Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Alief ISSN Feb 1 handouts

70 views

Published on

ISSN 101 and School Design Session

Published in: Education
  • Be the first to comment

  • Be the first to like this

Alief ISSN Feb 1 handouts

  1. 1.   ALIEF  ISD:  ISSN  101  AND  SCHOOL  DESIGN  SESSION   Thursday,  Feb  1st   8:00-­‐12:00  and  1:00-­‐3:00     MORNING  SESSION:  ISSN  101   8:00  am   INTRODUCTION  TO  ASIA  SOCIETY,  THE  CENTER  FOR  GLOBAL  EDUCATION,   AND  THE  INTERNATIONAL  STUDIES  SCHOOLS  NETWORK   • Introductions   • Community  Norms   8:15  am   INTRODUCTION  TO  GLOBAL  COMPETENCE,  THE  ISSN  BELIEFS,  AND  THE   GRADUATE  PROFILE   • Class  of  2030     • Global  Competence  and  Global  Learning   • ISSN  Beliefs  and  the  ISSN  Graduate  Profile   8:45  am   INTRODUCTION  TO  GLOBAL  LEARNING  AND  THE  FOUR  DOMAINS  OF   GLOBAL  COMPETENCE   • Global  Competence  and  Global  Learning   • The  Four  Domains  of  Global  Competence   • Vision  of  an  ISSN  School/Classroom   • Deeper  Learning  Through  a  Global  Lens  (video)   BREAK   10:00  am   INTRODUCTION  TO  THE  GLOBAL  SCHOOL  DESIGN  MODEL   • The  Global  School  Design  Model   • Reflection  Questions  and  Discussion   10:30  am   INTRODUCTION  TO  THE  PERFORMANCE  OUTCOMES  AND  RUBRICS   • Global  Leadership  Performance  Outcomes  Jigsaw   • Content  Area  POs  and  Rubrics  -­‐  The  Four  Domains  Across   the  Content  Areas   • Clear  Expectations:  Rubrics  and  “I  Can  .  .  .”  Statements   11:00  am   INTRODUCTION  TO  THE  ISSN  NING  (ONLINE  COMMUNITY  OF  PRACTICE)   • Please  “sign  up”  at  issnny.ning.com   • Scavenger  Hunt    
  2. 2.   INTRODUCTION  TO  THE  GRADUATION  PERFORMANCE  SYSTEM  (GPS)   • The  GPS  System  and  Resources   o Performance  Outcomes  and  Rubrics   o Globally  Issues  Overviews   o Essential  Questions     o Instructional  Strategies   o Formative  Assessments     o Performance  Assessment  Shells   INTRODUCTION  TO  SAGE   • SAGE:  A  Framework  for  Project-­‐Based  Learning  (video)   • What  do  we  mean  by  authentic  work  and  real-­‐world   exhibitions?   11:45  am   ISSN  101  Q&  A  AND  CLOSURE   LUNCH   AFTERNOON  SESSION:  GLOBAL  SCHOOL  DESIGN   1:00  pm    VISION,  MISSION,  AND  CULTURE   • Needs  Assessment   • Determine  Next  Steps   STUDENT  LEARNING  OUTCOMES   • Needs  Assessment   • Determine  Next  Steps   SCHOOL  ORGANIZATION  AND  GOVERNANCE   • Needs  Assessment   • Determine  Next  Steps   2:45  pm   FINAL  REFLECTION  AND  CLOSURE      
  3. 3. © Asia Society. All rights reserved. Limited reproduction permission and use is granted to ISSN Schools www.asiasociety.org/education The Asia Society International Studies Schools Network (ISSN) Beliefs The foundational beliefs upon which the International Studies Schools Network is designed are: • We believe in excellence and equity for each student. • We believe that each student should graduate with the knowledge, skills and dispositions to be globally competent. • We believe that each student should leave their ISSN schooling experience as college and career ready with all options open and available to them. • We believe that students own their learning and that the adults in the school, home, and community have responsibility to foster each student’s success. • We believe that the school is a safe, welcoming, and collaborative place that fosters inquiry, innovation, and reflection both in the school and in the broader world beyond the school walls. • We believe that the school is place where learning is an ongoing process and that students have opportunities to make mistakes and grow from them as an essential part of the school experience. 3
  4. 4. © Asia Society. All rights reserved. Limited reproduction permission and use is granted to ISSN Schools www.asiasociety.org/education Profile of an Asia Society International Studies Schools Network (ISSN) High School Graduate The goal of the Asia Society International Studies Schools Network (ISSN) is that every student who graduates from an ISSN school possesses the knowledge, skills, and habits of mind necessary to succeed and contribute in the 21st century global environment. It is a goal for each and every ISSN student; our mission is excellence and equity in the global era. The following is a profile of the attributes we strive to develop in each ISSN high school graduate. ISSN graduates are Ready for College. They: • Earn a high school diploma by completing a college-preparatory, globally focused course of study requiring the demonstration of college level work across the curriculum. • Have the experience of achieving expertise by researching, understanding, and developing new knowledge about a world culture or an internationally relevant issue. • Learn how to manage their own learning by identifying options, evaluating opportunities, and organizing educational experiences that will enable them to work and live in a global society. • Graduate with all options open for post-secondary education, work and service. ISSN graduates have the Knowledge Required in the Global Era. They understand: • Mathematics as a universal way to make sense of the world, solve complex, authentic problems, and communicate their understandings using the symbols, language, and conventions of mathematics. • Critical scientific concepts, engage in scientific reasoning, and apply the processes of scientific inquiry to understand the world and explore possible solutions to global problems. • How the geography of natural and man-made phenomena influences cultural development as well as historical and contemporary world events. • The history of major world events and cultures and utilize this understanding to analyze and interpret contemporary world issues. • Arts and literature and use them as lenses through which to view nature, society, and culture as well as to express ideas and emotions. ISSN graduates are Skilled for Success in a Global Environment. They: • Are “literate for