1. Lindy Stirling and Jennifer Swanton Internationalising Education Unit
REGIONAL FORUM
Internationalising schools: Connecting to the world
Lindy Stirling and Jennifer Swanton
Internationalising Education Unit
Internationalising schools: Connecting to the world

2. Agenda – what principals said they wanted
Imperatives; connections with government priorities
What is internationalising schooling?
Morning tea
Overview of Guide and Quality Implementation Frameworks
Identifying impacts of student outcomes
Establishment of networks – for mutual support, monitoring and input
Where to next?
Close
Mention attendees at launch forum
We will be looking at:
Where this agenda fits
what it is
Where SEVR fits
After morning tea Hollie Kane will talk about how IE contributes to student outcomes then
Look at the Guide
Use the quality indicators
Establish networks and discuss funding for school PD

3. Aims of the day for internationalising (IE):
Show connections as part of the government’s priority
Examine what helps and what hinders IE in schools
Examine how IE contributes to school priorities
Use the Internationalising Schooling Guide to review where your school sits with internationalising
Establish networks for mutual support and input
Begin intercultural understanding discussion and options for staff PD

4. Globally ready students Internationally minded schools
Internationally engaged system
We ARE living in the era of the global citizen and our students need more than just reading writing and 'rithmatic.  We need
Globally ready students
Internationally minded schools and an
Internationally engaged system
I'm sure you are all in agreement with this?
These phrases will recur many times throughout today, along with Global citizenship and intercultural understanding, because this is our overall aim, to produce

5. The Education State reforms seek to provide learners with the skills they will need to thrive in an increasingly global and inter- connected future. Internationalising Victorian schools and delivering on the intercultural understanding capability in the Victorian Curriculum are essential to achieving these goals.
An internationally-oriented education will build students’ resilience by providing a greater sense of belonging in a global future, and will have a positive impact on social cohesion and respect for diversity. It will also build critical and creative thinking through exposure to different cultures and ideas, and grow pride in our government schools.
The road to achieving this is long term proposition, but if we start now, it will place Victorian ahead of other states and territories in preparing our students for a global future.
Message from the Secretary 29/09/16
The Secretary, Gil Callister, has made it clear that Internationalising Victorian schools and delivering on the intercultural understanding capability in the Victorian Curriculum are essential to achieving students who will thrive in the future.
She says that internationally-oriented education will build students’ resilience by providing a greater sense of belonging in a global future, and will have a positive impact on social cohesion and respect for diversity. It will also build critical and creative thinking through exposure to different cultures and ideas, and grow pride in our government schools. – all part of the Education State priorities

6. “Today’s students are global citizens in a networked world.
Their ability to meet the inevitable challenges will depend on how they can adapt, think critically and engage with people from different countries and cultures.
The task of internationalising our students is both exciting and challenging. That’s why it is essential that we prepare them to be critical thinkers, to embrace technology and to value diversity.
While learning about other countries and cultures has traditionally been a feature of education, schools must now ‘internationalise’, so that a global outlook is fundamental — not incidental — to their endeavours.”
Minister Merlino Council of International Schools Symposium 8/09/16
Add a link to Radio national podcast:
Recently (September 2016) the Minister of Education spoke at the Council of International Schools conference where he said:
(Read from slide)
This underscores the importance of this work – it is not to be an ‘add on’ or by default. It is to be an active, purposeful and fundamental part of education in Victoria.
If you’ve begun this work you will be able to ride the wave that is looming large. If you haven’t yet begun this work, you can get on board so you can ride rather than be swamped.
The timing is ripe and the policies and imperatives all point in this direction. So lets have a look at how the state government is supporting this work through major policy statements and papers.

