K12 Digest – June 2024 – Must Watch International School in Europe – 2024

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PROMINENT

INTERNATIONAL SCHOOL TO WATCH IN CARIBBEAN - 2024

International School of Port of Spain

FEATURING INSIDE

AJ Crabill, National Director of Governance, Council of the Great City Schools

Dr. Carla Grant Mathis School Principal, Charlotte-Mecklenburg Schools

Dr. Leighangela Brady Superintendent, National School District

Michael E. Spencer CEO, Global Expansion Strategies

Dr. L. Robert Furman Chief Operating Officer, Young Scholars of Western Pennsylvania Charter School

PROMINENT PRIVATE SCHOOL TO WATCH IN ONTARIO-2024

Kingsway College School

Regents International School Pattaya

MOST ADMIRED INTERNATIONAL SCHOOL IN ASIA MUST WATCH INTERNATIONAL SCHOOL IN EUROPE-2024

Ecole Internationale de Genève

International School of Lausanne

International Sharing School Madeira Oeiras International School

DR. TOBY A. TRAVIS

HEAD OF SCHOOL, HOUGHTON ACADEMY

THE ROLE OF EXECUTIVE COACHING IN ENHANCING LEADERSHIP SKILLS IN K-12 EDUCATION

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

Sales & Marketing Enquiry admin@K12digest.com

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International Partnerships

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Building Trust, Inspiring Futures: A Global Journey Through Education

Istill remember my first day of school, clutching my backpack with a mix of excitement and nerves. It was a small school in our neighborhood, and I vividly recall the warmth of my teacher’s smile and the reassuring comfort of her voice. That sense of belonging and encouragement has stayed with me, shaping my own educational journey and inspiring my passion for highlighting stories of schools and educators who make a difference.

In this latest issue of K12 Digest, we have the privilege of spotlighting some of the most remarkable educational institutions and leaders from around the world. Imagine a school where innovation meets tradition in the heart of Europe, or a vibrant campus in Asia where academic excellence is harmonized with creative exploration. How about a Caribbean school that blends cultural heritage with cutting-edge pedagogy? Or perhaps a private school in Ontario that’s setting the gold standard in education? These schools aren’t just places of learning; they are communities that nurture, inspire, and transform.

At the core of our cover story is Dr. Toby A. Travis, a man whose name resonates with trust and leadership in education. Dr. Travis is the mastermind behind TrustED, a framework that isn’t just another educational theory collecting dust on a shelf. It’s a dynamic approach that focuses on building trusted leaders who can steer schools toward success and resilience.

Dr. Travis’s journey is nothing short of inspiring. He’s an Executive Consultant with the Global School Consulting Group, an Adjunct Professor for the International Graduate Program of Educators at the State University of New York College at Buffalo, and, currently, the Head of School at Houghton Academy in Houghton, NY. With such an impressive resume, you might expect him to be somewhat unapproachable. Yet, his down-to-earth nature and genuine passion for education make his insights both relatable and actionable. In our exclusive interview, Dr. Travis shares his thoughts on the pivotal role of trust in leadership.

So, 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

12 COVER STORY

DR. TOBY A. TRAVIS

HEAD OF SCHOOL, HOUGHTON ACADEMY

THE ROLE OF EXECUTIVE COACHING IN ENHANCING LEADERSHIP SKILLS IN K-12 EDUCATION

96

INTERNATIONAL SCHOOL OF PORT OF SPAIN

Shaping Global Citizens Through Innovative Education and a Diverse, Inclusive Community

PROMINENT INTERNATIONAL SCHOOL TO WATCH IN CARIBBEAN - 2024

PROMINENT PRIVATE SCHOOL TO WATCH IN ONTARIO-2024

112 KINGSWAY COLLEGE SCHOOL

Shaping Students into Self-Driven Learners & Leaders of Tomorrow

132 REGENTS INTERNATIONAL SCHOOL PATTAYA

Empowering Students for a Global Tomorrow

MOST ADMIRED INTERNATIONAL SCHOOL IN ASIA

ADMIN PERSPECTIVE

CULTURE & POLICY: CREATING THE CONDITIONS TO IMPROVE STUDENT OUTCOMES

AJ Crabill, National Director of Governance at the Council of the Great City Schools

SCHOOLS MUST CHAMPION THE UNITED NATIONS SUSTAINABLE DEVELOPMENT GOALS

Dr. Leighangela Brady, Superintendent, National School District

ACADEMIC VIEWS

POST-PANDEMIC EDUCATIONAL LEADERSHIP

Dr. Carla Grant Mathis, School Principal, Charlotte-Mecklenburg Schools

INDUSTRY PERSPECTIVE

3 PREDICTIONS ABOUT THE FUTURE OF EDUCATION

Dr. L. Robert Furman, Chief Operating Officer at Young Scholars of Western Pennsylvania Charter School

WHY INTERNATIONAL SCHOOLS ARE THE FUTURE FOR EDTECH

Michael E. Spencer, CEO, Global Expansion Strategies

DR. TOBY A. TRAVIS

HEAD OF SCHOOL, HOUGHTON ACADEMY

THE ROLE OF EXECUTIVE COACHING IN ENHANCING LEADERSHIP SKILLS IN K-12 EDUCATION

Dr. Toby A. Travis is the creator of TrustED, a framework for school improvement focused on developing trusted leaders. In addition, he is an Executive Consultant with the Global School Consulting Group, an Adjunct Professor for the International Graduate Program of Educators for the State University of New York College at Buffalo, and an experienced teacher and school administrator, currently serving as the Head of School at Houghton Academy in Houghton, NY. As a guest speaker, trainer, and consultant, his work has taken him throughout the United States, Europe, South Asia, and Central and South America. Dr. Travis is the author of “TrustED: The Bridge to School Improvement.” This award-winning book for educational leaders reached #1 on Amazon’s Educational Leadership category book downloads in April 2023, has been featured in Forbes, CEOWorld Magazine, Authority Magazine, The Knowledge Review, eSchool News, on NPR, as well as numerous podcasts - and was named “Book of The Month” (November 2021) and nominated for “Book of The Year” (2021) by The Magic Pen.

In a recent interview with K12 Digest, Dr. Toby Travis discussed his experience with Executive Coaching, Leadership Development, and Educational Consulting. He shared his views on how executive coaching is developing and enhancing leadership skills, successful team building, managing organizational change, and many more. COVER STORY

DR. TOBY TRAVIS

DR. TOBY TRAVIS DR. TOBY TRAVIS DR. TOBY TRAVIS

What is the role of executive coaching in developing and enhancing leadership skills? How does it differ from other forms of professional development?

When school leaders engage the assistance of an executive coach/consultant, they benefit through the process in many ways: greater selfawareness, skill enhancement, personal and

professional goal setting and action planning, feedback and reflection, insights to manage conflicts within the school, strategic decisionmaking, reduction of stress, professional accountability, and the list goes on.

Coaching is about personal application and contextualizing of best practices, whereas PD is training in best practices.

A crucial point for school leaders to consider when identifying an executive coach is to ensure the coach has experience at their level in school leadership. One of the important findings in leadership research is that the most skilled coaches are those who possess professional knowledge of the industry. Thus, the best coaches for school

leaders are practitioners; in other words, they are school leaders themselves. They know and understand the nuances and unique challenges of leading a school.

How to assess the needs and goals of executives before designing a coaching program? What strategies do you employ to tailor coaching to their specific requirements?

Utilize a professional 360 assessment and let the data inform and guide the priorities of what the coaching needs to focus.

Utilize a professional 360 assessment and let the data inform and guide the priorities of what the coaching needs to focus

There are six major components to effective and successful school leadership (i.e., 1. Beliefs and Values, 2. Connection and Support, 3. Flexibility and Involvement, 4. Adapting and Contextualizing, 5. Culture and Relationships, 6. Clarity and Order), and all six need to be healthy and competent for school leaders to be trusted. Thus, clients must complete a 360 assessment that invites those whom they manage to provide insights into the client’s leadership strengths and areas for improvement. Based on the assessment of the six components of trusted leadership, we can then build an individualized and strategic plan for coaching, goal-setting, and action planning.

What are some common challenges that executives face, and how does coaching help them overcome those challenges?

The most common challenge is a breakdown between what a leader has expressed as their beliefs and values and how they live out those beliefs and values in their work. For example, if a school leader states that teachers are his or her highest priority but does not advocate teacher compensation, workloads, and classroom resources, then the leader will not be trusted.

How do you tailor leadership development programs to address the unique needs and strengths of individuals?

I utilize the data from the 360 assessment to identify the unique needs and strengths of the client.

How to incorporate coaching and mentoring into leadership development initiatives to foster continuous growth and learning?

Everyone needs a mentor. And every leader needs to be mentoring someone else. We often grow and develop the most ourselves by investing in others.

What are the foundational elements of successful team building? Can you share examples of team-building activities that have had a positive impact on team dynamics and performance?

Shared mission, vision, values, and priorities. Certainly, one example is a school leadership team that reviewed and affirmed its core values as an organization. Then, they reviewed their employee and student policy manuals to assess if existing policies and operational protocols did not align with their core values. They discovered that a number of the policies that had been developed over the years were a “knee-jerk” response to some infraction by an employee, student, or parent, but not necessarily in alignment with their stated core values. This prompted them to revise and update their operations’ elements, resulting in a more unified community and relationship between leaders, employees, students, and parents.

Everyone needs a mentor. And every leader needs to be mentoring someone else. We often grow and develop the most ourselves by investing in others

What are the key considerations in designing and delivering effective training programs? How do you ensure that training aligns with organizational objectives?

Training programs need to be authentic. In other words, they need to address real and current challenges. Additionally, the most effective training sessions are those where the participants do most of the talking. In education, we know that the one doing the talking is the one doing the learning. Effective training programs ensure participants reflect on the learning, talk about the learning, and identify and create actionable responses to the learning.

The school and organizational clients who reach out to me are almost always those who have already identified their need for increasing

levels of trust in the leadership of the school or company. Thus, that objective has brought them to me, a specialist in helping schools and organizations develop, restore, if needed, maintain, protect, and ensure high levels of trust.

What are the critical factors in managing organizational change effectively? How to address resistance to change and foster employee buy-in?

Change, to be effective and lasting, must first and foremost be “owned” and led by the school’s leadership. Secondly, leaders of the desired change must demonstrate high levels of competency in whatever the improvement initiative involves. For example, if a school wants to move to standards-based grading and reporting, utilizing rubrics for all summative

assessments, then the academic leaders of that school must be or become experts in standards-based grading, reporting, developing, and utilizing rubrics. To design and build a suspension bridge, the structural engineers must be experts in the nuts, bolts, and materials that go into building the bridge, even if they themselves are not the ones applying the wrenches.

As Simon Sinek says, “Start with the why.” When employees know and understand the need for and the benefit resulting from the change, they are far more likely to embrace the work required. Better yet, engage the employees in helping identify what changes are needed and the solutions. When they own the change, they are far more likely to embrace the work required to accomplish the improvement initiative.

How to measure the success of change management efforts? Can you provide examples of positive outcomes resulting from your change initiatives?

With my clients, we implement a 360 assessment, securing employee feedback approximately every six months. The data points from that feedback provide us with a statistical measurement of how the improvement efforts are progressing (or not).

Trusted leadership is the number one indicator of successful schools. And that success is seen in many areas. The schools that I have worked with, who have intentionally engaged in assessing their leadership, engaging in trusted leadership training, individual coaching, strategic goal-setting, and action planning, and then accountable to carry out and complete their plans have seen the following measurable outcomes: increased retention of quality employees, increased academic achievement levels of

their students, increased volunteerism from the community, decreased operational costs, and decreased behavioral incidents of both students and employees.

How to approach data analysis and research in management consulting to provide evidence-based recommendations?

Schools and organizations must ensure they utilize professional and experienced consultants well-versed in evidence-based best practices. Yet, simultaneously recognizing that best practices must always be contextualized to the school or organization’s unique setting (e.g., population demographics, available physical and human resources).

What are the unique challenges and opportunities in non-profit organizations that require specialized consulting support?

For non-profit organizations, whose primary source of income is derived from the donations of individuals, the single most important asset they need to possess is the level of trust in their organization’s leadership and in its management of resources. Thus, it is imperative that non-profit organizations maintain continual assessments of their leader’s trust levels, as well as ongoing training, coaching, and monitoring to ensure a high level of trust is maintained. Harvard and the Rand Corporation have produced studies showing that when organizations invest in this type of ongoing professional development, the return on investment ranges from at least $1.85 to $7.00 on every dollar invested in securing the consultants, assessment tools, training, and coaching.

Culture & Policy: Creating the Conditions to Improve Student Outcomes

AJ Crabill, National Director of Governance at the Council of the Great City Schools

Improving student outcomes is AJ Crabill’s relentless focus. He currently serves as the National Director of Governance at the Council of the Great City Schools in Washington, DC, as Senior Coach at EffectiveSchoolBoards. com, and as Education Faculty at the Leadership Institute of Nevada. AJ previously served as Conservator at DeSoto (TX) Independent School District. During his guidance, DeSoto made double-digit literacy gains and improved from having F ratings in areas of academics, finance, and governance to the district earning B ratings. Crabill has served as Deputy Commissioner of Education for the State of Texas, board chair for Kansas City (MO) Public Schools, and as a board member for numerous tech startups, non-profit organizations, and government entities. Crabill received the Education Commission of the State’s James Bryant Conant Award, which recognizes extraordinary individual contributions to national education policy. Crabill’s most recent book, “Great On Their Behalf: Why School Boards Fail, How Yours Can Become Effective” addresses the governance practice of public school boards.

Culture & Policy

You will most often hear it suggested that a school board’s greatest power to impact student learning is centered on its ability to set policy. I used to be among those who believed this. My experience, however, has taught me a more consistent reality: culture trumps policy every day.

In my role as a school board coach for many of the United States’ largest school

systems, I have an intimate, week-by-week view of school systems that collectively educate several million of our students. When the culture of the school board -- the set of all behaviors taking place by school board members and by the board collectively -- is in conflict with the policies of the school board -- the set of all written documents approved by a majority vote of the school board -- it leaves school system staff with the unenviable

More often than not, staff will honor the school board’s behavior over the school board’s writings

task of choosing which to follow. More often than not, staff will honor the school board’s behavior over the school board’s writings. Said differently, school boards that want to inspire improvements in student outcomes will best accomplish this when what they do (culture) matches what they say (policy). To clarify this phenomenon -- and offer insights into how best to harness it -- I offer three examples.

Board Use of Time

A school board wanted to become intensely focused on improving student outcomes. They heard our message -- student outcomes don’t change until adult behaviors change -- and agreed. Unfortunately, after months of talk about change, the way the school board invested its time during school board meetings did not change. The school board was still spending less than 5% of its total meeting minutes each month monitoring progress toward its goals. In response, the school board’s meetings continued to be consumed by administrative details and

operational issues, sidelining actual monitoring of their Goals regarding student outcomes. While they didn’t recognize it immediately, what was happening was that the superintendent’s focus mirrored the board culture rather than their policy. Arriving at this revelation, the board experienced many of the common stages of grief -- denial, bargaining, and even anger before eventual acceptance: “What we’re saying and what we’re doing isn’t aligned.” The turning point came when they chose to implement a structured agenda, dedicating 50% of every meeting to monitor progress toward their student outcome goals. Over time, this shift not only altered the board’s discussions but also sent a more coherent message to the school system: student outcomes are the top priority. This alignment between declared priorities and actual behaviors gradually cultivated a culture where staff and educators felt both accountable to and supported in their efforts to focus on accomplishing the school board’s Goals for student learning.

The journey from recognizing the importance of aligning culture with policy to actualizing it in the daily workings of a school board is challenging but essential

Board Use of Recognitions

Another school board we worked with adopted many student outcomes-focused practices that my team teaches. They focused their mindset around their locus of control and clarified the priorities of the community into a set of Goals and Guardrails. Then they began to monitor progress by evaluating the school system’s progress against those Goals each month during their school board meetings. Still, it was common for the superintendent to spend more time providing reports about arts and athletics during school board meetings than the actual Goals the school board had adopted. After watching several meetings, why this was happening became apparent: whenever the school board recognized staff or students, it never had anything to do with their contributions to the Goals.

