K12 Digest® – April 2023 – 10 Must-Watch International Schools in USA & Canada -2023 publication

Must-Watch International Schools in USA & Canada-2023

Managing Editor

Sarath Shyam

Consultant Editors

Dr. John Andrews

Emma James

Andrew Scott

Naomi Wilson

Stanly Lui

Joseph Alex

Art & Design

Charlie Jameson

Jennifer Anderson

Rachel Roy

Monica Davis

Anna Elza

Sales & Marketing Enquiry admin@K12digest.com

International Representation

Americas

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Europe

27, Old Gloucester Street, London, WC1N 3AX, UK

Middle East & Africa

P.O. Box 48299, Dubai Silicon Oasis, Dubai, UAE

Asia-Pacific

Ramanashree Arcade, 18 MG Road, Bangalore – 560001, India

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The Gateways to Global Citizenship

International schools typically offer a diverse student body and faculty, providing exposure to different cultures, languages, and perspectives.

Students who attend international schools often develop a broader worldview and better intercultural communication skills, which can be important in today’s globalized society. International schools may also offer specialized programs or curriculums, such as the International Baccalaureate, that can prepare students for higher education and careers in an international context.

In the USA and Canada, International schools have become increasingly popular in recent years. These schools offer an education that goes beyond traditional academic learning and prepares students to be global citizens. In this issue, we explore the benefits of attending an international school in the USA and Canada and provide an overview of some of the top international schools in these countries. We have identified 10 Must-Watch International Schools in USA & Canada -2023 that are offering a unique opportunity for students to receive a world-class education in a multicultural environment.

On the cover, we feature Stratford Hall, an international school located in the diverse and dynamic neighbourhood of East Vancouver, that is committed to active global citizenship education, which nurtures students’ empathy and compassion towards themselves and others. We have also featured exclusive stories of excellent institutions like Baldwin School of Puerto Rico, WillowWood School and United Nations International School to inspire the academic community around the world and help students seeking international school education to make informed decisions.

Enjoy Reading.

Sarath Shyam

Former International School Principal, Former Group Project Director at a World Class Learning Group, Education Consultant - Wright Solutions, United Kingdom

INTERNATIONAL ADVISORY BOARD

Founder & CEO - Paths to Math Ltd, Former Mathematics Teacher and Principal, Global Teacher Prize Finalist, Finland

Principal, Rundle College, South Africa

Asst. Prof. Dr. Poonsri Vate-U-Lan

Chief Education Officer, New Nordic School, Finland

Exceptional Educator from Serbia, Founder of Association of the Best Teachers of the Former Yugoslavia, Founder of Magical Intercultural Friendship Network, Founder of Creative Magic - Children’s International Festival, Founder of Magic Village, Serbia

Assistant Professor in Education, Ph.D. Supervisor and Researcher, Thailand

Senior Educationist, Author, Keynote Speaker, Co-founderTríade Educacional, Brazil

Palmans

Former Director School Administration & Business Operations (Large Education Group), Chief Operating Officer - BBD Education, Netherlands & UAE

Chief of Digital Learning and Development, Norwalk Public Schools, Connecticut, United States

Senior Teacher‘Pashko Vasa’ school Shkodra, Exceptional Volunteer, Albania

English and Literature teacher, Owner of “The Smart Teens Studio of English” in Belgorod, Russia

Former Program Director, MS in Management Program, GSATM - AU, Thailand & India

Founder & National President - ATAST, General director of IFEST² the international projects competition in Tunisia, General secretary of MILSET Africa, BRISECC member, Tunisia

Stephen Cox

Chris Wright

Dr. Lilian Bacich

Zeljana Radojicic Lukic

Dr. Stuart Grant Colesky

Liljana Luani

Ralph Valenzisi

Maarit Rossi

Elena Shramkova

Hatem Slimane

Servatius (Servee)

Dr. Varughese K.John, PhD

Global Teacher Prize Finalist 2019, 15 International Awards on STEM, STEM Instructor, Educator, Neuroscience Researcher, Trainer & Author, Greece

Dr. Venus M. Alboruto Kihyun Park

Master Teacher, Researcher, Innovator, Trainer, Philippines

Deputy Head and Dean of Faculty, Dalton Academy, Beijing, China

Shady Elkassas

Director of Innovation

Al Ittihad National Private School-Al Ain, United Arab Emirates

Former Vice President Security (Large Education Group), Former British Army Officer (Airborne Forces), Senior Advisor – Resilience and Crisis Management (Emerald Solutions Group), United Kingdom & UAE

Innovative English and ICT Teacher, Author, Japan

Innovative Educator of Online Classroom, Pungsaeng Middle School, South Korea

Master Teacher, Speaker and Researcher, Philippines

Revolutionary English Educator, Globally Connected English Studio - Hanoi, Vietnam

EdTech Specialist, Speaker and Teacher Trainer, Innovative ICT Educator, ICT learning multimedia developer, Indonesia

Distinguished Senior EFL Teacher, ISA Coordinator with the British Council, Motivational Speaker, Tunisia

Juan Manuel Pico Co-founder & Managing Partner, Education Soul, Colombia

Mr. Ngô Thành Nam

Technology Academy Manager, Microsoft Learning Consultant, Global Trainer, Vietnam

Dr. Manoj Varghese, Ph.D

Senior Director - Global Partnerships, Advisory & Consulting - Connecta®, Adjunct Faculty - Assumption University, Former Global Director Technology & Risk Management - GEMS Education, Former CIO - Athena Education.

Rania Lampou

Dr. Leonilo Basas Capulso

Angus Duthie

Herwin Hamid

Ian Deakin

Ha Nga

Hidekazu Shoto

Fethy Letaief

BREAKING THE TRADITIONAL WALLS OF EDUCATION

MENTOR’S OPINION

WHY WE MUST LEVERAGE THE POWER OF TECHNOLOGY IN MATHEMATICS

James Tanton, (PhD. Mathematics, Princeton University, 1994) and Guest of Honour and Advisor at Infinity 2023 organized by Aditya Birla World Academy

ADMIN PERSPECTIVE

TEACHERS LEAVING: IS IT PAY?

Dr. Hans Andrews, Distinguished Fellow in Community College Leadership, Olney Central College, Illinois, USA

ACADEMIC VIEWS

WHETHER WE LIKE IT OR NOT, THERE IS NO GOING BACK

Matthew Piercy, Global Educator, Hawaii Preparatory Academy & Author

HOW DOES TECHNOLOGY IMPACT OUR CHILD’S DEVELOPMENT?

Mireia Lopez Montes, Owner, DISCOVERY PLAYTIME

HOW GAMIFICATION CAN CREATE LIFELONG LEARNERS

Amanda Sinnott, Founder & Private Tutor, Hello Edu Tutoring

BREAKING THE TRADITIONAL WALLS OF EDUCATION

Stratford Hall was founded in the late 1990s by two Burnaby parents, Elaine Lee and Cindy Leung, who wanted a university preparatory option for their own children. The school opened in 2000 with only 40 students. Since then, it has added about 40 new students each year, making the current enrollment of 540 students from Kindergarten to Grade 12. In 2003, Stratford gained authorization for the International Baccalaureate (IB) Primary Years Programme: the first school in Western Canada to do so. That same year, Stratford Hall was accepted into the Independent Schools Association of BC, and later into the Canadian

Association of Independent Schools in 2005.

“In 2005, we achieved authorization for the IB Diploma Programme, ensuring that our first graduating class would be Diploma candidates. Four years later, we attained full authorization for our Middle Years Programme. We are now one of eight schools in the Lower Mainland, and one of 20 in Canada, to offer the IB Continuum Programme,” shares Ms. Meg Chamberlin, Senior School Principal, Stratford Hall.

Stratford Hall’s focus on student character and wellness is unparalleled. The school is committed to active global citizenship education, which nurtures students’ empathy and compassion towards themselves and others.

ABOUT

Ms. Meg Chamberlin is a trilingual educator with a passion for global citizenship education. She has taught across five continents and various curricula and has traveled, worked, and volunteered in fifty countries. Ms. Chamberlin holds a BSc in Chemistry, BEd in Secondary Education, Advanced French Language Diploma, and MA in Human Security and Peacebuilding. Having taught in secondary schools since 2005 (Chemistry, French, Physics, Math, Geology, Geography, Environmental Science, Yoga, and Service Learning), and after a decade of experience working with local and global stakeholders, Ms. Chamberlin became interested in supporting further research into the development and leadership of ethical and impactful community engagement, service learning, and cultural programs for young people. She completed her MA thesis exploring the impact of international service learning on adolescents. Whenever possible, Ms. Chamberlin is outdoors exploring the ocean and mountains through back-country and alpine skiing, rock climbing, hiking, SUP, canoeing, and photography.

MS. MEG CHAMBERLIN, SENIOR SCHOOL PRINCIPAL, STRATFORD HALL

This approach is grounded in the belief that character development is essential for personal and social growth, as well as for making a positive impact in the world. Located in the diverse and dynamic neighbourhood of East Vancouver, the school actively engages with the local community, collaborating with partners such as an elder’s home, a local sibling school serving a vulnerable population, the Immigrant Services Society of BC, MOSAIC (settlement and employment services for newcomers), and the New Fountain Shelter (a Downtown Eastside low-barrier homeless shelter). The school’s strong emphasis on character development is reflected throughout its academic and co-curricular programs and community engagement initiatives, all of which are grounded in the IB learner profile.

The school maintains a low student-teacher ratio, with a 1:20 ratio for K-5, 1:22 for grades 6-10, and an average class size of 1:10 for

Stratford Hall educates students to the highest global standards through the programmes of the International Baccalaureate. Excellence and confidence are developed through a challenging academic curriculum with further emphasis on creativity, action and service

grades 11-12. “Our school has a dedicated team of learning support specialists, resource teachers, and educational assistants who work closely with our teachers to support students with diverse learning needs, ensuring that each student receives individualized and small-group differentiation. We have a fully inclusive view of education, and differentiation occurs in every classroom,” pinpoints Ms. Chamberlin. The Stratford Hall faculty members have undergone professional development on universal design for learning, which is integrated across all subjects and age groups.

