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					        What is Global Education?
        “Global Education” means many things to many people. For Global Washington, global education
        means three things: in the classroom, it is an approach to teaching and learning that provides students
        with the skills necessary to understand the way the world works and how to participate and succeed in
        interconnected society; in the State of Washington, it means educating citizens about the ways in which
        their daily lives and work are impacted by and connected to communities around the world; across the
        globe, it means raising the education levels of people around the world, thereby improving not only
        their lives, but their ability to enhance the lives of Washington's citizens through improved health,
        security, and economic development.

        Why Global Education?

        Global Washington believes that global learning is an essential component of all learning and not an
        "add-on" to existing K-20 education goals. Global competencies enable students to investigate the
        world beyond their immediate environment; recognize their own and others’ perspectives;
        communicate ideas effectively with diverse audiences; and translate ideas into positive actions.
        “In an era of increasing global interconnectedness, preparing students for their future means providing them
        with an educational experience that cultivates knowledge, skills, and dispositions needed to become globally
        competent citizens.” –Asia Society

        Economic Impact
        Global Washington believes that global knowledge, cultural competence and language skills are
        essential to our state’s long-term prosperity and economic opportunity. Global learning enhances the
        employability and livelihood of individuals; the sustained innovation and competitiveness of businesses;
        and the ability to maintain productive global business relationships.
        “While the old economy was national in scope, the New Economy is global.”
        –The 2010 State New Economy Index

        Civic Engagement
        Global Washington believes that a globally educated public will be key to Washington's success in the
        global economy and in the global development sector. Globally educated people are responsive to both
        their local, diverse community needs and to the changes that are redefining the global economy.
        “The world’s greatest problems do not result from people being unable to read and write. They result from
        people in the world—from different cultures, races, religions, and nations—being unable to get along and to
        work together to solve the world’s intractable problems.” –Dr. James A. Banks

        Global Engagement
        Global Washington believes that global education fosters a sense of global interconnectedness and
        responsibility. A globally educated citizenry considers problems and opportunities in their local,
        national, and global contexts and supports access to quality education for all young people worldwide.
        “Education is the single most important investment in the future of individuals, communities, nations, and the
        world…it is vital to sustainable social and economic success. It is also a fundamental human right.”
        –Partners in Learning, Microsoft

A ROADMAP FOR GLOBAL EDUCATION IN WASHINGTON STATE                                                                       PAGE 2
        Global Washington believes that global learning should be a priority for the State of Washington and
        that the state should lead the country in global learning. The mission of Global Washington’s Global
        Education Initiative is to prepare students to enter the world as knowledgeable global citizens and
        competent global leaders in Washington State and internationally.

        Implementing this goal requires that we:
                integrate global learning throughout K-20 education;
                educate Washington's residents about the role that global knowledge plays in the success and
                 well-being of their children and in the long-term vitality of their communities;
                foster dynamic knowledge-sharing, collaboration and advocacy between K-20 educators in
                 Washington State and educators working in the global development sector.

        Global Washington’s Role as Convener

A ROADMAP FOR GLOBAL EDUCATION IN WASHINGTON STATE                                                              PAGE 3
        The Global State of Washington
        Washington State’s academic, business, civic, cultural and nonprofit institutions have always had an
        unparalleled reputation for excellence and have been defined by a distinctively international approach.

        Leaders from those sectors—Global Washington’s constituents—tell us this global experience is still an
        asset. But they also warn that what has brought success in the past will not be enough to sustain it in
        the future. They fear losing the innovation, competitiveness and prosperity that have made
        Washington’s way of life a benchmark for the nation and world.

        Our constituents speak not only of unprecedented global challenges, but of unprecedented global
        opportunities. They emphasize the crucial role that a globally competent workforce will play in the
        thriving innovation economy of a state known for defining “what’s next,” not catching up to it.

        We all want to equip our young people to succeed. We would like them to eagerly embrace the global
        nature of the world they live in, to seamlessly interact with and actively contribute to it. To create a
        prosperous and innovative state whose residents are known for their civic engagement, global
        engagement and 21st century competencies, a statewide commitment to global education is necessary.

        Our state brings a wealth of leadership equity to this challenge. Washington’s collective global
        experience, skill, knowledge and commitment is deep and crosses a remarkable number of sectors,
        including education, economic development, global health, the environment and sustainability.

        We have an enviable base on which to build a coordinated and effective global education movement
        that broadly engages the Washington community in our shared global future.

A ROADMAP FOR GLOBAL EDUCATION IN WASHINGTON STATE                                                                 PAGE 4
        Global Washington’s Process to Date

        Global education has been at the forefront of Global Washington’s mission since its inception. In 2008,
        Global Washington’s Global Education Advisory Committee created the Global Learning Goals for Higher
        Education. The Goals were created with a threefold objective: (1) to bring statewide attention to the
        critical importance of producing globally‐competent graduates; (2) to provide a platform of common
        goals for Washington colleges and universities to adapt to fit their own missions; and (3) to position
        Washington State as a leader in global learning.

        The 38 Washington State institutions of higher education that have signed on to date are asserting their
        belief that a globally‐competent graduate needs to have many or most of the following:
                A diverse and knowledgeable world view
                Comprehension of the global dimensions of the field of study
                Effective communication skills in more than one language
                Demonstrated sensitivities and the abilities to adapt in cross‐cultural communities
                Cross‐cultural international education experiences

        In 2010, Global Washington was invited by Senators Cantwell and Murray to prepare a set of policy
        recommendations on the role of aid, global education, partnerships and trade in foreign aid.
        Washington State’s cross-sector accomplishments in global education were highlighted and used to
        establish the case for national policy that removed barriers to effective global learning around the

        Building on that work, Global Washington has established a K-20 Global Education Initiative designed to
        create a statewide plan for a comprehensive and shared approach to global education that can be
        shared with key decision-makers across the state. Over the past year, Global Washington has convened
        task forces, community conversations and interviews with stakeholders from higher education (deans
        and faculty), public and private K-12 education (educators and administrators), business, global
        development and government. Over 200 individuals shared their recommendations for global
        education in Washington State. Their ideas have shaped our vision for moving forward and are
        represented in the content and format of Global Washington’s first Global Education Summit in
        November 2011.

        Please refer to the Appendices for a detailed description of the Global Learning Goals for Higher
        Education and for a list of individuals who contributed their ideas to this initiative.

A ROADMAP FOR GLOBAL EDUCATION IN WASHINGTON STATE                                                                 PAGE 5

        “Washington State must improve and strengthen its educational system to be competitive on a global
        basis. Education is a fundamental investment that can yield significant returns for “Washington’s
        citizenry, its economy, and its global standing.”–The Governor’s Global Competitiveness Council1

        The Basic Education Act (RCW 28A.150.210) charged Washington State with providing “students with
        the opportunity to become global citizens, to contribute to their economic well-being and that of their
        family and communities, to explore and understand different perspectives, and to enjoy productive and
        satisfying lives.”

        In 2005, the State Legislature launched Washington Learns, an 18-month effort to define the
        requirements for a "world-class, learner-focused, seamless education system in Washington." The
        Steering Committee was co-chaired by Governor Gregoire and included three advisory committees in
        early learning, K-12, and higher education.

