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AESA Conference New Orleans, LA 2015
Global Education Network of Central Ohio
George TombaughClient Services Representative
Evolving Role of Ohio Educational
Service Centers (ESCs)
• 1914 - State Legislature created the County Boards of Education (88) and the County Superintendent to ensure “that every child in Ohio might attend a properly supervised school”
• 1950s - County Boards of Education moved into more service functions
• 1960s - Emphasis on Special Education and Vocational Education training
• 1970s - Continued emphasis on Special Education and renewed focus on professional development
Evolving Role of Ohio Educational
Service Centers (ESCs)
• 1980s - Ohio Department of Education began issuing charters to county boards of education based on minimum standards
• 1990s - Transformation to full service provider
• 1995 - County Offices of Education became Educational Service Centers, financial incentives provided to encourage mergers, introduced district choice of ESCS, allowed ESCs to sponsor Community Schools (Charters) statewide
Evolving Role of Ohio Educational
Service Centers (ESCs)
• 2000s - Created the Educational Regional Service System (11 regions), support of state and federal policy initiatives: Early Learning & School Readiness, IDEA & Compliance, Multi-Tiered Systems of Support, Ohio Improvement Process
• 2015 - Currently through mergers there are 52 ESCs
Educational Service Center of
Central Ohio (ESCCO)• Created in 1914 as the Franklin County Board of
Education
• 1995 - Renamed the Franklin County Educational Service Center (ESC) 17 districts
• 2008 - Through merger of the Delaware/Union ESC (8 districts) with Franklin County ESC became the Educational Service Center of Central Ohio
• Three other districts have since aligned from two adjacent counties
• Currently 28 school districts across six counties serving 209,000 students
ESC at-a-Glance
• 1,500 full time employees, ESC and
Council of Governments
• $115 M budget
• $6.9M competitive grant funding
ESC at-a-Glance
• 12,492 school staff members covered
through 24 member substitute staff
consortium (2400 substitutes)
• 621 students with special needs served
directly in 58 classrooms
• 4000+ attendees at professional
development training
ESC at-a-Glance
• Communications, video, printing services
• Partnerships – 23 local agencies.
• Examples - Ohio Center for Autism and Low
Incidence, Family Children First Councils
(three counties), College and Career
Success Network ,Columbus Catholic
Diocese, 14 Peer-to Peer Networks (HR,
Special Education, Instructional Leaders,
ELL, Superintendents, Global Education)
My Role – Client Services
Representative• Serve as the agency’s single point of accountability
with assigned districts, agencies or other clients
• Provides leadership for assessing client needs and implementing service plans that address those needs, including the meeting of programmatic , service and financial expectations for each assigned client
• Each of the four part-time representatives serve seven districts, mine range from Columbus City (50,000) to smaller rural (1,000) and Career Technical Schools
• All representatives are retired former superintendents (3) and a former assistant superintendent
History
Harvard Think Tank on Global Education May 2011
• Explores the scope of student Global Competency and how to successfully promote it
• Faculty Chair Fernando Reimers Professor and Director of Global Education Policy Program
• University School of Milwaukee –Global Scholar designation on transcript
• www.gse.harvard.edu/ppe/program/think-tank-global-education
Global Education Network of
Central Ohio
• Patrick Terrien, President /CEO Columbus
Council on World Affairs (CCWA)
• Partnership CCWA and Educational
Service Center of Central Ohio (ESCCO)
• www.globalednetwork.org
Mission
• To increase the number of globally
competent high school graduates from
Central Ohio Schools
Goals
• Design, deliver, and scale the Global
Scholars Diploma
• Share, leverage, and celebrate the best
global education practices among the
member districts
Why it Matters
• Jobs and the Economy, in a 2013 Gallup/Lumina survey of 600 educational leaders and 663 executives
• 92% of the leaders in education indicated that they felt their institutions were preparing students well for the workplace
• In stark contrast, 89% of the business leaders surveyed indicated that students emerging from school do not have the skills and global competencies their workplace need
Why it Matters
• In the same study ,only 14 % of Americans strongly agree that students are well prepared for the workplace
• Central Ohio employees more than 55,000 residents in exporting alone and more that 500,000 Ohio jobs involve international trade
• Area employers have indicated to help grow, they need globally competent employees who can: communicate across cultures, collaborate across borders, understand the worlds markets
• There are 431 foreign owned companies in Central Ohio
Why it Matters
• World’s Greatest Challenges will require
cross-cultural collaboration and global
problem solving skills
• How will we feed the world’s projected 9
billion people?
