This presentation focuses on how teaching for a global era fits into a new framework for elementary and secondary education. The attached listing shows funding sources--including the federal stimulus package--that can be leveraged to support the new vision of education.

1. Federal Funding:
International Education Opportunities
These are funds that specifically list international education opportunities in their text:
• ESEA
o Foreign Language Assistance
 Grants for State educational agencies and Local education agencies to
establish, improve and expand foreign language instruction, especially in
critical languages.
• Academic Competitiveness Grants/SMART Grants
o For undergraduates majoring in sciences, mathematics, technology, engineering, or a
critical foreign language.
• TEACH Grants
o Grants to students who agree to serve as full-time foreign language teachers (also can
serve in other academic areas) for at least 4 years after graduating.
• Higher Education Funding
o Teachers for a Competitive Tomorrow
 Baccalaureate and Master’s STEM and foreign language teacher training
enable partnerships to develop and implement programs that provide courses
of study in STEM or critical foreign language subjects that are integrated
with teacher education and would lead to a degree with a concurrent teacher
certification.
o Title VI
 Funds to institutions of higher education, consortia of institutions of higher
education, nonprofit organizations, and individuals for projects in foreign
languages, area or international studies, and international business.
o Fulbright-Hays Group Projects Abroad
 Funds for institutions of higher education, state departments of education,
and/or private nonprofit educational organizations for overseas projects in
training, research, and curriculum development in modern foreign languages
and areas studies by teachers, students, and faculty.
o Fulbright-Hays Seminars Abroad
 Funds for U.S. educators in the social sciences and humanities to participate
in short-term study and travel seminars abroad for the purpose of improving
their understanding and knowledge of other cultures.
o Fulbright-Hays Faculty Research Abroad

2.  Funds for institutions of higher education to support faculty to maintain and
improve area studies and language skills by conducting research abroad for
periods of 3 – 12 months.
o Fulbright-Hays Doctoral Dissertation Research Abroad
 Funds to institutions of higher education to support doctoral students to
conduct research in other countries in modern foreign languages and area
studies for periods of 6-to-12 months.
o Fulbright U.S. Scholar Program
 Sends American scholars and professionals abroad to lecture and/or conduct
research in a wide variety of academic and professional fields.
o Fulbright Specialists Program
 Short-term version of Fulbright U.S. Scholar Program.
o Fulbright Visiting Scholar Program
 Grants to foreign scholars to lecture and/or conduct postdoctoral research at
U.S. institutions.
o Fulbright Scholar-in-Residence Program
 Enables U.S. colleges and universities to host foreign academics to lecture for
a semester or academic year.
o Fulbright New Century Scholars Program
 Brings together 30 outstanding scholars and practitioners from U.S. and
abroad to research on a theme for a year.
o Fulbright U.S. Student Program
 Offers fellowships for U.S. graduating college seniors, graduate students,
young professionals and artists to study abroad.
o Fulbright Foreign Student Program
 Enables graduate students, young professionals and artists from abroad to
research and study in the U.S.
o Fulbright Teacher Exchange Program
 A direct one-to-one exchange of approximately 120 teachers from primary
and secondary schools.
Office of the Director of National Intelligence
o STARTALK: Provides summer student and teacher experiences, academic courses,
curricula and other resources for foreign language education in less commonly taught
languages in K–16 education institutions.
Department of Defense
o National Flagship Language Initiative (NSLI): Funds world language programs,
especially in critical needs languages.

3. The following programs don’t specifically have an international aspect, however funds could
be used to include an international dimension in achieving the goal of the program.
American Recovery and Reinvestment Act
• ESEA Title I: $13 billion ($3 billion for school improvement)
o Fund providers of technical assistance for internationally focused professional
development.
o Strategic planning for internationally focused professional development.
o Funds to travel to professional development conferences with international education
as a theme.
o Leadership development to produce globally competent school leaders.
o Hire a literacy specialist with an international education focus.
o Fund a needs assessment analysis for international education.
o Hire an International Education coordinator to improve low-income student
achievement.
o Hire a parent coordinator who has international education and utilization of parents’
international backgrounds and cultures as part of mission.
• Race to Top: $4.35 billion and What Works in Innovations fund: $650 million
o Establish networks of 5 to 15 new or transformed middle and high schools that
demonstrate the capacity to promote college ready, globally competent graduates.
o Use international education practices demonstrated to promote college ready,
globally competent graduates to “turn around” low performing schools by improving
academic performance and graduation rates, especially in the “dropout factories” that
graduate 60% or fewer of their students
• Education Technology State Grants: $650 million
o Hardware for videoconferencing/online exchanges for students and teachers along
with the accompanying professional development/training for teachers and media
specialists.
o Hardware and systems for online learning with an integrated international dimension.
• State Data Systems: $250 million
o Compare critical elements of state and local educational systems to those of high
performing countries, including such things as standards and assessments, district
and school leadership, funding, accountability, teacher preparation, induction and
professional development, supports for special needs, languages, and ethnic minority
students.
o Implement international assessments of student progress such as PISA, TIMSS, and
PIRLS to create valid and reliable methods to link state assessments to international
assessments.
• Teacher Quality Enhancement: $100 million
o Support institutions of higher education to transform or develop new teacher
development programs that instill deep global knowledge and skills in teachers’
practice, including through pre-service education and teaching abroad.
o Provide opportunities for new teachers to acquire the knowledge and skills needed to
create globally competitive schools and globally competent students, especially high
needs students in urban and rural districts.

