K12 Digest – November 2024 – Must-Watch Boarding School in 2024
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MOST INSPIRING EDUCATION LEADER-2024
Duncan Grice Principal, XCL Education Malaysia
PROMINENT INTERNATIONAL SCHOOL TO WATCH IN CHINA-2024
Yew Chung International School of Shanghai (YCIS)
PROMINENT INTERNATIONAL SCHOOL TO WATCH IN ITALY-2024
English Gate School
Montgomery International School Brussels MUST WATCH INTERNATIONAL SCHOOL IN EUROPE-2024
EMPOWERS YOUNG MEN
TO BECOME RESILIENT LEADERS
Managing Editor
Sarath Shyam
Consultant Editors
Dr. John Andrews
Emma James Andrew Scott
Naomi Wilson
Stanly Lui
Joseph Alex
Art & Design
Charlie Jameson
Sales & Marketing
Jennifer Anderson
Alice Smith
Monica Davis
Anna Elza
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Reimagining K12 Education for a New Century
Afew weeks ago, I overheard a curious conversation between two students at a café. One asked, “Do you think AI will replace teachers?” The other responded confidently, “No way! But it might help us get through math homework faster.” Their exchange stuck with me because it reflects the crossroads K12 education finds itself at today—a mix of tradition and transformation, where innovation isn’t replacing human connection but enhancing it.
This issue of K12 Digest Magazine captures the spirit of change and growth. From shining a light on the Must-Watch Boarding Schools of 2024 to exploring the Prominent International Schools in China and Europe, we’re showcasing the trailblazers reimagining education.
At the heart of this edition is the inspiring story of South Kent School, a pioneer entering its second century with bold strides. They’re not just teaching; they’re preparing students for a world where adaptability and holistic growth are just as important as academic achievements. Their forward-thinking approach mirrors the larger shift in K12 education: classrooms evolving into launchpads for creativity, resilience, and purpose.
So, what’s driving these changes? For one, personalized learning is breaking the mold. With AI and data analytics, students are learning at their own pace, unlocking strengths in ways we never thought possible. Sustainability is also taking center stage—not just as a subject but as a way of life, with schools integrating green practices across the board. And then there’s global citizenship. In today’s interconnected world, understanding cultures and building empathy are no longer optional—they’re essential.
This issue also highlights the Most Inspiring Education Leaders of 2024, individuals who remind us that education isn’t just about textbooks; it’s about shaping thinkers, dreamers, and doers. Their vision is reshaping what classrooms can be and what students can achieve.
As you turn these pages, let the stories inspire you to think bigger about the role of education in shaping the future. After all, isn’t education about more than just lessons? It’s about possibility, progress, and preparing for the unknown.
At K12 Digest, our mission is to bring you stories that spark ideas and celebrate the educators, institutions, and innovations driving change. We hope this issue leaves you feeling as energized as we are about the path ahead.
Happy Reading!
Sarath Shyam
Where Bilingual Education Meets a World of Discovery, Friendship, and Limitless Potential ENGLISH GATE
PRINCIPAL, XCL EDUCATION MALAYSIA
Building a Community Where Everyone Thrives DUNCAN GRICE
52
MONTGOMERY INTERNATIONAL SCHOOL BRUSSELS
Empowering the Next Generation of Leaders, Thinkers, & Change-Makers
MUST WATCH INTERNATIONAL SCHOOL IN EUROPE-2024
PROMINENT INTERNATIONAL SCHOOL TO WATCH IN CHINA-2024
YEW CHUNG INTERNATIONAL SCHOOL OF SHANGHAI
Combining Global Education and Cultural Diversity to Nurture Future-Ready Students
70
CURATING A VALUES-BASED CAREERS DAY
Jim Faherty, High School Pathways Counselor, Green School Bali in Indonesia
ADMIN PERSPECTIVE
ARTIFICIAL INTELLIGENCE ON PUBLIC EDUCATION –SOLUTION OR SCARY?
Dr. Nick Sutton, Superintendent, Addison School District #4
ACADEMIC VIEWS
ADAPTING TO CHANGE: TRENDS RESHAPING K12 EDUCATION
Kalyan Ali Balaven, Head of School at Dunn School
INDUSTRY PERSPCTIVE
EXECUTIVE COACHING DYNAMICS: TRANSFORMING LEADERS FOR SUCCESS
Eric Francis Manu, Executive Leadership Coach and Etiquette Consultant
SOUTH KENT SCHOOL EMPOWERS
YOUNG MEN TO BECOME RESILIENT LEADERS
Over a century ago, on a quiet patch of Connecticut countryside, Samuel Slater Bartlett and Richard M. Cuyler envisioned a school that would shape boys into young men of character, resilience, and purpose. South Kent School, founded in 1923, wasn’t designed to be exclusive—it was built to be accessible to families of all means, blending rigorous academics with the values of hard work and self-reliance. “From the start, it was about giving boys more than knowledge,” says Brian Sullivan, South Kent’s current Head of School. “It was about teaching them how to take on responsibility and face the real world.”
In those early years, students didn’t just hit the books—they built classrooms, harvested crops, and maintained the campus, cultivating the self-sufficiency that would last a lifetime. Bartlett, affectionately known as “the Old Man,” led the school through the Great Depression, guiding it with simplicity and resilience. Under his steady hand, South Kent became a place
Brian Sullivan, Head of School
where students gained both knowledge and the grit to thrive in life.
Decades later, South Kent has flourished, balancing academics with athletics and leadership. Today, its 650-acre campus offers a remarkable blend of learning environments, including trails, fields, and state-of-the-art facilities. As it enters its 101st year, South Kent is launching the Future Literacies program, an innovative curriculum focused on AI, finance, and entrepreneurship. “We’re preparing our students for a world that’s constantly evolving,” Sullivan shares.
As South Kent steps into its second century, it does so with a powerful legacy and a renewed commitment to shaping well-rounded young
men ready to take on the world with resilience and purpose.
A Curriculum for the Future
Entering its second century, South Kent School is embracing a bold vision of education that meets the challenges of the modern world. “We’re focused on building a curriculum that doesn’t just teach concepts but prepares students to thrive in an unpredictable world,” shares Sullivan. To achieve this, South Kent has introduced a host of new programs that blend foundational academics with cutting-edge disciplines like artificial intelligence, financial literacy, engineering, and entrepreneurship.
Today, South Kent’s 650-acre campus offers a remarkable blend of learning environments, including trails, fields, and state-of-the-art facilities
One standout is the dual-enrollment partnership with Syracuse University, enabling students to earn college credits before they graduate. Additionally, the Stockdale Leadership Program, inspired by Vice Admiral James Stockdale, guides students through core principles of leadership, setting the groundwork for future roles in various fields.
The School’s evolving curriculum offers early evening programs in areas like STEM, entrepreneurship, culinary arts, and innovation—allowing students to apply their learning beyond the traditional classroom and engage with real-world projects. This practical approach goes hand-in-hand with South Kent’s belief that the best learning happens when students actively engage, connect, and create.
South Kent’s North Campus offers a range of opportunities, from sustainability projects and ecosystem research to culinary arts experiences with visiting chefs
A Hub of Sustainability and Hands-On Learning
After a hiatus, South Kent’s North Campus is back, reimagined for the 2024-2025 academic year as a hands-on learning environment. “The North Campus is where our students truly get their hands dirty—literally and figuratively,” says Sullivan. This campus offers a range of opportunities, from sustainability projects and ecosystem research to culinary arts experiences with visiting chefs.
The greenhouses and surrounding woodlands provide a living laboratory, fostering an appreciation for ecosystems and environmental science. The emphasis here is on experiential learning, as students engage in projects that make a direct impact on their community and deepen their understanding of the natural world.
Personalized, Hands-On Learning
What sets South Kent apart is its commitment to personalized, real-world learning. Small class sizes and a close-knit boarding environment
mean that faculty members know each student individually—their strengths, challenges, and potential. “We want our students to learn in ways that matter to them,” Sullivan notes, emphasizing South Kent’s focus on applying knowledge rather than memorizing for tests.
Every course culminates in a capstone project where students tackle real-life issues, allowing them to see how their studies translate into tangible results. The outcome? Graduates equipped not only with knowledge but also with the critical thinking and adaptability required in a complex world.
South Kent’s curriculum balances timeless academic subjects—writing, history, math, and science—with forward-thinking disciplines like AI and technology, financial literacy, and engineering. This blend ensures that while students master core skills, they’re also gaining the future-oriented knowledge needed to thrive in college and beyond.
Building Character Through Community and Responsibility
Education at South Kent is as much about character as it is about academics. The School’s
South Kent nurtures leaders by allowing students to pursue activities aligned with their personal interests
ethos emphasizes that every student is part of something greater—a community where strength comes from working together. Accountability is central here; students are encouraged to take ownership of their actions and hold themselves to high standards.
Central to this approach is the century-old Jobs Program, where every student plays an active role in maintaining the School’s daily operations. From cleaning common spaces to tending campus grounds, students learn the value of teamwork and personal responsibility, reinforcing the idea that everyone’s efforts contribute to the School’s success.
