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Supporting school leaders implementing a global education model in a national network of public schools: a promising practice

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Content Supporting School Leaders Implementing a Global Education Model in a
National Network of Public Schools: A Promising Practice
Jennifer Lynn Chidsey
Rossier School of Education
University of Southern California
A dissertation submitted to the faculty
In partial fulfillment of the requirements for the degree of
Doctor of Education
May 2024

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Ó Copyright by Jennifer L. Chidsey 2024
All Rights Reserved

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The Committee for Jennifer Lynn Chidsey certifies the approval of this Dissertation
Robert Filback
Lawrence Picus
Mark Power Robison, Committee Chair
Rossier School of Education
University of Southern California
2024

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Abstract
This study was designed to determine the knowledge, motivation, and organizational (KMO) influences
that contributed to the effective implementation of the International Studies Schools Network (ISSN)
Model and to assess alignment of the KMO influences to resources and technical assistance provided by
the ISSN. The Clark and Estes (2008) gap analysis framework was used to identify performance gaps.
Three recommendations were provided to address gaps identified in KMO influences necessary for the
effective implementation of the ISSN Model in new settings and to scale up the ISSN. Specifically,
identifying potential ISSN schools using a diagnostic approach coupled with an onboarding program for
newly affiliated school leaders and teachers; further developing the ISSN by facilitating cross-Network
relationships to increase collaboration; and developing a group of ISSN experts to build capacity of new
school leaders and teachers from within the Network. Developing in-Network expertise to allow
Sustaining status schools to turn the experience and expertise of their staff into credits that could be
used for resources they needed but could not afford to purchase in an emerging ISSN fee-for-service
approach. As a promising practice, factors that led to effective implementation of the ISSN Model and
scalability of the Network may inform similar school models or networks. When this study was
conducted, the International Studies Schools Network (ISSN) included 51 schools in eleven states in the
United States. The ISSN predominantly served students in under-resourced communities in urban and
suburban public schools. ISSN schools reported higher than national average results for high school
graduation and college acceptance. ISSN students performed equally well or better on a majority of
state level achievement measures and on district-level assessments (Blazevski, 2015).
Keywords: International Studies Schools Network, global education, school models, scale, scale
up, gap analysis

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Table of Contents
Abstract……………………………………………………………………………………………………………..………………………………..…iv
List of Tables……………………………………………………………………………………...…………………………………......………….vii
List of Figures…………………………………………………………………..…………………………………………………………………...viii
Chapter One: Introduction………………………………………………..…………………………………………………….……………...1
Background of the Problem………………………………………………………………………………………..……………….2
Importance of Addressing the Problem………………………………………………………………………..……………..7
Organizational Context and Mission…………………………………………………………………………………………….8
Organizational Performance Status………………………………………………………………………….…………...….12
Organizational Performance Goal………………………………………………………………………………………………14
Description of Stakeholder Groups…………………………………………………………………………….………………15
Purpose of the Study and Questions…………………………………………………………………………………….......15
Conceptual and Methodological Framework………………………………………………………………………….....16
Definitions…………………………………………………………………………………………………………………………………17
Organization of the Study…………………………………………………………………………………...……………….……21
Chapter Two: Review of the Literature…………………………………………………………………………………………………..22
Public School Systems in the United States………………………………………………………………………….…….22
School Networks in the United States…………………………………………………………………………………….….24
Asia Society International Studies Schools Network Model…………………………………………………….…29
Global Education……………………………………………………………………………………………..………………………..33
Scaling Up School Models………………………………………………………………………………………………………….38
Stakeholder Knowledge, Motivation, and Organizational Influences………………………………………….47
Conclusion……………………………………………………………………………………………….………..……………………..67
Chapter Three: Methods……………………………………………………………………………………………..…………………………68
Participating Stakeholders………………………………………………………………………………………………………...69
Survey and Interview Sampling Strategy…………………………………………………………………………………...69
Data Collection and Instrumentation………………………………………………………………………………………...71
Conceptual Framework for Addressing the Study’s Questions……………………………...……………………74
Data Analysis……………………………………………………………………………………………………..........................74
Credibility and Trustworthiness…………………………………………………………………………………………….…..75
Ethics………………………………………………………………………………………………………………………………………..75
Limitations and Delimitations…………………………………………………………………………………………………...76
Chapter Four: Results and Findings………………………………………………………………………………..………………………78
Participant Profile……………………………………………………………………………………………………………………..79
Knowledge Results and Findings………………………………………………………………………………………………..81
Summary of Knowledge Results and Findings…………………………………………………………………………..103
Motivation Results and Findings……………………………………………………………………………………………...104
Summary of Motivation Results and Findings……………………………………………………………………...…..116
Organization Results and Findings…………………………………………………………………………………………...116
Summary of Organization Results and Findings…………………………………………………………………....…139
Summary of Results and Findings…………………………………………………………………………………………....140

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Chapter Five: Recommendations………………………………………………………………………………………………………….141
Discussion of Results and Findings………………………..………………………………………………………………...142
Recommendations and Solutions…………………………………………………………………………………………….149
Evaluation Plan……………………………………………………………………………………………………………………….156
Future Research……………………………………………………………………………………………………………………...159
Conclusion……………………………………………………………………………………………………………………………...160
References……………………………………………………………………………………………………………………………………..……163
Appendix A: Data Collection Instruments…………………………………………………………………………………………….177
Appendix B: Summary of KMO Influences and Data Sources………………………………………………………………..192
Appendix C: ISSN Schools Participating in this Study (2017)……………………………………………………………..….195

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List of Tables
Table 1. U.S. School Networks Compared by Implementation Fidelity and Flexibility………………………………30
Table 2. Global School Design (GSD) Framework Overview: Six Domains…………………………………………………32
Table 3. Assumed Knowledge Influences………………………………………………………………………………………………..54
Table 4. Assumed Motivation Influences…………………………………………………………………………………………….....60
Table 5. Assumed Organizational Influences……………………………………………………………………………………….....66
Table 6. Research Questions and Data Collection Methods…………………………………………………………………….74
Table 7. Participant Profile……………………………………………………………………………………………………………………..80
Table 8. Participating ISSN School Leaders and Teachers by State and School Level……….……………………….81
Table 9. Summary of Knowledge Influences…………………………………………………………………………………………...83
Table 10. Summary of Motivation Influences………………………………………………………………………………………..105
Table 11. Summary of Organizational Influences…………………………………………………………………………………..119
Table 12. Summary of KMO Influences and Validation Status……………………………………………………………….140
Table 13. Summary of Identified Performance Gaps and Potential Associated Risks………………………….….143
Table 14: Recommendations and Performance Gaps Addressed……………………………………....................….148

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List of Figures
Figure 1. ISSN Leader and Teacher Understanding of ISSN Components of
Global Competence……………………………………………………………………………………………………………..…85
Figure 2. School Leader Knowledge of ISSN Resources…………………………………………………………………..……….91
Figure 3. Teacher Knowledge of ISSN Resources…………………………………………………………………………………….92
Figure 4. ISSN School Leaders Know How to Implement and Support Teacher
Use of ISSN Resources……………………………………………………………………………………………………...…….93
Figure 5. ISSN Teachers Feel Supported by ISSN and School Leaders to
Achieve their Primary Goal……………………………………………………………………………………………….…....96
Figure 6. School Leader Professional Goals and ISSN Support…………………………………………………………….…..99
Figure 7. ISSN Teacher Annual Goals by Category…………………………………………………………………………….…..100
Figure 8. Resources Needed to Support ISSN Teachers to Achieve Annual Goals……………………………..…..100
Figure 9. ISSN School Leaders and Teachers Value Global Competence…………………………………………..……108
Figure 10. ISSN School Leaders Value Investing Time and Resources Necessary
to Implement the ISSN Model………………………………………………………………………………..…..….…….109
Figure 11. ISSN Teachers Value Investing Time and Resources to Implement the
ISSN Model………………………………………………………………………………………………………………………...110
Figure 12. ISSN School Leaders Value Affiliation with and Membership in the ISSN………..…………………….113
Figure 13. ISSN Teachers Value Affiliation with and Membership in the ISSN………………………………………..113
Figure 14. ISSN School Leader Confidence in their Ability to Implement the
ISSN Model……………………………………………………………………………………………………………………….…115
Figure 15. ISSN Teacher Confidence in their Ability to Implement the ISSN Model………….……………………116
Figure 16. Resources ISSN Leaders Found Most Useful for Developing ISSN Schools…….………………………134
.
Figure 17. ISSN Teacher Ratings of the Usefulness of Different ISSN Resources……………..…………………….134
Figure 18. ISSN School Leader Ratings of the Usefulness of ISSN Resources for
Implementation of the GPS……………………………………………………………………………………………..….135

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Chapter One: Introduction
The terms “scaling up” or “scaling” are used to describe the adaptation of an innovation to a
new setting, often with a broader application or impact (Bradach, 2014; Dede, 2006; Glennan et al.,
2004; Morel et al., 2019; Schneider & McDonald, 2007). Scaling innovative primary and secondary
programs and school designs in education has proven difficult whether in small clusters of schools or
across larger networks and districts (Coburn, 2003; Cohen & Ball, 2007; Cuban, 1993; Dede, 2006; Levin,
2013; McDermott, 2000; Morel et al., 2019). Successful scaling of innovation in education is essential for
education reform to maximize the return on investment from the initial development and to establish
programs and practices that are successful on a smaller scale so they can have a larger impact. This is
especially true across networks of schools where the model requires a growing group of related schools
to build capacity through shared resources and expertise (Cohen & Ball, 2007). In the case of networks,
scaling up schools and programs as adaptations with fidelity to essential aspects of the model is also
cited as a reoccurring challenge, especially with complex implementations of an innovation (Cohen &
Ball, 2007; Dede, 2006; Peurach & Glaser, 2012).
The purpose of this dissertation of practice was to study Asia Society’s International Studies
Schools Network (ISSN)’s performance as a promising practice to determine what knowledge and skills,
motivation, and organizational assets of the ISSN model contribute to the organization’s ability to
successfully support the implementation and adaptation of the model to accomplish the goals of the
Network to develop global competence and college/career readiness in Network schools. The
organizational performance examined in this dissertation is related to the larger problem of scaling
innovative school network models sustainably as flexible adaptations with conditions that require
fidelity to essential aspects of the original model and how the goals of flexibility and fidelity can be met
through resources and technical assistance provided across a network of schools (Cohen & Ball, 2007;
Dede, 2006; Levin, 2013; Morel et al., 2019; Peurach & Glaser, 2012; Vander Ark & Dobyns, 2018).

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Background of the Problem
The International Studies Schools Network (ISSN) is based on a model for global competence
and college and career readiness developed at the International School of the Americas in San Antonio,
TX over 20 years ago. Since its inception in 2003, the ISSN had gone through several cycles of adaptation
that clarified expectations and necessary support. When this study was conducted in 2017, the Network
had served 51 schools in 11 states in the United States. When combined over time, the ISSN had served
over 1,500 teachers and 35,000 students (Asia Society, 2016e; Vander Ark & Schneider, 2014). In 2016-
2017 the ISSN was a network of 26 primary and secondary schools in eight states in the United States
(Asia Society, 2016e). These 26 schools were in suburban and urban settings in California, Colorado,
Maine, Massachusetts, Ohio, Texas, Washington, and the District of Columbia. Currently, the states of
Illinois, New York, and North Carolina have no ISSN-affiliated schools, although there were ISSN schools
in these states.
With three defining documents, the Graduate Profile (Asia Society, 2016d), Global School Design
(GSD) framework (Asia Society, 2016b), and the Graduate Performance System (GPS) (Asia Society,
2016c), the ISSN codified what successful implementation of the ISSN Model for global competence and
college/career readiness looked like for Network schools and students. These core academic documents
defined content and provided measurable criteria for school leaders and teachers about school design,
including mission and vision; governance and organization; school culture; partnerships and programs;
curriculum, assessment, and instruction; professional development; and student performance. The
Model has been tested over time in an increasingly complex network and the resulting ISSN, refined
through a series of feedback loops and participants, expanded the original model. This cycle is
representative of the complex dimensions of the evolution of scaled models (Dede, 2006).
Levin (2013) further described the complexity of factors at play in educational innovation. For
example, the tension between two necessary aspects of innovation at scale, flexibility and fidelity,

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causes a complex dynamic between maintaining the core, essential aspects of the model while allowing
the model to be successfully implemented through buy-in that comes from adaptation in a specific
context (Levin, 2013). Levin named tools and infrastructure as one of the five essential factors for
successful scaling. Combining this factor with transfer of ownership of the model to the user over time
and across a network is also key to sustaining the model at scale (Coburn, 2003; Dede, 2006). Resources
and technical assistance, as examples of tools and infrastructure, foster the transfer of ownership that is
necessary for sustained impact and fidelity when a model is implemented at scale.
Complexity is one of the commonalities across many definitions of scaling up. For example, scale
can be defined as five interrelated dimensions. This definition addresses complex factors required for
lasting change. Coburn (2003) provided the initial four dimensions: depth that alters teacher beliefs and
practice, sustainability of maintaining change over substantial periods of time, spread or the diffusion
from one single to large numbers of adaptations, shift or the change in ownership from launch agent to
recipient. Dede (2006) expanded on each of these dimensions to clarify what makes them complex and
to describe how these dimensions work together. For example, depth is related to classroom change
that has consequences for learning and which modifies teacher beliefs, the ways in which social
interaction occurs in the classroom, and how pedagogical principles are carried out in teaching. Dede
added a fifth dimension called evolution, which is the revision of the innovation by the adapter in ways
that cause the designer to change the way they think about the innovation. Evolution often results in a
community of practice that further develops the innovation through a series of feedback loops. The
evolution of the innovation contributes to the strength of the other four dimensions, reinforcing their
role in the success of the scale up (Dede, 2006).
Levin (2013) examined scaling up innovative school models by applying and comparing five
criteria for assessing scalability—cost, human capacity, tools and infrastructure, political support, and
external and non-school factors—to three innovative school models in the United States: Teach for

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America, The Harlem Children’s Zone, and the Knowledge is Power Program (KIPP). The collective work
of Coburn (2003), Dede (2006), and Levin addressed dimensions of scale and ways of assessing
scalability that can be related by looking at the knowledge and skills, motivation, and organization
challenges and assets present in each scale up setting (Clark & Estes, 2008). For example, examining
knowledge and skill aspects intersects teacher belief and practice, transfer of ownership from the
designer to the adapter (Coburn, 2003), evolution (Dede, 2006), and human capacity (Levin, 2013). This
type of analysis requires a synthesis of outcomes that focuses on understanding the practices involved
and criteria for their improvement (Clark & Estes, 2008).
Reflecting the complexity of successful scale up, scaling cannot simply be thought of as
increasing or replicating the quantity of an innovation or model, although the quality and quantity of
shared best practices and models are factors that can be used together to judge the success of efforts to
bring an innovation to scale. Rather than quantity, achieving deeper systemic impact is becoming more
important for sustained network scale up (Bryk, 2015; Vander Ark & Dobyns, 2018). Growth of a
network requires balancing tension between flexibility and fidelity, aspects of scaled innovation
necessary to maintain the core of the model while allowing its adaptation to a new context (Levin 2013).
Levin goes on to say that based on quantity alone, scale up should address 25% of the defined need. The
U.S. education system is very large with over 100,000 schools, 19,000 school districts in 50 states, and
over 3.2 million teachers. Districts and states rarely share common curricula or instructional practices
across their jurisdictions. Requiring 25% of the need to be met before success at scale was achieved
likely means that experiments this large would not have time to yield results.
Applied to public education in the United States, the lack of reasonable return on meeting this
criterion of scaling highlights the importance of scaling smaller promising practice models. The focus of
the ISSN was not just to increase quantity of Network schools. They also measured successful impact
and scaling through the deepening of the model, its transfer, the overall number of teachers and

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students served over time, and how the model improved outcomes for those students. Assessment of
quality of the result typically provides a more complex understanding about why an innovation at scale
was successful or not, whereas quantity applies to more simplistic efforts such as adoption of a textbook
across a district (Cohen & Ball, 2007). Scalable designs for educational transformation must also consider
local variation and needs, and avoid replication without thoughtful analysis of such variation, resource
needs, and local receptivity (Dede, 2006).
Criticism of simplistic definitions that imply mere replication of a model rather than the
adaptation of a system also serve to highlight the complexity of bringing a model to scale. Cohen and
Ball (2007) found that most discussions of scaling up were treated as problems of increased quantities
rather than qualitative problems with complex attributes. For example, they point out the importance of
professional development to the success of scaled innovations when this included teacher
implementation and change in teacher behavior to occur for success. The more complex an innovation,
the more likely for the current practices to be no longer applicable, thus creating frustration among
teachers implementing a new model. Practitioner ability to overcome this and build competence can be
described in terms of two features of building capacity: elaboration and scaffolding. Elaboration is the
detail to which an innovation is developed, and scaffolding is the degree to which the innovation
includes an explicit means for learning how to implement it (Cohen & Ball, 2007). Both elaboration and
scaffolding are necessary for the success of a scale up in terms of building capacity of those who
implement a new model. Elaboration and scaffolding require different relationships and degrees of
transfer between the designer and the implementer. According to Cohen and Ball, “[e]xtensive
scaffolding requires extensive elaboration and the combination would turn innovation into an even
more complex enterprise and place greater demands on the designers” (p. 10).
Levin (2013) cautioned educators from initially being too skeptical or too enthusiastic about
scaling innovation. As part of a system, the factors that contribute to determining how to bring a

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successful model to scale are interrelated and complex and often conclusions are drawn about success
or failure of an innovation before the results are fully realized or understood. For example,
organizational replication, or franchising, involves a whole organization and refers to a long-term goal to
reproduce effectiveness that is not be a quick fix or a partial change of practice. At this complexity over
time, the process and practice required to achieve success combine knowledge-based and operational
aspects of the model (Peurach & Glaser, 2012). Most scale-ups are judged on less complex and more
superficial criteria. According to Levin, successful innovation is difficult to scale due to the complex
factors involved. The larger the scale, the more difficulty the organization has keeping the model
consistent (Peurach & Glaser, 2012), but this is a critical component of successful scale up to make a
difference at a system-wide level. Levin defines this success as making an impact, bringing innovation
across a state or nation.
Caution should be exercised when seeking truly innovative examples. Lubienski (2009) reports
that quasi-market driven examples such as charter schools, which are often candidates for scaling, may
be more effective at disseminating innovation rather than generating innovative practices. Policymakers
are more likely to support innovative educational governance rather than product and process
innovations in the classroom (Lubienski, 2009) and innovative governance may be more likely to
generate more operationally well-managed dissemination in education. Scaling by dissemination, rather
than innovation, is less complex and therefore requires less involvement from designer and more from
the implementer as the transfer with desired fidelity of implementation occurs. However, this
differentiation in development of innovation and dissemination of innovation may be necessary if the
network becomes very large. In this case, dissemination is a legitimate way to increase the reach and
impact of the innovation.

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Importance of Addressing the Problem
The problem of determining what is needed to effectively provide resources and technical
assistance for school leaders and their teachers in a network of schools adapting a common model at
scale is important to solve for a variety of reasons. The design and launch of an educational model
involve great investment of resources—financial, human capital, brand development, and intellectual
property. The ISSN, as a non-profit organization using grants and other financial support to develop and
provide resources and technical assistance across a network of member schools, aimed to do this
efficiently, especially in resource-limited settings that characterized many ISSN schools.
Bringing innovation to scale allows for benefits to be shared across a system or network,
resulting in efficiencies of operation and, more importantly, the impact of a successful innovation
reaching a greater number of learners (Bryk, 2015). Networks are important because teachers benefit
from fully aligned systems that leverage shared expertise (Bryk, 2015; Vander Ark, 2017; Vander Ark &
Dobyns, 2018). Understanding what makes an adaptation successful or unsuccessful is key to evaluating
the viability of the model compared to the surrounding factors, or a combination of two or more factors
that may make implementation difficult (Peurach & Glaser, 2012). The ISSN model is adapted with
fidelity and flexibility using the Global School Design (GSD) framework for schools and Graduate
Performance System (GPS) outcomes for students. To ensure success and satisfied stakeholders, ISSN
needed to provide support for teachers and school leaders to meet these goals. This study provides an
example of how resources and support for teachers and school leaders can foster the scale up of a
national model for global education through a tight, but loose approach which allowed for fidelity to the
outcomes of the model and flexibility to meet other requirements such as those from the state or
district in which the school was located.
Further, based on Lubienski’s (2009) point that if one thinks of scale up as dissemination, the
key to successful scale up may be nested in focusing on aspects of the model related, organizationally,

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more to management and implementation rather than to innovative curriculum or pedagogy. It is critical
to examine this case further to determine the aspects of scale up required for lasting impact over time
and the criteria for determining, not only the essential aspects that define a model across adaptations,
but also the elements necessary for determining lasting impact of the scaled innovation.
Findings from this study may be useful to other organizations that are trying to scale a global
education model for primary and secondary schools. At the time of this study, the ISSN was a large
network partnering with over 26 schools in eight states in the United States that mainly served underresourced students of color. ISSN reported higher than national average results for high school
graduation and college acceptance (Blazevski, 2015). ISSN students performed equally well or better on
a majority of state level achievement measures and on district-level assessments (Blazevski, 2015).
Organizational Context and Mission
The Asia Society is an international cultural institution, founded in 1956 by John D. Rockefeller,
that is based in New York, NY with centers throughout Asia and the United States. At the time of this
study, the Asia Society was best known for its museum and collection of ancient and contemporary
Asian art, but the not-for-profit organization was equally committed to education, as expressed in its
mission statement.
Asia Society is the leading educational organization dedicated to promoting mutual
understanding and strengthening partnerships among peoples, leaders and institutions of Asia
and the United States in a global context. Across the fields of arts, business, culture, education,
and policy, the Society provides insight, generates ideas, and promotes collaboration to address
present challenges and create a shared future (Asia Society, 2016g).
Reflecting the global mission of the institution, in the 1990’s Asia Society’s Education
Department broadened the focus of its work to include supporting the subject of international studies in
primary and secondary education. After initially describing and recognizing what exemplary

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international studies schools did to produce “citizens of the world”, in 2001 the Asia Society’s Education
Department was asked by the Bill and Melinda Gates Foundation to become a Gates Foundation
Intermediary and develop a network of small international studies high schools in urban locations in the
United States. Since 2003, Asia Society had worked in partnership with public school districts and
charter authorities to create the International Studies Schools Network (ISSN), a national network of
public schools with a core mission to “develop globally competent, college/career-ready high school
graduates” (Asia Society, 2016e). The founding Vice President of the ISSN, Anthony Jackson (2021)
shared,
The ISSN was started to tackle two interrelated problems in American education. First the
persistent failure of education systems to prepare all youth, especially underserved students,
and students from communities of color, to achieve high standards and be ready for postsecondary education. The second challenge was the need to transform education so that all
students were well-prepared for a globally interconnected, technology-driven world that is
vastly different than the world many of us grew up in.
Located within Asia Society’s International Center for Global Education, the International Studies
Schools Network (ISSN) was a United States national network of primary and secondary schools. ISSN
schools adapted the ISSN global education model by integrating global education across their programs
and curricula through a combination of professional development, globally focused curriculum
resources and tools, project-based learning, and authentic assessment (Asia Society, 2016e). The
International Studies School’s Network had a core mission of developing college- and career-ready and
globally competent students. The ISSN focused on overcoming the achievement gap of poor academic
performance seen primarily among low-income and non-white students, as well as preparing students
for work and civic roles in a globalized environment, where success increasingly required addressing the

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growing opportunity gap between what American schools typically taught and the knowledge, skills, and
dispositions required for full participation in a global economy” (Asia Society, 2016e).
The ISSN used a school design framework and a performance assessment system that helped
schools focus on international studies through the integration of international content in all disciplines
of study. Students were engaged through inquiry-based projects that incorporated technology to
support their learning and connect them to schools around the world. Students could study multiple
world languages, including Asian languages, and teachers and students had opportunities for
international travel and exchange. ISSN schools promoted a school culture that focused on creating a
supportive and responsive experience for each student, fostering sense of belonging, and giving
students an opportunity to become involved in their communities through internships and community
service.
The International Studies Schools Network (ISSN) was not a charter network, charter
management organization (CMO), or an education management organization (EMO), as it did not
directly operate any schools. At the time of this study, ISSN schools were traditional public or public
charter schools, but there were also a few independent schools in the Network in the past. The ISSN was
classified as a member of the Deeper Learning Network, which was a group of school networks that
served over 500 schools by providing advocacy, advisory, consulting, and public relations services to
their voluntary member schools (Deeper Learning Network, 2016). Proponents of deeper learning cite
these strategies as ones supporting instructional practices that prepare students for relevant careers
and participation in a global labor market. Other school networks in this category include Big Picture
Learning, ConnectEd, EdVisions Schools, Envision Education, Expeditionary Learning, High Tech High, the
Internationals Network for Public Schools, Inquiry Schools, New Tech Network, and New Visions for
Public Schools. The ISSN had also been categorized as a “Voluntary Network”, which falls in the middle
between “loose” and “tight” descriptors of fidelity of implementation and level of central

11
support/control or flexibility (Vander Ark & Dobyns, 2018). Other similar schools in this category
included Connect Ed, Youthbuild, Internationals for Public Schools, and Urban Assembly. These
comparisons and categorizations are further expanded in Chapter Two.
As a voluntary network, membership in the ISSN was sustained by schools that chose to
continue meeting the expectations established in the defining documents and resources provided to
member schools. ISSN cited changes in leadership and funding as the main reasons for changes in
membership. Specifically, the Network found that turnover in school or district leadership or in local
funding caused schools to decide to or be mandated to change priorities (D. Sessions, personal
correspondence, May 27, 2016). However, sometimes schools with no current formal affiliation still
claimed membership and demonstrated practices that derived from the ISSN Model. This was the case
with the College of Staten Island International Studies High School where their website referred to the
ISSN and its Graduate Profile and Graduate Performance System (GPS) as central components of
learning at the school (College of Staten Island International Studies High School, 2017). Thus,
membership in a voluntary network may be formal and recognized or informal and reflected in the
products and practices of the school. This is also representative of the ISSN overarching goal to build
capacity from within the school to foster sustainability and ownership of the Model, so that schools with
strong foundations can maintain and deepen the model on their own (N. Chowdhary, personal
correspondence, July 6, 2016).
In 2021, the International Studies Schools Network of the Asia Society announced that they had
and entered into agreement with Community Catalyst Partners (CCP), who acquired the ISSN in July
2021. Seeking a home base that was singularly focused on education as a mechanism for sustained,
community-wide youth development and empowerment, the ISSN identified CCP as a potential solution
to help the ISSN realize its full potential (T. Jackson, personal communication, June 17, 2021). CCP is a
nonprofit formed in 2020 that developed the talents of young people from pre- Kindergarten through

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the completion of a post-secondary credential of market value (Community Catalyst Partners, 2021;
Jackson, 2021).
The mission of Community Catalyst Partners and their plans for the ISSN were aligned with ISSN
organizational mission and goals. CCP materials produced soon after the transfer stated, “Community
Catalyst Partners and its International Studies Schools Network (ISSN) integrate global learning across
the curriculum through unique combination of professional development, globally focused curriculum
tools, project based learning, and authentic assessment” (Community Catalyst Partners, 2021, p. 1).
CCP maintained the ISSN core mission of preparing all students for employability and citizenship
in a global era with an interconnected world. They focused on the ability to appreciate diverse cultures
and analyze complex international issues along with developing the knowledge, skills, and dispositions
students needed to be difference makers on a local and global scale. For school leaders and teachers,
CCP built capacity using an assets-based approach that incorporated peer collaboration and the four
domains of global competence. They worked with the entire community to understand the current
context in terms of economics and school-based (K-12 and post-secondary) conditions. They facilitated
the development of plans and resources implemented over a three-to-five-year period to help the
community launch and ultimately attain their goal(s). Those efforts resulted in stronger communities
and organized coherence, braided funding, and effective resource utilization that led to improved
economic conditions and outcomes for young people, students, and families (Community Catalyst
Partners, 2023).
Organizational Performance Status
School networks were cited as one of the “most important innovations of the modern era of
[Unites States] education” (Vander Ark, 2017). As one of the ten networks in the Hewlett Foundation’s
Deeper Learning Network, Asia Society’s International Studies Schools Network is recognized as an
exemplary proof point among networks serving mainly under-resourced students of color and preparing

13
them for economic and civic success. As of 2017, the International Studies Schools Network served over
35,000 students, who were approximately 77% students of color, 65% economically disadvantaged, and
18% English-language learners (K. Farmer, personal correspondence, June 30, 2017). Comparative
national student data for the same period were 49% students of color, 48% economically disadvantaged,
and 9% English language learners (National Center for Education Statistics, 2017). In 2021, 75% of ISSN
students were students of color, 66% were economically disadvantaged, and more than 20% were
English language learners (Ross, 2021).
ISSN schools reported higher levels of student engagement and academic achievement,
especially in schools in primarily socioeconomically disadvantaged urban areas. In 2014, ISSN schools
had a graduation rate of 90% compared with the United States national average of 80% (Blazevski,
2015). Of the students who graduated, 90% were accepted to attend college (Asia Society, 2016e). The
International Studies Schools Network was a model organization. Scaling may be just one component of
this promising practice. Working to close the achievement gap and graduating globally competent
students were other important aspects of the ISSN model.
In 2021, a study of the ISSN reported that the Network included 78 schools in 16 states including
Washington DC and a school in Brazil (Ross, 2021). Approximately 83% of the schools were public
schools, 15% were charters schools, and 2% were independent schools. Research findings showed
statistically significant advantages in academic achievement for students in ISSN schools compared to
those in similar schools, especially in schools serving higher percentages of minority and low-income
students (Ross, 2021). In a study of GPS model usage, academic achievement, and motivation of ISSN
students in grades nine through 12, Blazevski (2014) found that total GPS module dosage was
significantly positively correlated with state exam scores for reading, math, science, and social studies,
as well as standardized achievement scores for all subjects combined. In the second year of the study,
students demonstrated statistically significant gains on the measures of STEM self-efficacy, engagement

14
in school, and global competence. Again, module dosage was a significant predictor of achievement,
although results were much more pronounced in the schools serving greater percentages of non-white
and low-income students. In a second study, Blazevski (2015) examined program efficacy by employing a
treatment control group comparison design. Specifically, each of 22 ISSN schools was matched to a
similar comparison school based on geographic proximity and student demographics. Results showed
that students in ISSN schools performed as well or better than comparison schools on 98 of 154 (64%)
examined state level achievement measures (Blazevski, 2015). On district level assessments, ISSN
schools were equal to or surpassed their comparison schools on 53% of the measures. These advantages
remained stable over three years and were more pronounced from middle and high school students
than for elementary students (Blazevski, 2015).
Organizational Performance Goal
Recognizing the essential role of school leaders and teachers in the successful expansion of the
Network and on continued improvements in student outcomes, the ISSN had established a goal of
providing the most useful resources and technical assistance to support the effective implementation of
the ISSN global education model. ISSN executive leadership sought to determine the extent to which the
resources and technical assistance provided were directly related to ISSN goals codified in the ISSN
Global School Design (GSD) framework and ISSN Graduate Performance System (GPS) and wanted to
learn how these were adapted by ISSN school leaders and teachers. Providing aligned, useful resources
and technical assistance was a strategy to further expand the Network and ISSN Model with fidelity and
assure the transfer of ownership and responsibility required to sustain the Network. Solutions and
recommendations provided in Chapter Five provide guidance, based on results and findings discussed in
Chapter Four, to support achievement of this goal.

15
Description of Stakeholder Groups
There were three stakeholder groups in the International Studies Schools Network that
contributed to and benefitted from the ISSN’s work to maintain flexibility and fidelity of the ISSN school
model, across a large and diverse network of schools, with success and sustainability. These were the
ISSN Executive Leadership Team, which included coaches and consultants who defined ISSN processes
and protocols, evaluated schools against the ISSN criteria in the Global School Design (GSD) framework
and Graduation Performance System (GPS), and provided technical support and resources to the other
two stakeholder groups, school leaders and teachers, who were implementing the Model. It was
important to focus on the ISSN school leaders as the primary stakeholders and teachers as secondary
stakeholders. School leaders were charged to work with the Executive Leadership Team during a
planning year to tailor the frameworks to their unique settings and goals and then work with coaches to
implement the plan. ISSN teachers were tasked to collaborate with colleagues to implement the GPS
across their curriculum, instruction, and assessment. Affiliated schools progressed to higher levels of
success with implementing the Global School Design (GSD) framework and the Graduate Portfolio
System (GPS) until they were at a Sustaining level of performance on the GSD. This status earned the
school recognition as a full member of the ISSN.
Purpose of the Study and Questions
The purpose of this study was to explore the Asia Society’s International Studies Schools
Network’s performance related to a larger problem of practice, scaling innovative school models as
flexible adaptations with conditions that require fidelity to essential aspects of the original model, and
how the goals of flexibility and fidelity can be met through resources and technical assistance provided
across a network of schools. While a complete study would focus on all stakeholders, for practical
purposes, the stakeholders of focus in this analysis were the ISSN school leaders and teachers. The
analysis focused on ISSN school leaders’ and teachers’ assets in the areas of knowledge and skill,

16
motivation, and organizational resources. Understanding promising practices and strategies they utilized
to adapt and implement the ISSN model at their schools was the focus of this study.
As such, the questions that guided this promising practice study were the following:
1. What knowledge and skill, motivation, and organizational influences are necessary
for the International Studies Schools Network school leaders to effectively
implement the ISSN model?
2. How aligned are necessary knowledge and skill, motivation, and organizational
influences with resources and technical support provided by the International Studies
Schools Network?
Conceptual and Methodological Framework
As a systematic way to analyze organizational goal achievement, gap analysis was adapted to a
promising practice study and implemented as the conceptual framework for this dissertation (Clark &
Estes, 2008). Gap analysis allows the recommendations to be derived from data and inform a clear
implementation and evaluation plan. The methodological framework was a mixed methods study with
quantitative analysis of survey data that informed a qualitative case study with descriptive statistics.
Assumed knowledge and skill, motivation, and organization assets that inform this framework were
generated based on personal knowledge, ISSN information, and related literature. These influences
were assessed using surveys, document analysis, interviews, literature review, and content analysis.
Research-based solutions were recommended and evaluated in a comprehensive manner. In the case of
a promising practice inquiry, gap analysis helps to identify the reasons, explanations, and solutions that
have been employed to result in the promising practice.

