K12 Digest – June 2023 – K12 Education Trends In 2023

K12 Education Trends in 2023

Managing Editor

Sarath Shyam

Consultant Editors

Dr. John Andrews

Emma James

Andrew Scott

Naomi Wilson

Stanly Lui

Joseph Alex

Art & Design

Charlie Jameson

Jennifer Anderson

Alice Smith

Monica Davis

Anna Elza

Sales & Marketing Enquiry admin@K12digest.com

International Representation

Americas

16192 Coastal Highway, Lewes, DE 19958, USA

Europe

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

Middle East & Africa

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

Asia-Pacific

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

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

Education Reimagined: Thriving in a Transformed Landscape

The post-pandemic era has witnessed a transformation in school education globally. Blended learning has emerged as a prominent trend, combining in-person and online instruction to create personalized and engaging learning experiences. The focus on well-being and mental health has become paramount, with schools prioritizing emotional support and resilience-building. Additionally, digital literacy has gained significance, equipping students with essential skills for a technology-driven world.

Flexibility and individualized learning have become key drivers of educational reform. Schools are embracing personalized approaches, allowing students to progress at their own pace and explore their interests. This shift towards individualized learning plans and competency-based education promotes a student-centered environment. Moreover, schools are fostering global collaboration and cultural exchange through virtual programs and projects, enhancing cross-cultural understanding and preparing students to thrive in an interconnected world.

The COVID-19 pandemic has accelerated the evolution of education, leading to a more inclusive, flexible, and tech-driven system. These postpandemic trends are reshaping the future of education, enabling students to benefit from a blended learning environment, prioritize their well-being, and develop essential digital skills. As schools continue to innovate and adapt, it is crucial to embrace these trends and ensure quality education for all students.

This special issue of K12 Digest brings a series of articles and interviews that would help educators around the world to keep up with the last developments in school education. On the cover, we feature Dr. Aija Rinkinen, who works as a Senior Education Specialist in the World Bank Education Global Practice, East Asia and Pacific, Kuala Lumpur, Malaysia. She is a citizen of Finland, and she has worked in the field of education for more than 30 years. Enjoy Reading.

Sarath Shyam

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

INTERNATIONAL ADVISORY BOARD

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

Principal, Rundle College, South Africa

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

Chief Education Officer, New Nordic School, Finland

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

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

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

Palmans

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

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

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

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

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

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

Stephen Cox

Chris Wright

Dr. Lilian Bacich

Zeljana Radojicic Lukic

Dr. Stuart Grant Colesky

Liljana Luani

Ralph Valenzisi

Maarit Rossi

Elena Shramkova

Hatem Slimane

Servatius (Servee)

Dr. Varughese K.John, PhD

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

Dr. Venus M. Alboruto Kihyun Park

Master Teacher, Researcher, Innovator, Trainer, Philippines

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

Shady Elkassas

Director of Innovation

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

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

Innovative English and ICT Teacher, Author, Japan

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

Master Teacher, Speaker and Researcher, Philippines

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

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

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

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

Mr. Ngô Thành Nam

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

Dr. Manoj Varghese, Ph.D

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

Rania Lampou

Dr. Leonilo Basas Capulso

Angus Duthie

Herwin Hamid

Ian Deakin

Ha Nga

Hidekazu Shoto

Fethy Letaief

ADMIN PERSPECTIVE

COACHING IN THE CLASSROOM: IMPROVING SUCCESS BY MOVING FROM ‘TELLING’ TO ‘SHOWING’

James Kidd, Senior Vice Principal & DSL, DLD College London

DR. AIJA RINKINEN

SENIOR EDUCATION SPECIALIST, THE WORLD BANK

46

THE POWER OF EDUCATION IN THE TIMES OF WAR

Natalia Lymonova, Founder & CEO, GIOS, Ukraine

ASSESSING SCHOOL CULTURE FOR INNOVATION + SUSTAINABILITY

Michelle Blanchet, Co-Founder & Change Consultant, The Educators’ Lab

60

SQUEEZED AT BOTH ENDS –THE OLD BY AGE, THE YOUNG BY ARTIFICIAL INTELLIGENCE?

Sumant S. Pendharkar, Founder, K12 Counts

COVER

COVER STORY

DR. AIJA RINKINEN

SENIOR EDUCATION SPECIALIST, THE WORLD BANK

LEADING EFFORTS TOWARDS

GLOBAL EDUCATION DEVELOPMENT

Dr. Aija Rinkinen works as a Senior Education Specialist in the World Bank Education Global Practice, East Asia and Pacific, Kuala Lumpur, Malaysia. She is a citizen of Finland, and she has worked in the field of education for more than 30 years. Before joining the World Bank in 2020, Aija worked as a Senior Ministerial Adviser at the Ministry of Education and Culture in Finland, Counsellor of Education at the Finnish National Agency for Education, Head of Education in one of the Finnish municipalities, principal, and a special education teacher.

Aija has a PhD degree in educational policy, administration, and leadership from the University of Helsinki, Finland, and master’s degree in special education from the University of Joensuu, Finland. She also holds three additional degrees in educational governance and leadership.

Recently, in an exclusive interview with K12 Digest, Dr. Rinkinen shared her insights on the K12 education transformation over the last 5 years, the need, importance and benefits of inclusive education, her career trajectory, leadership style, and much more. The following excerpts are taken from the interview.

How has the K12 education landscape transformed over the last five years and where is it heading now?

Several different themes have surfaced in recent years. Of these, I will highlight a few, focusing on the ones I have most often seen in my work. These are also ones that I see as global topics, shared by many countries, and as topics that we need to continue working with in the future as well.

Learning poverty and learning loss, Covid-19 pandemic effect: The rapid spread of the COVID-19 virus and the outcomes it caused affected all activities, human lives and the economy worldwide. We were forced to face a reality, for which we had not prepared in advance. The effects of the crisis were widespread, and the learning poverty which already existed before pandemic, deepened during months and even years of school closures. School closures meant different things in different countries. Transition from face-toface to distance learning was a challenge for many education systems. Students, teachers and school leaders were pushed to change, and certainly not everyone was in their comfort zone. While in many issues we returned to tried and tested models and structures when schools reopened, I hope that the best reforms and innovations that took place during the pandemic will remain. It is quite likely that we will face other crises in the future as well. It will therefore be important to develop models that support the ability of education systems to function in exceptional circumstances, regardless of what causes the exception. The structures of cooperation, the flexibility of the

The structures of cooperation, the flexibility of the system and the ability to adapt to changing situations help us to build operating methods and models that can be utilized in challenging and unexpected situations

system and the ability to adapt to changing situations help us to build operating methods and models that can be utilized in challenging and unexpected situations.

Skills: The world around us is changing continually and rapidly. This change is reflected in working life, lifestyles, and environments. At the same time, the changes will affect our understanding of the skills and competencies needed in the future. We’re likely to need new sets of skills and have to look at the old ones from a slightly different angle than we currently do. The need to update 21st century skills may soon be needed in areas such as health and safety, security, environment and climate, self-management, mental resilience, communication, digitalization, technology, and media literacy. Skills are often divided roughly into three categories: cognitive, social and behavioral, and technical and jobrelated skills. Each category includes multiple and diverse subskills. The important issue here is that a combination of all these skills is needed, and also valued by employers. The younger the child is, the more foundational are the skills that need to be learnt at that point of age. Skills are interlinked, learning them is cumulative, and strong support from teachers and parents is needed.

