GLOBAL COMPETENCY BASED CURRICULUMSTUDENT LEADERSHIP OF INTERCULTURAL DIALOGUESSUPPORTING STUDENT MENTAL HEALTH
JOIN US FOR— 11TH ANNUAL —GLOBAL EDUCATORS CONFERENCEAPRIL 11-13, 2024LOWER CANADA COLLEGEHOSTED BY4090 Av. Royal, Montréal, QC H4A 2M5, CanadaFor more details and to register, visit www.gebg.orgJoin us April 11-13, 2024 for the 11th Annual Global Educators Conference. This annual gathering is a chance to connect in person with the GEBG Community around current and practical topics, including off-campus program and risk management, global curriculum development and virtual exchange, and leadership in global education.GEB724a_Conf24-Ad_8.5x11-FINAL.indd 1GEB724a_Conf24-Ad_8.5x11-FINAL.indd 1 2/13/23 8:38 AM2/13/23 8:38 AM
317201231312568Senior StaffClare Sisisky Executive DirectorElsie Stapf Director of OperationsChad Detlo Director of Professional Learning and CurriculumFlorence Pi Program Manager2022 - 2023Board of DirectorsOFFICERSChair Laura P. Appell-Warren, St. Mark’s SchoolSecretary Rob McGuiness, Appleby CollegeTreasurer Daniel Emmerson, Spark SchoolBOARD MEMBERSTricia C. Anderson, Pace AcademyKarina J. Baum, Buckingham Browne & Nichols SchoolMelissa A. Brown, Holton Arms SchoolDavid Colón, Visitation AcademyDion Crushshon, The Blake SchoolAnn Diederich, Polytechnic SchoolYom Fox, Georgetown Day SchoolTené Howard, Sadie Nash Leadership ProjectJohn Hughes, The Lawrenceville SchoolSophie Paris, Miss Porter’s SchoolGlen Turf, Miami Country DayDebra Wilson, Southern Association of Independent SchoolsABOUT GEBGThe Global Education Benchmark Group supports schools as they prepare students for a culturally diverse and rapidly changing world. We are the leading K-12 global education organization that provides professional learning on model practices and shares data and resources for schools as they develop teachers and students with the intercultural competencies to embrace and thrive in our interconnected world.Get It? How Exchange Programs Armed Purpose of Global Education at Santa Catalina SchoolStudent Leadership in Intercultural DialogueFostering Global Competency in Students: Shifting Curriculum and Supporting Teachers Empirical Insight into Educator Intercultural CompetenciesSupporting Student Mental HealthBenchmarks in Global EducationData from GEBG’s Special Report on Experiential Week(s) or IntensivesCreo En Ti Media: A Bilingual Book Initiative with a Global ImpactGlobal Student Dialogues:3407 S. Jeerson Ave., Suite 71 St. Louis, MO 63118@gebgcommunicate2303543PerspectiveLetter from our EditorFinancial and Impact ReportGlobal Student DialoguesRecognitionsGlobal Educator ProﬁleKayla Dorsey-TwumasiRJ Sakai(888) 291 GEBG (4324) www.gebg.orgTABLE OF CONTENTSSpring 2023ABOUT THE COVER Faculty members learning about the history and culture of the Chinese-Canadian communities of Vancouver during the GEBG collaborative-scouting program for Mandarin learning in Vancouver, Canada in October 2022GEBG Board of Directors at their fall 2022 meetingMagazine Designed by Brand Poets
2 INTERCONNECTED // VOLUME 05This school year has been a time of both growth and reﬂection. We have continued to ask and consider what we have learned from the previous three years, but we have also engaged in new ventures, some exciting and experimental, some scaling up and building on what we tried and tested. These sentiments reﬂect what is happening in much of our world — trying to navigate the complex insights provided by the pandemic as its inﬂuence on our day-to-day lives fades while also looking at what lies ahead. This year has shown that we are hoping to feel empowered and able to navigate new challenges and opportunities, whether they be the impact of climate change or the possibilities of artiﬁcial intelligence. Schools are thinking about what iterations might improve their student learning today as well as how can strategic thinking that is nimble and adaptive support improving student learning for tomorrow. This issue of Interconnected highlights how one school is working to bring competency-based learning into their classrooms and programs, intentionally delivering their mission for every student. This type of growth is challenging and requires leadership with compassion for teachers and nuance in communicating the urgency of shifting education in this way. This issue also continues to highlight emerging research in the ﬁeld that directly relates to global education at member schools - in this case, how educators are and can support global education through their teaching. GEBG is an organization that values research and data as tools to inform and support the growth and innovation our member schools undertake. Thus, providing access to usable and insightful research, benchmarking data, and highlighting expert insight (on topics such as student mental health) continue to be core to our mission and value for our members. This past year has seen engagement and reconnection throughout the GEBG community, and this issue of Interconnected showcases that engagement and collaboration with contributions from educators, students, and thought leaders in the ﬁeld as they continue to grow and reﬂect in support of our students’ learning. PERSPECTIVELETTER FROM OUR EDITORBy Clare Sisisky
WWW.GEBG.ORG 3“What is the humor like?”“What do you mean?”“ In France we joke a lot about politics. Is it okay to do that here in America?”This was the ﬁrst question one of our two French exchange students asked me as I drove them from San Francisco International Airport back to Santa Catalina’s campus in Monterey, a two-hour drive through quaint coastal towns and typically pristine landscapes. However, that day California’s central coast was being pummeled by January’s atmospheric river. For days prior, we had been experiencing torrential rains, high winds, and ensuing ﬂoods, mudslides, downed trees, and power outages. And here I was, bringing two lovely ﬁfteen-year-olds to our all-girls Catholic international boarding school for a six-week-long stay, and the power was out in their dorm. It was not quite the “Welcome to California” scenario that I had had in mind for them when our school signed its ﬁrst sister-school exchange agreement a few months prior.As I carefully drove south on the 101, I did my best to answer the student’s question, which was deﬁnitely not the ﬁrst question I was expecting: “Well, it depends…” Thus began my explanation of context, language, and values, topics near to my heart as a classroom teacher of French and Spanish and the school’s founding Director of Global Education. We then chatted about the various types By Kassandra BrenotHOW EXCHANGE PROGRAMS AFFIRMED PURPOSE OF GLOBAL EDUCATION AT SANTA CATALINA SCHOOLGet It? of humor, French vs. American humor, and how humor can make—or block—a friendship. And that was precisely why the student had asked her question: she and her schoolmate wanted to avoid oending someone—and wanted to leave at the end of their exchange having made some friends.But the question struck me as one that the typical American adolescent would not ask. Was this because of their schooling, families, or personalities? And what types of learning experiences would students need to have in order to even know to ask this type of question at 15 years old?At a minimum, the situation indicated to me that the student was thinking about higher-level intercultural skills, skills that might not appear explicitly in a course curriculum or might only be reserved for advanced courses or selective travel programs. Would our students, when they reciprocated the exchange, have the same level of curiosity about cultural dierences (what is and is not acceptable),recognition that dierent perspectives exist… and can be powerfully attached to humor, appreciation for eective and appropriate communication, and openness to building relationships?With one question this student had asked me to consider how well my school’s global education program was meeting its goals, and I was humbled.The girls were giddy with excitement and nervousness, which, fused together, barred them from falling
asleep in the van. Out poured a litany of questions, the jumping-o point for their pre-arrival orientation: “ Do you have a Five Guys hamburger place? Can we go there? What about Target? We really want to go to Target!” “Yes, we have a Five Guys, and it’s right next to Target; no problem. But you’ve also got to try In’N’Out Burger. I think you’ll like that place, too. It’s a favorite in California.” “ Great! We want to go swimming in the sea. Can we do that?” “Yes. You can walk to the ocean from school, but believe it or not, the water in Monterey is really cold. That’s why surfers in Monterey wear wetsuits. We’ll ﬁnd a time when you can go to the beach and get into the water. Also, so you know, here in California, we call it the ocean, and not the sea.”When we arrived at campus, I gingerly parked the van in front of a blacked-out dorm, embarrassed that our new community members might not understand or embrace such a state of crisis. However, an ebullient group of girls holding battery-operated lanterns immediately came out of the dorm and swarmed their new classmates, hugging them, taking their luggage, and whisking them into their dorm. Their room was decorated with an abundance of snacks and handmade welcome posters. The next day, they remarked, “Everyone is so happy and hospitable here, and we can’t believe all the snacks! It’s so dierent from home.” These remarkable students were already demonstrating their open-mindedness and resiliency, two other competencies we seek to develop in our young global citizens. My students were showing their own cultural competence, understanding the unique skills and attitudes of being a good host (while I wondered when in our Spanish and French curriculum we taught the word for “wetsuit”).Since their arrival weeks ago, the students are halfway through their stay and are thriving. It’s been easier to integrate them into our community than I had ever imagined, particularly under less-than-ideal circumstances. It got me thinking: Why is that? Well, they have made friends and have gotten to know many girls (both day and boarding) of diverse backgrounds and nationalities—they don’t feel like outsiders in a diverse and inclusive place. And why have they made friends? Because they are open-minded and adaptable. They are kind and respectful. They are curious and eager to learn. They have had dinner at a day student’s “very American home,” and one of our resident families took them to In’N’Out. They have visited the Monterey Bay Aquarium with their Marine Biology class, toured San Francisco’s Chinatown with a local partner, and are frequent shoppers in our school bookstore (they love our swag). They have even gone into the ocean… wearing wetsuits, of course!One of the common objectives for GEBG schools is to promote the development of student intercultural competencies. This concept has been ﬁrst and foremost on my mind for the past three years as we have begun to develop intentional global education at our school: I began with a cursory review of our curriculum and co-curricular oerings, looking to see where we were developing the qualities I was so obviously seeing in these exchange students, as well as many of our own students. Then, action research was used to consider how faculty were understanding global competence, knowing that cultivating global competencies in our faculty is also part of holistic global education programming. This year, we are addressing institution-level strategic objectives, including launching a new upper-school Global Leadership distinction program and forming sister-school partnerships. Our ﬁrst partnership began by creating connections through GEBG and then conducting site visits to explore what our exchanges could be like. Once we signed an agreement, we worked to expand the circle of school personnel to help create and manage the exchange expectations, process, and paperwork.And this exchange—the ﬁrst in the school’s 73-year history—was reminding me that the carefully developed plans were taking root: the students were already teaching each other, and the faculty were seeing how exchange students can thrive in unknown, “real world” environments when they possess global competencies. Although authentic, mutually-beneﬁcial institutional partnerships can take years and signiﬁcant resources to develop, exchanges expose students to dierent values, attitudes, beliefs, customs and, often, a dierent language. They keep the costs of studying abroad very low because we are, in essence, swapping students. This relationship allows for more equitable opportunities and avoids the tourist trip abroad scenario. Just today, I circled back to the question about humor with the two French students, asking them what they have learned about American humor since their arrival:“Oh, it’s very dierent here! In France, it is very sarcastic. Jokes are about things we don’t usually talk about. But not so much here. Here, it’s more about inside jokes.”
WWW.GEBG.ORG 5My ears perked up: on one hand, they were making sophisticated observations about culture and language, the primary objectives of the program, but I was simultaneously worrying about them feeling left out and alienated. While they admitted to not understanding all of the jokes, they said the humor was not keeping them from making friends, the other primary program objective. Certainly, humor is deeply contextual and social; its presence—or lack thereof—oers great insight into a people, its language, and its culture. We can try to teach this complex concept to our students in a lesson, on a travel program, or through a dicult conversation in advisory or through residential life situations, but perhaps it’s in these simple exchanges as part of a relationship-based program that shows me that the students “get it” and live and breathe intercultural competence every day when placed in a strategically diverse and globally-minded environment. The work we put into creating multifaceted and inclusive communities within our schools, the personal relationships we develop with educators around the world and at home, and the ongoing eort we put into embedding global education within and across the curriculum pay o. And sometimes, we just need to (carefully) develop the opportunity for the students to learn, and they will ﬁnd what they are looking for and what they need. I joked: “Well, your nal exam will be whether or not you manage to eat at Five Guys before you leave!” They laughed, although I wasn’t completely sure that they understood the humor. “So, can you take us to Five Guys? Is that with or without wetsuits?” They did get it, responding to this inside joke with a mix of playful sarcasm and a sense of place that I should have expected.Dr. Kassanrda Brenot is the Director of Global Education at Santa Catalina School (CA, USA) and the GEBG Global Educator-in-Residence for the 2022-2023 school year.
