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A World Transformed:

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.

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A World Transformed:

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

  2. 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?

  3. Challenge Students today will be: • Selling to the world • Buying from the world • Working for international companies • Managing employees from other countries and cultures • Competing with people on the other side of the world for jobs and markets • Working with people all over the world in joint ventures • Solving global problems such as AIDS, avian flu, air and water pollution, and disaster recovery

  4. “The International Knowledge Gap”: Reports Find A Disconnect • Levels of Student Knowledge are Weak (Asia Society and National Geographic Society) • Six in 10 cannot find Iraq on a map of the Middle East • 80% did not know that India is the world’s largest democracy • More than half significantly over-estimate the population of the United States • Nearly three-quarters incorrectly select English as most widely spoken native tongue (it’s Mandarin Chinese) • Young Americans next to last in nine country survey of knowledge of current events • However, Students Are Interested in the World • 90% believe it is important to know more about other world languages, people and cultures

  5. Why is Global Knowledge Important? • Globalization is driving demand for an internationally competent workforce • One in five jobs is tied to international trade • Trade with Asia now equals over $800 billion per year. All states seeking trade connections in China, India • Future growth will be in overseas markets Increased knowledge of Asia and other world regions, cultures and languages is vital to our economic prosperity and national security

  6. Why is Global Knowledge Important? • Access to good jobs will require new skills • Future careers in business, government, health care, law enforcement—all sectors will require greater international knowledge and skills • Businesses like UPS look for a new skill set: • Trade literate • Sensitive to foreign cultures • Conversant in different languages • Technology savvy • Capable of managing complexity • Ethical

  7. Why is Global Knowledge Important? • New national and human security challenges • Terrorism, AIDS, Avian Flu, Environmental concerns all underscore need for global knowledge • US State and Defense Departments have issued strong calls to develop higher levels of proficiency in world languages • National Security Requires Critical Languages Experts (Arabic, Korean, Farsi etc)

  8. Why is Global Knowledge Important? • Increasing diversity in our schools and workplaces • Increased populations from different parts of the world require a citizenry with increased understanding of other cultures • Since 1995: • Hispanic population in the U.S. has grown 34%; projected to grow 73% in the next 20 years • Asian and Pacific Islander population in the U.S. has grown 41%; projected to grow 86% in the next 20 years • The LEP student population in Virginia has grown 71%

  9. Why is Global Knowledge Important? • International education needs to be a two-way street • To address tremendous misinformation about the US among young people in many parts of the world • To promote mutual understanding and problem solving

  10. New Developments: Competitor Countries Invest in International Education • Languages: Most European countries start a first foreign language in the elementary grades. China teaches English from 3rd grade. 25% of Australian students learn an Asian language. • Exchanges: In China, education leaders study education practices in other countries, teachers are encouraged to study abroad, and schools are strongly urged to form sister school partnerships with schools in other countries. • Technology: South Korea, Singapore and Taiwan have developed master plans to put high-speed computers in schools as a means of connecting students to world knowledge. • Study Abroad: Whereas 0.5% of U.S. students studied abroad in 2000, the comparable figures were 3% for France and China, 16% for Ireland and 30% for Singapore.

  11. What Future for International Education in Virginia? What does it mean to be an educated citizen in the 21st century? • Mastery of knowledge in core content areas: reading, math, science, history, geography, economics (updated to include international content) • Ability to communicate in a second language • Able to work in global and cross-cultural contexts • Tech and trade savvy • Able to apply knowledge in new contexts • Interest in lifelong learning

  12. Virginia • Significant foreign investment: Virginia has proven to be an attractive location for international employers, ranking 13th in the United States in the number of employees supported by U.S. subsidiaries • Proximity to political, diplomatic hub • What can Virginia education system do to leverage these advantages to better prepare students to compete in global economy?