The educators at Stratford Hall possess a broad range of qualifications, with each teacher holding certification from the Teacher Regulation Branch in British Columbia. Ms. Chamberlin says, “45% of our teaching faculty holds Masters degrees in diverse areas such as Curriculum,

Administration, Leadership, Social Justice, and Human Security and Peacebuilding, among others. Additionally, several of our staff members are certified IB examiners.” The school provides ample opportunities for professional growth and development, including training in various areas such as International Baccalaureate curricula, restorative justice, Indigenous perspectives, and Diversity, Equity, and Inclusion.

The Tradition of Breaking the Tradition

The students at Stratford Hall consistently exceed expectations both inside and outside the classroom. “This year, our students had phenomenal results at the Pacific Model United Nations Conference, winning Best Delegate and Best Researched in two components. “Despite being the first year we have participated, we also earned 2nd place at the UBC Sauder

School of Business CAP Case Competition,” proudly shares Ms. Chamberlin. One of the school’s most noteworthy initiatives is its mini-terms, which occur twice yearly. During these weeks, the regular timetable is suspended for interdisciplinary exploration, community engagement, design thinking, and inquirybased projects. This program integrates essential elements of the MYP, DP, and BC curriculum that do not fit well into the school’s structured daily timetable. The activities include workshops on digital storytelling, escape room creation, film and improv, podcasting, dance, musical theatre, personal finance, higher-level course enrichments, mountain expeditions (skiing, tobogganing, snowshoeing), and science experimentation.

In addition, Stratford Hall is recognized for its exceptional student leadership in promoting diversity, equity, and inclusion. The school celebrates National Truth and Reconciliation Day, National Coming Out Day, Human Rights Day, Black History Month, International Mother Tongue Day, Anti-Bullying (Pink Shirt) Day, Earth Week, Asian Heritage Month, and National Indigenous History Month. The school community is committed to advancing advocacy, education, and leadership in these crucial areas through student-led activities and dialogue. “Our curriculum is inquirybased. The emphasis on experiential learning, interdisciplinary projects, community engagement, and design permeates the students’ days from Kindergarten to Grade 12. Twice per year in the senior school, we move off schedule to mini-terms, providing flexible opportunities to engage in areas of learning that do not fit well into the regular timetable,” explains Ms. Chamberlin.

Stratford Hall offers camps throughout the school year. Each camp will include outdoor/ gym play and games, as well as organized STEM, arts, and craft activities

In addition, Stratford Hall boasts three distinct buildings that cater to its PYP, MYP, and DP programmes, each with its own unique purpose and features. The PYP building is designed to accommodate two classes per grade level. It includes a spacious gymnasium, a rooftop playground equipped with a hockey pad, a flexible learning and playing space, and a garden. The MYP building is an open-concept space that houses a full-sized gymnasium, state-of-the-art weight training facilities to support the athletics programme, a beautiful open library, purpose-built science labs, a rooftop garden and play area, as well as several breakout rooms for small group study. The DP building is home to a brand-new climbing wall designed to enhance the outdoor experiential education programme. Other features of the

Under the care and guidance of Stratford Hall faculty and staff, students will grow and mature, while equipping themselves with intellectual tools, strength of character, and a global perspective that comes with an International Baccalaureate education

DP building include an IDEA lab (maker space), science labs, a theatre, and a media room. These facilities provide a solid foundation to support the school’s interdisciplinary programming and exceed the needs of its students.

Supporting the Long-Term Goals

The graduation classes of Stratford Hall have historically achieved a 100% acceptance rate, indicating that students who apply to post-secondary institutions receive at least one offer. The school offers a full-service Post-Secondary office to support students in their post-secondary aspirations. This office

provides consultation services for students and families, advising them on course selection and career planning with an eye toward post-secondary options. Beginning in grade 9, students regularly participate in lessons on careers and post-secondary education and document preparation for applications and scholarships.

The Post-Secondary Advisors at Stratford Hall offer comprehensive support throughout the application process, including proofing written documents, submitting recommendation letters, and ensuring all necessary documentation is prepared for each student application. “Our

Post-Secondary Advisors offer a wide range of lessons to assist students in selecting their best-fit opportunities, application procedures, and the art of transitioning from secondary to higher education and the world of work,”

states Ms. Chamberlin. Stratford Hall’s PostSecondary Advisors organize various events to facilitate students’ exploration of postsecondary and career opportunities. These events include a spring university fair, continuous

As an International Baccalaureate School, Stratford Hall aims to educate our students to the highest global standards while developing critical and reflective thinkers who can navigate the complexities of the 21st century

communication of university visits to the campus, and career/education-related events in the Greater Vancouver area.

The school also offers a comprehensive parent/ guardian learning series to ensure families are knowledgeable and engaged about academic, cocurricular, and social-emotional programming at Stratford Hall. Alongside curricular information on the PYP, MYP, DP, and Post-Secondary supports at the school, relevant and current family resources are provided across pertinent social and emotional topics. The student life, advisors, administration, and counselling teams work closely with families to ensure wellness is at the forefront of everything they do.

Tackling the Post-Pandemic Challenges

In recent years, especially during the pandemic, the education sector has undergone significant changes, particularly regarding a greater understanding of and attention to the mental wellness of students and staff. There has been a notable increase in resources devoted to professional development for faculty and staff in this area. Moreover, recent experiences have shown that student behaviour is more closely tied to their individual environment than their age, which has been further exacerbated by the unequal and varied impact of the pandemic on families.

“There is an essential need for greater socialemotional support for students and families,

particularly in areas such as relationship development and consent, healthy coping skills, eating and sleeping habits, as well as digital citizenship and managing online behaviour. While these are not new challenges for young people, the pandemic has heightened the need for differentiated supports in these areas due to trauma and delayed social learning,” opines Ms. Chamberlin. Stratford Hall has implemented robust student support systems, including advisory (with a 1:11 teacher-tostudent ratio), counselling, learning support, and parent/guardian learning series, which provide

a framework for engaging with its students and families on these important topics.

To Make a Difference in the World

Stratford Hall’s overarching goal is to develop individuals who can positively impact the world. This is achieved through various avenues, including classroom learning, international trips, and stage performances while emphasizing the International Baccalaureate Learner Profile. As part of its commitments, Stratford Hall aims to maintain its focus on educating the whole child to the highest global standards while engaging its inclusive community and ensuring stable leadership. The school also aims to continuously improve in all aspects and establish meaningful relationships with its neighbours. Additionally, Stratford Hall is committed to promoting diversity, equity, and inclusion (DEI) and environmental

Stratford Hall’s diverse and dynamic student population reflects that the school’s International Baccalaureate Diploma Programme is not only accessible but achievable. Stratford Hall students challenge themselves, while always being themselves

sustainability. “Tied to our Vision, Mission, and Values, we have developed a Bridge Plan with three specific goals that articulate the broad results that, when achieved, will move our school closer to our desired future. Under each goal, we have laid out key initiatives that we will undertake over the next 18 months to achieve our goals,” explains Ms. Chamberlin.

Goal 1: Education - Reaffirm our Identity

In the next 18 months, Stratford Hall will work collaboratively with its community to revisit its mission, vision, and values to ensure they accurately reflect the school’s essence. As a school recognized for its challenging and innovative approach to learning, Stratford Hall is committed to engaging students in experiential learning and exploring opportunities to enrich its co-curricular programming. The school aims to identify and communicate its unique qualities by renewing its mission, vision, and values statements. Additionally, Stratford Hall will embed a focus on Indigenous reconciliation into its programs and practices. These initiatives are aligned with the school’s overarching goal of educating the ‘whole child.’

Goal 2: Community - Reignite Our Culture

Stratford Hall recognizes the importance of student health and well-being in promoting successful learning and growth. The school is committed to providing individualized care and support to establish the foundation for a fulfilling and purposeful life. The school attributes much of its success to its

dedicated faculty and staff. In line with its student-centred learning approach, Stratford Hall prioritizes attracting, developing, and retaining exceptional employees from diverse backgrounds and experiences. “School spirit refers to the sense of pride, identity, and community we all share. It is essential to who we are and how we represent our school. We will strengthen our community together and reignite our culture,” pinpoints Ms. Chamberlin. Stratford Hall aims to strengthen its community and reinvigorate its culture by enhancing school structures that support mental health and well-being, improving family engagement through transparent communication, and promoting diversity, equity, and inclusivity through education and dialogue.

Goal 3: Growth - Reinforce Our Organization

As a young and dynamic school, Stratford Hall recognizes the value of its unique East Vancouver location and is poised for a strong future with the recent acquisition of the middle building. The school is currently exploring the most effective use of this new space to support the evolving needs of its students and community. “We continue to be committed to ensuring the financial strength and sustainability of our school and enhancing the culture of philanthropy to support and develop opportunities that will strengthen the Stratford Hall experience,” shares Ms. Chamberlin. Stratford Hall will focus on responsible governance and strong leadership practices to ensure a stable future for our school.

Why We Must Leverage the Power of Technology in Mathematics

James Tanton, (PhD. Mathematics, Princeton University, 1994) and Guest of Honour and Advisor at Infinity 2023 organized by Aditya Birla World Academy

Can you tell us about your background and how you became interested in mathematics education?

