International/Multicultural Education Program - Bexley City Schools

International/Multicultural Education Program

and global communities; and who can communicate in more than one language and culture. MISSION STATEMENT The International/ Multicultural Education Program of the Bexley City School District recognizes that its primary responsibility is to prepare students to be effective, caring citizens in the global community of today and tomorrow. Through culturally focused and interdisciplinary- based experiences, students will acquire the knowledge, develop the skills, and internalize attitudes necessary to respond appropriately to local, national and global events. This global perspective will enable students to recognize and appreciate both the pluralistic differences of other cultures, and the interdependence of the global community. PROFESSIONAL DEVELOPMENT

International/Multicultural Education Program The world has become more interconnected as technology brings people and nations closer together. Demographic trends indicate a continuing interest in the cultural diversity of the United States. As a company in the quality education business the Bexley City School District must prepare students to be successful in their twenty-first century. Such a vision requires students to be knowledgeable about the United States, the cultural background of its people, and the relationships the Nation has with other countries. The International/ Multicultural Education Program of the Bexley City Schools began as a recommendation of a community task force in 1990. A steering committee composed of Capital University faculty, Bexley faculty and administrators, and community members developed a definition and a mission statement for this program. To facilitate the development of the program in grades K - 12 a half-time coordinator position was created. International/ Multicultural education is a revitalization of the entire educational program that capitalizes on the need to identify meaningful connections between rigorous content and relevant learning, connecting both teachers and students to essential knowledge and varied perspectives. DEFINITION International/ Multicultural Education creates a global context in which students learn about the world’s peoples, countries, cultures and issues through an integrated curriculum. The goal is a student who has a grasp of the core knowledge needed to be a competent citizen in an inter-related world of local, national,

A great percentage of the efforts of the International/ Multicultural Education program have been focused on professional development. This continued learning and growth promotes the most effective and enduring attention and integration of International/ Multicultural content and understandings now and in the future. The Ohio Business Roundtable recognized the program with an “Ohio Best Practice” Award in 1997. Bexley City School District 348 S. Cassingham Bexley, Ohio 43209 (614) 231-7611 www.bexleyschools.org Mindy Hall, International/Multicultural Education Coordinator [email protected] Dr. Anne Hyland Director of Curriculum and Instruction [email protected]

Program Activities

STUDENT/SCHOOL EVENTS To provide visibility to the program, several school site activities have been initiated. All buildings are involved each year in creating an international/multicultural climate. This environment helps students begin thinking globally, begin to identify other countries and cultures, and consider our connections with them.

PROFESSIONAL DEVELOPMENT In order to develop a strong foundation for program continuance a number of professional development events have been scheduled over the course of the program. The samples below have served to address issues and focus attention. This staff learning promotes the most effective integration of international/multicultural content now and in the future.

• Resources International/Columbus Council on World Affairs • Steven Newman, Worldwalker • YMCA Model United Nations • Environmental Day • Russian Culture Day • Global Awareness Day • Museum Showcase Week • Chinese Language After School Workshop • A World of Difference Activities • Russian Grandparents Program • Youth Forums on World Affairs • Japanese Teacher Visitation • Multicultural Impact Field Trips • Cultural Music Journals • First Friday: HS Student book club • HS Book-movie and speaker events • Multicultural Literature Read-ins • International Pen Friends • Rain Forest Week • Middle School Students Travel to Costa Rica • Student International Travel • French Class in America Program - Elementary and Middle School Exchange • Second Language Program Begins Grade 1 • Jerusalem 3000 Celebration • English as a Second Language Program • International Visitors Council Visitations • Andros Island Library Project • Artists in the Schools Programs • Partners in Conservation • Cultural music performances by known artists and students • Cultural art projects by artists and student • Middle School Tolerance activities, books and speakers included in Advisory

Resource Materials in building libraries, classrooms and Multicultural resource room • • • • • • • • • • • • • • • • • •