• What can we do to slow global climate
change?
• Can sustainable energy be developed?
Why it Matters
• Is there enough clean water for the world?
• How do we improve human rights?
• Can terrorism and cyber attackers be
stopped?
• What can we do to impact global literacy
and universal access to education?
Partnerships
Supporters of the Global Scholars Diploma
• Battelle, Cardinal Health, City of Columbus, Franklin University, Greif, Honda, Lbrands, Nationwide, The Ohio State University
Network Advisory Council:
• Asia Society, Council on Foreign Relations, Education First, Gallup, Knowledgeworks, Proctor and Gamble, World Affairs Councils of America, Academic experts from Brookings Institute, The Ohio State University, University of Oregon, Harvard University
Global Scholars Diploma
• Validates a student’s mastery of global
competence
• Defined by Boix-Mansilla and Jackson as”
the capacity and disposition to understand
and act on issues of global significance”
Four Domains of Global Competence• 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?
• Recognize Perspectives: What is the evidence that a student can recognize, articulate, and apply an understanding of different perspectives (including his/her own)?
• 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 individual s and groups?
• 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?
(http://asiasociety.org/global-competence and CCSSO)
What is the Global Scholars
Diploma™?
Preparing today’s students to be tomorrow’s global
leaders
Global Scholars Driving Threads
• Global Issues Awareness
• Cross-Cultural Communication Skills
• Global Career/Global Workforce and
College Preparation
The Global Scholars Diploma™
Program
Level 1 Level 2 Level 3
EXPOSURE• Global
competence
• Key global issues
• Careers/Workforce
• Cross cultural
SKILLS BUILDING• One global issue: Food
• Case studies/
Simulations
• Careers/Workforce
• Cross cultural
INDEPENDENT• Expert on selected
global issue
• In-depth
• Capstone
Presentation
Global Scholars Diploma™
Scholar Self-Directed Experience
Self-Directed Learning/Digital
Badging
Cross-Cultural Communication
eCourse
Scholar Self-Directed Experiences
• Level 2 - Cross-Cultural Communication eCourse(Choose three of five countries, Brazil, Germany, China, Somalia, Saudi Arabia)
• Level 3 - Earning Global Scholars Diploma (Grades 11 & 12) - Global Issues and Career Action Plan, Project -Based Learning Activities, Group Action, Final Competency Assessment –portfolio presentation demonstrating global competence in the four domains plus a capstone project of action research or service learning presented to District Committee or GlobalEDNetwork Committee
• School-based Experiences: 2-4 years (District required), Examples
• Integrated into the regular curriculum/course offerings such a summer reading choice book on a global topic, research paper on a global issue, local cultural events, explore different faiths; service learning, advanced World Language, World History ,Cultural Diversity
• Introduction to Global Scholars Program , Credit Flexibility, Educational Travel, Required Courses, Capstone Project, Mentoring, College Globally Oriented Seminars, Speech/Presentation Experiences, Dual Enrollment/Global Issues, Global Careers, Volunteering
What Will Students Gain from the
GSD Experience?• Recognized and Portable Credential
including Digital Badges
• Student Work Portfolio
• Global Scholars Diploma Seal and Cords at Graduation
• Cross Cultural Experiences
• Global Careers Exposure
• Essential Workplace and College Skills
• Diverse Network of other globally minded students
Student Feedback and Learning
Top 4 Participation Motivations:
• College/Diploma
• Global Perspectives
• Help Globally/Change the world
• Increase Global Awareness
Top 4 Career Aspirations:
• Medicine
• Engineering
• Business/International Affairs
• Environmental Affairs
As of our last GSD session, 90% of students demonstrated an increased understanding of global competence skills and the need for global fluency
Student Likes:
• Interaction with students from other schools/backgrounds
• Working with topics not addressed in schools (i.e. social/global issues)
• Face to face interaction with professionals
Enrollment
• 2013-2014 40 students, two high schools