the 21st century” – proficient in reading, writing, viewing, listening, and speaking in English and in one or more other world languages. • Demonstrate creative and complex thinking and problem solving skills by analyzing and producing viable solutions to problems with no known or single right answer. • Use digital media and technology to access and evaluate information from around the world and effectively communicate, synthesize, and create new knowledge. • Make healthy decisions that enhance their physical, mental, and emotional well-being. ISSN graduates are Connected to the World. They: • Effectively collaborate with individuals from different cultural backgrounds and seek out opportunities for intercultural teamwork. • Analyze and evaluate global issues from multiple perspectives. • Understand how the world’s people and institutions are interconnected and how critical international economic, political, technological, environmental, and social systems operate interdependently across nations and regions. • Accept responsibilities of global citizenship and make ethical decisions and responsible choices that contribute to the development of a more just, peaceful, and sustainable world. 4
  5. 5. © Asia Society. All rights reserved. Limited reproduction permission and use is granted to ISSN Schools www.asiasociety.org/education Profile of an Asia Society International Studies Schools Network (ISSN) School Leader The goal of the Asia Society International Studies Schools Network (ISSN) is to graduate students who possess the knowledge, skills and habits of mind necessary to work and live in the 21st century global environment. In order to accomplish this, the ISSN believes leadership matters. Therefore, the following is a profile of an ISSN leader. ISSN leaders are Academically and Instructionally Focused. They: • Demonstrate a passion for preparing students to be successful in the global world of the 21st century. • Facilitate the infusion of international content, issues, and perspectives into the culture of the school as well as into a standards-based curriculum. • Have a deep understanding of the importance of instructional leadership and model the use of best practices in meeting the learning needs of all students. • Engage the staff in shared study of the research to bring the best ideas to their learning community in order to support student success. • Model a self-reflective, continuous improvement disposition for their own growth and value it for all members of the learning community. • Understand and demonstrate the leadership skills necessary for effective planning and alignment of resources to meet academically and instructionally focused goals for all students as well as professional development for the staff. • Utilizes a clinical approach to the supervision of instruction supporting all staff in reaching the highest levels of performance. • Understand interdisciplinary instruction and support the teachers in creating cross-disciplinary connections that foster strong literacy and numeracy development as well as use the arts as a vehicle for learning. ISSN leaders are Proficient Thinkers and Problem Solvers. They: • Use creative problem solving skills and resourcefulness to act on the needs of individual students, colleagues and the school community. • Utilize current research and data, both qualitative and quantitative, for effective decision-making as part of a system of continuous improvement as an internationally-focused school. • Understand and engage complex problems, collect, analyze and synthesize information from a range of sources, tolerate ambiguity and uncertainty, and produce viable solutions as they relate to the success of the learning community. • Advise and advocate for students to support their successes and help them overcome challenges. ISSN leaders are Culturally Aware. They are professionals who: • Recognize, value, and respect the broad spectrum of ethnicities and cultures represented in the school community, utilize these assets in further internationalizing the school culture, and assist members of the community in valuing each other. • Recognize their responsibility to encourage a continuing diversity in the recruitment and sustainability of a diverse faculty and student body. • Intentionally create and hone a school culture that supports the attainment of the ISSN goals and the graduate profile. 5
  6. 6. © Asia Society. All rights reserved. Limited reproduction permission and use is granted to ISSN Schools www.asiasociety.org/education ISSN leaders are Aware of World Events and Global Dynamics. These leaders: • Understand and stay up-to-date on current world events, international issues, and global debates and provide intentional opportunities for faculty and students to increase their knowledge in these areas through sustained professional development. • Understand the dynamics of connecting content to global issues in authentic ways, encourage the use of multiple and balanced perspectives, and provide models and opportunities for faculty to integrate this into their teaching practice. • Consistently support the learning of world languages as a part of the curriculum for all students. ISSN leaders are Collaborative Leaders. These leaders: • Are excellent communicators, valuing their roles as listeners, evidence gatherers, coaches and supporters of high caliber learning for all students. • Understand that change is a process not an event and allow time and provide support for innovation to be tested and developed into sustainable practice. • Share authentic decision making opportunities with members of the staff in order to build their capacity as teacher leaders. • Build the collective efficacy of all school community members to become purposeful in conceptualizing and achieving the goals of the school. • Participate actively in the network of the ISSN, collaboratively sharing ideas and searching for solutions to contribute to the field of international education. • Provide the necessary