Founder & Editorial Advisor Donna Moffly PUBLISHED BY
ALL FOR GIRLS
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F eatures contents
Departments
16 10
Forward Focus
22 36 44 15 4 19 24 38 34 30
42
Preparing our children to shape the future by Tim Fish
Artificial Intelligence
Incorporating human creativity and ingenuity by Dr. Reshan Richards and Stephen J. Valentine
Gateway to Learning
An early foundation is vital for literacy by Maureen Murphy
Academic Support Programs that foster confidence and success by Rick Branson, Ed.D.
Evolving Technologies
How schools can direct the future of AI by Liz Perry
Global Connection
Transforming worldviews and empowering students to make a difference by Michael Nachbar
Tomorrow's Workforce
Why AI fluency is essential in education by Maureen Lamb
School Selection
The importance of trust in your decision by Camille M. Bertram
Embracing the Future
Why a Montessori education is so relevant by Loren DeNicola
Technology in Education Wise words from the classroom
School Style
Best-in-class accessories that make a statement this year by Julia Wells
College Bound How to find the right fit
Connect With Schools
Campus directory to help guide your search
An independent, college preparatory day school, providing character-based education for boys in Pre-Kindergarten through Grade 12.
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Forward Focus Preparing our children to shape the future
by Tim Fish, Chief Innovation Officer at the National Association of Independent Schools (NAIS)
Our children are likely to have jobs over their lifetimes that don’t even exist today. As a parent, that prospect is a little daunting. Are my kids ready? How do I even help them prepare?
Gone are the days when knowing how to read, write, and do arithmetic were the only prerequisites for employment. And gone are the days when knowing a particular suite of software was the answer for career advancement. The rapid growth of AI brings an additional anxiety: Will my kids’ coworkers be machines?
The good news is that there is some consensus about what skills will be most in demand for future workers. (See opposite page for research results.)
The ways our schools teach will also help prepare students for the future. As Chief Innovation Officer for the National Association of Independent Schools (NAIS), I work with schools across the country that are pioneering new approaches to teaching and learning. I also get to interview education innovators for a podcast called New View EDU. We explore questions like: “What is the purpose of school, now in this moment, and how do we design schools to ensure that we are living that purpose and serving our students well?”
After visiting and working with hundreds of schools, and interviewing dozens of thought leaders, I’ve come to believe we owe it to our kids to do school differently, to intentionally design a student experience that gives children the skills they need to thrive no matter what they decide to do. To achieve this, innovative schools are rethinking what teaching looks like, what the classroom looks like, and how they build community.
What Teaching Looks Like
When I started my teaching career in a fourth-grade classroom thirty years ago, I orchestrated the entire classroom experience. I was a good teacher with the best intentions. My lessons were engaging and productive, and I know my students learned the material. But if I’m being honest, I have to admit my students didn’t have a lot of choice. I essentially told them what to do—pretty much all of the time.
The classroom experience was too much about me. I thought great teaching was tidy. I was fixated on designing lessons that went as planned. I strived to remove ambiguity and struggle. In fact, I felt it was my responsibility to step in whenever students hit a wall. I thought it was my job to break down the wall or carry them over it. I removed productive struggle and, in doing so, often took away the opportunity for them to construct their own learning.
For most American adults, images like
my fourth-grade classroom often come to mind when we think about “school.” Having gone through thirteen years of K-12 education, many of us feel like we know what it’s supposed to look like. Imagining something different might even be a little frightening.
But to thrive in the future, our students need to figure out how they learn best, not what works for someone else. They’ll need to constantly acquire new skills to adapt to rapid change. They’ll need to know how to cope with challenge and persevere. And they’ll need to be able to come up with new ideas to solve emerging challenges. Teacher-centered learning focused solely on curricular content—the “what” we teach—might not be the best way to achieve these goals.
This is not to say we have to abandon a familiar style of teaching and learning or adopt a particular alternative style. In my work with schools and my conversations with parents, I encourage them to think about what works best for their children. What are creative ways to let their intrinsic curiosity and desire to understand the world around them drive their learning? How might we help them gain both basic skills and the aptitudes that will help them thrive in the future?
The Flow of the Classroom
For most teachers, student-centered learning requires an adjustment. We as
Thrive here everywhere. THEN
At Brewster Academy, education goes beyond academics. Our diverse programs and nurturing community let you explore your passions and embrace your strengths. Tailored to your unique learning style, we prepare you for a life of purpose and joy. Discover how education should be.
What Students Need for Future Success
Microsoft surveyed 31,000 people in 31 countries for its 2023 Work Trend Index Annual Report. The study asked:
Some believe that it is likely artificial intelligence will usher in a new era of technological advancements. Which of the following skills do you think will be most essential for your employees to learn to evolve with these potential changes?
Most Essential Skills to Develop for a New Way of Working
30% Analytical Judgment
29% Flexibility
27% Emotional Intelligence
24% Creative Evaluation
23% Intellectual Curiosity
22% Bias
21%
(using the right prompts to direct AI)
SOURCE: Microsoft, “Will AI Fix Work?” Work Trend Index Annual Report
For the study below, experts examine: Important Skills Needed for the Future
Both the World Economic Forum (WEF) and consulting firm McKinsey and Company highlight the need for critical thinking, technology skills, the ability to collaborate, and flexibility.
World Economic Forum
Analytical thinking and innovation
Active learning and learning strategies
Complex problem-solving
Critical thinking and analysis
Creativity, originality, and initiative
Leadership and social influence
Technology use, monitoring, and control
Technology design and programming
Resilience, stress tolerance, and flexibility
Reasoning, problem-solving, and ideation
McKinsey and Company
Critical thinking
Communication
Planning and ways of working
Mental flexibility
Mobilizing systems
Developing relationships
Teamwork effectiveness
Self-awareness and self-management
Entrepreneurship
Goals achievement
Digital fluency and citizenship
Software use and development
Understanding digital systems
SOURCE: World Economic Forum, The Future of Jobs Report 2020, and Marco Dondi et al., “Defining the Skills Citizens Will Need in the Future World of Work,” McKinsey and Company
At GFA, we empower students of all ages to do the hard, thrilling, essential work of shaping their own world, of building their own future. Teaching young people to discern what they want to say and to have the confidence to say it is a trademark of our PreK–12 education. We can’t think of a greater gift.
educators have to transition from delivery to design, from control to facilitation. Teachers become the architects of the learning environment and leave cognitive construction to the students. Students are empowered to go deep and gain a better understanding of themselves.
By doing this, educators create the space for students to experience productive struggle, which Dr. Tyler Thigpen, founder of the Institute for Self-Directed Learning, defines as “the process of effortful learning that develops grit and creativity. It looks and feels like learners tackling challenging tasks, making mistakes, and persevering to learn.”
Teachers are also designing an environment where students can achieve a state of flow, the famous concept developed by the late University of Chicago psychologist Mihaly Csikszentmihalyi, in which you are completely absorbed in an activity. Flow is characterized by a sense of energized focus and deep enjoyment, and has been found to promote feelings of relaxation and rejuvenation. Research has shown that participating in activities that lead to flow can reduce symptoms of anxiety and depression and increase self-worth. Flow learning unlocks selfefficacy, passion, engagement, and the joy that comes from accomplishing hard things.
To create the conditions for flow, the student has to have choice and time, the activity must be challenging and complex, and there needs to be a clear goal that is both ambitious and achievable.
Achieving a flow state is one of the more challenging things to do in modern schools. Some schools have adjusted their schedules, so that students have longer periods to focus on a particular topic. Some have also adopted project-based learning, where students gain concrete skills while tackling a complex problem with many different strands.
But helping students achieve a flow state can also happen on a much smaller scale. It may come through creative homework assignments, where students are not just checking off the boxes but are genuinely absorbed in the material. As parents, we can also help children achieve flow. How is our family’s life
arranged? Do we have opportunities to pause, to ponder, or to make connections with people or ideas? My mother always talked about the blessing of boredom. She said it created the space and time I needed to make something new: to invent. How much do our children get to experience the blessing of boredom in this high-paced, high-tech world?
We can also ask our children, “What interests you about this topic?” Rather than only focusing on what they need to do to achieve a grade. And we can help children see the connections between their learning and other elements of their lives.
Building Community
David Brooks, The New York Times columnist and author of The Road to Character, breaks down skills children need to develop into several categories. One he calls “résumé virtues.” These are the necessary skills and accomplishments that prepare students for exciting careers. Another he refers to as “eulogy virtues.” In a 2015 New Yorker article, Rebecca Mead describes the difference:
“Résumé virtues are those that are valued in the contemporary marketplace: the high test scores achieved by a student, the professional accomplishments pulled off by an adult. They are the skills that are met with bigger paychecks and public approbation. Eulogy virtues, on the other hand, are the aspects of character that others praise when a person isn’t around to hear it: humility, kindness, bravery.”