South Kent nurtures leaders by allowing students to pursue activities aligned with their personal interests. Evening programs reward hard work, offering additional learning opportunities that support both personal and academic growth.
Holistic Support for Personal and Academic Success
South Kent’s small size allows for a highly individualized approach to education. Here, every student’s academic journey is unique, with teachers and advisors who tailor programs to fit each student’s needs. The Student Success
Office plays a pivotal role, providing one-onone support and resources like the Writing Lab and Math Lab. “We don’t just teach; we guide and mentor, adapting as needed,” explains Sullivan.
Recognizing the social and emotional challenges facing young men today, South Kent emphasizes emotional literacy. By developing self-awareness and resilience, students are better prepared to navigate the complexities of adolescence and emerge as confident, capable individuals.
This holistic approach ensures that South Kent graduates don’t just leave with academic skills—they depart as well-rounded, compassionate, and responsible citizens ready to contribute meaningfully to the world.
Diversity and Inclusion
South Kent School is not just a place of learning but a thriving mosaic of cultures, ideas, and experiences. With students hailing from over 23 states and more than 20 countries, diversity isn’t a target—it’s the very fabric of the school.
Every student, regardless of background, adds a unique thread to this community, fostering an environment where varied perspectives are embraced and celebrated.
To ensure every voice is heard and valued, South Kent has created a structure that champions representation and inclusion. Through advisory and Form programming, students have a platform to share their thoughts, experiences, and challenges. This direct access to school leadership is intentional, aiming to create a space where students feel deeply engaged in their own educational journey. Brian Sullivan, the School’s leader, emphasizes that the faculty and administration work as partners in student growth. “Our students aren’t just here to learn,” says Sullivan, “they’re here to teach us, too. We believe that their perspectives actively shape South Kent’s present and future.”
South Kent’s commitment to representation extends to its leadership, which showcases a rich mix of backgrounds and experiences. This diversity at the top serves as a daily reminder for students to envision themselves in leadership roles, reinforcing that they, too, have the power
South Kent’s commitment to representation extends to its leadership, which showcases a rich mix of backgrounds and experiences
to shape the world around them. Through these efforts, South Kent fosters a sense of belonging and pride, preparing students to thrive not just academically but as inclusive, global citizens.
Building a Legacy of Engagement and Leadership
Community service is more than just a value at South Kent School—it’s a shared commitment. From local soup kitchens to organizing food drives, students actively give back to the community, nurturing empathy and responsibility in the process. These experiences, spread throughout the week and weekends, teach students the power of collective action and personal accountability.
While South Kent honors traditional leadership roles such as student prefects and
team captains, it’s clear that leadership here is about much more than titles. “Leadership isn’t just what you do, but how you do it,” Sullivan shares. To embody this philosophy, South Kent’s advisory program immerses students in leadership training, focusing on skills like communication, ethical decision-making, and problem-solving. This holistic approach ensures that students emerge not only as knowledgeable scholars but as conscientious leaders equipped to make meaningful contributions.
Through these intertwined pillars of community service and character-based leadership, South Kent students develop a sense of purpose that transcends personal goals. By the time they leave, they are not only prepared for the world but also inspired to change it.
Connecting Past and Present: The Power of Alumni
While South Kent honors traditional leadership roles such as student prefects and team captains, it’s clear that leadership here is about much more than titles
South Kent’s campus walls hold more than just academic accolades; they echo the stories of alumni who have ventured into fields like business, government, environmental stewardship, and beyond. These accomplished graduates offer current students a powerful testament to the School’s transformative impact, embodying the core values that South Kent instills.
Recognizing the inspiration and guidance alumni provide, South Kent actively fosters connections between former students and the current community. Alumni are frequently invited to campus to share firsthand experiences, offering invaluable insights into how South Kent shaped their personal and professional lives. As they recount stories of challenges faced and milestones achieved, students gain a firsthand look at how the South Kent experience translates into real-world success. Sullivan underscores the importance of these relationships, noting, “Our alumni are living
examples of what our students can achieve—they are mentors, role models, and, most importantly, family.”
Through ongoing mentorship and networking initiatives, South Kent alumni play a continuous role in the lives of current students, providing advice, internships, and career pathways. These connections create a vibrant support network that encourages students to aim high and reinforces a sense of belonging to something bigger than themselves.
Athletic Excellence: More Than Just a Game
For South Kent, athletics is not an isolated activity but an essential part of the educational experience, enriching students’ lives beyond the classroom. From basketball to mountain biking, sports are woven into the daily rhythm of the School, teaching students invaluable lessons in teamwork, perseverance, and resilience.
Participation in sports at South Kent goes beyond honing athletic skills. Here, students learn to set personal and team goals, developing a sense of accountability and determination that extends to all areas of life. “Every practice, every game is an opportunity to build character,” Sullivan explains. “Our student-athletes learn that true success isn’t just measured by wins but by growth and effort.”
Game days at South Kent are a testament to the School’s unity and spirit, drawing students, faculty, and alumni together in a shared celebration of commitment and hard work. While many South Kent athletes do go on to compete at collegiate and professional levels, the focus remains on character development and personal growth. The victories are celebrated, but it’s the lessons learned from challenges that resonate the most.
At South Kent, the impact of athletics is felt well beyond graduation. These experiences prepare students for the trials and triumphs of life, equipping
them with a mindset of resilience and adaptability that will serve them in every endeavor they pursue.
Nurturing Passions Beyond the Classroom
At South Kent School, students’ unique interests take center stage through an engaging mix of extracurricular and co-curricular activities. This year’s diverse lineup reflects a commitment to fostering creativity, skill-building, and camaraderie. Programs like sustainability, entrepreneurship, robotics, and media production invite students to apply classroom concepts to real-world projects. Aspiring engineers can build hands-on creations, while young entrepreneurs develop innovative ideas alongside peers.
The School’s E-Sports program sharpens strategic thinking, while the Advanced Media Group and South Kent News Network encourage creative documentation of school life. Even friendly competition finds its place in the intramural basketball league, where students experience the thrill of team spirit and rivalry. “It’s about
connection and confidence,” says Sullivan, who believes these experiences shape resilient, wellrounded individuals.
Preparing for Tomorrow with Vision
In a rapidly changing world, South Kent stays ahead by blending tradition with forwardthinking educational practices. Through a dynamic, research-driven curriculum, students are prepared for both academic and future
career success. Embracing new technologies and inquiry-based learning, the School equips students with adaptability and critical thinking skills that transcend conventional academics.
Guided by a commitment to continuous improvement, South Kent aims to create lifelong learners who are prepared for future challenges. This adaptable, forward-focused approach ensures that each student leaves equipped to lead, innovate, and thrive in an evolving world.
DUNCAN GRICE
PRINCIPAL, XCL EDUCATION MALAYSIA
Building a Community Where Everyone Thrives
Duncan Grice’s journey in international education reads like a global adventure with one constant theme: putting people—students, teachers, parents— at the center of everything he does. Since joining XCL Education Malaysia, Duncan has brought this people-focused philosophy to life, making sure every voice is heard and every individual feels valued.
Before taking on his role as Principal at XCL Education Malaysia, Duncan’s career was already a showcase of impactful leadership. He was the founding Headmaster of Malvern College Egypt, where he led the school’s establishment from scratch, emphasizing a student-centered approach. Under his guidance, the school earned
an impressive A* report from Malvern College UK in its first-ever Quality Assurance inspection. Reflecting on his approach, Duncan says, “My feeling was not to moan but instead move into leadership and improve things.” He’s never been one to stand on the sidelines when positive change is needed.
Earlier in his career, Duncan served as Deputy Head of College and Head of Junior School at Dulwich College Suzhou, China. There, he chaired the steering committee that guided the school through its Council of International Schools (CIS) accreditation, an extraordinary feat for such a young institution. His international teaching career began even further back, in 2000, at the British International School Jakarta.
With each new chapter, Duncan carried forward his unwavering belief in fostering school environments where everyone can thrive.
Yet, despite these notable achievements, Duncan’s leadership philosophy remains refreshingly simple. “Leadership is about valuing people, the well-being, development, and contentment of our entire community,” he explains. He emphasizes transparency and open communication, with a focus on genuine listening. His goal isn’t just academic success; it’s the overall well-being of students and staff. Duncan’s vision for XCL Education Malaysia is straightforward: “Happy Principal = Happy Teachers = Happy Children = Happy Parents = Happy Principal.”
For Duncan, leadership also means aligning every decision with the school’s vision, “To be a school community where everyone can thrive and meet with success.” It’s a guiding principle that’s kept front and center, even in seemingly
The teachers at BXCL are not just educators; they are facilitators of thought, supporting each child’s learning and encouraging deeper exploration
small choices. “If a prospective idea does not match that vision, we do not proceed with it. It is that simple,” he says.
With XCL Education’s extensive network across Southeast Asia, collaboration is key. Principals and executive teams meet regularly, whether in person or online, to discuss goals, share ideas, and ensure they’re on track. Duncan is proud of how well-connected the schools are, with initiatives ranging from leadership conferences to interschool competitions. But at the heart of it all is the ethos of ‘Believe, Belong, Become.’ As Duncan puts it, “Believing in a child and developing a positive self-belief is so important, as is a feeling of belonging. If we get this right, they will grow to become the best versions of themselves.”
