Schools today face a crisis of relevance. Issues that people everywhere face—climate change, disease, hunger—require interdisciplinary solutions. Yet schools are still predominately organized by single-subject courses and narrowly focused high-stakes tests. By contrast, our students need to develop a range of academic, social, and emotional competencies to solve issues that transcend national borders; live peacefully among neighbors in a culturally, politically, racially, ethnically, and religiously diverse society; and thrive in a global, knowledge-based economy. Youth and adults alike know this; it's time for schools to catch up. Global competence—the set of dispositions, knowledge, and skills needed to live and work in a diverse, global society—helps educators balance social-emotional and academic learning goals. To that end, school leaders play a critical role in designing and scaling relevant global learning experiences for both students and teachers. Becoming a Globally Competent School Leader details how school leaders can implement change by aligning aspirational initiatives to existing ones, generating will across school stakeholders, wrangling resources, and creating capacity. This book offers a holistic approach to school leadership, one that grounds education in the complexities of the real world and aims to prepare all students to understand, engage with, and influence what happens in that interconnected world.

Teachers today must prepare students for an increasingly complex, interconnected, and interdependent world. Being a globally competent teacher requires embracing a mindset that translates personal global competence into professional classroom practice. It is a vision of equitable teaching and learning that enables students to thrive in an ever-changing world. This thought-provoking book introduces a proven self-reflection tool to help educators of all grade levels and content areas develop 12 elements of such teaching. The book is divided into three sections: dispositions, knowledge, and skills. Each chapter is devoted to an element of globally competent teaching and includes a description of that element, tips for implementation delineated by developmental levels, and links to additional resources for continuing the journey. Examples of globally competent teaching practices include - Empathy and valuing multiple perspectives. - A commitment to promoting equity worldwide. - An understanding of global conditions and current events. - The ability to engage in intercultural communication. - A classroom environment that values diversity and global engagement. Throughout, you'll also find examples of these practices at work from real teachers in real schools. No matter what your experience with global teaching, the information in this book will help you further develop your practice as a global educator—a teacher who prepares students not only for academic success but also for a life in which they are active participants in their own communities and the wider world.

This new publication sets forward the PISA framework for global competence developed by the OECD, which aligns closely with the definition developed by the Center for Global Education at Asia Society.

Contemporary societies are marked by new global trends-economic, cultural, technological, and environmental shifts that are part of a rapid and uneven wave of globalization. The growing global interdependence that characterizes our time calls for a generation of individuals who can engage in effective global problem solving and participate simultaneously in local, national, and global civic life. Put simply, preparing our students to participate fully in today's and tomorrow's world demands that we nurture their global competence.This document introduces a definition of global competence developed by the Global Competence Task Force-a group of state education agency leaders, education scholars, and practitioners-under the auspices of the Council of Chief State School Officers EdSteps initiative (CCSSO-EdSteps) and the Asia Society Partnership for Global Learning (see page (iv) for task force participants). The definition builds on seminal work within the states and a broad range of organizations working to advance global knowledge and critical thinking skills. A process of careful articulation and vetting yielded the definition of global competence here proposed:Global competence is the capacity and disposition to understand and act on issues of global significance.Globally competent individuals are aware, curious, and interested in learning about the world and how it works. They can use the big ideas, tools, methods, and languages that are central to any discipline (mathematics, literature, history, science, and the arts) to engage the pressing issues of our time. They deploy and develop this expertise as they investigate such issues, recognizing multiple perspectives, communicating their views effectively, and taking action to improve conditions.This publication of CCSSO and the Asia Society Partnership for Global Learning puts forward a new definition for global competence and explores how to infuse the capacities of global competence into the classroom and into policy.

