Marina Kelly is an intern in the International Affairs Office at the U.S. Department of Education. (Photo: Department of Education)
Although it can seem a little daunting at first, interning in Washington, D.C. is one of the most formative experiences a student can have. After interning in both the private and public sector, I have found that some practices are best practices, no matter where you intern. Here are some tips to get the most out of your internship experience:
I was somewhat bewildered my first week at the U.S. Department of Education (ED) by the unending acronyms used to describe everything from organization names, to standardized tests, to new laws. When it got to the point where there were whole sentences I could not understand, I realized I should start asking questions – and did!
Marina in São Paulo, Brazil. She studied abroad in Rio de Janeiro during the spring of 2015. (Photo credit: Marina Kelly)
At age nine I had the chance to visit my father’s birthplace, a rural town in Guatemala surrounded by mountains. This trip, and many others that followed, would change the way I view the world and have inspired me to learn more about my heritage. Over the years, I have developed an affinity for international issues that led me to learn Portuguese and study abroad in Rio de Janeiro, Brazil. Through these experiences, I learned important skills like flexibility, adaptability, open-mindedness, inquisitiveness, and I gained greater self-knowledge. I didn’t realize it, but I was learning to be globally competent.
The Global Competence Task Force, established by the Council of Chief State School Officers and the Asia Society, defines globally competent individuals as people who can “use their knowledge and skills to investigate the world beyond their immediate environment, recognize their own and other’s perspectives, communicate their ideas effectively with diverse audiences, and translate their ideas into appropriate actions.”
During my first two-and-a-half years of college, I volunteered at a predominately Latino, bilingual elementary school in Washington, D.C.’s Columbia Heights neighborhood. Many of the students reminded me of myself, and some even had parents from Guatemala. But, unlike me, almost none of them had ever left the country, yet they were still very in touch with their heritage.
Marina with first grade students in San Lucas Tolimán, Guatemala. (Photo credit: Marina Kelly)
These students taught me two things. First, I learned that you do not need to go overseas to be globally competent. While the students I worked with faced many obstacles, they had already mastered several globally competent skills. All of them had at least a basic proficiency in a second language and were familiar with other cultures. Schools across the nation like the one at which I worked are recognizing that global competencies are vital to succeeding in today’s diverse world and that these skills can be learned in the classroom.
The second lesson I learned is that having overseas experiences, too often, is a privilege – it is not an opportunity that is afforded to everyone. Coming from an underserved community, many of the students I worked with would be lucky to meet their extended family in Latin America, like I did. This led me to design a service project to teach these students about study abroad as part of the Benjamin A. Gilman International Scholarship I received to go to Rio.
Before interning in the International Affairs Office at ED, I knew I had learned these lessons, but I did not know how to articulate them. This semester, I have been fortunate to participate in discussions about the future of global competencies. Something that will really stick with me from these conversations is that global competencies are not add-ons or “nice-to-haves,” but rather, components of a quality education that all students need. As Secretary Duncan said in his statement on this year’s International Education Week, “Let’s work together … to make global competence the norm, not the exception.”
Marina Kelly is an intern in the International Affairs Office at the U.S. Department of Education and a Senior at American University.
The UN General assembly was buzzing on September 25th. Pope Francis and Nobel Prize winner Malala Yousafzai addressed the gathering of 193 world leaders. Singer Shakira, a UNICEF Goodwill Ambassador who advocates for early childhood education, chimed in with a song. When all was said and done, the world leaders got down to the work at hand and ratified the much anticipated Sustainable Development Goals (SDGs). Unlike the Millennium Development Goals (MDGs), the SDGs are the product of an inclusive effort and 2+ years of hard work of the Open Working Group and civil society organizations. The goals are a comprehensive roadmap to end poverty and cover topics from food security to gender equality and actions to combat climate change. Included is an ambitious goal to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.
This is key because the SDGs are not just about people in far flung corners of the world. They are about all of us. They address issues that affect children in Ferguson, Missouri, as much as children in Nigeria. They are global in nature and are meant to influence how all nations take action to meet them. At a high level meeting, which featured speakers such as Nobel Peace Prize winners Kailash Satyarthi and Malala, United Nations Special Envoy on Education Gordon Brown, and UNESCO Director-General Irina Bokova, the Global Education First InitiativeYouth Advocacy Group called on those in attendance to move from “promises to progress”.
