Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 1 - PUBLIC SCHOOLS EVALUATION, RECOGNITION AND SUPERVISION › Subpart G - STAFF QUALIFICATIONS › Appendix H - Guidance and Procedures For School Districts Implementing the Illinois Global Scholar Certificate

Current through Register Vol. 48, No. 28, July 12, 2024
DETERMINING GLOBALLY-FOCUSED
				  COURSES
Though many school districts may offer courses listed in the
				  subject areas described in Section 1.443(a)(1)(E), courses and subjects other
				  than those listed in that subsection may qualify as globally-focused. Other
				  courses, such as those in family and consumer science, the arts, health,
				  mathematics and agricultural science, may also qualify, provided that an
				  appropriate depth of knowledge of, and inquiry about, global issues and
				  cultural diversity are incorporated.
School districts shall consider the following criteria in
				  determining which courses should be considered globally-focused:
Globally-focused courses require students to:
1) investigate the world;
2) recognize the perspectives of self and
				  others;
3) communicate ideas to diverse audiences;
				  and
4) take action to improve conditions locally and
				  globally.
These requirements, developed in consultation with the
				  Council for Chief State School Officers, reflect the four established domains
				  of global competence and closely follow both the Partnership for
				  21st Century Skills objectives and national learning
				  standards adopted by the State of Illinois. School districts and GSCs working
				  to determine which courses qualify as globally-focused should consider the
				  following questions:
Question 1: Does the course require students to
				  investigate the world?
Courses selected for inclusion as part of a school district's
				  globally-focused course offerings should promote content and skills that
				  provide students the means to understand the world beyond their immediate
				  environment.
Question 2: Does the course provide opportunities for
				  students to recognize their own perspectives in relationship to the
				  perspectives of others?
Courses selected for inclusion as part of a school district's
				  globally-focused course offerings should provide students with opportunities to
				  demonstrate a clear and accurate understanding of the perspectives of other
				  people, groups or scholars. The courses should also incorporate complex
				  analyses of how varying perspectives influence human interactions and how this
				  affects people's understandings of a situation, event, issue or
				  phenomenon.
Question 3: Does the course prepare students to
				  communicate ideas to diverse audiences?
Though not all courses selected for the certificate will
				  prepare students to collaborate and communicate with diverse groups, the
				  courses should include assignments, activities and/or projects that prepare
				  students to engage in this type of collaboration and communication in
				  preparation for the capstone project.
Question 4: Does the course provide opportunities to
				  act upon global issues and concerns?
Though not all courses selected for the certificate need to
				  include organized opportunities for students to engage directly in
				  collaborative action resulting in local, regional or global improvements, the
				  courses should encourage students to consider how the action might be executed.
				  Moreover, school districts are encouraged to embed global service learning
				  opportunities within coursework and co-curricular activities as these
				  opportunities are requirements for the certificate.
Qualifying Courses
Content/subjects taught within high school offerings in the
				  following subjects are likely to meet these requirements as course content
				  cannot be effectively taught without a global perspective.
* International economics, international business or global
				  marketing
* International or foreign affairs
* World history/non-U.S. history
* World geography
* Comparative cultures, comparative religions, comparative
				  government
* Science, technology and engineering courses with global
				  application/perspective
* World languages
* Literature of another country, region or culture
* World art and world music appreciation
Though many high schools offer courses in these subject
				  areas, the subject areas listed above are not the only courses that may qualify
				  as globally-focused. Other courses, such as those in family consumer science,
				  the arts, mathematics, health and agricultural science, may also qualify,
				  provided that an appropriate depth of knowledge of, and inquiry about, global
				  issues and diversity is incorporated. The examples identified in the following
				  chart, though not exhaustive, are provided to give guidance to school districts
				  and GSCs seeking to determine if a course investigates the world.
Examples of Courses with Insufficient and
							 Sufficient Depth
Insufficient Depth
Sufficient Depth
Students create an artistic piece or performance
							 inspired by another culture.