leadership, time and resources for job-embedded continuous, intentional professional development that meets the expressed instructional needs of the school community. ISSN leaders are Effective Users of Technology. These leaders: • Model the use of technology to support their learning as well as the managerial functions of leadership. • Use technology to support data driven decision making and facilitate ongoing communication with the school community. • Provide the necessary training and resources for equitable access to technology and new media for all students to support their learning. • Provide opportunities for global connections using technology as a vehicle. ISSN leaders are Responsible and Ethical Citizens: These leaders: • Make decisions that are fair and equitable and keep the students and their learning in the center of all they do. • Act ethically and responsibly to support the school, its students and the ISSN network. • Are service oriented, giving back to local and global causes and modeling the ethic of service for the school community. 6
  7. 7. © Asia Society. All rights reserved. Limited reproduction permission and use is granted to ISSN Schools www.asiasociety.org/education Profile of an Asia Society International Studies Schools Network (ISSN) Teacher ISSN Teachers possess the Knowledge Required in the Global Era that serves student learning. They: • Have a deep understanding of their individual content and connect their content area to authentic global issues and perspectives. • Understand and stay up-to-date on current world events, international issues, and global debates and help students gain understanding of these through daily interactions. • Present balanced viewpoints on global issues and assist students in viewing issues from multiple perspectives. • Have the capacity to integrate international content, issues and perspectives into a standards-based curriculum. • Understand complex problems, collect, analyze and synthesize information from a range of sources, tolerate ambiguity and uncertainty, and produce potentially viable solutions. • Understand that decisions made locally and nationally have international impact and that international trends and events affect local and national options. • Are able and / or willing to learn to communicate in one or more languages other than English. • Recognize, value, and respect the broad spectrum of ethnicities and cultures in the school community and teach students to collaborate effectively with individuals from different backgrounds. ISSN Teachers are Skilled for Success in a Global Environment. They: • Demonstrate proficiency in and model the essential skills of reading, writing, comprehending, listening, speaking and viewing of media necessary for student learning in their content area. • Develop and present information in an articulate and persuasive manner, orally, in writing, and through digital media. • Use problem solving skills to recognize and act on the needs of individual students, colleagues, and the school community. • Are familiar with contemporary and classic cultures, associated music, art, literature and trends, and seek to integrate these in relevant ways into the curriculum. • Understand and use the arts from their own and other cultures to assist students in analyzing, synthesizing, and expressing the students’ ideas. • Ask reflective questions about their practice and continue to be intellectually curious and demonstrate the habits of mind that lead to life long learning about their craft, their students and their content. • Utilize new strategies to reach every student, and find resources to maximize student learning. • Use an inquiry-based model of teaching that enables students to actively manipulate ideas in order to construct knowledge, solve problems, and develop their own understanding of the content. • Use instructional strategies to draw upon the diverse cultural assets within their students, families, and communities. • Use multiple forms of assessment and instructional strategies to evaluate ongoing student learning, monitor and accelerate student progress to higher levels of performance, and motivate students to manage their own achievement. • Create opportunities for students to analyze and reflect on their own learning and provide feedback about their learning experiences. • Are committed to behaving ethically toward students and other members of the school community. 7
  8. 8. © Asia Society. All rights reserved. Limited reproduction permission and use is granted to ISSN Schools www.asiasociety.org/education ISSN Teachers are Connected to the World. They: • Are proficient in the use of essential digital media and communications technologies and use them to communicate and work across national and regional boundaries. • Evaluate, critically select, and use various forms of media, arts and technology in lesson design and implementation to maximize student engagement. • Appreciate and respect diversity and work effectively with people from other cultures, backgrounds, and fields of expertise. • Have traveled internationally or are willing to engage in international learning experiences. • Are receptive to other’s perspectives, welcoming differences in interpretation and judgment, and able to revise and expand their own views. • Accept responsibilities of global citizenship and make ethical decisions and responsible choices that contribute to the development of a more, just, peaceful, and sustainable world. • Are committed members of the ISSN professional community, participating in on-going professional development, including mentoring, lesson study, peer observation, critical friends groups, study groups and collaborating with teachers locally and nationally through the Network. ISSN Teachers prepare all students to be Ready for College and Work in the Global Age. They: • Design and implement a college-preparatory, globally focused course of study for students which systematically builds students’ capacity to demonstrate college level work across the curriculum. • Recognize the levels of students’ literacy in academic and social language and help them build meaningful bridges between the two. • Facilitate learning opportunities that enable students to have the experience of achieving expertise by researching, understanding, and developing new knowledge about a world culture or an internationally relevant issue. • Model and explicitly teach students how to manage their own learning by identifying options, evaluating opportunities, and organizing educational experiences that will enable them work and live in a global society. • Know the system of schooling deeply and know their students well, advising and advocating for students to graduate with all options open for post-secondary education, work and service. 8
