The funding of this demonstration project resulted in the design of the C3 World Model for International Education Teacher Professional Development. The three main components of the model are:

1. Introduce Teachers to Possibilities for Integrating Global Education into Our Schools: What can be done to bring classrooms to the world and the world to the classrooms?
2. Mentor Teacher and Student Classroom Participation in Global Curricular Collaborations:  How can it be done?
3. Build Learning Success for All Students Through Global Learning: Transformation Classroom Teaching and Learning for Todayís World. How does it make a difference for students? How does it become sustainable?
   

B. Building the Model

The model was developed from mentoring 20 Washington State teachers in 11 different school contexts to have international education experiences in social studies, world languages, and other content areas through innovative and purposeful uses of technology. This demonstration project was built on:

A. The proven international education experiences of many teachers and students within the international education global community of iEARN

B. The international education experiences of developing an iEARN classroom in Pullman, Washington that connected international education practice with District and Washington State educational reform, including implementation of innovative curricular design with technology, student assessments of iEARN curricular project work, and student achievement of education standards

C. Harvard University Graduate School of Education Teaching for Understanding with Technology  (Wiske, et al. Jossey-Bass, 2005)

D. The  Washington State International Education Coalition advocacy to integrate world international education into state curriculum classroom teaching for all students

E. The vision and support from Dr. Terry Bergeson, Washington State Office of Superintendent of Public Instruction (OSPI), for all Washington state students have ìglobal awarenessî, ì21st century tools to access and manage learningî, ìto survive and thrive in our complex world.î  (From Keynote Address to Washington State  OSPI Annual Conference, January 2004)

C. Timeline for Implementing the Model

The timeline of the C3 World demonstration project, beginning in January 2004 and running through December 2004 proved valuable for the following reasons:

January Launch:
Teachers have the second semester of their school year to be introduced to iEARN through seminars and mentored in global collaborations with teachers and schools around the world through existing iEARN projects.  These initial experiences provide understandings of iEARN curricular projects and how technology can be used to connect with school communities around the world.  Teachers make initial global connections with school communities worldwide in preparation for meeting teachers from around the world at the iEARN International Education Conference in July. 

Summer iEARN Conference:
Teachers attending the iEARN International Teachers Conference in July, have the opportunity to meet face-to-face with teachers around the world whom they have met online.  Through workshops presented by experienced iEARN teachers, they learn, first-hand, how iEARN curricular projects are being implemented in classrooms worldwide.  They deepen the collaborations they began between January and June.  During the full week conference, they have many opportunities to meet with global colleagues to initiate new collaborations and projects together. 

New School Year: 
When returning from the July iEARN Teachersí Conference, teachers have time to plan their global curriculum before the new school year begins.  During the first semester of the new school year, they are well prepared for ongoing professional development with a strong local to global collaborative community for integrating and sustaining global curricular projects in their classrooms.