Cultural Intelligence Pillar
Research has shown that no one teaching strategy will consistently engage all learners. The key is helping students relate lesson content to their own backgrounds. To be effective in multicultural classrooms, teachers must relate teaching content to the cultural backgrounds of their students. According to the research, teaching that ignores student norms of behavior and communication provokes student resistance, while teaching that is responsive prompts student involvement (Olneck 1995). There is growing evidence that strong, continual engagement among diverse students requires a holistic approach—that is, an approach where the how, what, and why of teaching are unified and meaningful (Ogbu 1995).
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Global Intelligence Pillar
Global Success Education are important because of the interconnected world in which we live and work. Global awareness training creates global citizens, prepared to interact with citizens from different cultures, religious backgrounds and countries. Teaching global success skills helps students learn tolerance and respect for others and gives the opportunity for students to discover the impact of their decisions on the people throughout their community and the world.
The idea behind global awareness is to create global citizens who are open to those raised in different countries, cultures and religious settings. For teachers, it's an opportunity to open students' eyes to how everyday decisions in their own lives can impact the lives of people around the globe.
There’s no question that employers are looking for more than just a strong academic performance in secondary and post-secondary education. Becoming a leader helps one build a strong resume that showcases how one can make things happen and how to work well with others. A resume that is packed with a variety of leadership experiences demonstrates the special gifts and talents that sets one apart from other candidates.
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LifeLong Learning Pillar
Promotion of lifelong learning is a critical pillar for schools. Lifelong Learning requires special knowledge, attitudes and skills on the part of students, teachers and leaders. Research indicates that increasing instructors’ and students’ knowledge about lifelong learning leads to an increased interest in a thirst for knowledge. Staff and students, who readily accepted lifelong learning as a guiding principle, showed an increased interest in their own learning and adopted skills critical to learning.
Mentoring Relationships Pillar
W. Brad Johnson, PhD, a psychology professor, and author of several books about mentoring states that "Research shows that mentees generally perform better in their programs and after they get out of school" than students without mentors. In addition: mentoring.org statistics show that young at risk adults who had a mentor are: 55% more likely to enroll in college, 52% less likely than their peers to skip a day of school and 37% less likely to skip a class. Mentoring assures students that they are not alone in dealing with day- to-day challenges promoting self-esteem and confidence.
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