The school board chair was very clever, and the moment I brought this dissonance to her attention, she immediately made a conscious effort to shift the focus back to the Goals. The school board initiated a new expectation: monthly recognitions will focus on students -- and their supporting teachers, staff, and parents -- who have made significant growth towards achieving the school system’s Goals. The superintendent then ensured that the criteria for being honored each month became explicitly linked to the board’s adopted Goals. It quickly became common for the recognition of dozens of students and their families to dominate the opening 30 minutes of school board meetings. Crucially, this meant that many students who had never been honored -- students who started off farther behind but who had shown significant growth, rather than just students who were

already very high performing -- became the stars of the show. This motivated the school communities to pay explicit attention to the school system’s Goals and highlighted the school board’s unwavering commitment to the community’s priorities. Over time, these recognitions began to redefine the narrative around what success looked like in the school system, making clear that contributions to the Goals were the highest honor.

Board Use of Evaluation

“We’ve got to get rid of this superintendent,” the board member began as we started our regular check-in call. I had been coaching this school board for a few months and was confused by this opening to the conversation. “Please, say more,” I invited, to better understand the concern. Eager to share, the school board member pressed on. “Nothing I tell the superintendent to do is getting done. It’s as if he doesn’t even care about these important matters that I bring from the community. What we need is a superintendent who listens,” he said. As the school board members relayed specific examples of their concerns, I began to realize the issue, which was a school board failure, not a superintendent failure. The school board’s claim to care about its adopted Goals was completely misaligned with what individual school board members expected the superintendent to pay attention to during their conversations. The superintendent wasn’t being evaluated on what they agreed, he was being evaluated on whether or not he put out the fire of the day.

Addressing the mismatch between the board’s stated Goals and the superintendent’s de facto evaluation required a comprehensive reevaluation of how each school board member

For school boards aspiring to be intensely focused on improving student outcomes, the lesson is clear: culture is not just a backdrop to policy; it is the very foundation upon which successful policy implementation rests

behaved and of how the school board as a whole behaved. The school board developed clear procedures for itself that determined how the “fire of the day” would be handled -- preferably at the lowest level possible in the organization rather than instantly escalated to the superintendent. The school board adopted our recommended template for superintendent evaluation, which only includes the school board’s adopted Goals and Guardrails. And finally, the school board committed to behaving in a more transparent manner with community members about how best to address ongoing challenges.

This unified and collaborative approach clarified expectations and fostered a stronger partnership between the school board and the superintendent. As the superintendent’s real and de facto evaluations began to converge around the community’s larger priorities, the superintendent was empowered to focus on initiatives that were more aligned with the school board’s adopted Goals, leading to more strategic leadership and tangible improvements in student outcomes.

Conclusion

The journey from recognizing the importance of aligning culture with policy to actualizing it in the daily workings of a school board is challenging but essential. These vignettes illustrate that a powerful culture of improving student outcomes can emerge when a school board’s actions—how it uses its time, what it recognizes as achievements, and how it evaluates its leaders—are in harmony with its stated policies, including its goals. This alignment clarifies the path forward for school staff and leadership and sets a precedent for accountability and excellence that permeates the entire educational ecosystem. For school boards aspiring to be intensely focused on improving student outcomes, the lesson is clear: culture is not just a backdrop to policy; it is the very foundation upon which successful policy implementation rests. School boards can create the conditions necessary for all students to thrive by meticulously aligning their behaviors with their policies.

DE GENÈVE

Preparing Students for Meaningful and Impactful Lives as Global Citizens

The International School of Geneva (Ecolint) is the world’s first international school, based in Geneva, Switzerland. A not-for-profit foundation established in 1924, Ecolint currently educates 4,500 students representing over 140 nationalities. The school offers bilingual education from Early Years to Secondary School and provides a range of programs, including the International Baccalaureate (IB), the Universal Learning Programme (ULP), IGCSE, and the Maturité fédérale (Swiss secondary school certificate, granting access to universities and polytechnics in Switzerland and abroad). Moreover, Ecolint focuses on delivering a relevant and forward-thinking curriculum that not only enhances academic learning but also fosters a deep understanding of the United Nations’ Sustainable Development Goals (SDGs).

“We seek gifts in every child and work together to have those gifts flourish into talents,” shares Dr. Conrad Hughes, Director General, Ecolint. “The stories of our alumni, extraordinary people who have shaped the world, testify to the life-changing experience that is Ecolint.”

Celebrating One Hundred Years of Education for Peace

Founded in 1924 by local educators and officials from the League of Nations and the International Labour Organization (ILO), Ecolint was created with the explicit purpose of providing an international education for both Geneva’s international and local communities. Over the past 100 years, this mission has remained steadfast, as Ecolint continues to educate for a better world, adhering to its founding principles of peace, inclusiveness,

respect, and intercultural understanding. Moreover, Ecolint’s influence extends far beyond the classroom. As the birthplace of the International Baccalaureate (IB) in the late 1960s and operating as a resolutely notfor-profit institution, the school boasts a remarkable history, significant impact, and a unique position among the top international schools in the world.

Today, Ecolint has three campuses (La Grande Boissière, La Châtaigneraie, and Campus des Nations), over 4,500 students, and 1,100 staff members. What truly sets Ecolint apart is its exceptional commitment to every student, providing comprehensive learning support, high-quality academic guidance, and fostering a culture of inclusivity that ensures each student’s educational experience is extraordinary. As of the next academic year, Ecolint will begin its centenary

celebrations, which will mark the entire 2024-2025 school year.

Ecolint’s Primary Schools: extraordinary learning environments

Ecolint’s three Primary schools cater for children from the age of 3 (or who will reach the age of 3 between August 31 and December 31 of the school year).

Classes are taught in English and French, with increasing exposure to the second language over the years. It is not necessary to be fluent in either French or English to participate in bilingual programs. What’s more, the teaching of world languages, both as part of the curriculum and as an extracurricular activity, enables students to

retain their mother tongue. The languages currently taught are Arabic, Bulgarian, Catalan, Chinese, Croatian, Danish, Dutch, English, Farsi/Persian, Finnish, French, German, Greek, Hebrew, Hindi, Hungarian, Italian, Japanese, Polish, Portuguese, Romanian, Russian, Spanish, Swedish, Tamil, Turkish and Ukrainian.

The Universal Learning Program (ULP), designed in close collaboration with UNESCO’s International Bureau of Education, is offered on La Grande Boissière campus.

The International Baccalaureate Primary Years Programme is offered on the Campus des Nations and La Châtaigneraie. It fosters the development of all students, encouraging

What truly sets Ecolint apart is its exceptional commitment to every student, providing comprehensive learning support, high-quality academic guidance, and fostering a culture of inclusivity that ensures each student’s educational experience is extraordinary.

them to express themselves, make choices and be architects of their own learning.

Idyllic settings and state-of-the-art facilities, the architecture of the campuses is specially designed to foster excellence in student learning from an early age.

Forest School sessions in the heart of nature encourage students to engage in interaction with the natural world.

Through learning through play and exploration, and by stimulating creative problemsolving, children develop self-confidence and become reflective, resilient, creative and independent learners.

Focus on Ecolint’s Secondary Schools

Ecolint’s Secondary Schools have high academic standards, reflected in the school’s strong examination results. The Schools are also fully inclusive and strive to meet the needs of all students, providing learning support as

Mirna Hafez-Farah, Director of Primary SchoolLa Grande Boissière

well as English as an additional language. Through community service, humanitarian work, educational visits, and trips both within Switzerland and across the world, Ecolint’s students develop not only a love of learning but also the skills they need to become responsible global citizens.

Innovative Learning Approaches

A cornerstone of Ecolint’s innovative approach is the Universal Learning Programme (ULP), a unique competency-based curriculum framework developed in collaboration with UNESCO’s International Bureau of Education. This programme is designed to equip students with the skills and knowledge needed to thrive in an increasingly complex and interconnected world. Director General, Dr Conrad Hughes, who is also a senior research fellow at UNESCO’s International Bureau of Education, has been instrumental in driving this initiative forward,

Gordon, Director of the Campus and Primary School - Campus des Nations

Isla

Ecolint prides itself on giving every child what he or she needs by fulfilling its mission to educate students to be global citizens with the courage and capacity to create a just and joyful tomorrow together

Hazel Allen, Director of Primary SchoolLa Châtaigneraie

ensuring that the curriculum remains at the cutting edge of educational best practices. Through these efforts, Ecolint is committed to preparing students not just for academic success, but for meaningful and impactful lives as global citizens.

Another major innovation at Ecolint is the Learner’s Passport. This concept aims to redefine learning beyond academic knowledge and technical skills alone. While these are crucial, there’s more to individuals than their academic journey. What the world truly needs is an educational program that nurtures attitudes, values, as well as aptitudes and knowledge. Therefore, lifelong learning, selfagency, interacting with others, interactively using diverse tools and resources, interacting with the world, multi-literateness and transdisciplinarity are the seven core areas that Ecolint aims to develop in each learner.

Likewise, Ecolint has collaborated with institutions worldwide, forming a coalition dedicated to the fundamental task of redesigning school transcripts. This coalition to honour all learning is committed to honouring all forms of learning, recognizing the importance of holistic development in education. Finally, a significant Ecolint invention was the creation of the Model United Nations system in 1953. This simulation of UN protocol — resolution setting, debate, voting, and adoption or rejection — provides a powerful, concrete example of education for peace. Today, thousands of students worldwide participate in the model, a testament to Ecolint’s enduring influence.

It is also important to mention Ecolint’s Speaker series which brings incredible insights to students. Ecolint runs a Speakers series through which students have been privileged to

engage with, among others, Nobel Prize winners such as Ben Okri, public intellectuals such as Angela Davis and Germaine Greer, worldclass journalists such as John Pilger, musicians such as Angélique Kidjo, Barbara Hendrix and the Afghan Womens’ Orchestra and keynote speakers such as Mario Vargas Llosa.

Recruitment & Training

The present and future success of Ecolint hinges primarily on the quality of its staff. With

Soizic Le Clère, People and Culture Director

A

cornerstone of Ecolint’s innovative approach is the Universal Learning Programme (ULP), a unique competency-based curriculum framework developed in collaboration with UNESCO’s International Bureau of Education

this in mind, Ecolint maintains a highly professional approach to recruitment, aiming to hire the best individuals in their respective fields of expertise while aligning with the Foundation’s values. Ecolint also invests in the professional development of its personnel. Certain areas receive recurrent training, such as child protection, proficiency in English and French languages, diversity and inclusion, pastoral care, health and safety, data protection, among others. This investment in staff growth underscores Ecolint’s dedication to maintaining a supportive and continually improving learning environment.

Furthermore, at Ecolint, everyone is engaged in a journey of feedback, learning, and self-improvement through a new growth

and development process. Spearheaded by the school’s Director of People & Culture, Soizic Le Clère, and her team, this process has been successfully implemented for all staff without distinction. This structured approach to growth and development underscores Ecolint’s commitment to continuous improvement and fostering a supportive and empowering work environment for all its staff members.

A Highly Qualified Team of Teachers

Passion, professionalism, dedication, dynamism, and creativity define Ecolint teachers, who are committed pedagogues always willing to go the extra mile. With diverse backgrounds in international education, staff members from

Passion, professionalism, dedication, dynamism, and creativity define Ecolint teachers, who are committed pedagogues always willing to go the extra mile

around the world inspire Ecolint students to foster open-mindedness, curiosity, critical thinking, and acceptance of diversity. As previously mentioned, Ecolint places great importance on the ongoing training of its staff, providing numerous opportunities for professional and personal development and growth. This dedication to continuous improvement ensures that Ecolint teachers remain at the forefront of educational best practices, enriching the learning experiences of their students.

Providing a Nurturing and Inclusive Learning Environment

One of the words that comes to mind when we speak of Ecolint is support. Ecolint is dedicated to providing a nurturing and inclusive environment where every student and staff member feels safe, valued, and empowered. This commitment to support is evident in the school’s comprehensive learning programs, tailored academic guidance, and individualised pastoral care. Whether through individualised learning plans, robust mental health resources, or a vibrant community that celebrates cultural diversity and inclusion, Ecolint ensures that support is woven into the very fabric of its educational approach. This unwavering dedication helps students and staff alike to thrive, fostering a sense of belonging and enabling everyone to reach their full potential.

In addition, Ecolint’s child protection policy reflects its unwavering commitment to the safety and well-being of its students. The Foundation of the Ecole Internationale de Genève subscribes to the Convention on the Rights of the Child, to which the host country, Switzerland, is a State Party. Ecolint

is dedicated to promoting and defending the rights of its students, ensuring their physical and psychological well-being is prioritised in all aspects of their education and development. This commitment underscores the school’s holistic approach to nurturing a safe and supportive environment where every child can thrive and feel protected.

Likewise, Ecolint is committed to supporting all its students and offers support for students with mild to severe learning difficulties. Ecolint’s Student Councils also play a pivotal role as dedicated leaders, carrying the voices of students. They are instrumental in fostering a collaborative school environment, ensuring that students’ perspectives and ideas are heard and acted upon. Through their initiatives and active participation, the Student Councils help shape school policies, organise events, and promote

a sense of community, inclusivity, and student empowerment across Ecolint’s campuses.

A Wide Range of Extracurricular Activities

Ecolint offers a wide range of activities designed to enrich student learning, foster creativity, expand horizons, and develop additional skills. These activities provide students with opportunities to explore their potential, develop and showcase new talents, and enjoy leisure through learning. Here are a few examples:

ENCORE Performing Arts Academy:

Ecolint created its own performing arts academy, ENCORE. The aim is to build confidence in young people through professional training, offering students a safe and inclusive environment to express themselves with even more creativity, even more mastery and even more fun.

Sports: Ecolint’s extra-curricular sports program is designed to promote physical fitness and social development for all participants, regardless of their skill level. Through sports, students acquire essential values and attitudes such as teamwork, leadership, and respect. The Ecolint Ski Team, open to students in Years 3 to 13, exemplifies this commitment by bringing together the best skiers from the school’s campuses to compete against peers from other international schools. The team travels to picturesque ski resorts in Switzerland, proudly representing Ecolint.

Music: The Music School at Ecolint offers a wealth of learning opportunities for young musicians starting from age 3. It provides high-quality instruction to students of all levels, from beginners to pre-professionals, through a comprehensive program of private lessons, music theory, group activities, and

concerts. Ecolint’s music teachers, who are both performers and pedagogues, have been trained at leading conservatoires and universities across Europe, North America, South America, and Asia.

Visual Arts: Visual arts classes at Ecolint allow students to explore creative processes by expressing themselves through various media and techniques. By blending creative freedom with a strong technical foundation, students delve into both traditional and contemporary art forms while leveraging the latest technologies. Artistic activities encompass painting, drawing,

sculpture, film, photography, and digital comics, providing students with diverse avenues for self-expression and artistic growth.

Ecolint Camps

Ecolint is also the largest camp provider in Switzerland, offering holiday camps for children aged 3 to 13 throughout the year. The camps have been developed to the highest standards, offering top-quality supervision and facilities. They welcome the largest number of children from the Geneva region and also offer a higher adult/child ratio.

Leveraging Digital Technology for Better Learning and Education

Ecolint’s STEM - Science, Technology, Engineering, and Mathematics - a broad range of study integrates multiple disciplines, allowing students to explore science and maths through interdisciplinary projects that incorporate technology and engineering principles. These activities promote curiosity and independence by connecting classroom lessons to real-world applications. Through this approach, students learn to apply the scientific method to everyday situations, with a strong emphasis on ethics, sustainability, creativity, collaboration, and problem-solving.

Engaging in Partnerships with Local and International Entities

As highlighted by the Director General, Dr Conrad Hughes, “Ecolint is part of the Geneva landscape, and we’re proud to be part not only of international Geneva, but also of our city, canton, and republic.” The school actively engages in partnerships with both local and international entities in Geneva. For instance, as CAS (Creativity, Activity, Service) forms a fundamental aspect of the International Baccalaureate Diploma program, Ecolint’s students participate in a diverse range of projects, including community service activities. This not only

enriches their educational experience but also fosters a sense of civic responsibility and global citizenship.

Furthermore, Ecolint maintains strong ties and shares a common mission with international organisations, NGOs, permanent missions, and other key stakeholders headquartered in Geneva. Through collaboration and engagement with International Geneva, the school contributes to global initiatives and promotes values of peace, inclusivity, and sustainability on a broader scale. These partnerships reinforce Ecolint’s commitment to making a positive impact both locally and globally.

