K12 Digest – September 2024 – Prominent International School to Watch in Italy

PROMINENT INTERNATIONAL SCHOOL TO WATCH IN ITALY-2024

Canadian School of Florence Bilingual European School

ICS Milan International School

FEATURING INSIDE

Dr. Brian Cunningham Principal, West Junior High School in Oakland

Dr. Rick Surrency District School Superintendent, Putnam County School District

Dr. Terry Ross Highly Specialized Advisor, Memphis-Shelby County Schools

Esra Osman Programme Leader, International Baccalaureate (IB)

Ngô Thành Nam Principal and Academic Director of the MOET Program, Inspire Schools, Vietnam

Charles r. hunt II

PRINCIPAL, RON BROWN COLLEGE PREPARATORY HIGH SCHOOL

DISRUPTING THE NARRATIVE

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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Embracing a Global Learning Adventure

When I think back to my school days, I remember how learning was often confined to textbooks and classrooms. But what if every day felt like stepping into a new cultural experience? Imagine being surrounded by historic art, vibrant traditions, and classmates from every corner of the world. That’s what studying at an international school in Italy is like—a blend of world-class education and the rich tapestry of Italian culture.

Picture this: a typical history lesson is no longer about just reading facts but visiting Florence’s art-filled streets to explore the Renaissance up close or wandering through ancient Roman ruins as part of a classroom project. It’s the kind of immersive learning that goes beyond the ordinary.

These international schools offer a diverse environment with curricula like the International Baccalaureate (IB) or Cambridge International, where students learn to think critically and see the world through a global lens. And they don’t just graduate with academic knowledge—they step into the world fluent in multiple languages and with a wealth of cultural understanding. That’s a skill set no classroom-only education can replicate.

In this issue of K12 Magazine, we highlight some of the Prominent International Schools in Italy – 2024 to guide parents and students searching for the perfect academic setting in Italy. Each of these schools is more than an institution—they are communities that nurture students into becoming global citizens.

Our cover story features Charles R. Hunt II, Principal of Ron Brown College Preparatory High School. With over twenty years of experience as an urban school leader, Principal Hunt is known for his innovative approach to educating black and brown male students. His leadership in Washington D.C.’s all-male high school is a testament to the power of tailored educational strategies in transforming lives, especially in a post-pandemic world.

So, whether you’re a student, parent, or simply someone curious about the future of education, we invite you to explore these stories. They’re not just about academic success but about embracing a learning journey that shapes individuals for life.

Happy Reading!

Sarath Shyam

CHARLES R. HUNT II

PRINCIPAL, RON BROWN COLLEGE PREPARATORY HIGH SCHOOL

DISRUPTING THE NARRATIVE

PROMINENT INTERNATIONAL SCHOOL TO WATCH IN ITALY-2024

Where Global Education Meets Local Excellence CANADIAN SCHOOL OF FLORENCE

BILINGUAL EUROPEAN SCHOOL (BES)

Fostering Confidence, Creativity, and Critical Thinking in Both Italian And English

ICS MILAN INTERNATIONAL SCHOOL

Shaping Future Leaders with a Global Perspective

MENTOR’S MANTRA

A CASE FOR VOCABULARY: IMPLEMENTING CONTENT AREA LITERACY IN MIDDLE AND HIGH SCHOOLS

Dr. Terry Ross, Highly Specialized Advisor at Memphis-Shelby County Schools

THE IMPORTANCE OF TEACHER-PARENT RELATIONSHIPS AND HOW THEY CAN IMPROVE STUDENT OUTCOMES

Dr. Brian Cunninghams, Principal, West Junior High School in Oakland

ADMIN PERSPECTIVE

ACADEMIC VIEWS

ADMIN PERSPECTIVE

BRIDGE TO THE FUTURE: HOW SMALL, RURAL SCHOOL DISTRICTS CAN LEAD THE WAY IN STEM EDUCATION

Dr. Rick Surrency, District School Superintendent at Putnam County School District

CULTIVATING AN INNOVATIVE EDUCATIONAL ECOSYSTEM

Ngô Thành Nam, Principal and Academic Director of the MOET Program at Inspire Schools, Vietnam

FOSTERING INCLUSIVE LEARNING ENVIRONMENTS BY EMBRACING IDENTITY TEXTS

Esra Osman, Programme Leader, International Baccalaureate (IB)

COVER STORY

CHARLES R. HUNT II

PRINCIPAL, RON BROWN COLLEGE PREPARATORY HIGH SCHOOL

DISRUPTING THE NARRATIVE

Principal Charles R. Hunt II is a veteran urban school leader with over twenty years of experience serving minority subgroups in urban school settings. He is currently the principal of Ron Brown College Preparatory High School in Washington D.C., an all-male high school that was created to prepare males of color for college in a restorative practices school culture. He believes that traditional approaches to educating black and brown males were proved ineffectual decades ago. Innovative approaches to teaching and learning in urban settings are crucial in a post-pandemic educational setting.

Since becoming a high school English teacher in the early 2000s, I have placed myself in academic situations in which I have been tasked to provide equitable, rigorous, differentiated, and meaningful learning experiences for students considered to be

members of marginalized subgroups. While marginalized subgroups run the gamut from economically disadvantaged white students to Hispanic male students in America’s public education system; the marginalized groups in the schools where I have taught have been the black and brown males. Since these students

The process of improving the overall quality of the educational experience for marginalized subgroups begins with intention

were eight years old or in the third grade, they have been indirectly made to feel like the outcasts of their classrooms. They have unceremoniously earned the rank of the first to be last in many of the benchmark and culminating state standardized assessments they are administered each school year. Since 1970, when the first subgroup data was first tracked, disaggregated, and reported to the public, a narrative of inferiority began to be scripted not only in the field of education but in society at large. Standardized test scores began to be surreptitiously used as leverage by politicians, banks, and sadly, school districts across America.

With over forty years of data that has proven that America’s urban public schools have historically failed a minority subgroup for over four decades, why hasn’t pedagogy been altered to better serve the subgroups who perennially underperform on standardized assessments every school year? Many of the answers lie in conspiracy, systemic racism, or sustainability of the status quo. One answer no matter who you are reigns supreme, something must be done, and it must be done differently. In this article, I will outline how the narrative of the black and brown male in the public school classroom can be shifted. I will discuss the mindset a school district and/or community must adopt to change the narrative, the components that must be a part of a school culture serving black and brown males, and lastly, the academic framework that can change the trajectory of data among marginalized subgroups.

The process of improving the overall quality of the educational experience for marginalized subgroups begins with intention. To counter years of systemic educational marginalization, academies, initiatives, pathways, and programs that result in higher ed and workforce applicable skills must be established. When black and brown males realize

that a system has been created specifically for them; they will begin to develop an intention of their own [to succeed]. I have been fortunate to have been hired to lead an organization that was specifically created to equitably prepare males of

color for college in 2020. It was the first public school of its kind in the area, and many families eagerly enrolled their sons in 2016. The school was initially marketed as providing a restorative practices culture that included community

Experiential

learning provides teachers with a new perspective on delivering rigorous instruction

circles and restorative circles when student discipline was needed. While the circles proved to be an effective strategy for establishing a healthy school culture, there was no academic framework outside of the traditional pedagogy

the students received in their elementary and middle schools. Not being intentional about establishing an innovative academic framework proved to be detrimental to the school’s early enrollment numbers.

Attracted to the school’s single-gender (all-male) makeup as a Morehouse College graduate and as a school leader who believed in and implemented restorative practices in the last organization I led; I applied to be the principal of this organization in 2020. Tasked with establishing an academic framework that would create sustainability in student enrollment and build capacity in students to attend four-year colleges and universities, I had my work cut out for me. Early in my career as a high school English teacher I learned that all educators truly have at their disposal each school day is leverage. No matter what type of innovative framework that is established, educators must have a commodity that can be used to create buy-in and ensure that the quality of the experience is meaningful for those it serves. I am fortunate to be leading a unique organization in one of the most unique landscapes in America, the nation’s capital. This historic city with access to government, higher education institutions, unique architecture, and an expansive history would be my leverage to establish an experiential learning framework. After reviewing several academic frameworks proven to be successful in urban organizations, experiential learning was one of the few that would remove the boys from the very setting that deemed them inferior, the classroom.

The first ten minutes of every class is winning or losing time for every instructor. Strategically crafting warm-up activities and opening writing assignments are how many

teachers are directed to plan their lessons. Being mindful that our students have been made to feel inferior in the eight years leading up to high school, our teachers are directed to focus on mindfulness for the first 5-7 minutes of each class period they teach. All classes begin with an opening classroom circle that involves all students iterating positive affirmations of their identity i.e. “I will be successful today.” Students then move to the shoutout portion of the circle in which they offer words of celebration or encouragement to a member of the school community, i.e. “ I want to shout out Marcus for his excellent presentation in class yesterday.” The circle closes with an external situation discussed among the group. These discussions range from current events and/or topics the students are interested in discussing with the teacher. The opening classroom circles build camaraderie and create a dynamic for our teachers to engage students in experiential learning.

Experiential learning provides teachers with a new perspective on delivering rigorous instruction. It is an approach that breaks the monotony for educators from probationary teachers to veteran teachers. It is a framework that provides platforms for students to learn while being involved in social situations that increase their capacity for learning. The beauty of the framework is that teachers can deliver experiential learning in multiple forms. Our organization focuses on the following: Field experiences across metropolitan Washington D.C., Guest speakers who are experts in their fields, and cross-curricular learning activities that involve teachers from different contents coplanning a lesson. Our teachers are encouraged to

educate in ways they have never taught before, and our students are being directed to learn in ways they never have before. Both groups have welcomed the change after operating in oppressive educational protocols for years.

To effectively deliver an experiential education to students, pathways and programs must be established. Assessing the aspirations of the student body is the best place to start. Our students applied to our school to be educated differently, so the feedback that we received from surveys was that they wanted non-traditional learning experiences, they wanted an education that would provide them with skills relevant to present society (content creation, effective communication, agency, and advocacy) and they wanted more exposure to colleges and universities over the course of their four years in high school. Next, leveraging the skills of our current staff was key in establishing programming. Our school’s horticultural science program is led by an instructor with a passion for gardening and providing black and brown males with experiences they would not typically have in urban schools. Our audio/visual pathway is led by an instructor with a passion for creating art through photography and video editing, and our third pathway is led by an IT instructor with a mission to teach black and brown boys computer coding.

Through intention, innovation, and a restorative approach to urban education, the narrative of marginalization and oppression of black and brown males can be altered and rewritten altogether. It is time for antiquated instruction to be written out of curriculums that serve these subgroups if we truly care about posterity in public education.

