Jack Bierwith has been the superintendent of Herricks Union Free School District on Long Island, New York for thirteen years and has guided the district as it has added language classes and integrated global competence into its curriculum for all students. Read his words of advice.
As mentioned in our previous blog, we are beginning to see an increased interest by states to provide their students with a globally focused education, including increased access to world language programs and acknowledgement of heritage languages through seals of biliteracy. Kentucky has not only made a public statement on the importance of global competence and world languages for its students, but is taking time to evaluate the situation before moving to expansion. Lu Young explains.
Being a state leader in education has many challenges. Yet despite the persistent nudge of crushing responsibility, there are groups of chief state school officers and governors who have made great strides in integrating global content into student expectations. Why do they make the professional commitment and personal sacrifice to accomplish all of this and more? Because they know that at the heart of what they do, they want to prepare children for the future and the interconnected world in which they will be working and living.
The Global Learning blog is beginning a series, starting today, to reflect on the state of global competence and the growth we have seen over the years in programs and policies that promote it. This is what we will endeavor to do over the course of the next nine weeks in this blog—look at where we are and from where we have come, how we have grown, and the challenges we still face.
Every curricular area has a global dimension that can be taught in the classroom, including math. This is often the area that is most difficult for people to grasp as being global, but math helps us understand the world—and we use the world to understand math. The world is interconnected and math shows these connections and possibilities. The earlier young learners can put these skills to practice, the more likely we are to remain an innovation society and economy.
For the first time in the history of our nation, the majority of students enrolled in public schools are children of color. Yet the diversity in our teacher workforce remains stagnant. Roxana Norouzi shares her efforts to improve how teachers reflect student demographics in Washington state.
Media and social commentary demonstrate prevalent views that race does not and should not matter in the case of Michael Brown and Darren Wilson in Ferguson, Missouri. Before this event, young people told us that adults should be learning about race and racism and reflecting on their own prejudices. With this national conversation, we have a great opportunity to answer this call to action. Here are some ways for you to get started as well.
Getting started with global learning in out-of-school time programs can seem overwhelming. Today, Pam Suprenant shares some lessons learned from her YMCA's first year of implmentation.
Today Caitlin Haugen, Executive Director, Global Teacher Education, tackles the difficult question of how to measure global competence in pre-service teachers and highlights tools that can be of assistance.
Rather than debating the value of one field over another we should redirect the conversation to focus on how language and cultural studies are relevant, not if. Kaitlin Thomas shares how an experiential program can bridge an important gap between classroom learning and real-world experience.