        The final report, delivered in December 2006, recognized that the education system "must prepare
        world citizens who respect cultural differences, who understand political differences, and who can make
        informed choices among different policies. Our democracy must be free and strong, and our citizens
        must be informed and engaged, if we are to set an example for the rest of the world."

        Two of the 10-year goals for the state's educational system related to global learning were as follows:
            All students will graduate from high school with an international perspective and the skills to
                live, learn and work in a diverse state and a global society.
            Academic research will fuel discoveries and innovations that allow Washington businesses to
                compete globally.

        The Washington State Coalition for International Education was formed in spring 2003, as an affiliation
        of individuals and organizations committed to preparing all students for today's interconnected world by
        promoting cross-cultural skills and competence. The Coalition's goals include:

                Integration of international perspectives into P-20 (preschool through graduate school)
                Expansion of world language education, with an emphasis on early childhood education and
                 improving second language proficiency outcomes.
                Encouragement of all forms of international exchanges.

        Between 2003 and 2008, the Coalition received six State Innovations grants from the Asia Society and
        Longview Foundation to carry out projects to expand international education in the state of
        Washington. With this funding, the Coalition organized three state-level summits on International
        Education; spearheaded the 2004 World Languages Survey; launched the "Expanding Chinese Language
        Capacity Initiative"; and funded numerous workshops and presentations for K-12 and post-secondary
        teachers on internationalizing curricula, developing global connections through technology, and
        enhancing world languages instruction. The Coalition's website ( and
        extensive email lists have been a valued resource to global education advocates both within the state
        and around the world.

        Leaders in Washington State have been working to determine the key competencies associated with
        global education. For example, representatives from our state serve on the Global Competence Task

A ROADMAP FOR GLOBAL EDUCATION IN WASHINGTON STATE                                                                 PAGE 6
        Force of the Council of Chief State School Officers’ EdSteps program. This national, educator-driven
        effort focuses on providing teachers, parents and students with curricula and resources that target skills
        and competencies critical to college, career and citizenship.

        The EdSteps Advisory Group, comprising commissioners of state boards of education, representatives
        from national education organizations, and business leaders, selected five initial skill areas around
        which EdSteps resources will be created: writing, global competence, creativity, analyzing
        information and problem solving.

        Global Washington has aligned its global education initiative around the global competencies as
        defined by EdSteps: 2

        INVESTIGATE                   RECOGNIZE                  COMMUNICATE                      TAKE
        THE WORLD                     PERSPECTIVES               IDEAS                            ACTION

        Students investigate the      Students recognize their   Students communicate their       Students translate their
        world beyond their            own and others’            ideas effectively with diverse   ideas and findings into
        immediate environment.        perspectives.              audiences.                       appropriate action to
                                                                                                  improve conditions.

        Our state has already achieved substantial outcomes in the domain of global education. Teachers,
        schools, districts and organizations have developed an array of globally-oriented programs and projects.
        These efforts include but have not been limited to: development of international curricula and
        standards; research and study abroad programs; teacher and student exchanges; technology
        partnerships; international schools; and world language programs. While impressive work is happening
        in our state, it is not happening in a coordinated or statewide way. Where there is funding, district
        support, nonprofit support and/or a dedicator educator, pockets of global education exist. Many
        students in our state, however, do not receive access to these opportunities.

        We want to provide all Washington State students with an education that equips them to thrive.
        Admirable progress has been made in science, technology, engineering and math education. Justifiable
        attention is being focused on those competencies: they’re critical in innovation economies. But our
        young people must be educated in such a way that they are fully prepared for the context in which they
        will need to deploy those competencies. That context is now an undeniably global one.

        The need to provide students with global skills and knowledge in order for them to succeed in today’s
        world provides an adequately compelling rationale for pursuing a globally-oriented approach to
        education in Washington. The benefits, however, do not stop there. As one local educator noted,
        “There is a natural sense of crossing cultures among the young. They see the amazing coolness and it
        just pulls them in.” 3 This “amazing coolness” is an invaluable educational doorway because it translates
        into engagement. Teachers who capitalize on engagement are more likely to make learning relevant
        which in turn fosters its retention.

        A 2007 study published by the Consortium on Chicago School Research indicated that freshman grades
        and attendance are particularly effective predictors of high school graduation rates, especially in schools
        characterized by: 1) supportive relationships between teachers and students and 2) a perception
        among students that the work they are doing in school is preparing them for the future. 4 Because nine
        out of 10 students want to know more about their world and see it as important to their future,5 the
        possible role of global learning in promoting student engagement, attendance, grades and high school
        graduation rates is one worthy of exploration.

A ROADMAP FOR GLOBAL EDUCATION IN WASHINGTON STATE                                                                           PAGE 7
        “Indeed, we must get to the recognition that in the global age—in which lives are global, the workplace is
        global, our biggest national problems are global, and indeed knowledge is global—education is international
        education.”—Victor C. Johnson

        Our students are keenly aware of the new globally interconnected reality and deeply curious about their
        world. They’re eager to prepare for the globally-oriented careers of the future. They’re determined to
        be part of making their communities and their world a better place. The power and momentum behind
        STEM presents us not with an educational competitor, but a partner. Global education can amplify the
        outcomes of STEM curricula by placing them—and all others—in what is an inherently engaging global

        In an October 2011 opinion piece published by The Chronicle of Higher Education’s Worldwise blog,
        Victor C. Johnson, senior public policy adviser for NAFSA: Association of International Educators,
        presented a premise both provocative and pragmatic. The “competitiveness” conversation, he wrote,
        “must shift from ‘STEM’ to ‘STEM-internationalized’—or STEMi.”

        The author notes that the traditional STEM skills, while undeniably necessary for competitiveness, are
        insufficient. “It’s as if international education were something different from competitiveness—
        something we might get to later once we get the important stuff done. But this is important stuff. It
        is simply not possible to imagine, in today’s world, a country succeeding in global competitiveness in
        the absence of a citizenry equipped with global knowledge.” 6

        Our educational institutions reflect and influence the realities of an era. Our times require that the
        students of Washington State, in order to succeed in a global economy and contribute to world citizenry,
        be fluent across cultures. In these times, educators, parents and community members must ready
        students for the global challenges they will face. And for that we must instill the kind of curiosity and
        eagerness about the world that avoids the fears of previous generations. We have a shared
        responsibility to equip this generation to overcome the challenges that threaten the long-term
        sustainability of our state, our planet and the human community.

        Students need to know they can have an impact, especially when studying large, complex, and often seemingly
        intractable global issues. –Asia Society

A ROADMAP FOR GLOBAL EDUCATION IN WASHINGTON STATE                                                                    PAGE 8
        Economic Impact
        In the twenty-first century economy, the winners will be the states whose businesses are most
        integrated into the world economy. A global orientation ensures expanding markets for a state’s
        industries. Because workers at globally oriented firms also earn more than those at other firms, a
        global orientation provides a state’s workforce with a higher standard of living.
        –The 2010 State New Economy Index1

        Washington State is a major engine for our nation’s economic growth. This standing is confirmed by The
        State New Economy Index, which characterizes the degree to which U.S. state economies are
        “knowledge-based, globalized, entrepreneurial, IT-driven, and innovation-based.” In 2010, Washington
        State ranked #2 overall and placed ninth in “globalization”.1 Washington State’s strong placement on
        the New Economy Index is encouraging. It also underscores the economic practicality and urgency of
        global education.

