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Beth Skelton Educational Consultant
Chase Eskelsen Owner, Fersken Education LLC
Chris Nastrom-Smith Deputy Principal, Loreto College Coorparoo
Dr. Heru Keonté School Principal, John P. Holland Charter School
Erin Cockrell Educational Leadership Consultant, Center for Teacher Effectiveness
Argo Navis
The American School of Milan
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Sarath Shyam
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International schools have flourished recently, offering students a unique blend of cultural exposure and academic excellence. When evaluating an international school, consider its accreditation and curriculum. Ensure they are recognized by bodies like the Council of International Schools (CIS), the International Baccalaureate (IB) Organization, etc. A strong curriculum that matches your child’s educational goals is crucial.
The faculty is the heart of any school. Look for institutions with diverse, qualified, and passionate teachers who use innovative teaching methods. Facilities and extracurricular activities also play a significant role in a well-rounded education. Check if the school has state-of-the-art labs, libraries, sports facilities, and clubs or arts programs that interest your child.
Student support and well-being are vital, especially when moving to a new country. Choose a school that prioritizes student well-being with services like counseling, language support, and cultural integration activities. Finally, consider the school’s community and culture. Look for diversity, inclusiveness, and values that resonate with your family.
Finding the perfect fit involves engaging in open conversations with your child about their aspirations and preferred environment. Virtual tours and open houses can provide valuable insights. Speak with current students and parents to get a feel for the school’s atmosphere.
In this issue, we feature some of the most prominent international schools across the globe. On the cover, we have Cheri Sterman, Director of Crayola Education. Cheri helps educators and community leaders expand their creative thinking. She provides professional learning courses and podcasts on Creative Leadership, Culturally Responsive Teaching, and The Power of Art to Reverse Stereotypes.
As you dive into this issue of K12 Digest, I hope you find not just information but inspiration. Whether you’re an educator looking for fresh ideas, a parent seeking the best for your child, or a student dreaming big, there’s something here for you. Let’s celebrate these outstanding schools and visionary leaders together. After all, education is a journey best taken with others, and I’m thrilled to have you along for the ride.
Enjoy reading!
Sarath Shyam
28
PROMINENT PRIVATE SCHOOL TO WATCH IN LOS ANGELES-2024
ARGO NAVIS SCHOOL
Inspiring Minds and Shaping Futures through NeuroscienceDriven Education
HARRISBURG ACADEMY
Shaping Well-Rounded Scholars & Globally Minded Philanthropists
48
LEARNING FROM STUDENT WRITING: PRIORITIZING NEXT STEPS FOR MULTILINGUAL LEARNERS
Beth Skelton, Educational Consultant 78
42
COMPUTER SCIENCE FOR ALL: STRATEGIES FOR ENSURING EQUITABLE ACCESS IN K12 EDUCATION
Erin Cockrell, Educational Leadership Consultant at Center for Teacher Effectiveness
PUSHING THE BOUNDARIES OF TRADITIONAL EDUCATION TO PREPARE STUDENTS FOR AN EVER-CHANGING FUTURE
Chris Nastrom-Smith, Deputy Principal, Loreto College Coorparoo
18
CRACKING THE CODE: CHALLENGES OF IN-PERSON TESTING FOR VIRTUAL LEARNERS
Chase Eskelsen M.Ed., Owner, Fersken Education LLC
62
DIGITAL DIVIDE: THE GENERATIONAL TECHNOLOGY GAP BETWEEN TEACHERS AND STUDENTS
Dr. Heru Keonté, School Principal at John P. Holland Charter School
Cheri Sterman helps educators and community leaders expand their creative thinking. She provides professional learning courses and podcasts on Creative Leadership, Culturally Responsive Teaching, and The Power of Art to Reverse Stereotypes. Cheri hosts the Crayola monthly online programs including: Creative Spa for Educators, The Art of Learning, and Read Along-Draw Along where she interviews authors, illustrators, art therapists, and educators. Cheri is excited to share information about Crayola Creativity Week, a global celebration of creativity that features celebrity actors and NASA leaders to help 7 million kids in 100 countries around the world see the power of creativity.
Recently, in an exclusive interview with K12 Digest, Cheri shared her professional trajectory, insights on how creativity boosts learning and prepare students for life beyond school, significant career milestones, biggest stress relievers, future plans, pearls of wisdom, and much more. The following excerpts are taken from the interview.
Hi Cheri. Could you please briefly tell us about your background and areas of interest?
Creativity has been the consistent focus throughout my career. As a grad student, my thesis was based on creativity research I conducted with young children, looking for associative fluency measures that document the steady stream of innovative thoughts children share when given the opportunity. We
found that all the arts (visual, drama, dance, etc.) impacted the fluency and originality of children’s ideas. I taught college students at the University of Cincinnati and Sinclair College in Ohio and urged them to focus on creative teaching and learning practices. Coming to work at Crayola, the most colorful place on the planet, was a dream come true that I still treasure 37 years after I first joined the organization.
There is a robust body of evidence that creativity is an essential life skill that can be taught and must be nurtured
What do you love the most about your current role?
I love the many varied opportunities this job provides. My original position at Crayola was Director of Child Development, and the CEO who hired me asked that I avoid becoming like the many business leaders he had working for him who focused on marketing and sales. Instead he said I should totally focus on helping people understand what kids need and want. Now, as the company’s Director of Education, I still have that same focus. I help Crayolians develop experiences, products, and content that is developmentally appropriate and nurtures creativity. Beyond collaboration inside Crayola, this role has allowed me to help nonprofit organizations, policy makers, and thought leaders develop programs that help kids. For example, I helped Michelle Obama with her President’s Committee for the Arts and Humanities Turn Around Arts Initiative by providing professional learning courses on creativity for their teachers. The schools we trained had their culture and curriculum turned around by Arts Integration. The student learning results were impressive (math scores increased 22.5% and reading
scores went up 12.6%). I’ve presented congressional testimony on the Power of Creativity and served on the boards of the Partnership for 21st Century Learning, the National Association for the Education of Young Children, and the National Child Development Council—which enabled me to impact policy recommendations and spread the word about creativity. Crayola has held many advocacy events where I’ve helped put the spotlight on why creativity matters and how we can nurture it in the next generation of innovators and communicators.
does creativity boost learning and prepare students for life beyond school?
There is a robust body of evidence that creativity is an essential life skill that can be taught and must be nurtured. Having a creative mindset is essential in every career. People who have creative confidence are more satisfied on the job, no matter what field they work in. The good news is that creative behaviors (being curious, keeping an open mind, and seeking new opportunities)
The refreshing honesty, constant curiosity, voracious appetite for exploring the unknown, and authenticity that comes out of the mouths of young children is inspiring
can be nurtured during simple, everyday creative moments at home and school. Some ask, “Does drawing really improve outcomes for kids?” Yes! Neuroscientists have found that drawing is THE most effective learning strategy. Lessons that incorporate students drawing result in deeper understanding and the information becomes embedded into the learner’s memory.
What are some of the greatest achievements in your career to date? What makes them special?
Launching Crayola Creativity Week is the most significant achievement in my career. Having led the team that created this program from scratch and knowing how much growth potential there is
to reach every child on the planet is professionally and personally gratifying. Your readers can join this global celebration of creativity that occurs every January and provides benefits year-round. Crayola Creativity Week is a free program that puts the spotlight on how creativity impacts every aspect of our lives. Seven million students in 100 countries will join us to hear authors, illustrators, actors, astronauts, musicians, and athletes explain how creativity has been essential to their professional and personal lives. Teachers are excited about the free cross-curricular, hands on learning resources we provide (celebrity videos, downloadable Thinking Sheets, art challenges, digital resources, and creativityinspiring prize giveaways). The content is aligned with the education standards in 15 countries and translated into eight languages. Visit Crayola.com/creativityweek to register and join this worldwide movement focused on creativity in schools!
What have you learned as a woman in leadership?
Every gem that I’ve learned was taught to me by young kids. Regardless of our gender or leadership roles, whenever adults listen to children we gather huge insights on how to lead. The refreshing honesty, constant curiosity, voracious appetite for exploring the unknown, and authenticity that comes out of the mouths of young children is inspiring. It is humbling to pause from our hectic schedules and observe the way kids learn. I hold their words of wisdom and a mantra of “Do what is best for children” in front of me when I make decisions and guide teams.
Who is the one person you look up to and why?
Working directly with Michelle Obama on her Turn Around Arts Initiative makes her my one person. The President’s Committee on Arts and Humanities has been in existence since Ronald Reagan established it in 1982. During Reagan’s presidency the Committee focused on his interests—the film industry and entertainment. No surprise that when the Obamas moved into the White House they wanted the Committee to focus on children and the impact arts education has on learning. Michelle has the most gracious way of showing we’re all “forever learners.” She always assumes others know more than she does and she is fascinated by children’s wisdom. Standing 5’11” tall, she towers over nearly everyone she stands next to. I have lovely photos of her bending at the knees to be eye-to-eye with elementary and middle school students, eagerly listening to them.