Lifelong learning: Lifelong learning is a thought pattern that helps people to adapt and succeed in their lives, society, and at the labor market. It prepares us to live in a world that is shaped by technology, globalization, environmental threats, and demographic changes as well as sudden shocks – such as the COVID-19 pandemic. It also answers to rapidly changing demand for different types of skills,

that leads us to the need to build an education and training system where continuous upskilling and reskilling is possible, and where are no dead ends. Skills development starts from early years and lasts for a lifetime.

Resiliency and innovation: Importance of resiliency has been raised already before the pandemic, but COVID-19 has accelerated the discussion. Resilience helps us to adjust and find solutions to different and fast changing circumstances. Resilience is important on

different levels; there needs to be resiliency on system level and processes, and also on individual level and everyday situations. We do not know about the future, so even if we think today that we know how the future will turn out to be, we might be proven wrong. That is where resiliency comes to be handy. Our skills, knowledge and resilience are the building blocks that support innovation. The more skills you have, and the more innovative you are in combining those skills, the more out of box solutions you will be able to create. Many

times, we link innovation with technology and business, but it actually is needed in all the sectors of our life.

Digitalization and technology: One of the skills that has been talked about a lot during the pandemic is the set of digital and technological skills. That obviously arises from the school closures and remote teaching and learning practices that countries were forced to start using in a rapid, almost overnight, manner. At the moment, we are in a situation where we cannot choose any more if we will use digital tools and technology or not. Technology already is and will increasingly be used both in our everyday life and in the working life. Technology is here to stay, we just need to decide how it is used, and make sure that everyone has access, skills, knowledge, and opportunity to benefit from it.

Early childhood education: Many countries have worked on developing their education systems related to basic, secondary, vocational, and higher education. In past years the importance of the early years has surfaced, and

countries have increasingly started to focus also on developing their early childhood education services and preschool education. There is quite a significant ideological difference in whether ECE is seen as part of family services and social support, or as part of the education journey. In addition, there is a lot of debate about at what age participation in ECE should be made compulsory, and the pedagogy that should be used.

In your opinion, what is the need for and importance of inclusive education? Tell us about some of its key benefits? When we talk about education, equity and inclusion need to be mentioned right at the beginning. Inclusiveness is a policy framework that in short means offering equal opportunities for all. No one will be left behind, everyone is important, and everyone is needed. Universal access to high-quality education for all needs to be guaranteed. In inclusive schools, students from different backgrounds and with a diversity of support needs have the same possibilities for learning alongside with each other in the same

Technology is here to stay, we just need to decide how it is used, and make sure that everyone has access, skills, knowledge, and opportunity to benefit from it

schools and classrooms with the support they need. Addressing individual needs in shared school settings to foster mutual respect and social inclusion is central.

Fostering inclusiveness is a crucial approach towards a rights-based education system that promotes learning and well-being for all. Students with special needs, disability, indigenous background, and gender or sexual minority status often face multi-layered barriers when they go to

school. They may lack the same opportunities and underperform academically compared to their mainstream peers. Falling through gaps in the education system and failing to achieve their full potential is a reality for many, if the needed support is not provided. Education provision has increasingly shifted from segregated towards inclusive approach, with a growing number of countries supporting inclusive mainstreaming.

There are several reasons why it is important to pay attention to giving equal opportunities for all. Education has lifelong

Fostering inclusiveness is a crucial approach towards a rights-based education system that promotes learning and well-being for all

impacts on people, and it is fundamental to their development and growth. It only makes economic and strategic sense for countries to make the necessary investments and reforms required to improve both access and quality of learning to fulfil everyone’s development potential, not to even mention the human and individual effects that being part of the society means for all of us. We lose a significant amount of human capital if all segments of society are not given right educational opportunities to achieve their best potential.

Dr. Aija, can you brief us about your professional background and areas of interest?

I have been working in different education related professions for over 30 years, so I could say that I have a long background in education. I have also been fortunate to be able to work at different levels, gaining experience and knowledge from international, national, local, and school levels.

After completing my master´s degree in special education in 1992, I started my working life as a special education teacher. At that time,

my plan was to work as a teacher for the rest of my career. After a few years, however, I noticed that I had started to grow an interest in topics related to development and leadership, and my desire to influence the future of education on a wider scale was growing. I also started to wonder why things are done in the way they are, and what could be done to make the change for the better. Fortunately, soon after that I was offered the opportunity to move from being a teacher to the position of a principal, and later to the head of education in my municipality. Later in 2010, I moved to the national level to the National Agency for Education in Finland and finally to the Ministry of Education in Finland. While working at the national level, I was able to join some of the European Commission working groups and other international networks in the field of education.

That was the time when my interest towards international and global issues was awakened. Finally, I started my work at the World Bank in early 2020 during the Covid-19 pandemic.

I love learning, which has probably partly been the reason why I have always been interested in new and different things. I also personally consider continuous, lifelong learning to be very important, so over the years I have regularly upgraded my professional skills and qualifications. That journey led to my PhD degree on educational governance, policy, and leadership in March 2020. I have completed all of my studies while working, so I need to thank my family for allowing me to use so much of my free time for this personal development.

There are multiple interesting and important themes in the education sector that I have been lucky enough to work with. However, if I had to highlight the two closest to my heart, I would

The most important tool for the teacher is the curriculum, therefore teachers must know the contents of the curricula very carefully in order to ensure the quality of the education the students receive

choose inclusive education and educational leadership. I believe that inclusiveness in education is achievable, but a lot of work has to be done for it. And on the other hand, everything we want to achieve is only possible if we have leadership, which enables the development and renewal we need.

What do you think is the major role of the teachers in preparing, designing, implementing, and evaluating the curriculum? Also, enlighten us about your experience while working on Finland’s curriculum design. Learning takes place in interaction with others and in different environments. Students need to learn how to learn, recognize their own ways of learning and develop their self-conception and confidence. Teachers are essential for learning, and the quality of a school system is largely dependent on the quality of teachers. A teacher’s role has, however, changed from teaching to enabling and guiding the learning process. There is a lot of information available in the world and an important part of the teacher’s work is to guide students to find, use and combine information and evaluate its veracity. The most important tool for the teacher is the curriculum, therefore teachers must know the contents of the curricula very carefully in order to ensure the quality of the education the students receive. On the other hand, curriculum is just a piece of paper if not used in schools and classrooms.

National core curriculum is an important document in Finnish education system, and each education provider makes their own local curricula based on that. Core curriculum is renewed approximately every 10 years,

and I was working at the National Agency for Education (government agency responsible for the curriculum design) at the time of the latest revision, and therefore deeply involved in the process. The curriculum revision involved several stages and was carried out in collaboration with various stakeholders. Work started with the needs assessment that incorporated new research findings and looked for needed changes in the curriculum content. After that multiple expert groups were appointed consisting of education professionals, researchers, teachers, education leaders, unions, and other stakeholders. These groups were responsible for revising the curriculum for different subjects and cross-curricular themes. They examined more research findings, evaluated the strengths and weaknesses of the current curriculum, and developed new pedagogical approaches and content. I chaired the group that reformed the guidance counselling curriculum, and in addition I was a member of the group that reformed student support and the group that drew up general guidelines.

The revised curriculum was circulated for consultation among various stakeholders. They had the opportunity to provide feedback and comments on the content. Based on the feedback received, the needed changes were made before finalizing the document. The revised curriculum was implemented nationwide, and teachers received training on the practical implementation of its content and objectives. The national core curriculum document was accepted in 2014, but the needs assessment and assignment of the expert groups took place already a few years earlier. Education providers started to use the new curriculum in 2016, because there needed

to be long enough time for the municipalities to make their local curricula, and training of the teachers took time as well.