Gender Issues District Committee Textbook/Materials Selection Second Language District Committee Cooperative Projects with Capital University Global Awareness Workshop Spring 1993 Literature Study Groups-4 to 6 titles per year Collection of Readings: International/Multicultural Issues SSCO Multicultural Academy Visitation Site Sexual Harassment Policy Staff/Student Religious Education/Observances Policy International/Multicultural Holidays, Observances Development Team Project: Instructional Units Student Internship Site-Capital University Laramie Project staff presentation Teacher International Travel Curriculum writing District Professional Development Day: “Educating Everybody’s Children” Professional Development Seminars: ! ”Issues and Perspectives” ! “Creating a Global Context” ! “Cultural Sensitivity and Equity”

• Professional Development Seminars: ! “What is International Education?” ! “A World of Difference” ! “Human Rights” ! “Infusing Multicultural & International Issues with the Curriculum” ! “International and Multicultural Curriculum” ! “Culturally Relevant Teaching” ! “International Perspectives: Views from Around the World” • Recipients of “Ohio’s Best Practices” Award 1997 • NAME Conference presentations 2005 & 2007 1

BEXLEY’S INTERNATIONAL/MULTICULTURAL EDUCATION OVERVIEW CONTENT WORTH KNOWING

A CULTURE FOR LEARNING

KNOWLEDGE

ATTITUDES

SKILLS

CONTEXT

INSTRUCTIONAL STRATEGIES

Program Goal I:

Program Goal III:

Program Goal IV:

Recognize and appreciate pluralistic heritage of the United States and countries around the world

Acquire knowledge, attitudes and skills necessary to respond to local, national and global events

Prepare to be effective participants in the global community

Goal: Classroom climates are created that celebrate diversity and promote equity for all students.

Goal: Teaching Techniques match the learning, cultural and motivational styles of all students

• Culture: - Definition - Characteristics - Surface vs. Deep - Utilitarian forms - Expressive forms - Behavior patterns - Themes/ beliefs - Contributions

Program Goal II: Recognize and appreciate the multiple interconnections and interdependence of the global community

• Geography • Political systems • Religious systems • Economic trends • Historical trends • Current events • Development of countries • Communication • Technology • Environment

• Different perspectives • Diversity and unity • Stereotypes • Other cultures’s view of America • Goals/ideals of American culture • Differences in racial, religious, ethnic heritage in America • Contributions of many cultural groups • Concepts: - perspective - diversity - prejudice/bias - stereotyping - awareness - respect - appreciation - ethnocentrism - discrimination - pluralism - interdependence - culture shock - enculturation - socialization - generalizations

• Proficiency in more than one language • Critical Thinking Skills: - Questioning - Analogic Thinking - Logical vs. Emotional Thinking - Brainstorming - Information gathering - Metacognition - Recording data - Problem solving - Inferring - Concept formation - Identifying - Similarities/ Differences - Classifying - Analysis - Synthesis - Evaluation - Making connections - Communicating

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• Multidisciplinary • Multiple perspectives • Indigenous images • Broad perspective • Beyond contributor level • Student-centered • Interactive • High Expectations • Connected to student’s world • High level thinking and problem solving • Effective classroom environments - classroom design - classroom management

• Process oriented • Inquiry Approach • Varied Strategies: - Discussions - Actively model behaviors - Group projects - Panels - Student directed research - Small, whole group - Role playing - Simulations - Reality based - Manipulatives - Learning centers • Multiple intelligences • Activate prior knowledge • Multiple learning styles • Varied assessments • Primary sources of cultural experiences - Personal anecdotes - Poetry - Headlines - Editorials - Laws - Music - Art - Museums - Literature - Journals - Letters

PROGRAM GOAL I:

PROGRAM GOAL II:

RECOGNIZE AND APPRECIATE PLURALISTIC HERITAGE OF THE UNITED STATES AND OTHER COUNTRIES AROUND THE WORLD

RECOGNIZE AND APPRECIATE THE MULTIPLE INTERCONNECTIONS AND INTERDEPENDENCE OF THE GLOBAL COMMUNITY

A. Demonstrate knowledge of the concept of culture 1. Definition of Culture

Geography

The sum total of ways of living including: values, beliefs, esthetic standards, linguistic expression, patterns of thinking, behavioral norms, and styles of communication, which a group people has developed to assure its survival in a particular physical and human environment.

