K12 Digest – October 2024 – Must-Watch Boarding School in 2024

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Empowering Young Women to Become Compassionate Leaders and Global Changemakers

Simon Mills Headmaster of Haileybury Almaty

Concordia International School Shanghai

The Atonement Catholic Academy

Rome International School

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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A World Beyond the Classroom

Growing up, we all had that one friend who lived life a little differently. Maybe they were away from home more often, attending a boarding school far from the comforts of their own bedroom. At the time, it may have sounded a bit intimidating, but didn’t it also spark a hint of curiosity? What was it like to live and learn with friends from all over the world, to wake up every morning knowing your classroom was just down the hall?

In this issue of K12 Digest, we dive into that very world—the unique and enriching experience offered by international boarding schools. These schools are far more than just educational institutions; they’re transformative spaces where students from different corners of the globe come together, learn, and grow—not just academically, but personally.

So, what makes these schools stand out? For one, they combine academic rigor with life lessons that go far beyond textbooks. International boarding schools offer students a rich cultural environment where they learn the value of collaboration, adaptability, and independence. It’s like getting a crash course in being a global citizen—something that’s increasingly important in today’s interconnected world.

At the heart of these schools is a balance of structure and freedom. Students are encouraged to explore their interests, whether in academics, sports, or the arts, all while developing a sense of responsibility and leadership. It’s a well-rounded approach that sets the foundation for future success—not just in college or careers but in life.

In this edition, we’re thrilled to feature Branksome Hall, an IB World School in Toronto that blends tradition with cutting-edge education. Under the guidance of their principal, Grace McCallum, Branksome Hall is leading the way in shaping young minds to be the leaders of tomorrow.

We invite you to explore the stories and insights we’ve gathered in this issue, from educators to alumni, all sharing the powerful impact international boarding schools have on their lives. Whether you’re an educator, parent, or student, we hope you’ll find inspiration in the journeys shared here.

Happy reading!

Sarath Shyam

SIMON MILLS

HEADMASTER OF HAILEYBURY ALMATY

An Inspiring Educator Focused on Developing Well-Rounded, High-Achieving Students

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CONCORDIA INTERNATIONAL SCHOOL SHANGHAI

Where Academic Excellence Meets Global Perspective in A Vibrant, Nurturing Community

MENTOR’S MANTRA

Craig Aarons-Martin, CEO of CCM Education Group 48

THE CRUCIAL ROLE OF EDUCATIONAL CONSULTING IN ENHANCING STUDENT SUCCESS

ADMIN PERSPECTIVE

PREVENTING TRUANCY MORE SCHOOL FUNDING

Dr. Rebecca Good, Semi-Retired Superintendent/CEO/ Founder at R Good Education Services

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A PATH TO INCLUSIVE SCHOOL ENVIRONMENTS

Dr. Sheldon Berman, Lead Superintendent for Social-Emotional Learning for AASA, The School Superintendents Association

ACADEMIC VIEWS

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THE RISE OF FAMILY-OWNED INTERNATIONAL SCHOOLS: A NEW IDEOLOGY-BASED SUB-CATEGORY IN GLOBAL EDUCATION

Marwa Elgezery, Founding Head, Sakura International School

FIVE ESSENTIAL CONSIDERATIONS FOR ADMINISTRATORS TO STRENGTHEN THEIR INTERVENTION SYSTEMS

PJ Caposey, Advisory Board Member, Institute for Education Innovation

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BRANKSOME HALL

Grace McCallum Principal, Branksome Hall

Empowering Young Women to Become Compassionate Leaders and Global Changemakers

Walking through the lush, tree-lined pathways of Branksome Hall’s 13acre campus, it’s easy to feel the legacy of over a century of educating young minds. As Toronto’s leading independent International Baccalaureate (IB) World School for girls, Branksome Hall has come a long way since its founding in 1903 by Miss Margaret Scott. Back

then, it was a small institution with just a few students and a singular purpose—to provide a solid foundation for young women to thrive academically and personally. Today, that vision has expanded in scope and ambition, shaping a thriving community of more than 900 girls from Junior Kindergarten to Grade 12.

Under the stewardship of Grace McCallum, the school’s 8th Principal, Branksome Hall has continued to evolve. “Branksome has always

Nestled in the heart of Toronto, Branksome Hall’s 13-acre campus is a stunning blend of historic charm and modern innovation

been about nurturing globally-minded learners and leaders,” shares McCallum. This commitment to fostering leadership and learning is reflected in every corner of the campus. The school’s buildings— ranging from beautiful heritage mansions to modern, tech-savvy structures—serve as a metaphor for the way Branksome merges tradition with innovation.

The school’s steady growth over the years has been marked by some impressive milestones. Becoming a fully-authorized IB World School in 2003, the opening of Branksome Hall Asia in 2012, and the launch of a state-of-the-art Athletics and Wellness Centre in 2015 are just a few highlights. “Our students are encouraged to explore their potential, try on new roles, and develop a deep sense of empathy and responsibility,” explains McCallum. The upcoming opening of the Innovation Centre and Studio Theatre (iCAST) in late 2025, the first of its kind for any Canadian JK12 institution, is set to further cement Branksome’s position as an international center of excellence in innovation.

At the heart of Branksome’s success is its mission: ‘Each day, we challenge and inspire

girls to love learning and to shape a better world.’ This ethos isn’t just a phrase—it’s a daily practice that comes to life through a rich culture of experiential learning, socialemotional development, and personalized support. “We want every student to leave Branksome not just prepared academically, but with a strong sense of who they are and the confidence to make a meaningful impact,” McCallum notes.

As the world changes, so does the educational landscape, but Branksome Hall’s dedication to shaping future leaders remains steadfast. “We are always looking forward, always imagining what’s possible for our students,” says McCallum. And with its bold vision for the future, Branksome Hall is well on its way to continuing its legacy as a place where girls become empowered, lifelong learners and compassionate leaders.

Learning Amidst Beauty

Nestled in the heart of Toronto, Branksome Hall’s 13-acre campus is a stunning blend of historic charm and modern innovation. Picture this: heritage mansions and cuttingedge facilities, all surrounded by lush green

spaces and a picturesque ravine woodlot. It’s an environment that not only inspires learning but nurtures it. “We wanted to create a space where students can connect with nature, right in the middle of the city,” McCallum shares.

The campus itself is a hidden gem. Tucked into the residential neighborhood of Rosedale, it’s within walking distance of the University of Toronto, theatres, libraries, and the vibrant Yonge and Bloor intersection. Branksome girls have access to all the resources and opportunities

Canada’s largest city has to offer—yet their school remains a serene sanctuary.

And what a space it is! From advanced learning facilities to wellness hubs that promote physical health, the campus has been thoughtfully designed to meet every need. The Athletics and Wellness Centre is a sprawling 69,849-square-foot, two-storey facility equipped with everything students could dream of—a double gymnasium, two saltwater pools, yoga and dance studios, an erg rowing room, and a fitness center brimming with equipment for

At its core, Branksome is more than just a campus filled with classrooms and students; it’s a vibrant community driven by passionate educators and staff who believe in the power of leadership

every workout preference. Oh, and did we mention the indoor rock-climbing wall?

But Branksome isn’t just about physical fitness. The STEAM Studio and Makerspaces encourage students to tinker, create, and innovate. With dedicated spaces for robotics, design, and fabrication, the possibilities are endless.

And soon, a new chapter in the Branksome story will unfold. The Karen L. Jurjevich Innovation Centre and Studio Theatre (iCAST) building is under construction, poised to become the heart of creativity and collaboration on campus. With a 200-seat black box studio theatre, a STEAM studio, wood/machine shop, and dedicated space for entrepreneurship, this 35,000-square-foot facility will connect east and west campus and bring the Branksome vision of learning and innovation to life.

Walking through Branksome’s campus is like stepping through time. Heritage buildings blend seamlessly with contemporary spaces, creating a sense of history and progress that is truly unique. It’s an environment that respects tradition but isn’t afraid to embrace the future—a place where every girl can find her path, surrounded by support and encouragement.

Cultivating Leaders from Within

It’s often said that great schools don’t just educate students—they inspire communities. This couldn’t be truer for Branksome Hall. At its core, Branksome is more than just a campus filled with classrooms and students; it’s a vibrant community driven by passionate educators and staff who believe in the power of leadership. McCallum often emphasizes that “a school’s strength lies in the collective talents of its people.” This belief has fueled two of the school’s recent, game-changing initiatives: the Centre for Strategic Leadership (CSL) and the Chandaria Research Centre (CRC).

The Centre for Strategic Leadership, established as the first of its kind at a JK-Grade 12 school in Canada, is a testament to Branksome’s commitment to nurturing leadership—not just in students, but in its staff and faculty as well. The CSL offers various programs to guide employees in their personal and professional growth, focusing

on leadership development that aligns with the school’s mission and values. It’s about more than just teaching—it’s about creating a culture of growth and accountability. As McCallum notes, “Leadership is not confined to a title or position. It’s a skill set that can be developed and practised at every level.”

In tandem with the CSL, the Chandaria Research Centre (CRC) has become a cornerstone of Branksome’s dedication to educational excellence and innovation. Since its inception in 2016, the CRC has fostered a research-driven environment that encourages curiosity and critical thinking. The Centre is unique in its role as a school-based research hub, supporting inquiry projects, promoting collaboration, and sharing new findings with

the broader community. “The CRC is more than a research space,” McCallum explains. “It’s a place where questions are valued, and new ideas are given the room to grow.”

Offering a World-Class IB Experience

Education is evolving, and so are the demands on young learners. Branksome Hall recognizes this reality, preparing students for the complexities of a rapidly changing world through its enriched academic program rooted in the International Baccalaureate (IB) framework. As Toronto’s only all-years IB World School for girls, Branksome has embraced the IB’s inquirybased approach and adapted it to foster a unique environment that challenges girls to think deeply and act responsibly.

As Toronto’s only all-years IB World School for girls, Branksome has embraced

the IB’s inquiry-based approach

and adapted

it to foster a unique environment that challenges girls to think deeply and act responsibly

Whether it’s dancing to the beat in a bustling arts studio, scoring the winning goal on the field, or leading a service project that makes a difference, every moment spent at Branksome is rich and full— creating memories and friendships that extend well beyond the classroom

The IB curriculum at Branksome is not solely focused on academics; it’s about cultivating a mindset. From Junior Kindergarten to Grade 12, students are encouraged to ask questions, explore diverse perspectives, and develop effective communication skills. “The IB framework gives our girls the confidence to tackle complex issues and the curiosity to dig deeper,” McCallum shares. The emphasis on developing critical, creative, and

collaborative thinking prepares students to engage thoughtfully with the world around them.

Starting from Junior Kindergarten, the Primary Years Programme (PYP) lays a strong foundation by encouraging holistic development. The curriculum is tailored to meet young learners where they are, sparking a lifelong love of learning. In Grades 7 through 10, the Middle Years Programme (MYP) builds

on this groundwork, guiding students through a liberal arts curriculum that emphasizes selfawareness and leadership. One of Branksome’s distinctive strengths is that students are taught the art of learning itself.

Finally, in Grades 11 and 12, the IB Diploma Programme (DP) offers a range of rigorous courses that help students chart their own academic paths. From humanities and languages to sciences and arts, the DP empowers students to make informed choices, backed by personalized guidance from school and university counsellors. As a result, Branksome graduates don’t just earn diplomas—they leave with a deep understanding of their strengths and a readiness to take on the challenges of higher education.

“Our goal is to shape young women who are not only academically prepared, but who also have a strong sense of who they are and how they can contribute to the world,” says McCallum. This holistic approach, combined with the international-mindedness embedded in the IB curriculum, makes Branksome Hall’s graduates truly stand out. It’s what McCallum and her team call the ‘IB Advantage’—a unique blend of academic excellence, global perspectives, and personal growth that sets Branksome Hall apart.

A Gateway to the Best Universities

When it comes to university acceptances, Branksome Hall boasts not only a track record of success but a lasting legacy. The school’s approach to academic excellence and holistic development doesn’t just prepare its students for their final exams—it readies them for the world beyond. And that world is ready and eager to welcome Branksome graduates.

Branksome Hall’s commitment to leadership development, social innovation, and community engagement creates an environment where students are encouraged to see themselves as change-makers— locally and around the world

The Class of 2024 is a shining example of what Branksome students can achieve. According to their School Profile, these students garnered over 724 offers from some of the most prestigious universities in Canada, the U.S., and beyond. “Our girls are being recognized by the world’s top universities for their commitment to academic excellence, leadership, and their passion for making a positive impact,” shares McCallum.

A glance at the numbers tells the story: Queen’s University extended 83 offers, including

12 to their sought-after Commerce program; McGill welcomed 57 students, with 12 being offered places in the Management program; and the University of Toronto made 46 offers. Even for competitive programs such as STEM and business, Branksome’s students are not just making the cut—they’re raising the bar.

Across the border, the list of U.S. acceptances reads like a roll call of top-tier institutions: Brown, Columbia, Cornell, Duke, and New York University, to name just a few. These are not casual acceptances— many of Branksome’s students were selected for direct-entry medical programs, prestigious scholarships, and coveted spots in fields ranging from business to the arts.

“Our students aren’t just academically strong—they’re driven and curious, constantly seeking out new challenges,” says McCallum. “And that drive doesn’t go unnoticed by university admissions teams.”

The success of Branksome students isn’t limited to the academic sphere. Last year, Anna Gage, a Branksome student, made headlines by being crowned World Champion at the World Individual Debating and Public Speaking Championships held in Canberra, Australia. She also earned one of the most competitive scholarships available to Canadians—the Morehead-Cain Scholarship. Anna is now at the University of North Carolina at Chapel Hill, where she’s pursuing her passion for public policy.

The Class of 2024 also celebrated significant scholarship achievements, collectively earning an incredible $4.1 million in entrance scholarships. It’s a testament to Branksome’s commitment to nurturing well-rounded leaders who are not only equipped to succeed but are also ready to take on the world.

Global Perspectives, Lifelong Lessons

One of Branksome Hall’s unique strengths is its focus on global education. “We believe that nothing expands a student’s understanding like stepping out of their comfort zone,” explains McCallum. “Experiencing different cultures and contexts is essential to developing a truly global mindset.”

