ROVING SCHOLAR REPORT SCHOOL YEAR 2014/15 FULBRIGHT ROVING SCHOLAR REPORT

Since 1987 the Fulbright Roving Scholars program has arranged for skilled American educators to visit schools all over in order to lead class sessions for students and professional development work- shops for teachers. These Roving Scholars (aka Rovers) visit lower and upper secondary schools and offer sessions on a wide variety of topics. In addition to helping students improve their English language proficiencies, Rovers seek to increase student knowledge of U.S. history and culture, and to engage stu- dents and teachers alike through use of state-of-the-art teaching methods. Through exposure to numer- ous schools and teachers around the country, Roving Scholars also have the opportunity to learn about education in Norway and get ideas for their own teaching to take back to the U.S.

The U.S.-Norway Fulbright Foundation and our partners at the Norwegian Centre for Foreign Languages in Education strive to select applicants who are well-suited to serve Norwegian students and teachers. Rovers are expected to be highly qualified educators with a passion for teaching and a sincere interest in learning from their experiences in Norway. They are also expected to be capable of handling the chal- lenges associated with a demanding travel schedule, andto be readily adaptable to teaching groups of students they have not worked with before.

In August, 13 educators submitted applications to the Council for International Exchange of Scholars to serve as Roving Scholars during the 2014-15 school year. After being screened by a panel of US schol- ars, most of these applications were forwarded to the Fulbright office for further consideration. Fulbright staff, along with staff from the Norwegian Centre for Foreign Languages in Education, reviewed the appli- cations, solicited and watched sample teaching videos, and then held Skype interviews to get a better sense of what each applicant had to offer. After careful consideration, three principal candidates and two alternates were recommended to the U.S.-Nor- way Fulbright Foundation board for selection. The board concurred with the rec- ommendations and the three principal candidates were welcomed to Norway in August, 2014. “Every visit is like the first day of school.” – 2014-15 Rover Heather Bandeen

UNGDOMSSKOLE ROVER VIDEREGÅENDSKOLE ROVERS

Sarah Dougher is an educator, William “Lud” Baldwin has writer and musician from Portland, served as a classroom teacher Oregon, where she teaches on and drama director for more than topics of popular music, gender, 30 years at the Kingswood Oxford and activism studies at Portland School in West Hartford, Connecti- State University, and works with cut. He has a Master’s Degree in the education nonprofit Rock ‘n’ American Literature from Middle- Roll Camp for Girls. She has a bury College, and Connecticut Ph.D in comparative literature from State teacher certification for University of Texas, Austin, is a grades 7-12 in Business, Theater, frequent guest teacher in middle and English. Baldwin has directed and high schools, and has taught more than 50 Broadway musicals at numerous teachers’ institutes. and more than 200 plays in school Dougher uses popular music to and community productions. He encourage students to explore uses literature and the creative contemporary and historic social arts to encourage students to try movements and to gain perspec- new things and to engage them tive on what it means to partici- more actively in their own learning pate in public life. processes.

Heather Bandeen is an Education Foundations faculty member at Inver Hills Community College in Minnesota where she works with students who are considering the profession of teaching. She holds a Ph.D. in Education from the Ohio State University, has been a teach- er in urban and rural elementary schools, and has taught in teacher education programs at universities in Michigan, Ohio, and Washing- ton. Bandeen has also worked with federal policies, including the Workforce Investment Act and Race to the Top. She is particularly interested in the historical, social, and cultural issues that shape ed- ucation in the United States, and has made this the focus of many of the classes she offers. CITIES VISITED BY ROVERS IN 2014-15

Sarah Dougher US Level Rover 78 Total Teaching Days

William Baldwin VGS Level Rover 122Total Teaching Days

Heather Bandeen VGS Level Rover 89 Total Teaching Days

TOP 10 CITIES LUD BALDWIN HEATHER BANDEEN SARAH DOUGHER 18 Oslo 10 Harstad 7 11 Stavanger 6 Kristiansund 4 9 Bergen 5 Oslo 4 7 Trondheim 5 Arendal 3 Ålesund 5 Bardufoss 4 Bergen 3 Mosjøen 4 Sortland 4 His 3 Nesttun 4 Alta 3* Stavanger 3 Trondheim 4 Brumunddal 3* Tolvsrød 3 Hammerfest 3* Fredrikstad 3* Bodø 2* Kristiansand 3* Hønefoss 3* Flisa 2* *Mulitple cities tied at this number of teaching days TOP 5 COUNTIES LUD BALDWIN HEATHER BANDEEN SARAH DOUGHER 21 Sør-Trondelag 12 Troms 10