Ecolint offers a wide range of activities designed to enrich student learning, foster creativity, expand horizons, and develop additional skills

Conrad Hughes, General

manager

Leading with Passion, Purpose, and Vision

As the Director General of Ecolint since 2023, Dr Conrad Hughes oversees the strategic vision, academic excellence, and operational efficiency of the largest and oldest international school in the world. With over 15 years of experience in educational leadership, including many years at Ecolint, he has a passion for fostering transformative learning, intercultural understanding, and global citizenship among students and staff. He holds an EdD in Critical Thinking from Durham University (UK), a PhD in English Literature from the University of the Witwatersrand (South Africa), and

Ecolint’s STEMScience, Technology, Engineering, and Mathematics - a broad range of study integrates multiple disciplines, allowing students to explore science and maths through interdisciplinary projects that incorporate technology and engineering principles

a Life Coach certification from Erickson Coaching International.

Dr Hughes is also a Senior Fellow at IBE-UNESCO, where he contributes to the development of research-based and innovative curricula for the 21st century. Of Swiss, South African, and British nationality, his skills include comparative education, tutoring, educational leadership, and solutionbased coaching. He is fluent in French and English and has authored and co-authored several publications on prejudice reduction, creativity, assessment, competence-based learning, and international-mindedness in education. His mission is to empower learners to become agents of positive change in their communities and beyond.

INTERNATIONAL SCHOOL OF LAUSANNE

Empowering Students for a Changing World

The International School of Lausanne (ISL) is a prominent non-profit, independent institution dedicated to offering a world-class International Baccalaureate (IB) education. Established in 1962, ISL is renowned for its outstanding academic achievements, innovative learning environment, and diverse international community. The school is accredited by the Council of International Schools (CIS) and is a member of the New England Association of Schools and Colleges (NEASC), underscoring its commitment to providing a solid educational foundation.

Each year, ISL students excel in the IB Diploma, consistently surpassing global averages. Frazer Cairns, the School Director, proudly states, “Our students achieve exceptional results in the IB Diploma, reflecting our dedication to academic excellence.”

ABOUT FRAZER CAIRNS, SCHOOL DIRECTOR

Frazer Cairns joined ISL as its Director in 2017. With a background in management consultancy and journalism, he has worked as a science teacher and as a school leader in the UK, Indonesia, Switzerland, and Singapore. Frazer holds Masters and Doctorate degrees in education, his research focusing on the place of bilingualism in international education and an MBA from Warwick Business School. Frazer is a member of the Board of the Swiss Group of International Schools (SGIS).

ISL’s vibrant community includes students from over 60 nationalities. The school prepares its students to navigate the complexities of our global society, empowering them to make meaningful contributions and thrive in a multicultural world. “We pride ourselves on our diverse student body,” says Cairns, “and we prepare them to become leaders and changemakers of tomorrow.”

An education at ISL provides students with a rigorous intellectual foundation that fosters critical thinking, opportunities for innovation and problem-solving, and the

skills to collaborate effectively across cultural boundaries. Cairns emphasizes, “We equip our students with the confidence and courage to express their true selves.”

The modern, open campus at ISL is designed with student well-being in mind, encouraging interdisciplinary learning and creativity. The campus features four buildings, three sports halls, a 350-seat auditorium, labs, sound studios, a dance studio, music practice rooms, three beehives, and a community garden. “Our location, close to both the city and nature, provides an ideal setting for our students to learn and grow,” adds Cairns.

The modern, open campus at ISL is designed with student well-being in mind, encouraging interdisciplinary learning and creativity

Cultivating Global Citizens

The Primary Years Programme (PYP) serves students aged 3 to 11. This transdisciplinary framework focuses on developing the whole child as an inquirer, both in and out of school. Cairns explains, “Through our rich programme of learning, students at ISL develop academic, social, and emotional well-being, emphasizing international-mindedness and strong personal values.”

For students aged 11 to 16, the Middle Years Programme (MYP) provides an international curriculum that fosters the knowledge, understanding, attitudes, and skills needed to actively and responsibly participate in a changing world. Cairns notes, “The MYP helps our students build on their personal strengths and embrace challenges in subjects where they may not initially excel.”

The Diploma Programme (DP), catering to students aged 16 to 18, offers a broad and varied range of subjects. This programme is designed to equip students with the depth of knowledge and skills required for higher education. Cairns adds, “The DP at ISL provides students with the opportunity to study a diverse array of subjects while preparing them for the next step in their educational journey.”

Offering Comprehensive Student Support

At ISL, students are seen holistically, and their varying needs are met through a variety of support services organized by the Student Support Services Coordinator. Recognizing that children are multifaceted, ISL provides tailored

The curriculum at ISL is meticulously designed to prepare students for the complexities and uncertainties of our multicultural, interdependent world. ISL, an IB World School, offers the International Baccalaureate Programmes: the Primary Years Programme (PYP), the Middle Years Programme (MYP), and the Diploma Programme (DP). Alongside these, the school delivers a well-being curriculum using the CASEL framework.

support to help each student thrive. Our aim is to challenge and support each student according to their individual needs,” says Cairns. “We strive to enable students to become independent learners who advocate for themselves, and develop their self-awareness and confidence.”

ISL offers a range of support services to match students’ needs and provides a structured approach for classroom teachers. Families are encouraged to collaborate with the

school by sharing relevant information about their child’s learning, such as psychologicaleducational evaluations, speech-language assessments, occupational or physical therapy evaluations, school documentation, and any medical information that may impact learning.

“We believe in providing high-quality programs for all students,” Cairns emphasizes. “Balancing the number of students with diverse learning support needs with appropriate

resources is key to meeting their individual needs.” Students with mild needs receive support based on data collected from classroom teachers and, when necessary, external evaluations. This support may include classroom and testbased accommodations.

For students with mild-to-moderate needs, support is provided based on data from classroom teachers and external evaluations. This may include a specialized class designed to support their specific needs, along with classroom and test-based accommodations. Students requiring one-on-one assistance receive support from an assistant based on their needs, assessed using data from classroom teachers and external evaluations. This individualized support incurs additional costs beyond standard ISL fees.

ISL also addresses the needs of students from non-English speaking backgrounds through its English as an Additional Language (EAL) program. The EAL department offers a range of direct and indirect support for students developing their English language skills. This support can include individual instruction, small-group instruction, in-class support, coteaching with homeroom or subject-specific

teachers, and modifications to help students succeed within the mainstream class. “The flexible nature of our EAL program allows students to receive various types of support according to their needs,” Cairns explains.

Elevating Education

Professional development (PD) has become a major strategic focus at ISL. Significant research demonstrates that effective PD substantially improves student learning, with an impact comparable to replacing a novice teacher with one who has a decade of experience. However, poorly designed PD can hinder teachers by consuming their time, attention, and resources without producing lasting effects.

To maximize the potential of their staff, ISL took a thoughtful approach. “Instead of chasing the latest trend, we established a group to review the complex evidence surrounding effective PD,” explains Cairns. “We found that successful PD is grounded in a valid understanding of how students learn, how teachers can influence that learning, and how and why teachers change.”

ISL determined that instructional coaching would be the most impactful approach to classroom

ISL offers a range of support services to match students’ needs and provides a structured approach for classroom teachers

ISL offers extensive and highly targeted support for students with additional academic needs such as dyslexia, ADHD, dyscalculia, dysgraphia, and dyspraxia

development. This method helps teachers make small, incremental improvements to their practice, which accumulate over time and lead to noticeable gains in student learning.

“While traditional PD might involve a general discussion of teaching theory, instructional coaching is more hands-on,” says Cairns.

“A coach might build a PD session around analysing a video of the teacher’s classroom, reviewing expert teaching videos, presenting a theoretical framework for change, agreeing on an action step, planning its implementation, and then rehearsing the change.”

To implement this approach, ISL has developed a team of coaches from its highly experienced staff, who have undergone a specialized training program with external experts. All teaching staff at ISL benefit from the expertise of these instructional coaches through group sessions during staff meetings and more personalized one-on-one coaching.

“This has been an enormous investment in time and resources,” Cairns acknowledges. “But we believe it has given us the understanding, direction, and collective purpose needed to drive meaningful and impactful improvements in teacher expertise. In the long run, this will lead to enhanced learning for all our students at ISL.”

Fostering Inclusivity and Excellence

At ISL, there is no such thing as an average student. ISL is dedicated to creating an environment where every student has the support they need to succeed. The school aims to build an inclusive and diverse community where all forms of success are recognized and celebrated. This commitment requires resources to address

the needs of a wide spectrum of learners, from those with specific talents to those who thrive in typical classroom settings, and those with unique learning needs.

“Our goal is to provide an environment where all students can succeed,” says Cairns.

“We believe in recognizing and celebrating all types of success.” ISL understands that effective inclusionary practices depend significantly on teachers’ beliefs about their roles and responsibilities. Therefore, the school emphasizes ongoing teacher training and development. This training focuses on enhancing classroom management skills, scaffolding learning to adapt to students’ current understanding, engaging students in higher-order thinking, and encouraging and supporting success.

ISL offers extensive and highly targeted support for students with additional academic needs such as dyslexia, ADHD, dyscalculia, dysgraphia, and dyspraxia. Support staff provide individualized interventions in one-onone or small group settings, as well as general support through an in-class co-teaching model alongside the classroom teacher. “We provide targeted interventions to meet the diverse needs of our students,” explains Cairns. “This includes both individual support and co-teaching models to ensure every student receives the attention they need.”

For students with high potential, ISL employs strategies such as mentoring, counselling, differentiated pedagogies, the use of digital technologies, and student collaboration. These approaches have proven particularly effective

in meeting the needs of high-potential students. Specific educational interventions are also used to appropriately challenge these students and maximize their potential.

“Students join us from all corners of the globe,” Cairns notes. “Language support ensures that all students are equipped with the necessary language tools to make the most of both the academic program and the social aspects of school.”

Cultivating a Positive Learning Culture at ISL

At ISL, the culture and ethos are clearly defined, with a collective commitment to creating a supportive and dynamic learning environment. Rather than displaying long sets of rules in classrooms, ISL emphasizes

fundamental understandings of who they want to be as a learning community. “We focus on the core principles that define us as a learning community,” explains Cairns. “These principles are based on research and experience, representing what we believe are the best possible conditions for learning.”

Inside the classroom, ISL has established a clear set of learning principles. These include the importance of setting meaningful goals, valuing students as individuals, and acknowledging their specific contributions. The school also emphasizes building positive relationships, promoting a culture where making mistakes is seen as an integral part of learning, and using language that emphasizes the process of learning rather than its product. “We believe in the importance of meaningful

goals and recognizing each student’s unique contributions,” says Cairns. “Building positive relationships and viewing mistakes as learning opportunities are crucial aspects of our approach.”

Outside the classroom, ISL has a set of expectations shared by all members of the community, including parents, students, and staff. These expectations are not a list of prohibitions but rather a guide to fostering a respectful and ethical community. They emphasize gaining trust by being true to one’s word, acting ethically, treating people with respect, and being aware of one’s actions to create positive outcomes for oneself and others. Additionally, every member of the community is encouraged to treat people equally, regardless of differences. “Our expectations focus on ethical behaviour, respect, and positive interactions,” Cairns notes. “Every community member plays a key role in fostering an inclusive and respectful environment.”

Enriching Lives Beyond the Classroom

The After-School Activities (ASA) program at ISL creates opportunities for students and the community to connect, share, and grow beyond the classroom. With over 120 different activities to choose from, the ASA program encourages students to explore their talents and develop new skills, laying the foundation for lifelong engagement and involvement. Notably, most activities are included in the school fees, and more than 90% of students participate in at least one activity per week.

“The ASA program is an integral part of our holistic approach at ISL,” says Cairns. “It provides every student with the opportunity

to explore their talents, develop new skills, and find success beyond the classroom.”

Through the ASA program, students are motivated to try new things, discover their strengths, and pursue their passions. “By trying out new activities, young people discover what they are good at and are motivated to succeed,” Cairns explains. The structure of

The After-School Activities (ASA) program at ISL creates opportunities for students and the community to connect, share, and grow beyond the classroom

the ASA program is based on the Long-Term Athlete Development (LTAD) Framework developed by the Canadian Sport for Life Society. This research-driven framework shows that children and adults are more likely to get active, achieve high levels of sports performance, and—most importantly—stay active if they engage in the right activities at the right times.

“Our ASA program is designed with the LTAD framework in mind,” Cairns notes. “This ensures that our students not only develop their skills and talents but also build a foundation for lifelong physical activity and well-being.” By providing a wide range of activities and fostering an environment of exploration and growth, the ASA program at ISL helps students develop into well-rounded individuals. Through these experiences, students learn valuable life skills, build confidence, and form lasting connections with their peers and community.

Building Community

The Parent Teacher Association (PTA) is a vibrant and dynamic part of school life at ISL. The PTA has two main goals: welcoming new families and enhancing communication

within the school community through its executive committee. “The PTA is essential in bringing our community together,” says Cairns. “Their ongoing social and cultural events foster a strong sense of belonging and engagement among families.”

The PTA organizes a variety of events such as coffee mornings, Lausanne city events, and the annual Spring Fair. These events provide opportunities for parents, students, and staff to connect and build relationships. Additionally, parent clubs offer activities like hiking, netball, photography, and unihockey, further strengthening the community bonds.

One notable initiative is the “Parent Hub Programme,” which aims to build a partnership between home and school. “The Parent Hub Programme is designed to provide insights into our educational program and support parenting while fostering community,” Cairns explains. “It also offers activities to help parents continue learning and act as good role models.”

The alumni program ensures that former students and their families remain connected to ISL. This program allows the community to share their favourite ISL memories, network, and stay involved. It includes bi-monthly newsletters, events (both in-person and virtual), reunion celebrations, and networking opportunities.

“Our alumni program is crucial in maintaining a lifelong connection with ISL,” says Cairns. “It ensures that even after graduation, everyone remains a part of the ISL family.”

Promoting Well-Being

At ISL, counselling aims to promote the holistic development and well-being of each student. The student counsellors offer education, prevention, and crisis interventions through

one-on-one sessions as needed, as well as regular classes cantered on psychosocial development and awareness. “Our wellbeing program is based on CASEL’s five competencies: self-awareness, self-management, relationship skills, responsible decision-making, and social awareness,” says Cairns. “These competencies are crucial for developing healthy, well-rounded students.”

Counsellors at ISL collaborate with classroom teachers, leadership, and the Student Support Services department to address the individual needs of students. They play a vital role in ensuring that each student receives the support necessary to thrive both academically and personally.

In addition to the counselling services, ISL has two dedicated nurses who provide medical care to students when needed and maintain clear guidelines to ensure a healthy school environment. The nurses tend to sick

and injured students and staff, offering first-aid, care, and advice. They also provide preventive health care lessons in collaboration with teachers, counsellors, and other staff members. “Our nurses are integral to providing full holistic care at ISL,” Cairns emphasizes. “They ensure that our students and staff have access to medical support and health education, contributing to the overall well-being of our community.”

Nurturing Future Pathways

Preparing students for life beyond ISL is a collaborative effort that begins in high school and encompasses various aspects of student well-being and academic development. Relevant topics are addressed during well-being classes, through homeroom sessions, and individual counselling sessions. “Our approach to preparing students for their future is comprehensive and

Counsellors at ISL collaborate with classroom teachers, leadership, and the Student Support Services department to address the individual needs of students

student-cantered,” explains Cairns. “We focus on helping students understand their identity, values, passions, and purpose, supporting them in their transition to university and the workforce.”

ISL supports students in making their International Baccalaureate (IB) subject choices in Year 11 and encourages self-knowledge and awareness of their options from Year 12. The school’s counselling program is enriched through regular visits from universities, information sessions for parents, and university fairs for all students. “Our Academic Counselling Office is dedicated to guiding students through their academic and career journey,” Cairns emphasizes. “We provide individualized support to help students navigate their IB course selection, university research, application process, and career exploration.”

To facilitate this process, ISL utilizes a future planning information management system, providing a platform for university and career research. An online platform offers virtual internships, skill development opportunities, career exploration tools, and

mentoring possibilities. Additionally, the school organizes alumni career and university talks to provide insights into different career pathways. “We believe in the importance of ensuring that every student has options aligned with their aspirations and achievements,” Cairns notes. “Our goal is to empower students to make informed decisions about their future.”