The world needs communities that build eulogy virtues, now more than ever. School leaders talk about community, relationships, kindness, courage, equity, and joy being core values. But schools must intentionally nurture these ideals if they want to transmit them to students.
One key way to build community is creating opportunities to collaborate. This is much like the optimal situation that many managers in business strive for. We know collaboration can lead to better outcomes, and not just for the bottom line. Employees feel good about the work they’re doing because they see how much their contributions matter to the overall success of the project.
Teachers can design an environment where students are working with others to do work that matters. When students do this, they are, according to Matthew Barzun, author of The Power of Giving Away Power, “working in a constellation.” They are working together to do something that could not be accomplished by an individual. In constellation-like interdependent teams, everyone is seen, known, and, most importantly, needed. When I think back to being an early-career teacher, I did an effective job knowing each student, but were the students needed, did they have an important role? Not really—my math class wasn’t a constellation.
One of my favorite examples of interdependence is student-directed plays. When a group comes together to produce a play, everyone needs to leave ego behind and work for the good of the team. They have to trust and rely on each other. They work late into the night, constantly communicating, and thinking together to reach their vision.
For teachers, encouraging collaboration is an extension of facilitating a flow state. It involves setting up the right circumstances to create flow for a team. Teachers can empower a team to dive into deep, complex, and challenging tasks, to create something that has never existed.
We can help our children become comfortable working collaboratively, too. Simple things, like cooking dinner or making a household repair together, show the synergy that happens when we work together. The outcome is more than the sum of its parts.
We can encourage children to participate on sports teams and praise their skills at working together, rather than highlighting individual prowess. When children work on group projects, we can ask about their groupmates’ strengths and how they might work together in a way that lets everyone contribute their best.
Teaming helps us learn to put others first. We lean into our goal to help the group succeed. We practice making the world a better place. That drive helps our children not only succeed in life, but also feel they have the ability to shape the future.
A
Artificial Intelligence
Incorporating Human Creativity and Ingenuity
by Dr. Reshan Richards, Director of Studies at New Canaan Country School and Stephen J. Valentine, Associate Head of School at Montclair Kimberley Academy
“Intelligence is not something which exists, but something one does. It is active, interpersonal and generative, and it manifests when we think and act.”
—James Bridle
Example 1: A restaurant in New York City serves a complimentary glass of champagne to someone dining alone. The gesture becomes part of their signature service.
Example 2: To lower the amount of damage during the delivery process, an e-bike company decides to include an image of a flat-screen TV on their bike boxes. The move works—spectacularly. People, intentionally or unintentionally, believe a flat-panel TV needs to be handled with more care than a bike. Or perhaps the delivery company bosses have a mandate to reduce the amount of damage claims from high-priced electronics in their shipping care.
Example 3: A New England school considers how to use a new property, walkable from but not close to campus. A problem becomes clear: the most amazing physical space, educational experience, or educator can be present at the new site, but people won't use the site if it is not convenient (or delightful) to go there. A member of the planning group suggests they design a hayride experience to transport students and teachers to and from the new property.
What do these three examples have in common? In their quiet ways, they celebrate a kind of lo-fi human ingenuity. While the AI wars are raging, it is important to make the case for a form of intelligence that lends a little grace, joy, delight, or ease to the world.
Human ingenuity is not born of rigorous data collection and analysis. It is not manufactured because it happened many times before or received the most votes or clicks. It is not the economical choice (though it need not be a costly choice, either). It is an action born of a blend of “I notice” and “I care” and “let’s try.” Think of it as inquiry’s output, sparked by belonging.
Advances in generative artificial intelligence (most recently ChatGPT) have certainly raised the alarm among teachers and school leaders.
“Is this the death of homework?!”
“Of the analytical essay?!”
“Of our jobs?!”
While it is still too early to say anything definitive regarding the above,
ChatGPT and other GenAI products lead to natural, even healthy, inquiry about learning and creativity. A stiff challenge or constraint can, at the very least, help us get clear first about our beliefs and next about our options.
Facts are facts. ChatGPT acquired a massive user base out of the gate. It reached one million users faster than many tech products that have become cultural mainstays.
When a typical entrepreneur saw ChatGPT for the first time, they were likely to ask, “How can I build something with that?” They might have arrived at this question (and the options that it generated) because they believed experimentation can lead to products or services that might generate profit or at least further learning.
When a typical teacher saw ChatGPT for the first time, they may have been more likely to first think about the ways that students might use it to cheat on assignments. Or, slightly more positively, they might have vocalized that such a product would cost them time; they would now need to change their prompts
or assessments. Like the entrepreneurs described above, these teachers reacted to ChatGPT based on their beliefs—about the purpose of assignments, about the types of prompts we should be offering in schools, about the uses of assessments, about students themselves.
ChatGPT is certainly an interesting tool. How we react to it can indicate beliefs about learning and the creativity that drives the best versions of it. Are our beliefs leading to the options we would hope to see for our students, our staff, and ourselves?
When trying to lead and shape the learning of others, few moves are more powerful than noticing where the learners stand in their learning process while caring enough about their learning (i.e., caring enough about them) to help them to take some meaningful next step. Such work requires constant human ingenuity on the part of a teacher. Everyone’s problem with the problem
in front of them is usually a little bit different, requiring a unique nudge. Every unique nudge is an outgrowth of lo-fi human ingenuity. And of course, the truest human ingenuity on the part of a teacher is to ensure that the students themselves leave each semester (or year) having internalized the problem-solving process so as to no longer need the teacher.
There are many different ways to define the desired ends of education; we hope all students become the type of people who scan both their environments, in search of ways to improve them for others, and their own minds, in order to apply their intelligence in what Bridle defines as “active, interpersonal, and generative ways.”
It is difficult to talk about ingenuity, and the type of intelligence it unleashes on the world, without at least glancing at Generative AI. A commitment to human ingenuity may help us, ultimately,
to absorb or reject Generative AI— appropriately.
Human Ingenuity
Human ingenuity, after all, is a commitment to the ongoing construction of a robust toolbox rather than the singleminded application of a single tool. A good problem solver sometimes reaches for a pencil, sometimes for a wrench, sometimes for an analogy, sometimes for a calculator. Advancing on a problem step by step, angle by angle, keystroke by keystroke, tinker by tinker, produces a solution that could only have come from an engaged individual. A proliferation of such solutions makes environments habitable, hospitable, and even joyful. That is how we build communities, with and for each other, in an ongoing way. For the problem solver, advancing on a problem by jumping over the opportunity to pour themself into the solution—by skipping the steps, angles, keystrokes,
and tinkering—by definition leads to a solution that includes less of the problem solver. This changes the solution; it also changes the problem solver.
Writing and other forms of creating are about output. But more importantly, they are about the process of the writer or creator finding increasingly precise ways to express exactly what they believe, exactly how they see and feel and exist in the world, exactly who they are, in that moment, becoming. It is worth noting the most profound way in which Generative AI is not like a good teacher: It is a product of massive human ingenuity that diminishes the human ingenuity of those who use it without the appropriate amount of reflection, thought, discipline, and discretion.
While schools are figuring out whether to ban ChatGPT or how it will fit into their anti-plagiarism policies, it’s important to remember: Nothing about good human learning should change in the face of increasingly advanced AI. Learning at one level is about generating correct answers. When teachers believe that this level of learning is important, they will likely assign tasks that ask students to ignore easily accessible technology (calculators, Google) or to memorize facts and figures. Their assessments, meanwhile, will ask students to pick an answer from a list or to be very precise in response to a static situation. Students may not need to show their work; they may or may not get credit for showing their work if they do.
To be clear, "helping students arrive at the correct answer” should not be characterized as deep learning or an appropriate aspirational peak for any teacher or school. Learning at a deep level is subtly and essentially different— it’s a matter of developing a significant understanding of the way(s) of reaching a correct or workable solution.
If teachers believe that this deeper level of learning is important, they will prepare students to face—and relish facing— novel situations. Their assessments, meanwhile, will ask students to pull from
“It is difficult to talk about ingenuity, and the type of intelligence it unleashes on the world, without at least glancing at Generative AI. A commitment to human ingenuity may help us, ultimately, to absorb or reject Generative AI appropriately.”
Dr. Reshan Richards
their past experiences and knowledge to make some step forward (for themselves, for others, etc.).