17
Definitions
Asia Society
The Asia Society is an international cultural institution founded in 1956 by John D. Rockefeller
and based in New York, NY with centers throughout Asia and the United States. Asia Society is best
known for its museum and collection of ancient and contemporary Asian art, but the not-for-profit
organization is equally committed to education. This is expressed in its mission statement,
Asia Society is the leading educational organization dedicated to promoting mutual
understanding and strengthening partnerships among peoples, leaders and institutions of Asia
and the United States in a global context. Across the fields of arts, business, culture, education,
and policy, the Society provides insight, generates ideas, and promotes collaboration to address
present challenges and create a shared future (Asia Society, 2016g).
Global Competence
Global competence (Asia Society, 2016a; Boix Mansilla & Jackson, 2011; Colvin & Edwards, 2018;
Council of Chief State School Officers, 2006; Hull & Hellmich, 2018; Reimers, 2008; United States
Department of Education, 2012) is the capacity and disposition to understand and act on issues of global
significance. It reflects deep understanding about the world—including natural and human-designed
systems and the connections between them; one’s own identity and other cultural perspectives; and the
ability to communicate and take action across the multiple networks with which one is associated.
Closely related to similar concepts that comprise “global awareness” (Partnership for 21st Century
Learning, 2016), “global consciousness” (Boix Mansilla & Gardner, 2007; Rifkin, 2009);
“cosmopolitanism” (Appiah, 2006; Fischer, 2011); “international mindedness” (International
Baccalaureate Organization, 2016), and “global understanding” (Hanvey, 1982)—to name a few—the
knowledge, skills, and dispositions associated with global competence are applied to ethical decision-

18
making, complex problem–solving, and to developing and acting with a sense of agency about the
difference one can and should make in the world.
Graduate Performance System (GPS)
The GPS was developed to reflect the definition of global competence that was defined by Asia
Society in collaboration with the United States Council of Chief State School Officers (CCSSO) and was
later adopted by the United States Department of Education. The GPS helped students develop global
competence by providing a set of frameworks and tools for use by students and their teachers to define
and assess student performance along the critical knowledge, skills, and dispositions within each
academic discipline and across disciplines in an integrated way. The GPS had a three-part framework
that valued asking important questions, analysis, problem solving, and collaboration. The framework
consisted of performance outcomes that students demonstrated at the end of the 3rd, 5th, 8th, 10th, and
12th grades; “I can” statements that described in student voice what they would be able to do at these
benchmark grade levels; and rubrics that showed a progression of skill development from elementary to
college levels (Asia Society, 2016c).
Graduate Profile
The Graduate Profile (ISSN Profile of a Graduate) was a one-page overview designed to allow the
reader, including the ISSN student, to envision the characteristics of an ISSN graduate. Other schools
with similar missions to prepare students for work and civic roles in a “globalized” environment, where
success increasingly required the ability to compete, connect, and cooperate on an international scale,
have similar expectations and goals for students. The Graduate Profile described the attributes that the
ISSN desired to develop in all graduates. These attributes were based on the ISSN mission and included
criteria for the knowledge, skills, and dispositions that the ISSN believed were necessary for success in a
21st century global environment. These attributes were organized under four headings: our graduates
are ready for college, our graduates have the knowledge required in the global era, our graduates are

19
skilled for success in a global environment, and our graduates are connected to the world (Asia Society,
2016d).
International Studies Schools Network (ISSN)
Located within Asia Society’s International Center for Global Education, the International Studies
Schools Network (ISSN) was a United States national network of primary and secondary schools. Schools
adapted the ISSN model by integrating global education across their programs and curricula through a
combination of professional development, globally focused curriculum resources and tools, projectbased learning, and authentic assessment (Asia Society, 2016e). Since its inception in 2003 to 2017, Asia
Society’s International Studies Schools Network (ISSN) had partnered with over 51 schools in 11 states
(and the District of Columbia) and had reached over 35,000 students and 1,000 teachers to transform
schools and to develop globally competent students.
ISSN schools act[ed] as models for school reform while preparing predominantly economically
disadvantaged students of color for college and career in a globalized world. Most ISSN schools
were urban public high schools, but the Network also included several elementary schools,
charter schools, suburban and rural schools (Asia Society, 2016e).
In 2014, Asia Society reported a graduation rate in ISSN schools of 90% compared with the
United States national average of 80%. Of the students who graduate, 90% were accepted to college
(Asia Society, 2016e). In 2014, ISSN students were 77% students of color, 65% economically
disadvantaged, and 18% English-language learners (K. Farmer, personal correspondence, June 30, 2017).
ISSN schools outperform demographically similar schools on state assessments in over 60% of
comparisons across tested grade levels and subject areas (Blazevski, 2014).
ISSN Global School Design (GSD) Framework
The Global School Design (GSD) framework defined six domains of global school design,
according to the ISSN, and served as a framework to assure that all aspects of a school were designed to

20
support global education and globally competent graduates. The six domains were vision, mission, and
culture; student learning outcomes; organization and governance; partnerships; professional
development, and curriculum, instruction, and assessment. The GSD framework expanded on each of
these domains and delineated expected outcomes, as well as provided rubrics that were used to
evaluate evidence in support of the outcomes for each domain. GSD rubrics provided four areas for
progression based on growth: beginning, emerging, proficient, and sustaining. The GSD framework was
intended to support educators through all phases of transformation for their schools by providing a
blueprint, guiding implementation, fostering school-wide reflection and internal feedback, generating
data needed to develop an ongoing plan of growth across the areas of the rubric from Beginning to
Sustaining school status, and provided a framework for evaluating the effectiveness of the ISSN Global
School Design principles (Asia Society, 2016f).
Scaling Up
Scaling was not simply increasing or replicating the quantity of an innovation or model, but
rather was the adaptation of an innovation to a new setting, often with a broader application (Dede,
2006). Coburn (2003) provided the initial four dimensions of scale: of depth that alters teacher beliefs
and practice, sustainability of maintaining change over substantial periods of time, spread or the
diffusion from one single to large numbers of adaptations, shift or the change in ownership from launch
agent to recipient. Dede (2006) added a fifth dimension called evolution, which is the revision of the
innovation by the adapter that caused the designer of the innovation to change the way they thought
about the innovation. This often resulted in a community of practice that further developed the
innovation through a series of feedback loops. This evolution of the innovation contributed to the
strength of the other four dimensions, reinforcing their role in the success of the scale up.
Morel and colleagues (2019) stated that both interest and diversity of how the term “scale” was
used have increased over the past three decades but still suffer from lack of conceptual clarity. They

21
pointed out that differences matter in terms of strategies used to achieve scale, lessons learned and
how these are applied, and how scale is studied. Multiple legitimate definitions of scale indicate that
scaling an innovation is a dynamic process. There are four ways that innovations can be described as
scaling: by adoption, by replication, by adaptation, and by reinvention. The difficulty of achieving scale
across these four ways varies and often incorporates other factors (Morel et al., 2019).
Organization of the Study
This study is organized in five chapters. This chapter provided the reader with the key concepts
and terminology commonly found in a discussion about the extent to which resources and support were
directly related to the effective adaptation of the innovative model of global education developed by the
Asia Society’s International Studies Schools Network. The model, as reflected in the Global School Design
(GSD) framework and the Graduate Performance System (GPS), and the organization’s mission, goals,
and stakeholders, was provided in Chapter One with the promising practice framework. Chapter Two
provides a review of current, relevant literature surrounding the scope of the study. Topics of global
education models at scale, scaling up innovative school models, best practices, criteria for scaling, and
effective support of teachers and school leaders in scale up efforts are addressed. The framework of gap
analysis and the knowledge and skills, motivation, and organization influences responsible for
performance in this context are also discussed in Chapter Two. Chapter Three describes the design of
the study and introduces data analysis methods. In Chapter Four, results and findings are presented.
Chapter Five provides recommendations for sustaining and transferring the promising practice, based on
data and literature, as well as recommendations for an implementation and evaluation plan.

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Chapter Two: Review of the Literature
This chapter provides a review of literature related to this study. First, to provide context for the
International Studies Schools Network (ISSN) Model by discussing the landscape of school models and
networks as systems of reform and continuous improvement within the United States public K-12
education system. Continuing by framing definitions of global education and competence and discussing
the rationale for how calls for international mindedness, global competence, and global consciousness
have resulted in education reforms designed to address how students are prepared for success in life
and the workforce. Then exploring the desire to extend the reach of school models that show signs of
success by reviewing definitions and approaches to scaling up school models and networks. Finally, the
chapter concludes with a review of the knowledge and skills, motivation, and organization influences of
the Clark and Estes (2008) gap analysis framework and how this relates to the ISSN Model and to the
school leaders and teachers who are the primary and secondary stakeholders in this study.
Chapter Two examines the literature to further inform the problem posed in Chapter One, the
research methodology constructed in Chapter Three, to explain the results and findings presented in
Chapter Four, and to expand the most relevant solutions and recommendations made in Chapter Five.
Public School Systems in the United States
The current public education system in the United States, in terms of numbers, is very similar to
2017 when this study was conducted. The system is large with over 100,000 schools organized into over
19,000 school districts across the 50 U.S. states. Over three million teachers serve 49.4 million students
in grade Kindergarten through grade twelve (National Center for Education Statistics, 2024). The United
States does not have a national education system; instead, each of the 50 states operates as an
independent system with Federal and State accountability and governance. School districts operate
under local board governance but must meet State and Federal accountability requirements. There is

23
not a common National curriculum or teaching model in the United States. Further, most state
education systems do not require a common curricula or teaching practice across their jurisdictions.
Innovative education practices, such as school models, curricula, or programs are adopted and
adapted by all levels of the system from National networks to individual teachers. Innovative practices
and new programs are incorporated, organized, and supported as systems within systems in different
ways. In 2018, a group of education reform leaders convened at a national meeting to discuss education
reform as system building (Cohen et al, 2018). In this context, they described three types of system
infrastructure. One that supported reform by describing a vision and setting an agenda, based on this
vision, that guided system design. A second type of infrastructure developed formal organizational
resources to support innovation, and a third type developed social organizations to support
implementation and shared norms and values for a coherent infrastructure. In this context the
International Studies Schools Network (ISSN) is defined and operated as a system for education reform
in that it provides all three types of system infrastructure.
Since the 1990s, education system building was prompted by reform movements like standardsbased reform and test-based accountability. Some of the larger education enterprises that resulted,
such as charter networks, have become central to educational reform in the United States. These
education system enterprises, including the ISSN, featured a central headquarters entity that functioned
as the primary agent of the organization, recruiting adopters, supporting implementation of the model,
and prompting continuous improvement and growth. Examples of these kinds of central operations
include a district office, a charter management organization, a nonprofit organization, or a universitybased research-practice partner. Schools in the International Studies Schools Network existed in two
systems with different centers of operation: the ISSN headquarters at the non-profit Asia Society in New
York and the district central office for the local school system where the ISSN school was located.
Operationally, there was ample room for alignment between the two systems as the ISSN did not

24
operate schools, leaving this to the district, and focusing instead on curriculum and instruction
components that could be adapted and incorporated into the local system to allow school leaders and
teachers to meet campus, district, community, and state interests and requirements.
School Networks in the United States
Acknowledging that successful innovative models have been difficult to sustain and scale due to
widespread obstacles, several researchers have looked at the power of networks generally (Vander Ark,
2017; Vander Ark & Dobyns, 2018) and in the context of deeper learning networks (Hernandez et al.,
2019; Vander Ark & Dobyns, 2018), which are characterized by approaches that allow students to apply
what they are learning to new situations and relevant complex problems that reflect those they
encounter outside of school settings (Hernandez et al., 2019). Building on a blog series written by
Vander Ark in 2017, the book Better Together (Vander Ark & Dobyns, 2018) explored different types of
networks that have successfully sustained or spread educational innovations. They provided a
framework showing how these types of networks landed in a two-dimensional continuum based on
characteristics that differentiated their approaches along a fidelity of implementation and central
support/control (flexibility) axes as described in Table 1.
The Learning Policy Institute (Hernandez et al., 2019) examined three successful national school
networks implementing deeper learning approaches that resulted in positive outcomes, especially for
students from under resourced settings. The next section of this chapter examines the characteristics of
several K-12 school networks in this landscape at the time of this study to situate the International
Studies Schools Network in a larger context. Cohen and colleagues (2018) cautioned that there is a
research-policy gap where policies that promote system design reflect a diversity of approaches that are
implemented far ahead of supporting research. This is true of the ISSN Model at the time of this study.
Only recently, beginning in 2021, have preliminary studies been conducted about the impact of the ISSN
Model on student outcomes.

25
In his “Getting Smarter Together” blog series Vander Ark stated that “school networks are one
of the most important innovations in the modern era of K-12 education” in the United States (2015, p.1)
because school networks are associated with increases in graduation rates and overall student
achievement that is especially noticeable in underserved communities (Vander Ark, 2017). Networks
matter because they provide teachers and school leaders an aligned system with vision, structure,
stability through leadership changes, colleagues as thought partners and mentors, curricular materials,
tools and other resources, and opportunities for professional growth.
Networks can create or transform schools that help bring innovation to scale. In their study of
Big Picture Learning, Internationals, and New Tech Network models, Hernandez and colleagues (2019)
found that these networks were successful because they designed schools with necessary structures
that fostered deeper learning to meet students’ academic and social needs that enabled these students
to thrive in network-affiliated schools. In addition, networks collaborate with local stakeholders to build
collective investment, adapting the model to local contexts with local support and enhancing the
school’s capacity through these local nodes (Hernandez et al, 2019). Networks also build capacity by
supporting diverse systems of professional learning that include network-wide gatherings that build
community and introduce foundational features of models, site visits as experiential learning, scaffolded
coaching designed to build capacity, and curated resource collections. Successful networks are learning
organizations that engage in continuous improvement to solve emerging problems in ways that adapt to
local needs while building capacity and maintaining fidelity to the core components of the model
(Hernandez et al, 2019). When networks operate as learning organizations, they provide a supportive
community in which school leaders and teachers can take risks, leverage and learn from the experience
of others, and develop materials that meet common design principles (Bryk, 2015; Vander Ark, 2017).
The International Studies Schools Network was not studied by the Learning Policy Institute as a
successful deeper learning model, but at the time of the study the ISSN did exhibit many of the

26
characteristics shared by the network models in the study. This alignment reinforces the promising
practice nature of the International Studies Schools Network.
There are many different types of school networks operating in the United States. They differ in
several ways, but characteristics that make them unique include how they specifically implement the
network model and the level of support and involvement provided centrally by the network
headquarters. Sometimes networks cease to exist due to funding constraints, leadership changes at the
network or at the district level, and changes in the political climate driving the underlying reform. Many
older member networks have stalled, some are still growing, and others have adjusted their focus to
address current challenges (Vander Ark, 2015). For example, after 33 years the Coalition of Essential
Schools, founded by Ted Sizer on the ten principles featured in Horace’s Compromise, had 600 member
schools before closing in 2017 after a board vote (Coalition of Essential Schools, 2017). In contrast, the
Coalition for Community Schools, which was initially designed to provide a clear framework with a
loosely defined adaptation to foster community impact and support (Melaville et al., 2011), evolved to
meet specific needs under the umbrella organization into a network of nine affinity-based networks
(Coalition for Community Schools, 2024). At the time of this study in 2017, all the networks mentioned
in this chapter were active.
Table 1 briefly describes six types of school networks (Vander Ark & Dobyns, 2018) and
compares two major characteristics: fidelity of implementation of the model and centralized support
and control, or flexibility.
Design Networks
Design Networks are voluntary member networks that focus on design principles and support
services. The comprehensive design of the network is specified in a memorandum of understanding and
the work of the network is supported by philanthropic contributions. This type of network includes
National Academy Foundation which is one of the oldest networks with 667 schools in the United States,

27
Big Picture Schools with 55 schools in the United States and 39 international partner schools, and
EdVisions with 37 schools in the Midwestern United States which feature a student-centered network
open to adaptation but tight on several key components.
Platform Networks
Characterized by a brand, software, and services agreement, some organizations that are
platform networks are not full school models, instead providing content on a shared platform combined
with professional development. Full school models in this category have been expensive and difficult to
scale. Examples include PWLT (STEM), Apex Learning, AltSchool, and Fuel Education. The New Tech
Network, based on New Tech High School in Napa, CA, started over 20 years ago with more than 200
schools in mostly public school districts, is also an example. In the International Studies Schools
Network, Winton Woods City Schools in Cincinnati, Ohio follows this model. These schools typically
share a project based learning model, learning platform, and professional development. Despite
implementing sophisticated technology supports, the New Tech Network is highlighted by Vander Ark
(2015) as a network that grew when others had stalled. New Tech’s success was attributed to creating
value for schools to join and stay part of the Network. New Tech used a learning organization framework
that addressed structure, leadership, and organizational culture. Value derived from effective
professional development, differentiated coaching, strong relationships that supported districts with
school design and ensured conditions that supported implementation, and a commitment to continuous
improvement.
Managed Networks
Managed Networks are vertically integrated enterprise system charter management
organizations. At the time of this study, there were over 50 scaled charter networks. Most of these
shared a learning model, professional development, and other support, metrics, and platform tools.
Some small districts even operated as managed networks while others have innovative learning models

28
that focused on blended learning such as Alpha Public Schools in San Jose, CA or personalized project
based and social emotional learning such as Thrive Public Schools in San Diego, CA. Summit
Learning/Summit Public Schools was also a managed network with nine schools in the Western United
States that share the Summit Learning Platform and trained teachers at over 100 other schools. Other
managed networks were Aspire Public Schools (40 schools in California and Tennessee), DSST Public
Schools a charter school network (16 schools in the Denver Metro area), IDEA Public Schools (51 schools
in southern Texas), Harmony Public Schools (45 schools in Texas; one in Washington, DC) and the
Knowledge is Power Program (KIPP) model. KIPP provided a comprehensive look at the development of
a scaled network of schools through more than 15 years across multiple states, addressing leadership,
school design, and managed growth (Childress & Marino, 2008; Levin, 2013). KIPP, a model with a
particular approach to teaching, learning, and student-teacher relationships, required additional training
for staff and new systems to support these practices. Levin (2013) reflected, “while it is always a
challenge to move organizations to a new standard of practice, extending those characteristics across
5,000 schools was especially challenging” (p. 19).
Voluntary Networks
Schools in voluntary networks have more flexibility and share design principles and professional
development services that are reflected in a brand and services agreement, but not a platform.
Examples from voluntary networks in the United States included the Asia Society International Studies
Schools Network (ISSN) with about 40 schools in eight states; ConnectEd with nine district initiatives
sponsored by the Irvine Foundation; College-focused Academics with 30 schools in seven states;
Youthbuild with 260 high school programs in 46 states; Internationals for Public Schools with 22 schools
welcoming newcomer students; and Urban Assembly with 21 schools.
Networks in this category also included the Deeper Learning Network of more than 500 schools
in 41 states. Composed of ten school networks representing a mix of charter and traditional public

29
schools, the Deeper Learning Network collectively serves more than 227,000 students, most of which
are students from under resourced communities and situations. Each school network embodies
educational outcomes that prepare young people for economic and civic success. The Deeper Learning
Network includes the Asia Society’s International Studies Schools Network, Big Picture Learning,
ConnectEd, EdVisions School, Envision Education, Expeditionary Learning, High Tech High, Internationals
Network for Public Schools (Newcomers), New Tech Network, and New Visions for Public Schools
(Vander Ark, 2017; Vander Ark & Dobyns, 2018).
Principles Networks
Schools belonging to principles networks are characterized by informal affiliations. These
models can be scaled easily and inexpensively but they have large variations in implementation fidelity.
Examples include Future Ready and EdLeader 21.
Portfolio Networks
Portfolio networks, the smallest category, represent decentralized organizations, often
characterized by idiosyncratic management that can make it challenging to achieve the clarity of
operations necessary for sustained performance. The Chicago International Charter School network and
the Ross School Model (Ross Institute, 2020) are examples.
Asia Society International Studies Schools Network Model
The International Studies Schools Network (ISSN) represents a model for global competence and
college and career readiness developed at the International School of the Americas in San Antonio,
Texas over 20 years ago. Since inception in 2003, the ISSN had gone through several cycles of adaptation
that clarified expectations and necessary support. Over the Network’s history 51 schools in eleven U.S.
states, when combined over time, have served approximately 1,500 teachers and 35,000 students (Asia
Society, 2016e; Vander Ark & Schneider, 2014). When this study was undertaken in 2016-2017, the ISSN
was a network of 26 primary and secondary schools in eight states in the United States (Asia Society,

30
2016e). These 26 schools were in suburban and urban settings in California, Colorado, Maine,
Massachusetts, Ohio, Texas, Washington, and Washington, DC. At the time of this study, Illinois, New
York, and North Carolina did not have any ISSN-affiliated schools, although the ISSN was previously
represented in these locations.
Table 1
School Networks Compared by Implementation Fidelity and Flexibility
Loose FLEXIBILITY of CENTRAL SUPPORT and CONTROL Tight
Loose FIDELITY of SCHOOL MODEL IMPLEMENTATION Tight
Design Networks
Comprehensive design is
specified in an MOU.
Voluntary member networks
that focus on design
principles and support
services. The work is
supported by philanthropic
contributions.
+open to innovation
+tight on key variables; Loose
on other variables (flexibility)
-quality varies
Platform Networks
Brand, software, and services
agreement. Some
organizations in this category
are not full school models
but they provide content on
a shared platform with
professional development.
+scalable quality
+micro school opportunities
-challenge to build
-whole school models are
slow and expensive to scale
Managed Networks
Vertically integrated
enterprise system charter
management organizations.
Most share a learning model,
professional development and
other support, metrics, and
platform tools.
+implementation fidelity
yields quality at scale
-challenge to build
-can repress innovation
-slow and expensive to scale
Voluntary Networks
Brand and services
agreement with more site
flexibility. Share design
principles and professional
development services, but
not a platform.
+flexible, moderate cost
-low/moderate fidelity
Principles Networks
Informal affiliations and
loose networks share
principles. Can be scaled
easily and inexpensively but
they have large variations in
implementation.
+low cost to scale
-low fidelity
Portfolio Networks
Decentralized organizations;
the smallest category as a
scaling strategy. Idiosyncratic
management make it
challenging to create
conditions necessary for
sustained performance.
+open to adaptation/themes
-moderate fidelity
With three defining documents, the Graduate Profile (Asia Society, 2016d), Global School Design
(GSD) framework (Asia Society, 2016b), and the Graduation Performance System (GPS) (Asia Society,

31
2016c), the ISSN codifies what successful implementation of the ISSN model for global competence and
college readiness looks like for Network schools and students. Therefore, these academic resources
provided measurable criteria for school leaders and teachers about school design that included mission
and vision; governance and organization; school culture; partnerships and programs; curriculum,
assessment, and instruction; professional development; and student performance. The Model had been
tested over time in an increasingly complex network and the resulting ISSN, refined through a series of
feedback loops and participants, expanded the original model. This cycle is representative of the
complex dimensions of the evolution of scaled models (Dede, 2006).
ISSN Global School Design (GSD) Framework
To codify expected knowledge and skills, the ISSN provided affiliating school leaders with the
Global School Design (GSD) framework (Table 2), which described in detail, for primary and secondary
schools, how the six domains of the ISSN Model (global school design: vision, mission, and culture;
curriculum, assessment, and instruction; student learning outcomes; professional development;
partnerships; and governance and organization) should be implemented (Asia Society, 2016f). For each
domain in this framework, the ISSN provided a rubric, differentiated for primary and secondary school
contexts, that delineated performance outcomes and provided descriptions at four levels of progress:
beginning, emerging, proficient, and sustaining. The ISSN also provided school leaders with a planning
year and a consultant/coach who worked with the leader to tailor the goals of the framework to the
mission of the school, the school leader’s goals, and to any requirements from the district or state that
the school leader also had to meet.
ISSN Graduate Performance System (GPS)
As with the GSD framework, affiliating teachers were provided with the Graduate Performance
System (GPS) rubrics and tools that guided the development of curriculum, instruction, and assessment
in classrooms throughout the school and provided the Curriculum, Instruction and Assessment and

32
Student Outcomes domains of the GSD framework. The GPS rubrics provided detailed expectations for
each discipline, and they were used for evaluating student performance and work product against the
four global competencies and their criteria. These materials were provided for all core academic
disciplines with developmentally progressing categories of performance at grades three, five, eight, ten,
and twelve. Teachers had to develop an understanding of the global competencies applied to their
curriculum, aligned with state and national standards, and other requirements. In addition, teachers had
to develop pedagogical skills associated with performance-based assessments and project-based
classrooms. The ISSN provided technical assistance and training to teachers who developed curriculum
aligned with the GPS. ISSN also provided training to teachers about performance-based assessments and
projects, project-based learning, and offered cross-network opportunities to share student work to
facilitate calibration against rubrics and examples of best practice.
Table 2
Global School Design (GSD) Framework Overview: Six Domains
Domain Description
Vision, Mission, and Culture Establishing global competence as an organic and sustained
focus.
Student Learning Outcomes Academic results display global competence in all students.
Curriculum, Instruction, and
Assessment
A global focus is evident throughout the school’s academic
program.
Organization and Governance Change management and sustainable structures support global
competence.
Partnerships Working with natural affiliates in the community to enrich the
school’s global focus.
Professional Development A continuous cycle of learning best practices for developing
global competence.
For both school leaders and teachers there was a learning curve that required ongoing support
from the ISSN until the stakeholder developed the capacity to support the learning of others at their
school or at other schools within the Network. As part of the Asia Society Center for Global Education,

33
ISSN school leaders and teachers had access to a collection of content resources, materials, and
expertise that extended beyond the International Studies School Network.
Schools typically progressed through the planning year and subsequent four levels of the GSD
framework in a five-year period. Interim progress toward the Sustaining level of membership was
marked by a preliminary site visit and analysis of performance against the GSD framework rubric. When
ISSN schools qualified as a Sustaining level school, based on the site visit analysis, this indicted that they
had successfully adapted and implemented the GSD framework fully, including the GPS.
ISSN Profile of a Graduate and Profile of a Teacher
Two other defining documents completed the description of the ISSN Model, the ISSN Profile of
a Graduate and the ISSN Profile of a Teacher. The Profile of a Graduate described what a globally
competent student should know and be able to do upon graduation aligned with each of the four
components of global competence. Global education was viewed as part of college readiness and the
graduate profile reflected the ISSN mission and described what was necessary to graduate ISSN students
who were prepared to successfully attend college and/or succeed in a career (Jackson, 2008).
In 2017, the ISSN worked with teachers and leaders to develop a repository of knowledge, skills,
and dispositions desired for ISSN staff. The items listed served as criteria when hiring new staff and
became the ISSN Teacher Profile (Asia Society, 2017). The teacher profile described the knowledge,
skills, and dispositions an ISSN teacher should possess or commit to develop, aligned to the four
components of global competence. The profile also served to define the purpose and progression of
professional development to support ISSN teachers along a career pathway.
Global Education
There are many terms associated with global education—such as global perspectives (Hanvey,
1982); global competence (Boix Mansilla & Jackson, 2011; Fadel et al., 2015), global consciousness (Boix
Mansilla & Gardner, 2007; Rifkin, 2009), and global citizenship (Gerzon, 2010)— each reflecting subtle

34
differences in perspectives, politics, emphases, and geographic origin. A common theme through all
terms, when applied, is that they describe how globalization could be addressed through education.
Globalization and Global Education
The challenges and opportunities posed by globalization were often called on to be addressed
through education (Hugonnier, 2007; Suarez-Orozco & Qin Hilliard, 2004; Zhao, 2012). Schools were
described as one of the primary socializing institutions of modern society and as such thought to support
the development of competence in the knowledge, skills, and character that fostered global education
(Darling-Hammond, 2010; Fadel et al, 2015; Reimers et al., 2016).
Philosophically, the rationale for global education had addressed different points of view
including fostering international mindedness for diplomats and businessmen after World War 1 (Hill,
2012). This purpose was represented by the traditional international school and more recently by the
International Baccalaureate Schools (Bunnell, 2008). Found in countries world-wide with a curriculum
different than the host country and originally started for the global elite, they now include a broader
range of tuition paying students. After A Nation at Risk (Goldberg & Harvey, 1983), which included
comparisons of the United States education system with that of other countries and stated that schools
in the United States were not preparing students to be competitive in an international workforce. Global
education was also charged with producing economic competitiveness with the skills required for work
in a connected world and a global economy (United States Department of Education, 2012) to assure
that students were adequately prepared (Soriano, 2015; Suarez-Orozco & Qin Hilliard, 2004). A
movement toward global consciousness (Boix Mansilla & Gardner, 2007) and cosmopolitanism (Appiah,
2006) aimed to prepare students for emerging conceptions of global citizenship that combined social
relationships and addressing global crises around immigration and the environment. Global
consciousness called forth an altruistic view in support of a more peaceful world, one that promoted

35
dialogue and understanding as ways to develop tolerance and respect for differences across diverse,
transnational spaces (Gerzon, 2010; Hansen, 2010).
Over the years, global education has been called on to address different political needs,
nationally and internationally. In the United States, the tension between practical national advancement
and altruistic sentiments about other nations, people, and issues that cross national boundaries
characterized the period when this study was conducted. In most periods, global education in the
United States has addressed ways to increase competitiveness and improve cross-cultural
understanding (Hull & Hellmich, 2018). In the intervening time between the start and finish of this
dissertation, global competence had become less dominant in dialogues about education, taking a
backseat to the COVID pandemic, war, and technological advances such as artificial intelligence; events
which are all undeniably global in nature. Yong Zhao (2024) published a blog post entitled “What
happened to global competence?” in which he recalled that five years ago more governments and
schools embraced global competence as a goal for students. He credited organizations such as the Asia
Society for leading the creation of content to support the development of global competencies in
schools and students, international studies tours, student exchanges, and global projects, and PISA for
launching the first assessment of global competence in 2018 (Zhao, 2024). During this study in 2017,
increasing numbers of schools and non-profits were prioritizing international perspectives in curricula,
extra-curriculars, language policies, enrollment practices, virtual connections, and global networks of
schools (Boix Mansilla & Jackson, 2011; Hull & Hellmich, 2018).
Global Competence
Global competence (Jackson, 2008; Boix Mansilla & Jackson, 2011; Council of Chief State School
Officers, 2006; Reimers, 2008) reflected deep understanding about the world, including natural and
human-designed systems and the connections between them, one’s own identity and other cultural
perspectives, and the ability to communicate and collaborate across the multiple networks with which

36
one is associated. Closely related to similar concepts that comprise “global awareness” (Partnership for
21st Century Learning, 2016), “global consciousness” (Boix Mansilla & Gardner, 2007; Rifkin, 2009);
“cosmopolitanism” (Appiah, 2006; Fischer, 2011; Hinton, 2012); “international mindedness”
(International Baccalaureate Organization (IBO), 2012), and “global understanding” (Hanvey, 1982). The
knowledge, skills, and dispositions associated with global competence were applied to ethical decisionmaking, complex problem–solving, and to developing and acting with a sense of agency about the
difference one could (and should) make in the world.
Although the term “competency” has roots in the skills development of vocational education
programs in the 1970’s (Australian Education Council, Mayer Committee, 1992), in 2017 conceptions
about global competence combined skills with knowledge and dispositions in response to
transformative global trends (e.g., economic, demographic, security, and citizenship). This approach
both broadened the description of a globally competent student and increased the difficulty of
determining how to measure achievement of global competency.
Educating for global competence in the United States was driven by several factors such as a
desire to produce citizens who had the capabilities to be productive and competitive in a global
economy, to prepare a new generation of thinkers and doers who strived for ethical solutions and
interactions that valued human rights and diplomacy, and who considered the environmental health of
the planet. National arguments made for producing globally competent students were justified because,
according to the proponents, doing so would make the United States more competitive in global
economic markets and more secure in the event of global terrorism. This perspective was reflected
strongly in the case made by organizations like the Asia Society to develop globally competent high
school students who were prepared for the 21st Century, a time when globalization of economies,
advances in science and communications technology, acceleration of international migration, and the

37
reality that virtually every major health and security issue had an international dimension was the norm
(Stewart, 2007).
The set of related factors cited by Stewart was attractive to politicians and policymakers and,
therefore, in the United States this characterization of global competence often played the largest public
role in making a case for global competence. There were other important reasons for producing globally
competent graduates that included framing and solving problems that didn’t fit neatly into the realm of
a single nation or geography, issues related to human rights, and the realities of how information, goods
and services were shared informally between people, transnationally. Still others sought to prepare
students who were globally conscious, responding to a more interconnected future world where
planetary culture (Thompson, 2009) and biosphere consciousness (Rifkin, 2009) resulted from the
elimination or minimization of political boundaries between nations.
Although there were different rationales for global competence, there was little disagreement
that global competence was a necessary and important outcome of education. As would be predicted by
globalization, the calls for globally competent students were then heard as loudly in other nations, such
as China and India, as they were in the United States (Bloom, 2006; Boix Mansilla & Jackson, 2011;
Forghani-Arani et al., 2013).
The Asia Society International Studies Schools Network Model focused on curriculum,
assessment, and instruction for global competence and the supports needed for school leaders and
teachers to implement the model. The ISSN was also known for providing a global education to students
from under-resourced communities (Hull & Hellmich, 2018). Competence in global education was
developed through an inter-related set of knowledge, skills, character dispositions, and the metalearning skills that foster self-awareness and agency (Boix Mansilla & Jackson, 2011; Fadel et al 2015;
Reimers, 2008; Reimers et al., 2016). Interdisciplinary thinking was considered to be a requisite skill for
global education and its development was facilitated through interdisciplinary teaching and learning

38
(Boix Mansilla & Duraising, 2007; Fadel et al, 2015). Developing curriculum based on complex dynamical
systems theory focused on associations (linkages) between content (nodes) and reflected the
complexity of interconnected knowledge necessary for understanding the complicated relationships and
systems involved in global education content (Begg, 2003).
Scaling Up School Models
Scaling up includes increasing or replicating the quantity of an innovation or model, but this was
not sufficient. Scale also considered the adaptation of an innovation to a new setting, often with a
broader application (Dede, 2006). Coburn (2003) provided the initial four dimensions of scale which
included being of enough depth that the work changed teacher beliefs and practice, change that was
maintained over substantial periods of time, spread or the diffusion from one instance of the model to
multiple adaptations, and shift in ownership from designers to the recipients. Dede (2006) added a fifth
dimension called evolution, which required the revision of the innovation by the adapter so that the
innovation’s designer changed the way they think about the innovation. This often resulted in a
community of practice that further developed the innovation through a series of feedback loops.
Evolution of the innovation strengthened the other four dimensions, reinforcing their contribution to
the success of scaling (Dede, 2006).
Levin (2013) qualified scale up as an approach that served at least 25% of the need. Applied to
the United States education system, meeting this qualification would require involvement of almost
5,000 school districts, 25,000 schools, or over 12 million students. An experiment this grand would be a
challenge to launch, let alone manage to deliver results. The question of scale also highlights the
importance of scaling a promising practice, over time and iteration of refining best practice and
developing systems, so that, collectively, innovations can make a comprehensive difference in the
achieved outcomes for students.

39
Education networks such as the ones discussed in this study allow innovation to take root and
be incubated. Vander Ark (2017) reported on a study of 1,500 organizations that identified four network
models that were judged to be most successful in business settings (Libert et al., 2016). These network
models were asset builders, service providers, technology creators, and network orchestrators. The
study showed that compared to other factors, networks have the highest growth and return on
investment, as well as a multiplier effect due to network strategy. Networks were found to be more
scalable based on co-creation with stakeholders and even more likely to succeed if they had a common
technology platform which established consistency, common data and other sources of information, and
an easy-to-access community which minimized the organizational hierarchy and improved
communication within organizations (Libert et al., 2016).
Applying the findings of this study to education models emphasized the following (Vander Ark,
2017; Vander Ark & Dobyns, 2018) about scaling up networks. Growth of a network required balancing
tension between fidelity and flexibility necessary to maintain the core aspects of the model while
allowing adaptation of the model to fit a new context (Levin 2013). Also, human capital was the single
most important resource schools deployed in scaling up a model (Berends, 2000; Childress & Marino,
2008; Levin, 2013).
Defining Scale
Definitions of scale in education frequently included examples or refer to specific cases because
scaling education models is difficult and context dependent (Cohen & Ball, 2007; Dede, 2006; Hull &
Hellmich, 2018; Levin, 2013; Vander Ark & Dobyns, 2018). Characterizations of scale collected at the
Stone Foundation convening of nonprofit organizations trying to go to scale included exponential
growth and continuous improvement, efficiency, effectiveness leveraging resources, delivering high
quality services with consistency, and ability to replicate the program model (Stone Foundation, 2009, p.
2). Discussions at this meeting also raised risk assessment as a factor and surfaced concerns about

40
capacity within organizations to ramp up and expand; how to determine fidelity to a program model;
ways to maintain quality control and high expectations; potential loss of organizational culture due to
influences from a larger, less intimate partner or organization; and financial costs associated with
scaling. A speaker at the conference summed up, “achieving scale means raising a substantial portion of
the full potential of the concept of the program,” which could include wide geographic spread, broad
adoption, powerful and full program implementation, sustainability, and wide recognition (Stone
Foundation, 2009, p. 3).
Morel and colleagues (2019) stated that over the past three decades both interest in and
diversity of how the term “scale” was used had both increased. But time has not improved clarity of the
concept of “scale” and unresolved issues remain among strategies used to achieve scale, lessons learned
about scaling and how these are applied to new situations, and how scale is studied. There result
multiple legitimate definitions of scale and these reflect the fluid nature of scaling up work. These
multiple definitions also yield multiple words that describe the work, including scale, scale up, scaling,
spread, and at scale (Morel et al., 2019). All versions of the definition of scale shared the requirement
that innovations become widespread but there were four sustaining patterns identified that qualify
innovations to be considered “at scale” beyond just spread: adoption, replication, adaptation, and
reinvention (Morel et al., 2019). These patterns have become more clearly defined over time as critics of
spread alone added requirements. Coburn (2003) proposed a multi-dimensional concept that added
criteria such as depth of implementation, shifts in norms and beliefs of implementers, and sustainability
to the criteria of widespread use. McDonald and colleagues (2006), called for improvement in student
achievement in addition to widespread use and stated that maintaining this was the most critical
component of how scale was defined. Having multiple definitions of scale in the literature sometimes
posed an issue with static conceptualizations of scale lacking the more current view that scaling
legitimately may shift over time and over the life cycle of an innovation.