Growing up in Adelaide, Australia, I lived in an old Victorian house with a tin-pressed ceiling featuring a 5x5 array of 25 squares. I would spend hours staring at the ceiling counting the squares and rectangles, and eventually conjuring a myriad of mathematical games and puzzles to keep myself entertained! And

although I did not realize it at the time, my early fascination with this simple grid laid the foundation for my future love of mathematics. In school, although I was considered gifted in mathematics, I struggled to connect with the subject due to the tedious and boring approach to teaching that dominated the curriculum. I longed to understand the “why” behind algorithms and procedures but was only taught to “do” them and focus on getting

Mathematics has the power to sharpen thinking skills and by using technology, we can help students apply these skills to all aspects of their lives

Dr. James Tanton earned his PhD in mathematics from Princeton University. He is an author, a consultant, and ambassador for the Mathematical Association of America in Washington D.C., chair of the Advisory Council for the National Museum of Mathematics, and a founder of the Global Math Project, an initiative to transform the entire world’s perception of what mathematics can, and should, be. This program has now reached over 6 million students and teachers across the planet. James has taught mathematics both at university and high-school institutions. He advises on curriculum, consults with teachers, and gives demonstration classes, lectures, and professional development sessions across the globe. James is also a recipient of a Joint Policy Board for Mathematics communication award for 2020. In a conversation with K12 Digest, Dr. Tanton talks about his research projects and importance of problem-solving and critical thinking, and much more.

the answers quickly. It wasn’t until I took a course in Abstract Algebra at university, where I was studying Theoretical Physics, that I finally grasped the essence of mathematics. I learned that maths is really about discovering underlying structures, identifying key features, and explaining why they work. This sparked my switch to pure mathematics and eventually led me to earn a PhD in the discipline from Princeton University.

After obtaining my PhD, I became a university professor with a strong focus on teaching and outreach. However, I felt a calling to make a greater impact and became a high school teacher for nearly a decade. My approach to making maths joyful earned

me national recognition, and I was eventually recruited as Mathematician-at-Large by the Mathematical Association of America.

I now travel the world with the hope to inspire students and educators to embrace the joy of mathematics, viewing it as a tool for empowering and fostering self-agency. I believe that meaningful mathematical thinking helps individuals become confident, competent, and active citizens in the world.

What are your current research projects and how they relate to mathematics education?

I have switched gears somewhat, from my formal teaching days at university and high

In essence, mathematics is all about problemsolving and critical thinking, and it can act as the perfect vehicle to teach students important life skills

school, and I am now on a mission to make maths joyful again, in any way I can. I would not say it is a strict research project, but I frequently give talks, host workshops, and write books and articles. You could say I am on a global mission to help students and young people all over the world discover the joy of learning mathematics. No fancy labels or research project titles are needed on this, just a passion for making maths a fun and empowering experience for all!

How do you think technology can be effectively used in the classroom to enhance learning?

As a mathematics teacher, I believe in embracing technology in the classroom instead of denying it. I have no issue with students using technology to get answers, be it calculators, textbook back pages, or even Siri. My focus is on helping them understand how they got to those answers, and breaking down formulas and algorithms. I truly believe that, as 21st-century educators, we must leverage the power of technology, especially in mathematics. Instead of restricting students from using technology, we should encourage them and guide them in critically analysing and questioning what they know. Mathematics has the power to sharpen thinking skills and by using technology, we can help students apply these skills to all aspects of their lives. We should not deny technology but, rather, harness it to empower our students.

Can you speak to the importance of problem-solving and critical thinking in mathematics education?

In essence, mathematics is all about problemsolving and critical thinking, and it can act as

the perfect vehicle to teach students important life skills. This is because maths is beautiful at giving students a problem and helping them to engage in the first two fundamental steps of problem-solving. Step one in overcoming any problem is to acknowledge your emotional reaction to it. It is normal to feel nervous, intrigued, doubtful, or even scared, when faced with a problem. It is important to accept and acknowledge these emotions.

Step two is to take a deep breath and do something. This can be anything that moves you past your initial emotional reaction and helps you to tackle the problem. This could be drawing a picture of the problem, translating it into symbols, or taking any other action that may help.

By practising these two fundamental steps, you can develop the habit of overcoming problems and moving past emotional reactions. This skill is not only useful in maths, but also in life. Whether it is becoming a parent for the first time or facing any other challenge, acknowledging your emotions and taking action can help you to overcome obstacles. If we can teach the world to take these two steps, we can create a powerful generation for the future.

Can you discuss your approach to promoting diversity and inclusivity in maths education?

Here I want to reiterate what I have been saying all along: we have to radically change the way we approach the teaching of mathematics in schools across the globe. The subject continues to be taught as a series of dry formulas and equations, without acknowledging the rich human history and culture behind its development. For instance, did you know that

different parts of the world count differently?

In the UK and many parts of Europe, counting begins with the thumb and ends with the pinky. In Iran, counting starts with the pinky finger. In Japan, counting begins with fingers extended in an open palm, which is then drawn in to form a closed fist. In India, counting is done by using the lines between the segments of fingers, with each digit representing four numbers and the entire hand representing 20. And in some Bantu languages spoken in Tanzania, both hands are used symmetrically in counting, with the index, middle, and ring finger of both hands representing the number six.

Each of these methods of counting speaks to the diversity and richness of the history of mathematics. By highlighting these diverse backgrounds and cultures, we can show students that maths is not just a subject for a select few, but a field that is accessible to everyone.

How do you see the field of mathematics education evolving in the next 5 to 10 years?

While the pandemic did lead millions of students across the world to embrace online learning, I think we have really lost out on the human connection in education. So, I think that the next coming years will be spent in rebuilding these connections. It is also important to note that the education system is, in general, resistant to change, so it would be hard to envision any radical deviation in the way teaching and learning is conducted in the next five to ten years.

However, what I am sure of is that the current method of measuring success through

exams and grades is inadequate and does not accurately reflect the comprehensive understanding of the subject, especially when it comes to maths. Therefore, in the coming years, it will be crucial to find a more meaningful way to define success in mathematics education and foster a more inclusive and engaging learning environment.

Can

you discuss any initiatives or programs you have been a part of that aim to improve maths education for underrepresented groups?

I have been a part of initiatives aimed at improving maths education for underrepresented groups through delivering lectures and talks, hosting workshops, and writing books that emphasise the human aspects of mathematics. My goal is to bring the subject to a wider audience and show that it is a fundamentally human endeavour with a rich history and context. By teaching maths through the lens of its human story, I aim to make it more accessible and engaging for all learners.

As part of my larger goal to make maths interesting for all, I have recently also been part of Infinity 2023 - The Ultimate Math Championship, an international initiative for students, organised by Aditya Birla World Academy (ABWA) in association with BITS Pilani and the University of Waterloo (Faculty of Mathematics). The championship encouraged students to demonstrate their mathematical abilities and their creativity. The event’s finals included competitions such as Pass the Baton, in which each team member contributed to a portion of the solution while

the third member provided the final answer, and Bulb Your Ideas, in which the teams presented their solutions to the jury in the form of a dance, song, skit, or in another creative and engaging manner.

one of the best ways to support students who grapple with mathematics is to open up their minds and show them that it isn’t the drab subject that it is portrayed to be. Mathematics is a fundamentally human endeavour — created by humans, for humans, and is replete with humanness. All the practices and quirky jargon of mathematics have a human context and a human story. And we humans enjoy stories. We are each intrigued and puzzled by different aspects of a story. So let us teach mathematics with the honest context of the human story in mind too.

Can you speak to the role of creativity in maths education and how you think it can be fostered in students?

How do you think teachers can best support students who struggle with maths?

There are always the traditional methods to help students struggling with any subject that involve devoting individualised attention, being encouraging, pairing the students with a buddy in class to help them etc. However,

To cultivate creativity in mathematics education, I firmly believe in nurturing an atmosphere that invites students to embrace discovery, experimentation, and interconnecting mathematical ideas. I suggest educators cultivate this kind of atmosphere by creating opportunities for students to experiment with open-ended questions, collaborate with their peers, and actively engage in hands-on exercises that bring mathematical concepts to life. By linking mathematics to real-world scenarios and sharing stories that demonstrate the connection between humans and mathematics, students will gain a deeper appreciation for the subject. Moreover, it is crucial for teachers to cultivate a positive and supportive learning environment that embraces mistakes and encourages students to try new problem-solving methods. By doing these experiments students will gain the confidence to take risks and pursue their own creative ideas, leading to a more profound understanding of mathematical concepts.

By linking mathematics to real-world scenarios and sharing stories that demonstrate the connection between humans and mathematics, students will gain a deeper appreciation for the subject

Can you discuss any notable accomplishments or contributions you’ve made to the field of maths?

I have had the privilege of writing several maths-related books including “Solve This: Math Activities for Students and Clubs” (MAA, 2001), “The Encyclopedia of Mathematics” (Facts on File, 2005), and “Mathematics Galore!” (MAA, 2012), and working on selfpublishing additional texts as well. My work has received recognition through various awards and honours, including the Beckenbach Book Prize, the Kidder Faculty Prize, and the

Math Hero Award. I am also grateful for the recognition I have received for my teaching and writing, including the Trevor Evans Award, the Princeton University Engineering Council Teaching Award, and the Homer L. Dodge Award. I have also had the opportunity to publish research and expository articles and have helped high school students in pursuing their research projects and seeing their results published through extracurricular research classes. I consider myself fortunate for being able to make a contribution to the field of mathematics.

It is crucial for teachers to cultivate a positive and supportive learning environment that embraces mistakes and encourages students to try new problem-solving methods

Branksome Hall

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Keyperson: Greg MacGilpin, Jr, Head of School

Admission:

https://www.baldwin-school.org/apps/ pages/Baldwin-Admission

United Nations International School

WillowWood School

Location: Toronto, Canada

Location: New York, United States

Website:

Keyperson: Dr. Jennifer Amos, Chief Academic Officer

Admission:

https://www.unis.org/admissions

Website:

https://www.willowwoodschool.ca/ https://www.unis.org/

Keyperson: Fred Howe, Principal

Admission:

https://www.willowwoodschool. ca/admissions

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and beyond

THE BALDWIN SCHOOL OF PUERTO RICO

Transcending the Boundaries of Traditional Learning

Visiting Puerto Rico, a Caribbean Island and unincorporated U.S. territory, is a one-of-a-kind experience. This Caribbean paradise has a rich history and culture, exceptional food, pristine beaches, majestic mountains, relaxation, adventure, and, more than everything, a creative space for school education. Situated on a tropical 23-acre campus in the metropolitan area of San Juan, with access to the history, vibrance, and ocean of the Caribbean region, The Baldwin School of Puerto Rico is one of the prominent schools on the island. This diverse population of over 800 students of different nationalities offers the PYP, MYP, and DP programs as a World IB Continuum School.

