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Global Citizenship Imperatives
        and Initiatives
                Paul Miller
       Director of Global Initiatives
     Leadership through Partnership
             October 8, 2007
One Imperative: a clear vision


• The trustee actively supports and
  promotes the school’s mission, vision,
  strategic goals and policy positions

         -- NAIS principals of good practice
Vision Statements
• Powerful tools for bringing about change

• People often respond more
  enthusiastically to big and inspiring
  challenges rather than incremental
  change
          -- Medard Gabel and Jim Walker in The Futurist
             Sept/Oct 2006
An Audacious Vision
• A clear, concise, compelling and daunting
  challenge that acts as a catalyst to focus
  and energize the institution

                    Built To Last
                    Jim Collins and
                    Jerry Porras
A Bold Vision for
internationalization
          • Based on school’s core
            values and mission

          • Takes the institution’s
            basic identity and projects
            it on to a global stage


                 -- JoAnn McCarthy
                         The Chronicle of
                                 Higher
            Education
                         June 29, 2007
It’s not enough to just articulate a bold
                 vision.



Successful Programs also:

• Invest in the vision

• Sustain the vision
                         --McCarthy
“Vision without resources is
 just hallucination”
“A vision without action is but a
  dream. Action without vision is a
  waste of time. But vision with
  action can change our lives”
             --Greg Henry Quinn
              author, “365 Meditations for
                 Teachers”
Action + Vision - to what end?
• We want our
  students to be:
• Global Citizens
• Global Leaders
• Social
  Entrepreneurs
Global Citizenship


A Moral Imperative
An Economic
 Imperative
Social Entrepreneurship
Social entrepreneurs are not
 content just to give a fish, or
 teach how to fish. They will not
 rest until they have revolutionized
 the fishing industry” – Bill Drayton,
 CEO, Ashoka.
Producing Global Citizens, Leaders
     and Social Entrepreneurs
• Globally
  Sustainable
  Schools
  with a
• Global Education
  Curriculum
Global Sustainability: NAIS Principles of
            Good Practice.
            Schools should

                     • Present a view of the
                       world that invites and
                       rewards curiosity
                       concerning the
                       richness and
                       diversity of all human
                       societies, and
                       encourages respect
                       for all people.
Good Practice Schools:
           • Develop curriculum
             which helps students
             recognize how
             differing cultures,
             traditions, histories
             and religions may
             underlie views and
             values
Good Practice schools:

• Provide resources and activities in support
  of instruction which can help carry learning
  in the direction of world understanding.
Good Practice schools:
 Expect teachers,
administrators and
other staff members
to model respect for
all peoples and
cultures and to
address
constructively
instances of bias or
disdain for
nationalities, cultures
or religions outside of
their own.
Good Practice Schools:
• Seek beyond the
  institution itself
  partnerships and
  networking which may
  help it promote global
  awareness,
  experience, and
  problem-solving for its
  students.
Good Practice schools:


• Educate and
  encourage parents
  to support school
  initiatives which
  promote global
  understanding.
Good Practice Schools:
• Seek a
  diversity of
  cultural,
  national and
  ethnic
  backgrounds
  in the
  recruitment of
  teachers and
  administrators.
That all adds up to Global
            Sustainability


• It is One of 5 sustainabilities NAIS
  promotes

  (The others are financial, programmatic,
  environmental and demographic)
What about Curriculum?



   We need a comprehensive approach

   Don’t just hire someone or add a
couple of programs
• The Council of International Schools has proposed
  standards
Students should


• discuss substantive matters of principle
  from multiple perspectives. (ETHICS)

• understand the histories, cultures, beliefs,
  values and perspectives of a range of
  individuals and peoples. (DIVERSITY)
Students should
• understand current issues of global significance
  relating to geopolitics, the environment, health,
  trade sustainable development and human
  rights. (GLOBAL ISSUES)

• attain fluency in the medium of instruction, in
  another language, and, with as much support as
  the school can offer, in their mother-tongue.
  (COMMUNICATION)
Students should
• develop the disposition to serve their
  community, local and global, through
  engagement in meaningful and reflective
  service. (SERVICE)

• acquire and refine the skills of leading and
  following; collaborating, adapting to the ideas of
  others; constructive problem-solving, and
  conflict-resolution through experiencing
  leadership in authentic contexts.
  (LEADERSHIP)
The NAIS version: skills and values

• Problem
  Solving Skills
• Values
• Life and Work
  Skills
• Citizenship
  Skills
Problem Solving Skills

• Critical Thinking
• Non violent
  problem solving
• Ethical decision
  making
Critical thinking: Literacies
               •   Basic
               •   Scientific
               •   Economic
               •   Media
               •   Technological
               •   Computer
               •   Information
               •   Multicultural
               •   Global
Literacies

• Multicultural literacy –
  ability to understand and appreciate
  similarities/differences in customs,
  values and beliefs of cultures.
• Actively engage with other cultures:
  languages, interaction
                               (Metiri group)
Literacies
Global Awareness:
     Recognition and
    understanding of
    interrelationships among
    international
    organizations, nation-
    states, economic
    entities, socio-cultural
    groups and individuals.



