K12 Digest – January 2025 – Must-Watch Boarding School in 2025 by Connecta Innovation

MUST WATCH INTERNATIONAL SCHOOL IN EUROPE-2025

American International School of Vilnius

MUST-WATCH BOARDING SCHOOL IN 2025

Maine School of Science and Mathematics

FEATURING INSIDE

Cameron Poole

Chief Officer of Equity, Inclusion, and Accountability, School District of Clayton (MO)

Chris Pryor Founder and Principal, LeadTeam Partners

Dr. Keisha Scarlett

Former Superintendent, Saint Louis Public Schools

Evan Erdberg President and Founder, Proximity Learning

Michalitsa Papasotiriou Head of Educational Partnerships, Technokids Greece

DR. JOEL

HERBST

Assistant Dean, Florida Atlantic University’s College of Education

MONEYBALL, PREDICTIVE ANALYTICS, AND DISCOVERY

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

Jennifer Anderson

Alice Smith

Monica Davis

Anna Elza

K12 Digest www.k12digest.com is a global knowledge sharing digital platform published by Connecta Innovation Private Limited. All rights reserved. The opinions expressed in the content and pictures provided are those of the authors. They do not purport to reflect the opinions or views of Connecta Innovation Private Limited or any of its members and we do not assume any responsibility. The publisher does not assume any responsibility for the advertisements, its content, pictures, and all representation of warranties made in such advertisements are those of the advertisers and not of the publisher. K12 Digest www.k12digest.com is a Free Subscription and Free-to-read digital platform strictly not for sale and has to be strictly for internal private use only. Publisher does not assume any responsibility arising out of anyone modifying content and pictures, printing a copy of this digital platform in any format and in any country and all matters related to that.

MANAGING EDITOR’S NOTE

2025: The Year Education Redefines Itself

Picture this: a classroom where lessons are tailored by AI to each student’s unique pace, a global curriculum connects children from different continents, and environmental literacy shapes future changemakers. Welcome to 2025, where education is no longer confined to traditional methods but has become a dynamic, transformative journey.

This year marks a tipping point for K-12 education, driven by trends that are reshaping how young minds are nurtured. Personalized learning through AI is leading the charge, ensuring students receive customized instruction to boost engagement and outcomes. Meanwhile, education is breaking borders with globalization, creating classrooms that foster cultural exchange and equip students with a global mindset.

Environmental literacy has taken center stage as schools embed sustainability into their curriculums, preparing students to tackle pressing global challenges. Holistic development is also gaining traction, with a focus on mental health programs, mindfulness, and emotional well-being. Adding to this is the shift from STEM to STEAM, where creativity is woven into technical education, creating innovators who can think outside the box.

Boarding schools are also stepping into the future, blending rigorous academics with leadershipbuilding environments. Hybrid learning, once a pandemic adaptation, is now a mainstay, offering the flexibility students and educators need to thrive.

Amid these changes, this issue of K12 Digest Magazine celebrates the schools and leaders shaping education’s future. From the “Must-Watch International School in Europe – 2025” to the “Must-Watch Boarding School in 2025,” we spotlight institutions redefining excellence.

At the heart of this issue is our cover story on Dr. Joel Herbst, Assistant Dean for Florida Atlantic University’s College of Education. A visionary leader, Dr. Herbst oversees transformative programs like the FAU School District and initiatives that range from environmental education to cutting-edge STEM academies. His dedication exemplifies what leadership in education should look like in this transformative era.

As you explore this issue, we hope it inspires you to embrace the changes shaping K-12 education. Together, let’s nurture young minds and prepare them for a future that’s as dynamic as it is promising.

Enjoy Reading.

Sarath Shyam

DR. JOEL HERBST

Assistant Dean, Florida Atlantic University’s College of Education

MONEYBALL, PREDICTIVE ANALYTICS, AND DISCOVERY

SELECTING THE RIGHT EXTERNAL SCHOOL PARTNER

Chris Pryor, Founder and Principal, LeadTeam Partners

WANNA BE STARTIN’ SOMETHIN: IGNITING MOMENTS, BUILDING MOMENTUM, AND LEADING MOVEMENTS FOR LITERACY

Dr. Keisha Scarlett, former Superintendent of Saint Louis Public Schools 42

ACADEMIC VIEWS

FUTURE POTENTIAL OF CHATBOTS AND VIRTUAL TUTORS IN K-12 EDUCATION

Michalitsa Papasotiriou, Head of Educational Partnerships, Technokids Greece

INDUSTRY PERSPCTIVE

HOW ARE THE KIDS? THE IMPACT OF SOCIAL-EMOTIONAL LEARNING ON STUDENTS, TEACHERS, AND COMMUNITIES

PRACTICES

64 THE IMPORTANCE OF VIEWING EDUCATIONAL EQUITY AS PROCESS IMPROVEMENT

Evan Erdberg, President and Founder of Proximity Learning

Cameron Poole, Chief Officer of Equity, Inclusion, and Accountability with the School District of Clayton (MO).

DR. JOEL HERBST

Assistant Dean, Florida Atlantic University’s College of Education

MONEYBALL, PREDICTIVE ANALYTICS, AND DISCOVERY

Dr. Joel Herbst is the Assistant Dean for Florida Atlantic University’s College of Education, overseeing the Office of PK-12 Schools and Educational Programs. In this role, he also serves as Superintendent for the FAU School District, leading the A.D. Henderson University School, Florida Atlantic University High Schools in Boca Raton and Jupiter, the Pine Jog Environmental Education Center, the Bezos Academy, and the Max Planck Academy. Dr. Herbst has been deeply involved in the broader educational community through his participation on various committees and boards. He has served as the President of the Florida Association of School Administrators, as a Board Governor for the American Association of School Administrators, as President of the Broward Principals and Assistants Association, and as a member of the Coca-Cola Company Council of Corporate Partnerships. He has also worked with the Southern Association of Colleges and Schools.

Ihave the unique opportunity to steward the Florida Atlantic University School District, anchored by the A.D. Henderson University School and Florida Atlantic University High School—a legislative-designated laboratory school in Florida. This designation underscores our commitment to innovative student-led research with global impact and faculty-led research that influences educational practices beyond our schoolhouse gates.

Moneyball

Throughout my career in senior leadership, I’ve focused on predictive analytics, examining ways to enhance student achievement by exploring both school and contextual factors. My interest in this field was inspired by the movie Moneyball, based on Michael Lewis’s book. It portrays the Oakland Athletics’ 2002 season, where Paul DePodesta applied a new analytical approach to baseball, yielding remarkable results. This sparked my curiosity: Could similar principles be applied to public education? Could this reveal opportunities that traditional methods have missed?

DePodesta, a Harvard economics graduate, revolutionized baseball by rethinking longaccepted beliefs. Instead of relying on conventional, often flawed wisdom, he focused on overlooked data points, such as a player’s on-base percentage. By shifting his focus, he created a competitive advantage.

Several years ago, I had the privilege of speaking with DePodesta. His insights deepened my frustration with education’s limited use of predictive analytics. While industries like sports and finance employ advanced models to forecast outcomes, education remains largely

While industries like sports and finance employ advanced models to forecast outcomes, education remains largely reactive, analyzing past performance without a futurefocused strategy

reactive, analyzing past performance without a future-focused strategy.

School districts, like hedge funds or sports teams, should be using the brightest minds in quantitative analytics to anticipate trends and outcomes. These models could identify key school and contextual factors affecting student success, allowing districts to optimize resource allocation. A key discovery in this process was the impact of student participation in competitive clubs on academic performance and other contextual factors such as attendance and behavior.

Hiding in Plain Sight: The Analytics

Our school offers a wide range of extracurricular clubs, including 26 competitive clubs. Anecdotal evidence suggested that students involved in these clubs demonstrated better engagement, including higher attendance rates, fewer tardies, and fewer behavior issues. This prompted a deeper investigation into the relationship between club participation and academic outcomes, including standardized test scores and GPAs.

We studied 1,330 students, of whom 883 participated in at least one extracurricular club. The data revealed a significant positive correlation between club membership and academic performance, particularly on standardized tests.