Talking about the establishment of Baldwin School, Head of School Greg MacGilpin, Jr says, “In 1968, a group of educators and entrepreneurs had the vision of providing K-12 college preparatory education on the island. What started as a tiny school in temporary classrooms in empty fields has, over the last 55 years, become the leading PPK-12 IB World school in the Caribbean.” A non-profit, non-sectarian, international, college preparatory school, the mission of Baldwin School is straightforward: to offer a challenging and diverse learning environment that fosters independent and ethical thinking through critical inquiry, honest reflection, and positive action.

“We believe it is crucial that our students graduate with the knowledge, skills, and courage required to positively impact the challenging and uncertain world in which they live. As living with the global storms that are inevitable in our

Baldwin is well known for its beautiful, spacious, and well developed 23 acre campus, which is in a constant state of evolution in order to maintain an optimal learning environment for an ever-changing world

part of the world, we know our students must understand the disruption and volatility around them by obtaining an understanding of the world with empathy, that they must learn t to design and contribute towards possible solutions, and as we have done many times, support their communities with action and resources to lift up others,” explains Mr. MacGilpin.

To fulfill the school’s mission, Mr. MacGilpin and his team strive to create a constructive, supportive student/teacher relationship that is essential to ensuring positive student outcomes. Mr. MacGilpin opines, “Encouraging students through provocations and inquiry to develop ownership and agency over their learning when they are young helps them become selfmotivated, independent, and confident learners as they get older. We reinforce these interactions at Baldwin, derived from a belief in relationships and a strong aspect of Puerto Rican values.”

Equally significant and often overlooked in many schools, Baldwin School considers play, fun, and joy as a part of life that must be celebrated and nurtured throughout the entire school experience, whether a Kinder student or IB diploma candidate. “Students at Baldwin have fun- in their classroom, on stage, on the field, with each other- and we support finding that balance of rigor and vigor on our campus,” pinpoints Mr. MacGilpin.

Setting New Benchmarks in Teaching and Learning

Today Baldwin School is well known for its rigorous curriculum and vibrant campus life. “We emphasize sharing our ideas frequently and collecting feedback to improve, and our faculty’s ability to inculcate such dispositions sets us apart. Through significant resources and time training, our teachers utilize a similar

ABOUT GREG MACGILPIN, JR., HEAD OF SCHOOL

Greg MacGilpin, Jr., a dedicated educator and leader at excellent K-12 co-ed schools in the United States, Puerto Rico, Lebanon, and Costa Rica, has focused his entire career on building learning communities for the benefit of students, faculty, staff, and school families. In 2023, Mr. MacGilpin completed his 30th year in independent school education, inspiring students through creating programs and constructing new spaces—all while fostering collaborative, experiential, international, and technology-rich learning to address the challenges of providing a balanced education in the 21st century.

Mr. MacGilpin, Hobart College, B.A. 1993 and Columbia University M.Ed. 2000, started his career as a kindergarten teacher, learning from the beginning that children learn when they are engaged and when we, as adults in their lives, meet them where they are. From the classroom to leading a school, Mr. MacGilpin’s goal is to instill confidence in all of the school’s constituencies, encourage us to take risks, and leap far and often. He seeks to shape school cultures for students to actively participate in their learning while discovering the rewards and satisfaction of hard work.

learners’ mindset that we want to have in our students and hold a high standard for authentic research,” states Mr. MacGilpin. Baldwin School understands that effective professional development opportunities must be ongoing for those who work with children to effectively impact student learning. The teachers at Baldwin School routinely develop their own knowledge and model for students that life-long learning is essential and useful. This development creates a culture of learning throughout the school. Mr. MacGilpin adds, “We provide opportunities both on campus, on the island, and internationally. Our faculty members attend online workshops on pedagogy, curriculum development, and wellness and conduct school visits overseas to observe and consider alternative processes.”

Over 90% of the faculty members at Baldwin School are fully bilingual in Spanish and English, all with undergraduate or graduate degrees in either education or an area of study related to their content. Some faculty teach at universities in Puerto Rico, and others are supported to pursue advanced degrees. In addition to training all IB teachers in corresponding IB pedagogy, educational practitioners from similar IB schools or experts in their field lead workshops on Baldwin’s campus several times during the year. Most recently, seminars on augmented reality and developing and aligning math assessments were facilitated with students. “With the average tenure of faculty at Baldwin around 14 years, we have the opportunity to deeply align and engage in testing our ideas and then improving practice for our own students through multiple years,” shares Mr. MacGilpin.

Baldwin School teachers use ongoing formative assessments to monitor student’s progress and the best approach to learning. It helps the teachers to understand how the students learn best and allows them to differentiate according to each student’s specific needs and goals. Mr. MacGilpin explains, “Our small class sizes and groupings offer individual attention to the students. We have multiple

teachers in each classroom from PPK through grade 3, and class sizes of 18-20 students with a dedicated inclusion specialist and orientation of activities and curriculum focused on the wellness of our students.” Baldwin School has three psychologists, one for each ‘school,’ who help form a student support team and lead child protection oversight.

Baldwin School is a leaders in independent English language education in Puerto Rico, providing innovative programs in a nurturing environment on an exceptional campus

Building a Sense of Belonging

“While obvious, our faculty and students know that thinking happens mostly in our heads, invisible to others and even ourselves. Therefore, at Baldwin, we emphasize that all students externalize their thoughts through speaking, writing, drawing, or creating common experiences,” states Mr. MacGilpin. From Primary Years Program, Baldwin School values students speaking and presenting their ideas and thinking to their peers. The teachers

encourage students’ voices and create routines in which students share and then listen to others. Mr. MacGilpin, “In all of our classrooms, discussions are centered on the student’s ideas, with the teacher acting as a guide and facilitator to deepen the learning of content.”

Baldwin School conducts Town Halls consistently to foster this independence and openness to publicly share students’ thoughts and to teach that ideas shared and feedback solicited is powerful in the learning process.

“At any town hall, from grades 1 through 12, you will witness students sharing what they learned in class, presenting social initiatives for participation, asking for opinions through quiz shows, and raising school spirit. The result is an inevitably improved understanding of the world- whether it be just each other’s sphere or a global concept learned and applied creatively in multiple classes and situations,” explains Mr. MacGilpin.

As an international school, Baldwin leverages a unique mix of students that hold Puerto Rican culture and identity as primary and is a hub and host for families from other countries. “This combination brings an intercultural awareness uncommon in many peer schools and allows our students to engage with unique perspectives while deepening a sense of current place- Puerto Rico- as our chosen community,” adds Mr. MacGilpin. The culture in Puerto Rico and the community at Baldwin value the warm embrace of belonging to a community. In fact, one of the clear outcomes of the pandemic is the need to belong and be together. Throughout the school year, Baldwin School continues to host activities

Baldwin’s faculty and staff inspire and empower the students to be creative, balanced, open-minded, culturally aware thinkers and life-long learners, with passion to learn critically and act compassionately

and workshops to engage parents with the curriculum and approaches to learning and host social events to create bonds among all the stakeholders.

“Our Parent Teacher Organization (PTO) helps organize whole community gatherings, such as Family Day and our Holiday Bazaar, and it is more often than that there is standing room only at events like SportsFest, Dia Puertorriqueno, or our Ring Ceremonies,” shares Mr. MacGilpin. The school leverages social media, weekly communication celebrating student successes, and online platforms to help families navigate school and studies and support their children. It is true that when schools and families operate in partnership, everyone benefits: students feel a greater sense of belonging both inside and outside the classroom, while families see the school as an essential asset. “We see the link between family and school paramount to our success, and we know each other by name. We support and celebrate our kids as a family. And in turn, families celebrate us and trust our processes and approach to learning,” says Mr. MacGilpin.

Learning Beyond the Walls

At Baldwin School, students have access to numerous co-curricular clubs, often generated through interest and social need. They participate in interscholastic athletic programs from ages 8-18 and can join our Stage Company or Glee Clubs or run the school’s YouTube Streaming channel. Mr. MacGilpin says, “On any given Saturday, our campus is host to a surge of activities- volleyball tournaments, play rehearsals, soccer clinics, faculty aqua aerobics- as well as student groups engaged

Baldwin students take pride in their artistic endeavors as both creators and perform

with others on the island or, at times, traveling internationally to programs such as MUN, Close-Up, or outdoor hiking expeditions.”

Baldwin School has numerous courses where innovation and creativity are deliberately fostered. For instance, all students must take Design Cycle coursework in grades 6-10, culminating in year-long Community Service and Passion, or Personal, Projects. Baldwin employs robotics, circuit design, block programming, CAD, and other technologies and methods in this coursework. Students currently use a variety of programs, laser cutters, 3D printers, hand tools, etc., to advance their ideation and prototyping, and the

new C.R.I.B. will help match the physical spaces with the learning already underway. Mr. MacGilpin shares, “We see problemsolving happening backstage to build a set or work microphones, we see it in the reactions to too much plastic in our foods, we see it in engineering a music app for others to rate and share musical tastes.”

Equally important to the materials, pedagogy, and spaces are the people who create the environment for creation and iteration. Mr. MacGilpin explains, “Our teachers inspire and encourage students to take risks with their learning and to find creative solutions to problems. See something you believe needs fixing? How will you go about it? How will you test if your idea is better? Students will make appointments with key leaders to propose ideas, send and collect survey

data from their peers for taking action, call community members to ask what they need, and at certain points during their years, present their findings to larger groups. These actions promote and instill a sense of agency, leading to students wanting to create and contribute more. We believe this inevitably leads to an innovative mindset.”

Many of Baldwin’s students create smaller groups, often using learning from their classes, and extend themselves beyond the curriculum and requirements at the school. They enter local and global competitions, such as the prestigious Scholastic Art and Writing Awards, AMC8

Math competitions, UPenn’s Global High School Investment Competition, and the Horn Entrepreneur Diamond Challenge. In the past three years, Baldwin School has had over 30 U.S. Presidential Scholar nominees, multiple National Semi-Finalists and Finalists, and earned significant scholarships and aid for universities of their choice. Students compete internationally through Model UN, share their community projects with local leaders, and lead student-organized events in Puerto Rico, such as the Fridays for Future and the National Honor Society’s Next Generation experience.