The teachers at BXCL are not just educators; they are facilitators of thought, supporting each child’s learning and encouraging deeper exploration
In every school he’s touched, Duncan Grice has shown that real leadership is about more than just academic results; it’s about creating a thriving community, one where everyone feels they truly belong. And at XCL Education Malaysia, he’s doing just that—one thoughtful decision at a time.
A Journey of Lifelong Learning at BXCL
At the age of three, children are full of wonder, endless questions, and boundless curiosity. At BXCL, this spirit of discovery is something they believe should never fade. The school provides a nurturing environment designed to be safe, secure, and happy, a critical foundation for effective learning. “If children or staff do not feel safe and secure,” says Duncan, “you can forget about learning and personal development.”
The teachers at BXCL are not just educators; they are facilitators of thought, supporting each child’s learning and encouraging deeper exploration. This child-centered approach ensures that learning opportunities are meaningful and cross-curricular. At the heart of their philosophy is a definition of learning: “Good learning is a meaningful and rewarding experience where students enjoy building on prior knowledge. Good learning allows students to flourish through being engaged, challenged, and valued, and to confidently question, communicate, and reflect independently and collaboratively.”
Every lesson at BXCL aims to instill these core skills, with high expectations set for effort, achievement, and behavior. “Bringing out the best in our children is our constant aim,” Duncan emphasizes. Creativity, cooperation, confidence, and courtesy are cultivated to prepare students for the complexities of the world.
Learning at BXCL is interactive and vibrant, often including debate, collaboration, and realworld engagement. Community partnerships like the collaboration with The Pink Ladies, a group raising funds for cancer charities, make learning impactful. Students not only learn about the serious subject of cancer but participate in fun, engaging fundraising activities, deepening their understanding.
One of the school’s standout initiatives is the “Classmate of the Week.” Each week, a student is chosen, and their peers leave positive affirmations beside their photograph. This simple act promotes emotional well-being and a positive self-image, which is instrumental for a productive learning mindset.
In fostering future leaders, BXCL has developed robust student leadership programs. From responsibilities in sport, music, and the arts to leading school assemblies, students are encouraged to take ownership. The younger students watch in awe and are inspired. “The growth in confidence and leadership we’ve seen in these students is remarkable,” Duncan notes.
The school’s staff also participate in professional learning communities that focus on teaching excellence. Teachers meet monthly to explore new ways to improve student learning and then reconvene to discuss outcomes, challenges, and innovations.
Building a Legacy Through People
For Duncan, recruiting exceptional teachers is among the most critical elements of his role. His leadership team operates with a simple but powerful criterion: “Would I want that teacher teaching my own children?” If the answer is no, the teacher isn’t hired.
Good teachers, as Duncan puts it, have a unique ability to elevate student experiences. Unlike traditional, often stressful teaching observations, BXCL’s professional development approach focuses on student learning. Teachers observe each other to learn and grow together.
“We talk to the students about their learning,” Duncan explains, “then have constructive conversations with the teachers.” It’s an approach that emphasizes collaboration and continual improvement.
BXCL thrives on its strong human connections. The school isn’t defined by its buildings but by the quality of relationships within. Mutual respect, trust, and open communication are the core pillars. Teachers and tutors build meaningful connections with
students and parents, guided by a positive approach to education. An open-door policy, prompt communication, and a dedicated Parent Relationship Executive who speaks three languages ensure that every concern is addressed quickly. “We believe in offering a Five Star service in everything we do,” Duncan says.
Feedback from families is taken seriously, and parent surveys shape the School Improvement Plan. “Education is a three-way relationship built on trust, honesty, and integrity,” he adds.
Navigating Modern Challenges in Education
Beyond the pandemic’s devastating impact, modern challenges like social media influence and the rise of AI continue to affect students. Post-
pandemic, BXCL has observed young children struggling to play and socialize, older students dealing with delayed emotional development, and even some who face mental health challenges exacerbated by social isolation.
The digital world adds to these complexities. Today’s teenagers are swamped with unrealistic social media portrayals, creating an urge to escape into the metaverse or present a facade of perfection. Duncan expresses deep concern: “The dangers lurking online are frightening.” One concerning trend is how AI-driven content curation can create echo chambers, polarizing young minds and normalizing extreme behaviors. In response, BXCL emphasizes ethical AI usage and online safety.
Parents often ask for advice on supporting their children’s learning. One key suggestion from the school is ensuring students get adequate
BXCL’s mission revolves around five key promises to families: Top Academic Outcomes, Future-Proof Preparation, Holistic Character Development, Welfare & Safeguarding, and Continuous Improvement. Each priority is a commitment to excellence
sleep. “Leave devices outside the bedroom,” Duncan advises. The impact of sleep deprivation on learning is profound, affecting cognitive function and overall well-being.
Five Promises for a Brighter Future
BXCL’s mission revolves around five key promises to families: Top Academic Outcomes, Future-Proof Preparation, Holistic Character Development, Welfare & Safeguarding, and Continuous Improvement. Each priority is a commitment to excellence.
The school remains dedicated to rigorous academic standards while embracing AI’s potential to enhance learning. Holistic character development is captured in the school’s mantra, “Believe, Belong, Become,” which is more than just a slogan; it’s a philosophy embedded in the school culture. Welfare and safeguarding practices ensure every staff member is recruited with the highest standards of safety and ethics. And finally, continuous improvement efforts drive BXCL’s sustainability initiatives, making eco-awareness a core value.
Curating a Values-based Careers Day
Jim Faherty, High School Pathways Counselor, Green School Bali in Indonesia
Inever enjoyed ‘careers day’ when I was in school. Each year, the Head of Sixth Form would trot out a career professional — usually a white male — who would stand in front of the class and talk about himself, before going through a prescriptive list of things you should do to be like him and ensure ‘success’.
Clearly, there are problems with this approach: It simply doesn’t mirror real life. It doesn’t empower the students’ autonomy and ambitions.
It doesn’t address that ‘success’ is entirely subjective for each individual.
It is a crass oversimplification of the beautiful nuance, complexity, and unpredictability of a real-life career path.
How then to create and curate a careers day which avoids the above pitfalls, and provides a meaningful and engaging experience for students?
At Green School Bali, we experimented with a slightly different approach to the usual careers day. First, we asked all high school students to take a personality test. We used the free 16
Ultimately, students were urged not to take the results as gospel, but to use them as a point of deeper self-reflection
Currently working as the High School Pathways Counselor at Green School Bali in Indonesia, Jim also sits on the Board of Learners as one of the Teacher Representatives. He is dedicated to serving his students and celebrating their unique and diverse postsecondary pathways, which range from Cornell to circus school to climate justice at the UN to building a blacksmith foundry. Originally from the tiny south Bucks town of Marlow Bottom in the UK, Jim began his career in international education in China in 2005, teaching English to local students. He soon became interested in the world of transnational education and has worked in student recruitment and admissions at the University of Liverpool, and Goldsmiths, University of London. Since 2019 he has worked in independent and international schools in roles involving career guidance and comprehensive counselling. Jim holds a BA in Chinese from SOAS, University of London, a postgraduate diploma in Counselling Psychology from the College of Allied Educators (Singapore), and a Masters in Psychotherapy from Leeds Beckett University.
Personalities test, but I am aware that many careers guidance platforms (such as Cialfo, Unifrog, Maia Learning, etc) offer some form of psychometric personality test, and these are broadly similar in approach and application. Students were asked to reflect on the results of this test: how accurate (or not) did they feel the results were? Which observations and statements did they feel really hit the nail on the head? Which of their friends had the same or similar personality types, and were those similarities apparent before they took the test, or was it something they only realised once labels had been applied to each individual? Ultimately, students were urged not to take the results as gospel, but to use them as a point of deeper self-reflection. For some students, this allowed for conversations about their aspirations: what kind of person did they want to be, and what changes did
What we saw and heard that day was absolutely incredible: raw, authentic stories of personal struggles, moments of acute realisation that sparked significant career pivots, and honest observations about corporate culture
they want to make to live into their values and aspirations?
Once all students had completed the test, around 30 adult members of the community were invited to take part in the event – which we called the ‘Pathways & Possibilities Day’, so as not to tether it to the idea of following specific career interests or jobs. The majority of these adults were from the parent community, but we also invited Green School alumni, and locals representing different professions to join in. All participants were asked to take the same personality test and share their results with us.
We then devised a half-day of panel presentations, grouped by personality type, and asked our presenters to focus not on their career outcomes or tangible successes, but on those moments in their life where they had to draw on their own values and personality traits to get them through. Students had the freedom to choose whether they attended a session of someone with the same personality type as them, or something completely different.
We also planned keynotes and activities which explored the concept of ‘squiggly careers’ — a concept devised by Helen Tupper and Sarah Ellis, who in 2021 presented a TEDx talk on the topic — and invited our speakers to be authentic and honest about their personal journey, including challenges, setbacks and times they had to pivot.