At the U.S. Department of Education, our mission, first and foremost, is to promote student achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access. While the challenges we face may not be at the same scale as in the developing world, they are challenges nonetheless.
Speaking at the National PTA Conference, Secretary Arne Duncan affirmed that “Giving every child an equal opportunity to learn is the central challenge of our era, and will determine whether our nation grows stronger or struggles in years ahead.”
Just as lifelong learning is a priority in the SDGs, Secretary Duncan has highlighted its importance in the domestic agenda: “So if we are serious about providing all our children with good choices in life, if we are serious about our nation’s economic strength, it’s this simple: We must get rid of the obsolete belief that a quality education begins at age five and ends at age eighteen.”
During the last weekend in March, union leaders, state education leaders, teacher leaders, one of ED’s Principal Ambassador Fellows and I joined delegations from 15 high-performing education systems across the globe for the 5thInternational Summit on the Teaching Profession in Banff, Canada. As countries around the world share a common desire to give every child a chance in life and to support teachers who devote their lives to that goal, the summit is a unique opportunity to learn from each other’s successes and challenges and to look for ways to replicate or adapt back home what other countries are doing well. We all appreciated the hospitality of Alberta Minister Gordon Dirks and his colleagues from across Canada for providing us the opportunity to grow and learn in such a beautiful setting.
Each year at the international summit each participating country commits to work in key areas over the course of the year and then report back on progress at the next summit. Together with the AFT, NEA, and the Council of Chief State School Officers (CCSSO), we reported on the progress of our commitments from 2014 on teacher leadership, early learning and labor-management collaboration to increase learning for all students.
This year, the U.S. delegation introduced Teach to Lead, an initiative that seeks to advance student outcomes by expanding opportunities for teacher leadership both in and out of the classroom, to the global stage sparking international interest in this teacher-led and designed initiative to promote meaningful opportunities for teacher leadership that improve student outcomes. Teach to Lead has become an important vehicle through which so many teachers are fighting to make their leadership dreams a reality.
While at the summit our U.S. teachers, including six who have been active in Teach to Lead, convened a meeting with Canadian, Dutch, German and Estonian teachers and are now creating an international team of teachers exchanging ideas and working to advance teacher leadership and innovation across the globe. The teachers who attended are also getting the word out to educators across the U.S. and are beginning conversations about one of the commitments we made this year–a domestic summit modeled after the international summit to highlight and expand teacher leadership opportunities in the U.S.
During the summit, countries discussed their different approaches to leadership and the importance of collaboration. The Ontario Minister described their competitive Teacher Learning and Leadership Program to fund teacher projects; Singapore builds leadership development into each of its three career tracks; Finland starts leadership training in its initial teacher preparation; and New Zealand discussed its new Communities of Schools initiative and Teacher-led Innovation Fund.
I came away from the summit discussions with a renewed energy and commitment to teacher leadership and collaboration at all levels of education. With Jeff Charbonneau, 2013 National Teacher of the Year, presenting, the U.S. delegation committed publicly to:
Convene a summit in the U.S. to highlight teacher leadership and expand leadership opportunities.
Continue to work to increase the number of children with access to high-quality early learning and encourage teacher leadership in this regard.
Work to increase access for learners of all ages to high-quality career and technical education and encourage teacher leadership in this regard.
As Sharif El-Mekki, principal of Mastery Charter School-Shoemaker Campus in Philadelphia, said “I was proud that teachers and principals were a part of the decision making process for establishing the United States’ commitments for this coming year. A classroom teacher (and leader) presented our commitments to the world. The significance of this was profound, and lauded by the other international teachers in attendance. It was a proud moment for teacher leadership, nationally and internationally.”
With our teachers in the lead, we are already moving ahead on our commitments and will report back on our progress to the international community next year at the 6th summit in Berlin, Germany. As Mark Sass, high school teacher leader from Colorado, said “It is exciting to know that the work we are doing around teacher leadership is building nationally, as well as internationally. I left the Summit empowered and energized knowing there is a global collective focused on elevating the profession.”
