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teacher preparation for the global age the imperative for change longview foundation for education in world affairs and international understanding inc.

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photos on the front cover are courtesy of michigan state university college of education metropolitan learning center and m merryfield with ohio state university

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teacher preparation for the global age the imperative for change longview foundation for education in world affairs and international understanding inc courtesy of l tang

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table of contents preface 3 introduction educating tomorrow s teachers for an interconnected world 4 what is global competence 7 strategies to prepare globally competent teachers 8 engage leadership and faculty and develop a plan 9 create a globally oriented general education program 9 recruit students with international interests and experiences into teaching 12 faculty development for global teaching and learning 13 recruiting and rewarding internationally minded teacher educators 13 globally focused faculty professional development 13 international experiences for faculty 15 visiting international faculty 15 offer international experiences at home abroad and online 21 international experiences at home 21 international experiences abroad 22 study abroad for pre-service teachers 22 student teaching abroad 22 international experiences online 24 prepare world language teachers 26 improving the quality of world language instruction 26 increasing the number of world language teachers especially in less-commonly taught languages 27 assess impact 29 conclusion a challenge to higher education and its partners 30 advisors and contributors 31 appendix 1 sample global competencies lists 33 high school students 33 college and university students 33 teachers 34 internationalize professional education courses 15 social foundations of education 15 child development 16 working with english language learners 16 instructional methods courses 16 social studies 17 english and language arts 18 science 19 mathematics 19 visual and performing arts 19 physical education and health 20 appendix 2 using technology to learn about the world 36 appendix 3 federal resources 37 endnotes 38 teacher preparation for the global age the imperative for change 2

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preface e conomic social and technological transformations are linking us in unprecedented ways today s in february 2008 the longview foundation convened a meeting to discuss what is currently being done in schools colleges and departments of education around the country to prepare future teachers for this challenge and to generate momentum to do more this report shares ideas from that meeting and subsequent discussions the strategies suggested do not represent a consensus on the best way forward our goal is to share examples and ideas and to challenge teacher preparation to embrace its critical role in educating teachers to better prepare tomorrow s citizens for their roles in our increasingly interdependent world we would like to thank all those who contributed their time and expertise to the dialogue that helped create this report and those who reviewed and commented on the text.1 we invite others to join this conversation please visit the longview foundation website www.longviewfdn.org to share your reactions ideas and additional examples students will need extensive knowledge of the world and the skills and dispositions to engage with people from many cultures and countries they will need these to be responsible citizens and effective participants in the global marketplace of the 21st century few teachers today are well prepared to educate students for this new global context the longview foundation has been funding activities to help young people in the united states learn about world regions cultures and global issues since 1966 grants have supported instructional materials programs for students professional development for in-service teachers and lately coalition work to promote international education at the state level recently world events and strategic efforts on the part of leaders and organizations in the field have led to increased visibility for international education the critical role of teachers in internationalizing p-12 education has never been clearer yet today s educators rarely begin their careers with the deep knowledge and robust skills necessary to bring the world into their classrooms betsy devlin-foltz executive director longview foundation stevenson mcilvaine chair longview foundation board september 2008 3 teacher preparation for the global age the imperative for change