In Florida, students in grades K-10 are tested across various subjects. Our study focused on grades 3-10, examining performance levels across subjects like writing, algebra, science, and history. These assessments are scored on a scale from Level 1 (non-proficient) to Level 5 (proficient), with Level 3 indicating minimum proficiency.

Elementary School Outcomes

The data showed that students involved in clubs consistently outperformed their peers. In elementary grades, club participants had higher proficiency levels in all subjects. For instance, in English Language Arts (ELA), the average proficiency score for club members was 4.14, compared to 3.93 for non-members. In math, club participants scored 4.35 on average, compared to 4.08 for non-participants. The biggest difference was seen in science, where club members scored an average of 4.27, compared to 3.75 for non-participants. However, no significant differences were found in GPAs at the elementary level.

We studied 1,330 students, of whom 883 participated in at least one extracurricular club

Middle School Outcomes

In middle school, club participation continued to correlate with higher standardized test scores. Club members scored 4.37 on average in ELA, compared to 3.86 for non-participants. In math, club participants averaged 4.63, while

non-members scored 4.17. Civics showed a substantial difference, with club members scoring 4.82 on average, compared to 3.82 for non-participants. Science scores followed a similar trend, with club participants averaging 4.62, compared to 3.73 for non-club members.

In terms of GPAs, middle school club participants had a 7% higher average than nonparticipants. Students involved in three or more clubs had an even larger GPA boost, with a 9% higher average than those in no clubs. These trends mirrored the positive correlation between club participation and standardized test scores.

High School Outcomes

In high school, club participation also correlated with academic success. On average, students in clubs had higher grades than their non-participating peers. A third of students not involved in clubs showed lower GPAs and underperformed on standardized assessments in ELA. Across all grades, academic success, as

measured by both GPAs and standardized tests, increased with greater club participation. The data suggested a dose-response relationship: the more clubs students were involved in, the greater their academic performance.

Discovery and Next Steps

Beyond academic performance, the analysis revealed high school improvements in contextual factors such as attendance, tardiness, and behavior among students involved in clubs. These students also showed increased agency, leadership, and peer mentorship. For example, members of the speech and debate club coached peers participating in the science fair, offering support with their presentations.

Across all grades, academic success, as measured by both GPAs and standardized tests, increased with greater club participation

Moving forward, we plan to further utilize the data to analyze the impact of individual clubs on specific academic outcomes. By identifying which clubs provide the greatest return on investment in terms of both academic and developmental outcomes, we can better allocate resources and encourage broader participation.

Additionally, our instructional team is working to align instructional focus calendars with club competition timelines. This will allow for more purposeful instruction, helping students see the real-world applications of their learning and answering the question, “Why do we need to learn this?”

By identifying which clubs provide the greatest return on investment in terms of both academic and developmental outcomes, we can better allocate resources and encourage broader participation

The analytical insights gained from this study have already begun to shape our approach to student engagement and success. By leveraging predictive analytics, we aim to equip our instruction and support staff with the tools they need to anticipate student outcomes and tailor educational experiences accordingly. Club participation is just the beginning; we’ve discovered other factors that contribute to academic success, each providing unique insights to guide our efforts in maximizing student achievement.

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ACADEMIC VIEWS

Future Potential of Chatbots and Virtual Tutors in K-12 Education

Michalitsa Papasotiriou, Head of Educational Partnerships, Technokids Greece

As artificial intelligence continues to evolve, it will make chatbots and virtual tutors even more influential in K-12 education. Their capabilities are growing to the point that such tools will be better positioned to provide increasingly personalized, integrated, and holistic support for students and therefore help improve academic as well as personal development.

More about Chatbots

A chatbot is an application that has the ability to hold a text or voice-based conversation with its

user, similar to human-to-human interactions. At the K-12 level, chatbots have the potential to support students with homework questions, additional resource texts for explanation, or further learning opportunities. In this direction, it goes quite easily to engage the users with information and support owing to immediate response and round-the-clock availability of the chatbots.

1. AI and Personalization Advances

Advanced Adaptive Learning: Future developments in AI, as well as in the field of machine learning, are going to enable chatbots and virtual tutors to offer even richer forms of personalization. Applying a variety of dataincluding learning style, pace, prior responses, and even the emotional cues of students-such tools will be in a position to automatically adjust the level and kind of instruction.

Adaptation to Learning Style: As AI becomes increasingly astute at picking up individual differences, virtual tutors will adapt their approach to precisely suit the preferred style

of learning by that particular student. This virtual tutoring could also include encouraging the participation and interaction of that child through interactive exercises or simulation. While the visually receiving children might be given more video-based instruction along with infographics, the auditory learner shall be counseled through spoken explanations and discussions.

Evolving Learning Paths: Enabled through the continual monitoring of student progress in learning, emergent chatbots will be able to create a continuous longitudinally evolving learning path with growth in the student. They will track student achievements, adjust content year by year, and provide a longitudinal record of progress against specified learning objectivessupplying personalized insight into each student’s development over time to teachers and parents.

2. Integration with Classroom Learning

Blended Learning: In the future, there will be smoother integrations of chatbots and virtual tutors with classroom activities to support blended learning models in which instruction is interwoven between digital and in-person. A teacher might want to use a virtual tutor as his assistant-he spends quality time with each and every one of his students-while he himself takes care of group activities on the side to further his cause of active and engaging learning.

Real-time Class Assisting: Just while there is something to learn, students would have questions and approach a classroom-integrated chatbot. In this case, it would provide for the possibility for students to ask for additional examples during the points of not getting

In the future, there will be smoother integrations of chatbots and virtual tutors with classroom activities to support blended learning models in which instruction is interwoven between digital and in-person

something, without disrupting the process of teaching. In fact, it develops better independent and self-guided learning while releasing the instructor to lead the lesson and engage the class. It is also conceivable that chatbots will analyze, on behalf of teachers, the questions of students and draw attention to items commonly confused.

Curriculum Alignment and Assessment:

Virtual tutors in the future may already be aligned with state standards and curricula. This means that instructional support perfectly complements class lessons. They shall offer formative assessments or formative understandings in real time that help teachers immediately adjust instruction based on data gathered from chatbot interactions. This shall align all supports in education to make sure that it reinforces and builds from the school curriculum for cohesive learning of the students.

3. Expanding Beyond Academics

Social-Emotional Learning: As socialemotional learning becomes center stage in K-12 education, virtual tutors and chatbots become mainstream for making conscious development through these learners by developing emotional intelligence. There will be daily check-ins concerning their mood state with proposed exercises of mindfulness or statements made showing care when they display high stress and anxiety. Those chatbots for social-emotional learning can also be used to extend face-to-face school counselor guidance in developing students’ empathy, self-awareness, and resilience.

Career Planning and Guidance: Virtual tutors can engage students in career explorations based on teaching about different professions, what skills

Other than academic support, virtual tutors could provide resources related to mental health, stress management techniques, motivational support, and even crisis guidance

they require, and possible ways to get educated. AI-powered career guidance during school time, keeping strengths, interests, and goals for students in consideration, would directly benefit them. This can be elaborated with the help of a simple example: some sort of virtual tutor recommending courses, extracurricular activities, and resources that align with what a student wants to achieve; this would develop future readiness in the students and informed choices by the students.

Digital Citizenship and Safety Education:

Spends more time in the virtual world, and thus, the term digital citizenship assumes great significance in the K-12 curriculum. The

chatbots enable information and suggestions related to a specific topic area of the student, including online safety, responsible social media use, and digital etiquette. They could also engage students in various mock situations with which they would learn how to be harmless in the digital spaces with great respect, growing up into responsible and aware digital citizens.

Mindfulness

for

Students:

Other than academic support, virtual tutors could provide resources related to mental health, stress management techniques, motivational support, and even crisis guidance. This will, in return, help in the future with the detection of stress and disengagement in students’ interactiveness by either prompting them with relevant resources or urging them to seek support from trusted adults or school counselors.

A Future of Well-rounded, Adaptive Support

The future of chatbots and virtual tutors in K-12 is very bright, for the sole reason that AI is developing these tools into much more than academic assistants. They are trending everything from adaptive and personalized learning to critical life skills, emotional wellbeing, and many other things. Such use of technology will push schools toward practices that are more inclusive and individualized in their methods of teaching and meeting the academic, social, and emotional needs of students.