To that end, Branksome Hall offers its students a variety of international experiences, from exchanges to service trips abroad. The Grade 9 study abroad program with Branksome Hall Asia, its sister school on Jeju Island, South Korea, is a standout offering. “Imagine exploring Jeju Island’s UNESCO World Heritage sites, studying STEM alongside your Branksome Asia buddies, and capping it off with a trip to Seoul,” shares McCallum. “It’s not just a school trip; it’s a chance to see the world from a new perspective.”

But the opportunities don’t stop there. The International Student Exchange Program for Grades 8-10 allows students to experience school and life in another country for up to five weeks. Branksome has partnerships with schools in Australia, England, Scotland, and Spain, opening doors for students to explore new landscapes and perspectives.

“We want our students to see the world not just through textbooks, but through real experiences— through living and learning alongside peers from different cultures,” McCallum emphasizes. The school’s international relationships extend beyond academic exchanges. In Queenstown, South Africa, the Get Ahead Project School has partnered with Branksome Hall and Toronto’s Rose Avenue Public School to form the “Triangle of Hope.” Together, students from the three schools work to increase cultural understanding and friendship.

Closer to home, a service trip to Costa Rica for Grades 10-11 students provides an immersive learning experience centered around environmental sustainability. Students live with local families, experience their day-to-day lives, and work on community projects, gaining a first-hand understanding of sustainability and global citizenship.

These international programs aren’t just opportunities to travel—they’re opportunities to grow. To ensure that financial constraints don’t stand in the way, Branksome has established endowed bursaries that enable students to participate in these specialized experiences. It’s part of Branksome’s commitment to ensuring that every girl, regardless of background, has access to a truly global education.

Where Passions Thrive and Friendships Bloom

At Branksome Hall, being a student is just the beginning. School years are meant to be some of the most transformative years of our lives, and for Branksome girls, they truly are. Whether it’s dancing to the beat in a bustling arts studio, scoring the winning goal on the field, or leading a service project that makes a difference, every moment spent at Branksome is rich and full— creating memories and friendships that extend well beyond the classroom.

McCallum, a dedicated advocate for the holistic growth of students, puts it simply: “We believe that creativity, physical activity, and service toward others are all part of a fun and healthy life. It’s about discovering who you are beyond academics.”

And there are countless ways for each student to discover herself. For the budding performer (or even for those who just want to try

something new), the options are endless. Want to try your hand at dance, drama, music, or film? Branksome has a space for that. Maybe you’re more of a behind-the-scenes type? There are technical roles, instrumental and vocal music, and a variety of visual arts, from drawing and painting to sculpting and printmaking.

For those who find their rhythm in athletics, there are just as many opportunities. With a focus on developing both physical and mental health, Branksome provides a variety of ways to stay active. Students can participate in intramural and competitive sports like soccer, basketball, rowing, volleyball, badminton,

softball, track and field, cross-country running, field hockey, swimming, hockey, alpine skiing, golf, tennis, and even ultimate frisbee. There’s truly something for everyone, and McCallum emphasizes, “We want every girl to find her sport, and every year is an opportunity to try something new.”

It’s about more than individual achievements— it’s about collaboration, building camaraderie, and developing lifelong skills. One of the best places to do that? Clubs.

Clubs at Branksome are where like-minded spirits come together to share ideas, plan events, and simply have fun. Junior students

Every Branksome Hall student belongs to one of the school’s eight Clans—an age-old tradition that’s as vibrant today as it was generations ago

receive new schedules of available co-curricular activities each term, while Senior and Middle School students have the excitement of annual Clubs Fairs and community meetings, where they explore all the possibilities waiting for them.

But it doesn’t end there. One of Branksome’s most cherished traditions is its Clan system.

Every Branksome Hall student belongs to one of the school’s eight Clans—an age-old tradition that’s as vibrant today as it was generations ago. Think of it as a small community within the larger Branksome family, where girls from all grades come together for friendly competition, spirited games, and shared initiatives. It’s about coming together, cheering for one another, and upholding the spirit of unity.

“Clans are a fun and supportive environment where students can compete to support a charity or simply enjoy high-spirited games against another Clan,” McCallum explains. “It’s about building bonds across grades and creating a strong sense of belonging.”

Beyond Toronto, as a globally-minded girls’ school, Branksome Hall emphasizes the importance of thinking and acting on a worldwide scale

And the tradition runs deep. Each student and faculty member is part of a Clan. New students are placed based on a sibling’s Clan or a related alum’s affiliation, ensuring that family legacies are honored. When Junior School students move to the Senior & Middle School, they’re welcomed into their twinned Clan, a rite of passage that every Branksome girl looks forward to.

Clan pride is real, and it’s led by Senior Leaders elected by the students themselves, promoting leadership from within.

Building Global Citizens

When it comes to nurturing leaders who are both grounded and globally-minded, Branksome Hall sets the bar high. The school’s commitment to

leadership development, social innovation, and community engagement creates an environment where students are encouraged to see themselves as change-makers—locally and around the world.

“Branksome Hall is more than just a place of learning. It’s a community that believes in cultivating global leaders,” shares McCallum. “We are inspired by our midtown Toronto location and the incredible organizations, arts, and cultural experiences that surround us. But our reach goes far beyond—our students engage in projects and partnerships that connect them with communities globally.”

From a young age, Branksome Hall students are inspired to make a difference. Take, for example, the Junior School’s Action Committee, led by the enthusiastic Grade 6 students. This group, mentored by teacher sponsors, explores what it means to take action for themselves, their school, and their world. They brainstorm ways to apply classroom learning to real-world challenges, finding creative solutions and raising awareness for issues close to their hearts.

“Our Junior School girls are incredible,” McCallum enthuses. “They don’t just learn— they do. They’re out there volunteering, organizing events, and truly making an impact in their community. It’s amazing to see how much they want to give back.”

This passion extends to Branksome’s partnerships with local organizations, where students engage in roles ranging from peer math tutoring to programs like Best Buddies and Horizons. Whether mentoring younger students or volunteering for local causes, Branksome girls are known for their caring spirit and active involvement.

Beyond Toronto, as a globally-minded girls’ school, Branksome Hall emphasizes

the importance of thinking and acting on a worldwide scale. From humanitarian projects to environmental initiatives, students regularly connect with organizations that make a difference far beyond their immediate surroundings.

And for those who call Branksome home, the experience is truly international. This year, 54 students from over 12 countries live on campus, enriching the school’s community with diverse perspectives. “Our boarding program is a home away from home for girls from around the world. It’s a space where cultures blend, friendships form, and global leadership takes root,” says McCallum.

Innovating the Future

Branksome Hall has never been one to stick to the ordinary. With a deep-rooted belief in nurturing creativity, innovation, and entrepreneurial spirit, the school continuously evolves its programs to meet the ever-changing needs of today’s students. At Branksome, education is not about filling minds with information but about lighting the spark of curiosity and the drive to make an impact.

“Underlying everything we do is the idea that learning is a lifelong journey,” says McCallum. “We want our girls to tackle any challenge with confidence, to build meaningful relationships, and to see learning as something they own and direct.” The recent introduction of the IB Select pathway is one such example. This innovative program empowers Diploma students to customize their academic journey, focusing on areas that interest them the most. “It’s all about giving our students more choice and more control over their learning experience,” explains McCallum.

As Branksome Hall continues to shape its bold plans for the future, Grace is eager to lead with purpose, building on the school’s rich history while embracing the new

Branksome’s dedication to nurturing creativity doesn’t end there. The school’s Noodle program, a unique business accelerator initiative, takes a hands-on approach to entrepreneurship, allowing students to unleash their imagination, collaborate with peers, and bring their business ideas to life. It’s a place where classroom theory transforms into real-world practice.

Recognized as an Apple Distinguished School for the 2023-2026 program term, Branksome’s Junior School is now at the forefront of using technology to innovate education. “This distinction reflects our commitment to continuous improvement and creativity,” says McCallum. “Our classrooms are not bound by four walls; they’re dynamic spaces where digital tools enhance learning and inspire innovation.”

But what’s technology without balance? That’s where the Chandaria Research Centre comes in. This center is delving into the complexities of technology in education and has already launched a pilot study in the Junior School. Its focus? Understanding the impact of technology on learning and creating a Recreational Technology Use Guide to help students, faculty, and parents cultivate healthy digital habits. “Technology should serve as a tool, not a distraction,” notes McCallum. “We want our students to feel empowered to use it thoughtfully and creatively, without losing sight of its impact on their well-being.”

Branksome is also redefining how it communicates student progress. By refining report cards to focus on feedback and growth, the school ensures that the learning journey is more reflective and supportive, helping students see where they’ve excelled and where they can continue to grow.

A Strategic Vision with a Human Touch

Branksome Hall is entering an exciting new chapter under the leadership of its 8th Principal, Grace McCallum. With nearly two decades of experience leading IB schools across four continents, McCallum brings a global perspective and a forward-thinking vision to the school. Her arrival marks a natural transition after the impactful 26-year tenure of her predecessor, Karen Jurjevich, and presents a unique opportunity for the school to expand on its legacy while embracing new ideas.

Even before McCallum took the helm, Branksome had begun its Strategy Refresh initiative, a project spearheaded by Jurjevich in 2022 to ensure the school remains responsive to evolving student needs and shifting educational landscapes. The result? A bold 2023-24 Strategy Report that puts students at the very center of Branksome’s vision. The report outlines six strategic priorities, all focused on strengthening the school’s tradition of academic excellence while fostering innovation in arts, STEM, leadership, and global connections.

McCallum is more than ready to build on this solid foundation. Known for her inclusive leadership style, she’s a relationship-builder who believes in creating environments where every student feels seen and heard. “While I may have the mindset of a leader, I am a teacher at heart—students will always be at the center of my decision-making and purpose,” she shared. For McCallum, this role is also a return to her roots. Although she and her family have thrived in their global adventures, they’re proud Canadians at heart, excited to reconnect with their home community.

With a keen focus on diversity, equity, and personalized learning, McCallum is committed

to ensuring each student has the support and opportunities they need to succeed. Her passion for mentoring aspiring leaders extends beyond the school walls—she’s led mentorship programs for women in leadership across Latin America and beyond. “The world needs more women who are unafraid to challenge the status quo,” she says. For McCallum, empowering the next generation of girls in STEM, leadership, and entrepreneurship is not just a goal—it’s a mission.

As Branksome Hall continues to shape its bold plans for the future, McCallum is eager

to lead with purpose, building on the school’s rich history while embracing the new. With her strategic insight, global experience, and unwavering commitment to student success, McCallum is poised to guide Branksome Hall into an inspiring new era of growth and transformation.

“Branksome has always been a place where tradition meets innovation,” McCallum concludes. “And I’m excited to see how we can continue to evolve, always staying true to our core mission of empowering girls to be leaders, creators, and changemakers.”

SIMON MILLS

HEADMASTER OF HAILEYBURY ALMATY

An Inspiring Educator Focused on Developing Well-Rounded, High-Achieving Students

Simon Mills’ journey into education wasn’t a straightforward one. After graduating from the University of Cambridge with a degree in Geography, he found himself torn between the world of business and the classroom. “I wanted to experience an introduction to highquality management training,” he recalls. This curiosity led him to join BP’s graduate scheme, where he gained an insider’s view of leadership within a top-tier corporate setting. For two years, Simon immersed himself in the structured world of business, working with several well-known UK companies. However, it wasn’t long before he realized that his true calling was in teaching. The

skills he picked up in the business world— communication, organization, and leadership— proved invaluable when he decided to step into education. “It was very helpful to experience another work setting first and then make my decision to work in education,” Simon reflects. This solid foundation shaped his approach to leadership, giving him a broader perspective on managing teams and inspiring people.

His time at Cambridge had ignited a deep passion for understanding the complexities of our world. “The Geography course at Cambridge was both demanding and broad, and it lit an academic fire that has never gone out,” Simon shares. He believes that it is essential for young people to grasp the environmental, economic,

and political challenges we face and how human actions intersect with natural systems. This belief forms the core of his educational philosophy today.

At Haileybury Almaty, Simon emphasizes the importance of environmental literacy. He is a firm advocate of integrating the United Nations’ Sustainable Development Goals (SDGs) into the curriculum, making sustainability as crucial as digital or financial literacy. “We need all our students to understand and participate in the

opportunities of the emerging green economy,” he says. Initiatives like the Eco-Schools Award and Scholars in Sustainability are just some of the platforms where students at Haileybury Almaty can develop their environmental leadership skills.

Simon’s career in education has spanned various roles—from leading a department to serving as a Housemaster in boarding, and ultimately, taking up headship positions in three different schools. “Every day is a new learning challenge and a most enjoyable one,” he remarks.

Through it all, he remains deeply impressed by the dedication and passion of his colleagues. He values the opportunities to collaborate with global educators through organizations like the Global Alliance for Innovative Learning (GAIL), FOBISIA, and COBIS. These platforms provide a wealth of shared insights and professional development that keep him at the forefront of educational innovation.

For Simon, it’s not just about preparing students for exams but equipping them to thrive in an ever-changing world. By cultivating partnerships with institutions like MIT’s MISTI Global Teaching Labs program, he’s ensuring that Haileybury Almaty remains a place where young leaders can grow, innovate, and make a real impact.

Empowering Global Leaders of Tomorrow

Simon believes that shaping young leaders is about more than just academics. It’s about nurturing empathy, resilience, and a global mindset. His experience at Haileybury Almaty has shown him that true leadership starts in the classroom and extends far beyond it. Watching students grow into responsible, caring, and engaged individuals is what motivates him every day. “It fills me with pride and positivity to see capable, responsible, and caring young people leave school and enter global leading universities,” he says.

At Haileybury Almaty, the focus is on building young leaders who are not just successful in their academic pursuits but are also committed to their communities. This growth begins early and continues through service learning projects and volunteer work. Students engage in meaningful activities like supporting local orphanages or women’s shelters, which helps them develop maturity and a deep sense of responsibility. Mills sees this as crucial to shaping well-rounded individuals. He’s often amazed by how students initiate projects that tackle real-world challenges with creativity and optimism.

The goal is to create young adults who are kind, driven, and conscious of their role

Haileybury Almaty is unique, blending a British independent education with Kazakhstan’s rich cultural and historical heritage

in society. These human skills, he believes, are more important than ever in a digital age where artificial intelligence is rapidly transforming industries. As he puts it, “Human skills of empathy and compassion are more important than ever before and are both hard to quantify and subtle to develop.” For Mills, the task of instilling these traits is a team effort, where teachers lead by example, fostering a respectful and nurturing environment for all.