6 INTERCONNECTED // VOLUME 05STUDENT LEADERSHIP in Intercultural DialogueThe GEBG Student Leadership Council (SLC) comprises a group of high school students from 22 dierent GEBG member schools across North America. They meet monthly to help design and shape the curriculum of GEBG’s Student Dialogues program, which brings together students from over 25 countries worldwide to engage in intercultural dialogue over subjects of global signiﬁcance. The SLC has a behind-the-scenes view of what goes into creating and running a successful virtual education program with a focus on intercultural dialogue. They develop and practice their leadership skills by oering critical feedback and reﬂection, assessing the program, researching global issues for discussion, recruiting participants, and developing the program curriculum. This community of student leaders has also grown by collaborating in this work and practicing the core learning outcomes of the program — intercultural communication and perspective-taking.In this piece, students share their perspectives on participating in and helping to lead intercultural dialogue and learning with their peers from around the world. Contributing students include Hana Barber and Sophie Wallace from St. Mary’s Episcopal School, Tennessee, USA, and Ved Hardas and Sanjoy Datta from Appleby College, Ontario, Canada.As a leader in the GEBG Student Dialogues program, why do you think having opportunities to engage in dialogue with other students from around the US and the world is important?I believe that the unique impact that GEBG [dialogues] oer is that [they] allow for students to really understand issues that are applicable to them and the world around them. Rather than being told that climate change is happening, people generally learn more about issues if they can share their ideas and hear a variety of ﬁrst-hand perspectives.~Sanjoy D. Being able to freely communicate with people from all backgrounds is an acquired strength, and in the future, many will need good communication to succeed. Many skills are needed to develop this strength; conﬁdence, open-mindedness, and thoughtfulness are a few examples, and through the GEBG Student Dialogues, I felt I could work on all of these and overall become a better communicator.~Ved H. During a previous dialogue, I exchanged my social media account with a student Members of the GEBG Global Dialogues program Student Leadership Council from St. Mary’s School (TN) with global direct John NicholsBy Chad Detlo & Florence Pi
WWW.GEBG.ORG 7who lives in India after having an extremely interesting conversation with them. It has been such an amazing connection in terms of learning about dierent cultures and just building a new bond and friendship. ~Hana B. What have you learned from engaging in these intercultural dialogues? Until I started to participate in global dialogues, I had never had a thorough conversation with other students the same age as me who live in dierent areas of the world. Initially, I never expected to learn as much as I have from these conversations; they are much more than conversations about global issues. Through global dialogues, we learn about the dierent cultures and lifestyles of students who live in dierent areas of the world. I have learned how important it is to ﬁnd opportunities to discuss global issues with people who live in dierent parts of the world because I never knew how dierent my life is from others until I started doing so.~Hana B. I have learned the importance of the other perspective…Through these dialogues, I have learned of the self-isolation of America: the failure for the mainstream media to address multiple perspectives on international issues. During a dialogue on the current war in Ukraine, I heard not just of the American perspective, but directly from the voices of Ukrainian refugees, those in surrounding countries, and those thousands of miles away from the war. ~Sophie W. Can you share a little about the Student Leadership Council experience — what has it been like to collaborate with other student leaders from different schools, and what have you learned from this experience about leadership?[SLC] gave me the opportunity to improve my public speaking skills. I felt that even more than in the dialogues, I had to think of the best way to portray my idea so the room I was in could best make use of it. The skills I have learned here will help me in everything from normal conversation to job interviews.~Ved H. Being able to collaborate with other student leaders has deﬁnitely strengthened my understanding of what it is to be a leader. As a group of leaders ourselves, not only are we contributing our ideas and opinions, but a huge part of our job is to also thoroughly listen to each other and others’ ideas.~Hana B. Do you have any advice for educators who are thinking about bringing more dialogues about global issues or current events into their classrooms or programs?Speciﬁcally, schools should encourage these open dialogues within their campuses so people may have these real and meaningful discussions face-to-face. This aspect allows for greater interconnectedness and empathy to be shared amongst everyone, which leads to a positive environment open for all to learn in. ~Sanjoy D. Reach out for a student perspective. I would recommend asking the students which topics they would like to discuss, so that the discussions are topics that students are genuinely passionate about. I have appreciated the value that GEBG has placed on the student perspective, implementing the work of the Student Leadership Council into the dialogues.~Sophie W.Members of the GEBG Global Dialogues program Student Leadership Council from Appleby College (ON)Chad Detlo is the Director of Professional Learning and Curriculum and Florence Pi is the Program Manager at the Global Education Benchmark Group
8 INTERCONNECTED // VOLUME 05 WWW.GEBG.ORGTHE SHIFT TO COMPETENCY-BASED MASTERY LEARNINGMiss Porter's School is currently engaged in the challenging but important work of transitioning from a traditional academic program to a competency-based mastery learning program.A traditional academic program assigns grades to students based on their average work within single-disciplinary classes. A competency-based mastery learning program awards credit to students for demonstrating mastery of cross-disciplinary skills.In a traditional academic program, successful completion of a speciﬁc class does not necessarily tell us anything about a student's authentic skill level. Students who earn good grades typically work hard, turn work in on time, and maintain a high average on assignments. Nevertheless, that grade does not fully communicate the types of skills those students have developed, nor does it tell us much about their capacity for high-level application of content and skill in various and new contexts. In a competency-based mastery learning program, the focus is not on individual classes but on the students' skill development across classes. Assessment requires the demonstration of competency in an authentic setting, and schools report on the student's progress toward mastery of that competency. GLOBAL AND CIVIC ENGAGEMENT AS A CORE COMPETENCY AT MISS PORTER'S SCHOOLAt Miss Porter's School, we have identiﬁed ﬁve core competencies that connect to our mission and represent the skills we know students will need in the future. One of those competencies is Global and Civic Engagement. This competency aligns with our mission-driven imperative to FOSTERING GLOBAL COMPETENCY IN STUDENTS: Shifting Curriculum and Supporting TeachersBy Nelle Andrews, Sophie Paris, and Tim Quinndevelop students as ethical global citizens. We also know that our students need this competency to be successful in a globalized world. More importantly, our world needs leaders who genuinely possess this competency should we wish to solve the many pressing challenges we face.Our description of a student who possesses this competency is as follows:" The student recognizes their own and others' perspectives, investigates the world beyond their immediate environment, interacts effectively with diverse audiences, and translates their ideas into appropriate action to improve the world."For students to earn mastery in this competency, they need opportunities to authentically demonstrate the aforementioned knowledge, skills, and behaviors, which requires a reimagining of the classroom experience and assessment practices.While we have only recently formalized this and our four other competencies, we have long been concerned with creating global citizens. Previously, this task was somewhat isolated and was overseen solely by our Institute for Global Education (IGE), the department that initially organized and implemented our student travel programs. We are working now to ensure that students develop this competency across courses, within all departments, and through multiple experiences outside the classroom.
WWW.GEBG.ORG 9MERGING ACADEMIC AND EXPERIENTIAL LEARNING IN SERVICE OF GLOBAL COMPETENCYOur focus on global competence began in earnest in 2013, when we launched our ﬁrst InterMission Term. InterMission was a three-week term in January between our fall and spring semesters. During that time, students enrolled in interdisciplinary courses focused on fostering connectedness, conﬁdence, and challenge in our community. These experiential courses were designed to inspire students to be passionate and curious as they learned to become informed, resourceful, and ethical global citizens. Within two years, we launched our International InterMission Program, which provided immersive international experiences for every 11th grader during the InterMission Term (for no additional fee). We partnered with schools worldwide to oer immersive school-based exchanges for their students Students from Sonoma Academy met with over 70 congressional oces from both sides of the aisle in September 2022 to amplify their campaign for H.Res.975 at Porter's and our students at their institutions. Eventually, the IGE developed a year-long global citizenship curriculum that buttressed the immersive travel experience during the InterMission Term. Still, we were concerned that the travel experience lived outside the academic programs. For students, there was school learning (i.e., English, math, science), and then there were experiences that happened on breaks from classes. Our goal became to merge the two and show that in order to develop skills and competencies, learning needed to be both academic and experiential.To this end, in the fall of 2022, we launched a set of Interdisciplinary Global Intensive courses that would meet for 180 minutes each day over a ten-week trimester and include a robust travel experience. As part of the initiative, in the 2022-2023 school year, all our 11th-grade students will travel to Costa Rica, France, or Germany to participate in these global intensive courses. Each course provides the students with an understanding of the history and culture of the region to which they will travel, focusing on exploring a pressing global issue in that region. When students return from their travels, each course culminates in a ﬁnal project
10 INTERCONNECTED // VOLUME 05 WWW.GEBG.ORGaddressing the problem they have studied. The ﬁnal projects are then presented to the other faculty and students in the Miss Porter's community as part of our school-wide Demonstrations of Learning days that close out each trimester.While faculty are tremendously excited about these amazing courses, the shift to teaching interdisciplinary courses, synthesizing academic and experiential education, and developing a competency-based curriculum has pushed them out of their comfort zones and challenged them to think dierently about teaching and learning. Thus, supporting faculty in this shift has been critical. TEACHER SUPPORT THROUGH COLLABORATION, TIME, AND TRAININGOne thing we quickly recognized when thinking about how to support faculty in this transition was the need to develop more explicit frameworks for curriculum design and assessment. The ﬁrst step was clearly deﬁning our core competencies, priority standards, and learning objectives. Teachers signed up for various working groups in the 2021-22 school year, and we spent a good portion of the year outlining the skills and habits we want our students to be able to demonstrate by the time they graduate from Miss Porter's School. As mentioned above, with our mission as our guide, we worked together to outline ﬁve core competencies. Within each competency, there are 4-5 Priority Standards, and for each Standard, there are 4-7 Learning Objectives. The Global and Civic Engagement competency consists of the following:PRIORITY STANDARD 1: CIVIC KNOWLEDGELearning Objectives: I can investigate and explain the relationship between the practice and perspectives of the cultures studied. I can identify and place my work in a global and historical context. I can identify/recognize cultural products, practices, perspectives, behaviors, and expressions related to everyday life. I can compare and contrast the rights and responsibilities of citizens across cultures, nations, and regions. I can identify how implicit and explicit bias, prejudice, and discrimination create discrepancies in access for individuals.PRIORITY STANDARD 2: RESPONSIBLE CITIZENSHIPLearning Objectives: I can develop informed opinions regarding ethical issues. I can keep my environment clean for the health and safety of myself and my surrounding community. I can apply my knowledge of cultural products, practices, and perspectives in order to interact with others with respect and understanding. I can demonstrate empathy and respect for others.PRIORITY STANDARD 3: INTERCULTURAL COMPETENCELearning Objectives: I can demonstrate an awareness of and appreciation for experiences and/or perspectives that dier from my own. I can understand how my knowledge and skills shape my perspective/experience in the global community. I can recognize how my identity and bias aect and shape my experiences. I can promote cultural empathy and cross-ideological communication & understanding through my work. I can challenge and broaden my own perspective.PRIORITY STANDARD 4: COMMUNITY SERVICELearning Objectives: I am aware of my talents/skills/resources and put them to use in my community. I can identify a need for change or improvement in my community. I can participate in eorts to make my community a sustainable and livable place. These standards and objectives were established collaboratively by the faculty, and what makes this framework work is that it is school-wide rather than discipline-speciﬁc. We have designed and incorporated these global competencies into nearly all our courses across all four years of a student's high school experience.
WWW.GEBG.ORG 11We have also designed training and development for our faculty, so they can better understand and provide the types of hands-on learning experiences that ask students to demonstrate these key competencies. To that end, we have been working in departmental and interdisciplinary course-based teams to formally document all of our courses this year so that we can assess where we are succeeding and identify areas for growth and revision. The assessment of these curricular plans includes individual meetings between faculty and Department Chairs to reﬁne the curriculum, focusing on creating experiences that help build competencies and assessments that can measure this growth.Aligning our goals with our practices is ongoing work for our faculty, and we have built professional time into our daily schedule to help facilitate these goals. Teachers have three to four 40-minute morning meeting slots available weekly to meet with colleagues to reﬁne course details and assessments. Our Chief Academic Ocer and our Dean of Curriculum & Instruction are available to meet with departments and course teams to support this work further. Two to three times per month, we come together for faculty-wide professional development designed to enhance the literacy of our faculty concerning curriculum design, competency-based assessment, and other vital aspects of the learning process, such as reﬂection, metacognition, high-quality feedback, and formative checks for understanding. We expect to work together this spring and summer to reﬁne school-wide learning objectives and revise course content and assessments to better align with our competency-based mastery learning framework.As we move forward, we have some critical questions guiding this work: How can we be sure that our students eectively develop their skills in each of these competencies? To what extent are teachers giving students opportunities to practice these skills in their classes? What competency-based learning opportunities are available to students outside of a traditional classroom experience, and how do we document those learning moments eectively? A WORTHY CHALLENGEAligning discipline-speciﬁc language to a broader school-wide model has challenged our faculty to think critically about their assessment and course design. There is no question that this is time-consuming and dicult work, but that is not a reason to avoid it. When we put the experiences of our students ﬁrst, our role as educators becomes crystal clear. Our responsibility is to help our students build the skills they need to engage meaningfully in a global society. Although there is always more work to do, our AIS Global Intensive Courses are the model for the type of project-based, place-based learning that enables cross-disciplinary study and mastery of our ﬁve competencies. The more our students recognize how these skills intersect, the more prepared they will be for their future. We are privileged to be able to oer these opportunities to our students. Most importantly, we are proud to design learning experiences that align with our mission, ensuring that our students will be informed, bold, resourceful, and ethical global citizens, ready and willing to contribute to the world. Student and Faculty participants discuss the importance of the natural environment in working towards the UN Sustainable Development Goals in Puerto Rico during GEBG’s Collaborative summer program in Puerto Rico in June 2022Tim Quinn is the Chief Academic Ocer and Dean of Faculty, Nelle Andrews is the Dean of Curriculum and Instruction, Sophie Paris is the Director of the Porter's Center for Global Leadership, all at Miss Porter’s School (CT, USA).
