2. Schools for Global Citizens Paul Miller Director of Global initiatives NAIS miller@nais.org

3.  What are the Skills and Values Needed for the 21 st century?

4. Bassett’s Skills and Values: based on Tony Wagner, Howard Gardner, two Blue ribbon panels, and the GRE’s recommendation standards  Character (self-discipline, empathy, integrity, resilience and courage)  Creativity and entrepreneurial spirit  Real world problem solving (filtering, analysis, and synthesis)

5. Bassett’s Skills and Values  Public speaking/communications  Teaming  Leadership

6. Measuring Success  Outcomes-based approach: if we can agree on what well- educated students should be able to do, we can design the means to those ends.  Bassett: “What we believe is that demonstrations of learning marry skills with content, develop multiple intelligences, connect thought with action, and exemplify 21 st century skills and values.”

7. What demonstrations of learning?

8. NAIS draft  Conduct a fluent conversation in a language other than your own about a piece of writing in that language  Write a cogent and persuasive opinion piece on a matter of public importance  Declaim with passion and from memory a passage that is meaningful – of one’s own, or from the culture’s literature or history  Produce or perform a work of art  Construct and program a robot capable of performing a difficult physical task

9. NAIS Draft  Exercise leadership  Using statistics, assess whether a statement by a public figure is demonstrably true  Assess media coverage of a global event from various cultural/national perspectives  Describe a breakthrough for a team on which you served and to which you contributed to overcoming a human created obstacle so that the team could succeed  Demonstrate a commitment to creating a more sustainable future with means that are scalable.

10. Does backwards-design take us to a global approach?  "Because it provides so many different entryways into complex, integrative, developmentally appropriate learning, global learning serves well as an overarching frame and rationale for liberal education itself" --AAC&U  Global education also develops the sense of the other, which Martin Skelton of Fieldwork education calls “the most important disposition we need to model and develop if we are to create great learning.”

11. Global’s One-World Approach  Moral reasons  Practical reasons  Evangelical component  Criticism

12. Dr. Merry Merryfield, Ohio State University Global Classroom Strategies:  Teach against stereotypes, the “exotic” and simplification of other cultures  Develop perspective consciousness: foster the examining of multiple perspectives and primary sources  Analyze how heritage, power, and status shape people’s knowledge, use of language, and worldviews  Provide cross-cultural experiential learning

13. The Global Classroom is Part of a Global School Guided by a Global Teacher Achievement: producing Global Citizens

14. Global Schools  Present a view of the world that invites and rewards curiosity concerning the richness and diversity of all human societies, and encourages respect for all people  Develop curricula that helps students recognize how differing cultures, traditions, histories, and religions may underlie views and values

15. Provide resources and activities in support of instruction, which can help carry learning in the direction of world understanding Expect teachers, administrators, and other staff members to model respect for all peoples and cultures and to address constructively instances of bias or disdain for nationalities, cultures, or religions other than their own. Global Schools

16. Seek beyond the institution itself partnerships and networking that may help it promote global awareness, experience, and problem-solving for its students Educate and encourage parents to support school initiatives that promote global understanding  Seek a diversity of cultural, national, and ethnic backgrounds in the recruitment of teachers and administrators

17. How global is YOUR school?  Mission statement- are there global elements in it?  Policies, procedures, and operations- global at all?  Global teachers? (what does that mean?)

18. Global Teachers: “How We Teach is at least as important as What We Teach” Educating for Global Citizenship by Boyd Roberts

19. Global Teachers: Educating for Global Citizenship Roberts: Pedagogy of Global Education: o Learner-centered o Participatory o Partnership-based o Experience-based o Addresses reflections, emotions, and activity

20. Global Teachers  Implications-- shared control between teacher and students. Less emphasis on “right” answers. More open-ended discussion. More unpredictable.  Working with students to handle even controversial issues is essential. Listening to the views of others, responding without becoming personal, analyzing issues critically are vital- and acquired- skills.  Is Roberts right?