Celebrating Kazakhstan’s Rich Heritage

Haileybury Almaty is unique, blending a British independent education with Kazakhstan’s rich cultural and historical heritage. Mills is keenly

aware that being an expatriate in Kazakhstan comes with the privilege of working in a rapidly developing country that holds a deep sense of history and nationhood. The landscape, from the majestic Tien Shan mountains to the expansive Kazakh Steppe, is a testament to the country’s natural beauty. Mills admits that he didn’t know much about Kazakhstan before coming here, but he has since gained a deep appreciation for its diversity and the harmony of its 100-plus ethnic groups.

Kazakhstan’s independence is still relatively young, yet it has made significant strides in areas like digital and financial skills. Mills sees this as an exciting backdrop for education,

where tradition meets innovation. At Haileybury Almaty, the Kazakh language is an essential part of the curriculum, ensuring that students leave fluent in three languages. This trilingual proficiency is something that never fails to impress Mills. “Nearly all school leavers are fluent in three languages by the time they leave, which astounds me,” he shares.

The school takes pride in celebrating Kazakh culture through events like Nauryz and by integrating local literature, traditions, and history into the curriculum. Mills believes this approach not only roots students in their cultural identity but also prepares them to navigate the global stage with a strong sense of respect and adaptability.

Creating a Learning Community

Running a school like Haileybury Almaty comes with its own set of challenges, but for Mills, it’s all about building a passionate learning community. Recruiting and retaining top talent is key, and the unique opportunities in Kazakhstan often surprise international staff who aren’t familiar with the country’s high quality of life and scenic alpine environment.

What sets Haileybury Almaty apart is its notfor-profit status, which allows the school to offer scholarships to many deserving Kazakh students. This openness adds to the school’s diverse and balanced community, something Mills values deeply. The focus, however, isn’t just on academic

success. The school’s Critical Curriculum aims to shape young entrepreneurs, problem solvers, and critical thinkers who are ready for future careers. Partnerships with global institutions like MIT ensure that students have access to cutting-edge ideas and entrepreneurial approaches.

Technology is rapidly changing the educational landscape, and Haileybury Almaty embraces these shifts while teaching students to navigate the digital world responsibly. Mills sees opportunities, not obstacles, in these changes. “We are very fortunate to have a school community who sees these as opportunities to grow and move forward, which is a great perspective,” he says.

What sets Haileybury Almaty apart is its not-forprofit status, which allows the school to offer scholarships to many deserving Kazakh students

Building for the Future

Despite the challenges posed by the pandemic, Haileybury Almaty has continued to grow steadily, both in numbers and in vision. The school has ambitious plans for expanding its facilities, including a new Early Years section to offer a Haileybury education from the very start. The Sixth Form is also evolving, with more focus on university counseling and creating pathways to top global institutions.

The school’s commitment to scholarships remains strong, supporting gifted Kazakh students and ensuring they have the tools to excel. These students often go on to become remarkable alumni, giving back to the school through mentorship programs and university boot camps. The aim is to build a community that extends far beyond the classroom.

One area of focus is digital literacy. From robotics to coding, Haileybury Almaty ensures

that every student is equipped with the skills needed in an increasingly digital world. Annual competitions like the First Tech Challenge provide platforms for students to showcase their talents and work collaboratively.

Mills is keenly aware that the demand for these digital skills will only grow. But he’s equally focused on fostering emotional resilience, kindness, and self-regulation. “We are focusing further on developing student and staff wellbeing through programs to enhance resilience, kindness, and self-regulation so that young people can live sustainable and meaningful lives that enhance society and give them an emotional toolkit for life ahead,” he explains. For Mills, this is the legacy Haileybury Almaty is building—creating confident, creative, and compassionate individuals who are equipped to make a difference in a rapidly changing world.

Blending International and British Curricula for Holistic Education

At Haileybury Almaty, the fusion of the British National Curriculum with international educational pathways offers students more than just an academic advantage—it shapes them into well-rounded individuals prepared for global success. The IGCSE and A-Level programs provide access to the world’s top universities, with recent graduates earning placements at prestigious institutions like MIT, Caltech, Yale, Cambridge, Oxford, and Stanford, to name a few. Both qualifications emphasize independent learning and the mastery of subject expertise. Over the past five years, the school has championed a

High Performance Learning (HPL) approach for its students, aiming to cultivate critical thinking and effective learning behaviors. According to Simon, “The development of ‘how great learners think and how great learners behave’ has been a rewarding journey, as students better understand the core components of effective learning.”

Staying ahead of the curve, Haileybury Almaty is committed to continuous professional development. Weekly CPD sessions ensure that teaching practices are not only refined but also aligned with the latest advancements in neuroscience and educational pedagogy. “It’s an honor to work alongside such passionate and dedicated staff who strive to elevate the educational experience for young people

Staying ahead of the curve, Haileybury Almaty is committed to continuous professional development

each year,” Simon Mills reflects. This shared commitment translates into an engaging and enriching environment for both educators and students alike.

Navigating the Digital Age with Balance and Integrity

Digital education at Haileybury Almaty isn’t just about screen time—it’s about integrating technology into a broader learning landscape that includes art, science, sports, and traditional academics. Each student is equipped with their own device, used daily for a variety of learning contexts, from laboratory work and creative projects to collaborative research and communication.

Moving to Kazakhstan and becoming a part of the Haileybury Almaty community has been a rewarding experience for Simon

Simon says, “Digital skills are advancing very fast and are vitally important, including an appreciation of ethics, the use of AI in research, developing good standards of academic integrity, and being able to present and communicate ideas clearly.” The school’s curriculum is designed to equip students not just with digital competencies but also with a nuanced understanding of technology’s role in society.

Haileybury Almaty’s approach goes beyond digital proficiency, focusing on digital safety and responsible online citizenship. They have a Head of Digital Learning who spearheads staff training, and an AI in Education Professional Learning Community that explores the latest tools reshaping

the educational landscape. This forward-thinking mindset is mirrored in the enthusiasm of students who participate in the Digital Leaders program and engage deeply with subjects like robotics and coding. Yet, the school remains committed to blending digital learning with the richness of traditional education—a balancing act that is essential in preparing students for the complexities of tomorrow’s world.

Fostering Leadership and Passion

Beyond the Classroom

Haileybury Almaty’s education philosophy extends well beyond academic excellence. A varied co-curricular program, featuring over 150 activities weekly, allows students to explore and develop their unique talents. From sports and music to drama and leadership, students are encouraged to pursue their passions and discover new strengths.

Student-led initiatives and supra-curricular activities are at the heart of this vibrant

environment. Whether it’s building satellites, programming robots, or debating global issues, students at Haileybury Almaty take ownership of their learning experiences. “I am deeply impressed by the students’ creativity and expertise in many activities, be that in satellite building, developing remote-controlled aircraft, creating art, or honing their passion for Model United Nations,” Simon shares.

Leadership, too, is a skill that Haileybury Almaty nurtures from a young age. Every student has the opportunity to lead, whether as a House Captain, a subject ambassador, or by spearheading a student-led club. The Pupil Leadership Team plays a pivotal role in shaping the student experience, coordinating initiatives, and voicing the needs of their peers. One inspiring example is the all-girls team behind “Tozbe,” an app developed to support women facing domestic abuse. This project not only won national awards but also showcased the students’ drive to make a real-world impact.

Embracing a Dynamic School Community in Kazakhstan

Moving to Kazakhstan and becoming a part of the Haileybury Almaty community has been a rewarding experience for Simon. He describes the country’s stunning landscapes and the school’s dynamic environment as invigorating and fulfilling. “Each day is important as we focus on the work of developing young people and offering them a multiplicity of educational opportunities to grow and thrive,” Simon remarks.

The strong sense of teamwork and the shared vision among staff contribute to a thriving learning culture. Whether it’s the enthusiasm for extracurricular activities or the dedication to academic excellence, Haileybury Almaty fosters a community spirit that resonates with everyone involved. “There are many further areas to grow and develop as a teacher and educational leader,

which is exciting too,” Simon notes, adding that it’s the daily engagement with students and colleagues that makes the job well worth getting up for in the morning.

Simon emphasizes the crucial role that schools play in preparing young people for the future, stating, “It is vital that schools have the right talent and dedication to ensure that young people can develop and thrive in the future. It is amongst the most important work we have as a society to ensure our young people are the best versions of themselves and ready for their lives ahead.”

With a relentless focus on high standards and an openness to new ideas, Haileybury Almaty continues to build an educational environment where both students and staff can excel. “If we do that and collaborate together, then I think we can enjoy a bright future as educators and leaders within schools,” concludes Simon.

MENTOR’S

MANTRA

The Crucial Role of Educational Consulting in Enhancing Student Success

Craig Aarons-Martin, CEO of CCM Education Group

In today’s educational landscape, the challenges schools face are multifaceted and everevolving. From building cultures of belonging and inclusion to advancing equity and excellence, the demands on school leaders and educators are immense. As schools navigate these complexities, educational consulting has emerged as a vital resource, providing access to seasoned professionals who bring a wealth of experience and expertise to help schools tackle their most pressing issues.

A recent engagement in northern Michigan underscores the powerful impact that educational consulting can have on schools and districts. I had the opportunity to work with 30 principals and heads of schools, all of whom were preparing for the first days of the school year. Many of these leaders were grappling with significant challenges, such as teacher retention and hiring, which led them to seek out specialized recruiters to help source potential candidates. These candidates ranged from recent graduates

Educational consultants play a crucial role in fostering this connection by helping schools develop strategies that allow teachers to grow and improve their practice

Craig Aarons-Martin proudly serves as the CEO of CCM Education Group, an education consulting agency and progressive think tank dedicated to co-creating solutions in school leadership, cultures of belonging, change management, and equity. His work extends beyond pre-K through 12 education to include partnerships with Fortune 500 companies and other organizations, driving transformative change through culture, inclusion, and belonging.

In my consulting work with school leaders, we explore how to create classrooms that honor and celebrate the uniqueness of every student

of education programs to mid-career educators and even support staff who, despite not having their own classrooms, had demonstrated a remarkable connection with students.

Building Teacher Practice Through Reflection and Growth

A major focus of my work with these school leaders was building and enhancing teachers’ practice through reflection, inquiry, and ongoing professional development. My twenty-plus years as an elementary and secondary educator, as well as my experiences as a principal and superintendent, have equipped me to guide schools toward academic and holistic transformation. We know that students thrive when taught by educators who care deeply about them and understand and embrace their unique qualities. This connection between teacher and student is vital and is reflected in everything from lesson plans to classroom interactions.

Educational consultants play a crucial role in fostering this connection by helping schools develop strategies that allow teachers to grow and improve their practice. This might involve working with teachers to reflect on their instructional methods, encouraging them to engage in professional inquiry, or providing them with the tools and resources they need to develop their skills over time. By focusing on continuous growth, consultants help ensure that teachers are equipped to meet the diverse needs of their students.

Creating Classrooms That Reflect and Honor Student Diversity

One of the most important aspects of a successful classroom is its ability to serve as both a mirror and a window for students. Rudine Sims Bishop, in her groundbreaking essay “Mirrors, Windows, and Sliding Glass Doors” (1990), articulated how texts

and educational materials can reflect students’ identities and serve as windows into the lives of others. Seeing their identities mirrored in texts fosters positive social identity development, increasing students’ pride, confidence, and selfesteem. Viewing a text as a window allows students to explore the lived experiences of others, building empathy and understanding while examining diversity in social, cultural, political, and historical contexts.

In my consulting work with school leaders, we explore how to create classrooms that honor and celebrate the uniqueness of every student. This involves more than just inclusive lesson plans; it requires a deep commitment to creating an environment where all students feel seen,

valued, and supported. Educational consultants can help schools achieve this by bringing in fresh perspectives, fostering a culture of curiosity, and developing training programs that empower teachers to embrace and reflect the diversity of their students.

Addressing Specific Educational Challenges

Educational consultants are often brought in to address specific challenges that schools face, whether it’s improving student literacy levels, understanding the science of reading, or addressing mathematical progressions across an early childhood wing. In other cases, schools might be dealing with higher numbers of special

By working closely with school leaders, consultants can help develop and implement strategies that promote inclusion and create a positive school culture

education referrals or other specialized needs. In each of these scenarios, consultants play a key role in helping schools develop targeted strategies to address these issues.

For example, in the Michigan engagement, we looked closely at how to support students who were struggling with literacy. By using data-driven approaches and evidence-based practices, we were able to design interventions that not only addressed the immediate needs of these students but also provided longterm support to help them succeed. This kind of targeted intervention is one of the many ways that educational consultants can make a significant impact on student success.

Fostering a Sense of Belonging and Community

Beyond academic challenges, one of the most critical concerns for the school leaders I worked with in Michigan was how to foster a sense of

belonging and community within their schools. These leaders were deeply committed to ensuring that every student, regardless of their background, felt welcomed and valued in their school community.

Educational consultants can be instrumental in helping schools build this sense of belonging. By working closely with school leaders, consultants can help develop and implement strategies that promote inclusion and create a positive school culture. This might involve community-building activities, professional development focused on culturally responsive teaching, or initiatives designed to engage families and the broader community in the life of the school.

Strengthening the Fabric of the School Community

One of the most powerful aspects of educational consulting is the ability to bring an outside

Educational consulting is an invaluable resource for schools and districts as they strive to create environments where all students can succeed

perspective to a school or district. Consultants can help schools get laser-focused on the specific needs and challenges of their community, providing the tools, insights, and support needed to strengthen and enhance the fabric of that community.

In my time and service with school leaders across the world, it was clear that their dedication to their students and staff was unwavering. They wanted to ensure that their schools were places where everyone— students, teachers, and staff—felt a strong sense of belonging and purpose. By bringing in educational consultants, these leaders were able to tap into a wealth of expertise and experience, helping them galvanize

their communities around a shared vision of excellence and inclusion.

Conclusion

Educational consulting is an invaluable resource for schools and districts as they strive to create environments where all students can succeed. Whether it’s helping to build teacher practice, addressing specific educational challenges, or fostering a sense of belonging and community, consultants provide the expertise and support that schools need to thrive. In an increasingly complex and demanding educational landscape, the role of educational consulting will only continue to grow in importance, making it an essential component of student success.