Fundamentally, integrating such AI-powered innovations into the system would make a classroom more engaging and responsive to the needs of every single student to receive such mentoring that first empowers them in school and beyond.

AMERICAN INTERNATIONAL SCHOOL OF VILNIUS (AISV)

Where Global Minds and Compassionate Hearts Shape the Leaders of

Tomorrow

It all began with just two students and a bold vision for education. Back in 1993, the American International School of Vilnius (AISV) opened its doors, becoming Vilnius’ first international school. Fast forward three decades, and that humble beginning has transformed into a thriving institution that serves over 400 students from more than 30 nationalities.

Walking through AISV’s modern campus today, it’s hard to imagine its modest roots. From its state-of-the-art facilities— complete with gyms, a music studio, and outdoor learning spaces— to its deep connections with embassies and local businesses, AISV stands as a testament to growth and resilience. But beneath the surface of this impressive infrastructure lies something even more powerful: a commitment to shaping compassionate, globallyminded leaders.

Stéphane Ruz, Director

Stéphane Ruz, the school’s Director, reflects on what makes AISV special: “Our accreditation by NEASC and CIS is not just a badge of honor. It’s a promise to our students and families that we are committed to excellence and continuous growth. This culture of reflection and improvement drives everything we do.” Indeed, these accreditations ensure the school’s curriculum meets the highest international standards, preparing students for success in universities and careers around the world.

AISV has achieved remarkable milestones over the years. In 2013, it became an IB World School, offering the prestigious International Baccalaureate (IB) Diploma Program. With a 90% IB diploma success rate and a 100% university acceptance track record, the school’s academic reputation is wellearned. More recently, in 2022, AISV expanded with a purpose-built Lower School, further solidifying its place as a leader in international education.

From its early days to its current standing as a globally respected institution, AISV embodies a story of transformation, dedication, and community

Celebrating 30 years in 2023, AISV remains a beacon of opportunity for students in Lithuania and beyond. “It’s not just about academics,” adds Ruz. “We emphasize experiential learning to ensure our students are not only high achievers but also well-rounded individuals ready for an interconnected world.”

From its early days to its current standing as a globally respected institution, AISV embodies a story of transformation, dedication, and community. It continues to be a place where students are empowered to excel, explore, and lead.

Rooted in Excellence, Built on Community

What makes a school stand out over decades?

For the AISV, it’s a combination of academic excellence, personalized attention, and an

unwavering sense of community. From its very beginning, AISV has been about more than just classrooms and textbooks—it’s about people. Ruz puts it succinctly: “At AISV, we don’t just teach. We connect, inspire, and empower.”

Over the years, AISV has embraced change without losing its essence. The school’s mission to “Connect, Inspire, and Empower” has shaped a culture that values curiosity, creativity, and global citizenship. Students here don’t just learn facts— they learn to care. Empathy, accountability, and open-mindedness are as integral to the curriculum as math and science.

AISV’s partnerships with embassies, local businesses, and the global community provide students with rich, real-world learning experiences. Grants from the U.S. State Department and collaborations with the U.S. Embassy ensure a steady flow of resources,

guest speakers, and opportunities that enrich the curriculum. These connections bridge cultures and open minds, making AISV more than just a school—it’s a gateway to the world.

After 30 years, AISV remains at the forefront of international education in Vilnius, not because it rests on its laurels, but because it continually evolves. Whether it’s introducing the International Baccalaureate (IB) program or expanding its facilities, the school is always looking ahead. “Our adaptability is our strength,” adds Ruz. “We are preparing our students not just for today, but for tomorrow.”

Excellence in Action: The IB Advantage

For many AISV students, the IB Diploma Program is more than a qualification—it’s a rite of passage. It’s challenging, rewarding, and transformational. With over 90% of graduates earning their diplomas, the program reflects AISV’s unwavering commitment to helping students succeed.

At the heart of this success is the school’s team of dedicated, experienced IB teachers. They go beyond standard teaching, offering personalized strategies that cater to each student’s strengths and challenges. Ruz highlights the school’s

AISV’s partnerships with embassies, local businesses, and the global community provide students with rich, real-world learning experiences

approach: “The IB is rigorous, but we provide the tools and guidance to make sure our students are set up for success—not just academically, but holistically.”

AISV’s support system is designed to meet every student’s needs. One-on-one consultations, study workshops, and a focus on skills like time management and critical thinking ensure students are well-prepared. Resources such as libraries, labs, and mentoring create a wellrounded learning environment, while a balanced focus on well-being ensures students maintain a healthy lifestyle.

The IB isn’t just about grades—it’s about growth. Through this program, AISV students leave not only with prestigious diplomas but also with the confidence and skills needed to excel in higher education and beyond.

Learning Beyond the Classroom

Imagine a classroom without walls—a place where every project, every activity, every question connects to the real world. At AISV, this is not just a vision but a reality. Experiential

learning is woven into the fabric of education here, giving students opportunities to explore, question, and engage in meaningful ways.

The IB program at AISV exemplifies this hands-on approach. Whether through the Theory of Knowledge (TOK) course, the Extended Essay (EE), or Creativity, Activity, Service (CAS), students learn by doing. They don’t just study concepts; they experience them. “Learning happens when students connect with the world around them,” says Ruz. “That’s why experiential learning is at the heart of everything we do.”

For younger students, programs like Reggio Emilia encourage curiosity and collaboration through hands-on exploration. Across all grade levels, project-based learning (PBL) helps students tackle real-world problems, blending academic knowledge with practical application. From field trips to science experiments, every activity is designed to spark curiosity and develop critical thinking.

This approach doesn’t just prepare students for exams—it prepares them for life. By balancing rigorous academics with experiential learning,

AISV ensures its students are ready for the complexities of an interconnected, everchanging world.

Pathways to Success: Preparing for the Future

For AISV students, the journey doesn’t end at graduation—it’s just the beginning. With a 100% university acceptance rate, the school ensures its graduates are ready to take on the challenges of higher education and beyond.

Career and university guidance at AISV is more than a checklist—it’s a deeply personalized process. Using the American School Counselor Association model, the school’s college counselor works closely with students to help them discover their strengths, passions, and goals. “It’s about understanding each student as an individual,” explains Ruz. “We want them to leave AISV with a clear sense of who they are and where they’re going.”

Starting as early as the ninth grade, students participate in sessions designed to build skills like CV writing, workforce understanding, and career planning. For IB students, the support continues through “core class,” a dedicated time for college counseling and application guidance. Informational nights for parents and students ensure that families are involved and informed every step of the way.

With this level of support, AISV graduates don’t just enter universities—they thrive. Equipped with academic rigor, practical skills, and a strong sense of purpose, they leave AISV ready to make a meaningful impact in the world.

Where Cultures Converge

AISV is more than a school; it’s a vibrant mosaic of cultures, with students from over 30

nationalities coming together under one roof. This cultural diversity isn’t just a statistic—it’s the heartbeat of the school. Every classroom, every discussion, every project carries the rich flavor of global perspectives.

“Our students don’t just learn about the world; they experience it through each other,” says Ruz. From lively discussions in inquirybased learning to dynamic Community, Action, Service (CAS) projects, AISV fosters a deep sense of connection. These initiatives often encourage students to address real-world issues while considering multiple cultural lenses.

Walking through the hallways during International Day is an eye-opener. Flags, food, and stories from across the globe fill the air, reminding everyone that diversity isn’t

just celebrated—it’s lived every day. At AISV, differences don’t divide; they enrich and unite, shaping students into empathetic, globally minded individuals.

Leaders in the Making

At AISV, leadership isn’t a title—it’s a mindset. From Grade 4 student ambassadors giving confident school tours to high school students debating global issues at Model United Nations (MUN), opportunities to lead abound.

“Leadership at AISV is about integrity, empathy, and collaboration,” Ruz explains. Through project-based learning and activities like the National Honor Society (NHS), Multilingual Tournament, and student government, students are challenged to step up and make an impact.

