Globally competent teachers have the ability to effectively work with students whose families come from all over the world and to incorporate global competence into their classroom and school culture, curriculum, and instruction.

  • They can communicate in multiple languages, especially with students and families who speak a different language at home, and create a classroom environment that values diversity and global engagement, specifically by teaching students to learn from and respect diverse cultures and perspectives, modeling culturally responsive teaching practices, engaging students in discussions about global issues, and filling their classrooms with global resources (such as books, maps, and websites) that they encourage students to use.
  • They integrate learning experiences for students that promote content-aligned explorations of the world. These real-world global learning experiences have a clear connection to the world beyond the classroom and use student-centered pedagogy such as project-based learning.
  • They facilitate intercultural and international conversations that promote active listening, critical thinking, and perspective recognition by providing ongoing opportunities for students to converse with diverse individuals (e.g., through video-chats, pen pal programs, or guest speakers) and develop local, national, or international partnerships that provide real-world contexts for global learning opportunities where both partners mutually benefit from sustained collaboration.
  • Finally, globally competent teachers develop and use appropriate methods of inquiry to assess students' global competence development. They regularly use a mixture of authentic formal and informal assessments (e.g., classroom checklists, project rubrics, portfolios) to provide students with feedback and inform their own globally oriented instruction.

Teacher Skills
ELEMENT Nascent Beginning Progressing Proficient Advanced
7. Communicate in multiple languages I speak one language and have not yet pursued another. I am pursuing or have pursued a language other than my own. I can have basic conversation in two languages (including my own). I am proficient in at least two languages (including my own). I can effectively communicate with students and families in at least two languages. I am fluent in at least two languages and seek opportunities to use them in schools and communities.
8. Create a classroom environment that values diversity and global engagement

I do not yet consider global issues or diverse perspectives and cultures in my classroom. I discuss global engagement and valuing of diverse perspectives and cultures in my classroom. I engage students in learning about other cultures by emphasizing the relevance of global issues to students? lives. I teach my students to respect diverse perspectives and cultures. My classroom contains resources that represent multiple global perspectives. I teach my students to respect and learn from diverse perspectives and cultures. I provide opportunities for students to collaboratively discuss global issues. I consistently encourage students to use resources in my classroom for global learning. I help my students develop a concern for global issues, an interest in learning more about diverse cultures, and a desire to take action.
9. Integrate learning experiences for students that promote content-aligned explorations of the world I do not yet include global learning experiences aligned with content standards. I can identify global learning experiences that align with content standards. I integrate into my instruction global learning experiences aligned with my students’ interests and content standards. I regularly integrate real-world and challenging global learning experiences aligned with my students’ interests and content standards. I reflect on my students’ global learning experiences and revise my teaching accordingly. I support the school community in integrating global learning experiences.
10. Facilitate intercultural and international conversations that promote active listening, critical thinking, and perspective recognition I do not yet provide opportunities for students to converse with individuals from other cultures or nations. I provide opportunities during the school year for students to converse with individuals from other cultures or nations. I provide opportunities for students to converse with individuals from other cultures or nations, in which students demonstrate active listening, critical thinking, and/or perspective recognition. I provide ongoing opportunities for students to converse with individuals from other cultures or nations, in which students demonstrate active listening, critical thinking, and perspective recognition. My students initiate communication with individuals from across cultures and nations, in which they demonstrate active listening, critical thinking, and perspective recognition.
11. Develop local, national, or international partnerships that provide real world contexts for global learning opportunities I do not yet create opportunities for my students to communicate with local, national, or international organizations or individuals. I present students with an opportunity to participate in a global learning experience with local, national, or international organizations or individuals. I present students with opportunities for short-term collaboration with local, national, or international organizations to learn about the world. I develop local, national, and/or international long-term partnerships that allow my students to learn about the world with diverse communities. I guide my students to develop local, national, and international partnerships, direct their own communication with these partners, and develop their own global learning opportunities.
12. Develop and use appropriate methods of inquiry to assess students’ global competence development I am not yet familiar with how to assess students? global competence development. I am familiar with resources to assess students’ global competence development. I develop and use appropriate assessments of students’ global competence development. I can provide students feedback and analyze students’ global competence development. I develop and use frequent, authentic, and differentiated assessments of students’ global competence development. I can provide students with constructive feedback and analyze students’ performance to inform subsequent instruction. I guide students to evaluate their own global competence development.

Source: The Globally Competent Teaching Continuum was originally developed in 2014 by J. M. Cain, J. Glazier, H. Parkhouse, and A. Tichnor-Wagner at the University of North Carolina at Chapel Hill.