Ford Foundation Professor of Practice in International Education, Harvard Graduate School of Education
Fernando M. Reimers is the Ford Foundation Professor of Practice in International Education and Director of Global Education and of International Education Policy at Harvard University. He teaches courses on the relationship between education policy, democratic citizenship, instructional improvement and educational innovation and social entrepreneurship.
His current research focuses on educational innovation and the impact of education policy, leadership, and teacher professional development on 21st century skills. He directs the Global Education Innovation Initiative, a cross-country study of 21st century education. The most recent publication of the Global Education Innovation Initiative is the book Teaching and Learning in the 21st Century http://hepg.org/hep-home/books/teaching-and-learning-for-the-twenty-first-century.
He serves on the boards of several education organizations, including the Massachusetts Board of Higher Education, Room to Read, Teach for All, the Latin American Scholarship Program of American Universities, the Phalen Leadership Academies, Global Cities and Worldteach. He advises leaders of governments, foundations, educational organizations and international development agencies. He serves on the US Commission for UNESCO and on the Steering Group of Education in Conflict and Crisis of the United States Agency for International Development. Working with a Task Force of Ministers of Education of several countries in the Americas, he recently supported the development of an education strategy to advance the Interamerican Education Agenda agreed at the last summit of Presidents of the Americas convened by the Organization of American States.
He earned Doctoral and Masters degrees in education at Harvard University and obtained a Licenciatura en Psicologia at the Universidad Central de Venezuela.
Keynote: Teaching and Learning for the Twenty-First Century
A book discussion with Fernando Reimers and Connie Chung on their Teaching and Learning for the Twenty-First Century: Educational Goals, Policies, and Curricula from Six Nations, how different nations have defined the core competencies and skills that young people will need in order to thrive in the twenty-first-century, and how those nations have fashioned educational policies and curricula meant to promote those skills. The book examines six countries—Chile, China, India, Mexico, Singapore, and the United States—exploring how each one defines, supports, and cultivates those competencies that students will need in order to succeed in the current century. Here is a book flyer with discount ordering code.
Research Director, Global Education Innovation Initiative, Harvard Graduate School of Education
Connie K. Chung is the Research Director for the Global Education Innovation Initiative at the Harvard Graduate School of Education, a research-practice-policy collaborative that works with education institutions in seven countries. Her field of research is in education for the 21st century, civic education and global citizenship education, including building the capacity of organizations and people to work collaboratively toward providing a powerful, relevant, rigorous, and meaningful education for all children that not only supports their individual growth but also the development of their communities. She is the co-editor of the book, Teaching and Learning for the Twenty-first Century: Educational Goals, Policies, and Curricula from Six Nations.
Education Fast Forward
Gavin Dykes is Program Director for the Education World Forum which has taken place annually since 2004. It brings together Ministers of Education and senior leaders to share experience and debate policy challenges and practice. In the last event in January 2016, over 80 ministers have participated, and 97 countries were represented. Gavin is also Program Director for the Asian Summit on Education and Skills which has taken place in India, in each of the last two years.
He is Co-founder and Chair of Education Fast Forward, a charity focused on sharing and improving understanding of education matters. Education Fast Forward convenes global discussions and debates using an innovative blend of technologies and social media to bring participation within the reach of the widest range of stakeholders. At the last event based in UNESCO in February 2016 as part of Mobile Learning Week, Quality and Innovation were debated with participants from 17 countries, and the video stream enabled just under 500 people to contribute by twitter, with over 3 million tweet recipients.
Gavin also supports teaching, learning and innovation in education through a range of roles. His clients have included the OECD, the World Bank, UNESCO, governments and commercial corporations. For example, in 2012 Gavin was lead author for the UNESCO Publication, Mobile Learning for Teachers in Europe. In June 2014 he chaired the OECD’s ministerial meeting in Japan to launch the OECD’s Teaching and Learning International Survey publication, and was facilitator for the OECD’s Global Education Industry Summit in Helsinki in October 2015.
Keynote: How leaders behave?
Assistant Director for Curriculum, World View, UNC-Chapel Hill
Katharine is World View’s Assistant Director of Curriculum. She develops professional development programs throughout the state and works with schools and colleges to develop and enhance global curricula. Katharine holds a B.A. in anthropology and American musical culture from Georgetown University and an M.A. in education from the University of North Carolina at Chapel Hill. Katharine worked previously at Sidwell Friends School in Washington DC, where she was middle school teacher and varsity softball coach.