Baldwin is committed to the continuous integration of educational technologies that facilitate classroom instruction and contemporary classroom design to facilitate collaborative learning

A Modern Space in the Middle of Nature

Approximately a third of Baldwin School’s entire campus is a dedicated, undeveloped forest, recognized as an official National Wildlife Federation natural habitat. It is a special gift for classes of all ages to explore, experiment, and enjoy the beauty of Puerto Rico’s lush vegetation. The campus at large is a beautiful outdoor space, offering the opportunity for facilities for team sports and family fun days and supporting a natural learning environment for young people to thrive. “Our 23-acre campus in the San Juan suburb of Bayamon combines modern learning spaces within natural surroundings. Children ages 3-6 explore, play, and create in our Oxman Early Child Center, students in grades 1-5 study in our Elementary School, and students in both the Middle Years and Diploma programs use a variety of classrooms within the Upper School

buildings as well as other spaces on campus,” shares Mr. MacGilpin.

Each of the three ‘schools’ orients classrooms to face a large inner courtyard with social spaces and play-inspired structures, including a live-in tortoise named Mr. Dribbles cared for and growing alongside Baldwin students! The design of the three schools within the Baldwin campus is intentional - to create smaller communities with open field courtyards to allow similar-age students to share common spaces, events, and experiences and thrive indoors and outdoors every day. “We see each other every day as a community,” says Mr. MacGilpin.

Complementing the three schools and common courtyards are multiple centers that further support student experiences and offer opportunities for community activities. “Our Visual Performing Arts Center (VPAC) is a modern 500-seat theater, studio, with a green room, outdoor atrium, and multiple dressing

rooms and is our hub for creative expression and celebration of talents and accomplishments,” shares Mr. MacGilpin. Baldwin’s Pennock Field House holds a full-size basketball and volleyball court, outside courts, and several classrooms and is a center for our interscholastic athletic program, wellness, and physical education programs; adjacent to the field house is a 25-meter competitive pool with a non-swimmer area for early years instruction.

“Our soon-to-be-built 17,000 sq. foot, two-story Center for Research and Innovation at Baldwin (C.R.I.B.) will physically and pedagogically change our campus’s landscape. Much like the word implies, the C.R.I.B. will be the space to nurture ideas and possibilities in their early stages, a place to teach students to prototype, to use interdisciplinary approaches in their learning to solve problems,” claims Mr. MacGilpin. The design and construction of the center support the established belief in research literacy and ongoing use of multimedia, computer sciences, applied sciences, and secondary/tertiary language acquisition and development. This center addresses the need for dedicated maker spaces that match our current desire to foster ideation, design thinking, prototyping, and presenting our ideas effectively to others.

The Way Forward

“Adding the C.R.I.B. as the third center on campus is critical to provide our community and for organizations outside of Baldwin with an additional environment for students to gain the skills required to succeed in today’s challenging world,” says Mr. MacGilpin. At the forefront of Baldwin’s education is the continuation and focus on the ability to think critically, visualize

and implement solutions for complex problems, solve situations, and drive global advancements in the real-world sciences and technologies.

Baldwin School seeks continued professional development in becoming even more adept at engaging students in critical thinking, communication of ideas, and the ability and willingness to create. “With artificial intelligence, virtual reality, and hybrid social interactions all part of our children’s lives, our intent over the next three years must be to not only be aware but figure out how to incorporate such concepts into an already rigorous academic program,” shares Mr. MacGilpin. Baldwin will continue exploring its identity as a school, student body, and diverse family population in Puerto Rico.

“Who we are as a school, much like the community around us, is evolving, and we hope to become even more interculturally aware, really owning the place where our various cultures intersect, and truly becoming global adept by seeing local systems interconnected to challenges elsewhere,” pinpoints Mr. MacGilpin. In fact, Baldwin is a place where ideas from ‘the other’ can be shared and valued. As a school, Baldwin will integrate the local knowledge and wisdom of Puerto Rico by preparing its children to serve here or anywhere in the world.

Baldwin School is also working to partner with local and international talent. “We have a history of listening to and leading workshops and summer institutes on forward thinking in education, and using the centers such as the VPAC and Innovation Center, our continued goal will be to train program leaders and educators in foundational pedagogy and the studio concept, to advance design thinking at Baldwin and the larger Puerto Rico sphere. And have a ton of fun doing so,” concludes Mr. MacGilpin.

Teachers Leaving: Is it Pay?

Dr. Hans Andrews is the Distinguished Fellow in Community College Leadership through Olney Central College in Olney, Illinois. He is a former president of the college. He also served as Dean of Instruction at Illinois Valley Community College and Vice President for Community and Student Services at Kellogg Community College in Battle Creek, Michigan. He was an adjunct teacher for Illinois State University and a business teacher-counselor in two secondary schools.

Arecent RAND survey of teachers who voluntarily left teaching during the pandemic found a full 64% of respondents said their pay wasn’t sufficient to merit the risk or stress. Offering more competitive compensation is an important strategy for both retaining current teachers and recruiting new ones.

Tara Kini: Chief of Staff and Director of State Policy at the Learning Policy Institute Teachers across the world are in shortages at this time. A recent check in several countries

showed the following shortages reported in early 2022-2023:

Australia: Positions open used to draw 40, 50, or 60 applications. The last physical education position drew one application. Some parts of the country began offering payments to student teachers so they could continue to completion of their degrees. Retention bonuses have been suggested by the Australian Education Union in Victoria to help keep experienced teachers. Victoria had 900 positions still opened at the

Dr. Hans Andrews, Distinguished Fellow in Community College Leadership, Olney Central College, Illinois, USA

Over 80,000 teaching position were open yet in September of 2022 in the combined countries of Germany, Hungary, Poland, Austria, and France. Germany alone recorded 40,000 some openings

opening of school. Individual school districts were offering up to $10,000 bonuses to attract teachers to their districts.

In their National Teacher Workforce Action Plan the two top considerations needed immediately are listed as (1) keeping teachers and (2) elevating the profession.

Africa: In a UNICEF report titled ‘FOR EVERY CHILD’ was highlighting the need to overcome what is reported as the worse teacher shortage in the world at this time. The report suggested that by 2030 there would be the need for 6.1 million teachers at the primary level.

European Nations: Teacher shortages have been labeled a ‘staffing disaster’ due to several factors. Teacher studying hours have been cut, class sizes are increased, and recruitment is falling significantly behind.

Over 80,000 teaching position were open yet in September of 2022 in the combined countries of Germany, Hungary, Poland, Austria, and France. Germany alone recorded 40,000 some openings. Poland stood at 20,000 and the immigrants from Ukrainian put much additional pressure on their school systems.

In the UK the concern from recent surveys showed some 30 percent of their academic position people plan to stop within the first five years of their careers.

India: Studies estimate there are one million or more teacher shortages in the country. More than 5 lakh (1 lakh is equal to 100,000) shortages exist in elementary schools and 14 percent of secondary school are lacking in the 6 prescribed teachers needed. It is worse in the rural areas. In addition, there are many unqualified teachers

Funding for teacher salaries is a worldwide phenomenon at this time in history. Almost every study made on teacher shortages low teacher salaries were near the very top

working in all sectors. Burnout, low pay and/ or no contracts exist. Forty-two percent were working without a contract in public schools and 69 percent in private schools. The 2021 UNESCO report found 1.1 lakh schools (110,000 schools) were staffed with one teacher only.

United States: The National Education Association’s latest survey summarized that there were close to a 300,000 teacher shortage in the U.S. The following states provide a

‘sampling’ of these shortages at the start of the 2022-23 school year:

Alaska: Over 1,100 opening out of 7,400 teaching positions.

Arizona: Seven years of shortages with 9,600 open positions.

California: Reported 100,000 positions were in need of fully qualified teachers.

Florida: A total of 4,442 vacancies reported.

Minnesota: A total of 84 percent of schools, both public and charter, had openings.

New Mexico: 1,344 vacancies reported. Dr. Greg Rockhold, a school superintendent in New Mexico, pointed out that when there are 700 teachers short it equates to 17,500 students without a licensed teacher.

New York: The need was 180,000 openings would need to be filled in the next decade.

Nevada: 1,400 teachers were needed.

Teacher Salaries

Funding for teacher salaries is a worldwide phenomenon at this time in history. Almost every study made on teacher shortages low teacher salaries were near the very top. There is now also a strong concern of many more leaving the profession now and in the next few years, many teachers are working extra hours out of schools now and/or take on second jobs in the evenings and/or weekends to make a living.

The Teacher Salary Project in the United States has been pushing for a $60,000 US beginning salary for entering teachers. This has recently become a proposal that in now in the United States House and Senate being discussed. Whether it gets legislated soon or not will take time and much more discussion and debate.

There are a number of issues that are causing these shortages. Low salaries, difficult working conditions, burnout, lack of administrative and/or community support are those most often mentioned

One school district in Oregon just passed the $60,000 US beginning salary. Their concern now is how to fund it as well as all the other teacher salaries for other than beginning teachers. This will be a challenge for this school district and all others in the months and years ahead. The following is a proposal that should be considered in the US and many other countries. There will need to be local adaptations to this salary improvement proposal by each country.

Bonding for Salaries

School districts across the U.S. often use bonding as a way to cover expenditures that accrue and cannot be met with their yearly budgeted funds.

How Bonding Works:

A Bond Accountability Commission* describes bonding for school districts as follows:

A very common way a school district may borrow money is to issue a bond which works like a loan and ask taxpayers for a Bond Levy, or an increase in property taxes. The increased amount of taxes pays back lenders or bond holders and the interest on the loan.

It is not unusual for School districts to use bonding as a ‘short term loan’ to borrow money to pay for major facility renovations and/or new buildings. They also use it to purchase classroom equipment, furniture, and new technology. Most of these are considered short-term projects. Once the bonded funds are running low with no longterm funding found, bonding should and can be repeated.