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PROMINENT INTERNATIONAL SCHOOL TO WATCH IN SHANGHAI-2024

Where Academic Excellence Meets Global Perspective in A Vibrant, Nurturing Community CONCORDIA INTERNATIONAL SCHOOL SHANGHAI

In the fall of 1997, a small group of visionary educators stood on the edge of what was then little more than rice paddies in Pudong, Shanghai. They had been invited by American expatriates, U.S. foreign-service personnel, and multinational corporations, along with the support of the Chinese government, to bring a dream to life—an international school that would shape the minds and futures of global citizens. This wasn’t just about building classrooms and playgrounds. It was about creating a community with shared values, where collaboration among teachers, parents, and students would be the foundation.

That dream began to take shape in 1998 when educators from Hong Kong International School (HKIS) arrived with a clear mission. They wanted to replicate what had made HKIS successful since its founding in 1966—a holistic approach to education that went beyond

academics. Dr. Eric Semler, Interim Head of School at Concordia International School Shanghai, reflects, “The aim was to nurture not just students’ minds, but their hearts and character as well. We wanted to create responsible global citizens who are ready to make a positive impact on the world.”

With just 22 students and 14 staff members, Concordia opened its doors for the first time under the leadership of Dr. Allan Schmidt, the founding Head of School. The first few years were humble—a small team building something much larger than a school.

Fast forward to today, and Concordia is a thriving institution, educating over 1,150 students from more than 30 countries. It has evolved from a modest start to a sprawling 10-acre campus with state-of-the-art facilities, including spaces designed specifically for each stage of learning—early childhood, elementary, middle, and high school. The campus also boasts a fine arts center and comprehensive sports facilities, offering students a wellrounded experience.

At Concordia International School Shanghai, education isn’t just about acing tests or mastering subjects—it’s about nurturing the whole student

As the school celebrated its 25th anniversary in the fall of 2023, the community reflected on its remarkable journey. What started as a small project on the outskirts of Shanghai has become a cornerstone for international education in the city.

This sense of growth, both in size and spirit, is what makes Concordia International School Shanghai a unique institution. The journey from rice paddies to a vibrant international campus

is more than just a story of development; it’s a testament to the power of a shared vision.

Cultivating Leaders of Tomorrow

At Concordia International School Shanghai, education isn’t just about acing tests or mastering subjects—it’s about nurturing the whole student. From intellectual growth to emotional, social, and even spiritual development, the school aims to create well-rounded individuals who

Extracurricular activities at Concordia are carefully integrated into the school’s values of global citizenship and holistic development

are prepared to thrive in life. “We’re deeply committed to fostering the holistic development of each student,” says Dr. Semler. “We want our students to grow not just academically, but in every aspect of their lives.”

This approach is powered by a passionate and highly experienced faculty, along with a curriculum that balances academic rigor with personal growth. The goal is to give students the tools they need not only to succeed in the classroom but also to become responsible, thoughtful leaders in the world. Dr. Semler emphasizes that Concordia is about more than just academic achievement: “We model shared values and service to others. It’s important that our students learn how to contribute positively to the community.”

The sense of community at Concordia is one of its strongest pillars. Teachers, parents, and the administration work together, ensuring every student—and every family—feels supported. It’s not just about student success; it’s about creating an environment where everyone thrives. As Dr. Semler puts it, “We actively partner with parents to make sure that the experience here is positive and lasting.”

Concordia’s commitment to academic excellence is reflected in its accreditation by the Western Association of Schools and Colleges (WASC). The school delivers a globally minded, rigorous curriculum that’s earned its students admittance to top universities around the world. “Our graduates regularly go on to leading universities,” Dr. Semler notes with pride, underscoring the success of the program.

One standout feature of Concordia’s academic offering is the Applied Learning Program. These innovative classes take learning out of the traditional classroom and into real-world contexts.

From Big Data and Business and Finance to Art & Design and Social Entrepreneurship, students engage in hands-on experiences that bridge the gap between theory and practice. Beyond Applied Learning classes, Concordia also offers a range of Advanced Placement (AP) courses. Students can dive deep into subjects ranging from AP Biology to AP World History, experiencing university-level coursework while still in high school. These challenging courses push students to think critically, manage their time effectively, and develop strong analytical skills—traits that will serve them well in both university and their future careers. “The AP program gives students a real taste of what’s to come,” says Dr. Semler. “It’s a rigorous academic challenge that sets them up for success in higher education.”

“It’s about applying knowledge in meaningful ways,” Dr. Semler explains. “Students can combine Applied Learning with AP courses to get a more comprehensive understanding of subjects they’re passionate about.”

Concordia’s approach to education is always evolving. By regularly assessing student needs, collecting teacher feedback, and incorporating real-world experiences into lessons, the school ensures that its curriculum remains both relevant and challenging. “We take a ‘one-school’ approach,” Dr. Semler says. “We’re constantly looking at how we can improve, whether it’s through teacher development or adapting our lessons to better reflect the diverse backgrounds of our students.”

Nurturing Talent and Building Character through Extracurriculars

Learning doesn’t stop when the school bell rings at Concordia. The heart of the school’s philosophy is that education extends far beyond

the classroom, and students grow in profound ways through participation in sports, arts, and clubs. “We believe these activities enhance our students’ overall development and bring more meaning to their academic experiences,” says Dr. Semler.

In Concordia’s sports programs, students don’t just focus on physical fitness. They learn important life lessons about teamwork, discipline, and time management. As they work together on the field or court, they develop leadership skills and a strong sense of character. These are traits that not only make them better athletes but also better people, ready to handle the challenges of life with resilience and integrity.

The arts hold a special place at Concordia too. Here, students are encouraged to express themselves creatively, engage in cultural exploration, and think critically. Whether it’s through visual art, music, or theater, the arts help foster emotional intelligence, allowing students to better understand themselves and the world around them. “Creative expression

is key to developing well-rounded, thoughtful individuals,” Dr. Semler emphasizes.

Clubs at Concordia provide even more avenues for growth. Students can explore their interests, take on responsibilities, and develop leadership skills in a variety of fields. From robotics to student media, the options are nearly endless. “These activities not only allow students to pursue their passions but also give them the chance to contribute meaningfully to the school community,” Dr. Semler shares.

Extracurricular activities at Concordia are carefully integrated into the school’s values of global citizenship and holistic development. They are designed to ensure that students graduate as well-rounded individuals, prepared to take on the diverse challenges of the modern world. As Dr. Semler points out, “It’s about helping students discover their strengths, build character, and become thoughtful global citizens.”

The wide range of activities offered is impressive. Led by dedicated staff, volunteer parents, or external experts, students from Early Childhood through High School can immerse themselves in activities that stretch across interests, from STEM to the arts, service, and leadership. Popular options include Model United Nations (MUN), Academic Honor Societies, Student Council, VEX Robotics, Drone Club, and Maker Lab. There are also opportunities in music and performing arts through the Chromatics Choir and International Thespian Society, and clubs like Kids 4 Kids and Math Club provide meaningful ways for students to serve others and enhance their academic skills.

A Campus Designed for Growth

Concordia’s 10-acre green campus is more than just a space—it’s a vibrant learning hub,

thoughtfully designed to nurture curiosity, creativity, and physical well-being. “Our investment in stateof-the-art facilities is a reflection of our commitment to providing students with the best possible environment for growth,” shares Dr. Semler.

Walking through the campus, it’s clear that Concordia has prioritized spaces that inspire handson learning and innovation. The school boasts three cutting-edge MakerSpaces, where students dive into STEM (science, technology, engineering, and mathematics). These spaces aren’t just about learning from a textbook—they’re designed for students to roll up their sleeves and engage in realworld problem-solving.

Beyond academics, Concordia also believes in fostering creativity. The Fine Arts Center includes a fully equipped 300-seat theatre, where students can express themselves through performances and assemblies. “The theatre is not just a performance space; it’s where students build confidence and connect with audiences on a deeper level,” Dr. Semler notes. And for students drawn to visual arts, the seven studios—complete with a ceramics studio—offer countless ways to explore and create, providing the tools and inspiration needed to bring their artistic visions to life.

Physical fitness is equally important in Concordia’s approach to holistic education. The campus features facilities that encourage students to stay active and healthy, including a FIFA Two-Star soccer pitch, an outdoor track, tennis courts, four gyms, a climbing wall, and a collegiate-level fitness center. Whether students are perfecting their tennis serve or working on their stamina on the track, the opportunities to stay fit are endless. “Our physical education and sports programs are an essential part of helping students develop discipline, teamwork, and resilience,” says Dr. Semler.

Concordia’s Fine Arts Center includes a fully equipped 300seat theatre, where students can express themselves through performances and assemblies

The school has also made space for unique learning experiences, such as the fully equipped culinary lab. Here, students have the chance to explore the art and science of cooking, learning life skills that go far beyond the kitchen. The joy of creating something with your own hands, whether it’s a meal or a piece of art, is a core part of the Concordia experience.

These diverse facilities are more than just buildings—they represent Concordia’s holistic approach to education. They support not only academic excellence but also physical and creative growth, ensuring that students have everything they need to thrive in all areas of life. As Dr. Semler puts it, “Our campus is a

reflection of our values—providing spaces that inspire learning, foster creativity, and promote well-being.”

Preparing Future-Ready Students

In today’s rapidly evolving digital world, preparing students for the future means more than just teaching them the basics. “We believe that integrating technology into education goes beyond simply using digital devices,” says Dr. Semler. “It’s about enhancing the learning experience and equipping students with the skills they’ll need in a technology-driven world.”

From the early years through high school, students engage with a variety of tools that make

learning interactive and engaging. Whether it’s interactive whiteboards, tablets, or laptops, these resources help bring lessons to life. Picture a classroom where a history lesson becomes an immersive digital exploration of ancient civilizations or where math problems are solved collaboratively on a shared digital canvas. It’s not just learning—it’s a dynamic experience.

STEM education takes center stage at Concordia, with dedicated programs in robotics, coding, and engineering. These subjects teach students essential problem-solving and technical skills, sparking curiosity and creativity. In the school’s MakerSpaces, students have the freedom to experiment, innovate, and turn their ideas into reality. It’s where theory meets hands-on learning, and where future engineers, scientists, and creators begin to take shape.

But technology at Concordia isn’t just about coding and robotics—it’s about teaching students to be responsible digital citizens. The school places a strong emphasis on digital literacy, helping students navigate the complexities of the online world. From conducting ethical research to understanding the importance of digital citizenship, students learn how to use technology responsibly. “We want our students to be savvy not only with technology but also with how they engage with it in the world,” Dr. Semler explains.

To ensure that teachers stay at the forefront of educational technology, Concordia invests heavily in professional development. Teachers are equipped with the skills and knowledge to effectively integrate technology into their lessons, keeping the learning environment fresh and relevant. This ongoing training means that educators are always exploring new ways to make their lessons more interactive, engaging, and impactful.

Concordia not only enhances the learning experience for all but also builds a community where mutual respect and collaboration thrive

Ultimately, Concordia’s approach to technology isn’t about following trends—it’s about preparing students for life in a digital age. By fostering both technical skills and ethical technology use, the school is creating future-ready learners who can adapt to whatever comes next. As Dr. Semler puts it, “Technology is a tool that enhances education, but it’s the way we use it to inspire and engage students that truly makes a difference.”

Embracing Diversity, Shaping Global Citizens

With students representing over 30 nations and regions, and faculty hailing from around 20 different countries, Concordia thrives on the cultural diversity that each person brings to the table. This dynamic environment fosters open-mindedness and a deeper appreciation for different ways of thinking, helping students grow both academically and personally. Whether it’s sharing stories over lunch or collaborating on a group project, students are continually engaging with peers from all over the world, broadening their perspectives in ways that go beyond textbooks.

Imagine a day in the life of a Concordia student—starting with a history lesson that dives into global events from various cultural viewpoints, followed by an art class where students explore creative expressions from different countries, and finally, wrapping up with a friendly debate on global issues. These interactions, both in and out of the classroom, are what shape globally minded, culturally intelligent individuals who are ready to thrive in an interconnected world.

As Dr. Semler notes, “The interactions that happen here—whether on the playground, during a classroom discussion, or while working together in extracurricular activities—are transformative.

They shape the way students see the world and prepare them to be global citizens.”

But it’s not just about learning from others— it’s also about preparing for a future where global collaboration is key. In today’s world, understanding different cultures and being able to communicate across borders is essential. Concordia recognizes this and actively promotes global engagement as a core value, preparing students for success in a rapidly evolving international landscape.

Concordia not only enhances the learning experience for all but also builds a community where mutual respect and collaboration thrive.

“Our goal is to cultivate active global citizens who are not only academically prepared but also socially aware and capable of leading with empathy in a diverse world,” says Dr. Semler. In essence, the school’s diverse environment does more than educate—it enriches lives, opens minds, and helps students become thoughtful, well-rounded individuals ready to take on the challenges of tomorrow.

Living the Core Values

At Concordia, values aren’t just words painted on the walls—they’re the foundation of every day,

every lesson, and every interaction. “Our core values are what shape the Concordia experience,” says Dr. Eric Semler. “They guide everything we do, from academics to the way we support each other as a community.”

The pursuit of excellence is one such value that pulses through every part of the school. Concordia strives to help each student excel in the areas where they show the most passion and talent. But this isn’t about pushing students to achieve for the sake of it—it’s about helping them discover their strengths and empowering them to shine. Whether it’s mastering a concept in the classroom or excelling on the sports field, the focus is always on nurturing each student’s unique potential.

Holistic development, another key value, emphasizes that education is more than just academics. Concordia encourages students to explore all aspects of themselves—intellectually, spiritually, physically, emotionally, and socially. “We believe that success in life comes from being a well-rounded person,” shares Dr. Semler. “That’s why we offer opportunities for students to grow in all these areas, so they leave here not just as smart individuals but as compassionate, resilient, and well-prepared young adults.”

Concordia encourages students to explore all aspects of themselves—intellectually,

spiritually, physically, emotionally, and socially

One of the most inspiring aspects of Concordia is its commitment to fostering values that help students become better individuals, not just academically but morally and ethically. This approach shapes a school culture where kindness, integrity, and empathy are celebrated and practiced daily.