        For example, Washington is the fourth largest exporting state in the United States, with exports of $34
        billion (accounting for 39 percent of the state's overall trade and 25 percent of the Washington Gross
        State Product). One in four Washington jobs are tied to foreign exports, and these jobs carry pay levels
        46 percent higher than the overall state average.2

        In 2010, approximately 67 percent of Washington’s 8,000 manufacturers (and the additional 12,000
        companies in the manufacturing supply chain) were involved in exports. Washington is currently
        witnessing above-average performance for manufacturers who are incorporating global markets; of
        those who define international sales as key to business growth, 88 percent are anticipating revenue
        increases in foreign markets. 3

        For the economic well-being of our state, it is important that area businesses think globally. If you intend to
        maintain and grow market share, your business cannot ignore international realities.
        —Washington Small Business Development Center

        These data point to the importance of global trade and manufacturing employment in our state. These
        sectors have long been the source of living-wage jobs for a substantial proportion of the Washington
        workforce. Their jobs have traditionally provided a reliable source of employment and an attractive
        career path for students with a natural affinity for these vocational areas, some of whom are not drawn
        to higher education. The increasingly global nature of these sectors makes global competencies critical
        for this segment of our workforce.

        In fact, in stating their position for the new economy, Washington manufacturers have called for
        succession planning efforts that enable company leadership to mirror a diverse global market. They
        emphasize the need for workers with the skills to effectively adapt, compete and thrive in the global
        market. Without global competence, they warn, the entire sector is at risk, with particular threats for
        small- to medium-sized enterprises.3

        Buttressed by bi-partisan legislation and leadership from the public and private sectors, The Washington
        Economic Development Commission (WEDC) created a model in which a thriving “innovation economy”
        serves as the organizing principle for a broad economic development effort. If the effort is done
        statewide and encompasses a broad range of industries (including trade, manufacturing, agriculture and
        knowledge-and technology-oriented businesses) this approach is viewed as the catalyst for
        Washington’s sustained 21st century success.

A ROADMAP FOR GLOBAL EDUCATION IN WASHINGTON STATE                                                                        PAGE 9
        The vision of the innovation economy model is to “make
        Washington the most attractive, creative and fertile
        investment environment for innovation in the world as a           Oroville, a city of approximately 1,650
        means of achieving long‐term global competitiveness,              residents, lies four miles south of the
                                                                          Canadian border in an area of Washington
        prosperity and economic opportunity for all the state’s
                                                                          State prized for abundant orchards and
        citizens.” 5
                                                                          natural beauty. The area has been facing
                                                                          serious economic challenge for nearly two
        In its 2009 report, the WEDC defined “talent” as the first
                                                                          decades. George Thornton, an educator at
        pillar in successful implementation of the innovation
                                                                          Oroville High School, sees global education as
        economy model and called for “upgrading educational               a key economic response.
        systems and outcomes” in order to “maximize the
        opportunity for Washington residents to gain the                  “In order for our kids to be competitive, they
        qualifications to be competitive.”                                need exposure to a bigger world. You could
                                                                          get pretty overwhelmed by the things that go
        A 2010 study commissioned by the WEDC developed metrics           on outside of here. When our students see
        for the innovation economy model and benchmarked                  themselves as part of the world, they get a
        Washington against five peer states. Washington placed last       vision that they can do a lot of things. There
        in metrics related to the readiness of our talent pool to         are opportunities out there. You’ve just got
                                                                          to be ready to compete.”
        contribute to a global innovation economy.6
                                                                          A global approach to education has taken
        “Companies need a whole ecosystem of understanding among
                                                                          hold at Oroville High School in a remarkable
        their customers, local communities, and partners in order to
                                                                          way. George has focused on institutionalizing
        develop or promote a successful local product. Advanced
                                                                          global education, garnering enthusiastic
        language skills provide the foundation to trusted relationships
                                                                          support from faculty, administrators and
        with customers, communities, and partners. With those skills we
                                                                          technology specialists and building
        are able to enhance and maintain our connection with current
                                                                          longstanding relationships with the U.S. State
        markets and develop new ones fully aware of local customer
                                                                          Department’s Global Connections &
        needs and requirements.” –Herman Uscategui, Starbucks Coffee
                  7                                                       Exchanges program, Washington State’s OSPI
                                                                          and nonprofits IREX and iEARN.
        Global skills and mindsets are integral to the success of         Oroville High School students and faculty
        innovation economies because the latter depend so strongly        have participated in collaborative online
        on globally-oriented business models. Innovation economies        learning projects with peers in Tajikistan,
        create jobs with strong compensation and career                   Afghanistan, Turkey and their sister school in
        development opportunities for all levels of the workforce.        the Dominican Republic. The latter two
        If an innovation economy is the key to Washington State’s         projects involved travel and exchanges for
        employability, business performance, livelihood and               students and faculty from both countries.
                                                                          Projects with students in Thailand, Ecuador,
        competitiveness, then global education is essential for all
                                                                          Pakistan Bolivia, Nicaragua and the
        Washington students.                                              Philippines are under development.
        Employability and Economic Benefits of Diversity                  George notes, “Our world is shrinking rapidly.
         63 percent of employers say a foreign language is a             Eventually any business plan will have to
                                                                          consider overseas markets. These students
          student’s most important basic skill.8
                                                                          have already tapped into that experience. It
         71 percent of senior international business executives          gives them an openness to trying new things
          use a new recruit’s global expertise in determining job         and a confidence that they can go out and
          assignment, and 31 percent factor it into starting salary.9     follow dreams. They see a whole range of
         82 percent of managers who have held international              opportunities for themselves now.”
          assignments report faster career progression and

A ROADMAP FOR GLOBAL EDUCATION IN WASHINGTON STATE                                                                  PAGE 10
          development of strategic thinking and negotiation skills. 10
         The Global Business Advisory Board at the University of Washington’s Foster School of Business rated
          global awareness and cross-cultural knowledge, adaptability, and communication as more important
          to the employability of a recent MBA than competencies in general business, finance, accounting,
          macro economics, personal entrepreneurship and business planning.11
         In 2010, Washington’s 26,895 foreign-born business owners generated a total net business income in
          excess of $1.25 billion.12
         The 17,811 international students who attended Washington’s higher education institutions in 2011
          brought the state an economic benefit of $463.7 million.13

        Leaders with a strong stock of global mindset know about cultures and political and economic systems in other
        countries and understand how their global industry works. They are passionate about diversity and are willing
        to push themselves. They are comfortable with being uncomfortable in uncomfortable environments. They are
        also better able to build trusting relationships with people who are different from them by showing respect and
        empathy and by being good listeners. –Harvard Business Review

A ROADMAP FOR GLOBAL EDUCATION IN WASHINGTON STATE                                                                        PAGE 11
        Civic and Global Engagement

        “Transformative classrooms and schools help students to acquire the knowledge, values, and skills
        needed to become deep citizens.” –Dr. James A. Banks1

        Globally-educated Citizens are Civically-engaged Citizens

         Global education is more than a set of global facts. It is also education of the communities in which we
        live, rooted in authentic eagerness to explore differences and to seek engagement with others. Any
        student who sees diversity as an asset and tool rather than an obstacle or threat will, across their lives,
        bring a broader lens to their decision-making that incorporates community and global well-being. All
        students who feel safe at school, and who believe their cultural backgrounds are valued and viewed as
        legitimate, will feel connected to their larger community, concerned about its vitality, and committed to
        helping shape its policies, practices and direction.2

        Diversity permeates the fabric of Washington State life, from our homes and neighborhoods to our
        schools, universities and businesses. This cultural richness is one we feel and appreciate at a level more
        profound than numbers can fully capture. But there are a few facts that illuminate some of the ways in
        which our diversity shapes our communities.

