1. Time Frames Y2 M2 Agenda / Review Year 1 (5 min)
O-DIVE Warm Up (10 min)
Global Ready Teacher Designation: Documenting the Plan-Elements and Rubric (50-60 min)
Global Interdependence Inquiry (15 min)
Module 2 Badges (90 min)
This is an estimate of time for today’s PD. Presentation starts on slide 2!
Needs:
Highlighters for NCPTS Standards slide (Slide #13)

2. Going Global Year 2E Edgecombe County Public Schools
Module 2: Global Interdependence Inquiry
Presenter Notes:
Welcome staff!
Our goal today is to continue to work through Module 2, Year 2 of the VIF information as you continue to integrate global learning into the classroom. Module 2 focuses on
6-12 “Global Interdependence Inquiry.” In the module you will begin
To determine what it takes to be a “NC Global-Ready Teacher”
To discover global trends, issues, and international organizations that provide institutional structures for engaging global challenges.
To explore how global trends and challenges have an impact on your local community, and how our actions at the local level impact the world.

3. Questions... If you have questions during today’s
training, your school moderator will collect these for your school.
Read slide...

4. Today’s Agenda Agenda / Review Year 1 (5 min) O-DIVE Warm Up (10 min)
Global Ready Teacher Designation: Documenting the Plan-Elements and Rubric (50-60 min)
Global Interdependence Inquiry (15 min)
Module 2 Badges (90 min)
We will start with a review of Module 1 to reflect on our learning and global thinking and then warm up with an O-DIVE activity
Next we will share information about NC Global Ready Teacher Designation and prepare your thoughts toward “global goals” for this year and next school year.
After a brief break, we will return to talk about Global Interdependence Inquiry
The remainder of our day we will explore our Year 2 Module 2 Badge.
……..
Let’s get started with a review of Module 1.

5. Year 2 Module 1 Review
This year, we began our global learning by exploring Intercultural Competence.
This is a set of cognitive, affective, and behavioral skills and characteristics that support effective and appropriate interaction in a variety of cultural contexts.
We also explored how this impacts the communications we have with people of different backgrounds and utilized the O-DIVE tool to think through situations.

6. O - DIVE
Observe first (allow every detail to sink in), and then DIVE into the situation.
Describe: Describe objectively with no biases or judgments.
Interpret: Ask around, be curious, look for more than one possible interpretation.
Validate: Choose one interpretation that most accurately explains what happened.
Evaluate: Use the correct interpretation to reflect on the situation and explain it to yourself and others.
The O-DIVE tool is a great way to help you avoid assumptions about others. The O-DIVE tool teaches us that before reacting in any way to something unfamiliar, we should… (read slide)
Please use your O-DIVE handout for this next activity..
(Principals: Distribute “O-DIVE handout)

7. Video Activity A Runner’s Thoughts
Here you are going to watch an interaction between two runners. Use your O-DIVE tool to gather information so you can describe this experience to a table partner.
(Play video)

8. O-DIVE
Share out…
What happened in this interaction between the two runners?
Share with a person at your table. What happened in this interaction between the two runners?

9. Global Educator Digital Badge Criteria for Teachers
We hope you have enjoyed interpreting our runners!
As ECPS continues its journey of developing our teachers as global leaders, NC has also created a policy to allow teachers to gain a “Global Teacher Designation.” This designation will be documented at the state level in your Home Base Educator's Professional Development Profile.

10. Global Educator Digital Badge Criteria for Teachers
SBE Policy TCP - H- 001:
Candidate must
● Document goals to address global awareness elements within the NC Professional Teaching Standards
● Complete 100 hours of global education professional development aligned to documented goals
● Complete a Capstone Project that demonstrates educator ability to increase student global awareness while teaching their content standards
● This process must be completed within 2 years of documented plan
Here is an overview of the policy and some key points. In order to gain this designation, teachers must... (Read bulleted points)

11. Defining the Steps ● Documenting the plan ● Memorandum of Agreement
● GEDB Online Management System
● Observation of Capstone Project and Attestation
● Schoolnet platform for unit/lesson development
● Home Base Instructional Resource Vetting
These are the steps required to gain this designation. All ECPS teachers will be guided through these steps in alignment with VIF PD days already occurring in our school calendar. Our long term plan is for all teachers, schools,l and our district to earn this designation. If there are teachers interested in earning the Global Designation by the end of this school year, , please notify your principal and he or she will contact Y. Mann for more information.

