Alief ISSN Feb 1 handouts

ALIEF
ISD:
ISSN
101
AND
SCHOOL
DESIGN
SESSION

Thursday,
Feb
1st

8:00-‐12:00
and
1:00-‐3:00

MORNING
SESSION:
ISSN
101

8:00
am

INTRODUCTION
TO
ASIA
SOCIETY,
THE
CENTER
FOR
GLOBAL
EDUCATION,

AND
THE
INTERNATIONAL
STUDIES
SCHOOLS
NETWORK

• Introductions

• Community
Norms

8:15
am

INTRODUCTION
TO
GLOBAL
COMPETENCE,
THE
ISSN
BELIEFS,
AND
THE

GRADUATE
PROFILE

• Class
of
2030

• Global
Competence
and
Global
Learning

• ISSN
Beliefs
and
the
ISSN
Graduate
Profile

8:45
am

INTRODUCTION
TO
GLOBAL
LEARNING
AND
THE
FOUR
DOMAINS
OF

GLOBAL
COMPETENCE

• Global
Competence
and
Global
Learning

• The
Four
Domains
of
Global
Competence

• Vision
of
an
ISSN
School/Classroom

• Deeper
Learning
Through
a
Global
Lens
(video)

BREAK

10:00
am

INTRODUCTION
TO
THE
GLOBAL
SCHOOL
DESIGN
MODEL

• The
Global
School
Design
Model

• Reflection
Questions
and
Discussion

10:30
am

INTRODUCTION
TO
THE
PERFORMANCE
OUTCOMES
AND
RUBRICS

• Global
Leadership
Performance
Outcomes
Jigsaw

• Content
Area
POs
and
Rubrics
-‐
The
Four
Domains
Across

the
Content
Areas

• Clear
Expectations:
Rubrics
and
“I
Can
.
.
.”
Statements

11:00
am

INTRODUCTION
TO
THE
ISSN
NING
(ONLINE
COMMUNITY
OF
PRACTICE)

• Please
“sign
up”
at
issnny.ning.com

• Scavenger
Hunt

INTRODUCTION
TO
THE
GRADUATION
PERFORMANCE
SYSTEM
(GPS)

• The
GPS
System
and
Resources

o Performance
Outcomes
and
Rubrics

o Globally
Issues
Overviews

o Essential
Questions

o Instructional
Strategies

o Formative
Assessments

o Performance
Assessment
Shells

INTRODUCTION
TO
SAGE

• SAGE:
A
Framework
for
Project-‐Based
Learning
(video)

• What
do
we
mean
by
authentic
work
and
real-‐world

exhibitions?

11:45
am
ISSN
101
Q&
A
AND
CLOSURE

LUNCH

AFTERNOON
SESSION:
GLOBAL
SCHOOL
DESIGN

1:00
pm

VISION,
MISSION,
AND
CULTURE

• Needs
Assessment

• Determine
Next
Steps

STUDENT
LEARNING
OUTCOMES

• Needs
Assessment

• Determine
Next
Steps

SCHOOL
ORGANIZATION
AND
GOVERNANCE

• Needs
Assessment

• Determine
Next
Steps

2:45
pm
FINAL
REFLECTION
AND
CLOSURE

© Asia Society. All rights reserved. Limited reproduction permission and use is granted to ISSN Schools
www.asiasociety.org/education
The Asia Society International Studies Schools Network (ISSN)
Beliefs
The foundational beliefs upon which the International Studies Schools Network is
designed are:
• We believe in excellence and equity for each student.
• We believe that each student should graduate with the knowledge, skills and
dispositions to be globally competent.
• We believe that each student should leave their ISSN schooling experience as
college and career ready with all options open and available to them.
• We believe that students own their learning and that the adults in the school,
home, and community have responsibility to foster each student’s success.
• We believe that the school is a safe, welcoming, and collaborative place that
fosters inquiry, innovation, and reflection both in the school and in the broader
world beyond the school walls.
• We believe that the school is place where learning is an ongoing process and
that students have opportunities to make mistakes and grow from them as an
essential part of the school experience.
3

