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Leadership

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August 21, 2014 | 9:02 am
Many teacher educators agree that teachers need intercultural competency skills in order to be effective educators in a 21st century classroom. Individuals and organizations in the teacher preparation space, however, disagree on what that competence looks like in the classroom and how to measure it in educators. Kenneth Cushner speaks and researches extensively on this topic – helping teacher educators understand the importance of interculturally competent teachers and providing guidance on how to measure, nurture, and recognize these skills in educators at all levels.  He is a professor of Education at Kent State University.Cushner notes that teaching for intercultural competence is a multi-faceted, complex process, with challenges unique to teacher preparation. It requires enhancing the intercultural knowledge of teacher educators so they can then transfer that knowledge to their pre-service teachers. Teacher educators must also teach future educators how to transfer intercultural... read more
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October 18, 2013 | 11:56 am
Here is the bibliography from the teacher prep report that Longview produced a few years ago. Hope you find this useful! 
Posted by: Jennifer Manise
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June 26, 2013 | 6:48 pm
Indiana University (IU) has a long history of embracing internationalization in its School of Education.  When W. W. Wright became the second dean of the college in 1946, he expressed a clear commitment to global engagement that is even more apparent today under the leadership of Dean Gerardo Gonzalez. “Globally competent pedagogy and preparing globally competent teachers through research, theory, and best practices is integral to our mission,” notes Gonzalez.  “It is the fabric of our program.”   Campus Wide Foundation of SupportAs an institution, IU is dedicated to internationalization.  The University’s core curriculum includes a six-credit hour world languages and cultures requirement, which may be fulfilled by taking courses in world cultures or languages or through an international experience – such as study abroad – for at least six weeks.  As a required element of a students’ overall course load, the requirement shows that the institution is committed to ensuring all of their... read more
Posted by: Caitlin Haugen
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March 8, 2013 | 12:09 pm
Discussions about engaging leadership can transpire within colleges of education, the broader campus setting, and within the policy arena. When conducting these efforts, it is critical to keep the message and strategy in mind – are you seeking to inform, influence, or recruit support? For the greatest impact, it is also almost always necessary to align your internationalization agenda to broader campus goals. Ensure your measurable objectives complement the broader strategic plan, internationalization efforts, and serve the community. Data collection on program impact and thoroughly planning decision points will allow you to make the case for support.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... read more
Posted by: Caitlin Haugen
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February 28, 2013 | 12:20 pm
Investing in faculty increases the long-term impact and sustainability of any new academic or programmatic strategy.  Building a globally-oriented faculty requires a multi-pronged approach.  According to a report from NAFSA:  The Association of International Educators, faculty must “own” internationalization efforts and be heavily supported by administrators and policy makers (Green, 2012). It is important to gauge faculty attitudes about internationalization to help ensure buy-in at the college level.  Jennifer Mahon at the University of Nevada, Reno is currently conducting research on faculty and staff attitudes, especially toward overseas student teaching.  More research is needed in this area to support deans interested in embracing internationalization.Bill McDiarmid, Dean of the College of Education at the University of North Carolina, Chapel Hill, noted that faculty buy-in is essential to any internationalization effort.  In his presentation at NAFSA's 2013 Colloquium on... read more
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November 26, 2012 | 12:01 pm
There is no denying that charismatic leaders and “lighthouse” projects can have major impact in achieving goals like internationalization. These efforts, however, are often limited and short-lived, missing the chance to have lasting and deep influence in effecting organizational reform in educator preparation. Many colleges have positive initiatives that strive to implement broad goals related to internationalization, but true internationalization is systematic and requires holistic transformation of everything from curriculum to faculty and staff attitudes to funding structures.​True internationalization, according to the report Internationalizing the Campus: A User’s Guide from the American Council on Education (ACE), is not an easy or quick process – requiring one global requirement or adding international content to existing courses will not suffice.  Successful internationalization, “requires making the case to multiple stakeholders and tapping external interest… [it] is a slow,... read more