In the face of rapidly improving and accessible Generative AI, shallow learning and teachers who seek to inspire shallow learning might ultimately be considered easily replaceable. Deeper learning and teachers who seek to inspire deeper learning, on the other hand, will continue to be essential. In fact, the need for great human teachers (and parental figures) will likely become even more apparent because of another deep learning need to which generative AI points: discerning between probabilistic reality (i.e., AI-generated nature) and actual nature.
Many AI systems that use their initial, pre-launch training and their actual, in-the-world training continue to make data-driven guesses at what a correct and acceptable output might be. And these are not even guesses but rather
IF/THEN/ELSE statements happening at a speed, density, and scale which has not necessarily been commercially experienced before.
Humans, in our way, do something similar when tapping into prior knowledge, experiences, and connections in order to provide a response, idea, or action. In terms of that task—tapping into prior knowledge, experiences, and connections—we are not nearly as effective as even a decent generative AI model; our search can never be as sequential or complete; but we do have one advantage, at least currently. In the moment before suggesting its answer, generative AI is not (yet, at least) seeking the kind of feedback for which humans are hard-wired: that is, feedback from others, from environments, from context, from body language, from culture.
Perhaps an AI tool might ask for a rating of its response as part of its workflow in order to help improve its training, but that human-in-the-moment feedback is not part of the AI’s initial response. Such a rating, its best version of “reading the room,” will only inform future interactions (which is not a bad thing but surely a limitation).
To guide a student toward durable and deep learning, the best teachers access some of what a generative AI can access—prior knowledge, experiences, and connections—and most of what a sensitive, thoughtful human can access—understanding where students are, demonstrating expertise with a personal message, leading people to fill in particular gaps.
Speed, density, and scale will, no doubt, continue to advance in ways that push the limits of what human development can keep up with. That might be okay, too, as long as the advances are being used to help humans do what they do best—being creative, exhibiting emotional and interpersonal intelligence, and finding fulfillment in contributing to something larger than themselves, but not at the expense of the wellness of themselves or others.
“Technology is a powerful tool for engaging students, but it's not a one-size-fits-all solution. The best classrooms leverage tech to individualize learning, ensuring each student thrives on their unique path.”
DR. BRENDEN OSTASZEWSKI
Science Department Chair and Leadership Teacher Forman School
"Jobs aren’t being replaced by AI but filled by people who can harness it. Our new role as educators is to help students learn and effectively apply AI to their studies. AI is just another tool in their digital, academic toolbox."
MICHELLE SHERRY
Director of Instructional Technology, School of the Holy Child
Technology in Education Wise words from the classroom
“Effective teaching harnesses technology to enhance learning experiences and make concepts engaging and accessible. During our study of shapes, students ventured beyond the classroom, utilizing iPads to photograph shapes around campus. Printing and sorting these shapes immersed learning in real-life contexts, evoking palpable joy and affirming the approach's success.”
KELLY SHEEHAN K-1 Teacher, The Long Ridge School
"Integration of technology in the classroom should foster collaboration and nurture creativity of our students. A dynamic environment where students engage in collaborative learning tasks and utilize a variety of resources to develop and share ideas results in enhanced student engagement, more personalized learning and deeper connection with peers.
CHRISTIAN
DOCKUM
Department Chair, Science Darien Public Schools
"Tools for AI in education are appealing; however, efficacy evidence for students with learning disabilities isn’t there yet. We seek to use AI-generated work as a resource to develop critical thinking, social responsibility, and digital citizenship. Our hope is this prepares our students for independence now and in the future."
MICHELE HEIMBAUER
Associate Director Winston Innovation Lab Winston Preparatory School
“Incorporating technology into education allows students to go beyond the consumption of content, it allows them to collaborate and create in new ways. Technology enables greater equity and support to a variety of learners, while allowing students to explore ideas and skills we never had access to before.”
GUY PRATT Science Teacher, Darien High School
Gateway to Learning
An early linguistic foundation is vital for literacy
by Maureen Murphy, Head of School, The Children's School
As we confront a disturbing stagnation and decline in literacy rates in the United States, it’s essential to advocate for comprehensive reforms focusing on early education and effective reading and writing instruction. Evidence suggests that a strong linguistic foundation in the early years is vital for lifelong literacy. Thanks to research into best practices in teaching reading, we have evidence-based tools for introducing children to the power and beauty of fluent language in all its forms: speaking, reading, and writing.
In schools that prioritize early literacy, classrooms brim not only with oral language but also with books, writing implements, and numerous opportunities for students to engage deeply with spoken and written language. Teachers read aloud to students from varied genres, from poetry to nonfiction, and call their attention to interesting words or engage in conversation about the characters and plot. Children are also encouraged at every turn to find their voice in writing and storytelling.
Literacy is the gateway that leads to a vital, successful life. We need only to reflect on history to understand the profound importance of being able to
speak and listen attentively, and read and write fluently. From ancient Rome to the American South of the 18th and 19th centuries to the 130 million girls worldwide who are not in school today, marginalized groups have often been denied the power that stems from acquiring foundational literacy skills. Depriving individuals of the opportunity to read, write, and speak— the basis of all learning, knowledge, and self-expression—is one of the most potent tools for undermining identity and autonomy.
“Once you learn to read, you will be forever free,” declared Frederick Douglass, the eminent 19th-century abolitionist, writer, and orator. “It is easier to build strong children than repair broken men.”
It’s alarming that literacy skills are as threatened today as ever, perhaps even more so. Despite the positive contributions that information technologies have made over the past four decades—namely, significant improvements in productivity and efficiency—they have also caused considerable challenges to effective communication.
For young children, early exposure to electronic devices is concerning for their
developing literacy skills. Despite the allure these devices hold for youngsters, the screens move too quickly to provide a cognitive benefit, and they are a poor replacement for the back-and-forth conversations that teachers, parents, and loving adults provide. At the very time in their development when they need to learn to focus and practice skills that build slowly over time, like reading, children are easily distracted by devices that provide effortless entertainment. It takes cognitive stamina and persistence to decode words, and emerging readers gain far more from spending unhurried time with books rather than jumping between apps on a device. Indeed, a study in the international medical journal Acta Paediatricia found a troubling correlation between screen time and literacy skills. Imaging scans showed that brain connectivity known to enhance reading abilities was weaker in students who read less and engaged in more screen time. The constant novelty offered by electronic devices seems to diminish children’s ability to pay close attention and memorize, two skills that are crucial for early literacy. And yes, mounting evidence suggests a link in young adults between the frequent use of social media and physical and mental health problems.
A 2018 study of South Korean middle school students found a significantly higher risk of chronic distraction, emotional instability, depression and sleep deprivation among compulsive users compared to a group who limited their screen time. In a talk at Stanford University a few years ago, Chamath Palihapitiya, former vice president of user growth at Facebook, discussed the impact on teenagers of the cruel exchanges that dominate social media, and expressed deep regret, saying, “I feel tremendous guilt. I think we all knew in the back of our minds that something bad could happen. We have created tools that are ripping apart the social fabric of how society works.”
Fortunately, a growing movement is trying to counteract these trends. A new advocacy group, Phone-Free Schools, is making progress in reducing smartphone use in educational settings. Recently, legislation in Florida mandated
that public schools ban cell phone use during classes, with some districts extending the prohibition throughout the school day. Similar measures are being considered in Oklahoma, Vermont, and Kansas.
But dependence on cell phones is only one of many issues jeopardizing literacy nationwide. The investigative podcast Sold a Story, produced and released by American Public Media in 2022, revealed how flawed methods of teaching reading, heavily reliant on discredited theories, have perpetuated poor literacy rates in schools. Data shows that large percentages of students graduate without proficient reading skills, impacting their future educational and employment opportunities.
The uproar over the techniques that elementary teachers in the U.S. have been using to teach reading is a positive development and an important discussion. Worried about students’ declining literacy
skills, teachers and parents alike share a sense of urgency about ad opting more effective pedagogical practices in schools, particularly in the early years when the foundation for literacy is laid. In one such effort, Connecticut passed a law last December encouraging schools to teach cursive writing, recognizing that handwriting aids in the cognitive recognition of letter shapes, which is crucial for developing reading and writing skills.
Addressing literacy challenges ultimately ensures our children’s future—securing their freedom, dignity, and ability to navigate the world confidently. We must act decisively to reinvigorate programs and curricula that will boost literacy levels, recognizing that every child has the ability to read and write effectively when provided with the right support and instruction. This commitment to literacy is not just an educational but a moral imperative.
Academic Support Learning programs foster confidence and success
by Rick Branson, Executive Director, Connecticut Association of Independent Schools
Touring a school is one of the incredible joys of my work. As executive director of the Connecticut Association of Independent Schools (CAIS), I coordinate with a team of professionals who provide programming and accreditation to visit half of our 90 schools each year. Knowing the member schools helps us to provide the most timely and valuable experiences for our schools, and it also helps us support and keep up with their innovative work.