  9. 9. Defining  Global  Competence   Global  competence:   the  capacity  and  disposi.on  to  understand  and  act   on  issues  of  global  significance     Global  learning:   the  process  by  which  students  become  globally   competent     1   9
  10. 10. ASIA SOCIETY CENTER FOR GLOBAL EDUCATION 66 Four Domains of Global Competence INVESTIGATE THE WORLD Studentsi nvestigate theworld b eyond their immediatee nvironment. RECOGNIZE P ERSPECTIVES Students recognize their own and others’ perspe ctives. with diverse audiences. their ideas effectively Students co m m unicate COMMUNIC ATE IDEAS actiontoim pr ove conditions. ideasinto appropriate Studentstr anslate their TAKE A CTION ©2005 Asia Society 10
  11. 11. Global School Design GSD SECONDARY SCHOOL EDITION V.0616 PAGE 1 OF 4 ©2016 ASIA SOCIETY AT A GLANCE The Global School Design: Six Domains of Global School Design How can leaders marshal the school’s resources toward achieving fully engaged, academically prepared, and globally competent graduates? The Global School Design serves as a framework to help ensure that all aspects of the school community are designed to support this global focus. In the ISSN Planning Phase, your ISSN coach will assist you in strategic planning, change management, results benchmarking and tracking, and program development to establish a firm foun- dation for global competence education. Organization and Governance Change management and sustainable structures supporting global competence Student Learning Outcomes Academic results display global competence in all students Vision, Mission, and Culture Establishing global competence as an organic and sustained focus Curriculum, Instruction, Assessment A global focus throughout the school’s academic program Professional Development A continuous cycle of learning best practices for developing global competence Partnerships Working with natural affiliates in the community to enrich the school’s global focus L Ou Acad dis co in a Org and G Change and structu globa e Organization and Governance Change management and sustainable structures supporting global competence Student Learning Outcomes Academic results display global competence in all students Vision, Mission, and Culture Establishing global competence as an organic and sustained focus Curriculum, Instruction, Assessment A global focus throughout the school’s academic program Professional Development A continuous cycle of learning best practices for developing global competence Partnerships Working with natural affiliates in the community to enrich the school’s global focus Global School Design Global School Design ©2005 Asia Society 11
  12. 12. GSD SECONDARY SCHOOL EDITION V.0616 PAGE 2 OF 4 ©2016 ASIA SOCIETY Mission, Vision, and Culture What is the evidence that the school’s vision and mission integrate global competence with college and/or career readiness for all students? • School identity is clearly and inextricably linked to the development of global competence. • Global competence is an achievable expectation for all students. • The school’s mission/vision statements articulate a commitment to the development of global compe- tence for college/career readiness. • The school’s climate and culture are designed to foster a safe, inclusive and respectful community. • Students are engaged by the work of becoming globally competent, and thus attend school regularly and exhibit high levels of expected school conduct. Student Learning Outcomes What is the evidence that the school achieves student learning outcomes that are aligned with the GPS Perfor- mance Outcomes? • All students graduate from school globally competent as defined in the ISSN Graduate Profiles and the GPS Performance Outcomes. • Students are consistently progressing on an academic program that meets or exceeds local and state stan- dards and national guidelines for academic performance. • Once enrolled, students remain at the school and graduate with well-articulated post-secondary plans. Curriculum, Instruction, and Assessment What is the evidence that the school’s curriculum, instruction, and assessment align with GPS Performance Out- comes and the Four Domains of Global Competence? • The school’s coherent, sequenced curriculum is aligned with the Common Core and/or state standars while explicitly addressing the development of global competence. • The school’s curriculum is interconnected across disciplines. • The school’s curriculum provides students with multiple opportunities to engage in complex, inqui- ry-based projects and investigations designed to address the four domains of global competence: Investi- gating the World, Recognizing Perspectives, Communicating Ideas, and Taking Action. • All students are consistently enrolled in the school’s effective world language program. • Students are offered a wide range of expanded learning opportunities (e.g., after-school programs, ex- tracurricular clubs, learning expeditions, outside speakers, etc.) specifically designed to address the four domains of global competence. • The school offers Model United Nations (MUN) and other well-designed international simulations in which all students participate. • The school makes structured overnight travel opportunities within and outside the United States avail- able to all students. • The faculty use a systematic approach to assessment, including authentic and performance-based mea- sures strategies that enable students to demonstrate understanding and application of global comptence in course content. • All students have opportunities to earn college credits through Advanced Placement (AP), dual enroll- 12