What we saw and heard that day was absolutely incredible: raw, authentic stories of personal struggles, moments of acute realisation that sparked significant career pivots, and honest observations about corporate culture. After the day had concluded, a survey was sent around to ask students to reflect on what they saw and heard, and how it made them feel (and
think) about their future. We received feedback across the whole spectrum, but on the whole, it was overwhelmingly positive, with 80% of students saying they found it ‘Valuable’ or ‘Very Valuable’. One student summed up how she grew to understand the theme of the event:
“First it seemed weird to me that the entire event was based on the 16 Personality test because such tests can be very inaccurate or show an incomplete picture of yourself. But as the event was taking place I started to really like the idea, because even though I would say this personality type describes only parts of me, I could really recognize myself in some of the stories or ideas shared by the parents. It kind of felt like being among the same kind and being able to talk about things others might not understand. I really liked the theme of the day, and I think it was very valuable and fun as well.”
For those willing to move away from the tried and tested standard ‘careers day’ formula, this type of values-based approach to exploring careers is far more rewarding, more valuable, and empowers students to be in charge of their own ambitions and personal learning journeys, connecting them with their own set of personal values which, let’s face it, are the only thing we have to fall back on when everything else is taken away.
And finally, anyone who knows me, knows that my own career pathway is about as squiggly as it gets, so for me, it was both edifying and enjoyable to offer a space for career exploration that felt authentic, inclusive, and human-centered rather than creating pressure on students to aspire to preconceived notions of ‘success’ and prescriptive pathways to achieve it.
ENGLISH GATE SCHOOL
Where Bilingual Education Meets a World of Discovery, Friendship, and Limitless Potential
Imagine a classroom buzzing with the energy of discovery. One group of students is conducting a science experiment, their eyes wide with amazement as a chemical reaction unfolds before them. In another corner, a class is engaged in a spirited debate, seamlessly switching between English and Italian as they discuss global issues. At English Gate School (EGS) in Cantù, this is a typical day. Learning is vibrant, holistic, and intertwined with cultural experiences.
Founded in 2010 by Ms Klodia Gaudino, EGS has become a beacon of bilingual and international education in the Como region. But it all started with a simple yet powerful dream. Ms Gaudino, who grew up in the United States and later moved to Italy, envisioned a school that combined the best of both worlds: the forward-
Ms Klodia B. Gaudino, Founder
EGS’s curriculum is an innovative blend of the International Curriculum to the Italian Ministerial Programme
thinking International Curriculum and the rich traditions of the Italian education system. “I wanted a school that felt like a second home for my own children—a place where they could explore, grow, and thrive,” Ms Gaudino recalls. Today, her dream has flourished into a thriving institution with over 300 students and a closeknit international community.
A Global Education, Rooted in Tradition
At EGS, education is a careful blend of global and local perspectives. The school’s curriculum is a harmonious mix of the International Curriculum and the Italian Ministerial Programme. This dual
approach ensures that students not only develop critical thinking skills and global awareness but also remain deeply connected to Italian language and culture.
“Bilingual education isn’t just about speaking two languages,” Ms Gaudino explains.
“It’s about understanding two cultures, being able to think globally while staying grounded locally.” Students learn to navigate both worlds with ease, prepared for opportunities abroad as well as in our home country, Italy.
The UK-based curriculum focuses on nurturing curiosity, creativity, and holistic development. Students are encouraged to ask questions, explore new ideas and engage with the world around them. Meanwhile, the Italian programme emphasizes linguistic mastery, cultural heritage, and the rich traditions that shape Italian society. Together, these two
systems create a unique learning experience that equips students for the complexities of an interconnected world.
Learning Beyond the Classroom
One of EGS’s defining features is its commitment to experiential learning. Step into a classroom, and you might see students doing an experiment, participating in teams to an assigned project or performing a play in their second language. The school believes in putting students at the heart of the learning process.
“Our teaching is centered on the students’ natural curiosity and desire to discover,” Ms Gaudino shares. Lessons are interactive, with a focus on research, collaboration, and handson projects. Students learn by doing, which fosters deeper understanding and a genuine love for knowledge.
Beyond sports, EGS offers a wide range of extracurricular activities designed to ignite students’ creativity and curiosity
Sports and physical education play a significant role in this holistic approach. At EGS, sports aren’t just about physical health; they’re a vehicle for personal growth. Activities like karate, tennis, golf, and swimming are integrated into the curriculum, teaching students discipline, teamwork, and resilience. “We also take our students on unforgettable adventures,” Ms Gaudino adds. Each year, EGS organizes ski trips and sailing weeks, partnering with top-quality local clubs to provide world-class
experiences. These activities challenge students to step out of their comfort zones, try new things, and build lasting memories with their peers.
Beyond sports, the school offers a wide range of extracurricular activities designed to ignite students’ creativity and interests. From arts and crafts to entrepreneurship, from cooking classes to dance and drama, there’s something for everyone. “We’re often asked why we emphasize friendship and happiness so much,”
Ms Gaudino says with a smile. “It is simple: when students feel happy and understood, they become passionate learners. They form friendships that support and uplift them, and those bonds make school life truly fulfilling.”
Creating a Culture of Lifelong Friendships
For many schools, academic success is the ultimate goal. At EGS, however, creating a supportive, happy, and inclusive environment is equally important. The school’s philosophy is built on the idea that a student’s emotional wellbeing is key to their academic performance. Teachers work tirelessly to understand each child’s emotional needs, building their
self-confidence and teaching them how to handle challenges.
One of EGS’s unique educational goals is to help students develop life-long friendships.
“We want our students to feel excited to come to school each day,” Ms Gaudino says.
“They should feel part of a community that supports them, inspires them and makes learning an adventure.” Through activities like team-building workshops, social events, and community projects, students learn the value of empathy, collaboration, and authentic connections. They are taught that kindness, respect, and helping each other are as important as academic achievements.
Technology and Innovation: Tools for the Future
In today’s world, technology is an essential part of education. But at EGS, it’s not just about having the latest gadgets; it’s about using them wisely. The school has embraced digital literacy, teaching students how to navigate the
digital world safely and responsibly. From early lessons on cybersecurity and online safety, to discussions about the impact of social media, EGS empowers students to become thoughtful digital citizens.
Interactive platforms like Seesaw are used for homework and feedback, making communication between teachers, students, and families seamless. Coding is introduced early and students participate in Globeducate’s international STEM Day, collaborating with peers around the world on science and engineering challenges.
The integration of AI into the curriculum is another innovative step forward. “We are currently training AI champions among our staff,” Ms Gaudino notes. “All our teachers have access to AI training modules, which are transforming how we teach and learn.” Teachers also use smartboards and digital platforms like Google Workspace for real-time collaboration on projects, ensuring that students are techsavvy and prepared for the future.
EGS employs mother-tongue English teachers who enrich the students’ language skills and cultural understanding
Language as the Gateway to Culture
Language is at the heart of the EGS experience. The school employs mother-tongue English teachers who enrich the students’ language skills and cultural understanding. In a setting where Italian is the dominant language, maintaining English fluency is a challenge—but one that EGS meets with enthusiasm. “Our teachers create opportunities for students to practice and refine their English, even in informal settings,” Ms Gaudino explains. “It’s crucial for their language development and their ‘citizens of the future’ identity.”
Students at EGS do not just learn languages; they learn to appreciate the cultures those languages represent. The school organizes cultural events, trips to local museums, and community walks to connect students with the history and traditions of Cantù. “We celebrate Italian culture while embracing our international
identity,” Ms Gaudino says. “It’s a beautiful blend that enriches our students’ education and horizons.”
The Spirit of EGS
Over the years, English Gate School has built more than an academic institution—it has created a community. A place where every student feels valued, where curiosity leads to discovery, and where friendships last a lifetime. “Education at EGS is about balance,” Ms Gaudino reflects. “Balancing two languages, two cultures, and the needs of the child as a unique human being. That is what makes us special.”
From its innovative teaching methods to its emphasis on emotional well-being and cultural awareness, EGS stands as a shining example of what education can be: an adventure that prepares students not just for exams, but for life.
ACADEMIC VIEWS
Adapting to Change: Trends Reshaping K12 Education
Kalyan Ali Balaven, Head of School at Dunn School
The landscape of K-12 education is undergoing a seismic shift. With the advent of new technologies, shifting societal expectations, and a growing emphasis on diversity, equity, inclusion, and belonging (DEIB), educators are being challenged to rethink traditional approaches and adapt to a rapidly evolving environment.
Inclusion, once a buzzword, is now a fundamental principle driving these changes. My work in education has always been rooted in the belief that inclusion is not merely an aspiration but the very foundation of a thriving learning environment. It is the bedrock upon which we
build equitable learning spaces, ensuring that all students, regardless of their backgrounds or abilities, have equal opportunities to succeed.
The Growing Importance of Data-Driven Decisions
One of the most significant trends reshaping K-12 education is the increasing reliance on data to inform decisions. Schools are now using datadriven tools like the Inclusion Dashboard to assess and improve their DEIB practices. This shift represents a move away from well-meaning but often superficial inclusion efforts toward strategies that have a measurable impact.
