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It's not prioritized.  People don't care about global competency.
Our fundamental society doesn't reflect a need for global competency.
We still think that zip code will drive the curriculum.

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We talked about stereoptypes in each country and how learning to understand these through the eyes of another country would help students and teachers understand them more and maybe even begin the process to break the cycle.

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Learning from Joe Carvin from
https://oneworlduv.com/ about barriers

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Tobias (works with teacher ed for Denmark and future learning across the country); finding that move towards competency-based instruction is a return to deeper values but rad-icalizing this view is a stress to teachers when it's played out

Lauren (works with online platform for curriculum along with pedagogical support) - how to have appropriate pedagogical support for content

Cory (Calgary Board of Education); requires rolling initiative into 3 year plan; work with Canadian indigenous peoples; perhaps learning about other cultures develops new literacies [group] that allow us to recalibrate our own narratives and worldview; until we measure the right things (not just content) the right drivers won't change

Philip (Fresno Unified); challenged by plethora of priorities; challenge getting big Why of digital/competency shift to be understood and owned; how to activate these transformed practices as threads within fabric of existing curriculum and content

Jim (Chief Academic Officer); how does it fit into the curriculum; often experienced as distraction from core content ; global may be a challenging construct from left and right as we move forward

Gavin (curate conversation with 97 countries); current global political nationalism may be perceived to be a barrier to global competencies but in the end creates a creative tension that may move the conversation (policy, practice) forward more substantially; need to find ways resosant with teachers and leaders to honor their work and bridge it to global competencies

Ann (leader at District and now consultant to Districts) leadership is key to move organizations forward; challenge is shared, common language for pedagogical models, competency frameworks, and technology solutions

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Time
Patience to let programs develop & see outcomes, see both short-term and long-term benefits
Standardized tests & mandates
Money
Lack of Exposure to global opportunities & not knowing what can be done
The naming of it as a "competency" makes it seem more like a choice than just part of life!
Administrator buy-in of the value
Professional Development & time to implement
Mindset: Schools are designed for local or national success, not global - it's more safe & comfortable to stay within our own "bubble" or narrative

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- Initiative overload
- Inspection requirements
- Standardized testing  / Political factors
- Barriers to risk-taking (especially if takes time to see results)
- Policy not keeping up with changing views

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Time, competing priorities, teacher buy-in.

How do you measure skills them?

System limitations for our kids

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Need to name it and plan for it. Make it an expectation.
Often thought of as a content area instead of the ability to respect and work cross-culturally.
Initiative fatigue
Strategic plan doesn't jive with Sustainable Development Goals/Global Competencies
Do we ever connect back to our own mission statements? Most refer to student success in a global society but do we revisit that?
Top down can be a problem.
How do you to a "1:1 rollout" of global competencies.
Perceived value of soft skills

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Political pressure based around standards (PISA results)

Standards - covering rather than uncovering

Parent expectations and understanding

Not enough time

Lack of global awareness in adults

Self centered American culture

Effort is required to get out of our bubble

Students are more diverse than teachers - need to embrace

Aging teacher population

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District Restrictions + The Role of External Partners

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District Restrictions + The Role of External Partners

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1) Public Schools are bogged down with so many issues (teacher dissatisfaction/strike talks, emphasis on testing, lack of public trust, lack of community/parental engagement, student apathy, closing schools, violence in communities they serve & a lack of resources to facilitate instruction) that it's highly unlikely that GLOBAL COMPETENCIES will become a priority. This is ironic considering Chicago is a "sister city" to a number of international communities and is a diverse city (even though, our 77 neighborhoods are still pretty segregated).

2) I work for a company (@UmojaCorp) that focuses on SEL (via a unique seminar curriculum model which emphasizes that students develop a post-sec transition plan) & RJ. Our sphere of influence in individual schools and in the district is limited and varied.

3) Gaining consensus around which framework to use/follow AND which competencies are most useful for our constituency could also pose a challenge.

4) Lastly, the disconnect between key stakeholders (gaps in communication around global competency trends) is perhaps the most challenging dilemma. All too often, those working in academia are so disconnected from students and parents and vice versa. District leadership isn't aware of teacher concerns. Community partners + industry leaders are out of the loop with school/community needs. Those in the tech world have innovative ideas -as do educators, but how often are they in the same room? How many teachers even know about today's symposium or the conference overall, for instance? Does attendance reflect more "techies" or teachers?

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- Lack of models to help bridge the gap of poor world and developed world . (Collaboration to share with the ones in need)
- Lack of national policies as one of the speakers mentioned in todays morning session act local and think global . As when national policies help in areas of reflection on capacity to advocate for and contribute to improvement then we can take action which impacts in global environment.
- More awareness needed on Global competencies importance . In many parts of the world teachers and school boards use their out dated model of academics as they concentrate on making kids educated and make them graduate , but they do not address the issue that its 21st century where real time changes and everything is fast paced. Thus teachers should be trained by management of schools and colleges with the awareness of global competencies in order to pass that to the students.