21. Global Citizenship  “Educating for Global Citizenship…shifts attention from the activity and process to the purpose, outcome, and result…global citizens”  What is a global citizen?

22. How to implement a Global School If you could design a plan, what would it contain and how would you implement it?

23. How to implement a Global School  Not one program at a time! Comprehensive approach Possible scenarios: Top down or grass roots  Top Down: –Total commitment of board and head –Financial commitment  Ground Up: –Global advisory committee takes plan to faculty, which approves, then to senior administration and finally to the board

24. Implementation  Global must infuse the whole school culture. Deep globalization (Marc Frankel) “that transforms how and what students learn”  Get key people (develop a set of allies) and ultimately the whole community on board  Committee approach: members of board, administration, faculty, parents, maybe students, consultants – no one group in the majority

25. Implementation  Examine overarching goals and how the school will interact with the wider world  Don’t just throw money around  Win over the faculty –variety of strategies (e.g. Deerfield)  Win over the parents  Win over the students

26. Institutionalization –Structure: who supervises implementation and the rank they are given –Hiring: young faculty do the “heavy lifting” in global ed-- make sure the right ones are hired –Professional development –Networks of support outside the school –Proper measurement of outcomes –Give it time!

27.  What does global education look like? What are the components?

28. Curriculum changes  Add a curriculum component, e.g. a “Global Affairs” course  Change an existing curriculum component, e.g. Peace and Conflict Studies as part of the IB; IB extended essay in world studies.  Introduce a new curriculum – e.g. global diploma or more radical Met Learning Center magnet school approach- systems, not disciplines.  Permeate or infuse existing subjects –include global issues –draw examples from diverse cultures, etc. –stress interconnections

29. Global elements  Languages  History  Social Studies  Science  Math  Arts

30.  Think about lessons you will teach next week  Identify two where you could address global elements more directly- how will you do it? (more student participation, discussion of a global issue, ethical issues, opportunity for students to take action?)

31. Outside the Classroom  Glocal  Trips Abroad  Partnerships  Global Citizen Action

32. Trips Abroad  What are your criteria?

33. Trips Abroad  Why? Benefit, learning outcomes, necessity  Who?  How? Is the host community involved in service learning? How will it benefit? How can the trip be planned so all are equally involved?  What? Learning outcomes? What follow-up? What assessment?  How has travel impacted your world view? What trips have had the most impact and why?

34.  Assessment  Conclusions

35. Bibliography  “Globalizing a School” by Paul Miller, chapter in Why Change? What Works? Change Management for Independent Schools, NAIS, 2010  “Demonstrations of Learning for 21 st Century Schools” by Pat Bassett, Independent School magazine, Fall 2009  Educating For Global Citizenship, Boyd Roberts, International Baccalaureate Press, London, 2009

36. Appendix

37. Global Citizenship “Global Citizenship is not what you DO with your time. Rather, Global Citizenship is how a person is equipped to execute whatever they decide to do. It is a set of knowledge skills and attitudes that equip someone to be effective in their chosen pursuits” --Skip Kotkins NAIS & Lakeside School Board Member

38. Global Competency Fernando Reimers, Harvard University Graduate School of Education  Knowledge of the world  Skills to put the knowledge to use  Attitudinal and ethical dispositions

39. Skills, Knowledge, and Attitudes Respectful Ethical Curious and open-minded Self-aware Action-oriented Optimistic Self-confident, yet humble

40. Skills, Knowledge and Attitudes  Geography and history  Culture  Development  Sustainability  Finance/global economics  U.S. role in the world

41. Skills, Knowledge and Attitudes  Critical thinking and problem-solving  “at the heart of good teaching, whatever the label” --Boyd Roberts  Flexibility and resilience  Creativity  Communication  Teamwork  Intelligent risk-taking  Observation and reflection

42. Kennesaw State’s “Get Global” Program Learning Outcomes in the Core Curriculum: 1. Knowledgeable global perspectives 2. Effective intercultural engagement skills 3. Global Citizenship attitudes