NEOLIBERALCOSMOPOLITAN12 INTERCONNECTED // VOLUME 05Empirical Insight into Educator Intercultural Competencieseconomic relationships. Cosmopolitanism seeks to break down nationalistic outlooks by taking a global perspective that reaches beyond tolerance for dierences by embracing the interdependence of the world through actively observing, listening, and understanding dierent perspectives. The desired outcome is an expansion of one’s consciousness from simply “reading the world” to “rewriting the world” (Byker & Putman, 2019). Educators who embrace cosmopolitanism strive to broaden their understanding of diverse perspectives by adopting a more critical approach that actively addresses global inequalities with a desire to pursue change.PRIOR THEORIES AND APPROACHES TO ASSESSING INTERCULTURAL COMPETENCIESOver the past quarter century, our understanding of intercultural competencies has been shaped by researchers and thought leaders. A seminal book is Dr. Michael Byram’s Teaching and Assessing Intercultural Communicative Competence (1997), which he revisited in a second edition in 2020. Dr. Byram initially examined intercultural competencies through the language classroom context but later noted the relevance of this understanding across the curriculum. He notes that “knowledge of others; knowledge of self; skills to interpret and relate; skills to discover and to interact; to value others’ beliefs and behaviors; and relativizing oneself” all contribute to a holistic worldview and capacity to navigate cultural dierences. This highlights the critical importance of evaluating one’s own culture alongside developing an understanding of an outside culture as a means of directing GEBG schools share a common objective in seeking to advance the intercultural competencies of our youngest global citizens. To what extent are their educators guided in developing intercultural competencies of their own, enabling them to best model and further cultivate similar growth in their students? Many schools devote signiﬁcant funding, time, and other resources toward related forms of professional development. However, it is sometimes unclear what speciﬁc competencies are being addressed or how the success of these interventions is measured. In Spring 2022, 695 educators at 16 GEBG schools in the United States and Canada participated in a study by completing an assessment instrument addressing K-12 educator intercultural competencies. This article will explore the study ﬁndings, conclusions, and implications for GEBG schools, after ﬁrst oering a brief examination of the current research on perspectives, theories, and existing eorts to measure intercultural competencies.By David LynnGLOBAL CITIZENSHIP PERSPECTIVESUNDERSTANDING THE NEOLIBERAL AND COSMOPOLITAN PERSPECTIVESA critical step in addressing intercultural competencies growth in schools is clearly deﬁning its overarching purpose. Two signiﬁcant yet sometimes conﬂicting perspectives can aid in this process. The Neoliberal perspective emphasizes that schools prepare students for entry into an environment of market competition to serve a human capital function and maximize performance in the workforce (Schultz, 2007). This pragmatic perspective justiﬁes knowledge of languages and the ability to work with people of dierent cultures as attributes that enhance abilities to navigate complexities in work environments and increase social mobility. The utility of global and intercultural exposure drives teachers who adopt the neoliberal perspective.A cosmopolitan perspective promotes intercultural dialogue and understanding through recognition of diversity, respect for dierent perspectives, and a capacity for critical reﬂection on their own culture and worldview (Byker, 2016). In educational settings, cosmopolitanism places a humanitarian emphasis on the development of a critically conscious global citizen while aiming to enhance political, moral, cultural, and
WWW.GEBG.ORG 13and identifying growth in knowledge of self and others, global attitudes, skills of interpreting and relating, skills of discovering and interacting, and critical cultural awareness. Dr. Darla Deardor (2011) builds on the work of Dr. Byram by noting the importance of attitudes related to openness, respect, curiosity, and discovery as foundational steps leading to the development of skills, knowledge, and the potential for action.Dr. Deardor’s contributions have strongly inﬂuenced advances in intercultural competencies assessment practices, including UNESCO’s eorts to develop the Program for International Student Assessment (PISA). The PISA assessment, aimed at assessing secondary school students, included components that examine global competencies through a multi-dimensional construct that combined the domains of knowledge, skills, attitudes, and values alongside four parts: (a) examining local, global, and intercultural issues; (b) appreciating diverse global perspectives; (c) engaging in cross-cultural interaction and understanding diverse perspectives; (d) taking actions that support the collective well-being (OECD, 2020). While some researchers have noted a US-centered liberal political bias in the wording of the PISA assessment, along with evidence of aiming to advance corporate interests, the United States does not yet participate in the PISA global competencies assessment (Robertson, 2021). Dr. Byram critiques the PISA Global Competence assessment as being more focused on pluricultural competence rather than intercultural competence, emphasizing speciﬁc unifying topics, like the environment, while not mentioning other ways people of dierent cultures work together.One of the most applied intercultural competencies assessment instruments is the Intercultural Development Inventory (IDI). While the IDI was not speciﬁcally designed for school environments, it has been widely used to measure student and educator competencies. The IDI consists of 50 multiple-choice items that have been carefully researched and examined for cross-cultural validity and reliability. The IDI assesses and positions participants on a seven-part developmental continuum ranging from the least developed stage, “Denial,” to the most advanced stage, “Adaptation,” with intermediate stages including “Polarization,” “Defense,” “Reversal,” “Minimization,” and Acceptance.” The IDI assesses participant responses and applies ﬁndings on measures in a continuum that scales a participant’s ability to observe and take in cultural dierences and commonalities while adapting one’s behavior to the cultural context. However, it is noted that the chronology of the developmental stages identiﬁed on the IDI continuum is not supported by adequate empirical evidence. There is no certainty that passage through each stage is required (Heinzmann et al., 2015). While the results of the IDI can beneﬁt the personal growth of participants, it provides educators minimal guidance concerning how they apply this understanding professionally. CREATION AND DISTRIBUTION OF THE STUDYIn 2021, after an extensive review of current research literature and past assessment instruments, a pilot intercultural competencies study was conducted with around 200 faculty participating at three GEBG schools. The results were analyzed statistically and with input from a panel of six educators, three school administrators, two university researchers, Educators learn about the role of food in cultural sustainability in the Basque region of Spain during GEBG’s Reimaging Travel Programs Summit in Spain in November 2022
5%24%19%52%20%20% 24%6%14%16%20%13%13%40%14%0 50 100 150 20014 INTERCONNECTED // VOLUME 05 WWW.GEBG.ORGand four global education leaders. This feedback resulted in a 30-item survey with individual items covering the intercultural competencies domains of attitudes, knowledge, skills, and action, as well as the identiﬁed factors of curriculum design, learning environment, student engagement, and personal intercultural competencies growth. All items were answered using a six-part Likert scale ranging from “Strongly Disagree” to “Strongly Agree.” The survey also included nine demographic questions.GEBG DATA COLLECTIONBetween May and June 2022, 16 GEBG schools in North America participated in distributing the educator intercultural competencies assessment. The 695 responses deemed ﬁt for analysis represent a diverse sample of educators. There was an even distribution of years of experience and adequate representation of all subject areas taught. Of the participants, 418 (69%) identiﬁed as female, 196 (28%) as male, and 18 (3%) as non-binary/third gender/no identity stated. Also, 288 (41%) participants reported being bilingual, 85 (12%) spent their primary years out of their current country of primary citizenship, and 328 (47.2%) spent three or more months living outside of their current primary country of residence.OTHERTECHNOLOGY / MEDIA CENTERSPECIAL SUPPORTPHYSICAL EDUCATIONMODERN & CLASSICAL LANGUAGES (Languages other than English)MATH AND SCIENCESHUMANITIES (English, History, Social, Studies)FINE ARTS (Arts, Music, Theater)GENERALIST (Teaching all areas)Subject Area TaughtParticipants Geographic Region Canada (137) Midwest - US (41) Northeast - US (278) Southeast - US (206) West Coast - US (48)Participants Teaching Level Lower School Faculty (166) Middle School Faculty (131) Upper School Faculty (364) Other (34)Participants Years in Education 4 years or less (44) 5 to 9 years (100) 10 to 14 years (112) 15 to 19 years (139) 20 to 24 years (135) 25 years or more (165)GEBG DATA PROCESSINGThe total participants were randomly split into two groups. The ﬁrst group was examined using an exploratory factor analysis (EFA) to examine patterns in the data. While the initial pilot survey identiﬁed four factors that deﬁne educator intercultural competencies, the ﬁrst group of GEBG data identiﬁed ﬁve factors. This ﬁnding was further examined using the second group of GEBG data, and a conﬁrmatory factor analysis (CFA) was conducted. The CFA provided further validity for the ﬁve factors. Validity was further supported by applying theories from the recent research literature to see if they supported patterns found in demographic responses and item answers, using a series of parametric tests (multiple regression, independent t-test, and analysis of variance). The study results were promising, opening the door for further research and analysis. THE FIVE FACTOR MODEL FOR K-12 EDUCATOR INTERCULTURAL COMPETENCIESFIVE FACULTY INTERCULTURAL COMPETENCIES FACTORS THAT RESONATEDBefore collecting GEBG data, it was theorized, based on prior research, that educator intercultural competencies would break
WWW.GEBG.ORG 15down into the following four factors: (1) Curriculum, (2) Learning Environment, (3) Student Engagement, and (4) Personal Intercultural Competencies Growth. Following an analysis of the data collected, the number of factors was expanded to ﬁve: (1) Curriculum, (2) Diverse Student Inclusion, (3) Cross-Cultural Openness, (4) Collaboration & Adaptation, and (5) Systematic Awareness. Below is a summary of each of the ﬁve factors:FACTOR ONE – CURRICULUM: This factor highlights the increased emphasis schools have placed on incorporating a focus on global and intercultural topics throughout their curriculum. Educators in all subject areas should be encouraged to link content to diverse cultures and perspectives. The teacher’s understanding of global perspectives and how this is reﬂected in the curriculum is also examined. As teachers develop a clearer understanding of the cultures represented by their students, they are better able to adjust their cultural lens. They reﬂect more critically on how appropriate curriculum material is selected. This enables students to better see themselves in the curriculum while simultaneously being exposed to the diverse background of their peers.FACTOR TWO – DIVERSE STUDENT INCLUSION: In addition to serving the needs of engaging students of diverse backgrounds, this factor response to cultural norms is essential when preparing all students to be globally responsible citizens. This factor also addresses how the development of intercultural competencies expands beyond the curriculum by promoting empathy, adaptability, and awareness of others. Putnam and Byker (2020) highlight that as teachers develop a more empathetic mindset, they are better prepared to establish a learning environment inclusive of all students’ lived experiences.FACTOR THREE – CROSS-CULTURAL OPENNESS: This factor focuses on attitudes and values, linking to an educator’s personal development as a global citizen. Becoming more interculturally competent often involves making sense of the diversity of our world through actively observing, listening, and understanding dierent perspectives. Becoming more aware of diverse cultural backgrounds often sparks self-reﬂection, promoting consciousness of one’s ethnocentrism while fueling a desire to pursue positive cross-cultural interactions.FACTOR FOUR – COLLABORATION AND ADAPTATION: This factor focuses on strategies and collaborative approaches that target implementing a global curriculum in a culturally inclusive learning environment. Collaboration between educators helps to infuse school-wide practices that promote global curriculum while incorporating students’ learning and emotional needs. Schools must facilitate regular and open discussions between colleagues as they collectively strategize to promote a more culturally inclusive school. This factor also emphasizes the importance of adaptability regarding how educators approach global curricula and engage with people of diverse backgrounds in a school environment.FACTOR FIVE – SYSTEMATIC AWARENESS: An awareness of the strengths and limitations of any learning environment can inﬂuence the engagement, inclusion, or learning experience of culturally diverse students. Often, inequities and power dynamics can permeate environments where cultural and language dierences are not addressed. Educators have opportunities to transition from a neoliberal approach to global education that focuses on providing students with an advantage as they enter an increasingly global economy into one that addresses attitudes and perceptions of inequities while critically reﬂecting on power dynamics. Kerkho and Cloud (2020) note the need for greater understanding that Student and Faculty participants learn about the signiﬁcance of street art during GEBG’s Collaborative summer program in Puerto Rico in June 2022
16 INTERCONNECTED // VOLUME 05leads to transformational change, better-enabling educators to address inequalities related to power, privilege, and oppression. We have seen this take shape as societal movements, including #MeToo and #BlackLivesMatter, and these have promoted deeper reﬂection and momentum for action.IMPLICATIONS FOR GEBG SCHOOLSWhile the impact of a more globalized society is evident, it is often vague how educators best address the need for intercultural competencies development in learning environments. This study provides empirically-based ﬁndings, based on quantitative data provided by educators at GEBG schools, that provide greater clarity regarding how intercultural competencies can be further examined and developed. The ﬁve-factor model validated in this study provides educators with ﬁve distinct areas that impact them professionally and personally. This study looks beyond a teacher’s role in delivering a sound curriculum by exploring how educator intercultural competencies impact student inclusion, relations with colleagues, personal development, and engagement with power structures. This insight has the potential to promote ongoing critical reﬂection while guiding professional development. Ultimately, students will beneﬁt from the inﬂuence of educators who are more purposeful in how they model intercultural competencies while incorporating related themes into the relationships they build and overall pedagogy. Educators can use this study at GEBG schools to both support the professional development of intercultural competencies in educators and be used by schools to develop their own tools to assess their professional development programs in this area.WORK CITEDByker, E. J. (2016). Developing global citizenship consciousness: Case studies of critical cosmopolitan theory. Journal of Research in Curriculum & Instruction, 20(3), 264-275. https://doi.org/10.24231/rici.2016.20.3.264Byker, E. J., & Putman, S. M. (2019). Catalyzing cultural and global competencies: Engaging preservice teachers in study abroad to expand the agency of citizenship. Journal of Studies in International Education, 23(1), 84–105. https://doi.org/10.1177/1028315318814559Byram, M. (1997) Teaching and assessing intercultural communicative competence. Multilingual Matters.Byram, M. (2021). Teaching and assessing intercultural communicative competence: Revisited. Multilingual Matters. https://doi.org/10.21832/Byram0244Deardor. (2011). Assessing intercultural competence. New Directions for Institutional Research, 2011(149), 65–79. https://doi.org/10.1002/ir.381Heinzmann, S., Künzle, R., Schallhart, N., & Müller, M. (2015). The eect of study abroad on intercultural competence: Results from a longitudinal quasi-experimental study. Frontiers 26(1), 187–208. https://doi.org/10.36366/frontiers.v26i1.366Kerkho S.N., & Cloud, M. E. (2020). Equipping teachers with globally competent practices: A mixed methods study on integrating global competence and teacher education. International Journal of Educational Research, 103, 101629–101629. https://doi.org/10.1016/j.ijer.2020.101629OECD. (2020). PISA 2018 results (volume VI): are students ready to thrive in an interconnected world?. Paris: OECD. https://doi.org/10.1787/d5f68679-enPutman, & Byker, E. J. (2020). Global citizenship 1-2-3: Learn, think, and act. Kappa Delta Pi Record, 56(1), 16–21. https://doi.org/10.1080/00228958.2020.1696088Robertson, S. L. (2021). Provincializing the OECD-PISA global competences project. Globalisation, Societies and Education, 19(2), 167–182. https://doi.org/10.1080/14767724.2021.1887725Shultz, L. (2007). Educating for global citizenship: Conﬂicting agendas and understandings. Alberta Journal of Educational Research, 53(3), 248.THE FIVE FACTOR MODEL FOR K-12 EDUCATOR INTERCULTURAL COMPETENCIESDavid Lynn is the Director of International Studies at Charlotte Country Day School (NC, USA) and is a doctoral candidate at the University of North Carolina at CharlotteCURRICULUM CROSS-CULTURAL OPENNESSCOLLABORATION AND ADAPTATIONDIVERSE STUDENT INCLUSIONSYSTEMATIC AWARENESS• Connect Content with Global Themes• Imbed Global Perspectives• Enhance Personal Global Exposure• Embrace Cross-Cultural Curiosity• Strategize and Implement Change with Colleagues• Adapt behaviors and pedagogy• Ensure Students Feel Valued and All Voices are Heard• Promote Inclusive Learning Environments• Identify power structures and cultural hierarchies• Support marginalized peopleEDUCATOR INTERCULTURAL COMPETENCIES
By Leah RockwellIn my years of residential life programming in independent schools and as a global programming director, I have drawn upon my training in counseling to oer support across a range of potential student crises. My training has allowed me to quickly assess what is happening with a student, de-escalate a situation, and bridge the gap by making a student feel safe until receiving further assistance. Over time, I discovered that despite my goals of supporting students as a counselor, what students most valued in their moments of distress was my ability to maintain calm, connect students to themselves, contain the situation, and connect them with professional resources and support. Eectively, I learned the importance of becoming skilled in “mental health ﬁrst aid,” or recognizing and responding to students in emotional distress, a skill often applied in my years in student life, leading students on global programs, and in my therapy practice. Nevertheless, “mental health ﬁrst aid” skills are not meant to be used only by mental health providers. These skills are in high demand in our post-pandemic world, particularly in ways never before seen by teachers, school administrators, and parents.As many of you have likely experienced or witnessed, both adults and teenagers are facing challenges related to anxiety, postpandemic, at rates in which supply (actual therapists to help with this) cannot meet current demand. Many of us have experienced going back into our daily lives, doing all the things that became out of practice over the past several years, only now doing so with an additional layer of worry, concern, or awkwardness. What once were ﬂeeting fears have become exacerbated and exaggerated and have turned into full-scale anxieties, sometimes complete with physical manifestations such as panic attacks. When even the familiar can cause stress, imagine what can arise when students encounter a new group of people and an unfamiliar location, even a neighboring school or a ﬁeld trip in a nearby town. Teachers leading trips or programming o campus today should not only prepare but expect to be in a role to oer support to a student in mental distress, something that many teachers feel is outside of their purview or set of skills. What we are seeing and ﬁelding, as educators, is an all-time low for “distress tolerance” on the part of students through no fault of their own. Because of pandemic-induced isolation resulting in much smaller social networks and fewer opportunities to build resilience, students and teachers may be experiencing a fragility that is both uncomfortable and confusing to all parties. This isolation has created an absence of developmentally appropriate stress-inducing experiences (moments that induce growth We have all been there. You are exhausted after a long week of teaching and coaching and managing your family’s needs, and it happens. A student approaches you because they’re worried about a friend possibly having a panic attack, crying, and seemingly inconsolable. Before entering the conversation, ensure you have your cell phone in hand, ready to bring in the backup help you need from the school counselor, someone trained to manage moments like this. But here is the catch — you are on an overnight trip, and other than your co-leader, a colleague who is equally untrained, tired, and caught off-guard, you are alone without the usual safety net of on-campus support in a rapidly unraveling situation. — So what do you do? —Supporting Student Mental Health
18 INTERCONNECTED // VOLUME 05through minor stress), like sleepovers, awkward middle school dances, or even in-person instruction. In eect, this has left students, teachers, and parents shell-shocked by how much anxiety seemingly minor triggers can now cause, and this calls for increased sensitivity and attunement on the part of adults so that they can eectively respond to students in distress in a way that creates both safety and opportunity for students to enhance their emotional well-being. Now more than ever, teachers are facilitators of post-traumatic growth, possibly even more so than any counselor or therapist in a student’s life ever will be.So what does this mean for teachers who lead overnight programs o campus, likely shouldering much of this heavy emotional lifting by deliberately exposing students to stress-inducing situations? In short, deftly managing a student’s mental health issue demands ﬁrst that one accepts its inevitability and, second, that program directors and leaders deliberately engage in exercises meant to encourage self-awareness of their strengths (and tension points) when in stressful situations. Educators, more than ever, must build resilience in their abilities to eectively manage student mental health concerns. Teachers are not oering therapy, but they can undoubtedly provide a grounding and calming presence that can stabilize a student in need. The ﬁrst step in preparation is to recognize and accept that a learning opportunity is upon us, whether or not it is within our job description. When we know the likelihood of something, we can plan for it, and we are thus empowered to respond in a purposeful and measured way, positioning us to provide more ease within a tense situation.How do we plan for the unpredictable yet inevitable? We start by getting intimately familiar with our resources and weaknesses. We can take a deep look IN and look OUT. This can help global program directors and trip leaders immensely when they take the time to examine their responses to stress and their ability to serve a group when in less-than-optimal circumstances. To get at one’s “preferred stress response,” it can be helpful to consider the questions below by writing down your responses so that you can review them later. It’s important to note that your “preferred stress response” may not feel preferential to you, but it’s the reality of how your unique physiology tends to respond when stressed, regardless of the value or judgment you want to place on it.And yes, this is a therapist asking you to do a journaling activity, but I promise it’s worth it. Take a moment to consider how you would respond to the following questions. When under extreme stress, I am someone who ________________: (shuts down or freezes; springs into action; wishessomeone would tell me what to do; wants to escape the situation as quickly as possible?) In a crisis, I can be relied upon to ___________. Seeing someone in physical or emotional pain makes me _______________________. The physical signals in my body that tell me that I am feeling stressed are (list as many items as you can think of) _____________________. I best oer comfort TO others by _____________. I best receive comfort or consolation FROM others by _______________________________. Something that helps me feel calm when feeling stressed or under pressure is_________________. If I am feeling overwhelmed, a sure way to make me feel MORE overwhelmed is to ________________. I have received feedback that when I am stressed, I tend to ______________________. If I don’t get enough ___________________ each day, I don’t feel like myself. (Answer this question as many times as needed.) I feel most like myself when I _________________.