5 Levels of Global Readiness
Join World View for this webinar that provides context and examples of what it means to be global-ready at the individual, classroom, school, district and state levels. Global education best practices and resources will be shared and statewide global initiatives will be highlighted. This webinar is appropriate for administrators and teachers of all disciplines and grade levels.
|Emily M. Schell, Ed.D.|
Executive Director, California International Studies Project
Emily is the Executive Director for the California International Studies Project based at San Diego State University where she has served on the College of Education faculty for 21 years. Previously an elementary and high school teacher and principal, she served as History-Social Science Coordinator for the San Diego County Office of Education and as Liaison for the National Geographic Education Foundation. Emily believes in the power of global and interdisciplinary education to promote creativity, equity, and justice.
Teacher Leadership By Design
How do we build capacity for global education in California? The California International Studies Project identifies and develops leadership through teachers' active participation in global education programs, application of best practices, and presentation of student growth. Communities of practice are a key component of our professional development programs and empower teachers to learn, create, share, and grow in building global competencies in classrooms across the state. Learn more about the California Subject Matter Projects and CISP in this presentation and how leadership works -- by design.
Administrator Sandvika High School Norway
Ann S. Michaelsen is a teacher /administrator at Sandvika High School in Norway. She is the author of the blog “Teaching using web tools” where she shares lesson plans and articles about learning with technology. She was a member of the 2013 Horizon Norway Advisory Board, 2014 Scandinavian Horizon board and 2014 Horizon Report Europe Advisory Board. In 2012 she wrote the book “Connected Learners: A Step-by-Step Guide to Creating a Global Classroom” with 27 high school students. She spoke at Bett in London 2014 and was recognized by BBC News technology and BBC Click. The result was an article on BBC News and a team of reporters from BBC Click and BBC school report visited her school, this was aired on BBC world. She was portrayed in the Italian newspaper Corriere Della Sera in 2014, and project leader for the Norwegian connected educators month. She works for the Norwegian exam board making exams suited for the use of the internet during exams in the three English courses offered for High School seniors in Norway. She has written a book for teachers in Norway published by Cappelen Damm in 2015.
Creating a Global Classroom in Your School
How to engage your students by collaborating and communicating with students outside your classroom.
|Barry S. Kramer, Ph.D.|
iEARN Global Learning Circles Coordinator
Barry S. Kramer is a classroom teacher who has been an active member of iEARN for 22 years. He has over 25 years of experience teaching, researching, developing and designing telecollaborative projects for students and teachers. Currentl,y Barry is the coordinator for iEARN's very popular Global Learning Circles project.
iEARN Global Learning Circles: Lessons Learned from 25 Years of Telecollaboration
iEARN Global Learning Circles are highly interactive, project-based partnerships among a small number of schools located throughout the world. This popular project has helped thousands of teachers to telecollaborate on online projects since 1994. This presentation will focus on how the Learning Circles model has adapted to emerging educational technologies to meet the changing needs of students and educators throughout the world.
|William Gaudelli & Sandra Schmidt |
Teachers College, Columbia University and the Global Competence Certificate Program
Knowing and Being in the World
The Global Competency Certificate was developed on the foundation that a globally competent teacher must employ interconnectivity and interdependence as people in the world as well as their approach toward classroom curriculum and pedagogy. Throughout the 15 month program, in-service teachers and educators from diverse sectors take online coursework that builds these global dispositions. The courses teach students to think and know globally and to engage these practices as they learn more about global topics and do something with their knowledge in pedagogical courses. They also spend two weeks participating in a global learning experience. In each course and experience, participants trouble their way of knowing and engaging in the world. This presentation explores the journeys and migrations of global learning occurring in the program. We examine data developed in the situation of the courses from the first cohort; specifically, teaching objects/artifacts, student work-products (such as Framework for Global Inquiry, Interdependence Mapping Exercises, Reflection and Visioning Journal) along with demographic data around the types of educators engaged in the project.
Global Nomads Group
Grace is GNG's Director of Virtual Reality. As the Director of VR, she is excited to share how this powerful new technology can be a tool to evoke empathy and meaningful dialogue around current global issues. Prior to this role, she served as GNG's Deputy Director, where she developed and oversaw the portfolio of its programs.