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introduction educating tomorrow s teachers for an interconnected world tudents today are graduating into a world that is interconnected as never before all the major challenges whether in health environment poverty or peace and security require cooperation across borders and boundaries our economy is so globally interconnected that one in five jobs in the united states is now tied to international trade.2 employers in business government community and non-profit organizations who are hiring today s high school graduates recognize that it is foolhardy if not impossible to work in isolation from the rest of the world migration is changing the demographic fabric of our communities bringing us in daily contact with people from around the globe immigrants from asia and latin america help explain why school systems in arizona california hawaii louisiana maryland mississippi new mexico texas and washington d.c are now majority minority 3 and more than ever before citizens in the united states are expected to vote and act on issues of global importance.4 our education system is not preparing young people for this new reality recent education reform efforts have focused heavily on improving reading math and science education these efforts while important cannot ensure that students will develop the knowledge of world regions and global issues languages and cross-cultural skills and values of citizenship and collaboration that are so important to living and working in an increasingly interdependent world students in the united states especially those in lowincome and minority communities leave high school without the knowledge and skills to engage in the world effectively and responsibly according to a 2006 national geographic-roper poll only 37 percent of young americans could find iraq on a map and 88 percent could not locate afghanistan many overestimate the population of the united states and underestimate that of china.5 only 50 percent of high school students study a world language and of those fully 70 percent take only one year of introductory spanish.6 leaders from all sectors are calling for education to address these challenges teacher preparation for the global age the imperative for change 4 s · at its 2008 annual meeting the national lieutenant governor s association resolved to support establishment of a national policy on international education.7 · the council of chief state school officers global education policy statement asserts our children must be well prepared for [the global society they will inhabit and create 8 · the national education association recently held a summit entitled broadening global awareness during times of narrowing curriculum · the national association of state boards of education report citizens for the 21st century revitalizing the civic mission of schools urged teacher training institutions to include global perspectives in the education of future teachers.9 · the partnership for 21st century skills 10 a coalition of business leaders academicians and policymakers has identified global awareness as a critical interdisciplinary theme · and in education for global leadership the committee for economic development a major business organization recommends teaching international content across the curriculum at all levels creating a training pipeline for language study especially in less commonly taught languages and calls for national leaders to inform the public about the importance of education in world languages and international studies.11 by some accounts the public already agrees that global competence is important in surveys conducted by the american council on education in 2000 and 2002 over 90 percent of respondents of all ages incomes and levels of education agreed that knowledge about international issues would be important to the careers of younger generations.12 according to a 2007 phi delta kappa/gallup poll 85 percent of american adults said it was very or somewhat important for students to learn a second language and 70 percent indicated that this instruction should begin in elementary school.13 individual teachers a few schools and isolated programs have long provided high-quality language instruction and

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a global education to some students but too little has been done at a systemic or policy level to ensure that all students in all communities who graduate from high school are globally competent this is beginning to change coalitions in more than 20 states convened by the asia society and the longview foundation are working to change policies and practices to ensure that students in all communities learn about the world and develop the skills they will need to engage with its people cultures and economies responsibly and effectively.14 as noted in putting the world into world-class education state innovations and opportunities a recent report from the council of chief state school officers and the asia society states have created governors task forces legislation policy statements summits and public surveys they have supported professional development programs and world language initiatives and revised high school graduation requirements they have promoted the use of technology and other innovations to infuse global knowledge and skills into all curriculum areas.15 there is a slow but steady rise in world language enrollments a resurgence of programs at the elementary level and a rapid increase in mandarin chinese programs.16 a growing number of p-12 schools many in low-income communities in diverse cities such as hartford los angeles san antonio and charlotte are increasing the breadth and depth of what students learn about the world.17 hundreds of internationally themed schools apply each year for the goldman sachs award in international education.18 these schools build new programs and partnerships create real and virtual exchanges and encourage teachers in all subject areas to integrate international knowledge and perspectives into their teaching students in these schools master world languages study global geography and world history and learn about the literature arts and cultures of peoples around the globe they begin to understand the environmental economic and political systems that transcend national borders they develop crosscultural skills to relate effectively with people from a variety of backgrounds around the corner and around the world the asia society recently collected examples of how schools around the country are integrating global knowledge skills and perspectives across the curriculum in a handbook called going global preparing our students for an interconnected world.19 5 research suggests that high-quality engaging internationally themed schools can improve overall student performance a study recently found that students in the international studies schools network secondary schools in low-income and minority communities with the mission of developing college-ready globally competent graduates have higher test scores than those in schools with similar demographic profiles in the same districts.20 as schools change however schools of education must respond vivien stewart vice president for education at the asia society has pointed out these new internationally themed schools will remain islands of innovation unless we attack the teacher capacity issue we need to engage teachers with the world so that they foster in their students a curiosity about it 21 according to the national research council one of the key deterrents to developing a pipeline of young people prepared to develop advanced language proficiency and deep knowledge of countries and cultures is a lack of trained teachers 22 ann imlah schneider who has conducted extensive research on the internationalization of teacher preparation has noted despite significant attention to internationalization in higher education in recent years teacher training programs are often among the least internationalized programs on american college and university campuses 23 some faculty may be involved in research outside the united states scholars from other countries may visit the campus international students may take teacher preparation for the global age the imperative for change