12. Documenting the Plan
Global Ready Teachers document this process as goals in the NCEES PDP
This is aligned to Global Awareness Elements
Ia:
IIb
IIIc
IIId
IVf Vb
The first step in this process is to “Document the Plan.”
In this step you will review the NC Professional Teaching Standards aligned with the Global Educators Requirements to determine your professional development plan (PDP) goals. This step will help you to create a goal for your Professional Development Plan.
We ARE NOT modifying your current Professional Development Plan for the school year. This year we will use the formative assessment tool to determine your understanding of global education. This will prepare you to complete your PDP for the school year.
The NC Professional Teaching Standards aligned with global education are listed on this slide. Let's examine these teaching standards in more detail.

13. Documenting the Plan Global Awareness Elements
Ia: Teachers lead in the classroom
IIb: Teachers embrace diversity in the school community and world
IIIc: Teachers recognize the interconnectedness of content areas/disciplines
IIId: Teachers make instruction relevant to students.
IVf:Teachers help students work in teams and develop leadership qualities
Vb: Teachers link professional growth to the personal goals
Here are the elements DPI has linked to global education. They are
Ia: Teachers lead in the classroom
IIb: Teachers embrace diversity in the school community and world
IIIc: Teachers recognize the interconnectedness of content areas/disciplines
IIId: Teachers make instruction relevant to students.
IVf:Teachers help students work in teams and develop leadership qualities
Vb: Teachers link professional growth to the personal goals
At this time we will give you 5 minutes to use the handouts and highlight/review the “global connection” in each of the elements.
(Principal-distribute copies of provided NC Professional Teaching Standards, teacher will also need highlighters)

14. Documenting the Plan
This is a visual overview of the same NC Professional teaching standards connected to becoming a “Global Educator.” Today we will explore the two areas used to formatively assess a teacher’s global readiness.
The two areas enclosed in the red box are the areas that we will cover today -
Investigate the World
Recognize Perspectives
Activity:
We will now break up into 8 groups. Each group will explore 1 of the elements from the Investigate the World (Red) or Recognize Perspectives (Green) section.
(Distribute one handout per person)
Take 2-3 minutes individually to brainstorm possible activities for the element under each level (Developing, Proficient, Accomplished and Distinguished) for Investigate the World (Red) or Recognize Perspectives (Green) section (depends upon the group you are assigned).
Then take 10 minutes to share your brainstorm of Investigate the World (Red) or Recognize Perspectives (Green) with your group.
As a group, compile a list of classroom activities that demonstrate each level (Developing, Proficient etc). Each level should have multiple activities and assignments to demonstrate the student's’ knowledge. Each team will share out with the whole school, allow 3-5 minutes per team.
Principal’s Notes:
-Principals will collect each group’s finalized list for each element. Send this to your director.
-This activity should take minutes for the work and for each team to present. (2-3 minutes for brainstorm, 10 minutes for sharing with the group, 3-5 minutes to present* 8 groups=24-40 minutes)

15. Enjoy a snack Say hello to someone Use the facilities
Break Time
(15 min)
Enjoy a snack
Say hello to someone
Use the facilities

16. Welcome Back!!!
Share with a colleague something that you learned today!
Read slide

17. Global Interdependence
Word Study
Global Interdependence
Global + (Inter + dependence)
After gaining insight on how NC designates the Global Teacher Badge, you can see how it is important to have an understanding of the world and bring that into your classroom.
Today’s Module focuses on the term Global Interdependence. Let’s chunk this word so that we can share a common language.