MENTOR’S MANTRA

A Case for Vocabulary: Implementing Content Area Literacy in Middle and High Schools

Dr. Terry Ross, Highly Specialized Advisor at Memphis-Shelby County Schools

Literacy instruction does not and should not stop in primary and elementary schools. Content area literacy, with a particular emphasis on vocabulary, can be a panacea for many societal ills. As an educator, I have observed firsthand how adults often have misunderstandings over tone, misuse of vocabulary, and the perception of what was implied. Continuing to teach literacy in middle and high schools can help solve a significant

portion of these communication problems. The statistics of literacy rates among incarcerated individuals underscore this necessity.

My journey as a Secondary Principal with an emphasis on literacy began in an elementary classroom. There, I met a wonderful teacher named Mrs. Lorna Thomas. Mrs. Thomas taught students with learning disabilities, and her classroom was rich with print, expectations, and love. She was on a mission to ensure her students

Vocabulary instruction should not be confined to English classes. Every subject has its own specific terminology that students must master to succeed

Dr. Terry Ross is a transformational leader and literacy expert dedicated to educational excellence. With a proven track record in fostering growth mindset principles, Dr. Ross has led significant improvements in academic achievement and school performance. As the inaugural principal of Getwell Elementary School and former principal of Kingsbury High School, he created optimal learning environments and drove substantial gains in enrollment, graduation rates, and ACT scores. Renowned for revitalizing teacher retention efforts, Dr. Ross is frequently hired by districts to help them retain top talent and sustain highquality education. His leadership and innovative strategies make him an invaluable asset to any educational organization.

could read, write, and speak well. At the time, I did not fully grasp what I was witnessing, nor did I know that I would eventually major in Special Education and Elementary Education. However, I knew I wanted to ensure that the boys I mentored would be successful and have a chance at a better life.

Later, when we moved to Memphis, I opened a new elementary school equipped with stateof-the-art technology in a community that had experienced significant white flight. The community needed a champion, and I aspired to be that champion at the onset of the No Child Left Behind era. As a member of the inaugural Memphis Literacy Fellow at The University of Memphis, I became an Urban Literacy Expert. I learned about the Foundations of Literacy and the Five Pillars of Literacy: Phonemic Awareness, Phonics, Fluency, Vocabulary, and Comprehension. Armed with this knowledge, my team and I created an environment saturated with literacy and learning. Our test scores soared, our students achieved, and our families were happy and supportive. Literacy nights at our school were like concerts, attracting over five hundred families in support of our efforts.

We implemented numerous strategies to promote literacy. We created literacy bags and distributed copies of the Dolch Sight Words List, encouraging parents to place them in their cars, on their refrigerators, and nightstands. We developed word-a-day calendars, leaving blanks on weekends for parents to add words, incentivizing students to bring them back to school. Our school’s final data showed 96% Proficiency in Reading, 95% in Math, and 94% in Writing.

This success inspired me to carry these strategies into my role as a high school

principal. However, the transition was not without its challenges. The initial pushback from high school teachers was real; many did not see themselves as reading teachers. Months of resistance and failed attempts to integrate literacy into the curriculum led me to discover the Close Reading strategy, which I coupled with a strong emphasis on vocabulary.

At both high schools where I served as principal, we implemented these methods to emphasize literacy across all content areas, not just in English classrooms. I asked teachers to set aside seven minutes at the beginning of each class for vocabulary. Our vocabulary strategy involved students repeating each vocabulary word three times in chorus, reading the book definition, and then rephrasing it in their own words. By integrating Close Reading and actionable vocabulary, and focusing on an ACT vocabulary word daily, our school became one of the fastest-improving schools in the state.

Our efforts led to significant improvements: our ACT scores rose from 14 to 16.5, the graduation rate increased from 58% to 72%, and enrollment soared from 950 students to 1450 students. We expanded our AP classes from four to fourteen, providing access to a more rigorous curriculum. The number of students passing AP exams increased from one or two every other year to 30-35 students consistently. Our high school transformed into a thriving educational environment, and much of this success can be attributed to our focus on vocabulary, Close Reading, and literacy.

Here are some strategies that can be employed to implement content area literacy in middle and high schools:

Academic language, or the language used in textbooks and standardized tests, should be a focus of vocabulary instruction

Strategies for Implementing Content Area Literacy

1. Integrate Vocabulary Instruction Across Content Areas

Vocabulary instruction should not be confined to English classes. Every subject has its own specific terminology that students must master to succeed. Teachers should incorporate vocabulary lessons into their daily instruction, ensuring students understand and can use the terms correctly. This could involve interactive activities such as vocabulary maps, word walls, and daily word exercises.

2. Close Reading Strategies

Close Reading involves carefully and purposefully reading a text. Teachers can use this strategy to help students analyze texts critically, focusing on understanding complex ideas and arguments. This method encourages repeated reading and discussions, helping students to engage deeply with the material and improve their comprehension and analytical skills.

3. Word-a-Day Programs

Implementing a word-a-day program can significantly enhance students’ vocabulary. Each day, a new word can be introduced, discussed, and used in sentences by students. This consistent exposure to new vocabulary helps reinforce learning and encourages students to use new words in their writing and speaking. Adding the Frayer Model to this helps the students to understand the words at a deeper level. They can find the antonym and the synonyms to all of the words.

4. Use of Technology

Technology can be a powerful tool in literacy instruction. Educational apps and online resources

Implementing a word-a-day program can significantly enhance students’ vocabulary. Each day, a new word can be introduced, discussed, and used in sentences by students

can provide interactive and engaging ways for students to learn vocabulary and practice reading skills. Tools such as digital flashcards, vocabulary games, and online reading comprehension exercises can supplement traditional teaching methods.

5. Professional Development for Teachers

Professional development is crucial in equipping teachers with the skills and knowledge needed to effectively teach literacy across content areas. Workshops, seminars, and training sessions can provide teachers with practical strategies and resources to integrate literacy into their subject teaching. Making sure that the PD is incremental and on demand is a great way to keep the teachers engaged and not using the one and done, sit and get method.

6. Parental Involvement

Engaging parents in their children’s literacy development can reinforce learning at home. Schools can provide resources and strategies for parents to support their children’s vocabulary and reading skills. Hosting literacy nights and providing take-home materials can encourage parents to participate actively in their child’s education.

7. Incentive Programs

Creating incentive programs for students can motivate them to engage with literacy activities. Rewards for completing reading challenges, participating in vocabulary games, or achieving literacy milestones can encourage students to put extra effort into improving their literacy skills. Yes, secondary students enjoy incentives for participation in academic activities.

8. Collaboration Among Teachers

Encouraging collaboration among teachers from different subject areas can help create a cohesive literacy program. Regular meetings to discuss strategies, share resources, and plan interdisciplinary literacy activities can ensure that literacy instruction is consistent and integrated across the curriculum.

9. Focus on Academic Language

Academic language, or the language used in textbooks and standardized tests, should be a focus of vocabulary instruction. Teaching students to understand and use academic language can improve their performance in all subjects and prepare them for higher education and professional environments.

10. Assessment and Feedback

Regular assessment and feedback are essential in monitoring students’ progress and identifying areas that need improvement. Formative assessments, such as quizzes and writing assignments, can provide ongoing insights into students’ literacy development, allowing teachers to adjust their instruction accordingly. Implementing these strategies can create a robust literacy program in middle and high schools, ensuring that students develop strong vocabulary and reading skills that will benefit them throughout their academic careers and beyond. Literacy is not just the responsibility of elementary educators; it is a lifelong journey that requires continuous attention and effort. By emphasizing content area literacy and vocabulary instruction, we can equip our students with the tools they need to succeed in school and in life.

PROMINENT INTERNATIONAL SCHOOL TO WATCH IN ITALY-2024

BILINGUAL EUROPEAN SCHOOL (BES)

Fostering Confidence, Creativity, and Critical Thinking in Both Italian And English

Imagine walking into a school where children are not just learning but exploring the world through the eyes of great adventurers like Jules Verne and Italo Calvino. This is what makes the Bilingual European School (BES) in Milan unique.

Founded in 1999 by Deborah Chillver and her husband, Luca Paloschu, BES began as a response to parents’ requests for a primary school after the success of the British American PreSchool (BAPS), a nursery founded in 1987. Parents loved BAPS, and Deborah envisioned a bilingual school that could not only compete with the best in Italy but also elevate English learning to new heights.

“We wanted to create a school that offered something different,” says Dr. Mauro Spicci, Academics Coordinator at BES. “Our goal was to combine the strengths of the Italian educational

Mauro Spicci, Academics Coordinator at BES

system with a strong English foundation, giving students the best of both worlds.”

At BES, learning goes beyond the classroom. The school believes that education should be about more than just textbooks; it’s about creating immersive learning environments where children can choose their own path. “By creating imaginative and suggestive learning landscapes, students are empowered and motivated to choose where to do their schoolwork, where to play, and what to explore,” Dr. Spicci explains.

Dr.

The concept of “Travellers of the World” allows students to embark on journeys guided by the stories of famous explorers, fostering critical thinking and curiosity. It’s an approach that not only sparks creativity but also builds autonomy and responsibility in each student. As Dr. Spicci puts it, “Standing on the shoulders of the world’s most famous explorers, we are moved to experiment, wonder, and inquire.” This innovative approach is what sets BES apart, making it a place where

students are not just taught but inspired to reach their full potential.

Where Language Meets Confidence

At BES, the goal isn’t just to create fluent English speakers—it’s to raise confident, adaptable learners who can tackle any subject in either language. With a 50/50 bilingual education model, students are immersed in both English and Italian equally, ensuring they can switch seamlessly between languages without

hesitation. Dr. Spicci explains, “Our students don’t just learn a language; they live it. Whether it’s math, science, or history, everything is taught in both English and Italian.”

For many of the students, this journey begins at the British American Pre-School (BAPS), where children are introduced to an Englishspeaking environment from a young age. “Most of our students come from Italian-speaking homes,” Dr. Spicci notes, “but by the time they reach BES, they’re naturally bilingual. They can speak Italian with their family and switch to English effortlessly at school.”

This natural progression from BAPS to BES lays a solid foundation for a lifetime of bilingualism, equipping students with the skills to navigate a globalized world confidently. “Language becomes just another tool in their

toolbox,” says Dr. Spicci. “By the time they enter primary school, they’re ready to engage with any subject, no matter what language it’s taught in.”

Teachers at the Heart of BES

At the BES, the teachers aren’t just educators— they’re mentors, guides, and role models who create an immersive, bilingual experience for students. With mother-tongue teachers for both Italian and English, the school ensures that students are constantly surrounded by language, allowing them to effortlessly switch between the two.