A. Demonstrate factual knowledge of geographic terms and concepts. B. Demonstrate factual knowledge of places and persons dominant in today’s headlines. C. Identify elements that contribute to the development of countries (natural resources, etc.) D. Examine the chief geographic/locational advantages and limitations of the major world nations. E. Recognize the interdependent and symbiotic relationship of living and non-living things and identify the role humans play in this relationship.

2. Characteristics of Culture Is dynamic; constantly changing Is inherently logical to those who create it Is learned, not biological Is learned through the processes of enculturation and socialization ! Is shared; makes it possible for people to live together with ease ! Is an adaptation; to environment and the natural/technological resources ! ! ! !

History F. Examine the impact of technology on transportation, communication, agriculture practices, manufacturing, health, warfare, and population issues throughout the world. G. Analyze the general historical trends and forces that contribute to present world rivalries and tensions between major nations and cultures.

B. Distinguish between the elements of surface culture and the elements of deep culture

Government

1. Elements of Surface Culture: folklore, foods, dress, arts, holidays, history, personalities 2. Elements of Deep Culture: concepts of time, ethic, esthetics health and medicine, religion, gender roles, family ties, ownership

H. Analyze the basic tenets of major political ideologies that dominate the world today. I. Examine approaches to conflict resolution that are used in the international arena. Economics

C. Explore both the utilitarian (useful in the performance of a certain task or function) and the expressive (a manifestation of emotion or thought) forms developed by a culture

J. Identify outlines of major economic trends and realities that typify world trade and economic patterns today. Culture

D. Describe the patterns of behavior that are derived from the cultural beliefs and values

K. Identify major methods of dispersing information throughout the world and major communication methods. L. Analyze the beliefs and premises that underlie major philosophical/religion systems of the world.

E. Identify and analyze the themes, value systems, beliefs, and behaviors that form the world view of the culture F. Discuss the significance of these contributions to the world community

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CONTENT DEFINITIONS: ATTITUDES

CONTENT DEFINITION: SKILLS

PROGRAM GOAL III:

PROGRAM GOAL IV:

STUDENTS WILL ACQUIRE KNOWLEDGE, ATTITUDES AND SKILLS NECESSARY TO RESPOND TO LOCAL, NATIONAL AND GLOBAL EVENTS

PREPARE STUDENTS TO BE EFFECTIVE PARTICIPANTS IN THE GLOBAL COMMUNITY A. Demonstrate proficiency in more than one language

A. Examine events from many perspectives including the perspective of the time period

B. Demonstrate the following critical thinking skills:

B. Recognize that other cultures view the world from a perspective that may be different from own

Questioning Problem-Solving Inferring Identifying Cause/Effect Analogic Thinking Concept Formation Information Gathering Similarities/Differences Communicating Information

C. Recognize that diversity can be a strength and that diversity can exist within unity D. Analyze the role that stereotypes play in forming and sustaining prejudice E. Recognize that culturally different is not culturally deficient or superior F. Examine how other cultures view American culture G. Demonstrate knowledge of the generalized ideals and goals of an American culture and of various subcultures of America H. Recognize and respect the differences in racial, religious, class, and ethnic heritage of the American people. I. Appreciate the creative and productive contributions of many cultural groups and examine their influence on the larger American culture. J. Demonstrate an understanding of these concepts: Perspective Diversity Prejudice Bias Stereotyping Awareness Culture

Respect Appreciation Ethnocentrism Discrimination Pluralism Interdependence

Enculturation Socialization Generalizations Globalizations Peace Assimilation

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Classifying Analysis Synthesis Evaluation Brainstorming Recording Data Meta-cognition Making Connections Logical vs. Emotional

BEXLEY’S INTERNATIONAL/MULTICULTURAL EDUCATION RUBRIC The contents of this rubric generate from the mission statement. This document is used either formally or informally throughout a unit, grading period, or over the course of a school year. It is intended to guide teacher reflection, observation of student behaviors, and to guide the development of activities and/or assessments that would provide opportunities for students to develop and demonstrate these characteristics. Program Goal I:

Level 4

Level 3

Level 2

Level 1

Recognize and appreciate pluralistic heritage of the United States and countries around the world.