In addition, touring a member school allows me an opportunity to hear directly from a student who is leading the tour. In my five years as executive director, I have been impressed with each student tour guide as they explain not just the features of their school, but also speak about the community and culture.
On a recent tour at one of the 30 CAIS boarding schools, the student tour guide adeptly ushered my colleagues and me around the campus talking about his experiences, his classes, and features of the academic program. We walked through the space where students could come for additional academic support. As a student who was clearly successful at this stage of his senior year, and one who played sports, studied hard, and was
off to the selective college of his choice, he explained how the support program helped him.
“I needed help organizing my time,” he said. “I could do the work, but I could not prioritize it.”
He described the help he received so he could use his time most effectively. “I came for support during one of my free periods each week for a semester, and it really helped. From then on, I knew better how to make the best use of my study time.”
I have thought about how that semester of support helped this student prepare for whatever work would lie ahead—at his school, in college, and beyond.
Independent schools in Connecticut offer an array of academic support programs that help students succeed, now and in the future. In some cases, these programs can be one-to-one assistance in areas such as reading and mathematics, guided study halls, and time to meet with a learning strategist to have support in both content and study skills. Academic support programs also help students with specific learning diagnoses, from intake and distribution of and advocacy for their IEP (Individualized Education Program), to managing standardized test support and accommodations, to liaising between
families and faculty in support of the student.
Academic support programs are often designed to have a learning support person appropriately “push in” the classroom and be present to support the student, or “pull out” a student or students to work individually or in a small-group setting.
Students accessing academic support typically receive direct instruction of useful tools and strategies that many successful students employ but are not innate for all learners. Linda Wood, Director of Student Support Services at Renbrook School explains, “The longterm benefit is to empower students with the strategies, the self-awareness and the self-advocacy skills. Students have a greater facility with technology as a tool, and they have developed an effective toolbox at a young age that they rely on into adulthood.”
Parents at Renbrook and other independent schools are likely to encounter the acronym WIN (What I Need), which allows students time to meet individually with a teacher or a learning strategist. In such sessions, students can address content, skills, time maximization and task management. Lena Sadowitz, Director of Learning
Access and Student Achievement at The Loomis Chaffee School, feels that the one-on-one meetings are especially helpful. “It’s really valuable for students to spend even 10-15 minutes reflecting on how they work and where they are stuck. We are able to offer concrete suggestions and often hear back that ‘it worked,’ which is mostly kids adapting what we say into something that works for them and is sustainable.”
Learning support professionals agree that the response from parents to the support services is overwhelmingly positive.
“Parents are incredibly supportive and grateful,” Wood says. “They are terrific partners who want to better understand their learners. We work closely with students and their parents to nurture the process with the end goal being students who are confident and effective self-advocates. We spend a lot of time listening to and educating parents, so we can all work cooperatively from a place of compassion and understanding.”
Dana Brooks, Middle School Learning Resource Teacher at New Canaan Country School agrees, explains that the partnership is an important aspect for success. “Parents appreciate the continuous progress monitoring and the partnerships we foster between home and school.”
Support professionals emphasized the importance of parents-as-partners.
Kristin Filling, Student Success Team Coordinator at Fairfield Country Day School, said that an essential component of support services is working with parents to share goals and progress. “The parents are so appreciative of our attempts to clarify issues and make a plan as a team to address needs. This ‘parents as partners’ ethos is key for student success and growth,” she said.
The partnership also leads to parents seeing benefits beyond their child thriving academically and socially.
Joulé Bazemore, Director of The Bridge Program at Wooster School explains, “Parents see their students developing potentially life-long relationships in a
setting where their student has a strong sense of belonging, where they can take risks and grow as confident and competent community members—all key to what they will need in society.”
Parental appreciation extends beyond observing measurable success such as improved grades. Sadowitz shares that “Parents have expressed gratitude for how their students feel we understand them and support them by just knowing who they are as learners.”
In addition, students gain confidence and parents recognize that. Bethany Booth, Director of the Academic Resource Center at Kent School, one of
“ Students accessing academic support typically receive direct instruction of useful tools and strategies that many successful students employ but are not innate for all learners.”
Rick Branson
our member boarding schools, said that parents often tell her they can hear their student’s academic confidence growing during the weekly phone calls home. “Our primary goal is to help students build academic confidence so that they can fully engage with their learning,” she said.
One common concern for parents is whether there is a stigma attached to students who need additional academic support. Happily, academic support personnel do not see that issue in their schools.
Wood suggests that students feel no
stigma and, further, students want to join small learning groups. “Students love how we invest in them as people and celebrate their strengths. I think they thrive because they are ‘known’ by the adults and feel valued for their unique learning style,” she says.
In fact, gaining knowledge about one’s learning profile can actually serve to destigmatize a learning support program. As students gain greater understanding and control of their learning profile, Bazemore shares that “Our students develop confidence and learn to appreciate the many facets of themselves.” Many students express relief as they understand the differences in the way they learn and receive the help they need.
In doing so, according to Brooks, “They become better advocates for themselves, while also better understanding the way that other students learn. Many students come back after they have graduated and thank us for teaching them the strategies that have helped them find success at their high schools.”
“Students quickly realize that the benefits far outweigh any awkward feelings and most tend to embrace the opportunity to ask questions, seek clarification, and feel more confident in their abilities,” Filling said.
A common area of support that learning specialists provide to all students, whether one-to-one or in study skills classes required for all students is around Executive Function Skills (EFS).
“EFS and time management are the cornerstone of success for all students, so anything we can do to bolster this efficacy is often the best use of time and resources,” Wood says. This work includes the use of technology, learning management systems, and digital calendars to make the process as accessible as possible and to close the circles of communication.
Sadowitz said she often listens to either a very specific problem related to a class or a very general complaint such as “I am not good at time management,” and
then works with the student to drill down into generating a concrete suggestion of something to try related to executive function.
Bazemore explains that because the ultimate goal is fostering students’ independence and agency, executive functioning skills “are embedded in our daily instruction … such as time maximization/task management, which faculty and students routinely reflect on.” Specifically, Bazemore and the learning support team at Wooster provide direct instruction and guided practice in the areas of self-regulation, self-monitoring, and flexible thinking skills. Namely, key executive functions that oftentimes are not explicitly taught.
Brooks’ work at New Canaan Country School acknowledges that supporting Executive Functions is a significant part of the learning support work with students, helping them to manage long-term assignments, keep track of their materials, meet deadlines, and
build systems of organization—skills that every student should be able to access and practice as they strive toward independence.
Ultimately, the programs schools have fostered enable students to become increasingly independent learners who come to have a better understanding of their own learning profile, empowering them to advocate for what they need in order to be successful.
Also, students who engage in academic support start to recognize mistakes as part of the learning process and learn to reflect on their daily habits, according to Bethany Booth. “We help them identify their strengths as learners and how to capitalize on those strengths, and further, students learn how to ask questions and communicate their ideas,” she said.
Learning support professionals encourage students to get the help they need when they need it. Starting early matters. “We believe that investing more in the early years of school will benefit
all students for their future education. Through proactive programming and monitoring we can provide targeted intervention in foundational skills, helping to set up our students for successful future learning,” Brooks said.
When I reflect back on the student tour guide speaking confidently about how the semester, he spent accessing academic support services served him so well— without stigma or shame, but instead with gratitude and pride—I think too of how every child and adult would be wellserved by that same experience. What a gift: to head into college or beyond with a thorough understanding of what you need and deserve as a student, how to ask for help, and how to advocate for support.
As Bazemore said, “I believe the benefit is increased confidence, autonomy, and interdependence. Students learn to express themselves in many ways as well as to determine what conditions they need to thrive in any situation or setting.”
by Julia Wells
aviatornation.com
Evolving Technologies
How schools can direct the future of AI
by Liz Perry, St. Luke’s Assistant Head of School for Academics
Generative artificial intelligence tools are rapidly evolving, and schools have the opportunity to play a key role in shaping the future. Having led the launch of an emerging technologies core curriculum, I can say that educators need to adapt now because change is here. As the parent of a rising seventh and 10th grader, I know firsthand that students are curious but unsure about these new tools. What’s allowed and what’s forbidden, what’s safe and what’s dangerous? As ethical dilemmas abound, students—and their parents—are looking to schools for guidance around AI. School leaders need to provide direction, thoughtfully designed policies, and, most of all, encouragement for teachers to learn with their students.
How can schools responsibly engage students with AI?
When most people think of AI in the classroom, they immediately think of the downsides of AI tools, like students cheating on homework assignments. We need to start shifting our mindset to address these downsides while expanding our curiosity about what the tools can accomplish and how we can use them to help students thrive. To do that, schools need to strike a balance between prevention and exploration.