What is your favorite non-academic book and why?
Your Brain on Art: How the Arts Transform Us by Susan Magsamen and Ivy Ross. While it cites research, it is an easy read— intentionally making the messages about creativity accessible to everyone. I’ve read it three times and tagged pages that would be of interest to colleagues—then I gave them the book. Each time I pick it up I find new insights that pertain to me or a member of our advocacy team or a community partner.
What is your biggest stress reliever?
Sketching and painting. There is a joyous simplicity of letting color move around the
Turn your abstract art into colorful “thinking of you” notes that you mail to friends/family or tuck into plastic bags and leave in random shopping carts to brighten a stranger’s day
page as thoughts and feelings flow through my fingertips. Watercolor pencils are my favorite media since they sketch like regular colored pencils and then blend into wonderful watercolor backgrounds when brushed with water. It’s fun to try to different techniques with them. For example, start by drawing with glue to form abstract designs on a page. When the glue dries there are areas where the watercolor has to stop. Each section becomes a unique blending area. Another technique is to dip the watercolor pencil into water then draw with the boldly colorful pencil tip that literally melts onto the page. Tips for readers: You do not need to worry about the aesthetics of whatever you create. No one expects you to be Picasso. Draw and paint for yourself as a stress release. Turn your abstract art into colorful “thinking of you” notes that you mail to friends/family or tuck into plastic bags and leave in random shopping carts to brighten a
stranger’s day. Just add a few kind words so your stress release art becomes a caring card for others.
Where do you see yourself in the next 5 years?
I will be doing the same thing I am today but reaching a larger global audience, having more press events, conducting more research, being on more podcasts, and most importantly inspiring more teachers and children.
What is the one thing you would recommend to someone who wishes to pursue a career in your industry?
Lean into your creative mindset and boost your creative confidence. That is solid advice, no matter what career someone choses to pursue. But it is especially important for educators since we have a collective responsibility to inspire the next generation.
Chris Nastrom-Smith, Deputy Principal, Loreto College Coorparoo
Chris Nastrom-Smith is currently Deputy Principal – Curriculum at Loreto College, Coorparoo. He is responsible for the educational leadership of staff and students through the whole of school curriculum delivery to meet the College’s strategic agenda and achieve alignment with its vision and mission. As part of Chris’s role, he leads a team of curriculum leaders responsible for the delivery of a relevant and engaging curriculum in pursuit of strong academic outcomes and a holistic educational experience. His past research has explored how curriculum development, learning spaces and teacher pedagogy can be customised to enhance student wellbeing as they transition into secondary school.
Recently, in an exclusive interview with K12 Digest, Chris shared his professional trajectory, what sets Loreto College Coorparoo apart from other schools, his leadership rock, insights on the role of AI in the K12 education system, future plans, words of wisdom, and much more. The following excerpts are taken from the interview.
Chris, what have you found most challenging as an educational leader?
Perhaps the most challenging, but also the most rewarding aspect of leadership, is navigating the personal and relational aspect that comes with school communities. After all, schools deal with a parent and our community’s greatest asset – our children!
Each school, with its vision, mission and values set exists as a complex ‘ecosystem’ where every member of the community regularly interacts. At
times these interactions are positive, as there is a ‘shared’ purpose occurring, at other times, there can exist tension as the high levels of personalized care and educational experiences being sought impact others within that same school environment. As a school leader, the challenge is to engage and empower everyone to contribute positively to the school culture and create a vision so that members of the school community understand the choices and direction being taken.
Each school, with its vision, mission and values set exists as a complex ‘ecosystem’ where every member of the community regularly interacts
There may not always be complete agreement, but where there is clarity in purpose and a shared vision, there is a greater chance that there will be an acknowledgement that the right decision has been made.
What sets Loreto College Coorparoo apart from other schools?
Loreto College Coorparoo has a powerful story that is intrinsically linked to its founder, Mary Ward. As an all-girls’ school challenged to empower and educate young women, to be able to authentically lean into the Mary Ward story as the purpose for who we are and how we act is a significant point of difference for the College.
At its core, education is primarily relational, and I have a strong belief that every individual in a school community has a responsibility to lead continuous improvement
Loreto College is part of an international network of over 150 Mary Ward schools worldwide, offering a unique and innovative education that empowers girls to make a profound difference in the world. Mary Ward founded the Institute of the Blessed Virgin Mary in 1609, recognising the transformative power of education and the care and development of faith.
The Mary Ward tradition of excellence in women’s education dates back to 1609, when Mary Ward founded a religious order and opened her first school for girls in St Omer. She believed in the capacity of women, through education, to make a profound difference for good in the world. Her legacy inspires us today to be “seekers of truth and doers of justice.”
Today, we honour Mary Ward through our vison at Loreto College to offer an education that liberates, empowers, and motivates students to use their individual gifts with confidence, creativity, and generosity in loving and responsible service. I honestly believe that Mary Ward was an innovator and disruptor centuries ahead of her time. Our students benefit from using her story to drive innovation and challenge societal norms.
The other unique aspect to a Loreto education is the national and international network of schools that exists. Our students and staff can connect with other Loreto communities with ease and can leverage the power of those network connections both now and into the future.
What’s a recent leadership lesson you’ve learned for the first time or been reminded of?
I recently attended the 2024 Association of Heads of Independent Schools of Australia (AHISA) National Conference in Sydney and
was reminded of the power of leadership networks. The solution to many challenges that permeate many school contexts already exist within other schools. There is a real sense comfort from being able to reach out to a trusted colleague when faced with a challenging situation and to either access some resources or simply have a coaching conversation to test thinking and potential actions is a blessing. I encourage all emerging leaders to seek the support of a network of trusted colleagues.
What’s one book that has had a profound impact on your leadership so far?
The book that had the most profound impact on my leadership initially was ‘The 15 Disciples: The Essential Checklist for Productive Leaders’ by Stephen Scott. Further editions of Scott’s book have occurred, and this work has evolved into Ethics Trump Power (Stehen Scott, 2021). This book and my reading of it, coincided with the most rewarding 18 months of professional development as part of Independent Schools Queensland’s Aspiring Principals Program. Scott’s work provides a series of checklists and leaderships lessons so that a leader can provide his team with what they seek, whether that is in the form of consistency, clarity, decisiveness, coaching or ethical decision-making.
The other book worth mentioning is Michael Bungay Stanier’s ‘The Coaching Habit: Say less, ask more and change the way you lead forever’ (2016).
As a seasoned school leader, how do you build trust with employees, customers, and other stakeholders?
At its core, education is primarily relational, and I have a strong belief that every individual in a school community has a responsibility
to lead continuous improvement. Ultimately, leadership is more about others’ than self and an effective leader is often remembered best for how they build others’ up and their influence on culture and climate.
To sustain this leadership approach at Loreto, I have sought to build the collective efficacy of staff by fostering expert teams and
Leadership is hard, as often you are carrying the emotions of others as you support each member of the school community in different ways
promoting effective pedagogy. Our leadership team’s goal is to ensure our staff, particularly our middle leaders and program leaders, feel empowered to leverage their role as a conduit between the teaching staff and Senior Leaders.
It has been through this work that I have come to understand the critical role of middle leaders in operationalising the school’s vision
and shaping its culture. By promoting a culture of individual leadership responsibility, middle leaders and staff can effectively drive a futurefocused and innovative curriculum that aligns with the College’s vison and value proposition. Targeted staff development promotes trust and positive relationships, prevents disengagement, builds resilience and enhances the capacity
of all staff to lead. This positive engagement and connection to a shared vision also has the potential to promote staff psychological wellbeing.
I believe one of my strengths has been an ability to leave a long-lasting impression on many families that has endured long after graduation and I have been acutely aware of the importance of developing relationships and maintaining trust with students and caregivers throughout my career.
As a senior and middle leader in a range of curricular and co-curricular positions, I have been fortunate to have walked alongside students
as they have enrolled in Prep, transitioned into secondary school, flourished in their co-curricular pursuits, and navigated the complexities of senior schooling. One of the keys has been to never underestimate the important role that teachers play in the development of a child and the partnership that is formalised when each student walks through the school gate.
Rather than a role model, I would rather share with the readers who my rock is, as ultimately
The rapid evolution of artificial intelligence is challenging school leaders and staff to review pedagogical approaches, reframe assessment and to update policies, procedures and practices
it is about being yourself as a leader rather than aspiring to lead like someone else. My leadership rock is definitely my family.