AISV’s approach to leadership isn’t confined to school walls. Students are encouraged to engage with their communities, understanding

By balancing rigorous academics with experiential learning, AISV ensures its students are ready for the complexities of an interconnected, ever-changing world

AISV’s holistic approach ensures that every child grows not just academically but emotionally, creatively, and physically, ready to take on life with a balanced mindset

that leadership begins with listening and inclusion. This blend of skill-building and social responsibility ensures that AISV graduates are equipped to lead with compassion and confidence in an interconnected world.

More Than Just a Campus

AISV’s facilities go beyond functionality—they inspire. Step into the professional music studio, and you’ll find budding musicians composing, collaborating, and finding their creative voices. The gyms and fitness rooms aren’t just for workouts;

they’re spaces where students build resilience, teamwork, and lifelong healthy habits.

The climbing wall, an unexpected highlight, challenges students to push past their limits, developing problem-solving skills and perseverance in the process. And then there are the art rooms—spaces brimming with color, creativity, and self-expression.

“These spaces are where students discover who they are outside the classroom,” says Ruz. AISV’s holistic approach ensures that every child grows not just academically but emotionally,

creatively, and physically, ready to take on life with a balanced mindset.

Beyond the Bell

Extracurricular programs at AISV are where passions ignite and talents flourish. For younger students, after-school activities range from sports to language learning, ensuring that everyone finds something they love. The joy on their faces as they explore new hobbies is contagious.

For older students, the stakes and excitement grow. AISV’s participation in regional and international leagues like CEESA and VISSA brings unique opportunities for competition and camaraderie. Whether it’s debating at MUN, strategizing in a basketball game, or performing at a cultural festival, AISV students are constantly challenged to grow beyond academics.

“Extracurriculars are an extension of our mission to connect, inspire, and empower,” Ruz shares. These activities, coupled with the school’s innovative spirit, make AISV a thriving hub of discovery and growth, nurturing students who are as passionate as they are well-rounded.

The Heart of Well-being at AISV

At AISV, well-being isn’t just a buzzword; it’s a central tenet of the school’s philosophy. Recognizing that thriving students are happy and healthy students, AISV provides an array of programs designed to nurture mental, emotional, and physical well-being.

The school’s dedicated counselors play a pivotal role, offering tailored support to students across all grade levels. Through one-on-one sessions, group discussions, and workshops on topics like stress management and resilience, they ensure that every student feels heard and

With

plans to

expand

its

student body

to 500 while maintaining the hallmark quality of education, AISV is poised to redefine its role as a leader in international education in Vilnius

School. Ruz describes this as “a space designed for the learners of tomorrow—one that inspires creativity, critical thinking, and collaboration.”

AISV’s focus on project-based learning will also deepen, with hands-on, inquiry-driven opportunities in STEAM, entrepreneurship, and leadership. These initiatives aim to prepare students not just for university but for the evolving demands of a global workforce. Alternative pathways, emphasizing innovation and adaptability, will provide students with the tools to thrive in both traditional and nontraditional career trajectories.

Inclusivity and well-being remain at the core of this vision. By fostering a culture of belonging and care, AISV continues to create

an environment where every student feels valued. “We want our students to graduate as compassionate, capable individuals who are ready to shape the future,” shares Ruz.

Beyond academics, the school will sustain its commitment to extracurricular excellence. From sports and leadership activities to artistic endeavors and the prestigious IB Diploma Program, AISV will continue to offer a well-rounded education that develops both intellect and character.

AISV isn’t just preparing students for the next step—it’s shaping a generation of leaders, innovators, and empathetic global citizens who will make a meaningful impact on the world.

Selecting the Right External School Partner

Chris Pryor, Founder and Principal, LeadTeam Partners

Chris Pryor is the Founder and Principal of LeadTeam Partners. An independent school graduate and parent, Chris served independent schools for 20+ years before launching his own firm. As Founder of LeadTeam Partners, Chris leads School Partner Connect, an online community for school leaders to easily engage external school partners. In this role, he also oversees the firm’s school partner search, here he streamlines the procurement process for schools looking to engage a school partner. Chris is also the host of The Huddle, a monthly webinar series for school leaders. Learn more at leadteampartners.com.

One of our School Partner Connect members, Adam Hotchkiss of LeadershipOne Technologies, recently shared four reasons why school leaders hire professional service firms. Adam’s working theory is that school leaders hire outside firms due to internal knowledge gaps, expertise gaps, experience gaps, and time gaps. Each “bucket” offers a logical reason to seek outside, professional counsel.

In my experience, schools often conduct two to three major strategic projects over the course of the academic year alongside numerous smaller projects. There are some projects that a school’s internal team can accomplish together; and if that is the case,

your team should move forward. However, once you’ve determined that your team needs support from an external school partner, how do you go about finding such support?

As a consultant to school leaders searching for outside professional service firms, I recommend the following framework to make the process easier:

- Develop the Scope of Work

- Identify the Decision-Maker or Committee Members

- Create a Rubric to Evaluate Each Firm

- Research and Determine a Short List of Potential Firms

- Create a Series of Questions to Ask Each Firm

If you feel the need to create a Request for Proposal (RFP), be sure to communicate your school’s mission and relevant background information, highlight the goals of the project, request specific firm information, and outline the timeline for your decision

Develop the Scope of Work

It is always good to begin by creating a scope of work. Defining the project’s scope aligns your leadership team around what the specific needs are and the ideal outcomes. This document should clearly outline the goals for your project. If you feel the need to create a Request for Proposal (RFP), be sure to communicate your school’s mission and relevant background information, highlight the goals of the project, request specific firm information, and outline the timeline for your decision. It’s also good to understand that some professional service firms will not respond to an RFP so also determine if a formal RFP is needed.

Identify the Decision-Maker or Committee Members

Another critical component to tackle before starting your outreach to potential external school partners is who will have input in the hiring decision. Is it a small group, the Head of School, or will you employ a committee process? Deciding who has a seat at the table should be determined at the start of any project. Your committee’s first action will be to help develop the rubric to evaluate each firm.

Create a Rubric to Evaluate Each Firm

Think of the rubric like a scorecard with different categories to judge each firm’s proposal. Rubrics will often include the firm’s previous experience, a clear understanding of your school community and mission, the involvement of stakeholders and use of data, a sense of the overall process, and the associated fees. For example, if you are a Benedictine school or a Montessori school, do they have an understanding of your school’s

unique needs and culture? Score each on a scale from one to five with five being Outstanding and one being Poor.

Research and Determine a Short List of Potential Firms

When trying to determine the number of firms to approach, you should consider the full scope of the project. For smaller department-based projects, three firms are usually enough, but for larger, school-wide, comprehensive projects, five to six firms are probably more appropriate. I’ve heard of schools meeting with ten firms and I believe that is too many. Do your homework in advance and determine a good list before beginning your outreach.

Most school leaders will call upon peers for recommendations or the Executive Director of their local Associations. Some organizations offer a listserv to submit your questions and seek recommendations. Your team could also consider leveraging social media for input from other school leaders outside of your network or reviewing an external school partners list in the NAIS Directory.

Recently, our firm developed a community of external school partners called School Partner Connect to expedite the process of finding the right school partner. In the end, do your homework on the front-end to make sure you are connecting with experienced firms to help you solve your school’s immediate challenge.

Create a Series of Questions to Ask Each Firm

By having a series of consistent questions for each firm, you eliminate some bias in the

For smaller department-based projects, three firms are usually enough, but for larger, school-wide, comprehensive projects, five to six firms are probably more appropriate

process. Each team member should participate in all of the interviews and should score each firm using the rubric. This process allows for each member’s voice to be heard and for the firms to be compared to one another in a fair and equitable manner. Once you’ve narrowed down the firms to your top choices, it’s time to check references.

The project leader should be the one to check references, as they ultimately own the final decision. Once the reference checks have

occurred, the committee should gather to review all available data and make an informed decision. Having buy-in on the scope of work to be completed, a well-defined process to evaluate each firm, and gathering consensus on the selection will empower your school community to feel enthusiastic going into the engagement phase. In the end, cost isn’t the only deciding factor in hiring school partners. When you need an expert, it’s worth paying for their expertise. Good luck.

