State Board of Education:
From Planning to Doing
March 22, 2016
10:00-11:30 AM
Sandpiper
North Carolina Department of Public Instruction
Helga Fasciano, Special Assistant for Global Education
Agenda
•Global Educator Digital Badge
•Dual Language/Immersion K-12 Expansion
•Global Languages Endorsement (9-12)
•Global-Ready Schools (GRS) Rubric and
Application Requirements
•Contact and Resources
SBE Task Force on Global Education
In 2011, North Carolina State Board of Education
Chairman appointed 5 SBE members to the Task
Force on Global Education.
The Task Force was charged to bring, to the full
Board, recommendations that would enable a
better understanding and appreciation of other
countries, languages and cultures by our students.
6 Major Task Force Findings
1. We aren’t preparing students for a global
tomorrow; North Carolina is global today.
2. Pilot programs won’t cut it. Preparing globally
competent graduates requires a comprehensive
approach.
3. To prepare our students for the world, we need to
prepare their teachers.
6 Major Task Force Findings
4. North Carolina was once a leader in language
learning. It’s time to return to the pole.
5. Schools need peers and partners to move this
agenda.
6. If it’s not sustainable, it’s not a strategy.
Connection to State Plan
SBE Vision Statement:
Every public school student
will graduate ready for post
secondary education and
work, prepared to be a globally
engaged and productive
citizen.
-April, 2014
5 Commitments
1. Robust teacher support and tools
(Action Item 1.2: Global Educator Digital Badge)
2. Leading-edge language instruction
(Action Item 2.1: DL/I K-12 Expansion)
(Global Languages Endorsement)
3. New school models
4. District networking and recognition
(Action Item 4.2: Global-Ready Schools and Districts)
5. Strategic international relationships
Commitment 1:
Robust Teacher Support and Tools
1.2 Implement an SBE-recognized badging
process for teachers and administrators to support
a professional development system for global
content that leads to an endorsement, certificate,
or other recognition with market value.
Global Awareness & NCEES Connection
Global Awareness Definition from the
Partnership for 21st Century Skills/Learning
• Using 21st century skills to understand and address
global issues
• Learning from and working collaboratively with
individuals representing diverse cultures, religions and
lifestyles in a spirit of mutual respect and open dialogue
in personal, work and community contexts.
• Understanding other nations and cultures, including the
use of non-English languages
NCEES Rubric
Take a few moments and highlight or
underline the global references in each of
the following elements on your rubric copy:
Element Ia
Element IIb
Element IIIc
Element IIId
Element IVf
Element Vb
–
–
–
–
–
–
Think, Pair, Share
With a partner consider the following questions:
Element Ia: What is global competitiveness?
Element IIb: What materials or lessons have you observed
where teachers counteract stereotypes and acknowledge
the contributions of all cultures?
Element IIIc: How do teachers promote global awareness
and the relevance in your schools?
Element IIId: How can we ensure that teachers are aware
of these 21st century skills?
Element IVf: What opportunities do your students have to
problem solve in diverse collaborative groups?
Element Vb : What global ed PD have you attended?
Global Educator Digital Badge Criteria
for Teachers
SBE Policy TCP - H- 001: Candidate must
● Document goals to address global awareness
elements within the NC Professional Standards
● Complete 100 hours of global education professional
development aligned to documented goals and
strategies
● Complete a Capstone Project that demonstrates
educator ability to increase student global awareness
while teaching their content standards
● Complete process within 2 years of documented plan
SBE approved additional educator categories October 1
What is Global Competence/Awareness
Global competency is the capacity and
disposition to understand and act on
issues of global significance.
CCSSO, EdSteps, Asia Society State Partnership on Global Education (2010)
What is a Global Educator?
A global educator has the ability to embed
opportunities for students to frame, analyze,
communicate, and respond to issues of
global significance through instructional
practices that meet the content standards
and foster students’ global awareness.
CCSSO Work Articulated
• Investigate the world beyond their immediate
environment, framing significant problems and
conducting well-crafted and age-appropriate research.