        Diversity in Washington State
            In 2011, Washington was ranked the 10th most diverse state in the nation.3
            In 2010, 16.5 percent of Washington residents over five years of age spoke a language other than
             English at home. 4
            In that same year, there were 17,811 international students attending our state’s higher education
             institutions (the 11th highest total in the nation). 5
            In 2009-2010, 6,647 Washington students took part in study abroad programs through institutions
             in our state.5
            Washington State is among twelve states with the highest enrollment of English Language Learners
             (ELLs). The 91,469 ELL students enrolled statewide in 2009-2010 represented approximately nine
             percent of total enrollments. 4,6
            A total of 203 primary, non-English languages were represented among the students served by the
             Transitional Bilingual Instructional Program in the 2009–10 school year.6

        The above facts tell us a bit about what our communities are like. They provide one lens through which
        to think about our students and schools, our colleagues and workplaces, and our consumers and
        marketplaces. These facts also give us a glimpse of the next generation of voters and community
        leaders in our state. Because a global approach to education establishes a learning environment that
        welcomes and builds on diversity, it is an essential civic tool, one that serves all communities and all
        community members.

        “We don’t need to be like each other to like each other. The feeling of shared pride in a common neighborhood
        can do wonders for the way people view their differences.” –G. Willow Wilson, writing about the most diverse
        zip code in the U.S., Seattle’s Rainier Valley

A ROADMAP FOR GLOBAL EDUCATION IN WASHINGTON STATE                                                                      PAGE 12
        Students in global education programs learn to see
        what they share in common even as they explore
        how they are different.8 As they build competency
        in understanding cultures in the classroom, they            In 2000, UW starting linebacker Anthony Kelley
        develop a curiosity that extends beyond to their            (“AK”) played on the winning Rose Bowl team.
        communities and the larger world.                           With the support of a Mary Gates Scholarship, he
                                                                    also became the first UW football player to study
        Students’ curiosity about the world, their
        engagement in it and their respect for it are
        immediately fostered when their own multicultural
                                                                    His project in South Africa included teaching 28
        community comes into their classroom in the form
        of a real person whose life story differs dramatically      local girls. “I didn’t have confidence in English,
        from their own. In our diverse communities, we              math, science, or whatever. I was a symbol of
        have underutilized civic and economic assets that a         hope for them, a resource, and I dropped the ball.
        global approach to education naturally draws upon           They were in a bad school, strapped for every
        and sustains.                                               possible resource, some of them affected with
                                                                    AIDS, and the best I could teach them was
        Learning approaches that explicitly value and draw
                                                                    calisthenics. I was sickened with myself.”
        on diversity are capable of positively impacting
        situations and people outside the classroom.                “I came back a completely different person; I had
        Global education has the capacity to be both
                                                                    a moral shift and a values shift in my life. It was
        civically-focused and transformational. It creates
        students with awareness of the broader context in           about me taking ownership of utilizing my gifts
        which their lives play out. It can encourage a belief       and not expecting everyone else around me to do
        that active engagement in one’s community is not            it for me.”
        only a right, but a responsibility.
                                                                    AK’s trip to South Africa became the first of many,
         “After discussing and debating the riots and protests      and those experiences inform every aspect of his
        that have been occurring in Northern Africa [February       life now. He’s completing his Master’s degree in
        2011], one of my students asked if this will ever be in a
                                                                    Educational Leadership & Policy Studies at UW
        textbook. I answered, ‘Yes…but probably not for
        another five years.’ We have to use what is happening       and preparing to begin his doctoral program. As a
        in the world now to influence our students to make          result of his two years as Assistant Director for
        changes now.” –Jeffrey Finelli, global educator             Diversity Outreach & Recruitment at UW Bothell,
                                                                    1500 students from traditionally
                                                                    underrepresented populations have enrolled.
        Civically-engaged Citizens are Globally-
        engaged Citizens                                            AK mobilizes students to become direct impact
        Washington State is truly a global community.               leaders in their communities, often with first-
        When we learn how to learn from each other, we              generation, low-income families. He takes
        work better together, we find more economic                 students to South Africa, where they explore
        opportunities, we create more innovative business           justice, reconciliation, forgiveness and develop “a
        solutions, and we make better neighbors.                    sense of urgency as a U.S. and global citizen.”
        A global approach to learning helps us care about
                                                                    I tell them, “We want students interested in being
        each other and care about shaping our local reality
        for the better. It also makes us want to learn from         agents of change who can properly serve and
        others in communities around the globe. Global              perpetuate the idea of service.”
        learning allows us to shift from a mindset in which
        much of the world is seen as the source of

A ROADMAP FOR GLOBAL EDUCATION IN WASHINGTON STATE                                                                 PAGE 13
        problems. Instead, we can consider the rest of the world as potential partners.

        It is possible to value the perspective of partnership with the rest of the world for different reasons.
             1) A belief that equity, civil society and social justice are rights that should be freely available to all
                people worldwide.
             2) It is in our own best local interests because it creates larger markets for our products and
                services and decreases the prevalence of threats to our own public health and national security.

        The fact is that both of these motivations are legitimate. We all know that global conditions affect local
        conditions. If global issues are not taken into account, local implementations will never achieve the
        outcomes, predictability and stability we envision, because key variables are left out of the equation.
        The well-being of our communities and our state overall is tied to the well-being of the rest of the world.