Closing Comments

Teacher shortages are in a crisis or a near crisis situation in most places around the world. A number of the countries where the shortages are very large and growing have been brought to the forefront in this article.

There are a number of issues that are causing these shortages. Low salaries, difficult working conditions, burnout, lack of administrative and/or community support are those most often mentioned.

The focus here is on salaries as they are the most mentioned reason teachers have left or are planning to leave their school districts. How to adequately raise teacher salaries to a ‘living’ wage is seldom found in the literature or proposals on how to overcome shortages. The Teacher Salary Project in the U.S. has worked hard in recent years to have legislated changed to make it happen.

A fairly commonsense proposal was outlined above on utilizing ‘bonding’ for a short-term solution. Bonding can be for a 3- or 4-year period or longer. Educational institutions and government officials must come to grips with this shortage and appropriate funding to raise these salaries in almost every country. Bonding offers an immediate means to get the process started. Long-range solutions, however, will solve the problem and offer the stability needed in the years ahead.

Mentioned above on the impact of even a low teacher shortage of 700 teachers can affect over 17,000 students clearly makes clear what the outcome of the crisis becomes.

Our elementary and secondary school students are waiting for us to provide the professional teachers they need now!

UNITED NATIONS INTERNATIONAL SCHOOL

Celebrating 75 Years of Excellence in Fostering Innovation, Creativity, and Cross-cultural Communication

Located one mile south of the United Nations in Manhattan, on a site overlooking the East River, United Nations International School (UNIS) is exceptionally diverse, inclusive, and culturally rich. In fact, no other school in the world can boast of having students from over 100 countries, speaking more than 90 mother tongues, and a faculty representing over 50 nationalities. Multiculturalism and multilingualism truly define the UNIS experience. “Our Modern Languages Department has over 60 faculty members who teach 9 languages schoolwide. The robust program starts in Junior School (elementary school), and we also offer mother tongue and foreign language

Founded in 1947 by a group of United Nations parents to provide an international education for their children, UNIS has grown into an internationally recognized educational institution

curriculum. Our students are offered far more than a solid grounding in classic and contemporary academic disciplines,” says Dr. Jennifer Amos, Chief Academic Officer of UNIS.

UNIS was founded in 1947 to serve the educational needs of children of United Nations staff and diplomats and others who wished for their children to have an international education. “Today, seventyfive years later, with 1,450 students from Pre-Kindergarten to Tutorial House 4 (high school senior year), we remain steadfast in our commitment to provide a premier international education with United Nations ideals and principles at its core.” Shares Dr. Amos. UNIS was one of the founding schools

ABOUT DR. JENNIFER AMOS, CHIEF ACADEMIC OFFICER OF UNIS

Jennifer Amos joins the UNIS team with a heart for helping students to develop as critical and creative thinkers who set and achieve high goals. She holds a Ph.D. in Educational Administration with a concentration in Curriculum and Instruction from the State University of New York at Buffalo. She also holds degrees from Houghton College (B.A.) and New York State University at Albany (M.S.) A certified Reading teacher, Dr. Amos began her career as an English teacher and has extensive administrative experience in primary, secondary, and higher education.

Before joining the UNIS team, Dr. Amos served as High School Principal in the South Orangetown Central School District at Tappan Zee High School and as a PreK-12 Curriculum Coordinator and Middle/High School Principal in western New York. In these capacities, Dr. Amos has led strong instructional teams that work from a core value of doing what is best for students. Through this lens, she has shaped sustainable systems that resulted in steering students toward setting and achieving high goals in their academic pursuits and beyond.

of the International Baccalaureate (IB) and was among those awarding the first diplomas.

Instilling the Ideals of the United Nations

Under the auspices of the United Nations and guided by its ideals, UNIS provides a rigorous international program in an inclusive and diverse learning environment focused on academic excellence. The school fosters innovation, creativity, and cross-cultural communication, educating and inspiring its students to become an active force in shaping a better world: peaceful, compassionate, and sustainable. The connection with the United Nations is a unique feature of UNIS. The school teaches students the value of promoting equality, peace, human

Under the auspices of the United Nations and guided by its ideals, UNIS provides a rigorous international program in an inclusive and diverse learning environment focused on academic excellence

rights, sustainability, and justice for all, aiming to become an active force in shaping a better world.

Dr. Amos shares, “We are the school of the UN, and as such, we strive to inspire our students to take action in our local and global communities.” UNIS’s international and rigorous education enables students to become

cognizant of the differences among the world’s people and to work together for the benefit of humankind.

The entire community benefits from UNIS’s unique relationship with the United Nations. For instance, in the first half of the 2022-23 school year, the Ambassador of the United Arab Emirates spoke on campus during World Arabic

Language Day celebrations. The Ambassador of Latvia shared his unique insight into the war in Ukraine with the school’s Model UN students. “Our MS Honors Choir sang alongside the legendary Dionne Warwick in the UN Ambassadors’ Ball as their honoree, and our Junior School Principal, who is French, livestreamed with his students from the White House as a guest during President Macron’s official state. And finally, two of our students served as Ambassadors of the United States at a student leadership conference in Qatar hosted by the Qatari government and FIFA during the World Cup,” says Dr. Amos.

A Campus Designed to Offer Real-Life Experience

UNIS’s unique location opens up opportunities for its students to have real-life experiences. “We are planning to redesign two floors of our five-story building, and this will create additional common spaces for students, more flexible seating in classrooms, more

collaborative spaces for teachers, and more natural light throughout the entire school,” shares Dr. Amos. The school’s construction plans center around a Global Learning Center, where a traditional library meets a global connection through technology in the large space and in smaller, glass-enclosed work and meeting spaces.

At UNIS, class sizes, and student-toteacher ratios vary depending on the division. However, the average class size is 18. “We do differentiate and provide instruction to meet each individual’s needs. We utilize an inquiry-based approach to education, as well as a Reading and Writing Workshop model, which helps teachers get to know each of their children better as learners,” pinpoints Dr.

Amos. UNIS also partners closely with Parent Association, both schoolwide and by division. The school has several committees within the PA that help in specialized ways. For example, the Bridge2UN Committee is a tremendous resource in expanding the school’s network of connections with the UN and ultimately expanding opportunities for students in this regard. Dr. Amos says, “We also have specialized committees in Culture that promote celebrations of different cultures and DEI who strive to make our school more inclusive.”

Today, 100% of UNIS students are accepted into at least one 4-year college if they apply.

“Sometimes, students will select a gap year following high school graduation, or they will fulfill their country’s obligatory military service, or they might opt for a foundation year before they begin college,” shares Dr. Amos. UNIS has five dedicated college counselors for a graduating class of 130. “Our students meet oneon-one with their college counselor beginning in their 11th-grade year. Beginning in 9th grade, the College Office offers evening programs for students and families, application workshops, guest speakers from admissions offices, and a class designed to help answer questions and share information,” explains Dr. Amos.

In its 75 years of existence, UNIS international education has inspired students worldwide to work together for the benefit of humankind. One of its students says, “UNIS is a school where we learn peace and tolerance. I have friends from all around the world. It’s so much fun!” In fact, a fun-filled learning experience that affirms the fundamental value of diversity in the education of our future leaders, activists, and innovators makes UNIS a unique institution.

How Does Technology Impact our Child’s Development?

Mireia Lopez Montes, Owner, DISCOVERY PLAYTIME

Technology is leading the race against the world, and it’s clearly winning. That leaves us with two options: join the race or stay behind. Each option comes with pros and cons, but do we really have a choice? We, adults, have a more developed brain than children (or we should in most cases) and are able to think and decide what is best for us and what we want, and what way we want to do things. Children, on the other hand, rely on us and our decisions, and whatever we do, they will follow.

When we go to a restaurant and quickly hand our phone to our child with cartoons, so they stay quiet, or in a shop, or in the car… is it really their choice? Why do we do it and how does it impact their development? We make decisions based

Mireia Lopez is qualified as a Primary school teacher with a Masters in Psychology

She is the founder and director of Discovery Playtime and mum to two children who inspired her to start her business. She is passionate about play and child development and promotes the power of play so parents and educators can understand the impact that play has in the development of skills during childhood. To create better generations and more independent and confident adults we need to start by improving the way children play and interact with the world.

Being bored and frustrated is a natural part of their development, they need to go through that feeling in order to learn how to deal with it, and they will have to deal with it sooner or later

on our experiences, the more experiences we have, the more options we get and the better decisions we can make. Children (because of their young age) don’t have the ability to come up with ideas all the time, and this can result in the common sentence you have heard many times: “I’m bored”.

When a child says “I’m bored” they are actually saying: “I don’t know what to do to stay busy”, “I don’t like being here”, “I can’t focus on this task”. How do we react to this?

We panic and feel like we need to entertain our kids 24/7 to avoid boredom. We come up with all sorts of tricks to keep them busy, but our best trick of all: a screen. We hand out devices so easily. We love our kids and certainly want the best for them. That is why we keep them busy and happy with these electronic machines. By handing those screens we stop them from thinking, from coming up with their own ideas, from talking, from trying to understand what exactly is causing that boredom, from observing the world around them, from being curious, from solving problems… but they are happy… are they?

Do we do this for them, so they don’t feel bored and frustrated, or do we do it for us, so we don’t have to deal with it? Being bored and frustrated is a natural part of their development, they need to go through that feeling in order to learn how to deal with it, and they will have to deal with it sooner or later. Us confronting their boredom is not pleasant, but it must be done if we really want the best for our kids and their development. If they get used to using those devices every time they feel “bored”, they will associate not

having the device with being “punished” and this will cause even more frustration and anger.

3 Alternatives to Screen Time Outside the House

1. Engage in conversations. Encourage them to take part in the conversations when you are out in a restaurant or in the car, play games that don’t require any props: I spy with my little eye something blue; how many R letters can you see on the menu; tell me names of people that start with M, clap your hands every time you see a white car… These conversations with your kids will improve your bond, develop their social skills, expand their vocabulary, help them observe their environment, and give them ideas for the next time they feel bored.

