TITLE: PAGE: SC: SHOT: PANEL · title: page: sc: shot: panel: sc: shot: panel: sc: shot: panel:
Panel
description
Transcript of Panel
Panel 3 Collaborations with Schools of Education to Increase the Number of Teachers with World Language and International Education Competencies Washington, DC, September 22-24, 2013
PanelModerator: Stephanie C. McKissic, Ed.D.
Program Officer, International and Foreign Language Education (IFLE)U.S. Department of [email protected]
Panelist 1: Joyce A. Pittman, Ph.D.Chair-Research & Development Committee, Pennsylvania Association of School Administrators
Drexel University, Goodwin College of Professional StudiesEd.D. Program Director Educational Leadership & Management, School of Education (Harrisburg)
Panelist 2: Anastasia Shown, MSWAssistant Director
Africa Center, University of PennsylvaniaLecturer, School of Social Policy and Practice
Slide 2
How can NRC projects go beyond providing basic outreach activities to K-12 teachers to create sustainable partnerships with Colleges and Schools of Education to address: – critical shortage of teachers with area studies &
international studies expertise – competencies to teach world languages, especially
the less-commonly-taught-languages
Panel Purpose Discuss current NCR innovative and
sustainable partnerships that address these issues (Shown)
Discuss how NRC funding can help support SoE programs to – train teachers in foreign languages and
international studies to develop world language and international education competencies (Pittman)
Slide 4
A. Examples from Practice Professional Development conferences, workshops, and area
studies specific trainings International Education Development Program, a new M.S.Ed
from Penn’s Graduate School of Education Supplementing Title VI- using FLAS, STARTALK and Fulbright grants Pre-service teacher professional development activities through
Teach for America/Americorps/City Year Finding new partners outside of your institution- examples from
partnerships with Community Colleges and other Universities in the region
Slide 5
Examples from Practice International Baccalaureate programs– Pan American Charter School
Working with charters and private schools– Independence Charter School
Multiple partners approach- Working with NRCs, Schools of Education, Non-profits and School Districts– LATTICE (Michigan State University)– World Vision (University of North Carolina Chapel Hill)
Slide 6
Examples from the field:UAE: English-Arabic Mentoring Model
MINISTRY OF EDUCATION
University- School of Education -
Coaches
TEFL Teachers
English Learning Institute – Translators
American Educators & Researchers
UAE Public and Private Schools
Team teaching Coaching Mentoring Technology
integration Language immersion
“Top 10” Bridges to Language Inclusion
Collaborative research Collaborative educational
planning Funding and other technical
support Interdisciplinary and curriculum
and instructional development Change in policies and practices
by key leadership
Core Values to compete in Global Education Market Economy
Expand World Language Capacity
Innovation
CreativityProblem Solving
Talent
Slide 9
Five evidenced-based strategies paramount to success:
1. Support access to hardware, software and connectivity
2. Provide content building opportunities in localized languages
3. Identify qualified educators 4. Develop high quality, action-oriented research
projects to enhance learning language with IT 5. Promote access to online language learning material
Teach to Learn-Learn to Teach Approaches to curriculum improvements in Schools of
Education– Offer creative and innovative Professional Development or
Teacher Training Designs– Dual degree programs in Education and a LCTL– Observation in schools with solid models, experience with world
language teaching & international studies– Foreign language teachers join “practicum teams”– Pre-Service teachers complete language/are studies practicum
• Field based public and private school teachers could team pre-service teachers in a practicum with LCTL speaking mentor teachers or coaches.
Slide 11
Potential NRC Global Approaches Mentoring and coaching partnerships as part of a formal school
arrangement for teacher assessment, training, evaluation and teacher education practicums– Teacher competency (practicing teachers)– Teacher education training programs (student teachers)
Clinical or action-oriented doctoral degree programs centered in WL and IE leadership-- Example: Drexel’s International Education Leadership Doctoral program
concentration (Ed.D.) Web Courses/MOOCs with focus on technological methods Partnerships and Collaboration with large educational agencies or
“centers of influence in education”– Example: Pennsylvania Association of School Administrators– International Society for Technology in Education (ISTE) (International division of
teacher training and research)Slide 12
Next steps… Identify key barriers and key personnel
– Would working with another local college (not your own) be easier? – Which faculty and administrators have connections with off-campus
Educational Agencies and schools? Collaborate with State-wide educational agencies
– Example: Pennsylvania Association of School Administrators (PASA) - every state has this organization.
Focus on a 3-prong approach: – 1. School/Colleges of Education– 2. School Districts/Cluster of Schools/Education Agencies– 3. NRCs- maybe working with more than one to pool limited resources
i.e. Latin America and Middle East Centers
Slide 13
Next steps continued… Support Research Initiatives
– Explore joint proposals for partnerships for Research & Development to create new recruitment, certification pathways and academic programs to attract international or ethnic diverse teachers
– Offer Incentives for K-16 teachers and faculty to work together for creative and innovative curriculum and teaching methods
– Provide educational and financial resources– Run annual or bi-annual conferences/workshops here or abroad on best practices.
Collaborate with other Dept of Ed programs, such as Fulbright. • teachers and/or researchers present their research results and discuss education problems related
to world languages and IE competencies
Participation in a Network– Support an online community formed specifically for the professional development of
teachers in world language and diverse cultural teaching methods– Create databases to find “global” experts, ex:
Global Research and Academic Network at Drexel (GRAND)• Make it public, share with K-12 administrators and teachers
Slide 14
RECOMMENDATIONS/BRAINSTORMING
QUESTION/ANSWER
Slide 15