One of the most significant trends reshaping K-12 education is the increasing reliance on data to inform decisions
Kalyan Balaven is an educator, writer, and leader with a deep commitment to fostering inclusive and globally-minded communities. Serving as the Head of School at Dunn School, he emphasizes international education and the development of wellrounded students. Kalyan is the host of the Whole Student Podcast, where he explores questions of belonging, community, and purpose. He is also a published writer, contributing to platforms like Montecito Journal and NBOA’s Net Assets. Kalyan’s work reflects his dedication to holistic education, cultural understanding, and the empowerment of the next generation.
Personalized learning has been a buzzword in education for years, but it is now becoming a reality in more classrooms thanks to advancements in technology and a deeper understanding of student needs
The Inclusion Dashboard, which I first introduced several years ago, has become a pioneering tool in this movement. By providing concrete data, it helps schools build institutional capacity, identify strengths, find opportunities for growth, track progress over time, and make informed decisions that enhance the educational experience for all students. The dashboard’s significance lies in its ability to transform abstract concepts of inclusion into measurable and actionable insights.
However, the effectiveness of these tools depends on how they are used. Simply having a dashboard is not enough. Schools must commit to continuous improvement and accountability, using the data to drive systemic change rather than just as a checkmark on a list of DEIB initiatives.
The Role of Technology in Shaping Education
Technology is another critical factor driving change in K-12 education. The rise of artificial intelligence (AI), virtual classrooms, and
digital resources has fundamentally altered how educators teach and students learn. These advancements offer incredible opportunities for personalization and engagement, but they also present challenges.
For example, while AI can provide personalized learning experiences, it also raises questions about equity. Not all students have equal access to the technology required to benefit from AI-driven tools. Moreover, as AI becomes more integrated into the classroom, there is a growing need for educators to be trained in how to use these tools effectively and ethically.
The COVID-19 pandemic accelerated the adoption of digital technologies, forcing schools to quickly adapt to remote learning environments. This sudden shift exposed significant gaps in access and highlighted the need for schools to be more agile in their response to changing circumstances. Moving forward, it will be crucial for educators to balance the benefits of technology with the need to ensure that all students have the resources and support they need to succeed.
The Shift Toward Personalized Learning
Personalized learning has been a buzzword in education for years, but it is now becoming a reality in more classrooms thanks to advancements in technology and a deeper understanding of student needs. This approach allows educators to tailor instruction to meet the unique needs of each student, fostering a more inclusive and supportive learning environment.
However, personalized learning is not without its challenges. It requires a significant investment of time and resources to develop and implement personalized learning plans.
Additionally, educators must be trained to effectively use the tools and strategies that make personalized learning possible. Despite these challenges, the potential benefits of personalized learning make it a trend worth watching.
The Ongoing Evolution of DEIB Initiatives
As schools continue to grapple with the challenges of diversity, equity, inclusion, and belonging, DEIB initiatives are evolving to meet the needs of a changing student population. These initiatives are no longer just about addressing disparities; they are about creating environments where every student feels valued, respected, and empowered to succeed.
This evolution is reflected in the growing emphasis on data-driven approaches to DEIB. The Inclusion Dashboard, for example, provides schools with the tools they need to measure and improve their DEIB efforts. By tracking metrics such as diversity, equity, and belonging, schools can identify areas of strength and areas where they need to improve.
However, these efforts are not without their challenges. Resistance to change is a significant
barrier, and some educators may be hesitant to adopt new approaches. Additionally, there is the risk of DEIB initiatives becoming more about optics than substance, where schools create DEIB offices and programs to appear progressive without making meaningful changes.
To overcome these challenges, schools must commit to ongoing reflection, adaptation, and innovation. They must be willing to challenge the status quo and take bold steps to create truly inclusive environments. This requires not only the right tools and strategies but also a deep commitment to the principles of equity and inclusion.
Conclusion: Embracing the Future of Education
The trends reshaping K-12 education are creating new opportunities for educators and students alike. By embracing data-driven decision-making, leveraging technology, and committing to personalized learning and DEIB initiatives, schools can create environments that support the holistic development of every learner.
However, adapting to these changes requires more than just adopting new tools and strategies. It requires a fundamental shift in how we think about education. We must move beyond traditional approaches and embrace a more inclusive, data-driven, and personalized model of education that prepares students for the challenges of the 21st century.
As we look to the future, it is clear that the only constant in education is change. By staying ahead of the trends and continuously adapting to the evolving needs of our students, we can ensure that our schools remain places where every student can thrive.
Empowering the Next Generation of Leaders, Thinkers, & Change-Makers
Located right in the heart of Brussels, Belgium, Montgomery International School (MIS) caters to students from elementary through secondary years (ages 51/2 to 19). The school, incepted in 2007 and formerly known as École Internationale Montgomery (EIM), is driven by its mission to create a safe and supportive environment where students are not afraid to take risks, enabling them to reach their full potential. As expressed in its motto,“Be Kind. Be Bold. Be Your Best Self.”, the school’s culture revolves around kindness, curiosity and respect, and strongly supports individual aspirations.
Montgomery International School’s guiding principles focus on an innovative curriculum, a commitment to academic growth, and a deep understanding of its students. The curriculum is designed to develop critical thinking, problem-solving abilities, and effective
For six consecutive years, we’ve achieved a 100% pass rate in the IB Diploma program, a feat I’m incredibly proud of, especially as a non-selective school
Danielle Franzén, Head of School
communication skills, encouraging independent thinking and collaboration. This approach prepares students for the challenges of university and beyond.
Benefits of IB education
Montgomery International School chose to offer the renowned IB program throughout the school sections because it perfectly aligns with the school’s philosophy of supporting each and every student to reach their full potential. Its hands-on approach and project-based learning allows students to build confidence and become independent learners.
Throughout the day, children are exposed to real-life engagement and activities. They work around various themes, which are explored in multiple subjects - such as English, French, Math, Sciences and Theatre - aligning with the IB transdisciplinary practice. With the support of teachers, students are encouraged to explore the materials independently and discover what they can accomplish on their own, which helps them reflect on their actions and potential outcomes
MIS has chosen to exclusively offer the IB program, confident that with the right support and a dedicated team of educators, every student can navigate the challenges of this rigorous curriculum and ultimately earn the IB Diploma. “For six consecutive years, we’ve achieved
a 100% pass rate in the IB Diploma program, a feat I’m incredibly proud of, especially as a non-selective school. We believe in the potential of every child and trust that, regardless of any learning challenges they may face, our pedagogical team can guide them on a journey of growth and success.” says Danielle Franzén, head of school.
Igniting Academic Passion Through Project-based Learning
At Montgomery International School, a balance of academic rigor with personal development is achieved through a unique blend of handson, project-based learning and opportunities for self-discovery. Beyond the traditional academic
subjects, the school’s pedagogy encourages students to engage in projects that not only challenges them academically but also allows them to explore personal interests and passions.
For example, in PYP5 (Grade 5), students explore a central theme throughout the year, with each student selecting a more specific topic within that theme. If the common theme is “our planet,” students might focus on subjects like “endangered animals,” “biodiversity,” or “pollution.” They dedicate significant effort to research, ensuring they use reliable sources, gathering visuals, and crafting their written content. All this hard work leads to a compelling exhibition, which is showcased to parents at the end of the year. Even the shyest students are well-prepared to stand confidently
before an audience and deliver an articulate talk about their project.
In MYP5 (Grade 10), students have a year to undertake a personal project that they will manage from start to finish with the support of a supervisor and the Personal Project coordinator. They are encouraged to explore a new interest or pursue a passion they already have. Each year showcases a diverse array of personal projects, reflecting the creativity and independence of the students. Past projects have included creating and performing a choreography for a poem, producing a video about life in North Korea, building an eco-house model, writing a “You are the Hero” book, designing a flamenco dress, etc.
In parallel, MYP4 (Grade 9) students engage in a Mini Enterprise project, working in teams
At Montgomery International School, a balance of academic rigor with personal development is achieved through a unique blend of hands-on, projectbased learning and opportunities for self-discovery
to develop an idea into a product that can be sold at fairs and other special events. A teacher guides them through the process, helping them understand how to bring a product to market, starting with conducting a market survey and creating a business plan, and ending with marketing and communication strategies. Along the way, they acquire valuable skills such as teamwork, leadership, creativity, and communication. Previous projects have included ’Yarnimals’, decorative knitted animals, ‘Beapy Heat’, an e-fork that detects food temperature, ‘Lit Up’ a series of decorative candles, etc.
In line with its mission to ignite a passion for learning, MIS offers theater starting as early as PYP1 (Grade 1) as an integral part of the curriculum. These classes extend beyond traditional theater, equipping students with a diverse range of skills that will serve them throughout their lives. During the
year, students design sets and costumes, interpret original plays, rewrite scripts, and utilize video to enhance their projects, exploring all facets of theater. Their efforts culminate in an endof-year performance at a prestigious Brussels theater, showcasing their work to the entire school community. In recent years, students have reimagined and performed a variety of scripts, including The Lion King, The Taming of the Shrew, Shrek, The Jungle Book, and A Midsummer Night’s Dream.