2. Bring DIY travel busy bags wherever you go. Use technology as a plan B, or C when you have run out of other ideas, or if it is really taking too long, more than they can REALLY handle! Not all kids enjoy colouring, but there are many different resources out there that can help. Use a zip lock bag for each activity and throw it in the bag when you go out with the kids. You can use a few lego blocks, beads and pipe cleaners for threading, crayons and a notebook, stickers, playdough and small figures… Kids can create their own little adventures anywhere they go. They are using their imagination, creativity and thinking skills instead of switching off their brain while staring at a screen. When you do this, you are investing in their future.

3. Storytime using books or simply your imagination. Start sentences with “if I went to a desert island, I would bring…”, or “if I wasn’t scared of anything, I would…” or “if I had a lot of money, I would buy…” or “once upon a time there was a…” or “animals that live in the ocean/jungle/zoo…”. You might have a laugh, but you will also get to know each other better and create little wonderful memories.

The negative effect of technology is not caused by spending too much time glued to the screens, it’s caused by the fact that they are missing out on so much more while they are doing so. Balance is key and we need to be very aware of what children need so we can make an informed decision on when and how they can use their devices. The early years are CRITICAL for the development of

The negative effect of technology is not caused by spending too much time glued to the screens, it’s caused by the fact that they are missing out on so much more while they are doing so

a child’s brain. Children practice skills through play and through experiences. By playing, moving, talking, and exploring, they become more creative, confident, and independent. That means that if they are watching screens and not playing, moving, and interacting enough, they are not losing anything but they are also not winning anything. Do you want your child to just make it, or do you want them to thrive? If you chose to thrive, you should keep all kinds of electronic devices ONLY for children from 3 years on and follow some guidance so they can be used in a positive way. Since we can’t avoid the use of technology in our society, we might as well learn how to make the most of it.

How can We Use Technology with Our Kids in a Positive Way?

1. Watch educational programs like documentaries together, wonder and get curious together, learn about the world and discover things you wouldn’t know otherwise.

2. Coding toys can teach children how to anticipate actions, how to be resilient and determined. They can also help them develop thinking skills and a sense of direction. You can find many different coding toys available for children of different ages. These toys can also be combined with other openended toys appropriate to their age, like blocks or sensory materials.

3. Researching information when children show curiosity is a very powerful learning tool. They will have lots of questions, but we don’t need to have lots of answers! We are here to guide them so they can find their own answers.

Learning how to learn is so important and this is a great opportunity to do so.

4. Games to support their play experiences (not to replace them). As I mentioned earlier, balance is key. Every person learns in a different way, and it is important that we are aware of our learning style (visual, auditory, handson…). Learning using different tools, activities, and systems will make learning activities more inclusive and individual to each child as there will be something suitable for everyone. Same outcome but different process so everyone can connect with the experience.

5. Talking to family members or friends is a good way to keep in touch with their loved ones, improve communication skills and develop vocabulary as well as learn the basics on how to make a call, hang up, talk about time spent on a call, decide whom they want to call, talk about that person… Communication is one of the best skills to have and this will definitely help kids develop it through real-life experiences.

In conclusion, children’s brains develop at a fast speed, so we need to take advantage of it and avoid the use of devices that slow it down. We want the best for our kids so providing experiences that promote communication, exploration, movement, interaction, and creativity will be so beneficial for them. There are so many activities that can be done instead of handing out a screen. It might be harder but having kids come with consequences and guiding them to overcome frustration and boredom is one of them. It is a long-term investment that will pay off when you see your child become a creative, confident, and independent adult who trusts you as their role model.

WILLOWWOOD SCHOOL Recognizing the Need to Equip Students for the Future

Founded in 1980, WillowWood is a family-style school where friendly and genuine interactions happen between students and teachers, issues are dealt with directly, and children feel seen and known. The school is a thriving community where teachers really make an effort to get to know each child, their strengths, their challenges, and their dreams. The staff employ a team-based approach to teaching and conduct regular education strategy meetings to discuss how best to deliver the curriculum to each student, whether they are on an Individualized Learning Plan or not. According to principal, Fred Howe: “Learning is not one to many. It’s many to one. From the teachers to the principal to the coaches and beyond, learning at WillowWood is a team approach.”

WillowWood School is a full facility featuring a fitness room, a full-size gymnasium, a music room, an art studio, a film and digital media art studio, and a science lab. The school has a cafeteria that prepares fresh, healthy meals every day. The outdoor area includes a full-sized basketball court, a volleyball court, table tennis, and chess tables.

The Ethos of WillowWood

WillowWood is located on Scarsdale Road, also known as School Street, as there are 5 other private schools on it, making the school a wonderful and safe place to send students to learn. The street also features a swim school, robotics facility, LEGO-based STEM facility, dance school, and Bond Park baseball fields. This gives WillowWood students access to

incredible amenities and services incorporated into the curriculum and available for afterschool programming.

WillowWood’s philosophy is built on the 4 pillars of community, mindfulness, environmentalism, and technology. It is one of the only full-facility, small-class private schools in Toronto. “We offer all of the amenities of a larger school but keep our total enrolment for K-12 at 250 students. This allows us to offer a large variety of programming and activities without sacrificing the benefits of a small and tightly knit community,” shares Mr. Fred Howe, the Principal of WillowWood School.

Mindfulness, kindness, and socio-emotional well-being are regularly promoted through WillowWood’s meditation club (a school-wide program) and through the Random Acts of

Fred Howe, Principal of High School

WillowWood’s International Program is robust and welcomes students from all over the world – China, Korea, Saudi Arabia, Mexico, and more

Kindness club, which drives various initiatives throughout the year. Environmentalism is another core value at WillowWood School. Various fundraising initiatives have led to the elimination of plastic bottles on campus and the installation of 350 solar panels, allowing the school to be plastic-free and carbon-neutral. Environmental stewardship is taught at all levels of the school. “Goals are set, programs put in place, and rationales explored as a school. Collaboration and cooperation are built into all kinds of lessons, from Lower School STEAM activities to High School experiments and projects, preparing students for the next era,” Mr. Howe explains.

Having a Holistic Approach

In the lower school, the Pod System in grades 1-6 allows students to access programming

Andy Hall, Vice Principal of High School

Jill Block, Principal of Lower School

Mellissa Grant, Vice Principal of Lower School

at their level of independent functioning. Children who have uneven learning profiles can then remain with their peers and still access Pods, either above or below their age level (or both). Over time, the goal is to improve the student’s learning profile and keep challenging high-performing individuals.

In high school, the focus is on completing courses towards earning an Ontario Secondary School Diploma and gaining entry to a prestigious Canadian university. WillowWood graduates typically attend top-tier institutions, including the University of Toronto, McGill University, and Queen’s University.

Preparing Students for a Tech Future Technology and digital literacy are at the forefront of WillowWood’s educational system. All classrooms are equipped with

WillowWood students are encouraged to engage with the world – whether that be through philanthropy, civic action, travel, consciousness raising, or via visits from guests – as positive contributors to society

digital smartboards and use them as an allencompassing communication platform through which parents and students can check attendance, upcoming due dates, grades, and more. All students receive a laptop upon admission, and the use of assistive educational software is taught and embedded into the curriculum. “Our newly introduced digital

literacy program promotes and teaches the safe and responsible use of technology and the internet, begins in grade 1 and continues throughout a student’s time at WillowWood,” says Mr. Howe. This allows students to stay updated with new technologies, promotes proper communication in an online environment, and helps them leverage technology to facilitate learning.

WillowWood teachers stay current with developing situations and manage the issues and emotions of our modern age

The average class size at WillowWood is 10-12 students. That said, classes can have as few as 5 students but never exceed 16, giving the school a student-to-teacher ratio of 7:1. WillowWood offers individualized and differentiated instruction. “Our teachers develop and regularly update Individualized Educational Plans (IEP) for students who need them. These plans assist with programming, course selections, and accommodations for assessment and evaluations,” shares Mr. Howe.

Teachers at WillowWood are certified by the Ontario Teacher’s College. Many have post-graduate degrees in specialized areas of study. They attend regular professional development seminars to help them learn new ways of teaching, such as the development of Digital Literacy, alternative methods of

evaluation, including Film and Media, and personal and student mental health practices.

Teachers regularly communicate with parents to inform them of their student’s successes and challenges via email. Parents are given access to the school’s Blackbaud® interface to check their child’s attendance, grades, and assignment due dates. The monthly newsletter updates parents on upcoming events

and using Microsoft Teams in classrooms facilitates communication between peers and their teachers.

Turning Challenges into Opportunities

COVID-19 drew attention to the importance and benefit of fresh, circulating air in schools and to hygiene in general: masks are now commonly seen when students or staff feel ill.

The COVID-era online learning solution forced the education industry to master distanceteaching. While no one is eager to return to online teaching, those new skills show up in various places (like morning announcements) and as new options for students.

WillowWood adopted new and existing technologies for communication and teaching purposes. The use of software such as MS

WillowWood is well-ahead of the curve in its Film Studies program. Students begin studying Film as part of Language Arts in Middle School and can study it formally in Grade 11 and 12 Film Studies

Teams and Zoom became commonplace for communication, and educational programs such as Socrative and Quizlet made online delivery of classes possible. WillowWood’s student device program (all students receive a top-of-the-line laptop) was born during the pandemic to ensure that all students have equal access to technology. Although schools are once again in-person, many of the technologies they implemented during the pandemic are still being used to improve learning in the classroom.

Striving to be the Best

The Best of Toronto rated WillowWood School as the best private school in Toronto in 2023. WillowWood is accredited by the Better Business Bureau and maintains an A+ rating. The school has a 9.1/10 rating on Our Kids, a 5-star rating on TrustPilot, a 4.7-star rating on International School Database, and a 4.7-star rating on Facebook. WillowWood is inspected biannually by the Ontario Ministry of Education and has been granted the right to award high school credits towards an Ontario Secondary School Diploma.