Oslo 18 Rogaland 11 Møre & Romsadal 9

Hordaland 13 Oslo 10 Hordaland 8

Akershus 11 Hordaland 8 Aust-Agder 6

Nordland 10 Nord-Trondelag 7 Sør-Trondelag 6

COUNTIES VISITED BY ROVERS IN 2014-15

Akershus 23 Aust-Agder 7 Buskerud 7 Finnmark 15 Hedmark 16 Hordaland 29 Møre og Romsdal 17 Nordland 20 Nord-Trøndelag 11 Oppland 1 Oslo 32 Rogaland 37 Sogn og Fjordane 4 Svalbard 2 Sør-Trondelag 24 Telemark 0 Troms 16 Vest-Agder 6 Vestfold 8 Østfold 4 EXTENDING THE BENEFITS St. Augustine, Florida (pictured on cooperation. Since the link be- OF ROVER VISITS the right). Their hands-on session, tween USC and Akershus Country “Breaking News: Primary Sources began, there have been three Go Global,” focused on the use of “Southern Heritage” study tours Roving Scholars in the News primary sources in teaching world to South Carolina that approxi- history. Burke moderated the mately 30 English teachers have It is not uncommon for schools session. Skretteberg talked about participated in. Both parties are to publish short articles on their historical education in Norway and seeking ways to continue and ex- websites and/or Facebook after how he has used primary sourc- pand opportunities for educational a Roving Scholar visit. Students es from the Library of Congress exchange of their teachers and sometimes write the articles, with his students. And, similar to students. occasionally in English, and they the teacher workshops she led as often feature pictures from the vis- a Roving Scholar, Potter helped Polly Kaufman ’99-’00 was one it; these stories provide additional participants to create exercises of nine honorees for National insight into what the program for their own classrooms using Women’s History Month 2015. looks like in practice. primary sources. The award recognizes people “who have contributed in very In addition, readers of Education Through continued collaboration special ways” to making the role Week Teacher were introduced to between the University of South of women in history more visible. the Roving Scholar program and Carolina (USC) and the English Kaufman has written many articles given some insight into Norwegian Teachers’ Network of Akershus and books on women’s history, education with the publication County Council, David Virtue ‘10- and helped create several wom- of an opinion piece by Heather ’11 brought a group of his educa- en’s history trails. Her Fulbright Bandeen entitled, “A View From tion students to Norway in May. work was mentioned in the award Norway: A Teacher’s Thoughts on Their study tour consisted of one announcement, along with the International-Education Compari- week of learning about Norwegian guide to statues of women in Oslo sons.” culture and history, and one week that she put together when she of in-depth exploration of the was in Norway. ROVING SCHOLAR ALUMNI Norwegian educational system. ACTIVITY During the second week, the stu- Colin Irvine, ’10-’11, was selected dents had homestays with Aker- to serve as Vice President of Aca- In March Tor Arne Skretteberg, a shus English teachers and visited demic Affairs and Dean of Carroll teacher from Nydalen VGS, along the schools where they teach. College in Helena, Montana. with Flannery Burke ‘13-’14, Lee Ann Potter ‘09-’10, and Maggie While in Oslo, Virtue and repre- Michael Hillis ’00-’01 started a Crawford of the Newseum, led a sentatives of the Teacher’s Net- new position as Dean of Education workshop at the National Council work held meetings to explore at California Lutheran University in of History Education conference in ideas and resources for additional June. 3/12/2015 Professor besøker skolen Logg inn SARAH’S VISIT TO ÅNDALSNES UNGDOMSSKOLE

Professor besøker skolen

Forberedelsen til muntlig eksamen i engelsk er i full gang! Sara Dougher fra universitetet i Portland reiser dette året rundt på ungdomsskoler i Norge for å snakke med elevene om Civil Rights Movement, Children's crusade in Birmingham Alabama og Martin L. King Jr. Hun har vært sammen med 10. trinnselevene våre i to dager. Elevene har laget sanger rundt tema som opptar dem, og framført dette for hverandre; på engelsk så klart. Nyttig, og veldig lærerikt!

