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Wow...this content was incredibly unique, interesting, and intriguing.
I found my lowest scores are in areas where I allow "practical" barriers to become immovable obstacles. For example, for immersion experiences, I would say that we don't have the time/budget to integrate immersion experiences into my lesson plans but in reality, if I thought creatively I could find virtual tours or other solutions to enhance the curriculum.
I was especially struck by the last objective, "I guide students to evaluate their own global competence development." I felt at a loss there... how would I even begin to do this. What does global competence mean in Lit/Comp? Our department strives to include work in translation every year, and I think this is a step in the right direction but I have a way to go towards this objective specifically.
Personally, I try my best to be connected to other cultures. I have friends and family living in a variety of cultures globally and I strive to stay in contact with them. I especially love discussing current events with friends in other countries. I admit that these friends are Americans living in other countries and I need to do more to create non-American connections. I also would love to dive back into learning another language.

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Completing this assessment helped me to realize that I am not actively promoting global learning opportunities for myself or my students. I enjoy teaching culturally diverse students and learning about their cultures but that is not enough. Since I began teaching at Notre Dame Academy, an IB school, I am more aware of the importance of International-mindedness. Teaching our Units of Inquiry I have exposed my students to some global learning but this assessment helped me realize I need to be doing more. Although I may be aware familiar with the elements of the continuum, I need to be providing myself and my students with more activities that will help us become proficient and advanced global learners. I was excited to see the many resources provided by the GCLC and will be using them to help me get started in making my students and I Globally Competent Learners.

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1. Empathy and valuing multiple perspectives

Progressing->Proficient.

While I embrace and seek to cultivate an environment in which diverse perspectives are shared and the opportunities to broaden understanding that come with it, I am still developing to recognize how my personal beliefs influence my decisions as a teacher.
2. Commitment to promoting equity worldwide

Progressing->Proficient.

Similar to above, I seek to create an environment in which students can openly address particular issues of local and/or global inequity, but do not take responsibility for engaging with these myself.  At this point, I feel it is appropriate to take his approach to allow for students to engage and discuss these issues without taking the lead.
3. Understanding of global conditions and current events

Progressing

I am fairly informed on global issues but do not always seek out (or know all the tools) to seek out multiple perspectives on global events.
4. Understanding of the ways that the world is interconnected

Progressing->Proficient.

I can sometimes explain the interconnectedness of local and global issues and

try to continue to broaden my understanding of this interconnectedness.
5. Experiential understanding of multiple cultures

Proficient

While there is still significant room for growth, my experiences living and working abroad have made my understanding of the variance of perspectives and experiences across cultures internalized and fairly understood.
6. Understanding of intercultural communication

Proficient

I can typically use strategies to effectively navigate intercultural interactions and I understand that learning languages has social, emotional, and cognitive aspects.
7. Communicate in multiple languages

Progressing

I can have basic conversation in two languages (including my own) and read two languages with varying degrees of proficiency.
8. Create a classroom environment that values diversity and global engagement

Progressive

I engage students in learning about other cultures by emphasizing the relevance of global issues to students’ lives. I teach my students to respect diverse perspectives and cultures. My classroom contains resources that represent multiple global perspectives.
9. Integrate learning experiences for students that promote content-aligned explorations of the world

Beginning->Progressing

I sometimes integrate into my instruction global learning experiences aligned with my students’ interests and content standards.
10. Facilitate intercultural and international conversations that promote active listening, critical thinking, and perspective recognition

Beginning

I (the student body) provide opportunities during the school year for students to converse with individuals (one another) from other cultures or nations.
11. Develop local, national, or international partnerships that provide real world contexts for global learning opportunities

Beginning

I sometimes present students with an opportunity to participate in a global learning experience with local, national, or international organizations or individuals via CAS connections.
12. Develop and use appropriate methods of inquiry to assess students’ global competence development

Nascent

I am not yet familiar with how to assess students? global competence development.

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All are areas of growth for me.  Although I’ve lived and worked in Central America and have had the pleasure of experiencing diverse Latin cultures, I have since drifted from active participation in teaching and learning in developing countries. I’m absolutely humbled by the amount of need around the world and the necessity for an “all hands on deck” approach. Only through our diversity can we meet the sustainable development goals outlined in the video. Our upper science department is committed to sustainable practices and teaching our students the same. It has been a learning experience for us all and certainly requires re-thinking and re-tooling.

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While reflecting on the globally competent learning continuum, I was made aware of areas for growth. Having lived in another country, and in many diverse places around the U.S., I have been exposed to a variety of people from a wide range of backgrounds, and have been able to work or get to know people from cultures very different from my own. Seeing and experiencing the commonality and various perspectives of others, has allowed me to mostly be open-minded and accepting. One area where I struggle is how to bring current events and global issues into the classroom in an age appropriate way. I am lacking in my ability to take action in order to improve the plight of others, at least in any impactful way. Also, allowing myself or my students to partner with others throughout the local, national or global community is an area for growth.

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Growing up in a multicultural environment taught me at an early age the importance of understanding and accepting diversity. As a Spanish teacher I always tried to create a welcoming environment, emphasizing the importance of respect and acceptance of diversity and inclusion. I do this by incorporating current global issues based on student interest and unit content.

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I think that I continue to grow in this area. I have been fortunate to have had experiences living in other cultures so I do try to be open to and reflective of how culture is reflected in one's learning . As a Math teacher by training, though, I often found it hard to bring that into the. classroom. However, reflecting on the the goals of Sustainable Development, suddenly puts math into perspective and easily answers the question "why do I have to learn this anyway?" Focusing on these goals rather tan simply a specific concept allows for more authentic learning.

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It was interesting to complete this self-assessment as it highlights areas in which I can grow. Working within an IB context allows for multiple opportunities to connect science globally. For instance recently in Earth Science we explored how to use a seismograph, and connected our learning to the Earthquake that took place in Japan this past Wednesday. 8th graders are designing an amusement park ride concerning the laws of physics by looking at examples globally. However, I have much room for growth in connecting my students to organizations and individuals in various cultures.

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A bit of self-reflection leads me to realize I can grow in many ways. Ways that I don't think about on a daily basis but should consider. This consideration would give me a better understanding of the world around me and how I can relate to the students I teach, by knowing/understanding/communicating better, especially those with culturally diverse backgrounds. I am, most days, wrapped up in raising my children and am a bit removed from the world, I'll admit.

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I believe that I possess and am challenged by these goals. Working in the PYP has given me the opportunity to be able to reflect on how to incorporate these goals (clean water and sanitation, climate action, life below water, life on land, etc.) into my teaching as they align with the PYP units on inquiry. There are other goals (industry innovation and infrastructure, decent work and economic growth, etc) that I can have a renewed attitude about and incorporate into my classroom teaching.

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The Globally Competent Learning Continuum

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The Globally Competent Learning Continuum

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I already had this sense, but this confirmed that my experience of other cultures is largely passive and/or removed: a general knowledge based on real world events and analyses of how those events impact various communities (including my own), but not much in the way of personal experience or dialogue... which was reflected in my generally lower competency scores in the "Skills" section. While I've never been adept at language acquisition, I see other weaker Skills that I can improve - especially facilitating opportunities to learn first-hand about the experiences of others.