Profile of an Asia Society International Studies Schools Network (ISSN)
High School Graduate
The goal of the Asia Society International Studies Schools Network (ISSN) is that every student who
graduates from an ISSN school possesses the knowledge, skills, and habits of mind necessary to succeed and
contribute in the 21st century global environment. It is a goal for each and every ISSN student; our mission is
excellence and equity in the global era. The following is a profile of the attributes we strive to develop in each
ISSN high school graduate.
ISSN graduates are Ready for College. They:
• Earn a high school diploma by completing a college-preparatory, globally focused course of study
requiring the demonstration of college level work across the curriculum.
• Have the experience of achieving expertise by researching, understanding, and developing new
knowledge about a world culture or an internationally relevant issue.
• Learn how to manage their own learning by identifying options, evaluating opportunities, and
organizing educational experiences that will enable them to work and live in a global society.
• Graduate with all options open for post-secondary education, work and service.
ISSN graduates have the Knowledge Required in the Global Era. They understand:
• Mathematics as a universal way to make sense of the world, solve complex, authentic problems, and
communicate their understandings using the symbols, language, and conventions of mathematics.
• Critical scientific concepts, engage in scientific reasoning, and apply the processes of scientific inquiry
to understand the world and explore possible solutions to global problems.
• How the geography of natural and man-made phenomena influences cultural development as well as
historical and contemporary world events.
• The history of major world events and cultures and utilize this understanding to analyze and interpret
contemporary world issues.
• Arts and literature and use them as lenses through which to view nature, society, and culture as well
as to express ideas and emotions.
ISSN graduates are Skilled for Success in a Global Environment. They:
• Are “literate for the 21st century” – proficient in reading, writing, viewing, listening, and speaking in
English and in one or more other world languages.
• Demonstrate creative and complex thinking and problem solving skills by analyzing and producing
viable solutions to problems with no known or single right answer.
• Use digital media and technology to access and evaluate information from around the world and
effectively communicate, synthesize, and create new knowledge.
• Make healthy decisions that enhance their physical, mental, and emotional well-being.
ISSN graduates are Connected to the World. They:
• Effectively collaborate with individuals from different cultural backgrounds and seek out
opportunities for intercultural teamwork.
• Analyze and evaluate global issues from multiple perspectives.
• Understand how the world’s people and institutions are interconnected and how critical international
economic, political, technological, environmental, and social systems operate interdependently across
nations and regions.
• Accept responsibilities of global citizenship and make ethical decisions and responsible choices that
contribute to the development of a more just, peaceful, and sustainable world.
4

School Leader
The goal of the Asia Society International Studies Schools Network (ISSN) is to graduate students who
possess the knowledge, skills and habits of mind necessary to work and live in the 21st century global
environment. In order to accomplish this, the ISSN believes leadership matters. Therefore, the following is a
profile of an ISSN leader.
ISSN leaders are Academically and Instructionally Focused. They:
• Demonstrate a passion for preparing students to be successful in the global world of the 21st century.
• Facilitate the infusion of international content, issues, and perspectives into the culture of the school
as well as into a standards-based curriculum.
• Have a deep understanding of the importance of instructional leadership and model the use of best
practices in meeting the learning needs of all students.
• Engage the staff in shared study of the research to bring the best ideas to their learning community in
order to support student success.
• Model a self-reflective, continuous improvement disposition for their own growth and value it for all
members of the learning community.
• Understand and demonstrate the leadership skills necessary for effective planning and alignment of
resources to meet academically and instructionally focused goals for all students as well as
professional development for the staff.
• Utilizes a clinical approach to the supervision of instruction supporting all staff in reaching the
highest levels of performance.
• Understand interdisciplinary instruction and support the teachers in creating cross-disciplinary
connections that foster strong literacy and numeracy development as well as use the arts as a vehicle
for learning.
ISSN leaders are Proficient Thinkers and Problem Solvers. They:
• Use creative problem solving skills and resourcefulness to act on the needs of individual students,
colleagues and the school community.
• Utilize current research and data, both qualitative and quantitative, for effective decision-making as
part of a system of continuous improvement as an internationally-focused school.
• Understand and engage complex problems, collect, analyze and synthesize information from a range
of sources, tolerate ambiguity and uncertainty, and produce viable solutions as they relate to the
success of the learning community.
• Advise and advocate for students to support their successes and help them overcome challenges.
ISSN leaders are Culturally Aware. They are professionals who:
• Recognize, value, and respect the broad spectrum of ethnicities and cultures represented in the
school community, utilize these assets in further internationalizing the school culture, and assist
members of the community in valuing each other.
• Recognize their responsibility to encourage a continuing diversity in the recruitment and
sustainability of a diverse faculty and student body.
• Intentionally create and hone a school culture that supports the attainment of the ISSN goals and the
graduate profile.
5