You completed your Ph.D. thesis from the University of Helsinki. Can you please brief us about the topic of your thesis and what made you pursue it?

I defended my PhD thesis – Municipalities´ education directors´ views on the strengths and areas for improvement in basic education –in March 2020 at the University of Helsinki,

Finland. The research was conducted from different organization and administration level perspectives, and the main aim was to identify themes that should be addressed nationally and locally in the development of basic education for compulsory schoolaged students. I also wanted to research the division of labor between national and local levels in order to see who is responsible for making the changes needed.

Finnish K-12 education system is divided into three levels: state level, municipal level, and

the school level. All of these levels have their own purpose and duties. Municipalities in Finland are the main education providers, and they have a lot of power and possibilities to organize the education in their area the way they see the best. They are although required to meet the requirements of legislation and core curriculum. Because I had previously worked in the municipality as a head of education responsible for K-12 education, I had personal experience of the pressure that the people working at this level face when they have to balance between national instructions and

demands from schools. I also had the experience of how municipal education leaders have a lot of knowledge about problems at the practical level and solution options, but they have not been consulted much from the national side. On the other hand, they also have a lot of power and opportunities to influence education in their municipality. Those were the reasons why I wanted to ask these middle leaders how they see the situation in basic education in Finland. I sent a questionnaire to all of municipality education leaders, and from their answers I was

In a well-led workplace, joy, appreciation, openness, enthusiasm, patience, trust, transparency, humility, courage, responsibility, and understanding sprout

able to find eleven strengths and fifteen areas for improvement. To my surprise I found out that some of the themes highlighted as strengths also emerged as areas for improvement, such as equality and equity of education and issues concerning student support systems. In short, the themes that emerged were interrelated and multi-layered, highlighting the complexity of education system development. Some themes expressed the need for individual and concrete development measures, while others were quite extensive and principled. Some development activities can be implemented at the local level in the municipalities, while others require a national decision to reform. According to the results, there are also many strengths in education, on which the development can be based on.

One thing became very clear to me during work. It is important that leaders know where the boundaries of their decision-making power lie at the local level, and which are the issues that require decision-making at the national level. Leaders must also have the courage to act in matters that they have this opportunity to influence. They cannot wait for permission from a higher authority to act or for someone to do it first if it is a question of an entity that falls under their decision-making authority.

You are the Senior Education Specialist at the World Bank. Tell us about the organization and your role in it.

The International Bank for Reconstruction and Development (IBRD) is part of The World Bank Group (WBG), and usually referred to as The World Bank. WBG is one of the world’s largest sources of funding and knowledge for

developing countries. Its institutions share a commitment to reduce poverty, increase shared prosperity, and promote sustainable development. WBG has staff from more than 170 countries, and offices in over 130 locations. The headquarters is located in Washington DC, USA.

The work that the World Bank does in a nutshell is lending to countries’ social and structural reforms, advising governments, providing technical assistance in various projects, and working as a partner with other international communities and financial institutions. It is recognized that country’s economic development is tied to its human capital, and when developing human capital we need to take a close look at the education system of the country. This is the sector where the World Bank’s Education Global Practice actively works, and this is the team where I am currently working.

The past three years I have been working at the Malaysia country office as a Senior Education Specialist. The core of my work can be divided into three pillars: knowledge sharing, capacity building and policy reform activities. The main client is the government of Malaysia, especially the Ministry of Education. I have also worked a lot with the key stakeholders in the education sector, with other WB country teams, and international colleagues.

How would you describe your leadership style?

I want to highlight the importance of leadership. Leader has a great influence on how the organization performs, and how well the changes

needed are implemented. Leaders are different, they have their own styles and characteristics, but I believe that all leaders benefit if they are innovative, they can endure uncertainty, they believe in change, and they are able to create an atmosphere where the change is done. Leaders must have a good knowledge of the goals that need to be achieved, strategy how to implement the change and a skill to break and divide that larger plan down into smaller shorter-term goals easier to achieve. Leaders know how to involve everyone, how to communicate and listen, and make things clear and simple to everyone.

I believe in taking steps on the path that is well planned and the leader has a map and a guidebook (strategy and action plan) to support her journey. The leader is in charge of creating that strategy for her organization, setting concrete goals, figuring out which are the steps to take, organizing the work, evaluating processes and results – and finally learning and making changes. She makes things visible and concrete,

she prioritizes and changes direction when needed. In well led organization information flows, everyone knows what we are aiming to do, and why and how we do that.

Leader does her best to secure the resources needed for her organization. Even when the economy is low, she needs to see the issue of resources to be much more than just money. Personnel, knowledge, and time are essential resources to a learning community. It is one of the most difficult jobs for a leader to consider new and innovative ways of using and sharing the resources available, prioritizing, and focusing rightly on the decreasing budget. That is a time and a place when thinking outside the box is needed. You have to put all the resources available in a big bag, shake well and see how to allocate those resources in a better or new and innovative way in order to build something better. And of course, there is a lot you can do without extra money if you are just willing to change.

Many education reforms need a development program, which collects information about the topic, and innovates options for the reform implementation

In the next five years I would like to see myself still working with the global educational development issues, learning more every day, and making a change with the work I am doing

But the leader doesn’t do all that by herself. Tasks need to be delegated and responsibility has to be shared (but of course the leader herself carries the ultimate responsibility). Alongside this liability comes freedom and trust. All the members of the working community hold and carry their own responsibility, and the leader is the one who holds all the strings in her hands and orchestrates this symphony. Change is done with people – not with them.

Educational leadership requires skills, determination, and uncompromising work. The leader leads by her own example. She inspires, is positive and welcomes change. She commends, gives feedback, motivates, and rewards. She understands that emotions are part of life. She is able to control her reactions, be able to listen and to be fair. In a well-led workplace, joy, appreciation, openness, enthusiasm, patience, trust, transparency, humility, courage, responsibility, and understanding sprout.

These are the things I believe in and try to build my leadership style according to.

What are some of your greatest achievements in your career till date?

What makes them special?

I am grateful that I have had the opportunity to have such a long and varied career in different types of roles in a field that is dear to me. Along the way, I have met the most wonderful people from whom I have learned a lot. It is quite difficult to choose, but the following four could be mentioned here.

where I worked at the time. The event was a shock to the whole country and especially to our own community. I quickly had to learn crisis management and crisis communication, later we moved to the aftercare phase which continued for a couple of years. This time taught me long-term crises and process management in challenging situations, self-control, and prioritization.

Strategic planning: When working at the Finnish National Agency for education I was a member of a small core team who created a national model for education strategy work in municipalities in 2013. The model called KuntaKesu (Municipal Education Development Plan) was created to help local authorities to combine national strategic goals to local ones and serve as a platform for strategic planning. Municipalities can use the model as is or customize it to fit their needs. The plan can also serve as support and a catalyst for local education policy debate. I had done earlier a lot of strategy planning and implementation work on local level, but this national project opened me a new perspective to the issue, more knowledge about the problems that local education providers are facing, and options for solutions to fix these problems.

Crisis management: While working as a head of education, Finland’s first school shootings occurred in 2007 in the municipality

Networks: Networks are a great tool to be used in educational development and sharing experiences. One of them is a Finnish Lighthouse, a development network for basic education schools, run by Finnish National Agency for Education. The goal of the Lighthouse -network is to innovate and experiment new pedagogical approaches and share those innovations to all Finnish schools. I was a founding member of

the model, and after launching in 2015 I acted as a national coordinator for the network. I learned how to innovate a networking structure, and how to get it running.

Development programs: Many education reforms need a development program, which collects information about the topic, and innovates options for the reform implementation.