Program leaders often need to realize how much their emotional response to a situation can help or hinder what comes next, so taking the time to do this critical internal work is crucial. By doing so, we can strategically make thoughtful decisions, recognizing the resources and baggage we bring to the table in a stressful situation. This inner work also helps with making decisions about the strategic pairing of program leaders, more eective collaboration on “plans of care” for the team, executing and overseeing programs, and articulating administrative backup and support systems.It is a harsh reality that student mental health issues are far more pervasive and unavoidable than ever before, and the likelihood of one surfacing when on an overnight program is high. However, this does not have to cause fear or trepidation for educators, but rather an openness to broadening their self-awareness and skills to feel conﬁdent facing these moments with grace, competence, and resilience. Faculty leaders who develop this self-awareness can practice how they will be a calming presence for their students when a challenge arises by walking through these mental health-related scenarios and ensuring they can access the professional resources available in the ﬁeld. Faculty leaders can:1/ Accept the inevitability that students will need support with mental health. 2/ Develop self-awareness of their preferred stress response.3/ Build resilience in their abilities to eectively manage student mental health concerns by learning and talking through related scenarios.4/ Plan to oer a grounding and calming presence that can stabilize a student in need.5/ Understand the professional resources available in the ﬁeld and when and how to access them throughout the program.Leah Rockwell is a Licensed Professional Counselor (LPC) in private practice at Rockwell Wellness Counseling. She worked for many years in independent schools leading and overseeing global travel programs for students.Our student travelprograms pumpnew energy intoschools byinspiring studentsand faculty.Our educator developmentworkshops, coaching, and travelprograms allow teachers to bringpurpose-driven curriculum intothe classroom.We bring purposeto learning.www.worldleadershipschool.com
20 INTERCONNECTED // VOLUME 05 WWW.GEBG.ORGCollecting, analyzing, and sharing data is a hallmark of the Global Education Benchmark Group. The data reﬂects trends and school responses to shifting educational, geo-political, and risk-management landscapes. Our membership grows yearly, so our data provides an increasingly diverse and global perspective on the ﬁeld.In its 13th year, the annual benchmark survey captured data from 129 schools in 8 countries on the global education program and policies as reﬂected in their institutions. The majority of these schools (90%+) are located in North America and are primarily day schools (85%) educating high school-aged students (99%). Average student enrollment is 842 students (ranging from 3,750 – 80), and most are co-ed (72%). This survey captures data from the 2021-22 academic year. It is the ﬁrst comprehensive GEBG Benchmark Survey since the start of the pandemic in 2020, during which the data collection and analysis were focused on targeted topics. The schools’ divisions referenced throughout the report are as follows: High School (grades 9-12 / ages 14-18), Middle School (grades 7-8 / ages 12-14), Primary School (grades K-6 / ages 2-12)Benchmarking at the GEBG helps schools to make informed decisions and improve their educational programs based on shared practices in the ﬁeld. GEBG benchmarking is generated by regularly gathering and sharing member school data in an accessible way to empower member schools in this decision-making and to provide tools for self-assessment among peer institutions to support the continuous improvement of global education in a changing world. BENCHMARKS IN GLOBAL EDUCATIONINSTITUTIONAL DATAof schools reported that they speciﬁcally designated resources to global education (e.g., position, time, funding, communications, partnerships, etc.)of schools provided meaningful opportunities for student global engagement.Of the 93 schools in the survey that educate students from primary school to high school, more than 76% begin their global education program in the primary or middle school years. n = 126ASSESSED FOR IMPACT OF GLOBAL EDUCATION50.8%Engaged in strategic planning process for global education45.2%Assessment of Program and Risk Management34.1%Assessment of student learning in global programs15.9%Participated in GEBG Evaluation or Endorsement process14.3%4.8%24.6%Assessment of faculty professional growth in global educationAssessed for impactNone of the above100% 96%
WWW.GEBG.ORG 21n = 124 n = 46SCHOOLS WITH A COMMITTEE OR TASK FORCE FOR GLOBAL EDUCATIONMEMBERS OF THE GLOBAL EDUCATION COMMITTEE60.9%41.3%37.0%30.4%21.7%13.0%34.8%ACADEMIC ADMINISTRATORSOTHER ADMINISTRATORSSTUDENT LIFE ADMINISTRATORSDEI ADMINISTRATORSBUSINESS OFFICE STAFF / ADMINISTRATORSHEAD OF SCHOOLHEALTH PROFESSIONALSTEACHER AND FACULTY SUPPORTAs schools seek to bring global learning to all of their students, 90.7% of schools supported teachers to bring global perspectives, global issues, and/or global competencies into the curriculum and 78.8% of schools support teachers to bring global collaboration and/or virtual exchange into the curriculum (n = 118).71.8%67.7%39.5%11.3%24.2%TRAVEL TO MEETINGS OR CONFERENCES FOCUSED ON GLOBAL EDUCATIONPARTICIPATE IN GLOBAL PROFESSIONAL LEARNING ABROAD OR ON GLOBAL TOPICSTEACHING AT OR VISITING INSTITUTIONS ABROADSTUDY OR CONDUCT RESEARCH ABROAD OR ON GLOBAL TOPICSNONE OF THE ABOVE49.5%14.1%4.0%11.1%5.1%$1 - $25,000$25,001 - $50,000$50,001 - $75,000$75,001 - $100,000GREATER THAN $100,000SCHOOL SUPPORT FOR FACULTY PROFESSIONAL GROWTH IN GLOBAL EDUCATIONSCHOOL BUDGET FOR GLOBAL EDUCATION IN US$ (EXCLUDING SALARIES AND FINANCIAL ASSISTANCE)n = 99n = 12462.9%NO37.1%YES
WWW.GEBG.ORG22 INTERCONNECTED // VOLUME 05 High School Middle School Primary School2018-19TRAVEL PROGRAM DATAWhile international travel was phased back in by some schools, most resumed domestic overnight travel for high school and middle school students in 2021-22. Most schools implemented an incremental approach to phasing back into school travel programming, oering students opportunities for global engagement closer to home or virtually while oering experiential and outdoor learning opportunities in o-campus domestic locations. A majority of schools plan to provide more (and dierent) travel programs for the school year 2022-2023. STUDENT TRAVELERSThe 92 schools that sent out overnight programs and submitted data to the survey, recorded 16,953 total student travelers. Domestic Travel Programs73.3%68.3%21.5%International travel programs55.0%17.1%1.5%Did not oer any overnight travel programs domestic or international76.9%28.0%18.3%3,621 12,972Total Student Travelers: 14,374 Average # Student Travelers: 205 Total Student Travelers: 9,797 Average # Student Travelers: 140n = 1202021-2210,192 High School Students5,444 Middle School Students1,317 Primary School StudentsFor the 70 schools that recorded their total student travelers for both international and domestic programs for 2018-19 (pre-pandemic) and 2021-22 there was still a 32% dip as schools re-emerge from limited travel.n = 70# Students Traveled on International Programs# Students Traveled on Domestic Programs
WWW.GEBG.ORG 23Total Student Travelers: 9,797 Average # Student Travelers: 140TOP TRAVEL DESTINATIONS All countries with three or more programs included (n = 126).1 United Kingdom (up from #7)2 Italy (up from #6)3 France (still at #3)4 Costa Rica (up from #13)5 Spain (down from #1)6 Germany (down from #5)7 Ecuador (up from #22)8 Bahamas (up from #44)9 Czech Republic (up from #16)10 Finland (up to #52)11 Guatemala (up from #24)12 Iceland (up from #28)13 Poland (up from #64)The shifts in travel location between the 2018-19 school year and the 2021-22 school year reﬂect signiﬁcant pandemic-related changes in the travel program destination selection and global geo-political trends. 2018-19 TOP TRAVEL DESTINATIONS NOT REPRESENTED IN 2021-22 LIST1 China #22 Canada #43 Australia #84 Japan #95 South Africa #10$2,582 $1,713Average International Travel Program Cost for High School StudentsAverage Domestic Travel Program Cost for High School StudentsMOST COMMON TYPES OF TRAVEL PROGRAMSThere have been several shifts in the popularity of the types of programs oered, which may be a reﬂection of the rise in domestic travel program oerings. Notably, cultural immersion or exchange programs and academic study programs (for credit) have dropped in the ranking since 2018-19. Academic study programs (not-for-credit) and outdoor or adventure-based programs have grown in their percentage representation of programs oered. Academic study trip not for credit: may or may not be embedded in courseOutdoor / Adventure: Any trip that has an outdoor /adventure activity as its dominant featureCultural tour: Program is an introduction to a culture or country and may include homestays language sites visitedCultural immersion or Exchange: Participants are in homestays or at a school and participate in the daily life of the culture with structured reﬂectionCo-Curricular: Any trip that is non-academic and connected to club activitiesCommunity service: May include its own curriculum but is independent from a courseAcademic study trip for credit: may or may not be embedded in a courseLanguage immersion: may include homestays and structured language study but with clear emphasis on language skills developmentAuthentic: A trip where athletic training or competition is in the program's main focusHomestay: Students spend all or a portion of their time with host families47%29%49%29%43%26%42%23%22%39%23%17%n = 101Service learning : Includes distinct curriculum with pre- and post-experience learning Performance or ﬁne art: A choral, music, dance, drama, painting, drawing, design or photography related program
32.7%67.3%YESNO24 INTERCONNECTED // VOLUME 05 WWW.GEBG.ORGFORMALIZED PROCESS OF ASSESSING RISK FOR TRAVEL PROGRAMSFor most programs29.7%For some programs11.7%For all programs55.0%For few programs1.8 %For no programs1.8 %For most programs For some programsFor all programs For few programs For no programs24.5% 14.7%48.0%6.9 % 5.9 %PROCESS FOR EVALUATING 3RD PARTY PROVIDERS ON TRAVEL PROGRAMSn = 111n = 102RISK MANAGEMENTIn an era when risk management of travel programs seems to have increasing importance, inconsistencies in oversight, policies, and practices across various parts of the school continue to be challenging. The data reﬂects that over half of schools applied risk management policies to all overnight programs. Less than half maintained a formalized process for assessing risk in travel programs. While many schools partner with third-party providers, over a 1/3 of schools reporting do not have a process to vet theseorganizations. UNIVERSALLY APPLIED RISK MANAGEMENT POLICIES FOR ALL OVERNIGHT TRAVEL PROGRAMS
WWW.GEBG.ORG 25DATA FROM GEBG’S SPECIAL REPORT ON EXPERIENTIAL WEEK(S) OR INTENSIVESWhile a number of GEBG member schools have long-standing programs which engage students in intensive periods of learning that employ experiential education pedagogy, many additional schools are in the process of considering designing and creating such programs for their students. Schools have shared for years that the opportunity to take a deep dive into a speciﬁc topic or immerse in place-based learning can provide student growth and development in key global competencies as well as a deeper understanding of complex global issues. The following data is part of the GEBG’s special report on this topic (available in full and with sample materials from schools in the GEBG Resource Library). This benchmarking data and the accompanying analysis provided by GEBG researchers can both be used as a road map for program design as well as a self-assessment tool as these programs continue to evolve.PARTICIPANT DEMOGRAPHICS AND PROGRAM STATUSIn this research study, 95 schools participated, and 94% of those schools are located in the United States. All schools are members of the Global Education Benchmark Group (GEBG). Of the 95 schools participating in this study, about half of them (48.4%) have programs operating in the 2022-2023 school year. Of the schools that did not oer this type of program during the 2022-2023 school year, 88% are considering or planning to implement one in the future. Of the 48 schools that are oering programs during the 2022-2023 school year, over 45% have been running these programs for over 10 years, while 35.5% of them have had programs for 5 years or less. TEACHING AND LEARNINGOne of the most signiﬁcant ﬁndings of this study is that when asked about their observed beneﬁts of the program, the educator participants from over 77% of schools with current programs reported that “students engaged in learning in new ways” and that 66% of schools reported that their students “learned new skills and competencies that are hard to teach with a traditional classroom approach.” Due in part to most programs engaging students in learning o-campus, 72% of schools also reported observing “students challenging themselves and moving beyond the comfort zone” in their learning. Observed Beneﬁts Related to Student LearningWhat are some of the beneﬁts of the program, as you have observed them? (n = 44)77.3%72.5%68.2%Students engaging in learning in new waysStudents challenging themselves and moving beyond their comfortStudents engaging with partners/communities beyond the school community