ISSN leaders are Aware of World Events and Global Dynamics. These leaders:
• Understand and stay up-to-date on current world events, international issues, and global debates and
provide intentional opportunities for faculty and students to increase their knowledge in these areas
through sustained professional development.
• Understand the dynamics of connecting content to global issues in authentic ways, encourage the use
of multiple and balanced perspectives, and provide models and opportunities for faculty to integrate
this into their teaching practice.
• Consistently support the learning of world languages as a part of the curriculum for all students.
ISSN leaders are Collaborative Leaders. These leaders:
• Are excellent communicators, valuing their roles as listeners, evidence gatherers, coaches and
supporters of high caliber learning for all students.
• Understand that change is a process not an event and allow time and provide support for innovation
to be tested and developed into sustainable practice.
• Share authentic decision making opportunities with members of the staff in order to build their
capacity as teacher leaders.
• Build the collective efficacy of all school community members to become purposeful in
conceptualizing and achieving the goals of the school.
• Participate actively in the network of the ISSN, collaboratively sharing ideas and searching for
solutions to contribute to the field of international education.
• Provide the necessary leadership, time and resources for job-embedded continuous, intentional
professional development that meets the expressed instructional needs of the school community.
ISSN leaders are Effective Users of Technology. These leaders:
• Model the use of technology to support their learning as well as the managerial functions of
leadership.
• Use technology to support data driven decision making and facilitate ongoing communication with
the school community.
• Provide the necessary training and resources for equitable access to technology and new media for all
students to support their learning.
• Provide opportunities for global connections using technology as a vehicle.
ISSN leaders are Responsible and Ethical Citizens: These leaders:
• Make decisions that are fair and equitable and keep the students and their learning in the center of all
they do.
• Act ethically and responsibly to support the school, its students and the ISSN network.
• Are service oriented, giving back to local and global causes and modeling the ethic of service for the
school community.
6

Teacher
ISSN Teachers possess the Knowledge Required in the Global Era that serves student learning. They:
• Have a deep understanding of their individual content and connect their content area to authentic
global issues and perspectives.
• Understand and stay up-to-date on current world events, international issues, and global debates and
help students gain understanding of these through daily interactions.
• Present balanced viewpoints on global issues and assist students in viewing issues from multiple
perspectives.
• Have the capacity to integrate international content, issues and perspectives into a standards-based
curriculum.
• Understand complex problems, collect, analyze and synthesize information from a range of sources,
tolerate ambiguity and uncertainty, and produce potentially viable solutions.
• Understand that decisions made locally and nationally have international impact and that
international trends and events affect local and national options.
• Are able and / or willing to learn to communicate in one or more languages other than English.
• Recognize, value, and respect the broad spectrum of ethnicities and cultures in the school
community and teach students to collaborate effectively with individuals from different backgrounds.
ISSN Teachers are Skilled for Success in a Global Environment. They:
• Demonstrate proficiency in and model the essential skills of reading, writing, comprehending,
listening, speaking and viewing of media necessary for student learning in their content area.
• Develop and present information in an articulate and persuasive manner, orally, in writing, and
through digital media.
• Use problem solving skills to recognize and act on the needs of individual students, colleagues, and
• Are familiar with contemporary and classic cultures, associated music, art, literature and trends, and
seek to integrate these in relevant ways into the curriculum.
• Understand and use the arts from their own and other cultures to assist students in analyzing,
synthesizing, and expressing the students’ ideas.
• Ask reflective questions about their practice and continue to be intellectually curious and
demonstrate the habits of mind that lead to life long learning about their craft, their students and
their content.
• Utilize new strategies to reach every student, and find resources to maximize student learning.
• Use an inquiry-based model of teaching that enables students to actively manipulate ideas in order to
construct knowledge, solve problems, and develop their own understanding of the content.
• Use instructional strategies to draw upon the diverse cultural assets within their students, families,
and communities.
• Use multiple forms of assessment and instructional strategies to evaluate ongoing student learning,
monitor and accelerate student progress to higher levels of performance, and motivate students to
manage their own achievement.
• Create opportunities for students to analyze and reflect on their own learning and provide feedback
about their learning experiences.
• Are committed to behaving ethically toward students and other members of the school community.
7

ISSN Teachers are Connected to the World. They:
• Are proficient in the use of essential digital media and communications technologies and use them to
communicate and work across national and regional boundaries.
• Evaluate, critically select, and use various forms of media, arts and technology in lesson design and
implementation to maximize student engagement.
• Appreciate and respect diversity and work effectively with people from other cultures, backgrounds,
and fields of expertise.
• Have traveled internationally or are willing to engage in international learning experiences.
• Are receptive to other’s perspectives, welcoming differences in interpretation and judgment, and able
to revise and expand their own views.
• Accept responsibilities of global citizenship and make ethical decisions and responsible choices that
contribute to the development of a more, just, peaceful, and sustainable world.
• Are committed members of the ISSN professional community, participating in on-going professional
development, including mentoring, lesson study, peer observation, critical friends groups, study
groups and collaborating with teachers locally and nationally through the Network.
ISSN Teachers prepare all students to be Ready for College and Work in the Global Age. They:
• Design and implement a college-preparatory, globally focused course of study for students which
systematically builds students’ capacity to demonstrate college level work across the curriculum.
• Recognize the levels of students’ literacy in academic and social language and help them build
meaningful bridges between the two.
• Facilitate learning opportunities that enable students to have the experience of achieving expertise by
researching, understanding, and developing new knowledge about a world culture or an
internationally relevant issue.
• Model and explicitly teach students how to manage their own learning by identifying options,
evaluating opportunities, and organizing educational experiences that will enable them work and live
in a global society.
• Know the system of schooling deeply and know their students well, advising and advocating for
students to graduate with all options open for post-secondary education, work and service.
8