When we hosted the first international summit in New York City in 2011, it wasn’t evident that it would create an ongoing international community of practice dedicated to enhancing the teaching profession, and dedicated to improving learning for all students. But it has and that reflects the global view that all teachers and principals need and deserve excellent preparation, support and opportunities for growth. Our educators and students deserve nothing less.
Each March I look forward to joining colleagues from around the world at the International Summit on the Teaching Profession to learn from high-performing and rapidly improving education systems about ways to elevate and enhance the teaching profession in order to improve student learning. I never imagined when we started the International Summit in New York City in 2011 that it would become a vibrant and lasting international community of practice. But the thirst among countries to learn from each other is strong and on March 29 and 30, Canada is hosting the 5th Summit, Implementing Highly Effective Teacher Policy and Practice, in Banff, Alberta.
We’ve learned so much from past Summit discussions and can see a real connection to education policy and practice in the U.S. over the years, as well as significant progress on commitments made by the U.S. delegation at the end of each Summit. I am particularly excited about this year’s Summit because teacher leadership — one of our three Summit commitments last year — will be highlighted this year.
Last week Secretary Duncan reported back on the first year of Teach to Lead, an initiative in partnership with the National Board for Professional Teaching Standards that is designed to advance the national conversation around the future of the profession and promote meaningful opportunities for teacher leadership that improve outcomes for students. Teach to Lead is teacher-designed and teacher-led and has the support of more than 70 organizations, including the AFT and NEA which, along with Secretary Duncan, are part of the U.S. delegation to the International Summit. As Secretary Duncan said in front of a crowd of thousands, “I was hopeful [about teacher leadership] last year. I am convinced we are onto something really important and special now. Change has to come from teachers who own it and lead it.”
The progress and excitement in Teach to Lead over the past year has been phenomenal. Thousands of teachers have engaged in Teach to Lead through the online ‘Commit to Lead’ community, and more than 500 teachers, administrators, and representatives from supporting organizations have been at our regional summits and local leadership labs. Teach to Lead has truly been about elevating the teaching profession and supporting teachers by giving them opportunities to collaborate, plan and shape their own roles for their own contexts from the school to the state.
A real question for Teach to Lead is — what next? How does teacher leadership expand and grow? This year’s Summit agenda poses three questions that can help the U.S. to reflect on possible future paths.
How do high-performing countries promote deeper and more collaborative forms of leadership at all levels within education systems?
What strategies allow education systems to exercise consistent and widespread teacher leadership?
What should be the role of teachers and their unions and associations in creating conditions for teacher leadership?
Six amazing U.S. teachers who have been actively involved in Teach to Lead – from Colorado, Illinois, Kentucky and Massachusetts — are part of the U.S. delegation to this year’s Summit. This is an opportunity for them to share their work, to hear what other countries are doing to support and encourage teacher leadership, and to reflect on next steps to elevate and advance teacher leadership back home.
I am eager to learn from our Canadian hosts and other international colleagues and excited to do so with creative, committed teacher leaders from around the United States.
Maureen McLaughlin is senior advisor to the Secretary and director of International Affairs at the U.S. Department of Education.
On October 9th 2012, Malala Yousafzai was on a school bus returning to her home in Pakistan’s Swat Valley. A masked gunman boarded the bus and asked for her by name. When her classmates could not help but to glance at her, the gunman approached Malala and shot three times, hitting her in the head and neck. She was 15 years old and her only crime was advocating for equal access to education for all children.
On December 8th of this year, UNICEF declared that 2014 was a devastating year for children. Two years after the brutal attack on Malala, as many as 10,000 children have been recruited to fight by armed groups in the Central African Republic. In Syria, there have been more than 35 attacks on schools and 1.7 million children are now refugees. And a mere eight days after the UNICEF report was released, Taliban gunman launched an unimaginable attack on a Pakistani school, killing 132 students.
These are just some of the challenges that world leaders and non-governmental organizations face in their efforts to establish a new set of sustainable development goals. Technical experts and advocates from Save the Children and other groups are engaging in a series of global consultations on post-2015 education indicators. What has emerged is this: the only way to offer children a future free of violence and extreme poverty is to provide every child safe and equitable access to quality education. Simply counting the number of children in schools is not enough.