Vision or Mission Statement39.6%60.4%YESNOCompetency Based Learning Objectives33.3%YES66.7%NOStudent Assessment or Demonstration of Learning39.6%YES60.4%NOWWW.GEBG.ORG26 INTERCONNECTED // VOLUME 05The beneﬁts to student learning outlined above were observed by educators with existing programs. Qualitative and dialogical data collection from educators, however, indicate that many programs do not have clear and common learning objectives and that many educators report articulating the key mission-aligned competencies that these programs seek to develop in students would greatly improve the consistency and signiﬁcance of student learning outcomes. One reason for this is that most programs rely heavily on numerous faculty to design a wide range of programs on their own or in small groups, without common learning goals or support in competency-based curriculum design. This is an opportunity for evolving even long-standing programs, especially as many schools might be articulating common learning goals or competencies for students through documents such as a portrait of a graduate, or might be seeking ways to implement more mastery- or competency-based teaching and learning into their curriculum.A majority of schools (60.4%) reported a common mission or vision statement for the program across its various oerings or courses. However, only a third (33.3%) of schools reported having common competency-based learning objectives, and only 39.6% of schools reported having a common student assessment framework or demonstration of learning. While many schools may be placing emphasis on designing each course or oering as a unique learning opportunity, a number of schools report great beneﬁt in furthering mission-aligned learning outcomes and curricular innovation when these programs articulate common competencies, support common pedagogical approaches, and embrace common assessment frameworks across courses or oerings with a wide spectrum of topics and disciplines and locations. Common Features Related to Student Learning Across All Program Oerings or CoursePlease indicate which, if any, aspects of the program are common to all oerings.LEARNING DESIGNn = 48
WWW.GEBG.ORG 27CURRICULUM DESIGNCURRICULUM DRIVERSWhich is the primary way that you determine the curriculum for the program?OBSERVED CHALLENGES RELATED TO STUDENT LEARNINGWhat are some of the challenges of the program, as you have observed them?As previously noted, a majority of schools do not clearly articulate common learning outcomes for students across program oerings. One of the reasons for this is that much of the program design and implementation is driven by faculty interest rather than by school-wide priorities or initiatives. Some schools report that this was a key strategy for generating faculty buy-in for the program and the eort required for its implementation. This is important to consider given that 66% of schools reported having challenges with “adequate time for resources for planning,” and 43% of schools reported having challenges with “faculty training and support.” In light of these challenges as well as schools’ desires to maximize student learning, schools might consider how they could support faculty capacities with competency-based learning design so that common school-wide competencies could be developed through a wide range of topics and oerings. This would also maintain student choice across a range of oerings, which is a key program component for over 85% of schools reporting. 58.3%12.5%10.4%10.4%8.3%The program is primarily driven by faculty interest/expertiseThe program is primarily driven by grade-wide themes and/or courseworkThe program is primarily driven by the school's strategic priorities and/or learning outcomesThe program is primarily driven by student interestsNone of the above65.9%43.2%Adequate time and resources for planningFaculty training and supportn = 48n = 44
WWW.GEBG.ORG28 INTERCONNECTED // VOLUME 05PROGRAM DESIGNWhile this kind of program does share some elements from school to school, there are many variables in program design. Each school might determine some of these variables based on their articulated learning goals for the program, and some decisions might be made based on constraints such as calendar, stang, budget, and risk tolerance. Benchmarking data on these various aspects of program design can provide schools with the chance to consider which options might work best to accomplish their learning goals given the constraints they face in their context. The data in this section is from the 48 schools that are oering programs during the 2022-2023 school year.PROGRAM TIMINGA majority of schools (62.8%), oer programs of between one and two weeks in length, but about a quarter of schools oer longer programs of 3-4 weeks. A majority of schools report engaging in these programs in January right after their winter break, in March or April right before or after their spring break, or at the end of their school year in May/June.Which time frame best describes the length of the program?STUDENT AGESA vast majority of schools oer these programs to high school students (over 95%), some only for speciﬁc grade levels/years but most for multiple grade levels/years within the high school. A few schools even oer the program across multiple divisions of the school at the same time, making the program a signiﬁcant school event within the academic calendar year.Global directors from schools in 4 dierent countries and 3 dierent continents gather at GEBG’s summit in Buitrago, Spain in November 202227.9%14.0%34.9%23.3%Less than 1 week1 week1-2 weeks3-4 weeksn = 43
43.8%60.4%66.7%45.8 %Single administrator or oce that oversees the programStudent application processStudent assessment or demonstration of learningStudents/family evaluation of the program45.8%27.1%16.7%The costs of the program are built into tuition and the annual budgetAll programs have an additional cost to studentsSome programs have an additional cost to studentsWWW.GEBG.ORG 29PROGRAM LOCATIONProgram oerings range greatly from on-campus and locally in the community too, much farther from school. While some schools report having large groups, such as a whole grade level, participate in the program in the same o-site location, most schools oer a range of opportunities for students in various locations. About 85% of schools report oering overnight programs as part of their experiential education week(s), with about half of the schools oering both domestic and international overnight programs. n = 48 Schools approach how they fund these programs dierently. Primarily to help cover the costs associated with overnight oerings, about 60% of schools do report having at least some options with additional costs to students at the time of the program. However, a vast majority of schools (83%) have at least some options that are oered at no additional cost to their students, and almost all schools that have a grade-wide course or travel program build those costs into their school’s annual budget.For schools that do charge students or families for some (or all) of their program oerings, 95% of them provide at least some ﬁnancial assistance for this expense. While many schools have some limitations in the ﬁnancial assistance they provide, almost 20% of schools commit to covering all demonstrated ﬁnancial needs to support equity of student access to the program oerings. When asked to identify any challenges with the program, 59% of schools reported that funding ﬁnancial assistance and/or providing equity of access to learning opportunities for all students was a challenge. PROGRAM LOCATIONAre overnight o-campus programs oered as part of this program?27.7%48.9%8.5%Yes, both domestic and international overnight o-campus programs are oeredYes, international overnight o-campus programs are oeredYes, domestic overnight o-campus programs are oeredADMINISTRATION AND FINANCEAs schools work to provide experiential learning oerings for large groups of students, how to best administer and organize these programs can become a challenge. One thing to consider is which administrative aspects or logistics will be common across the program. Over 60% of schools report having one single administrator or oce that oversees the program, which provides some consistency to program oversight. PROGRAM ADMINISTRATIONPlease indicate which, if any, aspects of the program are common to all oerings. FUNDING MODELSWhich best describes the program funding model?n = 47n = 48
10.4%12.3%8.1%60.1%9.0%12.9%31.9%28.4%19.6%7.1%30 INTERCONNECTED // VOLUME 05 WWW.GEBG.ORGExpenditures Revenue$446,071.67 $479,5352022 PROGRAMS OVERVIEW Action Research Fellows program Annual Global Educators Conference in San Diego, CA Regional and topical meet-ups Micro-courses on risk management and virtual exchange Risk management trainings - custom, regional and virtual Summer professional learning for new global directors Global Writers Summit, Global STEM Summit, and Reimagining Travel Summit Workshops on scouting and vetting methods, and on virtualexchange On-site collaborative scouting programs Collaborative student travel programFinancial and Impact ReportFISCAL YEAR 2022Professional Learning Programs (25% of programs were in-person)Educator participants across all of our professional learning programsIMPACT REPORT4415Student Virtual Exchange Programs1,2181,792Student ParticipantsTotal Member SchoolsCountriesTotal Students Enrolled at Member SchoolsU.S. States, 4 provinces in Canada31520242,68136 Grants and Donations Other Professional Learning Membership Conference Professional Learning Business Expenses Conference Expenses Oce General PersonnelExpendituresRevenueFINANCIAL OVERVIEWMEMBER SCHOOL STATISTICS
WWW.GEBG.ORG 31Creo En Ti Media: A Bilingual Book Initiative with a Global ImpactBy Lara PaparoCreo En Ti Media began in a high school AP Spanish classroom when two educators decided to ignite students in authentic learning experiences and promote bilingual literacy. World language projects leapt into an international platform centering student work, turning high school students into published authors and illustrators. In the process, Creo En Ti sparked local action and global impact through literacy outreach and supporting educators. In many AP world language classrooms throughout the United States, students are often tasked with writing original children’s books in the target language of their class. In 2017, Lisa Pietropola began implementing this project, which was powerful, as students were asked to use creativity and imagination while simultaneously demonstrating competency in grammar and vocabulary. Students worked through the writing and editing process, focused on speciﬁc correction areas, and produced a set of classroom books. One book, Dante El Elefante, written and illustrated by Ashlyn Aumiller, stood out as exemplary in both its story and Illustrations, and became the ﬁrst book published through Creo En Ti Media.Once Creo En Ti Media was fully established, we pursued its mission passionately and with purpose, partnering with world language department chairs, broadening our focus to include French language books in our second year, and working closely with art department chairs to pair AP art students with world language students to illustrate books. This collaboration between content areas allows more students to participate in publishing books and learning about the publishing process and creates authentic collaboration experiences for students, teachers, and communities.To date, Creo En Ti Media has published 19 bilingual children’s books in Spanish and English, with more in publication to be released this spring. Last year, they partnered with GEBG to promote this opportunity for its partner schools, and we are thrilled to share the fantastic books that have been published through this partnership. Creo en Ti Media is a bilingual publishing company with a mission to empower students and promote bilingualism and global education. The company provides students with the tools and resources to write and illustrate their own children’s books, then supports and guides them through the publishing process. With a focus on bilingualism, Creo en Ti Media aims to inspire young authors and readers to embrace the beauty and power of language and the impact they can have through their stories.
32 INTERCONNECTED // VOLUME 05 WWW.GEBG.ORGEL AMIGO ETERNOWritten by Isabella Lindia Illustrated by Ava Lindia URSULINE ACADEMYUna niña llamada Bernadette vive en Iquitos, Perú. Se siente sola y pasa la mayoría de su tiempo en su habitación, ya que sus padres siempre están trabajando. Un día, ella escucha un sonido proveniente de los rieles de su ventana y ve un loro verde que está lastimado. Ella encuentra una media y la utiliza para cuidar al pájaro. Después de darse cuenta de que es hora de liberar al pájaro, ella se pone triste porque piensa que nunca va a verlo otra vez. Sin embargo, por sorpresa, el pájaro se convierte en un amigo eterno.A little girl named Bernadette lives in Iquitos, Peru. She feels lonely and spends most of her time in her room, as her parents are always working. One day, she hears a chirp coming from her window sill and sees an injured bird (loro verde). She ﬁnds a sock and uses it to nurse the bird back to health. After realizing that it is time to release the bird back into nature, she becomes sad that she may never see it again. However, to her surprise, the bird ends up becoming an eternal friend.BILINGUAL BOOKS AUTHORED AND ILLUSTRATED BY STUDENTS AT GEBG MEMBER SCHOOLSEL PRIMER VUELO DE TUNKI: TUNKI’S FIRST FLIGHTWritten by Erin Prada, Illustrated by Ava Lindia and Isabella Lindia URSULINE ACADEMYUn joven gallito de las rocas que vive en la alta selva peruana está aprendiendo a volar. Sale del nido por primera vez y explora sus alrededores. Mientras que está volando por los árboles, una tormenta fuerte aparece y el pájaro pierde su camino. Cuando sale de la tormenta, se da cuenta de que ha cruzado de la selva a la sierra. Está perdido y no reconoce el nuevo ambiente. Una niña Quechua lo encuentra cuando está regresando a casa después del colegio y decide cuidarlo. Durante el tiempo que pasan juntos, ella le enseña sobre su vida en los Andes. Al día siguiente, lo ayuda volver a la selva.A young gallito de las rocas living in the high Peruvian Amazon is learning to ﬂy. He leaves the nest for the ﬁrst time and explores his surroundings. As he ﬂies through the trees, a strong storm appears and blows the bird o course. When he comes out of the storm, he realizes he has crossed from the jungle into the highlands. He is lost and does not recognize the new environment. A Quechua child on her way home from school ﬁnds him on the path and decides to care for him. During the time they spend together, she teaches the bird about her life in the Andes. The next day, she helps him return home.