Deﬁning Global Competence

Global
competence:

the
capacity
and
disposi.on
to
understand
and
act

on
issues
of
global
signiﬁcance

Global
learning:

the
process
by
which
students
become
globally

competent

1

9

ASIA SOCIETY CENTER FOR GLOBAL EDUCATION
66
Four
Domains
of Global
Competence
INVESTIGATE
THE
WORLD
Studentsi
nvestigate
theworld
b
eyond their
immediatee
nvironment.
RECOGNIZE
P
ERSPECTIVES
Students
recognize
their own
and
others’
perspe
ctives.
with diverse
audiences.
their ideas
effectively
Students co
m
m
unicate
COMMUNIC
ATE
IDEAS
actiontoim
pr
ove
conditions.
ideasinto
appropriate
Studentstr
anslate their
TAKE
A
CTION
©2005 Asia Society
10

Global School Design
GSD
SECONDARY
SCHOOL
EDITION
V.0616
PAGE 1 OF 4
©2016 ASIA SOCIETY
AT A GLANCE
The Global School Design: Six Domains of Global School Design
How can leaders marshal the school’s resources toward achieving fully engaged, academically prepared, and globally
competent graduates?
The Global School Design serves as a framework to help ensure that all aspects of the school community are designed to
support this global focus. In the ISSN Planning Phase, your ISSN coach will assist you in strategic planning,
change management, results benchmarking and tracking, and program development to establish a firm foun-
dation for global competence education.
Organization
and Governance
Change management
and sustainable
structures supporting
global competence
Student
Learning
Outcomes
Academic results
display global
competence
in all students
Vision,
Mission,
and Culture
Establishing global
competence as an
organic and
sustained focus
Curriculum,
Instruction,
Assessment
A global focus
throughout the
school’s academic
program
Professional
Development
A continuous cycle
of learning best
practices for
developing global
competence
Partnerships
Working with natural
affiliates in the
community to enrich
the school’s
global focus
L
Ou
Acad
dis
co
in a
Org
and G
Change
and
structu
globa
e
Organization
and Governance
Change management
and sustainable
structures supporting
global competence
Student
Learning
Outcomes
Academic results
display global
competence
in all students
Vision,
Mission,
and Culture
Establishing global
competence as an
organic and
sustained focus
Curriculum,
Instruction,
Assessment
A global focus
throughout the
school’s academic
program
Professional
Development
A continuous cycle
of learning best
practices for
developing global
competence
Partnerships
Working with natural
affiliates in the
community to enrich
the school’s
global focus
Global
School
Design
Global
School
Design
©2005 Asia
Society
11

GSD
SECONDARY
SCHOOL
EDITION
V.0616
PAGE 2 OF 4
©2016 ASIA SOCIETY
Mission, Vision, and Culture
What is the evidence that the school’s vision and mission integrate global competence with college and/or career
readiness for all students?
• School identity is clearly and inextricably linked to the development of global competence.
• Global competence is an achievable expectation for all students.
• The school’s mission/vision statements articulate a commitment to the development of global compe-
tence for college/career readiness.
• The school’s climate and culture are designed to foster a safe, inclusive and respectful community.
• Students are engaged by the work of becoming globally competent, and thus attend school regularly and
exhibit high levels of expected school conduct.
Student Learning Outcomes
What is the evidence that the school achieves student learning outcomes that are aligned with the GPS Perfor-
mance Outcomes?
• All students graduate from school globally competent as defined in the ISSN Graduate Profiles and the
GPS Performance Outcomes.
• Students are consistently progressing on an academic program that meets or exceeds local and state stan-
dards and national guidelines for academic performance.
• Once enrolled, students remain at the school and graduate with well-articulated post-secondary plans.
Curriculum, Instruction, and Assessment
What is the evidence that the school’s curriculum, instruction, and assessment align with GPS Performance Out-
comes and the Four Domains of Global Competence?
• The school’s coherent, sequenced curriculum is aligned with the Common Core and/or state standars
while explicitly addressing the development of global competence.
• The school’s curriculum is interconnected across disciplines.
• The school’s curriculum provides students with multiple opportunities to engage in complex, inqui-
ry-based projects and investigations designed to address the four domains of global competence: Investi-
gating the World, Recognizing Perspectives, Communicating Ideas, and Taking Action.
• All students are consistently enrolled in the school’s effective world language program.
• Students are offered a wide range of expanded learning opportunities (e.g., after-school programs, ex-
tracurricular clubs, learning expeditions, outside speakers, etc.) specifically designed to address the four
domains of global competence.
• The school offers Model United Nations (MUN) and other well-designed international simulations in
which all students participate.
• The school makes structured overnight travel opportunities within and outside the United States avail-
able to all students.
• The faculty use a systematic approach to assessment, including authentic and performance-based mea-
sures strategies that enable students to demonstrate understanding and application of global comptence
in course content.
• All students have opportunities to earn college credits through Advanced Placement (AP), dual enroll-
12