41
Related to widespread adoption of a model, fidelity of implementation (FOI) builds legitimacy
and identity around the model. Fidelity of implementation also fosters network effects that increase as
more people implement a model in new settings, with an increased number of cases helping to establish
the innovation into everyday practice across a larger group. Models that establish fidelity of
implementation against set criteria can provide a setting conducive to studying the model and its
impact. This situation offers education researchers a framework against which to test replicable
outcomes of scaled innovations that are reproducible in new settings (McDonald et al., 2006). Pure
implementation with fidelity of routines and practices was more aligned with adoption absent
adaptation (Peurach & Glazer, 2012). This approach had critics who questioned whether it was realistic
due to the nature of education settings (Coburn, 2003), but even partial adoption may have important
consequences for education by introducing the possibility of change, even if the potential benefits of
implementing all key components, such as building legitimacy or achieving network effects, were not
realized (Morel et al., 2019).
Common concepts emerged over time and across the different terms, definitions, and
descriptions of scaling up. These interrelated components can be synthesized into the following six
criteria for the successful scale up of a school model: fidelity of implementation of key, defining aspects
of the model; flexibility to allow adaptation of the model to work in a new context; depth of
implementation that results in significant changes in the field, gains in student outcomes, and in the
beliefs and practices among educators implementing the model; spread of the innovation to have a
broader, more widespread impact in terms of numbers served; dynamic evolution of the model that is
ongoing and informed by continuous improvement cycles; and evidence of sustainability that results
from the convergence of these factors. The tension between fidelity of implementation and flexibility of
adaptation in a particular scale up is also a characteristic.

42
Scaling by adaptation became increasingly more common, involving the widespread use of an
innovation that is modified according to the needs of the local users (Clarke & Dede, 2009). Adaptations
adhered to predefined core principles of an innovation, like adoption, but variations were encouraged as
they were believed to enhance the effectiveness of the model because local stakeholders knew the
immediate context, including what is needed and what works best. Adaptation did not require strict
fidelity to program design, beyond a core set of design principles that keep local modification to an
acceptable range (Bryk et al., 2011; Penuel et al., 2011). Continuous improvement research offered an
option for studying adaptation in practice as researchers and practitioners defined local problems of
practice, adapted interventions, and evaluated their effectiveness (Bryk et al., 2011; Cobb et al., 2003).
Flexible adaptation was most closely aligned with how the ISSN model was scaling up during this
study, guided by boundaries about core beliefs of the organization, rather than rigid fidelity of
implementation. ISSN characteristics met the criteria of a scale up because the innovation was
expanding to have greater impact, but not just as a dissemination of an intact model. Once the model
was adapted in affiliated ISSN schools and classrooms, ISSN school leaders and teachers shared their
ideas and derivative work back with the Network.
Dynamic evolution of a model involved reflection and continuous improvement that could result
in reinvention of the model or innovation (Dede, 2006; Cohen, 2003). Originating from the field of digital
media, reinvention occurs when an innovation acts as a catalyst for further innovation in the style of a
remix. This method was the least likely scale up situation in education. One example of an education
organization catalyzing local innovation was the Institute of Play (Salen Tekinbaş et al., 2011) where
concepts such as game design were reworked to meet requirements and draw on student-centered
design principles. Factors such as depth of implementation, sustainability, and evolving ownership
continued to be relevant for reinvention, but the actual implementation continued to look different due
to the dynamic nature of the emerging model that effectively scaled. Thinking about scale as dynamic

43
meant that how reformers and researchers conceptualized scale could shift over time depending on the
context of the reform. In many ways scaling the ISSN Model was an example of dynamic scaling, further
defining what scale looked like for the Network over time.
Dynamic networks (Vander Ark, 2017) taught four lessons to bring quality to scale quickly that
were learned from the tech sector and other business startups. They promoted a culture that
encouraged innovation and supported network infrastructure that allowed innovation to be iteratively
tested and piloted to determine quickly how well a trial or pilot worked. Dynamic networks learn from
the bottom up and have procedures for sharing tools and resources developed in the pilot. These tools
and resources become widespread based on use rather than authority, quickly informing the ongoing
work of the network (Libert et al., 2016; Vander Ark, 2017). The dynamic networks approach to scaling
could change the traditionally slow pace of implementing education innovations.
Strategies for Successful Scaling
Scaling successful models in education, as compared to other sectors such as business, has
proven difficult, but during the past two decades several factors that contribute to effective scaling have
been identified (Coburn, 2003; Cohen & Ball, 2007; Dede, 2006; Levin, 2013). Scaling up an education
model or innovation involves closing gaps between the required elements of a model and an
organization’s capacity to implement it (Dede, 2006). Strategies for successful scaling can be organized
into several categories such as talent management, partnerships, balancing fidelity and flexibility,
organizational learning, a strong value proposition, and deliverables that foster sustainability.
Human capital is one of the most important resources deployed in scaling up a model, with
school leaders and teachers playing lead roles in implementation (Berends, 2000; Childress & Marino,
2008; Levin, 2013). Finding school leaders and teachers who believe in the innovation and who are open
to change is a critical precursor to success. Network-based scaling up must factor in understanding of
change management processes associated with individual approaches and local adaptations (Bryk,

44
2015). The addition of something that might not seem to be a core element of the model, but which is
integral to the implementation process, can make the innovation or model appear more complex.
Building teacher capacity to implement the innovation and participate in the successful scaling is
fundamentally important and sometimes must be overseen by the parent organization to assure that
change management principles are considered and that the key school leaders and teachers participate
(Childress & Marino, 2008; Dede, 2006; Levin, 2013; Peurach & Glaser, 2011).
Another aspect of managing talent is supporting professional growth. Establishing networks of
support where teachers have frequent, sustained connections to expertise and learning opportunities
embedded in daily work addresses the change process and fosters teacher commitment to reform
practices, resulting in greater sustainability (Coburn et al., 2012). Clear descriptions of the implemented
model and what the change will look like in practice was often not sufficient. Educators also benefitted
from implementation supports that included classroom-based assistance and professional development.
Coaches and other local experts who modeled best practices, sample materials, scaffolding, and
common planning time for teachers were effective for building capacity to implement and sustain the
new model or innovation (Cohen & Ball, 2007). As it is more challenging to measure change in thinking
or enacted learning from professional development than the presence or absence of activities or
materials, this approach emphasizes dimensions of scale that are more challenging for researchers to
measure (Cobern, 2003).
Partnership is a second category of successful strategies for scaling. Most school models going
to scale involve a non-profit organization that is modifying or starting new schools. These partnerships
typically take the form of franchises or networks (Farrell et al., 2012; Peurach & Glaser, 2011). While a
partnership did not guarantee successful scaling, organizations working in partnership with schools
increased the likelihood of success because they amplified how the model was implemented through
support and resources but also shared the innovation and its early successes across the network (Penuel

45
et al., 2011). Network support of educational innovation at scale included educators at the grassroots
and leadership levels and advanced reform through non-hierarchical networks (Cannata & Nguyen,
2020). Case studies of school systems that experienced sustained improvements found that local
ownership, teacher involvement, and continuous improvement were critical to their success (Fullan,
2016).
Another strategy for successful scaling is to balance flexibility and fidelity of implementation.
Fidelity of implementation reflects strong design principles related to the model and codified in tools
and resources. These design principles are not overly complex, but they reinforce the mission and
describe necessary components of the model. For the ISSN these design principles were spelled out in
the six domains of the Global School Design (GSD) framework. The associated rubric described how
these were implemented at different levels of fidelity. For the ISSN, fostering local adaptation and
ownership of change within the integrity of the core elements was an example of balancing fidelity and
flexibility in implementation. In networked models, practitioners, stakeholders, and researchers all play
a role in evaluating appropriate fidelity of implementation that is true to the model and flexibility that
allows for necessary adaptation, innovation, and problem solving (Cannata & Nguyen, 2020). In one
study, a fidelity focused approach promoted learning about the instructional change among teachers
who had less experience with the innovation, while a more adaptive approach was effective for teachers
who had more experience with the innovation (Quinn & Kim, 2017).
Definitions of scale and the measurement of scaling are context specific (Cohen & Ball, 2007;
Levin, 2013). Another strategy that fosters scale is organizational experience and this is especially true of
learning organizations. Over time, a learning organization improves and becomes more efficient; this is
why pilot programs rarely go directly to scale. The organization delivering the innovation also must
mature to be able to deliver large scale impact. A network as a learning organization fosters transitions
and transformations over time that are necessary to sustain schools and their leaders’ investments in

46
implementing the model. Whole school reforms require sustained guidance and consultancy for success;
these are so specific to the implementation of the innovation that they are often not distinguished from
the model (Cohen & Ball, 2007).
Scaling up requires making tradeoffs because not all lessons or strategies will transfer (Stone
Foundation, 2009). Learning organizations magnify the value proposition of continuous improvement
and foster community, sharing support from leaders and teachers across the network and resulting in
national and local recognition that fosters belonging, identity, and professionalism (Levin, 2013). The
Stone Foundation (2009) called out the importance of having a strong value proposition. This was true
when the value of the program exceeded the perceived cost at which the program was deemed
worthwhile. In the non-profit world where programs, like the Asia Society’s International Studies
Schools Network, are funded initially by philanthropic dollars, the question of value proposition may be
even more important. To examine this, one must ask whether the client/grantee would elect to pay for
the program directly if they had the resources. Vander Ark (2015) found that successful networks, in
addition to having a common mission and vision across the network, experienced their most rapid
growth when grants were available to new member schools. Approaches that have the strongest
promise to deliver the core of the model in the manner that sustains the network while the model
begins to scale are important to identify. Direct services, technical assistance, and publishing have
proven worthy in business. Although publishing may result in lower quality implementation, despite its
greater reach, if published materials are not combined with direct service (Stone Foundation, 2009).
Challenges in Scaling Up School Models
Barriers to scaling up school models include lack of buy in from staff, which was previously
described as the major obstacle to scaling and innovation (Levin, 2013). Power and politics are part of all
reforms. It is possible to disseminate or implement a new model but impossible to sustain it without
buy-in and ownership (Datnow, 2000; Levin, 2013). Lack of buy-in can be related to capacity constraints

47
and conflicting teacher beliefs about best practices associated with an innovation (Datnow & Castellano,
2000). Some innovations depend on high levels of staff skill and commitment. These, as well as
organizational culture, are generally very hard to replicate at scale (Levin, 2013). School and district
leadership perspectives also introduce issues for successful scaling when institutional contexts and the
importance of developing local capacity are not valued or understood (Elias et al., 2003). The nonfinancial challenges associated with scaling can be as significant as issues related to cost, but these are
often underestimated (Levin, 2013). Dede and colleagues (2005) also named conflicting state and local
policies as a barrier, but that was not strongly associated with contexts in this study.
Most studies of scale refer to scaling-up in a school district context. The International Studies
Schools Network was an example of scaling up an education model across a multi-state network through
voluntary affiliation. In this context, it was especially important to learn from failure and determine the
cause to be able to correct it and not throw out the whole model from quick judgment (Cohen & Ball,
2007; Levin, 2013). The complexity of education systems makes scaling up innovative models difficult,
especially when lessons from the for-profit sector do not always transfer (Kerr et al., 2004).
Stakeholder Knowledge, Motivation, and Organizational Influences
Gap analysis is a systematic approach to analyze organizational goal achievement (Clark & Estes,
2008) by evaluating knowledge, motivation, and organization influences on performance. Examining and
validating potential causes of gaps in performance are important to be able to guard against
implementing solutions based on untested assumptions when the underlying causes of problems are
not verified. Organizational goals are tasks with objectives that can be related to individual employee
performance or to work that is accomplished by teams. All effective performance goals derive from
organizational goals so that performance improvements ladder up to support organizational
improvements in a system of performance management. In most organizations, employee and work
performance goals are not directly related to organizational goals (Clark & Estes, 2008). Gap analysis

48
diagnoses the human causes behind performance gaps in knowledge, skills, and motivation in the
context of contributing organizational factors.
Continuous improvement of performance requires learning and change that is informed by
performance management data for employee and work performance goals. Learning is a change in the
learner's knowledge, beliefs, behaviors, and attitudes. It is an active process where change is visible
through evidence of the learner’s performance or work product (Mayer, 2011). Change occurs because
experience and iteration increase the potential for a cycle of ongoing improved performance and future
learning. When moving from diagnosing gaps in performance to providing supports that improve
performance, it is important to consider principles of learning when coaching, designing resources and
tools, or delivering professional development.
Seven principles of learning inform how to support improved performance. These include
learner prior knowledge and how it can foster or hinder learning; how learners organize knowledge;
learner motivation as a determining factor to direct and sustain learning; iterative practice to attain
mastery of component skills; goal oriented practice in combination with targeted feedback; how the
developmental level of the learner interacts with the social, emotional, and intellectual climate of the
organization; and learner ownership of monitoring and adjusting performance (Ambrose et al., 2010).
Promising practice organizations benefit from assets or practices that contribute to their
successful performance. Instead of focusing on barriers or challenges to achieving performance goals, in
a promising practice adaptation the researcher validates knowledge, motivation, and organizational
influences to determine how they contribute to success. Solutions recommended may represent those
that the organization has already implemented, but also ones that may benefit from further expansion
and evaluation. If already quite polished, these practices can serve as exemplary cases for other
organizations (H. Seli, personal communication, January 11, 2016). In studies of promising practices and
the organizations that generate them, performance-related assets are often assumed, but not validated.

49
This is especially true of complex school reform networks, such as the ISSN, which are often studied for
transferability of ideas and best practices.
This investigation of organizational performance included three components: informal scanning
of information gathered from public sources and conversations; learning, motivation, and
organization/culture theory; and a review of the literature on the topic of adapting and sustaining an
education model across a growing, multi-state network of member schools. What follows is a discussion
of the assumed knowledge and skills, motivation, and organizational influences for the International
Studies Schools Network as a promising practice approach to scaling up a global education school model
across a national network of public schools. A detailed table summarizing the assumed knowledge and
skills, motivation, and organization influences is included in Appendix B.
Knowledge and Skills
Krathwohl and Anderson (2010) categorized four types of knowledge in their expanded version
of Bloom’s Taxonomy: factual, conceptual, procedural, and metacognitive. Declarative is a broader
category that combines factual and conceptual knowledge, which are the basic facts and understanding
needed to solve problems in a specific discipline (Krathwohl, 2002; Rueda, 2011). Procedural knowledge
informs the skills and techniques that enable one to perform tasks and can be described as how to do
things (Krathwohl, 2002). Metacognitive knowledge involves self-reflection about thinking and learning
(Krathwohl, 2002).
Knowledge and related skills are associated with individual contributions to a performance gap
because participants may lack the specific knowledge and skills required to achieve the stated goals. As
one of three dimensions, knowledge and skill improvement is critical under circumstances where people
do not know how to achieve performance goals or when new challenges require them to solve novel
problems (Clark and Estes, 2008). It is important that knowledge and skill assets are correctly identified
and validated to fully understand their relationship to the overall ISSN Model and its successful

50
implementation. School leaders also need to know and have the skills to evaluate what their teachers
need to know to be successful (Rueda, 2011).
The knowledge and skills required to implement the ISSN global education model were
comprehensive in that they encompassed understanding the definition of global competence, the
means to foster its development in students, and the expectation to create a supportive school-wide
culture. School leaders and teachers had to be able to explain the global competencies, recognize them
in student work, and provide experiences for teachers and students to internalize global competence
throughout the school. The knowledge and skills required were codified in the Global School Design
(GSD) framework and Graduate Performance System (GPS).
For both school leaders and teachers there was a learning curve that required ongoing support
from the ISSN until stakeholders developed the capacity to support the learning of others at their school
or at other schools within the Network. As part of the Asia Society Center for Global Education, ISSN
school leaders and teachers had access to a wider set of content resources, materials, and expertise.
Clark and Estes (2008) stress the feedback loop between the type of knowledge and skill and the training
and support needed to achieve specific performance goals. Knowledge and skills learned in training and
education should transfer to the performance context, but how quickly this happens depends on other
factors. Dede (2006) pointed out the importance of considering change management factors, such as
cognitive and affective limits to unlearning, and their implications, especially when those behaviors
contributed to success in pre-innovation settings.
The four types of knowledge and skills are further examined as influences in the context of the
International Studies Schools Network and the implementation of the ISSN global education model.
Factual Knowledge
Factual knowledge is mastering the terminology and facts required for successful performance.
School leaders and teachers needed factual knowledge of global competence, the Global School Design

51
(GSD) framework, and the Graduate Performance System (GPS) to achieve individual and institutional
goals. Without this, the school leaders would not be able to guide and support teachers to align and
embed the GPS nor would they be able to adapt the GSD framework to their overall plan for school
improvement or development (Dembo & Eaton, 2000; Schraw et al., 2009).
ISSN school leaders were assumed to have factual knowledge about how the ISSN defined global
competence for students as well as the expectations for ISSN school design that were represented in the
GSD framework, GPS, and other tools and resources provided by ISSN. Awareness that these resources
existed and ability to describe the information they provided was an assumed asset. Specifically, ISSN
school leaders were expected to have foundational knowledge of the four components of global
competence: investigate the world, weigh perspectives, communicate ideas, and take action. And they
understood how to apply these with disciplinary and interdisciplinary expertise (Boix Mansilla & Jackson,
2011) within the context of the six domains of the GSD framework. ISSN school leaders also had
knowledge about the student performance outcomes and categories of the GPS rubrics and tools, and
they had knowledge of resources provided by the ISSN for member schools.
ISSN teachers were assumed to have a related factual knowledge that was more focused on
their role and on student learning. Specifically, ISSN teachers had foundational knowledge of the four
components of global competence: investigate the world, weigh perspectives, communicate ideas, and
take action. They understood how to incorporate these components with disciplinary and
interdisciplinary expertise (Boix Mansilla & Jackson, 2011) in the context of the GPS performance
outcomes, assessment shells, and global issue overviews.
Conceptual Knowledge
Conceptual knowledge is the knowledge of relationships, principles, categories, and models
(Anderson & Krathwohl, 2001). In addition to awareness of the documents and terminology associated

52
with the GSD framework and the GPS, school leaders and teachers also needed to know how the ISSN
Model was designed as a school-wide system.
ISSN school leaders exhibited conceptual knowledge when they knew the processes involved in
implementing the GSD framework and GPS, understood how they were related, and identified strategies
that supported teachers to learn and internalize the conceptual understanding associated with the ISSN
Model. Conceptual knowledge, such as the relationships between the outcomes for each of the six
domains for the GSD framework, came together in the whole school design of the Model. Additionally,
ISSN school leaders understood how implementation of GPS contributed to the GSD framework domain
of curriculum, instruction, and assessment.
ISSN teachers had knowledge about project-based learning, performance-based assessments,
and their relationship to the GPS. ISSN teachers also had knowledge of the ISSN mission and network
characteristics and how these were related to global competence, as well as knowledge of school goals
for development as an ISSN network school.
Procedural Knowledge
Procedural knowledge is active and defined as knowing how to do something as opposed to
being able to just describe the end state goal. This type of knowledge is related to processes and
awareness of the procedures, strategies, and methods required to make something happen (Krathwohl,
2002).
ISSN school leaders had operational knowledge of the outcomes included for each of the six
domains of the Global School Design (GSD) framework as well as for the implementation of the
Graduation Performance System (GPS) in classrooms, including how to support teachers learning to
implement GPS. ISSN school leaders could conceptualize the desired result of their school as an ISSN
Recognized level school by seeing the pathways needed to progress from the current status to the
desired status on the GPS and the GSD framework.

53
ISSN teachers had the skills and employed the methods necessary to develop and implement
the GPS in their classrooms and they knew how to design performance assessments for their students as
required by GPS. ISSN teachers also had operational knowledge about rubric-based scoring of student
work as required by the GPS and they could conceptualize the desired result of their school as an ISSN
school by seeing the pathway needed to progress from the current status to the desired status on
implementation of the GPS.
Metacognitive Knowledge
Metacognitive knowledge is the awareness associated with one’s thinking and learning. It
conveys a reflective meta-understanding of oneself as a thinker and learner and involves examining
goals, the plans to achieve them, and monitoring progress toward goals (Krathwohl, 2002). Performance
requires the ability to reflect on one’s learning, including assessing demands, planning an approach,
modifying strategies, and monitoring progress (Ambrose et al., 2011). Metacognitive knowledge is
essential for building expertise (Anderson & Krathwohl, 2001).
ISSN school leaders had reflective judgement to guide their own professional growth.
Specifically, school leaders had the knowledge and skills to determine what resources and training they
needed and what would best meet the needs of their teachers as they implemented the Graduation
Performance System (GPS) in their classrooms. ISSN school leaders continually evaluated and monitored
the outcomes of the initial affiliation and implementation of the ISSN Model and conducted regular
needs assessments about resources and training necessary to continually improve. They evaluated
evidence that showed the quality of implementation of the GSD framework at other ISSN schools during
site visits and shared their own school’s progress while hosting a school study tour for other ISSN school
leaders.
ISSN teachers reflected after scoring student work and as a result improved their learning
experiences and student assignments. They shared results of scoring with each other to reflect and

54
norm on how the GPS was implemented across the ISSN. As ISSN teachers grew in their understanding
and use of GPS, they continually evaluated and refined their use of rubrics to score student work and/or
to inform the design of new assessments and projects. ISSN teachers were also able to assess their
performance toward their school’s goals and identify assistance (training and resources) or adjust their
approaches.
Table 3 summarizes the three knowledge influences identified in this study for the primary
stakeholder group, school leaders. Teachers were included as the secondary stakeholder group, where
relevant, and their perspectives were used to more deeply understand how these knowledge types
influenced the effective implementation of the International Studies Schools Network model for global
education.
Table 3
Assumed Knowledge Influences
Knowledge type Assumed knowledge influence
Declarative
(conceptual)
School leaders and teachers have knowledge of the components of ISSN global
competence
School leaders and teachers have knowledge of what global competence looks
like in schools and for teachers and students
Procedural School leaders and teachers have knowledge about ISSN resources and how to
use them
School leaders know how to implement the ISSN global competence model in
their schools and how to support teachers who use associated ISSN resources
Metacognitive School leaders and teachers assess performance and use this information to
set goals about their professional growth
School leader reflections inform continuous improvement of ISSN-related
outcomes in the school, for students, and among staff
Motivation
Motivation is a driver of behavior and an important influence related to meeting individual and
organizational goals. Motivation is assessed at the individual level, although individual motivation may

55
be aggregated across an organization (Rueda, 2011). Motivation emphasizes beliefs that a person
develops about how they learn. Motivation is inherently cultural and motivational beliefs are developed
based on experience (Clark & Estes, 2008). The relationship between motivation and learning occurs
because these are reciprocal processes connected by social and emotional factors (Immordino-Yang,
2011, 2016). It is essential to identify motivation-related assets and gaps separately from knowledge or
organization influences because motivational attributes and issues will not be understood or remedied
by solutions that are designed to address knowledge or organizational influences (Rueda, 2011).
Motivation is indicated by active choice, persistence, and effort (Clark & Estes, 2008; Pintrich, 2003).
Active choice is having the intent to act and engage in an activity or task. Persistence is necessary to
sustain the initial engagement and for the individual to continue to put effort into the task or activity
despite distractions or other interests that may compete for attention. Mental effort is required for
individuals to construct new knowledge from experiences and information. Several theories further
explain motivation constructs and their potential role as assets for the successful implementation of the
ISSN Model.
Motivation factors are associated with individual contributions to gaps because individuals are
motivated or not to engage. Organizational factors that act as barriers or assets also contribute to gaps.
These are sometimes out of the control of the individual, although they may influence the individual’s
potential to meet organizational goals. Organizational factors include organizational values, policies,
procedures, equipment, or other resources. Motivation is complex because different people have
different ideas about what fosters or hinders performance (Clark, 2003). Motivation is typically fostered
by task-specific confidence (Bandura, 1997), challenging but achievable goals, positive emotions, and
connecting personal values to achieving work goals. Motivation is diminished by actual or perceived
dishonesty and unfairness, constantly changing goals, lack of feedback or overly negative feedback,
arbitrary or archaic rules or policies, and constant competition (Clark, 2003).

56
The ISSN fostered motivation for voluntary buy-in and engagement from school leaders and
teachers in several ways. School leaders and teachers referred to the “power of the network”, the
relationships the ISSN fostered, and the engagement of their students as factors that motivated them to
support joining and maintaining an affiliation with the ISSN. External recognition as an ISSN school by
their community, their state, and the Asia Society was also cited as a motivational asset. Relationships
among teachers from schools across the ISSN, between consultant/coach and school leader, and
between experts in the ISSN schools, as well as peer-to-peer learning opportunities were also noted as
important motivators.
The ISSN provided opportunities for participants to connect through face-to-face annual
meetings, site visits, on-site professional development and coaching, travel, and formal and informal
social media groups that included information and resource sharing. School leaders indicated that their
teachers collaborated within and across ISSN schools to unpack and address the global competencies
and that this work energized them. Leaders found the planning year useful because it allowed them to
engender support amongst their teachers. They described the GSD framework as efficient and valuable.
Teachers felt that ISSN expectations were useful and important for their schools and students, rather
than something that was incorporated because it was mandated. Choice was something teachers also
described as a benefit to their students, who connected with relevant issues in their studies.
Expectancy Value Theory
Taken together, expectancy and value are strong predictors of performance, reflecting the
active choice aspect of motivation. Eccles (2010) describes expectancy value theory in terms of
expectations for a successful outcome and the value placed on achieving that outcome. If an individual
values the task, then motivation, learning and performance are likely to be improved. There are four
dimensions of value associated with expectancy value theory (Eccles, 2010) and these dimensions exist
throughout an individual’s interaction with a task, may be different for different tasks, and may change

57
over time (Rueda, 2011). Intrinsic value motivates by challenge or enjoyment and is genuine interest in
the task or activity. Extrinsic value motivates through investment in future goals and is the perceived
utility of the task or activity as a future benefit. Attainment value is the perceived importance to one’s
identity of doing well on the task or activity, and cost value is how the individual weighs, in terms of
money, time, or other resource, the benefit and cost associated with engaging in the task or activity
(Rueda, 2011).
Assumed assets related to motivation for ISSN school leaders included the intrinsic and extrinsic
value they placed on implementing the Global School Design (GSD) framework and Graduation
Performance System (GPS). ISSN school leaders were also motivated by the attainment value of
implementing the GSD Framework and the GPS for their school community, faculty, and students.
Additionally, ISSN school leaders valued being a member of the International Studies Schools Network.
They valued the benefit over cost associated with providing ISSN resources and support for their
teachers.
Assumed assets related to motivation for ISSN teachers included the value they placed on
resources provided by ISSN and their initiative to obtain these resources to successfully incorporate
instructional materials and practices that fostered global competence in their classrooms. ISSN teachers
intrinsically valued engagement in the ISSN professional community and valued ongoing improvement
through meeting ISSN goals for their school, their own work, and for the growth of their students.
Self-Efficacy Theory
Individuals are more motivated to learn and perform when they believe in their ability to
achieve success and see themselves as competent. Individuals with higher self-efficacy have a greater
belief in their own competence and higher expectations for positive outcomes (Pajares, 2009; Pintrich,
2003). They are more likely to attribute their academic success (or failure) to effort rather than to their
ability (Clark, 2003). They persist in the face of distractions, including other goals (Bandura, 1997).

58
Motivation, learning, and performance are improved when learners have positive expectations about
their ability and the role it plays in achieving success.
Self-efficacy was a presumed asset for ISSN school leaders who had confidence in their abilities
to successfully plan and implement the Global School Design (GSD) framework in their school. They also
were believed to have confidence in their abilities to lead teachers in the successfully planning and
implementation of the Graduate Performance System (GPS) in their classrooms. Self-efficacy was also a
presumed asset for ISSN teachers who believed in their ability to implement the GPS in their classrooms
and those who believed in their ability to evaluate student work against the GPS performance
outcomes. ISSN teachers also believed that they had the capacity to implement the GPS and associated
resources in their school.
Attribution Theory
The beliefs and reasons individuals attribute to their success and failure related to the amount
of perceived control over an outcome is called attribution theory (Rueda, 2011; Wigfield & Cambria,
2010). Attribution theory has three dimensions: short-term or long-term stability; internal or external
locus; and control over oneself, problems and goals (Rueda, 2011). Context and perception are
important to consider in relation to motivation. According to attribution theory individuals try to make
sense of larger environmental and social contexts and their place in these. For example, greater levels of
actual or perceived control result in a greater likelihood of persistence. Seli and Dembo (2019) refer to
Bandura (1997) and describe self-efficacy beliefs from four sources experienced by individuals: previous
experience, observing similar behaviors in others, social messages, and their own emotional states.
Attributions presumed to be held by ISSN school leaders were that they evaluated their efforts
to implement the GSD framework against performance outcomes and used the information to set goals
they believed were attainable. They also determined how to incorporate resources provided by ISSN
based on how likely these were to be useful. ISSN school leaders had confidence that the ISSN goals

59
were achievable at their school. ISSN school leaders believed in the efficacy of the ISSN model to deliver
success for teachers and students. ISSN teachers were aware of the effort required to implement the
ISSN model over time and they evaluated their performance as a progression toward the desired end
state. ISSN teachers believed in the efficacy of the ISSN model to deliver success for themselves and for
their students.
Goal Orientation Theory
Goal orientation is the motivation factor that causes an individual to engage in an activity or
behavior for the purpose of achievement (Rueda, 2011). Developing opportunities for mastery as
expressed through clear, current, and challenging goals improves learning, motivation, and performance
(Bandura, 1997; Rueda, 2011). It is also worth noting that this occurs even if individuals don’t set their
own performance goals, but follow those assigned by others (Bandura, 1997). This is important for the
ISSN because the goals for the ISSN model were set through a series of frameworks and defining
documents. The legitimacy and quality of these materials helped reinforce the benefits of meeting these
Network-assigned goals.
Goal orientation and awareness of goals was an assumed asset for ISSN school leaders. They
discerned and adopted clear and measurable goals from ISSN materials and resources, felt that it was
their responsibility to implement the essential elements of the ISSN Model, and they set goals to meet
this expectation. ISSN teachers were also aware of and oriented toward goal achievement and this was
an assumed motivational asset. ISSN teachers used clear and measurable goals from ISSN materials and
resources, and they felt that it was their responsibility to implement the essential elements of the ISSN
Model. The goals they were asked to meet by their school leaders were related to this expectation.
Emotions and Affect
Enhancing positive emotions while reducing negative ones improves learning, motivation, and
performance (Rueda, 2011). Immordino-Yang (2011, 2016) described social emotional learning,

60
emotion, and cognition as intertwined, emphasizing that learning theories that disconnect mind, brain,
and self from the social context can no longer be thought of as accurate because they do not align with
current neuroscience research. Schools are social contexts, and each is a smaller community that is
nested inside of a broader, more complex culture in which social and emotional experiences influence
learning and motivation (Rueda, 2011).
This was the case with ISSN school leaders and teachers. ISSN school leaders exhibited emotion
and affect to build relationships that increased motivation through positively supporting and catalyzing
other leaders and teachers at their schools to embrace and achieve ISSN goals. ISSN teachers benefitted
from emotional connections in their schools, and they received support and recognition from their
school leaders and colleagues to achieve clear and measurable goals as were specified in ISSN materials
and resources.
Table 4 summarizes the assumed motivation influences for school leaders as the primary
stakeholder group and includes teachers as the secondary stakeholder group, where relevant, to more
deeply understand how the different types of motivation addressed in this study were related to the
effective implementation of the ISSN model of global education.
Table 4
Assumed Motivation Influences
Motivation construct Assumed motivation influence
Attainment Value School leaders and teachers value global competence
Utility Value School leaders and teachers value that students are globally competent
School leaders and teachers invest time and other resources to
implement the ISSN global competence model
Self-Efficacy School leaders and teachers value affiliation with and membership in the
ISSN network
School leaders and teachers have confidence in their ability to design
schools, learning systems, and learning experiences that foster the
development of global competence

61
Organization
Organizational assets can foster the attainment of goals while organizational barriers or gaps
can hinder successful achievement of goals. A review of the literature related to organizational and
cultural influences relevant to the successful implementation of the ISSN model was useful.
Organizational features and influences include how the setting is structured and organized, the policies
and practices that define the organizational setting, how people interact with each other in the setting,
and how the organization learns to adapt to changes (Rueda, 2011). These cultural settings and cultural
models associated with an organization can be analyzed to understand more deeply the culture of an
organization (Gallimore & Goldenberg, 2001).
Cultural models are shared understandings of how the world works or ought to work that are
expressed through practices like behaviors, artifacts, and rules carried out in specific contexts such as
organizations (Gallimore & Goldenberg, 2001). Cultural settings are the social contexts where
organizational practices are enacted that are regularly shaped and re-shaped by individuals. These are
more visible and are often described as the who, what, when, where and why associated with an
organizational culture (Gallimore & Goldenberg, 2001; Rueda, 2011).
Organizational culture is difficult to define and is not always visible. What we consider cultural
knowledge is automated and not transparent or easily accessible. It is dynamic and jointly created by
individuals while they are negotiating everyday life (Rueda, 2011). As an organization, the International
Studies Schools Network (ISSN) provided resources and technical support through an iterative process
that began with a core group of school leaders and teachers that grew each year by expanding the
group. The supporting materials and practices at the core of the Global School Design (GSD) framework,
its precursor the Matrix, the Graduate Performance System (GPS), and its precursor the Profile of a
Graduate have been revised over the years since the ISSN was formed. Learning is a social activity that is

62
mediated by cultural tools and artifacts that have been shared (Vygotsky, 1978). Each school in the
Network thus became a proof point of the Model and a lab for its adaptation. Common organizational
issues that schools faced across the Network or teachers faced in classrooms were addressed as case
studies informed by experience or as a problem of practice for collaborative investigation.
The Network created an organizational culture from the bottom up and from the top down. For
example, a monthly ISSN newsletter published by the Asia Society Center for Global Education to
teacher and school leaders at member schools included highlights about resources and external
opportunities for grants and professional learning related to global education, featured activities at
schools in the Network, curriculum resources, and a moderated Ning community for resource sharing.
The ISSN provided, not only resources and technical support, but also the power and influence of a
Network that was part of a larger, international organization. At the time of this study, the ISSN
influenced educational policy and practice nationally and the Asia Society Center for Global Education,
internationally.
While culture is dynamic and continually created (Rueda, 2011), the biggest threat to innovation
is often internal politics and an organizational culture which doesn’t accept failure or cannot change
when necessary to address current challenges or opportunities. The balance between change and stasis
is important. According to Clark and Estes (2008) most of the strength of successful organizations is
developed from balancing the tension between stability and change in a dynamic organization.
Organizational gaps and assets include culture, structure, policies, and practices. Thacker and
colleagues (2009) note that schools and educational organizations are complex systems with
interconnections between parts, including structures that are built by adding on over time. Education
organizations also have more emotional strings than other systems because the well-being of children is
linked to the system’s success or failure. Both cultural models and cultural settings associated with the
Asia Society’s International Studies Schools Network will be discussed in this section.

