Ed Steps and Global Competency Framework:an opportunity for student work to be showcased

EdSteps: A Call for Student Work Demonstrating Global Competency-A New Project

EdSteps seeks work done by students and professionals from the U.S. and around the world that demonstrates global competency: the knowledge, skills and disposition to understand and act creatively on issues of global significance. EdSteps will publish the work online to show examples of global competency at various levels of expertise. Once the work is published, it will help teachers strengthen instruction and better evaluate student work and provide examples for students to help them strive for greater achievement. To accomplish these goals, we need your help and professional judgment.”

The Goal of EdSteps
EdSteps, led by the Council of Chief State School Officers, supports the high quality teaching and assessment of college and career-readiness skills in schools. EdSteps seeks to use authentic student work from learners of all ages and abilities to create a tool to assess student performance and growth in skills that are not traditionally assessed in schools, and demonstrate to educators concrete examples of what is possible for students of all ability levels.

Global Competency Matrix

Investigate the World
Recognize Perspectives
Communicate Ideas
Take Action
Students investigate the world beyond their immediate environment.
Students recognize their own and others’ perspective.
Students communicate their ideas effectively with diverse audiences.
Students translate their ideas and findings into appropriate actions to improve conditions.
Students can: * Generate and explain the significance of locally, regionally or globally focused researchable questions.
  • Identify, collect and analyze the knowledge and evidence required to answer questions using a variety of international sources, media and languages.
  • Weigh, integrate and synthesize evidence collected to construct coherent responses that is appropriate to the context of issues or problems.
  • Develop an argument based on compelling evidence that considers multiple perspectives and draws defensible conclusions.
Students can: * Recognize and articulate their own perspective on situations, events, issues or phenomena and identify the influences on that perspective.
  • Articulate and explain perspectives of other people, groups or schools of thought and identify the influences on those perspectives.
  • Explain how the interaction of ideas across cultures influences the development of knowledge and situations, events, issues or phenomena.
  • Articulate how the consequences of differential access to knowledge, technology and resources affect the quality of life and influences perspectives.
Students can: * Recognize that diverse audiences may perceive different meanings from the same information.
  • Use appropriate language, behavior and strategies to effectively communicate, both verbally and non-verbally, with diverse audiences.
  • Explain how effective communication impacts understanding and collaboration in an interdependent world.
  • Select and effectively use appropriate technology and media to communicate with diverse audiences.
Students can: * Recognize their capacity to advocate for and contribute to improvement locally, regionally, or globally.
  • Identify opportunities for personal and collaborative action to address situations, events, issues or phenomena in ways which can make a difference.
  • Assess options for action based on evidence and the potential for impact, taking into account varied perspectives and potential consequences for others.
  • Act creatively and innovatively to contribute to improvement locally, regionally or globally both personally and collaboratively.