Empowering Change

ISL has a longstanding reputation for academic excellence. However, recognizing the importance of critical thinking and adaptability in today’s volatile, uncertain, complex, and ambiguous world, ISL has embarked on a new initiative to foster entrepreneurial thinking and social changeThe Centre for Entrepreneurship, also known as the Centre for Change. “Our core mission is to prepare students to make a positive impact on society,” says Cairns. “We believe that entrepreneurial thinking can be a powerful force for social change, driving both big and small improvements in the world.”

Recognizing the importance of critical thinking and adaptability in today’s volatile, uncertain, complex, and ambiguous world, ISL has embarked on a new initiative to foster entrepreneurial thinking and social change - The Centre for Entrepreneurship, also known as the Centre for Change

The Centre for Entrepreneurship aims to cultivate creativity and innovation among students, empowering them to transform ideas into value for others. At its core, the Centre prepares young people to drive change and contribute to social and environmental activism.

Practically, the Centre comprises three key elements. Firstly, it offers a physical space designed to encourage learning in flexible ways. This includes a large seminar room equipped with interactive technology, ‘green screen’ film studios, and small group pods for collaborative work on presentations or business plans. “The physical space of the Centre encourages creativity and collaboration,” Cairns explains. “It provides students with the resources and tools they need to bring their ideas to life.”

Secondly, the Centre offers a taught program with a project-based approach, focusing on core entrepreneurship skills such as statistics, data analysis, creative thinking, marketing, networking, budgeting, and leadership. Guest speakers from various industries lead workshops on topics ranging from mental

health and time management to advanced technologies like machine learning and artificial intelligence. “Our program equips students with practical skills and knowledge essential for entrepreneurship,” Cairns emphasizes. “It provides them with opportunities to explore emerging technologies and develop innovative solutions to real-world challenges.”

Finally, the Centre provides students with the opportunity to work alongside industry experts on meaningful projects. Mentors offer personalized guidance, helping students set objectives and stay accountable while fostering the discovery of their passions and talents. “By engaging with real-world problems, students gain valuable experience and insights,” says Cairns. “They come to realize their capacity to effect meaningful change, both now and in the future.”

Through the Centre for Entrepreneurship, ISL empowers students to become agents of change, equipped with the skills, knowledge, and mindset to address the complex challenges of our world and make a positive difference in society.

INDUSTRY PERSPECTIVE

3 Predictions About the Future of Education

Dr. L. Robert Furman, Chief Operating Officer at Young Scholars of Western Pennsylvania Charter School

Iconsider myself an educational futurist. I attempt to employ the same tactics that futurists do when they forecast. I had the wonderful opportunity to be a member of the World Future Society for many years and the experience was second to none. When the WFS forecasts they typically do not look to the immediate future. Rather, they consider 25-100 years out or even more. Using that experience and what I have learned here are three forecasts or predictions for the future of education.

Lesson Design and implementation

I feel that the area of the daily lesson is what will be impacted the most in the next several years. Consider the news in regards to technology in the past 5-10 years. We started with the buzz of

Dr. L. Robert Furman is an educator, leader, principal, student, speaker, and published author. As a former teacher and now administrator, Dr. Rob serves in the foreground of everyday education. Currently, Dr. Rob serves as Chief Operating Officer at Young Scholars of Western Pennsylvania Charter School outside of Pittsburgh, PA, and has truly become a sought-after leader in topics surrounding the field of education today. Dr. Rob is the author of several books including Reading, Technology, and Digital Literacy and the ISTE bestselling title Are You Future Ready. His most recent publication, Engaging Young Readers, has quickly become a must-read in the area of technology and literacy. Beyond speaking at venues across the country, Dr. Rob was a contributing blogger for The Huffington Post as well as the Ed Tech Review. Further, he has received several prestigious awards, such as being named in the National School Board Association’s “20 To Watch” in technology education and a Pittsburgh Tribune Review News Maker of the Year. Rob lives in Morningside, Pittsburgh, PA with his beautiful wife, Lynn, and their four-legged friends.

We are too far out to even contemplate artificial intelligence having emotions. The teacher brings the human element to the classroom and, most importantly, to the students

augmented reality. You can now find AR in just about every home improvement app and design app. You can see the furniture in your home before you purchase it. You can see what the eyeglass frames look like before you buy them. After AR came VR, virtual reality. The craze was the headgear. Playstation got involved, and Apple has a VR headset. We had Google glasses and cardboard. Oculus was the pioneer of these headsets. Nowadays you can not watch the news without hearing about artificial intelligence or AI. Students are already having AI write papers and the music and arts industry are concerned about AI copying them and mimicking their voices and images. But what about education and how will this impact those daily lessons?

If you consider a lesson as an expert teaching the students about a topic, using their hands and brains to create and discover, learning from the past experiences of others, you can start to catch a glimpse of what a lesson might look like in the future. Let’s take a look at science class. You first put on your headset and are transported to a chemist’s lab. You are seated in the chairs around the lab and your teacher is there as well. But this isn’t just a virtual lab, this is Thomas Edison’s virtual lab. Complete with Thomas Edison himself. Mr Edison starts to share with the students his history as well as his science. He teaches them about chemical reactions and combining chemicals. Then he gets the students involved. Each student now finds themselves in their own personal virtual chemical lab (this actually exists today in the VR world). The students begin to work on their projects. They can mix the chemicals and get the virtual reaction that they would have received had they actually mixed the chemicals in the real world.

Virtual Reality lets students be transported to all locations, past and present, around the globe. Artificial Intelligence will allow you to speak to the experts of every field on every subject and learn from them. Augmented Reality will allow you to take those artifacts that are gone in time or too dangerous to actually handle and be able to investigate them right in the classroom. Can you imagine a Social Studies class being held in Independence Hall during the signing of the Declaration of Independence? How about piano lessons from Mozart?

The powerful combination of these three new technologies will revolutionize the students’ daily lessons. They will be more engaging, more interesting, and steeped in best practices.

The Teacher

When technologies are embraced the typical concern arises from teachers about being replaced. I have said for years now that if a computer can replace you then you probably deserve to be replaced. In the future, I believe that statement will continue to hold true. The teacher’s job, in the future, will be different, but no less critical. The teacher will still be in charge of the lessons, being the facilitator of the lesson. They will still deal with behaviors and the human side of education. Teachers will still bring empathy, love, concern, excitement, joy, and other emotions to the classroom. We are too far out to even contemplate artificial intelligence having emotions. The teacher brings the human element to the classroom and, most importantly, to the students.

The classroom

The classroom of the future will be as simple as the headgear to as complex as a campus setting.

Students will be able to do certain lessons asynchronously. Remember being taught by Thomas Edison? That lesson structure can happen anytime. That portion of the students’ learning will happen on their own time. Then there will be the lessons that require human interactions, while it can still happen “alone” there will be structured times when students will be required to log into their VR classroom with the teacher and other students. These lessons would be those that may require group projects, debates, discussions on current events, and other human-to-human opportunities. Then finally there will be larger campus structures where students will have to physically attend for certain lessons that require face-to-face time in a brick-and-mortar building. These lessons would be opportunities for humans to interact with other humans in that formal setting. Team sports and bands would be conducted during these times. Physical education would play a role during the campus times (Yes, you can do P.E. virtually, but human-to-human interaction is important and team sports and activities are perfect for that type of opportunity). This would not necessarily be a daily commute. Possibly once or twice a month. These campuses would also be more structured as a county or multitown setting where one campus would be shared by students from say a 25-mile radius.

Can you see it now? Change happens and it should happen. If not then classrooms would still be in a one-room schoolhouse and lectures would still be the primary means of teaching. Don’t be concerned about the changes. It’s an exciting time to be in education. Embrace the change and be a part of the educational revolution.

INTERNATIONAL SHARING SCHOOL MADEIRA

Where Innovation Meets Inspiration

Founded in 1980 in Funchal, Madeira Island, International Sharing School Madeira traces its origins back to the Madeira British School, established to cater to the educational needs of English residents’ children on the island. Initially overseen by a former university professor and his wife, both educators, the school later transitioned management to their children, marking the inception of the Sharing Education Group.

The evolution of the institution led to the establishment of three schools across Portugal, including International Sharing School – Madeira, International Sharing School – Taguspark in Lisbon, and Bright International SchoolAlgarve in Algarve. In response to the growing demands of the market and the increasing number of international

International Sharing School Madeira stands out among educational institutions in Madeira for its commitment to breaking down barriers—both physical and mental—and fostering dynamic openspace classrooms where learning flourishes

families relocating to Madeira, the school embarked on an accreditation journey to become an IB World School in 2013. This endeavour culminated in success in 2017, coinciding with the adoption of its current name.

Excitement fills the air as the school eagerly anticipates the opening of its new campus in September 2024. The acquisition of the historic “Seminário da Encarnação” building in 2022 marked a significant milestone in its expansion journey. Collaborating with esteemed partners such as the Danish design studio Rosan Bosch Studio and renowned Portuguese Architects Saraiva + Associados, renovation works commenced in early 2024 to revitalize the century-old building, which had remained vacant since 2005.

The project embodies a delicate balance between preserving the historical significance of the building and incorporating innovative learning spaces tailored to the ISS Pedagogical Framework. Designed with students’ needs at the forefront,

MIGUEL LADEIRA SANTOS, CEO, SHARING EDUCATION GROUP ABOUT

Miguel Ladeira Santos is the CEO of the Sharing Education Group; he is an enthusiastic young leader and an entrepreneur, with a passion for innovative working solutions and follows a high-end customer service culture. With a background in Luxury Hospitality Management and Corporate Finance, Miguel has been running the International Sharing School in Oeiras since the beginning of the project. He is the driver of innovation within the organisation. The young entrepreneur is also involved in real-estate projects, also working in the private equity sector. Miguel also invests in and manages other ventures in the fields of sports, luxury lifestyle media, and hospitality.

the new facilities offer a range of versatile working areas conducive to various learning styles, preferences, and personalities. Beyond a curriculum-cantered approach, International Sharing School - Madeira epitomizes a student-cantered ethos, fostering an environment where learners can explore, create, and continuously evolve guided by the institution’s Core Values.

Miguel Ladeira Santos, CEO of Sharing Education Group, shares, “More than a student-based curriculum, International Sharing School - Madeira is a student-based school, organically designed for learners to explore learning, to fuel their creativity and imagination, and to continuously develop themselves in each Core Value.”

Redefining Education

International Sharing School Madeira stands out among educational institutions in Madeira for its commitment to breaking down barriers—both physical and mental— and fostering dynamic open-space classrooms where learning flourishes. At the heart of this approach is the integration of technology, seamlessly woven into both the physical environment and pedagogical methods.

Designed by the esteemed Danish studio Rosan Bosch Studio, renowned for crafting innovative learning environments, the school’s interior and exterior spaces epitomize creativity. Tailored from the students’ perspective, these spaces adapt to the subjects being studied, ensuring an immersive and engaging learning experience. From

International

Sharing School Madeira follows the IB Framework, offering a holistic curriculum with a multicultural and multilingual approach to learning, championing diversity in languages and cultural events

welcoming, physically bounded environments for younger students to collaborative, open spaces for older students, the design evolves in tandem with students’ academic journey and personal growth.

At International Sharing School Madeira, students experience high levels of autonomy and independence, coupled with individual and collective responsibility—a cornerstone of the institution’s innovative educational model. This emphasis on accountability cultivates young adults who are not only prepared for the present but also equipped to thrive in the future job market.

Miguel Santos emphasizes, “The focus is on student learning, not on teaching by the teacher.” This philosophy is evident in the bustling common areas of the campus, where a myriad of activities unfolds—ranging from independent to collaborative, focused to multidisciplinary—all geared towards nurturing student growth and development.

The Holistic Approach

International Sharing School Madeira follows the IB Framework, offering a holistic curriculum with a multicultural and multilingual approach to learning, championing diversity in languages and cultural events. Within its safe and empowering learning environment, students are nurtured to reach their full potential. While maintaining academic rigor, the school prioritizes the development of students’ soft skills, moulding them into exemplary citizens of the future.

In addition to its status as an IB World School, ISS has pioneered the Sharing Pedagogical Concept, fostering collaborative learning experiences. Developed in partnership with Rosan Bosch Studio, this approach provides students with a dynamic and personalized learning environment, nurturing their creativity and imagination within a multicultural setting.

“Guided by the principles of Caring, Multiculture, and Hospitality, we strive to instil values that transcend traditional academics, moulding well-rounded individuals prepared for success in a globalized world,” states Miguel Santos. Recognized internationally for its innovative teaching methods, ISS places a strong emphasis on individuality, respecting each student’s unique profile and promoting a holistic approach to education—a rarity in the Portuguese educational landscape.

Through an open learning environment, students develop vital soft skills such

as communication, teamwork, creativity, resilience, and social-emotional intelligence. International Sharing School also offers a diverse range of extracurricular activities, including Dance, Sailing, Coding, Robotics, Yoga, Golf, Handball, Volleyball, Football, Maths Games, Musical Performance, and Creative Writing, enriching students’ educational experience beyond the classroom.

Embracing neuroplasticity, ISS champions language exposure as a catalyst for accelerated and deepened learning. This organic teaching approach has garnered numerous accolades for

schools within the Sharing Education Group, including inclusion in the Top 10 Must Watch International Schools in Europe by K12 Digest and the prestigious Learning Community of the Year 2023 award by Portugal Prestige Awards.

Nurturing Individuality

At International Sharing School Madeira, every student is valued and respected for their unique identity, fostering a learning environment where individuality is celebrated and core values are shared. “We aspire to instil values that transcend the confines of

the classroom, shaping students into wellrounded individuals primed for success in an interconnected world,” says Miguel Santos.

The cultivation of Care is central to ISS’s philosophy, encompassing self-care, care for others, and care for the environment. Through hands-on activities such as nurturing living beings and cultivating ecosystems, students develop a sustainable mindset while fostering a culture of mutual support and empowerment.

Multiculturalism lies at the heart of ISS, with a strong emphasis on cultural interaction and global citizenship. Embracing inclusivity

At International Sharing School

Madeira, every student is valued and respected for their unique identity, fostering a learning environment where individuality is celebrated and core values are shared

Through strategic partnerships with leading organizations such as Lego Education and Microsoft Education, ISS integrates technology seamlessly into its curriculum

and diversity, students are encouraged to share their unique backgrounds, fostering a sense of belonging and building a common identity within the school community.

Hospitality is another cornerstone of ISS’s values, teaching students the importance of generosity and companionship towards their peers and the wider community. By fostering a culture of hospitality, ISS promotes empowerment, shared resources, and a sense of familiarity within the school environment. Miguel Santos affirms, “Caring about one’s self, caring about others, and caring about the environment are fundamental values that shape the fabric of our school community. At ISS, we prioritize the holistic development of each student, nurturing them to become compassionate global citizens.”

Innovations in Education

At the core of the Sharing Pedagogical Concept lies a deep appreciation for the transformative role of technology in education, shaping

an innovative learning model that prepares students for both their academic journey and future professional endeavours.

Through strategic partnerships with leading organizations such as Lego Education and Microsoft Education, ISS integrates technology seamlessly into its curriculum. From Steam classes for children as young as 5, featuring Lego Robotics and Minecraft Learning software, to embracing the gamification of education, ISS leverages technology to enhance learning experiences and foster critical skills for the future job market.

In addition to its technological advancements, ISS emphasizes collaboration with other educational institutions, participating in a diverse array of activities including the Model United Nations and Math Competitions. As part of the Sharing Education Group, ISS students also benefit from opportunities to engage with sister schools through various activities and exchanges.

Moreover, ISS has forged partnerships with local professional orders such as the

Bar Association of Madeira and the Professional Association of Doctors, enriching students’ experiences and offering special agreements for the children of these professionals. Miguel Santos asserts, “Our focus is not merely on teaching current subjects in a stagnant manner, but on cultivating a generation of Lifelong Learners.” Recognizing the evolving landscape of professions, ISS prioritizes the development of skills and mindsets that transcend traditional education, preparing students to adapt and thrive in a rapidly changing world.

Fostering Community Engagement

While the curriculum is taught exclusively in English, International Sharing School Madeira ensures that all students study Portuguese as a subject, facilitating integration into the local Madeiran community. With a student body comprising 40% local Madeiran families and 60% international families, ISS has forged partnerships with local entities to extend its innovative pedagogical concepts to the local community.