  13. 13. GSD SECONDARY SCHOOL EDITION V.0616 PAGE 3 OF 4 ©2016 ASIA SOCIETY ment, online, and/or other courses. • Fair, consistent, and transparent grading policies and practices support student growth and inform instructional decision-making. • Prior to graduation, all students successfully complete an ISSN Graduation Portfolio that demonstrates college/career readiness and global competence as reflected in the GPS Performance Outcomes/ISSN Graduate Profile. • Prior to graduation, each student identifies and addresses an issue of global significance through a cap- stone project that demonstrates the four domains of global competence. • The faculty purposefully uses a variety of instructional strategies that actively engage students and meet their learning needs. • As part of a comprehensive approach to ensuring student success, the school assists students who do not yet meet standards through a multi-tiered system of supports and interventions. • All faculty members use instructional strategies that promote high levels of student literacy. • Faculty and students use technology and new media to access international resources, connect to international schools and organizations, create new intellectual products, and support all facets of the learning process. • Students take action through service learning experiences that address local, regional, national, and international issues and perspectives. • Students develop career readiness and global competence through work-based learning experiences. School Organization and Governance What is the evidence that the school actively engages faculty, staff, students, and parents—both current and pro- spective—in organizing and governing the school around a global focus? • The school is actively promoted to prospective students and families through an equitable recruitment process. • A diverse staff whose knowledge and/or life experiences reflect their interest in global competence is recruited, hired, and retained. • The school designates a faculty position or its equivalent with specific responsibilities for promoting and/or facilitating the school’s global focus. • A system of formal structures effectively supports the development of adult/student relationships while promoting students’ personal, academic, and social growth. (Examples include Advisory, Advocacy, Council, Embassy, Seminar, etc.) • Teachers are organized into high-performing, instructionally focused teams that have common planning time within the contractual day designed and used for collaborative work. • Decision-making structures function efficiently and assure effective involvement of stakeholders from the school community. • The school’s master schedule and students’ course assignments promote high expectations and equitable access to a rigorous curriculum for all students. • Decisions about critical school policies and practices are made at the school level. • School leaders and faculty systematically use student achievement and other data to inform instruction and decision-making. 13
  14. 14. GSD SECONDARY SCHOOL EDITION V.0616 PAGE 4 OF 4 ©2016 ASIA SOCIETY Professional Development What is the evidence that the school’s globally focused professional development programs are available to all faculty and staff, and are implemented across the school community? • School leaders, faculty, and staff are continuously focused on understanding and implementing the ISSN school design. • Collaborative analysis and reflection on existing instructional practices is enabled through the structured sharing of teacher and student work. • The faculty engages in professional learning that is strategically and systematically designed to align with individual, team, school, and (where applicable) district goals. • The faculty participates in international travel and shares their experiences with colleagues and students. Partnerships What is the evidence that the school seeks out, cultivates, and nurtures partnerships with students’ families and with community individuals and organizations that can support and enhance a focus on global competence? • Parents, families, and guardians are actively engaged in the school’s work. • The school develops key partnerships with organizations and institutions that enhance its focus on glob- al competence. • The school develops key partnerships with institutes of higher education and other organizations that provide and/or promote post-secondary opportunities for its students. • The school develops key partnerships with organizations that supplement its own efforts to support students’ academic, social, emotional, and/or physical well-being. For more information about ISSN, please contact: Kate Farmer Associate Director of School Partnerships KFarmer@AsiaSociety.org (212) 327-9307 AsiaSociety.org/ISSN 14
