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.
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.
Today we share a piece by a teacher at Oak Hill High School in Cincinnati, Ohio—a member of Asia Society's International Studies Schools Network. Meghan Sullivan is a French and World History teacher who has openly embraced the pillars of 21st century skills, global competence, and deeper learning. Read on to see how she combines all of these in her classroom.
By deeply diving into the core tenets of global competence, Denver Center for International Studies students find that learning is engaging and relevant, while preparing them for college, careers, and the global society they will graduate into.
We share ten strategies to help districts create an effective system of professional learning for teachers.
U.S. Secretary of Education Arne Duncan shares his report from the 4th International Summit on the Teaching Profession.
The theme of this year's International Summit on the Teaching Profession was "Excellence, Equity, and Inclusiveness" and addressed some high-priority questions for the participating countries including how can high-quality teachers be attracted to schools with the greatest needs? And what are the levers for improving equity in increasingly devolved education systems?
Shanghai approached teacher professional development by building on tradition and adapting what they saw as the best ideas from other countries, including England, Finland, and the United States. Learn more.
We conducted a comprehensive review of assessments of 21st century competencies, including widely used measures and some that are in development, and talked with educators about how these measures are being used and the challenges and limitations associated with them. Based on this review, we identified a set of key lessons learned for those who develop or implement these new assessment systems.
A new report on how to measure creativity, collaboration, and other 21st century competencies.
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