But what makes Concordia truly special is its community-centric approach. From staff and students to parents and external partners, everyone is part of a close-knit, supportive environment.

It’s not just about individual achievement but about growing together. “We believe that when our community thrives, our students thrive,” says Dr. Semler. This sense of community extends beyond the campus, with Concordia actively partnering with local and global organizations to give students meaningful service opportunities. Service-mindedness is not just encouraged— it’s woven into the fabric of school life. Whether it’s addressing local needs or participating in global initiatives, Concordia students are taught

the importance of contributing to the broader community. “We want our students to understand that true growth comes when you use your talents to help others,” says Dr. Semler.

A Support System for Success

Concordia offers a range of support services designed to meet both the academic and personal needs of its students, ensuring they are wellequipped to navigate not only their school years but also their future.

One of the key pillars of this approach is the comprehensive counseling program. Whether students are grappling with academic challenges, personal growth, or social dynamics, Concordia’s certified counselors are there every step of the way. “Our goal is to foster self-respect, self-

esteem, and respect for others in every student,” says Dr. Semler. The program doesn’t just focus on academics—it helps students navigate the emotional and social complexities of growing up in a diverse and global community. Counselors work closely with students, parents, teachers, and administrators to make sure every child feels supported and empowered to reach their full potential.

For students needing additional language help, the English Language Learning (ELL) program provides individualized support, making sure every child has access to the curriculum. And for those who require extra academic support, the Learning Support program offers personalized tools and resources to help students succeed.

But Concordia doesn’t stop at just supporting its students in the present—it also prepares them for the future. The school’s college guidance program is designed to help students navigate the often-overwhelming world of higher education. “We take a very personalized approach to college

counseling,” explains Dr. Semler. Starting in Grade 9 and continuing through Grade 12, the program helps students identify the best colleges or universities that align with their goals, interests, and ambitions.

By the time they reach Grade 11, students take a specialized course called Identity, Vocation, and Spirituality, which helps prepare them for junior internships and the college application process. It’s a holistic approach that ensures students are not just academically prepared but also emotionally and mentally ready for the next chapter of their lives. Through group meetings, one-on-one counseling, and regular communication with families, the school ensures that both students and parents feel informed and supported throughout the entire process.

The Power of Partnership

Concordia understands that when parents and the school work together, everyone benefits— especially the students. The school fosters a

By integrating China’s vibrant cultural heritage into its curriculum, Concordia ensures students not only excel academically but also develop a deep connection with their local environment

strong partnership with parents, recognizing that their involvement plays a vital role in building a vibrant, supportive, and successful community.

Since 1998, the Parent Support Organization (PSO) has been the backbone of this collaboration. Every parent is encouraged to contribute their talents, whether it’s by participating in school activities, lending a hand during events, or helping with fundraising initiatives. This active parent engagement not only enhances the student experience but also strengthens the overall sense of school spirit and community.

“The PSO is more than just a support group—it’s a vital part of our community,” says Dr. Semler. Through the PSO, parents have the opportunity to engage with the school on a deeper level, from decision-making processes to organizing and participating in events that benefit students and staff alike.

Excellence at Concordia

Shanghai extends beyond academic achievement— it’s a holistic approach to education that nurtures the mind, body, and spirit

The PSO creates opportunities for parents to be involved in ways that align with their skills and interests, all while helping to build a stronger, more connected community. This partnership not only contributes to the school’s success but also enriches the entire Concordia experience for students, staff, and families. Whether it’s helping to organize events or participating in school decisions, parents are an integral part of what makes Concordia Shanghai such a dynamic and thriving place for students to grow and learn.

Bridging Cultures

By integrating China’s vibrant cultural heritage into its curriculum, Concordia ensures students not only excel academically but also develop a deep connection with their local environment. Take, for instance, Early Childhood students

who embark on community tours and channel their creativity into artworks inspired by Shanghai’s iconic buildings. “We want our youngest learners to engage with the city from the very start,” says Dr. Semler. This hands-on experience gives them a sense of place, helping them explore the city’s beauty through their own eyes.

As students move into Elementary School, they continue this journey with field trips around Shanghai that uncover the rich layers of the city’s history and landmarks. In Middle School, the curriculum takes it a step further. Each September students embark on week-long educational travel experiences around China. From exploring the Great Wall and the Hutong culture in Beijing, to hiking the bamboo trails of Moganshan, students learn more about the rich diversity of their host country. “Meaningful educational travel gives students a global perspective while grounding them in their local environment,” explains Dr. Semler. This approach fosters a deeper understanding of China’s unique geographical significance.

High School students dive even deeper, exploring further afield to experience China’s history and culture through practical exploration. High School travel experiences have students navigating the Silk Road in Dunhuang, working with sea turtle conservationists on Hainan island, and experiencing Mongolian culture in Inner Mongolia. This level of engagement transforms their surroundings into an extended classroom, allowing students to connect what they’ve learned with real-world contexts.

The celebration of culture doesn’t stop there. Mandarin classes feature a unit on Haipai

culture, a distinctive part of Shanghai’s identity that blends Chinese and Western influences. It’s all about guiding students to explore and appreciate the diverse cultural characteristics of their city. And when students participate in local performances, contests, and showcases, they take part in the living, breathing culture of Shanghai.

Nurturing Future Innovators and Pursuing Excellence

Excellence at Concordia Shanghai extends beyond academic achievement—it’s a holistic approach to education that nurtures the mind, body, and spirit. The school is driven by a commitment to help students reach their full potential, not just as learners, but as individuals prepared to make a difference in the world.

Concordia’s commitment to providing a world-class education is further reflected in its continuous efforts to improve its facilities. From state-of-the-art science labs to creative arts spaces, the campus is designed to inspire learning and innovation. “We’re always looking at how we can further develop our buildings and campus to provide the best possible environment for our students,” Dr. Semler notes.

By blending academic rigor with a rich array of extracurricular opportunities, and fostering both intellectual and personal growth, Concordia Shanghai prepares students not only for success but for making a meaningful impact in their communities and beyond. This holistic approach to education drives the school’s pursuit of excellence, ensuring that every student is ready for whatever the future holds.

Preventing Truancy More School Funding

Dr. Rebecca Good, Semi-Retired Superintendent/CEO/Founder at R Good Education Services

Dr. Rebecca Good is a 35-year recently retired Educator who has been a teacher, principal, central staff executive director, and school superintendent in the Dallas area. She is also a nationally sought after educational expert, who is often heard on podcasts, TV and radio stations across the country talking about the latest hot education topics. She has done weekly podcasts on the practice, pedagogy and politics in public education for several years. She has also published books on education and wellness.

Even if you are not in the public education business you are probably aware that school tend to be underfunded. What is often not understood by even some educators is how districts can go about increasing their funding using the students currently on their campuses.

The simple solution is to make sure more students come to school on time every day. When students come to school on time every day it equals more funding. Let me explain.

I have worked as a school and district administrator in both large public school and charter districts. I learned that the bigger the district, the less chance school personnel have in understanding school finance. In large school

districts, for example, principals get little choice in how much money they will receive for the following school year.

A charter school on the other hand, because they tend to be given less money than public schools, must keep their eye on every penny, and must have their personnel wear several hats. They are better at helping their staffs understand how schools are funded.

And it all boils down to this: if a student is in his or her classroom seat by the magic attendance hour (usually 10 AM) then the school gets to count that child as present for the entire day and will get paid for that day/child. If a child comes after 10 AM, the school district will not get paid a dime for the child’s attendance that day.

Due to the lack of training at the school level, attendance is not treated with the sense of urgency it deserves

The company I work for contracts with school districts, trains district and school level personnel in efficient and effective truancy prevention practices and helps them implement it

Due to the lack of training at the school level, attendance is not treated with the sense of urgency it deserves. Yes, you’ll have that urgency from a teacher at an instructional level, but until the urgency also comes from the fiscal level, things won’t change.

I will use examples from the state of Texas, but I do so knowing that most states have the same requirements.

It is also not unusual to have school districts be unaware of the fact that they are under state law to have a truancy prevention program in place to keep students and families out of municipal truancy court. That law is found in Texas Education code 25.0915. More specifically: Sec. 25.0915. TRUANCY PREVENTION MEASURES. (a) A school district shall adopt truancy prevention measures designed to:

(1) impose:

(A) a behavior improvement plan on the student

(ii) the period for which the plan will be effective, not to exceed 45 school days after the date the contract becomes effective;

(B) school-based community service; or

(2) refer the student to counseling, mediation, mentoring, a teen court program, community-based services, or other in-school or out-of-school services aimed at addressing the student’s truancy.

It uses the word “shall” adopt a truancy prevention program as opposed to the word “may”, which often offers flexibility within a law. It also uses the word “impose”, which is also a very strong word. I will state again, it is unfortunate that many school districts are unaware of this requirement. The support families are supposed to be having to help them

get their children to school every day on time, is missing.

For the last three years I have worked as a Truancy Prevention Measures (TPM) magistrate. The company I work for contracts with school districts, trains district and school level personnel in efficient and effective truancy prevention practices and helps them implement it. It does this by not only staying in close contact with the district and school attendance officers and administrators, it also makes available a TPM magistrate such as myself to go in once a month (or more for larger districts) and meet with families who continue to have chronically high unexcused absences and tardies.

Our message to these families is that we are the wall between them and municipal truancy court. If they ignore our support attempts and end up in that court, families face thousands of dollars worth of fines. What is the cure if the family is not able to pay those thousands of dollars in fines? The court’s fix is usually for a parent to spend three days in jail instead.

So, what does that wall look like? It is not unusual, especially the first year that this process is implemented, to have a number of families who continue to be truant. When this happens, those families are assigned to visit the TPM magistrate at a monthly tribunal hearing

The path to a tribunal hearing is a very formal sounding and looking process. Parents get warning calls, then letters, usually at the three unexcused days mark, the eighth day, and the 10th day. The letters sent to parents look like documents that might come from a municipal truancy court. The very legal-

looking tribunal summons can be used as an evidence document that helps show the judges in truancy court that the school district has attempted to implement a truancy prevention practice as per law. Municipal truancy court requires a district to have quite a bit of documentation to show that the school has attempted to work with the families to help them better their attendance and tardies before sending them on to them.

After 10 days of unexcused days and tardies, the tribunal summons is sent to the parents. This requires them to come to the school district and sit down with school personnel and a TPM magistrate to explain why a child has so many absences/tardies. Texas law states that even missed parts of days (tardies/early pick ups) can be included in the unexcused days total.

During my monthly tribunal hearings, I sit in the front of the room in a black robe, and after gathering the attendance data from the school representative, I ask the family who sits or stands before me how they have accrued so many unexcused absences and tardies. Depending on their reason/issue, we come up with a solution that the parents commit to following through on.

We meet for at least three months to ascertain that they are working to lower their attendance issues as per the TPM behavior improvement plan created during the tribunal hearing. I also look for opportunities to praise and to celebrate better attendance.

Parents come in with a status of “Truant” and it is our hope that we can get them by the following month or two to be in “Provisional” status. When this process is taken seriously by

After three years of working with families, I can vouch that most do want to work with the schools to better their child’s attendance and to stay out of municipal truancy court

the school and the families, it is not unusual for us to be able to get a child to the “No Longer Truant” status within a semester.

After three years of working with families, I can vouch that most do want to work with the schools to better their child’s attendance and to stay out of municipal truancy court. That’s why out of the thousands of families that we have worked with, less than one percent end up having to be sent to truancy court. That’s how successful this process is.

The data continue to show that every school that has faithfully implemented this process has

had an increase in daily attendance funding. Matter fact, every school that has worked has earned more back in funding than the cost of putting in this process. Another data point that also goes up is in the form of grades. When a child is absent less their grades get better and they learn more.

My challenge to any educator reading this is: how aware are you of your state’s truancy prevention laws? Are they being implemented in your school? It’s time we become better partners with our families to help our children come to school on time every day.

THE ATONEMENT CATHOLIC ACADEMY

A Diverse, Faith-Centered Institution Committed to Academic Excellence and Holistic Development

The story of The Atonement Catholic Academy begins not in a classroom, but in a parish, where the seeds of a school were sown with a vision far larger than just academics. Established under Archbishop Patrick F. Flores in 1983, Our Lady of The Atonement Parish carried with it a deep sense of mission. What started as a place of worship soon blossomed into a dream of integrating faith with learning.

By 1994, this dream took form in the creation of The Atonement Catholic Academy. The school’s founders were inspired by a unique blend of the Anglican tradition and classical education, driven by the idea that intellectual and spiritual growth go hand in hand. From the very beginning, they sought to instill values that would shape students not only academically but also morally. The goal?

To inspire students to pursue Truth, Beauty, and Goodness throughout their lives.

Over the years, the academy expanded its reach, adding an Upper School in 2011, which allowed students to stay within a nurturing environment from PreK through 12th grade. This seamless transition created a cohesive educational experience, where students and families could trust in a system that cared deeply for their spiritual and intellectual growth.

Walter Spencer, Head of School

In 2017, The Atonement Catholic Academy took another significant step by joining the Personal Ordinariate of the Chair of Saint Peter, reaffirming its commitment to honoring its Anglican roots within the larger Roman Catholic tradition. This move wasn’t just about embracing history; it was about carrying forward a heritage that values both faith and reason.

Today, The Atonement Catholic Academy remains steadfast in its mission: to form disciples of Christ through classical wisdom and virtue. Its students are not only challenged academically but are also encouraged to lead lives of courage, integrity, and service, embodying the virtues that define the school’s commitment to shaping the leaders of tomorrow.

A Tradition of Faith and Learning

At The Atonement Catholic Academy, tradition isn’t just a word—it’s a living, breathing part of daily life. Through its deep connection with the Ordinariate of the Chair of Saint Peter, the Academy weaves the rich tapestry of Anglican and English heritage into the fabric of its Catholic identity. As the Most Rev. Steven J. Lopes beautifully puts it, this unique relationship allows the school to celebrate those spiritual, liturgical, and pastoral traditions that have nourished Anglican communities for centuries, now flourishing within the Catholic Church.