I have been a member of multiple development program groups. Most interesting national ones in Finland were (1) A national teacher training development program, (2) Student support development program, (3) Guidance counselling development program, and (4) National basic education development program. At the European level I worked for years as a member of the European Commission Education and Training 2020 –group. While working in these groups I learned many things, but maybe the biggest lesson was that if you do want to make a change, you need to be proactive, and be involved in the groups that do the pre-work and planning. The time to influence is when the first drafts are drawn, and decisions made of the key focus areas.

Where do you see yourself in the next 5 years?

In the next five years I would like to see myself still working with the global educational development issues, learning more every day, and making a change with the work I am doing.

What is the one thing you would recommend to someone who wishes to pursue a career in teaching?

Working in the education sector is working for the future. It is meaningful, important, and impactful. There are various tasks in the field available and opportunities for advancement and career development if you are interested. All the work done in the field of education accumulates skills that will be useful in later years. Personally, I have benefited a lot from the experiences I gained from working as a teacher and principal in the early stages of my career.

Working in the education sector is working for the future. It is meaningful, important, and impactful

Helping Students Become Problem Solvers & Critical Thinkers of Tomorrow

Joanne Anderson, Head of Secondary Technology, Dulwich College Beijing

According to you, what is the role of inquiry-based learning in education and what are some of its key benefits?

In my experience, teaching MYP Design, inquiry-based learning expands and enriches learning to include the interests of all learners’. It’s role in education is to develop critical thinkers and active, engaged learners.

Please brief us about your background: education and career.

My undergraduate degree is in Media Studies and Visual Communication and my MA is in Executive Change Leadership in International Education. I have a range of experience in the Education sector. I have worked as an editorial project manager for Pearson, brand ambassador

It’s important to open students up to the idea of anticipating problems and an opportunity to try and solve them

Joanne Anderson currently serves as the Head of Design and Technology at Dulwich College Beijing where her role is to lead and develop the SE21 Program in collaboration with the Director of Innovation, Computer Science and STEM Teachers and Innovation Coaches. She enjoys leading students through the process of designing solutions to current and future problems to contribute toward meeting the sustainable development goals.

She is a Design Thinking Practitioner, Concept Based Inquiry Teacher, Adobe Campus Leader, Common Sense Media Ambassador and First Lego League Coach. She brings experience from her role as an ICT Integrator for Apple EDU South Africa (EMEA), Project Manager for Pearson Education South Africa and Digital and Product Design Lead at Shen Wai International School, Shenzhen where she developed their Design Program. When she is not infusing teaching and learning with technology, she can be found enjoying the great outdoors and travelling the world.

In an exclusive interview with K12 Digest, Joanne talks about the role and benefits of inquiry-based learning in education, her professional background, what sets Dulwich College Beijing’s SE21 program apart from others, and a lot more. Following are the excerpts from the interview.

for Apple in Education, consulting program manager for a small business development project for women across Southern Africa and as a Design Teacher and Technology Lead in the International Schools sector.

Can you tell us about Dulwich College Beijing’s (DCB) SE21 program and what sets it apart from others?

Our SE21 program includes bespoke STEM and Future Tech courses which bring together

the best of IGCSE and IB. We collaborate with industry experts and mentors to offer selfpaced, project-based learning experiences for our students. SE21 is usually a hive of activity, offering extra-curricular activities like F1 in

Schools, FLL, FRC and Deep Racer. The space was custom- designed and is world class.

What are some of the initiatives that have been implemented by you for the development of DCB’s SE21 Program? Our Future Tech Course will give students the opportunity to focus on solving future problems. I think it’s important to open students up to the idea of anticipating problems and an opportunity to try and solve them. I’ve introduced participation in global competitions in our STEM course and SDG Innovation Labs. These invite students to solve problems related to the sustainable development goals competitively. Two key pillars for my tenure are sustainability and innovation. I’d like us to include circular and generative design principles in everything we do and to integrate new technologies at each stage of the design cycle so that students’ experience as designers is as authentic as possible.

In your current role, what type of challenges do you face? How do you tackle them?

We are recovering from the Covid pandemic. Being online for the better part of three years has impacted participation in STEM activities. It is somewhat challenging relaunching the programs and upskilling and orientating the student body.

What are the most important recommendations you would like to drive home for administrators and leaders at other institutions regarding the integration of technology and education?

I think reframing Technology conferences as being for all staff and not just for the Technology

I think ‘managing – in’ the right amount of change at the right time and for the right reasons is important in our context

department is an important shift for conferences and schools to make.

What lessons have you learned about organizational change and where do you see the SE21 program headed over the next five years?

I think ‘managing – in’ the right amount of change at the right time and for the right reasons is important in our context. Maintaining balance is important. I see the program growing from strength to strength, maintaining its core courses but developing them to factor in new technologies and pedagogical approaches.

Who is your role model in life and why?

There are so many incredible humans to look up to on this planet. I can’t name just one, but I will

say that I aspire to do more for our planet. I admire all individuals and organisations working to combat the negative impact we have on the environment, and I would like to be involved in a more direct and measurable way.

What are some of your greatest achievements in your career to date? What makes them special?

In my previous school, I led the curriculum development and resourcing of the Design Program and PYP Makerspace. We developed both from scratch. This was special because I worked with the skills, knowledge, and expertise in my team to create something unique that is being carried forward.

I admire all individuals and organisations working to combat the negative impact we have on the environment, and I would like to be involved in a more direct and measurable way

Coaching in the Classroom: Improving Success by Moving from ‘Telling’ to ‘Showing’

James Kidd, Senior Vice Principal & DSL, DLD College London

James is currently the Senior Vice Principal and DSL at DLD College London, having joined in September 2020, initially to look after the boarding aspect of the school – where over 50 nationalities live on site. In addition to managing the day-to-day operations of the school, he is responsible for the pastoral life of the school, looking after boarding, the house system, well-being, and health care, as well as the co-curricular life of the school. He has taught Business, Economics, and History to A level. Prior to joining DLD College, James spent 14 years at St John’s School, Leatherhead, where he was Assistant Head (Boarding and Co-Curricular), having been a Head of Department and Housemaster of the largest boys’ boarding house in the school before this. Outside of school, James is Chair of Governors at a special school in the state sector, and a Team Manager for the Surrey Schools’ Athletics Team, as well as studying for a doctorate in education in his ‘spare’ time.

People may argue whether the above quote was from Confucius or Franklin, but all coaches can agree that the sentiment is undeniable. For too long in education, we have been focused on the premise that teachers tell the students in front of them what to do, spoon-feeding them to academic grades – but at the same time, this has been doing students a disservice beyond the summer examinations. Reminding ourselves

that our role is to ‘educate’ and not simply ‘get grades’, my mantra has always been to find a way to help our students to become successful 25-year-olds.

From teacher to coach – the impact of coaching on students

This is where coaching comes into its own. Coaching is about meeting the person where they are and directing them to consider what

Coaching is about meeting the person where they are and directing them to consider what they could do to improve their position –and what they need to do to make it happen

they could do to improve their position – and what they need to do to make it happen. The passive element of returning work with a mark at the bottom, never to be looked at again, is replaced with constructive dialogue that enables the student to meaningfully move forwards, with full awareness and in control.

This does take time, and time is certainly a commodity we are all looking for more of in our day. However, coaching is about playing the long game; it takes time to bed in the new culture, but once in place, I have found that it frees up time that in the past might have been spent on unnecessary feedback – and at least now they’re involved, this feedback is being listened to and actioned!