Wanna Be Startin’ Somethin: Igniting Moments, Building Momentum, and Leading Movements for Literacy

Dr. Keisha Scarlett, former Superintendent of Saint Louis Public Schools

Dr. Keisha Scarlett is a nationally recognized education leader and former Superintendent of Saint Louis Public Schools. With over a decade of experience, Dr. Scarlett is committed to advancing equity and creating barrier-free opportunities for historically marginalized students. She previously served as Chief Academic Officer and Chief of Equity, Partnerships, and Engagement for Seattle Public Schools, where she led transformative equity initiatives. In her first year as Superintendent, Dr. Scarlett launched “Literacy for the Lou,” the largest citywide literacy initiative in St. Louis history, and secured historic pay increases for district educators. Her leadership focuses on PK-12 systems change, stakeholder engagement, and movement building to create equitable educational environments. Dr. Scarlett’s career spans roles in STEM at The Boeing Company, middle school teaching, school leadership, and central office positions in Seattle. She is a passionate advocate for unlocking students’ potential, especially those furthest from educational justice. Named Washington State Middle-Level Principal of the Year in 2014, she continues to be a thought leader in education reform, social justice, and leadership development. Dr. Scarlett is also the founder of WOVƎN, an organization dedicated to empowering women in education, entrepreneurship, and leadership.

Literacy as a Moral Imperative

Literacy is the gateway to understanding the world, engaging in democracy, and accessing opportunity. It is one of the defining civil rights issues of our time. Currently, 21% of U.S. adults are illiterate or functionally illiterate, and 54% read below a sixth-grade level. These statistics contribute to higher poverty and unemployment rates.

As a K-12 educator and superintendent for over 25 years, I have been committed to leading for equitable outcomes, especially for students furthest from opportunity. I mobilize people, resources, and ideas to drive lasting change. With each role, I ask: How can I use my leadership to advance educational equity?

Movements often arise during moments of systemic failures or significant social shifts.

Throughout the year, my team and I continued to leverage storytelling to champion a message of community strength and hope, reshaping perceptions and rallying stakeholders around our shared vision: You can get anywhere from here

Literacy as a civil rights issue demands urgent action. The citywide literacy initiative we recently launched reflects my leadership as superintendent and movement-builder, serving as a catalyst, connector, and nurturer of a bold vision for literacy. I utilize the Moment, Momentum, Movement Framework to ignite moments, gain momentum, and spark meaningful change through four key levers: vision-building (storytelling), relationshipbuilding (coalitions), capacity-building (gentle pressure relentlessly applied), and momentumbuilding (catch fire).

Vision Building (Storytelling)

One of my first major events as superintendent was an educational expo where thousands of families lined up hours before the ribbon-cutting. The expo offered school supplies, resources, and holistic services. Families braved the midwest’s hot August weather, demonstrating their unwavering commitment to their children’s education. Their conversations, smiles, and overall dedication inspired me deeply.

A few weeks later, during a lunch meeting, a restaurant hostess remarked that the parents in the city didn’t care enough about their children’s education. Drawing from my experience at the expo, I respectfully disagreed, emphasizing the sacrifices families make for their children’s success. In that moment, I shared a story of hope, challenging deficit-based narratives often placed on predominantly African American communities.

Relationship Building (Coalitions)

On November 1, 2023, as part of my 100day report to the community, I announced our district’s focus on literacy as the flagship initiative of my Superintendent Portfolio. Our vision of hope sparked a citywide literacy movement. To make it a reality, we built strong coalitions with students, families, community organizations, city officials, and business leaders. Internally, we formed a cross-departmental team to guide this multifaceted initiative, forging new relationships and leveraging existing partnerships.

At the launch event in January 2024, we anticipated 2,000 attendees but were met with 4,000. Together with local businesses and city leadership, we celebrated our community’s love for literacy and emphasized families as essential partners in cultivating lifelong readers and critical thinkers. These efforts affirmed that families are deeply invested in their children’s education and ready to collaborate with schools to ensure success. As Derrick Bell once said, “In many ways, we are our relationships.”

Capacity Building (Gentle Pressure, Relentlessly Applied)

As we developed our literacy initiative, my leadership team and I faced challenges— resistance to change and limited resources. I asked 30 leaders to share examples of successful initiatives. While a few highlighted literacyrelated projects, there was no unified theory of action to guide our student outcomes. It was revealed that initiatives previously failed due to a lack of organizational structure, executive sponsorship, and collaboration. I shared my

Sustainable, transformative change is possible when leaders act with vision, persistence, accountability, and celebration

vision for literacy and our imperative to make this initiative “best in class,” with plans to scale it across the district.

The concept of “gentle pressure, relentlessly applied,” introduced to me over 15 years ago, has guided my efforts to build capacity for change. Movement-building requires internal alignment, not just broader participation. Effective capacity-building fosters leadership, strengthens infrastructure, and sustains innovation.

We aligned project management and stakeholder engagement with expert support and applied pressure through public learning and accountability. The senior leaders set “wildly important goals” aligned to literacy across multiple divisions and used collaborative teams, accountability structures, and progress dashboards to shift mindsets.

This relentless focus helped replace outdated approaches with a forward-looking vision for student success and equity.

Momentum Building (Catch Fire/Catcha Fyah)

My husband, a native of Jamaica, often says, “Ole fyah stick easy fi ketch” (old fire sticks catch easily). We embraced this concept to build momentum for our literacy initiative by leveraging partnerships and celebrating small wins to create systemic change. Our Director of Strategic Partnerships collaborated with community organizations and local businesses to secure sponsorships. We partnered with local bookstores to ensure district resources flowed back into our communities.

Several projects fueled the initiative’s momentum. During a citywide celebration on

March 14th, 3-1-4 Day/Pi Day, we launched the Reading Passport Challenge, encouraging students to read 314 minutes over two weeks. Students who met the challenge earned rewards like pizza parties and certificates. On June 1st, our Sneaker Ball capped off the initiative with over 2,000 participants, honoring students who read 1,838 minutes, representing the district’s founding year. Each successful event built greater collective participation, and we made sure to celebrate each milestone along the way.

Literacy as a Movement

The COVID-19 pandemic exposed deep inequities in education, amplifying the literacy crisis at a national level. The described initiative is one district’s response—a movement for equity and justice that invited students, families, and the broader community to engage in the education of our children. By building on moments of energy and commitment, we ignited a citywide movement.

Movement-building is critical to advancing equity in education. Sustainable, transformative change is possible when leaders act with vision, persistence, accountability, and celebration. As Nancy Duarte and Patti Sanchez write in Illuminate, “Leaders patrol the border between now and what’s next, lighting the way to a better future.”

I urge every leader to reflect on how they can contribute to movement-building that advances equity, reveals student talent and unleashes the boundless power of coalitions guided by a common vision. By organizing people, resources, and ideas, we can drive collective action that creates sustainable educational, social, and political change.

MAINE SCHOOL OF SCIENCE AND MATHEMATICS

Inspiring Brilliance with STEM Excellence and Holistic Growth

On a crisp morning in Limestone, Maine, a group of high school students gathers around a whiteboard, debating a complex math problem. Their voices carry a blend of curiosity and excitement that is hard to miss. This is a snapshot of life at the Maine School of Science and Mathematics (MSSM), a place where academic ambition meets a supportive community to create something extraordinary.

MSSM is no ordinary high school. Nestled in a small town, it serves as Maine’s public residential STEM magnet school, drawing bright and motivated students from across the state—and across the country. These students come for more than just challenging classes; they come for camaraderie, self-discovery, and an experience that will shape them for life.

“We’re not just teaching science and math here,” says Santiago Durango, Dean of Enrollment Management at MSSM. “Our mission is about improving the human condition. It’s about equipping students with the skills and mindset they’ll need to make a meaningful impact.”

That mission feels especially urgent in today’s unpredictable world. Society is facing rapid changes, and MSSM sees its role as preparing students not just to adapt, but to lead. The school offers a challenging STEM curriculum, including advanced courses that often count for college credit. “Our student body is nearly 50/50 male to female, and this is something we are proud of. We are preparing and encouraging girls to pursue STEM, as it is a major need in academics and the workforce,” states Durango.

Yet, academics are only part of the story. At MSSM, students also learn to collaborate, advocate for themselves, and build resilience—qualities that will serve them well no matter what challenges come their way.