By integrating these sacred traditions into the curriculum, students are given the tools to not only succeed academically but also grow in faith. Whether it’s through daily sacred liturgy or lessons in wisdom, music, and art, the school fosters an environment where faith and learning are inextricably linked. Here, students aren’t just learning for the sake of knowledge; they’re learning to uncover the deeper truths of life and faith, to grapple with the eternal questions that go beyond the classroom. It’s this blend of intellectual rigor and spiritual depth that defines the Academy, allowing students to thrive as individuals and as members of the wider Catholic community.

The school’s commitment to a classical education rooted in Catholic teachings offers something truly distinct—a place where students can cultivate both virtue and creativity, and where faith isn’t an afterthought, but the cornerstone of their educational experience.

Building Character Through Faith

At the heart of The Atonement Catholic Academy’s mission is a simple yet profound truth: you become what you behold. This belief permeates every aspect of the school’s culture,

Father Andrew Westerman, Parochial Vicar, School Chaplain

starting with daily Mass, where students and faculty gather to encounter the Holy Eucharist. The daily celebration of Mass is more than a ritual; it’s the foundation upon which the entire community is built. By beginning each day in the presence of the Blessed Sacrament, students are reminded of their higher calling—to grow not just as scholars, but as disciples of Christ.

But the Academy doesn’t stop at academics and faith; it fosters the whole person. Teachers here are more than educators; they are mentors, guides, and cultivators of young souls. Much like gardeners, they tend carefully to each student, nurturing their growth in every dimension—intellectual, spiritual, and moral. The classroom is a place of wonder, where

Jeremy Daggett, Division Head, US Academic Dean

The Atonement Catholic Academy’s holistic approach ensures that students view their education not as a series of isolated subjects but as a cohesive journey toward a deeper understanding of God and His creation

students are encouraged to marvel at the beauty of truth, goodness, and being itself.

The Academy’s holistic approach ensures that students view their education not as a series of isolated subjects but as a cohesive journey toward a deeper understanding of God and His creation. Every subject, from math to literature, ultimately converges on theology, fostering an integrated worldview where the Divine can be found in all things. This perspective not only enriches students’ academic experience but also grounds them in a faith that carries them into the real world, where knowledge transforms into wisdom through practice. The Virtue Award, recognizing students who exemplify courage and integrity, is one way the Academy ensures that these teachings are lived out daily.

Excellence in Action: A Nationally Recognized Academy

The Atonement Catholic Academy’s reputation for academic excellence is more than a point of

pride; it’s a reflection of the school’s dedication to nurturing the mind, heart, and spirit. Recognized as a National Blue Ribbon School of Excellence, the Academy has earned its place among the top educational institutions in the country. This prestigious honor is a testament to the Academy’s commitment to a rigorous classical curriculum and its focus on both intellectual and spiritual development.

From advanced mathematics to classical grammar instruction, students are challenged to excel in every subject. But what truly sets the Academy apart is its unwavering dedication to infusing faith into every aspect of education. Daily Mass, ongoing religious education, and

Being named a Blue Ribbon School is a reflection of The Atonement Catholic Academy’s high standards and a recognition of the hard work of its faculty, staff, and students

community involvement aren’t just add-ons; they’re integral to the Academy’s mission to form well-rounded, values-driven leaders.

Being named a Blue Ribbon School is a reflection of the Academy’s high standards and a recognition of the hard work of its faculty, staff, and students. It affirms the school’s mission to not only foster academic achievement but also to cultivate the spiritual and personal growth of each student. The Blue Ribbon distinction motivates the Academy to continue striving for excellence, ensuring that it remains a beacon of faith and knowledge for generations to come.

By receiving this honor, The Atonement Catholic Academy joins an elite group of schools that represents the very best in education, and it’s a testament to the school’s successful implementation of classical teaching methodologies and its dedication to the holistic development of its students. More than a badge of honor, the Blue Ribbon distinction serves as a reminder of the Academy’s mission: to inspire students to become lifelong learners and compassionate, courageous leaders in a world that desperately needs both.

Faith and Tradition: A Commitment to Excellence

The Catholic Education Honor Roll (CEHR) is more than just a recognition—it’s a testament to schools that actively live out their Catholic identity. At its core, the CEHR shines a light on those institutions that faithfully follow the Principles of Catholic Identity in Education. These principles, set by the Cardinal Newman Society, form a blueprint for what it means to be a truly Catholic school: inspired by a divine mission, fostering Christian community, encountering Christ in every aspect of life,

shaping the human person holistically, and offering students a Christian lens through which to view the world.

For any school, earning a place on the CEHR is a significant accomplishment, one that reflects a deep-rooted commitment to embodying these values in every facet of school life. And for The Atonement Catholic Academy, this recognition aligns perfectly with its mission. The Academy is built on a foundation that integrates faith into every subject and aspect of its students’ lives, fostering an environment where learning is intertwined with a genuine encounter with Christ.

At The Atonement Catholic Academy, students are guided not just to excel academically but to grow spiritually, morally, and ethically. Through daily prayer, sacramental life, and an education

steeped in Catholic tradition, the Academy seeks to shape students into well-rounded individuals who see the world through a Catholic lens. Whether it’s grappling with societal issues or making personal moral choices, students are encouraged to filter their experiences through the teachings of the Church, preparing them to face the challenges of the modern world with grace and conviction.

This dedication to Catholic principles doesn’t just exist in theory—it’s alive in every classroom, conversation, and interaction at the Academy. And that’s why being part of the CEHR is not just an honor; it’s a validation of what The Atonement Catholic Academy has been working towards: forming disciples of Christ who are ready to carry their faith into the world.

The Faculty: Champions of Faith and Wisdom

At The Atonement Catholic Academy, students are guided not just to excel academically but to grow spiritually, morally, and ethically

At the heart of The Atonement Catholic Academy is its dedicated faculty, who are much more than educators—they are spiritual guides, custodians of tradition, and champions of classical wisdom. The faculty’s identity as faithful disciples and stewards of Catholic values is woven into everything they do, from their teaching methods to their interactions with students.

Every teacher at the Academy sees their role as a calling, a mission to nurture not just the minds but the souls of their students. They embody the Academy’s conservative, classical, and deeply Catholic ethos, creating a sanctuary where students are not just educated, but formed. Faculty members embrace the school’s Anglican and English Catholic heritage, proudly standing as part of the Ordinariate of the Chair of St. Peter, committed to preserving the rich

traditions that define the Academy’s spiritual and academic environment.

In keeping with the Academy’s classical approach, the teachers are more than just educators; they are custodians of wisdom, guiding students through the timeless truths found in the Western canon. They understand that education is not just about passing on knowledge but cultivating virtue, character, and a lifelong love of learning. Through literature, philosophy, theology, and history, they encourage students to engage with ideas that have shaped

In keeping with The Atonement Catholic Academy classical approach, the teachers are more than just educators; they are custodians of wisdom, guiding students through the timeless truths found in the Western canon

civilizations, equipping them to navigate life with clarity, purpose, and integrity.

What truly sets the faculty apart is their dedication to living out the values of Truth, Beauty, and Goodness—principles that are at the heart of a classical Catholic education. They inspire students to see the world not just as it is but as it should be, fostering a deep appreciation for what is true, a sense of wonder for what is beautiful, and a commitment to what is good and just.

A World of Diversity and Faith

The Atonement Catholic Academy stands as a beacon of diversity, bringing together a student body that reflects a wide range of cultures and backgrounds. Students come from countries as varied as Mexico, Bolivia, China, India, and the Philippines, creating a dynamic community where different traditions and perspectives are celebrated. The Academy is deeply committed to inclusivity, welcoming students and families from various Christian and non-Christian faiths. This openness is not merely a contemporary

The faculty’s connection to their South Texas roots adds another layer of richness to the Academy’s community. They embody the region’s values of hard work, resilience, and community, creating an inclusive environment that honors diversity while remaining firmly grounded in Catholic tradition. This harmony of faith, culture, and intellect is what makes The Atonement Catholic Academy such a special place—where faculty and students alike are united in their pursuit of excellence in both education and faith.

feature of the school—it is deeply rooted in the Academy’s foundation and mission.

The Academy’s inclusive nature stems from the vision of its founders, Father Paul Wattson and Sister Lurana White, who established the Society of the Atonement with the goal of reconciliation. The name “Atonement” itself signifies the effort to bring people together in faith and community. Founded by converts from the Episcopal faith, the school has naturally embraced a tradition of welcoming others, inviting them to explore the richness of the Catholic faith. The Atonement Catholic Academy fosters an environment where faith and moral development are encouraged, offering students of all backgrounds a place to feel valued and supported.

Nurturing Character Through Service and Leadership

At The Atonement Catholic Academy, community service is more than a duty—it’s a vital part of developing students into compassionate, civicminded leaders. The Academy actively engages students in various service projects, particularly during the holiday season when they lead food and clothing drives. Supported by parent and parish groups, these efforts ensure that struggling families in the community receive essential help. Through these initiatives, students gain direct experience in serving single parents, homeless individuals, and economically disadvantaged families, learning the value of helping those in need.

Beyond the school grounds, students collaborate with larger charitable organizations throughout San Antonio, working alongside

The Atonement Catholic Academy’s extracurricular activities are integral to its mission of fostering both academic and spiritual growth

experienced volunteers on broader social issues. These opportunities help cultivate a spirit of empathy and responsibility, offering students a chance to make a tangible impact on their community while gaining a deeper understanding of the challenges many face in society.

Supporting Excellence Through Extracurriculars

The Atonement Catholic Academy’s extracurricular activities are integral to its mission of fostering both academic and spiritual growth. Programs like the House System are designed to build leadership and camaraderie across different grade levels, encouraging students to work together in a spirit of friendly competition. This system emphasizes virtues and leadership development, contributing to a strong sense of community within the school.

Extracurricular clubs such as the Pro-Life Club allow students to advocate for the sanctity of life, while the Math Club fosters problem-solving skills and academic excellence. The Speech and Debate program goes beyond public speaking, helping students develop critical thinking skills and the ability to engage in meaningful discussions about contemporary social concerns. These activities complement the school’s rigorous academic curriculum, reinforcing the values of Truth, Beauty, and Goodness at the heart of a classical Catholic education. Through these programs, students grow both academically and spiritually, preparing to live out the mission of becoming disciples of Christ.

Expanding Facilities for Future Growth

In its commitment to holistic education, The Atonement Catholic Academy has recently

As The Atonement Catholic Academy continues to grow, it remains committed to incorporating the Four Pillars of Catholic, Classical Education: Sacred Art, Sacred Worship, Sacred Music, and Sacred Wisdom

expanded its campus with the construction of a new building across the piazza. While some spaces are already occupied by church offices, the majority of the building is dedicated to enhancing the student experience with state-of-the-art classrooms, science labs, a larger gymnasium, and an auditorium that includes an organ.

Music plays a significant role at The Atonement, and the new auditorium will provide a dedicated space for both secular and religious performances. The school envisions the auditorium as a cultural hub where students can showcase their talents through musical theater productions, concerts, and sacred performances. In addition, the Academy hopes to offer the venue to other schools and organizations, including professional groups like the San Antonio Symphony, creating a muchneeded performance space on the north side of the city.

As the Academy continues to grow, it remains committed to incorporating the Four Pillars of Catholic, Classical Education: Sacred Art, Sacred Worship, Sacred Music, and Sacred Wisdom. The school has introduced courses in Sacred Art and Humane Letters to deepen students’ engagement with these pillars. Sacred Art encourages students to appreciate and create art as a form of faith expression, while the Humane Letters course offers a seminar-style discussion on the great texts of Western Civilization. These courses nurture both the intellect and the spirit, preparing students to lead meaningful, responsible lives and contribute to society.

The Atonement Catholic Academy remains dedicated to shaping students into well-rounded individuals who are not only academically prepared but also spiritually grounded, ready to make a positive impact on the world around them.

The Rise of Family-owned International Schools: A New Ideology-Based Sub-Category in Global Education

Marwa Elgezery, Founding Head, Sakura International School

The Diverse Landscape of International Schools

The global education landscape has become increasingly diverse, marked by the emergence of various types of international schools that cater to different needs, ideologies, and student populations. While these schools share the common goal of providing a globally oriented education, they differ significantly in their approaches, philosophies, and governance structures.

Over the years, educators and researchers have attempted to categorize these schools, creating a framework that helps to understand their unique features and contributions to global education.

Existing Categories of International Schools

The categorization of international schools, as reviewed by Hayden and Thompson (1995), has been shaped by various scholars over the

Over the years, educators and researchers have attempted to categorize these schools, creating a framework that helps to understand their unique features and contributions to global education

Marwa Elgezery is the Founding Head of Sakura International School, a role she took on in April after a distinguished sevenyear tenure as the K-12 principal at Kansai International School. With extensive experience guiding schools through IB continuum authorization and CIS accreditation, Marwa is a reflective practitioner deeply committed to strategic planning, educational leadership, and policy development. Her contributions as an evaluator and team chair for CIS/WASC reflect her dedication to enhancing educational quality on a global scale. Her commitment to inclusion and lifelong learning is central to her philosophy, making her a dedicated leader in the field of education.

years. One of the most recognized categorization methods was proposed by Leach (1969), as discussed in Hayden and Thompson (1995), who identified four main types of international schools: schools serving students of several nationalities, expatriate national schools, joint national groupings, and international schools affiliated with the International Schools Association (ISA). These categories highlight the diverse student populations and the varying degrees of internationalism these schools embody.

Building on this foundation, Sanderson (1981) expanded the categorization by introducing additional types, such as true international schools, multinational student body schools, and expatriate national schools with international

aims. Sanderson’s work reflects the evolving nature of international schools, particularly how schools originally founded for expatriates have increasingly adopted international perspectives.

Ponisch (1987) further detailed the categories, identifying schools for internationally mobile families, philosophically driven schools, and proprietary international schools. This categorization underscores the increasing complexity of the international school landscape as schools respond to the needs of globally mobile families and the desire for educational philosophies that promote global understanding.

Matthews (1988) introduced a more philosophical distinction by categorizing international schools as either ideology-driven

Family-owned international schools represent an emerging subcategory within the broader context of ideologydriven and philosophically driven international schools

or market-driven. Ideology-driven schools, such as the United World Colleges, are founded with the express purpose of promoting international understanding and cooperation. In contrast, market-driven schools are established to meet the practical needs of expatriate communities, often prioritizing immediate educational needs over broader educational philosophies.