http://rauma.pedit.no/web/PageND.aspx?id=1451549 1/1 2013-14 ROVING 1. You Don’t Own Me: trouble in the north, and longed for SCHOLAR WORKSHOPS Soundtracks for Women’s Lib- home. In this class, we will study eration the form of the blues, three blues Roving Scholars design work- Although American women gained songs about traveling, and we’ll shops that are intended to be in- the right to vote in 1920, they still follow the paths of migration taken formative, engaging, and useful for faced discrimination in the work- by these travelers to their new students and teachers alike. Each place and in the wider culture in lives in the north. Rover brings unique knowledge 1960. This was especially true for and experience to the position; the women of color. The social and 3. “I’m Not a Juvenile Delin- content of the workshops offered political movement that would quent”: The Invention of the is a combination of their individual become women’s liberation was American Teenager specialties and what is likely to be spurred on in part by the voices of This workshop explores the most useful in secondary school teenagers singing in girl groups. definition of the “teenager” as a education. Roving Scholars also This early form of rock ‘n’ roll historical category that came to adapt their workshops based on spoke the desires and concerns of prominence in American culture feedback from teachers over the young women as they faced sex- in the 1950s, and was described course of the year. ism and racism in their daily lives. and explained partially in relation In this workshop, we will listen to popular music. At this time, When communicating with poten- to examples of girl group music, the idea of the “teenager” car- tial hosts, Rovers try to learn as and talk about how songs help us ried with it certain assumptions much as possible about who they clarify political issues that impact about the race, gender, class and will be presenting to so they can our personal lives. other elements of identity of the adjust the content and structure of person it described. Students will the requested workshop accord- 2. “Train’s at the Station, I Hear learn about how music influenced ingly. The most common adjust- the Whistle Blow”: Blues and the images of teenagers at this time, ments they make are for language Great Migration and have a chance to discuss level and group size. In addition, Between 1910 and 1970, over six contemporary issues of concern they sometimes design special million African Americans traveled to American teenagers. workshops upon request. from their homes in the southern United States to cities and towns 4. Protest Music and the Civil Here are the workshops offered by in the north and west, and they Rights Movement: Birmingham the 2014-15 Roving Scholars, as brought blues music with them. Youth and Creative Lyric Writing they appeared on our website at They left for many reasons: to Singing played an important role the end of the year. pursue economic opportunity, to in the Civil Rights Movement in escape the racism of the Jim Crow the U.S. throughout the 1960s. SARAH’S WORKSHOPS FOR south, or to move from the coun- Organizers used traditional music UNGDOMSSKOLEN STUDENTS try to the city. They often found from African-American church- new kinds of discrimination and es, and popular musicians also used images and ideas related SARAH’S WORKSHOPS FOR is only the first step in helping to freedom and change in their UNGDOMSSKOLEN TEACHERS them become active and engaged music. This workshop explores the & TEACHERS-IN-TRAINING citizens. This workshop reviews story of Birmingham youth who approaches to facilitating media participated in nonviolent protests 1. The Beat Goes On activism in the classroom. in the summer of 1963, and the This workshop expands on the song they created to the tune of materials and techniques used to LUD’S WORKSHOPS FOR “The Old Gray Mare.” In addition teach each classroom lesson, giv- VIDEREGÅENDE STUDENTS to learning about different songs ing teachers the tools to continue from the movement, students will work on the subject, or to replicate 1. The Business of America identify issues that are important the lesson in the future. Is business, if the former chairman to them, and compose lyrics about of General Motors is to be be- one issue to a well-known song of 2. Tools for Teaching Music lieved (“What’s good for General their choosing. History Motors, is good for the USA”), This workshop focuses on how good for America? We will look at 5. “Back in Black Mountain”: education about music and music the topic of the businessman-and Bessie Smith, Blues Structure cultures has been developed to woman- using Broadway musi- and Creative Lyric Writing address requirements related to cals (How to Succeed in Business The blues are a uniquely American Common Core Standards in the Without Really Trying) plays (Arthur song form that describes a wide U.S. We will take a careful look at Miller’s Death of a Salesman) variety of human emotions and ex- curriculum related to the The Mis- current movies (The Big Short), periences, and is rooted in African sissippi Blues Trail and Rock and games (Monopoly), and the New American musical culture. In this Roll: An American Story, devel- York Times/ Wall Street Journal to class, students will learn about oped by the Rock and Roll Forever try and decode the current ethos. Bessie Smith, one of the most Foundation. Is the future in the hands of a famous singers of the 1920s and corporate elite? Additional topics 1930s. Her life and her death de- 3. Creating Podcasts to Tell on stock market investing, how to scribe important aspects of Amer- Stories read an annual report, etc. avail- ican society, including ideas about Focusing on the needs of ung- able on request. fame, gender, and the roles racism domsskolen students, this work- played in every-day life. Students shop helps teachers gain the skills 2. Gridlock as Governance will learn about one of her famous to guide student storytelling using How can social democracies get songs, “Black Mountain Blues,” digital recording technology. anything done when so many and try their hand at writing lyrics disparate interests must be satis- to a blues song – one that imag- 4. Activist Classrooms – Beyond fied? Does the American Federal ines a world upside down. Media Literacy system of ‘Checks and Balanc- Asking our students to think crit- es’created by our forefathers, ically about media they consume still work, or has modern society relegated it to the dust heap? it into a participatory theatrical wife Linda). Have constitutional monarchies ‘event’. Lots of important skills: kept pace, or are they setting the selecting material, adapting, orga- 7. Exportation of … Violence? trends? Civil rights, gender politics nizing, putting the work on its feet, Does America’s love affair with and the latest in Supreme Court performing, etc. will allow students firearms and the Second Amend- decisions and legislative achieve- to participate in meaningful ways ment (“Congress shall make no ments (or lack thereof?) will inform and ‘own the project’. law”) encourage /enable/ empow- the discussions. er those with violent fantasies 6. Professional Prognostication both at home and abroad to act 3. Speaking of Paradox Do you want to be a pundit? on those insane fantasies? Is the A focus on weird words and con- Would you like to be able to tell