NC Global Education Definition and Frameworks for Educators







Resources from the slide deck above:

Four capacities for global competence (CCSO and Asia Society)

The 4 capacities to assist in students being able to frame, analyze, communicate and problem-solve challenges of global significance. To be embedded across a unit of instruction.


**Standard Course of Study Connections to Global Education**

How do I know if I am developing global awareness in my students?

NCDPI guidance linking the NCEES global awareness elements with student behaviors and dispositions around global awareness. The student global awareness outcomes are used with permission from the Asia Society GPS rubrics developed from the 2010 culminating CCSSO project. They are framed around the 4 capacities/competencies and arranged in K-5, 6-8 and 9-12 charts. This is intended as a formative assessment tool for the classroom educator to self-assess if they are developing global awareness in their students and how this might be demonstrated in the classroom by the student.


Capstone Project Evaluation Guidance

How will my supervising administrator know if my Capstone Project is developing global awareness in my students?

NCDPI guidance linking the NCEES global awareness elements with student behaviors and dispositions around global awareness. The student global awareness outcomes are used with permission from the Asia Society GPS rubrics developed from the 2010 culminating CCSSO project. They are framed around the 4 capacities/competencies and arranged in K-5, 6-8 and 9-12 charts.


Globally Competent Teacher Continuum (UNC Chapel Hill)

Resource developed by UNC Chapel Hill graduate students with a Longview Foundation grant that provides a more in depth view of teacher behaviors and dispositions around global awareness.