Virtual Exchange for the 21st Century
For the last 18 years, GNG has been creating virtual exchange programs to foster dialogue and understanding among the world's youth. This session will share GNG's educational pedagogy as well as practical steps to keep your classroom connected to the globe.
|Dr. Valerie H. Bridges|
Associate Superintendent, Edgecombe County Public Schools
Dr. Valerie Bridges is the Associate Superintendent in Edgecombe County Public Schools. She has served as Assistant Superintendent in both Edgecombe and Washington County Schools. Before working in the Eastern region of North Carolina she worked in Guilford and Wake County Public Schools as a high school teacher, middle school assistant principal, and elementary principal. During her tenure as principal she was nominated as principal of the year several times and was named 2007 Principal of the Year by GCAEOP. Her school was selected as one of the fifteen most improved schools during the 2007 school year and met high growth standards during the 2008 and 2009 school year. As a school leader she has implemented multiple programs to improve academic achievements and student support (40 Days of Purpose, Princi”pals”, Days of Peace, Covey Moments). She has earned a B.S. degree in Accountancy from UNC Wilmington (1989), a Masters degree in Business Administration from Meredith College (1995), Masters degree in School Administration (2002) and a doctorate degree in Educational Research and Leadership (2010) from NC State University in Raleigh, NC. Dr. Bridges is an active member of the Fulbright Principal Exchange program and has traveled to Brazil and hosted principals from Argentina in Guilford and Edgecombe County.
Dreams Do Come True! How Global Education Transformed a Community
Explore how a rural, high-poverty district in North Carolina has transformed a community into a beacon for modern K-12 global education in this interactive session. Associate Superintendent Dr. Valerie Bridges will share how a team of administrators, board of education and community members are realizing the district’s vision to transform their schools and implement 21st century learning by leveraging VIF International Education’s professional development and curricular resources, which align to P21 standards and build competence through project-based inquiry. She will further explain how VIF’s Spanish dual language program, international teachers and online professional development platform supports the development of global citizens at the district’s global school (Martin Millennium Academy). This presentation will offer practical tools and inspiration to practitioners who desire to lead global initiatives in their communities. Participants will learn key strategies during this online session a plan for how global education can be the vehicle for their school and district innovations.
Academy Principal, Punahou School
Emily McCarren is the Academy Principal at Punahou School in Honoulu, Hawai'i. She is also a Spanish teacher who who has dabbled in teaching biology and mathematics. Previously, Emily taught at the Thacher School, in Ojai California and Swiss Semester in Zermatt Switzerland. She has an MA in Spanish Literature from St. Louis University, and an Ed.M in Educational Leadership in Independent Schools through the Klingenstein program at Columbia University’s Teachers College and is defending her dissertation in the role of care in online students' learning experiences this month at the University of Hawai'i. Emily is also a co-author of the "Take Action Guides to World Class Learners" series. She is passionate about transforming education to make learning environments increasingly authentic, global and engaging for students.
Nana i ke kumu (look to the source): Building an immersion program in the elementary school
Language acquisition is most effective and efficient when started early, and yet intensive focus on languages is often an add-on in the elementary school-- relegated to once or twice a week. While this approach is better than nothing, it is not designed to develop fluency. In 2013 Punahou School launched an after-school language and culture immersion program open to grades K-6 which gives students up to 15 hours a week of immersive experience in Mandarin, Japanese or Hawaiian Languages. Join this session to hear how that is going and discuss how you might launch a program like this at your school.
|Jennifer D. Klein|
Educational Consultant and Founder, Principled Learning Strategies
A product of experiential project-based education herself, Jennifer D. Klein taught college and high school English for 19 years, including five years in Central America and 11 years in all-girls education. In 2010, Jennifer left teaching to begin PRINCIPLED Learning Strategies, through which she provides professional development to support the integration of authentic student-driven global learning experiences in schools. She has a broad background in global program planning and evaluation, student-driven curricular strategies, single-sex education, student service travel, cultural inclusivity, and experiential, inquiry-driven learning. As a writer and workshop facilitator, Jennifer strives to inspire educators and shift practices in schools around the world.
