The document provides an introduction to the foundational beliefs and structures of International Studies Schools Network (ISSN) schools. It outlines the core beliefs of ISSN schools as being that global competence is necessary for students and that the global is intertwined with local lives. It then describes some of the key structures that help realize these beliefs, including a graduate profile focused on global competence, a design matrix, and a graduation portfolio system to assess student work and outcomes.

2. Purpose: To familiarize everyone with the foundational beliefs and structures of an ISSN school. Driving Questions: What are the foundational beliefs of an ISSN school? What ISSN structures make those beliefs a reality in the school? ISSN 101

3. Welcome & Introductions Intro to Asia Society & ISSN ISSN Beliefs Global Competency Graduate Profile Design Matrix Graduation Portfolio System (GPS) Performance Outcomes S.A.G.E. ISSN Ning and Asia Society Resources Online

4. “ the global is part of our everyday local lives” Who are you? W h ere do you teach? What ’ s one specific example of how the global is part of your local life? from Oxfam ’ s Education for Global Citizenship: A Guide for Schools

5. What are the gifts you bring to your role(s) in your school? What is your greatest challenge in your job right now? Check-In

7. School development organization Began in 2003 34 schools in seven states Mission: To develop college-ready, globally competent high school graduates International Studies Schools Network

9. Globalization of the economy Cultural diversity and the need for global citizens Issues of global significance Why focus on global competence?

10. Globalization is driving demand for an internationally competent workforce One in five jobs is tied to international trade High cost of missed opportunities To be globally competitive, educated Americans must be globally competent Globalization of the Economy

11. If the world were 100 people There would be: 61 from Asia 21 from China 17 from India 13 from Africa 12 from Europe 8 from Latin America 5 from the U.S. 1 from Oceania

12. Almost all our challenges have an international dimension: health, global warming, energy/water, immigration, terrorism Our security is intertwined with our understanding of other cultures World languages and cultural knowledge are essential Global Issues, Local Solutions

13. “ Global competence is the capacity and disposition to understand and act on issues of global significance. ” Veronica Boix Mansilla and Anthony Jackson, Educating for Global Competence: Preparing Our Youth to Engage the World , 2011 “ Earth at Night ” CC by cote on Flickr

14. Read the ISSN “belief statement” On the back of the card, list the attributes of a school that operates from these beliefs. Include everything you can think of that relates to this belief: structures, classroom behaviors, student experiences, etc. ISSN Beliefs

15. Find the others who have the same belief card as you do Share the attributes you listed and continue to brainstorm together Become an “expert group” on this belief and make sure everyone is ready to teach others ISSN Beliefs

16. Find a partner who has a different belief card; share your beliefs and attributes with each other. Merge with another team with two other beliefs, and share again. Finally, merge into a group of six so that all of the beliefs are represented. ISSN Beliefs

17. “ Expand your Global Connections ” CC by langwitches on Flickr

19. Global Leadership Performance Outcomes Investigate the World: Students investigate the world beyond their immediate environment Recognize Perspectives: Students recognize their own and others’ perspectives Communicate Ideas: Students communicate their ideas effectively with diverse audiences Take Action: Students translate their ideas into appropriate actions to improve conditions

20. Global Leadership Performance Outcomes

21. Where do you see the ISSN Beliefs manifested in these two documents? What, if anything, was missing? ISSN Graduate Profile & Global Leadership Performance Outcomes

22. “ Global awareness instruction . . . ” CC by Scott McLeod on Flickr

24. ISSN Design Model

25. Choose one. Write on the back . . . How does this relate to you on a personal level? How does this relate to you on a professional level? Share at your table. Listeners respond to the quote and/or the connections shared. Global Perspectives Quotes

26. Group 1: Vision, Mission, Culture; Academics; Globally focused curriculum Group 2: Project based learning; World language; Out of school opportunities Group 3: AP/College; Multiple Forms Assessment; Engaging Instructional Strategies Group 4: Multi-tiered interventions; Technology & new media; Service learning; Internships Group 5: Diverse faculty & staff; Professional learning; Family & student involvement; Use of data Group 6: Travel opportunities; Partnerships (local); Partnerships (national/international)

27. Please create a T-chart for each of the areas you are assigned: What are we doing in this area already? (put school abbreviations next to specific examples) What are the possibilities? Post your charts for the gallery walk The ISSN Design Matrix

28. Read what’s there Add your comments Contribute additional examples Rotate when you’re ready Take a break when you’ve finished Sit with your content area colleagues ISSN Matrix Gallery Walk

29. “ Teaching students about the world is not a subject in itself, separate from other content areas, but should be an integral part of all subjects taught. We need to open global gateways and inspire students to explore beyond their national borders. ” Vivien Stewart, “ Becoming Citizens of the World, ” Educational Leadership , April 2007 “ Open Gate in La Paz ” CC by jaytkendall on Flickr

31. A process to produce and assess student work in relation to a set of performance outcomes and rubrics that demonstrate college readiness and global competence in: 6 Core Subject Areas Interdisciplinary Coursework Aligned with Common Core & State Standards What is the Graduation Portfolio System?

33. Investigate the World Recognize Perspectives Take Action Communicate Ideas In your content area, how do students . . . ?

34. S tudent Choice Are there options for students to make choices about content, process, and/or product within this task? A uthentic Is this task asking students to do something adults do in the “real world”? G lobal How are students being asked to investigate the world, recognize multiple perspectives, communicate effectively, and/or take action? Public E xhibition of Learning How will students have the opportunity to present their learning to an authentic audience? S.A.G.E. The Elements of Quality Task Design

35. www.issnny.ning.com Join school, region, & content area groups! Sign up for the ISSN Ning (online network) Check out the Asia Society resources online www.asiasociety.org/education

36. old idea s new ideas ideas to discuss everyday ideas with my school/colleagues What ideas stood out to you today?

37. Campus Conversations