4. Other Discretionary Department of Education Funds
• ESEA
o Striving Readers Program
 Pay salary of teachers and reading coaches who integrate international
education into literacy programs.
 Provide high-quality professional development in reading, with an
international dimension, for teachers, coaches, and administrators.
 Support reading intervention with an international dimension, including in
afterschool, for students who require additional assistance.
o Early Reading First
 Provide high-quality, research-based experiences in language and early
literacy, with an international dimension.
o Mathematics and Science Partnerships
 Develop more rigorous mathematics and science curricula with an
international dimension, aligned with challenging state and local content
standards.
 Establish distance learning programs for mathematics and science teachers to
allow them to teach the international dimensions of their subjects.
o Transition to Teaching
 Alternative routes to teacher certification and other innovative approaches for
recruiting, training, and placing mid-career professionals, recent college
graduates, and educational paraprofessionals in high-needs schools. Could be
utilized to support teachers of world languages.
o School Leadership
 Provide training for highly effective teachers to become principals in high-
needs schools. Training could allow them to understand and promote the
importance of international education.
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o 21 Century Community Learning Centers
 Extended learning time programs that provide programs in art and music with
an international dimension.
 Establish other extended learning opportunities that reinforce classroom
learning and global competence.
o Advanced Placement
 Allow low-income students access to Advanced Placement classes that
provide students with global competence.
 Expand access to AP and IB courses through such activities as teacher
training and course development with an international bent.
o Smaller Learning Communities
 Add an international dimension to smaller learning communities and fund
innovative professional development for school staff in the smaller learning
community.
o Literacy Through School Libraries

5.  School districts can provide students with increased access to up-to-date
school library materials and professionally certified school library media
specialists with an international focus.
o Charter Schools Grants
 Plan, develop and implement public charter schools with an international
focus.
o Fund for the Improvement of Education
 Grants for history, civics and government could add an international
dimension to prepare students.
o Physical Education Program
 Add an international dimension to existing or new physical education
programs – including the purchasing of equipment to do so.
o Ready-to-Learn Television
 Produce educational television programming, curricula and outreach
activities to develop students’ global competence.
o Parental Information and Resource Centers
 Add an international dimension to leadership and technical assistance for
nonprofit institutions and LEAs on the implementation of parental
involvement policies, programs, and activities to improve student
achievement.
o Excellence in Economic Education
 Promote economic and financial literacy with an international dimension.
• Career and Technical Education Programs
o Development and implementation of programs of non-duplicative, sequential courses
of study combining at least 2 years of secondary education and 2 years of
postsecondary education with work-based learning experiences. This could be used
to look at the global competence and international experience necessary for these
careers.
• Higher Education Funding
o Gaining Early Awareness and Readiness for Undergraduate Programs
 Funds to states and partnerships for early college preparation and awareness
activities to help low-income elementary and secondary students prepare and
pursue postsecondary education. Funds partnerships with organizations and
businesses with an international focus.
o Teachers for a Competitive Tomorrow
 Baccalaureate and Master’s STEM and foreign language teacher training
enable partnerships to develop and implement programs that provide courses
of study in STEM or critical foreign language subjects that are integrated
with teacher education and would lead to a degree with a concurrent teacher
certification.
National Science Foundation
o Climate Change Education Program: Development of resources for learning with an
international perspective.
o Discovery Research K-12 develops more effective tools and resources for teachers
and students to will support inquiry-based classroom practices with an international

6. dimension and a more intensive scientifically-based assessment of the efficacy of
these resources.
o The Math and Science Partnership: Links K-12 teachers with their colleagues in
higher education to build capacity and to strengthen and reform science and
mathematics education.