21st Century Pedagogies and Envisioning the Global Schoolhouse
The 21st Century has brought significant shifts in pedagogical approaches and educational philosophies, based on the recognition that student-driven, skill-based education must be incorporated alongside core knowledge to best prepare students for our ever-changing world. As full districts "flip" classrooms to make way for Project-Based Learning and other student-directed strategies, schools must find ways to navigate the demands of academic content alongside 21st-century skills. Administrators find that such work often requires significant changes in how the schoolhouse functions--and even looks. Global schoolhouses need spaces designed for collaboration, and the e-technologies and connectivity to communicate effectively with the world. Teachers often require profound, hands-on professional development and even radical changes in scheduling in order to be successful, particularly when asked to develop new global partnerships, interdisciplinary projects, collaborative opportunities and other student-directed learning experiences. In order to design successful 21st Century Global Schoolhouses, administrators need to make thoughtful, strategic choices about how to shift school culture toward constructive global engagement with the full support of the broader community. In this session, participants will explore several models of excellence in 21st Century global learning around the world, and will leave the session with a template for envisioning--and re-envisioning--their own schoolhouses in order to foster the kinds of innovative young leaders who can build new solutions to the world's oldest problems.
Executive Director, Reach the World
Heather Halstead grew up in New York City where she attended the Brearley School. In 1992, she matriculated at Dartmouth College, where she majored in History and Education. In 1998, after graduating from Dartmouth, Halstead founded Reach the World (RTW), a global education nonprofit. Halstead has served as RTW’s Executive Director since 1998. Reach the World makes the benefits of travel accessible to classrooms, inspiring students to become curious, confident global citizens. Enabled by RTW’s digital platform, classrooms and college student travelers explore the world together. RTW identifies volunteer travelers, manages web-based content posted by these travelers, and delivers support to classrooms. The National Geographic Education Foundation has named RTW a Model Program in Geography Education.
Reaching the World, Mapping the Mind: Building Context, Competence and Confidence via Virtual Exchange
All students need to build 1:1 human relationships with global mentors, as part of the broad set of activities necessary for developing global context, competence and confidence. Students’ hand-drawn “mental maps” of the world help educators define a starting point for each student’s global journey – as well as a road map ahead. Join Reach the World on a journey to discover how virtual exchange affects students’ view of the world – and of their place in it – using their own mental maps as a lens.
|Dr. Eunhee Jung|
Founder & Executive Director, IVECA International Virtual Schooling
Dr. Jung is the Founder and Executive Director of IVECA Center for International Virtual Schooling based in USA. She also serves as the CEO of IVECA-KOREA branch office. Her expertise is in using ICT to globalize classroom activities for promoting intercultural/global competence. Striving to provide quality global education for all through IVECA virtual exchange program, she provides consultation for and collaborates with K12 schools/universities, school districts, offices/ministries of education/foreign affairs, corporations, NGOs, the UN system/agencies in diverse countries. Her work was awarded the 21st Century Best Practice in Distance Learning by USDLA (2009). The United Nations endorsed IVECA Center as an NGO in Special Consultative Status with UN-ECOSOC (2013) and associated with UN-DPI (2015). She earned M.Ed and PhD in instructional technology from University of Virginia.
From Design to Outcomes: Fostering Interculturally Competent Global Citizenship for All
Educational leaders can easily share the importance of global education that is not an exception anymore in this increasingly interconnected world. By internationalizing learning activities in diverse forms, educators have been striving to cultivate global citizens capable of succeeding in the 21st century and dealing with cultural diversity and international challenges. However, what exactly are the competencies required for global citizens? How can we set up the specific objectives of a global learning lesson plan for our daily classroom activities? How can we design such learning activities for students to reach the objectives? What are the methods to assess the outcomes of the learning activities designed for the concrete objectives? This presentation will overview the integrated framework answering those questions based on relevant theories and empirical research outcomes. In the process, diverse levels of leaderships for the best practices will be discussed.
Head of School, THINK Global School
Jamie Steckart joined THINK Global School in 2014 bringing 20 years of school leadership. He has been the driving force behind many school-wide initiatives in experiential education, technology integration and project-based learning. Jamie is passionate about putting students in control of their learning and helping teachers become effective facilitators of the learning process. Prior to joining TGS, Jamie has held a number of school leadership positions in both the United States and internationally. Jamie holds a master’s degree from the University of Minnesota and is a licensed teacher, principal and superintendent.
Lessons Learned from a Traveling High School
THINK Global School started in 2010 with a small group of brave students and staff. Since then, we have continuously travelled the global completing 18 terms in over 18 countries. Much has evolved in our program since those first months in Stockholm and much evolution is yet to come. This presentation will cover a basic overview of our concept school, touch on some key lessons learned along the way and give a glimpse of what's next for the program.
