A World Changed:

Presentation Transcript

A World Transformed: Preparing Virginia Students for the Interconnected World of the 21 st Century Virginia Association of School Superintendents May 9, 2007 Dr. Linda M. Wallinger Assistant Superintendent for Instruction Virginia Department of Education

Challenge: Our Students Lack Knowledge and Skills Needed In Global Age Competitor Countries Invest in International Education New Developments: State and National Initiatives What Future for International Education in Virginia?

Challenge Students today will offer: to the world Buying from the world Working for universal organizations Managing representatives from different nations and societies Competing with individuals on the opposite side of the world for employments and markets Working with individuals everywhere throughout the world in joint endeavors Solving worldwide issues, for example, AIDS, avian influenza, air and water contamination, and fiasco recuperation

"The International Knowledge Gap": Reports Find A Disconnect Levels of Student Knowledge are Weak (Asia Society and National Geographic Society) Six in 10 can't discover Iraq on a guide of the Middle East 80% did not realize that India is the world's biggest majority rules system More than half essentially over-gauge the number of inhabitants in the United States Nearly seventy five percent erroneously select English as most broadly talked local tongue (it's Mandarin Chinese) Young Americans beside toward the end in nine nation study of information of momentum occasions However, Students Are Interested in the World 90% trust it is vital to know more about other world dialects, individuals and societies

Why is Global Knowledge Important? Globalization is driving interest for a universally able workforce One in five occupations is fixing to worldwide exchange Trade with Asia now measures up to over $800 billion every year. All states looking for exchange associations in China, India Future development will be in abroad markets Increased information of Asia and other world locales, societies and dialects is key to our financial flourishing and national security

Why is Global Knowledge Important? Access to steady employments will require new aptitudes Future professions in business, government, medicinal services, law implementation—all areas will require more noteworthy universal learning and abilities Businesses like UPS search for another expertise set: Trade proficient Sensitive to remote societies Conversant in various dialects Technology keen Capable of overseeing unpredictability Ethical

Why is Global Knowledge Important? New national and human security challenges Terrorism, AIDS, Avian Flu, Environmental concerns all underscore requirement for worldwide information US State and Defense Departments have issued solid calls to create more elevated amounts of capability in world dialects National Security Requires Critical Languages Experts (Arabic, Korean, Farsi and so on)

Why is Global Knowledge Important? Expanding differences in our schools and working environments Increased populaces from various parts of the world require a citizenry with expanded comprehension of different societies Since 1995: Hispanic populace in the U.S. has grown 34%; anticipated to grow 73% in the following 20 years Asian and Pacific Islander populace in the U.S. has grown 41%; anticipated to grow 86% in the following 20 years The LEP understudy populace in Virginia has grown 71%

Why is Global Knowledge Important? Worldwide instruction should be a two-route road To address huge falsehood about the US among youngsters in numerous parts of the world To advance common comprehension and critical thinking

New Developments: Competitor Countries Invest in International Education Languages: Most European nations begin a first outside dialect in the basic levels. China shows English from 3 rd grade. 25% of Australian understudies take in an Asian dialect. Trades: In China, training pioneers consider instruction rehearses in different nations, instructors are urged to concentrate abroad, and schools are firmly asked to shape sister school organizations with schools in different nations. Innovation: South Korea, Singapore and Taiwan have created end-all strategies to put rapid PCs in schools as a method for interfacing understudies to world learning. Concentrate Abroad: Whereas 0.5% of U.S. understudies concentrated abroad in 2000, the practically identical figures were 3% for France and China, 16% for Ireland and 30% for Singapore.

What Future for International Education in Virginia? What is being an informed resident in the 21st century? Authority of information in center substance regions: perusing, math, science, history, geology, financial aspects (redesigned to incorporate worldwide substance) Ability to impart in a moment dialect Able to work in worldwide and culturally diverse settings Tech and exchange adroit Able to apply information in new settings Interest in deep rooted learning

Virginia Significant outside speculation: Virginia has turned out to be an alluring area for global bosses, positioning thirteenth in the United States in the quantity of representatives bolstered by U.S. auxiliaries Proximity to political, discretionary center What can Virginia training framework do to influence these focal points to better get ready understudies to contend in worldwide economy?

