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Instructional Leadership for
    Global Competence


                   Shari Albright. Ed.D.
             Angela Breidenstein, Ed.D.
                    Morgan Kern, M.A.
                      Trinity University
                              July 2012
A Changing World Demands
      Changing Skills
The Next Economy is
A Science and Knowledge Economy
 - need scientific and technological literacy
A Resource-Challenged Economy
 - need critical thinking about sustainable economies
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
“We are in a 21st century world where
jobs can be shipped wherever there is an
internet connection, where a child born in
Dallas is now competing with a child in
New Delhi, where your best job
qualification is not what you do, but what
you know."

                   President Barack Obama, 2011
98% of educators and 99% of school
principals believe that global
competency is important to students'
future success.

               2010 Survey of the American Teacher
                            The MetLife Foundation
What is Global 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/perspectives of respect and concern for
    other cultures and peoples
How do we teach in order to build global
competence in our students?
        Knowing the World
        Investigating the World
        Recognizing Perspectives
        Communicating Ideas
        Taking Action
Knowing the World
    Disciplinary and Interdisciplinary Knowledge and
    Understanding Matters. Students need:
   Deep knowledge and understanding of seminal content and skills
    within academic disciplines
   Capacity to use disciplinary methods of inquiry creatively and
    productively
   Ability to understand prevailing world conditions, issues, and trends
    through disciplinary-based and interdisciplinary learning
   Substantive engagement, over time, with the world’s complexities
    and interrelatedness
Investigate the World
    Students investigate the world beyond their
    immediate environment. They:
   Identify an issue, generate a question, and explain the significance
    of locally, regionally, or globally focused researchable questions.
   Use a variety of languages and domestic and international sources
    and media to identify and weigh relevant evidence to address a
    globally significant researchable question.
   Analyze, integrate and synthesize evidence collected to construct
    coherent responses to globally significant researchable questions.
   Develop an argument based on compelling evidence that considers
    multiple perspectives and draws defensible conclusions.
Recognize Perspectives
    Students recognize their own and others’
     perspectives. They:
   Recognize and express their own perspective on situations, events,
    issues or phenomena and identify the influences on that
    perspective.
   Examine perspectives of other people, groups or schools of thought
    and identify the influences on those perspectives.
   Explain how cultural interactions influence situations, events, issues
    or phenomena, including the development of knowledge.
   Articulate how differential access to knowledge, technology, and
    resources affects quality of life and perspectives.
Communicate Ideas
    Students communicate their ideas effectively
    with diverse audiences. They:
   Recognize and express how diverse audiences may perceive
    different meanings from the same information and how that affects
    communication.
   Listen to and communicate effectively with diverse people, using
    appropriate verbal and nonverbal behavior, languages, and
    strategies.
   Select and use appropriate technology and media to communicate
    with diverse audiences.
   Reflect on how effective communication affects understanding and
    collaboration in an interdependent world.
Take Action
    Students translate their ideas and findings into
    appropriate actions to improve conditions. They:
   Identify and create opportunities for personal or collaborative action
    to address situations, events, issues or phenomena in ways that
    improve conditions.
   Assess options and plan actions based on evidence and the
    potential for impact, taking into account previous approaches, varied
    perspectives and potential consequences.
   Act, personally or collaboratively, in creative and ethical ways to
    contribute to improvement locally, regionally or globally and assess
    the impact of actions taken.
   Reflect on their capacity to advocate for and contribute to
    improvement locally, regionally or globally.
Looking at Student Work Through
   Global Competence Lens

     “Border Crossings”
Discussion Question

   What elements of global competence did
    you see evidence of in the video?
Your Own Learning
   Describe a time in your adult life when you
    had a significant experience that helped
    you develop your own global competence
    as a teacher (and/or person).
     Whathappened? Where? With whom?
     Why was it significant?
When Adults Learn
Instrumental Knowers              Socializing Knowers                  Self-Authoring Knowers

