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St. Elizabeth of Hungary Catholic School
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EMPOWERING STUDENTS TO THRIVE AS GLOBAL CHANGEMAKERS WITH CURIOSITY, CREATIVITY, AND PURPOSE
Managing Editor
Sarath Shyam
Consultant Editors
Dr. John Andrews
Emma James Andrew Scott
Naomi Wilson
Stanly Lui
Joseph Alex
Art & Design
Charlie Jameson
Sales & Marketing
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Alice Smith
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A World of Opportunities: Rethinking K12 Education
Picture this: a crisp winter morning, the kind that makes you pause and marvel at how quickly the year has flown by. As 2024 winds down, I find myself reflecting on how much the world of K12 education has evolved. Just like that chilly morning, this year has been a reminder to take a step back and appreciate the quiet but powerful transformations happening around us.
Take international boarding schools, for instance. They’re not just institutions; they’re vibrant communities where students from all corners of the globe come together, sharing cultures, stories, and dreams. Imagine walking into a dining hall and hearing a dozen languages, or watching students collaborate on a project that blends robotics with environmental science. It’s inspiring, isn’t it?
In this issue of K12 Digest Magazine, we explore these remarkable spaces of learning, starting with Ross School in Long Island. This isn’t your traditional boarding school. Ross School embraces the future with open arms, integrating emerging technologies, sustainability, and globalization into its core. Their holistic curriculum equips students with the tools to think critically and act responsibly—a must-have for thriving in today’s interconnected world.
But Ross School is just the beginning. Across the globe, international boarding schools are redefining education. Sure, academic rigor is a big draw, but what really sets them apart is the immersion in diversity. These schools are like mini United Nations, teaching kids not just about equations and essays but about empathy, collaboration, and understanding.
This issue also shines a spotlight on schools like St. Elizabeth of Hungary Catholic School in Texas and Incarnation Catholic School in Ohio. These institutions remind us that while we chase innovation, timeless values like character and ethics must remain at the heart of education. After all, what good are cutting-edge skills without a strong moral compass to guide them?
As we look to 2025, the challenge is clear: how do we balance progress with tradition? How do we teach kids to code while also teaching them to care? These are big questions, but the stories in this issue offer plenty of answers—and a lot of hope.
Enjoy Reading.
Sarath Shyam
ROSS SCHOOL
Empowering Students to Thrive as Global Changemakers With Curiosity, Creativity, and Purpose
24
EARLY LEARNING LEADING THE WAY IN A PARADIGM SHIFT TOWARD EDUCATION
Dr. Lauren Loquasto, Chief Academic Officer at Goddard Schools
ACADEMIC VIEWS
28
HOW A TEXAS DISTRICT’S MODEL CAN INNOVATE BILINGUAL EDUCATION ACROSS THE U.S.
EDR. Angélica M. Ramsey, Superintendent of the Fort Worth Independent School District
ADMIN PERSPECTIVE
44
HOW A 3-STEP PROCESS CAN HELP SCHOOL LEADERS NAVIGATE CONFLICT
Jen Schwanke, Deputy Superintendent, Dublin City Schools
Kriya Lendzion, School Counselor and Adolescent Therapist 48
ADDICTIONPROOFING OUR STUDENTS IN AN ADDICTIVE WORLD
WANT TO FIX THE TEACHER SHORTAGE? MAKE THE PROFESSION MORE AFFORDABLE
Tia Morris, Executive Director, Teach For America New York
MUST-WATCH BOARDING SCHOOL IN 2024
COVER STORY
ROSS SCHOOL
Empowering Students to Thrive as Global Changemakers With Curiosity, Creativity, and Purpose
Imagine a classroom where students are preparing to thrive in a world that changes daily. At Ross School, an independent Nursery–Grade 12 school located on the East End of Long Island, this vision is more than just an idea—it’s a promise. It’s about reshaping education to make it meaningful and future-proof. Tom Sturtevant, Head of School at Ross, often says, “Changing the way education meets the future means actively adapting and rethinking traditional learning models to prepare
students for an ever-evolving world.” This mission comes to life through an educational approach designed to inspire adaptability, critical thinking, and empathy.
Take the Spiral Curriculum, for example. Rather than compartmentalizing subjects, this approach weaves disciplines together. Picture students learning history, science, music, tech, art and more in a way that reveals how these fields connect and influence one another. This interdisciplinary method gives students a deeper
TOM STURTEVANT, HEAD OF SCHOOL
Ross School has embedded sustainability into every grade level, from preschool to high school. Environmental studies are not confined to the classroom—they’re lived experiences
understanding of complex issues. “While we are equipping students with knowledge,” Sturtevant emphasizes, “we’re giving them the skills to navigate a world that continuously generates new opportunities for leadership, scholarship, and service.”
Preparing for a Dynamic Future
Ross School’s vision is driven by an awareness of the rapid developments happening around us: emerging technologies, environmental change, and globalization. The curriculum addresses these forces head-on, ensuring students are ready
to adapt and lead. From hands-on experience in Innovation/STEAM labs to a continuous integration of technology in everyday learning, Ross encourages students to see tech not as a distraction but as a tool for problem-solving and creativity. “We want students to be able to adopt emerging technologies for the pursuit of knowledge and meaningful solutions,” Sturtevant explains.
It’s more than technology. The school has embedded sustainability into every grade level, from preschool to high school. Environmental studies are not confined to the classroom—
Ross’s curriculum breaks the mold by integrating the arts, sciences, and humanities in a way that makes learning feel meaningful and connected
they’re lived experiences. Through initiatives like responsible food sourcing, effective waste management, and thoughtful energy and water conservation, Ross students are immersed in sustainable practices. It’s about developing a sense of responsibility for the world around them. They learn from local environmental experts like Carl Safina, participate in hands-on fieldwork with organizations such as Peconic Baykeeper and Shinnecock Bay Research, and even tackle campus projects like restoring gardens and wildlife habitats.
This isn’t just education; it’s preparation for a future where students will have the technical knowledge and a genuine connection to the environment. “We’re giving them the tools to work on sustainability in meaningful ways,” says Sturtevant. And in a school where over 20 nations are represented, Ross students learn about the world, and they experience it. Through the Field Academy, world language programs, and crosscultural studies embedded in the Spiral Curriculum, they gain a global perspective essential for the future. They are ready to adapt, lead, and develop solutions with a profound understanding of integrated, global challenges.
Educating the Whole Child for the Whole World
Picture a place where education is more than grades or test scores, it is about growing into a well-rounded person ready to impact the world. At Ross School, this philosophy drives every decision, every program, and every classroom experience. The goal is to produce successful students and to nurture global citizens who are intellectually curious, socially responsible, and emotionally well.
Ross’s curriculum breaks the mold by integrating the arts, sciences, humanities, music, performing
arts and wellness in a way that makes learning feel meaningful and connected. “We believe in educating the whole child,” says Sturtevant, “and that means balancing academic excellence with wellness, creativity, and care.” Take a typical day at Ross: students might start with yoga or mindfulness exercises, which prepare them for a day of focused, engaged learning. Nutrition and mental health support are woven into daily life, ensuring students feel cared for and empowered. Hands-on projects are a big part of the learning experience here. Students collaborate,
problem-solve, and build emotional intelligence. They work on real-world challenges, learning how to be thoughtful, responsible leaders and active citizens. This approach is about teaching how to think, feel, and lead.
The beauty and intentional design of each campus—a Lower School in Bridgehampton and an Upper School in East Hampton— inspire curiosity, creativity, and connection. Classrooms incorporate an array of art and artifacts tied to grade-level curricula, immersing students in an environment that reinforces learning. Nature is also interwoven into the learning experience, with many spaces opening to the outside, numerous large-scale windows with views to the outdoors, and serene areas designed for quiet study and reflection. The integration of sustainability, natural beauty, and interdisciplinary spaces ensures that the campus itself nurtures well-being and fosters a deep appreciation for the world around us.
