Global Citizenship Imperatives and Initiatives by Paul Miller Director of Global Initiatives Leadership Through Partnership Conference October 8, 2007

1. Global Citizenship Imperatives
and Initiatives
Paul Miller
Director of Global Initiatives
Leadership through Partnership
October 8, 2007

2. One Imperative: a clear vision
• The trustee actively supports and
promotes the school’s mission, vision,
strategic goals and policy positions
-- NAIS principals of good practice

3. Vision Statements
• Powerful tools for bringing about change
• People often respond more
enthusiastically to big and inspiring
challenges rather than incremental
change
-- Medard Gabel and Jim Walker in The Futurist
Sept/Oct 2006

4. An Audacious Vision
• A clear, concise, compelling and daunting
challenge that acts as a catalyst to focus
and energize the institution
Built To Last
Jim Collins and
Jerry Porras

5. A Bold Vision for
internationalization
• Based on school’s core
values and mission
• Takes the institution’s
basic identity and projects
it on to a global stage
-- JoAnn McCarthy
The Chronicle of
Higher
Education
June 29, 2007

6. It’s not enough to just articulate a bold
vision.
Successful Programs also:
• Invest in the vision
• Sustain the vision
--McCarthy

7. “Vision without resources is
just hallucination”

8. “A vision without action is but a
dream. Action without vision is a
waste of time. But vision with
action can change our lives”
--Greg Henry Quinn
author, “365 Meditations for
Teachers”

9. Action + Vision - to what end?
• We want our
students to be:
• Global Citizens
• Global Leaders
• Social
Entrepreneurs

10. Global Citizenship
A Moral Imperative
An Economic
Imperative

11. Social Entrepreneurship
Social entrepreneurs are not
content just to give a fish, or
teach how to fish. They will not
rest until they have revolutionized
the fishing industry” – Bill Drayton,
CEO, Ashoka.

12. Producing Global Citizens, Leaders
and Social Entrepreneurs
• Globally
Sustainable
Schools
with a
• Global Education
Curriculum

13. Global Sustainability: NAIS Principles of
Good Practice.
Schools should
• Present a view of the
world that invites and
rewards curiosity
concerning the
richness and
diversity of all human
societies, and
encourages respect
for all people.

14. Good Practice Schools:
• Develop curriculum
which helps students
recognize how
differing cultures,
traditions, histories
and religions may
underlie views and
values

15. Good Practice schools:
• Provide resources and activities in support
of instruction which can help carry learning
in the direction of world understanding.

16. Good Practice schools:
Expect teachers,
administrators and
other staff members
to model respect for
all peoples and
cultures and to
address
constructively
instances of bias or
disdain for
nationalities, cultures
or religions outside of
their own.

17. Good Practice Schools:
• Seek beyond the
institution itself
partnerships and
networking which may
help it promote global
awareness,
experience, and
problem-solving for its
students.

18. Good Practice schools:
• Educate and
encourage parents
to support school
initiatives which
promote global
understanding.

19. Good Practice Schools:
• Seek a
diversity of
cultural,
national and
ethnic
backgrounds
in the
recruitment of
teachers and
administrators.

20. That all adds up to Global
Sustainability
• It is One of 5 sustainabilities NAIS
promotes
(The others are financial, programmatic,
environmental and demographic)

21. What about Curriculum?
We need a comprehensive approach
Don’t just hire someone or add a
couple of programs

22. • The Council of International Schools has proposed
standards

23. Students should
• discuss substantive matters of principle
from multiple perspectives. (ETHICS)
• understand the histories, cultures, beliefs,
values and perspectives of a range of
individuals and peoples. (DIVERSITY)

24. Students should
• understand current issues of global significance
relating to geopolitics, the environment, health,
trade sustainable development and human
rights. (GLOBAL ISSUES)
• attain fluency in the medium of instruction, in
another language, and, with as much support as
the school can offer, in their mother-tongue.
(COMMUNICATION)