violence that permeates Holly- tradictions will serve as a back- people where society is head- wood’s action movies ‘spreading drop for fun explorations in public ing? Then look at what your the gospel of violence ‘throughout speaking. We will explore ‘lying playwrights are doing. This brief society’? Do violent videogames for the win’, ‘fictionary’ , effective overview will demonstrate/eluci- desensitize youth, and encourage gestures, and charades to help date/reinforce the truth that, just the commission of violent acts? move students out of their comfort as Ibsen did many years ago, The latest research is surprising, zone, put down their cell phones, American playwrights are high- and along with the latest statistics, and interact verbally - face to face! lighting society’s ills and defects the debate will continue. Added bonus: fun with grammar… and ‘preparing the way’ for the social change that follows. Tracing 8. Spoon River Anthology 4. Acting for the Win the civil rights movement back A study of this masterpiece of Using theater class exercises and to the 1940’s , musicals such as American Literature (which has acting theory as a tool for person- South Pacific explored the topic of also been adapted for the stage) al development, with a focus on racial discrimination (“You’ve Got leads to an excellent writing body and voice, we will move a lot to be Taught”) , and H2$ucceed workshop. The brief vignettes of and make noise, so this workshop looked at sexism (“Happy to Keep the mythical town of Spoon River, will require a space that allows us His Dinner Warm”), while plays “spoken” by the deceased inhab- to stretch our muscles and raise like Death of a Salesman looked at itants, gives a fascinating glimpse our voices… if time and space age discrimination and Angels in into the life of pre-WWI America. allow, we may try the latest phe- America explored the persecution This leads to the student creating nomenon on late night American of gay men in America. All of these his or her own obituary. television- lip sync exhibitions! works foreshadowed the civil Writing your own obituary is a rights, women’s rights and gay weird/challenging writing exercise, 5. Dramatize rights agendas, and some even of- and it is fun and instructive for We will take whatever work of liter- fered solutions( “Attention must be many reasons. The students are ature you are currently studying paid”, says Arthur Miller, through free to imagine any exotic or in- and explore the ways of turning the mouthpiece of Willie Loman’s teresting death story they wish to concoct for themselves, and they basic ground rules, and other al for meaning. This will involve are free to have themselves die at confidentiality considerations will lots of movement, and no small any age they wish. The results are be included. The workshop can be amount of laughter. The main fun to share – some will be willing extended to include how- to ses- schools of training for actors to read theirs out loud, or have sions for exploring sketch comedy focus on two approaches - the them read by the teacher, and they as well, using British (Beyond the first is based on the work of the can then compare their efforts Fringe/Monty Python) Canadian famous Russian actor and direc- with real obituaries copied from (SC-TV) and American (Saturday tor, Constantine Stanislavsky. This the local media. This can lead to Night Live) models. Upon request, was developed for actors who very interesting discussions about English Music Hall, Burlesque and had finished their ‘apprenticeship’ accuracy, concision, word choice American vaudeville roots can be with the Moscow Art Theater, and and narrative, all of which can be incorporated. requires extensive research in a used to highlight strengths and character’s background and mo- weaknesses in their own writing. 2. The Spoken Word tivation. A parallel system works For added fun, especially if poetry Creating a useful set of exercises extensively with movement tech- is on the docket for study in the and drills for practice of public niques. Both will provoke laughter near future, the relation of haiku speaking, including but not limited and will provide a background for to prose can be illustrated by to the reading aloud of poetry, discussion and experimentation. using epitaphs - there are many fiction and nonfiction works in ex- collections of very funny/poignant periential frameworks. The work- 4. Flipping Out ones- to further focus the students shop will explore student centered This workshop will focus on the on the power of a few well-chosen strategies for encouraging self-ex- hot trend of ‘Flipping the Class- words. pression, and will ask participants room’, and will discuss /examine to take a few chances. Don’t be pros and cons of the technique. LUD’S WORKSHOPS FOR shy- or DO be- but speak out any- This very trendy topic creates a VIDEREGÅENDE TEACHERS & way; Includes topics like handling ‘reverse paradigm’, in that teach- TEACHERS-IN-TRAINING of stage fright, length of speeches, ers will expect students to cover and debate preparation. new material at home through 1. Improv readings, and recordings via the This ‘how-to, hands on’ work- 3. Teaching the Skills of the Ac- web, and then to utilize class time shop will focus on developing the tor for Everyday Success for practice and reinforcement of framework and skills for use of im- This can be incorporated into skills, a process usually saved for provisation with a capital “I” to in- many classrooms, and examines homework. If you flip, or prefer to spire and involve students. This is the use of basic stage exercises approach the task as a tradition- an anti-electronic media approach and techniques to help students alist, or fit somewhere in between, to performing improvised comedy learn to relax and focus, to help the use of current research and and creating safe space for cre- them be ‘present’ in the moment, examples will help inform your de- ativity. Group process guidelines, and to look deeper into materi- cisions in how and when to “Flip”. 5. Emotional Intelligence HEATHER’S WORKSHOPS FOR ments attempt to plan for an aging Much research has focused on the VIDEREGÅENDE STUDENTS and increasingly diverse elector- importance for preparing students ate. In this workshop, students will for learning. One of the biggest 1. Images of Americana: Per- sift through census reports, maps, barriers in daily classroom prac- spective-taking through Artwork and first person narratives. They tice is a lack of focus on the part and Photography will reflect upon these demograph- of students. The reasons for the Capturing large – and small – ic shifts and propose strategies students’ distracted behaviors moments through artistry and a to support emerging social and are many and varied, but Dr. Mark photographer’s lens encourages cultural needs. Students will also Brackett of Yale Center for Emo- the rest of us to pause. In this explain what they value in terms tional Intelligence has developed workshop, students will become of identity. How do we collectively a method for teachers to take immersed in perspective-taking and inclusively plan for the future? control of the emotional climate in exercises that mirror a particu- their classrooms. lar moment in American history. 