        Global education is a key tool in maintaining the sustained prosperity, safety, health and environmental
        quality of our state. A civically-engaged public—whose members view learning from each other and
        from the rest of the world as integral to the success of their families and their communities—is

        Getting to this place requires an approach to K-20 education that instills in students the essential global
        competencies: the ability to investigate the world beyond their immediate environment; the ability to
        recognize their own and others’ perspectives; the ability to communicate their ideas effectively with
        diverse audiences; and the ability to translate their ideas and findings into appropriate action to improve

        Connecting Washington’s K-20 Education and Global Development Sectors

         “The President and I believe that every child in this country deserves a world-class education. We are
        investing unprecedented resources in education reform. It's our generation's ‘moonshot.’ We need to
        pursue this moonshot not only here in the United States, but across the globe. In an interconnected,
        competitive global economy, the only way to secure our common future is through education. It is the
        one true path out of poverty—the great equalizer that overcomes differences in background, culture
        and privilege. In the 21st century, a quality education system is the centerpiece of a country's
        economic development, and it can be the one thing that unites us as a world.”
        —U.S. Secretary of Education Arne Duncan10

        The global development sector in Washington State is at the heart of efforts to promote quality
        education for all children worldwide. Through the work of the state’s global development organizations,
        Washington State residents are able to reach out to build schools and libraries, train teachers, provide
        books, develop curricula, create technology systems, monitor and evaluate programs, enable student
        and teacher exchanges, participate in study abroad experiences, and establish vibrant global learning
        communities. The principles and goals of the Education for All Act of 2011, co-sponsored by U.S.
        Congressman Dave Reichert of Washington State, are embodied in the programs of our state’s
        extraordinary organizations.

        Global Washington’s current global education initiative focuses entirely on the K-20 institutions of
        Washington State. Ahead of us lies our next mandate: to convene and organize those in Washington
        State who are doing educational work around the world.

A ROADMAP FOR GLOBAL EDUCATION IN WASHINGTON STATE                                                                         PAGE 14
        Tremendous opportunities exist in bringing this community together to share knowledge, identify best
        and promising practices, compare models, and create ideas with breakthrough impact. Convening the
        sector will also foster mutually-beneficial alliances that enhance programmatic work and efforts to
        collect credible data documenting the outcomes and impacts of that work. As a meta-organization
        whose mission is to convene, advocate for and strengthen the global development sector, Global
        Washington is committed to this long-term role.

        Global Washington believes that the global skills, knowledge and civic-mindedness that result from a
        global approach to K-20 education in our own state will provide a natural bridge connecting the hearts
        and minds of our young people with the educational realities of their peers around the world. As we
        support that work in Washington’s K-20 educational system, we are also supporting broad public
        awareness of the importance of a “bigger than ourselves” world outlook that targets quality education
        for all children.

        Global Washington strives to ensure that the residents of Washington State are civically engaged and
        consider problems in their local, national, and global contexts. Our advocacy efforts are designed to
        inform the public about problems and opportunities worldwide in an effort to inspire them to take a
        stand on behalf of positive change. The presence in Washington State of many of the world’s thought
        and practice leaders in the global development sector provides the opportunity for Washington citizens
        to become accurately informed and able to take action.

A ROADMAP FOR GLOBAL EDUCATION IN WASHINGTON STATE                                                               PAGE 15
        Maintaining a connection between Washington’s K-20 sector and its global development sector will be
        challenging. These are two communities that, while valuing the work of the other, have to date
        proceeded independently. We believe there is incredible potential in infusing Washington’s K-20
        educational system with the profound knowledge of those in our state who are working to support
        worldwide access to education. We also believe the benefits are mutual.

        Washington State’s global development sector has much to gain from a local educational system that
        produces globally-competent graduates. Our state’s young people can be the future staff, donors,
        voters, policymakers, volunteers, and advocates who support Washington State’s global development
        sector. Students in Washington’s K-20 classrooms today can be tomorrow’s ambassadors for worldwide
        access to quality education for all children.

        By nurturing the global competencies and civic engagement of our young people and by broadly
        engaging the public, Global Washington hopes to build a sustained movement of informed and
        committed Washington State citizens—students, business leaders, legislators, educators and global
        development professionals—united by their belief that global educational access is this generation’s
        ‘moonshot’ and committed to changing the mindsets and systems that stand in the way of success.

A ROADMAP FOR GLOBAL EDUCATION IN WASHINGTON STATE                                                             PAGE 16

        Why Global Education?
            Global Multidisciplinary Thinking and Action. Asia Society Partnership for Global Learning Newsletter (9/2011).
         Atkinson, Robert D. and Andes, Scott (2010). The 2010 State New Economies Index: Benchmarking Economic
        Transformation in the States. The Information Technology and Innovation Foundation. Retrieved from:
         Banks, James A. (2004). Essays - Teaching for Social Justice, Diversity, and Citizenship in a Global World. The
        Educational Forum, 68 (4).

         Washington State Governor Gregoire's Global Competitiveness Council (2006). Rising to the Challenge of Global
        Competition. Retrieved from:
            EdSteps Council of Chief State School Officers.
            Ellen Taussig, Personal Communication. 18 October 2011.
         Allensworth, Elaine and Easton, John Q. (2007). What Matters for Staying On-Track and Graduating in Chicago
        Public Schools. Consortium on Chicago School Research. Retrieved from:
         American Council on Education and Asia Society (undated). Why Global Competence? Retrieved from: Longview
        Foundation’s State Network on International Education in the Schools:
         Johnson, Victor C. (2011). The Neglected Dimension of Competitiveness. The Chronicle of Higher Education.
            Global Multidisciplinary Thinking and Action. Asia Society Partnership for Global Learning Newsletter (9/2011).

        Economic Impact
         Atkinson, Robert D. and Andes, Scott (2010). The 2010 State New Economies Index: Benchmarking Economic
        Transformation in the States. The Information Technology and Innovation Foundation. Retrieved from:
            Washington Public Ports Association.
         Association of Washington Business (AWB) Institute (2010). Washington State Manufacturing Within The Global
        Market: An Actionable Situation Analysis. Retrieved from:

            Washington Small Business Development Center

A ROADMAP FOR GLOBAL EDUCATION IN WASHINGTON STATE                                                                            PAGE 17
         Washington Economic Development Commission (2009). The Washington Innovation Economy: New Economic
        Strategy for Prosperity. Retrieved from:
         Sommers, Paul, Wenzl, Andrew and Beyers, William (2010). Indicators for the Washington Innovation Economy.
        Retrieved from:
        7                                                                               st
         in Duggan, Susan J. (2009). What Business Wants: Language Needs in the 21 Century. The Language Flagship.
        Retrieved from:
         Casner-Lotto, Jill, Barrington, Linda and Wright, Mary (2006). Are They Really Ready To Work? Employers’
        Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st ¢entury U.S. Workforce. The
        Conference Board, Corporate Voices for Working Families, the Partnership for 21st Century Skills, and the Society
        for Human Resource Management. Retrieved from:
         Gutierrez, Robert and Bhandari, Rajika (2009). The Value of International Education to U.S. Business and Industry
        Leaders: Key Findings From a Survey of CEOs. Institute of International Education. Retrieved from:
         Society for Human Resource Management (2010). Global talent for competitive advantage. Retrieved from:
          Foster School of Business, The University of Washington (2010; unpublished). “Hiring Manager’s Definition of an
        Ideal Global Graduate.”
          Fairlie, Robert W. (2008). Estimating the Contribution of Immigrant Business Owners to the U.S. Economy. SBA
        Research Summary No. 334. Retrieved from:
          Institute of International Education (2011). Open Doors 2011: Report on International Educational Exchange.
        Retrieved from:
          Javidan, Mansour (2010). Bringing the Global Mindset to Leadership. Harvard Business Review Blog.