“Our teachers are the core of what we do,” says Dr. Spicci. “Their dedication inside and outside the classroom is what truly sets us apart. On Wednesdays, for example, students can stay in the afternoon to do their homework or dive deeper into subjects that spark their interest, all under the guidance of their teachers.”

The commitment to professional development at BES is equally strong. “We require all our teachers to have a college degree in teaching or their specific field,” Dr. Spicci notes. In addition, BES organizes three annual courses with education experts, ensuring that teachers are

At BES, the goal isn’t just to create fluent English speakers—it’s to raise confident, adaptable learners who can tackle any subject in either language

always evolving and bringing fresh, innovative ideas into the classroom.

A Melting Pot of Science and Art

Innovation is a key part of the BES learning experience, and nowhere is this more evident than in the school’s 1+1 Lab. This unique space

blends science and art, encouraging students to think outside the box and collaborate in ways that break traditional boundaries. From artistic tools to cutting-edge technology like a 3D printer, the lab offers endless possibilities for creative exploration. “Our 1+1 Lab is a space where students can experiment and create,” says Dr.

Innovation is a key part of the BES learning experience, and nowhere is this more evident than in the school’s 1+1 Lab

Spicci. “We want them to see that science and art aren’t separate—they’re two sides of the same coin.”

BES also offers a multifunctional knowledge center—a bright, open space designed for reading, reflecting, experimenting, and collaborating.

It’s an environment that encourages critical thinking, where students are free to explore ideas and challenge themselves. And with over 4,500 square meters of garden space, outdoor learning becomes an integral part of the curriculum, giving students the chance to engage with nature as part of their education.

Technology is seamlessly integrated into the learning process at BES. “Every student has an iPad, and we have MacBooks available for presentations and group projects,” Dr. Spicci explains. “These tools, combined with our

creative spaces, ensure that students are prepared for a digital and connected world.

Dreaming of the Future

Looking ahead, BES has its sights set on growing with its students. “We would love to open a BES high school,” shares Dr. Spicci. “It would allow us to follow our students from the toddlers’ class all the way to their high school diploma, helping them choose the right college for their individual talents and passions.”

This vision reflects the school’s deep commitment to nurturing students every step of the way, from their first words in Italian and English to the moment they’re ready to step into the world. At BES, education is not just about academic achievement; it’s about guiding each student on their unique journey.

Cultivating an Innovative Educational Ecosystem

Ngô Thành Nam, Principal and Academic Director of the MOET Program at Inspire Schools, Vietnam

Could you please introduce yourself and share what inspired you to pursue a career in education leadership?

Certainly. I’m currently serving as the Principal and Academic Director of the MOET Program at Inspire Schools, Vietnam. My journey in education began as a passionate teacher, driven by a desire to make a positive impact on students’ lives. Over the years, I’ve had the privilege of teaching at prestigious institutions in Vietnam. What truly inspired me to pursue educational

leadership was witnessing the transformative power of innovative teaching methods and global collaboration. Having the opportunity to participate in many educational programs around the world, I realized I could amplify my impact by shaping educational policies and practices on a broader scale.

My vision is to create an educational environment that nurtures not just academic excellence, but also critical thinking, creativity, and global citizenship. I believe in blending

My vision is to create an educational environment that nurtures not just academic excellence, but also critical thinking, creativity, and global citizenship

Ngô Thành Nam is the Principal and Academic Director of the MOET Program at Inspire Schools, Vietnam. With an impressive career spanning various educational roles, he has made significant contributions to the academic landscape. Formerly the Head of Educational Technology Department and Deputy Head of Primary Department at Nguyen Hoang Education Group, Nam has been instrumental in integrating technology into education, enhancing learning experiences for students.

As a Microsoft Education Expert and the founder of the Global Learning Project, Nam specializes in STEM projects aligned with the United Nations Sustainable Development Goals (SDGs). His commitment to innovative education is evident in his efforts to foster global learning communities.

Nam holds a Master of Education Management and has received numerous accolades, including the prestigious HoneyWell scholarship in the US (2017), participation in the Space Academy, CERN Science Teacher Training Program in Switzerland, YSEALI Young Leaders Program in Malaysia, and the School Mentoring Program in India. His extensive experience and dedication make him a pivotal figure in advancing education in Vietnam and beyond.

In a recent interview with K12 Digest, Ngô Thành Nam discusses his career as an education leader, the challenges he has faced, and his vision for the Inspire Schools. Here are the excerpts.

traditional values with modern pedagogies, and I’m committed to preparing our students for the challenges of the 21st century. Through my role at Inspire Schools, I strive to implement this vision, fostering a learning community that empowers both students and teachers to reach their full potential.

Can you share the moment when you decided you wanted to become an educational leader rather than a teacher?

My decision to become an educational leader wasn’t a sudden moment, but a natural progression from my passion for teaching. Through years of working at many schools, I realized I could create a bigger impact by expanding my influence beyond the classroom.

As a teacher, I was able to influence and inspire the students in my classes, which was incredibly

rewarding. However, I began to see that as an educational leader, I could potentially impact not just a classroom, but an entire school community, including students, teachers, and even parents.

Particularly, when participating in global education projects and being recognized by international programs, I saw the enormous potential in connecting Vietnamese education with the world. I believed that by becoming an educational leader, I could create systemic changes, helping more students and teachers access advanced educational methods and global learning opportunities. This realization was pivotal – I understood that while teachers make a profound difference in their students’ lives, as a leader, I could shape the educational environment that would benefit thousands of students and empower hundreds of teachers to excel in their roles.

The extensive network I’ve built through international educational activities allows me to create many global collaboration and learning opportunities for both teachers and students at Inspire School

This broader perspective motivated me to take the step from being an excellent teacher to becoming an educational leader who could drive change on a larger scale, ultimately benefiting more students and contributing more significantly to the advancement of education in Vietnam.

In the process of transitioning from teacher to principal, what was the biggest challenge you faced and how did you overcome it?

The biggest challenge in transitioning from teacher to principal was shifting my mindset from classroom management to school-wide management. This required me to develop leadership skills, personnel management,

Creativity helps me apply technology to teaching in unique ways, such as using Skype to connect students with international friends, or creating gamebased learning projects

and long-term strategic planning. I overcame this challenge by continuously learning and developing myself. First, I completed a master’s program in educational management, which provided me with a solid theoretical foundation in leadership and management in educational settings. Currently, I am continuing my

educational journey by pursuing a PhD program, which will allow me to delve deeper into the complex issues of educational administration and research innovative solutions to the challenges of education management. knowledge in this field. Additionally, I actively participated in international education communities such as

the Microsoft Innovative Educator Community and Global Educator Task Force to learn from outstanding educational leaders worldwide.

Importantly, throughout this process, I always highly valued the role of teachers and felt grateful for my experience as a teacher. My previous teaching experience helped me deeply understand the challenges teachers face daily, allowing me to make appropriate and effective management decisions. I believe that having been a teacher helps me be a better principal, always listening to and supporting my teaching staff. Continuously updating my knowledge and skills, combined with a profound understanding of teaching work, has helped me gain confidence in my leadership role and make the right decisions for Inspire School’s development.

How has your previous teaching experience helped you in your role as principal of Inspire School?

My previous teaching experience has been immensely helpful in my role as principal of Inspire School. Firstly, it gives me a deep understanding of the realities of teaching, the challenges teachers face daily, and the needs and desires of students. This helps me make appropriate and practical management decisions while building trusting relationships with the teaching staff. Moreover, my experience in applying technology and creative teaching methods in the classroom helps me have a clear vision of how to integrate these elements into the school-wide curriculum. Finally, the extensive network I’ve built through international educational activities allows me to create many global collaboration and learning opportunities for both teachers and students at Inspire School.

You have participated in many international educational activities. How have these experiences influenced your vision for the Inspire school system?

My international educational experiences have profoundly influenced my vision for the Inspire school system. Through participation in organizations like the Microsoft Innovative Educator Community, Global Math Project, and Varkey Foundation, I’ve been exposed to the most advanced educational ideas in the world. This has helped me form a vision of an education system that combines traditional Vietnamese values with modern, creative international teaching methods. I want to build Inspire into a learning environment that not only provides knowledge but also develops 21stcentury skills for students, helping them become global citizens. My vision also includes creating many international collaboration opportunities for both teachers and students, helping them broaden their perspectives and learn from different cultures around the world.

As someone who has received many international awards in education, what do you think has helped you stand out in this field?

I believe the factors that have helped me stand out in the field of education are a combination of passion, creativity, and continuous learning. My passion for education has driven me to always seek new, more effective teaching methods. Creativity helps me apply technology to teaching in unique ways, such as using Skype to connect students with international friends, or creating game-based learning projects. The

spirit of continuous learning is reflected in my constant participation in international courses and conferences, helping me stay updated with the latest educational trends. Additionally, I also focus on sharing my knowledge and experiences through articles, seminars, and global education projects. All of these have helped me create a positive impact and gain recognition in the international education community.

How do you balance maintaining traditional educational standards and applying innovative teaching methods at Inspire School?

At Inspire School, we always strive to find a harmonious balance between maintaining traditional educational standards and applying creative teaching methods. We believe that a solid foundation of knowledge is necessary, but the way that knowledge is conveyed can be flexible and creative. We encourage teachers to use technology and project-based learning methods to make learning engaging and relevant to real life. We also regularly evaluate and adjust our teaching methods based on feedback from students, parents, and teachers to ensure that we are meeting both academic standards and the need to develop 21st-century skills for our students.

What advice do you have for teachers who wish to develop their careers towards educational management and leadership?

For teachers aspiring to develop their careers towards educational management and leadership, I have several pieces of advice. First, always maintain a learning mindset and expand your knowledge not only in your specialized field

but also in management, leadership, and global education trends. Participating in educational management courses will be very beneficial. Second, actively engage in projects and initiatives beyond your classroom. This will help you develop leadership skills and a broader vision of the education system. Third, build a wide network of relationships in the education industry, both domestically and internationally. Joining education and leadership communities can open up many opportunities. Finally, always maintain your passion for education and be ready to face challenges. The path to becoming an educational leader requires perseverance, but the positive impacts you can create will be a worthy reward for your efforts.

Looking

to the future, what is your vision for the development of the Inspire school system and its role in Vietnamese education?

My vision for the development of the Inspire - Khai Nguyen school system is to become a leading comprehensive school system in Vietnam, where students are trained and developed comprehensively in terms of personality, intellect, and physical health. We aim to create a liberating, inspiring, and creative learning environment that helps each student maximize their potential and become the best version of themselves.

To achieve this vision, we will continue to develop and refine our unique educational model, harmoniously combining advanced training programs and teaching methods from around the world. We are proud that InspireKhai Nguyen’s curriculum meets global STEM standards certified by STEM.org, and we will continue to invest in improving the quality of STEM/STEAM education.