63
Cultural Models
Cultural models are shared understandings of how the world works or ought to work that are
expressed through practices like behaviors, artifacts, norms, and rules carried out in specific contexts,
such as organizations (Gallimore & Goldenberg, 2001). On the positive side they can be encompassed in
core values that guide how people interact, how newcomers are welcomed or onboarded in a workplace
or school, and how knowledge is shared in an organizational system. On the negative side they manifest
in behaviors such as resistance to change, defensive attitudes, and a lack of trust among people in an
organizational system.
Developed over time, these shared values, beliefs, and attitudes define an organization’s
policies and procedures that shape the reasoning and problem solving of the organization. They are
generally invisible and individuals in the organization are unaware of these norms and expectations until
they are not met (Rueda, 2011). Culturally related reasoning patterns influence how decisions are made
in an organization but how this happens is not easy to observe directly (Gallimore & Goldenberg, 2001).
Schein (2004) defines cultural models as a pattern of shared basic assumptions that was learned by a
group as it solved problems of external adaptation and integration. According to this theory, in a
successful learning organization, accepted cultural models result from the application of successful
problem-solving strategies and their results. These are thought to be valid because they work and are
then taught to new members of the organization as the “correct” way to behave or do things. Existing
cultural models change when different strategies and results are found to be more useful for solving
new problems than the known and always used strategies (Schein, 2004).
ISSN school leaders held values and understandings that reflected cultural models associated
with the ISSN. These included an understanding of the importance of developing global competence to
prepare students for their future success and needs (Boix Mansilla & Jackson, 2011). School leaders had
autonomy to carry out what was needed in their setting to meet ISSN goals in a way that reflected their

64
local community, its needs, and assets. The ISSN Global School Design (GSD) framework was broad
enough to allow school leaders to incorporate state and district requirements and incentives. The ISSN
used methods of training new leaders through peer mentoring and coaching that were accepted and
valued. School leaders felt part of a larger network and identified their affiliation with the ISSN as an
asset. They communicated this regularly, describing ISSN as a part of what defined their school and their
identity.
ISSN teachers held many of the same norms and values about the ISSN that were seen as assets
by their school leaders. Teachers had peer mentors and coaches who shared the policies and procedures
necessary to create a classroom culture that met ISSN expectations to develop global competence in
students (Boix Mansilla & Jackson, 2011). Teachers also had reasonable autonomy to enact practices in
their classrooms that met Network goals and expectations. They felt part of the larger network and
wanted to contribute to help new members understand the norms and expectations of the ISSN.
Cultural Settings
Cultural settings are the concrete and visible manifestations of cultural models. Cultural settings
are further defined by Gallimore and Goldenberg (2001) as places where two or more people come
together to accomplish something. Cultural settings include organizational policies, processes, and
resources (Clark & Estes, 2008). Cultural settings reflect all aspects of the organization including its
employees, physical spaces and resources, protocols and routines, and overall rationale for action. In
networks such as the ISSN that operate as complex systems with interconnected parts, cultural settings
have structures that have been built over time by scaffolding one structure onto another structure
(Thacker et al., 2009).
Erez and Gati (2004) call for a shift in thinking about culture as stable to one that considers
culture as dynamic. As an example of this dynamic nature of cultural settings, they cite the top down
and bottom-up influences and interactions between members in cultural settings which result in

65
changes that become shared norms and values. School networks such as the ISSN reflect this dynamic
approach and top down and bottom-up influences in their cultural settings and evolved cultural models.
Levin (2013) discussed cost, human capacity, tools and infrastructure, political support, and external and
non-school factors. Coburn (2003) described the sustainability of maintaining change over substantial
periods of time, spread or the diffusion from one to large numbers of adaptations, and shift or the
change in ownership from launch agent to recipient. As organizational structures and policies get
engrained in various settings, they can be a hinderance to improved performance to meet goals even
when people are knowledgeable and motivated to achieve goals.
ISSN school leaders experienced organizational influences associated with cultural settings. The
ISSN provided school leaders with adequate resources to allow the school leader and their teachers to
learn and implement the ISSN model with fidelity. They also received the support needed to coordinate
the ongoing development of more experienced ISSN teachers and the development of teachers who
were new to the Model each year. The organizational policies and procedures, including those from the
state and/or district, were aligned and not in conflict with the requirements and expectations of the
ISSN Model and its desired implementation. Further, investment by the school leader in fulfilling ISSN
requirements, attending meetings and other events, and implementing and aligning the GSD framework
in their school was flexible and worthwhile and teacher turnover at ISSN schools was low enough for the
school to benefit and build a culture of change through progressive training and use of ISSN resources.
Like ISSN school leaders, ISSN teachers shared many assumed assets associated with cultural
settings in the ISSN and in their affiliated schools. ISSN teachers had support from colleagues, school and
Network leaders, parents, and students as they design and implement the ISSN Model at their school.
They were supported by the Network if they felt overwhelmed by the number of resources and options
provided by ISSN or if they were not sure how the resources connected to their work or to each other.
New ISSN teachers had more experienced teachers in their schools and in the Network who served as

66
role models and mentors, supporting them as they developed an understanding of the ISSN model and
started to implement the GSD framework and the GPS at their school. ISSN teachers had school leaders
who know about the ISSN tools, training, and resources they needed to meet their ongoing individual
and school-wide ISSN goals. Feedback for ISSN teachers from school leaders was targeted at increasing
teacher understanding of progress toward goals and promoting improved implementation of the ISSN
Model and the GPS at their schools.
Table 5 summarizes the assumed organizational influences addressed in this study for school
leaders as the primary stakeholder group. Teachers are included as secondary stakeholders, where
relevant, to more deeply understand how the organizational influences addressed in this study were
related to the effective implementation of the ISSN Model of global education.
Table 5
Assumed Organizational Influences
Organizational category Assumed organizational influence
Cultural Models ISSN schools embrace collaboration, peer learning, and mentoring across
the ISSN network
ISSN school culture aligns with components of global competence:
investigate the world, weigh perspectives, communicate ideas, and take
action
ISSN school culture supports the development of student agency through
individualized approaches and choice
Cultural Settings As a learning organization, ISSN promotes continuous improvement of
approaches that foster the development of global competence
School leaders and teachers have autonomy to flexibly adapt the ISSN
global competence model, making decisions about school design,
curriculum, and learning experiences
School leaders and teachers have access to technical assistance and
resources they require to implement the ISSN global competence model
ISSN school leaders and teachers share resources, knowledge, and skills
with the Network to improve and increase collective resources and build
capacity

67
Conclusion
The literature review presented in this chapter reflects relevant research in global education and
the scaling up of education programs and school models in a network context at the time of this study.
School models and networks as systems of reform and continuous improvement within the United
States K-12 public education system provided context for the International Studies Schools Network.
Definitions of global education and competence and the rationale for developing international
mindedness, global competence, and global consciousness have produced education reforms to address
how students were prepared for success in life and the workforce by being globally competent, or aware
of global and inter-related local issues, points of view, and expectations. Literature about scaling up
promising practice for greater impact in business and education was addressed as relevant background
for the consideration of the ISSN as a promising school model scaling up in a multi-state network.
A review of the knowledge and skills, motivation, and organization influences of the Clark and
Estes (2008) gap analysis framework was reviewed as related to the ISSN Model. When aligned, these
influences are considered assets to performance, resulting in successful outcomes. When absent or misaligned, these same influences cause gaps in performance. The validation of the knowledge and skill,
motivation, and organization influences identified in Chapter Two as assets or gaps in the successful
implementation of the ISSN model is presented in the results and findings in Chapter Four. Chapter
Three describes the methodology of this study.

68
Chapter Three: Methods
This study used a gap analysis conceptual framework (Clark and Estes, 2008) to investigate
implementation of the International Studies Schools Network (ISSN) global competence model by ISSN
school leaders and teachers. Assumed knowledge, motivation, and organizational (KMO) influences
were validated as potential assets for effective implementation of the ISSN Model. This chapter presents
the study design, sampling methods, data collection, data analysis, trustworthiness of the data, and
limitations and delimitations on the results and findings. The questions addressed by this study were:
1. What knowledge and skill, motivation, and organizational influences are necessary for the
International Studies Schools Network school leaders to effectively implement the ISSN
model?
2. How aligned are necessary knowledge and skills, motivation, and organizational influences
with resources and technical support provided by the International Studies Schools
Network?
Preliminary scanning data related to assumed performance assets was drawn from informal
conversations, formal communication, and observations made about the organization. Acknowledging
assumed performance assets is an important part of gap analysis because they form a basis to begin
deeper examination. The baseline understanding about the knowledge and skills, motivation, and
organizational assets of the International Studies Schools Network (ISSN) was also informed by the
researcher’s past experience with the organization, a brief review of the organization’s website and
promotional videos, formal conversations with the ISSN executive leadership, informal conversations
with past colleagues, and analysis of a survey of school leaders conducted by ISSN at the end of the
annual meeting of the organization held in June 2016, prior to the start of this study.

69
Participating Stakeholders
School leaders (principals) at ISSN schools were the primary stakeholders for this study because
they most often decided whether to join the International Studies Schools Network and determined
how the ISSN global competence model was implemented in their schools. Teachers were also
important secondary stakeholders in this study because their engagement was essential for effective
implementation of the ISSN Model in classrooms and with students. Teachers’ insights provided
additional context about how the knowledge, motivation, and organizational influences related to
implementation of the Global School Design (GSD) framework and the Graduate Portfolio System (GPS).
In 2017, when this study was conducted, the ISSN served 26 schools and school leaders and over
1,000 teachers in eight states in the United States. Seven school leaders representing seven ISSN schools
and 49 teachers from 23 ISSN schools participated in this study. The school leaders and teachers in the
stakeholder group were diverse, as represented by the number of years of experience they had, the
number of years they were affiliated with the ISSN, and, for teachers, the subject areas taught. The
sample in this study was small compared to the overall Network and thus provided descriptive, but not
necessarily representational, information about the International Studies Schools Network.
Survey and Interview Sampling Strategy
Participants were recruited from the primary stakeholder group using an email sent by the
researcher directly to each school leader. The ISSN office at the Asia Society approved this approach for
school leaders and provided their contact information. The ISSN also sent an email to school leaders in
the Network to inform them about the study and ask them to consider participating. School leader
participation was voluntary, and the researcher followed up after the initial email to encourage
participation. The email sent by the ISSN detailed the purpose of the study, described the researcher’s
interest in and history with the ISSN, provided the methods of data collection (a survey and optional
interview), and estimated the amount of time required for participation. Twelve of the 26 ISSN school

70
leaders responded to the email. Seven of these leaders agreed to complete the survey; five decided that
they did not have the capacity to participate but they offered to encourage teachers at their schools to
participate in the study.
The ISSN office decided that they should send the researcher’s email requesting teacher
participation through the ISSN list serve rather than providing teacher contact information so the
researcher could send a direct email. The list serve message detailed the purpose of the study, described
the researcher’s interest in and history with the ISSN, provided the method of data collection (a survey),
and estimated the amount of time required for participation. This approach introduced passive
recruitment of teachers. The researcher could not determine how many teachers received the request
or follow up directly with teachers to encourage participation. The researcher requested that a reminder
to participate be sent through the ISSN list serve and requested by direct email to school leaders that
they encourage their teachers to participate in the study. Forty-nine teachers from 23 ISSN schools
completed the survey. See Appendix C for a list of ISSN schools participating in this study.
Survey and Interview Sampling Criteria and Rationale
Criterion 1
Current ISSN school leaders who agreed to participate in the survey were asked if they would
also participate in a follow up interview. Participation, due to the interview format, was not anonymous
but school leader names were masked in the results as were the ISSN schools of participating leaders.
Criterion 2
Teachers at current ISSN schools were sent the link to the online survey. Their responses were
anonymous, but the survey asked them to indicate the name of their school. Initially, the study design
included only teachers at ISSN schools with school leaders who participated in this study, but the
research design did not require a match between school leader and teacher, so this criterion was
modified to allow a larger number of teachers to participate.

71
Data Collection and Instrumentation
Upon the University of Southern California Institutional Review Board (IRB) approval, the
assumed knowledge, motivation and organizational assets for ISSN school leaders and teachers were
identified. The data collection procedures used in this study included interviews, surveys, and review of
documents, such as institutional publications, resources, and artifacts available online and directly from
participating schools. This design ensured triangulation of data for purposes of trustworthiness. Each
data collection method is discussed in more detail.
Surveys
The surveys for ISSN school leaders and teachers were similar, constructed by the researcher
using standard survey design (Creswell, 2014; Statistical Services Center, 2001) with a combination of
Likert scale items, dichotomous survey items, and open-ended questions. The survey for school leaders
contained 13 questions and the teacher survey, 15 questions. Both were administered in English only.
Most of the survey items were designed to address assumed knowledge and skills, motivation, and
organizational influences. As the survey did not make use of existing instruments, its reliability and
validity cannot be assured. The survey instrument was piloted with a former ISSN school leader and a
former ISSN coach/consultant who both completed the survey and participated in an interview about
what they thought the survey questions were asking. The pilot resulted in minor refinement of both
surveys.
Survey participants were assured anonymity at the start of the survey and responses were
collected anonymously. No identifying demographics were collected on the survey and responses were
anonymized using the Qualtrics anonymous link protocol, which when enabled removes the
respondent’s IP address and location from the results (Qualtrics, 2016). The survey results were
descriptive and were analyzed with Excel software. The laptop used for data collection and analysis for
this study was password protected. A back up copy of the data and results were kept on an external

72
drive and maintained in a locked document safe. Upon completion of the study, all copies of the data
files were destroyed.
Online administration of the survey was most feasible given the geographic spread of the ISSN.
The surveys were initially distributed on December 16, 2016 and the survey closed on February 3, 2017.
A copy of the school leader and teacher survey instruments are available in Appendix A.
Interviews
The semi-structured interview protocol for this study was developed to validate the assumed
knowledge and skills, motivation, and organizational influences necessary for effective implementation
of the ISSN global competence model. The interview protocol used standard techniques (Creswell, 2014;
Merriam, 2009) and the questions were piloted with one former ISSN school leader and a former ISSN
coach/consultant who were interviewed about what they thought the interview questions were asking.
They suggested relevant follow up questions and reviewed the survey questions and interview protocol
for alignment. These pilot conversations informed revisions made to the interview protocol prior to
administration with the study participants.
The final semi-structured interview protocol had 16 standard questions and allowed for follow
up questions as appropriate. One interview with each consenting ISSN school leader was conducted via
Skype or telephone beginning in mid-January 2017 and concluding by mid-February 2017. The interview
script introduced the researcher and the purpose of the study, provided an assurance of confidentiality,
and requested verbal confirmation of willingness to participate in the study and for the interview to be
recorded. Each interview lasted approximately 60 minutes. At the end of each interview, school leaders
were asked if they would like to share any materials for document review.
Interviews were conducted in English and were transcribed and reviewed within 72 hours, so
that saturation of information could be monitored. After initial analysis, member checks were
conducted to confirm preliminary findings. The laptop used for data collection and analysis for this study

73
was password protected. A back up copy of the data and results were kept on an external drive and
maintained in a locked document safe. Upon completion of the study, all copies of the data files,
transcripts, and recordings were destroyed. The semi-structured interview protocol for ISSN school
leaders is available in Appendix A.
Documents
Key documents that the International Studies Schools Network provided for school leaders and
teachers and publicly available information from ISSN and ISSN school websites were analyzed for this
study using standard methods (Marshall & Rossman, 2006). Documents that were reviewed included the
Global School Design (GSD) framework, Graduation Performance System (GPS), Profile of a Graduate,
curriculum and assessment tools and templates, and school-specific adaptations of these documents
(See Appendix A). Participating school leaders were asked during interviews if there were any
documents they wished to share to assist the researcher in understanding the resources and technical
assistance provided by the ISSN or as adaptations developed locally in support of implementation the
ISSN Model. This question yielded a few additional documents including student portfolios that
highlighted how they used the GPS.
Existing documents provided context related to the study without having to generate any new
artifacts. The relevance of documents and specific information to gather for review become more
apparent as other themes emerged from surveys and interviews (Merriam & Tisdell, 2016). Document
analysis was guided by a semi-structured protocol and standardized document overview sheet that
organized the review around the assumed knowledge and skill, motivation, and organizational assets
that were being validated (Bowen, 2009). As some of the resources and technical assistance provided
was proprietary and only available to ISSN members, the researcher followed ISSN requests not to share
any proprietary material.

74
Conceptual Framework for Addressing the Study’s Questions
Data from the interviews, surveys, and document analysis informed the study’s questions
through the validation of specific assumed KMO influences as shown in Table 6.
Table 6
Research Questions and Data Collection Methods
Research Question Interview Survey Document
Review
Q 1: What knowledge and skills, motivation, and
organizational influences are necessary for the International
Studies Schools Network school leaders and teachers to
effectively implement the ISSN Model?
X X X
Q 2: How aligned are necessary knowledge and skills,
motivation and organizational influences with current
resources and technical support provided by the ISSN?
X X X
Data Analysis
This study employed a mixed methods approach, triangulating results and findings from surveys,
interviews, and document analysis. Data analysis allowed assumed KMO influences to be validated.
School leader interviews were transcribed and coded for emergent themes that aligned with the
assumed knowledge and skill, motivation, and organizational dimensions of the gap analysis framework
(Clark & Estes, 2008). Descriptive and inferential statistical analysis was conducted (Johnson &
Christiansen, 2014; Statistical Services Center, 2001) on quantitative questions on the school leader and
teacher surveys. Open ended responses were coded using a similar approach as the one used for school
leader interviews. Documents were examined to provide greater understanding of survey and interview
results, providing confirmation in some cases and alternative examples in others. Coding of documents
delineated whether the content was related to assumed knowledge and skills, motivation, and/or
organizational influences (Creswell, 2014; Johnson & Christiansen, 2014; Miles et al., 2014).

75
Credibility and Trustworthiness
Trustworthiness of the data presented in this study was addressed in three ways: triangulation,
assurance of anonymity on the survey and confidentiality on the interviews, and through member
checks (Johnson & Christiansen, 2014; Merriam, 2009). Triangulation of data was achieved through the
collection of data from three sources and methods: interviews of school leaders, surveys of school
leaders and teachers, and document analysis using documents from the International Studies Schools
Network and those suggested by school leaders as part of their completion of the interview. The
interviews and surveys were completed on a voluntary basis and anonymity and confidentiality was
assured at the start of data collection. The interview protocol and surveys were constructed for this
study and revised based on a pilot administration prior to full implementation. The survey was not
based on existing valid and reliable instruments (Whittemore et al., 2001). Survey design is discussed as
a limitation in a subsequent section of this chapter. Results of the study were initially shared with
stakeholders to validate that the findings were being interpreted accurately by the researcher.
Ethics
The role of the researcher in this study was as an investigator conducting a promising practice
gap analysis for the International Studies Schools Network (ISSN). The researcher had no formal
relationship with the organization during this study, but the researcher formerly worked for the ISSN in
the New York, NY office as the Director of Curriculum and Data Services from 2008-2010. As such, the
researcher was familiar with the organization and its growth. The researcher knew and was known by
some of the participants in the study. At the time of the study, the researcher had no supervisory or
evaluative responsibilities at the ISSN. The researcher described her relationship to the ISSN and the
purpose of the study to all participants and conducted all data collection and analysis for this study.
Since the researcher had some prior knowledge of the organization, the researcher followed
qualitative research protocols and best practice to address the researcher as a data collection

76
instrument. Potential biases and assumptions were identified through memoing about these thoughts
and observations (Merriam, 2009). Researcher memos were analyzed as data in this study.
Limitations and Delimitations
Limitations present in this study represent issues in methodology that result from the design of
the project and data collection methods. The study results and findings are limited by the construction
of an interview protocol and survey instrument that were not previously validated or found reliable. Bias
may result from teacher participants taking the survey anonymously online and this is also a potential
limitation. This practice could have allowed surveys to have been completed by someone other than the
participant. As self-report data, participants may be more inclined in an online survey to provide
responses that they feel are socially more acceptable than those represented by their actual experiences
or views. Participant responses may also reflect biases of selective memory, attribution, or exaggeration
(University of Southern California, 2016). Teachers may be more inclined to answer the survey in a way
that reflects how they think their school leader would want them to answer, since their school leader
may have encouraged them to participate or also have participated in the study. School leaders who
participated in an interview may also not have provided honest answers. These factors fall under a
category of bias called social and desirability bias (University of Southern California, 2016).
Additional limitations derived from the assumption that the questions and survey items were
understood and interpreted as intended. Statistical analyses of the survey data were based on a
correlational, not a causational relationship, and the population for the interviews and surveys was a
convenience sample that was not randomly selected.
The focus of this study was to conduct a modified gap analysis to look at the International
Studies Schools Network as a promising practice in terms of how the Network supported teachers and
leaders to implement the ISSN global education model, with flexibility and fidelity, in their individual
school settings. The primary delimitation of this study is that it is context specific to the ISSN and, more

77
specifically, to ISSN schools in which school leaders and teachers volunteered to participate in the study.
The study addresses the ISSN’s mission and organizational goal and cannot be easily generalized.
However, other organizations may benefit from the study’s use of the Clark and Estes (2008) gap
analysis model and process to examine similar practices in their organization. Educators may also find
the results of this promising practice study transferrable to their own organizations.
The study is also delimited to examining two of many stakeholders in the ISSN Model: ISSN
school leaders and ISSN teachers. Other stakeholders such as district central office leaders, ISSN
executive leadership, and ISSN students were not included. While other stakeholders’ experiences and
contributions were important to the ISSN organization, an in-depth study of those was outside of the
scope of this study.

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Chapter 4: Results and Findings
This chapter reports the results and findings for the knowledge, motivation, and organizational
influences assumed to support or hinder effective implementation of the International Studies Schools
Network (ISSN) Model. The purpose of this study was to examine emerging characteristics of successful
implementation that included supports and resources provided by the ISSN as well as activities and
processes generated by ISSN school leaders and teachers for use in their own schools. Results and
findings of this promising practice study informed the International Studies Schools Network’s
consideration of best practices for scaling up the ISSN Model and approach to sustain the Network after
it matured and the grants for the initial development and launch of the ISSN were no longer renewed.
The primary questions guiding this study were:
1. What knowledge and skills, motivation, and organizational influences are necessary
for the International Studies Schools Network school leaders to effectively
implement the ISSN model?
2. How aligned are necessary knowledge and skills, motivation, and organizational
influences with resources and technical support provided by the International
Studies Schools Network?
To address these research questions, 18 knowledge, motivation, and organizational influences
(Clark & Estes, 2008) were identified as promising practice elements necessary for effective
implementation of the ISSN Model. These influences were examined through a mixed methods analysis
of survey and interview data collected from seven ISSN school leaders. To deepen understanding of
emerging results and findings and to confirm whether the assumed influence was an asset, an emerging
asset, or a gap toward effective implementation of the ISSN Model, teachers at ISSN schools were
surveyed and key documents from the International Studies Schools Network and ISSN schools were
examined. See Appendix B for a summary of all KMO influences and the related sources of data.

79
Validation criteria established for this study considered an influence to be an asset if at least
70% of the results and findings supported the hypothesis. An influence was considered an emerging
asset if between 50% and 70% if the results and findings supported the hypothesis and if less than 50%
of the results and findings supported the hypothesis, the influence was considered a gap. In some cases,
when the results indicated a difference between school leaders and teachers, validation for the primary
school leader stakeholder and the secondary teacher stakeholder were differentiated and reported
individually.
This chapter is organized according to the Knowledge, Motivation, and Organization (KMO) Gap
Analysis framework (Clark & Estes, 2008) and includes the following sections: a description of
participating stakeholders, results and findings for knowledge assets, results and findings for motivation
assets, and results and findings for organizational assets. Each of these sections describes the assumed
knowledge, motivation, or organizational influence and presents a summary of the data that was
analyzed to validate whether the hypothesis that the influence was an asset for effective
implementation of the ISSN Model was met. The chapter concludes with a summary of the validated
assets that inform recommendations made in Chapter Five.
Participant Profile
When the data collection for this study was completed in 2017, the key organizational
stakeholder was the Asia Society’s Center for Global Education and its International Studies Schools
Network. In 2021, Community Catalyst Partners (CCP) purchased the International Studies Schools
Network to “bolster the support CCP provides its partner communities” (Community Catalyst Partners,
2021), and, as the new parent organization for the ISSN, Community Catalyst Partners was also a
stakeholder for this study.
School leaders (principals and assistant principals) at ISSN schools were the focus of the data
collection in this study. In 2017, there were 26 schools in eight states in the International Studies Schools

80
Network. All 26 ISSN principals were invited to participate in a survey designed to inform the research
questions addressed in this study. Seven principals responded to the survey. One principal delegated the
survey to her assistant principal. Six of the seven leaders who were surveyed agreed to participate in a
follow-up interview. Over 1,000 teachers from all ISSN schools were sent a request to complete a survey
through an ISSN mailing list. Forty-nine teachers from 23 ISSN schools from across the Network
responded to the anonymous survey, and their insights provide useful context within this study. Table 7
provides general information about the seven school leaders interviewed in this study, including the
number of teachers surveyed at each of their schools. Table 8 provides information about the study
participants overall, including the type of school they represented.
Table 7
Participant Profile
Pseudonym ISSN School Leader
Tenure
Position Survey Interview Grades
Served
Teachers
Surveyed
Dan 20+ yrs Principal X X 9-12 1
Reed 9-10 yrs Principal X X 9-12 8
Cristina 0-2 yrs Assistant
Principal
X X 6-12 0
Kim 3-5 yrs Principal X X K-5 1
John 6-8 yrs Principal X X 9-12 2
Brian 6-8 yrs Principal X X 9-12 4
Joe 3-5 yrs Principal X 6-12 2
At the ISSN schools in this study, school leaders and teachers collaborated on decision-making
and created learning environments and experiences that supported the implementation of the Global
School Design (GSD) framework and the Graduate Portfolio System (GPS) in alignment with other school
and district priorities. Insights from teacher participants provided additional information about the
knowledge, motivation, and organizational influences that relate to implementing the Global School
Design framework and the Graduate Portfolio System.

81
Table 8
Participating ISSN School Leaders and Teachers by State and School Level
School
Leaders Teachers
ISSN Schools in this Study
Elementary
School
(K-5; K-6)
Middle
School
(6-8, 7-8)
High
School
(9-12)
Primary
(K-8)
Secondary
(6-12;
7-12)
California 4 5 2 1 1
Colorado 0 12 2 1 1 3
District of
Columbia
0 1 1
Massachusetts 0 1 1
Maine 1 4 1
Ohio 1 7 3 1
Texas 1 12 2 2
Washington 0 7 1
Total 7 49 4 1 9 1 8
Knowledge Results and Findings
The investigation into knowledge and skill influences in this study focused on participants’
experience with and understanding about global competence and how this was applied in schools to
foster the development of global competence in students. The three types of knowledge can be
described as declarative (conceptual), procedural, and metacognitive (Krathwohl & Anderson, 2010).
Declarative (conceptual) knowledge includes basic factual elements of knowledge aligned structurally to
solve problems in a specific discipline (Krathwohl, 2002; Rueda, 2011). Procedural knowledge expands
the rote telling what of declarative knowledge to application and often addresses questions about how
things are done. These procedural skills and techniques help people perform tasks, implement
conceptual knowledge, and act (Krathwohl, 2002). Metacognitive knowledge includes self-reflection,
planning, and evaluation and it is necessary for learning and improved performance (Ambrose et al.,
2010). All three types of knowledge influences are addressed in this study.
School leader backgrounds and understanding of global competence and curriculum and
learning experience design associated with the ISSN Global School Design framework and Graduation

82
Performance System were the focus of this investigation into knowledge influences. Performance
requires knowledge of basic facts, information, and terminology related to a topic. Knowledge of
underlying categories, principles, or theory in an area or field requires understanding of declarative
knowledge. To develop an ISSN school, school leaders must have knowledge and skills related to
implementing a school model and portfolio assessment system, supporting teachers to develop
knowledge and skills, and design or enable learning environments that facilitate individualized student
experience and accountability. Teachers must have the same high-level knowledge and skill applied to
developing and implementing curriculum and student learning experiences related to global
competence and the demonstration of understanding through performance.
There were six assumed knowledge influences considered for school leaders across the three
types of knowledge (Krathwohl & Anderson, 2010). Table 9 presents the assumed knowledge influences
and sources of data for school leaders as the primary validation group. Evidence from teachers was
included, when relevant, to add context or to evoke a deeper understanding of the knowledge
influences of school leaders in this study. Analysis of data collected from school leaders and teachers
from across the International Studies Schools Network resulted in validation of the knowledge influence
as an asset, emerging asset, or as a gap for successful implementation of the ISSN Model.
School Leaders and Teachers have Knowledge of the Components of ISSN Global Competence
Effective implementation the International Studies Schools Network (ISSN) Model required
school leaders and teachers to understand how the ISSN defined four components of global competence
applied to K-12 education. They also needed to know how these four components: investigate the
world, weigh perspectives, communicate ideas, and take action (Boix Mansilla & Jackson, 2011) were
embedded in the Global School Design (GSD) framework, the ISSN’s school design criteria, in the student
performance outcomes of the Graduate Performance System (GPS), and the more descriptive ISSN

83
Profile of a Graduate. This knowledge influence was validated as an asset for school leaders and as an
emerging asset for teachers.
Table 9
Summary of Knowledge Influences
Knowledge
type
Assumed knowledge
influence
Data source Asset Emergent
Asset
Gap
Declarative
(conceptual)
School leaders and teachers
have knowledge of the
components of ISSN global
competence.
School leaders and teachers
have knowledge of what
global competence looks like
in schools and for teachers
and students.
Leader and Teacher
surveys; Documents
Leader interview;
Teacher survey;
Documents
XL
XL
XT
XT
Procedural School leaders and teachers
have knowledge about ISSN
resources and how to use
them.
School leaders know how to
implement the ISSN global
competence model in their
schools and how to support
teachers who use associated
ISSN resources.
Leader interview;
Leader and Teacher
surveys; Documents
Leader interview;
Leader and Teacher
surveys; Documents
XL
XL
XT
Metacognitive School leaders and teachers
assess performance and use
this information to set goals
about their professional
growth.
School leader reflections
inform continuous
improvement of ISSN-related
outcomes in the school, for
students, and among staff.
Leader interview;
Leader and Teacher
surveys
Leader interviews and
surveys; Documents
XL
XT
XL
T Teachers; L Leaders

All school leaders demonstrated knowledge of the four components of global competence
through their survey responses. School leaders also demonstrated knowledge about the Global School
Design (GSD) framework and Graduate Performance System (GPS). School leaders agreed (86%) that
they could explain key aspects of the GPS is to someone unfamiliar with the ISSN, but only 65% of
teachers surveyed reported they could do the same. One explanation for this difference between school
leader and teacher knowledge of global competence may be because 25% of teachers new to ISSN
schools had only been teaching in their ISSN school for two years or less. Six of the 23 participating
schools (26%) were also in the planning year of affiliation. Another potential reason for this difference
was that school leaders in new ISSN-affiliated schools may have been more aware of the ISSN model and
definitions of global competence due to the process they engaged in to join the ISSN. Teachers in these
new ISSN schools may have lagged in their awareness of the ISSN and in their understanding of global
competence. However, to implement the ISSN model with fidelity, both the school leader and teachers
must have a high level of knowledge and skill related to implementing the ISSN school model and its
student portfolio assessment system.
During interviews and on open-ended survey questions, school leaders shared how a focus on
the four components of global competence (Boix Mansilla & Jackson, 2011) helped to clarify how they
prepared students for the world beyond graduation. “[W]e changed from college ready to college ready
and globally competent and we use those four quadrants of global competence: perspectives, and know
the world, communication, and take action to explain what that means…and to articulate an identity for
students.” School leaders’ knowledge of global competence was also evidenced when they described
practices or school culture or referred to the school’s “Profile of a Graduate” description of what
students know and can do upon graduation. At ISSN schools, these profiles were organized around the
four components of global competence. School leaders and teachers needed to have knowledge of the
components of ISSN global competence to effectively implement the ISSN model. This conceptual

85
knowledge influence was validated as an asset for ISSN school leaders and as an emerging asset for ISSN
teachers who participated in this study.
Figure 1 shows how ISSN leaders and teachers reported their understanding of key components
of global competence as evidenced through explanations of the performance outcomes of the Graduate
Performance System (GPS) and implementation of Global School Design (GSD) framework.
Figure 1
ISSN Leader and Teacher Understanding of ISSN Components of Global Competence
School Leaders and Teachers have Knowledge of What Global Competence Looks Like in Schools and
for Teachers and Students
Beyond knowing the definition of global competence used by the ISSN and how this was built
into the GSD framework and the GPS, school leaders also needed to know what global competence
28.6%
57.1%
14.3%
0.0%
28.6%
32.7%
30.6%
8.2%
14.3%
85.7%
0.0% 0.0%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
Strongly Agree Agree Disagree Strongly Disagree
Leaders (n=7) explain GPS Teachers (n=49) explain GPS Leaders (n=7) implement GSD

86
looked like in a school setting and for individual teachers and students. Informed by school leader
interviews, an open-ended teacher survey question, and documents, this conceptual knowledge
influence was validated as an asset for school leaders and teachers in this study. All participating school
leaders (100%) provided at least three examples of what global competence looked like in their schools,
and for their teachers and students and 75% of teachers described at least two examples of what global
competence looked like in their schools, classrooms, and students.
The ISSN Profile of a Graduate was a prominent document for all ISSN schools and was featured
on their websites. The individual school’s version of this document served as a reference point when
leaders articulated the concept of being globally competent. The profile outlined the experiences and
skills expected of students, aligned with the knowledge, skills, and dispositions that prepared students
for life and work in a complex, globally connected world. The Profile of a Graduate framed the
performance outcomes in the Graduate Performance System (GPS) and students reflected on how work
added to their portfolio in support of the GPS outcomes evidenced their knowledge, skills, and
dispositions associated with global competence. The principal at a well-established ISSN high school
shared, “[w]e are still aligned with the graduate profile, as we were when it was developed. …This
document also helps our new staff to understand the rational…behind what we do with students,
whether it is repeated projects or the expectation to develop new learning experiences.”
Activities, sometimes attended by parents and the larger community, showcased student work
as an example of being globally competent. These events and performances, such as international
celebrations, language and culture features, international travel, experiential learning, and student-led
presentations or community projects became rites of passage throughout ISSN student experiences at
different grade levels. All leaders interviewed shared specific examples that connected global
competence to learning experiences and school culture. These were similar across Network schools but
not the same, as each school related global competence to different local contexts. At one school, an

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annual community project helped students understand their place in a global society by acting locally.
Students made a recommendation to city leaders about how the City might better achieve one of the
City’s strategic goals related to a globally relevant issue, such as water usage, based on analysis of local
communities and stakeholders in the city. This project, developed and improved by students over many
years, incorporated community asset-mapping and stakeholder engagement strategies.
ISSN schools placed a strong emphasis on the Graduate Performance System (GPS) outcomes,
utilizing them as teaching tools to instill a sense of global leadership in students. Teachers described that
the GPS clearly defined student goals for global competence, connecting what they were learning to the
broader world. Teachers considered the GPS a teaching tool because the GPS required high school
students to demonstrate their understanding of the four components of global competence. “The GPS
outcomes are a big deal at our school. We use these to teach students what it means to be a global
leader. …As part of their graduate portfolio, students reflected and wrote about the ways they had
grown as a global citizen.” Some ISSN elementary and middle schools were translating similar
performance requirements for students in younger grade levels.
One tension emerged involving the challenge of balancing event-focused, school-wide projects
with sustained changes in classrooms. Some teachers expressed a need to prioritize integrating global
concepts at the classroom level for lasting impact through student engagement, especially in schools
where teachers (less than 10%) perceived that the goal of global competence should be only addressed
after students demonstrated basic literacy and math skills.
In summary, this knowledge influence was validated as an asset for school leaders and for
teachers. School leaders and teachers knew what global competence looked like in schools and for
individual teachers and students as evidenced by how they described and promoted global competence
through an integrated approach that included curriculum, other learning experiences, and community
engagement, while also recognizing the ongoing challenge of embedding these principles deeply within