3. Read All About It: What do The session(s) will cover the latest Whether it is a glimpse of the Civil Newspaper Headlines Say about in research and application from Rights movement or a snapshot of Schools in the United States? the Yale Center for Emotional a march during Women’s Suffrage, In these times of 24/7 streaming intelligence - the meters, the tools, one image can convey volumes news, it is becoming increasingly and the justification for spending and inspire numerous questions. rare to receive newspaper de- time on this crucial skill, especial- This reflective lesson will be- liveries at your front door. In this ly in upper secondary schools. gin with images and launch into workshop, students will peruse Many school districts are investing substantive questions related to a newspaper, called Education heavily in this area as a response compelling events that have pro- Week, to delve into the news of to school violence. foundly shaped the United States. American schools from testing How do moments like these alter to technology to school safety. 6. Dramatize! the ways we see ourselves? Students will compare numerous Take a work of literature, and learn articles that analyze the pressing the collaborative approach for 2. Demographics & Diversity: A issues facing teachers and stu- turning it into a participatory, the- Reflective Look at Norway and dents in the United States today. atrical event. This ‘page to stage’ the state of Minnesota This exploration will support stu- approach puts the creative re- The country of Norway and the dents as they write a Letter to the sponsibility on students, and gives state of Minnesota share numer- Editor. What strategies would they them ownership of the project and ous commonalities and con- implement to improve schools, the results. The workshop will nections related to diversity and from policy to the classroom, and empower teachers to utilize the patterns of immigration. Across how can widespread educational local environment and tailor their urban, suburban, and rural areas reform happen? work to specific audiences. in Minnesota, communities are shifting dramatically while govern- 4. Choose Your Own Adventure: visitors might experience. These 2. Active Learning Strategies: Enrolling and Succeeding in an nuts and bolts activities will lead Enliven the Classroom & Create American Community College to a discussion and critical reflec- Assessment Opportunities Higher education across the tion regarding our collective un- Active learning can be integrat- United States involves an incredi- derstanding of amusement. What ed with formative assessment to ble number of choices, from type does the amusement industry say create a classroom environment of school to location to finances. about culture, contentment, and where students are not only Once students are admitted, the capitalism? engaged with a given topic, but choices continue. In this work- also have multiple opportunities shop, students will experience HEATHER’S WORKSHOPS FOR to demonstrate understanding. enrolling in an American communi- VIDEREGÅENDE TEACHERS & In this workshop, teachers will ty college, scrutinizing the course TEACHERS-IN-TRAINING choose a series of active learn- catalog, navigating campus, and ing strategies to incorporate with making numerous choices that will 1. Pre-reading Strategies: Sup- existing lessons. They will then influence their success and even- porting Student Engagement determine how students’ under- tual graduation. This workshop with Text standing might be measured over will lead toward peer interviews Encouraging students to engage time through the intentional use where students will ask and an- with reading assignments, from of active learning strategies. Such swer important questions related textbooks to complex genres can strategies may range from peer to their plans for the future. When present an ongoing challenge. feedback to open-ended ques- attending an American community The ability for students to not only tions to structured critical reflec- college, how adventurous will you read, but also identify main ideas tion – so that students benefit choose to be? and reflect upon an author’s intent, from rich learning opportunities represent critical literacy skills. while teachers gain useful data. 5. Amused in America: What Use of pre-reading strategies can does It Mean to Be Entertained? support teachers as they model 3. Distance Education: How Amusement in the United States an expert approach to a particular Does a Virtual Environment Me- is a booming industry. It takes text at the same time that it is as- diate the Teaching & Learning many forms, from Walt Disney signed. In this workshop, teachers Process? World to the Mall of America. After will experiment with pre-reading Education in Norway and the exploring the country’s demo- strategies that include simple data United States is now online. As a graphics and associated social visualization techniques. These result, the teaching and learning and cultural changes, students will strategies require little preparation, process is morphing rapidly with propose what type of amusement yet research shows that using the use of an array of Learning they would design. In this work- them consistently may lead to Management Systems. These shop, students will make multiple many positive results for students. software applications offer vary- decisions about where to build, ing capabilities for teachers and what marketing to use, and what students to interact, engage with subject matter, and demonstrate 5. Creating Community: Explore understanding. In this workshop, How Community Colleges En- teachers will review the history of gage Diverse Students distance education and critically Community colleges serve as mi- reflect upon predictions for the crocosms of the cultural, linguistic, future. They will glimpse online and religious diversity across the classrooms, including MOOCs United States. In fact today, more (Massively Open Online Courses), than half of American college and discuss how technology me- students attend approximately diates teaching and learning when 1600 community colleges. These classrooms become virtual. institutions are typically “open admission” and students will often 4. Virtual Tourist: Experience a face multiple life circumstances Parade of Technology Resourc- beyond their academic pursuits. es for Teaching & Learning In this workshop, teachers will Limitless technology resourc- review the history of this American es grow exponentially in this institution and analyze campus plugged-in world. All the same, demographics paired with student it seems like a full-time task to narratives. Then, teachers will take keep track of the best choices part in a discussion regarding cul- for teaching and learning. In this turally relevant strategies designed workshop, teachers will be intro- to create “community” across duced to user-friendly Web 2.0 campus and in classrooms. options that expand opportunities for creativity and connectivity. If you are interested in developing a website, using data visualizations, or writing a virtual storybook, this session will demonstrate ways that teachers and students can publish and connect instantly. These technology resources have the power to shape engaging lessons and also create networks with teachers from all over the world. A View From Norway: A Teacher’s Thoughts on International-Education Comparisons By Heather Bandeen (reprinted from Education Week Teacher with permission)

