Global Learning for Educators webinars are offered free twice monthly, September 2012 - May 2013. Please visit http://asiasociety.org/webinars for details and registration. What is your district doing to prepare students for success in the global era? Brandon Wiley, Director of the International Studies Schools Network at Asia Society, talks with district leaders on how to implement global learning initiatives. Understand how districts across the United States are utilizing innovative approaches and proven practices in global education. Get strategies and tools to help your district ensure students develop global competence and are prepared for a global society.

1. Districts: Go Global and
Prepare Students for Success
Asia Society’s Partnership for Global Learning Webinar
September 13, 2012 Series
Brandon Wiley
Director, International Studies Schools Network
Twitter: @bwileyone 1

2. Our Goals Today
1.) Global Competence –
What is it and why does it matter?
2.) System Level Structures/Practices –
What can districts do to promote global competence?
3.) Examples in Action/Tools to Assist You –
Oak Hills Local School District (Cincinnati, Ohio)
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3. Our Mission
Asia Society is the leading global and pan-Asian
organization working to strengthen relationships and
promote understanding among the people, leaders, and
institutions of the United States and Asia.
We seek to increase knowledge and enhance dialogue,
encourage creative expression, and generate new ideas
across the fields of arts and culture, policy and business,
and education.
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4. Asia Society at a Glance:
A Connector, Convener and Catalyst Between the US and Asia
 Museum Exhibitions  Cross-Cultural Dialogue
 Performances  Asian Historical Heritage
 Commissions  Current Trends in Asia
 Leadership and Talent  Partnership for Global
 Corporate Conferences Learning
 Task Forces & Reports  Chinese Language
 Working Groups, Studies initiatives
& White Papers  Global Cities Initiative
 Track II Dialogues on Key Issues  Afghanistan/Pakistan Region
 Food Sustainability Strategic Studies
 Water Security  Livability of Asian Cities
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5. Education Department's Goals
We strive to develop young people’s
global competence to investigate the
world, recognize perspectives,
communicate and collaborate across
cultures and take action through:
•Learning Experiences for Students
•Professional Development and
Curriculum for Teachers
•Best Practices for School Systems
•Resources for Emerging Global
Leaders
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6. The Challenge
• Achievement gap – the inability of schools
to effectively educate all low income and
underserved minority students;
• Opportunity gap – the need for every
student to develop the knowledge, skills
and dispositions required for success in the
21st century global economy dominated by
the rise of Asia.
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7. Implementation
• ISSN - Network of 34
globally-focused schools across the
US, currently operating in 7 states
• Predominantly located in
low-income, high-minority communities
• On-time graduation rate of 92% and of those,
over 90% went to college 7

8. District Three-Step Approach
Make the case
Assess the assets in place/
Identify opportunities for innovation
Planning and Implementation
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9. A Changing World Demands
Changing Skills
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10. The Next Economy is
A Science and Knowledge Economy
-need scientific and technological literacy
A Resource-Challenged Economy
-need critical thinking about sustainable economies and resources
A Globally Interdependent Economy
-global competence is a core competence
A Demographically Diverse Economy
-requires cross-cultural leadership skills
An Innovation-Driven Economy
-requires students who can learn how to learn and adapt to rapid
change 10

11. Globalization of the Economy
• Globalization is driving demand for an
internationally competent workforce
– One in five jobs is tied to international trade
– Most future business growth will be in
overseas markets
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12. Global Issues, Local Solutions
 Human Security and Citizenship
 Our challenges are international challenges: global health,
global warming, energy/water, terrorism
 Our security is intertwined with our understanding of other
cultures
 Increasing diversity in our schools and workplaces require
increased understanding of other cultures
 Education
 Growing global talent pool – U.S. now 18th in the world in HS
graduation rates
 Only 50% of U.S. high school students study a foreign
language, and less in lower grades 12

13. In the 21st Century Students Will Be:
 Selling to the world
 Buying from the world
 Working for international companies
 Managing diverse employees
 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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14. How Do We Define Global
Competence?
• Content Knowledge Matters
• Global Knowledge, Skills, and Disposition
– Investigate the World
– Recognize Perspectives
– Communicate Ideas
– Take Action
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15. International Studies School
Design Model
Vision, Mission, Student Learning
Outcomes
and Culture
Successful Curriculum, Assessment,
Partnerships Globally-focused & Instruction
School/District
School Organization &
Professional Learning
Governance
Communities
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16. What might district level support
look like?
What conditions are
necessary for success?
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17. Vision, Mission and Culture
• District mission statement –
Is it global? Do you “live” it?
• Leadership Teams –
Who is helping to make this a focus in the district?
• Make it part of your strategic plan
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18. School Organization & Governance
• Site-based autonomies
• Site-based and district leadership teams
• Flexible calendars and master schedules
• Policies allow for “anytime, anywhere” learning
opportunities outside of the school building

19. Professional Learning Community
• Leverage the district-wide professional
development plan
• Allocate appropriate funds necessary for these
activities (and protect them when times get tough)
• Amend policy to allow for travel, exchange and real-
world learning for the adults and the students

20. Family and Community Partnership
• Create a Global/International Studies Advisory
Board made up of strategic community members
(business, higher education, potential funders)
• Foster dual enrollment or articulation agreements
with higher education
• Conduct district-wide family nights and celebrations
highlighting international studies and exhibiting
student work that demonstrates global competence

21. Curriculum, Instruction & Assessment
• Provide the resources to enable World Language
instruction at all levels
• Articulated curriculum in which global competencies
are embedded throughout.
• Course and graduation requirements allow flexibility
for learning experiences in and out of school
• Use of portfolio assessment and capstone
experiences

22. Curriculum, Assessment & Instruction
What would globally focused
curriculum and instruction “look
like” in ….
• Science?
• Language Arts?
• History?
• World Language?
• Arts?
• Interdisciplinary Coursework?

23. What Else Would You See?
• Performance-based assessments; project-based
learning
• Real-world, out-of-school learning (including
travel)
• High-quality world language program (preference
given to an Asian language)
• Emphasis on diversity as an asset
• New and traditional literacies
• Technology
• Service Learning

25. Tools to Assist You
Educating for Global Competence

26. Tools to Assist You
Free download -
http://asiasociety.org/education

27. Tools to Assist You
Educating for Global Competence
Case Studies

28. Tools to Assist You
Herricks Union Free School District (New York)
-Strong emphasis on strategic planning
-World languages K – 12
-Embedding global throughout the curriculum
Seattle Public Schools (Washington)
-Developed a model and process for whole-school
development
-Strong emphasis on language immersion starting at
elementary level

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30. Tools to Assist You
Educating for Global Competence
Case Studies
District Planning Rubric

33. Tools to Assist You
Educating for Global Competence
Case Studies
District Planning Rubric
Networking with Schools/Districts
Free web-based resources

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36. Final Thoughts
Lead your education communities in developing a deep understanding of the
importance of global competence for the success of every student and in
considering what a school’s mission should be in the 21st century.
·
Create opportunities for your schools to systematically investigate how addressing
matters of global significance can become a mainstay of a school’s culture—
reflected in its structures, practices, and relationships with people and institutions
outside the school.
·
Pilot new and strengthen existing approaches to promote global competence,
from new course offerings in world languages and other internationally focused
content to globally focused service learning and internships to international travel
and virtual exchange opportunities for students and teachers.
·
Feature best practices stemming from your schools and communities.
Create conditions for interested stakeholders (teachers, administrators, parents,
businesses) to reflect about the opportunities embedded in best practices and
what can be done to support them and expand their reach. 36