Head of Technology & Strategic Outreach, THINK Global School
Mike Hourahine is an experienced technology and school leader. In 2009, Mike became Head of Technology and founding member of THINK Global School (TGS), a unique international high school that spends each semester immersed in a new location around the world. Mike helped bring TGS from initial concept to a fully accredited, IB authorized high school. During his time at TGS, Mike has led the building of a highly mobile, technology-based learning environment. This has included the deployment and integration of iPhone, iPads and MacBooks into the curriculum; developing an any-time, any-where, cloud-based infrastructure; and architecting a social learning platform called THINK Spot which allows students, teachers, parents, administrators and even participants around the world to connect for a more collaborative and effective learning experience. He currently leads technology, marketing, enrollment and other outreach initiatives.
|Dr. Margaret Riel|
Center for Collaborative Action Research
Margaret Riel, (PhD., Social Sciences, UCI, 1982) is the Director of the Center for Collaborative Action Research and is a co-editor of the International Handbook of Action Research. She serves on the ARNA Coordinating Group and helped found the network. Recently retired from Pepperdine University, she directed the Educational Technologies MA Program and redesigned the program placing action research at the core. In retirement she has joined the board of directors of the International Education and Resource Network (iEARN), a group for which she designed Learning Circles early in her career. Her goal is to help innovative global educators transform their practices to ones that are informed and guided by action research. To accomplish this goal, she created the Open Online Course in Action Research -- a set of twelve tutorials that are available for use or modification (ccar.wikispaces.com). She continues to evolve these resources with the goal of supporting practicing educators. Her research can be found on Researchgate.
Global Projects and Action Research
Over the years, we have created many models and projects that connect classrooms around the world in project based learning. We have collected student products for many years. But when it comes to teacher knowledge of how to implement global project, well that wealth of knowledge is more likely to exist only in the minds of the participating teachers. Action Research is a way of externalizing, saving and sharing this valuable knowledge. In this session we will focus more on why action research is so important and online resources will be provided for learning more about how to do action research.
Co-founder & Director of Innovation, TakingITGlobal for Educators
Michael Furdyk is the Co-founder of TakingITGlobal (www.tigweb.org), which provides innovative global education programs that empower youth to understand and act on the world's greatest challenges. TIG was awarded the 2013 Intercultural Innovation Award by BMW and the United Nations Alliance of Civilizations. In the past, he turned his interest in technology into several successful online companies, including MyDesktop.com, which sold to Internet.com in 1999. In 2008, he was named by Contribute Magazine as one of 10 Tech Revolutionaries Redefining the Power and Face of Philanthropy. Michael has appeared on the Oprah Winfrey Show, presented at TED, and was named one of Teen People's "Twenty Teens that will Change the World". Over the last decade, he has keynoted over 100 events across sectors, sharing his social media expertise and insights on youth engagement and educational reform to audiences in over 30 countries. He sits on several non-profit boards, and recently completed his Master of Design (MDes) in Inclusive Design at OCAD University.
Global Education & Social Innovation: Sparking deep learning through real-world problem solving!
Michael will share his work supporting schools and systems in creating engaging learning experiences. Through many free resources and programs offered by TakingITGlobal, you'll see how you can make connections, build projects, and link your students to an authentic audience for their work and ideas. Michael will also share research highlights from a system-wide professional learning journey being developed with the Toronto District School Board, now in its fourth year, and the crowd-sourced Future Friendly Schools program.
|Amy Spittler Shaffer|
Creative Director, The Wonderment
How do we use the collective power of our shared ideas to make the world a better place? This question has shaped Amy's career and led her across multiple creative industries, generating work featured by the New York Times, EdSurge, Vogue, Slate and more. She has spoken to groups ranging from SXSW to ISTE about her passion and work around the power of creative connection. In her current role as creative director of the non-profit organization Kidnected World, she conceptualized THE WONDERMENT, a platform where kids can globally connect and use their creative collaboration as a currency (backed by donors) to initiate and fuel social good projects they care about. The Wonderment is now being used by kids in 25 countries and has facilitated kid-initiated projects that have benefitted thousands of other kids in communities around the world.
Why Creativity is the Common Language of Global Learning
Why is creativity such a universal human experience? And how can it be used to develop kids’ sense of belonging and action in the global community? Join us as we use real-life examples initiated in the Wonderment community by kids around the world to discuss: how to support kids in finding and applying their creative voice in a community-centric way; what’s possible when kids can connect this voice directly to each other; why nurturing our own creative passion as teachers and facilitators is so important; how all of this contributes to an active understanding of global learning.
