Why global education is important to Pennsylvania students.

1. GLOBAL EDUCATION
Why Selinsgrove Should Engage with the World

2. WHY GLOBAL COMPETENCY?
• ¾ of the world’s purchasing power exists outside the U.S.
• Job growth in international trade exceeds 100% on a 20-year
average
• One in five jobs is linked to international trade.
• 40 million people in the U.S. are foreign-born

3. WHAT IT’S LIKE IN PENNSYLVANIA

4. WHAT IS PENNSYLVANIA DOING?

5. 821,386

6. WHY INCREASING GLOBAL COMPETENCY
IS IMPORTANT TO OUR STUDENTS
“All major hiring companies need global citizens. Global
sensitivities, global perspective, global insight, along with
maturity and a capacity for risk-taking, are exactly the skills
every major organization is looking for – in every
industry.”
Kevin Gill, Global Director of Staffing for Honeywell

7. BUT IT’S NOT ALL ABOUT A JOB
It’s about citizenship.
It’s about problem-solving in the 21st
century.
It’s about empathy and understanding.

8. IT’S ABOUT THE STUDENT

9. AND OUR WORLD

10. WHAT IS GLOBAL COMPETENCY?
• Investigate the world
• Recognize perspectives, others’ and their own
• Communicate ideas effectively with diverse
audiences
• Take action to improve conditions
• Asia Society, Educating for Global Competence

11. HOW GLOBAL COMPETENCY
FITS WITH PA CORE
• Greater rigor
• Critical thinking skills
• Increase in nonfiction reading
• Less focus on teacher talk and more actively engaging
students.
• Emphasis on problem-solving and real-world application

13. GLOBAL COMPETENCY IS HOW THE
CURRICULUM IS TAUGHT

14. CONNECT, COLLABORATE, CREATE

15. GLOBAL COMPETENCY ALSO INCLUDES
• Technology literacy and skills
• Interdisciplinary connections
• Comfort with ambiguity and change
• Creating and innovating
• Active participation in society
• Understanding of global issues

16. OUR CURRENT STRENGTHS
• Strong language programs at the high school
• Sister-school relationship with Senshu in Japan
• Popular courses high school social studies dealing with other
cultures
• Annual summer trips to different countries
• Addition of global cuisines in FACS courses
• Close proximity to Susquehanna University and Bucknell Bucknell
University
• Language clubs at the high school

17. MAKE A PLAN
• We have many strengths, but we don’t have an
intentional global competency plan.
• We need to identify what we are doing at all grade levels,
what we need to do, and create a plan.

18. SOME CHANGES WE COULD MAKE
We can move incrementally at all the grade levels.
• Choose one unit a year to globalize.
• Find global classroom partners.
• Form a PLC of interested educators.
• Invite speakers from other parts of the world.
• Examine other rural districts who have made the change, for
example Franklin West Supervisory Union in Vermont
• Tap the expertise of SU and Bucknell

19. ADDITIONAL IDEAS
• International night
• Participate in academic projects that involve students in multiple
countries
• Expand Senshu ties to lower grades
• Allow students time to explore and communicate with different
cultures
• Have globally focused movie nights or book clubs

20. RESOURCES
• Asia Society’s Educating for Global Competency: Preparing Our
Youth to Engage the World (Mansilla and Jackson, 2011)
• Global Education Checklist by Fred Czarra
• Asia Society – www.asiasociety.com
• World Savvy – www.worldsavvy.com
• ePals – www.ePals.com
• IREX – Teachers for a Global Classroom – www.irex.org