Challenges to Traditional Definitions

These established categories provide a comprehensive framework for understanding the different types of international schools that exist today. However, as the global education landscape continues to evolve, new sub-categories have emerged that challenge traditional definitions. As Larsson (2021) points out, the terminology and classification within international education are evolving to reflect the diverse approaches that schools take. Family-owned international schools represent a new and distinct category within this evolving landscape. One such sub-

The emerging category of family-owned international schools adds a new dimension to the study of international education

category is family-owned international schools, a unique and increasingly prevalent type of international school that combines the personal touch of family-run institutions with the broader goals of international education.

Introducing a New Sub-Category: Family-Owned International Schools

Family-owned international schools represent an emerging subcategory within the broader context of ideology-driven and philosophically driven international schools. These schools are distinguished by their origins, often founded by individuals or families within their home countries to provide education that aligns with their personal values and educational philosophies. Unlike other international schools, which may be established by organizations or for-profit entities, family-owned schools are typically rooted in the founders’ desire to implement specific ideological or philosophical principles into the educational environment.

As Bunnell (2014) observes, the international schooling landscape is increasingly shaped by institutions that aim to “promote values and worldviews that align with the broader goals of global society” (p. 34). Family-owned

international schools fit within this trend, as they often prioritize educational philosophies that emphasize global citizenship, environmental sustainability, and intercultural understanding.

Bunnell, Fertig, and James (2016) further highlight that international schools often seek to align themselves with global values, noting that such schools aim to “legitimize their existence by aligning with the values of global citizenship and intercultural competence” (p. 412). Family-owned international schools, by their very nature, tend to embody these ideals, as their founders’ commitment to these principles drives the school’s mission and practices.

This emerging category of family-owned international schools adds a new dimension to the study of international education. It invites further exploration into how these schools balance their ideological commitments with the broader demands of providing a globally relevant education. By situating these schools within the established framework of ideology-driven and philosophically driven international schools, we can better understand their place and potential impact within the global education landscape.

A Path to Inclusive School Environments

Dr. Sheldon Berman, Lead Superintendent for Social-Emotional Learning for AASA, The School Superintendents Association

Dr. Sheldon Berman, having been a superintendent across 28 school years, is currently the Co-chair of the Special Olympics National Education Leadership Network and Lead Superintendent for Social-Emotional Learning for AASA, The School Superintendents Association. He was a member of the Council of Distinguished Educators of the National Commission on Social, Emotional, and Academic Development and primary author of the Commission’s practice reports. Prior to his service as superintendent, he was one of the founders and President of Educators for Social Responsibility.

In this time of significant divisiveness across our country, we are painfully aware that schools are not immune from reflections of the ugliness that permeates our cultural and political climate. We witness and experience hurtful and sometimes vicious acts of bullying and other intolerance occurring among youth, often aided by social media and sometimes rising to the level of violence, and we feel compelled to mount a counteroffensive. But how?

We know from experience that when K-12 school environments are structured and operated in a manner that is inclusive, they create a sense of safety and belonging. These environments

offer multiple settings—classrooms, cafeterias, hallways, playgrounds, and buses—where all students can feel known, valued, and supported in their learning and in their identity. Inclusion, in fact, is vital to student learning, performance, mental health, and physical safety. Fortunately, there is already a national movement that effectively meets this need as it exemplifies and demonstrates the power of inclusion—the Special Olympics Unified Champion Schools® (UCS) program.

For a remarkable 56 years, Special Olympics has used sport to break down barriers standing in the way of children and adults with intellectual disabilities (ID), enabling them to build self-

Over the past 16 years, Special Olympics has expanded its original mission by building a bridge that extends inclusion from the athletic field right into the schoolhouse

confidence while promoting social acceptance through sporting events of every kind. But that is only the first part of the story. Over the past 16 years, Special Olympics has expanded its original mission by building a bridge that extends inclusion from the athletic field right into the schoolhouse. The impact has been remarkable.

In schools that adopt the UCS model, inclusion is celebrated schoolwide. Individuals with and without ID interact together in sports, extracurricular activities, leadership opportunities, and whole-school activities. Teachers, administrators, coaches, and other staff open their doors, their hearts, and their minds so that all students can interact together.

Young people with and without ID— learning, playing, and thriving together—is what “Unified” means. In schools with Unified programming, students with ID are welcomed and encouraged to compete on the same sports teams, join student clubs, and become youth leaders. Everyone is seen as a person of value, someone who can make a meaningful contribution to the effort at hand.

Compared with typically developing children, young people with ID are three times more likely to experience isolation, marginalization, divisiveness, bullying, and expressions of hatred and rejection, both in and out of school. The Unified Champion Schools model combats this negativity by creating an environment of inclusivity, belonging, and community.

Research on UCS has affirmed its powerful impact, revealing that K-12 students who participate feel more supported by their teachers and peers, have higher levels of grit, receive better grades, and are more empathetic and compassionate than non-participants. Perhaps

of greatest significance, these findings apply to typically developing students as well as to those with disabilities.

The results reported by UCS school and district leaders indicate that UCS creates more socially inclusive environments with a reduction in bullying, teasing, and use of offensive language. Along with improved student attendance, UCS personnel report positive academic outcomes such as increases in standardized test scores, grades, and graduation rates.

The UCS approach to inclusion also eases the transitions between elementary, middle, and high school for students with disabilities. Youth with and without ID report learning about working with others, helping others, being more patient, and standing up for something or someone. Unified clubs present opportunities for students to practice relationship skills and social awareness, and participants report realizing that they have many things in common with students of different abilities.

Relationships between students with and without ID are often viewed as a form of service to those in need. However, the impact is much deeper. The students without ID benefit in immeasurable ways as they learn to value each person for who they are, just the way they are. They learn that every person matters and can contribute, and they learn much about people and life through their interactions. UCS demonstrates that relationships built on mutual caring and appreciation can cross boundaries regardless of disabilities.

Not only does the UCS model create more caring and inclusive school environments but, as Harvard Graduate School of Education professor and researcher Stephanie Jones has

Compared with typically developing children, young people with ID are three times more likely to experience isolation, marginalization, divisiveness, bullying, and expressions of hatred and rejection, both in and out of school

found, it fosters an inclusive mindset in children and adults. That inclusive mindset enhances students’ ability to see things from another’s perspective, strengthens their courage to stand up for others, and supports their belief in the dignity of every individual.

HundrEDorg, a Finland-based global organization that identifies and acknowledges inspiring innovations in K–12 education, presented UCS with its Academy Choice Award in 2024, noting that “This innovation had the highest overall scores for impact and scalability.”

When combined with universal design for learning (UDL) and social-emotional learning (SEL)—two approaches already used in many schools—the impact of UCS is even greater. Special Olympics is now partnering with CAST, the organization that created the concept of UDL and works with schools to integrate UDL into instruction, in order to better extend the reach of UCS into the curricular life of the classroom. UDL recognizes that inability to learn is a problem that exists not in the student but rather in the traditional instructional design that fails to accommodate students’ natural variability. Accordingly, UDL enables teachers to personalize and customize instructional materials, learning engagement strategies, and demonstrations of learning—while upholding academic goals. By offering every student effective on-ramps through multiple means of representation, engagement, and expression, UDL fosters higher levels of achievement, more inclusive classrooms, and greater long-term success.

As of 2024, nearly 10,000 U.S. schools have joined the UCS network. Looking at the data another way, UCS programming is now being applied in at least one school in fully 25 percent

The inclusive mindset can and does carry over to other student “differences,” such as race, ethnicity, socioeconomic status, and religion, helping schools and entire communities to combat bullying and intolerance wherever it appears

of America’s school districts—a numerical milestone as well as a crucial tipping point. The growth has been exponential because of the power and meaningfulness all students—not just those with ID— experience in the program. These leading schools offer a roadmap for others to transform their school environments into places where each student is known, cared about, and valued, and where our common humanity undergirds the respect and compassion with which we treat each other.

In fact, UCS is helping adults see inclusion as an advantage for all children. Over time, the mindset of inclusion spreads from schools to families, then from families to their youth groups,

gyms, and faith-based organizations. And from there, the change in outlook and attitude begins to extend throughout the community at large— and lives are forever changed. The inclusive mindset can and does carry over to other student “differences,” such as race, ethnicity, socioeconomic status, and religion, helping schools and entire communities to combat bullying and intolerance wherever it appears. UCS demonstrates most effectively that relationships and learning need not be limited by artificial labels, and that in recognizing our common humanity and dignity we lessen divisiveness and create a world of greater compassion and joy for all.

ROME INTERNATIONAL SCHOOL

Empowers Students to Become Compassionate Global Citizens

When Corina Rose Rader, Head of School at Rome International School (RIS), walks through the vibrant campus, she’s often greeted by a kaleidoscope of languages and cultures. Students from all corners of the globe fill the classrooms and hallways with excitement and energy, creating an atmosphere that feels more like a mini-United Nations than a traditional school. This diversity is more than just a point of pride—it’s the heartbeat of RIS, driving its mission to shape the global citizens of tomorrow.

Founded in 1988, RIS began as a small primary school catering primarily to Rome’s expatriate community. But even in those early days, there was a clear commitment to providing more than just academic instruction. “From the start, we wanted to offer a

space where children could embrace different cultures and grow into confident, empathetic individuals,” says Rader. This focus on inclusion and international-mindedness allowed RIS to quickly grow in both size and reputation, evolving into a comprehensive educational institution that now serves students from early childhood through high school.

Today, RIS is proud to be the only school in Rome authorized to offer both the International

Baccalaureate (IB) Primary Years Programme and the IB Diploma Programme, ensuring a seamless academic journey that nurtures inquiry, critical thinking, and a global perspective. “The IB philosophy aligns perfectly with our mission,” shares Rader. “It encourages students to be curious, ask questions, and think deeply about the world around them.”

With more than 500 students representing 60 different nationalities, RIS is a thriving

Corina Rose Rader, Head of School at Rome International School (RIS)

RIS boasts state-of-the-art classrooms, dedicated music and art rooms, and a new STEAM Innovation Lab that invites students to immerse themselves in digital exploration, coding, robotics, and interactive learning

global community. The school’s campus, spread across over three hectares of natural woodland, features state-of-the-art facilities that support both personal and academic development. From modern classrooms to art studios, science labs, and sports fields, RIS offers an environment that inspires students to explore, create, and thrive.

Since joining the Globeducate group in 2018, RIS has continued to strengthen its commitment to holistic education. The school offers an array of extracurricular programmes that complement the academic curriculum, including the EcoSchools programme and partnerships with WWF, promoting sustainability and environmental

responsibility. “We want our students to not only excel academically but also develop a sense of responsibility and leadership,” Rader notes.

This philosophy of nurturing wellrounded individuals is embedded in every aspect of RIS. Teachers act as facilitators rather than traditional instructors, guiding students to become independent, lifelong learners. With small class sizes and a supportive environment, the school is able to offer a more personalized approach,

ensuring that every student’s unique talents and needs are recognized and nurtured.

The mission of RIS is clear: to empower students to succeed in a rapidly changing world by equipping them with the skills, knowledge, and values to shape a better future. “We strive to foster adaptability, resilience, and a commitment to making a positive impact,” says Rader. And for the diverse group of young minds who call RIS their second home, this mission resonates deeply.

As an IB World School, RIS follows the principles of the International Baccalaureate (IB) programme, which means that the focus goes beyond academics

A Network That Expands Horizons

Being part of a community always makes a difference, and for Rome International School (RIS), this sense of belonging is amplified by its membership in the Globeducate ICS network. By joining the Globeducate family, RIS has access to a world of resources, expertise, and international initiatives that help shape a truly global educational experience. “It’s not just about the academics; it’s about preparing our students to be proactive and socially responsible leaders in a complex world,” says Rader.

The Globeducate network’s emphasis on the United Nations Sustainable Development Goals (SDGs) adds depth and purpose to learning beyond textbooks. Students at RIS engage with real-world challenges through sustainability projects and Eco-Schools initiatives, which allow them to connect theory with practice and understand the impact they can have on the world around them. From debating global issues at Model United Nations events to participating in the Globeducate Academic and Sports Olympics, RIS students are continually encouraged to see the world through a broader lens.

This focus on global citizenship and leadership development is what sets RIS apart. “We want our students to feel empowered to make a difference, whether that’s through a science project or a community service initiative,” Rader explains. Beyond the classroom, these experiences foster confidence and a sense of responsibility that stays with students long after they graduate.

Learning in Harmony with Nature

Tucked away in the heart of Rome, RIS’s campus is a tranquil blend of modern amenities and natural beauty. Imagine attending class surrounded by a peaceful expanse of green

woodlands—a setting that nurtures creativity and curiosity in equal measure. The school’s facilities are designed to support not just academic excellence, but also the overall wellbeing and holistic development of each student.

RIS boasts state-of-the-art classrooms, dedicated music and art rooms, and a new STEAM Space Lab that invites students to

immerse themselves in digital exploration, coding, robotics, and interactive learning. “Our learning spaces are equipped to inspire students to think critically and explore subjects in depth,” Rader shares. The two well-resourced libraries are favorite spots for many students, providing a space for research, collaboration, or simply a quiet moment of reflection.

It’s not just about academic success at RIS; emotional and mental well-being is given equal priority

In addition, the campus is home to excellent sports facilities, including two large indoor gymnasiums that guarantee active lessons regardless of the weather, and a brand-new multi-court terrace nestled among the trees. “We believe that physical activity is an essential part of a balanced education,” Rader notes. There’s also an upgraded playground for elementary students and even an outdoor classroom set amidst the school’s woods, providing a unique space where students can make connections between nature and learning.

The IB Difference: Nurturing Future Leaders

As an IB World School, RIS follows the principles of the International Baccalaureate (IB) programme, which means that the focus goes beyond academics. The IB philosophy emphasizes international-mindedness, inquirybased learning, and the development of critical thinking skills—qualities that resonate deeply with RIS’s own mission. “The IB Learner Profile is at the core of everything we do,” says Rader. “It helps shape individuals who are not only knowledgeable but also compassionate and open-minded.”

From the Primary Years Programme (PYP) to the prestigious IB Diploma Programme (DP), RIS is committed to fostering the skills students need to navigate a complex and interconnected world. The IB’s approach to education integrates different subjects, encouraging students to connect their learning to real-world contexts. In primary school, this is achieved through an inquiry-based model where even the youngest students are given the opportunity to ask big questions and explore diverse perspectives. “We want to nurture their

curiosity and empower them to take ownership of their learning,” Rader adds.