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introduction educating tomorrow s teachers for an interconnected world classes alongside their american peers courses on comparative education multicultural education peace education and international topics may be available some students may participate in international travel or study experiences these activities however are rarely connected or integrated in an overall strategy and they seldom reach all students in a teacher preparation program course requirements and student teaching take up significant space in most pre-service teachers schedules leaving little room for study abroad world language study or internationally oriented electives craig kissock professor emeritus at the university of minnesota­morris has pointed out that the culture of teacher education is local and therefore has advanced policies that serve the neighborhood schools but not the needs of future citizens of today s globalized world.24 hence most teachers begin their careers with little more than superficial knowledge of the world leaders in many sectors now recognize the need for more and better world language instruction but there are simply not enough world language teachers particularly at the elementary level and in the languages whose global significance is growing fastest such as mandarin and arabic a study by the north carolina center for international understanding aimed at deans and directors of education in the state s higher education institutions found substantial concern about the lack of education of teachers about the world.25 schneider s research also uncovered interest in schools colleges and departments of education in internationalizing the curriculum supporting faculty and strengthening advising to encourage students to take globally themed classes and participate in international experiences but she found few resources to do so though few institutions have created comprehensive internationalization programs more are exploring new ways to bring international elements to courses activities and even requirements visionary teacher educators have begun to recognize that the earlier teachers learn to infuse global knowledge and perspectives into their teaching the more comfortable and skilled they will become at making this a natural and essential part of their teaching practice conversations with deans of education teacher educators teachers and global education professionals suggest an emerging framework for comprehensive internationalization of teacher preparation teacher preparation for the global age the imperative for change 6 framework for internationalizing teacher preparation 1 revising teacher preparation programs to ensure that · general education coursework helps each prospective teacher develop deep knowledge of at least one world region culture or global issue and facility in one language in addition to english · professional education courses teach the pedagogical skills to enable future teachers to teach the global dimensions of their subject matter · field experiences support the development of pre-service teachers global perspectives facilitating at least one in-depth cross-cultural experience for every pre-service teacher by · promoting study or student teaching in another country or service-learning or student teaching in a multicultural community in the united states · financial support for such experiences · appropriate orientation supervision and debriefing to tie these experiences to prospective teachers emerging teaching practice modernizing and expanding programs for prospective world language teachers by · preparing more teachers to teach less commonly taught languages · updating language education pedagogy based on current research and best practice creating formative and summative assessments to evaluate the effectiveness of new strategies in developing the global competence of prospective teachers 2 3 4 this report gathers promising practices from institutions around the country to provide examples of elements of the framework none of these activities alone is enough but together as part of a deliberate and thoughtful plan they can have a profound impact on the international knowledge skills and dispositions of our future teaching corps by sharing them we hope to embolden those institutions that have begun the internationalization process to continue moving forward and inspire others to take the first step.

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what is global competence a sk anyone what young people need to be successful in an increasingly interdependent world and the answers are likely to be all over the proverbial map considerable attention has been focused recently on math and science but that is not the concern here this report uses the term global competence to describe a body of knowledge about world regions cultures and global issues and the skills and dispositions to engage responsibly and effectively in a global environment there may be differences of emphasis however most who are concerned about this field describe some variation on the definition below a globally competent student has · knowledge of and curiosity about the world s history geography cultures environmental and economic systems and current international issues · language and cross-cultural skills to communicate effectively with people from other countries understand multiple perspectives and use primary sources from around the globe · a commitment to ethical citizenship to help students become globally competent teachers must have the knowledge skills and dispositions described above as well as · knowledge of the international dimensions of their subject matter and a range of global issues · pedagogical skills to teach their students to analyze primary sources from around the world appreciate multiple points of view and recognize stereotyping · a commitment to assisting students to become responsible citizens both of the world and of their own communities it follows that training teachers for the global age also requires that teacher educators who are preparing future teachers in our colleges and universities need to develop the capacities noted above as well as the knowledge skills and dispositions to help teacher candidates acquire them any institution interested in developing teachers global expertise may want to begin by creating or adapting a detailed list of knowledge and skills to inform practice and guide assessment the appendix on page 33 provides some examples of competency lists for high school students college students and teachers developed by various organizations these may be helpful in getting started 7 teacher preparation for the global age the imperative for change courtesy of metropolitan learning center