        Civic and Global Engagement
         Banks, James A. (2008). Diversity Education, Group Identity and Citizenship in a Global Age. Educational
        Researcher , Vol 37 (3).
         Banks, James A. (2004). Essays - Teaching for Social Justice, Diversity, and Citizenship in a Global World. The
        Educational Forum, 68 (4).
         Emerson, Greg (2011). The Most Diverse States in America. Main St.

         U.S. Census Bureau 2005-2009 American Community Survey.

         Institute of International Education (2011). Open Doors 2011: Report on International Educational Exchange.
        Retrieved from:

A ROADMAP FOR GLOBAL EDUCATION IN WASHINGTON STATE                                                                           PAGE 18
         Dorn, Randy I., Kanikeberg, Ken, Burke, Alan and Harmon, Bob (2011). Educating English Language Learners in
        Washington State, 2009-10 Migrant and Bilingual Education. Office of Superintendent of Public Instruction
        (Washington). Retrieved from:
         Wilson, G. Willow (2011). America’s Most Diverse Zip Code Shows the Way. AOL News.

         Anciaux Aoki, Michelle (12/1/2004). Report to the House Education Committee (Washington State).

         In Jackson, Anthony, & Mansilla, Veronica Boix. (2011). Educating for Global Competence: Preparing Our Youth to
        Engage the World. Council of Chief State School Officers. and Asia Society. Retrieved from

         Duncan, Arne . International Competitiveness and Education: A Conversation with Arne Duncan (Speech at
        Georgetown University, 5/26/2010). Council on Foreign Relations. Transcript retrieved from:

A ROADMAP FOR GLOBAL EDUCATION IN WASHINGTON STATE                                                                         PAGE 19
        APPENDIX A

        Global Learning Goals for Higher Education
        April 2008

        With encouragement from the Global State of Washington Initiative, faculty from six of the state’s
        institutions of higher education (Cascadia Community College, Seattle University, the University of
        Washington, Walla Walla Community College, Washington State University, and Whitman College) met
        over the last five months to draft a set of global learning goals. Drawing on current national discussions
        and efforts from a number of education associations (particularly the NASULGC’s National Action
        Agenda for International Education), we identified a set of core goals.

        Our objective in developing these global learning goals is threefold: (1) to bring statewide attention to
        the critical importance of producing globally‐competent graduates; (2) to provide a platform of common
        goals for Washington colleges and universities to adapt to fit their own missions; and (3) to position
        Washington State as a leader in global learning.

        A globally‐competent graduate needs to have many or most of the following:

                 A diverse and knowledgeable world view
                 Graduates of internationalized universities and colleges will develop a variety of perspectives
                 through which to understand the historic and contemporary connections among local, regional,
                 national and global communities.

                 Comprehension of the global dimensions of the field of study
                 Graduates will understand some of the important cultural and political differences that impact
                 policies, work and problem‐solving related to the primary disciplines of their field of study.

                 Effective communication skills in more than one language
                 Graduates will enhance their competitiveness in the global economy and gain insight into other
                 peoples of the world by studying their languages and cultures.

                 Demonstrated sensitivities and the abilities to adapt in cross‐cultural communities
                 Graduates will exhibit the adaptability to interact effectively with individuals from a variety of
                 backgrounds and cultures.

                 Cross‐cultural international education experiences
                 Graduates will accomplish this through classroom study, internships, research, or service
                 learning programs abroad, or other experiences that provide significant opportunity for
                 interaction with people of different cultures and countries.

        APPENDIX B

A ROADMAP FOR GLOBAL EDUCATION IN WASHINGTON STATE                                                                    PAGE 20
        Timeline of Key Washington State Global Education Policies
        and Community Actions

        1990’s - World Languages was intentionally left out of education reform in WA State in the early 1990’s.
                 While many other states advanced their curriculum, WA stayed behind.

        1991 – Chapter 19.166 RCW: International Student Exchange legislation adopted, with the intent to
                promote the health, safety, and welfare of international student exchange visitors in
                WA…promote international awareness among WA residents, by encouraging residents to
                interact with international student exchange visitors…promote the existence and quality of
                international student visitor exchange programs operating in WA.

        2000 – Seattle Public Schools launched the first International School, the John Stanford International
                School. Though this was not the first international school in the State, it became the hub for
                international education growth and outreach on a broad scale.

        2003 – The Washington State Coalition for International Education was formed - a group of individuals
                and organizations committed to preparing all students for today’s interconnected world.

        2003 - The Coalition held its first P-20 International Education Summit: Teaching and Learning in a
                Global Community.

        2004 – The Coalition held its second Summit: Building Global Relationships in Olympia, WA.

        2004 – First survey of World Languages administered by OSPI through grants from the Longview
                Foundation and Asia Society.

        2005 – Governor Christine Gregoire launched Washington Learns, an 18-month effort to define the
               requirements for a "world-class, learner-focused, seamless education system in Washington."

                 The final report, delivered in December 2006, recognized that the education system "must
                 prepare world citizens who respect cultural differences, who understand political differences,
                 and who can make informed choices among different policies. Our democracy must be free and
                 strong, and our citizens must be informed and engaged, if we are to set an example for the rest
                 of the world."

        2005 - Superintendent Terry Bergeson adopted Voluntary World Language Standards for WA, based on
                the national Standards for Foreign Language Learning in the 21st Century.

        2005 – Washington State House Bill 1496 passed. Requires schools to offer Washington State and
               United States history and encourages tribal and district-approved history and culture curricula of
               a federally recognized Indian tribe whose reservation sits within the boundaries of that school

        2006 - The third International Education Leadership Summit, Expanding Chinese Language Capacity in
                Washington State, launched a Chinese Language Core Team to organize professional

A ROADMAP FOR GLOBAL EDUCATION IN WASHINGTON STATE                                                                  PAGE 21
                 development and policy support to accelerate the development of Chinese language programs
                 with a goal of having 10% of students in Washington learning Chinese by 2015.

        2006 – Seattle was able to launch Chinese language programs in three elementary schools, which now
                serve over 700 hundred students, due to the Foreign Language Assistance Program (FLAP).

        2006 – Mapping and Enhancing Language Learning (MELL) started through funding from U.S.
               Department of Education.

        2006 – STARTALK founded under the National Security Language Initiative (NSLI) announced by former
                President Bush. The initiative seeks to expand and improve the teaching and learning of
                strategically important world languages that are not now widely taught in the U.S.

        2007 – Washington State House Bill 1517 introduced by Shay Schual-Berke – Enhancing public school
               world language instruction, reinstates the position of a world languages supervisor at OSPI.
               (Does not pass and not funded)

        2007 – Washington State Senate Bill 5714 passed– creates a pilot program of Spanish and Chinese
               language instruction and funds a limited number of new programs. (Passed but was not
               included in the budget)

        2007 – The Basic Education Act was changed to include “responsible and respectful global citizens”.

        2008 – The Washington State Coalition for International Education partnered with the UW Jackson
                School of International Studies Outreach Centers, UW Language Learning Center, UW College of
                Education, and OSPI, WAFLT, and Global Washington to hold Washington's first World
                Languages Summit: PK-20 Pathways to Language Learning.

        2008 – Leaders from six higher education institutions in conjunction with Global Washington
                recommended Global Learning Goals for Higher Education to the Washington State Higher
                Education Coordinating Board.