Leadership is hard, as often you are carrying the emotions of others as you support each member of the school community in different ways. Over the years, I have been supported every day by a loving family - my wife Lee, son Cooper and daughter Emalia, as their influence shapes my educational philosophy and are the reason I strive to be better every day.
Initially, my educational philosophy was driven by the aspiration to become the kind of teacher I admired at school. However, as my career has evolved, my vision has expanded to challenge the conventional concept of ‘school as it is’. Becoming a father and seeing my own children experience school solidified my commitment to challenging the status quo. My passion and purpose now stem from a desire to be an educational leader who pushes the boundaries of traditional education, ultimately reimagining it so that it better prepares our graduates for an unknown and ever-changing future.
What are your thoughts on the role of AI in the K12 education system?
The reality is that we are educating a generation of students where artificial intelligence will be part of their everyday lives. Our challenge as school leaders is to assist students and staff in developing approaches that use AI tools ethically and in a way that leverages their potential benefit. It certainly is an exciting time to be wrestling with the potential possibilities of this technology.
The challenge for school leaders is to decode the plethora of information that is emerging online and on social media around Artificial Intelligence (AI) and how it aligns with the current model of schooling and each school context. I recently had the privilege to listen to Associate Professor Lucinda McKnight share her insights into Artificial Intelligence (AI) and she is a voice of caution, offering a balanced perspective of the potential opportunities and threats to the education sector and our students and staff. This caution is perhaps quite salient advice at the moment,
Say yes to every opportunity that is offered to you, particularly those opportunities that take you out of your current role and comfort zone and stretch your current capabilities
as the technology emerges rapidly, and we are being bombarded online by the ways in which Artificial Intelligence (AI) can make our lives easier. The question perhaps best asked cautiously is “At what cost?”.
On the flip side, I see the benefits of Artificial Intelligence (AI) in the study tools (such as Atomi) that our seniors use to study for their senior assessment and how they are provided with personalised revision via the power of the Artificial Intelligence (AI) embedded in the technology.
From a governance and operational perspective, the continuing emergence of Artificial Intelligence (AI) poses significant change, challenge and potential benefit to school communities. The rapid evolution of artificial
intelligence is challenging school leaders and staff to review pedagogical approaches, reframe assessment and to update policies, procedures and practices.
Over the years, you have been a recipient of numerous awards and accolades such as one of the most visionary leaders transforming education, the best educators in Australia in 2023 & 2022 among others. Our readers would love to know the secret behind your success.
The secret again lies in the power of relationships. In this instance, it was as a result of the synergy I felt with my colleague, Lissa Gyte, when we
both started as Deputy Principal at Loreto. We immediately clicked as two educational leaders that knew that it was about building others up, including each other. Over the past 5 years we have deliberately sought to highlight the work of others within the Loreto College Coorparoo community and to nominate them for awards that recognise their achievements in positively influencing the College climate and culture.
There is great work that goes on in every school and in every staffroom across Australia, our key has been ensuring all that work has been moving in the same direction towards the same goal and the outcome has been recognition for our staff and for our programs in a number of award categories. Lissa has been instrumental in nominating colleagues for awards and taking the time to craft applications and selection criteria responses that highlight the impact and influence of those nominated.
As a college, because we have been clear on our mission and vision, we have gained some real momentum and achieved some wonderful change over the last 5 years. That change has been as the direct result of the collective efforts of our staff all working towards the same goal. The momentum created has in turn generated national and international recognition, which is turn has generated award recognition.
The other secret, which is no secret at all really, but is to ensure you are sharing your ideas and outcomes on a broader scale and having an impact on the broader educational sector. Educators are always curious about how schools are tackling challenges. Being able to present at national and international
conferences is a fantastic way to share ideas around how to tackle these challenges in different school contexts and is a wonderful opportunity to positively contribute to the educational sector.
Where do you see yourself in the next five years?
I will be continuing to shape the educational experiences of staff, students and caregivers at Loreto College Coorparoo, or I will be leading a school community of my own.
I aspire to one day step into the role of Principal. I am extremely confident that I have a lot to offer right now as the Principal of a school community, but know that it is about the right school and the right time.
I certainly view the learning and growth that each of us inevitably experiences each year as a value add and I look forward to growing in partnership with my current leadership team and school community. Right now, I am enjoying the opportunity that I have to lead as Deputy Principal of the Loreto College Coorparoo community.
If you could only give one piece of advice to a young leader, what would you say to them?
Say yes to every opportunity that is offered to you, particularly those opportunities that take you out of your current role and comfort zone and stretch your current capabilities. It costs nothing to say yes, and the lessons that are learned along the way are invaluable when seeking promotional opportunities, as you will be able to authentically speak to your experiences where you have been challenged and problem-solved to seek solutions.
PROMINENT PRIVATE SCHOOL TO WATCH IN LOS ANGELES-2024
Imagine a classroom where students are not just learning theories but are actively solving real-world problems. A place where curiosity leads the way and every lesson feels like an adventure. This is the vision of Argo Navis School, a unique institution that promises to redefine how we think about education.
Ryanne Plaisance, Head of School at Argo Navis, says, “Our mission is to inspire students by creating environments that prepare them to be future innovators, responsible global citizens, and mindful individuals.” This mission isn’t just a lofty goal; it’s deeply rooted in the principles of educational neuroscience. By focusing on how students learn best, the school employs inquiry-based methods like project-based learning (PBL) to enhance educational outcomes.
At the heart of Argo Navis’s philosophy is a commitment to emotional intelligence, academic excellence, and entrepreneurial
Ryanne Plaisance, Head of School at Argo Navis
skills. The school’s personalized and experiential learning approach caters to the individual needs of each student, ensuring that education is not only effective but also engaging and enjoyable.
What sets Argo Navis apart from traditional schools is its emphasis on integrating real-world applications into the curriculum. This dynamic approach makes learning relevant and exciting. “Our curriculum is designed to be adaptive and accommodating,” explains Plaisance. “We use interdisciplinary projects and real-world applications to ensure that each student can connect what they learn in the classroom to the world outside.”
This innovative method is backed by neuroscience-informed teaching practices that optimize learning environments. These practices enhance memory retention and cognitive development, making the educational experience at Argo Navis both enriching and effective. The curriculum is highly tailored to individual learning plans, emphasizing handson projects that show students the practical applications of their studies.
“Studies have shown that project-based learning can increase student achievement by 8% to 16%
What sets Argo Navis apart from traditional schools is its emphasis on integrating realworld applications into the curriculum
in comparison to traditional methods,” states Ryanne. This evidence supports the approach taken by Argo Navis, highlighting the school’s commitment to providing a cutting-edge education that prepares students for the future.
At Argo Navis School, learning goes beyond textbooks and traditional classrooms. Here, education is an adventure, and every day brings new opportunities for hands-on experiences. Experiential learning is at the heart of the Argo Navis approach, with students diving into projects, internships, and field studies that make learning tangible and exciting.
Imagine being a student who looks forward to weekly trips where you can interact with professionals from various fields. These trips are not just a break from routine but a crucial part of the learning process. “Our students visit a wide range of locations,” says Ryanne. “They get to engage directly with experts and see how the concepts they learn in class apply in the real world.”
This method is backed by neuroscience research, which shows that real-world experiences activate multiple senses and brain regions, leading to deeper understanding and retention. It’s not just about learning facts but experiencing them. For instance, students in the school’s scuba diving program do more than just swim. They form strong bonds and develop teamwork skills as they rely on each other while navigating the depths of the ocean.
The scuba diving program is a perfect example of how Argo Navis blends academic standards with real-world applications. Aligned with the Next Generation Science Standards and the CA Common Core Math Standards, this
program offers students hands-on experience in marine biology and environmental science. “It’s amazing to see students connect what they learn in the classroom to their underwater explorations,” Plaisance shares. “This integration of classroom learning with real-world applications makes education more meaningful and memorable.”
By engaging in these immersive experiences, students not only enhance their cognitive development but also build a supportive and inclusive learning environment. These activities encourage students to work together, fostering a sense of community and mutual reliance.
Argo Navis School’s commitment to experiential learning ensures that students
don’t just pass exams but develop a genuine understanding and passion for their subjects. This approach prepares them to be curious, resilient, and ready to tackle the challenges of the future.
At Argo Navis School, education is about discovering and nurturing each student’s unique interests and passions. The school offers a wide range of programs that allow students to explore various fields and develop their talents. From visual and performing arts to oceanography, culinary arts, and environmental studies, there is something for everyone.
Ryanne emphasizes, “We want our students to feel a sense of personal fulfillment and motivation. By providing diverse options, we ensure that every student can find something they are passionate about and pursue it with enthusiasm.”