We aim to create a liberating, inspiring, and creative learning environment that helps each student maximize their potential and become the best version of themselves

In the future, we will focus on equipping students not only with knowledge but also with the skills, mindset, and qualities necessary for the 21st century. We will particularly emphasize developing the core values of Inspirers, including responsibility and integrity, collaboration, love, creativity, and servant leadership. These values will help our students not only succeed in their studies but also become responsible citizens who contribute positively to society.

Regarding our role in Vietnamese education, I believe Inspire - Khai Nguyen can play a pioneering role in educational innovation. We will be a model for other schools to learn about integrating STEM/ STEAM education, developing 21st-century skills, and nurturing humanistic values in education. We will actively share our experiences and teaching methods through seminars, training programs, and collaborations with other schools nationwide.

Moreover, as an internationally standardized school system, we will continue to act as a bridge between Vietnamese education and the international education community. We will create opportunities for our students and teachers to participate in international projects and exchange programs, while also inviting leading education experts from around the world to share their experiences in Vietnam.

Finally, we believe that with our comprehensive and advanced educational model, Inspire - Khai Nguyen will make a significant contribution to improving the quality of Vietnamese education, producing generations of global citizens ready to face challenges and seize opportunities in the 21st century. We are committed to continuing innovation and development to always be at the forefront of providing high-quality education that meets the increasing needs of society and the country.

CANADIAN SCHOOL OF FLORENCE

Where Global Education Meets Local Excellence

The Canadian School of Florence, once known as Blyth Academy of Florence, is a welcoming international school for children aged 3 to 18. The school first opened its doors in Florence in 2017 with the Senior School (Grades 9 to 12). Over the next few years, they expanded, adding Kindergarten (Pre-K to Senior-K) and Elementary School (Grades 1 to 5) in 2021, and then Middle School (Grades 6 to 8) in 2022. All of these campuses are nestled in Fiesole, just a short distance from the original Senior campus.

Isabelle Leblanc, Head of School, emphasizes the school’s mission: “Our goal is to provide a transformative and rich academic experience that empowers each student to become a compassionate global citizen.” The school takes pride in its international staff, who foster an inclusive and nurturing

environment. “We celebrate diversity and inspire personal growth, enabling students to unlock their true potential and positively shape the world,” she adds.

Recognized by the Italian Ministry of Instruction, the Kindergarten, Elementary, and Middle Schools of the Canadian School of Florence are officially accredited as a *scuola paritaria*. For older students, the Senior School offers a unique chance to earn an Ontario

Secondary School Diploma (OSSD) through Blyth Academy Online (BAO), in partnership with Globeducate. Students complete their courses online via the Brightspace platform, with BAO being an Ontario Ministry of Education inspected school. This diploma is recognized worldwide and allows CSF graduates to be successful in their applications and entrances to universities all over the world, including Ivy League schools in the United States, top tier

universities in the UK and other parts of Europe, such as in France, Italy and the Netherlands. Many of our graduates, in fact, have been recipients of exciting scholarship opportunities to universities, which is a testament of the rigorous academic excellence that the Ontario curriculum requires.

As a Globeducate school, the Canadian School of Florence is committed to helping students become responsible global citizens. As the landscape of education changes and embraces the power of new technologies, like generative Artifical Intelligence (AI), CSF Head of School, Isabelle LeBlanc, is pioneering developing policies and rolling out a curriculum that speaks to this demand of education in future technologies. The school guides and support students and teachers on how to use these tools ethically in line with principles of academic honesty and integrity.

The school’s vision is ambitious and forwardlooking. They aim to create a lasting legacy of

With a blend of tradition and innovation, the Canadian School of Florence is dedicated to shaping the leaders of tomorrow, instilling in them the values and skills needed to make a positive impact on the world

alumni who leverage their enriched academic experiences and broadened perspectives to become influential agents of change. “We aspire to cultivate leaders who embrace innovation and global challenges, and who actively contribute to building a more equitable and sustainable future,” says Leblanc. With a blend of tradition and innovation, the Canadian School of Florence is dedicated to shaping the leaders of tomorrow, instilling in them the values and skills needed to make a positive impact on the world.

The

Canadian School of Florence spans multiple campuses, with its Senior School in Florence and its Junior and Middle School campuses nestled in the scenic foothills of Fiesole

Bridging Global Connections

The Canadian School of Florence is a proud member of Globeducate, one of the world’s leading international K12 education groups. With a network of over 60 premium bilingual and international schools, as well as online programs, Globeducate educates 40,000 students across 11 countries. This affiliation provides students with rich opportunities throughout the year, both academic and creative, allowing them to go beyond traditional classroom learning. Leblanc shares, “Being part of Globeducate

offers our students a network of peers around the world, with whom they can collaborate and innovate.”

For students, being part of a Globeducate school opens doors to connect with others from around the globe. They can meet, either in person or online, at sporting events, music and arts festivals, academic competitions, and collaborative projects. These experiences help build a more equitable, just, and sustainable world. “Globeducate teachers inspire our students to find their voice in the world,” Leblanc emphasizes. “They encourage them to understand events of global significance, reflect on their own values, and fight ignorance and intolerance.”

Teachers at Globeducate schools benefit as well. They join a network of global educators, collaborating on projects, sharing best teaching practices, and contributing to a larger educational

mission. This network upholds Globeducate’s global goals and standards, ensuring that each school strives for excellence.

Globeducate’s Platinum Standards framework plays a crucial role in evaluating schools within its network. This framework recognizes strengths and identifies areas for improvement, creating bespoke development plans for each school. “It’s about being part of something bigger than just the four walls in which we teach every day,” says Leblanc.

Discovering the Campuses of The Canadian School of Florence

The Canadian School of Florence spans multiple campuses, with its Senior School in Florence and its Junior and Middle School campuses nestled in the scenic foothills of Fiesole.

The Senior School is housed in a newly renovated historical building on via Jacopo

The Ontario Canadian Curriculum is designed to create well-rounded individuals. It takes a studentcentered approach, with topics that are age-appropriate and relevant to the 21st Century

Nardi n.18, just a few minutes’ walk from the heart of Florence. This campus features modern classrooms equipped with interactive smart screens, a science lab, an arts studio, a multimedia makerspace, a library, and a computer room. It also has a dedicated lunch area and a small outdoor space for physical education and after-school sports clubs. “Our Senior School combines the charm of history with the benefits of modern technology,” notes Leblanc.

The Upper Junior/Middle School, serving grades 4 to 8, is situated in the piazza of San Domenico, Fiesole n.15, less than 2km from the Senior School and about 500 meters from the Lower Junior campus. This peaceful and enclosed campus offers a stunning panorama and dedicated sports areas for soccer, basketball, and athletics. The beautiful villa here hosts classrooms, a lunch room, a library, a music/art studio, and a technology room. All classrooms are equipped with interactive smart screens,

and the school provides multiple iPad carts for student use. “The Upper Junior/Middle School is a perfect blend of tranquility and educational excellence,” says Leblanc.

The Lower Junior School, catering to grades K-3, is located in a renovated building on Via delle Fontanelle n.2/4 in Fiesole. This campus is home to the Kindergarten and Lower Primary programs and offers ample outdoor space where children can play and learn in the open air. The facilities include a mini soccer field and a basketball court for sporting activities. Inside, the building boasts bright classrooms, a lunch room/event space, a library, and a technology room, all outfitted with interactive smart screens and multiple iPad carts. “Our youngest students thrive in an environment that combines learning with play,” adds Leblanc.

Each campus of the Canadian School of Florence is thoughtfully designed to provide a nurturing and stimulating environment, fostering both academic excellence and personal growth. Through a blend of historical charm and modern facilities, the school creates a unique educational experience for its students.

Embracing the Ontario Curriculum

The Canadian School of Florence proudly offers the world-renowned Ontario Canadian Curriculum, enhanced by the “Growing Success” framework. This holistic approach focuses on educating the whole child, aiming to develop life-long learners, global citizens, and critical problem-solvers.

The Ontario Canadian Curriculum is designed to create well-rounded individuals. It takes a student-centered approach, with topics that are age-appropriate and relevant to the 21st Century. This curriculum encourages students

to form their own ideas and identities through critical thinking and collaboration across all grade levels. “Our curriculum supports and guides students to think critically and work together, preparing them for the challenges of tomorrow,” explains Leblanc.

The “Growing Success” framework from the Ontario Ministry of Education outlines assessment, evaluation, and reporting practices. It supports student learning, improves instructional practices, and provides meaningful feedback to students, parents, and educators. Leblanc notes, “Growing Success emphasizes ongoing assessment and evaluation, moving beyond just final exams or summative assessments.”

This framework promotes a balanced approach to assessment, incorporating various methods such as observations, conversations, demonstrations, projects, and tests. Teachers use multiple sources of evidence to assess student achievement, including both qualitative and quantitative data. “We believe in using diverse assessment methods to truly understand and support our students’ progress,” says Leblanc.

Formative assessment is a key element, providing students with feedback to help them improve their understanding and skills. Teachers use descriptive feedback and constructive criticism, highlighting areas of strength and areas for improvement. Students are also encouraged to participate in self-assessment and reflection, promoting their active engagement in the learning process.

Equity and inclusivity are central to the “Growing Success” framework. It acknowledges that students have diverse strengths, needs, and learning styles, ensuring that assessments are fair and accessible to all learners. Teachers provide appropriate accommodations and supports to

ensure that students with special education needs or English language learners can fully demonstrate their knowledge and skills.

The framework also emphasizes clear and timely communication of student progress to parents and guardians. Report cards use clear and understandable language, ensuring parents can easily grasp their child’s achievements and areas for growth. “Our goal is to foster continuous improvement and enhance the learning experience for all students,” says Leblanc.

Cultivating Innovation and Creativity

To nurture creativity, critical thinking, and problem-solving skills, the Canadian School of Florence offers a variety of unique programs and activities designed to engage and inspire students. Students take part in interdisciplinary projects that blend different subjects, encouraging them to think critically and tackle complex problems from multiple angles. Leblanc explains, “Interdisciplinary projects push students to connect the dots between various fields, fostering a deeper understanding and innovative solutions.”

The school boasts a Maker Space and Multimedia Hub, equipped with modern technology and resources where students can experiment, create, and innovate. This hub allows students to bring their ideas to life, whether through coding, robotics, or multimedia projects. Additionally, students participate in global challenges, international competitions, and challenges that address real-world issues. These events promote teamwork and creative problemsolving, as students work together to find solutions to global problems. “Our participation in global challenges helps students develop a sense of responsibility and global citizenship,” says Leblanc.