GSD
SECONDARY
SCHOOL
EDITION
V.0616
PAGE 3 OF 4
©2016 ASIA SOCIETY
ment, online, and/or other courses.
• Fair, consistent, and transparent grading policies and practices support student growth and inform
instructional decision-making.
• Prior to graduation, all students successfully complete an ISSN Graduation Portfolio that demonstrates
college/career readiness and global competence as reflected in the GPS Performance Outcomes/ISSN
Graduate Profile.
• Prior to graduation, each student identifies and addresses an issue of global significance through a cap-
stone project that demonstrates the four domains of global competence.
• The faculty purposefully uses a variety of instructional strategies that actively engage students and meet
their learning needs.
• As part of a comprehensive approach to ensuring student success, the school assists students who do not
yet meet standards through a multi-tiered system of supports and interventions.
• All faculty members use instructional strategies that promote high levels of student literacy.
• Faculty and students use technology and new media to access international resources, connect to
international schools and organizations, create new intellectual products, and support all facets of the
learning process.
• Students take action through service learning experiences that address local, regional, national, and
international issues and perspectives.
• Students develop career readiness and global competence through work-based learning experiences.
School Organization and Governance
What is the evidence that the school actively engages faculty, staff, students, and parents—both current and pro-
spective—in organizing and governing the school around a global focus?
• The school is actively promoted to prospective students and families through an equitable recruitment
process.
• A diverse staff whose knowledge and/or life experiences reflect their interest in global competence is
recruited, hired, and retained.
• The school designates a faculty position or its equivalent with specific responsibilities for promoting
and/or facilitating the school’s global focus.
• A system of formal structures effectively supports the development of adult/student relationships while
promoting students’ personal, academic, and social growth. (Examples include Advisory, Advocacy,
Council, Embassy, Seminar, etc.)
• Teachers are organized into high-performing, instructionally focused teams that have common planning
time within the contractual day designed and used for collaborative work.
• Decision-making structures function efficiently and assure effective involvement of stakeholders from
• The school’s master schedule and students’ course assignments promote high expectations and equitable
access to a rigorous curriculum for all students.
• Decisions about critical school policies and practices are made at the school level.
• School leaders and faculty systematically use student achievement and other data to inform instruction
and decision-making.
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GSD
SECONDARY
SCHOOL
EDITION
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PAGE 4 OF 4
©2016 ASIA SOCIETY
Professional Development
What is the evidence that the school’s globally focused professional development programs are available to all faculty
and staff, and are implemented across the school community?
• School leaders, faculty, and staff are continuously focused on understanding and implementing the
ISSN school design.
• Collaborative analysis and reflection on existing instructional practices is enabled through the structured
sharing of teacher and student work.
• The faculty engages in professional learning that is strategically and systematically designed to align with
individual, team, school, and (where applicable) district goals.
• The faculty participates in international travel and shares their experiences with colleagues and students.
Partnerships
What is the evidence that the school seeks out, cultivates, and nurtures partnerships with students’ families and with
community individuals and organizations that can support and enhance a focus on global competence?
• Parents, families, and guardians are actively engaged in the school’s work.
• The school develops key partnerships with organizations and institutions that enhance its focus on glob-
al competence.
• The school develops key partnerships with institutes of higher education and other organizations that
provide and/or promote post-secondary opportunities for its students.
• The school develops key partnerships with organizations that supplement its own efforts to support
students’ academic, social, emotional, and/or physical well-being.
For more information about ISSN, please contact:
Kate Farmer
Associate Director of School Partnerships
KFarmer@AsiaSociety.org
(212) 327-9307
AsiaSociety.org/ISSN
14

Global Leadership
PERFORMANCE OUTCOMES
grade
12
GRADUATION
PERFORMANCE
SYSTEM
PAGE 1 OF 2 | 2015
Investigate the World
What is the evidence that a student can initiate investigations of the world by framing questions, analyzing and
synthesizing relevant evidence, and drawing reasonable conclusions about global issues?
• Poses a specific researchable question on a local, regional, and/or global issue, and explains its significance
to the global community.
• Selects and uses a variety of international and domestic sources to identify and weigh the most important
evidence that addresses a global question.
• Analyzes, integrates, and evaluates sources of evidence to develop a coherent, well-supported response to a
global question.
• Develops a clear position based on evidence from sources that considers multiple perspectives, and draws
defensible conclusions in response to a global question.
Recognize Perspectives
What is the evidence that a student can recognize, articulate, and apply an understanding of different perspectives
(including his/her own)?
• Expresses and explains a clear and specific personal perspective on a situation, event, issue, or
phenomenon, and describes influences on that perspective.
• Explains the perspectives of other people, groups, or scholars and distinguishes it from one’s own perspective.
• Explains how perspectives influence human interactions and understandings of a situation, event, issue,
or phenomenon.
• Explains how different contexts, such as access to knowledge, technology, and resources, influence perspec-
tives and interpretations of a situation, event, issue, or phenomenon.
Communicate Ideas
What is the evidence that a student can select and apply appropriate tools and strategies to communicate and
collaborate effectively, meeting the needs and expectations of diverse individuals and groups?
• Anticipates how audiences with diverse perspectives will interpret communicated information; applies that
understanding to meet the needs of the diverse audience.
• Demonstrates an understanding of diverse audiences by communicating and collaborating using verbal
and non-verbal behavior, language, and strategies that are appropriate to specific audiences.
• Selects and applies appropriate resources, such as technology and media, to communicate and collaborate
effectively with diverse individuals and groups.
• Makes accurate, specific observations about audience response and/or feedback, and makes appropriate
changes leading to improved communication.
15