I am in Norway right now, teaching in the education system, and all I can think about is cooking. To be honest, I am not particularly talented in the kitchen, but I’m addicted to cooking shows— and they seem strangely relevant when I think of how U.S. education leaders talk about schools in other countries.

Let me back up a bit. For the 2014-15 academic year, I have a Fulbright grant at the Norwegian Center for Languages in Education. Every week, I visit schools to conduct student workshops and teacher professional-development sessions while also learning about this beautiful country, Norwegian culture, and, of course, the public education system. It is an amazing gig and, as a mid-career teacher, I am grateful for the opportunity to break away from my “day job” to teach, travel, and learn every day.

So why do I think about cooking all of the time?

I have been teaching all over the United States since 1998. Schools were part of my life from a young age when I visited my mother’s classrooms in Missouri, Michigan, and South Korea. The first students I taught were six-year-olds and now, at a Minnesota community college, my stu- dents range from 16 to 65. To me, education in the United States is not only about test scores. It is also a culturally-influenced, interpersonal endeavor that invites students to engage with com- plex issues.

Yet often when U.S. policymakers address public education concerns, I hear international ex- amples touted as though they are magical recipes from faraway lands. They say things like, “In country A’s schools, they do this. Why don’t we? If we want to have a world-class education sys- tem, our schools should do this too!” When I hear this, especially now, I think about cooking.

If you are familiar with the show “Top Chef,” you know that chefs compete in a series of cooking challenges that end with a finale in another locale. During one particular season, chefs competed in Florida and then flew to a finale in Colorado. Let’s just say it did not go well. Due to dramatic changes in elevation, each chef soon found that the estimated cooking times they had formulated near a beach faltered on a mountain top.

Context Matters In other words, context matters. It matters deeply in ways that simply cannot be discerned from isolated examples cited in books or reports. There is no way around it: Leaving context out of the equation, when it comes to public education, is a problem. As one Norwegian teacher told me last week, “When you travel, you experience things that you just cannot read about.” I could not agree more. Public education in the United States and in Norway is shaped by the social, politi- cal, and cultural forces that are deeply ingrained in each country’s way of life.