Students interpret, create and/or evaluate a global
							 issue through an artistic medium.
Students prepare food from another part of the world
							 or another culture.
Students prepare food from another part of the world
							 or another culture and consider the production and preparation of food in
							 relation to local cultures, health, sustainability, etc.
Students use datasets from another country or culture
							 to illustrate a concept.
Students evaluate and use appropriate mathematical
							 tools to investigate a global issue or derive additional information using
							 mathematical methodologies.
Students use examples of agricultural management,
							 finance, marketing and/or the foundations of crop and livestock production in a
							 unit on the global marketplace.
Students learn about agricultural management,
							 finance, marketing and the foundations of crop and livestock production by
							 comparing a variety of agricultural practices found around the world and
							 examine the complex global interrelationships that exist in the global
							 agricultural industry.
Students learn about epidemics/disease, health care
							 practices and/or prevention measures through case studies in other parts of the
							 world.
Students learn about global epidemics/disease, health
							 care practices and/or prevention measures through a comparative epidemiological
							 analysis incorporating diverse global contexts.
Other Considerations Related to
				  Coursework
School districts wishing to require a specific
				  globally-focused course or sequence of courses are encouraged to do so. For
				  example, one school district may opt to require a course (or sequence of
				  courses) in global studies or world languages, while another district may
				  develop defined global pathways in STEM, world language or fine arts. These
				  options, or others, may be added at the discretion of the school district,
				  provided students fully complete all four of the overarching requirements
				  needed to earn the Illinois Global Scholar Certificate, including the
				  requirement that each student complete eight globally-focused courses. In
				  addition, school districts having limited course offerings may approve specific
				  summer or online coursework, so long as that coursework has been deemed credit
				  bearing by an ISBE approved institution.
GUIDANCE FOR DETERMINING SERVICE
				  LEARNING
Service learning opportunities selected by students and GSCs
				  to fulfill this requirement should be tied with globally-focused coursework,
				  co-curricular activities oriented toward global service, and/or the student's
				  capstone research project. In addition, selected service learning opportunities
				  should adhere to the following guidelines for service learning found in the
				  K-12 Service Learning Standards for Quality Practice developed by the National
				  Youth Leadership Council:
* Actively engage and educate the local community in
				  meaningful globally-focused service activities that promote understanding of
				  diversity and mutual respect among all participants.
* Allow the student to be self-directed in initiating,
				  planning, implementing and evaluating throughout the experience.
* Be designed with sufficient duration and intensity to
				  address community needs within a global context.
* Engage participants in an ongoing process to assess the
				  quality of implementation and progress toward meeting specified goals, and use
				  the results for improvement and sustainability.
* Incorporate multiple reflection activities that challenge
				  students to think deeply about the relationship of self, society and the
				  world.
PURPOSE OF PRIORITY STANDARDS OF THE
				  GLOBAL SCHOLAR CAPSTONE PERFORMANCE-BASED ASSESSMENT
The purpose of the Illinois Global Scholar Capstone
				  Performance-based Assessment is to ensure the high level of knowledge and
				  skills possessed by the students applying for this recognition. Students will
				  engage in a process of inquiry with required components and products,
				  demonstrating mastery of designated national learning standards and standards
				  for global competence. The process in which students are expected to engage and
				  the products students are expected to create must provide the opportunity for
				  students to demonstrate mastery. Transparency of the alignment of assessment to
				  standards provides a more valid picture of students' knowledge and
				  skills.
The Assessment shall align with the following four priority
				  standards:
i) Students develop compelling questions and plan
				  inquiries.
ii) Students communicate ideas effectively with
				  diverse audiences.
iii) Students translate their ideas and findings
				  into an appropriate plan of action to improve conditions based on the global
				  issue or concern.
iv) Students engage in appropriate and informed
				  actions to address or potentially improve conditions based on an analysis of a
				  global issue/concern.