One student told me, “It’s good to talk about AI in school. I want to learn how to use it without bad stuff happening.” Students want our help preventing “the bad stuff.” To do that, schools need policies and lessons designed to deter cheating, prevent privacy violations, and
monitor outputs for bias or inaccuracies. Since the AI landscape constantly changes, these policies should be reevaluated frequently. Schools can get helpful guidelines and policy suggestions from trusted sources such as Common Sense Media.
But prevention alone is not enough. Schools must also create cultures that invite students to explore new tools and reflect on ethical issues.
Exploration needs to be scaffolded for students, especially when we ask them to engage with ChatGPT or other largelanguage model AI tools. One helpful tip for teachers is to teach students to assign AI a specific role. In his book “Co-Intelligence: Living and Working With AI,” Wharton Associate Professor of Management Ethan Mollick presents a number of “roles” that we can assign AI,
such as coworker, coach, or tutor. Let’s explore that last role—AI as a tutor. In this example, students can assign AI to be a tutor by constructing a prompt like this: “You are a friendly and helpful tutor. Help me review my understanding of photosynthesis by asking me questions about it. If I get stuck, don’t give me the answers, but give me hints.”
Students will quickly realize how different this is from simply Googling. “What is photosynthesis?” A Google search gives students answers, but a tool like ChatGPT or Copilot can provide students with customized help and feedback. Teachers can then engage students in a discussion about ethics, asking questions like:
• How did you use the AI tool as a tutor?
• What were your goals?
• Which prompts worked best? Why?
• What are some pros and cons of studying with an AI tutor?
Teaching students to use an AI tool as a tutor also increases equity as it allows any student to have access to tutoring they can customize to their needs.
What about AI with younger students?
While there are some tools such as Magic Student that teachers can use with younger students, most generative AI tools that make headlines—like ChatGPT—are not approved for children under age 13. But middle school and elementary school teachers still need to engage students with these issues. After all, age restrictions have done little to limit children’s use of TikTok or YouTube. We should assume younger children will be introduced to these tools outside the classroom, and they will benefit greatly from teachers’ guidance. We can introduce AI tools the same way we introduce children to anything they are not old enough to use independently, whether it’s a sharp knife in the kitchen or matches at a campfire. We begin by explaining what it is for, why it’s
important to use only with a grown-up, and what the rules are for being safe with the tool. We show children what the tool can do, helping them explore its potential in a guided way.
What does this look like in practice?
A middle school science teacher recently had students use AI to generate images showing how Newton’s Laws of Motion apply to various sports. The teacher sat with each group and had them describe the image they wanted—for example, create a photo showing a bowling ball on a never-ending bowling lane
content generated from these tools is appropriate for young children, but they can learn how to use the tool through structured experiences in class. Then, when they turn 13, we are not simply handing them a sharp knife or a book of matches without preparation.
How can schools develop AI proficiency in teachers?
“ We need to start shifting our mindset to address these downsides (of AI) while expanding our curiosity about what the tools can accomplish and how we can use them to help students thrive.”
Liz Perry, St. Luke’s Assistant Head of School for Academics
to demonstrate Newton’s First Law. The teacher used a school account in a platform called Canva to enter the students’ ideas and then asked followup questions to help students refine the prompt until they got an image they could use for their presentation.
The students don’t have their own accounts and are not old enough to use this tool independently because not all
With so many competing and urgent needs in schools, ranging from learning loss due to COVID-19 to absenteeism to mental health concerns, it can feel impossible to make time for “the next new thing.” But generative AI is not like other “new things” that schools have dealt with—it’s not an iPad or an interactive whiteboard. It’s a powerful and rapidly changing innovation that is being integrated into almost every industry and profession from medicine to the arts, from business to government, from law to marketing—and it raises essential ethical questions that we all must grapple with.
Yet, few teachers have received strong guidance from their school leaders. Why? Because the leaders, too, feel overwhelmed.
A recent National Association of Independent Schools (NAIS) poll of 675 teachers at independent (private) schools across the country found that an alarming 84% of teachers said their schools did not have clear policies in place about generative artificial intelligence. And a majority of teachers said they hadn’t received professional development or training on the topic. Too many schools, public and private, are in a “wait and see” mode.
Rather than wait and see, we must empower teachers to explore these tools now. While many consultants and outside experts are available, schools can begin this work without a big budget or an outside expert. Sample policies can be found online; the good ones are not just about preventing cheating and privacy violations. A good policy also provides a framework for teachers about where they
can use generative AI tools in their work and with students.
Administrators can use the start of a new school year to bring teachers together to explore these new tools and make a plan. Have everyone try one tool with students and discuss its ethical implications; then, later in the year, come back together as a faculty to share what everyone learned.
Ethics, Ethics, Ethics
Did you know that tools can now create a “deepfake” based on a tiny snippet of a voice recording? With just 15 seconds of your voice, someone could create an entirely convincing fake where it sounds like you said something you never did.
For adults, this might be used to steal our identity or get us to wire money to someone as part of a scam. But for teenagers, the nightmare scenario is that these tools are used for social manipulation, bullying, or even
“AI tools could create a hurricane of problems for school administrators who are not thinking ahead. Let’s involve our students in shaping the conversation and empower them to co-author the rules with us.”
Liz Perry, St. Luke’s Assistant Head of School for Academics
exploitation.
I promise you the teenagers in your life are as alarmed about this as you are. No one wants to worry about a reputationdestroying audio clip or, even worse, a deepfake image that someone could create to harm them.
Whether our concerns are about deepfakes, plagiarism, or something else, teachers need to engage students in ongoing conversations about ethical use: When introducing any generative AI tool, teachers can ask their students:
• What are ethical ways to use this tool?
• How could someone use this tool unethically on purpose?
• How could someone use this tool unethically by accident?
• How can you tell if the output of this generative AI tool is biased?
• What are responsible ways to disclose the use of this generative AI tool?
• What can you do if you don’t know whether a specific tool is permitted?
For all their creative potential, AI tools could create a hurricane of problems for school administrators who are not thinking ahead. Let’s involve our students in shaping the conversation and empower them to co-author the rules with us. Young people want to live in a world and be part of a school where the rules around AI are clear and thoughtful and where the culture is one of preventing the “bad stuff,” exploring the possibilities, and talking together about whatever falls into the gray area. They will be well served by time spent reflecting on these topics with adults they trust.
Let’s step inside a classroom
So, what does it look like when a school prepares its teachers to explore these new technologies and creates policies for students to engage responsibly in AI? Here’s an example.
A high school math teacher gives her students problems to work on in groups. She asks them to get out their phones, which leads to some surprised
comments at first (“Wait, phones aren’t allowed in class!”). She has them install an app called PhotoMath, an artificial intelligence tool that uses text recognition to “read” a photo of a handwritten or typed math problem and show you not just the answer but the steps to solve it.
The teacher says, “Okay. When you think your group has solved a problem, I want you to use PhotoMath to check your work.” The teacher circulates as students huddle around their assigned problems. As each group reaches an answer, they take a picture of the problem using their phones and consult PhotoMath to see if their answer aligns with the answer provided by the app. Group members discuss whether the steps they used to reach their answer are the same steps suggested by PhotoMath.
Following this, the teacher asks the class about the pros and cons of this tool. Students point out that as long as they only use it to check the final answer, it is similar to looking in the back of the textbook for an answer key; it is also faster than waiting for the teacher to make her way over to each group to check their work.
Then it gets interesting. The teacher asks the students in a survey if they feel they should have to disclose the use of PhotoMath if they use it on their homework. Students respond that it depends on their use of the tool; if they were just using it to check the answer, then no (Again, it’s the same as an answer key). However, they should disclose the use of this tool if they need it to complete the problem. As one student put it, “I think we should make a note saying, ‘I needed PhotoMath to help me at this step.’”
Students quickly identified this tool's downsides: “It could be tempting to take the shortcut and get the answer without solving it yourself.” In other words, PhotoMath makes cheating easy and virtually undetectable. As educators, we need to create a holistic approach that combines smart policies with classroom
conversations to prevent students from using AI tools to cheat.
Nothing about this math lesson required technical expertise. The teacher does not have any special training in generative AI tools. What she does have is curiosity and a willingness to learn with her students and engage them in discussions about ethics.
Conversations like this are what students need right now. Instead of banning an AI tool, this teacher invited her students to use it and discuss its
use. We must do better.
Exploring AI Together
“In a few short years, our students will be the ones writing the rules for AI tools that have not been invented yet, and we want to give them plenty of practice before then.”
Liz Perry, St. Luke’s Assistant Head of School for Academics
advantages and risks. She asked for their opinions and encouraged them to think about their choices. She engaged them.