This is not to say that we should not learn from other countries and their approaches to complex problems, like issues surrounding public education. On the contrary, we just need to profoundly change our mindsets on what those approaches might mean for us.

Instead of our traditional, adoption-focused mindset that prompts comments like, “Stop doing A! Do B instead,” we are in desperate need of mechanisms that support consistent collaboration and development. I am talking about the kind of ongoing connections that inspire teachers and lead to collaborative networks among them.

We need to make an explicit effort to approach international comparisons in ways that not only illuminate alternative educational approaches but also provide opportunities to reflect on what we collectively expect of U.S. schools and society as a whole. If we do not define the purpose of our public education system and, instead, cyclically adopt any approach that seems to “work” some- where else, we will accomplish little.

We’ve all seen comparative charts of international test scores. These may provide interesting food for thought, but they hardly represent the end of any discussion. Data, instead, should in- spire talk about influential variables like: Nationwide poverty rates, academic tracking, and migra- tion patterns. No matter how much we try, the truth is that the U.S. public education system will not be fixed by adopting one or two recipes from any other country. International Studies Here are just a few of the influential variables from Norway that vividly demonstrate how context matters. You may not know that Norwegians benefit from generous parental leave for child birth, student stipends for high school attendance, free public college education, and legislatively-man- dated gender equity. In addition, Norway has influential workers’ unions that seek to ensure a healthy work-life balance for citizens.

All of these factors profoundly affect public education across Norway, a country of 5 million people (fewer people than in my home state of Minnesota). But I have noticed that factors like these are rarely mentioned when U.S. policymakers and education leaders talk about Norwegian schools. In the U.S., we seem to be hunkered down and trying to discern pieces of systems in other countries while only knowing half the story, at best. We ignore the fact that U.S. schools are often asked to confront a wide spectrum of social issues that are not even a consideration else- where.

I have also noticed that Norwegian teachers and students travel extensively across Europe. In so doing, they develop long-term relationships for ongoing learning and future conversations. The truth is, while the United States attempts short-term solutions to address complex issues at home, the world is changing quickly, and so are schools. Now more than ever, it is essential that the U.S. education system become a part of international networks and collegial dialogues. If not, we may soon be left behind.

Heather Bandeen has been a teacher for 15 years and is currently an instructor at Inver Hills Community College near St. Paul, Minnesota. For the 2014-15 academic year, she is in Norway on a Fulbright grant. More information about the Fulbright Roving Scholars program is available from the U.S.-Norway Fulbright Foundation. The views and information presented in this article are the author’s own and do not represent the Fulbright program or the U.S. Department of State. ALL SCHOOLS VISITED BY ROVERS IN 2014-15