88
classroom and school practices and culture. The ISSN Model served as a guiding framework for these
efforts, emphasizing the importance of authentic, meaningful learning experiences that prepare
students for active participation in a global society.
School Leaders and Teachers have Knowledge about ISSN Resources and How to Use Them
ISSN school leaders demonstrated foundational knowledge of the six domains included in the
Global School Design (GSD) framework and were familiar with the student performance outcomes and
categories of the Graduate Performance System (GPS) rubrics and tools, as evidenced through leader
surveys and interviews. ISSN resources centered around the Global School Design (GSD) framework and
Graduation Performance System (GPS) but also included many other classroom, school, and professional
development resources such as convenings, study tours and site visits, performance assessment shells,
question banks, and other resources developed by the ISSN. These resources were included in the ISSN
Workshops and Resources Catalog that was published annually and available on the ISSN website.
As may be expected, the longer a school leader had been involved with the ISSN, there was a
deeper awareness of ISSN resources and how they could be used. Seven ISSN school leaders were
surveyed, and they were all (100%) generally aware of the resources provided by ISSN for their schools.
Three out of seven leaders in this group responded with "I don't know what this is" for some of the
resources, such as Global Issue Overviews, Links to Photos and Video for Curriculum Design, and Taking
part in an International Study Tour. Overall, this procedural knowledge influence was validated as an
asset for school leaders participating in this study.
For ISSN teachers, there was more variability in their awareness about ISSN resources. On
average, 33% of resources were not known to teachers, with just over half of teachers responding that
they did not know about the blogging platform (54.6%) or Regional Professional Development (54.3%).
The overall perception among teachers was that the ISSN provided the resources they needed, with a
majority (65.3%) expressing agreement. Open-ended responses from teachers revealed that some

89
teachers were not aware of many available resources, indicating a potential gap in communication or
dissemination of information from their school leaders or the ISSN directly. For teachers participating in
this study, this procedural knowledge influence was validated as an emerging asset.
On open-ended questions, 70% of ISSN teachers who responded described how they designed
various types of aligned learning experiences and assessments with just under half of these respondents
developing these during an ISSN workshop. Several of these resources were interdisciplinary, with
teachers collaborating from departments across the school to design a coherent student learning
experience. In one case, students examined various aspects of nuclear power and its cultural impact
through chemistry, World history, English, and math. At the beginning of the resulting unit students
were given integrated performance outcomes in each of the four subject areas. These were organized
around the overarching question of whether San Antonio residents should support the development of
a nuclear power plant.
Other learning experiences were designed to focus on developing languages other than English,
in support of the characteristic that ISSN schools offer at least language instruction in Mandarin. Some
of these lessons involved virtual exchanges with schools from around the World. Students also
experienced lessons about local aspects of international issues such as an advocacy fair where they
presented to community officials their action plans for sustaining indigenous cultures that were at risk
of disappearing in the World and in their local communities.
Assessments at ISSN schools were modified based on applied knowledge about ISSN resources.
ISSN teachers described how they altered instruction and assessment in many courses based on the GPS
outcomes. One teacher shared,
I have designed a global leadership certificate program that relies on the GPS. …Students who
take specific classes, including four years of a foreign language, who participate in cultural

90
activities outside of the school and complete a project with a global focus receive a certificate
and an endorsement on their transcript (ISSN High School Teacher).
Assessments that incorporated the GPS were developed to be aligned and embedded. Teachers
described a process that started with the GPS outcomes from which they worked backwards and aligned
with state standards. Then each of major projects throughout the year in a class or across a grade level
was connected to the performance outcomes. Major student projects and the Senior year capstone
were included in a digital portfolio that students kept all four years. Students reflected on how their
assignments met the aligned performance outcomes of the GPS. In some cases, teachers also used
performance outcomes and global competencies as a daily objective to guide lessons. At one school, the
GPS outcomes and ISSN “I Can” statements were aligned with state standards in social studies and
national standards in science for the redesign of the school’s K-5 report card.
The ISSN may want to further examine the knowledge gaps identified through the surveys,
particularly among some teachers. In open-ended responses, a few teachers indicated that they had not
yet been introduced to the details about the ISSN Model and weren’t sure how they should be
implementing it. Improving awareness among ISSN teachers, especially those new to the ISSN, may
involve targeted training sessions, regular updates, or a more accessible platform for resource
dissemination. Perhaps more concerning were misconceptions that surfaced among a few teachers who
indicated that they felt that students’ need for basic skills in reading and mathematics were to be seen
as a precursor to the “nice to have” global competence. These comments indicated a lack of
understanding about global competence in the ISSN model as a form of equity, student engagement,
and relevance as opposed to “something better suited for more affluent students”.
The positive perception of ISSN resources among teachers suggested a strong foundation, but
efforts could be made to increase teacher awareness of ISSN resources, including professional learning
opportunities to improve use of resources in ISSN classrooms and schools. This would improve the

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sustainability of the ISSN model and the “grow your own” aspect of the Network that was initially a
noteworthy characteristic of the ISSN and one that fostered educator engagement.
Figure 2 and Figure 3 show school leader and teacher knowledge of ISSN resources provided or
published and promoted by the ISSN throughout the Network. All ISSN school leaders knew about key
ISSN resources that included curricular guides and lessons, technical assistance, and Network peer-topeer learning opportunities for their staff. Teachers were most familiar with curricular resources such as
GPS “I can” statements and essential question banks provided by ISSN. Most teachers surveyed also
knew about technical assistance provided through coaching, on site-professional development, and site
visits. Knowledge about ISSN resources and how to use them was validated as an asset for school
leaders and as an emerging asset for ISSN teachers.
Figure 2
School Leader Knowledge of ISSN Resources
* Indicates resources only for ISSN School Leaders
0 1 2 3 4 5 6 7
Participation in International Study Tour
Links to Photos and Videos for Curriculum
Global Issue Overviews
Performance Assessment Shells
Leaders Seminars*
ISSN Essential Question Bank
Coaching for School Leaders*
Blogging Platform
Regional Professional Development
Participating in an International Study Tour
New Leaders Workshop*
Hosting an ISSN School Study Tour*
Collaborative tools (live chat/discussion board)
Summer Institute
Site Visits
Onsite professional development (at your school)
ISSN Online Professional Community (Ning)
Graduate Performance System (GPS)
GPS Rubrics
GPS Performance Outcomes
GPS "I Can" Statements
Global School Design (GSD) Framework
Coaching for Teachers
KNOW Resource DON'T KNOW Resource

92
Figure 3
Teacher Knowledge of ISSN Resources
* Indicates resources only for ISSN Teachers
School Leaders Know How to Implement the ISSN Global Competence Model in their Schools and How
to Support Teachers Who use Associated ISSN Resources
Effective implementation of the ISSN global competence model required ISSN school leaders to
understand the outcomes for each of the six domains of the Global School Design (GSD) framework and
the global education goals upon which they are based, as well as have operational knowledge about
implementing the Graduate Performance System (GPS) in classrooms. School leaders must also have
been knowledgeable about ISSN tools and resources and how they were useful for implementing the
ISSN global competence model. For example, ISSN school leaders understood how the implementation
of the GPS contributed to the GSD domain of curriculum, instruction, and assessment. School leaders
must also know how to support teachers who are implementing the GPS and other ISSN components in
0 5 10 15 20 25 30 35
Participating in an International Study Tour
Blogging Platform
Regional Professional Development
Collaborative tools (live chat/discussion board)
Summer Institute
Performance Assessment Shells
Links to Photos and Videos for Curriculum Design
Global School Design (GSD) Framework
ISSN Online Professional Community (Ning)
Graduate Performance System (GPS)
GPS Performance Outcomes
Participating in a School Study Tour*
Global Issue Overviews
Site visits
ISSN Essential Question Bank
GPS Rubrics
Coaching for Teachers
Onsite professional development (at your school)
GPS "I Can" Statements
KNOW Resource DON'T KNOW Resource

93
their classrooms. Effective implementation of the ISSN model of global competence in their school and
effective support of teachers who are using ISSN resources was validated as an asset for school leaders.
This knowledge influence was partly validated for school leaders through four survey questions
that addressed leader knowledge about implementation of the GSD, GPS, and associated ISSN resources
(Figure 4). Five of seven participating school leaders agreed or strongly agreed that the ISSN provided
resources they needed and that these resources were aligned with what they needed for their school.
Of the seven leaders surveyed, two leaders (28.6%) disagreed that ISSN provided the resources needed,
with one leader strongly disagreeing that resources were aligned with their priorities. Exploring this lack
of agreement through interviews revealed that school leaders did not think that ISSN provided realistic
financial options for school leaders to maintain ISSN affiliation and access necessary resources. At the
time of this study, the ISSN was transitioning from a grant-funded network designed to scale-up a global
competence school model to a non-profit network seeking a sustainable business plan to support
schools at different stages of implementation. Figure 6 shows school leader responses to these survey
questions of how to implement and support teachers who are implementing the ISSN model.
Figure 4
ISSN School Leaders Know How to Implement and Support Teacher Use of ISSN Resources
42.9%
28.6%
28.6%
28.6%
14.3%
57.1%
42.9%
42.9%
42.86%
14.29%
14.29%
28.57%
14.29%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
It is clear to me what my school needs to do to achieve or
maintain Recognition status with ISSN.
I can explain the key aspects Graduate Performance
System (GPS) to another person who is not familiar with
ISSN.
ISSN resources and support align with what I have
identified as needed by my school.
ISSN provides the resources I need as an ISSN school
leader.
Strongly Agree Agree Disagree Strongly Disagree

94
Four of the seven school leaders surveyed (57%) indicated that they knew what was needed for
their school to achieve and maintain Recognition status with the ISSN. This result surfaced their differing
levels of awareness about the ISSN bundled approach to resources and support aligned with school
implementation status. These leveled service packages were relatively new to the Network and were
offered to combine previously undifferentiated or ad hoc resources and support increased consistency.
This finding was also related to the financial obligations expected of ISSN schools by the Network and
how these did not meet the needs identified by school leaders. Four of the six school leaders who were
interviewed (67%) discussed negotiating a set of supports and resources that were different than one of
the five available packages based on implementation status (Planning, Integration, Foundations,
Recognition, and Sustaining).
A potential gap among ISSN school leaders who led sustaining ISSN schools at the time of this
study was that they implemented “The Matrix”, the predecessor of the Global School Design framework.
They experienced successful school design and initial implementation with a less formulaic and more
differentiated approach which allowed these leaders and their teachers to directly develop resources
needed and share these with others in the Network. In some cases, for these leaders and teachers, this
level of involvement in the design of resources infused the process with creativity and purpose, making
it seem like a core element of working at the school and less of an “add on”. One school leader shared
when they used “The Matrix” to develop their school that
…the selling point for the staff was that it was not seen as something you buy and implement.
…You take the forty-three elements of the matrix that describe characteristics of an ISSN school
think about what makes your school unique, and ask which ones resonate, and which ones do
you want to work on, and which ones are your strengths? (ISSN School Leader)
He continued to describe that it felt like they could refine what they were doing and add new
things that didn’t have to follow a prescription. There was a flexibility in the ISSN model that contributed

95
to its success. In this case, the ISSN model was even permitted to serve as the accreditation framework
used by the school for State accreditation.
Another school leader described the process his staff went through with the “ISSN Matrix” six
years ago, as something they spent a lot of time on, looking at and learning from the results, although
they rarely looked at it now and did not feel the need to review newer resources like the GSD, because
the school has already implemented the ISSN model. This resulted in some teachers opting out of using
new resources, viewing new approaches to ISSN processes, support, or resources as unnecessary,
especially as they became more standardized and packaged. This may introduce gaps among teachers
experienced with the model and for teachers new to the ISSN school who are not participating in the
same generative design of resources.
In addition, ISSN school leaders understood how to implement the GSD in their school and knew
how to support teachers implementing aspects of the ISSN model in their classrooms and in school-wide
learning experiences. Most school leaders agreed or strongly agreed (86.4%) that they could explain the
classroom implementation of the GPS to someone not familiar with the ISSN. This provided indirect
evidence that school leaders have the procedural knowledge necessary about the GPS to support
teachers who are implementing GPS in their classrooms.
Evidence of school leaders’ ability to support their teachers was provided on teacher survey
questions about how teachers felt about support they received from the ISSN and from their school
leader to achieve the main goal they set as an ISSN teacher that year. Participating teachers agreed or
strongly agreed (77.1%) that they felt supported by the Network to achieve this goal and 80% of
teachers agreed or strongly agreed that their school leader supported them in achieving their primary
ISSN goal. In addition, 75.5% of teachers agreed or strongly agreed that ISSN support and resources
aligned with what they identified as needing for implementation. Figure 5 shows the degree of support
that ISSN teachers felt they received.

96
Figure 5
ISSN Teachers Feel Supported by ISSN and School Leaders to Achieve Their Primary Goal
ISSN teachers described the support they received in several ways including the collaborative
nature of “being dedicated to the framework” and school-wide implementation of student portfolios in
advisory as part of GPS implementation. The collective nature of agency, involvement, and incorporation
of a culture of peer feedback also improved the support teachers received. “…We are involved in
creating the way in which we implement the GPS. Teachers feel empowered because they have input.
We also have student input. This gives the stakeholders buy in that in turn creates ownership.” And
“[w]e are encouraged to work in cross-curricular teams and critical friends’ groups to make
meaning…with regard to these ideas and [to] design learning experiences that meet these expectations
as colleagues.” Leaders directly developed or indirectly made space for these supports by giving
teachers time to collaborate, plan, and share examples throughout the year. Leaders brought back new
learning from the ISSN conferences and encouraged participating teachers to share with their peers.
School leaders needed to navigate and mitigate actual and perceived challenges raised by
teachers as these became obstacles to implementation by knowledge, motivation, and organizational
26.5%
20.0%
37.1%
49.0%
57.1%
42.9%
14.3%
14.3%
11.4%
10.2%
8.6%
8.6%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
ISSN resources and support align with what I have
identified as needed by my school.
I feel supported by ISSN in achieving the main goal I
set for myself this year as an ISSN teacher
I feel supported by my school leader in achieving tthe
main goal I set for myself this year as an ISSN teacher
Strongly Agree Agree Diagree Strongly Disagree

97
deficits or by choice. Many of these challenges related to administrative supports provided by ISSN
leaders to address systemic issues. Some challenges related to instructional issues. Some teacher
concerns about implementing the ISSN model related to administrative or district issues such as the
district’s lack of full support or understanding of the model, “standard, bureaucratic nonsense at the
district level…”. One teacher pointed out how important it was for the superintendent and school board
to understand and value the model for its success. These insights highlighted that while school leader
support was necessary, in some districts it was not sufficient to ensure effective implementation.
In addition to these more systemic supports, school leaders must support teacher needs for
planning time, ongoing onboarding of new teachers, and coaching support of teacher teams. Teachers
said that clear direction and support from school leadership teams was essential to reinforce to teachers
that the work was a valued priority. Some teachers encouraged leaders not only to include expectations
in student assessment but also in teacher evaluation. “Teachers focus on what they are measured by.
…In an ideal world, student performance on the [GPS performance outcomes] would be the only thing I
would be measured on, and the measurement would be a holistic. qualitative evaluation geared toward
my growth.”
Overall, the school leaders participating in this study provided evidence to validate this
procedural knowledge influence as an asset. This was further confirmed by results from teachers
surveyed about how well they were supported by school leaders to implement the ISSN model in their
classrooms.
School Leaders and Teachers Assess Performance and Use this Information to Set Goals About Their
Professional Growth
Successful implementation of the ISSN Model required reflection and continuous improvement.
ISSN school leaders and teachers needed to continually assess their own progress and performance
against the GSD domains and determine how well students were meeting the skills, knowledge, and

98
dispositions of the ISSN graduate profile and the performance outcomes of the GPS. Ongoing selfassessment allowed school leaders and teachers to performance manage their work and adjust their
implementation of the ISSN model to improve fidelity. Reflection also enabled school leaders and
teachers to set professional growth goals and select ISSN support and resources to help achieve those
goals. This metacognitive knowledge influence was validated as an asset for school leaders and for
teachers who participated in this study.
ISSN school leaders discerned and adopted clear and measurable goals from ISSN materials,
resources, and coaching. They took responsibility to implement the essential elements of the ISSN
model and they set goals to achieve this outcome. School leaders in this study were strategic in setting
annual goals about ISSN implementation as part of ISSN school leader support. Half of the 35 school
leaders surveyed on the 2016 End of Year School Leader Survey reported that they met their annual
goal. An additional 16.7% of leaders optimistically stated in May of that year “not yet” (ISSN, 2016). All
ISSN school leaders in this study agreed or strongly agreed that it was an important goal for them to
learn strategies that supported their teachers to implement the ISSN Model. Over 70% of these same
leaders agreed or strongly agreed that the ISSN supported their professional growth.
Committed ISSN teachers took responsibility to implement the essential elements of the ISSN
Model and they determined meaningful goals. All teachers surveyed in this study set annual ISSN goals
and reflected on these as part of ISSN coaching and other support. These goals were organized into six
categories. The most prevalent (30%) goal category was to improve the focus on students and student
experiences by recognizing student voice and identity through lessons and individualized projects,
helping students internalize the GPS performance outcomes, and helping students practice taking and
understanding others’ perspectives. Improving instruction (22%) and assessment (16%) were also
important teacher goals. Improvements included modifying existing units and developing new units,
often through an interdisciplinary approach in collaboration with teachers from other content areas.

99
Assessments were targeted for improvement by better aligning with GPS performance outcomes and
improving the quality of performance assessments. Teachers also set goals to mentor and support other
teachers (16%) and grow in their understanding of global competence (8%) and ISSN resources available
(8%). Less positive but honest were 14% of teachers who set a goal related to surviving the year. Most of
teachers with this response were in their first three years of teaching.
To achieve their annual goals, ISSN teachers described needing the following resources: time to
collaborate (24%), time to plan (17%), lesson ideas and materials (17%) with one teacher asking to be
given curriculum that they did not have to create, coaching/mentoring (12%), and to attend an ISSN
conference (10%). Less than a quarter of teachers (21%) reported having what they needed to achieve
their annual goal.
Figure 6 shows the distribution of school leader responses about ISSN goal setting for
themselves and about supporting their teachers. Figure 7 shows annual teacher goals by category and
Figure 8 summarizes what teachers said they needed most to achieve their annual ISSN goals.
Figure 6
School Leader Professional Goals and ISSN Support
42.86%
71.43%
28.57%
28.57%
28.57%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
ISSN provides the support for my growth as an ISSN school
leader
As a school leader, it is important to me to learn strategies
to support teachers who teach at ISSN schools.
Strongly Agree Agree Disagree Strongly Disagree

100
Figure 7
ISSN Teacher Annual Goals by Category
Figure 8
Resources Needed to Support ISSN Teachers to Achieve Annual Goals
3 3
5
6 6
8
11
0%
5%
10%
15%
20%
25%
30%
0
2
4
6
8
10
12
Understand ISSN Resources
Understand Global…
Survive and Sustain
Improve Assessment
Mentor Other Teachers
Improve Curriculum
Student-Centered Focus
Number of Teachers %
4
5
7 7
9
10
0%
5%
10%
15%
20%
25%
30%
0
2
4
6
8
10
12
ISSN Conference
Coach/Mentor
More Time to Plan
Lesson Ideas/Materials
Have What is Needed
Time to Collaborate
Number of Teachers %

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In some cases, the goals set by school leaders and teachers at ISSN schools were aligned to
district goals through campus improvement plans, accreditation applications, and other annual goal
setting expectations. In all described cases, ISSN goals and expectations served as a framework or were
easily aligned with other requirements schools had to meet. These alignment opportunities also enabled
school leaders and teachers to collectively reflect on student data that was related to ISSN goals but also
relevant in a larger context. As part of their practice, almost all ISSN school leaders and teachers selfreflected to assess their performance and used this information to set goals to further their professional
growth. This metacognitive knowledge influence was validated as an asset for both school leaders and
teachers in this study. Additionally, ISSN school leaders valued goals that improved their abilities to
support their teachers.
School Leader Reflections Inform Continuous Improvement of ISSN-related Outcomes in the School,
for Students, and Among Staff
Ongoing ISSN school leader reflections ensured incorporation of the ISSN Global School Design
(GSD) framework across its six domains which included curriculum, instruction and assessment and the
performance outcomes of the GPS. This reflection for continuous improvement was necessary for
fidelity of implementation of the Model but also to determine where flexibility was required to solve
local problems and to address local opportunities. The combination of school leader vision and influence
across both axes yielded important characteristics of successful implementation of the ISSN global
competence model. ISSN school leaders continually evaluated and monitored the outcomes of their
school’s initial affiliation and implementation and conducted regular assessments to determine
resources and training necessary for improvement. ISSN school leaders had the knowledge and skills to
determine what resources and training would best meet the needs of their teachers as they
implemented the Graduation Performance System (GPS) in their classroom instruction and assessment.
As well, school leaders supported teachers to grow in their understanding and use of GPS, they

102
continually evaluated and refined their use of rubrics to score student work and/or to inform the design
of new assessments and projects. This metacognitive knowledge influence was validated as an asset for
school leaders.
The seven school leaders in this study (100%) provided open-ended responses in interviews and
on the survey that validated this knowledge influence as an asset. Their ongoing reflections about
implementation of the ISSN global competence model at their schools promoted continuous
improvement of ISSN-related outcomes in the school, for students, and among staff. In addition, the
ISSN community of practice (NING) and ISSN summer institute activities reinforced this as an asset for
school leaders.
Leaders described revisiting their vision for the school with staff and aligning with ISSN goals at
regular intervals with their coach to affirm their commitment and evaluate progress being made at the
school. Another leader from the founding cohort recounted that over the years, as more schools joined
the ISSN, having examples of good practice and to help generate new ideas has gotten a lot easier.
Sharing with each other allowed schools with more resources, for example, to hire a global education
coordinator to develop resources and lessons and help other schools in the Network access these.
Some school leaders made a point of reminding the ISSN that experiences like the ISSN
conferences were important in how they professionalized the Network and added credibility to the work
of individual ISSN teachers, teams, and schools. One teacher reflected about what he learned at an ISSN
seminar.
[The seminar] helped me gain an understanding of perspectives from outside my home state. I
grew so much as an educator, leader, and advocate because of these experiences. I feel that it is
a result of these early experiences that I am so in tune with what GPS really is and all the goals
of ISSN. (ISSN Teacher)

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These reflections also made clear the undercurrent of tension between ISSN school leaders and
ISSN staff at Asia Society as funding sources for the ISSN shifted from foundation philanthropic support
to a fee-for-service model. Leaders described that the cost structure was not yet worked out and that
they were unable to implement the model as well as they would like, having identified what they
needed, due to lack of financial resources at the school. Leaders who placed great value in coaching and
teacher attendance at ISSN conferences and other networking events did not have enough funds to
purchase services at the same level. They indicated that they felt like progress implementing the ISSN
Model was stalled or regressing. Some leaders sought virtual ways of sharing best practice and to
provide networking opportunities as professional development for their teachers to mitigate resource
issues. Overall, school leader reflections confirmed the practice of continuous improvement of ISSNrelated outcomes in the ISSN school, including for students and among staff. This metacognitive
knowledge influence was validated as an asset for school leaders.
Summary of Knowledge Results and Findings
There were six assumed knowledge influences for ISSN school leaders. Four of these influences
were relevant to also consider for teachers. For school leaders all six knowledge influences were
validated as assets, as was one of the influences for teachers. The remaining three influences considered
for teachers were validated as emerging assets. There were no gaps identified for the assumed
knowledge influences. These results and findings inform recommendations made in Chapter Five.
For declarative (conceptual) knowledge, both assumed influences, school leaders and teachers
had knowledge of the components of global competence and know what this looks like in schools and
for teachers and students were confirmed as assets for ISSN school leaders and as emerging assets for
teachers. Procedural knowledge influences were both validated as assets for school leaders who have
knowledge about ISSN resources and how to use them as well as how to implement the ISSN global
competence model at their school and how to support teachers who are using the associated ISSN

104
resources. For teachers, it was relevant to consider the first procedural influence, knowledge of ISSN
resources and how to use them, which was validated as an emerging asset. Metacognitive knowledge
influences included self-assessing performance and using the information to set goals for professional
growth was validated as an asset for both school leaders and teachers. Also confirmed as a
metacognitive knowledge asset, school leader reflections informed continuous improvement of ISSNrelated outcomes in the school, for students, and among staff. These results are summarized in Table 9.
Motivation Results and Findings
Motivation is also necessary for learning and performance (Clark & Estes, 2008). This study
explored the extent to which identified motivational influences supported ISSN school leaders and
teachers to implement the ISSN global competence model at ISSN schools. There were five assumed
motivation influences identified across motivation constructs. Examining motivation as a factor in
schools, classrooms, and learning experiences that support the development of global competence
informed conditions likely to foster effective implementation of the ISSN Global School Design
framework (GSD) and Graduate Portfolio System (GPS) across the Network. These may also help the
ISSN focus resources and efforts on aspects of success needed to scale-up the model. The assumed
motivation influences are categorized in one of three applicable constructs: attainment value, utility
value, and self-efficacy (Ambrose et al., 2010). These constructs reflect types of motivation required to
internalize the GSD framework and the GPS, implement and deliver curricula and learning experiences
for students that produce globally competent individuals (with GPS as evidence), and contribute to
ongoing improvement of the individual ISSN school and Network.
Table 10 summarizes the assumed motivation influences and sources of data for school leaders
as the primary validation group. Evidence from teachers was included, when relevant, to add context or
to evoke a deeper understanding of the motivation influences of school leaders in this study. Analysis of
data collected from school leaders and teachers from across the ISSN results in the validation of each

105
motivation influence as an asset, emerging asset, or as a gap for effective implementation of the ISSN
Model. ISSN school leaders positively support and motivate the other leaders and teachers at their
school to embrace and achieve ISSN goals.
Table 10
Summary of Motivation Influences
Motivation
construct
Assumed motivation
influence
Data source Asset Emergent
Asset
Gap
Attainment
Value
School leaders and teachers
value global competence.
Leader interviews;
Leader and Teacher
surveys; Documents
XL
XT
Utility Value School leaders and teachers
value that students are globally
competent.
School leaders and teachers
invest time and other resources
to implement the ISSN global
competence model.
Leader interviews;
Leader and Teacher
surveys; Documents
Leader interviews;
Leader and Teacher
surveys; Documents
XL
XT
XL
XT
Self-Efficacy School leaders and teachers
value affiliation with and
membership in the ISSN network.
School leaders and teachers have
confidence in their ability to
design schools, learning systems,
and learning experiences that
foster the development of global
competence.
Leader interviews;
Leader and Teacher
surveys; Documents
Leader interviews;
Leader and Teacher
surveys
XL
XT
XL
XT
T Teachers; L Leaders
School Leaders and Teachers Value Global Competence
ISSN school leaders and teachers generally valued global competence as a desired outcome of
education and life experiences. As a result, they valued the ISSN Model as a framework for school design
and were aligned with its associated aspects and outcomes. ISSN school leaders valued the
implementation of the Global School Design (GSD) framework and the Graduation Performance System
(GPS) holistically across the entire school and school community. ISSN school leaders believed in the
value of implementing the GSD framework and the GPS for the school community, faculty, and students.

106
ISSN schools, once established, attracted teachers who were committed to the components of global
competence included in the ISSN model and this could be a recruiting asset that served to reinforce the
underlying commitment to the mission and vision of ISSN schools. This motivation construct,
representing attainment value, was validated as an asset for ISSN school leaders and teachers in this
study.
All seven participating ISSN school leaders (100%) and 91.8% of ISSN teachers surveyed agreed
or strongly agreed that it was important for all ISSN teachers to be globally competent. All participating
ISSN school leaders also strongly agreed (100%) that it was important for ISSN students to be globally
competent. School leaders and teachers shared that making global competence a focus in the school
community and culture was important to do and that addressing global competence was a way to value
and make relevant the curriculum and mission of the school and connect with individual student
backgrounds and heritage, perhaps increasing student interest in learning and agency. This approach
also gave ISSN staff a way to share their own experiences, such as living abroad, with students.
School Leaders and Teachers Value that Students are Globally Competent
Global competence was reflected in how students investigated the world to understand it
beyond their immediate environment, recognized their own and others’ perspectives, communicated
their ideas effectively with diverse audiences, and took action to translate their ideas into appropriate
actions that improved conditions. ISSN school leaders and teachers recognized that students becoming
globally competent was important because it helped prepare them for the diverse and complex
communities in which they were likely to live and work in the future.
All seven ISSN school leaders (100%) and 87.8% of teachers surveyed strongly agreed that it was
important for students to be globally competent. A majority (89.9%) of ISSN teachers surveyed also
agreed or strongly agreed that they were committed to professional learning of strategies to help them
develop global competence in students and that the overall mission of their school helped to guide them

107
in developing learning experiences. This motivation influence, representing utility value, was validated
as an asset for both ISSN leaders and teachers.
Teachers described several reasons why they valued students developing global competence
aligned with the components in the ISSN model. The reasons given can be organized in two main
categories: valuing student experience and voice, and preparing students for the future. Developing
mindsets and practices related to global competence valued student ideas and experience and provided
opportunities to practice acting based on what they had learned. This practice empowered students,
showed them that they could make a difference, and prepared them with skills they needed for future
success. Focusing on student work, incorporating student reflection, and supporting the development of
a practice to seek multiple perspectives “…gave students confidence that they could solve problems
with anyone—no matter what culture or country they are from.” Reflecting on their work and thinking
about whether it had value and impact outside of the assignment was also empowering. Fostering
student awareness of world issues and nurturing skills critical for success in a quickly moving and
changing world helped students to determine, in part, options for their future.
A small percentage of teachers surveyed (less than 5%) disagreed that it was important for
students to be globally competent because “…our students are global, [and] their competence needs to
center around life skills and obtaining the basic math and language skills to be employable.” They
described the ISSN curriculum as “adorable” and felt that it would be useful in schools where students
were more homogeneous and had not experienced exposure to other cultures. This point of view may
have reflected misunderstanding about the ISSN mission or student populations most likely to be served
by the ISSN.
Figure 9 shows that ISSN school leaders and teachers valued global competence and being
globally competent and that these motivation constructs for attainment and utility were validated as
assets for effective implementation of the ISSN model of global competence.

108
Figure 9
ISSN School Leaders and Teachers Value Global Competence
School Leaders and Teachers Invest Time and other Resources to Implement the ISSN Global
Competence Model
Investing time and other resources to complete a task or meet an objective indicates that an
individual values this result. This motivation construct for utility-cost was confirmed as an asset for
effective implementation of the ISSN Model for both ISSN school leaders and teachers who participated
in this study. ISSN school leaders agreed or strongly agreed with the four survey items that informed
validation of this influence (between 86.7%-100%). When replying about their own motivation to invest
time and resources, 100% of school leaders agreed or strongly agreed that it was worth the time and
resources necessary to meet ISSN goals and implement the ISSN GSD framework at their school. School
leaders were slightly less positive (87.5% agreed or strongly agreed) about how motivated they thought
their teachers were to invest time and other resources to meet ISSN goals. Figure 10 shows how ISSN
leaders valued investing time and resources necessary to implement the ISSN Model.
100%
57%
100%
0%
43%
0%
67%
59.18% 59.18%
55.10%
22%
33%
29%
35%
8% 8%
12% 10%
2% 0% 0% 0%
-15.00%
5.00%
25.00%
45.00%
65.00%
85.00%
105.00%
Becoming globally competent is important to
students because it helps prepare them to achieve
their future goals.
It is important for all ISSN teachers to be globally
competent.
It is important for all ISSN students to be globally
competent.
As a teacher, it is important to me to learn
strategies to develop global competence in
students.
School Leaders Strongly Agree School Leaders Agree School Leaders Disagree School Leaders Strongly Disagree
Teachers Strongly Agree Teachers Agree Teachers Disagree Teachers Strongly Disagree

109
Figure 10
ISSN School Leaders Value Investing Time and Resources to Implement the ISSN Model
ISSN teachers who participated in this study were also in agreement (73.5%-81.6%) that
investing the time and resources necessary to implement the ISSN global competence model was worth
it. This result aligns with ISSN school leader responses to the survey question about their teachers. Many
ISSN teachers agreed or strongly agreed (81.6%) that investing the time and energy required to meet
ISSN goals and changing their curriculum, assessment, and instruction to incorporate global competence
both were worth the time and effort required. Three-quarters of ISSN teachers agreed or strongly
agreed (75.5%) that changing their curriculum, assessment, and instruction to incorporate global
competence was valued because it helped them achieve their goals and 73.5% of ISSN teachers agreed
or strongly agreed that it was worth the investment of time and other resources required to implement
the Graduate Performance System (GPS) at their school. When asked about the perceived motivation
among others at their school, 73.5% of teachers agreed or strongly agreed that their students and other
teachers at their school both would agree that investing the time and energy required to meet ISSN
goals was worth it. Figure 11 details how teachers at ISSN schools valued investing time and other
resources necessary to implement the ISSN model.
14%
29%
57%
71%
71%
43%
14%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Teachers at my school feel that investing the time and energy
required to meet ISSN goals is worth it.
Investing the time and energy required to meet ISSN goals is
worth it.
It is worth the investment of time and resources required to
implement the Global School Design (GSD) at my school.
Strongly Agree Agree Disagree Strongly Disagree

110
Figure 11
ISSN Teachers Value Investing Time and Resources to Implement the ISSN Model
ISSN coaching was highlighted by ISSN school leaders and teachers as the most valuable support
provided by the ISSN. One teacher noted, “The most effective times for me and what I value most during
professional development times is when our coach… visits and we have time set aside to work with her.”
The opportunity to request a specific coach, usually one who had a history with the school as the ISSN
model was implemented, was an important aspect of what was valued about coaching, especially for
school leaders. One leader described a past-practice of the ISSN to assign coaches regionally and this
limited the choice of available coaches. Although the school tried this, they eventually petitioned ISSN to
use their preferred coach. Approval of this request was what kept them in the ISSN over the years.
Analysis of the data confirmed greater than 70% of ISSN school leaders and teachers were
motivated to invest time and other resources to implement the ISSN model in their schools. This
motivation influence was validated as an asset for effective implementation of the ISSN model for ISSN
school leader and teachers participating in this study.
8%
14%
20%
29%
29%
33%
65%
59%
53%
47%
53%
49%
24%
22%
18%
14%
8%
12%
2%
4%
8%
10%
10%
6%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Other teachers at my school feel that investing the time and energy
required to meet ISSN goals is worth it.
My students feel that investing the time and energy required to meet
ISSN goals is worth it.
It is worth the investment of time and resources required to
implement the Graduate Performance System (GPS) at my school.
Changing my curriculum, assessment, and instruction to incorporate
global competence helps me achieve my future goals.
Changing my curriculum, assessment, and instruction to incorporate
global competence is worth the time and effort required.
Investing the time and energy required to meet ISSN goals is worth it.
Strongly Agree Agree Disagree Strongly Disagree

111
School Leaders and Teachers Value Affiliation with and Membership in the International Studies
Schools Network
ISSN school leaders valued being members of the International Studies Schools Network and
ISSN teachers valued engagement in the ISSN professional community. ISSN school leaders believed in
the efficacy of the ISSN model to deliver success for teachers and students. ISSN teachers believed in the
efficacy of the ISSN model to deliver success for themselves and for their students. This motivation
influence, representing self-efficacy, was validated as an asset for effective implementation of the ISSN
model for ISSN school leaders and teachers in this study.
All seven participating ISSN school leaders agreed or strongly agreed (100%) with every question
informing this motivation construct. School leaders were proud to lead at an ISSN school and felt that
becoming an ISSN school has had a positive impact on their school community. When asked about other
groups in their school community, fewer ISSN school leaders strongly agreed, but overall, still 100%
agreed or strongly agreed that students, teachers, and parents at the school were very positive about
the school’s involvement. Results from a previous survey of 35 ISSN school leaders who were asked how
satisfied they were with their school’s membership in ISSN reinforced these results. All were satisfied
(44.4%) or very satisfied (55.6%) with their ISSN affiliation (ISSN, 2016).
During interviews, school leaders described what they valued most about the ISSN affiliation
and throughout their mostly positive comments, seasoned leaders shared a caution about recent
changes to the ISSN that caused them to share that what they valued most about their affiliation with
the ISSN felt like it might be changing. These school leaders valued most the uniqueness of the Network.
“[I]t sets us apart from other schools and allows us to highlight great work by our teachers about global
issues.” One school narrowed down their choice of the ISSN model from 130 options and they voted.
Over 80% of the staff voted for the ISSN during the final four models and the school also decided to use
the ISSN model for their required state accreditation. A participating teacher commented further,

112
It was a lot of work (using ISSN for our accreditation) but the fluidity of implementing the model
was really the selling point. All the models are so similar, except for the take action component.
…I felt that if we could instill that in every student and get them committed in their personal life,
to community and school, we would be someplace. (ISSN High School Teacher)
The relationships generated across the Network were also valued, especially those developed
with ISSN coaches. Most school leaders and teachers had a relationship with a particular ISSN coach who
had worked with them over the years. “She started before I came in, and just really knows the culture,
has a …good feel for campus and things. …[W]hen I am negotiating with the ISSN, I always request her as
part of the deal.” Another leader valued most that the coach was always available for discussions and
problem-solving, even when not onsite.
Some long-affiliated school leaders indicated that they missed the “golden age” of the ISSN
(~2008-2012), characterized by Network-wide conferences, professional development opportunities,
and subsidized funding to support the participation of a more school leaders and teachers. At the time
of this study, the ISSN was developing a fee-for-service model, and leaders were questioning whether
this approach was going to deliver what they needed. “I sincerely expected it to be something else. I
think it’s …turning out to be resources and stuff for schools that want to …try out this model, but don’t
want to spend a lot on curriculum. …I feel like it’s turning out to be more of a publisher than a network.”
Responses from teachers on the questions that informed this motivation construct ranged from
75.5%-87.8% agreed or strongly agreed with 87.8% of teachers indicating they were proud to teach at
an ISSN school and 79.6% of teachers agreeing that becoming an ISSN school had a positive impact on
their school community. Teachers agreed or strongly agreed that both students and parents (77.6%) and
other teachers (75.5%) at the school were supportive of their school’s involvement with the ISSN.
Responses from teachers were aligned with school leaders who indicated they were aware that some
teachers did not value ISSN affiliation or membership.