Unfortunately, many teachers are overwhelmed by the complexity of this topic and have either banned new AI tools altogether or are simply ignoring their existence. What a disservice to students! When schools ban or ignore tools like PhotoMath, students lose the opportunity to think critically about their
I’ve benefitted from gathering groups of students, parents, and teachers to advise and consult with my school about questions, policies, and protocols surrounding AI. I’ve learned that within our student body, we have students who are using AI tools to teach themselves the bass line of a Taylor Swift song, anticipate the opening move of a chess opponent, or plan an outing for a friend’s birthday. I have also learned so much from pulling students together to share their experiences and voice their questions. Within our parent body, we have professionals using AI and engaging with its ethical dimensions from many angles, and I have benefitted tremendously from a monthly Zoom call with them. A group of about 20 teachers in a PLC (professional learning community) at my school meets monthly to share what they are learning and how their early experiments with AI in the classroom are going. Nobody expects schools to have all the answers, but we must pose the questions and convene our communities to discuss possible paths forward.
Using and adapting to emerging technologies and understanding the ethics behind these tools is part of what it now means to be an educated person. I say this as an English teacher who still requires her students to buy paper copies of books and close their laptops during discussions. Our students are entering a world where technology continues to evolve at a pace of innovation far outstripping what Moore’s Law taught us to expect. I believe that my students should still learn to close their laptops and listen to one another’s ideas. And they should learn to navigate a world of constantly evolving technology. In a few short years, our students will be the ones writing the rules for AI tools that have not been invented yet, and we want to give them plenty of practice before then.
Global Connection Transforming Worldviews and Empowering Students to Make a Difference
by Michael Nachbar, Executive Director of Global Online Academy
Imagine a class where you can pursue your interests alongside students from around the world who are equally curious and motivated. Picture yourself learning about neuropsychology or abnormal psychology, cybersecurity, architecture, international relations, or computer science. Now, envision doing this in high school as a way to supplement the classes you take in your school setting. Just as distance learning has evolved since the advent of the postal service due to advances in technology, so too have the opportunities for high school students to expand their knowledge and explore their passions beyond the confines of local classrooms. In today's interconnected world, engaging across geographic, cultural, and intellectual boundaries is essential to developing compassionate, global citizens. Education is about preparing students to thrive in a diverse, global society and to do that we must build communities that transcend borders.
By connecting students with peers around the globe, we can create a richer understanding of the world they're about to inherit. When we do that through passion and interestbased courses, we can ignite the spark for students to lead transformational change in their communities around the world.
Global education is about crossing boundaries—geographical, cultural, and intellectual—to enrich learners and expose them to a wide array of thoughts and traditions. By embracing diversity, students learn empathy and gain a multifaceted understanding of the world, fostering a community that celebrates differences. Exposure to diverse perspectives enhances problemsolving skills and creativity, as students learn to approach challenges from multiple angles. Learning about different cultures also promotes empathy and reduces prejudice, as students recognize the common humanity that underlies all societies.
Moreover, global collaboration prepares students for the modern workforce. In today's global economy, many companies operate across borders and require employees who can effectively communicate and collaborate with colleagues from different backgrounds and in multiple locations. By participating in global education programs, students develop cross-cultural communication skills, adaptability, and the ability to work in diverse teams. These skills are invaluable in navigating the complexities of work and life in the 21st century.
The impact of global education extends beyond the classroom. As the executive director of a global nonprofit learning organization, I have seen firsthand the impact of global education. Students who participate in Global Online Academy (GOA) courses often describe them as life-changing experiences.
For example, a student who participated in one of our courses on global health reported, “This course
Specializing
Inquiry-based,
Individualized instruction
Low student to teacher ratios
A diverse and globally inclusive community
LongRidgeSchool.org
opened my eyes to the complex challenges facing healthcare systems around the world. It inspired me to pursue a career in public health and work toward creating more equitable access to healthcare.” These experiences can shape students’ personal and professional trajectories, fostering a sense of global citizenship and a commitment to making a positive impact.
Organizations like GOA are at the forefront of the global education movement. We partner with leading independent, international, and public schools worldwide to provide online courses that connect students
across geographical and cultural boundaries. Through collaborative projects, discussions, and activities, students develop cross-cultural communication skills, empathy, and a deeper understanding of global issues. The courses span various disciplines, fostering critical thinking, creativity, and problem-solving skills. By participating in these courses, students learn to apply knowledge in real-world contexts.
For example, in our Medical ProblemSolving course, where students use problem-solving techniques in order to understand relevant medical/biological facts as they confront the principles
and practices of medicine, one student explored the question: How can AI revolutionize the early detection and personalized treatment of cardiovascular diseases? Through her research topic, this student explored the intersection of two topics she wanted to learn more about: AI and heart disease.
Another student who attends The Taft School and has an interest in the prison system and the human beings in it, explored the question, What would happen if we abolished prisons, and what approach to criminal justice would stand in its place? Through her research question, she explored a topic she was curious about in more depth while receiving feedback from her teacher as well as her classmates who represented sixteen cities from around the world, including Hong Kong, Amsterdam, Hanoi, Rome, Taipei, Philadelphia, Boston, Kansas City, and others across the United States.
Ultimately, the power of global education lies in its ability to transform students’ worldviews and empower them to make a difference. As one of our students reflected, “Being part of a global learning community has shown me that my voice matters. I feel more connected to the world and more motivated to tackle global challenges.” This sentiment encapsulates the promise of global education: to create a generation of leaders who are equipped to build bridges, find common ground, and work together toward a better future.
“In today's interconnected world, engaging across geographic, cultural, and intellectual boundaries is essential to developing compassionate, global citizens.”
Michael Nachbar, Executive Director of Global Online Academy
The need for global connections in education has never been more pronounced. Organizations such as GOA are leading the way in this effort. Every young person deserves excellent learning experiences and opportunities. If you know a high school student, ask them how they are connecting with other students beyond their classroom and school. Ask them how they are connecting their interests to real world projects in their community. The future is a world without borders for learning, and it's up to us to build the bridges that will get our students there.
Tomorrow's Workforce
Why AI Fluency is Essential in Education
by Maureen Lamb, Dean of Faculty, Dean of Academic Technology and Innovative Pedagogy, Latin Teacher, Ethel Walker School, Simsbury, CT
In a recent gathering of accomplished alumnae from our school spanning various professional domains, I facilitated a fascinating conversation focused on the growing influence of Generative AI in the workforce. From law to marketing and technology, these women echoed a resounding consensus: Generative AI is not just a passing trend but a permanent fixture. It's a reality students will confront, necessitating educators to equip them with the essential skills to navigate Generative AI responsibly and fluently.
Despite ongoing debates in educational circles regarding the appropriateness of integrating Generative AI, it's important to recognize its inevitability. Even if some schools and districts opt for bans or restrictions, the ubiquity of Generative AI in external environments poses a practical challenge. Rather than futilely resisting its presence, educators must assume the role of guides, modeling how to engage with AI ethically and effectively. Most essentially, students must understand the distinction: AI is generative, not creative; it sifts through data using algorithms rather than originating ideas. There are several critical considerations surrounding Generative AI. First, most among these is the necessity for users to
distinguish "hallucinated" information generated by AI. From personal experience, Generative can easily create “hallucinations” such as verifying non-existent books recommended by a GenAI algorithm and underscore this challenge. Similarly, instances of fabricated legal cases sourced from AI highlight the importance of corroborating AI-generated data through lateral research. Digital literacy, along with the ability to validate information from multiple sources through lateral reading, is emerging as an essential skill in leveraging AI tools effectively and ethically.
The utility of Generative AI extends to various activities, from streamlining trip planning to helping with job searches. However, its limitations, particularly in precision-demanding tasks like complex calculations and lack of sources for information in some cases, highlight the need for discretion in its use. Generative AI should instead be seen as a collaborative partner in ideation, similar to a scene partner in improvisation, and as a technological aid rather than a substitute for human creativity. Precise detail in formulating specific prompts to get anticipated results becomes crucial in maximizing Generative AI's potential. Generative AI enhances accessibility
for students, offering support in summarization, brainstorming, and studying. As students transition into the workforce, these tools can bolster productivity and combat creative blocks. Embracing GenAI as a transformative force similar to past technological advancements like social media, Alexa, and Google translate, educators must proactively engage with it to model responsible usage for students.
However, the enticing convenience of AI-driven solutions carries a caveat: the risk of overshadowing and even replacing students' authentic voices and ideas. Encouraging students to cultivate confidence in their creative expression lessens this risk, ensuring that Generative AI complements rather than supplants individual creative voices.