North America Managing Director, Minerva Schools at KGI
Will Houghteling is the North American Managing Director for the Minerva Schools at KGI. At Minerva Will oversees everything that's student-related and non-academic, namely outreach, student life and post-grad placement. Prior to Minerva, Will worked for many years at Google and YouTube, largely focused on using technology to increase access to education. Will graduated from Harvard, grew up in Oakland, California, and was recently named by LinkedIn as one of ten innovators to watch in education and social impact under the age of 35.
An Entrepreneurial Approach to Higher Education
The world has changed dramatically in the last century, but our top universities have not. As a result, there's a gap between what society demands and requires for leaders and innovators and how our top institutions prepare them. Minerva, a new, accredited, innovative university program, was founded in 2012 to better prepare students to solve complex global problems. Join this presentation to learn more about Minerva's entrepreneurial approach to building a university program from scratch, which has resulted in an experience that's uniquely rigorous, global and accessible.
|Sammy Lyon, Environmental Service Learning Coordinator, Environmental Charter Schools, with Hannah Borowsky from Ashoka Start Empathy + Carolyn Lam, Vanesa Iniguez, Ogechi Hubert, Kayla Johnson, Tyra Toler, Environmental Charter High School Students|
Environmental Charter Schools
Sammy collaborates with schools and organizations to incorporate service learning and sustainability education into their core practices. They* coordinate the Green Ambassadors environmental service learning program at Environmental Charter Schools in Los Angeles, which invites students to imagine and implement solutions to the challenges of our generation. They lead professional development workshops on tools and best practices for supporting youth leadership and community-based learning with a focus on new media and eco-literacy. Sammy earned an M.A. in Education, Leadership & Change from Antioch University and is honored to hang out with brilliant students who teach Sammy new lessons every day. (*They is a gender-neutral pronoun used by many people to indicate gender fluidity outside of the male/female binary. Grammatically, they replaces he and she; them replaces him and her; their replaces his and her.)
Green Ambassadors: Engaging Youth in Urban Environmental Leadership
Environmental Charter Schools believes that schools and community can work together to solve our region’s environmental challenges. Hear from students and an educator who lead community-based responses to environmental issues with global implications through the Green Ambassadors program in South Los Angeles. Green Ambassadors invites students to imagine and implement solutions to the challenges of our generation, while also providing training, resources and curriculum to educators through a professional development program that seeks to transform and deepen the instructional practice and the culture of schools serving disadvantaged communities across Southern California. from students and an educator who lead community-based responses to environmental issues with global implications through the Green Ambassadors program in South Los Angeles. Green Ambassadors invites students to imagine and implement solutions to the challenges of our generation, while also providing training, resources and curriculum to educators through a professional development program that seeks to transform and deepen the instructional practice and the culture of schools serving disadvantaged communities across Southern California. Environmental Charter Schools is a part of the Ashoka Start Empathy Network, a global network of social entrepreneurs, educators, parents and students, all working to make empathy and changemaking as essential as reading and math in education.
NBCT, Seattle Public Schools
Noah Zeichner is a National Board-certified social studies teacher at Chief Sealth International School in Seattle, Washington. He currently teaches Global Leadership and American Government. He works in a hybrid role, spending part of his day supporting international education in Seattle Public Schools. During his teaching tenure, Noah has traveled with students to Guatemala and China. In 2012, he journeyed to Brazil as part of the Teachers for Global Classrooms fellowship. From 2011-2014, Noah coordinated a student-led, school-wide festival called World Water Week and in 2015, he and his students organized the inaugural Washington State Global Issues Network Conference. Noah was honored with the 2013-14 World Affairs Council World Educator Award and was among 50 finalists for the 2015 Global Teacher Prize.
