ABSTRACT
This chapter describes and critically analyzes three tools for assessment of teaching global literacies: NAFSA’s Global Preparation Lens for the InTASC Model Core Teaching Standards, Globally Competent Learning Continuum, and the Teaching for Global Readiness Scale. While the tools do not use the term global literacies, they align with the construct of global literacies the editors define in the introduction of this book. NAFSA’s lens on InTASC offers additional phrasing of the InTASC standards for teacher candidates to develop global competence as part of developing their teaching practice, rather than as an add-on. Tichnor-Wagner and colleagues’ Globally Competent Learning Continuum includes 12 dimensions of global competence for practicing teachers organized by knowledge, skills, and attitudes. The author’s Teaching for Global Readiness Scale, was empirically validated with both in-service and teacher candidates. The Teaching for Global Readiness scale and model consists of four factors: situated relevant practice, integrated global learning, critical literacy instruction, and intercultural collaborations. The chapter includes examples of how the tools have been utilized in professional development, teacher preparation, and research and suggests future directions for measuring the teaching of global literacies.