7. What do principals say? A word from a Leading Asia Capable Schools participant
Introduce LACS principal from the region to talk about their experience in the program and the importance of the work
Also mention VITF, ROK and Aichi teacher exchanges
LACS – Leading Asia Capable Schools

8. DET Strategic environment is framed within an international context
Victoria already has strong commitments to the internationalisation of education in the Education State and in Victoria’s major international engagement policies
The Education State affirms that ‘all Victorians will have the ability to shape their future regardless of how the world changes around them’
The DET Strategic Intent expresses a vision that ‘all Victorians develop the knowledge, skills and attributes needed now and for jobs in the future’ and commits to ‘prepare learners to be global citizens and provide them with the skills to succeed in a fast changing world’
Internationalising education is most effective when it is part of a strategic intervention that takes account of the conditions and context of education reform in Victoria.
Internationalising education supports achievement of the Education State targets, particularly learning for life and building pride and confidence in our schools.
Internationalising education contributes to broader WOVG effort to establish productive relationships internationally – between governments, organisations and individuals.
As the Secretary has pointed out, DET’s strategic intent is ‘prepare learners to be global citizens and provide them with the skills to succeed in a fast changing world’

9. DET Strategic environment is framed within an international context
The Victorian Curriculum F-10 outlines ‘the common set of knowledge and skills required by students for life-long learning, social development and active and informed citizenship’ for the global context
The Framework for Improving Student Outcomes includes ‘global citizenship’ within community engagement in learning dimension
Internationalising education helps to enact the Victorian Curriculum to strengthen the development of languages, global citizenship and intercultural capability.
Internationalising education helps improve student outcomes via FISO and the continua for improvement.
In the first statewide priority, the dimension of curriculum planning and assessment ensures the delivery of the capabilities of intercultural, ethical, critical and creative thinking and personal and social.
In the third priority, the dimensions of promoting inclusion, empowering students and building school pride contribute to the positive climate for learning
In the fourth priority, focussing on global citizenship and building communities all contribute to the internationalising agenda.
A number of case studies have been developed by schools that are active in the internationalising space. These can be found in the ‘What’s working in Victorian schools’ section of the site in the FISO Evidence Hub
Internationalising education helps to enhance community cohesion and, by extension, the social inclusion of international students – Victoria’s most valuable services export.

10. How does the curriculum support internationalisation in schools?
Victorian Curriculum F-10 All learning areas in the Victorian Curriculum F-10 are framed within a global context with opportunities to internationalise. Specifically, the curriculum includes global perspectives / citizenship in all learning areas and is supported by the infusion of intercultural and ethical capabilities For students: utilising local diversity to increase engagement with other cultures, developing the skills and attributes for global citizenship and provision of language and immersion programs For teachers: embedding global perspectives into lessons, developing their intercultural capability and utilising ICT to connect students in global projects
The Victorian F-10 Curriculum includes global perspectives / citizenship in all learning areas and is supported by the infusion of intercultural and ethical capabilities
Four state-wide priorities supported by high impact evidence-based initiatives. Those of most relevance to internationalising education include;
Excellence in teaching and learning
Dimension 3. Building practice excellence – immersion programs for teachers and students
Professional leadership
Dimension 7. Vision, values and culture – Internationalising education is embedded in school practice and internationalising is an asset and strength in the school community
Positive climate for learning
Dimension 9. Setting expectations and promoting inclusion – Over 6000 international students internationalise Victorian schools, support language learning and cultural literacy development across the Victorian education system.
Dimension 10. Empowering students and building school pride - Increasing the number of schools where internationalising education has been adopted will lead to an improved student sense of global citizenship, worth and identity and contribute to socially cohesive and globally aware school communities. Evaluations of Overseas Learning Experiences accelerates and sustains student learning particularly in relation to language acquisition and intercultural capability (CSE, 2010).
Community engagement in learning
Dimension 16. Global citizenship - The knowledge and skills of most value in the future will be those that respond best to globalisation, embrace new technologies and develop languages and intercultural literacy. Valued skills for living in a globalised world include conceptual, creative and critical thinking and are built around the ability to collaborate, communicate, empathize and develop meaning. - Zhao, 2012; Fullan and Langworthy, 2014; Asialink, 2012; British Council, 2011.