  13. Where is Virginia Now? • International Education infused into Standards of Learning of history and social science • Advanced Studies Diploma has a foreign language requirement • Two years of two languages or three years of one language • Commonwealth Scholars Program of Study has a two-year foreign language requirement • Martinsville City Public Schools • Increased the requirements for a Standard Diploma, effective with the ninth-grade class of 2006-2007, to include two additional credits in a foreign language

  14. Where is Virginia Now? • Standards of Accreditation (8 VAC 20-131-80 & 90) • Elementary schools are encouraged to provide instruction in foreign languages. • Middle schools are required to offer foreign language courses for high school credit beginning 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

  15. Where is Virginia Now? • 2005 Year of Languages • 30-minute video highlighting foreign language instruction in Virginia beyond the traditional classroom, with introduction by former Governor Mark Warner (http://www.vdoe.whro.org/Fairfax.wmv) • Governor’s Summer Residential ForeignLanguage Academies • International Space Olympics • 35 Virginia public schools have IB Programs • Infuse the study of world cultures and languages, and develop strong analytical skills while studying world issues

  16. Where is Virginia Now? • LinguaFolio Virginia, a language learner self-assessment and portfolio system modeled 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 teachers from Spain through VIF • Professional development opportunities sponsored by the Ministry • MOU with the Embassy of China under consideration • Would be designed to enhance and expand the teaching of Chinese in Virginia’s public schools • DOE’s Foreign Language Web Sitehttp://www.doe.virginia.gov/VDOE/Instruction/Language/

  17. International Education in the High School Redesign Initiative • 2005-2006 Grant from the Asia Society • Explore ways to integrate International Education into the High School Redesign Initiative • Conduct a survey to gather information • Create an international education task force • Sponsor an International Education Summit

  18. International Education in the High School Redesign Initiative • Identify strengths and weaknesses in Virginia students’ international education • Identify opportunities for students and educators to participate in international study and activities to build cultural awareness • Recommend strategies for an international education plan of action including universities, business and community partnerships

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

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

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

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

  23. Visiting International Faculty in VirginiaCountries of Origin CountryTeachers Colombia 47 Spain 28 United Kingdom 26 Argentina 23 Canada 21 Philippines 18 Costa Rica 13 Australia 11 Chile 10 Ecuador 10 CountryTeachers 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

  24. Visiting International Faculty in VirginiaCourse Assignments SubjectTeachers Spanish 99 English as a Second Language 39 Math 28 Elementary Education 27 Science 15 Other 9 English 6 French 4 SubjectTeachers 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 * indicates Middle School only Grand Total 254

  25. Next Steps for Virginia • Raise awareness of the urgency of responding to globalization • Invest in teachers’ capacity to implement new curriculum goals through more rigorous training and higher education partnerships • Develop a K-16 pipeline in critical languages • Make high schools relevant to the global age • Emphasis on International Knowledge and Skills in Standards and Assessments • New HS Designs and Grad Requirements, including Languages, International Economics, World History, and Early College Exp.

  26. Conclusion • The need for international education has never been greater. • There is grassroots movement in different parts of the country, as well as growing interest at the state and federal level. • Many opportunities exist for innovation at the local school district and state level.

  27. “The world is like a book and those that never leave home read but one page.” Saint Augustine First Archbishop of Canterbury

  28. For More Information from the Virginia Department of Education Dr. Linda M. WallingerAssistant Superintendent for InstructionLinda.Wallinger@doe.virginia.gov(804) 225-2034Ms. Helen SmallForeign Language SpecialistHelen.Small@doe.virginia.gov(804) 225-3666Dr. Beverly ThurstonInternational Education and History and Social Science SpecialistBeverly.Thurston@doe.virginia.gov(804) 225-2893

  29. Resources Other Resources Available: • Internationaled.org (includes recap of state and national policies, research reports, best practices, and media clips) • A World Class Education Community Action Kit with George Lucas Educational Foundation • Expanding Chinese Language Capacity in the United States (AskAsia.org/Chinese) • Education in China: Lessons for U.S. Educators • Two special issues of Phi Delta Kappan, edited by Lynn Kagan and Vivien Stewart • Schools for the Global Age; Promising Practices in International Education

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