For those who crave challenge and community, MSSM is more than a school—it’s a launchpad for dreams and a training ground for tomorrow’s leaders

But what truly sets MSSM apart is its community. Every student lives on campus, creating a unique environment where learning extends beyond the classroom. “We want students who are curious, motivated, and open to being part of something bigger than themselves,” says Durango. “Living here teaches them how to be independent, how to share space and ideas, and how to thrive as part of a diverse group.”

MSSM also connects students to Maine’s broader ecosystem of colleges, industries, and

innovators. Through programs like J-Term and internships, students gain firsthand experience in fields that are shaping the future of the state. These opportunities, combined with the school’s focus on academic and personal growth, ensure that MSSM graduates are wellequipped to tackle the unknown.

For those who crave challenge and community, MSSM is more than a school— it’s a launchpad for dreams and a training ground for tomorrow’s leaders.

Charting New Academic Horizons

At MSSM, education isn’t just about covering the basics—it’s about inspiring students to explore the boundaries of what’s possible.

“Our curriculum goes far beyond what most high schools offer,” says Durango. Picture a classroom that feels more like a college seminar, where students not only dive deep into advanced subjects but can also earn college credit through concurrent enrollment at the University of Maine at Presque Isle.

Take mathematics, for instance. While most high schools stop at calculus, MSSM pushes further, offering advanced math classes that challenge students to expand their problemsolving skills. Humanities courses thrive on discussion-based learning and include electives tailored to unique interests. Even world language classes blend creativity and academia—students

MSSM’s approach to partnerships is refreshingly straightforward: partners present their pressing questions, and students tackle them head-on, integrating real-world problem-solving into their studies

might discuss the process of photosynthesis, but in French.

The opportunities don’t stop there. As students progress, they dive into specialized classes that blend theory with real-world application. A standout example is the engineering capstone class. Over the course of a year, teams of students take on real-world projects, collaborating with clients to design and deliver tangible solutions. “Students don’t just learn the theory—they master project management, budgeting, and vendor coordination while putting advanced concepts into practice,” shares Dr. Deb Eustis-Grandy, STEM Division Head, MSSM. Past projects range from a school door security device to innovative equipment for local farmers.

MSSM also fosters innovation through the Fabio Exploration Grant program. These

grants encourage students to pursue their passions with the financial support they need.

“We’ve had students do everything from developing apps to applying MIT research to build drones,” Durango recalls. Whether it’s building a working computer or exploring nuclear engineering at Purdue University, these projects are a testament to what students can achieve when they’re given the resources and trust to dream big.

Another unique offering is the J-Term, a two-week deep dive into fieldwork, research, and internships every January. This period sparks creativity, with students exploring topics like GIS mapping with the Maine Department of Transportation, blacksmithing,

and even analyzing solar production at local fields. MSSM’s approach to partnerships is refreshingly straightforward: partners present their pressing questions, and students tackle them head-on, integrating real-world problemsolving into their studies.

Building a Community of Belonging

For MSSM, education isn’t just about academics—it’s about creating a sense of belonging. “Relationships are the foundation of everything we do,” says Cyndi Trapnell, Dean of Residential Life, MSSM. That’s why MSSM is a fully residential school. Every student, regardless of how close they live, calls campus home. Teachers and administrators also live on-site,

fostering an environment where mentorship extends beyond the classroom.

At MSSM, student government plays a hands-on role in shaping campus initiatives, and the resident assistant program ensures peer support is always close at hand

Faculty members take an active role in student life, sharing their interests through activities and weekend programming. Whether it’s hiking, chess, or baking, these shared passions create strong connections. Trapnell highlights the advisory program as another layer of support: “Advisors aren’t just there for academic guidance—they’re a point of contact for everything from class selection to personal growth.” Weekly meetings, shared lunches, and friendly competitions like the Penguin Cup trivia contests build a vibrant sense of community.

Leadership is another cornerstone of life at MSSM. Student government plays a hands-on role in shaping campus initiatives, and the resident assistant program ensures peer support is always close at hand. With training and regular meetings, student leaders learn how to build community while contributing to campus life in meaningful ways.

Beyond formal programs, MSSM’s culture is one of inclusivity and celebration. Students arrive with diverse interests—from role-playing games to robotics—and find a community that welcomes them with open arms. “MSSM is where so many students tell us they found their people,” Durango says proudly. This ethos of openness carries forward, as current students work to ensure future generations feel just as supported.

Grades matter, of course, but they’re not the only focus. MSSM’s approach emphasizes learning for its own sake. Without class rankings, competition gives way to collaboration. During Penguin Study, students frequently work together, with many volunteering as tutors. Teachers, too, prioritize feedback and challenge students to go beyond surface-level understanding. “It’s about instilling a love of learning that lasts a lifetime,” STEM division leader Eustis-Grandy explains.

Sparking a Love for STEM

At the heart of MSSM’s mission lies a steadfast commitment to making STEM education accessible and inspiring for students across Maine and beyond. One of the most vibrant embodiments of this mission is their summer STEM camp geared towards middle school students aged 10-14. Each summer, 200 to 300 young, curious minds converge to dive into the exhilarating world of STEM. It’s not just about lectures or experiments; it’s about creating a dynamic playground where science, technology, engineering, and mathematics come alive.

For many students, the camp serves as their first real taste of what’s possible in STEM. According to Durango, some participants decide to join MSSM, while even those who don’t often carry that spark forward, pursuing passions ignited during the program. It is not uncommon for alumni to recount how their interest in

programming or robotics first took root during those summer weeks in Limestone.

MSSM’s impact doesn’t stop with the summer program. The institution actively collaborates with local schools and the community year-round. One highlight of their efforts is the annual lecture series, which brings accomplished alumni back to share groundbreaking research and stories from their professional journeys. Imagine a local elementary school classroom buzzing with excitement as MSSM students lead a science experiment or introduce a foreign language to eager young learners. These moments represent snapshots of how MSSM strives to create a ripple effect of curiosity and inspiration.

Additionally, there are the partnerships that MSSM has formed. As Durango points out, “STEM education is evolving rapidly.” Collaborations with businesses enable MSSM to stay ahead of the curve, allowing the institution to continually refine its curriculum. This ensures that students are equipped with the skills and knowledge needed to lead in tomorrow’s STEM fields, preparing them not just for college, but for a future defined by innovation and change.

Mapping the Road to College

Navigating the journey to college is no small feat, but at MSSM, it’s a path guided with care, strategy, and individualized support. From the moment students step through our doors, the

Collaborations with businesses enable MSSM to stay ahead of the curve, allowing the institution to continually refine its curriculum

MSSM

graduates often secure spots at their topchoice schools, ranging from world-renowned research universities to intimate liberal arts colleges

conversation about college begins—gently at first but building in focus and intensity as they progress through high school.

“We start early,” emphasizes Erica Jortberg, College Counselor of MSSM. “By 9th grade, our students are already exploring careers and personal interests. It’s about helping them understand who they are and what they might want to pursue.” This exploration gains momentum as sophomores dive into activities designed to identify potential colleges. By the time they reach junior year, it’s all systems go.

Junior Seminar is a pivotal moment in this process. Guided by our dedicated college counselor, students create a shortlist of potential schools, meet with STEM professionals, and start envisioning their future in tangible terms. These professionals hail from Maine-based companies,

national leaders, and even international organizations, offering invaluable insights into the myriad of career paths STEM can offer.

Senior year is where the rubber meets the road. MSSM’s college counselor becomes an integral part of each student’s life, working closely with families to identify the best-fit colleges and navigate the application process. Essay and interview prep sessions bring a practical edge to the journey, with teachers and administrators offering constructive feedback in a supportive setting.

The results speak for themselves. MSSM graduates often secure spots at their top-choice schools, ranging from world-renowned research universities to intimate liberal arts colleges. Many earn significant scholarships, setting them up for success both financially and academically.

“When they return to visit, it’s incredibly rewarding,” Jortberg reflects. “Hearing how they’ve adjusted to college life, how they’re thriving, and how they’re still pursuing their passions—it’s a testament to the individualized support we provide.”

