NOTE :: Various file formats are used on this page that may require download. If larger than 1mb, it will take longer to download. For instructions or more information, please visit our download page.
Commitment 1: Robust and Cutting-Edge Teacher Support and Tools
1.1 - Provide content for embedding global themes and problem-based learning that focuses on global issues, including history, social studies and geography, throughout the K-12 curriculum consistent with the North Carolina Essential Standards, the North Carolina Essential Standards, and the NC Professional Teaching Standards, including guidelines specific to a global-ready designated graduation project.
1.2 - Implement an SBE-recognized badging process for teacher and administrators to support a professional development system for global content that leads to an endorsement, certificate, or other recognition with market value.
1.3 - Require teacher preparation institutions to prepare teacher candidates to use global content when implementing the North Carolina Essential Standards. This would include working with schools of education and other partners to develop modules for existing courses.
Commitment 2: Leading-edge Language Instruction
2.1 - Institute a plan for statewide access to dual language/immersion choice opportunities in public education beginning in elementary school and continuing through high school. The plan shall identify priority languages and utilize regional options including schools of choice and magnet schools.
2.2 - Partner with institutions of higher education (IHEs) and other relevant stakeholders to establish plans to increase the supply of competent K-12 World Language teachers through recruitment, production, and retention. The plans shall include strategies to maximize the numbers of educators on language staffs who have advanced proficiency including native speakers. Such a plan shall include strategies to maintain and increase the language proficiency of language teachers through on-going professional development and experiential opportunities. The plan should also include the testing of language teachers for proficiency as part of the hiring and certification process, as well as establishing a proficiency retention program.
2.3 - Refocus traditional high school credit language courses to include a greater emphasis on the study of global and international affairs and the economies, societies and cultures of other nations, along with survival language skills. The strategy developed must be capable of being implemented using existing resources, include teacher and leader professional development to enable the transition and be aligned to IHE admission requirements.
Commitment 3: New School Models
3.1 - Develop new school models focused on international education that would include, but not be limited to, the following:
- An internationally-themed residential high school;
- Preferences for international themes in the charter school approval process ;
- Transformation models for low-performing schools;
- Redesigned school-within-school models;
- Virtual schools-within-a-school that provide technology-enabled international partnerships and instructional opportunities; and
- Regional dual language/immersion school choices.
Commitment 4: District Networking and Recognition
4.1 - Expand and enhance the NC Global Schools Network to support district implementation of global content, teacher professional development, cutting-edge language instruction, and new school models.
4.2 - Institute in concert with global education partners a Global-Ready designation for schools and districts that provides a process and incentives and addresses, at the least, the following:
- K-12 world language opportunities for all students;
- Pathways for teachers, leaders and administrators to achieve SBE-recognized badging;
- Career-ready employer requirements;
- Global school partnerships; and
- Local school board resolutions and plans on global education.
4.3 - Task an entity with collecting and communicating lessons learned around school, district, state, national and international global education initiatives
Commitment 5: Strategic International Relationships
5.1 - Where appropriate, work with the NC Department of Commerce, the State Chamber of Commerce, the North Carolina Business Committee for Education and other key business partners to:
- Identify priority nations and establish a minimum of five new international relationships consistent with SBE global education priorities.
- Renew existing and explore new Memoranda of Understanding with international partners and the North Carolina State Board of Education.
5.2 - Name partner countries to serve as the primary source of information about skill requirements and projections, inform development of K-12 curriculum and teacher preparation and professional development, and serve as a high priority source and destination for administrator, principal, and teacher exchanges and visits.
Questions and comments to the draft should be directed to Helga Fasciano