Of course, violence against children is not limited to countries outside our borders. Speaking to the Congressional Hispanic Caucus Institute in October, Secretary Arne Duncan referenced the impact violence has had on his own experience. He said, “I saw children who happened to come from a very violent community; who happened to all be African-American; who happened to be very poor. Despite many real challenges, many went on to do extraordinary things.”
Duncan also pointed out that students of color in the U.S. are more likely to be assigned inexperienced teachers; that they have less access to advanced classes; and that they are more likely to go to schools with lower-quality facilities, such as temporary structures. These are circumstances we can and must change.
In October, ED’s Office of Civil Rights issued guidance to states, school districts, and schools to help ensure students in the U.S. have equal access to educational resources. Initiatives such as My Brother’s Keeper and Excellent Educators for All are designed to help level the playing field for U.S. students who face an uphill battle in attaining an education. The goal is to ensure that our children – no matter their circumstances – have every opportunity to reach their full potential.
In the wake of the brutal attack in Peshawar and the seemingly never-ending violence against children in our own country, there is a tremendous amount of work left to be done. It’s in our nation’s best interest to prepare all of our children, not just a privileged few, for the challenges of the global economy. With the world’s focus turned to safe and equitable access to quality education, now is the time for us to make good on our promises.
Rebecca Miller is an International Affairs Specialist in the International Affairs Office at the U.S. Department of Education.
Last month in Rome, I attended an international meeting focused on increasing academic mobility by making it easier for individuals to use their college degrees in other countries. The annual meeting of the European Network of Information Centers (ENIC) draws participants from 55 countries, as well as representatives from UNESCO and the Council of Europe.
You may not have heard about “academic mobility” before, but it’s actually nothing new. From the time of the first universities in medieval Europe, students and scholars have traveled great distances and crossed borders to engage in academic pursuits. But what makes academic mobility such a prominent issue today is its scale and rate of growth.
Participants in the 21st ENIC-NARIC Conference, held in Rome, Italy, July 6-8, 2014. (Photo credit: Italian Center for Academic Mobility and Equivalencies)
The demand for higher education in many countries has increased significantly, while the number of international students worldwide also continues to grow, rising from 2.5 million in 2004 to 3.6 million in 2010. And for all students earning academic credit or degrees abroad, ensuring that those credentials will be recognized when they return home is critical to their future prospects for employment or further study.
Years ago, just after graduating from college, I spent an additional year studying in Buenos Aires, Argentina. As is the case with most students who go abroad, immersion in another language and culture was a life-changing experience. I didn’t realize it at the time, but not only was I starting down a path toward a career in international education, I was also engaging in something called academic mobility.
Today, as the U.S. representative to the ENIC network, I provide information to counterparts in other countries to help in their evaluation of U.S. credentials, including those that are less well known outside of the United States—like associate degrees and industry-based certifications. I also respond to inquiries from U.S. graduates wishing to work or pursue graduate studies abroad and to questions from foreign-educated graduates planning to work or go to graduate school in the United States.
But the recognition of degrees is just one aspect of academic mobility. Academic mobility comprises all cross-border education activities that involve the movement of people, programs or institutions. And as globalization continues and higher education evolves along with it, academic mobility is becoming a topic of increasing relevance.
Today, I understand the benefits of academic mobility from professional as well as personal experience. And now more than ever, events and challenges around the world affect all of us on a day-to-day basis. That’s why I’m passionate about working with my international colleagues to help students expand their horizons through study abroad and to facilitate the recognition of degrees and other credentials. Academic mobility helps create more globally competent citizens with the 21st century skills that every nation – and the world as a whole – needs.
Rafael Nevárez is an International Education Specialist in the International Affairs Office. He serves as U.S. representative to the European Network of Information Centers (ENIC) and as a vice president on its steering committee, the ENIC Bureau.
