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Panel 3 Collaborations with Schools of Education to Increase the Number of Teachers with World Language and International Education Competencies Washington, DC, September 22-24, 2013 . Panel. Moderator: Stephanie C. McKissic, Ed.D .

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  1. Panel 3Collaborations with Schools of Education to Increase the Number of Teachers with World Language and International Education CompetenciesWashington, DC, September 22-24, 2013

  2. Panel Moderator: Stephanie C. McKissic, Ed.D. Program Officer, International and Foreign Language Education (IFLE) U.S. Department of Education
stephanie.mckissic@ed.gov Panelist 1: Joyce A. Pittman, Ph.D. Chair-Research & Development Committee, Pennsylvania Association of School Administrators Drexel University, Goodwin College of Professional Studies Ed.D. Program Director Educational Leadership & Management, School of Education (Harrisburg) joyce.a.pittman@drexel.edu Panelist 2: Anastasia Shown, MSW Assistant Director Africa Center, University of Pennsylvania Lecturer, School of Social Policy and Practice shown@sas.upenn.edu

  3. How can NRCprojects go beyond providing basic outreach activities to K-12 teachers to create sustainable partnerships with Colleges and Schools of Education to address: • critical shortage of teachers with area studies & international studies expertise • competencies to teach world languages, especially the less-commonly-taught-languages

  4. Panel Purpose • Discuss current NCR innovative and sustainable partnerships that address these issues (Shown) • Discuss how NRC funding can help support SoE programs to • train teachers in foreign languages and international studies to develop world language and international education competencies (Pittman)

  5. A. Examples from Practice • Professional Development conferences, workshops, and area studies specific trainings • International Education Development Program, a new M.S.Ed from Penn’s Graduate School of Education • Supplementing Title VI- using FLAS, STARTALK and Fulbright grants • Pre-service teacher professional development activities through Teach for America/Americorps/City Year • Finding new partners outside of your institution- examples from partnerships with Community Colleges and other Universities in the region

  6. Examples from Practice • International Baccalaureate programs • Pan American Charter School • Working with charters and private schools • Independence Charter School • Multiple partners approach- Working with NRCs, Schools of Education, Non-profits and School Districts • LATTICE (Michigan State University) • World Vision (University of North Carolina Chapel Hill)

  7. Examples from the field:UAE: English-Arabic Mentoring Model

  8. “Top 10” Bridges to Language Inclusion • Team teaching • Coaching • Mentoring • Technology integration • Language immersion • Collaborative research • Collaborative educational planning • Funding and other technical support • Interdisciplinary and curriculum and instructional development • Change in policies and practices by key leadership

  9. Core Values to compete in Global Education Market Economy

  10. Five evidenced-based strategies paramount to success: • Support access to hardware, software and connectivity • Provide content building opportunities in localized languages • Identify qualified educators • Develop high quality, action-oriented research projects to enhance learning language with IT • Promote access toonline language learning material

  11. Teach to Learn-Learn to Teach • Approaches to curriculum improvements in Schools of Education • Offer creative and innovative Professional Development or Teacher Training Designs • Dual degree programs in Education and a LCTL • Observation in schools with solid models, experience with world language teaching & international studies • Foreign language teachers join “practicum teams” • Pre-Service teachers complete language/are studies practicum • Field based public and private school teachers could team pre-service teachers in a practicum with LCTL speaking mentor teachers or coaches.

  12. Potential NRC Global Approaches • Mentoring and coaching partnerships as part of a formal school arrangement for teacher assessment, training, evaluation and teacher education practicums • Teacher competency (practicing teachers) • Teacher education training programs (student teachers) • Clinical or action-oriented doctoral degree programs centered in WL and IE leadership -- Example: Drexel’s International Education Leadership Doctoral program concentration (Ed.D.) • Web Courses/MOOCs with focus on technological methods • Partnerships and Collaboration with large educational agencies or “centers of influence in education” • Example: Pennsylvania Association of School Administrators • International Society for Technology in Education (ISTE) (International division of teacher training and research)

  13. Next steps… • Identify key barriers and key personnel • Would working with another local college (not your own) be easier? • Which faculty and administrators have connections with off-campus Educational Agencies and schools? • Collaborate with State-wide educational agencies • Example: Pennsylvania Association of School Administrators (PASA) - every state has this organization. • Focus on a 3-prong approach: • 1. School/Colleges of Education • 2. School Districts/Cluster of Schools/Education Agencies • 3. NRCs- maybe working with more than one to pool limited resources i.e. Latin America and Middle East Centers

  14. Next steps continued… • Support Research Initiatives • Explore joint proposals for partnerships for Research & Development to create new recruitment, certification pathways and academic programs to attract international or ethnic diverse teachers • Offer Incentives for K-16 teachers and faculty to work together for creative and innovative curriculum and teaching methods • Provide educational and financial resources • Run annual or bi-annual conferences/workshops here or abroad on best practices. Collaborate with other Dept of Ed programs, such as Fulbright. • teachers and/or researchers present their research results and discuss education problems related to world languages and IE competencies • Participation in a Network • Support an online community formed specifically for the professional development of teachers in world language and diverse cultural teaching methods • Create databases to find “global” experts, ex: Global Research and Academic Network at Drexel (GRAND) • Make it public, share with K-12 administrators and teachers

  15. Recommendations/Brainstorming Question/Answer

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