  15. 15. Global Leadership PERFORMANCE OUTCOMES grade 12 GRADUATION PERFORMANCE SYSTEM PAGE 1 OF 2 | 2015 Investigate the World What is the evidence that a student can initiate investigations of the world by framing questions, analyzing and synthesizing relevant evidence, and drawing reasonable conclusions about global issues? • Poses a specific researchable question on a local, regional, and/or global issue, and explains its significance to the global community. • Selects and uses a variety of international and domestic sources to identify and weigh the most important evidence that addresses a global question. • Analyzes, integrates, and evaluates sources of evidence to develop a coherent, well-supported response to a global question. • Develops a clear position based on evidence from sources that considers multiple perspectives, and draws defensible conclusions in response to a global question. Recognize Perspectives What is the evidence that a student can recognize, articulate, and apply an understanding of different perspectives (including his/her own)? • Expresses and explains a clear and specific personal perspective on a situation, event, issue, or phenomenon, and describes influences on that perspective. • Explains the perspectives of other people, groups, or scholars and distinguishes it from one’s own perspective. • Explains how perspectives influence human interactions and understandings of a situation, event, issue, or phenomenon. • Explains how different contexts, such as access to knowledge, technology, and resources, influence perspec- tives and interpretations of a situation, event, issue, or phenomenon. Communicate Ideas What is the evidence that a student can select and apply appropriate tools and strategies to communicate and collaborate effectively, meeting the needs and expectations of diverse individuals and groups? • Anticipates how audiences with diverse perspectives will interpret communicated information; applies that understanding to meet the needs of the diverse audience. • Demonstrates an understanding of diverse audiences by communicating and collaborating using verbal and non-verbal behavior, language, and strategies that are appropriate to specific audiences. • Selects and applies appropriate resources, such as technology and media, to communicate and collaborate effectively with diverse individuals and groups. • Makes accurate, specific observations about audience response and/or feedback, and makes appropriate changes leading to improved communication. 15
  16. 16. grade 12 GRADUATION PERFORMANCE SYSTEM PAGE 2 OF 2 | 2015 GLOBAL LEADERSHIP RUBRIC Take Action What is the evidence that a student can translate his/her ideas, concerns, and findings into appropriate and responsible individual or collaborative actions to improve conditions? • Identifies and creates opportunities for personal or collaborative actions to address a situation, event, issue, or phenomenon in a way that is likely to improve conditions. • Assesses options and plans actions based on evidence that indicates the potential for impact by evaluating previous approaches, varied perspectives, and/or potential consequences. • Acts individually or collaboratively to execute a plan that is culturally responsive, and strongly likely to improve a local, regional, and/or global situation, and assesses the impact of the action. • Reflects on the effectiveness and cultural appropriateness of own actions and advocacy for improvement; and honestly describes the results of actions and implications for future actions and advocacy. 16
  17. 17. Global Leadership RUBRIC grade 12 GRADUATION PERFORMANCE SYSTEM PAGE 1 OF 4 | 2015 Investigate the World What is the evidence that a student can initiate investigations of the world by framing questions, analyzing and synthesizing relevant evidence, and drawing reasonable conclusions about global issues? EMERGING DEVELOPING PROFICIENT ADVANCED Pose Significant Researchable Question(s) Poses a researchable question on a local, regional, and/or global issue, and provides a general reason for its significance to the global community. Poses a researchable question on a local, regional, and/or global issue, and explains its signifi- cance to the global community. Poses a specific researchable question on a local, region- al, and/or global issue, and explains its significance to the global community. Poses an original and specific researchable question on a local, regional, and/or global issue; and convincingly explains its signifi- cance to the global community. Select Varied Relevant Evidence Selects and uses a variety of sources to identify rele- vant evidence that address- es a global question. Selects and uses multiple inter- national and domestic sources to identify relevant evidence that addresses a global question. Selects and uses a variety of international and domestic sources to identify and weigh the most important evidence that addresses a global question. Selects and uses a variety of international and domestic sources in multiple formats or media to identify and weigh the most important evidence that addresses a global question. Analyze, Integrate and Evaluate Sources Analyzes and integrates ev- idence from sources to de- velop a response to a global question; demonstrates understanding of the issue. Analyzes and integrates evi- dence from sources to develop a well-supported response to a global question; demon- strates an informed under- standing of the issue. Analyzes, integrates, and evaluates sources of evidence to develop a coherent, well-sup- ported response to a global question; demonstrates thorough understanding of the issue. Analyzes, integrates, and evaluates sources of evidence to develop a coherent, well-sup- ported, and original response to a global question; demon- strates a thorough and complex understanding of the issue. Develop an Evidence- based Position and Draw Conclusions Develops a position based on evi- dence from sources that reflects a particular perspective in response to a global question; draws conclusions that reflect a partial understanding of the issue. Develops a position based on evidence from sources that considers multiple perspectives; draws reasonable conclusions in response to a global question. Develops a clear position based on evidence from sources that considers multiple perspectives; draws defensible conclusions in response to a global question. Develops a clear and specific position based on evidence from sources that considers multiple perspectives; draws defensible, logical conclusions in response to a global question. GL.12.INV.1 GL.12.INV.2 GL.12.INV.3 GL.12.INV.4 17
