Important Message about LEARN NC

LEARN NC is evaluating its role in the current online education environment as it relates directly to the mission of UNC-Chapel Hill School of Education (UNC-CH SOE). We plan to look at our ability to facilitate the transmission of the best research coming out of UNC-CH SOE and other campus partners to support classroom teachers across North Carolina. We will begin by evaluating our existing faculty and student involvement with various NC public schools to determine what might be useful to share with you.

Don’t worry! The lesson plans, articles, and textbooks you use and love aren’t going away. They are simply being moved into the new LEARN NC Digital Archive. While we are moving away from a focus on publishing, we know it’s important that educators have access to these kinds of resources. These resources will be preserved on our website for the foreseeable future. That said, we’re directing our resources into our newest efforts, so we won’t be adding to the archive or updating its contents. This means that as the North Carolina Standard Course of Study changes in the future, we won’t be re-aligning resources. Our full-text and tag searches should make it possible for you to find exactly what you need, regardless of standards alignment.

The Globally Competent Teaching Continuum

slide

The Globally Competent Teaching Continuum

Provided by the Longview Foundation

As our world becomes increasingly interconnected and interdependent, student must graduate with the attitudes, knowledge, and skills to live and work in a global society. Classrooms are also becoming more global. Therefore, there is a growing need for educators to develop global competencies in themselves and their students.

Global competency is the set of knowledge, skills, and dispositions needed to live and work in a global society. The Asia Society and Council of Chief State School Officers define global competence as “the capacity and disposition to understand and act on issues of global significance.” The Longview Foundation adds that “a body of knowledge about world regions, cultures, and global issues, and the skills and dispositions to engage responsibly and effectively in a global environment” is also needed. Global competence shares commonalities with intercultural competence, multicultural education, and international education; however, it is distinct in that it combines elements such as communicating effectively with people from other cultures and valuing multiple perspectives with elements such as knowledge of current global conditions and the interconnectedness of local and global issues, and a commitment to promoting equity worldwide.

Globally competent teaching requires teachers to translate their personal global competence into professional classroom practice. A globally competent teacher must not only develop globally competencies in themselves, but also possess the skills to instill global competency in their students. Such skills specific to educators include: to create a classroom environment that values diversity and global engagement, to integrate learning experiences that promote content-aligned explorations of the world, to facilitate international and intercultural conversations and partnerships, and to assess students’ global competence.

The Globally Competent Teaching Continuum (GCTC) is an online interactive tool to help educators develop global competence and globally competent teaching practices. The GCTC provides 12 concrete global competency elements for teachers with definitions of what each looks like at different levels of development. The GCTC also contains resources to help educators move along the continuum, including videos of globally competent K-12 teachers in action, lesson plans, websites, books, and professional development opportunities.

Get started: Table of Contents