Wadley and Secretary Duncan solve a math problem together. (Photo credit: U.S. Department of Education)
“Education is the only solution.” – Malala Yousafzai
On January 12, 2010, when Wadley – a girl growing up in Port-au-Prince, Haiti — was just seven years old, the world that she once knew was forever changed. An earthquake killed hundreds of thousands and left just as many injured. Its aftermath was unimaginable. Thousands upon thousands were left homeless and found themselves scrounging for the most basic necessities. Like so many others, Wadley and her mother moved to a tent city. Despite all the hardships, Wadley held on tight to her dreams: she wanted more than anything to go back to school.
When she found out the school had reopened she was overjoyed. She dropped the bucket she used to gather water and dashed home to tell her mother. But Wadley’s mother told her that she would not be returning to school because there was no money to pay the fees. Undaunted, Wadley returned to the makeshift school. The teacher sent her away. “You are not a student here,” the teacher said. “Your mother hasn’t paid.” Wadley didn’t really understand what money was, but it seemed to make a difference in life. Still, Wadley desperately wanted to be in school. So, she went back, again and again, until finally, her teacher gave in.
Wadley is one of the lucky ones. She is back in school and happiest in her favorite class — science. In November, 2013, she even had a chance to do math problems with Secretary Duncan during his visit to Haiti. According to the Global Monitoring Report, in 2012, 66 million girls were not in school. All the facts tell us that educating girls worldwide is not only the right thing to do, it’s the smart thing to do. Children are twice as likely to survive when their mother is literate. Women who are educated are more than twice as likely to send their children to school. Evidence shows that crop yields increase by ten percent when women own the same amount of land as men. And when a country sends ten percent more of its girls to school, GDP increases by three percent on average.
From left: Jamira Burley, U.S. Representative to the UN Global Education First Initiative Youth Advocacy Group; Samantha Wright, Vice President of Impact Strategy, Girl Rising; Christie Vilsack, Senior Advisor for International Education, USAID; Maureen McLaughlin, Senior Advisor to the Secretary and Director of International Affairs, International Affairs Office; Rachel Vogelstein, Fellow for Women and Foreign Policy, Council on Foreign Relations (Photo credit: U.S. Department of Education)
On July 17, the International Affairs Office hosted a panel discussion at the U.S. Department of Education on the importance of educating girls worldwide and a screening of excerpts of Girl Rising, a film which highlights Wadley’s story as well the stories of eight other girls. Senior Advisor to the Secretary Maureen McLaughlin served as moderator. The panelists reminded us that, though great strides have been made, much work is left to be done. They also challenged those in attendance to roll up our sleeves and get involved. On a large scale, USAID announced a new program to increase enrollment and improve early-grade reading for at least 500,000 children, including 250,000 girls in Northern Nigeria. Here at home, individually, we can teach our own children about the challenges girls face around the world. We can increase their empathy and understanding. And we can encourage them to think globally and act locally.
Rebecca Miller is an international affairs specialist in the International Affairs Office at the U.S. Department of Education.
A sweeping majority of secondary school teachers in the U.S. report that they are satisfied with their jobs — that is one of the main takeaways from a new survey, called the Teaching and Learning International Survey (TALIS). The survey provides a unique opportunity to hear from U.S. teachers and to compare the views of educators in this country with those from educators around the globe.
According to the report from the Organisation for Economic Co-operation and Development (OECD), 89 percent of U.S. teachers are satisfied with their job – nearly the same as the international average of 91 percent. According to the survey, which reflects self-report by “lower secondary” teachers (grades 7, 8 and 9 in the United States), 84 percent of U.S. teachers surveyed stated that they’d choose teaching if they could decide on a career path again. This positive response is higher than the average (78 percent) for other TALIS countries.
In 2013, TALIS surveyed more than 100,000 lower secondary teachers and principals in 34 education systems around the world, asking them for their views on job satisfaction, working and classroom conditions, professional development, teacher appraisal, and more.
Unfortunately, while U.S. teachers and principals are positive about their jobs, their optimism doesn’t extend to believing that society values their work. Only one-third of U.S. lower secondary teachers believe the teaching profession is valued in U.S. society, which is slightly above the TALIS average, but well below other high-performing education systems. In Singapore, 68 percent of teachers believe their society values their profession; in Korea, 67 percent do; and in Finland, 59 percent feel that way.