The World as a Classroom
When it comes to learning, Ross School believes in taking it beyond four walls. Their Field Academy turns the world into a classroom. This intensive, two-week program bridges the Winter and Spring terms, allowing students to immerse themselves in hands-on learning experiences alongside teachers, mentors, and experts. From the striking landscapes of Iceland to the vibrant ecosystems of Thailand, students dive into experiences that ignite passion and purpose. Sturtevant shares, “Whether they’re studying marine ecology or capturing breathtaking landscapes through photography, every experience is designed to challenge, inspire, and enlighten.”
The Field Academy is about deep, rigorous learning in real-world settings. Students
apply what they’ve studied in class to new environments, growing academically and personally. They’re exposed to different cultures and perspectives, which makes them more empathetic and globally aware. They are able to explore interests as diverse as marine biology in the crystal waters of Bali or film and photography in the historic cities of Spain.
“Travel transforms our students,” Sturtevant explains. “They come back with new insights, greater self-awareness, and a better understanding of how they fit into the world.” The impact is lasting, as students use these experiences to inform their academic and personal growth.
The Power of the Spiral Curriculum
Ross School’s educational approach is built around a unique idea called the Spiral Curriculum. It’s a narrative of cultural history that guides students through the development of human consciousness and innovation. Here’s what it looks like: as students learn about early riverine civilizations, they don’t just memorize dates or names. They explore how technological advancements, like irrigation, led to social and cultural shifts, sparking connections between past and present. “It’s about understanding the intersection of technology and society, both then and now,” Sturtevant emphasizes.
This way of learning makes students think big. They practice metacognitive thinking and develop the ability to see how ideas and systems evolve over time. It’s interdisciplinary learning at its best, tying together history, science, and art. By understanding the dynamics of cultural development, students build a toolkit of critical thinking skills that prepare them for successful leadership in the future.
The curriculum encourages students to ask questions about how past innovations impact today and how today’s actions shape tomorrow. Throughout their study of history; they use it as a lens to understand and influence the world.
“Cultural history ties together humanity’s shared past,” Sturtevant explains, “and gives students a framework for contemplating the future.”
Pursuing Passions Through Independent Study
One of the most empowering aspects of a Ross education is the opportunity for independent study. Here, students take charge of their learning, pursuing topics they’re passionate about. It’s a chance to dig deep, innovate, and
create meaningful projects that make an impact. A student interested in sustainability might design a project measuring the environmental footprint of campus activities and propose solutions. Another might work on a complex philosophy project or explore artificial intelligence, with guidance from a faculty mentor.
“Independent study is where students grow the most,” says Sturtevant. “They become selfmotivated, innovative, and confident in their ability to lead.” These experiences don’t just look good on college applications; they shape students into thinkers and doers.
Ross alumni often credit their independent projects as pivotal moments. Samanthe Rubell,
an early graduate, built a mini-Guggenheiminspired museum for her senior project. Today, she’s President of Pace Galleries, one of the world’s most prestigious art institutions. Another recent graduate, now studying foreign policy at Yale, developed a policy guide on USChina relations for the US State Department. The seeds planted at Ross continue to grow and bear fruit in remarkable ways.
Teachers Who Inspire and Guide
Ross School seeks educators passionate about mentoring and inspiring students. Faculty members come from diverse international backgrounds and bring a global perspective
to the classroom. They’re dedicated to developing each student’s unique talents and fostering creativity, intellectual curiosity, and ethical awareness.
“Our teachers are guides,” Sturtevant says. “They don’t just lecture. They mentor, inspire, and help students discover their best selves.” Faculty members often step into a “guide on the side” role, especially during student-generated projects. They offer feedback, ask thoughtful questions, and let students take the lead. This approach nurtures independence and confidence.
Because the student body is intentionally small, each student receives a highly personalized educational experience. Advisors, teachers, and support staff know every student by name, tailoring lessons to fit individual interests and goals. From academics to wellness and artistic pursuits, each student is supported
Life at Ross School extends well beyond the classroom. The school provides a variety of extracurricular activities that inspire students to explore and develop their unique talents
and encouraged to reach their full potential. “We’re not just teaching subjects; we’re mentoring human beings,” Sturtevant shares.
Offering a Balanced Approach to Growth
Life at Ross School extends well beyond the classroom. The school provides a variety of extracurricular activities that inspire students to explore and develop their unique talents. From competitive athletics that build teamwork and resilience to visual and performing arts that foster creativity and selfexpression, these programs offer more than just entertainment. They are essential to the Ross experience, teaching students to stretch their potential, discover new passions, and never underestimate their capacity for growth. Wellness is also a comprehensive focus at Ross. The school integrates physical, emotional, nutritional, and mental wellbeing into everyday life, featuring yoga, mindfulness practices, and a robust emphasis on nutrition. “Our approach is holistic,” Sturtevant explains. “It’s about addressing every dimension of a student’s growth so they can excel in all aspects of life.” The Ross Café plays a key role in this wellness initiative, serving meals crafted from regional, organic, seasonal, and sustainable (R.O.S.S.) ingredients. Many of these ingredients are sourced from the school’s Spiral Garden, an on-campus educational resource where students learn about sustainable gardening and healthy food choices.
Core Values that Shape Future Leaders
Character development is a fundamental part of the Ross School experience. The institution’s core values—Responsibility, Gratitude,
Cooperation, Courage, Integrity, Mindfulness, and Respect—are embedded into everyday life. The school’s motto, “Know Thyself in Order to Serve,” is a guiding principle that encourages students to understand their unique strengths and use them to make a meaningful impact on the world.
Ross emphasizes the importance of strategic thinking, collaboration, and effort through co-curricular programs that span sports, arts, and community service. The academic curriculum further reinforces social responsibility, urging students to engage in projects that address significant social and environmental challenges. These initiatives ensure that Ross graduates are not just academically accomplished but also wellrounded, conscientious individuals ready to lead in various fields.
The school’s commitment to innovation is evident in its forward-thinking programs. With expanded opportunities in environmental sustainability, STEAM, and entrepreneurship, Ross is preparing students for careers that are yet to be defined. The diverse boarding community, comprising students from over 20 countries, fosters an environment where global awareness and cultural exchange are part of daily life.
The impact of a Ross education extends far beyond graduation. Alumni leave with the confidence, critical thinking skills, and empathy needed to thrive in their careers and contribute positively to their communities. Ross School helps shape future scholars; and it is nurturing compassionate, adaptable leaders who are equipped to make a difference and build a better world for generations to come.
ACADEMIC VIEWS
Early Learning Leading the Way in a Paradigm Shift toward Education
Dr. Lauren Loquasto, Chief Academic Officer at Goddard Schools
Innate to our humanity is an inherent curiosity. Think of the sheer number of questions you, as an adult, ask Siri and Alexa or type into your internet search bar. Now multiply that exponentially to obtain the number of questions a child asks and how that curiosity drives learning, and you are introduced to the concept of inquiry-based learning.