WWW.GEBG.ORG 33L’ÉCHARPE DE GIRAFE: THE GIRAFFE’S SCARF Written and Illustrated by Lily LinDEERFIELD ACADEMYUne belle journée de neige, un groupe d’amis animaux vont à la montagne. Cependant, la girafe se rend compte qu’elle a oublié son écharpe, et il n’y a qu’un supplément de taille-lapin qui est disponible. Les animaux, comment utiliseront-ils la créativité pour réchauer leur amie?On a beautiful snowy day, a group of animal friends goes on a mountain trip. However, the girae realizes she forgot her scarf, and there is only a rabbit-sized extra available. How will the girae’s friends use creativity to keep their friend warm?LES ADVENTURES DE PIERREWritten by Ryan Bolduc and Taylor Moorehead, Illustrated by Callum BullersMCDONOGH SCHOOLLes Aventures De Pierre autour du monde francophone: The Adventures of Pierre Around the Francophone World Suivez Pierre dans son aventure autour du monde francophone. Avec des escales dans neuf pays diérents, les expériences à vivre et les nouveaux amis à rencontrer en cours de route ne manquent pas!Follow along with Pierre on his adventure around the Francophone world. With stops in nine dierent countries, there’s no shortage of experiences to learn from and new friends to meet along the way!TOMMY LA TUBA TIMIDA: TOMMY THE TIMID TUBAWritten by Andrew Cowan, Illustrated by Hope GottschlingCHARLOTTE LATIN SCHOOLEn la orquesta, una tímida tuba encuentra su voz y enseña a sus amigos la importancia de valorar las diferencias de los demás.In the orchestra, a timid tuba ﬁnds his voice and teaches his friends about the importance of valuing one another’s dierences.
Students whose books are selected for publication receive many beneﬁts through their work. In addition to the experience of real-world collaboration, the impact that they make in their community, and intrinsic motivation, published authors and illustrators also earn royalties through the sale of their books on Amazon, Barnes and Noble, and other international booksellers that make their book available globally. High school students whose books are selected for publication are awarded publishing contracts that various schools and district solicitors have vetted, and students are taken through the entrepreneurial process. In addition to the world language and art content, students also learn business and marketing skills. Between 2017 and 2020, books published by Creo En Ti Media have been used in various mission trips throughout the world. Shippensburg University sent the books to the Dominican Republic in collaboration with their literacy outreach; the books have been used with medical missionaries in Guatemalan hospitals, and books have been donated to refugee schools along the U.S./Mexico border as well as various schools across Mexico. French/English books were donated to a school in Haiti and continue to spread throughout French-speaking countries throughout the world. In the United States, various businesses and organizations have donated books to schools and districts with large numbers of English Language Learners and community organizations to impact children and families. Through these relationships and outreach programs, we continue our commitment to creating opportunities for celebrating language and cultural identity.By giving students the opportunity to bring their creative visions to life, Creo en Ti Media fosters a love of learning and promoting literacy in a fun and engaging way through their world language classroom. Elementary and early childhood teachers are actively bringing these books into their classrooms and sharing them with children and families. The books published through Creo En Ti reach an international audience, spreading the message of bilingualism and the importance of reading and education to a global audience.With its innovative approach and commitment to empowering young voices, Creo en Ti Media is positively impacting the world of education and helping shape the next generation of bilingual writers and thinkers. The mission of Creo En Ti Media is no longer simply about publishing student-produced work. It also aims to raise awareness of the importance of bilingual literacy and share resources to promote global citizenship and the value of servant leadership through creativity. If you have high school students who would like to get involved or you would like to talk about using Creo En Ti Media books in your classrooms, please visit our website, www.creoentimedia.com. Dr. Lara Paparo is the Executive Director of the Penn Literacy Network at the University of Pennsylvania and the CEO of Creo en Ti Media.GET PUBLISHED
WWW.GEBG.ORG 35GEBG wishes to recognize the twenty-two schools that are Leading Partner Schools of the GEBG Global Student Dialogues program. This program provides students the opportunity for intercultural dialogue and connects thousands of students with their peers from schools across North America and more than 25 countries around the world. These virtual dialogues have addressed topics of global signiﬁcance such as climate change and gender equality, topics related to global current events such as the ongoing war in Ukraine, and various UN Sustainable Development Goals in order to develop the student intercultural communication and perspective-taking. Students engage in conversations in small groups, sharing their experiences and thoughts on the topic and practicing essential skills related to respectful civil discourse—students report that the three skills they most practice in this program are listening for understanding and listening with empathy, all as they seek to understand multiple perspectives while also articulating their own.As part of this program, educators from Leading Partner Schools are engaging in our Educator Advisory Council, which focuses on developing model practices and materials to support educators to embed student intercultural dialogue into their classrooms and programs with partners around the world. In addition, selected student leaders from these schools are engaging in our Student Leadership Council, which supports student leadership development through designing and facilitating intercultural dialogue and provides them the intentional opportunity to practice intercultural dialogue as an essential competency for thriving in an interconnected world.RECOGNITIONS
36 INTERCONNECTED // VOLUME 05EDUCATOR ADVISORY COUNCIL MARTA FILIP-FOUSER, BREWSTER ACADEMY, (NH) SUZY GLAZER, BUCKINGHAM BROWNE& NICHOLS SCHOOL, (MA) INGRID HERSKIND, FLINTRIDGE PREPARATORY SCHOOL, (CA) KARA KUTNER, FRIENDS SEMINARY, (NY) SARAH MCCANN, ST. MARK’S SCHOOL, (MA) HILARY MCDONOGH, MCDONOGH SCHOOL, (MD) ROB MCGUINESS, APPLEBY COLLEGE, (ON) MARK MELCHIOR, GROTON SCHOOL, (MA) NORA MOFFAT, ACADEMY OF NOTRE DAME DE NAMUR, (PA) DANIEL MURRAY, RYE COUNTRY DAY SCHOOL, NY) JOHN NICHOLS, ST. MARY’S EPISCOPAL SCHOOL , (TN) MICHELE OWEN, LOWER CANADA COLLEGE, (QC) EMILY PHILPOTT, ST. ANDREW’S EPISCOPAL SCHOOL, (MS) KELLY RANDALL, HOLTON-ARMS SCHOOL, (MD) ADRIANNA TRUBY, PALMER TRINITY SCHOOL, (FL) GLEN TURF, MIAMI COUNTRY DAY SCHOOL, (FL) ERIK VINCENT, HOLY INNOCENTS’ EPISCOPAL SCHOOL, (GA) JESSICA WILLIAMS, PROVIDENCE DAY SCHOOL, (NC) AQUITA WINSLOW, POLYTECHNIC SCHOOL, (CA) JESSICA YONZON, CASTILLEJA SCHOOL, (CA)STUDENT ADVISORY COUNCIL ALZAHARA ALZAABI, BUCKINGHAM BROWNE & NICHOLS SCHOOL, (MA) FATIMA AMIR HUSSAIN, APPLEBY COLLEGE, (ON) HAILEY ASSEUS, MCDONOGH SCHOOL, (MD) CATHERINE BALDOCCHI, FLINTRIDGE PREPARATORY SCHOOL, (CA) HANA BARBER, ST. MARY’S EPISCOPAL SCHOOL , (TN) ANIKA BHAT, RYE COUNTRY DAY SCHOOL, (NY) RAIHAN BHUYIA, RYE COUNTRY DAY SCHOOL, (NY) THEA DAI, CASTILLEJA SCHOOL, (CA) SANJOY DATTA, APPLEBY COLLEGE, (ON) ASHLEY EHRENPREIS, CASTILLEJA SCHOOL, (CA) REMINGTON ENGLISH, ST. MARK’S SCHOOL, (MA) ELLA FARAHNAKIAN, GROTON SCHOOL, (MA) TILLIE FISCHOEDER, BUCKINGHAM BROWNE & NICHOLS SCHOOL, (MA) LEA FREIIN VON HILGERS, BUCKINGHAM BROWNE & NICHOLS SCHOOL, (MA) NIVEDITA GARG, ST. ANDREW’S EPISCOPAL SCHOOL, (MS) LILY GILLAM, POLYTECHNIC SCHOOL, (CA) JOAQUIN GONZALEZ, RYE COUNTRY DAY SCHOOL, (NY) SHAURYA GROVER, RYE COUNTRY DAY SCHOOL, (NY) VED HARDAS, APPLEBY COLLEGE, (ON) MATT JACHMAN, RYE COUNTRY DAY SCHOOL, (NY) BLAKE JACHMAN, RYE COUNTRY DAY SCHOOL, (NY) JAYLA JACKSON, HOLY INNOCENTS’ EPISCOPAL SCHOOL, (GA) APPLEBY COLLEGE (ON) ACADEMY OF NOTRE DAME DE NAMUR (PA) BUCKINGHAM BROWNE AND NICHOLS SCHOOL (MA) BREWSTER ACADEMY (NH) CASTILLEJA SCHOOL (CA) COLUMBUS SCHOOL FOR GIRLS (OH) FLINTRIDGE PREPARATORY SCHOOL (CA) FRIENDS SEMINARY (NY) GROTON SCHOOL (MA) HOLTON-ARMS SCHOOL (MD) LOWER CANADA COLLEGE (QC) MIAMI COUNTRY DAY (FL) PALMER TRINITY SCHOOL (FL) POLYTECHNIC SCHOOL (CA) PROVIDENCE DAY SCHOOL (NC) RYE COUNTRY DAY SCHOOL (NY) ST. ANDREW’S EPISCOPAL SCHOOL (MS) ST. MARY’S EPISCOPAL (TN) ST. MARK’S SCHOOL (MA) HOLY INNOCENTS’ EPISCOPAL SCHOOL (GA) PACE ACADEMY (GA) MCDONOGH SCHOOL (MD)LEADING PARTNER SCHOOLS
WWW.GEBG.ORG 37 MAGGIE JOHNSTON, MCDONOGH SCHOOL, (MD) AREK KEDESHIAN, FLINTRIDGE PREPARATORY SCHOOL, (CA) KYLE KELSEY, PALMER TRINITY SCHOOL, (FL) TYLER KOCIENDA, ST. MARK’S SCHOOL, (MA) SANAYA LEE, PROVIDENCE DAY SCHOOL, (NC) CAROLINE LOWERY, ST. ANDREW’S EPISCOPAL SCHOOL, (MS) ANGUS MILLER, GROTON SCHOOL, (MA) ISABELLA MONZAYET, PALMER TRINITY SCHOOL, (FL) KALIYAH MORALES, MCDONOGH SCHOOL, (MD) ANNA O’NEILL, ACADEMY OF NOTRE DAME DE NAMUR, (PA) ISABELA PIERRY, RYE COUNTRY DAY SCHOOL, (NY) SOLEDAD QUAINOO, ACADEMY OF NOTRE DAME DE NAMUR, (PA) CHARLOTTE RIGGSBY, PROVIDENCE DAY SCHOOL, (NC) LINDA ROBINSON, HOLTON-ARMS SCHOOL, (MD) JUSTIN RUDD, LOWER CANADA COLLEGE, (QC) AMELIA RUEDAFLORES, POLYTECHNIC SCHOOL, (CA) GABRIELA SCHLUMBERGER, RYE COUNTRY DAY SCHOOL, (NY) ELYSE SCOTT, MCDONOGH SCHOOL, (MD) SILAS SIEBEL, FLINTRIDGE PREPARATORY SCHOOL, (CA) SYLVIE SKIBICKI, BUCKINGHAM BROWNE & NICHOLS SCHOOL, (MA) LEAH STEYN, RYE COUNTRY DAY SCHOOL, (NY) AIDAN TAUBENBLAT-ROBERTS, FRIENDS SEMINARY, (NY) SOPHIE WALLACE, ST. MARY’S EPISCOPAL SCHOOL , (TN) FINN WIEGAND, BUCKINGHAM BROWNE & NICHOLS SCHOOL, (MA) MAYA WROBLEWSKA, FRIENDS SEMINARY, (NY) JINCHENG ZHAO, HOLTON-ARMS SCHOOL, (MD) SOPHIA ZHONG, FLINTRIDGE PREPARATORY SCHOOL, (CA)
38 INTERCONNECTED // VOLUME 05 WWW.GEBG.ORG Academy of Notre Dame de Namur, Villanova, PA, USA Academy of the Sacred Heart, New Orleans, LA, USA ACS International Schools, London, United Kingdom; Doha, Qatar The Agnes Irwin School, Bryn Mawr, PA, USA AIM Academy, Conshohocken, PA, USA All Saints Academy, Winter Haven, FL, USA All Saints Episcopal School, Fort Worth, TX, USA The Altamont School, Birmingham, AL, USA The American School in London, London, United Kingdom American School of The Hague, Wassenaar, Netherlands Andover High School, Andover, MA, USA Appleby College, Oakville, ON, Canada The Archer School for Girls, Los Angeles, CA, USA Archmere Academy, Claymont, DE, USA Ashbury College, Ottawa, ON, Canada Ashley Hall, Charleston, SC, USA Aspen Country Day School, Aspen, CO, USA Athenian School, Danville, CA, USA Athens Academy, Athens, GA, USA Augusta Preparatory Day School, Martinez, GA, USA Avenues: The World School, New York, NY, USA; São Paulo, Brazil; Shenzhen, China Awty International School, Houston, TX, USA Barrie School, Silver Spring, MD, USA Battle Ground Academy, Franklin, TN, USA Baylor School, Chattanooga, TN, USA Bayview Glen Independent School, Toronto, ON, Canada Beaver Country Day School, Chestnut Hill, MA, USA Belmont Hill School, Belmont, MA, USA Bergen County Academies, Hackensack, NJ, USA The Berkeley Carroll School, Brooklyn, NY, USA Berkeley Preparatory School, Tampa, FL, USA Berkshire School, Sheeld, MA, USA The Bishop Strachan School, Toronto, ON, Canada The Bishop’s School, La Jolla, CA, USA Blair Academy, Blairstown, NJ, USA The Blake School, Hopkins, MN, USA The Bolles School, Jacksonville, FL, USA Boston Public Schools - Boston Latin School, Boston, MA, USA The Branson School, Ross, CA, USA Brewster Academy, Wolfeboro, NH, USA Brimmer and May School, Chestnut Hill, MA, USA Brooklyn Friends School, Brooklyn, NY, USA Brunswick School, Greenwich, CT, USA The Bryn Mawr School, Baltimore, MD, USA Buckingham Browne & Nichols School, Cambridge, MA, USA Buckingham Friends School, Lahaska, PA, USA The Buckley School, Sherman Oaks, CA, USA Bullis School, Potomac, MD, USA Bush School, Seattle, WA, USA Calgary French and International School, Calgary, AB, Canada The Calhoun School, New York, NY, USA Calvert School, Baltimore, MD, USA Cannon School, Concord, NC, USA Cape Henry Collegiate School, Virginia Beach, VA, USA Carolina Friends School, Durham, NC, USA Carrollton School of the Sacred Heart, Miami, FL, USA Carrollwood Day School, Tampa, FL, USA Castilleja School, Palo Alto, CA, USA Chadwick International, Songdo-dong, South Korea Chadwick School, Palos Verdes Peninsula, CA, USA Chaminade College Preparatory School, St. Louis, MO, USA Charlotte Country Day School, Charlotte, NC, USA Charlotte Latin School, Charlotte, NC, USA Chatham Hall, Chatham, VA, USA The Chinese American International School, San Francisco, CA, USA Chinese International School, Braemar Hill, Hong Kong SAR, China Chinese Language Institute (CLI), Colorado Springs, CO, USA Choate Rosemary Hall, Wallingford, CT, USA Christchurch School, Christchurch, VA, USA Cincinnati Country Day School, Cincinnati, OH, USA Collegiate School, Richmond, VA, USA Colorado Academy, Denver, CO, USA The Colorado Springs School, Colorado Springs, CO, USA Columbus Academy, Gahanna, OH, USA Columbus School for Girls, Columbus, OH, USA Community School of Naples, Naples, FL, USA Convent & Stuart Hall, San Francisco, CA, USA Crystal Springs Uplands School, Hillsborough, CA, USA Culver Academies, Culver, IN, USA The Dalton School, New York, NY, USA Dana Hall School, Wellesley, MA, USA Dawson School, Lafayette, CO, USA De Smet Jesuit High School, Saint Louis, MO, USA Deerﬁeld Academy, Deerﬁeld, MA, USA DeLaSalle High School, Minneapolis, MN, USA Delbarton School, Morristown, NJ, USA The Derryﬁeld School, Manchester, NH, USA Detroit Country Day School, Beverly Hills, MI, USA District of Columbia Public Schools, Washington, DC, USA The Doon School, Dehradun, Uttarakhand, India Drew School, San Francisco, CA, USA Durham Academy, Durham, NC, USA Dwight School, New York, NY, USA Eastside Preparatory School, Kirkland, WA, USA ELARAKI International School of Morocco, Marrakech, Morocco The Ellis School, Pittsburgh, PA, USA The Emerald Heights International School, Indore, M.P., India Emma Willard School, Troy, NY, USA The Epiphany School of Global Studies, New Bern, NC, USA The Episcopal Academy, Newtown Square, PA, USA Episcopal Collegiate School, Little Rock, AR, USA2022Member Schools