“My son was in another private school for a few years and spent some time at a public school before we moved to WillowWood. He used to hate going to school, and every morning was a struggle for him and us. WillowWood made him fall in love with school again. He has had amazing teachers all his years at WillowWood, from grade 3 to grade 12. WillowWood’s Pod program in the lower and middle schools is unique, and the one-on-one support is amazing. He loves everything about WillowWood, but I think having wonderful teachers is the best part. The school shifted and adjusted to online learning in a breeze when the pandemic started. The transition was smooth, and the kids didn’t miss a day!” shares Ms. Ayeh H., the parent of a student that attended WillowWood School.

Showing Students the Way Forward

The guidance counselors at WillowWood help students choose programs that best suit them and put them in the best position to achieve their career goals. “Our guidance counselors assist students with all aspects of their college and university applications; we help our students with collecting reference letters, writing essays, and preparing for interviews,” Mr. Howe explains. The school also helps students find and secure scholarships to help them fund their post-secondary education. The school has a university/college acceptance rate of over 95 percent. For example, recent graduate Eric Lee (Class of ’21) was admitted to the University of Toronto, where he is now studying engineering. Upon admission, Eric was awarded the prestigious Robert M. Friedland Scholarship, which pays out USD 32,000 annually.

2016 Graduate Conor Forrest recently graduated from York’s Film program with a

WillowWood is committed to Environmentalism and the Globe. Inspired by Greta Thunberg, WillowWood students formed a Climate Change Action Committee to advocate and fundraise for changes in our building, they are currently working towards a green and sustainable Cafeteria

reel of his own short films, a feature-project idea, and a feature-length documentary that is now airing on Amazon Prime (the US only for now). Connor launched his own production company called Little Cat Pictures, and his movie “Tapeboy” won the Best Cinematography Award at the Pure Magic International Film Festival.

Going forward, WillowWood School aims to focus on expanding its digital literacy and

film programs. “We are also working towards expanding the existing venue to include even more facilities such as a STEAM lab and a new Film studio,” Mr. Fred concludes.

Teachers at WillowWood take it upon themselves to really understand every child; their challenges and goals; their interests and dreams, and then work together to create a program that taps into their potential and helps them succeed.

Whether We Like It or Not, There Is No Going Back

Matthew Piercy, Global Educator, Hawaii Preparatory Academy & Author

Have you been botted? Botted is a term I thought I coined but later found out already exists. It refers to being victimized by a bot. Specific to education, plagiarism. With Google’s Bard following on the heels of ChatGPT, the world is rife with discussion about the impact of chatbots.

Whether we like it or not, there is no going back.

What Going Forward Might Entail

Since the future likely will see an increasing prevalence of artificial intelligence and automation, we might be wise in education to consider what this might mean to us. First

Since the future likely will see an increasing prevalence of artificial intelligence and automation, we might be wise in education to consider what this might mean to us

Matthew Piercy teaches two courses for Global Online Academy and is also a grade 12 teacher at Hawaii Preparatory Academy. His experiences in the classroom include every grade from 3rd to 12th. He also enjoyed a stint as an instructional coach. Matthew has worked in international and boarding schools for over twenty years. Thailand, Tunisia, Ecuador, Hungary, Hawaii, along with the states of Colorado and Georgia all at some point were called “home.” Matthew also enjoys leading summer expeditions for National Geographic, to destinations like Iceland and Cambodia. A diverse pathway in life has led to Matthew’s passion for global mindedness and he constantly is searching for ways to enhance learning, meaning, and transference.

and foremost, it is reasonable to begin to question the very veracity of what we are asking students to do. Most especially, if a bot can complete it. A bot, or computer program operating to simulate a human activity, which likely cannot only complete the task or assignment but can do so more efficiently and possibly of higher quality. Accepting this fact or reality means it is high time for educators to consider the “why,” or purpose, of everything they ask students to do. This means even more precedence will need to be placed on personalization, critical thought, and creativity. The higher echelon of Bloom’s Taxonomy, while we leave the “remembering” and “understanding” to bots. Case in point, how many friends’ phone numbers would you be able to dial up?

Understanding the next in technology, the value and possibly integrating them seems the wisest approach. Jocelyn Gecker of Fortune Magazine shares how several teachers are navigating this “new world” and why we must prepare students for an AI future. One example provided is when a teacher asks students to “Find the Bot.” Gamifying likely results in even greater engagement, as students are pitted against the machine. “Each student summarized a text about boxing champion and Kentucky icon Muhammad Ali, then tried to figure out which was written by the chatbot.” More than mere novelty, the teacher later deconstructs the lesson with students, and learners can identify how the “game” helps with proper summarization skills, capitalization, and the use of commas. Furthermore, students engage in conversation around a writer’s voice and “how some of the chatbot’s sentences lacked flair or sounded stilted.”

Other educators, districts, and even governments were in opposition from the start.

Understanding the next in technology, the value and possibly integrating them seems the wisest approach

Los Angeles Unified School District and New York City public schools were quick to simply ban ChatGPT. A Forbes article on 23 January 2023, titled, “ChatGPT In Schools: Here’s Where It’s Banned—And How It Could Potentially Help Students,” details the disruption but also disagreement about how such technological tools could be used or abused.

Whether we like it or not, there is no going back.

than there are citizens of France. If these viewers made up their own country, they would be in the top 20 for most populous in the world. 17 years have passed since the Talk was published and in many ways, we continue to play Education by the same rules. Rules which have their roots in a mid-19thcentury framework built on compulsory and compliance. A system predicated upon the rise of industrialization and a sped-up economy demanding reading, writing, and math skills. Robinson contended, “creativity now is as important in education as literacy.” Creativity as opposed to conformity. And creativity can be difficult, some would say impossible, to subjectively assess. So, schools seemingly hold fast to systems for evaluating, and also ranking students and their performance. These attempts to standardize however were not in effect until the early 20th century.

Looking Upon the Future with Wisdom and Excitement

Creativity as Opposed to Conformity

More people have viewed Sir Ken Robinson’s TED Talk, “Do Schools Kill Creativity,”

A colleague shared how she sometimes finds herself straddling two seemingly very different realities. Sort of like the two-horse act where the rider has a foot upon each horse. Only in this case, three-quarters of her profession and curriculum follow the traditional approach and where the standard A-F grading approach is taken. Whereas, the other quarter is a grade 12 course, meant to represent the pinnacle of learning experiences. Called Senior Capstone, this course is built upon the tenets of sustained inquiry, co-designed with students, and is interdisciplinary and project-based. Further, amongst the skills given precedence would be to the likes of Sir Ken Robinson~creativity,

collaboration, and critical thinking. Assessment is in the form of milestones, specific points of progress, or checkpoints. Instead of the traditional system of grading, they are assessed as Advanced, Meeting Expectations, or Not Meeting Expectations.

My colleague’s dilemma is that she believes wholeheartedly where she spends a quarter of her time. Yet, students are still ensnared in the constructs of the antiquated A-F grading scale. Unfamiliar with a more competency-based verbiage, where learning is a process toward meeting expectations and beyond, the result is that students view capstone more along the lines of pass-fail. And failure would be nearly impossible. So, there is some reverberation and even

alacrity in a desire to spring back to what is known. “We should just grade it like all the other classes!” Yet, she knows that would be an attempt to go back. And there is no going back.

Instead, the culture of capstone simply requires more time. Time for students to better understand the purpose. Invitational more than compliance. Time for a few years of student products to inspire and awe. Future grade 12 students will see the value and quality will ensue. It has to. How capstone is assessed will become secondary. Quite possibly, at some point, just one horse will be straddled. The same is true for AI. It too shall be straddled as we look upon the future with wisdom and excitement.

Unfamiliar with a more competency-based verbiage, where learning is a process toward meeting expectations and beyond, the result is that students view capstone more along the lines of pass-fail

How Gamification Can Create Lifelong Learners

Amanda Sinnott, Founder & Private Tutor, Hello Edu Tutoring

Learning can feel like a chore for students who struggle with traditional learning methods. It can be challenging to motivate them to engage with their studies and become lifelong learners. Luckily, gamification can help. By introducing game mechanics into learning and tutoring, we can make education more fun, engaging, and effective!

Gamification involves taking the concepts of games, such as competition, rewards, and challenges, and applying them to nongame contexts. In education, this means using elements of games to create an interactive and immersive learning experience that motivates students to learn. For example, tutors can design a math quiz that looks like a game, complete with levels, points, and rewards for correct answers. This way, students are learning math concepts while having fun!

Amanda Sinnott has been a prominent figure in online education since 2012, focusing on developing effective student engagement strategies. She has gained recognition as an expert, with many educators, administrators, and students praising her insights on virtual learning environments.

Amanda has been invited to speak at numerous events and has conducted professional development training and workshops on various aspects of online education and student engagement. Amanda is also the founder of Hello Edu Tutoring, based in Portland, Oregon, specializing in providing highly personalized student support through remote and in-person services.

Gamification can increase student engagement by making learning fun and interactive. When students are having fun, they are more likely to participate in the learning process, which can help them retain information

Gamification has proven to be particularly effective for students with ADHD. These students often have difficulty with focus, attention, and motivation, which can make traditional learning methods challenging. Gamification addresses these challenges by providing a sense of structure and clear goals, as well as a sense of progress and achievement. The interactive and visually stimulating nature of games can help hold the attention of students for longer periods of time, too. The use of rewards and positive reinforcement in gamification can motivate students to stay engaged in their learning.

Personalized learning is enhanced by using gamification, too! Students can work at their own pace and receive immediate feedback, which can help them identify their strengths and weaknesses. This helps students feel confident to take risks and attempt new things by building their confidence and helping them actively engage in the learning process.

better. By gamifying educational experiences, we can create an environment that encourages active participation and engagement which will lead to better learning outcomes.

Incentives and rewards help students connect fun experiences to learning. When students receive recognition for their unlocked achievements, they are more likely to continue progressing through the material. This can also help create a positive attitude towards school. Gamification encourages students to think outside the box. When learning is presented in a fun and interactive way, students are more likely to come up with creative solutions to problems. This can help them develop critical thinking skills. By incorporating game mechanics into education, we can create a more relaxed and enjoyable learning environment for students. Let’s work to make learning enjoyable for all!

By gamifying educational experiences, we can create an environment that encourages active participation and engagement which will lead to better learning outcomes