Some key readings to start you off

In his book “All ways coaching”, Nicholas McKie guides his readers through how a coaching approach to education can transform how schools run, benefiting all stakeholders in a school and setting up our young people with the tools to do a lot more than simply pass examinations. Whilst teachers today seem to have an endless list of roles and tasks we are expected to perform, I have always believed we owe our students the gift of education in a much wider sense, and being able to manage their own progress, find their own solutions and put in place a plan of action to achieve those solutions, is just that.

Similarly, I have found Christian van Nieuwerburgh’s “Coaching in Education” to be well worth a read. In addressing the various groups of people in a school – students, educators, and even parents – and looking at how they can be involved, it focuses on how to bring about better results for the individual and the school. All stakeholders need to be on board with the concept of coaching and moving away from the more traditional routes if the culture of coaching is to be truly embedded, but highlighting how coaching can benefit all of these stakeholders is certainly one way to help

Studies across several major countries have shown that coaching can improve academic progress, as well as the usually focused benefits of improving levels of pastoral care, reducing anxiety, and increasing socialisation and self-confidence

achieve this feat a little quicker. I am always surprised by the way different people take to coaching – some are super keen but need a lot of work to become good, and others come across as less keen initially, but often have the skills, and just need to be shown the potential outcomes coaching can bring, to allow them to buy into it.

Practicalities

In real terms, coaching in the classroom involves a number of individual conversations. I have found that this is best resourced by creating a space where students can be accessing other learning, whilst the teacher engages in one-toone conversations around the work recently returned, or goals (for example, grades to access university courses). Agreement on where things are currently given both teacher and student a solid base from which to build. Reflection is key and students taking time to consider their role –how active a learner are they, how much they listen to feedback and implement it, for example – will help to align the conversation and from there, the correct next steps can be decided. I have found this hugely empowering for the learner, and makes them want to engage more, rather than simply file away the test paper, never to be seen again!

Studies across several major countries have shown that coaching can improve academic progress, as well as the usually focused benefits of improving levels of pastoral care, reducing anxiety, and increasing socialisation and selfconfidence (all so important as we continue to manage the aftereffects of the global pandemic). These studies suggest that in schools where coaching has been effectively implemented,

where school leaders have taken the time to bed in a cultural change, a positive impact has been seen on examination grades. Surely, this makes coaching our students a no-brainer, when there are so many positive results to look forward to at the end of the process!

From the bottom up and the top down –student coaches

Student coaches offer a solution to the concerns of the time. Over my near-twenty years in education, I have seen young people become more socially aware and keen to give back. Training them to deliver coaching offers one such way to do this.

The joy of coaching is that the coach does not need to be an expert, so this offers a perfect way to encapsulate coaching into our ways of working. The student accessing help does not feel ‘less than’ their counterpart but has someone to help them channel their focus, adding another layer to that of the teacher and also helping where there may be time constraints. Both sides win and gain from the conversation and students lead the positive change forwards – being involved brings change.

Answering the call for change in education

Coaching is not for everyone, and indeed it is not the quick fix that so many of us may have sought in the past. However, at a time when we are seeing a push for standards to rise, and a need to prepare and fuel our young people to be more than just a set of examination results, the question is how we will achieve these goals. Maybe now is the time to see if coaching is the answer, you’ve been looking for.

Why Continuous Investment in K 12 Evidence Matters

Karl Rectanus, Senior Vice President, K12 Strategy, Instructure

Tech-enabled learning is here to stay. In the K-12 sector, districts manage an average of over 1,400 edtech tools per month, yet the recent 2023 Edtech Evidence Report found that only 26% of the 100 most accessed learner and educator-focused solutions publicly share their federally compliant evidence. It’s been overwhelming for administrators and educators to know how these tools are working, in which situations, and for which students…until now. The single most important question every district leader is asking right now is “what evidence can we have or build to show that this solution is best for our needs?”.

In fact, officials in major cities like Chicago and Los Angeles are now requiring vendors, including education technology companies, to provide research showing their solution

Karl Rectanus is an educator and a high-growth serial entrepreneur committed to expanding equitable outcomes through systemic change. As a co-founder of LearnPlatform and the SVP of K12 Strategy for Instructure, he equips educators, researchers, policymakers and technologists to expand access for all students to the tools and teaching that work best for them.

With thousands of edtech solutions in the K-12 marketplace, state, district and school leaders can more easily identify tools that are safe, interoperable, compliant with regulations and policies, and eligible to be purchased under the law

works in their RFPs. Furthermore, the Every Student Succeeds Act (ESSA) mandates that federal funding be used for evidence-based interventions, defined as those with at least a logic model demonstrating a rationale, to one or more studies meeting promising, moderate or strong evidence requirements.

Leading solution providers, of all sizes and stages, are answering the call though. Recently, DreamBox Learning, a leading Pre-K through

12 education technology provider, transforming the way the world learns, executed a research study with 1,800 K-6 students at William Penn School District, a large school district located in Pennsylvania that serves a majority of students who identify as Black and are eligible for Free or Reduced Lunch.

The third-party findings validated DreamBox Math complied with ESSA Level III, promising results to show students

achieved higher end-of-year math test scores. William Penn School District’s commitment to partner with DreamBox Math to successfully accelerate student learning achievement is a testament to how effective, engaging, and easy-to-use learning solutions are critical to closing achievement gaps and unlocking learning potential for all students. Thousands of ESSA-compliant studies are being activated this year, on everything from tutoring and curriculum to communications and social-emotional learning, across all types of learning environments. This is gamechanging for the field!

Given that the influx of stimulus funds for nearly three years is about to hit a fiscal cliff, this type of research provides districts like William Penn with valuable evidence to drive student outcomes and empower effective education technology investments. With thousands of edtech solutions in the K-12 marketplace, state, district and school leaders can more easily identify tools that are safe, interoperable, compliant with regulations and policies, and eligible to be purchased under the law.

School constraints, the prohibitive cost of traditional research, and the previously slow and time-intensive nature of building an ongoing portfolio of evaluation to truly understand how well education technology solutions are working to improve outcomes for students—or when they work best, for whom, and under what conditions - was daunting. Now in the face of massive changes in schools, everyone must collaborate in building rigorous, practical evaluations to provide evidence at the speed of decision-making.

However, quickly, and cost-effectively meeting this requirement is a new muscle for education. The key is making research iterative, replicable, and ongoing, thus reducing the time and expense involved, and making it accessible to all solution providers and their partners, so they can innovate together. Here are four best practices for K12 solution providers and their district and school partners to consider when gathering and sharing ESSA-aligned evidence:

Understand what’s required. Since 2016, ESSA requires federal funds to be used for evidence-based interventions, but understanding the evidence–what, how recent, and how much of it there is–behind specific products is easier said than done.

Applying the four levels of evidence laid out by ESSA can feel overwhelming, especially for administrators and teachers without an academic research background. However, putting the ESSA framework to use is not only critical to maintaining federal compliance but it’s also a key tool to make informed edtech decisions that will positively impact student achievement. ESSA Evidence Badges designed in consultation with the US Department of Education are credentials that can be earned by K-12 solutions and offer a quick, trustworthy means for educators to understand a solution’s existing evidence base.

Don’t try to do it all at once. Develop a plan. Edtech providers partnering with USbased districts and states must bake evidencebuilding into the product roadmap in order to comply with ESSA Level IV to demonstrate a

solution’s logic model and commitment to ongoing research. Don’t stop. Technology evolves and research should be continuous. Evidence-driven innovation should be viewed as an ongoing and iterative process.