TALIS shows highs and lows in the area of teacher training and professional development as well. Lower secondary teachers in the U.S. report higher-than-average levels of education and participation rates in professional development (PD), but they are less positive about the impact of PD. For example, nearly all U.S. lower secondary teachers have completed higher education. And, 84 percent of U.S. teachers report that they attend courses or workshops, compared with the TALIS average of 71 percent. But in every PD content category, U.S. lower secondary teachers are less likely to report a moderate or large impact on their teaching.
TALIS also shows that U.S. lower secondary teachers tend to work independently, with 42 percent of teachers reporting that they never engage in joint activities across classes and age groups. Half of U.S. teachers report that they never observe another teacher’s classes or provide feedback to peers.
TALIS presents an opportunity for teachers, principals, policymakers and others to delve more deeply into data that can be beneficial in the effort to support and elevate the teaching profession in this country.
Engaging with teachers in discussions on teacher leadership through new initiatives like Teach to Lead and the Department of Education’s RESPECT (Recognizing Educational Success, Professional Excellence, and Collaborative Teaching) project are important parts of the effort to make teaching a valued and respected profession on par with medicine, law, and engineering in this country. It’s our hope that the next TALIS survey, which will be conducted in 2018, shows even further increases in teacher satisfaction, collaboration, and their perception about the value of their critical profession.
My belief that a failing education system is one of the biggest problems faced by many societies is what compelled me to pursue an internship at the Department of Education. Working in the international affairs office (IAO) has offered me the perfect opportunity to combine my two passions: international affairs and education policy.
I have learned more about improving access to a quality education and that education can be an effective tool in eradicating poverty, advancing gender equality, ensuring healthy lives, supporting environmental sustainability, promoting good governance, and enhancing peace and security.
Gaining valuable experiences as an intern. From left to right: Noel Schroeder of Women Thrive Worldwide; Allison Anderson of the Center for Universal Education; Meredy Talbot-Zorn of Save the Children; Rebecca Nasuti, Intern at ED’s IAO; Beckey Miller of ED’s IAO; and Laura Henderson of Women Thrive Worldwide (Photo credit: U.S. Department of Education)
Engaging with numerous organizations such as the United Nations Educational, Scientific and Cultural Organization (UNESCO), Organization for Economic Co-operation and Development (OECD), Organization of American States (OAS), and Asia-Pacific Economic Cooperation (APEC) has provided me with a substantial body of knowledge.
As an intern, I am exposed to the multifaceted ways ED engages with the international community to improve education.
During my first couple weeks, I was able to meet the Chinese Vice Minister of Education and his delegation during a meeting to discuss issues such as student exchanges, K-12 policy development, and higher education collaboration. I also met representatives from the Center for Universal Education, Save the Children, and Women Thrive Worldwide to discuss post-2015 education goals and targets to enhance equitable education for all.
I’ve seen the IAO’s involvement with the U.S. Agency for International Development (USAID), the State Department, and the Peace Corps, and I have worked on updating and developing new content for the APEC Education Wiki that spans decades of cooperation in the Asia-Pacific region. I believe education initiatives within APEC are particularly important and timely, as President Obama’s “Pivot to Asia” stresses the significance of enhanced partnerships and diplomatic ties in the region. I am so humbled by this experience and I feel as though I’ve already become a more globalized citizen — and this is only the beginning.
Even though I have grown up during a time where Facebook, Twitter, Skype, and smart phones are the norm, I’ve never questioned that we are more interconnected today than ever before. But accepting how inextricably tied we are to each other can be daunting. I can confidently say that interning in the IAO has already strengthened my ties to the world outside of Peachtree Corners, Georgia.
After graduation, I plan to apply for a Fulbright English Teaching Assistant Grant in the Asia-Pacific region so I can utilize the skills I am acquiring during my internship within the framework of a totally new education system.
In the long-term, I plan to be a lifelong international nomad in hopes that I can continue to learn about the people and cultures with whom we share this earth. In a society running toward innovation and advancement, there is no telling where we will be decades from now. To quote Secretary Duncan, “expanding educational attainment everywhere is the best way to grow the economic pie for all.”
Wherever we go from here, we’re going together as an interconnected network of nations. I’m excited to see what’s to come.
Rebecca Nasuti is an intern in the International Affairs Office at the U.S. Department of Education.