Inquiry-based learning is an evolution in teaching children that has been validated by research at leading universities like Harvard University and the University of Chicago. The questions young children ask are often used
as proof of their focus and efforts to pursue interests. While research varies on the extent of the inquisitiveness of children (Liquin & Lombrozo, 2020), one study of preschool-aged children found them to ask an average of 76 questions per hour when engaged actively with an adult (Chouinard, 2007). Regardless of the number of questions asked verbally, curiosity is seen behaviorally even in infants as noted by gaze patterns, intense expressions, mouthing of new objects, pointing, and trial-and-error behavior patterns. When teachers take this innate drive to learn and use this to drive subsequent learning,
Inquiry-based learning does not only accelerate academic skill learning, but it also provides an ideal opportunity for children to practice and develop executive functioning skills and social-emotional skills
Dr. Lauren Loquasto is an expert in early childhood and elementary education. She currently serves as the Chief Academic Officer for Goddard Systems, LLC, the manager of The Goddard School franchise system. In this leadership role, Lauren shapes the premier educational programming and proprietary curriculum for the Goddard system of nearly 650 schools. In her prior role, Lauren served as vice president of early childhood education for Primrose School Franchising Company, where she supported curriculum development, implementation, and evaluation. Prior to that, she led the early childhood education department for a private early learning and K12 education company, authoring their proprietary early childhood curriculum and leading professional development creation and delivery. Lauren has worked at every level of early childhood education. She has worked as a preschool and elementary school principal for multiple schools and remains actively involved as a voice for early childhood education in various professional associations.
children eagerly participate in independent inquiry-based learning experiences and seek others to engage in collaborative inquiry-based learning. Thus, inquiry-based learning does not only accelerate academic skill learning, but it also provides an ideal opportunity for children to practice and develop executive functioning skills and social-emotional skills.
Let’s work through an example. Think of a young child wondering and asking why flowers grow in the dirt. From a single point of curiosity, or inquiry, the child can be led to
Look at the parts of a flower with a magnifying glass and a clear pot to see the roots;
Read books about the life cycle of a seed and the role that sunlight, soil, and water play in the growth of a plant;
Explore color, shape, and dimension in the petals of a flower;
Write about their learnings;
And graph the differences in plants.
Throughout this process, the child will likely be naturally prompted to ask an additional handful of questions. This child may seek others to join them in planting their own plants, demonstrating their newly acquired understanding, and using their initial wondering to drive independent and collaborative hands-on learning experiences.
When curiosity drives the learning, even the youngest children have an immediate connection to the learning. They desire to use books, each other, and teachers as learning resources. They test out new ideas, question new learnings, embed newly acquired vocabulary, and are encouraged to think deeply and creatively. The difference is that the child is leading the learning, and the teacher is guiding deeper learning from
the side, perhaps even learning alongside the child in a true collaborative experience.
At The Goddard School, a national system of franchised preschools in the United States, we recognize that curiosity drives interest, attention span, relevance, and higher-level thinking even in the youngest ages. Children from infancy through Pre-Kindergarten are immersed in The Goddard School’s exclusive inquiry-based educational program, Wonder of Learning®. Wonder of Learning provides teachers with a scaffold of how to use fiction and non-fiction books along with essential guiding inquiry questions to elicit curiosity and learning in young children. Big questions such as ‘What is kindness?’ and ‘What is a family?’ are leveraged across classrooms and ages to allow for investigation at the age-appropriate level. Wonder of Learning’s inquiry-based approach enables children to ask their own questions and discover the answers to build on their understanding of the world around them. The program is intentionally designed with the flexibility for Goddard School teachers to tailor the instruction to the questions and interests of the children in the class. Best of all, it has demonstrably strong learning outcomes. The most recent data of Goddard School students shows striking results--90 to 98% of Goddard School preschool and pre-kindergarten students are meeting or exceeding standards in nearly every domain, including Early Literacy, Mathematics, Social-Emotional, Approaches to Learning, Science and Technology, and Creative Arts. That is hard to argue with.
Now the challenge is set forth to K12 educators to think deeply and critically about how this proven pedagogical approach and
The difficulty lies in convincing educators and educational leaders that while historic practices may have worked, new innovative practices are even more effective
demonstrably effective educational program can be extended into higher grades. The difficulty lies in convincing educators and educational leaders that while historic practices may have worked, new innovative practices are even more effective. Moreover, this requires educators to be willing to give more control to students and engage with each child’s individual curiosities and interests as opposed to a predetermined prescribed line of teaching. Gone are the days of ‘sage on the stage’ and here are the days of ‘guide from the side’ teaching, but only with
willing participants. Inquiry-based learning is a paradigm shift that requires educators to unlearn and relearn. The required effort is significant, but it pales in comparison to the transformational impact on students and their development.
When we know better, don’t we owe it to children to do better? For as developmental psychologist Susan Engel said: “Curiosity is, without a doubt, the fuel that drives learning. Study after study has shown that when children want to know something, they learn it faster, more deeply, and more lastingly.”
How a Texas District’s Model Can Innovate Bilingual Education Across the U.S.
EDR. Angélica M. Ramsey, Superintendent of the Fort Worth Independent School District
Dr. Angélica M. Ramsey assumed the role of superintendent of the Fort Worth Independent School District (FWISD) in September 2022. She brings to FWISD a remarkable track record as a student advocate, an accomplished educator, and a dynamic leader focused on achieving results. Most recently, Dr. Ramsey served as superintendent of schools in the Midland Independent School District in Midland, Texas. Previously, she was superintendent of the Pleasant Valley School District in California for almost five years. Her education career began as a classroom teacher in the Socorro Independent School District in El Paso, Texas, where she became an assistant principal and a principal. She was later named chief academic officer of the Santa Clara County Office of Education. Dr. Ramsey is an inclusive and deliberative CEO who places students first. Under her leadership, systems thrive, and educational outcomes for students improve. She is visible in classrooms and the community. Dr. Ramsey received her Bachelor’s Degree from the University of the Pacific, her Master’s Degree from the University of Texas at El Paso, and her Doctorate in Educational Leadership from Liberty University.
It’s perfectly normal for young people to be nervous to start school. It’s a new environment, you’re away from your family for eight hours for the first time, and you’re not quite sure what to expect. And for people like me — the children of immigrants — it was also perfectly normal to feel uneasy and scared porque no hablaba inglés. For years, students have not been valued
for the assets they bring from home, including their bi or multilingualism.
No más.
On my journey as an educator, I’ve strived to not repeat those patterns. It is vital that our students and families feel respected, seen, and valued, and one of the first steps of that is making sure their language and culture are prioritized.
For elementary and secondary students who speak a language other than Spanish, consider offering English Second Language programming that helps them learn English
The halls of Fort Worth ISD — like school districts across the country — are filled with the sounds of multiple languages. All over our district, students are learning both English and Spanish. Gone are the days where students are taught to abandon their home language in pursuit of learning English alone.
In an effort to help make sure all students achieve, here are tactics Fort Worth ISD has put in place that I believe can serve others.
At the elementary level, try to offer both one-way and two-way dual language programs. By putting this in place, students have the opportunity to learn both English and Spanish and become literate in both languages. This
model helps students in many ways. One, as educators we know that students who can speak multiple languages are engaging their minds in ways that help them perform better in the classroom. Two, it means schools eventually graduate students who are bilingual, which is necessary in the workforce today. Three, students of all backgrounds participate in this program, so everyone is learning about different cultures.
For elementary and secondary students who speak a language other than Spanish, consider offering English Second Language programming that helps them learn English. The programming is designed to accelerate their English proficiency while also learning
I hope there will one day be a world where we do not set English as the norm in education because it is not the norm of this world
grade-level content. In Texas, the most common languages we hear are English and Spanish, but schools across the country can still implement this model with the languages that fit their needs.
Across the district, we also offer Language Centers and newcomer campuses. Fort Worth is home to many people who are refugees or seeking asylum, and that makes their learning needs a little different from some of our other students. Across the country, there are people coming to the U.S. as refugees or seeking asylum, this practice would be beneficial in all kinds of communities.
Our Language Centers are located at some secondary campuses and serve students who speak multiple languages. Centers are staffed with ESL teachers specially prepared to address the cognitive, linguistic, and affective needs of these students.
Districts could also benefit from having campuses specifically designed for helping families who are new to the country. Fort Worth ISD’s International Newcomer Academy and Success High School help students whose families are new to the country and need both language help and instruction.