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strategies to prepare globally competent teachers m any resources are available within higher education to internationalize teacher preparation indeed for many years so-called title vi centers have played an important role in educating university students in language area and international studies federal funding for these centers requires outreach to in-service teachers in k-12 and pre-service teachers and can provide examples of promising practices to the field see box title vi national resource centers outreach to k-12 education since 1959 the federal government has provided resources to colleges and universities throughout the country to establish strengthen and operate language and area or international studies centers that will be national resources for teaching any modern foreign language grants support instruction in fields needed to provide full understanding of areas regions or countries research and training in international studies work in the language aspects of professional and other fields of study and instruction and research on issues in world affairs in addition to training for undergraduate and graduate students each of the 125 title vi national resource centers is expected to do outreach to current and prospective teachers to share current scholarship on asia africa canada eastern europe inner asia latin america the middle east pacific islands russia western europe and international studies at the ohio state university the title vi area studies programs worked with the school of teaching and learning on the development of resources for online global education courses these resources are available at teachglobaled.net many institutions have prepared kits of materials available on loan indiana university s nine title vi centers collaborate in different combinations with the school of education to provide workshops that welcome all teachers these include workshops for indiana high school social studies teachers of the new required course geography and history of the world area specific short workshops such as incorporating culture in the language and an international studies summer institute for 7-12 grade teachers and pre-service teachers integrating global issues in the classroom jointly funded by title vi centers the center for study of global change and other area studies programs on the bloomington campus title vi centers across the united states may share information on the website www.outreachworld.org with title vi funding the u.s department of education also administers a program entitled undergraduate international studies and foreign language although not mandated to focus on p-12 training nearly all of the projects funded through this program have had some component such as a workshop or other short-term activity dealing with in-service or pre-service p-12 teacher training in recent years universities and colleges around the country have embraced campus-wide internationalization work the american council on education which has helped higher education institutions with such efforts26 defines internationalization as the process of infusing an international or intercultural dimension into the teaching learning research and service functions of higher education.27 in where faculty live internationalizing the disciplines madeleine green and robert shoenberg point out that internationalization requires many different institutional strategies and multiple leaders.28 efforts to develop new or scale up existing activities in pre-service education programs can benefit when they are linked to campus-wide efforts courtesy of university of san diego soles teacher preparation for the global age the imperative for change 8