grade
12
GRADUATION
PERFORMANCE
SYSTEM
PAGE 2 OF 2 | 2015
GLOBAL
LEADERSHIP
RUBRIC
Take Action
What is the evidence that a student can translate his/her ideas, concerns, and findings into appropriate and
responsible individual or collaborative actions to improve conditions?
• Identifies and creates opportunities for personal or collaborative actions to address a situation, event, issue,
or phenomenon in a way that is likely to improve conditions.
• Assesses options and plans actions based on evidence that indicates the potential for impact by evaluating
previous approaches, varied perspectives, and/or potential consequences.
• Acts individually or collaboratively to execute a plan that is culturally responsive, and strongly likely to
improve a local, regional, and/or global situation, and assesses the impact of the action.
• Reflects on the effectiveness and cultural appropriateness of own actions and advocacy for improvement;
and honestly describes the results of actions and implications for future actions and advocacy.
16

Global Leadership
RUBRIC
grade
12
GRADUATION
PERFORMANCE
SYSTEM
PAGE 1 OF 4 | 2015
Investigate the World
What is the evidence that a student can initiate investigations of the world by framing questions, analyzing and synthesizing relevant evidence, and drawing
reasonable conclusions about global issues?
EMERGING DEVELOPING PROFICIENT ADVANCED
Pose Significant
Researchable
Question(s)
Poses a researchable question
on a local, regional, and/or
global issue, and provides a
general reason for its significance
to the global community.
Poses a researchable question on
a local, regional, and/or global
issue, and explains its signifi-
cance to the global community.
Poses a specific researchable
question on a local, region-
al, and/or global issue, and
explains its significance to
the global community.
Poses an original and specific
researchable question on a local,
regional, and/or global issue; and
convincingly explains its signifi-
cance to the global community.
Select Varied
Relevant
Evidence
Selects and uses a variety
of sources to identify rele-
vant evidence that address-
es a global question.
Selects and uses multiple inter-
national and domestic sources to
identify relevant evidence that
addresses a global question.
Selects and uses a variety of
international and domestic
sources to identify and weigh the
most important evidence that
Selects and uses a variety of
international and domestic
sources in multiple formats or
media to identify and weigh the
most important evidence that
Analyze,
Integrate and
Evaluate Sources
Analyzes and integrates ev-
idence from sources to de-
velop a response to a global
question; demonstrates
understanding of the issue.
Analyzes and integrates evi-
dence from sources to develop
a well-supported response to
a global question; demon-
strates an informed under-
standing of the issue.
Analyzes, integrates, and
evaluates sources of evidence to
develop a coherent, well-sup-
ported response to a global
question; demonstrates thorough
Analyzes, integrates, and
evaluates sources of evidence to
develop a coherent, well-sup-
ported, and original response
to a global question; demon-
strates a thorough and complex
Develop an
Evidence-
based Position
and Draw
Conclusions
Develops a position based on evi-
dence from sources that reflects a
particular perspective in response
to a global question; draws
conclusions that reflect a partial
Develops a position based on
evidence from sources that
considers multiple perspectives;
draws reasonable conclusions in
response to a global question.
Develops a clear position based
on evidence from sources that
considers multiple perspectives;
draws defensible conclusions in
Develops a clear and specific
position based on evidence
from sources that considers
multiple perspectives; draws
defensible, logical conclusions in
GL.12.INV.1
GL.12.INV.2
GL.12.INV.3
GL.12.INV.4
17

