Trial Engrossment of Amendment A04296 to Senate Resolution 0228 P.N. 1279, Regular Session 2017-2018

A04296

THE GENERAL ASSEMBLY OF PENNSYLVANIA

SENATE RESOLUTION

No.

228

Session of

2017

INTRODUCED BY EICHELBERGER, DINNIMAN, GORDNER, ARGALL, SCHWANK,

WHITE, RAFFERTY, VULAKOVICH, MENSCH, LEACH, AUMENT, FOLMER,

BOSCOLA, HAYWOOD, RESCHENTHALER, WAGNER AND FONTANA,

OCTOBER 19, 2017

REFERRED TO EDUCATION, OCTOBER 19, 2017

A CONCURRENT RESOLUTION

Establishing a Global Education Task Force.

WHEREAS, It is in the power of the General Assembly granted

by the Constitution of Pennsylvania to direct education policy

for the system of public education to serve the needs of this

Commonwealth; and

WHEREAS, Education in Pennsylvania and throughout the United

States, particularly in grades K-12, has long been driven by

standardized testing that favors some portions of the curriculum

and ignores others completely; and

WHEREAS, Evidence shows that standardized testing currently

driving education in the United States does not measure whether

a student is ready to compete in the global marketplace; and

WHEREAS, The term "global competence" has been defined as:

(1) the acquisition of in-depth knowledge and

understanding of international issues;

(2) an appreciation of and ability to learn and work

with people from diverse linguistic and cultural backgrounds;

and

(3) skills to function productively in an interdependent

world economy;

and

WHEREAS, Global competence of students in this Commonwealth

can have a direct impact on Pennsylvania's economy and benefit

the residents of Pennsylvania; and

WHEREAS, The General Assembly desires to encourage the

expansion and growth of global competence in this Commonwealth;

therefore be it

RESOLVED (the House of Representatives concurring), That a

Global Education Task Force be established consisting of the

following members:

(1) the Secretary of Community and Economic Development

or a designee;

(2) the Secretary of Education or a designee;

(3) the Secretary of Labor and Industry or a designee;

(4) the chairperson and minority chairperson of the

Education Committee of the Senate or their designees;

(5) the chairperson and minority chairperson of the

Education Committee of the House of Representatives or their

designees;

(6) four individuals who shall represent international

business companies headquartered in this Commonwealth,

appointed as follows:

(i) one individual appointed by the chairperson of

the Education Committee President pro tempore of the

Senate;

(ii) one individual appointed by the minority

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chairperson of the Education Committee Minority Leader of

the Senate;

(iii) one individual appointed by the chairperson of

the Education Committee Speaker of the House of

Representatives; and

(iv) one individual appointed by the minority

chairperson of the Education Committee Minority Leader of

the House of Representatives;

(7) an individual who shall represent the interests of

the agricultural industries of this Commonwealth, appointed

by the Secretary of Agriculture;

(8) a representative of the Department of Education,

appointed by the Secretary of Education, to represent the

interests of the Office of Elementary and Secondary Education

and the Office of Postsecondary and Higher Education;

(9) a member of the State Board of Education, appointed

by the chairperson of the State Board of Education;

(10) the Chancellor of the State System of Higher

Education or a designee;

(11) the following individuals appointed by the

Pennsylvania Council for International Education:

(i) a representative of this Commonwealth's four

State-related institutions or a designee actively

involved in global education;

(ii) a teacher who has been actively involved in

global education in a public school which is not a

charter school;

(iii) a representative of higher education;

(iv) a representative of grades K-12;

(v) a representative of the interests of

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international education organizations who is

knowledgeable of the delivery mechanisms available; and

(vi) a student of a higher education international

study program;

(12) an individual who has been actively involved in

global education and who shall represent school board

members, appointed by the Pennsylvania School Boards

Association;

(13) a representative of the interests of career and

technical education entities who has been actively involved

in global education, appointed by the Pennsylvania

Association of Career and Technical Administrators;

(14) a representative of the interests of public charter

schools who has been actively involved in global education,

appointed by the Pennsylvania Coalition of Public Charter

Schools; and

(15) a K-12 school superintendent who has been actively

involved in global education, appointed by the Pennsylvania

Association of School Administrators;

and be it further

RESOLVED, That the task force review and make any

recommendations regarding the following:

(1) the definition of the term "global competence" to

assure that the definition:

