Help keep our free events going by becoming a supporter of Global Ed Events! Your donations will support the Global Education Conference, Global Education Day, Global Collaboration Week, and more! We appreciate you! Click HERE for more information.

Premier Partners

Huge thanks to our premier partners! For more information on supporting our events by becoming a premier partner organization, click HERE


Please share out your prototypes here, and then visit other teams' threads to provide feedback.

Views: 105

Replies to This Discussion


High expectations without training. , Expectation beyond standards, Multiple initiatives, fear of being ostracized for creating more work, , Lack of Focus , Lack of time, Social Media, Fear of Change, If it doesn't come from leadership why bother, tension between district and community, community pushback from stakeholders, lack of vision and mission (lack of knowing it, having one or communicating it). Ground swell effect of waiting for someone else to take care of it. Pressure of test scores. Pressure to cover more and more curriculum.  I've always done it that way why do it any different. Others are disengaging and managing student behavior that is different from classroom to classroom. They see innovation as more work. Overestimation of what teachers know and don't know. Foundations must be built before a grand plan can be set in motion. Lack of coaching structure and lack of collaboration structure. Imposed at the district top down. Being told to do something. Lack of culture and team building that is explicit and intentional. Underestimate what our students CAN do!

Group 6 Problem Statement:

How might we create psychological safety to connect and motivate a culture of change makers? (Motivation, appreciation, being valued, competence, testing pressure, expectations)

When people are doing okay what is the key motivator to be a global initiator? What makes a good life?: 


Asking students “What Makes a Good LIfe?” Knowing students and what students want. Modeling empowering and getting to know teachers. Open-ended planning. How do we create our best school and our best self. Brainstorm how to get there. Teacher voice, process for listening.  How can we teach kids to live in communities. Take action on things that make a global impact that we can all agree on. Look beyond the immediate community and develop society goals. How does your best life affect others. Social Contract: 

Create a social contract by answering: 

1. How do you want to be treated by me? 

2. How do I want to be treated by you?

3. How do you want to be treated by each other? 

4. How do you want to be treated when there is conflict? 

Acceptance and openness and willingness to awknowledge what can be infused. The way teachers evaluations are done. 

wow!  Great job!  Very in-depth!


Team building, instructional coach, teacher created evaluation, teacher evaluation continuous improvement, 360 evaluations, teachers evaluate leaders, common planning time, initiatives integrated into everything, clearly defined feedback mechanism, clear vision and mission, community involvement, servant leadership, collaborating with other districts for benchmarking, budget: where does the money come for extra hours, prioritize funding to culture, make happy teachers, make happy kids, culture of appreciation, how do we make kids into changemakers, structured open forums for students to share, voice and choice, build global competence through projects to let them do it, train them, professional development, create unity not silos, you’re never going to have 100%, navigating adversity, principal training, leadership within a district on best practices and ask to implement across disciplines and report back, incentivize, data driven, climate surveys, mentor roles incentivized, empowerment, recognition, personalities of people, purposefully pairing, pick co-workers and team members, 


© 2020   Created by Lucy Gray.   Powered by

Badges  |  Report an Issue  |  Terms of Service