All of these programs help to serve students who have traditionally been left behind in public schools. There was a time when it was considered acceptable for these students to fail. But in Fort Worth ISD — and across the country — these students are a significantly large part of our student population.
But they don’t just matter because there are so many of them, they matter because they are children who need us to provide them with the best education possible. And they deserve enough respect to get our undivided
attention on an education that uplifts them and their culture.
It is not enough to teach students curriculum if they do not understand the language it is taught in. And it is not enough to teach them a new language if they are not also getting the curriculum their classmates receive. All students deserve the respect of both.
In Texas, this might not translate to overwhelming success in standardized testing. In fact, Texas does not give its standardized test — the STAAR — in any languages besides English and Spanish. It also does not allow a student to take a test in Spanish after the 5th grade.
So, what does that mean for our refugee students, who don’t fully know either of the languages the test is given in? What about when they get to the short answer portion and can either barely write it in English or they write a perfect response in a different language, but the AI grading the test doesn’t register it?
I hope the education system catches up to Fort Worth ISD and that other places start to put these practices into place. I hope there will one day be a world where we do not set English as the norm in education because it is not the norm of this world.
Until then, we in Fort Worth ISD will make sure that if any child is nervous for the first day of school, it’s because they’re going to be away from their parents for the first time, or because they might not know how to make friends yet, or maybe just because it’s an unfamiliar place. We will continue to be a beacon of hope for children and families whose quest of achieving the American dream is in English and in their home language.
INCARNATION CATHOLIC SCHOOL
Shaping Character, Inspiring Excellence, and Building a Legacy of Faith and Service
The story of Incarnation Catholic School began with a leap of faith—literally. In 1953, a parish raffle set the stage for what would become a pillar of Catholic education in Centerville. By 1957, the school welcomed its first 171 students, nurtured by six Precious Blood Sisters. Today, that small dream has flourished into a vibrant community serving nearly 970 students, rooted in faith and driven by a commitment to excellence.
Over the decades, Incarnation has evolved to meet the changing needs of its students. From classroom expansions in the 1960s to integrating smart boards and foreign language programs, the school has always balanced tradition with innovation. “Our goal has always been to create an academically rich and spiritually fulfilling environment,” shares Principal Leah Coghlan. “We want our
students to feel supported in every aspect of their growth.”
But Incarnation’s story goes far beyond milestones and achievements. It is about the people who have shaped its legacy. Leaders like Sister Stelle and Cheryl Reichel set the tone for what would become a tradition of care and excellence. Today, under Coghlan’s leadership, that legacy is stronger than ever.
“This school is not just about academics—it’s about building a community of faith where every student feels valued,” Coghlan adds.
Even in challenging times, the spirit of Incarnation has endured. During the economic downturn of the 2000s and the global pandemic, the school’s community came together, demonstrating resilience and faith.
“We faced challenges head-on, and the support from our families and staff never wavered,”
Leah Coghlan, Principal
Coghlan reflects. These experiences have only strengthened the school’s mission to inspire students to walk in the footsteps of Jesus.
A World of Possibilities for Every Student
What sets Incarnation apart is the breadth of opportunities it offers. With its size and resources, the school has created a unique
environment where every child can thrive. “Our size allows us to provide exceptional support services,” says Coghlan. These include two speech-language pathologists, two counselors, five interventionists, paraprofessionals, and even an occupational therapist, ensuring that students of all abilities receive the care they need.
With its size and resources, Incarnation Catholic School has created a unique environment where every child can thrive
For Incarnation, Catholic identity isn’t just something celebrated during Mass or on special occasions—it’s woven into the very fabric of daily life
The curriculum is equally impressive. The World Language Department introduces Spanish as early as preschool, adding French and German in fifth grade, and allowing students to earn high school credit by eighth grade. STEM education begins in kindergarten and grows into specialized classes by junior high. Arts programs shine with a dedicated theater program, a well-equipped art studio, and a range of music classes, from orchestra to band.
Academics are tailored to meet individual needs. Math and reading are heavily differentiated in grades five through eight, with three levels of reading and four levels of math. “We want every child to feel challenged but supported,” Coghlan emphasizes.
The school’s mission to follow in the footsteps of Jesus extends into its service projects. Older students actively engage with the community, seeing firsthand how service can
make a difference. This emphasis on faith and action defines Incarnation’s culture. “We talk about what it means to walk in Jesus’ footsteps every day. It’s part of every conversation, every lesson,” Coghlan explains.
Incarnation’s influence doesn’t stop at its doors. Its graduates have gone on to excel as doctors, engineers, entrepreneurs, Broadway performers, and professional athletes. “We are proud to see our alumni achieving their dreams and making a difference in the world,” Coghlan shares.
A Foundation of Faith
Every morning at Incarnation Catholic School begins with a simple yet powerful act: prayer. Whether in classrooms or as part of larger gatherings, this ritual reflects the school’s unwavering commitment to faith. For Incarnation, Catholic identity isn’t just something celebrated during Mass or on special
occasions—it’s woven into the very fabric of daily life. “Our faith is at the core of everything we do. It’s not an addition to our curriculum; it’s the reason for our existence,” shares Coghlan.
Visual reminders of faith are found everywhere—crosses adorn walls, mission statements inspire, and prayer spaces invite reflection. Teachers don’t just educate; they embody values and nurture a community that aspires to “walk in the footsteps of Jesus.” Students see this modeled through conversations, interactions, and even the school’s disciplinary system, which encourages growth and learning through a lens of compassion and forgiveness.
From mastering cursive
exploring cutting-edge
handwriting to
AI
applications, students gain skills that blend the best of yesterday and tomorrow
Incarnation’s commitment to spiritual development extends beyond students. The full-time Director of Campus Ministry works tirelessly to create meaningful opportunities for faculty, staff, and parents to deepen their faith. Regular prayer breakfasts, retreats for every grade level, and weekly Masses led by students are just a few ways the school fosters a strong sense of community and shared purpose.
Service projects are another cornerstone. For two decades, the school has held a massive shoe drive to support a small Appalachian community, delivering over 12,000 pairs of shoes. Whether it’s feeding the hungry, supporting cancer awareness, or helping students in need with school supplies, these initiatives allow students to live their faith in tangible ways. “Service isn’t just something we do; it’s who we are,” says Coghlan. “We aim to show our students that faith in action can transform lives—including their own.”
The Pursuit of Excellence
Academically, Incarnation students consistently rise above the bar. National test scores place them in the top 85th percentile, and they’re often six to twelve months ahead of their peers in public schools. But this isn’t about competition; it’s about nurturing each student’s potential. “We’re proud to challenge our most advanced learners while ensuring all students thrive,” notes Coghlan.
Balancing tradition and innovation is a hallmark of the school’s approach. From mastering cursive handwriting to exploring cutting-edge AI applications, students gain skills that blend the best of yesterday and tomorrow. The integration of technology is seamless, with 1:1 device access beginning in kindergarten. Younger students use iPads to explore foundational skills, while older grades transition to laptops, equipped with tools like Microsoft programs and 3D printers for handson STEM projects.
STEM education begins early, sparking curiosity and creativity. By seventh grade, students can dive deeper into elective STEM courses, exploring everything from robotics to coding. And the options don’t stop there. Electives like Theater, Leadership, and even Excel through Fantasy Football provide avenues for students to discover their passions.
The arts also flourish at Incarnation, thanks in part to partnerships like Muse Machine. This local initiative brings resident artists into classrooms, inspiring students to choreograph dances, create music, and design art installations. From preschoolers crafting original productions to middle schoolers attending professional performances, the arts are a vital part of the school’s identity.
A Global Perspective
Diversity and cultural appreciation thrive at Incarnation. Students engage with world languages—Spanish, French, and German— starting in preschool and continuing through eighth grade. This emphasis on linguistic and cultural fluency prepares them for a connected
world. Celebrations like World Language Week bring immersive activities, while displays like the Ofrenda in the lobby honor cultural traditions.