The school also offers opportunities in music, drama, and visual arts encouraging students to express themselves and think creatively. Aligning with the UN Global Goals, the Canadian School of Florence engages students in environmental initiatives focused on sustainability and environmental stewardship. These initiatives teach students the importance of caring for our planet and inspire them to take action. “Our environmental projects empower students to make a positive impact on the world around them,” adds Leblanc.

The school encourages students to identify problems within their communities and develop creative solutions through community service projects. This hands-on approach benefits the community and helps students grow as compassionate and proactive individuals. Regular guest speaker series bring professionals and experts from various fields to inspire and challenge students’ thinking, providing valuable insights and exposing students to a wide range of career paths and opportunities.

A wide range of clubs and extracurricular activities allows students to pursue their interests and develop new skills in a collaborative environment. From sports to academic clubs, there is something for everyone. “Our extracurricular activities help students discover their passions and build lasting friendships,” says Leblanc. Through these diverse programs and activities, the Canadian School of Florence fosters a vibrant and dynamic learning environment where students can thrive, innovate, and prepare for the challenges of the future.

Building a Global Community

The Canadian School of Florence (CSF) fosters a strong sense of community among its students

At

the Canadian School of Florence (CSF), the Senior Leadership Team is a constant presence across all campuses, always available to provide guidance and maintain open communication with students and parents

from over 30 different countries through enthusiastic participation in Globeducate’s international events and cross-border teaching opportunities. The multicultural staff at CSF brings diverse perspectives and teaching methods, enriching the educational experience. An example of this is the collaboration between CSF’s Middle and High School students and their peers from other Globeducate schools on an international AI project. Students worked together, sharing their progress on programming and producing 3D AI robots at their respective school locations. “This project allowed our students to develop technical skills while connecting with peers across the globe,” says Isabelle. Additionally, the sixth-grade class formed an old-fashioned pen-pal project with Stella

Matutina School in Taiwan. Throughout the year, students exchanged letters, creating meaningful connections with peers from another part of the world. This initiative provided students with a unique opportunity to learn about different cultures and build friendships across continents.

On the home front, CSF hosts a Multicultural Day each year, where students and families showcase their cultures through art, dress, food, and dance. Students display artwork representing their countries of origin and participate in workshops based on the diverse cultures within the CSF community.

The

Wellbeing and Pastoral

Lead follows each student’s personal and social growth, promoting wellbeing, handling disciplinary issues, and enforcing the school’s antibullying policy

Workshops have included Bulgarian wool work, Hebrew and Chinese calligraphy classes, African dance lessons, and more. “Multicultural Day is a vibrant celebration of our school’s diversity, allowing students and families to share and learn from each other,” says Leblanc.

CSF students also participate in various international activities and competitions, such as the International Arts Competition, the Model United Nations, the Academic Olympics, the Student Leadership Summit, the Global Sports Olympics, and the International Music Festival. These events help foster a sense of community across borders and cultural differences, giving students the chance to engage with their peers worldwide. Leblanc notes, “These activities are not just competitions; they are opportunities for our students to build lasting relationships and broaden their horizons.”

Supporting Student Growth and Wellbeing

At the Canadian School of Florence (CSF), the Senior Leadership Team is a constant presence across all campuses, always available to provide guidance and maintain open communication with students and parents. They are dedicated to ensuring that each child’s development is supported and monitored closely. “Our leadership team is deeply committed to fostering a nurturing and responsive educational environment,” says Leblanc.

The Learning Support Team at CSF is instrumental in assisting students with academic challenges. They uphold Individual Educational Plans (IEPs) and provide support for students facing school-related emotional difficulties. This team ensures that every student receives the necessary help to thrive academically and emotionally. Additionally, the Wellbeing and Pastoral Lead follows each student’s personal and social growth, promoting wellbeing, handling disciplinary issues,

and enforcing the school’s anti-bullying policy. “Our goal is to create a safe and supportive environment where every student can succeed,” Leblanc emphasizes.

CSF also offers one-on-one language support for students learning English as an Additional Language (EAL) and Italian. Native-speaking teachers provide extra help to those struggling with the school’s primary languages, ensuring that language barriers do not hinder academic progress.

Technology plays a crucial role in the learning process at CSF. Teachers use interactive smart screens to show instructional videos, explain concepts in an engaging way, and quiz students through interactive games. The school also has a 3D printer, allowing students to gain handson experience with programming and design using the latest software. Primary-aged students are provided with iPads, while Senior School students use their personal laptops for learning,

tests, and homework submissions. “Incorporating technology into our classrooms enhances the learning experience and prepares students for the future,” says Leblanc.

As part of the Globeducate network, CSF has the opportunity to celebrate STEAM week and International Day of Maths, organizing technology and science-based activities that complement regular teaching. These special theme days provide students with additional opportunities to explore their interests in science, technology, engineering, arts, and mathematics, further enriching their educational experience. Through these initiatives, the Canadian School of Florence ensures that students receive a wellrounded education that supports their growth in all areas.

A Hub of World-Class Faculty Members

The Canadian School of Florence (CSF) boasts an international staff hailing from various corners of the globe. The school is committed to recruiting highly talented educators who specialize in their grade levels and subjects. Each teacher is selected through a rigorous interview and vetting process, ensuring they are highly qualified and trained in pedagogy. By the start of the school year, all teachers are well-versed in the internationally recognized curriculum from the Ministry of Education of Ontario, Canada. “Our hiring process is designed to ensure that our students receive the best education possible from highly skilled and passionate educators,” says Leblanc.

CSF places a strong emphasis on professional development, offering numerous opportunities for teachers throughout the year. Educators are

held to high standards with bi-annual appraisals to ensure they continually strive for excellence. Within the Globeducate network, teachers have access to professional learning communities, allowing them to connect with experts in literacy, STEAM, numeracy, AI, sustainability, and more. “Continuous learning is vital for our teachers, and we provide them with the resources and support to grow professionally,” Leblanc notes.

Through workshops and ongoing education, all staff are aligned with the school’s educational philosophy and approach.CSF also encourages teachers to pursue their own professional learning goals and supports them in these endeavors. “We believe in empowering our teachers to achieve their professional aspirations,” says Leblanc. The school even maintains a dedicated staff library full of professional development

Within the Globeducate network, CSF teachers have access to professional learning communities, allowing them to connect with experts in literacy, STEAM, numeracy, AI, sustainability, and more

resources, providing a wealth of information and tools for educators.

The school is looking to develop an active CSF alumni association and portal, aiming to strengthen connections with former students

The Future of The Canadian School of Florence

The Canadian School of Florence (CSF) is excited about its future developments and growth. For the 2024-25 academic year, the school has achieved a significant milestone by opening two sections for both Grade 3 and Grade 6. This expansion reflects CSF’s commitment to providing quality education and personalized attention to its students.

Looking ahead, CSF is continuing to put its growing community as center focus by introducing new staff roles, like a Pastoral Care lead and a Family Engagement Coordinator. It is through these two roles that students and parents will have dedicated point people to

foster positive experiences amongst alumni and families. They will focus their expertise on student behavior, bullying, and discipline, as well as, integration and ad-hoc communication assistance to families where English is not their mother tongue.

CSF is also aiming to transition towards two distinct phases of schooling: K-6 and 7-12. This shift will allow the school to better tailor its programs and support systems to different developmental stages. In terms of future programs, CSF plans to bolster its language offerings by providing beginner and advanced French and Italian from K-12, with additional languages introduced at each stage.

The school will be focusing on literacy across all grade levels by establishing an extensive Language Extension Program (LEP). The LEP aims to enhance literacy at an advanced level

in English, Italian and French, by providing additional after school lessons at each campus. In French, CSF will be providing a course which prepares students to succeed on the DELF exam; in Italian, there will be advanced classes in Italian History, Grammar, and Literature; CSF’s EAL classes will help non-fluent Middle and Senior School students’ increase their levels of English. At the Elementary level, CSF children will continue with their “VIPERS” reading program exposing them to an extensive list of classic and modern books. CSF recognizes the importance of literacy as the school helps shape and foster their students to be multi-lingual global citizens with international mindsets.

The school is working towards becoming an official green-flag Eco School, reinforcing its commitment to sustainability. A new wellbeing manual is in development to guide staff in responding to PASS assessments, which focus on social and emotional learning as well as student attitudes. Improvements in safeguarding across all campuses are also on the agenda, including training staff in “mental health first aid” and hosting events for parents on supporting student mental health.

CSF is also focused on enhancing its bullying policy and implementing cyber-safety initiatives to educate students and parents on responsible online behavior. Partnering with community organizations to offer volunteer opportunities for Senior School students is another exciting goal.

Additionally, CSF is set to implement and onboard the “Growing Success” policy and Globeducate’s “Platinum Standards” for all staff. The school is looking to develop an active CSF alumni association and portal, aiming to strengthen connections with former students.

The Importance of Teacher-Parent Relationships and How They Can Improve Student Outcomes

Dr. Brian Cunningham, Principal, West Junior High School in Oakland

Dr. Brian Cunningham, born in Memphis and raised in Oakland, Tennessee, is the Principal at West Junior High School in Oakland, TN. He has a Master of Education degree from Cambridge College and both his Educational Specialist degree and Doctorate of Education in Administration and Supervision from Freed-Hardeman University. Dr. Cunningham has extensive experience as a teacher and coach in the Fayette County School District and Memphis-Shelby County Schools. He has published a journal article, co-authored a book (Next In Line to Lead: The Voice of the Assistant Principal), and earned a certificate from the National Institute for School Leadership.

The relationship between teachers and parents plays a crucial role in a student’s academic success and overall well-being. This partnership is essential in ensuring that students receive the support they need both inside and outside the classroom. When teachers and parents work together, they create a support system that helps students thrive academically and emotionally.

One of the main benefits of a strong teacherparent relationship is improved communication. When teachers and parents communicate

regularly, they can discuss a student’s progress, strengths, and areas for improvement. This open line of communication allows both parties to address any concerns or challenges that the student may be facing. By working together, teachers and parents can develop strategies to help students overcome obstacles and reach their full potential.

Furthermore, a positive teacher-parent relationship can lead to increased parental involvement in a student’s education. When parents are actively involved in their child’s

When teachers and parents work together effectively, students are more likely to achieve higher grades, have better attendance, exhibit positive behavior, and develop a strong sense of self-esteem

learning, students are more likely to feel supported and motivated to succeed. Parents can reinforce the importance of education at home and provide additional resources and support to help their children excel in school. Additionally, a strong teacher-parent relationship can also improve student behavior and attitudes towards learning. When teachers and parents are on the same page and working towards the same goals, students are more likely to take their education seriously and behave responsibly in the classroom. This collaborative effort reinforces the value of education and creates a positive learning environment for students.