Take, for example, the financial literacy program at Argo Navis. It’s more than just learning about money; it’s about preparing students for real-life financial independence. This program uses a project-based learning approach to teach budgeting, saving, and investing. Students participate in practical workshops, hear from guest speakers in the finance industry, and engage in simulated investment exercises. “Our goal is for every child to be proficient and confident in
Argo Navis School’s commitment to experiential learning ensures that students don’t just pass exams but develop a genuine understanding and passion for their subjects
money management,” says Plaisance. “We believe these skills are essential for their future success.”
Argo Navis also places a strong emphasis on global education initiatives. By exposing students to a wide range of subjects and perspectives, the school helps cultivate well-rounded individuals prepared to navigate the complexities of the modern world. Research shows that students
engaged in global education programs are 20% more likely to exhibit empathy and cross-cultural understanding. These skills are incredibly valuable in today’s interconnected world.
In the realm of environmental studies, students might participate in hands-on projects that involve studying local ecosystems or developing sustainability initiatives. These experiences not
By exposing students to a wide range of subjects and perspectives, Argo Navis School helps cultivate wellrounded individuals prepared to navigate the complexities of the modern world
only enhance their understanding of environmental science but also instill a sense of responsibility and stewardship for the planet.
The school’s supportive environment plays a crucial role in this process. At Argo Navis, students are encouraged to pursue their passions, with ample resources and guidance provided to help them succeed. “We create an environment where students feel safe to explore and take risks,” Plaisance explains. “This is where true learning happens.”
Programs in the arts allow students to express themselves creatively and develop their artistic talents. Whether it’s through painting, music, theater, or dance, these opportunities help students build confidence and find their voice. In the culinary arts program, students learn about nutrition, cooking techniques, and the cultural significance of food, turning their interest in cooking into a valuable life skill.
By offering such a rich array of programs, Argo Navis ensures that students can pursue their interests deeply and meaningfully. This holistic approach to education not only fosters academic excellence but also helps students develop as individuals who are confident, empathetic, and well-prepared for the future.
At Argo Navis, education is not just about preparing for college or a career; it’s about preparing for life. Through its diverse programs and supportive environment, the school nurtures the passions and talents of each student, helping them become well-rounded and fulfilled individuals.
In today’s fast-paced world, technology is more than just a tool; it’s a bridge connecting us to limitless possibilities. To enhance the learning experience, Argo Navis leverages technology in innovative ways.
Imagine a classroom where digital tools, online resources, and interactive platforms come together to create a dynamic and modern educational environment. At Argo Navis, this is the reality. “We integrate technology into our curriculum to provide students with contemporary educational experiences,” says
Through its diverse programs and supportive environment, Argo Navis School nurtures the passions and talents of each student, helping them become well-rounded and fulfilled individuals
Ryanne. “It’s not just about using tech for the sake of it; it’s about making learning more engaging and relevant.”
Students at Argo Navis use technology to explore subjects deeply and connect with a global community. This approach broadens their horizons and exposes them to diverse perspectives. The integration of technology ensures that students are well-prepared for the digital age. “Our goal is to equip students with the skills they need to navigate and thrive in the digital landscape,” Plaisance explains.
Moreover, online resources give students access to a wealth of information and learning materials, far beyond what traditional textbooks can offer. This wealth of resources empowers students to take charge of their own learning, explore their interests, and delve into topics that fascinate them.
At Argo Navis, the future of education is here, and it’s as exciting as it is inspiring. Through the thoughtful integration of technology, the school is paving the way for a new generation of learners who are ready to take on the world.
At Argo Navis School, education is a collaborative effort involving parents and the broader community. The school prioritizes regular communication, events, and collaborative projects to create a strong support network for students.
Ryanne emphasizes, “We believe in maintaining an open dialogue with parents. Their insights and feedback are invaluable.” This partnership ensures that parents are active participants in their children’s education, helping to create a cohesive and supportive environment.
Argo Navis hosts various events and collaborative projects that bring the community together. These events provide opportunities for parents and community members to engage with the school and support students’ learning experiences.
The school also partners with local businesses and organizations to enrich the curriculum with real-world learning experiences. This community involvement enhances the educational environment and helps students connect their studies to the world around them.
By actively engaging with parents and the community, Argo Navis creates a supportive and connected environment that benefits all stakeholders. As Plaisance puts it, “When parents, students, and the community work together, we can achieve so much more.”
At Argo Navis School, promoting environmental sustainability and social responsibility is more than just a teaching point—it’s a way of life. The school encourages students to make positive contributions to society and the environment, instilling a sense of responsibility and stewardship.
“Our initiatives are designed to help students become conscientious and engaged citizens,” says Ryanne. These programs are integral to the school’s philosophy, ensuring that students understand the importance of their actions and their impact on the world.
Students participate in various sustainability initiatives, from recycling programs and energy conservation projects to community clean-ups
and environmental advocacy. These activities not only educate students about environmental issues but also encourage them to adopt ecofriendly practices in their daily lives. Research shows that students involved in sustainability programs are 30% more likely to engage in ecofriendly behaviors long-term, demonstrating the lasting impact of such education.
Social responsibility is also a key focus at Argo Navis. Students engage in service projects that address local needs, helping them develop a strong sense of civic duty and community involvement. These projects teach valuable lessons about empathy, leadership, and the power of collective action.
“By involving students in sustainability and social responsibility initiatives, we prepare them to be active, responsible members of society,” Plaisance explains. “We want our students to understand that they have the power to make a difference.”
Through the thoughtful integration of technology, Argo Navis School is paving the way for a new generation of learners who are ready to take on the world
At Argo Navis, the commitment to environmental and social responsibility helps shape well-rounded individuals who are prepared to tackle the challenges of the future. Through these initiatives, students learn to value and protect their environment, contribute positively to their communities, and become leaders in creating a sustainable world.
At Argo Navis School, education is about more than just academics. It’s about preparing students for life. The school places a strong emphasis on critical thinking, emotional intelligence, and practical skills, ensuring students are ready for college and the workforce.
“We aim to inspire students to discover their passions and develop a deep love for learning,” says Ryanne. This comprehensive approach ensures that students are well-equipped to navigate the challenges of the modern world and achieve their goals.
Argo Navis continually expands its innovative programs and enhances its educational offerings. Future developments include the construction of California’s first scuba diving tank and dive center, as well as an aerospace laboratory. These cutting-edge facilities will provide students with unique, hands-on learning experiences that connect their interests to real-world applications.
The school’s commitment to a dynamic and forward-thinking education means that students receive an education that is not only relevant but also engaging and inspiring. “By connecting their interests to community engagement and meaningful contributions on both personal and global scales, we fulfill our true calling as educators,” Plaisance explains.
At Argo Navis, students are not just learning for today—they’re preparing for tomorrow. This forward-looking philosophy ensures that every student leaves the school ready to make their mark on the world.
Beth Skelton, Educational Consultant
An English language development teacher sighed and handed me an essay from one of his experienced multilingual learners, saying, “This just doesn’t sound right, but where do I start? There’s just so much to work on–grammar, word choice, and organization!” He had marked many errors on the student’s papers in the hopes that they would start writing with more academic and less social language. Looking at all the red
markings, though, he was at a loss of where to start with explicit instruction.
Secondary English language development teachers have the important job of cultivating the conditions for multilingual learners to grow in their academic listening, speaking, reading, and writing. However, when it comes to supporting multilingual learners at more advanced stages of language proficiency, it can be difficult to determine where to start.
Rather than getting distracted by misspelled words, mistakes in grammar, or punctuation errors, I first look for students’ strengths
Beth has over 30 years of experience as a language educator and holds a master’s degree in multicultural teacher education. She has worked with early childhood, elementary, middle, high school, and adult language learners in rural, urban, suburban, and international school settings. She is the coauthor of Long-Term Success for Experienced Multilinguals, a best-selling book published by Corwin, and Putting it Together, materials for teaching adult English learners using a story-based curriculum. She is an active board member of Colorado TESOL. Beth currently provides professional development, coaching, and consulting with schools around the world focused on providing equitable education for multilingual learners.
As Tan Huynh and I wrote in our recent book, experienced multilinguals, students who have been learning in an English-medium school for five or more years, make up the vast majority of multilingual learners in secondary schools around the world (Huynh & Skelton, 2023). These students can understand instructions and communicate their ideas in class discussions but often struggle to comprehend complex texts or write coherent essays. They need explicit instruction to move along the continuum from spoken social language to written academic language.
In this article, I outline a protocol any English language development teacher or co-teaching team can follow to analyze student work and determine the next instructional steps. Analyzing student work for this purpose is different than grading student work. The goal of looking closely at student work is to provide insights into the next steps for instruction at the word, sentence, and discourse dimension of their writing, rather than simply marking the papers for errors.