•   are most comfortable with     •   focus on others                  •     are reflective about
    concrete, specific            •   believe that group needs               themselves and their
    processes                         are important                          context
•   believe that rules are        •   can put a group’s needs          •     can live with ambiguity
    important and search for          before their own                 •     evaluate their own
    the “right way”               •   can be collaborative and               actions according to
•   have limited interest in          reflective                             internal standards
    reflection or collaboration   •   are uncomfortable with           •     expect and accept
    when their own needs are          conflicting opinions,                  conflict
    not met                           values, and behaviors            •     consider their personal
                                                                             goals and ideas very
                                                                             important
                                                                       •     are able to stand in
                                                                             opposition to a group

                                         (Breidenstein, et al in press; Drago-Severson, 2008; : Kegan, 1998)
Developing as a Professional
Educator & Deepening Global
Competence
   Diverse learning experiences:
     Teaching  experience (including beyond the
      classroom)
     Planning experience (including with
      standards, performance outcomes)
     Travel/expeditionary learning experience
     Working as a member of learning community
One Student’s Experience…
   Morgan Kern – internship at the
    International School on the sophomore
    team
     Summer   experience
     Team travel preparation (curriculum, logistics)
      and implementation
     Lead teaching unit
     Future plans…
Small Group Brainstorming
Question
   What kinds of teaching and curricular
    planning would be necessary to nurture
    the development of global competence in
    students?
Whole Group Brainstorming
   What inservice strategies or tools might
    we use to support and nurture that kind of
    teaching and planning?
One New Tool – myCAP
(My Cultural Awareness Profile)
   A cultural awareness self-reflection tool for pre-service teachers (although
    could be used with in-service teachers)

    myCAP engages pre-service teachers in self-reflection across four
    dimensions of cultural awareness:
      Dimension 1: Exploring the global context (global perspectives)
      Dimension 2: Learning about different cultures (cultural understandings)
      Dimension 3: Knowing ourselves as cultural (perspective
       consciousness)
      Dimension 4: Communicating across cultural differences (intercultural
       communication)

   Available free of charge at http://www.nafsa.org/resourcelibrary/
Final Thoughts
To the extent that it is possible,
You must live in the world today
As you wish everyone to live
In the world to come.

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

Because you’re waiting for others to do
What you’re not doing;
And they are waiting for you,
And so on.

                           - Alice Walker

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Instructional leadership pgl session2012 revised

