The Buffalo State PDS Consortium as Passport to the World: Preparing the Next Generation of Educators for a Global Community Alicia Bowman, Teacher Candidate Nicole Clapsadle, Teacher Candidate Casey Orth, Teacher Candidate Jaquilla Vinson, Teacher Candidate Pixita del Prado Hill, Faculty Department of Elementary Education and Reading

Becoming a Global Teacher: How the EER Department Started the Process  Making a departmental commitment by establishing the Global Taskforce  Developing awareness: using essential questions to promote discussion

Becoming a Global Teacher  Starting with the PDS Consortium: 1.Integrating global literature in university and school classrooms 2.The Global Book Project (service learning) 3.Moving beyond the borders of the USA(Chile and Zambia projects)

Project Goals for an International PDS in Chile  Increased opportunities for teacher candidates to expand global awareness for more effective teaching of diverse groups of students in US public schools  Spanish language development for more effective teaching of English language learners in US public schools

The Plan: Spring 2012  EDU 310/311 & EDU 511/654 with Dr. del Prado at PDS site Herman Badillo Community School #76 1. Working with English language learners 2. On-going contact with Universidad Mayor throughout the semester

Study Abroad  Spanish intensive at Escuela Fronteras with home stay for full immersion experience  Visits to areas of educational and cultural interest

Teaching Globally  Shadowing of Universidad Mayor teacher candidates  Work at Escuela 25 Benjamin Vicuña Mackenna through the Global Book Project

Student Incentives/Outcomes Students participate in order to  Increase cultural knowledge and experience  Explore new areas of study  Meet new people  Develop lasting cross-cultural professional relationships  Break out of comfort zones  Acquire life skills  Live in new setting  Apply the knowledge and insights gained from new experience into classroom practice  Build language skills  Develop understanding of education globally  Provide further travel and study opportunities  Strengthen resume

Language learning: The immersion experience “I have never been one to judge by ethnicity, religion, or nationality and do not see this as a social barrier, though it can be if language is involved. This is one area where I am not diverse. I would love to learn other languages, and I know that as a teacher it is especially helpful to have some knowledge of Spanish, with Spanish rapidly becoming the second language of many incoming immigrants. I love to communicate and if I can break down at least one of my language barriers, it would help me grow socially.” -Jaquilla Vinson (CREED Project)

Language learning: The immersion experience at Escuela Fronteras  Class session: 9 am to 1 pm, Mondays - Fridays  High expectations and dedicated teachers.  Observe high quality pedagogical strategies  Constant contact with the host families  Extra-curricular activities: cooking classes, dancing classes, tourist attractions

Language learning: The immersion experience  The host families: Loving, personable, caring, FAMILY.

Language learning: The immersion experience to build empathy  Tasks to complete: 1. Order your own food 2. Travel to and from school using public transportation 3. Call home from a call center 4. Buy gifts for family and friends 5. Buy laundry detergent In the end… “I can comprehend only 30% of dialogue now but I started at 0%...I finally know how it feels to be the struggling student who understands little to none of the material being taught. I’ve gained so much from this experience alone… I can only hope that it will make me a better teacher for my own struggling students.”