I recently used the following protocol to review drafts of a persuasive essay and teach writing skills to improve the students’ work. The experienced multilingual students in the International Baccalaureate Language B English class had researched and written about an environmental project of their choice. I honed in on the written work of two students who represented the writing abilities of several others in the class. In this way, I could address the needs of many students in the class.
Rather than getting distracted by misspelled words, mistakes in grammar, or punctuation errors, I first look for students’ strengths. By
stepping back from the need to find and fix errors, I identify a different starting point for supporting multilingual learners. Looking first for what is right in their writing, allows me to build on their strengths.
Whenever I’m looking for what the students have already mastered, I pay close attention to how they
• organize their writing as a coherent whole text
• write coherent, complex sentences
• use domain-specific and general academic words and phrases appropriately
When I first reviewed the students’ drafts of their persuasive essays as a whole text, I noticed they had already acquired the genrespecific structure of argument writing. They knew how to introduce their claim and provide solid evidence and reasoning for each point. Their writing revealed that they could write paragraphs and had learned the basics of punctuation and capitalization.
Another area of strength was their use of academic words and phrases. The students researched their environmental issues (e.g. deforestation, plastic pollution, etc.) and used words and phrases specific to their topics appropriately. I also noticed they used several transition words and academic phrases to introduce evidence and reasoning (e.g. according to, this suggest, in addition, etc.) I was pleased with their ability to incorporate these precise words and appropriate expressions in their arguments.
After acknowledging the students’ strengths in their writing, I look for one area for linguistic growth. Sometimes it’s difficult to choose just one aspect for growth, but I try to select a skill that will make the most significant impact on
After acknowledging the students’ strengths in their writing, I look for one area for linguistic growth
After determining which area to focus on, I plan instruction to teach and practice that skill
their writing. Focusing on the dimensions of vocabulary, sentence structure, and discourse patterns helps me narrow down the options (WIDA Consortium, 2020). The following questions help me prioritize what to teach:
• Which vocabulary words should be taught for this text?
• Which sentence structures would improve the writing for this purpose?
• Which transition words or cohesive devices would help show the flow of ideas?
• Which text features would match the purpose of the text?
The draft essays revealed students’ attempts to write complex sentences. However, I found myself reading and re-reading many of their longer sentences. I struggled to clearly understand what they were trying to
communicate in these complex sentences. For example, the introductory sentence of one essay read: “Our students will embrace the Asian tropical island with tourism to see the beautiful diverse flora and fauna by also providing help to this vulnerable forest that has been damaged by deforestation, which is a major global issue that impacts climate change.” As this sentence demonstrates, when students attempted to construct complex sentences, their writing lost meaning and became convoluted.
Other samples also suggested that many students in the class would benefit from explicit instruction at the sentence dimension. These experienced multilingual learners wrote clear, concise basic sentences. However, their complex sentences were difficult to understand.
After determining which area to focus on, I plan instruction to teach and practice that skill.
For the multilingual learners in the English B class, I planned instruction and practice with writing complex sentences. I created some writing activities that explicitly taught that element in the context of their own work. Rather than giving students worksheets with random examples, I used examples from their persuasive essays and the context of the environmental unit.
During the lesson, I had students deconstruct complex sentences by identifying who the sentence was about; the actions; and all the information telling what, how, and why.
Then I taught sentence structures that helped them answer those questions more clearly. They practiced writing sentences about themselves and their projects with these sentence structures on whiteboards and shared their ideas orally. They learned not only how to write clearer sentences but also deepened their understanding of the unit on sustainability.
At the end of the lesson, I wanted the student’s perspective of the lesson and asked them to write a reflection. One student wrote that they “learned writing skills to answer who, what, how, why.”
In other words, they learned how to write sentences to address specific linguistic functions. On the assessment a week later, the students effectively used the structures we had practiced in their argument essays.
Experienced multilinguals have spent years learning in English and developing their listening, speaking, reading, and writing skills. Expanding their skills beyond social language to academic registers requires careful and explicit instruction. They benefit little from all the red marks that identify what they did not get “right”. Instead, they need to know what they are doing effectively and understand what to do to improve. When trying to figure out where to start to improve multilingual learners’ writing, try this structured protocol that starts with analyzing student work and matching instruction to the skills they need to meet the language demands of the writing task.
Harrisburg Academy is an independent, co-ed, diverse school community that challenges and inspires students from preschool through 12th grade.
Harrisburg Academy is the only school in the greater Harrisburg, PA, area to offer an established International Baccalaureate Primary Years, Middle Years, and Diploma Program. The school is accredited by the Middle States Association of Colleges and Schools and the Pennsylvania Association of Independent Schools, the Academy belongs and ascribes to the policies and best practices of the National Association of Independent Schools (NAIS).
The mission of Harrisburg Academy is to offer an academically challenging and globally-minded interdisciplinary
education. In its commitment to excellence, the Academy provides tools, develops character, and teaches skills that prepare students to thrive in college and beyond, thereby contributing to the betterment of the global and local communities.
Harrisburg Academy, the 17th oldest non-public school in the country, was founded in 1784 by John Harris, Jr. in a room of his mansion (now the Historical Society of Dauphin County on South Front Street in Harrisburg). Harris brought in a schoolmaster from Lancaster to teach his and his neighbors’ children. Soon after, he granted “the rent, issues, and profits of
The mission of Harrisburg Academy is to offer an academically challenging and globally-minded interdisciplinary education
his ferry for the endowment of an Academy where German and English should be taught.” Two years later, with donations and materials from Harris and more than 80 of his neighbors, a log cabin school was built on a knoll 300 yards east of the Susquehanna River, probably behind the Harris mansion near Walnut and Third streets.
On April 4, 1809, the State Legislature officially chartered the Academy under the Law of the Commonwealth as “an academy or public school for the education of youth in useful arts, sciences and literature.” In 1947, under the leadership of Headmaster Raymond Kennedy, Harrisburg Academy merged with The Seiler School for Girls to become a coeducational institution. The Academy opened for classes at its current location in Wormleysburg, Pennsylvania on Sept. 28, 1959.
Today, Harrisburg Academy is an independent, non-sectarian, coeducational day school with a diverse population of students from age 3 to 12th grade. The Academy became one of less than 100 schools in the United States to provide the
full continuum (Preschool through grade 12) International Baccalaureate Programme in March 2024.
The Harrisburg Academy views education as an amazing journey of self-discovery and challenges not only met but surpassed. From dynamic classroom experiences including a curriculum that addresses student interest and skill within small classes and is not bound to teach to the test, hands-on, student-driven learning opportunities through the Centers for Experiential Learning & Innovation, and personal college counseling starting in Middle School; to strong learning outcomes including higher test scores than other area students, the IB Diploma learning experience and its merit for students in 12th grade and in college, and a lasting connection to a community of successful industry leaders and alumni; to the strength of character, preschool through high school students build through being a part of a school committed to personal integrity,
Harrisburg Academy education is truly something more and something different. The Academy’s students, from preschool through high school, become well-rounded scholars and artists, talented athletes and musicians, and globally-minded philanthropists. They all benefit from the advantages of a small learning community each and every day, and the advantages are many.
The faculty at Harrisburg Academy are a close-knit group of educators, who care deeply about their students. They know them all, not just the ones they have in their own classes. Most of the students have been at the school for more than five years and many much longer. The faculty is well qualified and has been trained to deliver the demanding IB program. This year’s program required them to rewrite the Academy’s
entire curriculum. They had to take what the Academy traditionally teaches and repackage it into a more engaging vehicle to present to their students, incorporating big concepts and global perspectives, while looking for opportunities to do transdisciplinary classes.
“We are immensely proud of them because this was a large undertaking, took many hours of time and professional development, and required us as a school to reflect on our teaching and incorporate all the current best educational practices,” shares Adrian Allan, Head of School.
Harrisburg Academy starts by offering its students small classes in which they receive individualized teacher attention. There is a learning specialist to help students who are struggling and to help structure enrichment for gifted students. The school has a no-cut policy for sports and other activities like the musical. Students are actively encouraged to take part in multiple activities, unlike larger schools where one must choose between activities. The school has a very strong music program which starts in
The faculty at Harrisburg Academy are a close-knit group of educators, who care deeply about their students
At Harrisburg Academy, the faculty, staff, and leadership team are committed to making sure each student is seen, known, and celebrated
preschool, with all elementary students learning to play the violin starting in junior kindergarten. As students progress they are introduced to the Ukulele and the guitar. In middle and high school, there is a string orchestra. Each year, the school puts on an Upper/Middle School musical as well as a Lower School musical.
In addition, Harrisburg Academy has a gym, soccer fields, and tennis courts and takes part in basketball, soccer, tennis, swimming, and crosscountry, as well as offering a number of other sports through co-ops such as golf, football, lacrosse, and softball. The school also has afterschool clubs at both Lower and Upper School levels. These include Ballet, Taekwondo, art, and foreign language instruction.