The future workforce demands a skill set centered on precise and detailed inquiry, fluent AI utilization, and confidence in one’s own personal creative expression. Generative AI, while a powerful ally, necessitates a balanced approach that upholds the importance of human creativity. As educators embrace this technological shift, they empower students to navigate the evolving landscape of AI fluency confidently, ethically, and efficiently.
Curiosity...
“Never forget that colleges and universities are academic institutions at their core. It is important to have diverse and deep passions and interests, but showing intellectual curiosity will always be the foundation. Do you love to explore, learn, question, grow, develop, and discuss ideas? If so, make sure you show that in your interview, application, and engagement with the institutions.”
KATHLEEN BARZUN, Dean of College Counseling Avon Old Farms School
College Bound
How to find the right fit
Purpose...
“The happiest students I work with, starting in grade 9, are the ones who have spent time reflecting on their own needs and goals before they focus on whether they can get into a particular college or not. When students feel a deep sense of purpose, they are more able to articulate how the colleges on their list will help them meet their objectives.”
JESSICA LANDIS , Director of College Counseling King School
Open Mind... �
“My best advice is to keep an open mind throughout the process, especially when it comes to choosing schools. In my experience, students who have a more expansive definition of what a 'good school' means to them tend to be happiest during and at the end of the application process.”
JEFF BATES, Director of College Counseling Grade 12 Dean Rye Country Day School
Greater Good...
“Most selective colleges value students who can demonstrate they are effective collaborators and problem-solvers. They are looking for the student who can connect communities across campus—active participants who do not always need to be the main leader but are creative thinkers who can contribute to the greater good.”
JOHN
NEWMAN
Director of Student Guidance Wooster School
Essential Journey...
“The college process is best considered as a unique growth step, an essential journey in self-discovery. Counselors encourage exploration, representing the process as a challenge to grow. Knowing self, exploring talents, expanding interests, and learning to represent themselves genuinely helps students to achieve a good college fit, allowing them to 'go where they will be great.'”
JOHN A. HANRAHAN, P
‘98
Dean of School and College Counseling Fairfield Prep
School Selection
The Importance of Trust in Your Decision
by Camille M. Bertram, Founder and President, Campus Direction™
As a Certified Educational Planner with decades of experience, I have seen families choose great schools for their children. The key to the perfect fit is trust in the institution and its values and culture.
When parents choose a school, they are trusting the adults there with their beloved child. Identifying a place that is right for your student is paramount. Families who find that match will trust the school more and will inevitably enjoy a smoother journey through their child’s education.
I interviewed five boarding school leaders to discuss how families can leverage the admissions process to find a school they trust and where their child will thrive. All the schools where my colleagues work—and many others— have key components in common. They provide an excellent education, have faculty who care deeply for students,
boast strong leadership and set kids up well for success in college and beyond. But the details that determine fit and trust are different. These institutions are big and small, coed and single sex, nearby and further away, traditional and progressive. Their culture and environment differ. None will be the right fit for each child or for every family.
These leaders want a good fit just as much as parents do. They shared their wisdom, so parents can better determine the right match in advance of enrolling.
Start With Determining Your Needs and Wants
First, these experts advise starting with a reality check about who you are and who your child is.
“I think the first step in this process is actually going into it with eyes wide open about your own child,” says Amanda Bohnsack, the outgoing Director of Admission at Deerfield Academy and
incoming Director of Enrollment at The Taft School. “What are they passionate about? What do they want? What do they need?”
This involves being honest about yourself and your child. Does your child need extra support in a particular academic area? Are you as the parent comfortable with a school that allows for a growing independence? Do you desire a school with sit-down meals in more formal attire or a robust commitment to service?
Your preferences may be informed by gauging your reaction to the wording you see schools using. The Hotchkiss School, for example, employed the tagline “Hotchkiss: It’s different” during this year’s revisit days for accepted students. “I think families who choose us want the challenge,” says Erby Mitchell, Assistant Head of School and Dean of Admissions and Financial Aid. “It’s not simply about the academic challenge. It’s about the
challenge of getting better on the field, on the court, on the golf course, or getting better at leadership.”
Parents might ask themselves, “Does that kind of environment sound like something that would invigorate our child?”
“This process—I know it sounds clichéd, but it should actually be really fun,” says Jeff Beaton, Chief Enrollment Manager at Choate Rosemary Hall. “It should be super reflective. It should be really thoughtful—what do you want out of the next four years of your educational journey?”
Show Me Who You Are
Once you have a sense of what you need and want, the next step is to explore schools. Perhaps the best way to discern fit is to look at a school’s values and culture. Schools say what they value through their mission statement and other wording on the website, but an even
better indicator of what really matters is what they do. The experts suggest you ask schools about where we can see what makes their school unique.
At Western Reserve Academy in Hudson, Ohio, Head of School Suzanne Buck leads a boarding institution founded in 1826 by settlers from Connecticut who wanted to create a place similar to Yale. They even used the same motto Lux et Veritas, which means Light and Truth.
For Buck that translates into joy, which she weaves throughout Western Reserve’s culture. At the school’s opening convocation, the community filled the chapel with bubbles—a visual representation of their collective effervescence. In keeping with their motto, they leaned in on April 8, when they were in path of totality for the solar eclipse. The day also served as an early kickoff for the school’s 200th birthday, with an innovation competition, a cookout, and a school musical group
Literacy
the Gateway to Learning
singing “Here Comes the Sun.” Buck suggests families ask schools, “How do you live out your vision? How do you live out your motto? How do you execute what you say your values are?” Then you should ask yourself, “Does that resonate with our family?”
Katherine Windsor, the Head of Miss Porter’s School, shows parents they can trust her school by working hard to guide them and their students through that first goodbye and the days that follow. “We're thinking five steps ahead,” she says. “We say things like, ‘Please don't text your daughters all day long’ and particularly with questions like, ‘Have you made a friend? Are you happy? Do you like your advisor?’ That’s called interviewing for pain. I say, ‘Girls, your parents are sitting at home, crying, worrying about you. I want you to take some pictures of your dorm room. Take a picture of your first meal. Take a picture of your first trip to Starbucks and send it to your parents
because that will make them happy.’”
She also invites all the parents into her home before they leave their daughters on campus. “My husband and I welcome everybody,” Windsor says. “Everybody’s met me. They’ve been in my house. They go through the front door and into the backyard because you can’t fit everybody. But they’ve been there, and I’ve been able to look them in the eye and say, ‘We’re going to take care of your kids.’”
How to Communicate After Enrollment
Ideally, the admissions process sets the stage for success once your child enrolls. Your goal is to choose a place you trust and who will partner with you. You might ask how the school approaches typical challenges like disagreements with roommates and then ask yourself if you feel comfortable with the answer. Here is an example from Choate: “Rather than change their roommate, we’re actually going to have them get through that conflict, because that’s what’s going to happen in the real world,” Beaton says. “We’re going to talk about it and come to a conclusion that makes sense for both of those kids.”
Most schools have a designated point of contact, an advisor or a house parent, to whom a student can reach out when he or she has a problem. But Buck assures parents that the Western Reserve admissions office team, whom they came to trust during the search process, also can continue to be a resource. “It’s okay to reach out to the admissions officer that you had comfort with and say, ‘Hey, this is making us feel uneasy. What are the resources that we can utilize to explore this further? Or do you have thoughts for us as to what our next steps may be?’” Buck says. “Our admissions officers are great resources and can help point you in the right direction to work on something in a thoughtful and strategic way.”
What Makes Each School Special
As you look at schools, listen to your heart and which aspect of each campus
and curriculum makes your heart sing.
At Western Reserve, one distinctive feature is their cancer immunology program where students produce near graduate-level work and present at a national oncology conference every year. A piece of this that might be different than at other schools, however, is that students work very collaboratively
rather than as independent researchers, a reflection of the kindness at the core of the school.
For Hotchkiss, the diverse student population from all over the world is an important distinctive characteristic.
Miss Porter’s values identity— something that traces back to their founder, but it has taken on new meaning
Key Questions for Families
Recently, I served on a panel at a conference of the Small Boarding School Association. We were asked: “What criteria do you look at when evaluating the effectiveness of a school’s program or practices?”
That is a great question for prospective parents to consider as well. I also suggest consulting The Enrollment Management Association’s site at admission.org.
During the selection process, I recommend the following topics to examine:
• The strength of the academic curriculum
• The support systems in place and professionals in charge, including learning support, emotional support and mental health support
• The School Life, Residential Life, and Methods of Communication
My admissions colleagues added the following thoughts to consider:
• School Mission and Educational Philosophy
• Institutional Priorities, Policies and Protocol
• Strategic Plan Moving Forward
• Faculty/Staff Turnover
• Attrition vs. Steady Enrollment
• Technology Policies
over time.