As students progress to the high school years, RIS offers a broad range of subjects taught by experienced IB teachers, preparing them for university and beyond. With small class sizes and personalized guidance, students are encouraged to pursue academic excellence while also focusing on personal growth through the Creativity, Activity, Service (CAS) component of the IB DP.

“Our students have consistently exceeded global averages in IB scores, and many go on to attend some of the world’s top universities,” Rader proudly shares. This success is no accident. It’s the result of a well-rounded education that values resilience, commitment, and the pursuit of excellence. By the time they graduate, RIS students are not just prepared for higher education—they’re ready to embrace their roles as thoughtful, capable leaders in a world that needs them more than ever.

Fostering Lifelong Success Through Personalized Guidance

One of the standout features of RIS is its dedication to providing personalized guidance for every student. Imagine having a support system so finely tuned that it not only helps students choose the right subjects but also offers pastoral care through the Form Tutor. This approach ensures that every student’s progress is continuously monitored and supported throughout their journey.

Rader proudly notes, “We place a strong emphasis on holistic development from the very beginning. Preparation starts early, right in our Elementary classrooms, where the foundations of critical thinking and inquiry-based learning are set through the IB Primary Years Programme (PYP).”

This structured yet flexible learning pathway

ensures that by the time students transition to Middle School and High School, they’re wellprepared to take on the academic rigor of the IBDP and the Cambridge IGCSE program.

Since 2011, RIS’s IB graduates have consistently achieved results above the world average, which has paved the way for them to attend prestigious universities across the globe. What sets these students apart is not just the excellent academic preparation but also the personalized support that guides them every step of the way. As Rader puts

it, “We create an environment that nurtures critical thinking and purposeful engagement, ensuring that each student is seen, supported, and set up for success.”

Where Guidance Meets Ambition

Beyond academics, the school’s strong pastoral care system ensures that students receive consistent support—both emotionally and academically. This holistic approach is vital, especially during the two-year Diploma Programme, which can often feel overwhelming. The emphasis is on

helping students build resilience and connect their learning to real-world contexts.

But it doesn’t stop there. RIS goes above and beyond by offering a comprehensive Careers and College Counselling programme. Think of it as a compass that helps each student navigate the often murky waters of university applications and future planning. Whether a student dreams of studying in the USA, the UK, Europe, or right here in Italy, they receive individualized guidance that’s tailored to their strengths and aspirations.

Rader shares, “We’re committed to walking alongside our students, helping them articulate their goals and aspirations, and equipping them with the tools and resources they need to make informed decisions about their futures.”

This includes everything from selecting the right university and academic path to crafting compelling personal statements and acing admission interviews.

By partnering closely with each student, RIS ensures they’re not only prepared for the next academic step but are also confident in taking those first strides into adulthood. It’s a nurturing environment that empowers students to reach their fullest potential, making RIS a launchpad for future success.

A Global Community in Every Sense

What’s a global education without the richness of cultural diversity? With over 60 nationalities represented, RIS is a true melting pot of cultures. This diversity isn’t just a statistic; it’s woven into the fabric of daily school life. From lessons that tackle global themes to celebrations that honor various cultures and traditions, students are constantly exposed to a broader understanding of the world.

“Our students learn to appreciate different perspectives and backgrounds, celebrating

what makes us unique while understanding the common threads that bind us all,” Rader explains. This exposure nurtures global citizenship, helping students develop an international mindset that’s vital in today’s interconnected world.

But it’s not just the students who bring diverse experiences to the table. RIS actively recruits highly qualified international staff, ensuring that the teaching faculty mirrors the cultural variety of the student body. The result? A learning environment enriched by diverse teaching approaches and a wide range of viewpoints.

Throughout the school year, RIS, often in collaboration with the Parent-Teacher Association, hosts a variety of community events and activities that highlight different cultures. These celebrations offer students a platform to share their heritage and learn from others, fostering a deeper understanding and respect for the world beyond their immediate surroundings. Rader says, “Our international community is our strength. It’s what makes RIS not just a school, but a vibrant, globally-minded family that’s preparing students to thrive in an increasingly multicultural world.”

Aiming for Excellence: Upholding the IB Standards

Change is on the horizon for Rome International School (RIS) in 2024, as the institution gears up for the re-authorization process of both its Primary Years Programme (PYP) and the IB Diploma Programme (DP). This re-authorization isn’t just about checking boxes—it’s a testament to the school’s unwavering commitment to delivering top-tier education. The process involves a deep dive into RIS’s curriculum, teaching practices, and student support systems, ensuring that the school’s IB offerings remain aligned with global standards. Rader states, “It is an opportunity to validate our educational practices and show our commitment to a truly student-centered, inquirybased learning experience.”

But that’s not all. Looking ahead, RIS has its sights set on expanding its IB continuum by introducing the Middle Years Programme (MYP) by 2025. For a school already celebrated for its IB offerings, adding the MYP will be a game-changer. This will provide students aged 11 to 16 with a dynamic, interconnected learning experience that bridges the gap between the early and final stages of their schooling journey. It’s a step that Rader believes will reinforce the

By partnering closely with each student, RIS ensures they’re not only prepared for the next academic step but are also confident in taking those first strides into adulthood

“seamless flow of the learning experience,” creating a holistic pathway from the PYP through to the IB Diploma Programme. “Our goal is to build an environment where critical thinking and intercultural understanding become second nature to our students,” she notes.

Nurturing the Next Generation of Innovators

RIS is not just focused on enhancing its academic programmes—it’s also looking toward the future

by launching an exciting Space Lab as part of its STEAM (Science, Technology, Engineering, Arts, and Mathematics) initiatives. The Lab will be a hub for hands-on learning, where students can experiment, design, and bring their ideas to life. This is part of a broader vision to equip students with the skills needed to thrive in an increasingly technology-driven world.

Rader is particularly enthusiastic about the Lab’s potential to spark creativity and critical thinking. “We want our students to be problem-

solvers, thinkers, and creators. The Space Lab will be a space where they can explore, experiment, and maybe even fail a few times before finding their way to success. It’s all part of the learning process.”

The school is also dedicated to boosting academic performance across all levels, setting an ambitious target of increasing average scores in external exams by 10%. It’s not just about hitting numbers, though. This goal is paired with a commitment to personalized learning

and targeted support for every student. “We’re aiming to create a culture of achievement and high expectations,” Rader explains, “where every student feels supported and inspired to reach their full potential.”

A Culture of Wellbeing and Community

In addition to academic excellence, RIS is doubling down on its student wellbeing initiatives. As the school expands, it’s ensuring that emotional and mental health remains a core

Change is on the horizon for Rome International School (RIS) in 2024, as the institution gears up for the reauthorization process of both its Primary Years Programme (PYP) and the IB Diploma Programme (DP)

focus. Programs are being enhanced to offer more resources and support, ensuring that as students grow academically, their personal development is nurtured too.

As a member of the Globeducate network, RIS adheres to the Platinum Standard—a rigorous benchmark that represents the highest level of quality in educational practices. This alignment ensures continuous improvement and innovation in curriculum design, teaching methodologies, and overall student outcomes. “The Platinum Standard is more than just a label; it’s a philosophy of striving for excellence in everything we do,” says Rader.

Building Global Connections and Impact

But RIS’s ambitions go beyond the walls of the classroom. The school is taking meaningful steps to deepen its impact on the community and the environment. Partnering with organizations like WWF and the Eco Schools Programme, RIS is leading initiatives that promote sustainability and environmental responsibility. Students aren’t just learning about global issues; they’re actively participating in creating solutions.

Additionally, the opportunities offered by the new Space Lab will further facilitate the ‘handson, minds-on’ to STEAM projects such as AI Sustainable Cities. This will encourage students to explore how to minimize environmental impact by promoting eco-friendly practices and encouraging sustainable consumption and production. It will involve them looking at the unique territorial, geographical, social, economic, and cultural conditions of each city, making the project both practical and impactful.

The school is also committed to fostering a stronger sense of community through cultural events, inter-school collaborations, and international

As a member of the Globeducate network, RIS adheres to the Platinum Standard—a rigorous benchmark that represents the highest level of quality in educational practices

exchanges, both within and beyond the Globeducate network. These initiatives offer students invaluable opportunities to connect with peers worldwide, broadening their perspectives and building lifelong global networks. “It’s all about preparing our students to become compassionate, informed global citizens,” Rader adds.

A Vision for the Future

With each new initiative, from academic excellence and wellbeing to sustainability and global engagement, RIS is shaping itself into a model of what a modern, future-ready school should be. The re-authorization of its IB programmes, the introduction of the MYP, and the launch of the Space Lab are just the beginning. Each step is a testament to RIS’s commitment to providing an education that not only prepares students for the challenges of today but also empowers them to shape the world of tomorrow.

ACADEMIC VIEWS

Five Essential Considerations for Administrators to Strengthen Their Intervention Systems

PJ Caposey, Advisory Board Member, Institute for Education Innovation

Recently, I made a statement at a conference that sparked quite a bit of discussion: “RtI/MTSS is failing.” This led to some people I respect very much challenging my thoughts on this. My conclusion? The original statement is correct, but too shallow to be instructive.

The problem isn’t with Response to Intervention (RtI) or Multi-Tiered Systems of Support (MTSS) itself but with how it’s being implemented. Renowned researchers Douglas

and Lynn Fuchs have highlighted that while RtI has the potential to be highly effective, poor implementation has often led to disappointing results. This is a much cleaner, while less passionate, way of articulating my point.

As we prepare for the upcoming school year, it’s critical for administrators to revisit and refine their intervention systems to ensure they are genuinely supporting student success. After all, some estimates are that we spend a collective 5 billion dollars annually ($100 per student

If your current system is merely helping students maintain their current pace without making significant strides, it’s time to reassess the intensity and effectiveness of your interventions

PJ Caposey is the Superintendent of Schools for Meridian CUSD 223 and Oregon CUSD 220. He is the former Illinois State Superintendent of the Year and a Runner-Up for the National Superintendent of the Year through the American Association of School Administrators. PJ is a best-selling author of ten books, a dynamic speaker, and a transformational leader and educator with an incredible track record of success.

nationwide) on intervention in the United States with very little data to show that it is having any impact.

Here are five key considerations to guide this process.

1. Focus on Accelerated Growth, Not Just Keeping Up

The primary goal of RtI should be to help students not only keep up with their peers but to catch up to grade-level expectations. This means that the interventions provided must lead to more than just typical growth—they should result in accelerated progress that closes the achievement gap. If your current system is merely helping students maintain their current pace without making significant strides, it’s time to reassess the intensity and effectiveness of your interventions. The aim should be to move students out of intervention programs by addressing their needs thoroughly and swiftly, not to keep them in a cycle of perpetual remediation.

Intervention purgatory is a real thing. If that is the experience you are creating for your students, please evaluate your process.

2. Ensure Expertise in Delivering Interventions

One of the most critical mistakes schools can make is assigning the most struggling students to the least experienced staff members. This sounds like an outlandish statement – but is actually the reality in many schools.

Interventions should begin with differentiated instruction from classroom teachers, but when more specialized help is needed, it should come from highly trained professionals who are experts in addressing specific deficits.

Unfortunately, it’s common for students to be handed off to paraprofessionals or aides who may not have the necessary skills to deliver the intervention effectively.

This approach often undermines the effectiveness of RtI, as it’s the quality of the intervention that determines whether students will make the gains needed to succeed. Plus, it simply does not make sense to have our most needy students working primarily with our less skilled educators.

3. Prioritize Core Skill Development

At the foundational levels, ensuring students achieve proficiency in reading and mathematics must be a top priority. Effective schools find creative ways to carve out dedicated time in the schedule for intervention, recognizing that these core areas are essential for future academic success.

However, in many schools, time for intervention is squeezed into the schedule in ways that compromise its effectiveness. It is VERY common for schools to place an intervention block into place (let’s say 30 minutes) and implement an intervention that explicitly says it takes 40 minutes to work. We are simply not holding ourselves accountable.

Administrators need to ensure that remediation time is prioritized, even if it means temporarily reducing focus on less critical subjects. This is especially important when students are significantly behind and need intensive support to catch up.

4. Adopt a Data-Driven Approach to Intervention

To be effective, interventions must be targeted and systematic. This begins with using data from

universal screeners and teacher assessments to identify specific areas where students need support.

The interventions chosen should directly address these needs, and their effectiveness should be regularly monitored. However, in many schools, a one-size-fits-all approach is taken, where interventions are applied broadly rather than tailored to individual student deficits. Whether a student is lacking in skill ‘A’ or skill ‘Z’ they get the same intervention without much thought or consideration for their varying needs.

This lack of precision often results in interventions that are not as effective as they

could be. Schools must ensure that interventions are carefully matched to student needs and adjusted as necessary based on ongoing data.

5. Maintain Shared Responsibility for Student Outcomes

A significant issue in many schools is the loss of ownership over a student’s progress once they enter the intervention system. Classroom teachers may assume that once a student is in RtI/MTSS, they are no longer responsible for that student’s progress, which can lead to a lack of continuity and accountability.

To avoid this, there should be shared responsibility between classroom teachers

Effective schools find creative ways to carve out dedicated time in the schedule for intervention, recognizing that these core areas are essential for future academic success

If your RtI or MTSS isn’t delivering the results you expect, which it likely is not per the national data, it’s likely due to issues in implementation rather than the framework itself

and interventionists. This cannot just be lip service, either. Both should be actively involved in monitoring the student’s progress and adjusting interventions as needed. Without this collaborative approach, students can easily fall through the cracks, with no one truly accountable for their success.

Conclusion

As we approach the new school year, it’s imperative that we take a close look at our intervention systems. If your RtI or MTSS isn’t delivering the results you expect, which it likely is not per the national data, it’s likely

due to issues in implementation rather than the framework itself.

The potential of RtI/MTSS to drive significant academic improvement is immense, but it requires careful, thoughtful execution. By focusing on these five key areas—accelerated growth, expert delivery, prioritizing core skills, data-driven intervention, and shared responsibility—we can ensure that our intervention systems are not only effective but transformative for our students.

Let’s commit to making the necessary adjustments to fully realize the promise of RtI and MTSS in our schools.