Where is Virginia Now? Worldwide Education imbued into Standards of Learning of history and sociology Advanced Studies Diploma has a remote dialect necessity Two years of two dialects or three years of one dialect Commonwealth Scholars Program of Study has a two-year outside dialect prerequisite Martinsville City Public Schools Increased the necessities for a Standard Diploma, viable with the ninth-grade class of 2006-2007, to incorporate two extra credits in an outside dialect

Where is Virginia Now? Measures of Accreditation (8 VAC 20-131-80 & 90) Elementary schools are urged to give direction in remote dialects. Center schools are required to offer outside dialect courses for secondary school credit starting in the eighth grade Virtual Virginia ( http://www.virtualvirginia.org/) AP French Language and Composition AP Latin Literature AP Spanish Language AP European History AP Government and Politics: Comparative AP Human Geography Chinese I-II Japanese I-III Latin I-III

Where is Virginia Now? 2005 Year of Languages 30-minute video highlighting remote dialect direction in Virginia past the conventional classroom, with presentation by previous Governor Mark Warner ( http://www.vdoe.whro.org/Fairfax.wmv ) Governor's Summer Residential Foreign Language Academies International Space Olympics 35 Virginia state funded schools have IB Programs Infuse the investigation of world societies and dialects, and create solid scientific abilities while considering world issues

Where is Virginia Now? LinguaFolio Virginia , a dialect learner self-appraisal and portfolio framework displayed after the European Language Portfolio MOU among the Ministry of Education and Sciences of Spain, the Visiting International Faculty Program (VIF), and the VDOE Placement of instructors from Spain through VIF Professional advancement openings supported by the Ministry MOU with the Embassy of China under thought Would be intended to upgrade and grow the educating of Chinese in Virginia's state funded schools DOE's Foreign Language Web Site http://www.doe.virginia.gov/VDOE/Instruction/Language/

International Education in the High School Redesign Initiative 2005-2006 Grant from the Asia Society Explore approaches to incorporate International Education into the High School Redesign Initiative Conduct a review to accumulate data Create a worldwide instruction team Sponsor an International Education Summit

International Education in the High School Redesign Initiative Identify qualities and shortcomings in Virginia understudies' global instruction Identify open doors for understudies and teachers to take an interest in worldwide study and exercises to assemble social mindfulness Recommend procedures for a universal training arrangement of activity including colleges, business and group organizations

Foreign Languages Offered by Virginia School Divisions Virginia Department of Education International Education Survey 2005-2006

Highest Level of Foreign Languages Offered in Virginia School Divisions Virginia Department of Education International Education Survey 2005-2006

At Least One Activity or Program in the School Division that Supports International Education Virginia Department of Education International Education Survey 2005-2006

Level Teachers Elementary 94 High School 115 K-12 2 Middle School 43 Grand Total 254 K-12 demonstrates Close-up Program Visiting International Faculty Assignments in Virginia Department of Education International Education Survey 2005-2006

Visiting International Faculty in Virginia Countries of Origin Country Teachers Colombia 47 Spain 28 United Kingdom 26 Argentina 23 Canada 21 Philippines 18 Costa Rica 13 Australia 11 Chile 10 Ecuador 10 Country Teachers Venezuela 9 Other 8 South Africa 7 Jamaica 6 New Zealand 4 Denmark 3 Ireland 3 Mexico 3 Kenya 2 Peru 2 Grand Total 254

Visiting International Faculty in Virginia Course Assignments Subject Teachers Spanish 99 English as a Second Language 39 Math 28 Elementary Education 27 Science 15 Other 9 English 6 French 4 Subject Teachers Spanish Immersion 4 Vocational Studies 4 Home Economics 3 Latin 3 Physical Education 3 Social Studies 3 Spanish/French 3 German 2 Language Arts* 2 * shows Middle School just Grand Total 254

Next Steps for Virginia Raise consciousness of the direness of reacting to globalization Invest in educators' ability to actualize new educational programs objectives through more thorough preparing and advanced education