  18. 18. grade 12 GRADUATION PERFORMANCE SYSTEM PAGE 2 OF 4 | 2015 GLOBAL LEADERSHIP RUBRIC Recognize Perspectives What is the evidence that a student can recognize, articulate, and apply an understanding of different perspectives (including his/her own)? EMERGING DEVELOPING PROFICIENT ADVANCED Express Personal Perspective Expresses a clear personal perspective on a situation, event, issue, or phenomenon. Expresses a clear personal perspective on a situation, event, issue, or phenome- non, and identifies an influ- ence on that perspective. Expresses and explains a clear and specific personal perspec- tive on a situation, event, issue, or phenomenon, and describes influences on that perspective. Expresses and justifies a clear personal perspective on a situa- tion, event, issue, or phenome- non, and explains in detail the influences on that perspective. Explain Perspective of Others Summarizes the perspectives of other people, groups, or schol- ars, which may be different from their own perspective. Explains the perspectives of other people, groups, or scholars as dis- tinct from one’s own perspective. Explains the perspectives of other people, groups, or scholars and distinguishes it from one’s own perspective. Demonstrates a clear and accurate understanding of the perspectives of other peo- ple, groups, or scholars. Explain Cultural Interactions Summarizes how perspectives affect how different people react to a situation, event, issue, or phenomenon. Identifies and describes how per- spectives affect how people inter- pret and respond to a situation, event, issue, or phenomenon. Explains how perspectives influence human interactions, affecting people’s understand- ings of a situation, event, issue, or phenomenon. Provides a complex analysis of how varying perspectives influence human interactions, and how this affects people’s understandings of a situation, event, issue, or phenomenon. Understand Contexts Identifies an alternative perspec- tive on a situation, event, issue, or phenomenon, and makes a connection to a contextual factor, such as access to knowl- edge, technology, or resources. Explains various perspectives or interpretations of a situation, event, issue, or phenomenon, and reflects an understand- ing of different contexts, such as access to knowledge, technology, or resources. Explains how different contexts, such as access to knowledge, technology, and resources, influence perspectives and interpretations of a situation, event, issue, or phenomenon. Explains how different contexts, including access to knowledge, technology, and resources influence perspectives through a multi-faceted, complex interpretation of a situation, event, issue, or phenomenon. GL.12.PERS.1 GL.12.PERS.2 GL.12.PERS.3 GL.12.PERS.4 18
  19. 19. grade 12 GRADUATION PERFORMANCE SYSTEM PAGE 3 OF 4 | 2015 GLOBAL LEADERSHIP RUBRIC Communicate Ideas What is the evidence that a student can select and apply appropriate tools and strategies to communicate and collaborate effectively, meeting the needs and expectations of diverse individuals and groups? EMERGING DEVELOPING PROFICIENT ADVANCED Understand Diverse Audiences Predicts how a specific au- dience with particular per- spectives will respond to communicated information. Anticipates how a specific audience with particular per- spectives will interpret commu- nicated information; applies that understanding to adjust the communication to meet the audience’s specific needs. Anticipates how audiences with diverse perspectives will interpret communicated information; ap- plies that understanding to meet the needs of the diverse audience. Demonstrates a precise understanding of the unique perspectives of diverse audiences and how that impacts their interpretation of communicated information; applies that understanding to meet the needs of the diverse audience. Communicate with Diverse People Demonstrates an understanding of a specific audience by com- municating and collaborating using verbal and non-verbal behavior, languages, and strat- egies that are generally appro- priate to the specific audience. Demonstrates an understand- ing of a specific audience by communicating and collaborat- ing using verbal and non-ver- bal behavior, languages, and strategies that are appropriate to the specific audience. Demonstrates an understanding of diverse audiences by commu- nicating and collaborating using verbal and non-verbal behavior, language, and strategies that are appropriate to specific audiences. Demonstrates a precise and detailed understanding of diverse audiences by communicating and collaborating skillfully and effectively using verbal and non-verbal behaviors, language, and strategies that are custom- ized to specific audiences. Use Technology and Media Selects and applies appropriate resources, such as technology and media, to communicate and collaborate with indi- viduals from a background different from their own. Selects and applies appropriate resources, such as technology and media, to communicate and collaborate with a range of diverse individuals. Selects and applies appropriate resources, such as technology and media, to communicate and collaborate effectively with diverse individuals and groups. Selects and skillfully applies ap- propriate resources, such as tech- nology and media, to communi- cate and collaborate expertly with diverse individuals and groups. Reflect on Effectiveness of Communication Makes observations about audi- ence response and/or feedback, and proposes appropriate changes in communication choices: mes- sage, strategies, and/or resources. Makes accurate, specific obser- vations about audience response and/or feedback, and proposes targeted changes to commu- nication choices: message, strategies, and/or resources. Makes accurate, specific ob- servations about audience response and/or feedback, and makes appropriate changes to communication choices—mes- sage, strategies, and/or resourc- es—that are likely to lead to improved communication. Evaluates the effectiveness of communication choices based on audience response and/or feedback and makes targeted changes that clearly lead to improved communication. GL.12.COMM.1 GL.12.COMM.2 GL.12.COMM.3 GL.12.COMM.4 19