Such undertakings allow students to not only dive deeply into areas they are excited about but also expose them to new fields, thereby helping them develop critical thinking, creativity, and a love for learning. This pedagogy ensures that while academic growth remains a priority, personal development and curiosity are equally nurtured.
Transformative Learning Initiatives
Beyond traditional academics, the IB includes requirements such as CAS (Creativity, Activity, Service) and Service as Action Days, which encourage students to seek out new opportunities, embrace challenges, and adapt to different roles. Montgomery International School is fully committed to guiding students in choosing challenging projects that will push them beyond their comfort zones and help them build confidence.
Montgomery International School creates a supportive and inclusive environment for its students from over 50 different nationalities and cultural backgrounds through several key initiatives
To pass the CAS core element, DP students (Grades 11 and 12) are required to dedicate a certain amount of time to projects centered on Creativity, Activity, and Service. They often collaborate with Serve the City Brussels on various initiatives, such as assembling care packages for those in need or volunteering at a soup kitchen. For an activity project, one student challenged himself to run the renowned ‘20km
of Brussels,’ while a creative project involved the production of an EP, handling everything from writing and composing to recording. As a rule, MIS strongly encourages students to engage in meaningful CAS activities, like fundraising for a cause or taking on challenging sports endeavors, as personal achievements increasingly enhance university applications.
Similarly, Service as Action Days at Montgomery International School are dedicated events where students engage in community service projects, fostering a spirit of empathy and civic engagement. These events provide students with hands-on opportunities to make a positive impact while gaining a deeper understanding of social responsibility. In the past, students have partnered with Bruxelles Propreté to help clean up public spaces, volunteered at animal shelters, and spent time at centers for individuals with disabilities, raising awareness about their challenges. Through these experiences, students not only contribute to their communities but also develop a greater awareness of social issues and the importance of civic engagement.
The Advanced Bilingual Program vs the English Program
Montgomery International School offers two distinct programmes starting in PYP2 (Grade 2) i.e. the advanced bilingual track and the English track. Both tracks aim to provide a high-quality education while developing and/or perfecting essential language skills in today’s global society.
In the English track, all subjects are taught in English, except for French as a second language. This program accommodates students at various levels of English proficiency, including those with no prior knowledge, enabling them to enhance their language skills over time. Until
the DP program (Grades 11 & 12), students can enroll regardless of their fluency.
The advanced bilingual track provides an immersive experience with instruction in both French and English. In the PYP (Primary School), instruction is split 50% in French and 50% in English. As students progress to the MYP (Grades 6-10), the balance shifts to 70% English and 30% French. In the DP (Grades 11 and 12), students pursuing the Advanced Bilingual Diploma study a second language as Language and Literature and another subject in the same language (e.g. History in French). The advanced bilingual program is designed
Montgomery International School’s location near major international institutions like NATO and the EU enriches its educational approach by offering students direct exposure to global decision-making and diplomacy
to encourage students to develop academic competency in both languages, even if they are not initially fluent in French.
Students initially placed in the English program, can transition to the bilingual program as their French improves. This is strongly encouraged by teachers as bilingualism is not only a tool for academic success but also a means of fostering cross-cultural understanding.
Language Proficiency
Thanks to small class sizes, a strong differentiation system and a dedicated learning support teacher, students can join Montgomery International School with little or no knowledge of English up until MYP5 (Grade 10). These measures are designed to ensure that students quickly develop a functional proficiency in English.
In Primary (Grades 1-5), some children start with no prior knowledge of English or French. To best lead them through language proficiency, MIS offers extra language support lessons in smaller groups, and/or direct support within the classroom. While language is mainly acquired in the language classes students also expand their skills in the social studies class, which are taught in either English in the English Program or French in the bilingual program.
In MYP (Grades 6 to 10), small class sizes facilitate effective differentiation, enabling various phases of language learning to occur simultaneously. For those with no or little knowledge of French, the curriculum includes French as Language Acquisition. Supervised Studies is also available after school, allowing students to receive additional support in languages or any other subjects they may need help with.
Additionally, Montgomery International School has implemented a cross age tutoring
system where older students assist their peers with their language skills.
Fostering Cross-Cultural Understanding
Beyond languages, the school offers a diverse curriculum that integrates global perspectives and encourages students to learn about different cultures. It also has inclusive policies designed to accommodate the needs of students from all backgroundsthis includes language support for non-native speakers, and a zero-tolerance approach to discrimination. “We encourage open communication between students, teachers and families, and our top priority is that everyone feels valued and supported,” states Danielle Franzén, Head of School.
To foster cross-cultural understanding, Montgomery International School encourages the exploration of social topics such as racism, feminism, and LGBTQ+ rights. These subjects
are addressed either within class units or through dedicated clubs. Teachers often have to facilitate these conversations emphasizing the importance of listening to one another. With students from diverse cultures and belief systems, it is essential for them to learn to set aside personal convictions and cultivate a culture of mutual respect and understanding.
Additionally, every year high school students have the opportunity to participate in a Model United Nations (MUN) event. MUN is an educational simulation where students represent countries and debate global issues, mimicking the UN’s procedures. It enhances public speaking, critical thinking, and teamwork while deepening students’ understanding of international relations.
Such focus on cross cultural understanding is particularly important for students aiming to work or study in international environments. The emphasis on two languages and intercultural communication prepares students for successful
Currently, Montgomery International School is looking into renting additional space around its present campus to improve the learning of its students while keeping its family atmosphere and maintaining strong connections between students and teachers
careers in international business, diplomacy, and global organizations.
Nurturing a Supportive & Inclusive Environment for Students
With over 50 nationalities, Montgomery International School provides a safe and nurturing environment that supports all students.
Knowledge of their students is one of the school’s main guiding principles. Teachers make a concerted effort to establish connections by delving into the students’ background, interests, and their prior education. Activities are tailored to accommodate different levels and needs, and the small class sizes ensure personalized attention. Students can also receive one-on-one support if needed within the classroom or with a dedicated learning support teacher.
Similarly, Montgomery International School promotes open communication and trust between
teachers and students. Teachers are approachable, which encourages students to ask questions and take risks. Through various activities both inside and outside the classroom, they develop strong bonds with their students, leading to effective teaching and enabling them to better guide students in reaching their full potential
To ease the anxiety of the first day of school, especially for students coming from a foreign country and a different school system, each student is paired with a buddy who will show them around the school and introduce them to their peers. Additionally, on the very first day of school, teachers organize games and activities to ensure that children mingle and get to know each other. The Parents’ Association also organizes a picnic in the early fall, as well as other events throughout the year, which help children and parents get to know each other and strengthen the MIS community. Interactions between students
are initiated through school-wide events, such as an all-school Sports Day and an International Food Festival. The school also encourages cross age activities where older students tutor and supervise their younger peers, fostering a sense of responsibility. These interactions create a supportive and inclusive environment within our community.
Finally, Montgomery International School has adopted Restorative Justice as a conflict resolution tool, focusing on addressing conflict and harm through dialogue and understanding. Instead of simply punishing misbehavior, it encourages students to take responsibility for their actions, make amends, and restore relationships. This progressive method promotes accountability, empathy, and the development of social-emotional intelligence.
Beyond school
Montgomery International School tailors its extracurricular activities each year based on parent feedback. Currently, offerings include Dance, individual or group Piano and/or Guitar classes, Coding, Book Club, Visual Art, Tennis, and a Sports Club. All these activities are coordinated with the goal of enriching students’ potential.
Field trips are also a big part of Montgomery International School’s education beyond the classroom. The school’s central location enables students to fully engage with the diverse cultural and institutional offerings of a major capital like Brussels. Visits to landmarks such as the European Parliament, NATO, RTBF (a public broadcasting service), the Magritte Museum, the Comic Book Museum, and the Planetarium provide
enriching experiences that can be directly tied to students’ subjects of study.
In addition to extracurricular activities, Montgomery International School organizes distinctive overnight trips tailored to specific grade levels (Grades 3-5, 6-10 and 11-12). Past excursions have included destinations like Rome, Barcelona, Paris, and Denmark, with a planned trip to Iceland in 2025. In addition to cultural explorations, students also have the opportunity to enjoy outdoor experiences such as rock climbing, biking or kayaking. These adventures create lasting memories while strengthening the bonds between students and teachers. They are aimed to foster connections that would not be possible within the classroom, such as singing karaoke with the head of school or dancing flamenco with a physics teacher.
Strategic Roadmap
Currently, Montgomery International School is looking into renting additional space around its present campus to improve the learning of its students while keeping its family atmosphere and maintaining strong connections between students and teachers. Since September 2023, Montgomery has proudly joined the Ermitage Group, which includes Ermitage International School in Maisons-Laffitte and Sainte Victoire International School in Aix-en-Provence, France. This exciting partnership opens up opportunities for student exchanges, sports competitions, and cultural collaboration between the schools. It also enables their teachers and staff to share resources and engage in joint professional development, fostering a more connected and enriched educational environment.