WWW.GEBG.ORG 39 Episcopal High School, Alexandria, VA, USA Episcopal School of Baton Rouge, Baton Rouge, LA, USA Episcopal School of Dallas, Dallas, TX, USA Episcopal School of Jacksonville, Jacksonville, FL, USA Ermitage International School of France, Maisons Latte, France Ethical Culture Fieldston School, Bronx, NY, USA Fay School, Southborough, MA, USA Felsted School, Essex, England The Fenn School, Concord, MA, USA Flintridge Preparatory School, La Canada, CA, USA Fort Worth Country Day, Fort Worth, TX, USA Fountain Valley School of Colorado, Colorado Springs, CO, USA Francis Parker School, San Diego, CA, USA French American International School, San Francisco, CA, USA Friends Seminary, New York, NY, USA Friends’ Central School, Wynnewood, PA, USA George School, Newtown, PA, USA George Walton Academy, Monroe, GA, USA Georgetown Day School, Washington, DC, USA Germantown Friends School, Philadelphia, PA, USA Gill St. Bernard’s School, Gladstone, NJ, USA Gilman School, Baltimore, MD, USA Gilmour Academy, Gates Mills, OH, USA Gonzaga College High School, Washington, DC, USA Good Shepherd Episcopal School, Dallas, TX, USA Gould Academy, Bethel, ME, USA Grace Church School, New York, NY, USA Gredos San Diego (GSD) Schools, Madrid, Spain; San José, Costa Rica; Pouma, Cameroon Greens Farms Academy, Greens Farms, CT, USA Greensboro Day School, Greensboro, NC, USA Greenwich Academy, Greenwich, CT, USA Greenwich Country Day School, Greenwich, CT, USA Groton School, Groton, MA, USA Hackley School, Tarrytown, NY, USA The Hamlin School, San Francisco, CA, USA The Harker School, San Jose, CA, USA Harpeth Hall School, Nashville, TN, USA Harvard-Westlake School, Studio City, CA, USA Hathaway Brown School, Shaker Heights, OH, USA The Haverford School, Haverford, PA, USA Havergal College, Toronto, ON, Canada Hawken School, Gates Mills, OH, USA Head-Royce School, Oakland, CA, USA Herlufsholm Skole og Gods, Næstved, Denmark The Hewitt School, New York, NY, USA The Hill School, Pottstown, PA, USA Hilton Head Preparatory School, Hilton Head Island, SC, USA The Hockaday School, Dallas, TX, USA Holton-Arms School, Bethesda, MD, USA Holy Innocents’ Episcopal School, Atlanta, GA, USA The Hotchkiss School, Lakeville, CT, USA The Hun School of Princeton, Princeton, NJ, USA Hutchison School, Memphis, TN, USA Isidore Newman School, New Orleans, LA, USA Ivanhoe Grammar School, Ivanhoe, Melbourne, VIC, Australia John Burroughs School, St. Louis, MO, USA John Cooper School, Spring, TX, USA Kent Denver School, Englewood, CO, USA Kent Place School, Summit, NJ, USA Kents Hill School, Kents Hill, ME, USA Kentucky Country Day School, Louisville, KY, USA Key School, Annapolis, MD, USA Keystone Academy, Beijing, China Khan Lab School, Mountain View, CA, USA King School, Stamford, CT, USA King’s Academy, Madaba, Jordan Kingswood Oxford School, West Hartford, CT, USA La Jolla Country Day School, La Jolla, CA, USA La Salle College Preparatory, Pasadena, CA, USA Lake Forest Academy, Lake Forest, IL, USA Lake Oconee Academy, Greensboro, GA, USA Lakeside School, Seattle, WA, USA Lancaster Country Day School, Lancaster, PA, USA Laurel School, Shaker Heights, OH, USA Lausanne Collegiate School, Memphis, TN, USA Lawrence Woodmere Academy, Woodmere, NY, USA The Lawrenceville School, Princeton , NJ, USA Lick-Wilmerding High School, San Francisco, CA, USA Loomis Chaee School, Windsor, CT, USA Louisville Collegiate School, Louisville, KY, USA The Lovett School, Atlanta, GA, USA Lower Canada College, Montréal, QC, Canada The Madeira School, McLean, VA, USA Mare de Déu del Carme School, Terrassa, Spain Marist School, Atlanta, GA, USA Mary Institute and Saint Louis Country Day School, St. Louis, MO, USA Marymount School of New York, New York, NY, USA The Masters School, Dobbs Ferry, NY, USA McDonogh School, Owings Mills, MD, USA Menlo School, Atherton, CA, USA Mercersburg Academy, Mercersburg, PA, USA Miami Country Day School, Miami, FL, USA Middlesex School, Concord, MA, USA Miss Porter’s School, Farmington, CT, USA Montclair Kimberley Academy, Montclair, NJ, USA Moravian Academy, Bethlehem, PA, USA Morgan Park Academy, Chicago, IL, USA Morristown Beard School, Morristown, NJ, USA Moses Brown School, Providence, RI, USA Mount Vernon Presbyterian School, Atlanta, GA, USA National Cathedral School, Washington, DC, USA New Hampton School, New Hampton, NH, USA Newton Country Day School of the Sacred Heart, Newton, MA, USA Nightingale-Bamford School, New York, NY, USA Noble and Greenough School, Dedham, MA, USA Norfolk Academy, Norfolk, VA, USA North Cross School, Roanoke, VA, USA North Shore Country Day School, Winnetka, IL, USA The Northwest School, Seattle, WA, USA Northwood School, Lake Placid, NY, USA Notre Dame de Sion of Kansas City, Kansas City, MO, USA Oakwood School, North Hollywood, CA, USA Old Trail School, Bath, OH, USA
40 INTERCONNECTED // VOLUME 05 WWW.GEBG.ORG Pace Academy, Atlanta, GA, USA Paciﬁc Ridge School, Carlsbad, CA, USA Packer Collegiate Institute, Brooklyn, NY, USA Palmer Trinity School, Miami, FL, USA Parish Episcopal School, Dallas, TX, USA Peddie School, Hightstown, NJ, USA The Pennington School, Pennington, NJ, USA Phillips Academy Andover, Andover, MA, USA Phillips Exeter Academy, Exeter, NH, USA Pickering College, Newmarket, ON, Canada Pine Crest School, Boca Raton, FL, USA The Pingry School, Bernards, NJ, USA Polytechnic School, Pasadena, CA, USA Porter-Gaud School, Charleston, SC, USA Portsmouth High School, Portsmouth, NH, USA Presbyterian Day School, Memphis, TN, USA Princeton Day School, Princeton, NJ, USA Providence Day School, Charlotte, NC, USA Punahou School, Honolulu, HI, USA Ransom Everglades School, Miami, FL, USA Ravenscroft School, Raleigh, NC, USA Riverdale Country School, Bronx, NY, USA The Rivers School, Weston, MA, USA Robert College, Beşiktaş, Turkey Rochambeau, the French International School, Bethesda, MD, USA Rutgers Preparatory School, Somerset, NJ, USA Rye Country Day School, Rye, NY, USA Sacred Heart Greenwich, Greenwich, CT, USA Sacred Heart Preparatory, Atherton, CA, USA Sage Hill School, Newport Beach, CA, USA Saint Andrew’s School (FL), Boca Raton, FL, USA Saint Catherine’s School, Richmond, VA, USA Saint David’s School, New York, NY, USA Saint Edward’s School, Vero Beach, FL, USA Saint Joseph Academy, Cleveland, OH, USA Saint Mary’s Hall, San Antonio, TX, USA Saint Monica Prep, Santa Monica, CA, USA Saint Stephen’s Episcopal School, West Bradenton, FL, USA Saint Thomas Academy, Mendota Heights, MN, USA Saint-Denis International School, Loches, France Santa Catalina School, Monterey, CA, USA Scarsdale High School, Scarsdale, NY, USA School Year Abroad, North Andover, MA, USA Sequoyah School, Pasadena, CA, USA Sewickley Academy, Sewickley, PA, USA Shady Side Academy, Pittsburgh, PA, USA The Shipley School, Bryn Mawr, PA, USA Sidwell Friends School, Washington, DC, USA Silicon Valley International School, Palo Alto, CA, USA Solebury School, New Hope, PA, USA Sonoma Academy, Santa Rosa, CA, USA Spark School, Cluj Napoca, Romania Springside Chestnut Hill Academy, Philadelphia, PA, USA St. Albans School, Washington, DC, USA St. Andrew’s Episcopal School, Ridgeland, MS, USA The St. Andrew’s Schools, Honolulu, HI, USA St. Christopher’s School, Richmond, VA, USA St. Clement’s School, Toronto, ON, Canada St. George’s School, Middletown, RI, USA St. John’s Preparatory School, Danvers, MA, USA St. Johns Country Day School, Orange Park, FL, USA St. Joseph’s Academy, St. Louis, MO, USA St. Louis University High School, St. Louis, MO, USA St. Luke’s School, New Canaan, CT, USA St. Mark’s School, Southborough, MA, USA St. Mary’s Episcopal Day School, Tampa, FL, USA St. Mary’s Episcopal School, Memphis, TN, USA St. Mary’s School, Raleigh, NC, USA St. Mary’s School, Cambridge, Cambridge, , United Kingdom St. Michael’s Catholic Academy, Austin, TX, USA St. Michaels University School, Victoria, BC, Canada St. Mildred’s-Lightbourn School, Oakville, ON, Canada St. Paul’s School, Barcelona, Spain St. Paul’s School, Concord, NH, USA The St. Paul’s Schools, Brooklandville, MD, USA St. Stephens and St. Agnes School, Alexandria, VA, USA St. Teresa’s Academy, Kansas City, MO, USA St. Thomas School, Medina, WA, USA The Steward School, Henrico, VA, USA Stiftung Louisenlund, Gueby, Schleswig-Holstein, Germany Stone Ridge School of the Sacred Heart, Bethesda, MD, USA Tabor Academy, Marion, MA, USA Tampa Preparatory School, Tampa, FL, USA TASIS The American School in Switzerland, 6926 Montagnola, Switzerland The Thacher School, Ojai, CA, USA Thaden School, Bentonville, AR, USA Tower Hill School, Wilmington, DE, USA Transylvania College, Cluj Napoca, Romania Trevor Day School, New York, NY, USA Trinity Hall, Tinton Falls, NJ, USA Trinity School NYC, New York, NY, USA Trinity Valley School, Fort Worth, TX, USA Turning Point School, Culver City, CA, USA University High School of Indiana, Carmel, IN, USA University Prep, Seattle, WA, USA University School, Hunting Valley, OH, USA University School of Milwaukee, Milwaukee, WI, USA Ursuline Academy, Wilmington, DE, USA Ursuline Academy of Dallas, Dallas, TX, USA Ursuline School, New Rochelle, NY, USA Vail Mountain School, Vail, CO, USA Villa Duchesne, St. Louis, MO, USA Virginia Episcopal School, Lynchburg, VA, USA Visitation Academy, Saint Louis, MO, USA Visitation School, Mendota Heights, MN, USA Vistamar School, El Segundo, CA, USA Wardlaw Hartridge School, Edison, NJ, USA Waterford School, Sandy, UT, USA Webb School of Knoxville, Knoxville, TN, USA Wellington College, Crowthorne, Berkshire, United Kingdom The Wellington School, Columbus, OH, USA The Westminster Schools, Atlanta, GA, USA Westridge School for Girls, Pasadena, CA, USA Westtown School, West Chester, PA, USA The Wheeler School, Providence, RI, USA Wilbraham & Monson Academy, Wilbraham, MA, USA William Penn Charter School, Philadelphia, PA, USA The Williams School, Norfolk, VA, USA Wilmington Friends School, Wilmington, DE, USA Windward School, Los Angeles, CA, USA Woodberry Forest School, Woodberry Forest, VA, USA Woodlands Academy of the Sacred Heart, Lake Forest, IL, USA Woodward Academy, College Park, GA, USA York School, Monterey, CA, USA
WWW.GEBG.ORG 412023GEBG RecognitionsTrish Anderson, Pace Academy (GA)Laura Appell-Warren, St. Mark’s School (MA)Natalia Aycart, The Bolles School (FL)Karina Baum, BB&N (MA)Simon Beatty, Appleby College (ON)Rima Berro-Oliver, Robert College (TK)Kassandra Brenot, Santa Catalina School (CA)Melissa Brown, Holton-Arms School (MD)Nichole Budden, Holton-Arms (MD)Dacel Casey, Trevor Day School (NY)Mary Ann Ciampa, St. Mark's School (MA)Neil Cifuentes, St. Mark's School (MA)Smita Chandela, Mayo College Girls’ School (India)David Colón, Visitation Academy (MO)Dion Crushshon, Blake School (MN)Nishad Das, Groton (MA)Ann Diederich, Polytechnic School (CA) Christina Dominique-Pierre, BB&N (MA)Daniel Emmerson, Spark School (Romania) Julie Farrell, Chinese American International School (CA)Marta Filip-Fouser, Brewster Academy, (NH)Jessica Flaxman, Rye Country Day (NY)Willy Fluharty, Cape Henry Collegiate School (VA)Melody Fox Ahmed, National Cathedral School (DC)Yom Fox, Georgetown Day School (DC) Suzy Glazer, Buckingham Browne & Nichols School (MA)Brian Gonzales, University Prep (WA) Sandra Haddock, The Epiphany School of Global Studies (NC)Erin Hamill, Mary Institute and SaintLouis Country Day School (MO)Ann Hansen, Herlufsholm Skole (Denmark)Ingrid Herskind, Flintridge Preparatory School, (CA)John Hughes, The Lawrenceville School (NJ)Kara Kutner, Friends Seminary (NY)Javier Martínez, Gredos San Diego (Spain)Marley Matlack, Loomis Chaee School (CT)Damaris Maclean, Nightingale Bamford School (NY)Sarah McCann, St. Mark’s School (MA)Hilary McDonough, McDonogh School, (MD)Rob McGuinness, Appleby College (ON)Saya McKenna, Drew School (CA)Mark Melchior, Groton School (MA)Nora Moat, Academy of Notre Dame de Namur (PA)Raj Mundra, Phillips Academy Andover, (MA)Laura Mungavin, Rye Country Day School, (NY)Daniel Murray, Rye Country Day School (NY)Cindy Muñiz, Trinity School (NY)Kelly Neely, The Brimmer and May School (MA)John Nichols, St. Mary’s Episcopal School (TN)Cecilia Nipp, Ursuline Academy of Dallas (TX)Nicole Nolan, Wardlaw Hartridge School (NJ)Justine O’Connell, Mercersburg Academy (PA)Michele Owen, Lower Canada College (ON)Sophie Paris, Miss Porter’s School (CT)Scott Parsons, Columbus School for Girls (OH)Emily Philpott, St. Andrew’s Episcopal School (MI)Kelly Randall, Holton-Arms (MD)Bob Rojee, St. Mark’s School (MA)Ana Romero, Wellington College, (UK)Iona Serdean, Transylvania College (Romania)Adrianna Truby, Palmer Trinity School (FL)Glen Turf, Miami Country Day School (FL)Erik Vincent, Holy Innocents Episcopal (GA)Joe Vogel, Old Trail School (OH)John Warren, St. Mark’s School (MA)Heather Waters, Scarsdale High School (NY)Jessica Williams, Providence Day School (NC)Aquita Winslow, Polytechnic School (CA)Michelle Yarndley, Bayview Glen Independent School (ON)Jessica Yonzon, Castilleja School (CA) Xin Zhang, Gredos San Diego (Spain)Nishad Das, Groton School (MA)Karina Baum, Buckingham Browne & Nichols (MA)Tina Ridge, St. Paul’s (Spain)Patricia Carranza, St. Paul’s (Spain)Tracey Goodson Barrett, Gill St. Bernard’s (NJ)Paul Hagen, Eastside Preparatory (WA)Dacel Casey, Trevor Day (NY)Kelly Neely, Brimmer and May (MA)Jonathan Fouser, Brewster Academy (Spain) Daniel Emmerson, Spark School (Virtual)Committee Members, Volunteers, Contributors, and AdvisorsThanks and recognition go to our volunteer educators who contributed to our committee work, judged our GET Prize competition, served on endorsement/evaluation visiting teams, contributed to our summer programs and microcourses, supported our research and writing, guided the planning of our Annual Conference, and served as a panelist or facilitator for our summits.