Akademiet Sandnes VGS, Sandnes, Rogaland Lillestrøm VGS, Lillestrøm, Akershus Akademiet VGS Oslo, Oslo, Oslo Longyearbyen skole, Longyearbyen, Svalbard Akademiet VGS Ålesund, Ålesund, Møre og Romsdal Mailand VGS, Lørenskog, Akershus Alta VGS, Alta, Finnmark Malakoff VGS, Moss, Østfold Alværn ungdomsskole, Litteraturhuset, Oslo Mehamn skole, Mehamn, Finnmark Amalie Skram VGS, Bergen, Hordaland Mosjøen VGS, Mosjøen, Nordland Atlanten ungdomsskole, Kristiansund N, Møre og Roms- Møvig ungdomsskole, Kristiansand, Vest-Agder dal Måndalen Oppvekstsenter - Avd skole, Måndalen, Møre Bardufoss Høgtun VGS, Bardufoss, Troms og Romsdal Bergeland VGS, Stavanger, Rogaland Nadderud VGS, Bekkestua, Akershus Bergen katedralskole VGS, Bergen, Hordaland Nannestad VGS, Nannestad, Akershus Bjertnes VGS, Nittedal, Akershus Narvik VGS, Narvik, Nordland Blindern VGS, Oslo, Oslo Nordkjosbotn skole, Nordkjosbotn, Troms Bodø VGS, Bodø, Nordland Nordlandet ungdomsskole, Kristiansund, Møre og Roms- Borgund VGS, Ålesund, Møre og Romsdal dal Brandsfjord barne- og ungdomsskole, Brandsfjord, Nøtterøy VGS, Nøtterøy, Vestfold Sør-Trondelag Orkdal VGS, Orkanger, Sør-Trondelag Breilia skole, Hammerfest, Finnmark Polarsirkelen VGS, Mo i Rana, Nordland Byåsen VGS, Trondheim, Sør-Trondelag Presterød ungdomsskole, Tolvsrød, Vestfold Charlottenlund VGS, Jakobsli, Sør-Trondelag Ramstad skole, Høvik, Akershus Dahlske VGS, Grimstad, Aust-Agder VGS, Randaberg, Rogaland Drammen VGS, Drammen, Buskerud Revheim skole, Hafrsfjord, Rogaland Fagerlia VGS, Ålesund, Møre og Romsdal Ringerike VGS, Hønefoss, Buskerud Finsland skole, Finsland, Sogn og Fjordane Ringsaker VGS, Brumunddal, Hedmark Foss VGS, Oslo, Oslo Rosthaug VGS, Åmot, Hedmark Framnes ungdomsskole, Narvik, Nordland Rønvik skole, Bodø, Nordland Frederik Ii VGS, Fredrikstad, Østfold Rørvik skole, Rørvik, Nord-Trøndelag Fyrstikkalleen VGS, Oslo, Oslo Råde ungdomsskole, Råde, Østfold Gamvik skole, Gamvik, Finnmark Sandefjord VGS, Sandefjord, Vestfold Gand VGS, Sandnes, Rogaland Sandnes VGS, Sandnes, Rogaland Granmoen skole, Mosjøen, Nordland Seljestad ungdomsskole, Harstad, Troms Hadeland VGS, Gran, Oppland Ski VGS, Ski, Akershus Hagebyen skole, Harstad, Troms Skolen I Væren, Bodø, Nordland Halden VGS, Halden, Østfold Slåtthaug skole, Nesttun, Hordaland Hammerfest VGS, Hammerfest, Finnmark Sogndal VGS, Sogndal, Sogn og Fjordane Harstad voksenopplaering, Harstad, Troms VGS, Sola, Rogaland Hedmark University College, Hamar, Hedmark Sortland VGS, Sortland, Nordland Heimdal VGS, Saupstad, Sør-Trondelag Sorumsand VGS, Sørumsand, Akershus VGS, Stavanger, Rogaland Spjelkavik ungdomsskole, Ålesund, Møre og Romsdal Hisøy skole, His, Aust-Agder St Franciskus skole, Arendal, Aust-Agder Hitra VGS, Hitra, Sør-Trondelag St Olav VGS, Stavanger, Rogaland Holmlia Skole, Holmlia, Oslo St Svithun VGS, Stavanger, Rogaland Høgskolen i Bergen, Bergen, Hordaland Stangnes skole 8-13, Harstad, Troms Høgtun skole, Øksfjord, Finnmark Stavanger katedralskole VGS, Stavanger, Rogaland Hønefoss VGS, Hønefoss, Buskerud Steinkjer VGS, Steinkjer, Nord-Trøndelag International School of Bergen, Bergen, Hordaland Storsteinnes skole, Storsteinnes, Troms Jessheim vgs, Jessheim, Akershus Strand barne- og ungdomsskole, Steinsdalen, Sør-Tron- Kannik skole, Stavanger, Rogaland delag Kila skole, Harstad, Troms Sør-Roan skole, Roan, Sør-Trondelag Kjøllefjord skole, Kjøllefjord, Finnmark Tangen VGS, Kristiansand, Vest-Agder Knapstad barne- og ungdomsskole, Knapstad, Østfold Trondheim katedralskole VGS, Trondheim, Sør-Trondelag Kongsbakken VGS, Tromsø, Troms Trysil ungdomsskole, Trysil, Hedmark Kongshavn, Oslo, Oslo Trysil VGS, Trysil, Hedmark VGS, Kopervik, Rogaland Tårnet Skole, Kirkenes, Finnmark Kuben VGS, Oslo, Oslo Vardafjell VGS, , Rogaland Kvam ungdomsskule, Øystese, Hordaland Vega barne- og ungdomsskole, Vega, Nordland Langhaugen VGS, Bergen, Hordaland Vennesla ungdomsskole, Vennesla, Vest-Agder Verdal VGS, Verdal, Nord-Trøndelag Vik-Bessaker skole, Bessaker, Sør-Trondelag Vågen VGS, Sandnes, Rogaland Wang Toppidrett, Tønsberg, Vestfold Wang VGS, Oslo, Oslo Ytre Namdal VGS, Rørvik, Nord-Trøndelag Ytrebygda skole, Blomsterdalen, Hordaland Ålesund VGS, Ålesund, Møre og Romsdal Åndalsnes ungdomsskole, Åndalsnes, Møre og Romsdal Ås ungdomsskole, Ås, Akershus Åsane VGS, Nyborg, Hordaland Åsly skole, Rissa, Sør-Trondelag Åsnes ungdomsskole, Flisa, Hedmark U.S.-NORWAY FOUNDATION FOR EDUCATIONAL EXCHANGE ARBINSGATE 2, 0253 OSLO WWW.FULBRIGHT.NO

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