Student identifies and articulates challenges faced within a particular culture and provides sophisticated insights of the impact of the culture on the world.

Student identifies and articulates challenges faced within a particular culture and makes connections of the culture’s impact on the world.

Student identifies challenges within a particular culture but overlooks important information and is unable to make connections to the world.

Student cannot identify challenges within a particular culture, ignores important information and perpetuates misconceptions.

Student synthesizes knowledge of interconnections and interdependence of the global community in an accurate and highly insightful way.

Student demonstrates an accurate knowledge of interconnections and interdependence of the global community.

Student demonstrates knowledge of interconnections and interdependence of the global community with some inaccuracies.

Student cannot identify interconnections and interdependence of the global community.

Student clearly states and defends an opinion about a local, national, or global cultural event.

Student clearly states and justifies an opinion about a local, national, or global cultural event.

Student clearly states an opinion about a local, national, or global cultural event.

Student cannot state a clear opinion about a local, national, or global cultural event.

Student independently participates in activities that demonstrate an understanding and appreciation of the multiple connections in the world.

Student participates with guidance in activities that demonstrate an understanding and appreciation of the multiple connections in the world.

Student recognizes activities that demonstrate an understanding and appreciation of the multiple connections in the world.

Student does not participate in activities that demonstrate an understanding and appreciation of the multiple connections of the world.

Program Goal II: Recognize and appreciate the multiple interconnections and interdependence of the global community.

Program Goal III: Student will acquire knowledge, attitudes and skills necessary to respond to local, national, and global events.

Program Goal IV: Prepare students to be effective citizens in the global community

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Bexley’s International/Multicultural Unit Planning Guide Grade Level/Subject(s):

Unit Duration:

Enduring Understanding: Event, Problem, Issue, Concept or Theme Unit Title/Subheading: Performance Indicators/Unit Objectives All Performance Indicators/Unit Objectives will be assessed during this unit. They come from: ! State Standards ! Curricular Documents ! Knowledge, Attitudes, Skills (Content) from Int/MC Document Focus of Examples: Time Geography Country/ Region/ Culture

Time Geography Country/ Region/ Culture



Provide real examples during instruction that represent a variety of time periods, countries or geographical regions, cultural groups – as are appropriate. Four sections of the unit: Motivation, Information, Assessment, Culmination ! Units begin in the ‘Motivation’ quadrant and move clockwise through the unit, sometimes moving back and forth between

the ‘Information’ and ‘Assessment’ quadrants.

! Variety of technology used throughout unit. ! Different levels of Bloom included throughout the unit. ! Different levels of questioning included throughout unit.

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Abbreviations used to identify Bloom Taxanomy level and use of technology: R = Remembering

U = Understanding

Ap = Applying

An = Analyzing

E = Evaluating

C = Creating

T = Technology

CONCRETE Culmination – Quadrant IV

Motivation – Quadrant I

Activities: ! Show evidence that students can apply what has been learned (holistic approach) ! Higher-level applications ! Draws together the mastery of the unit performance indicators/unit objectives ! Scored with a rubric that matches the unit performance indicators/unit objectives ! Help students measure the extent to which they met their personal and academic goals

Activities: ! Engage students with direct connections to performance indicators/unit objectives (e.g. hands-on, read-aloud, video, field trip, exploration) ! Establish connections to prior learning ! Determine what students already know ! Set expectations for the end of the unit ! Establish individual students goals: personal and academic

Instructional Strategies These come from the ‘Instructional Strategies’ and ‘Content’ sections of Bexley’s International/Multicultural (Int/MC) Curriculum Overview.