Essentially, the relationship between teachers and parents is essential in promoting student success. By working together, teachers and parents can create a support system that ensures students receive the academic and emotional support they need to excel. This partnership fosters open communication, increased parental involvement, and improved student behavior and attitudes toward learning. Ultimately, a strong teacher-parent relationship leads to improved student outcomes and sets students up for success both in school and beyond.

Overall, relationships between teachers and parents play a crucial role in the academic success and overall well-being of students.

Building strong partnerships with parents can lead to a more positive and supportive school environment, ultimately benefiting the academic and personal development of the children

When teachers and parents work together effectively, students are more likely to achieve higher grades, have better attendance, exhibit positive behavior, and develop a strong sense of self-esteem. Here are a few detailed examples of how teacher-parent relationships can significantly improve student outcomes:

1. Enhanced Communication: When teachers and parents communicate regularly and openly, they can share important information about a student’s progress, challenges, and strengths. This kind of collaboration allows both parties to work together to identify areas of improvement and develop strategies to support the student’s growth.

2. Support for Learning at Home: Teachers can provide parents with resources, tools, and strategies to support their child’s learning at home. By involving parents in the learning process, students are more likely to complete homework assignments, engage in educational activities outside of school, and develop a love for learning that extends beyond the classroom.

3. Consistent Expectations: When teachers and parents have a shared understanding of academic expectations and behavioral standards, students are more likely to receive consistent messages about their performance and conduct. This consistency creates a sense of stability for students and helps them understand what is expected of them in both the home and school environments.

4. Early Intervention: By maintaining a strong relationship with parents, teachers can quickly identify any academic, social, or emotional

issues that may be impacting a student’s performance. With early intervention and collaboration between teachers and parents, students can receive the necessary support and resources to address these challenges before they escalate.

5. Personalized support: By working closely with parents, teachers can better understand the individual needs and learning styles of each student. This enables them to provide personalized support and strategies to help the student succeed.

6. Positive school culture: When teachers and parents work together collaboratively, it creates a positive school culture where everyone is focused on the student’s success. This sense of community and support motivates students to perform to the best of their abilities.

From my perspective as a school principal, engaging with the community to support parents is a crucial aspect of ensuring the success and well-being of the students. Building strong partnerships with parents can lead to a more positive and supportive school environment, ultimately benefiting the academic and personal development of the children.

One of the strategies I employed to engage with the community was working with the school counselors and parent-teacher organizations at the schools I have served to organize regular parent-teacher meetings and workshops. These meetings provided a platform for parents to voice their concerns, ask questions, and provide feedback on their child’s progress. It also allowed us to share important information about school policies, upcoming events, and academic expectations. By fostering open communication

By empowering parents with the tools and information they needed, we were able to create a more supportive and nurturing environment for the children

and collaboration, parents felt more involved and invested in their child’s education.

In addition to formal meetings, I also made an effort to attend school-related and community events, such as sporting events, fairs, festivals, and neighborhood gatherings. This allowed me to connect with parents outside of the school setting and build relationships based on mutual trust and respect. By being visible and accessible in the community, I was able to strengthen the bond between the school, parents, and the wider community. Another important aspect of engaging with the community was providing resources and support for parents. This included offering parenting workshops, providing access to educational materials, and connecting families with local support services. By empowering parents with the tools and information they needed, we were able to create a more supportive and nurturing environment for the children.

Overall, by actively engaging with the community to support parents, I was able to create a strong partnership that benefited the students, parents, and the school as a whole. Building a supportive and collaborative community is essential for the success of the students, and as a school principal, it was my priority to foster these relationships and create a positive and inclusive school environment.

In essence, the relationship between teachers and parents is essential for creating a supportive and nurturing environment for students to thrive. By working together, teachers and parents can create a strong support system that ensures students reach their full potential and achieve academic success.

ICS MILAN INTERNATIONAL SCHOOL

Shaping Future Leaders with a Global Perspective

When you step onto the campus of ICS Milan International School, you immediately sense a world where education is more than just academic achievement—it’s about shaping the global citizens of tomorrow. For Antonia Giovanazzi, Executive Principal at ICS Milan, this mission is personal. “Our goal is to prepare each student not just for exams, but for life,” she says with a smile that reflects her deep commitment. The school’s mission is clear and compelling: to provide a broad-based education that challenges and inspires every student. English is the primary language of instruction, and the school caters to a wide range of student abilities. “We believe in creating an environment where students can think creatively and critically,” Antonia explains, “because these

ABOUT ANTONIA GIOVANAZZI, EXECUTIVE PRINCIPAL

Antonia Giovanazzi joined Globeducate in July 2020, with a mission to elevate ICS Milan as the top choice for IB education in Milan. Under her leadership, the school has successfully implemented three IB programmes—PYP, MYP, and DP—along with the Cambridge IGCSE programme. Committed to inquiry-based, experiential learning, Antonia has enhanced the school’s offerings by appointing leaders in Performing Arts, STEM, and Art & Design, and forging partnerships with organizations like Lego Education and prominent design brands.

Before ICS Milan, Antonia was the Principal at The National Mathematics and Science College in the UK, where she significantly increased student placements at Oxbridge and Ivy League universities. Her career also includes roles such as Founding Vice Principal and Head of Secondary at Hartland International School in Dubai, and various leadership positions in UK schools.

With over 30 years of experience, Antonia has a proven track record in developing innovative teaching practices, particularly through a STEAM agenda. A graduate of Edinburgh University, she has worked across multiple countries, including the UAE, Asia, the USA, France, and Italy, impacting students and teachers from over 56 nationalities.

At ICS Milan, the commitment to developing well-rounded, confident individuals who are ready to face the world is not just a goal—it’s a reality

are the skills that will enable them to flourish not just academically, but in every aspect of their lives.”

Since 2017, ICS Milan has grown significantly. The opening of the Symbiosis campus, a state-of-the-art facility, marked a milestone in this expansion. It complements the school’s two other Early Years and Primary sites, bringing a sense of unity and purpose to the

entire community. ICS Milan now proudly offers a comprehensive International Baccalaureate (IB) Programme, including the Primary Years Programme (PYP), Middle Years Programme (MYP), and Diploma Programme (DP), as well as the Cambridge IGCSE. “We’ve built a team of dedicated educators from around the world,” Antonia notes, “who bring a wealth of knowledge and experience to our students.”

Each ICS Milan campus is more than just a school—it’s a carefully curated environment where students are encouraged to grow, explore, and succeed

The school’s growth isn’t just in numbers. It has also developed a collaborative and distributed leadership structure, which not only supports the professional growth of staff but also ensures tailored support for students, teachers, and parents alike.

As part of the Globeducate network, ICS Milan benefits from being connected to over 60 bilingual and international schools across 11 countries. This global perspective enriches both students and staff. Students participate in global events such as the Academic Olympics, Sport and Music Olympics, Student Leadership and

Model United Nations (MUN), and various art and eco events. Meanwhile, staff members enjoy access to a wide range of professional learning opportunities, teacher networks, and resources that enhance their teaching and well-being.

“We are not just educating students; we are shaping the leaders of tomorrow,” Antonia shares, her passion for education evident in every word. At ICS Milan, the commitment to developing well-rounded, confident individuals who are ready to face the world is not just a goal—it’s a reality.

Nurturing Minds Across Milan

ICS Milan isn’t just a place where students learn; it’s a community spread across three distinct campuses, each thoughtfully crafted to enrich the educational journey in its own unique way. These campuses— Symbiosis, Colletta, and Tenca—are more than just buildings; they are vibrant spaces where innovation, creativity, and growth are at the forefront.

At the heart of the school’s modern educational approach is ICS Symbiosis, a campus that embodies the spirit of 21st-century learning. Walking through its halls, you can see technology seamlessly integrated into the

classroom experience. “Our technology-enhanced classrooms are designed to inspire innovative teaching methods,” says Antonia. The campus also boasts outdoor play areas, a gym, and a swimming pool, encouraging students to stay active and build social connections. Specialized spaces, including a theatre, science labs, art studios, and music rooms, provide students with the tools they need to explore a wide range of interests and talents.

For the youngest learners, ICS Colletta offers a warm and nurturing environment where early childhood development is the focus. The campus is designed with sensory play areas and flexible classrooms that can adapt to different teaching styles and group activities. “At Colletta, we emphasize creating spaces where young children can thrive, both socially and academically,” Antonia explains. This approach ensures that every child feels supported and engaged from the very start of their educational journey.

Experiential learning is at the core of the ICS Milan experience, and it’s tailored to match the developmental stages of the students

Located in the heart of the city, ICS Tenca caters to early years and primary education with an emphasis on accessibility and advanced resources. The campus is equipped with laboratories, a gym, a library, and two small gardens that offer a peaceful retreat in the bustling city center. “Tenca is all about blending learning with exploration,” Antonia notes. “We want our students to have the best of both worlds—a rigorous academic foundation and the freedom to explore their interests.”

Each ICS Milan campus is more than just a school—it’s a carefully curated environment where students are encouraged to grow, explore, and succeed. “We design our campuses to meet the specific needs of our students,” says Antonia, “because we believe that the right environment is key to unlocking each student’s potential.”

Where Design Thinking Meets STEAM

At ICS Milan, the future isn’t merely a topic of discussion; it’s a focal point of active preparation. Through an innovative teaching approach centered around Design Thinking and STEAM (Science, Technology, Engineering, Arts, and Maths), ICS Milan is equipping students with the skills to solve problems that have yet to be imagined and to excel in careers that do not yet exist.

“Our focus is on teaching students not just what to learn, but how to learn,” says Antonia. This means encouraging students to ask questions, experiment, and create, giving them the tools to navigate an ever-changing world with confidence. The school’s approach isn’t just about imparting knowledge; it’s about fostering a mindset that values curiosity and adaptability.

This philosophy aligns perfectly with ICS Milan’s mission to provide a rich, creative, and well-balanced educational experience. While the school offers Italian educational options, it also ensures that students retain and appreciate their cultural and linguistic identity. “We take a highly reflective and adaptive approach to learning,” Antonia explains. “Our curriculum is fully integrated, supporting the development of modern citizens who can express themselves and realize their potential.”

Experiential learning is at the core of the ICS Milan experience, and it’s tailored to match the developmental stages of the students. For the youngest learners, this means play-based learning, hands-on projects, and activities like storytelling and dramatization. As students move into Middle School, the focus shifts to problem-based

At ICS Milan, the curriculum is thoughtfully designed to cater to students at every educational level

learning, collaborative group work, and service learning. “By the time our students reach High School, they are ready to take on active roles in collaborative projects with scientific, design, and technology companies,” Antonia notes. High School students also engage in service and community projects, both locally and as far afield as Kenya, deepening their understanding of the world and their place in it.