25. Students should
• develop the disposition to serve their
community, local and global, through
engagement in meaningful and reflective
service. (SERVICE)
• acquire and refine the skills of leading and
following; collaborating, adapting to the ideas of
others; constructive problem-solving, and
conflict-resolution through experiencing
leadership in authentic contexts.
(LEADERSHIP)

26. The NAIS version: skills and values
• Problem
Solving Skills
• Values
• Life and Work
Skills
• Citizenship
Skills

27. Problem Solving Skills
• Critical Thinking
• Non violent
problem solving
• Ethical decision
making

28. Critical thinking: Literacies
• Basic
• Scientific
• Economic
• Media
• Technological
• Computer
• Information
• Multicultural
• Global

29. Literacies
• Multicultural literacy –
ability to understand and appreciate
similarities/differences in customs,
values and beliefs of cultures.
• Actively engage with other cultures:
languages, interaction
(Metiri group)

30. Literacies
Global Awareness:
Recognition and
understanding of
interrelationships among
international
organizations, nation-
states, economic
entities, socio-cultural
groups and individuals.
(Global education checklist -Czarra, 2002-03)

31. Global Awareness
• Students are
knowledgeable of
connectedness of
nations historically,
politically,
economically,
technologically,
socially, linguistically
and ecologically.
• Understand role of US
in international
relations.
(Global education checklist -
Czarra, 2002-03)

32. Values
• Ethics- ability to not only distinguish right
from wrong, but to make informed choices
between two rights,
• Honesty
• Respect, tolerance, acceptance
• Willingness to look at things from the other
culture’s perspective

33. Values
• Commitment to social
justice.
• Concern for the
common good.
• Caring, compassion.
• Open mindedness
• Personal
responsibility

34. Life and Work Skills
• Communication
skills
• Curiosity
• creativity
• risk taking
• interpersonal skills
• Self-direction and
ability to work
w/out supervision

35. Life and Work Skills
• Working effectively in
teams, collaboration
• Listening
• Learning - Shift from
educational plateaus to
constant learning
• Adaptability
• Ability to prioritize plan
and manage complexity
(and uncertainty!)

36. Citizenship Skills
• Civic responsibility as
well as freedom
• Democratic skills:
commitment to
democracy, understand
democratic values and
processes, speaking and
debating skill
• Citizen locally, nationally,
globally
(BCTF)

37. Global Programs that work
• Partnerships with
other schools
• Exchanges for
students and
faculty.
• Service Learning
Trips
• Languages- taught
sooner, taught
more intensively

38. Our Programs
• Challenge 20/20
solving the world’s
problems, two
schools at a time

39. Our Programs
The Institute for
Student Leaders

40. Our Programs
• China Connection
III
• Other resources
• Arabic – help may
be on the way

41. Other NAIS programs
• Train the Trainers
• SEGL
• Model Curriculum
• Web Pages
• Communities
• GES

42. Train the Trainers
Service Learning trip to the Dominican
Republic in cooperation with LiveLearning

43. School for Ethical and Gloal
Leadership

44. Model Curriculum
Math working group –
on line community
three hour workshop at Annual
Conference

45. www.nais.org/go/global
• Global Education
• The NAIS Global Initiative's Objective, as part of NAIS's larger
sustainability initiative, is to assist independent schools in their
efforts to nurture the skills and perspectives that help students
become global citizens and global leaders, and to assist schools
and their students in making contributions across borders.
• To assist NAIS member schools in their quest for a more global
future for their students, NAIS will nurture partnerships and provide
resources within an international framework.
• - NAIS Global Initiatives
Mission Statement

46. ISGweb for
Associations
ISGweb
Online Communities

47. Global Education Summit
• Keynoters: Ken Bacon and Kwame
Anthony Appiah
• Discussion
• Lunch
• Three Hour workshops