At Harrisburg Academy, the faculty, staff, and leadership team are committed to making sure each student is seen, known, and celebrated. The school has advisory and academic activities and programs that teach students how to work collaboratively and respect each other. The school is a safe haven and a place where students can safely be who they are.
For the 2023-24 school year, 37% of Harrisburg Academy students were Black/African American, Latinx/Hispanic, Asian, Native American, Pacific Islander, Middle Eastern, or two or more races. Given the diversity of its students and families, the Academy students are accustomed to learning about each other’s cultures, religions, beliefs, and traditions. This multicultural education is a normal part of everyday life at the Academy and the students grow and progress in an environment where diversity, acceptance, understanding, and celebrating difference is the norm.
Harrisburg Academy has a college counselor who works with students and parents starting in grade 8 to prepare students for the college application process. The school’s IB Diploma courses are well recognized by colleges not only in the USA but also meet university matriculation requirements for over 160 countries around the world.
The students are taught throughout their whole careers at the Academy how to be inquirers. They know how to research and expect to have to discover things for themselves. They have experience writing about their research. They know how to
cite evidence. They know how to transfer what they have learned in one area into another. The IB program includes teaching students ATLs (Approaches to Learning). In this program, students are genuinely taught self-management, research, social, and communication skills (interaction and language skills), and thinking skills (critical thinking, creative thinking, and transfer skills). That is why graduates regularly return
to the Harrisburg Academy, reporting how well prepared they were compared to their peers from other schools in handling college work.
Community service is a large part of the curriculum at Harrisburg Academy. Students in elementary school begin learning concepts of how to better the world around them, even if that world is as small as their own classroom, to plant
Harrisburg
Academy
has been named a top 3 private K-12 school in Central Pennsylvania by the Central Penn Business Journal every year for the last five consecutive years (2019-2023)
the seeds of becoming valuable members of their communities. In middle school, the student council has created the concept of “dollar denim days” which allows students, one Wednesday per month, to donate $1 to a designated charity organization and wear non-uniform clothing for that day. The middle school students also have group community service trips four times per year, rotating amongst three locations and providing help with planting community gardens, sorting donation supplies at warehouses, picking up litter, and other projects for local organizations. In high school, students are required to complete a Creativity, Activity, Service (CAS) project in which they identify a specific need in the community, fully design, and implement their own project to address that need.
This year, one senior designed a food drive that included incentives for every student in every grade level to donate specific food items that are most useful to families suffering from food insecurity and created fully bagged meal kits for donation to the Central Pennsylvania Food Bank. The drive produced a donation of over 3,000 items to the Food Bank, the largest donation the organization had received that year.
Harrisburg Academy Head of School Adrian Allan and Lindsay Bowman, Head of Middle and Upper Schools, accepted invitations to speak at the 2023 Principals’ International Symposium at the Beijing Institute of Technology (BIT)
Harrisburg Academy uses technology in a variety of ways to enhance learning throughout the curriculum. Throughout Early Childhood and Lower School, Harrisburg Academy uses iPads and Chromebooks in the classrooms. Students in grades 6-12 bring their own devices to school enabling students and teachers access to a variety of tools and sources for use in their projects. In MYP Design, students use online 3D modeling software to create bobbleheads that are then printed on 3D printers; and create logos using digital tools for a business that they invent. Students also get to create a variety of digital assets including a video news show in the upper school.
Harrisburg Academy received its authorization to offer the International Baccalaureate Primary Years Programme in June 2021. The Academy
had already been authorized to offer the Diploma Programme since 2007. It has received its authorization to offer the International Baccalaureate Middle Years Programme in April 2024. Together with the authorization to offer the Primary Years Programme and Diploma Programme, Harrisburg Academy is now recognized as a full IB Continuum School, one of only three continuum schools in Pennsylvania.
Furthermore, Harrisburg Academy has been named a top 3 private K-12 school in Central Pennsylvania by the Central Penn Business Journal every year for the last five consecutive years (2019-2023). It has been named the #1 private K-12 school in Central Pennsylvania in 2023. Its annual week-long STEM camp for students in K-6, Camp Invention, was named the Best Summer Camp in the Harrisburg Area in 2023 by SummerCamps.com. Likewise, ABC27 News named Harrisburg Academy its “Hometown Hero” for collecting and packaging over 3,000 diapers for donation to a local charity organization “Healthy Steps Diaper Bank,” assisting low-income families. ABC27 News also named Harrisburg Academy its “Hometown Hero” for collecting and donating over 3,000 food items for the Central Pennsylvania Food Bank, a regional non-profit assisting individuals experiencing food insecurity.
This is not all. Two Harrisburg Academy students received nominations for the Hershey Apollo Awards for their “outstanding achievement by local high school students in their musical and play productions.” Yamaha Music recognized Harrisburg Academy MYP/ DP Music Teacher Michael Gamon for the “Creative Arts 40” most innovative, creative, and impactful music educators under the age
Harrisburg Academy’s Middle Years Programme
Personal Project is an opportunity for 10th-grade students to pursue a passion project, creating their own learning and product goals
of 40 who exemplify the highest level of music education in the United States.
In addition, the 20 students in the Class of 2023 were admitted to 70 different colleges and universities, both domestic and international. Comparing the last five years of matriculations at Harrisburg Academy, compared with the Top 150 colleges and universities on the Forbes 2023 list of “America’s Top Colleges,” Harrisburg Academy students were accepted to 26 of those top colleges during those five years. Harrisburg Academy Head of School Adrian Allan and Lindsay Bowman, Head of Middle and Upper Schools, accepted invitations to speak at the 2023 Principals’ International Symposium at the Beijing Institute of Technology (BIT).
Mason Richwine from the class of 2024 said, “The small student body at Harrisburg Academy has let me shine in a way I don’t think I could at another school. I’m not a star athlete, but I’ve had the opportunity to play three sports and start on every team. I’ve been the lead in a lot of the musicals we’ve done since middle school even though I’m not looking to major in theater in the future; it’s an interest of mine and because of our small school community, I’ve been able to get involved with and excel in so many different things because I didn’t have to worry about not making the cut for a team or an activity.”
Similarly, Melissa Swauger (parent of 6th grader Connor K.) shared, “The program at Harrisburg Academy has given our child the independence and agency to explore his passions and his scholastic abilities together because it incorporates students’ passions into learning. He doesn’t feel like he’s learning; he’s
enjoying every lesson and he’s doing so well in middle school. The closeness to his teachers and the enjoyment he gets from the program inspires him to want to do better, so it drives him to keep setting higher goals. He’s a critical thinker and he can easily and comfortably have a mature conversation with an adult about his interests; it’s amazing to see your child accomplishing this so early in middle school. I’m excited to keep following his journey and the milestones coming through MYP, like the Personal Project.”
The Middle Years Programme Personal Project is an opportunity for 10th-grade students to pursue a passion project, creating their own learning and product goals. They document their journey, telling the story and what they learned along the way. This milestone allows students to apply critical thinking, research, and testing of hypotheses to a passion or interest that is personal to them, maximizing their engagement with and enjoyment of the learning process. Harrisburg Academy will hold an open exhibition, inviting other students, faculty, and families to attend and ask questions about the process.
Additionally, Harrisburg Academy’s College Counselor organized the first annual Harrisburg Academy Career Day this May. Over 30 area business leaders and professionals in various fields and industries attended and held panel discussions with Upper School students about their various professions, how they decided on the right career path, what college courses or activities helped shape their careers or provide the base needed to embark on a particular field, and the day-to-day experiences of working in their chosen professions.
Chase Eskelsen M.Ed., Owner, Fersken Education LLC
The transition to virtual learning over the last 20 years has reshaped the educational landscape, presenting both opportunities and obstacles for families accustomed to traditional brick-and-mortar district schools.
Among the most significant challenges faced by virtual learners are the state-required assessments. These assessments mandate that virtual families depart from their usual “normal instructional settings” of which most are their home environments to participate in state-required testing at venues typically designed for adults, such as hotel ballrooms, conference centers, or convention centers.