11. PISA 2018 Schools, teachers and students
Schools will be asked about:
policies to facilitate the integration of foreign-born students and non- native speakers
School activities for multicultural learning
Formal curriculum for communicating with people from different cultures, respect for cultural diversity, knowledge of different cultures
Formal curriculum for climate change, global health, population growth, causes of poverty, gender equality…
On an even bigger stage, as part of PISA in 2018, the OECD will measure student global competencies for the first time. (PISA – Program for International Student assessment)
15 year olds in around 80 countries will respond to questions about what it takes to be globally competent.
This framework was released by the OECD in May this year and it is interesting reading.
This is a real game changer for education. It will ensure that global competence becomes central to measuring the effectiveness of schools and education systems around the globe.
The PISA assessment of global competence also extends to assessing how globally competent schools, teachers and education systems are.
Assessment criteria/standards are being developed for F-10 by VCAA to measure ICU within the Vic Curric
Schools will be asked to respond to questions on:
School policies to facilitate the integration of foreign-born students and non-native speakers
School activities for multicultural learning
Formal curriculum for communicating with people from different cultures, respect for cultural diversity, knowledge of different cultures
Formal curriculum for climate change, global health, population growth, causes of poverty, gender equality…
How will your school fare in this? (rhetorical)

12. PISA 2018 Schools, teachers and students
Teachers’ understanding of:
the school’s vision and policies to achieve global competence
Curriculum inclusion
Pedagogy
Professional experience
Intercultural capability
How will your teachers fare? They will be asked to assess their readiness for global competence and their understanding of
the schools vision and policies to achieve global competence
Curriculum inclusion
Pedagogy
Professional experience
Intercultural capability?
If global competence is to be assessed, how is it defined? How do we interpret this in Victoria?

13. Define global competence for: Teachers Students
ACTION: What would delegates include in a definition for students? For teachers? Ask for responses after local chat.
Use ‘Todaysmeet’ – login in to the address given and include
Global competence for Teachers /students Or

14. 3 Major attributes Internationally minded Interconnected
(animations happen automatically for this slide)
So we are part of the main game….. Seeking to make ALL our students globally ready.
We need to be internationally-minded: for work, recreation, education, research, sport, ideas, music, anything; and everything. 
We need to be interconnected - across the room, across the street, across the world, across cultures. Look at the potential and power of the digital revolution and how it can and does facilitate our interconnectedness. It is within our grasp NOW to be the world’s best interconnected collaborators. 
We need the Intercultural skills to understand each other and work together in today's world as global citizens, world partners, friends and co-workers. Our Victorian Curriculum, employers, industry, and Australia's future demands it of us, and as educational professionals we are obligated to provide it or we do our students a disservice.
Let’s brainstorm what you see as the broad benefits of this agenda for your school that you can see in both short and long term; then look at the downside – (what helps and hinders is looked at later)
Internationally minded
Interconnected
Intercultural skills

15. Globally ready students ….
have the ability to communicate in more than one language;
communicate appropriately and effectively with people from other cultures or countries;
comprehend other people’s thoughts, beliefs and feelings, and see the world from their perspectives; and
analyse and think critically in order to scrutinise and appraise information and meanings.
(from PISA)
Globally ready students:
ACTION What do you think globally aware students need or should display? Table talk – make a list. Ask for their responses on Todays meet
have the ability to communicate in more than one language;
communicate appropriately and effectively with people from other cultures or countries;
comprehend other people’s thoughts, beliefs and feelings, and see the world from their perspectives; and
analyse and think critically in order to scrutinise and appraise information and meanings.

16. .... and internationally minded schools are:
using effective models of language instruction
building global perspectives across the curriculum
including studies to support intercultural capability
using ICT to connect with the world (eg NPDL)
drawing on students’/community cultural diversity
developing intercultural capability through cultural events and activities
providing targeted PL for teachers and leaders
engaging in meaningful sister-school partnerships, international projects and partnerships.
This list is taken from the newly released Internationalising Schooling Guide which we will explore in a little more detail later.
Internationally minded schools are:
using effective models of language instruction – including languages for Asia
building global perspectives across the curriculum
including studies at strategic points of the curriculum to particularly support intercultural capability
using information technologies that build learners’ understanding and interaction with the world
drawing on students’ and community cultural diversity
developing intercultural capability through cultural events and activities
providing professional learning for teachers and leaders to build knowledge and confidence
engaging in meaningful sister-school partnerships, international projects and partnerships.

17. Internationalising Continuum – where is your school?
Highly
Scarcely
OK, so we’ve looked at what globally ready students and internationally minded schools might look like… but where does YOUR school sit in all this??
Continuum exercise – high to low – everyone to discuss a put self as a representative of your school on this continuum line.
Discuss this – why they are where they are. What parameters did they use? How did you compare and make the relative decisions against each other?