        2008 –Washington State HB 2523 re-introduced to establish the World Languages Supervisor position at
               OSPI. (Does not pass but funding included in budget)

        2008 – OSPI then establishes 1.0 FTE temporary World Languages Program Supervisor position.

        2008 – OSPI voluntarily designates a portion of Social Studies Program Supervisor time for International

        2009 – OSPI voluntarily maintains the World Languages Program Supervisor position, cut to 0.5 FTE

        2009 - OSPI worked with Council on Standards for International Education Travel (CSIET) and the
                Washington State School Directors Association to develop a model policy/procedure for
                incoming International Student Exchange. Washington is one of five pilot states working with
                CSIET on developing a model policy on exchanges.

A ROADMAP FOR GLOBAL EDUCATION IN WASHINGTON STATE                                                                 PAGE 22
        2009 - The Confucius Institute of the State of Washington established. It is the only statewide Confucius
                Institute in the world and the only one utilizing a collaborative effort with schools, businesses,
                and non-profits. It was established under an agreement signed in China by the Ministry of
                Education of China (Hanban), the University of Washington, and Seattle Public Schools.

        2010 – Washington State has a leadership role in the creation of EdStep’s Global Competency Matrix
               and evaluation standards. This gives teachers, parents, and students a Web-based resource for
               comparing their student work to that of other students.

        2010 - Washington State’s Curriculum Advisory and Review Committee recommended that the state
                formally adopt the Voluntary World Language Standards and that OSPI launch a systematic
                effort to introduce the standards to world language teachers across the state.

        2011 – OSPI made World Languages Program Supervisor a permanent position, currently funded at 0.5

        2011 – Washington State HB 1546 passed, authorizing the creation of innovation schools & innovation
               zones in school districts. This bill opens up the opportunity to create an innovative model that
               also strengthens the global learning in a school.

        2011 – H.R. 1994: Excellence and Innovation in Language Learning Act sponsored by Rep. Rush Holt (D-
               NJ). This National bill would also affect States and local communities. This bill is in the first step
               of the legislative process.

        2011 - The Foreign Language Assistance Program (FLAP), the only source of federal funding for K-12
                foreign language programs, is slated to be cut or eliminated in congressional budget proposals.

        2011 – Global Washington convenes statewide coalition of P-20 academic institutions, non-profit
               organizations, and leading businesses in Global Education Initiative to create a statewide plan &
               strategy for global education.

A ROADMAP FOR GLOBAL EDUCATION IN WASHINGTON STATE                                                                      PAGE 23
        APPENDIX C


          Aimee Kanemori, Educator                                  Cheryl Vedoe, Apex Learning
          Alan Braun, The Northwest School                          Chris Eusebio, Educator
          Althea Cawley-Murphree, Charles Wright Academy            Chris Fontana, Global Visionaries
          Ana Maria Rodríguez-Vivaldi, Washington State             Chris Gilman, University of Washington
          Anna Collier, American Field Service Intercultural        Chris Tugwell, Metrocenter YMCA
          Programs (AFS)
          Anthony Kelly, University of Washington Bothell           Christine Oakley , Washington State University
          Anthony Salsito, Microsoft                                Cindy Mackersie, International Student Advisor
          Anu Taranath, University of Washington                    Corey Heller, Multilingual Living
          Ashley Dutta, Council on Standards for International      Dave Wilton, Facing the Future
          Educational Travel
          Ashley Thirkill-Mackelprang, Washington Academy of        David Makonnen, Karama Alliance
          Languages/Seattle Pacific University
          Aya Itazu, International Student Advisor                  David Pietz, Washington State University
          Barbara Mondloch, American Council on the Teaching of     Deb Agrin
          Foreign Language (ACTFL)
          Ben Curtis, Seattle University                            Dennis McGreevy, Schweitzer's Engineering Labs
          Ben Wheeler, Explorer West Middle School                  Diane Erickson, Walla Walla Public School District
          Bernard Koontz, Highline Public Schools                   Don Bennett, Higher Education Coordinating Board
          Beth Robinson, Whatcom Community College                  Donna Steward, Association of Washington Business
          Bill Skavdahl                                             Dr. Alejandro Lee, Central Washington University
          Bob Neuenschwander, University of Idaho                   Dr. Amalia Cudeiro, Bellevue School District
          Bonivi Caculitan, Educator                                Dr. Katharine Hunt, Bellevue College, WAESOL
          Bonnie Latham, Highline Big Picture High School & Big     Dr. Prema Arasu, Washington State University
          Picture Learning
          Brad Portin, University of Washington Bothell             Egils Milberg, WA Economic Development Commission
          Brianna Cacchione, International Student Advisor          Elisabeth Vasquez, The Evergreen School
          Brianna Mercher, FIUTS                                    Elizabeth Norville, American Red Cross
          Bridget Yaden, Washington Association for Language        Era Schrepfer, Foundation for International
          Teaching (WAFLT)                                          Understanding Through Students (FIUTS)
          Bruce Magnusson, Whitman College                          Eric Irvin , University of Washington
          Carla Hurd, Microsoft Partners in Learning                Erik Gearhart, The Bush School
          Carrie Pederson, Confucius Institute of WA                Jennifer Wittenberg, Educator
          Cheryl Nelson, Educator                                   Jenny Farnington, Educator
          Erin Thomas, EarthCorps                                   Jeremy Jaech, Technology Alliance
          Ernest Johnson, Shoreline Community College               Joe Staiano, Meaningful Trips
          Eugene Martin, Educator                                   Jon Stern, Educator
          Tom Cary , City University of Seattle                     Julia Bolz, Ayni Education
          Eva Gonzalez, University of Washington, OSPI, Consulate   Julia Novy-Hildesley, STEM
          General of Spain
          Fred Mednick, Teachers Without Borders                    Julie Allemann, Educator
          George Thornton, Oroville Middle & High School            Juliette Schindler Kelly, Lieutenant Governor WA State