ISS is dedicated to community service and inspires students to take proactive steps in making a difference, be it locally, regionally, or internationally. Engaging in a variety of initiatives, students participate in beach cleanings, fundraising for animal shelters, collecting clothing and donations for young single mothers, volunteering at the local food bank, and more. Miguel Santos emphasizes, “We promote a culture of giving back to the community. Through

hands-on projects and initiatives, students learn the importance of social responsibility and compassion, making a tangible impact on the world around them.

”

Charting the Course

International Sharing School Madeira’s longterm vision encompasses a comprehensive approach to nurturing holistic growth and development in its students, underpinned by a steadfast commitment to excellence and innovation in education. Recognizing the imperative to adapt to the dynamic global landscape, the school’s programs and curriculum undergo continuous refinement and enhancement.

Miguel Santos affirms, “We continually raise our own standards higher and higher to ensure that our students receive the best possible education.” This relentless pursuit of excellence reflects ISS’s unwavering dedication to empowering students to excel in an ever-evolving world.

The upcoming transition to a new, stateof-the-art campus heralds a pivotal moment for ISS Madeira. Set against the backdrop of a small island in the Atlantic Ocean, the new campus will serve as a flagship school, embodying the school’s commitment to innovation and offering students an inspiring and distinctive learning environment.

“It’s a truly exciting time for ISS Madeira and its students,” remarks Miguel Santos. With the promise of world-class facilities and a forward-thinking educational approach, the school is poised to embark on a new chapter of growth and achievement, shaping the future leaders of tomorrow.

OEIRAS INTERNATIONAL SCHOOL

Nurturing Global Citizens Through Innovative Education and Community Engagement

Oeiras International School (OIS) opened its doors in 2010 and has since made a distinct mark in the Lisbon education scene. Rather than solely focusing on academic achievement, the school prioritizes community empowerment and involvement in its growth and direction. This unique approach originates from the vision of its founders, who were dissatisfied with the available educational options and sought to establish a school that excelled in academics while being community-owned and emphasizing personal and social development.

In 2009, these forward-thinking parents established the Oeiras International School Associação SFL, a charitable foundation to oversee the school. This structure ensures that any profits generated benefit the school, ensuring its continuous alignment with the community’s needs. Consequently, OIS stands out as a model that prioritizes family, inclusivity, and collective well-being.

Robert Tomalin, Principal

At OIS, the primary focus is on nurturing students’ individual skills by acknowledging their unique abilities and learning styles. Class sizes, which average 16 students, enable teachers to provide more individualized attention, fostering personal growth. This supportive environment has made OIS a popular choice for families seeking a tech-savvy, creatively stimulating, and socially conscious educational institution.

What truly distinguishes OIS is its inclusive admission policy. The school believes in providing opportunities based on mutual potential for contribution and growth, beyond just academic

performance. This ethos has cultivated a dynamic and diverse community where every student is valued and encouraged to excel, while also making meaningful contributions back to the community.

OIS has incredible teachers who consistently go above and beyond for their students. These educators are recruited from both Portugal and around the world, offering a wonderful blend of local and international perspectives. It truly does take a community to raise and educate our children, and OIS is fortunate to have a dedicated group of teachers at its disposal.

The Path to Excellence

One of the first big challenges for OIS was obtaining authorization from the International Baccalaureate (IB). The Founding Head, with her thorough knowledge of the IB’s requirements, fast-tracked the process, allowing OIS to offer IB programmes much sooner than usual.

Transforming a 17th-century palace into a modern learning environment was both a logistical and cultural challenge. Through the founders’ hard work and vision, the historic space became a vibrant, innovative educational setting. Since then, OIS has expanded its IB programme offerings and

grown in size and reputation. Known for its rigorous academics and commitment to developing globally minded individuals, OIS has become a leading institution in international education.

Another hurdle was securing accreditation from the New England Association of Schools and Colleges (NEASC). This process required deep introspection and teamwork, and the school’s dedication paid off when they met NEASC’s high standards.

A Community-Driven Governance Model

OIS isn’t owned by anyone but is guided by the Associates and Board of Directors. This governance model keeps the school deeply connected to its community’s values and aspirations. Parent engagement shapes the school’s strategic direction, aligning it with family needs. This builds trust and ensures decisions benefit the whole community, creating a strong partnership with the Principal and Senior Leadership Team.

Active parent involvement fosters a vibrant, supportive atmosphere where students feel valued by both teachers and the wider community. This collaborative culture enhances the overall educational experience. A parent-led foundation

Known for its rigorous academics and commitment to developing globally minded individuals, OIS has become a leading institution in international education

drives innovation and responsiveness, allowing quick adaptation based on immediate feedback from parents. This keeps the learning environment dynamic and responsive to students’ needs.

The recently formed Parents Council further strengthens this partnership. It provides a platform for parents to support the school’s mission, share insights, and contribute their expertise to enrich learning. Furthermore, the active Parents Club at OIS arranges various activities and educational opportunities for parents, along with enjoyable events for the entire community throughout the year.

Embracing the Dare to Learn Approach

At OIS, the ethos of “Sapere Aude”—dare to learn—permeates every aspect of education. This philosophy encourages students to embrace new ideas and innovative problem-solving methods, shaping the very structure of the curriculum and teaching approaches.

From a young age, OIS students follow the International Baccalaureate (IB) curriculum, which guides them to take ownership of their learning. They develop crucial skills such as time management, project leadership, collaboration, and debate. This foundation pushes them beyond traditional learning, promoting innovation and creativity.

OIS fosters a culture where students are encouraged to take risks and see failure as a learning opportunity. They learn that setbacks are essential for building resilience and adaptability—key traits in navigating and leading through uncertainty in today’s complex world.

The curriculum integrates cutting-edge technologies and digital design, preparing students to be future leaders and innovators. OIS students are empowered to be creators and early adopters, designing novel solutions to real-world challenges.

A shining example of this philosophy is the PYP exhibitions by Year 6 students, the MYP Personal Project at the end of Year 11 and the Extended Essay in Year 13. These inquiry and research based projects allow students to synthesize their learning and present complex ideas confidently to a diverse audience. These experiences highlight how “Sapere Aude” frees students from conventional boundaries, enabling them to explore their full potential.

Shaping Global Citizens

OIS chose the International Baccalaureate (IB) curriculum to develop well-rounded, globally minded students. The IB Learner Profile aims to create inquirers, knowledgeable thinkers, communicators, principled individuals, openminded learners, caring people, risk-takers, balanced individuals, and reflective students.

This approach encourages curiosity, critical thinking, and ethical decision-making. Students learn to express themselves confidently in multiple languages, respect diverse cultures, and make a positive impact on their communities. They also learn to balance intellectual, physical, and emotional aspects of life, fostering overall well-being.

The IB curriculum equips OIS students with skills highly valued by universities and employers, giving them a significant edge in their future endeavours. Many OIS staff members, including the Principal, studied the IB Diploma Programme when they were students, bringing a deep understanding of its benefits to their roles.

Fostering Inclusivity

OIS prioritizes inclusivity as foundational to its educational philosophy. The school ensures

From a young age, OIS students follow the International Baccalaureate (IB) curriculum, which guides them to take ownership of their learning

that every student, regardless of background or learning abilities, has the opportunity to thrive and achieve their full potential. To accommodate the diverse needs of its student body, OIS evaluates prospective students based on a comprehensive assessment of their capabilities, interests, and character, aiming to foster a diverse and dynamic student community.

OIS prides itself on being an inclusive school. The school integrates students with

a variety of learning abilities, admitting up to 15% of students with specific needs in each year group. This balanced approach allows OIS to provide tailored support and resources to meet the needs of all students effectively.

During the application process, OIS values transparency and honesty from families. This collaborative approach enables the school to prepare and implement necessary support structures, including differentiated teaching methods and curriculum adaptations, to cater to individual learning styles and needs, when needed.

An Inspiring Physical Environment

At OIS, the physical environment enhances the educational experience for students and staff alike. Nestled amidst Portugal’s natural beauty, the campus seamlessly integrates modern amenities with tranquil surroundings, fostering an inspiring atmosphere conducive to learning.

Surrounded by lush woods and a picturesque river, OIS encourages daily engagement with nature, offering students and staff moments of respite and reflection. This interaction not only enhances well-being but also underscores the school’s commitment to holistic education.

The presence of animals like Dumbledore the donkey adds a unique charm and educational opportunity to the campus. These interactions cultivate empathy, responsibility, and a profound appreciation for wildlife, enriching students’ educational journeys.

Located centrally in Portugal, OIS combines local charm with a global outlook, creating an inclusive environment where students from diverse backgrounds converge to learn and thrive. This blend of local authenticity and international connectivity defines OIS as a nurturing and diverse educational institution.

Nurturing Skills: Technology, Creativity, and Social Awareness

OIS places a strong emphasis on developing students’ skills in technology, creativity, and social awareness throughout their educational journey. Guided by the IB Learner Profile and Approaches to Learning, these skills are integrated across all grade levels to prepare students comprehensively for the challenges of a globalized world.

In the realm of technology, OIS incorporates practical applications into its curriculum from the Primary Years Programme (PYP) through to the Diploma Programme (DP). For instance, students participate in the Bridge competition in Year 5, where they design and build bridges using engineering principles. This hands-on project not only enhances their technological proficiency but also fosters problem-solving skills.

Creativity is a central component of the IB curriculum at OIS, evident in initiatives like the PYP Exhibition. Here, students delve into realworld issues and express their findings creatively through mediums such as art, drama, and digital

presentations. In the Middle Years Programme (MYP) and DP, students engage in Design projects and Arts programs, encouraging innovative thinking and creative problem-solving.

Each year, OIS organizes a musical production that is open to anyone who wants to participate. Students have the opportunity to work on scenery, props, costumes, backstage, and as musicians and actors. This event is a unifying force for the OIS community, bringing everyone together each year!

Social awareness is cultivated through programs like Service as Action (MYP) and CAS (Creativity, Activity, Service) in the DP. These initiatives prompt students to actively address community needs, fostering empathy, ethical awareness, and social responsibility. Participation in activities such as the Model United Nations (MUN) further enhances their understanding of global issues and nurtures diplomacy and communication skills.

Overall, OIS’s commitment to the IB philosophy ensures that students not only excel academically but also develop essential life

Nestled amidst Portugal’s natural beauty, the OIS campus seamlessly integrates modern amenities with tranquil surroundings, fostering an inspiring atmosphere conducive to learning

skills. By integrating technology, creativity, and social awareness into its curriculum and extracurricular activities, OIS prepares students to become well-rounded, responsible global citizens equipped to thrive in a diverse and interconnected world.

Embracing Technology

OIS embraces technology in education with a forward-thinking philosophy aimed at cultivating students’ skills as creators, critical thinkers, and responsible digital citizens. This approach is integrated across all educational levels to ensure students are prepared for the complexities of the modern world.

Beginning in the Primary Years Programme (PYP), students engage with technology as an essential tool in their learning journey. Alongside digital skills, OIS emphasizes proficiency in analogue tools, providing a balanced educational foundation. Early exposure to foundational coding in primary years fosters interest and competence in computer science, laying a strong groundwork for future academic pursuits.

As students progress, technology continues to play a pivotal role in transforming learning experiences. By Year 7, every student is equipped with a device, facilitating interactive classrooms where technology is utilized for research, collaboration, and project-based learning. This

initiative not only enhances engagement but also develops crucial 21st-century skills necessary for success in today’s interconnected world.

In Year 10, students participate in specialized technology education through subjects like Design, engaging in practical challenges such as the DXC Code Challenge. These experiences allow students to apply coding skills in real-world contexts, promoting problem-solving abilities and creativity. Notably, achievements like the ‘Space Jam’ team reaching competition finals underscore OIS’s commitment to fostering innovation and excellence.

By Year 11, students are proficient in handling digital assessments, preparing them for future academic and professional environments where digital literacy is essential. OIS also emphasizes responsible

OIS places a strong emphasis on developing students’ skills in technology, creativity, and social awareness throughout their educational journey

technology use, implementing policies that promote focused learning environments while educating students on digital citizenship through dedicated programs.

Guiding Futures Through Personalised Support

At OIS, supporting students through their journey beyond graduation is a top priority. The dedicated Student Futures Counsellor plays a crucial role in guiding each student towards their unique goals, whether it’s higher education, a gap year, or other opportunities.

OIS offers tailored support that respects each student’s aspirations. For those pursuing university, the Counsellor provides comprehensive assistance—from choosing suitable universities to navigating admissions and scholarships. Workshops and one-on-one sessions ensure students are well-prepared for personal statements and interviews.

With this inclusive approach, OIS graduates consistently secure places in prestigious universities globally, a testament to the school’s commitment and community support. By nurturing individual potential and ambitions,

OIS ensures students are not only admitted to their preferred universities but also equipped to excel in their future endeavours

.

Community Engagement and Scholarship Initiatives

In 2021, OIS launched the “Social Grocery” project aimed at supporting families in Barcarena by providing essential basics, particularly crucial during the challenges posed by the COVID-19 pandemic. This initiative extended special care to isolated elderly individuals within the community, highlighting OIS’s commitment to local welfare. OIS has a longstanding tradition of community involvement, and the “Social

Grocery” project signifies a deeper partnership with the OIS Community and Parish Council. The Gardening Club, a cornerstone of these efforts, continues to expand each year with dedicated participation from students across all educational levels—PYP, MYP, and DP—contributing daily to provide food for families in need.

Moving forward, OIS aims to strengthen its collaboration with the Parish Council, receiving monthly updates on community needs to ensure ongoing support. Regular communication ensures the entire OIS community can contribute effectively, fostering a collective effort towards community welfare.

Teachers at OIS actively participate in the International Baccalaureate Educators Network (IBEN), where they lead workshops, contribute to examinations, and conduct school visits

Additionally, OIS demonstrates its commitment to inclusivity through its Scholarship Programme, offering ten scholarships annually to students in the Oeiras municipality facing economic barriers. This initiative not only enhances diversity within the school but also enriches the learning environment with diverse perspectives and experiences. The success of these scholars underscores the programme’s impact, prompting future plans to expand scholarship opportunities and further empower deserving students.

Leading Educational Innovation

At OIS, a commitment to leading educational innovation drives our approach. Through proactive professional development, strategic partnerships, and adherence to global educational standards, OIS ensures that its curriculum and practices reflect the latest advancements in education.

Teachers at OIS actively participate in the International Baccalaureate Educators Network (IBEN), where they lead workshops, contribute to examinations, and conduct school visits. This involvement keeps them informed about the newest IB curriculum updates and

teaching methodologies. Attendance at the IB Global Conference further enriches their understanding of future educational trends and global educational needs.

Currently pursuing accreditation by the Council of International Schools (CIS), OIS leverages this membership to access comprehensive resources spanning child protection, student well-being, and initiatives in diversity and equity. These resources are grounded in current research, ensuring that OIS implements evidence-based practices aligned with global educational best practices.

Under the leadership of Mr. Tomalin, who serves as the Chair of the Board of Trustees of CIS, OIS plays a pivotal role in shaping global educational standards and policies. This leadership position not only enhances OIS’s influence but also provides advanced insights into upcoming educational developments, guiding strategic planning and curriculum enhancements.

OIS’s Vision for the Future

In the next five to ten years, OIS will embark on its strategic vision titled “Deepening our

OIS is committed to enhancing educational offerings by continuously updating its curriculum to meet International Baccalaureate standards and adapting to evolving educational trends

Maturity.” This initiative focuses on strengthening foundational elements while promoting progressive growth across key areas: teaching and learning, financial sustainability, community engagement, and sustainability with social responsibility.

OIS is committed to enhancing educational offerings by continuously updating its curriculum to meet International Baccalaureate standards and adapting to evolving educational trends. Utilising its historic campus and natural surroundings, OIS aims to create dynamic learning environments that foster creativity and critical thinking, integrating advanced technology to prepare students for future challenges.

Financial sustainability is a priority, with OIS developing robust planning processes to ensure long-term viability. This includes exploring diverse funding sources, optimising operations, and allocating resources effectively to support educational excellence while preserving the school’s architectural heritage.

Community engagement will be expanded through partnerships with local organisations, alumni networks, and global educational bodies. These collaborations will enrich educational programs and provide students with practical experiences while fostering a communitycentred approach that addresses diverse needs.

In line with its commitment to sustainability, OIS plans to lead in environmental stewardship by adopting sustainable technologies and integrating sustainability into the curriculum. Emphasising social responsibility across school activities will prepare students to become ethical global citizens.