Flags representing students’ heritage greet every visitor, reminding all who enter that Incarnation is a community united by faith but enriched by diversity. “Our focus on world cultures isn’t just academic,” explains Coghlan. “It’s about helping our students understand and appreciate the beauty in differences.”
At its core, Incarnation Catholic School is more than an academic institution. It’s a place where faith meets innovation, tradition meets progress, and students are inspired to grow into compassionate, capable leaders.
A Legacy of Character and Growth
At Incarnation School, character education isn’t just a philosophy; it’s a lived experience. “We don’t expect our students to be perfect—far from it, actually,” shares Coghlan. Instead, the school embraces the imperfections of childhood as opportunities for growth. When mistakes are made, they become teachable moments, guiding
Whether it’s the athlete discovering a passion for theater or the tech enthusiast finding joy on the basketball court, Incarnation School encourages exploration and self-discovery
students to take responsibility for their actions in a supportive environment.
This commitment to character development reflects the school’s mission: to walk in the footsteps of Jesus. It’s a mission that extends beyond academics, touching every aspect of student life. The conversations about expectations and values aren’t reserved for disciplinary moments—they’re part of a broader dialogue that helps shape young hearts and minds.
The possibilities for students at Incarnation are boundless. Whether it’s the athlete discovering a passion for theater or the tech enthusiast
finding joy on the basketball court, the school encourages exploration and self-discovery. “It’s amazing to watch children push boundaries and expose themselves to a wide variety of interests,” Coghlan remarks. This openness to new experiences fosters well-rounded individuals who grow not only in knowledge but also in confidence and resilience.
The spirit of service is woven deeply into the fabric of Incarnation School. From writing heartfelt letters to seniors and service members to mission trips in Kentucky and Georgia, students learn the profound impact
of giving back. Service begins as a simple act of kindness in the classroom and evolves into meaningful, hands-on contributions to the community. These experiences teach students that their actions, no matter how small, can make a difference in the world.
Adapting While Preserving Tradition
Balancing tradition with innovation is no small feat, but it’s a hallmark of Incarnation School’s philosophy. While the school remains deeply rooted in its Catholic identity and high standards, it is also unafraid to evolve. “We have a very specific culture which we work hard to protect and grow,” Coghlan explains. Every change is made thoughtfully, ensuring it enhances the school’s mission rather than detracting from it.
Visitors often comment on the unique atmosphere at Incarnation—it’s something intangible yet unmistakable. This carefully nurtured culture is part of what makes the school feel different, a place where faith, community, and excellence come together seamlessly.
Looking to the future, Incarnation School has set its sights on growth. Establishing an endowment is a bold step for a parishsubsidized elementary school, but it’s a necessary one. The endowment ensures that the school’s initiatives, such as expanding the preschool program and strengthening special education, are sustainable for years to come.
Inclusion is more than a buzzword at Incarnation—it’s a core value. The school welcomes students from diverse backgrounds and with varying learning abilities, fostering a rich, dynamic environment where everyone feels valued. “Strengthening our culture of acceptance, tolerance, and love is at the forefront of our future planning,” Coghlan affirms.
By holding fast to its high standards while embracing thoughtful change, Incarnation School continues to set the bar for excellence. Its unwavering commitment to students, families, and faith ensures that its legacy will endure for generations.
How a 3-Step Process Can Help School Leaders Navigate Conflict
Jen Schwanke, Deputy Superintendent, Dublin City Schools
Jen Schwanke, Ed.D., has been an educator for almost three decades, teaching or leading at all levels. She is the author of four books published by ASCD, including the recently-released The Principal’s Guide to Conflict Management, and has published hundreds of articles in various education publications. In addition to providing professional development to districts in the areas of school climate, personnel, and instructional leadership, Schwanke presents at conferences for ASCD, NAESP, NASSP, AASA, and various state and local education organizations. She is the co-host of the popular “Principal Matters” podcast and an instructor in educational administration at The Ohio State University and Miami University of Ohio. Dr. Schwanke currently serves as a Deputy Superintendent in Ohio.
When I left teaching and moved into an administrative role, I was dismayed by how much of my time was spent managing other people’s conflicts. Even the thought of it filled me with dread. I wasn’t alone; indeed, some administrators spend their entire careers holding a low-grade apprehension conflict. They even measure their success by how much of it comes their way, thinking that conflict means they’re a failure and thus seeking to eliminate it.
This is misguided, of course. In a school environment, which is, by design, fully made up of human beings, conflict is as inevitable as the
sun rising. Administrators are trained in how to handle conflict with students, and we know that young people, who are still learning about the world, get fussy with one another. They argue, fight, and have fractures in their friendships. But many of us aren’t nearly as well trained in managing adult conflict.
And there is plenty of it to go around. Teachers might engage in conflict because they are tired and overwhelmed. They have philosophical and stylistic differences that can manifest into gossip and cliques. Parents, too, are often part of adult conflict. Parents fall on a massive spectrum of over-involved to disengaged, but each one brings
Take a look at trend data for patterns that will help create a clear picture of where conflict is likely to arise
a unique perspective, interpretation, and response to relationships with their child’s teacher, coach, or support staff— and even on another.
When conflict happens, many times, everyone looks to the principal to solve it. But the principal might be absorbing the conflict, feeling lost and uncertain and thinking, “Wait. I didn’t cause this, I didn’t create it, and now I’m supposed to fix it? How?!”
When I wrote a book about how principals can better manage conflict, I had no idea how much it would resonate with readers. Although I had struggled with my own response to conflict management, I didn’t expect to hear so much anxiety, pressure, and stress from others. Since the book’s publication, I have led many workshops with teachers, principals, and district staff, all centered around the question: How can I improve my approach to managing conflict?
I believe conflict management should follow a three-step process. We should work to anticipate what conflicts are festering; analyze if it is a problem and consider outcomes; and act to mediate, resolve, manage, or oversee the conflict. The steps can be sequential, but we can also “enter” the cycle at any place and time. If a conflict requires immediate action, for example, you can act to resolve it— and then take a step back, anticipate the reaction to your action, and further analyze the antecedents to avoid repeating the conflict again. It is a circular and continuous process that constantly feeds itself.
1. Anticipate. In this proactive exercise, you might consider what situations occur in your school that lead to regular conflict. A lack of standardized systems, processes, and protocols may open up frequent conflicts, so you might identify that improved communication and
normed responses to events would be helpful. You might also identify teams or departments who naturally manage conflict well and consider how other groups might emulate their approach.
As you anticipate conflict, you might look at students having unstructured areas of time or space; teachers festering about imbalance of workload; or parents frustrated by a lack of communication. Take a look at trend data for patterns that will help create a clear picture of where conflict is likely to arise.
2. Analyze. In this step, you will study an existing conflict to understand its antecedents and effects. Doing this well takes discipline, because it’s easy to assume we have a full picture of a situation, credible witnesses, or an accurate summary, but there still might be pieces missing. It helps to delineate facts from feelings and look for areas of overlap. I remember one situation in which I was working with a teacher who was in an ongoing argument with a colleague. “He always yells at me,” she says. “He never says anything nice.” These weren’t facts; they were feelings. Yet the truth in them was still there; the teacher was using always and never to capture how she felt, and it was mobilizing into facts.
Analyzing a conflict benefits from having additional eyes and perspectives. It’s hard to fully understand something if you’re working alone, because your own mindset might shift according to your own set of beliefs or assumptions. Asking for the perspectives of others who are involved will help you get a more complete picture of the problem— and how you should act upon it. You will ask yourself questions. Is this conflict just someone tattling? Do they need help? What will happen if I wait? Does someone need empowerment or support in order
School communities cannot do good work unless they accept and even embrace the inevitable conflict
to handle this conflict without me? In this step, it can be helpful to distinguish between conflict and disagreement, conflict and confrontation, and conflict and competition.