A ROADMAP FOR GLOBAL EDUCATION IN WASHINGTON STATE                                                                       PAGE 24
          Gilda Wheeler, Office of Superintendent of Public          Karen Kodama, Seattle Public Schools
          Instruction (OSPI)
          Glen Sterr, The Northwest School                           Karin Neuenschwander, Washington State University
          Global Visionaries                                         Katherine Barr, WA Coalition for International Education
          Greg Tuke, Tuke International Consulting                   Kathie Kwilinski, South Seattle Community College
          Harriet Stephenson, Seattle University &                   Kathy Gallentine, International Student Advisor
          SU Entrepreneurship Center
          Heather Krasna, University of Washington                   Katie Virga, Seattle Public Schools
          Heather Singmaster, Asia Society                           Keyi Wang, FIUTS
          Heather Zucker, Educator                                   Kim Rakow Bernier, Facing the Future
          Homero Floros, FIUTS                                       Kristen Aoyama, University of Washington
          James Banks, University of Washington                      Kristen Johnson, Cascadia Community College
          James Bernard, Microsoft                                   Kristin Hayden, One World Now
          James M. Hembree, Seattle University                       Kyle Funakoshi, UW Alumni Association
          Jane Broom, Microsoft                                      Laji Nankani, Centralia College
          Janine Magidman                                            Larry Fuell, Shoreline Community College
          Javier Evans, International Student Advisor                Laura Gallegos, Educator
          Jeff Blaire, The Northwest School                          Laura Koval, International Student Advisor
          Jeff Petty, Highline Big Picture High School               Preston Thompson, Consultant
          Jen Kulik, The Northwest School                            Rachel Halverson, Washington State University
          Jenn Cucinelli, Educator                                   Rep. John McCoy, WA State Representative (38th District)
          Jennifer Fricas, Seattle University                        Resat Kasaba, University of Washington
          Jennifer Geist, Qatar Foundation and Zeitgeist Creations   Robyn Craggs, Seattle University
          Lauren Woodman, Microsoft                                  Sam Whiting, Boeing
          Laurie Arnold, International Student Advisor               Sam Kaplan, Trade Development Alliance
          Li Lowry, Larce WA Institute of Technology                 Sandy Saffell, RenegAid
          Liah Matsui, Larce WA Institute of Technology              Sara Curran, University of Washington
          Lindsay Quinn, Educator                                    Sarah Miller, Legislative Assistant to Sen. Rolfes
          Liv Finne, Washington Policy Center                        Sarah Younkin, Saint Martin University
          Lori Markowitz, Youth Ambassadors                          Scott Macklin
          Maggie Li, Saint Martin University                         Sean Rogers, University of Washington
          Mahtab Mahmoodzadeh, Educator                              Seattle Refugee Youth Project
          Marina de McVittie, The Northwest School                   Shampa Biswas, Whitman College
          Marissa Lui, University of Washington                      Shamsah Ebrahim, NELA Centers for Student Success
          Mark Cullen, University Prep                               Sharon Kline, Olympic College
          Mark Manuel, Overlake School                               Shelley Morrison, Shelley Morrison Associates
          Marta Mikkelsen, University of Washington                  Shelly Al-Hadrami, Educator
          Martin Louie, Educator                                     Shirley Henderson, International Student Advisor
          Martin Su, FIUTS                                           Stefany Unda, Washington State University
          Mary Hammond Bernson, University of Washington             Susan Jeffords, University of Washington Bothell
          Michele Aokia , Office of Superintendent of Public         Tamara Bunnell, The Northwest School
          Molly Hogan, iLEAP                                         Tamara Leonard, University of Washington
          Motoko Nakazawa-Hewitt, Renton Technical College           Tania Westby, Aki Kurose Middle School
          Myrna So, FIUTS                                            Yong Zhao, University of Oregon

A ROADMAP FOR GLOBAL EDUCATION IN WASHINGTON STATE                                                                        PAGE 25
          Nadia Khawaja, Jolkona                          Youp Li, Saint Martin's University
          Nancy Withycombe, Edison Elementary School      Yuko Chartraw, Clover Park Technical College
          Natasha Sarkar, University of Washington        Tasha Stephenson, BAKU INTERNATIONAL SCHOOL
          Neal Sobania, Pacific Lutheran University       Terry Mirande, Pierce College
          Noah Zeichner, Chief Sealth High School         Tese Neighbor, World Affairs Council
          Norma Goldstein, Shoreline Community College    Tom Stritikus, University of Washington
          Philip Lynch, University of Washington          Tricia Diamond, Seattle Nativity School Project
          Pollie McCloskey, Shoreline Community College   Vaughnetta J. Barton, Foundation for Early Learning
          Tomoko Esko, Bellevue College                   Victoria Jones, Seattle University
          Will Poole, Creative Capitalism                 Walter Parker, University of Washington
          World Affairs Council                           Web Hutchins, Seattle Schools
                                                          Will Linser, Washington State Council for Social Studies

A ROADMAP FOR GLOBAL EDUCATION IN WASHINGTON STATE                                                              PAGE 26
        APPENDIX D

        The Global Education Bridge:
        Community Recommendations as of November, 17 2011

        Where we are                          Bridge                                               Where we want to be
         WA State has strong trade,          Recommendations                                       Global education
         technology and global                                                                     opportunities available for all
         business sector                     1.         Educate Washington's residents about       students in WA State (K-20)
                                                        the role that global knowledge plays in
         WA State has one of largest                    the success their children and in the
         int’l development sectors in                                                              Global Competencies:
                                                        long-term vitality of their communities.
         the United States                              (PR campaigns, awareness building)         Increased # of students
                                                                                                   graduate H.S. and college with
         WA State has many diverse           2.         Integrate global learning throughout
                                                                                                   global competencies
         multi-cultural and multi-                      K-20 education.
         lingual communities                       I.     Create a vibrant community of
                                                                                                   Economic Impact: Increased #
                                                          practice for global learning in
         Successful models of global                                                               of students graduate with skills
                                                          Washington State
         education across K-20 in                                                                  that make them more
                                                          (Policy changes, advisory & working
         public and private schools                                                                employable in the global
                                                          groups, rewards)
         and in the nonprofit sector.                                                              market.
                                                  II.     Assure that educators (P-20) have
                                                          the skills and tools they need to
         Movement for over 10 years                                                                Civic & Global Engagement:
                                                          teach to global education
         to increase global education                                                              Students more engaged and
         and multi-lingualism.                            (Increased trainings, resource
                                                                                                   better prepared to participate
                                                          sharing & partnerships)
         Lack of broad public                                                                      civically in local and global
                                                  III. Incorporate global education in to
         awareness for the                                                                         community. Students
                                                       the fabric of school cultures
         importance of global                                                                      experience increased sense of
                                                          (Policy changes & model sharing)
         education.                                                                                global connectedness and have
                                               IV.        Increase opportunities to                skills to solve global problems
         Educational reform focused                       experience “global education” and
                                                                                                   with peers.
         on STEM and assessment.                          gain global competencies
                                                          (Policy changes, resource sharing,
         Lack of funding in State or                                                               Long-term Impact
         local budgets                                                                             On WA State Economy –
                                                          a. Curricular opportunities              A globally educated citizenry
         Competing priorities for                         b. Language learning opportunities       knows how to participate in the
         teachers                                         c. Study Abroad opportunities            global economy and build global
                                                          d. Global relationship opportunities
         Logistical and technological                                                              business relationships.
         challenges in global                3.         Foster dynamic knowledge-sharing,
         education field                                collaboration and advocacy between         On Global Development Field –
                                                        K-20 educators in Washington State         A globally educated citizenry
         No aligned State-wide                          and educators working in the global
                                                                                                   considers problems in
         strategy for global education                  development sector.
                                                                                                   their local, national and global
         or agreed upon language                        (Network, partnership, build
                                                        collaborative movement to support          contexts and supports access to
         Complex bureaucratic                           Education for All.)                        quality education for young
         structures with no convening                                                              people worldwide.
         body to organize

         Working definition of Global Education: “Global Education” is an approach to teaching and learning that
         provides students with the skills necessary to understand the way the world works and how we can
         participate in an interconnected society.

A ROADMAP FOR GLOBAL EDUCATION IN WASHINGTON STATE                                                                            PAGE 27

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