Nurturing Life Skills Beyond the Classroom

At MSSM, education is designed to go beyond the traditional boundaries of the classroom. The school is deeply committed to helping students grow holistically by cultivating essential life skills. This commitment is reflected in its robust combination of challenging academics, extracurricular activities, and an enriching residential life program.

“Our students are busy—not because they have to be, but because they are engaged,” says Resident Life Director Trapnell. For many, the academic rigor at MSSM represents a new

experience, and the school recognizes that this adjustment can be challenging. “They have not faced classes at the level of our expectations,” she explains, “and they have not developed some of the important skills that are essential for success in a challenging academic environment.”

To address this, MSSM has developed a comprehensive support system. A dedicated team, including the executive director, the director of residential life, division leaders in STEM and humanities, an academic support coordinator, a social worker, and a school nurse, meets weekly to assess student needs and ensure personalized support. This proactive approach allows the school to balance academic rigor with student well-being.

The residential program is a unique aspect of life at MSSM, offering opportunities for students to grow in a structured yet dynamic environment.

“Our physical education and health curriculum is taught by residential instructors, which allows them to create engaging experiences that are directly relevant to students’ living situations,” Trapnell shares. These tailored experiences are part of an intentional effort to align student life programming with personal growth outcomes.

Leadership development is another hallmark of MSSM’s approach. Clubs and activities, each guided by a faculty advisor, provide platforms for students to hone their leadership skills. Students can take on leadership roles in clubs, serve as residential assistants, or be elected to the Student Senate. According to Durango, this structure ensures that “students learn to lead both in small groups and on a larger, campus-wide scale.”

Charting the Future of STEM Excellence

As MSSM celebrates its 30th anniversary, the school is charting a forward-thinking course to sustain and enhance its leadership in STEM education. The

As

MSSM celebrates its 30th anniversary, the school is charting a forward-thinking course to sustain and enhance its leadership in STEM education

strategic planning process focuses on five key areas: leadership excellence, STEM academic innovation, an intentional learning community, access and enrollment, and financial sustainability.

“Our vision for leadership excellence is to foster a culture where collaboration and generative conversations drive innovation, from the work of our Board of Trustees to the work we do every day on campus,” explains Rob Constantine, Executive Director, MSSM. This emphasis on empowering leadership at every level positions MSSM to remain at the forefront of STEM education in Maine and beyond.

Building on its rich academic history, MSSM is reimagining its STEM curriculum for the 21st

century. Constantine highlights the importance of this transformation: “We want to cultivate students into adept problem solvers who are equipped to meet the challenges of a rapidly changing world.”

The school’s residential campus plays a pivotal role in fostering an intentional learning community. Through thoughtfully designed programs, MSSM promotes inquiry, engagement, and a strong sense of connection among students. At the same time, efforts to broaden access and optimize enrollment aim to welcome more students into both its 9–12 STEM high school and its summer STEM programs.

Financial sustainability is another critical aspect of the plan. By diversifying revenue streams and enhancing operational efficiency, MSSM seeks to ensure its mission endures for generations to come.

A significant part of this vision is the integration of experiential learning. MSSM

has been actively forming partnerships throughout Maine to provide students with hands-on opportunities. “These partnerships allow us to expose students to the exciting possibilities in STEM fields across the state,” Constantine explains. By embedding real-world experiences into the curriculum, the school aims to ignite students’ passions and prepare them for future careers.

As MSSM looks to the future, it remains steadfast in its commitment to empowering students, fostering innovation, and inspiring a love of learning. “We’re excited to involve our entire community—teachers, students, board members, parents, and alumni—in shaping this vision,” says Constantine. With three decades of excellence behind it, MSSM is poised to continue its legacy as a leader in STEM education. Don’t miss your chance to be part of a transformative educational experience! The application deadline is 1 February, 2025.

How Are the Kids? The Impact of Social-Emotional Learning on Students, Teachers, and Communities

Evan Erdberg, President and Founder of Proximity Learning

After the chaos and uncertainty of the last few years, it’s no surprise SEL, or Social-Emotional Learning—and mental health, for that matter—has become front and center in education. The pandemic and its aftermath brought unprecedented challenges for students, teachers, and families alike, shining a spotlight on the importance of emotional resilience, empathy, and well-being.

SEL aims to develop social and emotional competencies that support learning and inspire connection. While it’s not a core subject, it can be taught at various levels of intensity depending on teacher preferences. For example, an indirect SEL lesson could be woven into core subjects by assigning a group project where students delegate roles according to their strengths. A direct approach could include students providing written responses to a particular SEL prompt that aims to provoke introspective thoughts.

Evan Erdberg is the President and Founder of Proximity Learning and has 15+ years of experience putting students first as a digital education entrepreneur.

Evan, a pioneer in online education, revolutionized K-12 learning by introducing virtual teacher staffing through Proximity Learning Inc. (PLI). His work ensures that students nationwide have access to quality education, addressing the teacher shortage with thousands of qualified educators in over 100 districts.

With a background in educational technology and a focus on improving education quality, Evan’s vision and leadership have significantly impacted educational outcomes by merging technology with traditional teaching methods.

In schools nationwide, SEL has emerged as a powerful tool to help students manage anxiety, build coping skills, and foster supportive relationships that can carry them through difficult times

In schools nationwide, SEL has emerged as a powerful tool to help students manage anxiety, build coping skills, and foster supportive relationships that can carry them through difficult times. According to the American Psychological Association, schools that prioritize SEL have reported lower levels of student anxiety and depression, with students developing a greater sense of control over their emotions. As educational institutions contend with the lasting effects of the pandemic, political and economic instability, and evolving social dynamics, SEL has become indispensable—not merely an enhancement, but a critical foundation for cultivating safe, nurturing learning environments where both students and teachers can thrive amid ongoing uncertainties.

The Impact of SEL on Students: Beyond Academics

SEL is designed to help students manage emotions, set positive goals, build empathy, cultivate relationships, and make responsible decisions. Research from the Collaborative for Academic, Social, and Emotional Learning demonstrates that students who participate in SEL programs show increases in academic achievement compared to peers without SEL support. This academic improvement is often attributed to SEL’s role in fostering emotional regulation, resilience, and focus, all of which enhance students’ engagement with their studies.

SEL programs contribute to creating a supportive and inclusive school climate. When students feel understood, valued, and “seen”, they are more likely to participate in school activities, engage positively with peers, and avoid disruptive behaviors. This ripple effect extends beyond individual students, promoting a safer, more collaborative environment where

students can thrive. A study from the American Institutes for Research noted that SEL skills such as empathy, communication, and problemsolving reduce bullying incidents and improve peer relationships, fostering a cohesive school culture that supports all students

The benefits of SEL extend deeply into building emotional resilience, a crucial skill for students as they navigate not only academic pressures but the complex personal challenges that will shape their lives well beyond school. Through SEL, students learn how to regulate their emotions, manage stress, and cultivate positive relationships—skills that equip them to succeed academically and to thrive in their personal and professional lives after graduation.

Students who engage in SEL are more likely to develop a strong sense of self-efficacy and are better prepared to cope with the demands of adulthood, from career pressures to interpersonal relationships. This means SEL isn’t merely preparing students for the classroom; it’s preparing them for the real-world challenges of adulthood, where the ability to navigate emotions and build meaningful connections becomes essential for personal fulfillment and well-being.

The Impact of SEL on Teachers: Reducing Burnout and Enhancing Job Satisfaction

While SEL’s primary focus is often on students, its impact on teachers is equally significant. A study published in the Journal of Educational Psychology found that teachers who practiced SEL were not only more effective in the classroom but also reported higher job satisfaction and lower levels of burnout. With nearly half of teachers in the U.S. reporting

feelings of burnout, SEL can be a game-changer in improving teacher well-being

Teachers trained in SEL are better equipped to model empathy, active listening, and conflict resolution, which leads to more meaningful and connected interactions with students. This supportive environment strengthens teacherstudent relationships, which are essential for effective learning.

Teachers who incorporate SEL practices report feeling more fulfilled and connected to their students, reducing the emotional labor that educators often endure. A 2020 survey by the National Education Association noted that teachers in SEL-focused schools were more likely to stay in the profession longer, emphasizing how SEL’s benefits can alleviate the ongoing teacher retention crisis by improving job satisfaction and reducing stress.