Ask for help! The right research partner brings independence, expertise, and technology to make this process faster, more practical, and less expensive, so providers can focus on implementation and outcomes. For example, LearnPlatform’s Evidence as a Service is a tiered subscription model to support K12 solution providers of all sizes meet ESSA compliance in a matter of weeks, at a fraction of the cost of traditional research. Rapid-cycle evaluation should be embraced by providers and their partners to build evidence that can inform decisions.

Don’t go into evidence-building with a single goal. Everything is a learning opportunity. Less-than-ideal findings lead to improved implementations, better outcomes for students and other opportunities. Evidence-building is continuous and is elemental to drive improvement and innovation, effectively and efficiently.

As one evidence trailblazer, Stephanie Myers at Reading Horizons, insightfully noted recently at SXSWedu, “as an industry we need to confront the data”. Now is the time to elevate evidence-building to the forefront of K-12 best practices for technology providers and their partners to modernize learning environments and optimally amplify learning for all.

Edtech providers partnering with US-based districts and states must bake evidence-building into the product roadmap in order to comply with ESSA Level IV to demonstrate a solution’s logic model and commitment to ongoing research

The Power of Education in the Times of War

Natalia Lymonova, Founder & CEO, GIOS, Ukraine

Playmath: An Education Project That Helps Middle And High School Students Learn Math Efficiently

In the face of the 2022 full-scale invasion, the Ukrainian people were left reeling and uncertain. Yet, even in the midst of chaos and turmoil, they bonded together to adapt and push forward with their daily lives. Unfortunately, the war has had a profound impact on the lives of both adults and, most sadly, children, disrupting every facet of their existence, including education.

Despite the sudden upheaval, the education system valiantly sought to pivot and adjust to the new reality. This was made possible by the prior success of the industry in creating a remote style of teaching during the global Coronavirus pandemic, as it is quite expected.

However, the constant movement of parents and children within the war-torn territory, coupled with the air raid sirens

Natalia Lymonova is the Founder & CEO of GIOS, co-founder of Digital Future of Education PO, and a board member of WBAF Global Startup Committee.

and shelling of major cities, has wrought havoc on the learning process. Nonetheless, with the help of various institutions, Ukrainian students keep on excelling.

As the trend for remote and hybrid education just goes on developing — Ukraine, always keen on innovation, took a trend by storm introducing new ways to engage younger generations and offer them the education they deserve. Of course, many state initiatives were introduced that aimed to support children in occupied territories and give them a chance to continue their education.

Creativity and innovation resiliently found their way even in war.

Among other initiatives, In February 2023, a year after the war started, GIOS (Global Innovative Online School), with the help of The Ukrainian Startup Fund, the Ministry of Education and Science of Ukraine, the Ministry of Digital Transformation, and the Diia.Digital Education, commenced PlayMath – an innovative project that helps students learn math with the help of an interactive website and fun video materials free of charge. The aim of the project was to support students during this challenging time by providing access to quality math education online. By doing so, the platform is helping to bridge the gap caused by the disruptions to traditional schooling and ensuring that students can continue to learn and grow despite the difficult circumstances. Numerous researchers and teachers have collaborated on the platform and made it up to date, using the latest data in schoolchildren research to enhance the experience. In today’s digital age,

As the trend for remote and hybrid education just goes on developing — Ukraine, always keen on innovation, took a trend by storm introducing new ways to engage younger generations and offer them the education they deserve

attention spans have dwindled to a mere 8 seconds, making it all the more challenging to keep young learners engaged. However, the community has risen to the challenge, leveraging cutting-edge technologies and innovative tools to keep students’ focus sharp and motivated. Through their relentless pursuit of excellence, they have succeeded in delivering a truly immersive and rewarding learning experience.

For example, the PlayMath project has helped engage thousands of students in learning mathematics in an engaging and accessible way. The results are impressive, and the methodology implemented has proven to be effective. In total, more than 21,000 students joined the project, including those from occupied territories, and students from all over Ukraine and abroad took part in PlayMath and enhanced their learning process.

At the beginning and end of the project, the participants passed a test to track their progress. According to the testing results, the participants’ average success rate increased by 21.5%. The best result was shown by students in 9th grade, with their understanding of the material increasing by 53% during the course of the project. The teaching methods were engaging and accessible, and all the classes and topics were taught with the help of short interactive videos. The videos were stopped at certain points in time and asked relevant questions about the material, and then a series of questions and tasks that the students had to complete. In case a student got an answer wrong, the platform offered an alternative task for them to try again.

“I remembered the approach and structure of the video. The Meerkat, as he explains the material in the videos. And I also liked the reference diagrams for each topic, I even used them in my test”, - shares a 9th grader, Alina.

The platform has been a resounding success among schoolchildren, eliciting positive feedback and rave reviews from students. They have lauded these learning tools for their engaging and interactive format, which has helped children better understand the subject matter and improve academic performance. Cutting-edge teaching techniques and interactive interface have made learning easier and more productive, resulting in enhanced learning outcomes. Students can now master complex concepts with ease and gain newfound confidence in their abilities.

Sadly, the psychological toll on children has further compounded the issue, resulting in a decline in the quality of teaching.

However, despite these challenges, dedicated researchers and teachers have banded together to transform the educational landscape of Ukraine. Their tireless efforts have resulted in the development of a robust and resilient platform that adapts to the new reality and provides hope for a brighter future.

In the face of adversity, they remain committed to ensuring that the nation’s youth have access to quality education that will equip them with the skills and knowledge necessary to lead the country towards a better tomorrow.

After all, even during the darkest times, it is through the power of learning that a nation can rise and thrive, knowing that its young and curious minds will one day shape its destiny.

Rest for Success: How Switching Off Can Boost Well-Being in the Busy Exam Season

Nic Ford, Head of Bolton School Boys’ Division,Bolton School

Schools throughout the northern hemisphere are approaching the final term of the year, and for many students, this means one thing; Examinations!

Examinations are an integral part of the education system and a crucial component of a student’s academic journey. However,

sadly, they can also be a source of significant stress for many students that can lead to a range of negative outcomes including anxiety, depression, and even physical health problems. A recent survey by the National Union of Students in the United Kingdom showed that 87% of students feel stressed as a result of their examinations, and a similar

Undoubtedly, the pressure to succeed and the fear of failure drive much of these issues of stress and can cause poor mental health for our young people

Nic Ford is the Headteacher of Bolton School Boys’ Division, a large independent day school in the United Kingdom. He has been teaching for nearly 30 years, with 20 of those working in senior leadership roles in both the UK state and Independent sectors. He has significant experience in developing teaching and learning and the use of technology as a pedagogical tool. He has written for the Times Educational Supplement and has spoken at a variety of conferences around the world on topics ranging from e-safety and teenage mental health to how to lead a sustainable one-to-one iPad programme.

study by the Mental Health Foundation found that 75% of teenagers have experienced stress as a result of their examinations. Perhaps most alarmingly, 32% of respondents to that Mental Health Foundation Survey reported suicidal thoughts as a result of exam stress.

Undoubtedly, the pressure to succeed and the fear of failure drive much of these issues of stress and can cause poor mental health for our young people. But the prolonged period of study can also create cognitive overload, which also has the added issue of creating physical health issues, especially of tiredness and exhaustion. In a recent article in TIME magazine, it was suggested scientific evidence exists to suggest that thinking too hard really can make you tired. The article in quoted research from Pitie-Salpetriere University Hospital in Paris, which found that highdemand cognitive work – thinking- leads to a build-up of glutamate in the prefrontal cortex area of the brain. Managing this excess makes other prefrontal cortex activity, such as planning and decisionmaking, more difficult, which leads us to favour low-effort, high-reward actions as cognitive fatigue sets in. This presents as procrastination, perhaps checking social media or other simple tasks that require less effort than the studying you know you should be doing. This then creates further stress as students start to feel ‘behind’ and want to catch up but have reached cognitive overload, and the negative feedback loop is reinforced. Undoubtedly, managing this stress is vital for students if they are to succeed and remain healthy – but how do they navigate the demands of study and not overloading cognitive functions?

