Students deserve authentic learning opportunities that involve them in both their communities and the broader world. Educators teach in complex environments. We know that effective teachers are the main drivers of student success and can be the agents of change in every classroom. This is only possible if teachers have autonomy and trust from their school systems to use innovative and authentic curriculum, to employ inquiry-based and culturally responsive teaching strategies, and have the ability to experiment with new technologies.

2. Classroom Practice
2016 Participate Impact Report

3. Students deserve authentic learning opportunities that
involve them in both their communities and the broader
world.
Educators teach in complex environments. We know that
effective teachers are the main drivers of student success
and can be the agents of change in every classroom. This
is only possible if teachers have autonomy and trust from
their school systems to use innovative and authentic
curriculum, to employ inquiry-based and culturally
responsive teaching strategies, and have the ability to
experiment with new technologies.
Learning in complex spaces

4. “Everything can be global — if you struggle with ideas, look at
the big picture. For PE: Where did these games we play come
from? How are they played in other countries? You also can look
at schools around the world: How do they teach different things?
Bring that information into the classroom. Our math department
did a great project with geometry that involved measuring
buildings using angles. They used famous world structures as
examples and the students built models.”
— Shelley Armour, Agriscience teacher at SouthWest Edgecombe
High School
"To be honest, I didn't really know where to start. But once I
started, I saw the true value of globalizing my classroom. From
there, it sort of become addicting. I kept thinking...how can I do
this better?”
— Kimm Murfitt, English Language Arts teacher at Harris Road
Middle School

5. Professional development
Instructional technology
Teacher leadership
Respectful and supportive working environment
There is a statistically significant positive relationship between
participants in Participate programs in Title I schools and responses
to the 2016 N.C. Teacher Working Conditions Survey in the
following critical areas:

6. “I use music from around our world as a guide through
our lessons. As we begin reading and writing, texts
become platforms for global connections. It is a
challenge to constantly have something for the kids to
make a connection to, but the more we do it, the more
connections they bring to the table.”
— 4th and 5th grade teacher
“Global education is not a subject or a content area, but
an aspect that runs through the curriculum. Cultural
components are embedded in most aspect of the
instructional day (i.e., stories from the region, math
tasks that include cultural components, etc.).”
— Elementary school principal

7. According to the 2016 N.C. teacher working conditions survey,
teachers in global schools consistently report higher levels of
satisfaction and engagement in PD, school culture and
opportunities for leadership than other teachers in the state, which
are key indicators for retention.

8. According to the 2016 Participate end of year survey, dual
language teachers responded as follows:
Dual language teacher Claudia Morales uses Participate courses to bring cultural
learning to her students. Listen to her story.
● I am more sensitive to the cultures represented by
students in my school—82%.
● I am more excited about the content I teach—76%.
● I feel less isolated as an educator—70%.
● I am more open to experimenting and taking risks with
new instructional strategies, and/or technologies—85%.
● I better understand the value of connections and
collaboration as a part of ongoing professional
development—77%.

9. Global studies teacher Lashaun Jenkins explains the power of
letting students drive investigations in the classroom.
Media coordinator Brierley Ash describes one of the first
global lessons she did with 1st grade students on African
animals.
6th and 7th grade teacher Mary Himley explains how she
taught students about planting zones around the world.

10. World studies and cultural exchange teacher Sharon
McAdam describes the impact of integrating global
concepts into her instruction.
of cultural exchange teachers agree or strongly agree
that they are continually improving as a teacher.
of cultural exchange teachers said that they are satisfied or
somewhat satisfied with their employment condition.
94%
91%

11. “There’s an excitement in our building that I don’t feel like was there before. It’s definitely
recharged me as an educator. I’m excited to see what I’m going to learn because I’m
learning with the kids.”
— Sandra Bays, first grade teacher at Elon Elementary
According to the 2016 Participate end of year survey, the
majority of teachers strongly agree or agree that they:
● Are more open to experimenting and taking risks with new
instructional content, strategies and technologies—73%.
● Are more sensitive to cultures represented by the students
in class—78%.
● Feel less isolated as an educator—55%.
● Are more excited about the content they teach—65%.
● Engage in valuable collaborations with educators—64%.

12. “Teachers are more aware of the importance of integrating
global content into their instruction because it engages
students at a higher rate than using a textbook or an article.”
— Global educator

13. Want to learn more? Emails us at
partnerships@participate.com
2016 Participate Impact Report