grade
12
GRADUATION
PERFORMANCE
SYSTEM
PAGE 2 OF 4 | 2015
GLOBAL
LEADERSHIP
RUBRIC
Recognize Perspectives
What is the evidence that a student can recognize, articulate, and apply an understanding of different perspectives (including his/her own)?
Express Personal
Perspective
Expresses a clear personal
perspective on a situation,
event, issue, or phenomenon.
Expresses a clear personal
perspective on a situation,
event, issue, or phenome-
non, and identifies an influ-
ence on that perspective.
Expresses and explains a clear
and specific personal perspec-
tive on a situation, event, issue,
or phenomenon, and describes
influences on that perspective.
Expresses and justifies a clear
personal perspective on a situa-
tion, event, issue, or phenome-
non, and explains in detail the
influences on that perspective.
Explain
Perspective
of Others
Summarizes the perspectives of
other people, groups, or schol-
ars, which may be different
from their own perspective.
Explains the perspectives of other
people, groups, or scholars as dis-
tinct from one’s own perspective.
Explains the perspectives
of other people, groups, or
scholars and distinguishes it
from one’s own perspective.
Demonstrates a clear and
accurate understanding of
the perspectives of other peo-
ple, groups, or scholars.
Explain Cultural
Interactions
Summarizes how perspectives
affect how different people
react to a situation, event,
issue, or phenomenon.
Identifies and describes how per-
spectives affect how people inter-
pret and respond to a situation,
Explains how perspectives
influence human interactions,
affecting people’s understand-
ings of a situation, event,
issue, or phenomenon.
Provides a complex analysis
of how varying perspectives
influence human interactions,
and how this affects people’s
understandings of a situation,
Understand
Contexts
Identifies an alternative perspec-
tive on a situation, event, issue,
or phenomenon, and makes
a connection to a contextual
factor, such as access to knowl-
edge, technology, or resources.
Explains various perspectives or
interpretations of a situation,
event, issue, or phenomenon,
and reflects an understand-
ing of different contexts,
such as access to knowledge,
technology, or resources.
Explains how different contexts,
such as access to knowledge,
technology, and resources,
influence perspectives and
interpretations of a situation,
Explains how different contexts,
including access to knowledge,
technology, and resources
influence perspectives through
a multi-faceted, complex
interpretation of a situation,
GL.12.PERS.1
GL.12.PERS.2
GL.12.PERS.3
GL.12.PERS.4
18

grade
12
GRADUATION
PERFORMANCE
SYSTEM
PAGE 3 OF 4 | 2015
GLOBAL
LEADERSHIP
RUBRIC
Communicate Ideas
What is the evidence that a student can select and apply appropriate tools and strategies to communicate and collaborate effectively, meeting the needs and
expectations of diverse individuals and groups?
Understand
Diverse
Audiences
Predicts how a specific au-
dience with particular per-
spectives will respond to
communicated information.
Anticipates how a specific
audience with particular per-
spectives will interpret commu-
nicated information; applies
that understanding to adjust
the communication to meet
the audience’s specific needs.
Anticipates how audiences with
diverse perspectives will interpret
communicated information; ap-
plies that understanding to meet
the needs of the diverse audience.
Demonstrates a precise
understanding of the unique
perspectives of diverse audiences
and how that impacts their
interpretation of communicated
information; applies that
understanding to meet the
needs of the diverse audience.
Communicate
with Diverse
People
Demonstrates an understanding
of a specific audience by com-
municating and collaborating
using verbal and non-verbal
behavior, languages, and strat-
egies that are generally appro-
priate to the specific audience.
Demonstrates an understand-
ing of a specific audience by
communicating and collaborat-
ing using verbal and non-ver-
bal behavior, languages, and
strategies that are appropriate
to the specific audience.
Demonstrates an understanding
of diverse audiences by commu-
nicating and collaborating using
verbal and non-verbal behavior,
language, and strategies that are
appropriate to specific audiences.
Demonstrates a precise and
detailed understanding of diverse
audiences by communicating
and collaborating skillfully and
effectively using verbal and
non-verbal behaviors, language,
and strategies that are custom-
ized to specific audiences.
Use Technology
and Media
Selects and applies appropriate
resources, such as technology
and media, to communicate
and collaborate with indi-
viduals from a background
different from their own.
and collaborate with a range
of diverse individuals.
and collaborate effectively with
diverse individuals and groups.
Selects and skillfully applies ap-
propriate resources, such as tech-
nology and media, to communi-
cate and collaborate expertly with
diverse individuals and groups.
Reflect on
Effectiveness of
Communication
Makes observations about audi-
ence response and/or feedback,
and proposes appropriate changes
in communication choices: mes-
sage, strategies, and/or resources.
Makes accurate, specific obser-
vations about audience response
and/or feedback, and proposes
targeted changes to commu-
nication choices: message,
strategies, and/or resources.
Makes accurate, specific ob-
servations about audience
response and/or feedback, and
makes appropriate changes to
communication choices—mes-
sage, strategies, and/or resourc-
es—that are likely to lead to
improved communication.
Evaluates the effectiveness of
communication choices based
on audience response and/or
feedback and makes targeted
changes that clearly lead to
improved communication.
GL.12.COMM.1
GL.12.COMM.2
GL.12.COMM.3
GL.12.COMM.4
19