(Global education checklist -Czarra, 2002-03)
Global Awareness
           • Students are
             knowledgeable of
             connectedness of
             nations historically,
             politically,
             economically,
             technologically,
             socially, linguistically
             and ecologically.
           • Understand role of US
             in international
             relations.

                (Global education checklist -
          Czarra, 2002-03)
Values
• Ethics- ability to not only distinguish right
  from wrong, but to make informed choices
  between two rights,
• Honesty
• Respect, tolerance, acceptance
• Willingness to look at things from the other
  culture’s perspective
Values


• Commitment to social
  justice.
• Concern for the
  common good.
• Caring, compassion.

• Open mindedness
• Personal
  responsibility
Life and Work Skills
• Communication
  skills
• Curiosity
• creativity
• risk taking
• interpersonal skills
• Self-direction and
  ability to work
  w/out supervision
Life and Work Skills
• Working effectively in
  teams, collaboration
• Listening
• Learning - Shift from
  educational plateaus to
  constant learning
• Adaptability
• Ability to prioritize plan
  and manage complexity
  (and uncertainty!)
Citizenship Skills
        • Civic responsibility as
          well as freedom
        • Democratic skills:
          commitment to
          democracy, understand
          democratic values and
          processes, speaking and
          debating skill
        • Citizen locally, nationally,
          globally


                             (BCTF)
Global Programs that work

                • Partnerships with
                  other schools
                • Exchanges for
                  students and
                  faculty.
                • Service Learning
                  Trips
                • Languages- taught
                  sooner, taught
                  more intensively
Our Programs




      • Challenge 20/20
        solving the world’s
        problems, two
        schools at a time
Our Programs



The Institute for
 Student Leaders
Our Programs
• China Connection
  III

• Other resources

• Arabic – help may
be on the way
Other NAIS programs
•   Train the Trainers
•   SEGL
•   Model Curriculum
•   Web Pages
•   Communities
•   GES
Train the Trainers




Service Learning trip to the Dominican
 Republic in cooperation with LiveLearning
School for Ethical and Gloal
        Leadership
Model Curriculum


Math working group –
         on line community
         three hour workshop at Annual
         Conference
www.nais.org/go/global


• Global Education
• The NAIS Global Initiative's Objective, as part of NAIS's larger
  sustainability initiative, is to assist independent schools in their
  efforts to nurture the skills and perspectives that help students
  become global citizens and global leaders, and to assist schools
  and their students in making contributions across borders.
• To assist NAIS member schools in their quest for a more global
  future for their students, NAIS will nurture partnerships and provide
  resources within an international framework.
• - NAIS Global Initiatives
  Mission Statement
ISGweb for
          Associations




ISGweb
Online Communities
Global Education Summit
• Keynoters: Ken Bacon and Kwame
  Anthony Appiah
• Discussion
• Lunch
• Three Hour workshops

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Leadership Through Partnership