For students accustomed to the familiarity of their home environments, this sudden shift to an unfamiliar setting can be disorienting and stressful. Unlike their peers in traditional classrooms, virtual learners must adapt to new surroundings and navigate interactions with unfamiliar peers and teachers. This
Chase Eskelsen M.Ed. is an educator of more than 15 years with experience in digital education ranging from full-time online school administration to launching hybrid schools as the COO of an education nonprofit. In between the full-time online schools and the hybrid schools, he worked in academic policy and government affairs, effectively fighting for good student-centered accountability and against bad education legislation. After seeing the benefit of a digital educational backbone bringing the very best of digital learning and partnering that with the very best of an in-person experience, he decided to launch his own educational firm to support new, innovative school options as they launch hybrid programs. He is also very involved in parent advocacy, where he believes that parents know their kids better than any policymaker or politician ever will and because of that, parents should have the right to enroll their kids in the best school for their family. He also hosts the FerskenED Edupreneur Mastermind, where he supports education entrepreneurship for new business owners in their first three years.
disruption to their routine can lead to feelings of isolation, anxiety, and performance pressure, often impacting their test performance. Moreover, the logistical hurdles associated with attending these assessments can further exacerbate the challenges for virtual families. Transportation logistics, scheduling conflicts,
and concerns about safety protocols add layers of complexity and stress to an already demanding process.
One parent from Louisiana expressed the following experience, “Day two of state testing: woke up at 6 am to beat traffic, but ended up stuck for over an hour… Sitting in the car with
Unlike their peers in traditional classrooms, virtual learners must adapt to new surroundings and navigate interactions with unfamiliar peers and teachers
one child to ensure they get their [school] work done, while other child test[s], avoiding the chaos of crossing the GNO bridge multiple times. Left with no other options…”. The untold story for many of these parents is they have to take time off work, drive to a location (sometimes up to two hours away), and completely upend their life for a day (or days, depending on how many kids they have and how many grade levels they span).
The implications of these challenges extend beyond individual students to affect the broader educational ecosystem. Staff members responsible for administering assessments are often required to be present in person, diverting their attention away from online teaching. Consequently, students, even those not participating in assessments, may experience disruptions in their learning experience due to the absence of their regular teachers. In many cases, these full-time online schools serve students in grades K-12 meaning that even a kid who is an 8th grader may lose their teacher’s live instruction when students are testing in grades K-7 and End of Course (EOC)
high school assessments. Many traditional educators and parents alike don’t realize the sheer manpower required to facility in-person assessments in an online setting.
In light of these challenges, it is imperative for legislators to take action to address the needs of virtual learners. Several states, such as Arkansas, Alabama, Oklahoma, Virginia, and Kansas, have already passed legislation allowing for remote testing in some form, offering a viable solution to the issues faced by virtual families. By approving similar measures, legislators can ensure appropriate access to assessments for all students, regardless of their learning environment.
In conclusion, the challenges posed by state-required assessments for virtual learners underscore the need for legislative action. By approving remote testing measures, legislators can alleviate the burdens faced by virtual families and promote equity in education. It is time for policymakers to recognize the evolving nature of education and take proactive steps to support students in adapting to these changes.
Founded in 1962, the American School of Milan (ASM) began with just 17 students in Sesto San Giovanni. In 1975, ASM moved to its new campus in Noverasco di Opera, just outside the city center of Milan. Over its 60-year history, ASM has transformed its 9-acre (4-hectare) campus into a state-of-the-art facility, which includes a 500-seat auditorium, two large gyms, spacious outdoor recreation areas and playgrounds, modern classrooms and an impressive media center with over 30,000 titles. Today, ASM is home to over 880 students ranging from ages 3-18.
In 1983, ASM was the first school in Milan to adopt the International Baccalaureate (IB) Diploma Programme, significantly enhancing its academic offerings. ASM offers an international curriculum developed from US standards.
The school’s mission is “to inspire students to discover their unique potential and to be curious learners, critical thinkers and global citizens who positively impact our world”. Each year ASM graduates are accepted to prestigious universities around the world, and the school is proud of its alumni who are ‘impacting the world’ in diverse and innovative fields.
As a non-profit organization, ASM invests all revenue in achieving its mission to provide the best international educational experience possible. Further, ASM recruits top educators coming primarily from the US, and supports them in their continued professional development.
ASM’s student body is 60% international students and it is the most diverse international school in Milan, with students from over 70 countries attending. The school actively engages students to understand cross-cultural perspectives from an early age through collaborative models, classroom discussions, international events, and ongoing education in the areas of diversity and inclusion. In the past 8 years, the school has hosted Model United Nations (MUN) where over 400 students gather at the school to participate in debate and dialogue concerning real-world events. The mission of MUN is to foster global citizenship through dialogue and education. ASM has three full-time school counselors, two college counselors, and a number of learning support specialists who are dedicated
ASM’s student body is 60% international students and it is the most diverse international school in the area, with students from over 70 countries attending
to the unique needs of its students. Educational and extracurricular experiences such as week-long field trips; the Duke of Edinburgh outdoor education program; Model UN and more, develop global citizenship and uphold the school’s values of curiosity, kindness, respect, courage and integrity.
ASM’s curriculum is overseen by the Director of Teaching and Learning who, together with its teachers, continuously refines pedagogical practices and content to prepare its students for their future. ASM continues to be a leader
Through consistent instructional approaches, field trips, and diverse perspectives, students develop writing skills, critical thinking, and an understanding of global citizenship
in continuous improvement and each year hosts a Milan International Teaching Association (MITA), a conference where international schools from Italy and beyond attend.
ASM participates in many educational annual conferences for teachers and continues to be a leader in international education. This year ASM was selected to present at the Association for the Advancement of International Education (AAIE) annual conference in New York City on its newly designed approach to Humanities curriculum.
In addition to this, ASM’s IB Diploma continues to be an important passport for all
students international and local, enabling them to apply to and be accepted at top universities in Europe and around the world.
The Learning Forest, scheduled for completion in October 2024, is an exciting new addition to ASM’s campus. In partnership with local biotech company, this project aims to create an outdoor learning environment that integrates nature with education. It will include air quality plant pollination monitoring and will allow ASM students to engage in unique science experiments, previously unavailable to them.
This year, ASM’s upper elementary grades (3-5) have launched a revised Humanities curriculum, exploring topics like ancient civilizations, the Renaissance, and the UN’s Sustainable Development Goals. Through consistent instructional approaches, field trips, and diverse perspectives, students develop writing skills, critical thinking, and an understanding of global citizenship.
ASM’s accreditation by the Middle States Association signifies its commitment to high educational standards, enhancing its reputation. The school aims to continue evolving, adapting to global educational trends, and preparing students for future challenges.
ACADEMIC VIEWS
Dr. Heru Keonté, School Principal at John P. Holland Charter School
In the cyber world, our children are the authority figures. They are the trailblazers who effortlessly navigate through the newest innovations and technological trends that are shaping our society. Children adapt to shifts in social media much quicker than adults. They understand and decode cyber programs at a much faster rate than older generations. As information technology advances at warp speeds, it has become overwhelmingly apparent that our children are inevitably becoming more advanced than us. This presents the existential question for educators, “How do we educate and protect our children in a cyber world we know so little about?”
Perhaps, society has always worked this way. Generations are perpetually defined by the cultural dynamics of its youth. Technology has caused a distinctive divide that cannot be merely attributed to traditional generational gaps. Teachers and parents are no longer the primary source of knowledge and information. Social media has eclipsed movies, television, and music videos as an influential source of entertainment for young people. As the internet has become the grand stage for pop culture, teachers must come up with new and innovative ways to make themselves interesting enough to command the attention of their students.
Self-regulated learning plays an important role in a student’s development and academic performance
Dr. Heru Keonté is a middle school principal, serving students in an urban district located in Northern New Jersey. A product of public school education, he is passionate about elevating the scholarship, creativity, and ardor of his students and staff members. Heru previously worked as a middle school language arts teacher for thirteen years before becoming an administrator. He incorporates teamwork, community service, and an open-minded mentality into his instructional leadership.
STEM programs must continue to open young minds to the endless possibilities of science, technology, and math
Millions of children today are obsessed with social media. As of 2024, TikTok has well over a billion subscribers. However, there are some cognitive dangers associated with such platforms. Social media use has been linked to attention deficit hyperactivity disorder. This current generation is accustomed to having everything quick and at their fingertips. Then they lose interest and move to the next clip. Many classrooms have somewhat adapted to this psychological phenomenon with the advent of learning stations. Students move around the classroom and engage in various activities that teach and reinforce skill sets. Self-regulated learning plays an important role in a student’s development and academic performance. Teachers have to relinquish some of the authority that has become customary and allow students to learn on their own and at their own pace. Educators can now simply guide, facilitate and monitor the activities of their students as they journey through websites and search engines.
For perhaps the first time in history, young people from diverse walks of life, find themselves in a position of power within a global economy. They can create, market and sell their own talents and products with virtual autonomy. They still need educators to teach them these valuable skills that will enable them to do so. Quality of life is directly correlated to the standard of education one receives. Classroom teachers have to mold their lessons and assessments for the digital age. The challenge lies with trying to prepare our students for a future few can fathom. Educators have the task of attempting to educate and train students for jobs and careers that don’t exist yet. The technological advances we see today indicate that automation will only grow in the years ahead.