The answer, as counter-intuitively as it may seem, is to rest more. However, it is important here to distinguish what rest is because it is not just sleeping. Dr.

Saundra

Dalton-Smith, a medical doctor who wrote “Sacred Rest: Recover your life, renew your energy, restore your sanity”, made the important observation that sleep is not the same as rest. She identified seven different types of rest that we need to adapt to truly thrive in stressful times and situations.

The first type of rest we need is physical rest, which can be both passive or active. Passive physical rest includes sleeping which I’m sure many of our exam-aged students are excellent at. However, sleeping too long actually can exacerbate stress when not enough time is then available to study – another negative feedback loop! Alternatively, active physical rest means restorative activities such as gentle running, yoga, stretching or any activity that gently moves students without exhaustion. This type of rest reawakens the senses and makes the brain much more receptive to studying again, and can be achieved in a relatively short period of time.

The second type of rest is mental rest. Our brains need time to recover from hard

thinking so it is vital that students step away from mentally tiring activities from time to time. Making a cup of tea, reading a book or some mindfulness between work or study may help you rest much more efficiently. By taking regular, short breaks whilst studying students prevent cognitive overload and actually retain more of the information they are studying. The key here is to plan these breaks before cognitive overload kicks in and before the brain become too tired.

The third type of rest we need is sensory rest. Bright lights, computer screens, background noise and multiple conversations - whether they’re in an office, on video calls or on social media - can cause our senses to feel overwhelmed. This can be countered by doing something as simple as closing your eyes for a minute in the middle of the day, but crucially by intentionally unplugging from electronics regularly, and definitely at the end of every day. Keeping devices out of bedrooms is vital for better rest. Intentional moments of sensory deprivation can begin to undo the

Switching off social media, silencing notifications, spending some time alone, maybe taking a bath or engaging in other restful activities will help them take some emotional or social rest

damage inflicted by an over-stimulating world and thus make studying easier.

The fourth type of rest is creative rest. This type of rest is especially important for anyone who must solve problems or brainstorm new ideas. Creative rest reawakens the awe and wonder inside each of us and helps us think

of their revision, listening to or playing music or simply appreciating art in its many forms. By allowing some creative output during the stressful exam season, students will find a great way of preserving mental health.

The fifth type of rest is emotional rest, which can also tie in with the sixth which is social rest. These types of rest are where we force ourselves to first be aware of our own emotions and those of others. It is learning to switch off, spending time alone or with people who can relax us. It is important, therefore, for students to differentiate relationships into those that revive and those that exhaust them. Switching off social media, silencing notifications, spending some time alone, maybe taking a bath or engaging in other restful activities that I have described above will help them take some emotional or social rest.

The final type of rest is spiritual rest, which is the ability to connect beyond the physical and mental and feel a deep sense of belonging, love, acceptance, and purpose. This, therefore, involves taking a break from the demands of the modern world and connecting with our inner selves. This could be in prayer or meditation or using a mindfulness app to help reflect on their thoughts and feelings.

more deeply. This type of rest is most simply created by a short walk-in nature and taking the time to admire the beauty around us. But creative rest isn’t simply about appreciating nature; it also includes enjoying the arts. Students can spend some time sketching as part

By planning and building each type of rest into the busy examination period it is possible to manage the mental and physical health issues associated with this difficult period. By practising all seven types of rest regularly students can maintain their physical, mental and emotional health. By prioritizing rest appropriately, they can actually become more productive, more focussed and ultimately happier in their daily lives. Our job as educators is to help them navigate the complex world so they can fulfil their full potential.

By allowing some creative output during the stressful exam season, students will find a great way of preserving mental health

Assessing School Culture for Innovation + Sustainability

Michelle Blanchet, Co-Founder & Change Consultant, The Educators’ Lab

As the world embarks on the fifth industrial revolution, as we explore how students, teachers, and schools can infuse sustainability into their work - one thing is clear - we can only get so far if our systems hold us back.

Changing education is no easy feat. These days it seems everyone wants to change everything about education. There is so much to consider that the magnitude of the situation can leave us stagnant. Policy, standards, formal assessments, outdated teacher training, college admissions, credentials, stigmas, career pathways, parent attitudes, technology, resources, poverty - these are just a few pieces of the interconnected web that make education such a beast of a problem.

However, we do need change. Education no longer is equipping our students for a rapidly changing world, and if

Michelle Blanchet is co-author of The Startup Teacher (Times 10, 2020), co-author of Preventing Polarization (Times 10, 2023), and an educator and social entrepreneur striving to improve how we treat, train, and value our teachers. After ten years of experience working with young people, she founded the Educators’ Lab, which supports teacher-driven solutions to educational challenges. Michelle earned a master’s in international relations from Instituto de Empresa in Madrid. She has taught social studies in Switzerland and the U.S. and has presented at numerous events, including SXSWedu and TEDxLausanne. Michelle is a part of the Global Shaper Community of the World Economic Forum. She has worked with organizations like PBS Education, the Center for Transformative Teaching and Learning, Ashoka, and the Center for Curriculum Redesign. Follow Michelle on Twitter @educatorslab.

we want our youth to flourish, we will need to do things differently. Since we must start somewhere - and this article is more directed towards those working in our schools - we might suggest focusing on something we can hopefully nurture - our school culture.

Those that are closest to the problem are often closest to the solutions. Teachers often have incredible ideas as to how we might improve education for our students. They are the ones who can take bold new ideas, and turn them into actionable experiences for our students. Schools however need to provide the infrastructure to make change possible so those working in the building have the space, time, support, and capacity to try new things. For instance, if we want to support students as innovators, we must support teachers as innovators. This requires prioritizing innovation and implementation. It signifies developing a work culture (a school culture) conducive to change.

Topics like agility and change management might be discussed a lot in the business world but aren’t given quite as much priority in the education space. It’s not uncommon for me to hear comments that suggest teachers don’t want to make changes or that staff is resistant to new things. I often wonder if it’s a matter of “not wanting to” versus being overworked, tired and not necessarily feeling supported and empowered. I also wonder if sometimes it’s a matter of not being on the same page about which changes actually need to take place.

Teachers thrive in schools with a great work culture. Based on our work at The Educators’ Lab, we have noticed a positive school culture as being a key driver in

innovation. We understand the power and impact of teachers and are often amazed by what they can do and accomplish with their students when given the trust and opportunity to do so. Moreover, we notice a difference in attitude among teachers who work in a positive school culture. They are able to find more joy in their work, and don’t see change as a threat, but rather a welcome opportunity to try something new or different.

It’s made us curious as to how we can build cultures of innovation within our schools. In a positive school culture there’s a sense of community where everyone understands a shared mission, and feels like they are actively working towards the same goals. Beyond this they are given tools and support to actually materialize ideas. When people feel listened to, are given agency, and space to grow personally and professionally they can thrive.

Anyone who’s ever worked in a school knows they each act as their own little microcosm. If we want to spark more placebased opportunities for schools to support their students and communities, we must ensure each school is equipped with an agile culture that addresses the problems and opportunities for that student body. This is especially true for a topic like sustainability where local solutions add up to help solve a very global challenge. The question is - how do we get there?