113
Figure 12 and Figure 13 provide detail about how school leaders and teachers valued affiliation
with and membership in the ISSN and how being an ISSN school was perceived as valuable for students,
parents, and other teachers in the school community. This motivation construct of self-efficacy was
validated as an asset for effective implementation of the ISSN Model for school leaders and teachers.
Figure 12
ISSN School Leaders Value Affiliation with and Membership in the ISSN
Figure 13
ISSN Teachers Value Affiliation with and Membership in the ISSN
29%
29%
43%
71%
86%
71%
71%
57%
29%
14%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Parents at my school are very supportive of the school's involvement
with ISSN.
Teachers at my school are very supportive of the school's involvement
in ISSN.
Students at my school are very supportive of the school's involvement
with ISSN.
Becoming an ISSN school has had a positive impact on my school
community.
I am proud of being a school leader at an ISSN school.
Strongly Agree Agree Disagree Strongly Disagree
14%
16%
16%
33%
53%
63%
59%
61%
47%
35%
14%
20%
16%
16%
8%
8%
4%
6%
4%
4%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Parents at my school are very supportive of the school's
involvement with ISSN.
Teachers at my school are very supportive of the school's
involvement in ISSN.
Students at my school are very supportive of the school's
involvement with ISSN.
Becoming an ISSN school has had a positive impact on my
school community.
I am proud of teaching at an ISSN school.
Strongly Agree Agree Disagree Strongly Disagree

114
School Leaders and Teachers have Confidence in Their Ability to Design Schools, Learning Systems,
and Learning Experiences that Foster the Development of Global Competence
ISSN school leaders had confidence in their ability to successfully plan and implement the Global
School Design (GSD) framework in their school and in their ability to support teachers in the successfully
planning and implementing the Graduate Performance System (GPS) in their classrooms. ISSN school
leaders also had confidence that the ISSN goals are achievable at their school. In collaboration, ISSN
teachers committed to change their curriculum, instruction, and assessment to incorporate global
competence. ISSN teachers believed that they had the capacity to implement the GPS and associated
resources in their classrooms. ISSN teachers also knew they could evaluate student work against the GPS
performance outcomes. The self-efficacy motivation construct of having confidence to implement the
ISSN Model in their schools and classrooms was validated as an asset for effective implementation of
the ISSN model for ISSN school leaders and teachers who participated in this study.
All participating ISSN school leaders (100%) agreed or strongly agreed that they enjoyed
changing the school’s curriculum, assessment, and instruction to incorporate ISSN goals for global
competence, with just under half of the leaders surveyed strongly agreeing with this statement. The
seven ISSN school leaders (100%) also agreed or strongly agreed that they both had confidence that they
could implement the Global School Design framework at their school and that ISSN goals were stable
and achievable over time. ISSN teachers agreed or strongly agreed (81.6%) that ISSN goals were stable
and achievable and 75.5% of teachers agreed or strongly agreed that they enjoyed changing the school’s
curriculum, assessment, and instruction to incorporate ISSN goals for global competence.
Some points of reflection from school leaders about continuous improvement of approaches to
implementation served to reinforce these results by sharing what is working and what is needed, based
on leader assessments, to effectively implement the ISSN Model. Having time to fully embed the ISSN
model in the classrooms and curriculum was described as more important for sustainability than school-

115
wide or grade-level events. This insight reflected how expectations shifted along the levels of
implementation in the GSD rubric. “We have been saying since the beginning, that events will go away,
but if it’s integrated at the classroom level, then we’ve made it. So, we’re working hard there, but it
hasn’t stuck.” Sharing work within the ISSN school and its community and across the Network was also
described as a best practice that helped with sustained implementation. To illustrate this point, school
leaders described gallery walks and learning from work shared in the ISSN community of practice. One
ISSN school established common planning time for teachers at each grade level across a high-school
schedule, noting that this was a challenge to schedule but was seen as essential for teachers who were
trying to change their curriculum, instruction, and assessment and to incorporate components of the
GSD framework and the GPS.
Figure 14 and Figure 15 provide detail for ISSN school leaders and teachers on survey questions
that were used to validate the motivation influence that school leaders and teachers had confidence in
their ability to design schools, learning systems, and learning experiences that fostered the development
of global competence, which was confirmed as an asset for both school leaders and teachers.
Figure 14
ISSN School Leaders Confidence in their Ability to Implement the ISSN Model
14.3%
14.3%
42.9%
85.7%
85.7%
57.1%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
I feel confident that I can implement the Global School Design (GSD)
Framework to at my school.
ISSN goals are stable and achievable over time.
I enjoy the challenge of changing my curriculum, assessment, and
instruction to incorporate global competence.
Strongly Agree Agree Disagree Strongly Disagree

116
Figure 15
ISSN Teachers Confidence in their Ability to Implement the ISSN Model
Summary of Motivation Results and Findings
There were five assumed motivation influences. All five were relevant to consider for teachers
as well as for school leaders. All five motivation influences were validated as assets for school leaders
and for teachers who participated in this study. These results and findings inform recommendations
made in Chapter Five.
For the motivation construct of attainment value, school leaders and teachers valued global
competence generally. For the closely related motivational construct of utility value, school leaders and
teachers valued that students were globally competent for their own growth and attainment of future
goals and career options, but also for the improvement of our society. A second motivation utility value
construct, school leaders and teachers invested time and other resources to implement the ISSN global
competence model. There were two motivation influences that represented self-efficacy. School leaders
and teachers valued affiliation with and membership in the ISSN network and they had confidence in
their ability to design schools, learning systems, and learning experiences that fostered the development
of global competence. All motivation influences were validated for both school leaders and teachers
participating in this study. These results are summarized in Table 10.
20.4%
30.6%
61.2%
44.9%
16.3%
20.4%
2.0%
4.1%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
ISSN goals are stable and achievable over time.
I enjoy the challenge of changing my curriculum, assessment, and
instruction to incorporate global competence.
Strongly Agree Agree Disagree Strongly Disagree

117
Organizational Results and Findings
There were seven assumed organizational influences identified from the literature and from
scanning protocols across two categories of potential organizational assets: cultural models and cultural
settings. The organizational influences addressed in this study were aligned with characteristics of
successful scale-ups of promising network models. These characteristics included having a unifying
mission and vision, implementing a model with fidelity, having flexibility to adapt the model, cultivating
the organization as learning organization, and the power of the network as a system.
Three organizational influences were identified for cultural models that applied to ISSN schools
as organizations that 1) fostered collaboration, peer learning, and mentoring and school culture that is
2) aligned with global competencies and 3) supportive of developing student agency through
differentiated learning experiences and performance assessments.
Four organizational influences were identified in the cultural settings category. 1) ISSN
promoted continuous improvement of approaches that reliably develop global competence in ISSN
schools where 2) ISSN school leaders had autonomy to flexibly adapt the ISSN global competence model.
3) The ISSN provided technical support and resources school leaders and teachers required to effectively
implement the ISSN model, and 4) incentivized a system where school leaders and teachers shared
resources, knowledge, and skill with the Network to improve and increase shared resources and develop
collective efficacy and staff capacity.
The organizational influences identified in this study were aligned with characteristics identified
as potential reasons for the promising scale-up of the ISSN school model. A unifying Network mission
and vision included organizational influences that allowed for whole school approaches to establishing
global competence across the school as reflected in the Global School Design framework, Graduate
Performance System, and Graduate Profile. The shared Network mission and vision for an ISSN school

118
reflected global competence in the context of student-centered strategies and outcomes that were
supported holistically, allowing leaders to adapt an existing mission to align with ISSN goals.
Fidelity of implementation (FOI) of the Model reflected strong design principles related to the
Model and codified in tools and resources. These design principles were not overly complex but
reinforced the mission and described necessary components that must be in place and how these
indicated different levels of implementation fidelity, such as those spelled out in the six domains of the
Global School Design (GSD) framework. Flexibility to adapt the model to an existing school culture,
student goals, or state standards was possible if the mission and core design principles were met. For
ISSN schools, the planning year reinforced this exploration in a guided manner with ongoing coaching
and feedback.
The ISSN school and the ISSN as a network both acted as learning organizations, fostering
transitions and transformations necessary to sustain schools and their investment in implementing the
model. The organization as a learning organization included peer learning, mentoring, and coaching
across the Network and valued sharing of best practices and products that were improved through a
continuous improvement mindset and practice. The power of the Network as a learning organization
magnified the value proposition of continuous improvement and fostered community, shared support
from leaders and teachers across the ISSN, and the resulting local and National recognition that fostered
belonging, identity with the ISSN, and professionalism.
Table 11 summarizes the assumed organizational influences and the data used to validate each
influence as an asset, emerging asset, or as a gap for effective implementation of the ISSN Model.
Evidence from teachers is included, when relevant, to add context or to evoke a deeper understanding
of the organizational influences of school leaders in this study.

119
Table 11
Summary of Organizational Influences
Organizational
category
Assumed organizational influence Data source Asset Emergent
Asset
Gap
Cultural
Models
ISSN schools foster collaboration,
peer learning, and mentoring.
Learning organization
ISSN school culture aligns with
components of global
competence: investigate the
world, weigh perspectives,
communicate ideas, and take
action. Aligned mission/vision; FOI
ISSN school culture supports the
development of student agency
through individualized approaches
and choice. FOI; Flexibility
Leader interviews;
Leader and Teacher
surveys; Documents
Leader interviews;
Leader and Teacher
surveys; Documents
Leader interviews;
Leader and Teacher
surveys; Documents
X
XL
X
XT
Cultural
Settings
The ISSN promotes continuous
improvement of approaches that
foster the development of global
competence in ISSN schools. FOI;
Learning Organization; Flexibility
ISSN school leaders have
autonomy to flexibly adapt the
ISSN global competence model.
Flexibility
The ISSN provides school leaders
and teachers access to technical
assistance and resources they
require to implement the ISSN
global competence model. FOI;
Flexibility
The ISSN incentivizes a system in
which school leaders and teachers
share resources, knowledge, and
skills with the Network to
contribute curated resources and
to collectively build staff capacity.
FOI, Learning Organization,
Flexibility
Leader interviews;
Leader and Teacher
surveys; Documents
Leader interviews;
Leader and Teacher
surveys; Documents
Leader interviews;
Leader and Teacher
surveys; Documents
Leader interviews;
Leader and Teacher
surveys; Documents
X
X
X
X
T Teachers; L Leaders

120
ISSN Schools Foster Collaboration, Peer Learning, and Mentoring
As led by ISSN school leaders, ISSN schools foster collaboration, peer learning and mentoring
reflected an organizational cultural that contributed to the effective implementation of the ISSN global
competence model. Collaboration, peer learning, and mentoring can occur within the ISSN school, in the
region, or at National ISSN events. The focus for this organizational influence is on the ISSN school
mindset and practice about collaboration, peer learning and mentoring. This cultural model is related to
the cultural settings organizational influence that the ISSN incentivizes a system where school leaders
and teachers share resources, knowledge, and skills with the Network to improve and increase shared
resources, collective efficacy, and build staff capacity to deliver the ISSN Model. Validation of this
organizational influence as an asset for school leaders was confirmed through a survey of and interview
with ISSN school leaders. Teachers provided additional insights about their experiences at ISSN schools
that reinforced this finding.
All leaders in this study provided examples of how their school fostered collaboration, peer
learning, and mentoring to spread understanding about the ISSN model and its alignment with the
school’s mission and vision. As expected, ISSN schools at differing levels of implementation embodied
this organizational asset differently. In some cases, the approach was school-wide and in others, more
localized to grade levels or subject areas with plans to establish the model in these early-adopting
clusters and spread from there over time to include the whole school.
Many of the within-school approaches to this organizational influence were described as
meetings and conversations where teachers shared their work with each other to help new faculty
understand and internalize ISSN resources such as the GSD and the GPS, shared resources developed by
other teachers at the school, and supported through mentoring. Other local activities allowed school
leaders to push more experienced teachers to achieve higher levels of fidelity of implementation
through alignment of the curricular components they designed.

121
Leaders shared significant ISSN events, practices, and resources that helped them develop
collaboration, peer learning, and mentoring at their schools, such as a leadership conference where the
ISSN introduced an earlier version of the GSD framework and described what to look for before sending
teams of ISSN leaders into the host school to identify evidence of the six domains in action. Then they
discussed and aligned on what implementation of the GSD framework looked like. Other gatherings,
such as regional ISSN Saturday meetings, were especially useful for onboarding new staff to “ISSN 101”.
In addition to providing an overview of the ISSN global competence model and key resources such as the
GSD framework and the GPS with examples from teachers at area ISSN schools, these sessions allowed
new staff from different schools to meet each other and connect. Informal connections helped new
teachers take advantage of the professional community of practice (the ISSN Ning).
Suggestions from school leaders and teachers about ways to leverage these experiences
included scheduling time for school leaders at one of the ISSN Leadership Conferences to explore the
Ning and plan for how to better use the community and shared resources at their school. Another leader
found the ISSN Saturday sessions so powerful that he recommended a week-long mid-year regional
convening led by veteran teachers for new ISSN teachers to support them through the first few years of
teaching at the ISSN school and to help them better understand the ISSN Model. “[O]ne year we did an
institute, learning things for three days, and a lot of it was trying to plan projects, and you planned an
amazing project, but imagine how it would be if I had an arsenal of those things and a bunch of time to
meet with these people to make them better.”
Conversations with school leaders about this organizational asset highlighted the value they
placed on teachers and their role in implementation and the grassroots buy-in necessary for this type of
model to thrive in a school. Teachers are empowered to develop the vision in each of their classrooms.
“What’s made our school successful is not the leaders at the top. It really is the teachers. They’re the
ones that bring this back, and so they’re the ones that implement it. It’s not top-down, it really is

122
grassroots.” The school leader added that ISSN benefits from a bottom-up approach by developing
teachers as leaders who foster the development of ISSN teachers in support of ISSN school goals.
The most experienced ISSN school leaders participating in this study listened to teachers and
cultivated a core group of teachers that took responsibility for mentoring new teachers, providing local
professional development, determining what reflects the ISSN Model, providing feedback, and
celebrating success through events like school-wide conferences. This approach addressed one of the
concerns of newer ISSN school leaders about the challenge of assimilating new staff to a place of
“understanding to serve implementation.”
That ISSN schools fostered collaboration, peer learning, and mentoring was a characteristic of an
ISSN school as a learning organization that developed practices where seasoned teachers helped to
onboard and support new teachers, serving as role models and resources for implementing the GPS in
their classroom. In these ISSN schools, school leaders developed a culture of support and value in
collaborating and helping others. Feedback was encouraged and welcomed in the spirit of ongoing
improvement. Over time, the school collectively developed curriculum, major performance assessments,
and instructional approaches at each grade level that became embedded and reflected the school
culture as examples of the GSD framework, the GPS, and the ISSN Profile of a Graduate with local
meaning and global relevance. This organizational influence was validated as an asset among ISSN
participating schools based on school leader reflections that were supported by teacher surveys.
ISSN School Culture Aligns with Components of Global Competence: Investigate the World, Weigh
Perspectives, Communicate Ideas, and Take Action
Fidelity to the ISSN global competence model required embedding the components of global
competence into school culture, formally and informally. At an established ISSN school, the four
components of global competence were evident in the school’s mission, vision, and Profile of a
Graduate, and were usually featured on school website and other branded materials. Data used to

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validate this organizational influence was collected from school leader interviews, open-ended
questions on teacher surveys, and relevant documents. A review of related documents and data
collected from school leaders validated this organizational influence is an asset for ISSN schools
participating in this study.
About 40% of teachers surveyed couldn’t name examples of how the ISSN model was
incorporated at their school, although the school’s website, leader reflections, mission, and vision
aligned with the ISSN global competence model. They had difficulty describing how the school was using
the Graduate Performance System (GPS) or did not know what the GPS was. Not all teachers thought of
these resources as organizers for the components of global competence in the school or their work. As
such, this organizational influence was validated as an emergent asset for teachers, to highlight that
more attention needed to be paid to overall understanding of the core components of the ISSN model
for teachers in some newly affiliated ISSN schools.
For some school leaders, the components of global competence were aligned with community
values and formed the core identity of the school. This was the case in one large school that served
students from 47 countries who spoke 60 different languages. “I think the message is really resonating
around, because we changed to being college ready and globally competent and we’re using those four
quadrants of global competence: perspectives, and know the world, communication, and take action to
define what that means.” Embedding global competence in school culture was also represented in
community partnerships that raised money for student travel and in new staffing patterns where the
school hired a staff person to support projects, continuous improvement, and identification of resources
to help teachers revise the curriculum to include global issues.
The Graduate Performance System (GPS) performance outcomes and the corresponding Profile
of a Graduate were often shared as evidence that school culture was aligned with the components of
global competence. When asked specifically about how they used the GPS to help students develop

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global competence, school leaders often described travel and other significant projects that were
designed around the GPS rubrics to provide authentic experiences for students. One leader shared,
And the [upcoming] trip has become about helping students understand their place in this world
neighborhood, this global neighborhood. So, our trips are about that, and a lot of the curricular
units are about helping kids understand … their place in their neighborhood, and then how they
can develop initiatives to effect change.
This leader goes on to describe a project for seniors that had evolved after the school affiliated
with the ISSN to serve as a capstone GPS experience for students. Part of that evolution was attributed
directly to how teachers were using the ISSN Profile of a Graduate to organize components of the
project around the four pillars of global competence. This allowed the project to become
interdisciplinary, combining English and government classes. Then, as a further evolution, they planned
to shift their senior mathematics experience to one that included probability and statistics, so the
project would include mathematics.
Teachers were asked how the GPS helped their students become more globally competent.
Common answers included connecting students and what they were learning to the world and to
broader viewpoints than they would encounter in their local communities. Teachers said that the GPS
also taught students to think of issues that not only they might face, but that people throughout the
world experienced. “The GPS is an excellent guide/tool that I believe all students can use to help them
think critically, recognize others, and just have a more open mind about other cultures, countries, and
people from around the world. Global competence comes through naturally when implementing the
GPS.”
School leaders who had been affiliated with the ISSN for many years reflected about the
importance of revisiting how the school culture embodied global competence. Leaders valued revisiting
the mission and vision of the school to check for alignment with the components of global competence

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and how this was reflected in resources provided by the ISSN. This was important to keep the big picture
aligned. Mining institutional knowledge and valuing prior iterations of projects and student work,
teachers talked about what it meant to be an international studies school. “This is an ongoing
conversation that connected the day-to-day work to the mission and vision.”
In schools that had recently affiliated, teachers agreed that it was important to talk about the
why behind the school’s mission and vision. “Alignment is an evolution, especially in a large school or
one with a lot of staff change, it is hard to have 100% of teachers onboard. As the community becomes
more comfortable hearing and understanding the why, more people will buy in, and things will be
easier.” Understanding the “why” behind the ISSN global competence model also helped overcome a
gap in teacher understanding when teachers asserted that being globally competent competed with
more important things that students needed, such as learning how to read and write. Teachers who held
this view benefitted from understanding that the ISSN Model incorporated the concepts of relevance
and relationship as a strategy to engage students in authentic and meaningful learning experiences that
also taught literacy and math concepts.
This organizational influence was associated with two characteristics that supported successful
scaling of the ISSN Model. Having an aligned mission and vision in schools across the network helped to
establish a common approach and language for global competence. Common components of ISSN global
competence reflected in the GSD framework, the GPS, and the Profile of a Graduate helped the ISSN
with fidelity of implementation of the ISSN Model. This organizational influence of school culture aligned
with the four components of global competence was validated as an asset for effectively implementing
the ISSN Model based on a review of documents and school leader data. This organizational influence
was validated as an emerging asset for ISSN teachers based on lack of awareness among some teachers
about how school culture reflected components of global competence.

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ISSN School Culture Supports the Development of Student Agency through Individualized Approaches
and Choice
The importance of student agency in the ISSN model is reinforced by an approach that
promoted taking action as one of the components of global competence. In addition, the GPS was a
student curated portfolio assessment system where students provided evidence that they had met and
mastered the competencies of a globally competent high school graduate. To develop these skills and
dispositions in students, ISSN schools that provided learning experiences that were differentiated by
student interest, designed to put students in leadership roles, and those that prompted student to
reflect on what they were learning.
The organizational influence of ISSN school culture that supported the development of student
agency was validated as an asset for ISSN schools participating in this study. Characteristics of successful
scaling-up related to this organizational influence were fidelity of implementation and flexibility of
adaptation. The components of global competence included student voice and agency. ISSN schools that
provided learning experiences and a culture of feedback around the flexible adaptation of the GPS and
allowed students to lead and grow as self-actualized thinkers and doers who knew that their actions
could make a difference.
Of ISSN school leaders who were interviewed, 83% agreed that their school supported the
development of student agency and voice and provided specific examples. Leaders were committed to
efficacy for every student and described how students grew in these settings to be confident and
empathetic through empowerment. Seeing the difference the ISSN model made for students caused
many leaders to overcome other obstacles, such as finding funding to continue affiliation with the
Network even though the ISSN stopped providing grant-funded subsidies for ISSN member schools.
School leaders provided several examples that reflected the commitment to developing student
agency and voice and, in some cases, students were asked to drive improvements in how the school

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implemented the ISSN Model. Based on the school’s commitment to creating a unified and inclusive
school culture, one school hosted student-led dialogues in the community to address global issues such
as the Syrian refugee crisis. These discussions also reflected the school’s dedication to prepare students
to be contributing citizens in a global society. Another school sent their student advisory council
members to an ISSN school in another state to observe their annual Capstone presentations. When
these students came back to campus, they worked with the administration and teachers to re-envision
their school’s Senior Capstone presentations based on what they had learned.
School leaders shared that using student feedback to modify and improve their learning
experiences motivated and engaged students. Another school trained 50 sophomores in the ISSN model
and global competence. Students selected three of their favorite learning experiences to share. They
presented these to the community and potential 8th graders who considered attending the school. This
activity also led to improvements to the three learning experiences they selected because the students
saw that they could have an even greater impact on what they were learning and how these learning
experiences could be better aligned with the GPS performance outcomes. At another school, alumni
were invited to share reflections about their high school experiences and what was relevant to them,
post-graduation. Many alumni discussed how projects they included in their portfolio to evidence the
GPS performance outcomes were useful as foundations for college projects. They described that their
experiences gave them confidence to improve assignments, to stretch themselves, and to raise
additional questions. “[ISSN students] take ownership and prefer that a project is authentic and has
meaning and the potential to make an actual difference. ISSN students learn that learning is not top
down.” Some of the action plans from class projects started at ISSN schools generated high school or
college clubs and, even a non-profit.
When asked specifically about how they used the GPS to help students develop autonomy and
critical thinking as learners, teachers reflected that the GPS allowed students to reflect on lesson

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objectives and GPS outcomes and compare these with how well they mastered the assignment. The GPS
provided students with a lens and the language to use when thinking about their own learning and what
they could do to improve their performance on a similar future learning experience. This reflection
helped students set and refine performance goals.
This organizational influence was validated as an asset for ISSN schools in terms of supporting
effective implementation of the ISSN Model. Validation was primarily supported by school leader
interviews and a review of ISSN student portfolios submitted for graduation requirements at two ISSN
schools. Results and findings from teacher surveys supported these findings.
The ISSN Promotes Continuous Improvement of Approaches that Foster the Development of Global
Competence in ISSN Schools
Continuous improvement of approaches that fostered the development of global competence in
ISSN schools was a critical cultural setting of the ISSN as a learning organization. This mindset about
performance management to refine the ISSN model through implementation fidelity and growth of the
Network through increased spread were both reliant on the ISSN seeking and incorporating feedback
from ISSN school leaders and teachers. Continuous improvement in this context was also driven by
flexible approaches to adapt the Model to fit new settings, while still meeting criteria for fidelity. Due to
misalignment between ISSN leaders and teachers and the Network, this organizational influence was
validated as a gap that would benefit from additional assessment and potentially, alignment.
ISSN school leaders and teachers who participated in this study regularly shared feedback with
the ISSN staff at Asia Society. This study did not directly collect data about the extent to which the ISSN
staff used this feedback as part of continuous improvement. A discussion with a former ISSN
consultant/coach raised questions about whether the ISSN staff, who were described as thinking it was
their responsibility to develop ISSN materials and resources for the Network, were receptive to ISSN
leader and teacher feedback. The ISSN staff did not seek stakeholder feedback or incorporate

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unsolicited feedback when they produced the current suite of materials and resources that were part of
the ISSN resource catalog. This statement was aligned with conversations between ISSN school leaders
and ISSN staff about customization on ISSN bundled services contracts and with feedback from the
annual ISSN leader survey where leaders with longer involvement in the ISSN indicated that their
understanding and experience were not just helpful, but essential, to onboarding new schools.
It was a critical component to the future success of the ISSN Model that the ISSN promoted an
approach to continuous improvement that included perspectives and feedback of established ISSN
school leaders and teachers. School leaders and teachers participating in this study were knowledgeable
about global competence and what was needed in schools and classrooms to develop global
competence. They were also motivated to implement the ISSN global competence model in their
schools. Additionally, school leaders and teachers indicated that they were engaged in learning from
each other, benefited from teaching new ISSN leaders and teachers about the ISSN model, and willingly
shared resources and best practices with each other. Knowledge and experience were readily available
among ISSN school leaders and teachers, and they believed that their contributions to continuous
improvement of the Network were essential. The organizational culture of the ISSN at the Asia Society
may not have valued the same role for school leaders and teachers as a criterion for Network
improvement and success. Therefore, this organizational influence was validated as a gap that needs
further assessment and potentially, alignment.
ISSN School Leaders have Autonomy to Flexibly Adapt the ISSN Global Competence Model
Designed to serve a multi-state network, the ISSN global competence model was implemented
with adaptations to accommodate both state and local requirements, such as state and district content
standards, and to leverage local context. Both the Global School Design (GSD) framework and the
Graduate Performance System (GPS) were designed with clear criteria and rubrics that described levels

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and quality of performance without requiring specific tasks or activities. This flexibility of adaptation of
the Model in schools provided avenues for creativity.
Flexible adaptation of the model with quality standards for implementation of the core
components made the Network conducive to growth by capacity-building through sharing affiliated
school- and staff-produced content and technical assistance. Autonomy to make decisions about school
design, curriculum, and learning experiences and how to design or implement them at a specific school
was an inherent part of the culture of the Network, according to the school leaders and teachers. This
organizational influence was validated for school leaders participating in this study. All seven of the
participating school leaders (100%) who were interviewed affirmed that they had autonomy to
implement the GSD framework in their schools and they encouraged similar autonomy among their
teachers to implement the GPS and aspects of the GSD in their classrooms.
For school leaders, this characteristic autonomy allowed them to make decisions such as about
iterative improvements to an annual trip that students took in a particular grade. The team of teachers
worked together over years and included feedback and tried new things to improve the student
experience or to incorporate a related current event. For others, decisions made were based on staff
needs and interests, such as supporting experienced staff to mentor new staff and partner with them on
implementing existing learning experiences. This approach helped new staff understand how the ISSN
Model worked and how the GSD framework and the GPS were related. “We’re starting small with some
of our new teachers, and then with my more experienced teachers, [to ask] what are you doing this time
around that you weren’t doing last time around with a particular learning experience?”
School leaders also took opportunities to introduce improvements across their schools that
could be aligned through the GSD framework and the GPS implementation, such as design thinking or a
focus on curriculum development that included improving essential questions. At the request of one
school leader, ISSN leadership was contracted to lead a workshop for teachers about design thinking.

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This brought new content and approaches to the ISSN but made use of existing ISSN tools and resources.
Teachers more experienced with the resources helped newer teachers, but the content and what they
learned together was new for everyone.
Another school leader described improving travel experiences that were embedded more
centrally into the curriculum, so they empowered student reflection and engagement. Launched at an
ISSN workshop staff across the school focused on developing a bank of essential questions for travel.
“What are those big ideas that allowed kids to ask more questions, continue to investigate, and create a
curiosity in students to learn more?” Improving this aspect of travel met the school leader’s goal of
drawing on his most experienced staff and provided a resource that could be used across the ISSN.
For teachers, autonomy supported retention and engagement. As one teacher shared, “[T]hat’s
one of the main reasons that I stay … because I have so much autonomy and so much agency. …[I]f I
have a cool idea, if I want to change the curriculum, if there’s a piece of literature that I’m not enjoying
and I want to do something else with it, I usually can.” It was a common practice at ISSN schools to
provide time for teachers to work together either through aligned team schedules, release time when
students were dismissed early, or during retreats scheduled for professional learning.
None of the school leaders interviewed reported that ISSN expectations were in conflict or
difficult to align with state or local expectations. One California leader said that ISSN expectations were
relatively in line with California's goals. Another leader noted that his state was moving closer to the
goals and the objectives set forth and described by the ISSN. Autonomy was necessary, but not
guaranteed. Although the ISSN global competence model was designed to align with state and local
requirements were sometimes other priorities, values, and district mandates competed with
implementing the GSD framework with fidelity. Some leaders reported that this had been a challenge
that they had to address. ISSN schools were usually in districts that allowed them to operate with some
autonomy. Communicating about that need with district leadership was part of the process of affiliating

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as an ISSN school. Changes in district leadership sometimes necessitated that ISSN leadership advocated
for what an ISSN school in that district needed during a district leadership transition. Community
support was also named as helpful in re-establishing priorities during such a transition.
School leaders reported that they felt like they understood what the ISSN model required and
that they had autonomy to decide how to implement the Model at their school. Through a review of the
data, this organizational influence was validated as an asset for ISSN schools.
The ISSN Provides School Leaders and Teachers Access to Technical Assistance and Resources they
Require to Implement the ISSN Global Competence Model
As the primary validation group, school leaders provided information through interviews and
surveys that showed the ISSN resources for curriculum, instruction, and assessment as well as for
coaching and conferences were considered valuable to their work and to that of their teachers. These
resources were emerging assets for the ISSN in terms of their contributions to the effective
implementation of the ISSN model. The funding model currently used by the ISSN for affiliated schools
was cited by every school leader as an issue due to transparency, relevance, and sustainability. This
organizational influence overall was validated as an emerging asset with the caution that decisions
about the funding model were significant for the ISSN due to the Network’s transition from providing
resources for members to requiring fee-for-service participation. Resources and services needed to be
flexibly selected and aligned with what school leaders to be of value to them.
Of 35 ISSN school leaders surveyed in May 2016, 72.2% reported that they felt they had the
support and knowledge to advance the ISSN approach to curriculum, instruction, and assessment (via
the GPS) in their school. The remaining 28.8% replied “not yet”. Of these same leaders, 78% reported
that they had the support and knowledge to advance the GSD framework and 19.4% replied “not yet”.
School leaders stated that coaching, consulting, and the Network itself were the most valuable
resources provided.

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ISSN technical assistance and resources that received positive acknowledgement from school
leaders and teachers were those related to curriculum, instruction, and assessment, such as the GPS
performance outcomes and rubrics, the Profile of a Graduate, ISSN coaching, and conferences. GPS
performance outcomes were used to teach students what it meant to be a global leader, and these were
valued because they generated student reflection and served as a framework for students to learn and
align with examples of global competence. Schools that were just starting to affiliate with the ISSN had
fewer teachers who understood the GPS. Even some experienced ISSN teachers found the GPS rubrics to
be too comprehensive and complicated to use without coaching. Coaching was valued as responsive,
using real-time teaching and student work as topics for discussions about improvement. Facilitated
discussions with coaches incorporated peer-observations of classes, scoring protocols for student
portfolios, and other activities where practical and relevant support was valued. Coaches were available
to ISSN staff virtually as needed and with regularly scheduled office hours.
ISSN conferences and workshops were valued by school leaders and teachers because of
networking and because they “could see a lot of things all at once.” Sometimes conferences
incorporated visits to area ISSN schools, and these were appreciated because they allowed other school
leaders and teachers to see more established schools and experienced teachers in action. These were
found most useful when the school they visited was similar in size, grade level, and approach to the
home school of visiting teachers. Conferences were also a way to showcase resources available and
processes that different teacher teams used to develop curriculum and learning experiences. These
experiences served as direct resources and as inspiration.
Figure 16 shows the resources that ISSN school leaders found most useful for developing ISSN
schools. Figure 17 shows how ISSN teachers rated the usefulness of ISSN resources and Figure 18 shows
school leader ratings of the usefulness of ISSN resources for preparing teachers to implement the GPS.