• 2014-2015 190 students, five high schools
• 2015-2016 350+ students ,nine high
schools –Public, Career/Technical, STEM,
eSchool
Exemplars of Implementing Global
Scholars Diploma• Columbus North International School
• Founded in 2010 a pure lottery school serving grades 7-12 with a Global Studies focus and language –immersion strand, Spanish and French immersion courses in history and science
• Second language major(French, Spanish, Mandarin Chinese) minor in third language (Spanish, French, Mandarin Chinese, Russian, German, Arabic, Japanese)
• 750 students,45 countries of origin, 20 home languages,85% F&R,22% ESL
(http://columbusnorthinternationalschool.ccsoh.us)
Exemplars of Implementing Global
Scholars Diploma
Global Impact STEM Academy
• Founded in 2013 in Springfield Ohio(40 miles West of Columbus)is a STEM Mastery Learning High School that focuses on agbioscienceagriculture, energy and environment (food, fiber, fuel) a major business in Ohio
• Offers a two your rigorous curriculum followed by two free years of college-level coursework
(http://globalimpactacademy.org)
Exemplars of Implementing Global
Scholars Diploma• Examples Badging Activities - student presentation on
study abroad in Costa Rica, attend Springfield Culturefest , Codex Institute Simulation provides students an opportunity to act as an international regulatory agency, explore different types of faiths practiced around the world, attend the BioproductsWorld Showcase and Conference, World Food Prize-paper and presentation, Wittenberg University Seminar-Caring for the Earth in Islam, Sustainability: Recycling and Beyond, An Indian Hindu Perspective on Earth’s Issues: Deforestation, Pollution, Muslim Perspective on Climate Change
Exemplars of Implementing Global
Scholars DiplomaGranville High School
• Located 30 miles East of Columbus in a quaint, New England style community and home of Denison University founded in 1831
• High School of 965 students, 93% graduates attend higher education
• First in the state to offer Global Scholars Diploma, Class of 2015 earned the GSD
(www.granvilleschools.org)
Exemplars of Implementing Global
Scholars Diploma• Examples Badging Activities - Global Issues
course, research paper on a global topic, summer reading/choice books involving global competencies, 4th or 5th level of one language, action research/service learning, AP Environmental Science, AP World or European History, Community College Sociology or Cultural Diversity course, Global Ed Seminars at Denison University
(www.granvilleschools.org)
Education First
• Service Learning –students work side-by side with locals on community-driven projects in Africa, Asia or the Americas
• Global Student Leaders Summit –combines educational tours and a two day leadership conference focused on a significant global issue– 2014 Costa Rica-Environmental Sustainability, 2015 China-
Global Economy
– 2015 Davos Switzerland-Innovation and the Future of Education
– 2016 Iceland- The Future of Energy, Europe (Hague) -Exploring Human Rights
– 2017 Peru, Italy
• Student Tours-Educational, Language Immersion, Custom-Designed
(www.eftours.com)
New Initiatives
• Elementary- Project Based Learning and
Asia Society Elementary Competencies
www.pblohio.com
• World History Dual Enrollment eCourse
• Virtual Global Career Job Shadowing
Higher Education
The Ohio State University Global Option
• Components
• Education Abroad-Discipline related international experience (3+ credits)
• Two courses with international focus within major (6 credits)
• World Language-advanced proficiency in language other than English
• Capstone Project-in discipline on an international theme, research, internship, service learning (3+ credits)
Videos
• Global Careers-Ohio Soybean Council
(https://vimeo.com/122069730)
• Senior Capstone Project Rwanda
(https://www.youtube.com/watch?v=j1bKdG
_DeYM)
• Granville Students Start a Fish Farm
(http://www.dispatch.com/content/stories/loc
al/2015/11/09/not-just-a-fish-story.html)
About the ESC
• ESC of Central Ohio, located in Columbus, Ohio
• Superintendent, Dr. Tom Goodney
• ESC finances and operations have received endorsements after thorough reviews from several institutions, including Moody’s Investors Service, the Ohio Bureau of Workers’ Compensation and AdvancED
www.escco.org
614-445-3750