grade
12
GRADUATION
PERFORMANCE
SYSTEM
PAGE 4 OF 4 | 2015
GLOBAL
LEADERSHIP
RUBRIC
Take Action
What is the evidence that a student can translate his/her ideas, concerns, and findings into appropriate and responsible individual or collaborative actions to
improve conditions?
Identify
Opportunities
for Personal or
Collaborative
Action
Participates in collaborative
opportunities for action to
address a situation, event,
issue or phenomenon.
Identifies opportunities for per-
sonal or collaborative action to
address a situation, event, issue
or phenomenon in a way that is
likely to improve conditions.
Identifies and creates oppor-
tunities for personal or col-
laborative action to address
a situation, event, issue, or
phenomenon in a way that is
Identifies and creates opportu-
nities for personal and collabo-
rative action across disciplines,
industries, and/or borders to
address a situation, event, issue,
or phenomenon in a way that is
Assess Options
and Plan Actions
Plans actions based on ev-
idence and the perceived
potential for impact.
Assesses options and plans ac-
tions based on evidence, and the
perceived potential for impact.
Assesses options and plans
actions based on evidence
that indicates the potential for
impact by evaluating previous
approaches, varied perspectives,
and/or potential consequences.
Assesses options and plans
actions based on evidence
that indicates the potential for
impact by evaluating previous
approaches, varied perspectives,
and potential consequences,
both intended and unintended.
Act Creatively
and Responsibly
Acts individually or collabo-
ratively, in response to a local,
regional, or global situation, in
a way that is appropriate and in-
tended to improve the situation.
Acts individually or collaborative-
ly to execute a plan that is cultur-
ally appropriate, and is likely to
lead to improvement of a local,
regional, or global situation;
assesses the merit of the action.
Acts individually or collabo-
ratively to execute a plan that
is culturally responsive, inno-
vative, and strongly likely to
improve a local, regional, and/
or global situation; assesses
the impact of the action.
Acts individually and collabo-
ratively to execute a plan that
is culturally situated, innova-
tive, sustainable, and results
in the improvement of a local,
regional, and/or global situa-
tion; assessment of the impact
of the action is supported
by results and evidence.
Reflect on
Actions
Reflects on the appropriate-
ness of own actions and ad-
vocacy for improvement.
Reflects on the effectiveness and
appropriateness of own actions
and advocacy for improvement;
describes outcomes of actions,
and makes note of implications
for future action and advocacy.
Reflects on the effectiveness
and cultural appropriateness of
own actions and advocacy for
improvement; honestly de-
scribes the results of actions and
describes their implications for
future actions and advocacy.
Reflects on the effectiveness
and cultural appropriateness
of own actions and advocacy
for improvement; honestly and
realistically evaluates evidence of
short and long-term results of ac-
tions, and describes implications,
issues, shortfalls, and/or remedies
for future actions and advocacy.
GL.12.ACT.1
GL.12.ACT.2
GL.12.ACT.3
GL.12.ACT.4
20

PLANNING PHASE WORKBOOK
67
CHOICE
STUDENT
EXPERIENCES
AUTHENTIC
SIGNIFICANCE
GLOBAL
REAL AUDIENCE
EXHIBIT TO A
Student Choice
provides a collabora-
tive environment in
which teachers and
students understand
the expectations and
share responsibility
and ownership for
all learners reaching
proficiency. Gives
students choices as
a means of taking
ownership and deep-
ening engagement
with their learning.
Authentic Experiences
provide students
with a range of oppor-
tunities to develop
and demonstrate
their growing global
competence in the
meaningful work of
professionals in the
real world, including
identification of action,
organization of a plan-
ning team, research,
planning, feedback,
and revision.
Global Significance
engages students in
applying what they
learn in relevant,
real-life issues, and
develops habits of
thought and behavior
as well as motivation
to act in productive
ways to address
world problems.
Exhibit to a
Real Audience
gives learners the
opportunity to
present their work to
a real audience and
receive meaningful
feedback, developing
the capacity to revise
and improve their
work and their
competence.
©2014 Asia Society
21

©2013 Asia Society 1

SAGE:
A Framework for Quality in Performance Assessment Design
SAGE is an acronym for the four key elements of excellence in the design of performance
assessments. Teachers can use these elements to plan performance assessments that engage
learners in their own learning and that motivate students to grasp and experience true global
competence. The elements can also be used to validate and revise draft performance assessment
designs for better outcomes.
tudent Choice provides a collaborative environment in which teachers and
students understand the expectations and share responsibility and ownership
for all learners reaching proficiency. Gives students choices as a means of
taking ownership and deepening engagement with their learning.
uthentic Experiences provide students with a range of opportunities to develop
and demonstrate their growing global competence in the meaningful work of
professionals in the real world, including identification of action, organization
of a planning team, research, planning, feedback, and revision.
lobal Significance engages students in applying what they learn in relevant,
real-life issues, and develops habits of thought and behavior as well as
motivation to act in productive ways to address world problems.
xhibit to a Real Audience gives learners the opportunity to present their work
to a real audience and receive meaningful feedback, developing the capacity
to revise and improve their work and their competence.
S
A
G
E
22

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