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Figure 16
Resources ISSN Leaders Found Most Useful for Developing ISSN Schools
Figure 17
ISSN Teacher Ratings of the Usefulness of Different ISSN Resources

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Figure 18
ISSN School Leader Rating of Usefulness of ISSN Resources for Implementation of the GPS
Overall feedback about resources encouraged the ISSN to simplify options. The ISSN was
encouraged to provide more ready-to-use options for new teachers until they understood ISSN “theory”
and could then make their own. When the ISSN had more elementary schools affiliating, appropriate
resources were requested that could serve as precursors for components like the GPS.
ISSN school leaders stated that the most negative aspect about ISSN resources was the funding
model and current contract approach used by ISSN. This was discussed in detail by 100% of the school
leaders in this study. Four of the seven school leaders in the study in founding cohort schools who had
been with the Network for about ten years at the time of this study. Three leaders were from schools
that had affiliated with ISSN recently. The leaders from founding cohorts discussed a new compared to
old model of the ISSN. They were familiar with a smaller Network where schools who applied and were
selected were grant funded through the Gates Foundation as part of their small schools’ project. The

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Gates Foundation renewed the Asia Society’s grant for the ISSN three times, more than that of any other
Gates-funded network. At the time of this study, the ISSN and Asia Society were seeking a financially
sustainable model for the Network.
School leaders shared that the overall cost of services offered were too expensive or the way
resources and technical support were bundled didn’t match what they needed. In the year of this study,
the ISSN transitioned to a fee-for-service model with bundled packages for each level of affiliation.
Annual contracts for ISSN schools ranged from $17,500- $25,000, as reported by school leaders. School
leaders shared concern about pre-packaged, one-size-fits-all bundles, stating this approach seemed
counter intuitive for a Network that had developed based on leader autonomy to choose what they
needed to effectively implement the ISSN Model.
Some of these contract negotiations were unresolved at the time of this study. Several school
leaders tried to renegotiate either the amount of their contract or the services that were included to
better match what they wanted. The most common replacement requested in a bundle was to add
additional coaching days and eliminate other services and resources. “Of course, we had to negotiate
several things. I’ll sacrifice trips so that we could use that money for more coaching, because that is
really, really the most valuable part of being in ISSN.” Another leader shared. “For $23,000 a year I get
eight days of coaching and send two leaders to Summer Institute and two leaders to Winter Institute.
But we no longer send teachers to the summer institute—the bulk of it goes to coaching.” Fewer
teachers attended ISSN conferences and site visits when school leaders focused limited resources on
coaching. School leaders were forced to choose options that developed the ISSN model in their schools
rather than in ways that also supported the Network.
Once finances were a challenge, school leaders started to raise questions about the value of the
work they and their teachers contributed to the Network. This was especially true for the most
experienced leaders and teachers who produced desired, high-quality resources and whose schools

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served as site visit locations with a lot of wisdom to share with the rest of the ISSN. “[W]hen we were
getting quite a lot of visitors at the school and some people saw it as, we’re just paying money to be part
of this Network and we’re getting visitors all the time, but what’s in it for us?”
This organizational influence was validated as an emergent asset with a significant caution for
the ISSN to resolve the need for a sustainable funding model in partnership with ISSN school leaders.
The current fee-for-service approach undermined the spirit of the Network where schools that shared a
common mission and vision allowed the ISSN grow-your-own approach to thrive in a culture of fidelity
and flexibility. Shifting to an approach that privileged the whole, the Network, over the parts, the ISSN
schools could cause this emergent organizational asset to become a gap for effective implementation of
the ISSN Model.
The ISSN Incentivizes a System in which School Leaders and Teachers Share Resources, Knowledge,
and Skills with the Network to Contribute Curated Resources and to Collectively Build Staff Capacity
The organizational influence of the ISSN incentivizing a system that provides a desired value
proposition for the Network and ISSN schools is strongly related to the organizational asset that the ISSN
represents a cultural model that values collaboration, mentoring and peer learning. This organizational
influence of sharing back with the Network was validated as an emergent asset even though this
approach was both desired by affiliated school leaders and teachers and shown to deliver intended
outcomes for the Network. This aspect of the ISSN was valued by ISSN school leaders and teachers as a
core part of the ISSN identity. The ISSN organization that manages the Network needed to figure out a
way to incentivize this approach as a key part of the system, embedded strongly in the ISSN, for this
influence to be validated as a solid asset for the effective implementation of the ISSN global competence
model. This emergent asset characterizes the ISSN as a learning organization and leverages the flexibility
of adapting the model to different situations and contexts, while defining fidelity of implementation

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through Network-wide processes to curate, approve, and share diverse resources and other supports
that exemplify the ISSN model and the criteria outlined in the GSD framework and the GPS.
Possibly because of the funding issues experienced by school leaders in the ISSN, four of the six
school leaders interviewed in this study sought ways to build this capacity to develop locally, resources
they needed instead of working together to build Network capacity by using existing coaching time to
train internal staff and existing funding budgeted for ISSN affiliation to staff permanent positions.
Leaders also scaled back and focused only on one or two aspects of the ISSN model, such as the GPS and
student portfolio presentations as 12th grade capstones presentations.
ISSN school leaders reported that the Network and coaching were both important. Teachers
agreed that the Network was powerful, especially for teachers at small high schools who may have been
the only content teacher in a particular subject at their school. For these teachers, the Network, and the
connections with teachers from other ISSN schools was a place to share resources and best practices,
build community, and learn from exemplars and best practices. “Time for sharing [at ISSN conferences],
such as through problems of practice, is very valuable because it helped me be able to view the issues
through new eyes and fresh perspectives.” Site visits were also cited as important because they made
the ISSN school visited a “lab for learning and thinking about ways to improve what we do when we go
back to our schools.”
The power of the Network had great potential for the ISSN. School leaders developed and
implemented a positive culture and communication plan about affiliating with the ISSN and seeking or
maintaining recognition as an ISSN school. Teacher turnover at ISSN schools was low enough for the
school to benefit and build a culture of change through progressive training and use of ISSN resources.
Teachers felt that they were part of a larger organization that valued their contributions and
participation, and provided for local, national, and/or international professional recognition.

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The organizational influence of the ISSN Network as an incentivized system in which school
leaders and teachers built a community that shared resources and learning to support growth from
within was validated as an emergent asset that could still be leveraged by the ISSN in support of
effective implementation of the ISSN global competence model.
Summary of Organizational Results and Findings
Seven organizational influences examined in this study were organized into the categories of
cultural models and cultural settings. Most data that informed validation of these organizational
influences was collected from interviews with school leaders and through document review. Some
open-ended questions on school leader and teacher surveys and an interview with a former ISSN
coach/consultant also informed these results.
All three of the cultural model organizational influences were found to be assets for ISSN
schools and school leaders. One of these, the culture of the ISSN school was aligned to the four
components of global competence was determined to be an emergent asset for teachers because 40%
of teachers in this study found it difficult to discuss specific examples of the components of global
competence in their schools.
Of the four cultural settings organizational influences, school leader autonomy to flexibly
implement the model was validated as an asset. The ISSN providing school leaders and teachers with
necessary resources and technical assistance and incentivizing a system in which school leaders and
teachers at ISSN schools throughout the Network shared work with each other to strengthen the
Network were both emergent assets. ISSN promoting continuous improvement as a mindset and
practice was validated as a gap since appropriate data was not collected as part of this study about the
ISSN leadership perspective on this organizational influence. These results are summarized in Table 11.

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Summary of Results and Findings
There were 18 validated KMO influences identified for the effective implementation of the ISSN
global competence model addressed in this study. Of the six knowledge influences, all six were validated
as assets for ISSN school leaders and three were validated as assets for ISSN teachers. The remaining
three knowledge influences were validated as emergent assets. Of five motivational influences, all five
were validated as assets for both ISSN school leaders and teachers. Of seven organizational influences,
four were validated as assets for ISSN schools and school leaders; two were emergent assets; and one
was validated as a gap. Chapter Five will focus on recommendations based on these results and findings.

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Chapter 5: Recommendations
The purpose of this study was to examine the knowledge, motivation, and organizational
influences that were validated as assets for effective implementation of the International Studies
Schools Network (ISSN) global education school model. Effective implementation of the ISSN Model was
facilitated through supports and resources provided network-wide by the ISSN and locally by ISSN school
leaders and teachers. Results and findings from this study informed approaches to scaling and sustaining
the Network beyond its initial development. This chapter provides more specific recommendations and
solutions to support effective implementation, scaling, and sustaining of the ISSN Model as the Network
transitions into a new phase of ownership.
This study was designed to answer two primary questions and provide recommendations to the
international Studies Schools Network leadership. The questions guiding this study were:
1. What knowledge and skills, motivation, and organizational influences are necessary for the
International Studies Schools Network school leaders to effectively implement the ISSN
model?
2. How aligned are necessary knowledge and skills, motivation, and organizational influences
with resources and technical support provided by the International Studies Schools
Network?
Chapter Two reviewed existing literature about public schools in the United States, school
reform, and public school networks; the ISSN model; global education; scaling up school models; and the
assumed knowledge and skill, motivation, and organizational influences that supported the stakeholder
performance goal. Chapter Three described the research methodology and Chapter Four presented the
results and findings from analysis of school leader and teacher surveys, school leader interviews, and
document analysis. This chapter reiterates key results and findings from Chapter Four, provides
recommendations to address the identified performance gaps, names considerations for

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implementation of aligned solutions, provides guidance for evaluating implementation, and makes
suggestions for future research.
Discussion of Results and Findings
As discussed in Chapter Four and shown in Table 12, 18 KMO assumed influences were
examined in this study. Fifteen of these were validated as assets for the effective implementation of the
ISSN global education model. All six knowledge and all five motivation influences were validated for the
primary stakeholder, school leaders. Three knowledge and all five motivation influences were validated
as assets for the secondary stakeholder, ISSN teachers. Of the seven organizational influences, three
were validated as assets for successful implementation of the ISSN Model according to school leaders
and teachers. Two organizational influences were validated as emerging assets, and one organizational
influence was validated as an emerging asset for teachers. One organizational influence, “[t]he ISSN
promotes continuous improvement of approaches that foster the development of global competence in
ISSN schools”, was validated as a gap for the ISSN due to lack of clarity about how the ISSN valued
affiliated school leader and teacher feedback or worked in partnership with stakeholders to develop
relevant supports and resources for affiliated schools across the ISSN.
Table 12
Summary of KMO Influences and Validation Status
Knowledge
type
Assumed knowledge influence Asset Emergent
Asset
Gap
Declarative
(conceptual)
School leaders and teachers have knowledge of the
components of ISSN global competence
School leaders and teachers have knowledge of
what global competence looks like in schools and
for teachers and students
XL
XL
XT
XT

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Procedural School leaders and teachers have knowledge about
ISSN resources and how to use them
School leaders know how to implement the ISSN
global competence model in their schools and how
to support teachers who use associated ISSN
resources
XL
XL
XT
Metacognitive School leaders and teachers assess performance
and use this information to set goals about their
professional growth
School leader reflections inform continuous
improvement of ISSN-related outcomes in the
school, for students, and among staff
XL
XT
XL
Motivation
construct
Assumed motivation
influence
Asset Emergent
Asset
Gap
Attainment Value School leaders and teachers value global
competence
XL
XT
Utility Value School leaders and teachers value that students are
globally competent
School leaders and teachers invest time and other
resources to implement the ISSN global
competence model
XL
XT
XL
XT
Self-Efficacy School leaders and teachers value affiliation with
and membership in the ISSN network
School leaders and teachers have confidence in
their ability to design schools, learning systems, and
learning experiences that foster the development
of global competence
XL
XT
XL
XT
Organizational
category
Assumed organizational
influence
Asset Emergent
Asset
Gap
Cultural Models ISSN schools foster collaboration, peer learning,
and mentoring Learning organization
ISSN school culture aligns with components of
global competence: investigate the world, weigh
perspectives, communicate ideas, and take action
Aligned mission/vision; FOI
ISSN school culture supports the development of
student agency through individualized approaches
and choice FOI; Flexibility
X
XL
X
XT
Cultural Settings The ISSN promotes continuous improvement of
approaches that foster the development of global
X

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competence in ISSN schools FOI; Learning
Organization; Flexibility
ISSN school leaders have autonomy to flexibly
adapt the ISSN global competence model Flexibility
The ISSN provides school leaders and teachers
access to technical assistance and resources they
require to implement the ISSN global competence
model FOI; Flexibility
The ISSN incentivizes a system in which school
leaders and teachers share resources, knowledge,
and skills with the Network to contribute curated
resources and to collectively build staff capacity
FOI, Learning Organization, Flexibility
X
X
X
T Teachers; L Leaders
Three themes emerged from the analysis and validation of KMO influences. Broadly, ISSN school
leaders and teachers understood global competence, were motivated by their beliefs that global
competence was important, and thought it was valuable to possess global competence. This theme
provided an impetus and strong foundation from which to address identified performance gaps and
their potential risks to the effective implementation of the ISSN Model and the scaling of the Network.
The performance gaps identified in this study focus on teacher knowledge and understanding of the
detailed components of global competence and what these looked like in practice. This gap was not an
issue for all ISSN teachers, but it was more significant among new teachers. Lack of knowledge and
understanding potentially slowed implementation, buy in, and the improvement of student outcomes.
Teachers also lacked awareness of and understanding about how to use resources provided by the ISSN
to facilitate the development of global competence in their classrooms.
Additional performance gaps were identified for the ISSN schools and ISSN organization. In more
recently affiliated ISSN schools, the overall mission and vision of the school was not aligned with the
components of global competence. In these newer ISSN schools, evidence of alignment with
components of global competence represented in the Global School Design (GSD) framework and the

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Graduate Performance System (GPS) were observed in parts of the school, in some classrooms,
programs, and grade levels. ISSN performance gaps were identified in how the ISSN developed and
shared resources and provided support that was determined necessary and requested by ISSN school
leaders and teachers. How the ISSN valued and incorporated feedback from school leaders and teachers
in the design of new resources was also a performance gap for the ISSN organization and leadership.
These two performance gaps were related to a third, the lack of attention the ISSN leadership placed on
incentivizing a system in which school leaders and teachers shared resources, knowledge, and skills back
with the Network to build capacity and a collection of approved resources. Table 13 provides a summary
of identified performance gaps and potential associated risks.
Table 13
Summary of Identified Performance Gaps and Potential Associated Risks
Identified Performance Gap Potential Risk to ISSN Model
Implementation and Scaling
ISSN teachers lacked understanding of
core conceptual components of global
competence: investigate the world,
weigh perspectives, communicate
ideas, and take action. (K-emerging
asset)
Threat to fidelity of implementation of Model due to lack
of understanding about which aspects of Model can be
adapted and in what ways; teachers cannot discern
appropriate derivatives.
Threat to flexibility of adaptation due to lack of quality.
Teachers don’t know how to recognize examples of
successful implementation in classrooms or schools, or
what developing global competence looks like in other
teachers and in students which results in limits to
teachers and students learning by example and
modeling.
ISSN teachers didn’t know how to
recognize global competence when
implemented in a school or classroom
or in teachers and students. (Kemerging asset)
Teachers lacked awareness of and
understanding about how to use ISSN
resources and supports that facilitate
the development of the ISSN global
competence model in schools and
classrooms. (K-emerging asset)
Threats to fidelity of implementation due to lack of using
existing resources and to developing teacher capacity
without extensive 1:1 coaching.
This could be exacerbated if resources provided don’t
seem relevant or aligned with what teachers think is
needed.
School culture and mission in an ISSN
schools lacked alignment with the
components of global competence:
investigate the world, weigh
Some aspects of global competence may be
incorporated by ISSN schools, but this may result in
more superficial options that do not evolve collective
understanding.

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Identified Performance Gap Potential Risk to ISSN Model
Implementation and Scaling
investigate the world, weigh
perspectives, communicate ideas, and
take action. (O-emerging asset).
This could diminish an integrated systems approach that
facilitates adaptation to fit local needs, while
maintaining fidelity to Model.
Lack of “why” that is connected to core values makes it
more difficult to develop school-wide buy in and
motivation from teachers, students, and the wider
community.
The ISSN did not promote continuous
improvement mindsets and practices in
the Network; ISSN did not seek
feedback from school leaders and
teachers to inform the design,
development, or improvement of
resources and supports provided by the
ISSN to facilitate implementation and
scaling of the ISSN Model. (O-gap)
The misalignment of the value of a grassroots approach
to Network growth and improvement as favored by ISSN
school leaders and teachers with new approaches by
ISSN headquarters could undermine the balance
between fidelity and flexibility that has allowed
successful implementation of the Model to date in a
multi-state Network.
The ISSN did not adequately provide
technical assistance and resources that
were identified as necessary by school
leaders to successfully implement the
ISSN Model in their schools. (Oemerging asset)
This and the compounding effect of above performance
gaps undermines the development of quality local
resources, learning experiences, and materials.
The ISSN did not incentivize a system in
which school leaders and teachers
shared resources, knowledge, and skills
back with the Network to contribute
curated resources and to collectively
build staff capacity. (O-emerging asset)
Threat to successful internal capacity building through
modeling and cross network sharing at a grassroots
level.
Over time the lack of value results in a different model,
one that is more top down due to lack of capacity from
within.
Knowledge and Motivation Assets and Emerging Assets Provide a Strong Foundation for Adopting and
Scaling the ISSN Model and Network
Strong knowledge and skills coupled with validated motivation assets for school leaders and
teachers presented a strong foundation for adopting and scaling the ISSN Model within their schools and
across a growing Network. School leaders possessed knowledge and skills about global competence and
ISSN resources needed to implement the Model in their schools and to support the continuous
improvement and ongoing development of teachers who were implementing the model. Knowledge and

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skills about global competence and ISSN resources were emerging assets for ISSN teachers. This could
develop into a full asset with support to improve the processes teachers use to evaluate needs, set
goals, and commit to improving their knowledge of global competence and how they apply their
understanding to developing learning experiences.
Lack of knowledge and understanding about the details of global competence and the ability to
recognize what global competence looks like in classrooms and schools or among students and teachers
produced some threat to fidelity of implementation of Model due to lack of understanding about which
aspects of Model could be adapted and in what ways. Teachers may have also not been able to discern
appropriate derivatives or contribute to valid feedback in a continuous improvement culture. This lack
of discernment of quality aligned to the Model may have negatively impacted allowances for flexibility
of adaptation. Lack of awareness of and understanding about how to use ISSN resources also may have
limited how ISSN leaders at Asia Society headquarters thought about what teachers needed, how
teachers used resources, and how they could determine what resources were useful.
School leaders and teachers valued global competence and being globally competent. They also
felt like the investment they made of time and other resources to implement and improve the model as
well as to support and mentor new teachers were both worthwhile. School leaders and teachers also
valued the Network as a convener and capacity builder through leveraging inherent strengths across the
Network, thereby engaging, valuing, incentivizing, and collectively strengthening the Network through
collaboration rather than viewing the Network as a fee-for-service publisher and distributor. This
statement reflected the power of the early days of the ISSN, a time referred to as the “golden age” by
school leaders from the founding cohort of ISSN schools that launched over a decade ago.
Organizational Performance Gaps Threaten the ISSN as it is Valued by School Leaders and Teachers
This strong foundation of knowledge, skill, and motivation assets contrasted with the strength of
the organizational assets. During the time this study was conducted a tension was observed between

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what school leaders and teachers valued about the Network and what was emerging as the business
model for the Network from the ISSN leadership as they sought solutions and approaches that would
maximize post-grant sustainability of the Network.
Within individual schools, leaders and teachers created a mission-driven culture with global
competence at its core. Most school leaders and many teachers reported that they had autonomy and
felt confident. Pressure points for implementing the ISSN model existed for school leaders sometimes at
the district level, but more often with the ISSN headquarters and leadership. Teachers and school
leaders missed the “power of the Network”, which was described as a time when there was a more
informal approach with numerous opportunities to connect across the Network to learn from one
another and to share resources that were aligned to a common framework used across multiple states.
All three cultural model influences were validated as assets for school leaders. One of the three
influences was an emerging asset for teachers, but this finding about the details of global competence
was aligned with knowledge and skill influences that were also emerging assets for teachers. Of four
cultural settings influences, only one that was related to autonomy and flexibility for school leaders and
teachers to adapt the ISSN Model was determined to be an asset. This asset reflected cultural models
still strongly associated with the Network, such as collaboration, peer learning and mentoring associated
with a learning organization, ISSN school culture and mission that were aligned with global competence,
and the way that ISSN schools allowed instructional flexibility, supported student choice, and valued
student voice. The cultural setting influences related to the ISSN providing technical assistance and
resources and incentivizing a system for school leaders and teachers to share resources and collectively
build capacity were determined to be limited, but emerging assets for the ISSN. The fourth cultural
settings influence of ISSN promoting continuous improvement of approaches that foster the
development of global competence was validated as a gap. In the future, this gap may reflect a trend

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seen also as an emerging asset as the Network grows and the influences of the “golden age” that were
described in this study are minimized or diluted.
At the time of this study, the ISSN had accomplished many of the requirements needed to scale
the ISSN Global School Design framework and the Graduate Performance System to have a broader
reach, more affiliated schools, and even stronger feedback loops and resource sharing across the
Network. Leaders questioned the cost of affiliating with or maintaining affiliation with the ISSN because
they were beginning to grow concerned about the proposed value proposition emerging from the ISSN
headquarters. School leaders wanted the ISSN leadership to leverage grass roots involvement and
incentivize an “economy” that valued the worth of an experienced teacher or school leader to
contribute beyond their local setting to share developed resources, best practices, mentoring, and
collegiality back with the Network.
Overcoming these performance gaps would be necessary to continue effective implementation
of the ISSN Model in Network schools and to support ongoing scaling up of a sustainable Network.
Recommendations and solutions were provided to address these potential gaps, drawing on the strong
foundation of knowledgeable and motivated school leaders and teachers, while strengthening the
Network to support scaling and the need to have a sustainable, revenue-generating model.
Recommendations and Solutions
The recommendations proposed derive from the results and findings in Chapter Four and the
expanded discussion in this chapter about performance gaps and potential performance gaps among
ISSN teachers and the Network organization. The recommendations focused on organizational
influences that leveraged the strong validation of knowledge and motivation assets in this study,
especially among school leaders and, to a slightly lesser degree, for teachers. The recommendations also
supported leveraging the existing power of the Network to sustain and deepen the ISSN model and its
impact for students by scaling the Network to have a broader reach through capacity building that

150
valued expertise developed and shared back across the Network. Table 14 summarizes the
recommendations and the performance gaps addressed by each.
Table 14
Recommendations and Performance Gaps Addressed
Recommendation Performance Gaps Addressed
Recommendation 1:
Develop and implement a
diagnostic approach to
identify potential ISSN
schools and design an
onboarding program for
newly affiliated school
leaders and teachers.
ISSN teachers lacked understanding of core conceptual components of
global competence.
ISSN teachers didn’t know how to recognize global competence when
implemented in a school or classroom or in teachers and students.
School culture and mission in an ISSN schools lacked alignment with
the components of global competence.
Recommendation 2:
Continue to facilitate
relationships and
networking for school
leaders and teachers from
across the ISSN; foster
professionalism and
information sharing among
participants.
The ISSN did not promote continuous improvement mindsets and
practices in the Network.
School culture and mission in an ISSN schools lacked alignment with
the components of global competence.
The ISSN did not incentivize a system in which school leaders and
teachers shared resources, knowledge, and skills back with the
Network to contribute curated resources and to collectively build staff
capacity.
Recommendation 3:
Strengthen and sustain the
Network by drawing on the
deep expertise held by
committed members. Work
with them to address cost
prohibitive organizational
barriers experienced by offgrant schools.
ISSN did not seek feedback from school leaders and teachers to inform
the design, development, or improvement of resources and supports
provided by the ISSN to facilitate implementation and scaling of the
ISSN model.
The ISSN did not adequately provide technical assistance and
resources that were identified as necessary by school leaders to
successfully implement the ISSN Model in their schools.
The ISSN did not incentivize a system in which school leaders and
teachers shared resources, knowledge, and skills with the Network to
contribute curated resources and to collectively build staff capacity.
Recommendation 1: Develop and Implement a Diagnostic Approach to Identify Potential ISSN Schools
and Design an Onboarding Program for Newly Affiliated School Leaders and Teachers
Identifying potential ISSN schools where school leaders, teachers, and the school community
were ready, willing, and able to implement the ISSN Model would assure that assumed motivation

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influences were addressed as part of the screening process. This would improve buy in to the core
components of the model and the purpose and benefit of becoming an ISSN school. The Global School
Design (GSD) framework would be used as a diagnostic, collaboratively implemented by ISSN teams that
included ISSN leadership with experienced school leaders and teachers. A diagnostic approach would
expose potential school leaders and teachers to the system represented by the ISSN Model. An aspect of
this diagnostic approach would also include teachers analyzing student work using the Graduate
Performance System (GPS) rubrics. Similarly, prospective teachers and students would self-assess their
baseline global competence using the Profile of an ISSN Teacher or Profile of an ISSN Graduate.
School leaders participating in this approach would determine their level of commitment,
describe the value proposition for their school, understand the way the ISSN operated and what it
offered, and determine how to meet ISSN expectations, including fee-for-service costs. This approach
would also address targeting ISSN resources where they were most likely to have an impact and offset
concerns raised when districts assigned schools to participate in the ISSN without cultivating school
leader buy-in and interest. Meeting with ISSN school leaders would start to build a foundation of
behaviors that would sustain the Network inherently.
Developing an onboarding experience for new school leaders and teachers was the second part
of this recommendation. Conceptual understanding about global competence was essential for ISSN
school leaders and teachers as a prerequisite to changing their mindset and practice (Gersten et al.,
2000). An onboarding program would address this systemically and formally establish a role for
experienced ISSN school leaders and teachers. For example, this training program could be a focused
and intensive training designed for a cohort of the school leaders and a core group of teachers prior to
their implementation of the model. This would differ from conferences and other optional ISSN
professional development and therefore would make better use of resources and training targeted to
build capacity. This program would be more like the Master’s program and teacher training institute

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developed by High Tech High (2016) and less like the optional general global education certificate
program that Asia Society developed with Teachers’ College and World Savvy (Teacher’ College, 2016) as
a revenue-stream.
This recommendation was supported by findings from a study of networked school models that
identified the need for staff at new network schools to experience structured opportunities for learning
that leveraged the knowledge of experienced peers (Rubin et al., 2017). Rubin and colleagues (2017)
found that onboarding training was even more important as the network grew over time and school
leaders and teachers in the most current recruiting class were further from a network’s foundational
work. This distance from the original purpose and reasoning caused newly involved school leaders and
teachers to lack a deep understanding of the practices they were being asked to implement and their
relationship to the overall goals of the model. In this study (Rubin et al. 2017), training was provided by
experienced members from across the network who were identified for their historical connections to
the work and their ability to authentically connect the network’s rationale to adaptation in the local
context of the new school. These trainings were ongoing, attended over the first two years by an
implementation team identified at the new school. Findings from this study suggested that these types
of structured and formal onboarding processes help teams build knowledge and understanding while
they gain skill adapting and implementing the model. Once the implementation team gained knowledge
and understanding and developed skills to implement the model, they could introduce the model to
others at the school (Rubin et al., 2017).
Recommendation 2: Continue to Facilitate Relationships and Networking for School Leaders and
Teachers from Across the ISSN; Foster Professionalism and Information-sharing Among Participants
Facilitating formal and informal opportunities for relationships and other forms of networking to
develop across the ISSN was important to foster collegiality and identity and share expertise,
information, and resources. Relationships motivated and increased involvement for teachers, enabled

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student engagement and empowerment, and leveraged feedback among ISSN leaders to cultivate a
Network practice of continuous improvement.
Specific ways to deliver this recommendation included local and Network-wide activities for
school leaders, teachers, students, and school communities that incorporated sharing resources,
collaborating to develop content, celebrating affiliation and identity with the Network, formal and
informal feedback processes, and opportunities for mentoring. In the past, the ISSN had offered a
regional ISSN 101 course on Saturdays, regional and national convenings, and tools to curate and share
resources virtually.
Like networked improvement communities (Bryk et al., 2015), which drive change in committed
local groups developed during many education reforms, social networks such as this shaped how
individuals understood the educational reform, responded to implementation, and identified useful
resources (Coburn & Russell, 2008; Daly, 2010). Networks are horizontal relationships that link
stakeholders in groups and subsystems within an organization and its associated communities (Laws &
Hajer, 2006). Networks differ from vertical, top-down hierarchies that exist in organizations because
networks allow members to form their own relationships and are therefore considered more bottom-up
(Friedman, 2006). Fostering the development of such a network in the ISSN reflected how the ISSN
initially self-organized and addressed school leaders caution that the original ISSN not be replaced by
top-down publishing and dissemination of resources. Networks are relevant for education because the
education system is a network of institutions (Haddad, 1995). Policymakers, such as those at the ISSN
organization, working with educators in these networks needed to consider incentives, negotiation, and
tools that were supported by relationship-building to achieve policy goals (Friedman, 2006).
Recommendation 3: Strengthen and Sustain the Network by Drawing on the Deep Expertise held by
Committed Members. Work with them to Address Cost Prohibitive Organizational Barriers
Experienced by Off-grant Schools

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This recommendation required that ISSN create an expert practitioner program for identifying,
developing, and organizing a group of expert ISSN teachers and school leaders to formally share
knowledge and expertise across the Network. This expert group was necessary as the ISSN continued to
grow, allowing the ISSN to introduce a new value proposition for resource-limited, off-grant member
schools. ISSN would develop a cadre of experienced and invested ISSN educators who would develop
training programs and resources for new ISSN school leaders and teachers, serve as coaches for ISSN
colleagues, and develop and vet additional tools and resources to address the needs and challenges
experienced by ISSN school leaders, teachers, and students. This group would be a more formal
companion to the more informal relationships and networks resulting from Recommendation 2 and
would develop and deliver the onboarding training called for by Recommendation 1.
The expert group would also have strengthened ISSN buy-in and ownership of the core
principles upon which the ISSN Model was based. This expert group, in partnership with the small
leadership team at the ISSN organization, would become the Network’s institutional memory and
accountability group. Grass roots buy-in would be cultivated through the launch of this group because it
would foster responsibility for ownership, decision-making, creativity, and mentorship across Network
by members who had the greatest skills and capacity. Representation of capacity across schools would
also provide varying examples of how to successfully implement the Model in different settings, with
different students, and to coalesce different state, district, and local goals.
Different resource challenges existed depending upon familiarity with the model, stage of
implementation, and school budget. Sustaining schools were rich with knowledge and motivation assets,
as well as examples of the model in action. Sustaining schools often lacked the financial resources to
take advantage of the menu of ISSN opportunities and offering they agreed would be useful. New
schools that received grant funding from ISSN sources for a set period had the necessary financial
resources and ISSN provided tools and supports, but these were not yet internalized into the culture of

155
the school or the professional practices. Sustaining school leaders and teachers, who were very
committed to ISSN goals, described missing the “golden age” when they built relationships across the
Network, shared ideas and expertise with colleagues at other schools, and benefited from large Network
gatherings. The ISSN was known for developing strong network relationships, high quality resources and
tools, and significant examples of implementation of the model in differing contexts. The question was
how to develop policies, programs, and incentives to foster the ongoing improvement and sustainability
of the Network by leveraging the capacity already developed and by making resources available ongoing
as schools “age” in the network and experience the shift from on-grant to Sustaining status.
This approach considered the benefits of the policy for the ISSN organization but also for the
teachers and school leaders in the expert practitioner group, as they would gain opportunities for
authentic professional growth through their involvement as leaders with the Network. Developing this
group formalized how expertise in the ISSN was valued and addressed many of the needs and interests
of stakeholder groups. ISSN would have needed to leverage these services so that they were provided
from within the Network to create incentives and develop a system of earned credits. This approach
would have also allowed the ISSN to modify the definition of a Sustaining school to one that earned this
level of affiliation and credits to be used for other services such as coaching and travel.
The development of expertise among school leaders and teachers would have improved the
Network by developing capacity, providing opportunities for experienced ISSN staff, a cost-effective
solution to obtaining resources for Sustaining schools, and established a way for ISSN leadership to value
expertise from within the system. Staff from Sustaining schools would have provided regional programs,
created coaching academies, led Network-wide convenings, organized travel experiences, hosted site
visits, and developed new offerings based on Network needs and interests. This approach would have
expanded programs for students to present solutions to staff and students at other ISSN schools and for
the ISSN to offer a fee-for service menu to educators outside of Network.

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Evaluation Plan
Evaluation of the proposed recommendations was designed to determine whether
implemented solutions were effective in reinforcing and refining the knowledge, motivation, and
organizational performance assets identified in the promising practice study. Four levels of evaluation
from the framework developed by Kirkpatrick and Kirkpatrick (2016) were used to develop this
proposed evaluation plan. Level one measures participant attitudes and degree of satisfaction about a
particular program, as well as perceived value of the program and motivation to engage in change
because of the program (Kirkpatrick & Kirkpatrick, 2016). Level two of the framework measures
participant understanding of program content, such as facts, concepts, and skills learned because of the
program (Clark & Estes, 2008; Kirkpatrick & Kirkpatrick, 2016). Level three evaluates change in behavior
of participants because of what they learned in the program and whether what was learned was applied
and sustained (Clark & Estes, 2008; Kirkpatrick & Kirkpatrick, 2016). Level four measures impact against
the original goals of the program to determine whether the solutions that were implemented with
fidelity achieved the desired results (Kirkpatrick & Kirkpatrick, 2016).
Level 1: Reaction
The first level of evaluation in this framework measures participant immediate reaction to
training including attitude and satisfaction to the situation or content. In this evaluation plan, Level 1
reaction was evaluated by the response of the school leaders and teachers to changes that were being
made by the ISSN to address their concerns and to engage them directly in continuous improvement of
the Network. Their satisfaction would have been measured using surveys, interviews, and initial
perceptions about proposed and implemented changes. Perceptions of value and effort, as well as
evidence of interest and motivation, would have been collected by coaches and initial training
engagements provided by Network staff identified as part of the expert cadre. Resulting information
would have served as baseline in some cases and would have also driven initial improvements to

157
programming. Positive reactions in Level 1 evaluation may not lead to learning, but negative reactions
have been found to decrease the possibility for learning to occur.
There are two training programs proposed as part of the solutions recommended for the ISSN.
First, training of the expert group to reinforce understanding of ISSN Model and resources and to
develop skills and, second, the training program that the expert group would have delivered for new
teachers and leaders at schools that are starting to affiliate with the ISSN. Schools preparing for
Recognition status, as well as for new teachers and school leaders at Recognition and Sustaining level
schools, could also join cohorts for training as needed. In both training programs, participants would
have completed a Likert survey after each of the training sessions. These surveys would have been
designed to address participant attitudes and motivation. In addition to the surveys, attendance and
completion rates of training programs would have been assessed as an indicator of engagement and
commitment. At workshops that would have been part of these training programs, observations would
have been collected about engagement with colleagues. Participants would have provided a reflection
log of their changes in attitudes and thinking attributed to the training program. The structure of this
survey instrument would have two forms, one for experienced teachers and school leaders and one for
new teachers and school leaders. The form for the experienced group would have requested
nominations of colleagues who should be considered for the Expert Group. Results from these surveys
would have revealed baseline reactions to programs prior to participation and could inform ongoing
program design.
Level 2: Learning
The second level of the Kirkpatrick and Kirkpatrick (2016) evaluation framework measures
learning outcomes or general performance and the adoption of new skills, knowledge, and mindsets. For
example, this type of change could look like perceptions from participants that the Network is different.

158
They could state that they feel their work is more valued and that there are solutions that address some
of the unresolved issues they shared.
Evaluation of learning requires determining changes in participant knowledge and skills. To
collect information to inform this level of evaluation, school leaders and teachers would provide
reflections to questions on an annual leader survey and during quarterly feedback sessions held with
teachers who participated in different aspects of training, in convenings, and other Network activities.
Pre and post surveys, interviews, and exit tickets would have been used at different stages of the
implementation plan to evaluate participants learning about introduced changes.
Specifically, regarding the development of a recognition program to identify experienced ISSN
school leaders, evaluation of learning could include a test to determine the level of expertise about the
ISSN model and resources. This test could also serve to certify experienced ISSN staff for this new role.
Evaluating learning that results from onboarding training for new school leaders and teachers would
involve pre-tests and post-tests of associated content, review of participant coaching reports and
observations for evidence of increased understanding based on training outcomes, and the analysis of
instructional materials and resources selected for use or developed after training compared to those
used before training.
Level 3: Behavior
Behavior refers to change that occurs after the intervention. Behavior change draws largely on
motivation and knowledge and those influences were validated as assets across school leaders and
teachers in the network, so one would expect to see whether the recommendations were implemented,
and the Network was able to leverage these strengths. Behavior change across the network would
continue to increase with larger numbers of leaders indicating they felt valued by the network and the
incentives provided for them to give back and continue to grow the network from within.