18. Key indicators of activity – most common activities selected by schools. Of schools doing up to 3 activities, more than 50% of them chose ICT, cultural diversity within the school and the curriculum to build their international mindedness.
From , in ALL categories, there has been an increase in internationalising activities; this may in part be due to identifying internationalising activities 2 years running in the Census which has itself raised the awareness and/or identified the kinds of activities that fall into this area. The focus on all schools being encouraged to have a sister school relationship may be bearing fruit, or the focus of internationalising and intercultural understanding in the curriculum may also play a part. The increased focus and raised profile of internationalising may also contribute to the rise in these figures.
Whatever the case, the need for some direction and advice on how to internationalise has become apparent and so IED in co-operation with schools across the state has developed the Internationalising Schooling Guide.
1-3 activities: 130 schools % IE schools - 8.5% all schools
4-6 activities: 219 schools % IE schools % all schools
7-10 activities: 186 schools % IE schools % all schools
percentages represent % of schools in that activity group. Eg 62% schools doing 1-3 activities chose cultural diversity. 

19. Region vs state
Now lets see where your region stacks up against the state averages. Are you ahead of the game or lagging in some areas. As you examine some of these, also consider where your own school might sit against these parameters.
These figures were taken from the 2016 census. You may recognise the questions that were asked in the international education section of the census.
SEVR is MARGINALLY better than the state on this overall indicator, but not by much - 4% overall above the state average.
OVERALL, in nearly all indicators, SEVR leads or is the same as the state, but as you will see by the red and orange segments, there is a lot of room for improvement across the board to maintain your very narrow lead.
Q1: Has your school undertaken internationalising education activities in the past 12 months?
Yes 32% 46% 49%
SEVR yes 53%
Across the next 9 slides, ask for comments as we review the figures.
Q1: Has your school undertaken internationalising education activities in the past 12 months?

20. Region vs state
State
Yes 21% 26% 24% (decline)
SEVR yes 29%
Q2: Is internationalising education in the school’s strategic plan?
SEVR has 29% as opposed to 24% of the state in the YES category – 5% better.
Q2: Is internationalising education in the school’s strategic plan?

21. Region vs state
State
Yes 32% 51% 53%
SEVR yes 56%
3. Is internationalising education reflected in your school’s curriculum?
SEVR is 3% better than the state on this overall indicator.
3. Is internationalising education reflected in your school’s curriculum?

22. Region vs state
State
Yes 23% 34% 35%
SEVR yes 40%
4 Is there an allocation in the budget for internationalising education activities?
SEVR is 5% better than the state on this overall indicator
4 Is there an allocation in the budget for internationalising education activities?

23. Region vs state
State
Yes 22% 32% 32% (no change)
SEVR yes 37%
5. Is professional learning on internationalising education provided for school leaders or teachers?
SEVR is 5% better than the state on this indicator.
5. Is professional learning on internationalising education provided for school leaders or teachers?

24. Region vs state
State
Yes 26% 43% 44%
SEVR yes 43%
6. Has your school used ICT to provide opportunities for students and teachers to connect internationally for classroom collaboration in the past 12 months?
SEVR is virtually the same as the state average.
6. Has your school used ICT to provide opportunities for students and teachers to connect internationally for classroom collaboration in the past 12 months?

25. Region vs state
State
Yes 28% 91% 91% (no change)
SEVR yes 93%
7. Does your school engage in activities that celebrate other cultures and provide positive messages about cultural diversity?
SEVR is virtually the same as the state average.
7. Does your school engage in activities that celebrate other cultures and provide positive messages about cultural diversity?

26. Region vs state
State * 2016
Yes 36% This question was not asked in previous years
SEVR yes 37%
8. Have 'international students' been involved in student lead activities in the past 12 months?
SEVR is virtually the same as the state on this indicator
8. Have 'international students' been involved in student lead activities in the past 12 months?

