Leadership Skills Linked to Intercultural Perspective

Transcription

1 Leadership Skills Linked to Intercultural Perspective Observations and Perspectives International Certification Pilot Programme Council of International Schools Setting the Standards for International Education

2 CIS Community of Educators 652 Schools 464 Universities and Colleges Representing 109 countries Council of International Schools Setting the Standards for International Education 2

3 School Members by CIS Accreditation Status (August 2014) Council of International Schools Setting the Standards for International Education 3

4 Changing needs of CIS Schools Based on school evaluation evidence and discussions, leaders are seeking advice and expertise with: Effective governance Curriculum articulation Teacher appraisal systems Educating for global citizenship Council of International Schools Setting the Standards for International Education 4

5 Discussion question: How do you know your school is taking the right steps to provide students with an education that keeps pace with internationally-recognized standards and enables their development as global citizens? Council of International Schools Setting the Standards for International Education 5

6 Why Global Citizenship in schools? Education that has an international component helps to transform students into better informed, productive, creative, and culturally competent citizens. Institute of International Education, 2012.

7 Why Global Citizenship in schools? It is perfectly possible to spend months abroad without breaking out of a little expatriate community and to avoid having anything remotely significant happen towards the development of global competence. Associate Dean for International Affairs at one of the world s top universities Council of International Schools Setting the Standards for International Education 7

8 CIS International Certification Pilot Pilot Phase I launched in August 2013 Phase II underway with a focus on cultural diversity Council of International Schools Setting the Standards for International Education

9 CIS International Certification Focused program to complement existing accreditation or governmental recognition Recognition for high quality international and intercultural programs A means to enhance and confirm commitment to international education and the development of global citizens Council of International Schools Setting the Standards for International Education 9

10 IC Pilot Schools Toronto French Intl School of Indiana Turning Point St Timothy s ACS International Greentown Yuhua Northlands Mentone Girls Grammar Methodist Ladies College Ivanhoe Grammar

11 Pilot Programme Initial Evaluation The introspective evaluation that drives the International Certification process dives deeply into hidden aspects of student development as we strive to understand the impact of a typically extensive range of activities and experiences for students.

12 We have found that: our school communities lack the language to explore the deeper elements of intercultural understanding, which... limits their ability to translate their aspirations and intentions into clear and meaningful programs.

13 CIS School Leaders asked How can we make intercultural learning experiential, engaging and leading to embodied knowledge? How do we best educate the educator to provide meaningful intercultural learning experiences? Council of International Schools Setting the Standards for International Education

14 Educational Leadership We have identified intercultural perspective and competence as critical dimensions of international educational leadership, ones that directly impact outcomes.

15 globalization implies sameness, [while] internationalization fostering interaction across societal boundaries may aim to capitalize on difference and diversity. Thus in a globalizing world, recognition of the influence of societal culture and cross-cultural similarities and differences becomes more, rather than less, important. Council of International Schools Setting the Standards for International Education

16 What have we learned? the inclusion of societal culture as a factor in comparative or international investigations covering such themes as curriculum, teaching and learning, leadership and school-based management is seen as imperative for the future development of the field. Educational Leadership, Culture and Diversity Dimmock and Walker (2007)

17 Authentic Leadership a deeper understanding of self and community The argument for preparing authentic leaders is that a deeper understanding of self and community is necessary if leaders are to make a real difference in students lives, regardless of their level of the skills and knowledge. As such, the same leader, if operating in different contexts, will incorporate understandings of diverse community needs and other contextually relevant perspectives to build their authenticity. Given that school contexts are inevitably in a state of flux, this means that successful leaders constantly seek to refine or even redefine their authenticity. Clones, Drones and Dragons: Ongoing uncertainties around successful school leadership Allan Walker, Hong Kong Institute of Education Council of International Schools Setting the Standards for International Education 17

18 A Definition of Intercultural Competence...the capability to shift cultural perspective and appropriately adapt behavior to cultural differences and commonalities. (Hammer, 2009) The development of intercultural competence involves gaining a more complex understanding of how one engages cultural diversity. Council of International Schools Setting the Standards for International Education 18

19 The Importance of Intercultural Competence Emphasised the importance of intercultural competence in relation to migration, employability and democracy. Asked, Is it time to re-think international mindedness? How is culture being taught? We must go deeper and consider the role of identity what does identity actually mean? Dr. Darla Deardorff IB Peterson Symposium, The Hague, June 2014 Council of International Schools Setting the Standards for International Education

20 Successful Global Citizens Competently negotiate cultural differences Manage multiple identities Comfortably interact with people from different cultures Confidently move across cultures as well as the physical and virtual worlds. Professor Yong Zhao, 2007 Council of International Schools Setting the Standards for International Education 20

21 Discussion Questions Were you trained to navigate cultural difference as part of your studies in educational leadership? How often do you call upon this skill? How do you accommodate for cultural difference while leading meetings in your community? What professional development activities have you undertaken to develop intercultural perspective, for yourself, for your teachers?