Modern classrooms don’t simply need modern technology. They need teachers who are competent enough to teach them. This means that a degree in education must include a significant amount of
technology-based coursework. Information and Communication Technology has to be a mandatory component for training all teachers, both new and experienced. Many seasoned teachers find it difficult to adapt to new trends and innovations but they can’t remain stagnant and anchored in the past.
Our classrooms still provide a platform for teamwork and individual achievement. That much hasn’t changed. Communication and problem-solving skills are as important now as they ever were. Public speaking may offer a bridge to connect social media with the classroom. Instead of simply calling students to the front of the class or having them raise their hands, more students need to be taught to create social media presentations that highlight their knowledge and skill sets. If young people are posting themselves on social media anyway, why not make their academic prowess the focus? As long as teachers are educating themselves on social media technology, everyone can continue to learn about new graphics, special effects, and editing tools. The extent to which schools permit access to these technological breakthroughs would be arbitrary but the impact on confidence and overall ability could be significant. Furthermore, we need to remind our students that everyone does not need to be in front of the camera to be exceptional. Our society has always been stirred by builders and inventors. STEM programs must continue to open young minds to the endless possibilities of science, technology, and math.
Cursive writing has become almost obsolete. Typically, students are taught how to write in cursive in the 2nd or 3rd grade. However, by the fourth grade, students are rarely called upon to put this skill into practice. Because keyboarding and texting have become the dominant nonverbal communication, young people find little to no
value in learning cursive. However, without adequate handwriting instructions, students have more difficulty developing reading, writing, memory, and motor skills. There may be another factor educators and policymakers should take into consideration before making classrooms the exclusive home of the keyboard. With the advent of ChatGPT, an original A I-generated essay is accessible to virtually any student with internet access. This presents another argument for handwritten submissions. However, this dynamic also presents new challenges for proponents of homework.
Calculators are now permitted on state mandated exams. The rationale being that computers calculate figures for us in everyday situations, so handwritten calculations are not necessary anymore. Some students reach middle school without being able to read the hands on a clock. It’s becoming increasingly easy to function in society without developing what were once considered basic skills. So, if computers are doing all the work, why do we need to learn to calculate or solve equations by taking courses like statistics and trigonometry? All we have to do is ask Alexa. The answer may be staring you right in the face. If computers are everywhere, the citizens creating and programming them have all the authority over what we know and what we can do. Critical and analytical thinking are now more important than ever. Inevitably, educators will have to increase their technological knowledge in order to facilitate students. Once upon a time, classrooms across the country taught home economics and wood shop. Now we need to teach students how to build websites. Our students have an insatiable appetite for technology. We have to have the nourishment and recipes to feed them.
Erin Cockrell, Educational Leadership Consultant at Center for Teacher Effectiveness
In an era defined by rapid technological advancements, computer science, and coding skills have transcended the realm of specialized knowledge to become foundational competencies for the 21st century. Yet, equitable access to quality coding education remains a pressing issue, with disparities widening rather than narrowing. Drawing upon insights from educational research giants like John Hattie and
Carol Dweck, this article explores evidencebased strategies for integrating computer science and coding education into the K12 curriculum to ensure equitable access for all students.
The Imperative of Equitable Access
Imagine Sarah, a bright and curious student from a low-income community, discovering her passion for coding through a school program.
The digital age’s demands necessitate a shift from viewing computer science and coding as optional subjects to recognizing them as essential components of a well-rounded education
With a multifaceted career spanning over two decades in K12 education, curricula development, professional development, and publishing leadership, Erin Cockrell has established herself as a dynamic force in the K12 educational landscape. Currently serving as an Educational Advisor for districts nationwide, Erin is dedicated to empowering K12 districts with cutting-edge academic, classroom management, and coding education strategies that foster highquality, accelerated learning. As a respected national leader in K12 curricula and professional development, Erin guides teams in providing districts with research-based strategies, data, and insights needed to modernize approaches to learning and education. Erin advocates for equitable access to quality coding education, viewing it as a vital pathway to empowering students from diverse backgrounds to thrive in the digital age. She challenges fixed mindsets, champions inclusivity, and encourages educators to embrace evidence-based practices that maximize student potential. As a thought leader and innovator, Erin Cockrell continues to push boundaries, driving positive change in classrooms, communities, and industries. Whether reigniting the joy of learning or propelling teams to exceed their goals, Erin’s impact resonates at every level, establishing her as a trusted voice in education and leadership circles.
With the right support, Sarah could become the next tech innovator, but without equitable access, her potential remains untapped, reinforcing systemic inequities. John Hattie’s extensive research on educational effectiveness emphasizes the importance of creating an inclusive learning environment where all students feel valued and capable of success (Hattie, 2012). Carol Dweck’s work on mindset underscores the role of beliefs and attitudes in shaping students’ learning experiences and outcomes (Dweck, 2006). Both researchers highlight the detrimental effects of educational inequity and the potential for transformative change when barriers are removed.
The digital age’s demands necessitate a shift from viewing computer science and coding as optional subjects to recognizing them as essential
components of a well-rounded education. Access to these skills is not merely a matter of educational equity but also a pathway to empowering students from diverse backgrounds to contribute meaningfully to society.
Engaging Anecdote: Meet Alex, a high school student who struggled with math until his teacher introduced coding exercises to visualize mathematical concepts. Suddenly, algebra and geometry became puzzles to solve, sparking Alex’s interest and boosting his confidence.
Hattie’s Influence: Creating interdisciplinary learning opportunities aligns with Hattie’s emphasis on fostering connections between subjects to enhance understanding and retention (Hattie, 2009).
Project-based learning has been shown to be highly effective in engaging students and promoting deep learning
Dweck’s Perspective: Encourage a growth mindset by framing challenges as opportunities for learning and growth. For instance, integrating coding exercises in math or science classes can foster perseverance and problem-solving skills (Dweck, 2016).
Real-World Example: Imagine students designing an app to address a local community issue or creating a website to promote environmental sustainability. These projects not only teach coding skills but also foster collaboration, critical thinking, and civic engagement.
Hattie’s Influence: Project-based learning has been shown to be highly effective in
engaging students and promoting deep learning (Hattie, 2009).
Dweck’s Perspective: Emphasize the process of learning and growth rather than just the end product. Encourage students to reflect on their coding projects, iterate, and learn from mistakes (Dweck, 2016).
Supporting Story: Consider Mrs. Martinez, a dedicated teacher who attended a coding workshop and transformed her teaching methods, inspiring her students to explore new horizons in computer science.
Connecting classroom learning to real-world applications can enhance relevance and motivation
Hattie’s Influence: Professional development programs should focus on evidence-based practices that have a high impact on student learning (Hattie, 2012).
Dweck’s Perspective: Cultivate a growth mindset among educators by providing ongoing support, resources, and opportunities for reflection and improvement (Dweck, 2006).
Real-World
Impactful Partnership: Partnering with local tech companies, educators can offer students mentorship, internship opportunities, and guest lectures, inspiring them to pursue careers in tech.
Hattie’s Influence: Connecting classroom learning to real-world applications can enhance relevance and motivation (Hattie, 2009).
Dweck’s Perspective: Foster resilience and adaptability by exposing students to diverse career pathways and role models in the tech industry (Dweck, 2016).
Policy Success Story: In a district where equitable funding was prioritized for computer science education, graduation rates and student engagement soared, demonstrating the tangible benefits of equitable policies.
Hattie’s Influence: Advocate for policies that prioritize equitable funding and support for computer science education initiatives (Hattie, 2012).
Dweck’s Perspective: Challenge fixed mindsets that perpetuate inequity and champion policies that promote inclusivity, diversity, and access for all students (Dweck, 2006).
Ensuring equitable access to computer science and coding education is a multifaceted challenge that requires a collaborative and sustained effort from educators, policymakers, community leaders, and industry stakeholders. By embracing evidence-
Collaborative efforts involving educators, policymakers, and industry partners are vital for implementing effective strategies
based strategies, fostering growth mindsets, and prioritizing equity and inclusion, we can create a more just and equitable educational landscape where every student has the opportunity to thrive in the digital age.
Key Takeaways:
Computer science and coding are essential skills for the 21st-century learner.
Equitable access to quality education is crucial for fostering innovation and addressing systemic inequities.
Collaborative efforts involving educators, policymakers, and industry partners are vital for implementing effective strategies.
Call to Action:
Join us in championing the cause of “Computer Science for All,” turning dreams into realities, and empowering the next generation of innovators, problem-solvers, and change-makers.
References
Dweck, C. S. (2006). Mindset: The New Psychology of Success. Random House Publishing Group.
Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Routledge.
Hattie, J. (2012). Visible Learning for Teachers: Maximizing Impact on Learning. Routledge.
