Research Question
As a part of the Teachers for Global Classrooms experience, we were encouraged to develop and research a guiding question related to global education for our trip. Approaching international education with a provocative question to guide inquiry, observation, and discussions, will provide a framework for learning. I highly encourage each teacher on personal or professional trips to develop such a question for not only themselves, but for their students as well. The focus that having a question provides really helps students be able to process and articulate their experience in a guided manner.
For my Senegal experience, my guiding question was:
For my Senegal experience, my guiding question was:
What are ways, both tangible and intangible, that administrators
support global learning in the classroom?
As an educator who is trying to provide some unique and innovative opportunities for my students, I have had to work with district administrators on a pretty frequent basis. My principal has been unwavering in his support of international travel, but others within the district are not as accommodating. In particular, navigating the risk assessment waters has been frustrating at best, maddening at its worst.
I felt that the disconnect with those in the administrative offices may not understand the impact of travel on our students, especially considering that other schools in our district are much more financially stable. Many of those students travel with their parents and have opportunities to go abroad that my students simply do not have the financial means in which to do so. When I am able to financially help students go on these trips, it can literally change their lives.
I felt that the disconnect with those in the administrative offices may not understand the impact of travel on our students, especially considering that other schools in our district are much more financially stable. Many of those students travel with their parents and have opportunities to go abroad that my students simply do not have the financial means in which to do so. When I am able to financially help students go on these trips, it can literally change their lives.
So I set out to find out from other fellowship teachers as well as our Senegalese hosts, does their administration support global ed, and if so how? Below, I will discuss some of my observations from both groups of teachers.
American Admin
When selected for the fellowship we were invited to a symposium in Washington, DC. For each fellow invited, one of their administrators was also invited. Airfare, hotel, and food costs were covered. Of the administrators invited, relatively few showed. Those that did were exposed to the theory and rationale behind global ed and gained valuable experience in how to help their teachers incorporate more global education standards.
Additionally, some teachers were not supported by their district, as they were forced to take unpaid leave to participate in the program. Yet, many districts have statements of support for global education in their vision or mission statements. Purposefully vague, they often have little or no weight and can be a forgotten aspect of a district's agenda.
As schools and districts look for guidance in helping prepare their students for the future, Many have adopted all or parts of the 21st Century Skills Framework. This framework is designed to: serve as a catalyst for 21st century learning by building collaborative partnerships among education, business, community, and government leaders so that all learners acquire the knowledge and skills they need to thrive in a world where change is constant and learning never stops.
Specifically, the global connections coimponent is interwoven throughout the standards with the goal of:
Using these standards as a reference, we can see how global connections will be so important in the future. Hopefully, more schools will move to adopt these frameworks.
Additionally, some teachers were not supported by their district, as they were forced to take unpaid leave to participate in the program. Yet, many districts have statements of support for global education in their vision or mission statements. Purposefully vague, they often have little or no weight and can be a forgotten aspect of a district's agenda.
As schools and districts look for guidance in helping prepare their students for the future, Many have adopted all or parts of the 21st Century Skills Framework. This framework is designed to: serve as a catalyst for 21st century learning by building collaborative partnerships among education, business, community, and government leaders so that all learners acquire the knowledge and skills they need to thrive in a world where change is constant and learning never stops.
Specifically, the global connections coimponent is interwoven throughout the standards with the goal of:
- Using 21st century skills to understand and address global issues
- Learning from and working collaboratively with individuals representing diverse cultures, religions and lifestyles in a spirit of mutual respect and open dialogue in personal, work and community contexts
- Understanding other nations and cultures, including the use of non-English languages
Using these standards as a reference, we can see how global connections will be so important in the future. Hopefully, more schools will move to adopt these frameworks.
Senegalese Admin
Meeting with local school administrators and teachers.
Throughout my trip in Senegal, I felt a very love/hate relationship that teachers have with their administrators. Many administrators wanted their teachers to make global connections. International connections provided opportunity to collaborate and learn new and updated instructional strategies. I was discretely told that some administrators like making these connections as visiting teachers often bring technology and much needed supplies to the classrooms to support the learning.
The students I had the opportunity to interact with all readily understood that the most likely path of success for them was going to be through education. These students typically spoke at least three languages, and it was common for them to speak five. They were eager to try their English skills on me, and were very excited and proud when they were able to have lengthy conversations about complex topics. The administrators were more than happy to set up these interactions, as the students gained confidence and courage to use their English skills.
Although the schools may lack adequate funding for teaching supplies, there is no cost to develop global education. These schools knew it and they understood its value. I think American school administrators know that it is important, but may have outside pressures that force them to focus on other priorities, especially if there is testing associated with those priorities. However, as long as teachers pursue global ed, and as long as there are those who support those teachers, the message will grow until it eventually becomes a natural part of the education conversation.
The students I had the opportunity to interact with all readily understood that the most likely path of success for them was going to be through education. These students typically spoke at least three languages, and it was common for them to speak five. They were eager to try their English skills on me, and were very excited and proud when they were able to have lengthy conversations about complex topics. The administrators were more than happy to set up these interactions, as the students gained confidence and courage to use their English skills.
Although the schools may lack adequate funding for teaching supplies, there is no cost to develop global education. These schools knew it and they understood its value. I think American school administrators know that it is important, but may have outside pressures that force them to focus on other priorities, especially if there is testing associated with those priorities. However, as long as teachers pursue global ed, and as long as there are those who support those teachers, the message will grow until it eventually becomes a natural part of the education conversation.