  • 1. Global Citizenship Imperatives and Initiatives Paul Miller Director of Global Initiatives Leadership through Partnership October 8, 2007
  • 2. One Imperative: a clear vision • The trustee actively supports and promotes the school’s mission, vision, strategic goals and policy positions -- NAIS principals of good practice
  • 3. Vision Statements • Powerful tools for bringing about change • People often respond more enthusiastically to big and inspiring challenges rather than incremental change -- Medard Gabel and Jim Walker in The Futurist Sept/Oct 2006
  • 4. An Audacious Vision • A clear, concise, compelling and daunting challenge that acts as a catalyst to focus and energize the institution Built To Last Jim Collins and Jerry Porras
  • 5. A Bold Vision for internationalization • Based on school’s core values and mission • Takes the institution’s basic identity and projects it on to a global stage -- JoAnn McCarthy The Chronicle of Higher Education June 29, 2007
  • 6. It’s not enough to just articulate a bold vision. Successful Programs also: • Invest in the vision • Sustain the vision --McCarthy
  • 7. “Vision without resources is just hallucination”
  • 8. “A vision without action is but a dream. Action without vision is a waste of time. But vision with action can change our lives” --Greg Henry Quinn author, “365 Meditations for Teachers”
  • 9. Action + Vision - to what end? • We want our students to be: • Global Citizens • Global Leaders • Social Entrepreneurs
  • 10. Global Citizenship A Moral Imperative An Economic Imperative
  • 11. Social Entrepreneurship Social entrepreneurs are not content just to give a fish, or teach how to fish. They will not rest until they have revolutionized the fishing industry” – Bill Drayton, CEO, Ashoka.
  • 12. Producing Global Citizens, Leaders and Social Entrepreneurs • Globally Sustainable Schools with a • Global Education Curriculum
  • 13. Global Sustainability: NAIS Principles of Good Practice. Schools should • Present a view of the world that invites and rewards curiosity concerning the richness and diversity of all human societies, and encourages respect for all people.
  • 14. Good Practice Schools: • Develop curriculum which helps students recognize how differing cultures, traditions, histories and religions may underlie views and values
  • 15. Good Practice schools: • Provide resources and activities in support of instruction which can help carry learning in the direction of world understanding.
  • 16. Good Practice schools: Expect teachers, administrators and other staff members to model respect for all peoples and cultures and to address constructively instances of bias or disdain for nationalities, cultures or religions outside of their own.
  • 17. Good Practice Schools: • Seek beyond the institution itself partnerships and networking which may help it promote global awareness, experience, and problem-solving for its students.
  • 18. Good Practice schools: • Educate and encourage parents to support school initiatives which promote global understanding.
  • 19. Good Practice Schools: • Seek a diversity of cultural, national and ethnic backgrounds in the recruitment of teachers and administrators.
  • 20. That all adds up to Global Sustainability • It is One of 5 sustainabilities NAIS promotes (The others are financial, programmatic, environmental and demographic)
  • 21. What about Curriculum? We need a comprehensive approach Don’t just hire someone or add a couple of programs
  • 22. • The Council of International Schools has proposed standards
  • 23. Students should • discuss substantive matters of principle from multiple perspectives. (ETHICS) • understand the histories, cultures, beliefs, values and perspectives of a range of individuals and peoples. (DIVERSITY)
  • 24. Students should • understand current issues of global significance relating to geopolitics, the environment, health, trade sustainable development and human rights. (GLOBAL ISSUES) • attain fluency in the medium of instruction, in another language, and, with as much support as the school can offer, in their mother-tongue. (COMMUNICATION)
  • 25. Students should • develop the disposition to serve their community, local and global, through engagement in meaningful and reflective service. (SERVICE) • acquire and refine the skills of leading and following; collaborating, adapting to the ideas of others; constructive problem-solving, and conflict-resolution through experiencing leadership in authentic contexts. (LEADERSHIP)
  • 26. The NAIS version: skills and values • Problem Solving Skills • Values • Life and Work Skills • Citizenship Skills
  • 27. Problem Solving Skills • Critical Thinking • Non violent problem solving • Ethical decision making
  • 28. Critical thinking: Literacies • Basic • Scientific • Economic • Media • Technological • Computer • Information • Multicultural • Global
  • 29. Literacies • Multicultural literacy – ability to understand and appreciate similarities/differences in customs, values and beliefs of cultures. • Actively engage with other cultures: languages, interaction (Metiri group)
  • 30. Literacies Global Awareness: Recognition and understanding of interrelationships among international organizations, nation- states, economic entities, socio-cultural groups and individuals. (Global education checklist -Czarra, 2002-03)
  • 31. Global Awareness • Students are knowledgeable of connectedness of nations historically, politically, economically, technologically, socially, linguistically and ecologically. • Understand role of US in international relations. (Global education checklist - Czarra, 2002-03)
  • 32. Values • Ethics- ability to not only distinguish right from wrong, but to make informed choices between two rights, • Honesty • Respect, tolerance, acceptance • Willingness to look at things from the other culture’s perspective
  • 33. Values • Commitment to social justice. • Concern for the common good. • Caring, compassion. • Open mindedness • Personal responsibility
  • 34. Life and Work Skills • Communication skills • Curiosity • creativity • risk taking • interpersonal skills • Self-direction and ability to work w/out supervision
  • 35. Life and Work Skills • Working effectively in teams, collaboration • Listening • Learning - Shift from educational plateaus to constant learning • Adaptability • Ability to prioritize plan and manage complexity (and uncertainty!)
  • 36. Citizenship Skills • Civic responsibility as well as freedom • Democratic skills: commitment to democracy, understand democratic values and processes, speaking and debating skill • Citizen locally, nationally, globally (BCTF)
  • 37. Global Programs that work • Partnerships with other schools • Exchanges for students and faculty. • Service Learning Trips • Languages- taught sooner, taught more intensively
  • 38. Our Programs • Challenge 20/20 solving the world’s problems, two schools at a time
  • 39. Our Programs The Institute for Student Leaders
  • 40. Our Programs • China Connection III • Other resources • Arabic – help may be on the way
  • 41. Other NAIS programs • Train the Trainers • SEGL • Model Curriculum • Web Pages • Communities • GES
  • 42. Train the Trainers Service Learning trip to the Dominican Republic in cooperation with LiveLearning
  • 43. School for Ethical and Gloal Leadership
  • 44. Model Curriculum Math working group – on line community three hour workshop at Annual Conference
  • 45. www.nais.org/go/global • Global Education • The NAIS Global Initiative's Objective, as part of NAIS's larger sustainability initiative, is to assist independent schools in their efforts to nurture the skills and perspectives that help students become global citizens and global leaders, and to assist schools and their students in making contributions across borders. • To assist NAIS member schools in their quest for a more global future for their students, NAIS will nurture partnerships and provide resources within an international framework. • - NAIS Global Initiatives Mission Statement
  • 46. ISGweb for Associations ISGweb Online Communities
  • 47. Global Education Summit • Keynoters: Ken Bacon and Kwame Anthony Appiah • Discussion • Lunch • Three Hour workshops