Through these strategic priorities, OIS aims to build on its successes and meet future challenges with innovative solutions, ensuring it continues to offer a top-tier international education that prepares students for success in a rapidly changing world.

Post-Pandemic Educational Leadership

Dr. Carla Grant Mathis, School Principal, Charlotte-Mecklenburg Schools

The robust, global, diverse, and technological change in the public and private sectors represents a paradigm shift in leader’s performance, perspective, and behavior. K-12 public school education and leadership should represent an all-inclusive, innovative approach just as its private sector counterparts. Public School leaders should employ a full-range leadership approach to meet and possibly exceed

the triple bottom-line responsibilities (financial, social, and environmental). Today’s district and school leaders must be able to adapt and influence change. The 21st-century economy and educational environment require leaders who are open-minded, influential, and visionaries. The leader in the public school sector must be able to make effective decisions designed to meet the specific needs of the school and/or district and produce globally competitive citizens. As

Governing, leading, teaching, and learning at the K-12 level is not relegated to solely a brick-andmortar environment with students serving as the receivers of the dissemination of information

ACADEMIC VIEWS

Dr. Mathis earned a bachelor’s degree in English education from Claflin College in Orangeburg, SC, an MBA in human resources management from the University of Phoenix at Charlotte, an executive leadership studies school administration certificate from Gardner-Webb in Boiling Springs, NC, and a doctorate degree in educational leadership from the University of Phoenix, Phoenix, AZ. She is a transformational leader with twenty-eight years of K-12 experience as a teacher, facilitator, dean, assistant principal, and principal. Dr. Mathis has dedicated her career to ensuring students and adults achieve their optimal potential. Outside of serving the public, Dr. Mathis also provides educational consulting through her company Carla Mathis Consulting.

aforementioned, just as society has changed so has K-12 education and its leadership. Effective leaders must be open-minded, innovative, and adaptive, and must possess the ability to lead others to accomplish a specific vision. The diversity of ethnicity, nationalities, and abilities requires that schools be led not merely managed in a manner that meets the various needs and appreciates the various cultures within the school environment. Effective leaders are change agents who are adaptable, innovative, motivational, and inspirational risk-takers. They welcome challenges and always seek measures and steps to improve and exceed the bottomline goal. Effective educational leaders are called to embrace change and work with a team to incorporate innovative and effective ways to educate students of all nationalities, religions, and ethnicities and produce globally productive citizens. The global pandemic of 2020 caused a change in learning and teaching as it was formally known to many. The pandemic should not be seen as a hinderance or even something negative but as an awakening to the need for a paradigm shift across the educational landscape from the way business is conducted and decisions are made at the central office to how instruction is delivered and assessed. Governing, leading, teaching, and learning at the K-12 level is not relegated to solely a brick-andmortar environment with students serving as the receivers of the dissemination of information.

Leadership in the 21st century, especially after the COVID pandemic, requires more of the following than ever before: Authenticity, being open-minded, and flexibility. Leaders who possess the capability to motivate others to believe and/or do something; however, because some of those individuals lack the ability to be

true to self, the achieved progress is temporary and creates a culture of compliance. On the other hand, authentic leaders transform, motivate, create, and sustain a culture and climate of professional collaboration that leads to success. With this knowledge and understanding along with the struggles many American schools encountered because of the COVID pandemic, a paradigm shift is imperative for American public K-12 schools to adequately prepare students for college and the workforce and to be globally competitive. There is a great call for change in leadership. A change that requires innovation, various means of collaboration, critical thinking, critical decision-making, ownership, and the incorporation of technology to enhance teaching and learning. Thus, educators cannot afford to educate in the same manner as pre-COVID and expect changes in college and career readiness and global competitiveness. Efficient and effective teaching and learning are transactive and transformative not transmissive. It demands synthesizing and creation at the very least. Knowledge of technology and the ability to use various facets of it represent crucial requirements for all in both the private and the public arenas. Technology evolution and innovation changed the dynamics of day-to-day operations; it changed the role of all educators. Post-pandemic requires the classroom teacher to guide and facilitate learning and assist students be able to transform information, think critically, and use the available real-time technological and human resources to access, analyze, and evaluate information. Technology is no longer an option but a non-negotiable component of almost every aspect of life as it is known in 2024. Today in many classrooms across the globe, especially in the United States, the focus is on teaching

To be successful and maintain a sense of competitiveness in a robust, global, and technological society, education leaders must change the way they lead

students to not only be resourceful but also to possess the knowledge and skills to access various forms of resources that would assist them in thinking critically, collaborating to gain greater perspectives and collaborating to enhance their creativity, and in producing and delivering sound research. With today’s technological advancements, teachers have more access and tools to facilitate and contextualize learning with little to no restrictions or barriers. Advancement and accessibility of technology assist in awarding learners to make connections that serve to guide their understanding and to allow them to make meaning for themselves.

Change is inevitable and effective leaders know how to adjust to change. The dynamics of education, and the way of conducting operations and doing business, like other entities of the public and private sectors have changed. To be successful and maintain a sense of competitiveness in a robust, global, and technological society, education leaders must change the way they lead. They cannot lead as

managers and expect to gain genuine buy-in and work fidelity from teachers and staff. They must be visionaries in the twenty-first century who promote innovation, modernization, continued learning, a horizontal organizational structure that values staff input and expertise, and staff empowerment.

Transformational leaders are people-oriented and focus on motivation, collaboration, and interdependence. Cultivation of the number one asset of any organization and business through shared leadership and distributive practices leads to the actualization of the vision and mission.

An effective leader is conscientious of the use of best practices to optimize the most potential use of human resources. The collaboration and involvement of all stakeholders build trust, motivate, and lead to a unifying front of actualizing an organization’s vision and mission. Leading in this manner allows teamwork and the creation of a climate and culture devoted to the implementation of processes, systems, and innovation on a continuous basis.

PROMINENT INTERNATIONAL SCHOOL TO WATCH IN CARIBBEAN - 2024

INTERNATIONAL SCHOOL OF PORT OF SPAIN

Shaping Global Citizens Through Innovative Education and a Diverse, Inclusive Community

The International School of Port of Spain traces its roots back to September 1994, fulfilling the aspirations of parents and corporate stakeholders. Established as a private corporation in Trinidad, its founding members included notable entities such as the Embassy of the United States of America and leading energy companies like EOG Resources Trinidad Limited, British Petroleum Trinidad and Tobago, and British Gas Trinidad and Tobago Limited.

Initiated by Mr. and Mrs. Thomas Tunny, the school embarked on its journey with humble beginnings at 18 Victoria Avenue, accommodating 50 students. Since then, it has grown into a vibrant educational hub, welcoming students from over 53 different nations. Catering to ages 3 to 18, its focus remains steadfast on providing a comprehensive 21st-century education.

Daena De Souza Viscuña, Enrollment Manager of the International School of Port of Spain

“The school’s teaching faculty, complemented by parent activism, played a key role in establishing quality educational programs,” remarks Daena De Souza Viscuña, Enrollment Manager of the International School of Port of Spain. By 1996, the school attained accreditation from the Southern Association of Colleges and Schools in the United States, solidifying its position among global educational institutions. This milestone paved the way for a permanent campus, unveiled in May 1999, offering a conducive environment for learning.

Aligned with its commitment to excellence, ISPS is an IB World School accredited by NEASC. It continuously evolves its educational philosophy, focusing on college preparatory programs, instructional technology, special needs education, and teacher training.

As an authorized World School for the International Baccalaureate Primary Years Programme (PYP) and Middle Years Programme (MYP), ISPS offers students a rigorous, internationally-focused education

“The school’s vision is to inspire thinkers and doers who will shape a better world,” states Viscuña. With the motto “Difference Makers, Future Shapers,” ISPS aims to nurture passionate learners, fostering excellence, resilience, innovation, and collaboration. This holistic approach prepares students to navigate the complexities of the twenty-first century with confidence and integrity, emerging as caring global citizens.

Cultivating Global Citizens

ISPS stands out with its comprehensive and globally recognized curriculum. As an authorized World School for the International Baccalaureate Primary Years Programme (PYP) and Middle Years Programme (MYP), ISPS offers students a rigorous, internationally-

focused education. In high school, students work towards earning their US High School Diploma, with options to take Advanced Placement (AP) courses and the Advanced Placement Capstone Diploma (AP Capstone) program.

“This diverse curriculum emphasizes academic excellence while developing essential skills and qualities for future success,” notes Viscuña. The school combines innovative teaching methods, international accreditations, and a commitment to best practices, aiming to inspire students to think independently, believe in their abilities, and become knowledgeable, responsible, and caring individuals.

ISPS also provides a variety of specialized programs and initiatives that enrich the academic experience. Students can join numerous clubs and organizations, including Model United

Nations, National Honor Society, HOSA (Future Health Professions), AP Vybz (music group), Student Council, Stronger Together, and several service learning opportunities. These extracurricular activities allow students to develop leadership skills, engage in real-world learning experiences, and make a positive impact in their community.

“Educational trips and conservation activities, such as the Matura Beach Clean-Up and the Grande Riviere Trip, offer hands-on experiences that deepen students’ understanding of environmental conservation and global

citizenship,” Viscuña adds. These programs empower students to become responsible, enlightened, and reflective global citizens, ready to thrive in an ever-changing world.

Fostering Global Citizenship and Critical Thinking

At ISPS, elements of global citizenship, critical thinking, and inquiry-based learning are deeply woven into the curriculum. This holistic approach prepares students for an uncertain future by not only teaching theoretical content but also instilling practical problem-

solving skills, collaborative synergy, cultural engagement, and effective communication.

“Every student is involved in service learning, working together to find solutions and make a positive impact on the community,” says Viscuña. The school emphasizes innovation and design, providing students with opportunities to learn, build, test, and refine their ideas using cutting-edge technology.

The IB Primary Years Programme (PYP) and Middle Years Programme (MYP) at ISPS focus on developing internationally-minded thinkers who feel a sense of belonging to both local and global communities. Through a conceptually-based curriculum and transdisciplinary skills, students are encouraged to think critically, communicate effectively, and take action as global citizens.

“Project-based learning and inquirybased pedagogy are key components of our educational approach,” Viscuña explains. This

empowers students to become agents of their learning and develop essential 21st-century skills for success in a rapidly changing world. By fostering a culture of empathy, community service, and civic responsibility, ISPS equips students with the tools they need to make a positive difference in the world.

State-of-the-Art Campus Facilities

The International School of Port of Spain (ISPS) is renowned for its state-of-the-art campus facilities. The custom-designed building includes 50 classrooms that cater to Elementary, Middle, and High School levels. Additional features include a library, a multi-sensory room, art studios, science laboratories, a Robotics Lab, an Innovation Space, a Woodwork Shop, a performance art theatre, and a multi-purpose gymnasium.

“ISPS offers a range of specialized facilities to enhance the learning experience,” notes Viscuña. The campus also includes student

support labs, computer labs, a cafeteria and dining area, a nurse’s clinic, playgrounds, a jogging track, a covered multi-purpose court, and hydroponics areas and gardens.

Beyond the main building, ISPS benefits from access to an additional park equipped with playing fields, a practice field, a football field, and a jogging track for athletic and outdoor activities. The campus spans a total of 1.3 hectares (145,805 square feet or 3.3 acres) in a safe and stimulating environment in North West Trinidad. Over the years, ISPS has expanded its facilities to accommodate growing enrollment and an expanded curriculum, with the current building coverage standing at 82,967 square feet.

“The Facility Operations Department ensures the comfort, care, safety, and security of the community,” Viscuña adds. This reflects ISPS’s commitment to providing a conducive learning environment for its students.

Empowering Educators Through Professional Development

ISPS provides professional development opportunities that are tailored to enhance teaching practices and keep faculty and staff abreast of the latest educational trends. These opportunities include a variety of training sessions and workshops, such as Eureka Training for Math Curriculum, Sitton Spelling and Word Skills workshops, Active Learning sessions on metacognition, Mathematics Webinars by Dr. Yeap Ban Har, and training on Choice Boards and Hybrid Models for Middle and High School Teachers.

“Our faculty participates in international education conferences and training sessions provided by IB and the College Board for AP,” says Viscuña. These experiences allow educators to continuously improve and stay updated with global educational standards.

Non-academic staff members are also encouraged to pursue professional development

ISPS provides professional development opportunities that are tailored to enhance teaching practices and keep faculty and staff abreast of the latest educational trends

opportunities relevant to their fields. “Employees are provided with ample opportunities to enhance their knowledge and skills through various courses throughout the year,” Viscuña explains. This ensures that all staff members, regardless of their role, are advancing their professional capabilities.

The school supports faculty and staff in their professional development endeavors by offering financial assistance for programs such as Masters degrees. This financial support underscores ISPS’s commitment to ensuring that its team remains well-equipped and knowledgeable in their respective areas of expertise.

“The Board of Directors has delegated authority to the Director to organize and select courses and workshops within approved

budgetary limits,” notes Viscuña. Employees may be granted temporary leave from their regular duties to participate in professional development or other educational services. This robust commitment to professional development fosters a culture of continuous learning and growth among the faculty and staff at ISPS.

Innovating for the Future

ISPS ensures its facilities and programs cater to the diverse needs of students through a variety

of strategies. One notable initiative is the Entrepreneurship/Innovation Program, designed to develop essential life skills in students. This program encourages an innovative approach to identifying and solving real-world problems through collaboration and teamwork.

“By participating in entrepreneurshipfocused programs, students acquire crucial skills such as problem-solving, teamwork, empathy, and resilience in the face of failure,” explains Viscuña. These skills are essential for success

in an increasingly complex and uncertain future.

ISPS has also established three Innovation Labs: Tinker Tank, Innovation Station, and DesignX. These labs provide students with hands-on opportunities to develop creativity, collaboration, communication, and inventiveness.

“Students have the chance to generate meaningful ideas, make decisions, and work with others to create viable solutions to real-world challenges,” notes Viscuña. By engaging in these innovative experiences, ISPS students are equipped with the skills necessary to thrive in tomorrow’s dynamic world.

In April 2024, ISPS will launch a Multi-Sensory Room as part of its Student Support Services. This facility will be used by in-house staff and various practitioners for occupational therapy, sensory processing, and emotional regulation.

Additionally, ISPS offers outdoor programs with hydroponics units, promoting sustainability and hands-on learning experiences. These are supported by experiential learning opportunities with WaSamaki Ecosystems. “These initiatives help create inclusive and engaging environments that cater to the diverse needs of all students,” Viscuña adds. Through these comprehensive programs, ISPS continues to foster an environment conducive to learning and personal growth.

Enriching Student Life Beyond the Classroom

At ISPS, students benefit from a diverse range of extracurricular activities and enrichment programs that complement the academic curriculum. The after-school activity program at ISPS offers a broad selection of options, enabling students to continue learning and growing beyond their regular coursework. These activities address the physical, intellectual, and social needs of the students and are conducted by instructors and coaches who are specialists in their respective fields.

“The after-school program includes a variety of activities such as soccer, basketball, volleyball, karate, track & field, field hockey, gymnastics, chess, arts & crafts, performing arts, and robotics,” says Viscuña. Organized into three sessions throughout the school year, the program allows students to interact with

peers from different grade levels, fostering new relationships and strengthening existing ones.

Students are encouraged to participate in multiple clubs and organizations, including academic, cultural, and social groups that promote leadership development and provide real-world learning opportunities, such as professional networking and community service.

Service learning is a key component of the ISPS experience, with students from Pre-kindergarten to grade twelve engaging in various service projects within the school, local community,

and on a regional and global scale. “Through service learning, students develop valuable life skills, learn to collaborate effectively with their peers, and work towards becoming responsible, enlightened, and reflective global citizens,” Viscuña explains.

ISPS also integrates its Athletic Program into the overall educational experience to promote a healthy balance between academics and extracurricular pursuits. The Athletic Program aims to develop an active body through physical expression, emphasizing the importance of

ISPS offers outdoor programs with hydroponics units, promoting sustainability and handson learning experiences

exercise and sports in facilitating personal and intellectual growth. By providing meaningful activities that promote learning, the program strives to help students excel in developing life skills, maintaining a healthy lifestyle, and embodying sportsmanship and citizenship.