Artificial Intelligence on Public Education – Solution or Scary?
Dr. Nick Sutton, Superintendent, Addison School District #4
Dr. Nick Sutton is the proud superintendent of schools for Addison District #4 in the Chicago suburbs. This is his 7th year as a district superintendent and has also served as a district leader in urban and rural settings. In addition, he is the author of two books – “Make Professional Development Matter!” and “The Post-Covid School. Grace Under Pressure.”
We as educators work in a career field that I believe mirrors so many natural human tendencies. Take for example, the urge to feel like we are doing a great job. While I can certainly acknowledge everyone wants to feel like they are making a positive contribution to the world professionally and personally, I think this inherent urge is more poignant in the field of public education. We are navigating impacts on students’ lives, so with that the stakes are so high. It’s just different. While I understand the stress of working in a field in which there are financial and sales-related goals, our world of education is just unique. We are aiming to positively impact the futures of students.
Another way I feel like public education connects uniquely to the idiosyncrasies of being a human being is that we seek comfort and a place of resolve. As a school district superintendent, I certainly do sometimes crave the insane deadlines, never-ending volume of work, and unplanned challenges for a variety of reasons. However, I also like reaching that point of accomplishing what seemed impossible because it is a fantastic feeling. Interestingly, I find myself working through these types of feelings frequently within my personal life, as well. As I drive home from work on many evenings, I work through my internal to-do list with this goal of reaching a point where everything seems finished. That there is somehow
While I understand the stress of working in a field in which there are financial and sales-related goals, our world of education is just unique
a magical place where there is nothing left to do. What is ironic about this statement is seeing this objective in the above-written form also seems absurd, however, I have no doubt I will continue falling into the same borderline subconscious dialogue of wanting to find a pathway towards this impossible finish line of completion.
I spend far too many of my weekends convincing myself that if I finish all my household chores and tasks that I’ll reach a place in which I feel like everything is done and that I can then fully relax. In other words, if I just accomplish enough that I can somehow believe I have arrived at a non-existent place of completion in my own mind. It’s taken me a long time professionally and personally to realize the fallacy of this tendency, and while it may seem like understanding none of us are ever really at a finish line in any way in life should make me anxious, it has instead brought me to an odd place of peace.
Take for example, consider any aspect of anyone’s life personally. This could be considering your current state of physical fitness, financial stability or even just the general “todo” list of items to clean around your home. There is always more that can be done. There is always growth that can be had. There is always a continued opportunity for more.
Needless to say, I am the first to admit and acknowledge that perhaps not everyone is like me. Perhaps they are able to compartmentalize the endless endeavors and tasks life presents themselves different than I. However, I know I slowly realized that unless I found a place of personal peace with accepting so many aspects of life are impossible to ever be finished, it would be my only real way of finding comfort, solace, and reassurance in a lot of ways.
While we probably all find odd connections in our minds with all life’s concepts and topics that we find circulating in our own heads, I find myself finding this internal realization correlating to what I currently see happening with public education. I see this internal dialogue connecting to the recent explosion of the impending impact artificial intelligence will have on our field.
First and foremost, I am not an expert by any means with artificial intelligence. Instead, I am someone that is seeing an only growing similarity to an experience I saw before as an educational leader. I have been privileged to work in this field for about 20 years, with about 15 of those years in various leadership positions. With my place of experience, I am a part of the group of educators that witnessed, firsthand, the transition of schools supplying each child a personal computer device. I remember seeing this futuristic concept evolve from only taking place at certain, forward-thinking schools to becoming an unspoken norm at any and all settings where students learn. I can also confirm that I watched fellow educators embrace this wild new concept of a computer device for each child in a remarkably similar way as I am seeing now with artificial intelligence. This would include excitement and acceptance to anxiety and avoidance for utilizing and seeing the impact this new approach would have.
Now please know that any educator that was apprehensive about utilizing one-to-one device programs at a school, or believing that artificial intelligence is anything but a good thing – I am not criticizing. Instead, I am trying to help other educators to realize two main points I see. First, there’s always going to be something new and we’re never going to be finished. In other
None of us will ever reach a pinnacled place in our craft, and this is also a guaranteed pathway for continued and never-ending growth – which isn’t that also a necessary variable for a good life?
words, the teacher that thinks their lesson plan that they have been using year in year out that works just fine and always will….if artificial intelligence isn’t a catalyst to reconsider the need to always evolve, then I wonder what would elicit this sense of urgency for the benefit of kids. Second, I think accepting that there will always be something new in the field of education is important, and this can either be a bad or good thing to put it simplistically. Personally, I choose good and I invite you to follow my lead. None of us will ever reach a pinnacled place in our craft, and this is also a guaranteed pathway for continued and never-ending growth – which isn’t that also a necessary variable for a good life?
If there is one thing I have learned in public education, it is that there isn’t a silver bullet approach that solves all issues and challenges, and rest assured that while I am realizing and seeing that artificial intelligence is going to dramatically impact schools and instruction, I do not think this is the magic solution we have all been seeking as educators. Instead, it just demonstrates that just like society never stops evolving, public education is no different.
I have no doubt that I will keep trying new approaches and ideas until I retire on how best to help students reach their potential. And while I fully realize now that I’ll never be perfect at this thing called public education, what I can realize is that maybe that is the actual solution we’ve all been looking for. Maybe the ultimate key is the acceptance that even if artificial intelligence is able to do so many things for us in a perfect way, it is still better to be that imperfect human being always trying and working towards doing better.
YEW CHUNG INTERNATIONAL SCHOOL OF SHANGHAI
Combining Global Education and Cultural Diversity to Nurture
Future-Ready Students
Imagine a classroom where children switch effortlessly between English and Chinese, where Western creativity meets Eastern discipline, and where young minds are nurtured to become global citizens from day one. It’s a vision that feels almost idealistic, yet it’s the everyday reality at Yew Chung International School of Shanghai (YCIS Shanghai).
Established in 1993, YCIS Shanghai began with a bold ambition: to create a learning environment that blends the best of Eastern and Western education. This wasn’t just about combining languages, but about fostering an environment where diverse perspectives thrive, shaping students to be adaptable, empathetic, and open-minded. It’s a space where character development is as valued as academic achievement.
Ryan Peet, Western Co-Principal, YCIS Shanghai Puxi
At its core, YCIS embraces the philosophy of Character Education. The idea is simple yet profound: education is not just about knowledge, but about nurturing well-rounded individuals who possess intellectual curiosity, physical resilience, and a strong moral compass. This holistic approach is evident in every aspect of the school’s curriculum, from its dual-language immersion program to the multicultural activities woven into everyday learning.
Students at YCIS don’t just learn languages; they live them. The dual-language immersion program, which places equal emphasis on English and Chinese, creates a dynamic classroom experience. Here, a lesson on history might be taught in one language and then discussed in another, encouraging students to view the world through multiple cultural
Jane Sun, Chinese Co-Principal, YCIS Shanghai Puxi
Grace Gu, School Business Manager, YCIS Shanghai Puxi
lenses. The result is a rich tapestry of learning that builds not just language skills but also deep cultural appreciation.
The commitment to excellence extends beyond the classroom walls. Puxi and Pudong and Lingang campuses are equipped with state-of-the-art facilities—modern classrooms, science labs, art studios, music rooms, and even outdoor learning spaces. Each corner of the campus is designed to inspire creativity, foster collaboration, and support the varied interests of the students.
YCIS is more than just a school—it’s a community where East truly meets West, where values and traditions are respected, and where future leaders are shaped to embrace the complexities of a multicultural world.
Celebrating Diversity, Building Community
Walking through the halls of YCIS feels like stepping into a vibrant world where countless cultures and languages blend seamlessly. With students representing over 50 countries, YCIS is more than just a school—it’s a melting pot of ideas, traditions, and stories. This rich diversity is celebrated daily, turning learning into an experience that goes beyond textbooks.
YCIS nurtures this sense of community by weaving cultural themes into every part of school life. From lively festivals showcasing traditions from around the world to language programs that encourage students to express themselves in multiple tongues, YCIS is a place where differences are celebrated and inclusion is a core value. Events such as the Community Day and Chinese New Year celebrations are not just school activities but opportunities for students to embrace and share their heritage. Guest speakers, performers, and parents are often invited to share their unique perspectives, transforming the
Andy Clapperton, Western Co-Principal, YCIS Shanghai Pudong
Sissy
Shen, Chinese Co-Principal, YCIS Shanghai Pudong
campus into a living, breathing celebration of global cultures.
As a member of the New England Association of Schools and Colleges (NEASC) and the Council of International Schools (CIS), YCIS meets rigorous standards for academic quality, student well-being, and organizational strength
Here, diversity is more than a statistic— it’s the heartbeat of the school, a dynamic force that brings students closer together and helps them understand the world in all its beautiful complexity.