27. Region vs state
State * 2016
Yes 22% 57% 41%
SEVR yes 43%
*Only 783 schools responded to question 8 and the overall pie chart shows percentages of those responses, not of the entire school population. In the primary and secondary pie charts, the ‘no answer’ response is included.
9. Has your school hosted incoming teachers and/or students from overseas in the past 12 months?
SEVR is MARGINALLY above the state on this indicator
9. Has your school hosted incoming teachers and/or students from overseas in the past 12 months?

28. Region vs state
State * 2016
Yes 18% 47% 27%
SEVR yes 26%
*Only 783 schools responded to question 9 and the overall pie chart shows percentages of those responses, not of the entire school population.
10. Has your school provided overseas learning experiences for students and/or teachers in the past 12 months?
SEVR is virtually the same as the state on this overall indicator.
Finish by 10.20am
10. Has your school provided overseas learning experiences for students and/or teachers in the past 12 months?

29. What helps and what hinders?
So now that we have compared the region with the state, in table groups, discuss what works, helps or hinders the internationalisation of your school.
Ask for feedback

30. Morning Tea

31. Internationalising Schooling Guide
5 priority practice areas
Whole school
Curriculum
Sister school and overseas Learning experiences
Community Partnerships
International Students
I want to show you the IS Guide which has just recently been released.
The IVS pilot program with 20 schools identified 5 themes as most useful for focussing on internationalising activities. These were ranked from about 30 indicators. You will note that International Students is one of the 5 major themes.
The main purpose of the Guide is to bring together the many resources that exist to assist schools to internationalise their schools. It shows how many aspects of internationalising can be integrated, how to assess where your school currently sits in this agenda and how to move forward, and how to access a wealth of options that don’t always require you to go offshore. Pre-eminently, these are the importance of the curriculum and how to deliver the curriculum more fully to deliver in the areas of internationalising, global citizenship, and intercultural understanding.
The Guide is designed to provide easy access to materials that interest you rather than read from cover to cover. It is an ebook because all the resources are online. It is not intended to be hard copy document, although you can access a print out version (without the links) on the DET website.

32. Internationalising Schooling Guide
6 Quality Implementation Dimensions
Vision, mission and school culture
Organising for internationalising
Curriculum, instruction and assessment
Relationships and engagement
Teacher capacity
Measuring impact
Quality implementation in each practice area is framed through six lenses:
Vision, mission and school culture
Organising for internationalising
Curriculum, instruction and assessment
Relationships and engagement
Teacher capacity – mention the LACS, VITF and ROK programs
Measuring impact
Quality Indicator Charts have been developed for each of the priority areas. These identify successful practices that need to be attended to in six implementation dimensions.
Schools are at different stages in internationalising the learning experienced by their students and are operating in different contexts. The charts are not intended to be documents that all schools are expected to conform to, rather their purpose is to assist schools to reflect on the way they are implementing their internationalising strategies and practices. Their intent is to prompt a discussion within schools about what the school has achieved and what they might do next to assist their students to become ‘globally ready’. They provide a common language and provide a way forward.

33. Internationalising Schooling Guide
Resources in the Guide
Implementation tools and aids - templates, samples, case studies, documents from schools already working in this space
Practitioner recommended web resources
Recommended online communication tools
Resources in the Guide
Implementation tools and aids - templates, samples, case studies, documents from schools already working in this space
Practitioner recommended web resources
Recommended online communication tools

34. Internationalising Schooling Guide
To access the guide:
education.vic.gov.au
Or for quick access to other DET resources, via the Internationalising Schooling webpage on the DET website: school/principals/management/ Pages/intvicschooling.aspx
WALK THROUGH THE Guide.
The second site is where the PDF version can be found and direct access to Young Leaders to China and other IE programs. Search for internationalising on the DET external website and it should come up 1st or 2nd.
Select an area of interest and have a browse through. (say 5 minutes depending on how many have electronic access)
THEN/OR
Call for areas of interest and ask groups to form around similar areas of focus:
Whole school
Curriculum
Sister schools/OLE
Community
International Students

35. Quality Indicators and where to next….
Rate your own school against the QI
Discussion the QI with a partner/small group
Review the QI and rank (1-3 only) the priorities for your school
List 3 actions to follow up for when you leave today
Distribute the Quality Indicators for each group and allow time for group discussion/assessment of own school position/Priority for action for each principal.
Whole school
Curriculum
Sister schools/OLE
Community
International Students