22 To achieve their goals, schools must infuse intercultural perspectives and competencies into their programs so that students can move forward with understandings, skills and dispositions that will provide them with a solid base wherever their studies or work may take them. Intercultural Perspectives and Competencies

23 Pilot Schools are seeking expertise to Set up sustainable systems and practices to support global citizenship. Confirm they are moving in the right direction. Validate programs already in place. Guide the development of school-wide strategic planning for intercultural learning. Provide practical assistance and active networking to help develop the scope and sequence of effective programs across the whole school. Share access to the most recent research in the area of intercultural education.

24 Mentone Girls Grammar School CIS International Certification Process The outcome, the benefits & what happens next Fran Reddan September

25 Why did we take part? Three key reasons: 1. To honour our Vision, Mission & WAVES priorities 2. To drive school improvement in the areas of global learning and global citizenship, both strategic priorities. 3. To achieve international certification for our whole school, ELC

26 The Process We have come a long way in a short time! June 2013 May 2014 July

27 The IDI June/July 2013 Acceptance Adaptation Monocultural Mindset Polarization Minimization Intercultural Mindset Denial

28 Self Assessment IC steering group: approximately 25 people mainly staff, with students & parents. (June 2013) Orientation visit: Worked with CIS Staff who visited the school to validate the self-assessment. This included a group de-brief on the IDI. (August 2013) Level Level 1 Level 2 Level 3 Level 4 Meaning Evidence demonstrates very little or no alignment with this Standard. Evidence demonstrates partial but insufficient alignment with this Standard. Considerable work still needs to be done to come into alignment. Evidence demonstrates consistent alignment with this Standard. There is still some room for further development Evidence demonstrates highly effective and consistent alignment with this Standard. The school has systems in place to ensure that alignment will be sustained.

29 Visit Report CIS Recommendations included: 1. Global citizenship education coherent strand of learning that is sequential and documented 2. Assessment and reporting for global citizenship development 3. Intercultural learning for staff and students 4. Expand our program of indigenous education 5. Develop service learning opportunities 6. Raise the profile of languages 7. Develop a shared understanding of how ICT can support global citizenship development 8. Enhance the Library as a hub for global citizenship learning

30 The Visit report and Action Plan IC steering group: Considered the recommendations from the Orientation Visit Report (September 2013) Developed an Action Plan to address the recommendations. (October 2013)

31 Our Action Plan From our visit report, our action plan included: Global Citizenship development: A curriculum framework for Global Citizenship An assessment strategy, Methods to track student progress. Reporting to parents. Indigenous Education Attention to scope and sequence. Service Learning options (local, national and international): Evaluate them and expand options. Enhance the learning associated with each option. Staff professional learning in the areas of intercultural understanding and global citizenship.

32 Our response 1. Global Citizenship 6. Support systems for GCE International Certificate Steering Group 2. Indigenous Education 5. Teacher PL for ICU 3. Languages 4. Service Learning

33 1. Global Citizenship Education Group Deconstruct the GC definition Map the curriculum against these components Develop a method of assessing GC development Develop a workable reporting framework for GC Analyse student data in in relation to GC development

34 Global Citizenship Group Mentone Girls Grammar School encourages the development of global citizens who explore concepts, ideas and issues that have local and global significance. They appreciate difference, show empathy and seek to understand different cultures, languages and the perspectives of individuals. They engage respectfully with people of different cultures, working effectively and willingly in collaboration. Their actions demonstrate civic engagement, social responsibility, altruism, ethical decision making, promoting sustainable futures. Global citizens reflect thoughtfully upon their own learning, service and experience, developing increasing self-awareness, which supports their personal development.

35 Global Citizenship online inventory For Years 5 to 11 Approx 50 questions 5 point Lickert scale from stongly disagree to strongly agree. To be completed online during a WAVES session in preparation for reports Should make students think about these issues. We will review after the first implementation of this inventory. Ideas for younger students???

36 Curriculum Mapping Extensive Curriculum Mapping against our definition. Analysis commenced work in progress

37 Global Citizenship Report A report for each student ELC to Y11 in November The description is our global citizenship definition Teacher judgement informed by knowledge of student & the online inventory Students complete their reflection when they do the inventory. Results to become part of the annual pastoral handover

38 Planning and targets 25 Mar & 1 Apr Special ICG meetings 15 April CIS Self Assessment document submitted 22 April Staffday bring everyone up to speed. CIS Process overview all staff 6 May Evaluate Curriculum Mapping Reporting procedures May 3 days to show off our progress. CIS Process Update CIS Validation Visit

39 Visit Program 1. Develop an interesting program 2. Involve as many as possible 3. Visibility of GCE during the visit very important

40 The Future New curriculum initiatives have been launched Library changes in line with the Strategic plan, including renovation of physical space as well as online presence. ICT Systems development is in progress. Continued development of Global Citizenship Education at all Year levels.

41 Leadership The Global Citizenship lens Global benchmarks & evidence - strengthening assessment Learning with & for the community Communicating through diversity Creating, not replicating in a Connected Economy

42 THANK YOU Questions

43 Questions? Council of International Schools Setting the Standards for International Education 43

44 Learning from the IC The initial feedback from our pilot schools has been highly encouraging, and continues to inform the development of this new service, which, while complementary to accreditation as a service, will enhance and strengthen our focus as we develop our school-wide evaluation protocol for the future. Council of International Schools Setting the Standards for International Education 44