Advancing Global Education Through Teacher Leadership
In 2000, Seattle’s first international school, John Stanford International School, was founded. Since then 5 elementary schools, 3 middle schools and 2 high schools have become international schools. The vision of these schools is to prepare students, in partnership with family and community, for global citizenship in an increasingly interdependent world. Teacher leaders have played a central role in leading the complex work involved in developing and sustaining our international school programs. Learn how Seattle Public Schools has created structures that allow teacher leadership to thrive in its international schools.
|Michele A. Aoki|
Seattle Public Schools
Michele Anciaux Aoki, International Education Administrator for Seattle Public Schools, is responsible for developing and supporting the ten international schools in the district and their K-12 Dual Immersion programs in Japanese, Mandarin Chinese, and Spanish. She is also Co-Director of the Confucius Institute of the State of Washington, a partnership among the University of Washington, Seattle Public Schools, the Governor’s Office, and Hanban in China. From 2008 to 2014, Michele served as World Languages Program Supervisor at the Office of Superintendent of Public Instruction (OSPI), where she provided technical support on world language standards and assessment to 295 public school districts and professional development for world language teachers across the state. She also worked with the State Board of Education and Washington State School Directors Association on developing and implementing a model policy and procedure for Competency-Based Credits to award high school credits to students with demonstrated language proficiency and was project director on a grant from the Bill & Melinda Gates Foundation to support the Road Map World Language Credit Program. She was instrumental in introducing the Seal of Biliteracy in Washington State. Since 2011, Michele has partnered with the University of Washington on their Russian STARTALK Teacher and Student Program. Michele has a Ph.D. in Slavic Linguistics and taught Russian language and English as a Second Language at the University of Washington for a number of years and as a Fulbright lecturer in Romania. She has received two leadership awards from the Washington Association for Language Teaching (WAFLT) and continues to volunteer as an advocate for languages.
Director of Teaching and Learning, Global Online Academy
Eric leads GOA's student program, a diverse catalog of online courses for high school students taught by our member schools' teachers. GOA's mission is to offer rigorous, interactive online coursework to a global community of students and teachers.
The Catalyst Conference: A Global, Student-driven Effort to Change our Communities
How can you transform passion for local issues into a global learning experience? This presentation will describe the inspiration, design process, and work of creating a student-led conference. The Catalyst Conference is an online event that will bring together 250 students representing 60 schools in 10 different countries. The conference will consist of interactive presentations students have designed meant to catalyze change in their local communities. No matter which GOA course they're taking, students will be demonstrate how they have applied course-specific skills to a project that raises awareness, inspires grassroots action, or promotes institutional change.
Founder and CEO, Flat Connections
Julie is a global collaboration consultant, innovator, teacherpreneur and author. Her passion is for online global collaboration and as Founder and CEO of Flat Connections she designs and manages online projects for all K-12 levels and customizes learning experiences for educators including virtual courses and live events. Her first book, ‘Flattening Classrooms, Engaging Minds’ is acclaimed as the definitive text on how to embed global connections and collaborations for meaningful learning. Her new book, ‘The Global Educator’, shares many stories, approaches, updated practices and case studies from K-20 on how to take learning global. Julie is currently a Quality Learning & Teaching Leader (Online), and an Adjunct Lecturer for the Faculty of Arts and Education, Charles Sturt University. She is completing an EdD at the University of Southern Queensland with research focusing on online global collaborative educators’ and pedagogical change.
From Pedagogy to Cosmogogy: Leadership for Online Global Collaboration
Leadership for pedagogical change in the context of online global collaboration includes classroom teachers, school leaders and community members. There is much rethinking about attitudes, tools and skills needed to embrace a global or world approach for learning and teaching. Connected learning, collaborative learning, community building and design for global learning are important building blocks. Understanding what online global collaboration is and how to implement it relies on being comfortable and familiar learning with others at a distance. The concept and practice of 'cosmogogy' as a new pedagogical approach will be explored with relevant examples of connected and collaborative learning that leads to co-construction of outcomes.
|Minerva Students interviewed by Dana Mortenson|
Co-Founder and Executive Director, World Savvy
Dana has dedicated her professional life to educating and engaging youth in community and world affairs, to close the global competence gap in American education. Her deep belief in the transformative power of global education to contribute to peace, justice and equity on a global scale led her to co-found World Savvy in 2002. She has since led the organization through extensive growth and expansion –reaching more than 405,000 students and nearly 3,000 educators from three offices nationwide. Dana is a recognized expert in the field of global education, and serves as Advisor and Board member to a range of nonprofits focused on international education and youth development. She is a frequent speaker on the subject of global citizenship and social entrepreneurship. She is a 2011 Ashoka Fellow and was named one of The New Leaders Council’s 40 Under 40 Progressive American Leaders in 2010. Dana holds a B.A. in International Relations from Connecticut College and a Masters in International Affairs from the School of International and Public Affairs at Columbia University.