3. Act. With a full understanding of the conflict, the path forward should become a bit more clear. The first step is identifying what needs to be done. In some cases, the answer is— well, nothing. Some conflicts are actually simple disagreements and they benefit from time. Think about a parent who is annoyed about a test grade and shoots off a nasty email to the teacher, who comes to you tearfully hoping you’ll reply and stick up for her. Instead, you might counsel the teacher to wait 24 hours to respond, and coach her through a way to reply— but you, as the principal, actually do nothing. No action is an action.
Yet, in other cases, you might need to act. I like to delineate between actions. If there is conflict, I might think about whether I need to manage, mediate, facilitate, or ignore. Answering that question helps you set up an environment of intentionality. You will know why you are proceeding in a certain way; you will know who needs to be part of the action; and you will be able to begin with your hoped-for outcome in mind. This intentionality will build confidence as you have difficult conversations.
As using this cycle becomes automatic, here’s something that can’t be understated. Conflict is normal. People need to be able to disagree. They need to know— or learn— healthy ways to respond when they don’t feel heard, valued, respected, or understood. School communities cannot do good work unless they accept and even embrace the inevitable conflict. It can be— and, ideally, is— positive and productive, and it can be the foundation for respect and professionalism throughout your school. In that sense, conflict should be welcomed and embraced as evidence of a strong and healthy culture.
Addiction-Proofing Our Students in an Addictive World
Kriya Lendzion, School Counselor and Adolescent Therapist
Our students are growing up in an increasingly addictive world, often unaware of how they’re being shaped by it, like fish swimming in water. The good news is that prevention research shows that schools can be a strong force for addiction prevention and early intervention, overpowering the strongest of risk factors.
Our Addictive World Students are constantly bombarded by addictive media messages claiming the keys to happiness and confidence are found externally—in sugary foods, material possessions, drugs, or screens.
According to Common Sense Media in 2021, more than half of kids have cell phones by age 11, one in five by age 8, and teen screen time is averaging over 8 hours a day. This constant engagement is being linked to declining abilities to delay gratification, self-entertain, sustain attention and tolerate distress.
Children’s daily landscapes include an alltime high of drug references and advertisements speaking directly to their values and interests and online access to harmful content from hyper-sexualized material to instructions for self-harming. These exposures intensify during adolescence when their molding-clay brains
Disordered eating and self-harm are on the rise for youth worldwide, and treatment centers are emerging to address technology and gaming addictions
Originally inspired by her personal journey through teen addiction, Kriya Lendzion is now a veteran School Counselor, fiercely dedicated to helping educators prevent and intervene early in students’ addictive and self-destructive behaviors. She brings her expertise as a Licensed Clinical Addiction Specialist, Certified Prevention Specialist, and Adolescent Therapist to schools across the world, serving as a curriculum designer, drug and alcohol educator, professional development trainer, and consultant. Kriya resides in beautiful Asheville, North Carolina, and loves traveling the globe to help youth thrive.
hardwire learning and feel-good experiences into long-term connections. Combined with increased stress, anxiety, and a lack of coping skills, the result is a recipe for addiction.
Addictive options are expanding and intensifying Today’s “substances” including drugs, alcohol, social media, gambling, video games, and porn are becoming increasingly accessible, providing stronger dopamine “hits,” and easier to conceal for our kids, making them even more addictive. Disordered eating and self-harm are on the rise for youth worldwide, and treatment centers are emerging to address technology and gaming addictions.
They’re All “At-Risk” While certain factors increase a child’s susceptibility to addiction— such as genetics, trauma, chronic stress, or impulsivity—adolescents are naturally ALL at risk. By puberty, their extra-reactive threat alarms, added stress hormones, and reproductive hormone bursts can create a steady sense of overwhelm they yearn to escape. Meanwhile, anything that works to provide this distress relief, or meet their other natural adolescent needs for belonging, fun, identity, and confidence wires connections in the brain, forming habits stronger than at any other time in their lives.
Addiction-Proofing
Fortunately, we can fortify students with skills and information to resist these internal and external addictive forces. Here’s what’s been shown to work in preventing self-destructive relationships with anything. Provide comprehensive, science-based Information. Unfounded scare tactics no longer work; students can easily fact-check online.
Instead, provide evidence-based information on how substances and activities can be problematic for adolescents’ physical, cognitive, and mental health. Speak to their values, guiding them to examine how these risks conflict with their own goals and beliefs. Educate them on the neuroscience of addiction, including genetic predisposition, and why their malleable brains are particularly prone to habit forming.
With behaviors they are most likely to engage in, students need “harm reduction” strategies that promote self-awareness and responsibility to help them avoid harming themselves (or others).
This content will absorb more deeply when it is seamlessly interwoven into everyday curriculum and discussions versus being relegated just to “health” or “Physical Education” class, or School Counselor delivery. System-wide infusion also communicates a focus on and commitment to student wellness as a school cultural norm.
Use
Peer
Educators.
Students are the best experts on school culture and the most influential forces in shifting it. Involving them in focus groups, designing programming, and implementing healthy choices (like screen self-checks) creates a powerful peer-led impact. Enlisting well-respected students from diverse social groups ensures broader reach. Peer educators not only impact others but also benefit from this leadership experience and deeper learning.
Start early. Prevention begins with young children learning respect for how they treat their bodies and maintain boundaries for themselves. We want to help children disassemble confusing messages, and make healthy sense of what they are exposed to - such as drinking, smoking or
We want to help children disassemble confusing messages, and make healthy sense of what they are exposed tosuch as drinking, smoking or phone use - before they develop any distorted beliefs about them
phone use - before they develop any distorted beliefs about them.
Partner with parents. Many parents are scared, exhausted, and overwhelmed from swimming upstream in today’s addictive culture and appreciate knowledge and tools to help keep their children healthy and safe. Provide resources and programs that educate guardians on how to talk about risky behaviors with their kids, set appropriate guidelines, and respond artfully to self-destructive choices.
School policy. Whether about cell phones or substances, policies are more impactful when framed as based not just liability, but care and evidence, and communicated as such: “This rule exists to protect you from things proven to be harmful because we really care about you.”
Punitive responses aiming to cause discomfort or embarrassment backfire and fail to address or shift underlying causes of risky behavior, so design interventions that are educational and supportive, helping students and families get the information and resources they need to make better choices.
Strengthen resistance skills. Disempower problematic peer, media and family influences on our students by engaging them (at all ages) in critical reflection and conversation about these forces. Media literacy education is impactful for adolescents who naturally resent being controlled and manipulated. Guide them in examining drugs, screen use, body image, risky social media “challenges,” and hypersexual media through the lenses of the hypocrisies, financial agendas, and devious tactics companies use to gain wealth at the expense of young people.
Students also need concrete skills to navigate real-world pressures while maintaining their sense
Students will naturally reach for what is most convenient and works best to meet their developmental needs for belonging, fun, confidence, and coping
of belonging. Through the everyday infusion of social-emotional learning, we can help them strengthen assertiveness and boundary-setting skills, recognize unhealthy and risky situations, and know when and how to report concerns.
School Connectedness. Research reveals that school connectedness - a sense of being known, cared about, and valued by the school community - can potentially overpower any risk factor a child carries into our classroom. Consider how students can be more involved on campus through facilities improvement, peer mentoring or inclusion in programming creation and orchestration, soliciting those who aren’t naturally rising as leaders. Create opportunities for students to know each other and be known by you personally, and make a point to recognize their strengths, tough days and express interest in their lives. One single trusted adult relationship at school is a proven protective factor, so assure that every child has someone fostering that connection whether it’s a coach or a bus driver.