ISPS aims to provide challenging and rewarding experiences, complement the academic program, encourage athlete development, and demonstrate values such as fairness, respect, integrity, responsibility, cooperation, caring, and dedication consistently. Through these efforts, ISPS ensures that students have the opportunity to engage in both academic pursuits and extracurricular activities, fostering a well-rounded educational experience that supports their overall well-being.

Celebrating Diversity and Inclusion

ISPS fosters a culture of diversity and inclusion within its student body, faculty, and staff through various initiatives and practices. As an international school, ISPS prides itself on maintaining a strong sense of community both locally and internationally, with over 40 nationalities represented.

“ISPS promotes awareness of cultures worldwide through events like the International Week celebrations,” says Viscuña. During International Week, students engage in learning about and celebrating various countries and cultures, participate in an international food festival, and join the parade of nations. These activities not only highlight the cultural richness of the ISPS community but also promote understanding and appreciation among students.

The school offers a curriculum that prepares students for global opportunities, ensuring they build a network of friends and peers in Trinidad & Tobago and beyond. The school community regularly comes together through extracurricular, co-curricular, and athletic activities, fostering strong relationships among students, teachers, coaches, and staff.

The diverse student population at ISPS broadens the educational experience, with students coming from various backgrounds and locations. This diversity allows for unique

synergies in learning and living, enriching the overall educational experience at ISPS. “Events like International Week showcase the uniqueness of our community and highlight the inclusive environment that ISPS strives to maintain,” Viscuña notes.

Innovating for Excellence

ISPS envisions a future of continuous innovation and adaptation to meet the evolving needs of its students and community. By embracing change and striving for excellence in education, ISPS recognizes that the journey from good to great involves constant evolution and improvement.

At ISPS, students benefit from a diverse range of extracurricular activities and enrichment programs that complement the academic curriculum

“Implementing the Primary Years Programme (PYP) and the Middle Years Programme (MYP) allows ISPS to provide a unique education that prepares students to become difference makers, future shapers, guardians of the globe, and caring citizens with a purpose to do better,” says Daena De Souza Viscuña, Enrollment Manager at ISPS. The school’s commitment to maintaining authorization as an IB school underscores its dedication to adhering to high standards and practices set by the International Baccalaureate (IB) organization. These standards encompass purpose, environment, culture, and learning, guiding ISPS in creating a positive and effective educational environment that fosters growth and development in students.

Through honest reflection and a commitment to continuous improvement, ISPS acknowledges

the need to adapt and innovate in response to changing circumstances and evolving educational needs. The challenges posed by the COVID-19 pandemic highlighted the school’s adaptability and resilience in transitioning to online teaching and learning, showcasing its ability to embrace new practices and technologies.

ISPS continually pursues multiple initiatives to uphold its status as a world-class institution and stay aligned with global expectations. “This year, our focus includes upgrading our science labs and incorporating additional interactive smart boards in classrooms,” notes Viscuña. Furthermore, ISPS is dedicated to embedding sustainability into its core practices, with a specific emphasis on project-based and realworld learning approaches.

PROMINENT PRIVATE SCHOOL TO WATCH IN ONTARIO-2024

KINGSWAY COLLEGE SCHOOL

Shaping Students into Self-Driven Learners & Leaders of Tomorrow

Kingsway College School (KCS) is a JK to Grade 12 co-ed private independent school founded in 1989. It is a CAIS (Canadian Accredited Independent Schools) accredited school. The KCS Mission is to be a defining force in developing lifelong learners, one that inspires students and staff to reach their ultimate potential. KCS offers a rich program centred on The Four Doors to Learning Program which focuses on academics, arts, athletics and citizenship as well as the Habits of Mind, Body, and Action. Students learn to identify and exercise the Habits from the youngest ages, helping them better articulate and understand how to approach and respond to new learning and experiences. The school also has a long record of collaboratively building a curriculum that is as optimized as possible for each student, both for their time at KCS and as a foundation for the entire future before them.

“When students arrive at KCS, whether they start in Junior Kindergarten or join Senior School in Grade 9, they begin to see the world around them differently,” shares Derek Logan, Head of School, KCS.

Developing Leaders in Learning since 1989

KCS was founded in 1989 by a group of determined parents, members of the St. George’s on-the-Hill Church, who felt a strong need for a great school, one that nurtured the values of compassion and making the world a better place, in Etobicoke. KCS opened with fifty students in three classes - a full Grade 1, a split 2/3 and a split 4/5. Each year thereafter a grade was added until the school offered a full elementary program with one class of each in Grades 1 to 8.

Starting in 2001, each grade added a second class. In 2013, KCS amalgamated with a nursery

school that was on the same property, making the Junior School K to 8 with close to 400 students located on Dundas Street West in The Kingsway area of Etobicoke. In 2021, a Senior School was launched on Lake Shore Boulevard West in west Toronto, Ontario, Canada. Today, KCS is a JK-12 school with a growing and diverse population from across the Greater Toronto Area. Phase 1 construction of the permanent facility was completed in January 2023, and the Final Phase is planned to be finished in the 2024-2025 academic year.

Enrichment at KCS: Taking Learning Above and Beyond

At KCS, the core curriculum of all classes begins with the Ontario Ministry of Education’s curriculum. The school offers more depth by challenging learners to venture more deeply and elaborately into topics and subjects. It offers more

breadth, by asking students to make connections between, within, and across subjects and to make connections to the real world. Likewise, KCS offers more novelty, by encouraging students to build meaning in an individualized way.

KCS also provides more integration, by combining the point of view, skills and content from different subjects, an approach that helps students gain a richer and more complex view of what they are studying. The school offers more acceleration, by increasing the speed of learning, introducing more advanced content, developing skills to a higher level and providing more sophisticated resources. In addition to all of this, KCS teachers also gradually accelerate the Ministry curriculum to help their students make a very successful transition to their next stage of learning.

When students arrive at KCS, whether they start in Junior Kindergarten or join Senior School in Grade 9, they begin to see the world around them differently

Integrating the Habits of Mind, Body, and Action into the Curriculum & School Culture

“In Junior School, the Habits of Mind, Body, and Action are directly taught and regularly referred to in class and beyond,” explains Matina Mosun, Head of Junior School, KCS. For instance, in grade 1, students learn about empathy and what “Act with empathy” looks like and sounds like. “Respect, manners, and try your best” are the founding school rules and every Junior School student learns about them from their first day at KCS. Further developing the founding rules and Habits in the Junior School are a wide array of practices including project-based learning in all grades, outdoor education in all grades, service learning in all grades, student leadership in all grades, SEL/well-being/mental health instruction and related practices in all grades, rich club and athletics offerings, electives offered to support student voice and choice in learning in grades 6 to 8, entrepreneurship

KCS provides more integration, by combining the point of view, skills and content from different subjects, an approach that helps students gain a richer and more complex view of what they are studying

opportunities in clubs and even infused in some subjects from grade 5 to 8, engagement with external experts, experiential learning, cross-curricular and cross-grade learning and community-building, and many more.

In Senior School, KCS uses a curriculum planning framework designed to realize its values and principles; distilling the Habits into more adolescent-friendly language; and offering two distinct cocurricular programs that further ensure all students grow into thoughtful learners and leaders. The school’s enriched curriculum framework includes three elements: developing capacity (all the knowledge, skills, work habits, and core traits required by both the Ministry of Education and KCS’s own enrichment expectations). The school has also created innovative solutions to infuse regular engagement with external experts and place-based learning at the Senior School.

How KCS Builds a Better Student

KCS has a long record of realizing student potential. The KCS Learning Community Program is an extension of this promise, offering students a unique opportunity to meet external experts, learn about the world outside school, explore their curiosities, discover new passions, and be better prepared for the world ahead. It connects students to external learning and mentors. Students attend a spectrum of events and workshops, experience 1-on-1 mentorships, and engage with authentic, real-world challenges. Ultimately, this program helps students apply theoretical knowledge to the practical world and realize opportunities on the road ahead.

Likewise, the place-based learning that happens regularly allows students to see their subjects in action and learn about post-secondary opportunities by engaging in learning at their institutions. Entrepreneurship builds a mindset prepared to identify opportunities and deliver solutions. In addition, two special co-curriculars, the KCS Path Program and the KCS By Design Program, uniquely nurture within students the intrinsic motivation, resourcefulness, initiative, and mindset to thrive wherever life takes them.

KCS Path Program

The KCS Path Program is designed to develop students as intrinsically motivated, creative, and impactful learners and leaders. Beginning in Grade

“Respect, manners, and try your best” are the founding school rules and every Junior School student learns about them from their first day at KCS

9 and extending through to Grade 12, students will be given time and support to pursue learning in areas of interest. They are challenged to learn about their topic from five perspectives: academic, artistic, athletic, citizenship, and offsite. In grade 11, they have the added challenge of completing a Creative Impact Project and an extended essay on their creative learning journey. Grade 12 engagement with the KCS Path Program will include guidance in pursuing post-secondary options.

Student Leadership in Learning

All Senior School students engage in authentic leadership by following a design thinking process each week in the KCS By Design co-curricular program. By joining committees in areas such as academics; arts; athletics; citizenship; diversity, equity, and inclusion; and social and event planning, students play a lead role in building the school experience. This process includes

open-ended brainstorming, research that includes seeking various perspectives, creative ideation, and the launch of a pilot or prototype with an expectation of iteration. Undoubtedly, KCS’ first Senior School graduating class in 2025 will be ready to thrive in post-secondary and beyond thanks to an experience that builds uncommon awareness of the world, the role each can play in shaping it, an extensive record of intrinsically motivated learning, and a legacy of creative impact.

“Most significantly, we are inviting students to help shape the KCS Senior School experience. There are rooms for student-initiated clubs, teams, and events. Their ideas are helping our

school evolve. We all have rolled up our sleeves to make this the school we want it to be. Our model is a framework on which remarkable learning and growth for all, students and teachers, will take root,” states Andrea Fanjoy, Head of Senior School, KCS.

A Myriad of Unique & Fun ExtraCurricular Activities

KCS offers over 100 different clubs and teams each year. Each term KCS teachers at the Junior School run over 40 clubs and teams for Senior Kindergarten to Grade 8 students. Students are given the opportunity to choose from activities such as Jazz Band, Lego Robotics, Boot Camp,

Newspaper Club, Ultimate Frisbee, Book Trailers, Tech Blazers, Science Club, Lacrosse, Computer Coding, Running Club, House Captains, Community Service Club, T-Ball, iPad Art Club, Yoga Fit, and many more.

At the Senior School, club and team offerings are rooted in the options of interest expressed by KCS students. All faculty as well as interested students play a lead role in a wide array of options in academics, arts, athletics, and citizenship. Examples of offerings include Basketball, Track and Field, Ultimate Frisbee, DECA, Investment Club, Coding Club, Service Club, the Student-Led Café, and more.

Engaging with the Local Community

The KCS Path Program is designed to develop students as intrinsically motivated, creative, and impactful learners and leaders

At KCS, engaging with the local community for learning and service has a long history. The school always had partnerships that allow it to leverage facilities and greenspaces external to its property, as it is known that learning outside of the classroom and in the community is beneficial for students academically and otherwise. The school’s commitment to service has further added to these engagements. Long-standing examples include commitment to the Terry Fox Foundation, Campfire Circle (a camp for children with cancer), the George Hull Centre (supporting families struggling with housing and necessities), and the Get Ahead Program (supporting township schools in South Africa).

At the Senior School, KCS placebased learning and the Learning Partner Program have been developed to advance student learning and self-discovery.

Science students partner with local water charities to engage in water analysis. Civics students engage with charities to learn firsthand about homelessness and work to help address food insecurity. KCS has also created a Learning Partner Gallery of external experts who are willing to share some of their time to help students learn beyond what any school can provide alone. This Gallery is visible to staff and students, and all are supported in reaching out as part of courses, co-curriculars, or extra-

curriculars as relevant. Whether answering student emails, jumping on a video call, being a guest speaker, serving as a Path Mentor, engaging in a collaborative project, inviting a class to their facility, or more are different ways KCS students engage with members of the broader community.

Parent Network

All families are members of the Parent Network and play an integral role in the culture of KCS.

The Parent Network’s mission is to support and advance the KCS culture while building community, both internally (among students, teachers, staff, and KCS families), and externally (among prospective families and local community at large). At the Junior School, the PN executive oversees many portfolios, organizing special events, establishing Class Parents, finding volunteers for school trips/ Pizza Lunches/events, leading support of the George Hull Centre community, and

much more. Overall, each KCS family volunteers on average 15 hours of their time to the school each year. Similarly, the Senior School PN is involved in many of the same activities, though parents are less often needed to help with events given the student leadership available.

Significant Milestones

In the Junior School, KCS has a highly successful athletic program in both participation and

At the Senior School, club and team offerings are rooted in the options of interest expressed by KCS students

competitive performance, even though it is a relatively small school. A recent notable achievement to mention is the school’s role with peer schools in initiating the launch of a U13

national CAIS girls’ basketball tournament, to run parallel to the already established national boys’ tournament. Prior to this substantial initiative, only male students had this special opportunity.

At the Senior School, KCS placebased learning and Learning Partner Program have been developed to advance student learning and selfdiscovery

Another notable extra-curricular at the Junior School is the school musical, a performance that involves well over 150 individuals: students, staff, and parents (even alumni parents and students).

At the Senior School, the KCS leadership team is building a remarkable athletic program that includes competitive and non-competitive offerings in traditional and non-traditional areas. Notably, KCS is the only school east of British Columbia that offers rowing as a physical education course option that is also growing into a competitive rowing team for the school. In addition, the school has now partnered with a local lakefront athletic facility to offer a sailing club for KCS students in the fall, with the potential for both competitive and non-competitive offerings.

Another distinct extra-curricular at the Senior School is the student-led café. This is an authentic business venture and part of KCS’ commitment to engaging all students in entrepreneurship to some degree. All grade 10 students are introduced to entrepreneurship and given some decision-making roles on core features of the café. The students running the café each week signed up as part of the school’s extra-curricular program. Duties include financial oversight, food preparation, serving, and more. Profits from the café go towards the KCS Student Entrepreneurship Fund, which provides seed funding for student ventures and programming to support student entrepreneurship.

Ongoing Developments

KCS Senior School is the only CAIS-accredited independent Senior School in Toronto’s West End. The school’s current space from the phase 1 construction includes an art room, fitness room, marketplace (main hall for a wide variety of uses), café/open concept kitchen area, main science lab,

KCS Senior School is the only CAISaccredited independent Senior School in Toronto’s West End

Learning Commons and Library, classrooms, meeting rooms, faculty workspace, offices, Reception, and multiple break-out spaces. This current space has already earned two architecture awards – one for interior design and one for the wood features throughout. KCS was also featured in Canadian Architect’s online publication. Recently, the construction of the final phase began and will end by spring 2025. This phase will provide the remaining complement of specialty rooms, including a communications technology lab; a large assembly hall for gathering, performance, and added physical education options including a large bouldering wall; a Student Services hub for guidance and

Learning Strategies; a music room; a multimedia studio; a Prototyping Makerspace; a second science lab; classrooms; meeting rooms; and more breakout spaces.

The leadership team at KCS is therefore focused on completing the construction of the Senior School and building a cross-campus community so that KCS continues growing as “one school - two campuses”. Likewise, KCS’ post-secondary admission preparation has already begun and will continue with dedicated time in grade 12. Senior School admissions will also remain a significant focus until grades 9 to 12 at KCS reach capacity of about 260 students.

Image Courtesy: Peter Power Photography Inc.

Want to Sell or find Investor for your Business?

INDUSTRY PERSPECTIVE

Why International Schools are the Future for Edtech

Michael E. Spencer, CEO, Global Expansion Strategies

The path to sustainable impact and diverse revenue in K-12 edtech is a global sales strategy from the get-go

Sixty percent of edtech startups fail in the first few years. Put simply, it’s hard to get an edtech company off the ground and even harder to keep it going.

After the boom of 2020, when students around the world switched to online learning in droves, the frenzy has settled and edtech startups are now facing a quieter reality.

A funding logjam at all stages. Steep drops in venture funding in key US and European markets. A crackdown in China. A chilling effect in India. Founders reeling from two years of tough economic conditions. If investor warnings are to be believed, struggling

Michael E. Spencer is the CEO / Founder of Global Expansion Strategies, a global growth, advisory, and investment firm working with education companies to expand globally. Michael Spencer is an education executive with more than 30 years of global C-level leadership, management, operational, business development, and investment experience in the K-12 marketplace. Michael Spencer has been a founder, co-founder, investor, and board member for numerous EdTech companies. All achieved 100%+ growth year-over-year, received multiple awards for innovation, and led to A and B rounds of funding as well as successful exits.