Instructional Strategies These come from the ‘Instructional Strategies’ and ‘Content’ sections of Bexley’s International/Multicultural (Int/MC) Curriculum Overview. RECEPTION

PRODUCTION Assessment – Quadrant III

Information – Quadrant II

Both formative and summative assessments:

Activities listed here relate to the unit performance indicators/unit objectives

! Checklists for observing students as they work (criteria from performance indicators/unit objectives) ! Anecdotal records of students’ progress and needs ! Conference/workshop notes from meetings with students ! Projects (directly related to performance indicators/units objectives) ! Teacher-made rubrics, some of which are developed with students and used throughout the entire unit ! Tests/quizzes/worksheets including multiple choice, short answer, extended response

! Specify teacher and student behaviors and are connected to the content to be taught so students can master the performance indicators/unit objectives, reflecting Best Practices (Marzano) ! Focus on differentiating instruction ! Provide evidence of variety in what both teachers and students can do ! Connect to real-life ! Developmental or sequential manner ! May specify materials

* Different levels of questioning and Bloom (Int/MC) * Knowledge, attitudes, skills (Int/MC)

* Consider context (Int/MC) * Include ‘Focus of Examples’ (culture, country, region, time period, geography) (Int/MC)



ABSTRACT 7

Bernice McCarthy: 4MAT.

Professional Practice and the International/Multicultural Education Program The Bexley City School District is committed to embracing diversity. District strategic priorities include specific references to this fact, as does the existence of specific policies that expect equity for all regardless of culture, ethnicity, race, language, gender, sexual orientation, exceptionality, family style, social status, religion, and belief system. UNIT PLANNING include Equity –creating an environment of respect and rapport where all students feel valued; and Cultural Competence –demonstrating sensitivity to the cultures of the students, being aware of relevant information about traditions, religious practices and patterns of interaction that may affect classroom participation. (pages 32-33).

Effective professional practice must be thoughtfully developed. In addition to quality, significant and challenging curricular content, instructional strategies and evidence of student learning must be planned to appropriately engage ALL the students who are part of the teacher’s classes at this particular time. This is continuous. The students change and the instructional practices must change as well. During instruction multiple examples should be used that explicitly show the diversity associated with the event, problem, issue, concept or theme. These examples should illuminate the critical attributes and variables of concepts, and help define the essential reoccurring themes. These examples are important to deep understanding of the content, and are essential to fully embracing diversity.

In addition to a rating and narrative for each of the professional practice domains described in Enhancing Professional Practice, the Bexley City School District Teacher Appraisal Instrument includes a fifth domain describing three district initiatives. The International/ Multicultural program is one of these initiatives. The rubrics that define the common understandings and implementation expectations for this area are highlighted on page 5 of this brochure.

INSTRUCTIONAL DECISIONS Educating Everybody’s Children, and More Educating Everybody’s Children (both ASCD publications edited by Robert Cole) make a compelling case for closing the achievement gap by consistently using instructional practices that promote improved student learning for ALL the children. The publications detail 16 general strategies, in addition to describing those that are especially effective within various specific content areas. Examples of described strategies are: reality-based learning, active involvement, alternative assessments, home-school partnerships, develop questioning strategies, activate prior knowledge, and use of inquiry.

INDIVIDUAL PROFESSIONAL DEVELOPMENT PLANS Individual Professional Development Plans are developed as part of Ohio teacher licensure expectations. Plans are also used by Continuing Teachers as the basis for guiding their own professional development. Some sample goal areas used in IPDPs that explored International/ Multicultural areas are: identifying instructional practices that increase student motivation to learn; identify classroom techniques that increase respectful, supportive and kind student behavior; increase student knowledge of wide variety of female authors; and ease culturally responsive teaching.

EFFECTIVE TEACHING Enhancing Professional Practice: A Framework for Teaching (Danielson, ASCD, 2007) is used in the district as the core definition for effective teaching in the Bexley City School District. Each teacher in the district receives a copy of this publication. The framework for teaching divides the complex work of teaching into four domains. Rubrics in the four domain areas offer common understandings used by teachers and administrators. The publication also contains common themes that are expected to be included in effective teaching. These

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Expectations included in the Teacher Appraisal Instrument

Best Practice Element: Demonstrates Knowledge of Content, Context and Instructional Strategies as outlined in the International/Multicultural Curriculum

These indicators highlight the area of the International/ Multicultural Program under “District Initiatives” on the district Teacher Appraisal Instrument. They represent a common understanding of the educational practices that are expected in the district. These descriptors are used as points of conversation in order to clarify expectations.

