Nearly 70% of San Antonio-area schools’ value global learning for their students, based on a review of their mission statements. Global learning is comprised of skills that have less to do with the hard facts and knowledge learned from textbooks and lectures, and more to do with the soft skills that indirectly lead to overall success. For example, a student needs knowledge of facts to pass a test but they also need study skills, the ability to communicate when supported is needed, and the perseverance to stick with a concept to mastery. Global learning skills include problem-solving, innovation, self-reliance, and communication skills which encompass these other skills needed for success. It is refreshing to see these skills valued by our community since most people assume graduation rates and scores on standardized tests as high priority for the districts educating our children.
Given the impressive advances in technology and organizational development, the workforce is evolving to meet the needs of a changing society and economy while also meeting the needs of working parents and remote employees. Gone are the days of cubicles and deadlines. Employees are now collaborating with others all over the world and embracing a workforce of evolving projects demanding self-reliance. As educators, we do not know what hard skills or content our students will need to have mastered as they enter this evolving workforce, or even if they will have had to master any form of content given the vast amount of information available to them at any and all times. What we do know is that they will need to have the global learning skills to compete in this unique workforce.
Current opportunities for students
As students enter high schools and get to the age that they are able to enter the workforce, some schools are engaging them in technology programs such as Center for Applied Science and Technology in San Antonio Independent School District, the Business Incubator in Alamo Heights Independent School District, along with a plethora of magnet schools available to our high school students across the city. These school offer exceptional experiences tailored to interests and learning styles that engage our students in global learning skills such as communication, innovation, and creative problem-solving. Sadly, however, if you were to walk down the halls of any area elementary school today, you would likely see students sitting at individual desks filling out worksheets that have been circulated for several years, and being fed information by teachers that they will regurgitate in preparation of school and state assessments. These children, all of whom were born into this world as curious problem-solvers and driven by the relationships they have with those around them, are stripped of the very skills they will need when they get older, the very skills that our school districts state are of most importance.
The teachers are not to blame
These words may sound harsh towards our school districts and teachers, but I assure you that they are not to blame. School districts are required to spend taxpayer money on curriculum packages that teachers may not even use. For example, while visiting a school and asking about their purchased curriculum, one teacher showed me the closet they put all of the textbooks in that they do not use. They don’t use these purchased curriculums because is not culturally relevant to the students they teach, not does it support the interests of the classes. For those who do use the curriculum, teachers are often told specifically what information to tell the students and what questions to ask them. These teachers are expected to evoke innovative application to problems from their students and for them to have students who confidently communicate their ideas to others, yet these teachers are not allowed to do the same. How can they teach skills they are not being encouraged to possess nor model how to use thinking and learning strategies that they are not able to apply to their teaching?
Action moving forward
I feel that the skills fostered in our students to become global learners and leaders needs to be fostered in teachers as well. There are over 400 nonprofit organizations in San Antonio, but only one, San Antonio Leaders and Teachers, that supports the professional networking of teachers. The founder of San Antonio Leaders and Teachers, Jennifer Maestas, strongly feels that the most important and most inspiring discussions on education happening in San Antonio occur during the school day when teachers cannot participate. For example, the Education Forum hosted by the Rivard Report is a luncheon addressing and supporting the latest topics surrounding pre-kindergarten through 12thgrade education in San Antonio. It is attended by over 600 guests and has up-and-coming educational leaders speak and awards given to leaders impacting our community but is held during the week in the middle of the day when teachers are in the classroom. Maestas is driven to connect teachers across San Antonio. I have been working closely with her and together we are going to holdclassroom visits that will bridge the gap between public, charter, and private school teachers to allow them to share their best practices and innovative ideas.[AO3] These events will have pre- and post- surveys, identifying areas of growth in confidence, collaboration and networking, and innovative practices where teachers are using information or supplies in new and creative ways.
Another area where alignment needs to shift is in student assessment. Districts value global learning but assess content mastery. To gain validity in teaching global learning skills, I will be developing an assessment tool to identify the behaviors associated with global learning skills, so teachers can confidently observe and assess growth and mastery. Our students can become global learners and leaders if we empower the teachers as professional innovators in education.
Comments