Debating is another key element of student development across all phases of the school, helping to sharpen critical thinking and build confidence. “We believe in giving students a voice,” Antonia says, “and debating is a powerful way to help them articulate their ideas and stand by their convictions.”

To support this innovative approach, each ICS Milan campus features bespoke libraries

and specialized maker spaces and design labs. These facilities are tailored to the specific needs of different age groups, providing students with the resources they need to fully embrace their creativity. At the Symbiosis campus, in addition to science labs, a dedicated STEM lab and Space Lab have been established. “Our Space Lab allows students to participate in space project collaborations with other schools across the Globeducate network,” Antonia shares, her enthusiasm evident.

Bridging Cultures Through Education

One of the most distinctive features of ICS Milan is its unique blend of international education with deep cultural roots. The school’s commitment to connecting its STEAM approach with real-life projects and collaborations sets it apart. But there’s another aspect that truly distinguishes ICS Milan—its Paritaria status.

ICS Milan’s commitment to integrating technology into education goes beyond simply using the latest gadgets

“We are the only international school in Milan with Paritaria status throughout the school,” says Antonia. This status allows Italian students to enjoy a full international programme while maintaining their cultural and linguistic heritage. It’s a blend that offers continuity in learning and provides students with a wide array of options after they turn 18, whether they choose to pursue higher education in Italy or abroad.

At ICS Milan, the curriculum is thoughtfully designed to cater to students at every educational level. For the youngest learners in Nursery, the school follows the British Early Years Foundation Stage, laying the groundwork for lifelong learning. As students progress to Preschool and beyond, they are introduced to the Primary Years Programme (PYP). “This year marks the beginning of our implementation of the PYP,”

Antonia shares. “The programme is all about fostering a love of learning and developing students’ intellectual, personal, emotional, and social skills.”

The Middle Years Programme (MYP) of the International Baccalaureate takes center stage for students in Middle School, offering a challenging and balanced curriculum that prepares them for the next phase of their education. For students aged 14 to 16, ICS Milan offers the IGCSE curriculum, a globally recognized academic qualification. “The IGCSE is rigorous and challenging, covering a wide range of subjects from sciences to humanities,” Antonia notes. This curriculum provides a solid foundation for further education and is designed to be both comprehensive and engaging.

As students reach the final years of their schooling (ages 17 to 18), they embark on the IB Diploma Programme, a prestigious qualification recognized by universities around the world. “Our curriculum adheres to high international standards,” Antonia explains, “and it’s designed to prepare students for a rapidly changing world.” The interdisciplinary and transdisciplinary nature of the programme ensures that all core subjects are integrated, providing a holistic educational experience.

At ICS Milan, the emphasis on learning isn’t just on what happens in the classroom. The school ensures that students are wellversed in both English and Italian, dedicating a percentage of time each week to language and culture programmes. This bilingual approach not only meets national requirements but also reinforces the school’s commitment to nurturing global citizens who are firmly rooted in their cultural identities.

Building a Future-Ready Approach

At ICS Milan, technology isn’t just an add-on— it’s a vital part of the learning experience. In today’s fast-paced world, staying connected and being able to adapt to new tools is essential, and ICS Milan is at the forefront of integrating these capabilities into everyday education.

The school utilizes a range of digital platforms like Microsoft TEAMS, Toddle, 21st Century Tech, ISAMS, Tapestry, and SeeSaw to bridge the gap between students,

teachers, and parents. These platforms create a seamless communication network, allowing everyone to stay informed and engaged, whether it’s about upcoming assignments, school events, or personalized feedback. “Our goal is to ensure that the entire school community is connected,” explains Antonia. “These tools help us maintain that connection and enhance the learning experience.”

For students, personal devices are a gateway to a world of knowledge. Primary students are

From fashion sustainability awareness with Golden Goose to creative design collaborations with fashion brand Simonetta, ICS Milan provides unique opportunities for students to apply their learning in real-world contexts

equipped with Apple iPads, while Secondary students use PCs, enabling them to access their work and receive feedback no matter where they are. This flexibility is more than just a convenience; it’s a way to cultivate independence and self-directed learning. “Having access to their work from anywhere helps our students develop critical skills like time management and responsibility,” says Antonia.

The use of cloud-based resources is another key element in ICS Milan’s tech-savvy approach. Teachers can share curated content and multimedia resources effortlessly, making learning more dynamic and interactive. The cloud also ensures that students’ work is securely saved and accessible, facilitating easy collaboration on projects and assignments. This not only supports academic growth but also prepares students for a future where digital literacy is paramount.

ICS Milan’s commitment to integrating technology into education goes beyond simply using the latest gadgets. It’s about equipping students with the skills and experiences they need to thrive in a rapidly changing world. As

Antonia puts it, “Technology is a crucial part of our mission to prepare students for the future. We want them to be confident and capable in using the tools that will shape their lives and careers.”

Professional Development and Student Engagement

Professional development is a cornerstone of the ICS Milan’s approach, ensuring that staff members are continuously upskilled and equipped with the tools they need to thrive

in their roles. The school’s professional development programme is designed to be comprehensive and inclusive. “We make sure that every staff member has access to training, whether it’s through accredited bodies or in-house skill-sharing sessions,” explains Antonia. This commitment to ongoing learning means that teachers are not only experts in their fields but are also wellversed in the latest curricula and teaching methodologies. ICS Milan also places a strong

emphasis on safeguarding and technology training, ensuring that staff can carry out their duties with confidence and security. “Our focus on safeguarding and technology is crucial,” Antonia notes. “It’s about giving our staff the confidence to create a safe and effective learning environment.”

Beyond the classroom, ICS Milan is involved in a variety of projects that connect students with the wider world. From fashion sustainability awareness with Golden Goose to creative design collaborations with fashion brand Simonetta, the school provides unique opportunities for students to apply their learning in real-world contexts. Service projects with Camps International in Kenya,

space satellite projects, AI working robot construction, and science research with IFOM are just a few examples of how ICS Milan encourages students to explore and innovate. These projects not only enrich the students’ educational experience but also foster a sense of responsibility and global citizenship.

Student engagement is another key focus at ICS Milan. The school employs a variety of methods to measure and enhance engagement, including surveys that gauge student interest in their subjects and other school activities. Observing live lessons also provides valuable insights into how students interact with the material and their peers. “Research shows a clear link between attendance and academic

success, so we monitor this closely,” says Antonia.

The school’s attention to attendance is a reflection of its commitment to ensuring that students are fully engaged and committed to their education.

Additionally, ICS Milan values the voices of its students. Through student councils in both Primary and Secondary, the school actively seeks feedback on the impact of teaching and learning. This Student Voice initiative is a vital part of the school’s approach, ensuring that students have a say in their educational journey. Parent and teacher surveys also contribute to this ongoing assessment, providing data and metrics that help the school identify areas for improvement.

Building a Foundation of Values

At ICS Milan, the values of inclusivity, care, and safety are more than just words—they are the guiding principles that shape every aspect of the school’s culture. From the youngest learners in Early Years to the emerging leaders in High School, these values are woven into the fabric of daily life at ICS Milan, creating a supportive and nurturing environment where every student can thrive.

“We believe that inclusivity, care, and safety are fundamental to creating a positive and effective learning environment,” says Antonia. “These values are reflected in everything we do, from our assemblies and PTA mission to our PSHE programme and house and community events.”

The school’s commitment to these values is evident in its approach to student behavior. The Behavior curriculum, which spans from Early Years through to High School, is designed to develop and embed these core values, ensuring that they become an integral part of each student’s character. This focus on positive behavior helps to create a school culture where respect, kindness, and responsibility are the norm.

To support the diverse needs of its students, ICS Milan has established a dedicated Learning Support department, led by a Learning Support Coordinator and staffed by a team of specialists. This department offers a range of support services, including one-onone tutoring, small group interventions, and in-class group support. Whether a student is dealing with dyslexia, dysgraphia, dyspraxia, or other learning challenges, the Learning Support team works closely with families to provide tailored assistance that helps each student succeed.

In addition to academic support, ICS Milan also has a dedicated English as an Additional Language (EAL) department. This team provides language support for students transitioning to an English-language learning environment, helping them to build the language skills they need to fully engage with the curriculum and participate in school life.

Nurturing Global Citizens

In today’s interconnected world, ICS Milan recognizes the importance of cultivating global awareness, cultural competence, and social responsibility in its students. The school’s curriculum is designed to integrate global issues into everyday learning, helping students develop a deep understanding of topics such as climate change, human rights, global health, and economic inequality.

“Preparing students for the world beyond school means equipping them with the knowledge and skills to navigate complex global challenges,” explains Antonia. “At ICS Milan, we ensure that our students are not only academically prepared but also globally aware and socially responsible.”

One way the school promotes cultural competence is through additional language learning and cultural exchange programmes. By celebrating cultural diversity through international events, ICS Milan encourages students to appreciate and respect different cultures, fostering an environment of inclusivity and mutual understanding. The school’s service learning projects, Model United Nations (MUN) programme, and Advocacy and Student Leadership training further encourage civic engagement and social responsibility, empowering students to make a positive impact on their communities and the wider world.

Enhancing technological and digital literacy is also a key component of ICS Milan’s approach to education. The school’s participation in global collaborations, such as the Space Project and the Academic Olympics, helps students develop the skills and competencies needed to succeed in a digital world. These initiatives not only enhance students’ technical abilities but also foster collaboration, critical thinking, and problemsolving skills—essential qualities for the leaders of tomorrow.

Embracing the Future

With a focus on innovation and a commitment to providing an education that prepares students for the challenges and opportunities of tomorrow, ICS Milan is excited to introduce new initiatives that will redefine the learning experience for its students.

One of the most significant developments on the horizon is the integration of Artificial Intelligence (AI) into the curriculum. AI is set to play a pivotal role across all school phases, particularly as part of the school’s STEAM agenda. “Our goal is to integrate AI responsibly and effectively into student learning,” says Antonia. “We’re not just teaching students about technology; we’re teaching them how to use it thoughtfully and ethically.”

In the Primary school, innovation is taking center stage with the introduction of new learning spaces designed to be at the forefront of educational environments. These spaces are more than just classrooms—they’re dynamic, interactive areas that encourage active, inquirybased learning. Often referred to as ‘the third teacher,’ the environment plays a crucial role in shaping the educational experience, and ICS Milan is committed to creating spaces that inspire curiosity, creativity, and collaboration.

