International Education Leading 21 st Century Schools: Engaging with Asia

International Education: An Expanding Agenda 1950’s – 1970’s International Education = AID Colombo Plan 1980’s – International Education = TRADE International Students Present Internationalising Education Globalisation provides the impetus for education systems to engage in … … of ideas, knowledge, people and services with other systems; benefits are educational, economic and social/cultural and relationships are reciprocal. two way exchanges

Why are we internationalisng education?

Learning with the world Whole school practice Global and intercultural dimensions in the curriculum Overseas educator professional learning experiences Languages learning International delegations International Student Program Student study tours Overseas student learning experiences Service and community engagement programs Sister schools ICT connections

Learning with the world Global and intercultural dimensions in the curriculum Overseas educator professional learning experiences Languages learning International delegations International Student Program Student study tours Overseas student learning experiences Service and community engagement programs Sister schools ICT connections Principals are leading the way

Sister Schools The Government’s Plan for Multicultural Victoria articulates a commitment to the improved provision of quality languages, English as a second language and multicultural education programs and services in Victorian schools. Amongst several initiatives to support the learning of languages in schools, this plan specifically includes the commitment to: Strengthening the Sister School program within Department of Education and Early Childhood Development.

Sister School policy implementation plan (PIP) The International Education Division is leading work on the strengthening the sister school program through a policy implementation plan (PIP), which broadly consists of: facilitating and formalising inter-school relationships between Victorian schools and between Victorian schools and interstate and overseas schools; encouraging participation by the non-government/ independent school sector in the sister school program; promoting best practice models of sister school relationships in order to maximise the benefits of the program; strengthening existing bilateral language and education committees;

The maintenance of the relationship is critical to ensure ongoing success. Without strategies for ongoing building and development, schools can get into the cycle of continuous “false starts”. What the research is telling us? ?

A common vision Real empowerment, shared ownership and true collaborative spirit Time allowed to build relationships Commitment and support of the leadership team – throughout whole process Shared leadership between parties; A clear director from each side – to avoid ambiguity The leadership team should trust the teachers and other faculty and give freedom to develop the relationship Respect and trust A shared problem solving attitude, “How can we make it happen” Recognise successes and efforts of those involved – especially if the role is somewhat of an „add-on ‟ to the individual's normal role. Peel, Peel & Baker (2002)

What the research is telling us? Hargreaves (2008, p33, cited in Caldwell, 2009) There is a clear and agreed outcome to the network's activity The benefits of networking – creating the network, operating it and maintaining it – exceed the costs, since lack of pay-off is disincentive to continuation The participants are committed to professional learning through collaboration, sharing and joint activity, with agreed ways of working; The network contains high social capital and its two key components: trust between members and norms of reciprocity Leadership and management are distributed and supportive There is appropriate support in terms of time and/or resources, an appropriate model for professional development that connects innovation to normal professional practice There is a good balance in communication between face-to-face and electronic and virtual forms and e-networking is instituted after trustful, face-to-face networks have been established

MODELS  Community link programs  Topic-specific partnerships  Whole school partnerships  Structured Programs  ICT based links  Language based relationships  Social Justice based relationships  Professional development program  Cultural based relationships  Region-specific programs – EMR model

The EMR model A 5 phase model for internationalising education starting with teacher and principal capacity building and hinging on meaningful and sustainable sister school relationships

The EMR model Objectives: To build leadership capacity and confidence to teach about Asia and integrate global perspectives into the curriculum To build school to school relationships with schools in China that can support future opportunities for student and teacher exchange and enhanced language learning at the school To develop or deepen understanding of the Chinese education system and increase knowledge of contemporary Chinese culture. Preparation phase Initial visit Interim phase Return visitSustainability phase

The EMR model Initial Visit - February Shanghai Orientation and cultural immersion Presentations by current industry and educational experts Visits to high performing PISA schools Suzhou Shared professional learning forum Shadowing of school leaders Observation of teaching practice and school organisation School based personnel involved in a 3 day home stay experience with their partner schools Return Visit - November Beijing Visit to dual pedagogy, bi-culture kindergarten – 3e International School Visit to HANBAN – teaching and learning resources for Mandarin Suzhou Joint planning with partner schools School visits, including special schools Shared professional learning forum focused on use of ICT to facilitate sustainable school to school partnerships Signing of MOU – EMR/ Suzhou

Reciprocal professional learning

Quality teaching and learning

Focus on peer observation and ongoing teacher development

International Education: Engaging with Asia “The opportunities this Study Tour has presented for my two teachers to develop their leadership profile has had a strong impact on them as aspiring leaders and the school has benefited from this.” - Principal

International Education: Engaging with Asia “The Suzhou teachers will visit our school in August. We set this up before they left for China. It’s in our Annual Plan to build an enduring sister school relationship, to build enhanced intercultural understanding and to develop reciprocal professional learning relationships.” - Principal

International Education: Engaging with Asia PeopleIdeasTechnology

Thank you and congratulations