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NAIS Global Schools

NAIS Global Schools. Global Education programs should be comprehensive, with an overarching vision and mission, fully integrating curricular and noncurricular elements That’s not always easy to measure, so NAIS tracks schools by programs.

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NAIS Global Schools

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  1. NAIS Global Schools

  2. Global Education programs should be comprehensive, with an overarching vision and mission, fully integrating curricular and noncurricular elements • That’s not always easy to measure, so NAIS tracks schools by programs

  3. A school is considered Global if it has any of the following: Participation in Challenge 20/20 or other internet partnership program with schools in other countries Non-European language instruction Student trips to other countries Student exchanges International Students Faculty exchanges and/or professional development trips to other countries Partnerships –sister schools and other Global Curriculum

  4. Overall 2011-2013

  5. Global Schools that have

  6. Global Schools that have

  7. What is True Global education? Students don’t just learn ABOUT the world. They learn IN the world

  8. Learning IN the World ChimamandaNgoziAdichie: Avoiding The Danger of a Single Story Teach students to analyze the perspectives of others

  9. Learning IN the World What we must learn about ourselves Epictetus: our responses (judgments) give us insight into our own values. Teach students to recognize and understand how their assumptions and values shape their perspectives

  10. Backward Design from the Critical outcomes The 5 C’s • Creativity • Collaboration • Character • Critical thinking • Communication

  11. Additional Outcomes 3 E’s: Empathy, Ethics, and Esthetics and a 6th “C”: Cosmopolitanism

  12. Empathy • Prospect Sierra School: Has a Director of Innovation Emphasizes “empathetic solutions to the challenges that matter” Organized a TEDx Conference on Empathy Has employed Carrotmobs Emphasizes design thinking approaches

  13. Empathy • Harley School: Center for Mindfulness and Empathy Education • Iolani School: Sullivan center • Creativity, Collaboration, Citizenship • Public Partnership

  14. Ethics • The Schools of the Future: Ethical Excellence Project (NAIS, IGE, CSEE and others) • The Schools of Integrity Project (IGE) • School Codes of Ethics (egRavenscroft) • SEGL

  15. Cosmopolitanism • A moral argument for responsibility for the impact we have on others, for seeing others’ perspectives, and for interconnectedness

  16. Global Cosmopolitans They embody and demonstrate 5 key characteristics (according to Linda Brimm, professor emeritus at INSEAD, France) 1) See change as normal 2)As outsiders to fixed cultural rules, rely on creative thinking 3)Reinvent themselves and experiment with new identities4)Are experts at the subtle and emotional aspects of transition 5)Easily learn and use new ways of thinking. High IQ + EQ!

  17. Global Cosmopolitans: • Don’t require an international context to use these characteristics: all are essential to leadership in a time of transition, change, difference and adaptation. • Exposure to multiple cultures means they have replaced a single-culture grounding of shared wisdom and learned responses with multiple perspectives, and an identity built around experiences with conflict, alternate belief systems and new ways of behaving around people very different from themselves.

  18. Trend: A sharp rise in the number of schools with international students, and numbers of those students • Day as well as boarding: 726 schools • Sudden jumps • Parent/student unhappiness • Are we looking out for best interests of students, or balancing budgets?

  19. International students • Use of Agents • Large increase in Chinese and Korean students • case study: Cape Cod Academy 10% of students (33) are Chinese- all admitted last year using two recruiting companies (Ivey International and EduBoston). All paying $23,400

  20. Trend: Collaboration & Competition • Global Online Academy: Lakeside ; Dalton ; the Cranbrook Schools; Sidwell Friends; Germantown Friends; Punahou ; Catlin Gable ; Head-Royce; Albuquerque Academy; King's Academy in Jordan • Nonprofit organization. Member schools contributed $30,000 to launch the project and hire a director

  21. Global Online Academy • Rigorous courses meant to supplement, not replace, traditional classes. • Courses taught by teachers at participating schools for students at other schools. • With schools spread across multiple time zones, courses will employ asynchronous learning - students access lessons and information from the network on their own schedules. • Unlike online courses designed for mass consumption: classes will be limited to 18 students per course who will collaborate on projects. Opportunity for students to work with peers from other schools

  22. International Collaborations • Joint service learning trips – LearnServe International, St. Andrews Episcopal school (MS) • Joint Learning experiences: GYLI, Global Leadership Forum (UWC-USA); International Emerging leaders Conference (Collegiate VA); Student Global Leadership Institute (Punahou) • Joint Planning and Information Sharing: Global Education Benchmarking Group.

  23. Satellite campuses • Schools are looking into campuses in other countries. There are only a handful up and running, in Korea and China and some schools have investigated the possibility but decided against it. • Schools include: Chadwick, Shattuck St Mary’s Lee, Dwight, Glenelg

  24. Competition: New Global For-Profit Schools • The Avenues: New York, fall 2012 Bi-lingual instruction (English and Spanish or Mandarin) World Course Curriculum Strand International families 50% World network of schools

  25. Trend: “glocal” education Education for both local and global citizenship What we do impacts elsewhere and what happens elsewhere washes up on us and must be placed in context. Two-way causal flow: local interactions generate global trends/global trends are adapted for local contexts Schools are motivating students to participate in initiatives locally and then reach out regionally, nationally and internationally.

  26. Glocal St. Andrew’s Episcopal: “layered” approach to travel and Professional development: local, state, regional, national and international. reciprocal service learning projects

  27. Public Partnerships • National Network of Schools in Partnership launches Thursday at the NAIS Annual Conference

  28. Trend: Professional Learning Communities • Boost teachers capacities and expertise • Expose as many teachers, administrators, school board members, and community members to other cultures, other languages, and different views of the world. • Secret recipe- teachers love to learn!

  29. Andover model • With or without travel: June seminars, perhaps followed by travel, followed by more study • Curricular innovations: faculty exposure to the world has an organic impact- innovation bubbles up from within, rather than being imposed • Framework for study – “The Gandhi Project”: weave the history, philosophy, economics and politics of Mahatma Gandhi into diverse aspects of the curriculum, as a means of maintaining coherence

  30. BB&N ISEnet Communityentire faculty answers &discusses questions posed in print and video on global reports and books

  31. General Online Communities of Learning • www.ISEnet.ning.com • www.awaytoteach.net • NAIS Teachers of the Future Community and iTunes U site • iEARN’s PD offerings

  32. Critical Questions for implementing global and other innovative programs • What Do We Teach • How Do We Teach • Where Do We Teach • How Do We Assess

  33. Innovative Answers to the Critical Questions • Grant Lichtman’s The LearningPond (http://learningpond.wordpress.com) Blogs on dozens of schools which are in “The Jetstream of Innovation”

  34. In summary • What all these schools are trying to do is move education away from the “little things” – facts and procedures- and focus on “big, complex ideas that take on the meaning of life, aesthetics and moral and ethical judgment that cannot so readily be measured by quantitative, standardized tests” -- William Durden President, Dickinson College

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