42 INTERCONNECTED // VOLUME 05 WWW.GEBG.ORGGEBG greatly appreciates the essential in-kind support, contributions, and counsel of the following individuals and organizations:Jeerson Burnett, NAISFelipe Correa Jaramillo, Envoys Dr. Darla Deardor, Duke UniversityJen Evers, International Coalition of Girls’ SchoolsMichael Folise, IP Venture Clinic at Case Western Reserve University Law SchoolDr. Nicole Furlonge, Klingenstein Center, Columbia UniversityLiz Gray, Remote Area Risk International (R2Ri) Marcia Henisz, SASSIE ConsultingKramer Law Clinic at Case Western Reserve University Law SchoolJustin Kollinger, United EducatorsNick Liu, International SOSMia MuonekeMegan Murphy, International Coalition of Girls’ SchoolsJohn NorquistChris Page, CSIETSal PaniaguaDr. Lara Paparo, UNiversity of PennsylvaniaJanae Peters, Think Again Training & ConsultingBobby Riley, Fred C. Church InsuranceLeah Rockwell, Rockwell Wellness ConsultingStuart SalomonSusan Schorr, McLane MiddletonDavey Shlasko, Think Again Training & ConsultingDr. Aric Visser, Baserria InstituteIoana Wheeler, NAISDebra Wilson, SAISWe rely on the generosity of our members in order to collect, compile, and share models within our community. Thank you to all who shared resources or examples via the listserv, in professional learning programs, in support of publications, and through personal requests.Our student dialogues would not be possible without the support of the 75+ adults from GEBG Schools who helped to facilitate breakout rooms during our 2022-2023 dialogues. Many thanks to you all!Special thanks go this year to Kassandra Brenot for serving as our Global Educator-in-Residence for the school year 2022-2023.Thank you to our volunteer Board of Directors for their dedication and hard work to the governance and oversight of our organization. This year we would like to thank a long-time GEBG leader who is ending her terms on the GEBG Board of Directors, Tené Howard. She has left a signiﬁcant impact on the organization, including leading her committee through a revision of our by-laws, chairing the governance and nominations committee and serving on the executive committee.Donors and GrantsGEBG is grateful for the generosity of our donors whose gifts allow us to serve more schools in more ways.Tricia AndersonLaura Appell-Warren and John WarrenKarina BaumMelissa BrownDavid and Nancy ColónFelipe Correa JaramilloAnn DiederichDaniel EmmersonRobert GreeneTené HowardJohn HughesDavid LynnRobert McGuinessJohn NordquistYom OdamttenSophia ParisManjula SalomonStuart SalomonWalter SwansonElizabeth YavendittiThe Firebird FoundationThe E.E. Ford FoundationThe Global Education Benchmark Group would like to thank Susanna Jones, Melissa Brown, Kelly Randall, Nichole Budden, Nicole Lado, Dani Aronson, Ann Kangas, Mike Robertson, and the faculty, sta, students and families at Holton-Arms School for hosting the 2023 GEBG Global Educators Conference.
Kayla Dorsey-TwumasiWWW.GEBG.ORG 43Kayla Dorsey-Twumasi (she/her) (pronounced chew-may-see)Director of Global Education for Boston Public Schools Tell us a little about your background: I am originally from Utica, New York, and have lived in Miami, Florida, and now the Greater Boston area of Massachusetts. What led you to the eld of global education?Truly my interest in academia, centered on the African and African Diasporic experience, exposed me to a global education and later ushered me into the ﬁeld of global education. Prior to college, my academic trajectory had not underscored the legacy, experiences, and contributions of people who looked like me in the United States and throughout the world. In college, I had the opportunity to take an African American studies course that was taught by a professor from Sierra Leone. He taught this course from a global perspective, which subsequently inspired me to study abroad in Ghana and then intern in Belize. In retrospect, that course and major were the catalysts for my journey into the ﬁeld of global education in a much broader sense. Wanting to combine my international interests with education, my Master’s thesis examined the decolonization of Belize’s primary school Social Studies curriculum. I later moved to Miami, Florida, where I taught middle and high school Social Studies to predominantly ﬁrst and second-generation immigrant students, whereby I leveraged their cultural capital as curriculum content. My students and their families also trusted me to lead them abroad to explore relevant socio-cultural and historical topics. Throughout my journey, I’ve tried to marry academia and ﬁeld action — always through a global lens. What is one of your favorite aspects of your work in global education?One of the favorite aspects of my work as Director of Global Education is the role that I play in helping students have a safe and meaningful learning experience abroad by investing in teacher capacity. I am content knowing that I helped a teacher feel conﬁdent and competent through training and relationship building. I am also grateful to have a talented group of teachers to work with and learn from in Boston Public Schools (BPS), and I hope to expand opportunities for BPS teachers and students in the global education space. What is one challenge you see impacting our eld today?One challenge impacting the ﬁeld today is that the work of global education is not formalized in U.S. public school districts. Global education is happening in many public school classrooms across the country, but not always as a district-level priority that is supported with funding to increase access to global education opportunities for all students and teachers. What is the most exciting opportunity in this eld that you currently anticipate?I am excited about the opportunity to collaborate and continue to create partnerships in the spirit of global education both nationally and internationally. The world has “reopened,” and it feels like teachers and school leaders are poised to enter the global education arena and engage with the world more now than before the pandemic. GLOBAL EDUCATOR PROFILE
RJ Sakai44 INTERCONNECTED // VOLUME 05RJ Sakai (he/him) Director of Social Innovation and Co-Director of Diversity, Equity, and Inclusion at Sequoyah School in Pasadena, CA.Tell us a little about your background:Since I was a kid growing up in Los Angeles, I’ve had an interest in creativity and dierent ways of living. At Hampshire College, I had the pleasure of creating my own academic journey through the worlds of cultural anthropology and design. From the anthropology side, I asked questions like, “What’s going on here?”, “How do we best get to know people and cultures?” and “How do I understand myself in relationship to a diversity of communities?” And from the design side, I pursued questions like, “How do we best deﬁne problems and nurture solutions?”, “What might I make to test out ideas?”, and “How do we see the big system as well as small interactions?” I love living in Los Angeles for its endless cultural discovery and need for creative problem-solving. What led you to the eld of global education?As a teenager, I participated in two homestay programs: one in Reggio Calabria, Italy, and the other in Riobamba, Ecuador. Throughout my undergraduate and graduate studies, I conducted ﬁeld research in Havana, Cuba, and Kampala, Uganda. These experiences helped me understand the wealth of knowledge and depth of relationships that knowing a language can provide. What is one of your favorite aspects of your work in global education?I’ve loved seeing our Latinx students discover a sense of belonging a few days into our homestay in Costa Rica. While other students might feel discomfort, I’ve enjoyed hearing our Latinx students talk about the ease of living and the familial (and familiar) camaraderie they’ve found. This sense of belonging provokes just as much profound growth for those students as does the sense of discomfort and uncertainty for other students.What is one challenge you see impacting our eld today?Global education programs graduate students who collaborate across dierences, see their purpose as connected to something beyond themselves, and understand that they can overcome challenges. Our challenge as global educators is to design programs that are not only accessible to all but serve all. We should redesign our programs so they provide excitement, growth, and belonging for every student in our school, not just those that already see value in participating. As we think about what might be needed to create a community where all students beneﬁt from global education, school leaders will need to consider how to allocate resources. What is the most exciting opportunity in this eld that you currently anticipate?The majority of my responsibilities are in directing the Social Innovation Program—a co-curricular, experiential education program that equips students to be systems-level problem solvers of social and environmental issues. Every day, it becomes clearer that the urgent local struggles we face in our own backyards are intertwined with global forces, institutions, and movements. I look forward to drawing connections between the local and global in narrow and explicit ways. For instance, what can Southern California learn about water management from Mexico City? Additionally, what might it look like for all departments to have such a focus on partnership building? How might we build opportunities for students to ﬁnd cultural unfamiliarity in our own locales? What happens when we see our global partners as holders of both innovative and tried and true approaches to achieving social justice and environmental sustainability at home?GLOBAL EDUCATOR PROFILE
Students from Groton school learn how to play gamelan, a traditional percussion orchestra of the Javanese, Sundanese, and Balinese peoples of Indonesia, as part of their arts and sustainability focused GEO (Global Education Opportunity) in Bali, IndonesiaLEARN MORE ABOUT AND REGISTER FOR ALL OF THESE PROGRAMS AT GEBG.ORG SUMMER PROGRAMS 2023NEW GLOBAL DIRECTORSA hallmark of the GEBG Community, our workshop for “new” global directors uses the GEBG Global Education Standards to facilitate reflective learning that empowers leaders of global-education programming. Workshop sessions will address all primary areas of leadership of global education from curriculum development to program and risk management. Another essential benefit of the course is the opportunity to connect with a community of committed peer educators with similar interests, opportunities, and challenges. Location: The Nightingale-Bamford School, New York City, NY Dates: July 31 (beginning 9AM) to August 2 (ending 12PM) Cost: $995 member schools, $1175 non-membersAudience: Global directors/coordinators in years 1-5Facilitated by: Clare Sisisky, GEBG Executive Director, and Chad Detloff, GEBG Director of Professional Learning and Curriculum, with additional guest speakers Risk Management LeadershipRISK MANAGEMENT LEADERSHIPStrong risk management of overnight travel programs requires consistent practice and consideration of both longstanding and emerging risk areas. Participants in this program will engage in dialogue around model practices in managing risks associated with overnight travel programs, including emerging risk areas such as mental health, gender identity, third-party providers, and postpandemic considerations. Participants will also leave with a series of scenarios that they can use in trainings at their own schools. Location: The Nightingale-Bamford School, New York City, NY Dates: August 2 (beginning 1PM) to Aug 3 (ending 5PM) Cost: $445 member schools, $625 non-membersAudience: Global directors and other overnight-travel risk-management administratorsFacilitated by: Clare Sisisky, GEBG Executive Director, and Chad Detloff, GEBG Director of Professional Learning and Curriculum, with additional guest speakers
SAVE THE DATEJanuary 26 and 27, 2024SUMMIT ON CLIMATE EDUCATIONJoin us for an exploration of education in the era of climate change, as schools seek to develop and empower students as active and engaged global citizensin partnership with The Klingenstein Centerhosted at Teachers College, Columbia University525 West 120th Street, New York, NY 100273407 S. Jeerson Ave., Suite 71 St. Louis, MO 63118