• Recognize perspectives, others’ and their own,
articulating and explaining such perspectives
thoughtfully and respectfully.
• Communicate ideas effectively with diverse audiences,
bridging geographic, linguistic, ideological, and
cultural barriers.
• Take action to improve conditions, viewing themselves
as players in the world and participating reflectively.
Embedding in Content
In grade level alike groups, think of one of the local
to global environmental or sustainability
challenges you heard today.
Based on the standards you teach, embed 2 to 3 of
the articulated competencies from the CCSSO
publication.
How would you articulate this in your student
learning targets or outcomes for your lesson plan
or unit?
Commitment 2: Leading Edge Language Instruction
2.1 Dual Language/Immersion K-12 Expansion
• Schools that implement use of two languages for content instruction
• NC Research by Thomas and Collier indicate that this model closes
the achievement gap for all students.
• NC Research by Thomas and Collier indicate that by 5th grade, on
average students are scoring up to a full grade level above their
monolingual peers.
• SBE action item 2.1 is to expand programs statewide and K-12
• March 9-10 Administrator Seminar for existing programs and
program exploration. Registration is closed, but presentation
materials will be posted.
• Please visit the NCDPI Dual Language/Immersion wiki pages:
–http://ncdliprograms.ncdpi.wikispaces.net/
Global Languages Endorsement:
SBE Policy GCS-L-007
• Adopted at SBE January 2015 meeting
• Available since Spring 2015
• Shows proficiency expectations in English and
at least one other language
• Demonstrates College and Career Ready in an
interconnected world
• Tracking requirements in Home Base are
available
For more information, see the
Global Languages Endorsement wikipage
http://gled.ncdpi.wikispaces.net/
Global+Languages+Endorsement
on the Global Education wiki
Commitment 4:
District Networking and Recognition
4.2 Institute in concert with global education partners a
Global-Ready designation for schools and districts that
provides a process and incentives and addresses, at the
least, the following:
K-12 world language opportunities for all students
Pathways for educators to achieve SBE-recognized badges
Career-Ready employer requirements
Global school partnerships; and
Local school board resolutions and plans on global education
•
•
•
•
•
GRS Rubric Background
Partners in Development :
– State Board of Education
– Department of Public Instruction
– Friday Institute at NC State
– Global Education Partners
• Center for International Understanding
• VIF International Education
• World View
– LEAs
– Universities
NC Global-Ready Schools
Designation Rubric
Rubric Structure
ATTRIBUTE
QUALITY
INDICATOR
KEY
ELEMENT
Levels of Achievement
GRS Designation or Acknowledgement
1. Schools can earn the Global-Ready School (GRS) Designation at either the
“Prepared” or “Model” Level of Achievement.
2. To receive GRS designation, schools must also meet the following student
achievement requirements in addition to "Prepared" or "Model" on the Global-Ready
School rubric:
–Schools must be at or above the state average performance composite for
Level 3. Schools will use the state average for their school grade configuration:
•through grade 5
•through grade 8
•through grade 12
–In addition, schools must meet or exceed their expected yearly growth.
These measurements are based on the data from the school year preceding the
application year.
SBE Acknowledgement Schools will complete applications for feedback review and
recommendations for reaching the GRS Designation level and provide networking opportunities.
Global-Ready Schools and Districts
Connection to State Plan
SBE Strategic Plan:
Connection to Your Plan
Do global education or global competence initiatives
exist in your school, district, or state plans?
•
•
If yes how and are there parts of the SBE example
that would make it stronger?
If no, explore the barriers to inclusion and what
from the SBE example might help you achieve that
connection?
Mindset is an important first step in changing culture;
global education is a mindset and journey!
Contact and
Resources
Helga Fasciano
Special Assistant for Global Education
helga.fasciano@dpi.nc.gov
http://www.ncpublicschools.org/globaled/
http://gled.ncdpi.wikispaces.net
State Board of Education:
From Planning to Doing
North Carolina Department of Public Instruction
Helga Fasciano, Special Assistant for Global Education
helga.fasciano@dpi.nc.gov or 919-807-3864