ISSN 101 for NYC

Purpose: To familiarize everyone with the foundational beliefs and structures of an ISSN school.

Driving Questions:

• What are the foundational beliefs of an ISSN school?

• What ISSN structures make those beliefs a reality in the school?

ISSN 101

• Welcome & Introductions

• Intro to Asia Society & ISSN

• ISSN Beliefs

• Global Competency

• Graduate Profile

• Design Matrix

• Graduation Portfolio System (GPS)

• Performance Outcomes

• S.A.G.E.

• ISSN Ning and Asia Society Resources Online

“the global is part of our everyday local lives”

• Who are you?

• Where do you teach?

• What’s one specific example of how the global is part of your local life?

from Oxfam’s Education for Global Citizenship: A Guide for Schools

• What are the gifts you bring to your role(s) in your school?

• What is your greatest challenge in your job right now?

Check-In

• School development organization

• Began in 2003

• 34 schools in seven states

• Mission: To develop college-ready, globally competent

high school graduates

International Studies Schools Network

• Globalization of the economy

• Cultural diversity and the need for global

citizens

• Issues of global significance

Why focus on global competence?

Globalization is driving demand for an internationally competent workforce

• One in five jobs is tied to international trade

• High cost of missed opportunities

• To be globally competitive, educated Americans must be globally competent

Globalization of the Economy

If the world were 100 people

There would be:• 61 from Asia

21 from China

17 from India

• 13 from Africa• 12 from Europe• 8 from Latin

America• 5 from the U.S.• 1 from Oceania

• Almost all our challenges have an international dimension: health, global warming, energy/water, immigration, terrorism

• Our security is intertwined with our understanding of other cultures

• World languages and cultural knowledge are essential

Global Issues, Local Solutions

“Global competence is the capacity and disposition to

understand and act on issues of global significance.”

Veronica Boix Mansilla and Anthony Jackson, Educating for Global Competence:

Preparing Our Youth to Engage the World, 2011

“Earth at Night” CC by cote on Flickr

• Read the ISSN “belief statement”

• On the back of the card, list the attributes of a school that operates from these beliefs.

• Include everything you can think of that relates to this belief: structures, classroom behaviors,

student experiences, etc.

ISSN Beliefs

• Find the others who have the same belief card as you do

• Share the attributes you listed and continue to brainstorm together

• Become an “expert group” on this belief and make sure everyone is ready to teach others

ISSN Beliefs

• Find a partner who has a different belief card;

share your beliefs and attributes with each other.

• Merge with another team with two other beliefs, and share again.

• Finally, merge into a group of six so that all of

the beliefs are represented.

ISSN Beliefs

“Expand your Global Connections” CC by langwitches on Flickr

Global Leadership Performance Outcomes

Investigate the World: Students investigate the world beyond their immediate environment

Recognize Perspectives: Students recognize their own and others’ perspectives

Communicate Ideas: Students communicate their ideas effectively with diverse audiences

Take Action: Students translate their ideas into appropriate actions to improve conditions

Global Leadership Performance Outcomes

• Where do you see the ISSN Beliefs manifested in these two documents?

• What, if anything, was missing?

ISSN Graduate Profile&

Global Leadership Performance Outcomes

“Global awareness instruction . . .” CC by Scott McLeod on Flickr

ISSN Design Model

• Choose one.• Write on the back . . .

• How does this relate to you on a personal level?

• How does this relate to you on a professional level?

• Share at your table.• Listeners respond to the quote and/or the

connections shared.

Global Perspectives Quotes

• Group 1: Vision, Mission, Culture; Academics; Globally focused curriculum

• Group 2: Project based learning; World language; Out of school opportunities

• Group 3: AP/College; Multiple Forms Assessment; Engaging Instructional Strategies

• Group 4: Multi-tiered interventions; Technology & new media; Service learning; Internships

• Group 5: Diverse faculty & staff; Professional learning; Family & student involvement; Use of data

• Group 6: Travel opportunities; Partnerships (local); Partnerships (national/international)

• Please create a T-chart for each of the areas you are assigned:

• What are we doing in this area already? (put school abbreviations next to specific examples)

• What are the possibilities?

• Post your charts for the gallery walk

The ISSN Design Matrix

• Read what’s there

• Add your comments

• Contribute additional examples

• Rotate when you’re ready

• Take a break when you’ve finished

• Sit with your content area colleagues

ISSN Matrix Gallery Walk

“Teaching students about the world is not a subject in itself, separate from other content

areas, but should be an integral part of all subjects

taught. We need to open global gateways and inspire students to explore beyond

their national borders.”

Vivien Stewart, “Becoming Citizens of the World,” Educational Leadership, April 2007

“Open Gate in La Paz” CC by jaytkendall on Flickr

A process to produce and assess student work in relation to a set of performance outcomes and rubrics that demonstrate college readiness and global competence in:

• 6 Core Subject Areas

• Interdisciplinary Coursework

• Aligned with Common Core & State Standards

What is the Graduation Portfolio System?

Investigate the World Recognize Perspectives

Take Action Communicate Ideas

In your content area, how do students . . . ?

Student ChoiceAre there options for students to make choices about content, process, and/or product within this task?

AuthenticIs this task asking students to do something adults do in the “real world”?

GlobalHow are students being asked to investigate the world, recognize multiple perspectives, communicate effectively, and/or take action?

Public Exhibition of LearningHow will students have the opportunity to present their learning to an authentic audience?

S.A.G.E.The Elements of Quality Task Design

www.issnny.ning.com

Join school, region, & content area groups!

Sign up for the ISSN Ning (online network)

Check out the Asia Society resources onlinewww.asiasociety.org/education

old idea s new ideas

ideas to discusseveryday ideas with my

school/colleagues

What ideas stood out to you today?

Campus Conversations