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engage leadership and faculty and develop a plan deans and assistant deans can provide access to resources and use their bully pulpits to amplify messages and create a climate that supports the preparation of globally competent teachers indiana university is recognized nationally for its cultural immersions program which provides overseas student teaching experiences for its teacher candidates gerardo gonzalez dean of the school of education established a $100,000 incentive fund in 2007 to take internationalization to the next level activities supported by this fund included grants for faculty to build international or global themes into undergraduate education courses building faculty support and leadership for internationalization is critical according to merry merryfield a pioneer in global education for teachers at the ohio state university faculty need to discuss what global/international means in their programs and agree on what they expect as an end product then they can build assessments and teaching/learning experiences to meet those goals ensuring systemic change that will result in an international education for all teacher candidates requires vision and a plan within a school college or department of education ideally one that is supported by a campus-wide strategy as described above developing a plan maximizes resources and helps ensure that activities are coordinated and sustainable at michigan state university s college of education under the leadership of dean carole ames the department of teacher education is internationalizing all programs through research teaching service and outreach they will begin by defining global competencies for all students and faculty then redesign courses within programs at all levels to develop those competencies strategies will include extending partnerships and networks to strengthen students experiences and faculty capacity redesigning study abroad offerings and developing opportunities for research teaching and service across the world in 2006­2007 paula cordeiro dean of the university of san diego s school of leadership and education sciences soles 9 led the institution in a strategic planning process one of three goals identified by the school for 2007­2012 included developing highly effective socially responsible and marketable students through international programs to achieve this goal soles identified three objectives 1 expand opportunities for soles faculty to engage in international research projects partnerships and/or professional development activities 2 internationalize curricula across all programs 3 establish a requirement for all soles students to engage in an international experience before program completion some of the activities implemented as part of soles plan build on the institution s previous international work others are new including internationalization in the school s five-year plan highlights the importance of these activities to the institution and makes explicit the school s commitment to developing others create a globally oriented general education program preparing those who will educate the next generation about the world is a vital task that must be shared by all who instruct future teachers there is obviously a special role for education faculty in the process but faculty in the arts and sciences are also essential to developing the international knowledge skills and dispositions of teacher candidates at most institutions general education courses represent an estimated 50 percent to 75 percent of a teacher candidate s coursework a lin goodwin and celia oyler note that historically general education requirements or `academic courses consume the majority of credits as much as 75 percent required for elementary or secondary teacher certification and reform in university-based teacher preparation curricula over the past 50 years has consistently resulted in more academic courses and fewer education courses and these academic courses are offered by arts and sciences faculty not those in teacher education 29 teacher preparation for the global age the imperative for change

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strategies to prepare globally competent teachers a recent report by the american council on education mapping internationalization on u.s campuses 2008 edition30 suggests that internationalization efforts in higher education are showing uneven progress despite this many colleges and universities now require that students take at least one course on a global topic at the university of north carolina-charlotte undergraduates are required to take at least one non-western course to graduate most courses approved to meet the university of maryland college park s diversity requirement including the education course international and multicultural perspectives on education relate to international and non-western topics miami university in oxford ohio is restructuring its general education requirements into the global miami plan which will require six credit hours in globally themed courses first year seminars with a global perspective and a three-course sequence that includes one semester of study abroad the university is also encouraging faculty to develop new senior capstone courses that have a global focus such institution-wide requirements ensure that students who decide to pursue a teaching credential later in their undergraduate education or after having completed an undergraduate degree in another field will come to their professional education courses with some knowledge about the world outside the united states in the absence of such an international requirement advisors can encourage students to choose electives or fulfill other requirements by taking internationally themed courses in institutions that do not have an international course requirement adding one for teacher candidates can be an important first step the university of wisconsin­madison recently instituted a three-credit global perspectives requirement for all prospective teachers they may choose from a list of more than 200 courses from the college of letters and sciences and other colleges at the university to meet this requirement at william patterson university in new jersey pre-service teacher candidates are required to take 12 credits in global or international education as part of their general education these must include one year of a foreign language one non-western course and a one-semester history course called the west and the world university of wisconsin­madison school of education global perspectives requirement courses that meet this requirement encourage global understanding by examining · · · · · · how diverse cultures and communities form grow change and interact approaches and obstacles to cross-cultural understanding traditions and innovations in the artistic expression of cultural differences multicultural perspectives on ethics democratic citizenship and civic responsibility causes and consequences of globalization the role of community and cultural contexts in educational scientific technological environmental or health studies nearly 100 percent of current teachers and well over half of the higher education respondents in schneider s study supported strengthening the general education of teachers-in-training to enhance international exposure increasing the number of globally oriented requirements is only one way to achieve this integrating international modules into general education courses was by far the most popular strategy among campus interviewees which included faculty and administrators in both education and the arts and sciences indeed internationalizing courses in all areas as part of ongoing course revisions would seem to be an effective strategy for the 21st century campus with real potential impact on prospective teachers.31 teacher preparation for the global age the imperative for change 10