A Seal of Excellence: Accreditations and Standards
For YCIS, accreditations aren’t just badges on a wall; they’re a testament to the school’s unwavering commitment to excellence. As a member of the New England Association of Schools and Colleges (NEASC) and the Council of International Schools (CIS), YCIS meets rigorous standards for academic quality, student well-being, and organizational strength. But these designations are more than just stamps of approval—they’re a promise to families that
Kian Ji, School Business Manager, YCIS Shanghai Pudong
YCIS is a place where children receive a worldclass education.
Being part of such esteemed organizations also means staying connected to the pulse of the global education community. YCIS educators don’t just participate—they lead. It’s not uncommon to see staff members traveling overseas, evaluating other schools, and bringing back new ideas that keep YCIS at the forefront of educational innovation. This active involvement ensures that the school’s practices remain relevant and aligned with the highest international standards.
By continuously raising the bar for themselves, YCIS offers students and families something invaluable: confidence that their educational journey is guided by a school that is always striving to be the best.
A Pathway to Global Success
From the early years to graduation day, YCIS offers a learning journey that’s thoughtfully designed to prepare students for a globalized world. Up to Year 9, the school follows the Yew Chung Yew Wah (YCYW) curriculum—a unique blend that combines the best of Eastern and Western educational philosophies. At Year 10, students transition to the prestigious International General Certificate of Secondary
Education (IGCSE) program, and by Year 12, they begin the International Baccalaureate Diploma Programme (IBDP).
Each stage emphasizes critical thinking, creativity, and a sense of global citizenship. The IGCSE and IBDP, known for their rigor, open doors to top universities and careers around the world. These internationally recognized qualifications are not just about academic prestige; they’re about equipping students with
At YCIS, teachers from over 23 countries bring a wealth of experience and perspectives to the classroom
Tom Powell, Western Vice Principal, YCIS Shanghai Lingang
Cathy Yang, Chinese Vice Principal, YCIS Shanghai Lingang
Linda Luo, School Business Manager,
YCIS Shanghai Lingang
skills that will serve them in any path they choose—be it in higher education or beyond.
For students and families, the message is clear: at YCIS, education isn’t just about passing exams; it’s about preparing for life.
Empowering Educators, Inspiring Excellence
Behind every great school is a team of dedicated educators. At YCIS, teachers from over 23 countries bring a wealth of experience and perspectives to the classroom. What sets YCIS apart is its commitment to professional growth and collaboration. Teachers are more than instructors—they’re lifelong learners who inspire by example.
Professional development isn’t an occasional workshop but a continuous journey. Whether it’s
attending international conferences, participating in peer-led workshops, or enrolling in online courses, YCIS ensures that its educators have the tools they need to thrive. The school’s mentorship program pairs new teachers with seasoned educators, fostering a culture of support and shared growth.
But professional development at YCIS goes beyond training sessions. It’s a core part of each teacher’s appraisal process, underlining the school’s belief that investing in educators is the key to maintaining a high standard of teaching and learning. The result? A team of passionate, well-prepared teachers who are committed to giving students the best education possible.
Embracing Change, Shaping the Future
Staying ahead in the fast-paced world of education is no easy feat. At YCIS, this challenge
is met with a forward-thinking mindset and a willingness to adapt. The school continuously reviews its curriculum and invests in stateof-the-art facilities to ensure students have access to the best resources.
But the school’s vision goes beyond the present. YCIS is actively planning for the future, exploring new programs and expanding its offerings to meet the growing demand for high-quality international education in Shanghai. The leadership team is also seeking new partnerships and collaborations that will bring fresh opportunities for students to engage in meaningful, cross-cultural experiences. By constantly looking ahead, YCIS is not just maintaining its status as a leading international school—it’s building a legacy that will inspire future generations of learners.
Executive Coaching Dynamics: Transforming Leaders for Success
Eric Francis Manu, Executive Leadership Coach and Etiquette Consultant
In today’s fast-paced, complex business environment, effective leadership is more critical than ever. However, traditional leadership training often falls short of addressing the unique challenges that executives face.
One of the areas is executive coaching, executive coaching is a way to reverse this, nurturing a focus on resilience is just one of the ways where a coach can support, helping individuals to identify their best qualities and strengths. By strengthening the pillars of self-awareness and care, mindfulness, positive communication and purpose, the resulting improved relationships with colleagues can have a remarkable effect on raising productivity levels. Self-confidence increases which drives motivation and boosts performance.
A professional coach working with executives will focus more on goals, reality, options, and a way forward (GROW) in a structured coaching session. After identifying key priorities, your
Eric Francis Manu FRSA is an Executive Leadership Coach and Etiquette Consultant, TEDx Speaker, Lecturer, and Entrepreneur who has held positions in both the Financial Services and Corporate sectors. He is the founder and Principal of the International British Protocol Academy and a successful philanthropist. Known as “The Gentlemen with the hat “and his philosophy that transcends into our daily life; true to his personal motto: “Change Yourself, Change One Person, Change The World”. After graduating from the University of Cambridge, he became the Africa advisor for FIFA Ethics and Regulation Watch; Vice Dean of the Swiss Institute of Cultural Diplomacy; a School Governor and Trustee, and has represented several other organisations as a non-executive Director. He has also hosted award ceremonies and events for global brands and organisations. Including the multi-sector, China Britain Trade Expo. Currently studying at Havard Business Executive Education. Eric is a member of the Association for Coaching. His mission is to inspire and help others follow the rules of etiquette, thereby increase the effect of what can be achieved with kindness and compassion.
coach can define specific goals with the actions required to deliver a logical and effective result and achieve the desired outcome
How can Transforming Leaders Help them to Succeed
Executive coaching focuses on the developing leaders through tailored coaching, and enhances key leadership skills such as decision-making, strategic thinking, and emotional intelligence, for coaching to succeed this also increased the coachee on self-awareness and driving behavioural change, support leaders to become more effective and impactful in how leaders think, act, and lead.
The Evolution of Executive Coaching
Executive coaching has evolved from a remedial tool to a strategic asset, originally, coaching was often reserved for leaders with performance issues. Today, it is widely recognized as a proactive development strategy for high-potential leaders.
The modern approach to executive coaching is holistic, focusing not just on professional skills, but also on emotional intelligence, resilience, and work-life integration.
Core Dynamics of Executive Coaching Personalized Development Plans
Every executive has a unique leadership style, strengths, and areas for improvement. Executive coaching begins with a thorough assessment to create a tailored development plan that aligns with both the individual’s and the organization’s goals, objectives, and values.
Building Self-Awareness
Self-awareness is the cornerstone of effective leadership, coaches use various tools, such as 360-degree feedback and psychometric assessments, to help leaders gain insights into their behaviour, decision-making processes, and interpersonal dynamics.
Enhancing Emotional Intelligence
Emotional intelligence (EQ) is a critical component of leadership success. Coaching helps leaders enhance their EQ by improving their ability to manage their emotions, understand and influence others, and navigate complex social situations.
Strategic Thinking and Decision-Making
Executives are often tasked with making highstakes decisions. Coaching sharpens strategic
thinking skills, enabling leaders to evaluate options more effectively, anticipate potential challenges, and make decisions that align with long-term organizational objectives.
Resilience and Adaptability
The modern business landscape is volatile and uncertain. Executive coaching fosters resilience and adaptability, equipping leaders with the tools to handle stress, recover from setbacks, and lead their teams through change.
Leadership Presence and Communication
An executive’s presence and communication style significantly impact their effectiveness. Coaching hones these skills, ensuring that leaders can inspire, influence, and engage their teams and stakeholders effectively.
The modern approach to executive coaching is holistic, focusing not just on professional skills, but also on emotional intelligence, resilience, and work-life integration
Companies that invest in executive coaching often see measurable improvements in employee engagement, productivity, and overall business performance
The Impact of Executive Coaching on Organizational Success
Leaders who undergo coaching report enhanced confidence, better decision-making, and improved relationships with their teams and peers. Companies that invest in executive coaching often see measurable improvements in employee engagement, productivity, and overall business performance.
Coaching can be a catalyst for broader organizational change, promoting a culture of continuous learning, innovation, and accountability.
Transformative Results through Coaching-
Turning Around a Struggling Division
I was appointed a few months ago to support an organization whose team faces declining performance in their division. Through my coaching approach and setting them some targets, we were able to a developed a new strategic vision, and improved team dynamics which was agreed by the company board managers, within few months this was led to a successful turnaround, increasing profits by 15%.
Enhancing Leadership in a Growing Start-Up
A start-up CEO sought coaching to manage the rapid growth of their company. The coaching focused on scaling leadership capacity, improving delegation, and managing investor relationships, which led to the successful expansion and a significant increase in valuation.
The Future of Executive Coaching
Executive coaching is no longer a luxury; it is a necessity for leaders who want to thrive in a complex, ever-changing business environment. As organizations continue to face new challenges, the role of executive coaches will become even more pivotal in shaping the leaders who can drive sustainable success.
By investing in executive coaching, companies not only develop stronger leaders but also position themselves for long-term growth and resilience in a competitive global market.
In today’s dynamic environment, it’s essential to transform our leadership approach to drive success. This success in leadership comes from the ability to transform, adapt, and inspire. By focusing on growth and innovation, leaders can drive meaningful change and achieve remarkable results.