1. Teacher is knowledgeable of: • A wide variety of societal groups. • An accurate pluralistic American/World history. • Experiences and perspectives of a range or cultural groups. • Cultural traditions, patterns of interaction and religious practices. • Learning cultural and motivational styles of individual students. • A variety of assessment techniques for monitoring student performance.

DISTRICT INITIATIVE COMPONENT: INTERNATIONAL/MULTICULTURAL Best Practice Element: Integrates Multicultural Goals into Instruction

2. Classrooms are safe; an environment conducive to learning is established for all students. • Genuine respect is modeled in all teacher/student and adult/adult interaction. • Standards of conduct are developed with student input and are clear to all students. • Standards of conduct are developmentally appropriate and consistent with cultural norms • Students are encouraged to manage their own behavior. • Response to misbehavior is effective and sensitive to individual needs.

1. Lessons and instructional units reflect the goals of the international/multicultural program. A. Recognize and appreciate pluralistic heritage of the United States and countries around the world. B. Recognize and appreciate the multiple interconnections and interdependence of the global community. C. Acquire knowledge, attitudes and skills necessary to respond to local, national and global events. D. Prepare to be effective participants in the global community.

3. All learning opportunities are accessible to all students and reflect individual needs. • Respect is evident for student’s first language and dialects.

2. Directions and procedures demonstrate awareness of individual needs. 3. Student and teacher questioning encourages high level thinking and discourages bias.

4. Important learning is expected and encouraged for all students.

4. All activities and materials encourage interaction from all students and are reflective of student learning styles. • Instructional materials show multiple perspectives of a range of cultural groups. • Assessment and testing procedures are culturally sensitive. • Assessment is varied and relevant to instructional goals. • Assessment criteria are clear and communicated to students. • Groups are organized and monitored to assure individual needs are met.

5. Accurate, effective records are kept of student progress and are used to inform teaching practices. 6. Information about the district’s international/multicultural program is provided to parents. 7. Positive and negative aspects of student progress is provided to parents. 8. Efforts are made to involve all families in the instructional program. 9. Participation in professional development opportunities within and beyond the district in the international/multicultural education area is evident. 10. Lessons or units integrating international/ multicultural program are developed and shared with colleagues.

• Positive and constructive feedback and interventions are provided equitably. • District international/multicultural goals are used to evaluate lesson and/or unit design and effectiveness. 9

Bexley CITY SCHOOL DISTRICT

Resources for International Multicultural Education Curriculum This is a partial list of references consulted during the course of the development of the International Education Curriculum. Banks, James, An Introduction to Multicultural Education. Allyn and Bacon, 1994. Banks, J., Cortes, C., Garcia, R., Gay, G., and Ochoa, A., Curriculum Guidelines for Multicultural Education. Social Education, 1992. Christensen, Linda, Reading, Writing, and Rising Up: Teaching About Social Justice and the Power of the Written Word. Rethinking Schools, Ltd., 2000. Cole, Robert W., ed., Educating Everybody’s Children: Diverse Teaching Strategies for Diverse Learners. Association for Supervision and Curriculum Development, 1995. Cole, Robert W., ed., More Strategies for Educating Everybody’s Children. Association for Supervision and Curriculum Development, 2001.

Danielson, Charlotte, Enhancing Professional Practice: A Framework for Teaching. Association for Supervision and Curriculum Development, 2007. Diaz, Carlos F., Multicultural Education for the 21st Century. Longman/Addison-Wesley, 2001. Kniepp, Willard, Next Steps in Global Education: Handbook for Curriculum Development. Global Perspectives in Education, 1987. Marzano, R.J., Norford, J. S., Paynter, D.E., Pickering, D.J., & Gaddy, B.B., A Handbook for Classroom Instruction That Works. Association for Supervision and Curriculum Development, 2001. Partnership for 21st Century Skills. Results That Matter: 21st Century Skills and High School Reform. (2nd ed.) . Tucson, AZ: Author, 2006. Pollock, Jane E., Improving Student Learning One Teacher at a Time. Association for Supervision and Curriculum Development, 2007. Sleeter, Christine E., Un-Standardizing Curriculum: Multicultural Teaching in the Standards-Based Classroom. Teachers College Press, 2005.

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