  • 1. Instructional Leadership for Global Competence Shari Albright. Ed.D. Angela Breidenstein, Ed.D. Morgan Kern, M.A. Trinity University July 2012
  • 2. A Changing World Demands Changing Skills
  • 3. The Next Economy is A Science and Knowledge Economy - need scientific and technological literacy A Resource-Challenged Economy - need critical thinking about sustainable economies 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
  • 4. “We are in a 21st century world where jobs can be shipped wherever there is an internet connection, where a child born in Dallas is now competing with a child in New Delhi, where your best job qualification is not what you do, but what you know." President Barack Obama, 2011
  • 5. 98% of educators and 99% of school principals believe that global competency is important to students' future success. 2010 Survey of the American Teacher The MetLife Foundation
  • 6. What is Global 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/perspectives of respect and concern for other cultures and peoples
  • 7. How do we teach in order to build global competence in our students?  Knowing the World  Investigating the World  Recognizing Perspectives  Communicating Ideas  Taking Action
  • 8. Knowing the World Disciplinary and Interdisciplinary Knowledge and Understanding Matters. Students need:  Deep knowledge and understanding of seminal content and skills within academic disciplines  Capacity to use disciplinary methods of inquiry creatively and productively  Ability to understand prevailing world conditions, issues, and trends through disciplinary-based and interdisciplinary learning  Substantive engagement, over time, with the world’s complexities and interrelatedness
  • 9. Investigate the World Students investigate the world beyond their immediate environment. They:  Identify an issue, generate a question, and explain the significance of locally, regionally, or globally focused researchable questions.  Use a variety of languages and domestic and international sources and media to identify and weigh relevant evidence to address a globally significant researchable question.  Analyze, integrate and synthesize evidence collected to construct coherent responses to globally significant researchable questions.  Develop an argument based on compelling evidence that considers multiple perspectives and draws defensible conclusions.
  • 10. Recognize Perspectives Students recognize their own and others’ perspectives. They:  Recognize and express their own perspective on situations, events, issues or phenomena and identify the influences on that perspective.  Examine perspectives of other people, groups or schools of thought and identify the influences on those perspectives.  Explain how cultural interactions influence situations, events, issues or phenomena, including the development of knowledge.  Articulate how differential access to knowledge, technology, and resources affects quality of life and perspectives.
  • 11. Communicate Ideas Students communicate their ideas effectively with diverse audiences. They:  Recognize and express how diverse audiences may perceive different meanings from the same information and how that affects communication.  Listen to and communicate effectively with diverse people, using appropriate verbal and nonverbal behavior, languages, and strategies.  Select and use appropriate technology and media to communicate with diverse audiences.  Reflect on how effective communication affects understanding and collaboration in an interdependent world.
  • 12. Take Action Students translate their ideas and findings into appropriate actions to improve conditions. They:  Identify and create opportunities for personal or collaborative action to address situations, events, issues or phenomena in ways that improve conditions.  Assess options and plan actions based on evidence and the potential for impact, taking into account previous approaches, varied perspectives and potential consequences.  Act, personally or collaboratively, in creative and ethical ways to contribute to improvement locally, regionally or globally and assess the impact of actions taken.  Reflect on their capacity to advocate for and contribute to improvement locally, regionally or globally.
  • 13. Looking at Student Work Through Global Competence Lens “Border Crossings”
  • 14. Discussion Question  What elements of global competence did you see evidence of in the video?
  • 15. Your Own Learning  Describe a time in your adult life when you had a significant experience that helped you develop your own global competence as a teacher (and/or person).  Whathappened? Where? With whom?  Why was it significant?
  • 16. When Adults Learn Instrumental Knowers Socializing Knowers Self-Authoring Knowers • are most comfortable with • focus on others • are reflective about concrete, specific • believe that group needs themselves and their processes are important context • believe that rules are • can put a group’s needs • can live with ambiguity important and search for before their own • evaluate their own the “right way” • can be collaborative and actions according to • have limited interest in reflective internal standards reflection or collaboration • are uncomfortable with • expect and accept when their own needs are conflicting opinions, conflict not met values, and behaviors • consider their personal goals and ideas very important • are able to stand in opposition to a group (Breidenstein, et al in press; Drago-Severson, 2008; : Kegan, 1998)
  • 17. Developing as a Professional Educator & Deepening Global Competence  Diverse learning experiences:  Teaching experience (including beyond the classroom)  Planning experience (including with standards, performance outcomes)  Travel/expeditionary learning experience  Working as a member of learning community
  • 18. One Student’s Experience…  Morgan Kern – internship at the International School on the sophomore team  Summer experience  Team travel preparation (curriculum, logistics) and implementation  Lead teaching unit  Future plans…
  • 19. Small Group Brainstorming Question  What kinds of teaching and curricular planning would be necessary to nurture the development of global competence in students?
  • 20. Whole Group Brainstorming  What inservice strategies or tools might we use to support and nurture that kind of teaching and planning?
  • 21. One New Tool – myCAP (My Cultural Awareness Profile)  A cultural awareness self-reflection tool for pre-service teachers (although could be used with in-service teachers)  myCAP engages pre-service teachers in self-reflection across four dimensions of cultural awareness:  Dimension 1: Exploring the global context (global perspectives)  Dimension 2: Learning about different cultures (cultural understandings)  Dimension 3: Knowing ourselves as cultural (perspective consciousness)  Dimension 4: Communicating across cultural differences (intercultural communication)  Available free of charge at http://www.nafsa.org/resourcelibrary/
  • 22. Final Thoughts To the extent that it is possible, You must live in the world today As you wish everyone to live In the world to come. That can be your contribution. Otherwise, the world you want Will never be formed. Why? Because you’re waiting for others to do What you’re not doing; And they are waiting for you, And so on. - Alice Walker

Notas del editor

  1. Adult learning – instrumental and socializing with class/faculty scaffolding toward self-authoring Preservice and inservice Theory and practice