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schneider also recommends professional development activities that bring education faculty together with colleagues in arts and sciences who teach significant numbers of teacher candidates such activities could lead to the development of courses such as field studies in the czech republic teamtaught by faculty from the theater department and the teacher education department at miami university in oxford ohio teacher education and theater students work together in an intensive cultural immersion in the czech republic course activities includes living with czech families teaching conversational english in czech middle schools traveling with czech peers to prague cracow and auschwitz and two weeks of small-group czech and american travel and study world language study for all teachers in today s multicultural communities there are obvious benefits to increasing the number of elementary and secondary teachers able to communicate with students and parents in languages other than english world language study provides teachers of all subject areas with a window into other cultures some argue that even a small amount of language study for prospective teachers is a good idea and will provide them at the very least with an understanding of what it is like to struggle to learn a language as many english language learners in their classrooms and their parents do higher education institutions vary widely in language requirements and teacher candidates are often exempt from those that do exist yet many practicing teachers interviewed in schneider s study expressed regret that they did not learn another language some institutions are instituting language requirements for pre-service teachers requirements vary from an admissions requirement based on high school coursework to taking a college-level course to passing a proficiency test miami university in ohio is working toward a world language requirement for all teacher education students a recommendation supported by the student advisory council teacher candidates at the university of san diego must meet the college of arts and sciences language requirement to demonstrate third-semester competency through coursework or an examination in order to graduate oklahoma state regents policy which has been in place for more than 10 years mandates that teacher preparation programs at the pre-service level require that teacher candidates demonstrate listening and speaking 11 skills at the novice-high level as defined by the american council on the teaching of foreign languages for a language other than english including american sign language institutions must submit an annual report as evidence that they adhere to this policy the modern language association32 report on improving world language teaching in higher education recommends using interdisciplinary courses to enhance the linguistic skills of students who do not major in a language the report recommends for example discussion groups in the students fields of study held in the language they are learning indeed the languages across the curriculum or culture and languages across the curriculum movement promotes content-focused language and cross-cultural skills outside traditional language classes.33 this approach holds promise for the development of language and cross-cultural skills of prospective teachers baldwin-wallace college in berea ohio will soon offer a course called spanish for teachers that will be open to all education majors with a minimum of two years of high school spanish or the ability to read and understand at an appropriate level the course will provide a review of basic vocabulary and phrases before moving on to language that can be used in informal conversations with students and written communication with spanish speaking parents and guardians it is my hope writes barbara ann sposet associate professor of education and developer of the course that these students will see the value of knowing a second language and its culture and will want to pursue a second language in this case spanish prior to graduation 34 teacher preparation for the global age the imperative for change