(i) is standardized throughout this Commonwealth for

global education and global competence relating to

education in this Commonwealth; and

(ii) aligns with the goals of the Commonwealth,

including the role of global competence in the classroom

and school curriculum and the requirements for students

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to succeed and thrive in an internationally competitive

work force;

(2) the recommended use of different methods of

assessment of global competence aligned to the currently

available standards in this Commonwealth;

(3) tools aligned to and embedded in current academic

standards in this Commonwealth that are available to measure

global competence skills with career oriented results and an

engaged citizenry;

(4) a delivery mechanism that encompasses learning

opportunities that meet global competence goals and utilizes

best practices for Pennsylvania students to become

economically competitive global-ready graduates;

(5) the appropriate conduit for the delivery mechanism;

(6) barriers to providing an education for Pennsylvania

students to succeed in an increasingly complex global

economy;

(7) work force development best practices to ensure

economically competitive global-ready graduates;

(8) the customization, addition or expansion of

Commonwealth global education programs aligned to and

embedded in State academic standards, after identifying the

best practices already occurring in schools;

(9) the adoption of models for school entities and

institutions of higher education which incorporate best

practices to be used as guidelines and implemented, aligned

to and embedded in academic standards of this Commonwealth as

they relate to local global education goals, programs and

initiatives within schools;

(10) the development of a collaborative plan to close

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the global education gap and ensure that students are global-

ready graduates, including recommendations on the assessment

tools aligned to and embedded in academic standards of this

Commonwealth, the delivery mechanism and the conduit best

suited for the delivery mechanism ensuring global competency;

(11) work force development practices to ensure that

Pennsylvania students in grades K-12 become economically

competitive, global-ready graduates;

(12) the availability of courses and cooperative efforts

already in existence that could qualify as global education

competency indicators, including, but not limited to:

(i) advanced placement opportunities;

(ii) international baccalaureate programs and global

education programs and initiatives;

(iii) career and certification courses taught in

high schools that could qualify as global education

programs or competency indicators; and

(iv) hybrid learning opportunities listed in which

students can earn global education high school or college

credit in a combination of classroom activity, online

learning, college campus course work and workplace

experiences which could qualify as global education

programs or higher education programs or course work to

satisfy the requirements for a certificate or degree

involving global education;

(13) courses to be offered when customizing, adding or

expanding options already in place for global competence

education, including how courses will be selected, delivered

and assessed in a global competence initiative;

(14) factors and policies for awarding college credit

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for secondary global education course work and programs

developing global competence;

(15) examples of best practices for individually defined

K-12 and postsecondary global education programs, including a

cost projection to sustain or replicate the best practices;

(16) methods for funding model global education programs

in this Commonwealth and for the promotion and expansion of

global education;

(17) the advantages and disadvantages of regionalizing

global education initiatives;

(18) the advantages and disadvantages that a customized

global education program would have for school entities,

including barriers which students could encounter;

(19) issues that might arise for postsecondary education

institutions and faculty members regarding the customization,

addition or expansion of global education;

(20) practices to maximize accessibility to expanded

global education;

(21) the development of a proposed plan incorporating

the essential factors for delivering, customizing, assessing

and measuring global proficiency; and

(22) any necessary changes to State statutes in light of

the findings or recommendations of the task force;

and be it further

RESOLVED, That the task force may hold public hearings in

different regions of this Commonwealth; and be it further

RESOLVED, That all meetings and public hearings of the task

force shall be deemed public meetings for the purpose of 65

Pa.C.S. Ch. 7; and be it further

RESOLVED, That the members of the task force and designated

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experts utilized may not receive compensation for their services

but shall be reimbursed for all necessary travel and other

reasonable expenses incurred in connection with the performance

of their duties as members of the task force or designated

experts; and be it further

RESOLVED, That the General Assembly provide administrative

support, meeting space and other assistance required by the task

force to carry out the duties under this resolution; and be it

further

RESOLVED, That the Department of Education shall provide the

task force with data, research and other information upon

request by the task force; and be it further

RESOLVED, That not later than 18 months after the adoption of

this resolution the task force issue a report of its findings

and recommendations to:

(1) the Governor;

(2) the Secretary of Education;

(3) the State Board of Education;

(4) the President pro tempore of the Senate;

(5) the Majority Leader and Minority Leader of the

Senate;

(6) the Education Committee of the Senate;

(7) the Speaker of the House of Representatives;

(8) the Majority Leader and the Minority Leader of the

House of Representatives; and

(9) the Education Committee of the House of

Representatives.

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