Panel: Re-Imagining Higher Education for a Global Age
Increasingly, a college degree alone is not sufficient; graduates must demonstrate skills and dispositions to thrive in a more global environment- from a global knowledge economy that demands global understanding and experience, to more complex, interconnected challenges that require unprecedented levels of cooperation and collaboration. The next generation of leaders needs preparation rooted in innovation, flexibility and adaptability. Students from Minerva, a new post secondary model rethinking how higher ed prepares graduates for this reality, will share perspectives on how their learning experience positions them for success.
Student, Minerva Schools at KGI, Class of 2019
Shane Dabor is an aspiring educator and Founding Class student at Minerva, a global liberal arts program that emphasizes critical thinking, evidence-based pedagogy, and global cultural immersion in seven cities. Shane spent the last year taking a gap year helping shape the university in a variety of roles with a focus on improving Minerva's academic experience through student feedback. Previously Shane was a Studio Y Fellow at MaRS Discovery District, and a student at the Ontario Science Centre School in Toronto.
Student, Minerva Schools at KGI, Class of 2019
Lara is currently a student at Minerva Schools, where she also works as Student Outreach Intern for Brazil. She is vastly interested in different kinds of areas, ranging from biotechnology to multimedia communication, and she hopes to unite these interests during her undergraduate experience at Minerva.
Anne Mirtschin is an award winning teacher who uses online tools to create powerful learning opportunities for students. She teaches Information and Communications Technology(ICT), Business Management and at Hawkesdale P12 College. She is passionate about rural and global education. The use of technology together with an amazing network has enabled her to make the world her classroom. Anne is the co-Australasian Chair for the Global Education Conference, a Skype Master Teacher and Microsoft Innovative Educator, a Flat Connections Lead teacher, Communications Officer for the ISTE Global PLN and moderator of Tech Talk Tuesdays.
Leading the Way in Global Classrooms
Technology enables leadership at all levels of education and learning. Leadership can take on many guises and it is now increasingly taking on form at the organic level within the reach of the classroom teacher. This presentation will look at some of the characteristics that educators need to become leaders in global collaboration, how technology/online networking enables different leadership styles, ideas for kickstarting global projects, some of the factors to keep in mind when going global with projects and overcoming the possible challenges? Some of the ways that global projects can be promoted and a variety of tools that can be used will be outlined together with stories from the classroom.
|Ana Sophia Acosta, President, Student Tech Team, Marymount School of New York; Eunice Daudu, Student Technology Conference Co-Coordinator, Marymount School of New York; Gaby Palines, Student Technology Conferenece Co-Coordinator, Marymount School of New York|
Marymount School of New York
Students as Technology Leaders and Collaborators: The Student Technology Conference
The 2016 Student Technology Conference: Connecting the World, One Student at a TimeIn 2014, Marymount School of New York's Student Technology Leadership Team posed the question: what if students and teachers from around the world could share ideas about using technology in the classroom? Under the guidance of two educational consultants, and working in collaboration with the University School of Milwaukee, Westhampton Middle School and the American School of Bombay, this dream was realized on January 31, 2015 as the first ever Student Technology Conference, a free, virtual event that was the first student-led endeavor of its kind, was born. In our presentation, we will discuss collaborative strategies we use to plan the 2016 conference; mechanisms for promotion through social media; and fundraising opportunities through Kickstarter and and GoFundMe. Furthermore, we will discuss the successes and challenges of the 2016 conference as well as changes for the 2017 Conference. The Student Technology Conference is an excellent opportunity for global citizens, namely our students, to connect with each other, share with each other and learn from each other. The 2016 Conference reached such diverse locations as the United States, Brazil, Portugal, Cambodia, Ukraine and Australia!
Education Director, Global Oneness Project
Cleary Vaughan-Lee is the Education Director for the Global Oneness Project. She launched the education arm of the organization and is the lead writer for the project’s lesson plans. Cleary hosts educational workshops for teachers and students at conferences, schools, and universities. She is particularly interested in providing a humanistic lens to educational content.
Global Films - A Gateway for Student Empowerment
Are you interested in integrating film into your classroom as a gateway to global learning? Join Cleary Vaughan-Lee, Education Director for the Global Oneness Project, as she moderates a panel along with Jeanne Meyers and Wendy Milette from The My Hero Project and Martine McDonald from Journeys in Film. They will discuss the unique missions of their organizations, tips and strategies for incorporating film with global angles into the classroom, and student experiences they have encountered along the way.