As part of the school’s ongoing commitment to innovation, the International Baccalaureate Primary Years Programme (IB PYP) is being launched for Primary and Early Years students. This programme aligns perfectly with ICS Milan’s vision, mission, and values, offering a holistic, inquiry-based approach to learning that is grounded in a global perspective. The IB PYP

will not only enhance the academic experience but also promote the development of well-rounded, globally minded students.

In the Secondary school, the focus remains on academic excellence, with a particular emphasis on reflective practice, computational thinking, and intellectual rigor. “We want our students to be critical thinkers, problem solvers, and innovators,” explains Giovanazzi. “Our curriculum is designed to challenge them, to push them to think deeply and creatively, and to prepare them for whatever the future holds.”

Above all, ICS Milan is dedicated to offering a curriculum that enables students to gain a breadth and depth of knowledge while flourishing intellectually, physically, emotionally, and ethically. The school’s approach is holistic, ensuring that every student is supported in their journey to become not just successful learners but also compassionate, responsible, and engaged citizens of the world.

As ICS Milan continues to innovate and evolve, its commitment to providing an exceptional education remains unwavering. By integrating AI, creating cutting-edge learning environments, and fostering a culture of excellence and inquiry, the school is paving the way for a future where its students can thrive in every aspect of their lives.

ACADEMIC VIEWS

Fostering Inclusive Learning Environments by Embracing Identity Texts

Esra Osman, Programme Leader, International Baccalaureate (IB)

In our increasingly diverse world, the call for embracing inclusivity echoes louder than ever before. Educators are entrusted with creating barrier-free learning environments where students’ diverse backgrounds and cultures are acknowledged and celebrated. At the heart of this transformative journey lies the power of identity texts –a gateway to self-discovery, international mindedness, and empathetic connection. As we navigate the complexities of the world we live in today, inquiring into the art of identity texts becomes imperative for cultivating inclusive learning environments that promote diverse voices, stories, and experiences. Identity texts

encompass various sociocultural artefacts, such as written, spoken, visual, musical, and multimodal forms of expression, that actively engage students in reflection and identity narrative creation. By fostering an ethos of international mindedness grounded in mutual understanding and appreciation for diverse perspectives, identity texts lay the foundation for holistic social and emotional development. This article delves into three forms of identity texts: discovering multicultural richness through identity maps, unleashing authenticity through creative expressions and the transformative impact of perspective-taking through diverse literature. Each strategy allows one to unveil

One way to bridge linguistic divides is by taking advantage of the many forms of creative expression

Esra Osman is an articulate children’s book author who is committed to fostering inclusive and diverse learning environments that empower students to embrace and celebrate their unique identities. After graduating with a first-class bachelor’s degree, Esra continued her academic journey by obtaining a Master’s degree in Education focused on K-12 education in both the Literature and STEAM disciplines. Currently, she is pursuing a Doctorate in Education, exploring the innovative integration of emerging technologies to advance inclusion within educational settings. With over a decade of experience working in International Baccalaureate (IB) schools in the Primary Years Programme (PYP), Middle Years Programme (MYP), and Diploma Programme (DP), Esra has held various roles including IB Educator, IB Coordinator, and Head of Inclusion and Diversity. Esra also works directly with the IB by evaluating IB schools in both the IB Americas region and the IB Europe, Asia, and Middle East regions, further enriching her experience and expertise in international education.

Engaging with literature, art, and other forms of creative expression that explore different identities and narratives promotes global interconnectedness, crosscultural communication and social consciousness

a deeper layer of the unseen parts of students’ unique identities.

Identity Maps: Discovering Multicultural Richness

Identity maps help students understand who they are as a collective identity. The map creates a platform for students to collaborate and share their connections to various countries and languages. These countries and languages are then labelled onto a single world map classroom display, representing the classes’ cultural richness. Taking off that first layer of getting to know one another prompts reflective thinking on the lived experiences that students have encountered in various locations. As a result, the map highlights the wealth of knowledge that exists amongst them through the experiences that have had a hand in shaping their identities. In addition to creating an opportunity to celebrate the different mother tongue languages represented within the class, the whole class identity map serves as an international-minded visual representing the class’s multilingualism. However, acknowledging linguistic diversity in the classroom is one step, but what comes next? Cummins et al. (2006, p.5) capture this well when they question, “How can

we teach for cross-language transfer and literacy engagement when there are multiple languages represented in the classroom, none of which the teacher may know?” One way to bridge linguistic divides is by taking advantage of the many forms of creative expression.

Creative Expression: Unleashing Authenticity

Creative expression activities allow students to appreciate the multifaceted nature of their unique identities. Such activities give students the freedom and agency to authentically represent who they are through various mediums ranging from creative writing, artistic expression, performing arts and beyond. This inclusive approach to introspective self-expression encourages students to delve into personal exploration and creativity and challenges them to lean into their vulnerability by pushing beyond their comfort zones. Through creative expression, students can self-reflect whilst gaining insights into how others define themselves, offering different perspectives that challenge stereotypes and break down preconceived notions. By integrating creative expression into learning

processes, educators can inspire students to communicate their narratives in a manner that resonates most with their true sense of self. In doing so, students share a piece of them that may not have been so readily apparent at face value –inviting others to see the world through their eyes and experiences. As the renowned artist Edgar Degas once stated, “Art is not what you see, but what you make others see.”

Diverse Literature: The Transformative impact of Perspective-taking

In the words of Rudine Sims Bishop, literature possesses the transformative capacity to mirror diverse identities and experiences. Literature, she emphasises, can also act as windows through which readers gain insight into diverse perspectives, and they can take on the sliding glass door concept, inviting readers to step into the text and immerse themselves in alternative worlds. When educators intentionally select literature, poetry, or other written works featuring characters from varied backgrounds and perspectives, they provide students with invaluable exposure to various identities and narratives, broadening their understanding of the human experience. Through the immersion of literature, students can transcend the boundaries of culture, language, and geography and challenge dominant narratives and stereotypes. This leads students to think critically, inquire into what it means to be human and apply their knowledge to deconstruct societal norms and biases that perpetuate societal divisions. Engaging with literature, art, and other forms of creative expression that explore different identities and narratives promotes global interconnectedness, cross-cultural communication and social consciousness.

Identity texts nurture students’ international mindedness, encourage them to step out of their comfort zones and deepen their understanding of identity. The path to fostering inclusive learning environments through embracing identity texts is a tangible roadmap for meaningful change as students feel seen, heard, and valued when they encounter their stories mirrored in the curriculum. Incorporating identity texts into learning spaces enables students to engage with their narratives, thereby developing a more profound sense of self-awareness and connection to the world around them. As Rowsell and Pahl (2007, p. 402) stated, “classrooms are spaces that can be infused with our students’ identities. As children come to write, the host of experiences they have had since birth are brought to bear on the writing process. By recognising and honouring that experience, teachers can bring students’ identities into the classroom.” As such, identity texts create two spaces within the classroom: a reflective space, helping students reflect on who they are through their lived experiences and a narrative space, allowing students to tell powerful stories that provide interaction, movement and cultural insights. This dual process of reflection and identity narrative creation empowers students to embrace their uniqueness and invites them to share their stories with others, facilitating meaningful interactions, cultural exchanges, and mutual understanding. Educators who facilitate identity text learning engagements play a pivotal role in fostering inclusive learning environments that support the holistic development of every student, making them active contributors to the ongoing dialogue about identity and the embrace of the true sense of self.

Bridge to the Future: How Small, Rural School Districts Can Lead the Way in STEM Education

Dr. Rick Surrency, District School Superintendent at Putnam County School District

Dr. Surrency is in his 46th year of education serving as the elected superintendent of the Putnam County School District in his 2nd term. After serving as a school teacher, assistant principal, and principal for 38 years, he retired and ran for the office of superintendent in 2016. Putnam County has an enrollment of 10,000 students with 13 schools. Dr. Surrency has made significant improvements in his district by improving the district graduation rates from 54.9% in 2015 to 92.5% in 2021, the largest increase in the State of Florida during the same time period. Under the leadership of Dr. Surrency, construction has begun to build 9 new schools over the next 10 years as part of the district’s revitalization program. He led a campaign to raise $300 Million in a referendum to build 6 of the schools. The other 3 will be paid with state appropriations. In December 2022 Dr. Surrency was named the 2023 State Superintendent of the Year for Florida.

Abridge spans the north-flowing St. Johns River in the center of Putnam County, Florida. Putnam County School District (PCSD) is a 10,000-student district located in NE Florida with 13 schools. As a 100% Title I district, PCSD student’s families face many challenges. PCSD, like many other small, rural school districts, is crossing the bridge and embracing the future in PreK-12th grade STEM education despite the economic situation in our nation.

As many small, rural school districts it is imperative to build partnerships to leverage resources in providing the highest quality STEM education. Our community and business partners began to realize a positive change was taking place in the district that would lead to many other changes. One of the largest changes in the district was the development of a system to inspire all our K-12 students about their future. Science, Technology, Engineering, and Math (STEM)

Many of the fastest-growing occupations, such as software developers, data scientists, and healthcare professionals, require a strong STEM background

Supporting STEM education can help bridge gaps in educational equity by providing all students, regardless of background, with opportunities to pursue high-paying and fulfilling careers

opportunities became the key to igniting the passion for learning and visualizing a reason for on-time graduation.

In 2017, PCSD developed an amazing partnership with a regional non-profit organization designed to build a pipeline for jobs of the future. The non-profit focused on providing STEM opportunities for rural, underserved communities that are prevalent in our county as well as many other locations. This partnership as well as ones with local business organizations, opened many opportunities for our students.

The effort to provide STEM opportunities in small, rural school districts is essential for 21st Century careers for the following 5 reasons:

1. Future Workforce Preparation: The job market increasingly demands skills in STEM fields. Many of the fastest-growing occupations, such as software developers, data scientists, and healthcare professionals, require a strong STEM background.

2. Innovation and Problem-Solving: STEM education fosters critical thinking and problemsolving skills. Students learn to approach problems methodically, think creatively, and develop innovative solutions.

3. Technological Literacy: In today’s technology-driven world, technological literacy is as fundamental as reading and writing. STEM education equips students with the knowledge to navigate and understand the technology that permeates everyday life.

4. Diverse Opportunities: Supporting STEM education can help bridge gaps in educational equity by providing all students, regardless of background, with opportunities to pursue highpaying and fulfilling careers.

5. Global Challenges: Many of the world’s pressing challenges, such as climate change, healthcare, and sustainable development, require STEM solutions. Educating students in STEM fields prepares the next generation to tackle these global issues effectively.

As school district leaders, it is imperative that we provide a vision for the future that others may not see. Students must be prepared for careers that have not been created yet. Researchers indicate that 65% of our current careers will not exist in the next decade. Students will learn the 21st Century skills to allow them to pivot and meet the needs of an ever-changing job market.