18. Word Study: Global is... spherical
of, relating to, or involving the entire world
worldwide <a global system of communication>
Global means spherical, of,or relating to, or involving the entire world; Worldwide.
Source:

19. Word Study: Prefix- Inter
Inter….Can someone define Inter?
Definition: Word Origin
a prefix meaning “between,”“among,” “in the midst of,” “mutually,” “reciprocally,” “together,”“during”, used in the formation of compound words intercom; interdepartmental

20. Word Study: Dependence is...
the quality or state of being dependent; especially : the quality or state of being influenced or determined by or subject to another
Dependence is the quality or state of being dependent; especially the quality or state of being influenced or determined by or subject to another.

21. Global Interdependence
Mutual dependence at a global level. One country depends on another country for something and that country may depend on another country, which eventually creates global interdependence.
Retreived from interdependence.html#ixzz3oW7RirY2
Global interdependence is mutual dependence at a global level. One country depends on another country for something and that country may depend on another country, which eventually creates global interdependence. Importing and exporting of goods and services highly contributes to global interdependence. Certain commodities such as oil have created a global interdependence between countries that produce the precious commodity and those that covet it.

22. Video: Global Interdependence Day
The idea of being globally dependent upon each other is further demonstrated in this video. (See video)
We are all connected...

23. Linked Together...
Our goal should be to link together...children link together and as educators we should follow their lead.
Now it’s time to look at our badges.

24. Grade 6-12 Year 2 Badges Module 1: Intercultural Competence Inquiry
Module 2: Global Interdependence Inquiry
Module 3: Visual Literacy and Inference Making
Module 4: Mapping the Local and the Global
Module 2 we will explore a little more about Global Interdependence through Inquiry

25. Continue earning your Badges!
Go to the “My PD” tab.
Review directions for Module 2.
Due date for completion of Module 2 is Feb 16th.
At this time we will all log into the learning center and locate the My PD tab.
(Review slide)

26. Earn your 2nd Badge! To earn your 1st badge you must…..
1. Complete the discussion questions via the links provided.
2. Create a global lesson.
3. Implement your lesson in the classroom.
4. Complete the Reflect/Revise stage by editing your lesson.
5. Upload any rubrics/worksheets to accompany the lesson.
6. Upload images of completed student work.
Each module follows the PBI framework and in order to fully complete a module you must do the following:
1. Complete the discussion questions via the links provided.
2. Create a global lesson.
3. Implement your lesson in the classroom.
4. Complete the Reflect/Revise stage by editing your lesson based on what actually happened in your classroom.
5. Upload any rubrics or worksheets created to accompany the lesson.
6. Upload images of completed student work.
When completed you will have earned your second badge!

27. Early Release Dates September 23rd due October 20th
October 21st due February 16th
February 17th due April 26th
April 27th due by May 27th
These are early release days that are dedicated to our Global Learning. Please mark your calendars and be sure to complete each module in a timely manner. The due dates for each module are listed in red.
Please make sure that you have completed your lesson plan for module 1, taught your lesson, made needed changes (edit), and uploaded to Professional Development modules.

28. Questions…. Do you have questions about today’s training?
If you have additional questions, please share with the principal or designee.
Once again, if there are any questions about today’s training please have your school facilitator collect these for your school.

29. Work Time!! Let’s get started on Module 2! If you have any questions
please don’t hesitate to ask!!!
Module 2 is to be completed by Feb 16th
Notes: Principal should determine if they will complete this activity (Module 2) in PLC or Staff Meetings
VIF has suggestion that Module will take 8-10 hours, this Module will take 3-4 hours for most teachers to complete.
Module 1: 6-12 entails
Brief Questionnaire
Videos - 8 minutes total ( first video -3 min, module 1/part 1 video- 5 min, module 1/part 2 video)
Discussion Forum
Lesson plan (create a lesson plan, implement the lesson plan with students, revise the lesson plan based on your students, upload resources that you used for your lesson plan, and re-submit the lesson plan)