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World Savvy (Landscape/Ecosystem (Trends (That support your theory of…

- - - - failure of the test driven pedagogy
      - Elections making clearer need for global citizen education
    - - deeper relationships with schools
- - - - festival
      - design thinking mentality
      - supported teachers
      - process is relevant
        
        critical thinking
        
        analysis
    - - we don't have direct contact with them
      - connect students with other students
      - supporting them beyond project
  - - - coaching and training
      - resources
      - relationship
    - - They don't check email. Ongoing communication
      - varying level of experience
      - teachers are trained to text
      - schools of educaton not all up to date
  - - - Getting their attention
      - expectations and pressure of visionary principles
    - - retlationship
      - package offering
  - - - turnover
      - slow moving
      - lack of clarity of who owns what
      - what is their relevancy
    - - support in changing world view
      - relationships
    - - Pushing policy
      - opens doors for schools
      - funding in some cases
        
        ex. in minneapolis they fund 20+ schools
      - about half of schools in W.S. come from district relationships
  - - - harder to contact students
      - consider teachers as alumni
    - - when we get them they have compelling stories
- - - - district work
        
        program evaluation
        
        teacher dev
      - school model support for 2-3 years
  - - - Our global competencies
        
        how we give meaning to our world
        
        our core/foundation for our work
  - - - paralell track to AP
      - very competitive
      - contracted WS to evaluate program and school's objectives against the WS matrix
      - results/recommendations
        
        outcomes
        
        resistance from other teachers
        
        too many other focused programs: engineering, entrepreneurship...
        
        results
        
        program lacked depth
        
        too much focus on travel
        
        recommendations
        
        shifts recommended were too much for school to embrace
        
        all students to take course AND incorporate global focus on all courses
  - - - Internal turnover with the person who is recruiting
      - Project based model is not a common way of teaching
- - - - Recruitment (teachers, districts, school)
- - - - ex. Montgomery school
      - Prof Learning communities as baseline
        
        personal identities workshops
    - - students as community problems solvers. learn to connect and identify problems
  - - - project based models are hard to rectruit for