The aim of the ISC is “for students during their schooling years to become competent and caring citizens within a global society.” The purpose of the Global Benchmark (GLB) Integration Program is to facilitate the assimilation of global learning into daily classroom life, and into the school’s culture. The ISC’s GLBs represent promising practice worldwide for developing behaviors that can address the emerging global trends that impact living conditions, schooling, and the worlds of government and commerce.
At the 2004 ISC Summit in Ottawa, an idea was set forth to help schools become Global Learning Centers, guided by benchmarks. When the 10 Global Learning Benchmark statements were finalized in 2006, following a two year development process with the ISC’s international community, a validation study was conducted with the same online community. To validate the Benchmarks, we created a rating system to determine the importance, clarity, and meaning of each Benchmark. Additionally, several open-ended questions helped to established agreement among the international ISC community about GLB interpretation and use within a school. Having international educator perspectives to shape and then validate the final 10 Benchmarks was essential for us in creating a product that could be useful world-wide. These 10 big Benchmarks became the foundation for identifying characteristics, which illustrate ways each benchmark takes form in the school and classroom (Sullivan, May 2019; Snyder, et. al., 2008; and, Sullivan and Fitzgerald, 2006).
In 2005 the ISC Hub in Ottawa, CA used the Global Learning Benchmarks to help students and staff members at A. Y. Jackson Secondary School prepare a portfolio of their school’s activities to become the first ISC Certified Global Learning Center School. Globally oriented learning environments enable students to experience value diversity, and to promote equity and the appreciation for human life everywhere as a foundation for living. A GLC Benchmark framework now seems vital for creating global learning environments that promote global competence in students (Snyder, 2006). Each of the ten GLBs has five characteristics, which offer examples of the Benchmark in operation. The ten GLBs are organized around two clusters: The Global Learning Environment for Students, and Preparation for Success in a Global Environment.