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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

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Page 1: Panel 3 Collaborations with Schools of Education to Increase the Number of Teachers with World Language and International Education Competencies Washington,

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

Page 2: Panel 3 Collaborations with Schools of Education to Increase the Number of Teachers with World Language and International Education Competencies Washington,

PanelModerator: Stephanie C. McKissic, Ed.D.

Program Officer, International and Foreign Language Education (IFLE)U.S. Department of [email protected]

Panelist 1: Joyce A. Pittman, Ph.D.Chair-Research & Development Committee, Pennsylvania Association of School Administrators

Drexel University, Goodwin College of Professional StudiesEd.D. Program Director Educational Leadership & Management, School of Education (Harrisburg)

[email protected]

Panelist 2: Anastasia Shown, MSWAssistant Director

Africa Center, University of PennsylvaniaLecturer, School of Social Policy and Practice

[email protected]

 

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Page 3: Panel 3 Collaborations with Schools of Education to Increase the Number of Teachers with World Language and International Education Competencies Washington,

How can NRC projects 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

Page 4: Panel 3 Collaborations with Schools of Education to Increase the Number of Teachers with World Language and International Education Competencies Washington,

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)

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Page 5: Panel 3 Collaborations with Schools of Education to Increase the Number of Teachers with World Language and International Education Competencies Washington,

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

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Page 6: Panel 3 Collaborations with Schools of Education to Increase the Number of Teachers with World Language and International Education Competencies Washington,

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)

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Page 7: Panel 3 Collaborations with Schools of Education to Increase the Number of Teachers with World Language and International Education Competencies Washington,

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

MINISTRY OF EDUCATION

University- School of Education -

Coaches

TEFL Teachers

English Learning Institute – Translators

American Educators & Researchers

UAE Public and Private Schools

Page 8: Panel 3 Collaborations with Schools of Education to Increase the Number of Teachers with World Language and International Education Competencies Washington,

Team teaching Coaching Mentoring Technology

integration Language immersion

“Top 10” Bridges to Language Inclusion

Collaborative research Collaborative educational

planning Funding and other technical

support Interdisciplinary and curriculum

and instructional development Change in policies and practices

by key leadership

Page 9: Panel 3 Collaborations with Schools of Education to Increase the Number of Teachers with World Language and International Education Competencies Washington,

Core Values to compete in Global Education Market Economy

Expand World Language Capacity

Innovation

CreativityProblem Solving

Talent

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Page 10: Panel 3 Collaborations with Schools of Education to Increase the Number of Teachers with World Language and International Education Competencies Washington,

Five evidenced-based strategies paramount to success:

1. Support access to hardware, software and connectivity

2. Provide content building opportunities in localized languages

3. Identify qualified educators 4. Develop high quality, action-oriented research

projects to enhance learning language with IT 5. Promote access to online language learning material

Page 11: Panel 3 Collaborations with Schools of Education to Increase the Number of Teachers with World Language and International Education Competencies Washington,

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.

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Page 12: Panel 3 Collaborations with Schools of Education to Increase the Number of Teachers with World Language and International Education Competencies Washington,

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) Slide 12

Page 13: Panel 3 Collaborations with Schools of Education to Increase the Number of Teachers with World Language and International Education Competencies Washington,

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 CentersSlide 13

Page 14: Panel 3 Collaborations with Schools of Education to Increase the Number of Teachers with World Language and International Education Competencies Washington,

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

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Page 15: Panel 3 Collaborations with Schools of Education to Increase the Number of Teachers with World Language and International Education Competencies Washington,

RECOMMENDATIONS/BRAINSTORMING

QUESTION/ANSWER

Slide 15