159
Assessing behavior change in ISSN school leaders and teachers would have involved examining
observations from coaches and ISSN staff about shifts in roles or responsibilities of participants,
interviews of participating ISSN teachers and school leaders to determine how they were applying what
they are learning to their current roles or how they were shifting their roles to accept greater
responsibility for teaching other ISSN staff about the ISSN Model, GSD framework, and the GPS.
Evidence of behavior change could also be collected through observations of or from self-reports about
daily work over time.
Level 4: Results
The fourth level in the evaluation framework addresses impact of the intervention. It is possible
for an intervention or program to meet the criteria for success at the first three levels of the evaluation
framework but not result in the desired impact. For success with results, behavior changes documented
as evidence of Level three success, must lead to changes that can be measured, usually over longer
periods of time. Evidence that the performance gaps identified in this study are being successfully
addressed would indicate that successful results were achieved.
Over time there should also be evidence of changes in responses from Network school leaders
and teachers that the Network has truly changed. These changes could also be evidenced through
descriptions of Network services and opportunities for experienced leaders to provide training and
improve the Network. Evidence of both bottom-up and top-down approaches should be noticeable. The
ISSN Model should be integrated into school context and be used to drive school design, instruction,
professional development, and continuous improvement. The ISSN should be a vibrant, growing,
sustainable Network with schools at all implementation levels from Planning to Sustaining.
Future Research
This study looked at conditions that led to effective implementation of a global education school
model in a network of affiliated schools and what contributed to the successful scaling of this network

160
over time. A gap analysis framework (Clark & Estes, 2008) was used to focus the inquiry on knowledge,
motivation, and organizational (KMO) influences. What emerged in addition to insights about KMO
influences were details about conditions that facilitated or raised barriers for the scaling up of the ISSN
as a multi-state network of schools. Questions surfaced about how the directionality of decisions as
either bottom up from the leaders of the Network schools or top down from the ISSN organization
would impact fidelity of implementation of the Model and the sustainability of the Network.
Future research could address the Network at this crossroads and examine the impact of the
transfer and sale of the ISSN to another non-profit organization, Community Catalyst Partners, to
determine the outcome of that move on the Network as it existed at the time of this study and how
decisions were made to improve sustainability from the perspective of the Asia Society and the new
parent organization. This would extend the current study as a case study of a multi-state network of
schools scaling up through multiple phases.
The current study did not consider any other stakeholders such as district central office leaders,
ISSN executive leadership throughout the evolution of the ISSN Model, or ISSN students. A broader
study could look at perspectives of and influences across a larger group of stakeholders to gain a more
nuanced understanding of KMO influences. Such a study could more accurately represent the reasoning
of the ISSN leadership team, district leaders, and students. For a deeper level of inquiry, future research
could examine student performance and perspective, examining what knowledge, motivation, and
organizational assets of the ISSN Model contributed to the higher than predicted achievement of
student outcomes recorded at established ISSN schools.
Conclusion
This study was designed to determine the knowledge, motivation, and organizational influences
that contributed to the effective implementation of the International Studies Schools Network (ISSN)
Model in affiliated schools and how aligned the identified KMO influences were to the resources and

161
technical assistance provided by the ISSN. These questions were relevant and important to examine to
understand why the school model had successfully spread across multiple states and types of schools to
result in a successful Network, known for fidelity of implementation through a flexible adaptation
approach. The study was also important as the ISSN was embarking on a transition from a grant-funded
Network seeking to identify a more sustainable business model to meet the expectations of the parent
organization, The Asia Society. The desire to retain what made the Model successful while changing the
terms to a more fee-for-service approach surfaced differences between the ISSN organization and what
was valued by school leaders and teachers in Network schools who favored a grass roots, collaborative
approach to Network resource development, capacity building, and ongoing improvement. In contrast,
the ISSN leadership team was making decisions about Network resources and technical support that
were designed to improve efficiency, reduce variability, and reduce cost, requiring schools to contribute
to costs that were previously funded by grants.
Eighteen knowledge, motivation, and organization influences were assumed to contribute to
achieving the performance goal for the ISSN. Using a gap analysis framework, these 18 KMO influences
were examined through a mixed methods approach that included surveys, interviews, and document
analysis. Fifteen of these influences were validated as assets for the effective implementation of the
ISSN global education model. All six knowledge and all five motivation influences were validated for the
primary stakeholder, school leaders. Three knowledge and all five motivation influences were validated
as assets for the secondary stakeholder, ISSN teachers. Of the seven organizational influences, three
were validated as assets for successful implementation of the ISSN Model according to school leaders
and teachers. Two organizational influences were validated as emerging assets, and one organizational
influence was validated as an emerging asset for teachers. One organizational influence that the ISSN
promotes continuous improvement of approaches that foster the development of global competence in
ISSN schools, was validated as a gap for the ISSN due to lack of clarity about how the ISSN valued

162
affiliated school leader and teacher feedback or worked in partnership with stakeholders to develop
relevant supports and resources for affiliated schools across the ISSN.
There was a combination of seven total performance gaps identified. Six of these were
considered emerging assets instead of full gaps, but these were included in recommendations and
solutions given that four of these related to organizational influences. This seemed significant given the
transition faced by the organization and the need to more deeply understanding the success of the ISSN
model and Network to date to inform decisions. Three recommendations were proposed to address
performance gaps. Recommendations included identifying potential ISSN schools through a diagnostic
approach coupled with an onboarding program for newly affiliated school leaders and teachers; further
developing the ISSN network by facilitating relationships, opportunities for networking, collaborating,
mentoring, and sharing information and resources; and developing a professional group within the
Network to build capacity sourced from within the Network to recognize and value expertise and
experience and leverage this to provide resources that could be used by Network schools to source
other things they needed. This would address the need for the ISSN to sustain the work through fee-forservice that provided individual schools with the means to gain credits for these services.
As a promising practice, the ISSN Model and factors that led to a scalable Network may be worth
further examination to inform transfer to other school models or networks through a review of relevant
KMO influences and other conditions and characteristics attributed as promising elements of, or lessons
learned by the ISSN.

163
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Definitions, development, and relations to achievement outcomes. Developmental Review, 30,
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zhaolearning.com/2024/02/25/what-happened-to-global-competence

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Appendix A: Data Collection Instruments
ISSN School Leader Semi-Structured Interview Protocol
Introduction: Thank you for volunteering to be interviewed about the Asia Society International
Studies Schools Network. My name is Jennifer Chidsey, and I am an education consultant working with
independent and charter schools in New York. I used to work with ISSN from 2008-2010 as a Director
for ISSN curriculum and data services. I am interested in learning about the work of the ISSN currently.
This interview is part of my research for my dissertation at the University of Southern California
(USC). As part of my study, I am trying to learn more about the ISSN model and how your school is
participating in the ISSN and how you use the Global School Design (GSD) Matrix and Graduate
Performance System (GPS).
I have some questions to ask you and I am hoping we can talk about what you think and do as
an ISSN school leader. Your responses are confidential and will not be attributed to you by name. This
interview will be recorded and transcribed, with your permission. The transcript will be coded and will
not contain your name.
Do you have any questions?
Are you willing to participate in this interview?
May I record our conversation?
OK, let’s begin.
1. Why did ____________________ [name of school] decide to become a part of ISSN?
2. How does your leadership style align with the ISSN model? How is it different?
3. How much autonomy do you have to set your priorities for your work and leadership?
4. Do you think it is worth the investment of time and resources to be a member of ISSN? Why or
why not?

178
5. Which of the values, beliefs, and attitudes associated with the ISSN model resonate most with
your school community?
6. How do you motivate faculty and staff to achieve the ISSN goals you set for the school?
7. What resources does ISSN provide to support the process of becoming an ISSN school?
8. Which ISSN resources do you find most useful for supporting your growth as an ISSN School
Leader? Why?
9. Which resources do you choose to support your faculty? Why?
10. How do you define a globally competent student? What do you expect that they know and are
able to do?
11. To what extent do you set goals based on the ISSN materials/resources and, if so, how do the
ISSN materials inform your goals?
12. How you evaluate progress your school is making toward achieving ISSN goals?
13. What is most useful to you in terms of being part of the ISSN?
14. Have you been on an ISSN site visit? How was this experience? What did you learn? How did you
use this information at your own school?
15. Have you hosted an ISSN school study tour at your school for other ISSN leaders? How was this
experience? What did you learn? How did this experience affect ISSN implementation at your
school?
16. Do you have any other information you would like to share with me?

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ISSN School Leader Survey
1. What is the name of your school? (Please select one or fill in the blank with your school’s name and
location if your school’s name is not included).
Academy of International Studies at Independence High (Charlotte, NC)
Ambassador School of Global Education (Los Angeles, CA)
Ambassador School of Global Leadership (Los Angeles, CA)
Austin Academy for Global Studies (Austin, TX)
Aveson Global Leadership Academy (Altadena, CA)
Aveson School of Leaders (Altadena, CA)
Columbus North International School (Columbus, OH)
CSI High School for International Studies (Staten Island, NY)
Deering High School (Portland, ME)
Denver Center for International Studies (Denver, CO)
Denver Center for International Studies at Fairmont (Denver, CO)
Denver Center for International Studies at Ford (Denver, CO)
Denver Center for International Studies at Montbello (Denver, CO)
Global Learning Collaborative (New York, NY)
Grant Middle School (Marion, OH)
Henry Street School for International Studies (New York, NY)
Houston Academy for International Studies (Houston, TX)
International School of the Americas (San Antonio, TX)
International Studies Learning Center (Los Angeles, CA)
International Studies School at Garinger (Charlotte, NC)
Jackson High School (Massillon, OH)
Kenton Middle School (Kenton, OH)
Lincoln-West School of Global Studies (Cleveland, OH)
Mathis High School for International Studies (Mathis, TX)
Mathis Middle School (Mathis, TX)
Oak Hills High School (Cincinnati, OH)
Ogden International School of Chicago (Chicago, IL)
The Renaissance School of Humanities & International Studies (University Heights, OH)
Rochester Early College International High School (Rochester, NY)
Sharpstown International School 6-12 (Houston, TX)
Ursuline Academy of Dallas (Dallas, TX)
Vaughn International Studies Academy (San Fernando, CA)
Winton Woods High School (Cincinnati, OH)
World Languages Magnet at Brackenridge High School (San Antonio, TX)
Yes Prep Brays Oak (Houston, TX)
Other ___________________________
2. How many years have you been a school leader at this school? Please count this current year as one
year.
0-2
3-5
6-8

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9-10
More than 10
3. How many years have you been a school leader at any school? Please count this current year as one
year.
0-2
3-5
6-10
11-15
16-20
More than 20
4. In what stage of the ISSN membership process is your school currently?
Affiliate
Foundation
Integrating
Recognition
Sustaining
Other ____________________________
5. Please indicate your level of agreement with the following statements.
Strongly Agree
Agree
Disagree
Strongly Disagree
a. Teachers at my school are very supportive of the school’s involvement in ISSN.
b. Parents at my school are very supportive of the school’s involvement with ISSN.
c. Students at my school are very supportive of the school’s involvement with ISSN.
d. I am proud of being a school leader at an ISSN school.
e. Learning how to implement the Global School Design (GSD) framework is valuable to me for my
future goals.
f. As a school leader, it is important to me to learn strategies to support teachers who teach in
ISSN schools.
g. Investing the time and energy required to meet ISSN goals is worth it (M-cost value)
h. Other ISSN school leaders feel that investing the time and energy required to meet ISSN goals is
worth it.
i. Becoming globally competent is important to students because it helps prepare them to achieve
their future goals.
j. Teachers at my school feel that investing the time and energy required to meet ISSN goals is
worth it.
k. It is clear to me what my school needs to do to achieve or maintain Recognition status with
ISSN.

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l. ISSN delivers what is promised to ISSN schools.
m. ISSN provides the resources I need as an ISSN school leader.
n. ISSN provides the support for my growth as an ISSN school leader.
o. ISSN resources and support align with what I have identified as needed by my school.
p. I feel confident that I can implement the Global School Design (GSD) framework at my school.
q. It is important for all ISSN students to be globally competent.
r. It is important for all ISSN teachers to be globally competent.
s. I can explain the key aspects Global School Design (GDS) framework to another person who is
not familiar with ISSN.
t. I can explain the key aspects Graduate Performance System (GPS) to another person who is not
familiar with ISSN.
u. Becoming an ISSN school has had a positive impact on my school community.
v. It is worth the investment of time and resources required to implement the Global School
Design (GDS) framework at my school.
w. It is worth the investment of time and resources required to implement the Graduate
Performance System (GPS) at my school.
x. ISSN goals are stable and achievable over time.
6. What challenges, if any, do you face in implementing the Global School Design (GSD) framework in
your school?
7. What could ISSN do to address the implementation challenges you face?
8. What could make ISSN resources more aligned to what is needed at your school?
9. Are any ISSN expectations in conflict with or difficult to align with state or local expectations you
must meet? If yes, please explain.
10. How do you support and motivate teachers to implement the Graduate Performance System (GPS)
at your school?
11. Please rate each of the following ISSN resource in terms of how useful it is to you in developing your
school as an ISSN school.
Always Useful
Often Useful
Rarely Useful
Never Useful
Summer Institute
Global School Design (GSD) framework
Graduate Performance System (GPS)
New Leaders workshops
Leaders’ seminars
Regional Professional Development

182
Site visits
Hosting an ISSN school study tour
Taking part in an ISSN international study tour
Onsite professional development at your school
Coaching for teachers
Coaching for school leaders
Other ________________________
12. Please rate each of the following ISSN resources in terms of how useful it is for preparing your
teachers to implement the Graduation Performance System (GPS) at your school?
Always Useful
Often Useful
Rarely Useful
Never Useful
Summer Institute
Regional Professional Development
Site visit
Hosting an ISSN school study tour
Taking part in an ISSN international study tour
Onsite professional development at your school
Coaching for teachers
Other ________________________
13. May I contact you about participating in a follow up interview?
Yes. If yes, please provide contact information (email and phone number).
No
Thank you for participating in this survey.

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ISSN Teacher Survey
1. What is the name of your school? (Please select one or fill in the blank with your school’s name and
location if your school’s name is not included).
Academy of International Studies at Independence High (Charlotte, NC)
Ambassador School of Global Education (Los Angeles, CA)
Ambassador School of Global Leadership (Los Angeles, CA)
Austin Academy for Global Studies (Austin, TX)
Aveson Global Leadership Academy (Altadena, CA)
Aveson School of Leaders (Altadena, CA)
Columbus North International School (Columbus, OH)
CSI High School for International Studies (Staten Island, NY)
Deering High School (Portland, ME)
Denver Center for International Studies (Denver, CO)
Denver Center for International Studies at Fairmont (Denver, CO)
Denver Center for International Studies at Ford (Denver, CO)
Denver Center for International Studies at Montbello (Denver, CO)
Global Learning Collaborative (New York, NY)
Grant Middle School (Marion, OH)
Henry Street School for International Studies (New York, NY)
Houston Academy for International Studies (Houston, TX)
International School of the Americas (San Antonio, TX)
International Studies Learning Center (Los Angeles, CA)
International Studies School at Garinger (Charlotte, NC)
Jackson High School (Massillon, OH)
Kenton Middle School (Kenton, OH)
Lincoln-West School of Global Studies (Cleveland, OH)
Mathis High School for International Studies (Mathis, TX)
Mathis Middle School (Mathis, TX)
Oak Hills High School (Cincinnati, OH)
Ogden International School of Chicago (Chicago, IL)
The Renaissance School of Humanities & International Studies (University Heights, OH)
Rochester Early College International High School (Rochester, NY)
Sharpstown International School 6-12 (Houston, TX)
Ursuline Academy of Dallas (Dallas, TX)
Vaughn International Studies Academy (San Fernando, CA)
Winton Woods High School (Cincinnati, OH)
World Languages Magnet at Brackenridge High School (San Antonio, TX)
Yes Prep Brays Oak (Houston, TX)
Other ___________________________
2. How many years have you been a teacher at this school? Please count this current year as one year.
0-2
3-5
6-8
9-10
More than 10

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3. How many years have you been a teacher overall? Please count this current year as one year.
0-2
3-5
6-10
11-15
16-20
More than 20
4. What do subject(s) do you teach? (please select all that apply)
English Language Arts (ELA)
English Language Learners (ELL, ESOL)
History/Social Studies
Mathematics
Physical Education
Science
Special Education/Services
Technology
Visual/Performing Arts
World Languages
Other ____________________________
5. Please indicate your level of agreement with the following statements.
Strongly Agree
Agree
Disagree
Strongly Disagree
a. Teachers at my school are very supportive of the school’s involvement in ISSN.
b. Parents at my school are very supportive of the school’s involvement with ISSN.
c. Students at my school are very supportive of the school’s involvement with ISSN.
d. I am proud of teaching at an ISSN school.
e. Learning how to implement the Graduation Performance System (GPS) is valuable to me for my
future goals.
f. As a teacher, it is important to me to learn strategies to develop global competence in students.
g. Investing the time and energy required to meet ISSN goals is worth it.
h. Other teachers at my school feel that investing the time and energy required to meet ISSN goals
is worth it.
i. Becoming globally competent is important to students because it helps prepare them to achieve
their future goals.
j. My students feel that investing the time and energy required to meet ISSN goals is worth it.
k. ISSN delivers what is promised to ISSN schools.
l. ISSN provides the resources I need as an ISSN teacher.
m. ISSN provides the support for my growth as an ISSN teacher.
n. ISSN resources and support align with what I have identified as needed by my school.

185
o. It is important for all ISSN students to be globally competent.
p. It is important for all ISSN teachers to be globally competent.
q. I can explain the key aspects Global School Design (GDS) framework to another person who is
not familiar with ISSN.
r. I can explain the key aspects Graduate Performance System (GPS) to another person who is not
familiar with ISSN.
s. ISSN goals are stable and achievable over time.
t. Becoming an ISSN school has had a positive impact on my school community.
u. It is worth the investment of time and resources required to implement the Graduate
Performance System (GPS) at my school.
v. I understand how to implement the Graduate Performance System (GPS) in my classroom.
w. I enjoy the challenge of changing my curriculum, assessment, and instruction to incorporate
global competence.
x. Changing my curriculum, assessment, and instruction to incorporate global competence helps
me achieve my future goals.
y. Changing my curriculum, assessment, and instruction to incorporate global competence is worth
the time and effort required.
6. How does the Graduate Performance System (GPS) help your students to become more globally
competent?
7. What challenges, if any, do you face in implementing the Global School Design (GSD) framework in
your school?
8. What would make the resources provided by ISSN to help you implement the Graduation
Performance System (GPS) more useful?
9. Have you created curriculum or assessments aligned with the Graduate Performance System (GPS)
for use at your school?
Yes, No
If yes, please explain or provide an example
If yes, was this done as part of an ISSN workshop?
How did the workshop help you develop the curriculum and/or assessments?
10. Please rate each of the following ISSN resources in terms of quality. And how often you use these.
Quality Frequency of Use
Excellent Very Often (Weekly)
Good Regularly (Monthly or Quarterly)
Fair Not very often (Once/twice a school year)
Poor Never
I do not know what this resource is I do not know what this resource is

186
Summer Institute
Global School Design (GSD) Framework
Graduate Performance System (GPS)
GPS Performance Outcomes
GPS Rubrics
GPS “I Can” Statements
Performance Assessment Shells
Global Issue Overviews
ISSN Essential Question Bank
Links to Photos and Videos for Curriculum Design
Collaborative tools such as live chat and discussion board
Blogging Platform
Regional Professional Development
Attending site visits
Participating in a site visit hosted by your school
Taking part in an ISSN international study tour
Onsite professional development at your school
Coaching for teachers
ISSN Online Professional Community (Ning)
Other ________________________
11. For any of the ISSN resources listed above that you indicated as fair or poor quality, what do you
suggest could improve these?
12. What is your main goal for this year as an ISSN teacher?
13. Referring to the goal you listed in question #12, please respond to the following statements.
a. I feel supported by ISSN in achieving this goal.
Strongly Agree
Agree
Disagree
Strongly Disagree
b. I feel supported by my school leader in achieving this goal.
Strongly Agree
Agree
Disagree
Strongly Disagree
14. Referring to the goal you listed in question #12, what resources and support do you need to achieve
this goal?
15. Is there anything else you would like to share about being an ISSN teacher?
Thank you for participating in this survey.

187
ISSN Document Review
Table A1
ISSN Documents Reviewed and Summary of Findings
Document Finding
ISSN Website Asia Society partners with public schools to develop globally competent,
college-ready high school students. Research shows our model has higher
graduation rates and academic achievement than other schools with similar
profiles.
Here's a look at how the International Studies Schools Network (ISSN) partners
with schools to advance the teaching and learning of global competence. As
districts, schools, and teachers strive to successfully prepare students for
Common Core and other state standards, ISSN offers professional development,
tools, resources, and coaching to support high quality performance based and
globally focused instruction, curriculum, and assessment.
• Mission: students need to know how to operate in interconnected
world (economies, social systems, and ecologies)—communicate across
borders and cultures to address needs of next generation.
• Group of schools across nation working together to enhance the
teaching and learning of global competence. [Map shows 9 states + DC:
(CA, WA, CO, TX, IL, OH, NC, NY, ME, DC)
• Provide onsite PD support to teachers to advance teaching, curriculum,
and performance assessment. Opportunities for teachers to collaborate
to develop students GC: perspectives, communicate, and take action with
what you know for the common good. Power of network is energizing. If
you are the only one doing this work to know that there are other
teachers doing same that you can collaborate with and learn from is
energizing.
• Features DCIS alumna (started organization to help people take action).
Shows students in class working on projects.
• ISSN Graduation rate at around 90%, outperform students in same
kinds of schools and districts on same state tests. Students master
rigorous content knowledge and are using what they are learning to make
a different (take action in community).
Teachers get excited about the outcomes they get for students. This reengages teachers because they see students who were not engaged get
engaged by what they are learning.
ISSN Video: About
the ISSN (2015)
Characteristics of ISSN schools
• Commonalities of content; four global competencies
• Planning year
• Schools choose model (new, transformation, etc.; adapts to all
situations
• Can connect with district and state initiatives
• Can connect with existing mission

188
Document Finding
ISSN Video: About
the ISSN (2015)
• ISSN coach (consultant) works with leadership to adapt model to their
setting. How to use framework and tools
• Not theoretical “let’s put something in place”
• Leaders cite increased collaboration is supported, community building.
Departments work together because the focus on global competencies
force teachers to think across disciplines. Opportunity for teachers to
collaborate across the 4Cs. Teachers get excited about outcomes with
students (they get to deal with relevant issues)
• Online Professional Development: design a unit about a global issue:
curriculum, assessment, and instruction course
• Promises “power of the network is energizing and connecting across,
fostering collaboration.”
http://asiasociety.org/international-studies-schools-network/about (link
checked 6-26-17)
Catalog-ISSN
Workshops and
Resources
The catalog is available online. It describes the following
• Introduction to Global Competence
• ISSN Membership categories
• The Pathway to Recognition (Upon successful completion of this phase,
culminating in the School Recognition Site Visit, ISSN member schools
are awarded ISSN Recognized School status).
• ISSN Professional Development
• Curriculum, Instruction, and Assessment Resources
• Community of Practice for Socially Networked Learning (ISSN Ning)
• Products and series package for each membership category (Planning,
Foundations, Integration, Recognition, Sustaining)
• Electives
• Additional Premium Services
http://asiasociety.org/files/issn-catalog-20160909.pdf (2016)
Global School
Design (GSD)
framework
The Global School Design (GSD) serves as a framework to help ensure that all
aspects of the school community are designed to support this global focus. In
the ISSN Planning Phase, the ISSN coach assists the school leader in strategic
planning, change management, results benchmarking and tracking, and
program development to establish a firm foundation for global competence
education.
The At a Glance document for the Global School Design (GSD) framework
describes the six domains covered by the GSD.
• Vision, Mission, and Culture: Establishing global competence as an
organic and sustained focus
• Student Learning Outcomes: Academic results display global
competence in all students
• Organization and Governance: Change management and sustainable
structures supporting global competence

189
Document Finding
Global School
Design (GSD)
framework
• Partnerships: Working with natural affiliates in the community to enrich
the school’s global focus
• Professional Development: A continuous cycle of learning best practices
for developing global competence
• Curriculum, Instruction, Assessment: A global focus throughout the
school’s academic program
Proprietary and exclusive. ISSN requested that the researcher not be distribute
these materials.
Graduate Portfolio
System (GPS)
This overview provides a rationale for the GPS and provides performance
outcomes and rubrics for all subjects and grade levels.
The Graduation Performance System (GPS) is the action cycle used by the
International Studies Schools Network (ISSN) to integrate global competence
across academic disciplines. The GPS is supported by a robust series of
curriculum tools, including the two showcased in this sample package: Global
Issue Overviews and Performance Assessment Design Shells.
• Global Issue Overviews: Written across a broad range of globally
significant issues frame essential questions and enduring
understandings for teachers and students as they strive for global
competence. Overviews connect to the GPS Performance Outcomes (a
sample of which can be viewed here) to demonstrate how competence
can be achieved. This package contains the Global Issue Overview on
Women and Girls in Education.
• Global Assessment Shell: Performance Assessment Design Shells present
complete examples of performance assessment ideas, including a range
of formative tasks and learning activities as well as a summative
performance assessment task. Performance Assessment Designs
suggest a variety of learner opportunities to succeed at real world tasks
requiring academic rigor, productive habits, and global awareness. This
package contains the Performance Assessment Design Shell on
Engineering.
Also reviewed as part of the GPS:
• GPS Planning Protocol
• GPS Interview Protocol (projects)
• GPS Tuning Protocol
• Sample Storyboard
Proprietary and exclusive. ISSN requested that the researcher not re-distribute
these materials.
Graduate Portfolios
Academy for Global
Studies, Austin ISD
For each class of students, 2013-2020, each student’s portfolio is listed by their
name. This is publicly available on the school website. The portfolio is organized
around the four categories of global competence: investigate the world,
recognize perspectives, communicate ideas, take action. Students curate work

190
Document Finding
Student Graduate
Portfolios
Academy for Global
Studies, Austin ISD
throughout their HS career that exemplifies and evidences their understanding
and application of these learning goals. They include their work, explanations of
how it meets the outcomes, and their reflections about their development as
globally competent citizens.
https://sites.google.com/a/austinisd.org/ags-issn-graduate-portfolios/class-of2017
ISSN Profile of a
Graduate
ISSN codified a Network-level version of what success and global competence
look like upon graduation for ISSN students.
http://asiasociety.org/international-studies-schools-network/teacher-profile
ISSN Teacher
Profile
ISSN compiled a list of what to look for to identify successful ISSN teachers for
use by Network schools.
http://asiasociety.org/international-studies-schools-network/teacher-profile
2016 Leaders End
of Year Survey
The survey evaluates self-reported information about the leader’s satisfaction
of the services provided. Target this year: at least 90% of ISSN schools reached
their goals
for the year. ISSN would eventually like to evaluate if meeting set goals
correlates to overall satisfaction and
successful implementation of the program.
ISSN requested that data provided in this survey not be attributed to teachers,
leaders, or schools by name.
ISSN School
Websites
ISSN school websites were reviewed at the time of this study in 2017-2018 and
reviewed periodically through 2021. The school’s mission and vision were
reviewed and how ISSN affiliation was noted, or not. Academic and extracurricular programs were reviewed for evidence of GSD- and GPS-aligned
content and experiences.
ISSN Newsletters Collected from 2017 through 2020. The monthly newsletters share updates
about the Network, activities, and links to resources. Some newsletters feature
ISSN schools, programs, teachers, and students.
ISSN Global
Competence in
Action
Case Study segments of ISSN schools. 2017. Example features Ohio, Washington
State, and Colorado/Denver.
http://asiasociety.org/education/global-competence-action
ISSN Feature: Fort
Vancouver HS (WA)
Creating a Culture of Caring at Fort Vancouver High School
https://communitycatalystpartners.org/creating-a-culture-of-caring-at-fortvancouver-high-school/
ISSN Feature: West
WindsorPlainsboro
Regional School
District
Spotlight on ISSN Partners: West Windsor-Plainsboro Regional School District
Updating report cards to reflect global confidence.
https://communitycatalystpartners.org/spotlight-on-issn-partners-westwindsor-plainsboro-regional-school-district/

191
ISSN Feature: Vista
Charter Public
Schools (CA)
Spotlight on ISSN Schools: Vista Charter Public Schools: The Way of Council
https://communitycatalystpartners.org/spotlight-on-issn-schools-vista-charterpublic-schools-the-way-of-council/
ISSN Feature:
Vaughn Next
Century Learning
Center (CA)
Vaughn Next Century Learning Center: The Little School That Could
https://communitycatalystpartners.org/vaughn-next-century-learning-centerthe-little-school-that-could/

192
Appendix B: Summary of KMO Influences and Data Sources
Assumed K, M, O Influence Leader
Interview
Leader
Survey
Teacher
Survey
Document
Analysis
Knowledge Influences
School leaders and teachers have
knowledge of the components of ISSN
global competence.
(Declarative/Conceptual)
Implied LS Q5u TS Q5q
TS Q5w
ISSN Profile of a
Graduate
School leaders and teachers have
knowledge of what global competence
looks like in schools and for teachers
and students. (Declarative/Conceptual)
LI Q10 TS Q6 ISSN School Websites
Global School Design
(GSD) Framework
Graduate
Performance System
(GPS) Rubrics
School leaders and teachers have
knowledge about ISSN resources and
how to use them. (Procedural)
LI Q7 LS Q11
LS Q12
TS Q5v
TS Q13
TS Q14
Global School Design
(GSD) Framework
Graduate
Performance (GPS)
System
ISSN Workshops and
Resources Catalog
School leaders know how to
implement the ISSN global competency
model in their schools and how to
support teachers who use associated
ISSN resources. (Procedural)
LI Q6
LI Q7
LI Q9
LI Q11
LI Q12
LS Q5n
LS Q5o
LS Q5u
LS Q5v
LS Q10
LS Q11
LS Q12
TS Q5n
TS Q7
TS Q17
Asia Society: Website
Profiles of ISSN
School leaders and teachers assess
performance and use this information
to set goals about their professional
growth. (Metacognitive)
LI Q11
LI Q12
LS Q5e TS Q16
TS Q18
School leader reflections inform
continuous improvement of ISSNrelated outcomes in the school, for
students, and among staff.
(Metacognitive)
LI Q2
LI Q11
LI Q12
LS Q8 ISSN Ning
(Community of
Practice)
ISSN Summer
Institutes
Motivation Influences
School leaders and teachers value
global competence. (Attainment)
LIQ1 LS Q5k
LS Q8
TS Q5k ISSN School Websites
School leaders and teachers value that
students are globally competent.
(Utility)
LIQ10 LS Q5i
LS Q5p
TS Q5e
TS Q5i
TS Q5p
TS Q6
ISSN Profile of a
Graduate
International Student
Travel
School leaders and teachers invest
time and resources to implement the
LS Q5g
LS Q5j
TS Q5g
TS Q5h
ISSN School Websites

193
Assumed K, M, O Influence Leader
Interview
Leader
Survey
Teacher
Survey
Document
Analysis
Knowledge Influences
(cont.) ISSN global competence model.
(Utility-Cost)
LS Q5t
LS Q5w
LSQ6
LSQ8
TS Q5j
TS Q5t
TS Q5u
TS Q5y
TS Q5z
TS Q19
Student Graduate
Portfolios (GPS)
School leaders and teachers value
affiliation with and membership in the
International Studies Schools Network
(ISSN). (Self-Efficacy)
LI Q13 LS Q5a
LS Q5b
LS Q5d
LS Q5f
LS Q5s
TS Q5a
TS Q5b
TS Q5d
TS Q5f
TS Q5s
ISSN School Websites:
ISSN Information and
branding
ISSN Year-End
Leaders’ Survey
School leaders and teachers have
confidence in their ability to design
schools, learning systems, and learning
experiences that foster the
development of global competence.
(Self-Efficacy)
LS Q5q
LS Q5r
LS Q5w
LS Q6
TS Q5r
TS Q5x
Organizational Influences
ISSN schools embrace collaboration,
peer learning, and mentoring to build
capacity locally and across the ISSN
network. (Cultural Models)
LI Q2
LI Q5
LI Q14
LI Q15
LS Q6
LS Q8
TS Q8
TS Q15
TS Q19
Site Visit
Documentation
ISSN Summer
Institutes
Leaders Seminars
ISSN school culture aligns with
components of global competence:
investigate the world, weigh
perspectives, communicate ideas, and
take action. (Cultural Models)
LI Q1
LI Q2
LI Q5
TS Q10
TS Q16
ISSN School Websites:
Mission/Vision
ISSN school culture supports the
development of student agency
through individualized approaches and
choice. (Cultural Models)
LI Q2
LI Q5
LS Q5i TS Q5f
TS Q5j
TS Q6
Student Graduate
Portfolios (GPS)
Student Led
Conferences
As a learning organization, ISSN
promotes continuous improvement of
approaches that foster the
development of global competence.
(Cultural Settings)
LI Q9
LI Q11
LI Q12
LI Q14
LS Q5n
LS Q6
LS Q7
LS Q13
TS Q5m Global School Design
(GSD) Framework
International Study
Tour
ISSN Chinese Language
Conference
School leaders and teachers have
autonomy to flexibly adapt the ISSN
global competence model, making
decisions about school design,
curriculum, and learning experiences.
(Cultural Settings)
LI Q2
LI Q3
LI Q6
LI Q9
LS Q7
LS Q8
LS Q9
LS Q13
TS Q5n
TS Q7
TS Q8
Columbus North
International School
Course Catalog

194
Assumed K, M, O Influence Leader
Interview
Leader
Survey
Teacher
Survey
Document
Analysis
Organizational Influences
School leaders and teachers have
access to technical support and
resources they require to implement
the ISSN global competence model.
(Cultural Settings)
LI Q8
LIQ14
LI Q15
LS Q5o
LS Q8
LS Q11
LS Q12
TS Q5l
TS Q9/Q10
TS Q11/Q12
AGS Community
Partners (sponsorship
of travel)
DCIS Foundation
ISSN Year-End
Leaders’ Survey
ISSN school leaders and teachers share
resources, knowledge, and skills with
the Network to improve and increase
collective resources and build capacity.
(Cultural Settings)
LI Q8
LI Q9
LI Q15
LS
Q5m
LS Q6
LS Q7
TS Q9
ISSN Ning
(Community of
Practice)
School Study Tour
Teacher-designed
Modules (Asia Society
Webpage)

195
Appendix C: ISSN Schools Participating in this Study (2017)
School/
Location
Joined
ISSN
ISSN
Affiliation Type Grade
Served # Ss %
EcoDis
Grad
Rate
L
Surv.
L
Inter.
T
Surv.
Academy for Global
Studies
Austin, TX
2008 Sustaining Public 9-12 500 29% 97% X
Ambassador School
of Global Education
Los Angeles, CA
2010 Sustaining Public K-5 409 83% N/A X X X
Ambassador School
of Global Leadership
Los Angeles, CA
2010 Sustaining Public 6-12 622 79% 82% X X
Aurora Central High
School
Aurora, CO
2016 Planning Public 9-12 2172 70% 48% X
Aurora West College
Prep Academy
Aurora, CO
2016 Planning Public 6-12 1290 86% 78% X
Boston P-8
Aurora, CO 2016 Planning Public PK-8 444 88% N/A X
Columbus North
International School
Columbus, OH
2011 Sustaining Public 7-12 750 85% 87% X
Crawford Elementary
School
Aurora, CO
2016 Planning Public K-5 734 88% N/A X
Deering High School
Portland, ME 2012 Sustaining Public 9-12 937 64% 79% X X X
Denver Center for
International Studies
Denver, CO
2006 Sustaining Public 6-12 739 55% 87% X
Denver Center for
International Studies
at Montbello
Denver, CO
2011 Sustaining Public 6-12 864 89% 86% X
Fort Vancouver High
School Center for
International Studies
Vancouver, WA
2015 Foundatio
n Public 9-12 450 73% 70% X
Houston Academy
for International
Studies
Houston, TX
2006 Sustaining Public 9-12 400 96% 71% X
International Studies
Learning Center at
Legacy Complex
Los Angeles, CA
2004 Sustaining Public 6-12 842 75% 92% X X X
International School
of the Americas
San Antonio, TX
2004 Sustaining Public 9-12 479 20% 100% X X X
Jackson High School
Massillon, OH 2012 Sustaining Public 9-12 1982 15% 97% X X X
Oak Hills High School
Columbus, OH 2011 Sustaining Public 9-12 2594 15% 94% X
Paris Elem School
Aurora, CO 2016 Planning Public PK-5 435 89% N/A X

196
School/
Location
Joined
ISSN
ISSN
Affiliation Type Grade
Served # Ss
%
EcoDis
Grad
Rate
L
Surv.
L
Inter.
T
Surv.
Paul Public Charter
School
Washington, DC
2012 Sustaining
Public
Charte r
7
-12 444 57% 90%
X
Randolph
Community Middle
School
Randolph, MA
2016 Planning Public
6
-
8 677 61% N/A
X
Sharpstown
International School
Houston, TX
2007 Sustaining Public
6
-12 1032 95% 97%
X
Vaughan
International Studies
Academy
Los Angeles, CA
2005 Sustaining
Public
Charte r
9
-12 550 97% 92%
X
X
X
Winton Woods High
School
Cincinnati, OH
2011 Sustaining Public
9
-12 450 62% 85%
X

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Asset Metadata

Creator Chidsey, Jennifer Lynn (author)

Core Title Supporting school leaders implementing a global education model in a national network of public schools: a promising practice

School Rossier School of Education

Degree Doctor of Education

Degree Program Global Executive

Degree Conferral Date 2024-05

Publication Date 06/05/2024

Defense Date 05/02/2024

Publisher Los Angeles, California (original), University of Southern California (original), University of Southern California. Libraries (digital)

Tag gap analysis,global education,International Studies Schools Network,OAI-PMH Harvest,scale,scale up,school models

Format theses (aat)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Robison, Mark Power (committee chair), Filback, Robert A. (committee member), Picus, Lawrence O. (committee member)

Creator Email jchidsey@usc.edu,jennifer.chidsey@gmail.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-oUC113992582

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Format theses (aat)

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