gec 2014 - adam usher

• Keynote Presentation

Global Citizenship

Personal Responsibility interconnect

Social Responsibility

Global Justice

Civic Engagement

Intercultural Communication

Self Awareness

Meaning Making

Critical Curiosity

Resilience

Learning Relationships

Strategic Awareness

Global Citizenship Scale

ELLI

Glocal Characterisitcs: Students and Teachers

Glo

Globally!competent!students!investigate!the!world!

Globally!competent!students!recognize!perspectives!

Globally!competent!students!communicate!ideas!

Globally!competent!students!take!action!

Students!investigate!the!world!beyond!their!immediate!environment!

Students!recognize!their!own!and!others’!perspectives!

Students!communicate!their!ideas!effectively!with!diverse!audiences!

Students!translate!their!ideas!and!findings!into!appropriate!actions!to!improve!conditions!

! Globally Competent Student Characteristics (Boix-Mansilla and Jackson, 2011, p.12)

Globally!competent!teachers!investigate!the!world!

Globally!competent!teachers!recognize!perspectives!

Globally!competent!teachers!communicate!ideas!

Globally!competent!teachers!take!action!

Teachers!investigate!their!practice!as!a!discrete!discipline!beyond!their!immediate!environment!(curriculum!/ !systemic!imperatives)!!

Teachers!recognize!their!own!practice!and!pedagogical!theory!and!the!perspectives!of!others’!practice!and!understanding!

Teachers!communicate!their!ideas!and!practices!with!diverse!audiences!

Teachers!translate!their!ideas,!practices!and!findings!into!appropriate!actions!to!improve!the!teaching!and!learning!of!their!students!and,!importantly,!other!teachers!

! Globally Competent Teacher Characteristics (Usher, Sandvad 2014)

Critical Curiosity Getting beyond the slogan. Testing veracity

Strategic Awareness Navigating the intractable

Learning Relationships

Dialogue beyond the ‘what’ and beyond the ‘here’

Growth Orientation Engaging in the world around me will make me better at making sense of it

Creativity Re-imagination of identity and perspective

Resilience Ownership of your own meaning and actions

Meaning Making The whole is greater than the sum of its parts

Critical Curiosity

Meaning Making

Critical Curiosity

Strategic Awareness

Creativity

Growth Orientation

Learning Relationships

Link between theory and practice-based instruction for Innovation

Professional

Glo

Aggregated Teacher ELLI Data

Glo

Aggregated Student ELLI Data

Glo

ELLI Data: Strategic Awareness

Glo

ELLI Data: Critical Curiosity

Disconnect between policy and the classroom – teachers’ professional development

• OECD TALIS shows teacher development is often not suited to teachers’ needs. One-off courses are often provided even though teachers believe (and the evidence shows) that longer term individual and collaborative research opportunities have the greatest impact. !

• While 90% of teachers in TALIS 2008 countries would like to participate in research opportunities, only around one third do so.

“From what I have seen in Western countries, teachers’ place of work is the classroom - with students coming and going. In Shanghai, teachers’ main place of work is their office. The emphasis is on their professional learning and research.” !Ms Xu Hong, School Principal, Shanghai Experimental School

Research groups in Shanghai: how they work !• Research groups produce research papers published in

academic journals.

• Exemplary teachers present research group findings in

open

lessons at the District level.

• Research and lesson groups are integrated into school

structures; in professional learning, promotion as well

as

administrative structures (for example, timetabling,

physical

space).

Implications for Future Action: • The phase of raising awareness of the need has reached its end

and the phase that seeks to identify and address the gap between goals and practice through a scholarly learning approach to teacher professional learning needs to begin. !

• Critical to this phase is the need to understand teachers’ affective learning capacity as being central to creating a positive identity as a global learner and meta-competence as a globally literate teacher and for these to be supported systemically. !

• Equally important is making explicit these competences and the positive potential impact on teacher effectiveness and student achievement. !

• The necessary approach reframes teachers as learners and co-investigators