Schools are microcosms of the broader world, reflecting the stresses and challenges found in corporate environments—perhaps even more intensely, as the stakes are higher with children’s futures and well-being at risk. Yet, with the right support, school staff can thrive. Constructive feedback, opportunities for professional growth, and a healthy work-life balance are vital to creating an environment where employees feel invested, enabling them to give their best in shaping young lives.

The Impact of SEL on Communities: Building Inclusive and Cohesive Societies

SEL’s influence extends beyond school walls, impacting the broader community. Communities that embrace SEL programs in their schools often experience reductions in youth violence, substance abuse, and other harmful behaviors.

By prioritizing empathy and communication, SEL helps students appreciate and celebrate diversity, creating an inclusive community environment where everyone feels valued

According to a longitudinal study published in the American Journal of Public Health, children who developed SEL skills in early childhood were more likely to avoid risky behaviors and demonstrate responsible citizenship as adults. By teaching young people how to manage emotions, resolve conflicts, and empathize with others, SEL promotes a safer, more cohesive community environment

Furthermore, SEL supports equity and inclusion by bridging gaps between different social and cultural groups. In a diverse society, understanding and respecting varied perspectives is crucial for preventing conflicts and fostering harmony. By prioritizing empathy and communication, SEL helps students appreciate and celebrate diversity, creating an inclusive community environment where everyone feels valued. This inclusivity is particularly vital in multicultural communities, where SEL can be a powerful tool for promoting social cohesion and reducing divisive behaviors.

Moving Forward: The Future of SEL and Its Broader Societal Impact

SEL provides a foundation for lifelong success that goes beyond academics, impacting emotional growth, social skills, and community well-being. As research continues to affirm the benefits

of SEL, the call to support and expand these programs grows louder. The Aspen Institute’s National Commission on Social, Emotional, and Academic Development underscores the importance of embedding SEL in all aspects of K-12 education, suggesting that SEL should be a core part of educational reform. According to the Commission, “SEL is essential for creating a healthy and successful society, where students are not only prepared for academic success but also equipped to lead fulfilling, responsible lives”.

The evidence is clear: SEL fosters empathy, resilience, and positive decision-making, that equips students, teachers, and communities with the tools they need to succeed. Moving forward, a continued investment in SEL is crucial for realizing its full potential across all levels of society. Expanding SEL programs ensures that every student has access to the emotional and social support necessary to navigate today’s complex world.

Ultimately, the question “How are the kids?” extends far beyond academic achievement. Through the lens of SEL, we see that students’ well-being is deeply interconnected with that of their teachers and communities. By nurturing one, we nurture all, building a more compassionate, resilient, and inclusive society.

The Importance of Viewing Educational Equity as Process Improvement

Cameron Poole, Chief Officer of Equity, Inclusion, and Accountability with the School District of Clayton (MO).

In the wake of George Floyd’s death, there was a renewed commitment across various sectors, including education, to address systemic racism and inequities. Many organizations, including school districts, hired Diversity, Equity, and Inclusion (DEI) professionals to spearhead these initiatives. Initially, this work was met with energy and enthusiasm. However, as time has passed, that momentum has often slowed, influenced by factors such as accountability challenges, state and local politics, and overall fatigue. Many DEI professionals now face challenges in maintaining relevance and support within

their organizations. The approach that has proven effective within my district involves framing DEI initiatives as a form of Process Improvement. This approach not only sustains the work but also ensures its adaptability as the landscape changes.

Why Process Improvement?

Process Improvement is traditionally associated with manufacturing and industry, seldom with education. Yet, upon examining the principles behind it, there is a striking alignment with DEI work. Process Improvement methodologies emphasize continual evaluation and enhancement

Building systems around equity means that all students— regardless of identity or personal characteristics—have equal access to educational opportunities

Cameron Poole currently serves as the Chief Officer of Equity, Inclusion, and Accountability with the School District of Clayton (MO). He is an Adjunct Professor at multiple universities in Educational Leadership programs. Cameron also serves as the Co-Founder + Principal of Strategies for Solutions, LLC. Strategies for Solutions is a social equity and educational consultancy. Cameron obtained an undergraduate degree in History, with an emphasis on American History Post-Reconstruction, and a Sociology Minor. He also has a Masters of Teaching/ Education (Social Studies 6-12), a Masters of Educational Administration, and a Doctorate of Educational Leadership.

of processes, aiming for ongoing efficiency and effectiveness. Dana Miranda, in her article “What Is Process Improvement?” for Forbes Advisor, captures this concept well:

“Process improvement is a methodology… that helps you take in and evaluate feedback about your processes to ensure continual improvement. Its aim is to always be improving the efficiency and effectiveness of your business strategy, customer or manufacturing processes… The benefit of implementing

a process improvement methodology as part of your overall management systems is that it gives you an avenue to spot and improve challenges in your processes. These challenges could be hurting your customer experience, internal production or other business goals.”

In the educational context, Process Improvement becomes a powerful tool for equity. Building systems around equity means that all students—regardless of identity or personal characteristics—have equal access to educational

opportunities. Identity should not impact access to any aspect of educational programming. Equity in education, therefore, involves creating policies, curricula, and practices that ensure every student’s sense of belonging and full participation. By continually evaluating these factors, we can address barriers to access and identify improvements for fairer outcomes.

Educational Equity as a Management System

When viewed as part of an overall management system, Educational Equity serves as an ongoing feedback loop, helping districts to address the unique equity challenges they face intentionally. Quantitative and qualitative data provide critical insights into students’ academic experiences and performance, disaggregated by race, gender, socioeconomic status, disability, and other personal characteristics. The goal is to ask: Which data points indicate disparities

continuously? What steps must be taken to address these inequities? These questions become the foundation for creating equitable educational experiences.

In Miranda’s definition, “challenges” represent inequities, “customer experience” aligns with the student experience, “internal production” translates to data and accountability metrics, and “business goals” align with district or school objectives. By reframing equity work as Process Improvement, it becomes clear that addressing inequities requires a structured, iterative approach. It takes Educational Equity from a mere idea, initiative, or strategy, and makes it a system and department.

Using the PDCA Cycle to Address Educational Inequities

One effective Process Improvement methodology is the PDCA (Plan, Do, Check, Act) Cycle, developed by W. Edwards Deming in the 1950s:

By reframing equity work as Process Improvement, it becomes clear that addressing inequities requires a structured, iterative approach

For DEI professionals and educational leaders facing evolving pressures, adopting a Process Improvement mindset keeps equity work dynamic and responsive, ensuring its endurance and relevance

● Plan: Identify areas for improvement, such as a policy that impacts student access.

● Do: Implement changes on a small scale as a pilot.

● Check: Evaluate the pilot’s outcomes using specific data points.

● Act: Decide whether to expand the change or revisit the process based on results.

For example, if a school identifies that certain extracurricular activities lack diverse participation, it could start by adjusting outreach efforts or removing enrollment barriers for a single activity. By beginning with a small-scale approach, schools can gauge effectiveness and refine as needed.

The “Do” stage’s small-scale approach helps avoid overwhelm and provides manageable steps toward larger goals. Additionally, during the “Check” stage, using specific performance indicators helps measure success or identify areas for recalibration. This structured approach promotes sustained, meaningful change. Often, organizations struggle with the “Act” stage—

stuck not because of a lack of commitment, but due to the challenges of scaling too quickly. Beginning small facilitates smoother transitions to larger implementations. A quote from Simon Sinek resonates with this cycle - “It’s better to go slow in the right direction than to go fast in the wrong direction.”

A Continuous Journey

The cyclical nature of the PDCA framework underscores a vital truth: Educational Equity is a continuous journey, not a destination. With each iteration of the cycle, we address emerging inequities and fine-tune our responses. For DEI professionals and educational leaders facing evolving pressures, adopting a Process Improvement mindset keeps equity work dynamic and responsive, ensuring its endurance and relevance.

By approaching Educational Equity as an ongoing process of improvement, schools and districts gain the tools to navigate challenges, adapt to change, and lead transformative efforts. This mindset keeps equity at the heart of educational progress, creating inclusive environments where every student has the opportunity to thrive.