If a startup doesn’t secure scalable and recurring revenue to fund its growth, product roadmap, or ongoing operations, even the most effective classroom tool won’t keep the business afloat

startups will face a bloodbath this year as cash starts to run low.

Until now, this climate has been largely offset by unprecedented government subsidies, as COVID-19 thrust the outdated state of K-12 education into the spotlight and $190bn in ESSER funds flooded US schools and districts. Many startups will struggle with the transition as these funds come to an end this year, and those who manage to continue solving real problems for schools and districts will be faced with the

limitations not only of traditional edtech business models but also of more innovative approaches like freemium or pay-per-use.

Following the example of many unicorns, edtech startups might be tempted to respond to the federal funding cliff by doubling down on B2B and B2C if they hope to top the investment charts. But both are fundamentally flawed routes to scale and impact for K-12. Direct-to-consumer business models demand substantial resources for marketing and are hard to monetize right

now as people seek to save money in a recession. Many edtech companies that initially focused on B2C – including Multiverse, Eruditus, Simplilearn, PhysicsWallah, and upGrad –are now increasingly engaging in enterprise partnerships and allocating more time, money, and resources toward institutional customers such as schools and colleges. But these are all established companies with decent runways. B2B sales to educational institutions offer a more stable revenue stream but present formidable barriers to entry, not least achingly slow sales cycles, fragmented decisionmaking, and regulatory rabbit warrens.

The window to be the sole provider of a tech solution in K-12 education is small. The pace of change is fast and the scale of the problems is wicked. There comes a point where academics meets economics. If a startup doesn’t secure scalable and recurring revenue to fund its growth, product roadmap, or ongoing operations, even the most effective classroom tool won’t keep the business afloat.

This means building a resilient business model that can withstand market fluctuations – unlike B2B or B2C. For many early- to midstage edtech companies, a more efficient path to strategic growth is adding an international B2B strategy – using strategic channel partners or school operators to facilitate sales into large international school networks, a model that I call B2O.

According to a recent report by Google for Education, 80% of the world’s demand for education over the next 30 years will be concentrated in Asia and Africa. Selling to international schools in this context doesn’t require a completely new product or approach;

students and educators experience the same fundamental needs and challenges around the world. However international schools move faster, have more streamlined procurement processes, and are less price sensitive, which makes B2O a better route to scalable, stable, and diversified revenue.

The challenge for companies eyeing entry into these markets is understanding local education needs and leveraging local expertise to make connections. At Global Expansion Strategies, we see companies supporting more than 15m students and 1.5m educators at 30,000 schools worldwide, with multiple large-scale pilots and school implementations throughout LATAM, SE Asia, the Middle East, and the US. One company specializing in social-emotional learning, which generated around $500,000 in first-year revenue using a US-focused B2B strategy, saw a 5x increase in year 2 from adopting a B2O strategy to $2.5m – and they’re on track to double that this year.

The long-term picture in edtech looks bright. The COVID-19 pandemic turbocharged innovation and adoption, and the venture funding market remains bigger than it was before 2020. The difference is that VCs are not throwing money at ideas; they need proof of concept –proof of revenue generation and traction. Productmarket fit matters more than ever. Pursuing an international B2O sales strategy doesn’t need to delay domestic goals. It’s an opportunity to get to PMF faster, validate your market, and grow by bringing in significant scalable revenue months or even years earlier than focusing on a domestic strategy alone.

In a post-pandemic era, ‘education is eating the world’. Make sure you get your slice of the pie.

MOST ADMIRED INTERNATIONAL SCHOOL IN ASIA

REGENTS INTERNATIONAL SCHOOL PATTAYA

Empowering Students for a Global Tomorrow

Regents International School Pattaya opened its doors in 1994, welcoming 40 students. Within just five years, it burgeoned into a thriving day and boarding school, boasting an international student community of over 400.

In 2000, the school joined the Federation of British International Schools in Asia (FOBISIA), a prestigious consortium driving British educational excellence throughout the region. Soon after, it became a proud member of Round Square, an esteemed network of international schools renowned for their world-class leadership, service, and experiential programs.

Regents International School Pattaya is home to nearly 1100 students, including over 50 boarders, representing a dynamic and diverse international community spanning more than 50 countries worldwide

In 2012, Regents International School Pattaya became part of the global Nord Anglia Education family. This partnership ushered in a new era of educational advancement, with teachers benefiting from award-winning training programs and cutting-edge technology. Moreover, students’ learning experiences were enriched through exclusive collaborations with renowned institutions such as The Juilliard School, Massachusetts Institute of Technology (MIT), and UNICEF. Today, the school is home to nearly 1100 students, including over 50 boarders, representing a dynamic and diverse international community spanning more than 50 countries worldwide.

Regents International School Pattaya’s affiliation with Round Square connects it to a global network, opening doors to unparalleled opportunities for personal

growth and leadership development. As a Nord Anglia Education school, it offers students access to a range of exclusive resources and programs, fostering responsible global citizenship and providing real-world learning experiences.

Crafting a Personalized Academic Journey

Regents International School Pattaya provides a tailored pathway through Early Primary (EYFS), Primary (IPC), KS3 (IGCSE), and the unique option of both the IBDP and A Levels at Sixth Form. Students at Regents excel as they shape their own academic journey to success, guided by a team of world-class teachers.

Recognizing the diverse talents, passions, and goals of each student, the school offers an extensive breadth of subject choices, unparalleled experiential learning experiences, and the flexibility to pursue either A-levels or the International Baccalaureate Diploma Programme (IBDP) at the age of 16. Wellbeing is integral to the school’s ethos, with a focus on developing resilience, nurturing happiness, and instilling a lifelong love of learning. This personalized, holistic education equips students for success, including admission to top 100 universities worldwide.

At Regents, learning extends beyond the classroom through a variety of experiential activities, enabling students to become performers, leaders and adventurers. Whether it’s taking the stage in the Globe theatre, advocating for change on the Eco Committee, or representing the school’s sporting Lions teams, students shape their own adventures and personal journeys to success. Throughout their endeavors, the school ensures students are safe, supported, and happy.

Regents International School Pattaya stands as one of the premier boarding schools on the Eastern Seaboard of Thailand, offering a range of options tailored to individual student and family needs. Boarding is offered both part-time from Monday to Friday; and full-time boarding during term time with holidays spent at home. Taster sessions provide an opportunity for students to experience boarding life firsthand.

With a relatively small boarding community, Regents fosters a true sense of “Home away from Home.” Weekend trips and on-campus activities during school days unite students, creating a vibrant and supportive environment for growth and development.

Regents

International

School Pattaya provides a tailored pathway through Early Primary (EYFS), Primary (IPC), KS3 (IGCSE), and the unique option of both the IBDP and A Levels at Sixth Form

Nurturing Sustainability

Regents International School Pattaya takes pride in its active commitment to The Alliance for Sustainable Schools. The school’s focus on sustainability and eco-initiatives serves as a cornerstone of community connection and a pathway toward broader aspirations for the school and the surrounding community.

Recognizing the interconnectedness of sustainability and citizenship education, these principles are interwoven into the fabric of the curriculum, school operations, and experiential learning programs within the framework of Round Square.

The school’s comprehensive curriculum is designed to purposefully integrate the Sustainable Development Goals (SDGs) throughout all levels of education. Students are engaged in lessons that deepen their understanding of SDGs and their impact on the school, local community, and the global environment. Primary Eco-Leaders and Secondary Student Guild Leaders drive meaningful change within their respective domains, enhancing the school community and elevating the importance of actionable sustainability initiatives.

Regents International School Pattaya is dedicated to embedding the school’s sustainability vision throughout its operations. This commitment is evident in initiatives such as MIT-inspired STEAM projects, which encourage students to explore sustainable technologies, and in operational practices that prioritize locally sourced foods and recycling of suitable food waste through partnerships with local farms.

The school and its community collaborate closely to ensure that the vision of TASS permeates every aspect of school life, fostering a sustainable future for all stakeholders.

Celebrating Student Initiatives

The International School Awards, an annual competition and event organized by ISC Research, aims to showcase inspiring and impactful initiatives developed by students, school leaders, and educators in the international education sector.

This year, a remarkable 245 applications were submitted to the International School Awards 2024. Regents International School Pattaya’s student-led initiative, the ‘Culture Club’, spearheaded by Sixth Form students Angela, Suhani, Sreya, and Sameera, has been recognized for its dedication to

Regents

International School Pattaya stands as one of the premier boarding schools on the Eastern Seaboard of Thailand, offering a range of options tailored to individual student and family needs

raising awareness of Equality, Diversity, and Inclusion (EDI) within the school and the broader community.

The ‘Culture Club’ at Regents International School Pattaya empowers students to assume leadership roles in areas that hold significance for themselves, their peers, and the wider community. This initiative reflects the school’s commitment to fostering student agency and promoting positive social change.

Additionally, the school is proud to announce that the initiative ‘Mission Possible’, led by Year 10 students Yubin, Yoonwoo, Eunsong, Ariana, Yanue, and Veronica, has received the

Nord Anglia Education Social Impact Grant of 10,000 USD.

‘Mission Possible’ was conceived by the Year 10 Student Community Partner Representatives with the goal of making a sustainable difference to the nonprofit organization ‘Women with a Mission’. This organization provides education to stateless orphan children on the ThailandMyanmar border. Currently, due to Covid-19 and financial constraints, the children in this educational facility lack basic amenities and often sleep on the hard floors with no other alternatives.

The ‘Mission Possible’ project aims to physically transform the space by providing

new bedding and other necessary renovations, ensuring that the students have a safe and comfortable learning environment conducive to growth and development. Through these initiatives, Regents International School Pattaya demonstrates its commitment to social responsibility and making a positive impact on the wider community.

Shaping Tomorrow

In a nutshell, Regents International School Pattaya is a renowned institution that offers an exceptional standard of international education. The school’s philosophy is based on holistic learning, empowering students,

Regents International School Pattaya and its community collaborate closely to ensure that the vision of TASS permeates every aspect of school life, fostering a sustainable future for all stakeholders

and promoting social responsibility and wellbeing. Since its establishment in 1994, the school has consistently evolved to cater to the needs of its diverse student population. Regents fosters a culture of leadership, inclusion, and global citizenship through innovative programs like the Culture Club and Mission Possible. The school also emphasizes sustainability, experiential learning, and academic excellence to prepare students for both academic success and making significant contributions to society. Through its dedication to shaping tomorrow’s leaders, Regents International School Pattaya remains committed to creating a brighter future for its students and the communities they serve.

Schools Must Champion the United Nations Sustainable Development Goals

Dr. Leighangela Brady, Superintendent, National School District

Dr. Brady is the Superintendent of National School District. Her district is focused on contributing to the 2030 United Nations Sustainable Development Goals by engaging students to build a more sustainable future. Using the Twitter hashtag #NSDnow, NSD is sharing their story around developing exceptionally prepared learners, innovative and compassionate world citizens. Dr. Leighangela Brady is well known for engaging and motivating others to shift practice to meet the needs of today’s students while preparing them for a better tomorrow. Leighangela is an author of two books, Transforming Ice Age Schools and Test Less, Assess More.

As stewards of the future, schools play a pivotal role in shaping the minds of tomorrow’s leaders and problem-solvers. The United Nations Sustainable Development Goals (SDGs) provide a framework for addressing pressing global challenges, ranging from reducing poverty to environmental conservation. By integrating these goals into teaching and learning, schools not only educate students but also foster a sense of responsibility and empowerment to make a positive impact on their communities and the world.

For sustainable development to be achieved, three core elements need to be addressed; economic growth, social wellbeing, and environmental protection. The SDGs encompass interconnected objectives that address global priorities such as poverty, hunger, health, education, equality, and environmental sustainability. These elements directly impact individuals and societies. Economic growth ensures prosperity and opportunities for advancement, while social well-being promotes equality and justice so that no one is left behind. Environmental

For sustainable development to be achieved, three core elements need to be addressed; economic growth, social well-being, and environmental protection

protection safeguards our planet’s resources and ecosystems for future generations.

Engaging Students in Action and Advocacy

Schools not only impart knowledge, but also cultivate essential skills such as critical thinking, collaboration, and leadership. Empowering students to raise their voices and act is essential in driving meaningful change. Schools can provide platforms for students to engage in projects that align with the SDGs, whether it’s organizing community cleanup events, advocating for policy changes, or collaborating with local businesses and organizations. With a culture of civic engagement, schools nurture future leaders who are committed to making a difference in their schools, communities, and the world. Teaching students about the SDGs not only raises awareness but also cultivates a sense of belonging through global citizenship and responsibility. It provides students with a framework for understanding the interconnectedness of social, economic, and environmental challenges, and inspires them to take action to create positive change. Through education, schools can serve as catalysts for building a more sustainable and equitable future, where every individual can thrive while still respecting the planet’s finite resources. SDG education empowers students to become change agents who inspire others to act and create a ripple effect that extends far beyond the school walls.

Getting Started

Each SDG provides a unique opportunity for educators to make interdisciplinary connections,

engage students in research skills, and initiate problem-based learning. By aligning with specific goals, schools can tailor their efforts to address the most pressing problems facing their own neighborhoods. As school leaders, it is imperative to take proactive steps in integrating the SDGs into the educational framework.

Here are some practical examples of how schools can align with specific goals:

1. Collaborate with principals to select a goal that resonates with the school’s community: After consulting with the principal, a school in a suburban area might identify SDG #7Affordable and Clean Energy as a priority goal. Recognizing the community’s interest in renewable energy, the school could decide to focus on ways to reduce energy usage within the campus or write letters to the local school board advocating to explore solar energy options.

2. Implement initiatives tailored to a specific goal: Building on SDG #2- Zero Hunger, a school in a rural area could establish a school garden or farm project. Students could be involved in planting and cultivating vegetables, which are then used in the school cafeteria to promote healthy eating habits and address food insecurity in their community.

3. Forge partnerships with local businesses and organizations: A school located in an urban area might partner with local businesses, such as a grocery store or restaurant, to reduce food waste in alignment with SDG #12- Responsible Consumption and Production. Together, they could implement a food recovery program where surplus food from these establishments is redistributed to those in need.

4. Provide students with opportunities to engage in hands-on learning experiences that promote sustainability and social responsibility: In

Children having healthy relationships and a great support system will help them to manage positive stress and it enhances their personal growth

support of SDG #6- Clean Water and Sanitation, a school situated near a river might organize a water quality monitoring project. Students could collect water samples, conduct tests, and analyze the data to assess the health of the local water source. This hands-on experience would not only educate students about water conservation but also encourage them to take proactive measures to protect the environment.

5. Encourage interdisciplinary approaches that connect SDGs to various subject areas and real-world challenges: To address SDG #4- Quality Education, a school might integrate sustainability themes across different subject areas. In science class, students might study the impact of climate change on ecosystems, while in social studies, they might explore the role of government policies in promoting environmental conservation. Through these interdisciplinary approaches, students would gain a more comprehensive understanding of sustainability and its interconnectedness with other disciplines.

6. Empower students to become advocates for change by promoting leadership opportunities and community engagement: Inspired by SDG #16- Peace, Justice, and Strong Institutions, a school might establish a student-led club to promote kindness. Through workshops and community outreach events, students would learn about conflict resolution strategies and advocate for social justice both within the school and the broader community. This initiative not only builds leadership skills but also a culture of compassion and inclusivity among students.

Schools as Agents of Change

Schools are well positioned to champion the United Nations Sustainable Development Goals

Schools are well positioned to champion the United Nations Sustainable Development Goals (SDGs) and nurture students to be catalysts for positive change

(SDGs) and nurture students to be catalysts for positive change. Through the integration of these goals, schools can cultivate a culture of sustainability, equity, and global citizenship. As educators, we have a responsibility to equip students with the knowledge, skills, and values needed to navigate an increasingly complex world; and to actively contribute to shaping a more just, prosperous, and sustainable future.

Through interdisciplinary learning and community engagement, schools become hubs for holistic development and preparing students to address the complex challenges of the 21st century. The importance of the SDGs extends beyond addressing global challenges; they hold the power to ignite grassroots action and inspire individuals to make meaningful contributions towards a more sustainable and equitable world.