A comprehensive look at the promise and potential of online learning In our digital age, students have dramatically new learning needs and must be prepared for the idea economy of the future. In Getting Smart, well-known global education expert Tom Vander Ark examines the facets of educational innovation in the United States and abroad. Vander Ark makes a convincing case for a blend of online and onsite learning, shares inspiring stories of schools and programs that effectively offer "personal digital learning" opportunities, and discusses what we need to do to remake our schools into "smart schools." Examines the innovation-driven world, discusses how to combine online and onsite learning, and reviews "smart tools" for learning Investigates the lives of learning professionals, outlines the new employment bargain, examines online universities and "smart schools" Makes the case for smart capital, advocates for policies that create better learning, studies smart cultures

Nautilus Gold Award Winner (Books for a Better World) in Social Sciences & Education Create inclusive, democratic classrooms that prepare knowledgeable, compassionate, and engaged global citizens. Today’s global challenges—climate change, food and water insecurity, social and economic inequality, and a global pandemic—demand that educators prepare students to become compassionate, critical thinkers who can explore alternative futures. Their own, others’, and the planet’s well-being depend on it. Worldwise Learning presents a "Pedagogy for People, Planet, and Prosperity" that supports K-8 educators in nurturing "Worldwise Learners": students who both deeply understand and purposefully act when learning about global challenges. Coupling theory with practice, this book builds educators’ understanding of how curriculum and meaningful interdisciplinary learning can be organized around local, global, and intercultural issues, and provides a detailed framework for making those issues come alive in the classroom. Richly illustrated, each innovative chapter asserts a transformational approach to teaching and learning following an original three-part inquiry cycle, and includes: Practical classroom strategies to implement Worldwise Learning at the lesson level, along with tips for scaffolding students’ thinking. Images of student work and vignettes of learning experiences that help educators visualize authentic Worldwise Learning moments. Stories that spotlight Worldwise Learning in action from diverse student, teacher, and organization perspectives. An exemplar unit plan that illustrates how the planning process links to and can support teaching and learning about global challenges. QR codes that link to additional lesson and unit plans, educational resources, videos of strategies, and interviews with educators and thought leaders on a companion website, where teachers can discuss topics and share ideas with each other. Worldwise Learning turns students into local and global citizens who feel genuine concern for the world around them, living their learning with intention and purpose. The time is now.

The global economic meltdown has highlighted the interconnectedness of nations. This book seeks to provide an overview of topics, issues, and best practices related to defining social justice leadership given our increasingly global world. Refugees and immigrants from around the globe now inhabit schools and institutions of higher education across the nation and US students, teachers, and leaders are traversing international boarders both physically and virtually through international collaboration, technology, and exchange programs. Although there have been increased efforts and scholarship in support of diversity and multicultural awareness, these efforts have largely focused on the US. We acknowledge that many leadership theories are “domestic” in that they typically incorporate US perspectives or a single-culture description of effective leadership. This book provides a deeper understanding of diverse and multicultural perspectives as they relate to a world that is becoming increasingly interconnected economically, socially, and culturally. Particular attention is paid to providing specific strategies for social justice leaders working in PK-12 and/or higher education, and leadership preparation programs to promote effective leadership that reflects multicultural understanding of the diversity both within and outside the US. Within the context of leadership practice, internationalization offers new insights and ideas about leadership aims, processes, and competencies as a means for addressing equity concerns throughout PK-20 education.

The OECD Programme for International Student Assessment (PISA) examines what students know in reading, mathematics and science, and what they can do with what they know. Volume VI: Are Students Ready to Thrive in an Interconnected World? explores students’ ability to examine issues of local, global and cultural significance; understand and appreciate the perspectives and worldviews of others; engage in open, appropriate and effective interactions across cultures; and take action for collective well-being and sustainable development.

The Second Edition of this classic resource on conflict resolution combines research, conceptual models, practitioner experience, and stories that highlight the core conflict competencies. The book underscores the importance for leaders to develop the critical skills they need to help them, their colleagues, and their organizations deal more effectively with conflict and move their organizations forward. This new edition expands on the conflict competence model, includes new tools and techniques, shows how to develop conflict competent teams and organizations, and offers a new online assessment.

This powerful third edition offers fresh approaches that enable school leaders to engage in effective interactions with students, educators, and the communities they serve.