Taft, where Bohnsack is headed, has a physical layout with a main building that is a community crossroads. “You can’t help but bump into people, and that just promotes conversation and this great feeling of connection.”
At Choate, they are forward-oriented. Long before environmental issues were the focus they are today, the school had a completely immersive center for environmental studies, where students live on a separate mini-campus nearby and study all aspects of sustainability and the natural world. And as artificial intelligence becomes a force, they have three working groups, one each for staff, faculty, and students, to explore how they might use AI responsibly.
Finding a Place for Your Child
There is a fit for every family somewhere if you look thoughtfully. Mitchell
“Once you have a sense of what you need and want, the next step is to explore schools. Perhaps the best way to discern fit is to look at a school’s values and culture.”
Camille M. Bertram, Founder and President, Campus Direction
was on the parent end of this process with his daughter this year, too. “The questions I’m asking on revisit days are about happiness,” Mitchell says. “I’m not spending a lot of time trying to understand who gets placed at Ivy League institutions. I want my 14-year-old to have a transformative experience and come out on the other side a confident creature fully prepared to engage in life. I’m more interested to know, what happens when she finds science challenging? Who are the people who will inspire her? I want to know who’s showing up in the theater, because that's what she's passionate about. What are the opportunities for her to think about her own privilege and to give back somewhere? Who is pushing her on that front? These are the questions my wife and I ask as we engage in this process.” That is great advice from someone who has seen admissions from both sides of the desk.
Embracing the Future
Why a Montessori education is even more relevant today
by Loren DeNicola, Head of the Whitby Montessori Children's House
M“The child is both a hope and a promise for mankind.”
—Maria Montessori
ore than a century ago, Maria Montessori sparked a revolution in early childhood education. As a physician, observer, and educator, Montessori discovered that children learn best in supportive environments that are carefully prepared and child-focused. She learned that children construct their knowledge through hands-on, multi-sensory activities when free to explore, self-select activities at their own pace, and guided by trained educators. This transformative approach to early childhood education has had a profound and lasting impact on education worldwide. Montessori's philosophy emphasizes nurturing every aspect of human development, social, emotional, and intellectual. Within this curated classroom community, children learn to be independent, self-reliant, resilient, and understand citizenship. They recognize they are part of a greater
whole, while cultivating a lifelong love for learning.
As we peer into the future, we know our children will face a world that is ever-changing. However, the principles of Montessori remain constant: freedom with limits, social and emotional development, independence, risk/ perspective-taking, and purposeful movement. The skills our youngest children learn, which become fundamental to their lifelong learning, parallel some of the most essential skills employers value: critical thinking, emotional intelligence, creativity, collaboration, leadership skills, and flexibility. (Forbes, 2022).
Freedom Within Limits
A fundamental Montessori tenet is “freedom within limits.” Children are free to choose their work or activities. The activities are designed with intention and embed specific skills and concepts. For example, when students match
numbers to counters, sounds to symbols, or create a lunch setting matching one plate to one napkin, they are offered multiple mediums to explore one-to-one correspondence.
Parent Tip: Children enjoy repetition as they find ways to work toward mastery. Keep your home organized and “clutter-free” so children can explore new activities and games. If you are working at a desk, create a special space with a few things for your child to do next to you. They will want to imitate what you're doing.
Social and Emotional
Another consideration is ensuring the social and emotional state of the classroom. Classrooms with robust opportunities for children to engage with their peers freely will help them develop social skills like cooperation, communication, and conflict resolution. The more social experiences children can have early on, the more prepared they
will be to navigate more complex social situations. It is easier to build community in a safe and comforting space where everyone feels seen and heard. This sense of belonging and feeling part of a social group helps children assume some level of responsibility to that community. Montessori designates an entire curriculum section around “grace and courtesy,” which embodies community, care of the environment, and care of self. Through unrestricted movement around the classroom and spontaneous interactions, children learn about societal norms and develop a sense of environmental stewardship.
Parent Tip: Help your child practice verbal exchanges using “serve and response” techniques—when the child initiates an interaction and the adult responds. It's like a game of tennis or volleyball. The child “serves” by reaching out, and you “return” the serve by interacting with your child.
Independence
A cornerstone of the Montessori learning environment is independence. Through independence, children can make choices and begin to understand the outcomes of their choices. In a classroom with established routines, children begin to internalize this natural order. There is no greater sense of accomplishment than when a child exclaims, “I did it.” This ownership of learning propels children to do more, try more, and explore more.
In Montessori classrooms, materials are carefully crafted to be self-correcting so that children can learn from their mistakes and hone problem-solving skills. By providing children with rich experiences they can self-select, we help them develop the skills and knowledge they need to thrive in an ever-changing world.
Parent Tip: “Never help a child with a task at which he feels he can succeed.” This quote by Maria Montessori
exemplifies the true nature of independence. Children are highly capable and resilient. Pause the next time you decide whether your child can accomplish a particular task independently, and use this quote as a guide.
Risk and Perspective-Taking
Educators also want to inspire confidence and competence that fosters the ability to share one's accomplishments and the willingness to take risks. Risk-taking in all areas of development, including physical, social, emotional, and cognitive risks, is a necessary building block in early childhood. The extent to which children are exposed to self-correcting materials and activities directly correlates with their comfort in embracing mistakes. Mistakes are opportunities for figuring things out and cultivating the ability to learn from one's mistakes, think outside the box, and try again. This is how inventors think and generate ideas. Perspective-taking is another crucial aspect because it helps children understand others' thoughts, feelings, and experiences. This skill promotes empathy, allowing children to relate to and connect with people around them. It also enhances social interactions by fostering better communication, cooperation, and conflict resolution. Additionally, perspective-taking lays the foundation for critical thinking and problem-solving abilities as children learn to consider different viewpoints. Perspective-taking is essential for healthy relationships and interactions.
Parent Tip: When reading at home, expose children to stories with multiple authors. For example, there are many versions of the fable “The Three Little Pigs.” Read at least three versions of this story. When you read various renditions of the same story, children begin to understand different voices
and not only the story told through the lens of one author.
Prepared Environment and Purposeful Movement
A key teaching method in Montessori classrooms is creating a carefully designed environment. Each child has unique abilities, interests, and ways of learning, so it’s important for teachers (and parents) to understand these individual traits. By identifying what fascinates them, teachers can tailor lessons to their interests.
This environment should encourage purposeful movement. When children can choose their own activities, they approach tasks with problem-solving skills and see them through to their own satisfaction. Being actively involved in activities they enjoy gives children a sense of achievement and confidence, which helps build resilience. The purposeful movement also encourages children to tackle challenges creatively. Whether it's building with blocks, navigating obstacle courses, or playing imaginatively, movement adds an enjoyable and meaningful dimension to learning.
Parent Tip: Parents can find ways to incorporate movement, balance, and body control into everyday activities. A great way for young children to integrate movement and develop both gross and fine motor skills is to encourage independence in self-care. Learning to button is a great way to refine small motor control, and using a step stool to help children reach counter height is a good gross motor activity.
Children are remarkable human beings with every opportunity and potential in front of them. It is essential that adults value the significance of these early years, knowing that the future is being shaped in these present moments, in every classroom and home, through every experience and every interaction.
Connect With Schools
Campus Directory to Help Guide Your Search
AVON OLD FARMS SCHOOL Avon, CT avonoldfarms.com
BREWSTER ACADEMY Wolfboro, NH brewsteracademy.org
BRUNSWICK SCHOOL Greenwich, CT brunswickschool.org
THE CHILDREN’S SCHOOL Stamford, CT childrensschool.org
EF ACADEMY Thornwood, NY efacademy.org
THE ETHEL WALKER SCHOOL Simsbury, CT ethelwalker.org
FAIRFIELD PREP SCHOOL Fairfield, CT fairfieldprep.org
THE FORMAN SCHOOL Litchfield, CT formanschool.org
FREDERICK GUNN SCHOOL Washinton, CT frederickgunn.org
GREENS FARMS ACADEMY Greens Farms, CT gfacademy.org
GREENWICH ACADEMY Greenwich, CT greenwichacademy.org
GREENWICH COUNTRY DAY SCHOOL Greenwich, CT gcds.net
HOLY CHILD RYE Rye, NY holychildrye.org
KING SCHOOL Stamford, CT kingschoolct.org
LONG RIDGE SCHOOL Stamford, CT longridgeschool.org
THE MASTERS SCHOOL Dobbs Ferry, NY mastersny.org
MILLBROOK SCHOOL Millbrook, NY millbrook.org
NEW CANAAN COUNTRY SCHOOL New Canaan, CT countryschool.net