36. Identifying impacts on student outcomes – how can IE contribute?
Hollie Kane
Education Improvement Leader – Bayside Peninsula

37. Internationalising Education linking with your AIP

38. Session Objectives
To identify where your Internationalising Education strategies fit within FISO improvement initiatives.
Discuss and share ideas:
for recording key improvement strategies within your 2017 AIP
Identifying success criteria and evidence of impact

39. Initiatives
Priorities
Dimensions

40. Identifying your Improvement Initiatives

41. Table Discussion Internationalising Education
What are your 2017 FISO improvement priorities and initiatives?
Where does Internationalising Schooling fit with your priorities and initiatives/dimensions?
What are you currently doing?
What do you plan to do around internationalising education?

42. Example of Key Improvement Strategy
Improvement Initiative: Building Communities
KIS: To continue to work with our Indian Sister School to conduct reciprocal student exchanges in order to prepare learners to be global citizens and to provide them with the skills to succeed in a fast changing world.

43. Success Criteria and Evidence of Impact

44. Does it fit under dimensions?

45. Choose one KIS and identify your success criteria and evidence of impact
Improvement Initiative
Key Improvement Strategy
Success Criteria: 6 months & 12 months
Evidence of impact: how do you know it has had an impact on your students, school culture, your staff? (Quantifiable and qualitative data)
Share with your table

46. Questions

47. Where to next? Forming networks…
List your school, name, and mobile no. on the master sheet.
Nominate a leader(?)
Set the next meeting date and venue – put it in your diaries!!!
Determine WHAT you would like to happen at the next meting and if you want someone to be a ‘guest’ WHO that might be. (SEIL, content expert etc)
Call for comments, questions, next actions, what do you need now???? etc.

48. Please complete the evaluation online
Thank you
Lindy Stirling
This presentation available at: ionalising
Ask about the newsletter for details…..
12.30pm finish

49. Other IED programs
als/management/Pages/intvicschooling.aspx
Schools Connect - is an innovative online platform that connects Victorian schools with schools local and global for sister school partnerships or project collaboration.
It will streamline and automate the searching and matching process for both sister school partnerships and collaborative projects.
LACS – Leading Asia Capable Schools – a course for primary and secondary school principals and assistant principals. The course is provided by Bastow in partnership with the DET International Division and Asialink Business. This is about skilling our leaders in Asia capabilities, including knowledge of the societies and languages of Asia, and intercultural capability as essential to living and working in a multicultural Victoria and the diverse world of the 21st century.
​​​​​​​​​​​​The 2016 course has just begun.
The Victorian Young Leaders to China (VYLC) Program is a world-class, six-week in-country immersion program for Year 9 students, designed to prepare them to live and work as citizens and future leaders in an inter-connected global community.
The initiative contributes to Victoria as the Education State by developing the students' global competencies. Furthermore, this initiative supports the Victorian Government’s new China Strategy - Partnerships for Prosperity, by developing the capabilities and knowledge of students to engage with Asia.  
The program is a life-changing opportunity for students and teachers to live in and attend school in China. Combining language and cultural learning with personal development and leadership skills, the program focuses on one of Australia's main trading partners, China.
LACS – Leading Asia Capable Schools

50. VITF and teacher exchanges
Other IED programs
ncipals/management/Pages/intvicschooling. aspx
International Students Program
VITF and teacher exchanges
Regional forums
Newsletter
International Students Program – for overseas students studying in Victorian schools
The Victorian International Teaching Fellowship (VITF) Program is an exchange program for Victorian teachers and school leaders. The Program contributes to the professional learning of Victorian teachers and school leaders and enables the contributions of overseas and returning Victorian teachers to be integrated into our schools.
The Program requires direct exchange of teaching positions and accommodation. Placements are normally from January to December however some July to July placements can be arranged with principal approval. Countries involved include Canada, Germany, UK and USA. International Schools in these countries are included in the program. Additional jurisdictions may be added to the Program. While overseas, Victorian participants are ambassadors for the Victorian education system. Successful applicants are required to complete a professional learning program focusing on innovative practices and pedagogies which they can then adapt in Victorian schools.
Regional forums
Newsletter