Support Healthy Alternatives. Students will naturally reach for what is most convenient and works best to meet their developmental needs
for belonging, fun, confidence, and coping. Therefore the key to helping them avoid addictive relationships with any substance or behavior as a misguided strategy is to assist them in developing healthy and fulfilling alternatives.
This presents evidence-based rationale for allotting time and resources to social-emotional learning, relationship-building, and low studentto-counselor ratios in kindergarten through 12th grades. And inspires every adult on campus to use their role to guide kids toward coping tools, opportunities for relationship-building, extracurricular activities and outlets, and community resources.
All-hands-on-deck. Addiction-proofing our students is an all-hands-on-deck effort, requiring not only inter-departmental collaboration, but partnership with families, organizations, and members of our unique communities. The celebrated “Icelandic Prevention Model” is a strong example for us to emulate, demonstrating the power to prevent youth substance use and other self-destructive behaviors when all sectors of a community, including schools, collaborate to bring young people meaningful activities and commit to their thriving.
ST. ELIZABETH OF HUNGARY CATHOLIC SCHOOL
Where Faith, Family, and A Love for Learning Flourish Together
When you step onto the campus of St. Elizabeth of Hungary Catholic School, the first thing you’ll notice is the sense of community—a blend of warmth and shared purpose that feels almost tangible. It’s a place where faith is as natural as breathing, woven seamlessly into every school day, every lesson, and every interaction. “Faith is the heart of everything we do,” says Jennifer Borth, the school’s principal. It shapes the culture and creates an environment where education goes beyond the textbooks.
St. Elizabeth of Hungary Catholic School isn’t just about meeting state standards; it far surpasses them. Accredited by the Texas Catholic Conference Education Department (TCCED), the school operates under the Roman Catholic Diocese of Dallas and stands out for its
strong academic and spiritual foundation. The full-day curriculum serves students from Pre-K through eighth grade and covers core subjects like Religion, English Language Arts, Literature, Mathematics, Science, Social Studies, Spanish, Technology, Art, and Library.
Yet, what makes St. Elizabeth unique is how learning is infused with faith. Every subject, from art to science, finds a way to connect with the school’s Catholic values. Imagine a literature discussion that doesn’t just explore themes of good and evil but also frames them within the universal teachings of compassion and grace. Even the simplest daily routines, like starting a math lesson, may begin with a prayer that reminds students of a higher purpose.
“Understanding God in Christ helps children better understand themselves and navigate the world in which they live,” Jennifer explains. This approach ensures that academic excellence and faith go hand in hand.
The school also emphasizes character development, tying each month to a specific virtue. Teachers nominate students who embody these virtues for the Christian Witness Award, celebrated during Friday Children’s Liturgies. These moments of recognition remind the entire community that success isn’t just measured in grades but in the strength of one’s character.
Jennifer’s voice softens with sincerity when she talks about the school’s mission.
“The faith we help build as parents and educators will serve our children not only in this life but the next,” she shares. It’s this conviction that drives St. Elizabeth to prioritize faith formation alongside academic achievements. The school hosts traditional devotions like the Rosary, Ash Wednesday,
Jennifer Borth, Principal
At St. Elizabeth, the Catholic faith isn’t confined to religion classes. It’s a guiding principle that enriches art lessons, frames literature discussions, and even underpins behavior correction with a sense of justice and fairness
and May Crowning, inviting every student to participate and deepen their spiritual journey.
At St. Elizabeth, the Catholic faith isn’t confined to religion classes. It’s a guiding principle that enriches art lessons, frames literature discussions, and even underpins behavior correction with a sense of justice and fairness. Parents and teachers share a strong foundation of values and expectations, cultivating an environment of respect and mutual dignity. It’s a place where faith brings hope, and each day offers a chance to grow academically and spiritually.
So, whether it’s the rhythm of daily prayers or the inspiration found in Bible readings, St. Elizabeth of Hungary Catholic School is more than an educational institution. It’s a nurturing community where faith and learning come together, preparing students to thrive in life and beyond.
A Place That Feels Like Home
If you ask anyone at St. Elizabeth of Hungary Catholic School what makes it special, you’ll hear one word over and over again: family. It’s a closeness that goes beyond the usual teacherstudent relationships and creates a genuine sense of belonging. “Our school feels like a second home,” says Jennifer, and that’s not just a sentiment—it’s a reality. Here, helping hands and hearts come together every day, ready to pitch in whenever someone needs it. Whether it’s organizing a school event or supporting a family in crisis, this community shows up.
St. Elizabeth instills in its students a commitment to serving others, with each grade level participating in various community service projects
Take, for instance, the Dad’s Club. It’s a group of fathers who are always ready to lend their time and effort. From setting up decorations for the Hispanic Heritage and Black History Month performances to assisting with the Christmas program, these dads are a vital part of the school’s rhythm. They embody what it means to lead by example, showing the kids that service is a way to express love and devotion to both school and faith. “We have an amazing group that works hard to ensure our school is a success,” Jennifer notes, beaming with pride. The whole community—from parents to teachers and students—operates like a welloiled machine, driven by a shared commitment to make the school thrive.
The atmosphere at St. Elizabeth is tight-knit, warm, and beautifully diverse. It’s a place where everyone feels supported and included. Words like caring, loving, and home-like frequently come up when people describe the environment. There’s a powerful sense of connection here, a strong bond that makes everyone feel like they truly belong.
Part of what makes this community so engaging is the active involvement of students in shaping
At St. Elizabeth of Hungary Catholic School, the commitment to nurturing strong readers isn’t just an academic checkbox— it’s a heartfelt mission to prepare students for a lifetime of success
their school experience. They’re not just passive learners but active participants in everything from student-led parent-teacher conferences to serving in key leadership roles, like being president of the National Junior Honor Society (NJHS) or contributing to the student advisory board. Even social responsibility is taken seriously. St. Elizabeth instills in its students a commitment to serving others, with each grade level participating in various community service projects.
And then there’s the Conflict Corner, a simple yet powerful initiative that teaches kids the value of communication and empathy. When disagreements arise, students use this space to work through their problems, learning to listen, express their feelings, and collaborate
on solutions. It’s conflict resolution done the St. Elizabeth way: thoughtful, respectful, and anchored in the virtues the school cherishes.
Faith and Innovation Hand in Hand
When it comes to academics, St. Elizabeth’s approach to STEM education is nothing short of groundbreaking. Their Fr. Russ Mower SMART Lab offers students hands-on experience in areas like robotics, circuitry, computer graphics, and even sustainability. It’s a place where young minds are not only encouraged to tinker and explore but also to think critically and problem-solve. This focus on innovation is paired seamlessly with a spiritual foundation. “We measure and evaluate students’ progress academically, socially, and spiritually throughout their time at the school,” Jennifer explains. The goal is to nurture wellrounded individuals who excel in every aspect of their lives.
Academically, students in middle school have the opportunity to take honors classes, preparing them for the rigorous demands of high school. Spiritually, the students’ journeys are equally prioritized. Fridays are reserved for Mass, and students regularly participate in confession and adoration. The religious education at St. Elizabeth isn’t just theoretical; it’s woven into daily life and lessons, giving students a foundation that lasts long after they leave.
Special experiences, like the Thanksgiving prayer service and the cherished 8th-grade trip to The Pines, offer opportunities for students to bond and grow in faith. These experiences create memories and deepen the sense of community, reminding students of their spiritual journey alongside their academic one.
Jennifer proudly shares stories of alumni who come back to express gratitude for how well
St. Elizabeth prepared them for high school. Many have gone on to become valedictorians and salutatorians, a testament to the school’s commitment to excellence. “We’ve had numerous students and parents return to let us know that they were well prepared,” Jennifer says. It’s a legacy of success built on the pillars of faith, service, and academic rigor.
Fostering a Love for Reading in the Digital Age
Reading in today’s world is a skill that’s becoming ever more crucial, yet it faces constant competition from digital distractions.
