international travel and virtual exchange opportunities for students and teachers. · Feature best practices stemming from your schools and communities. Create conditions for interested stakeholders (teachers, administrators, parents, businesses) to reflect about the opportunities embedded in best practices and what can be done to support them and expand their reach. 36

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