Designing Global Schools for 21st Century Learners

PGL School Study Tour Washington International School

February 19, 2009Shari Albright

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Global Trends

• Economic

• Technological

• Demographic

• Human Security

• Education

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Global Competence is a Core Competence because:

Globalization is driving demand for an internationally competent workforce

– China, India and Japan expected to be 50% of world GDP within 30 years – up from 18% in 2004.

– One in five jobs is tied to international trade

– Most future business growth will be in overseas markets

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Global Competence is a Core Competence because:

Access to good jobs now requires new skills:

– Future careers in business, government, science, health care, law enforcement—all require greater international knowledge and skills

– Minorities are underrepresented in international careers—need to be exposed to international content before college

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Global Competence is a Core Competence because:

New national and human security challenges:

– Terrorism, AIDS, avian flu, environmental concerns all underscore the need for global knowledge

– U.S. State and Defense Departments have issued strong calls for greater proficiency in critical languages (Arabic, Korean, Farsi, etc.)

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Cultural Diversity

Increasing diversity in our schools and workplaces:

– Increased populations from different parts of the world require a citizenry with increased understanding of other cultures

– Hispanic population has grown 34% since 1995; projected to grow 73% in the next 20 years

– Asian and Pacific Islander population has grown 41%; projected to grow 86%

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Democracy and Citizenship

Today’s students will be citizens of a global society

– Students need to understand how American interests are dependent on forces outside our borders, and

– How issues of local origin impact the world

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In the 21st century students will be:

• Selling to the world

• Buying from the world

• Working for international companies

• Managing employees from other countries and cultures

• Competing with people on the other side of the world for jobs and markets

• Working with people all over the world in joint ventures and global work teams

• Solving global problems such as AIDS, avian flu, environmental problems, and resolving conflicts

ARE THEY READY?

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Our Students Are Unprepared:

Reports find “International Knowledge Gap”

– Levels of student knowledge are weak. Young Americans are next to last in nine-country survey of international knowledge

– Language instruction doesn’t reflect today’s realities: Fewer than 50,000 K-12 students learn Chinese, a language spoken by 1.3 billion

– Six in 10 cannot find Iraq on a map of the Middle East

– Over half do not study geography, economics or Asian history

Source: Asia Society: Asia in the Schools; National Geographic Roper Survey

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National Commission on Asia in the Schools

“Vast numbers of U.S. citizens—particularly young Americans—remain

dangerously uninformed about international matters.

This knowledge deficit is particularly glaring in the case

of Asia.”July 2001

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Urgent Calls for GlobalKnowledge and Skills

“To compete successfully in the global marketplace, both

U.S.-based multinational corporations as well as

small businesses increasingly need

employees with knowledge of foreign languages and

cultures to market products to customers around the

globe and to work effectively with foreign

employees and partners in other countries.”Committee for Economic

Development

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Urgent Calls for GlobalKnowledge and Skills

“In the global economy and society of the 21st century, all children will be left behind if their education is not organized with a global context in mind.”

GOLDMAN SACHS FOUNDATION

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Other Countries Invest in Global Skills

• Languages: Most European countries start a first foreign language in the elementary grades. China teaches English from 3rd grade. 25% of Australian students learn an Asian language.

• International Benchmarking and Exchange: In China, education leaders study education practices in other countries, teachers are encouraged to study abroad, and schools are strongly urged to form sister school partnerships with schools in other countries.

• Technology: South Korea, Singapore and Taiwan have developed master plans to put high-speed computers in schools as a means of connecting students to world knowledge.

• Study Abroad: Whereas 0.5% of U.S. students studied abroad in 2000, the comparable figures were 3% for France and China, 16% for Ireland and 30% for Singapore.

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What is Global/International Competence?

• Knowledge of other world regions, cultures, and global / international issues

• Skills in communicating in languages other than English, working in global or cross-cultural environments, and using information from different sources around the world

• Values of respect, appreciation, and concern for other cultures and peoples

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The Gates Challenge: The International Studies Schools Network (ISSN)

• A network of small international studies secondary schools nationwide

• Located in urban school districts serving low income and minority children and families

• Future expansion: K-12; rural areas

• Model development to transform high schooling

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International Studies Schools Network Design Model

Vision, Mission,

and School Culture

Curriculum, Assessment, & Instruction

Professional Learning Communities

School Organization and GovernanceStudent Engagement

and Learning Outcomes

Partnerships

Successful ISSN School

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Vision, Mission, Culture

• Shared vision of an internationally-focused, 21st century learning community

• High expectations for all students to gain the knowledge, skills and dispositions of a college ready, globally competent citizen

• Core values that include rigor, inclusion, service and leadership

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Student Learning Outcomes (ISSN Graduate Profile)

• ISSN graduates are Ready for College.

• ISSN Graduates have the Knowledge Required in the Global Era.

• ISSN graduates are Skilled for Success in a Global Environment.

• ISSN graduates are Connected to the World.

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Curriculum, Assessment & Instruction

• Global Focus woven seamlessly throughout the curriculum

• Comprehensive Assessment that offers multiple pathways for students to demonstrate their learning about the world

• Engaging Instruction that immerses students in problem-based, project-based international explorations that deepen subject-specific understandings while allowing students to make interdisciplinary connections

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School Organization and Governance

• Students and Staff who elected to be a part of an internationally-focused education

• Personalization so all students find their place and connection within the globally-focused mission of the school

• Opportunities to learn and lead so all members of the school community have access to and voice in shaping the school, its policies, and practices

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Professional Learning Community

• Collaborative development of the globally focused curriculum and the capacities to deliver it in engaging and effective ways

• Professional education that includes shared teacher learning, international travel and exchanges, and personal goal setting with a focus on global skills and understandings

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Family and Community Partnerships

• Family involvement that engages families as partners and calls on their diverse assets as sources of international learning at the school

• Community partnerships that foster and extend the school’s international mission and students’ learning opportunities

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Final Thoughts

To the extent that it is possible,You must live in the world todayAs you wish everyone to liveIn the world to come.

That can be your contribution.Otherwise, the world you wantWill never be formed. Why?

Because you’re waiting for others to doWhat you’re not doing;And they are waiting for you,And so on. - Alice Walker