  20. 20. grade 12 GRADUATION PERFORMANCE SYSTEM PAGE 4 OF 4 | 2015 GLOBAL LEADERSHIP RUBRIC Take Action What is the evidence that a student can translate his/her ideas, concerns, and findings into appropriate and responsible individual or collaborative actions to improve conditions? EMERGING DEVELOPING PROFICIENT ADVANCED Identify Opportunities for Personal or Collaborative Action Participates in collaborative opportunities for action to address a situation, event, issue or phenomenon. Identifies opportunities for per- sonal or collaborative action to address a situation, event, issue or phenomenon in a way that is likely to improve conditions. Identifies and creates oppor- tunities for personal or col- laborative action to address a situation, event, issue, or phenomenon in a way that is likely to improve conditions. Identifies and creates opportu- nities for personal and collabo- rative action across disciplines, industries, and/or borders to address a situation, event, issue, or phenomenon in a way that is likely to improve conditions. Assess Options and Plan Actions Plans actions based on ev- idence and the perceived potential for impact. Assesses options and plans ac- tions based on evidence, and the perceived potential for impact. Assesses options and plans actions based on evidence that indicates the potential for impact by evaluating previous approaches, varied perspectives, and/or potential consequences. Assesses options and plans actions based on evidence that indicates the potential for impact by evaluating previous approaches, varied perspectives, and potential consequences, both intended and unintended. Act Creatively and Responsibly Acts individually or collabo- ratively, in response to a local, regional, or global situation, in a way that is appropriate and in- tended to improve the situation. Acts individually or collaborative- ly to execute a plan that is cultur- ally appropriate, and is likely to lead to improvement of a local, regional, or global situation; assesses the merit of the action. Acts individually or collabo- ratively to execute a plan that is culturally responsive, inno- vative, and strongly likely to improve a local, regional, and/ or global situation; assesses the impact of the action. Acts individually and collabo- ratively to execute a plan that is culturally situated, innova- tive, sustainable, and results in the improvement of a local, regional, and/or global situa- tion; assessment of the impact of the action is supported by results and evidence. Reflect on Actions Reflects on the appropriate- ness of own actions and ad- vocacy for improvement. Reflects on the effectiveness and appropriateness of own actions and advocacy for improvement; describes outcomes of actions, and makes note of implications for future action and advocacy. Reflects on the effectiveness and cultural appropriateness of own actions and advocacy for improvement; honestly de- scribes the results of actions and describes their implications for future actions and advocacy. Reflects on the effectiveness and cultural appropriateness of own actions and advocacy for improvement; honestly and realistically evaluates evidence of short and long-term results of ac- tions, and describes implications, issues, shortfalls, and/or remedies for future actions and advocacy. GL.12.ACT.1 GL.12.ACT.2 GL.12.ACT.3 GL.12.ACT.4 20
  21. 21. PLANNING PHASE WORKBOOK 67 CHOICE STUDENT EXPERIENCES AUTHENTIC SIGNIFICANCE GLOBAL REAL AUDIENCE EXHIBIT TO A Student Choice provides a collabora- tive environment in which teachers and students understand the expectations and share responsibility and ownership for all learners reaching proficiency. Gives students choices as a means of taking ownership and deep- ening engagement with their learning. Authentic Experiences provide students with a range of oppor- tunities to develop and demonstrate their growing global competence in the meaningful work of professionals in the real world, including identification of action, organization of a plan- ning team, research, planning, feedback, and revision. Global Significance engages students in applying what they learn in relevant, real-life issues, and develops habits of thought and behavior as well as motivation to act in productive ways to address world problems. Exhibit to a Real Audience gives learners the opportunity to present their work to a real audience and receive meaningful feedback, developing the capacity to revise and improve their work and their competence. ©2014 Asia Society 21
  22. 22. ©2013 Asia Society 1       SAGE: A Framework for Quality in Performance Assessment Design SAGE is an acronym for the four key elements of excellence in the design of performance assessments. Teachers can use these elements to plan performance assessments that engage learners in their own learning and that motivate students to grasp and experience true global competence. The elements can also be used to validate and revise draft performance assessment designs for better outcomes. tudent Choice provides a collaborative environment in which teachers and students understand the expectations and share responsibility and ownership for all learners reaching proficiency. Gives students choices as a means of taking ownership and deepening engagement with their learning. uthentic Experiences provide students with a range of opportunities to develop and demonstrate their growing global competence in the meaningful work of professionals in the real world, including identification of action, organization of a planning team, research, planning, feedback, and revision. lobal Significance engages students in applying what they learn in relevant, real-life issues, and develops habits of thought and behavior as well as motivation to act in productive ways to address world problems. xhibit to a Real Audience gives learners the opportunity to present their work to a real audience and receive meaningful feedback, developing the capacity to revise and improve their work and their competence. S A G E 22

×