This document discusses the importance of administrative support for the development and sustainability of K-16 Chinese language education programs. It provides examples of growing Chinese program enrollments in Florida and Ohio public schools but notes the challenge is long-term program sustainability. Administrative support is needed to ensure quality, form teacher networks, and support continuous teacher development through workshops and training institutes. Immersion programs in particular require strong administrative backing and learning from established models. The overall message is that administrative support is essential for program quality and the articulation of Chinese language education across grade levels.

1. Administrative Support to K-16 Chinese
行政支持与中文教育的持续发展
NCLC - April 15, 2011
USF Confucius Institute
Kun Shi – 史昆 (kshi@usf.edu)

2. It is important for everyone to
know that the next economy is
 A Science and Knowledge Economy
- need scientific and technological literacy
 A Resource-Challenged Economy
- need critical thinking about sustainable economies
 A Globally Interdependent Economy
- global competence is a core competence
 A Demographically Diverse Economy
- requires cross-cultural leadership skills
 An Innovation-Driven Economy
- requires students who can learn how to learn and
adapt to rapid changes (Source: Asia Society)

3. Why is administrative support important?
 Local administrative support is essential
to ensure long-term K-12 program
development and K-16 articulation.
 Good examples: Thurgood Marshall MS in Florida and
Gahanna-Jefferson Public Schools in Ohio
 Forming local and larger networks to
support teachers
 Good examples: Asia Society, College Board, NFLC StarTalk,
CLASS…
 Local networks are usually more effective.
 Participate in Chinese Bridge Delegation …

4. It is more essential to ensure
program quality & sustainability
 Good sign of fast growth of K-12
Chinese programs in Florida and Ohio
(next five slides)
 The real challenge is program
sustainability (which leads to K-16
articulation)

5. Students Taking Chinese Courses in Florida Public Schools
Total Enrollment in 2010-2011: 2,956
(Survey and analysis by USF-CI and FDOE, August 2010)
Data from USF-CI and FDOE

6. Students Taking Chinese Courses in Florida Public Schools
Total Enrollment in 2010-2011: 2,956
Data from USF-CI and FDOE

7. Chinese Language Teachers in Florida Public Schools
2010-2011 School Year (52 teachers: 41 f/t and 11 p/t)
Data from USF-CI and FDOE

8. 俄州中小学中文教育发展状况
Growth of Chinese programs in Ohio schools, 2005-09
2005-06 8
2006-07 17
2007-08 51
2008-09 72
0 10 20 30 40 50 60 70 80

9. 俄州中小学注册学习中文的学生人数
2005-06 至 2008-09 学年
Growth of Student Enrollment in K-12 Chinese, 2005-06 to 2008-09
7000 6500
Numer of Students
6000
5000 4609
4000
3000
2000 1383
1000 490
0
2005-06 2006-07 2007-08 2008-09
School Year

10. A word of caution …
 To maintain a regular K-12 Chinese program
requires long term planning and strong
administrative support.
 To operate an immersion program requires
twice the efforts.
 If you want to start an immersion program,
please learn more from the Portland Public
Schools in Oregon and Montgomery County
Schools in Maryland.

11. Immersion Program in PPS (2009)
Mandarin Immersion Students in Portland Public Schools, 2008-09
70
60 58 57
60
50
Enrollment
40
29 28 28
30 26
19 21
18
20
7
10 1
0
K 1 2 3 4 5 6 7 8 9 10 11
Grade Level

12. Immersion and Other Students at K-5, PPS
A Comparison
Comparison of Immersion and Other Students at Woodstock ES, 2007-08
% Students Meeting Oregon Standards
120
100
80
60
40
20
0
G-3 Math G-4 Math G-5 Math G-3 Reading G-4 Reading G-5 Reading
Immersion Students Other Students

13. Immersion and Other Students at G6-8, PPS
A Comparison
Comparison of Immersion and Other Students at Horsford MS, 2007-08
120
100
Students Scores
80
60
40
20
0
G-6 Math G-7 Math G-8 Math G-6 Reading G-7 Reading G-8 Reading
Immersion Students Other Students Oregon Standards

14. Support to teacher
development is essential
 Continuous teacher development is
important because most programs and
teachers are new.
 Continuous administrative support to
teachers is vital or program success
cannot be guaranteed.
 Examples in the next three slides.

15. 汉办资助2009年举办的18所院校培训师培训班合影
Hanban sponsored Teacher Institute in Qingdao, 2009

16. 2011年4月在迈阿密举办的教师培训班
Teacher Workshop in Miami (CLTA-FL, MDC-CI & USF-CI), 2011

17. 在职中小学教师培训班
March 19, 2008 – Cleveland (left)
May 16, 2008 – Columbus (below)
Dec. 16, 2008 – Columbus (left bottom)

18. USF Confucius Institute
www.global.usf.edu/confucius
Collaborate
合作
Harmony
和谐