At St. Elizabeth of Hungary Catholic School, the
St. Elizabeth of Hungary Catholic School is already thinking ahead to next year, with plans to revamp the library in exciting ways
commitment to nurturing strong readers isn’t just an academic checkbox—it’s a heartfelt mission to prepare students for a lifetime of success. Last year, a transformative reading enrichment and improvement program was launched, setting a new standard for how the school supports literacy. It all began with a simple but powerful idea: involve the parents. “We wanted to equip parents with practical ways to raise a reader in our digital age,” explains Jennifer. The school organized an evening session titled How to Raise a Reader in the Digital Age, filled with research-backed findings and actionable tips that were both easy and realistic to apply at home. Recognizing that starting early is key, the team also delivered a condensed version of the presentation to pre-kindergarten parents, setting the tone for a literacy-rich educational journey right from the beginning.
The next step was to integrate i-Ready into the reading curriculum. But it wasn’t just about technology and programs; it was about human
connections too. In a beautiful show of peer support, middle school honor students began volunteering as reading buddies for younger students. “Once a week, these buddies get together for one-on-one reading activities,” Jennifer shares. The program doesn’t just boost reading skills but also fosters a sense of responsibility and leadership among the older students.
As November rolled around, even more hands were on deck. Adult volunteers started coming in weekly, each paired with a 6th-grade student who needed an extra boost in reading comprehension. The thoughtful setup included providing these parent volunteers with pre-selected books and pre-made questions to discuss at the end of each reading session. It’s a simple yet impactful way to enhance comprehension and, just as importantly, to build confidence.
And there’s more on the horizon. “Next month, we’re setting up a cozy reading corner in half a classroom,” Jennifer beams. This space will be a welcoming haven for parent volunteers
and a perfect nook for individual reading tutoring. The school is already thinking ahead to next year, with plans to revamp the library in exciting ways. The vision includes new reading opportunities for students before and after school, and the hope is that library usage will increase so much that it could even expand into two classrooms.
“The possibilities are endless,” Jennifer says with optimism, imagining a future where handson reading centers with specific skill lessons will be available for teachers to check out. These centers will be designed to be easy-to-use, plugand-play resources that teachers can pop into their classrooms for a month, complete with activities that require no additional prep time.
A Community Blossoming Together
As St. Elizabeth evolves, so does the vibrant Oak Cliff community around it. The school isn’t just a place for academic learning; it’s growing into a hub for multicultural activities and celebrations that validate and uplift every
member of the community. “We’re inspired by our patron saint, Elizabeth of Hungary,” Jennifer notes, highlighting a spirit of service that guides every initiative.
The future holds exciting plans, like a potential community garden on the land behind the church. This green space would be a gathering place for neighbors—Catholic and non-Catholic alike—offering fresh produce and a chance to connect with nature. Discussions are already underway, and the dream is to have a garden that draws people in, sparking conversations and collaboration.
Even more, the school sees opportunities to extend its resources, like teaching English to non-native speakers using the community rooms that are already available. The vision is clear: a school that serves as a welcoming center for learning, growth, and cultural exchange. St. Elizabeth is committed to making its mark, not just academically but as a cornerstone of a caring, interconnected community.
Want to Fix the Teacher Shortage? Make the Profession More Affordable
Tia Morris, Executive Director, Teach For America New York
According to a 2022 report by the U.S. Department of Education, 41 states and D.C. are facing teacher shortages in at least one subject area or grade level. We are experiencing a crisis in education around teacher talent, especially in subjects and schools that are typically hard to staff. There are still many barriers that keep talented leaders from entering our classrooms and serving where their skills are needed most. One of the biggest ones? Finances.
World Teachers’ Day is held annually on 5 October to celebrate all teachers around the globe. UNESCO shares, “It is a day to celebrate how teachers are transforming education but also to reflect on the support they need to fully deploy their talent and vocation and to rethink the way ahead for the profession globally.” This year let’s thank our teachers by putting our money where our mouth is. If we want to boost student performance — and combat pandemic-inflicted learning
Tia Morris is an advocate for equity, dedicating more than 25 years to improving educational opportunities for young people. In 1998, she began her teaching career with the NYCDOE through Teach For America and returned in 2020 as Executive Director. Tia has served as Executive Director for Teach For America New Jersey, a founding member of a school network, and held chief-level central office positions in both the Newark and Camden school systems.
loss — we need to give our teachers more than platitudes. Let’s support new proposals to make teaching a more economically viable profession and show our educators how much we truly value them:
1. Pay teachers what they’re worth. We entrust teachers with this country’s greatest gift: our children. Every day, educators are given the opportunity to help our children’s
inherent spark turn into a flame. However, this hefty responsibility and opportunity to shape our youngest leaders does not come with a salary to match. Historically low pay, coupled with greater postsecondary student loan debt, has caused many young adults to overlook teaching jobs in search of more lucrative career fields. The Economic Policy Institutes report on teacher wages and compensation through 2022 found that, on average, teachers
made 26.4% less than other similarly educated professionals in 2022—the lowest level since 1960. An educator’s financial security and stability is directly connected to their overall job-related stress and potential decision to leave the profession. This is especially important given the average schoolteacher’s pay nationwide has failed to keep up with inflation over the past decade.
2. Offer educators student loan forgiveness. Offering student loan forgiveness to teachers—especially those teaching in highneed districts or understaffed schools—is another way to make education a more viable career path. And because student loan debt is held disproportionately by people of color, this will help establish a more diverse teaching workforce, something we know benefits all students and especially students of color. The average student loan debt is $37,000, almost the same as the average starting teacher salary. Many teachers are still repaying their student loans and on average, teachers with a bachelor’s have $20,000 in student loan debt and $50,000 for those with a master’s degree.
3. Make robust investments in organizations that support those who serve. For thirty years, AmeriCorps members – including Teach For America (TFA) corps members - have provided critical services to communities in need across the nation. However, this year, the House of Representatives passed a bill that contains drastic cuts to AmeriCorps when demand for its services is needed most. Most notably, these cuts include the elimination of funding for many AmeriCorps grants and the AmeriCorps Education Award. Participation in AmeriCorps, and the educational award benefits that come with it, are a key factor in our members’ decision to join our work. These awards make it possible for recipients to use them to either offset student loan burdens or to further their own education by utilizing them to pay for things such as master’s degrees in education. Cuts to these institutions directly impact the quality and quantity of our nation’s teaching pool.
For 35 years, TFA has been one of the biggest and most diverse teacher talent pipelines in the country and every year we receive thousands of applications to the Teach For America corps. Today, as Executive Director of the organization’s
An educator’s financial security and stability is directly connected to their overall job-related stress and potential decision to leave the profession
As state officials estimate New York will need more than 180,000 new teachers in the next decade, these young people provide hope that there are still many willing to answer the call of service, especially for our students
largest region, I had the honor of welcoming more than 400 1st and 2nd-year teachers to New York City classrooms this school year where they will reach more than 23,000 students in low-income communities across the city. As state officials estimate New York will need more than 180,000 new teachers in the next decade, these young people provide hope that there are still many willing to answer the call of service, especially for our students.
Applicants are not only eager to enter the education system but to end the societal injustice of educational inequity that has historically harmed disadvantaged and lowincome communities. This is both necessary and heartening when we consider that teacher
recruitment issues and severe teacher shortages are experienced the most in rural and urban districts with high child poverty rates and racially diverse students. Sadly, the barriers to both becoming and remaining a teacher, which hinge predominantly around financial health, are so pervasive that I often meet excellent candidates who ultimately determine that they cannot enter or remain in the field after all.
Investing in our teachers is one of the biggest ways we can fight back. If we want to create a strong teacher-talent network benefiting all school communities, we must boost teacher support and pay so that we can help more leaders bring their talents to our classrooms.