Sometimes there appears to be a disparity between how well school leaders might evaluate their school culture compared to staff evaluations. Uneven power dynamics can make it difficult to communicate needs and feelings to one another. It can be hard

to assess work/school culture because 1) we might not be intentional about building a positive work culture 2) we might not have shared language or expectations around what to look for. What are the ingredients to a good school culture? What needs to be put in place to ensure we create a culture of innovation?

The first part of addressing school culture is relatively easy. We must make school culture a priority, and understand the value of investing in the people we work with and the community we are creating. We can only get so far with our mission, with implementing new ideas, or with change if we don’t lay the groundwork that motivates and encourages people to not just engage but reach their full potential.

The second part - assessing school culture - can be a bit more challenging. Fortunately, there are tools and resources in place that can help us to evaluate our strengths and weaknesses as an organization. For instance

part of facilitating change comes from a shared sense of community. When people feel like they belong, they feel valued, and they feel a shared mission they’re more likely to have the energy needed to embrace and navigate change. Another critical component is how we work together. Taking the time to evaluate how we communicate with one another, set expectations, and provide opportunities for people to learn and grow help members of your team to bring their best self. Finally, ensuring that everyone has the time, space, tools, and resources needed to materialize ideas is critical to success.

School culture is key towards making change in education possible. At the end of the day it is the interaction between teachers and students where most of the magic happens. If we don’t do more to nurture these spaces, to include their voices, I fear we won’t get too far with any of our agendas.

Education no longer is equipping our students for a rapidly changing world, and if we want our youth to flourish, we will need to do things differently

Squeezed at Both Ends –The Old by Age, the Young by Artificial Intelligence?

Sumant S. Pendharkar, Founder, K12 Counts

In my mid-30s I interviewed a candidate for my technical team who was in his early-60s. My boss, in his 40s, told me not to hire the candidate – too old. The candidate had the perfect skills and experience we needed in Unix and Database technologies. I was shocked and could look into the future to predict that someday, I too would be the 50/60-year-old suffering a similar fate. Living here in Silicon Valley (San Francisco Bay Area), I have met 20-yearolds with a team of 10 to 20+ employees reporting to them. The hiring age and preference in social media companies are to hire young people.

According to Zippia.com, 60% of employees at Google are between the ages of 20 and 30; 58% at Apple. In social media, apps, and cloud computing companies, employees over the age of 35 are marked as over the hill. Traditional age discrimination for those over 40/50/60 depending on the industry is real, has been around for a long time, and will be there for the time to come.

Sumant transitioned from a successful career in technology management to becoming selfemployed with financial licenses. He realized that in the US there are hundreds of licenses and certifications anyone can qualify for just by being 18 or older, thus increasing their earning potential or transitioning into a new career. Where and how to start is a daunting task for many, so he wrote Licensed to Earn: 7 Ways to Earn a better living (with due respect to 007). Sumant covers his 7 licenses/certifications, shares his insights, and provides a template for evaluating a desired license or certification. Additionally, Sumant has founded a non-profit K12Counts organization to improve student academic success.

I am predicting that the newest introduction of a technology tool has just triggered the possibility of age discrimination from the younger side. Which means that for some professions/workers, the work life span could be considerably reduced. Outcomes like this may have a significant impact on their lifetime earnings and savings.

This new introduction is the latest rage on the Internet and is known as ChatGPT. ChatGPT is an acronym for Chat Generative Pre-Trained Transformer. ChatGPT is an Artificial Intelligence (AI) chatbot created by OpenAI.com and works in a conversational style. I highly recommend you try out ChatGPT and test its capabilities (chat.openai.com – link verified at the time of writing this article).

Entry-level employees staffing jobs in the following work categories are most likely to be affected by Artificial Intelligence per a report from CBS NEWS:

● Customer Service Representatives

● Technical Writers

● Copywriters

● Data entry clerks

Artificial Intelligence could replace 4.8 million jobs in the US and 18% worldwide. Many articles are popping up in the media about how AI will affect the jobs of coders/ programmers. Entry-level programmers may need to show how they can not only use AI tools but how they can add value to it.

What can schools (K-12) and parents do to counter the inevitable use of ChatGPT and other AI-based tools that may reduce entrylevel job openings for K12 and post-secondary education students?

Parents and schools should emphasize learning skills such as:

● Critical thinking

● Writing (creative – putting a spin on the content generated by ChatGPT and similar tools)

● Analyzing

Any output from ChatGPT and similar AI tools would need some or all of the above skills to enhance/polish the end piece, especially

The employment landscape has changed significantly since the introduction of the Internet. That has brought about globalization on a mass scale

ones that will differentiate the human from the chatbot. Understandably, not every student is likely to pursue a career in the above fields and face nonhuman competition. However, the employment landscape has changed significantly since the introduction of the Internet. That has brought about globalization on a mass scale.

Companies like Fiverr.com and Upwork. com offer freelance services. Incredible talent - worldwide offering to do freelance or contracted work at low prices. Please do not associate low prices with low quality. Sole proprietors or small-size companies need to watch expenses. A client of mine was quoted an estimate in the US of $3000-$5000 for a book cover design. From one of these freelance companies, the client got a stunning cover designed for less than US $200.

It is not that the talent on freelance services sites is undercutting what services cost in more expensive cities/countries, it is just that what they are paid is a fair wage in the country of their residence. Still, because of the easy access to worldwide talent, service-seekers can cast the net wide for less expensive solutions.

In the USA, the Bureau of Labor Statistics (bls.gov) publishes an annual Occupational Outlook Handbook (OOH). There is a button for a Teacher’s Guide on how to use the OOH. I would strongly recommend that parents view this Guide and make use of the site for guiding their child toward a career with high growth prospects. A link specific to K-12 has an interesting periodic table – a periodic table of science, technology, engineering, and math occupations. It’s a must-see you can interact

with. I would encourage students in the K-12 years also add skills such as:

● Public speaking

● Learning a Language in addition to one or two they already know

Learning an additional language is invaluable and provides a huge competitive edge. Companies are forever looking to expand their market in other countries, and having an employee with an additional language proficiency is hugely beneficial, making the employee much more valuable. Did you know as per the Population Reference Bureau, there are 20 countries worldwide that have zero or negative population growth projected between 2006 and 2050? Countries such as Japan, Germany, Poland, Bulgaria, Italy, and more.

Students graduating high school with additional languages and completing postsecondary education are likely to start with an advantage over other candidates – human or otherwise. These multi-lingual students can explore job prospects in zero-population growth countries too, with less competition from job seekers from other countries, with host-country language proficiency.

I am bringing forth observations and personal experiences that are based on the preInternet times, the dot-com ups and downs, and the founding of social media companies, to an era of AI and robots (Amazon and its 500,000 plus robots in its warehouses). I have lived through the layoffs and explosive hiring spurts, work-from-home, and the effects of Covid on the workforce. It is critical that K-12 school systems pay attention to AI/robotics and include coursework to prepare students to

do better than robots. This sentence may seem funny however, in reality, we are already seeing intelligent automation.

Parents need to do their part as the schools cannot do it alone. In fact, the parents play the biggest role of all by watching market trends and guiding their children to acquire skills that can help them land a first job, as well as extend their employability during their (child’s) working life span. The parents can refer to the Occupational Outlook Handbook

as mentioned earlier for projected job growth in various sectors.

The lesson I learned while attempting to hire a 60-year-old prompted me to make timely career changes. Since 2003 I have acquired 7 financial licenses/certifications. The advantage of having financial licenses is that age and experience are valued. In future articles, I will write about how adding a side hustle (gig) can help transition to a new career and/or generate additional income.

It is not that the talent on freelance services sites is undercutting what services cost in more expensive cities/countries, it is just that what they are paid is a fair wage in the country of their residence