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strategies to prepare globally competent teachers recruit students with international interests and experiences into teaching increasing numbers of students come to today s college campuses with experience of the world and enthusiasm to learn more the american council on education s 2008 report college-bound students interests in study abroad and other international learning activities reveal that 61 percent of incoming students had traveled in another country with their families and 51 percent have close friends or family who live in another country.35 migration and international exchanges bring students from around the world into previously homogeneous communities and classrooms popular culture is drawing on international influences celebrities are becoming involved in global causes and students from immigrant families are entering higher education in greater numbers than ever before admissions officers and other advisors play a key role in helping students with these interests and experiences consider a teaching career recruiting such students into teaching could bring a greater variety of international perspectives into classrooms and p-12 schools sharing information about teaching careers with students taking internationally themed courses in the arts and sciences could entice those with this predisposition to take the classes required for teacher certification indiana university for example welcomes an increasing number of native and heritage chinese and japanese speakers into its undergraduate teacher-education program the interactions native speakers have with american pre-services teachers in their education courses allow for lively discussion and collaborative lesson planning graduate-level preparation programs can recruit candidates who have had international experiences of undergraduate study abroad service in the peace corps or other internationally oriented careers for example teachers college­columbia university is one of several peace corps fellows sites around the country annually a cohort of 25 returned peace corps volunteers who worked in education during their service outside the country receive tuition reduction for their coursework and are hired as full-time teachers in high-need schools in new york city while they complete their certification requirements over a two to three-year period advisors a critical link advisors and offices of international programs outside of schools of education can identify and advise students with well-developed international interests and encourage them to consider teaching for those who choose education early in their college careers first-year advisors are particularly important due to the paucity of electives in teacher training programs and the importance of ensuring international exposure during the first two years schneider has highlighted that training for academic and career advisors on international options for prospective teachers has the potential for increasing international exposure within the normal timeto-degree constraints in addition to information universities can provide opportunities such as training and travel to help them understand the value of study abroad and other international experiences miami university in ohio has made study abroad a priority for the director of student and academic services and the director of clinical experiences they are responsible for promoting international experiences during the recruitment process student orientation advising field experience and student teaching the university also has supported travel for faculty and advisors to new zealand australia china belgium luxemburg the czech republic and other countries to investigate potential partnerships with schools and universities as part of its new global educators cohort program michigan state university s college of education has created a dedicated advisor position this advisor works with students in the program and creates advising materials and other resources to share with all education advisors ensuring that all pre-service teachers know about international courses experiences and resources two doctoral-level graduate assistants at the global center in the school of leadership and education sciences soles at the university of san diego advise students on student teaching abroad teaching abroad as a career and taking study-abroad courses they identify schools and language centers in other countries and create materials to assist preservice teachers in designing globally oriented lessons for p-12 students 12 teacher preparation for the global age the imperative for change

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faculty development for global teaching and learning once teacher candidates begin taking professional education courses at their institutions learning from faculty members who bring global expertise to their own teaching is key investing in faculty increases the long-term impact and sustainability of any new strategy building a globally oriented faculty requires a multi-pronged approach recruiting and rewarding internationally minded teacher educators seeking and hiring teacher educators who have international interests is one way to bring the world into a program some institutions have begun to do just this a number of regional universities in oklahoma have added having global expertise to postings for new hires at the university of san diego soles candidates are asked what languages they speak and how their experiences and interests will assist the school in internationalizing the curriculum deans of education as well as those in arts and sciences have pointed out the importance of explicitly including international expertise in tenure and promotion criteria to highlight its value to the institution and the profession this might include recognizing and rewarding contributions such as course revisions that help future teachers learn how to teach about the world articles in international journals international research and promoting study or student teaching abroad.36 globally focused faculty professional development teacher preparation programs can also support faculty in internationalizing their teaching in order to help their students learn to do so schneider reports that faculty development was the top internationalization strategy for deans professors and others in both education and arts and sciences in her survey virtually all respondents wanted facilitation of course revisions and 75 percent of them liked the idea of joint arts and sciences and education faculty workshops to address specific curriculum issues related to internationalization a number of institutions indicated that such efforts are already under way often facilitated by an institutional center for teaching and learning there also was substantial interest in team teaching among education and 13 arts and sciences faculty although this was found to be a more expensive strategy indiana university s global and international initiatives fund mentioned earlier invested in faculty development by offering grants for networking and undergraduate course development stipends were also part of the university of maryland college park s global awareness in teacher education gate fellows program to support curriculum development for teacher preparation the program is designed to address the global knowledge gap and begin building a cohort of enthusiastic faculty dedicated to the continued internationalization of the college of education each of the seven fellows in the first cohort has been awarded a $2,500 stipend and a modest budget for curriculum development they participate in a series of meetings and in projects developed together over the course of an academic year to support increased attention to global awareness and expertise in teacher education projects include integrating international perspectives into early childhood education courses science and reading methods and creating virtual partnerships with colleagues in other countries faculty members from william paterson university queens college and iona college participated in a three-year program to integrate information about asia across the teacher preparation curriculum the program supported faculty members as they modified their courses and developed new offerings to include stronger asian and international content in order to prepare future teachers with knowledge about asia the group attended day-long faculty development workshops at the asia society and shared information with colleagues on their own campuses and at other institutions including area p-12 teachers teacher preparation for the global age the imperative for change

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