K12 Digest – January 2024 – Visionary Leaders Reshaping K-12 Education in 2024

JANUARY GLOBAL EDITION SPECIAL

INDIAN JANUARY EDITION 2024

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FEATURING INSIDE Dr. Kecia Ray Transformation Coach, South Carolina Department of Education, Principal Consultant, K20Connect Heather Rhodes Principal, Harrow School Online

Austin International School

Henry Motte-Munoz Founder & CEO, EDGE Tutor International Jenn Mitchell Senior Director of Product Marketing, Instructure Mohamed AbouGhonim Chemistry Teacher, AlYasmina British Academy, UAE

STEVE DISPENSA CHAIR – BOARD OF TRUSTEES, FRENCH AMERICAN SCHOOL OF PUGET SOUND

NURTURING MULTICULTURAL MINDS

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January 2024

Managing Editor Sarath Shyam

Vol - 5 Issue - 1

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Consultant Editors Dr. John Andrews Naomi Wilson Emma James Stanly Lui Andrew Scott Joseph Alex Art & Design Charlie Jameson Sales & Marketing Jennifer Anderson Monica Davis Alice Smith Anna Elza Enquiry

JANUARY 2024

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MANAGING EDITOR’S NOTE

The Maestros of Change in 2024

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elcome to the latest issue of K12 Digest Magazine, where we delve into the dynamic landscape of global school education, exploring the trailblazers shaping its future.

In our cover story, we are privileged to feature Steve Dispensa, the Chair of the Board of Trustees at the French American School of Puget Sound (FASPS). A dedicated advocate for FASPS, Steve brings a unique perspective, having served on the Board for seven years, with three of his children being students at the school. Despite his demanding role as the Corporate Vice President at Microsoft in the division of Enterprise Management and Windows Commercial, Steve actively participates in FASPS’s governance.

Steve’s commitment goes beyond the traditional boundaries of a parent’s role; he leads with passion and purpose, mirroring his efforts at Microsoft. In our interview with Steve, he draws parallels between the corporate world and education, emphasizing the crucial role of diversity and inclusion in both spheres.

Our issue also shines a spotlight on the Most Admired International School in North America, providing insights into the innovative approaches that set it apart.

Featured in this column is Austin International School that has been a leading institution in the Austin community, dedicated to shaping young minds for global citizenship. The school offers a vibrant and inclusive environment where students are encouraged to practice respect, leadership, empathy, and a love of learning.

Austin International School’s commitment to excellence in education has made it a favorite among parents seeking a world-class education for their children.

We invite you to explore the transformative stories within these pages, inspired by the individuals and institutions dedicated to providing an exceptional educational experience.

Enjoy Reading.

Sarath Shyam

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CONTENTS

10 COVER STORY

STEVE DISPENSA CHAIR – BOARD OF TRUSTEES, FRENCH AMERICAN SCHOOL OF PUGET SOUND

NURTURING MULTICULTURAL MINDS 6

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MOST

ADMIRED

INTERNATIONAL

SCHOOL IN NORTH AMERICA

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AUSTIN INTERNATIONAL SCHOOL Cultivating Global Citizens with a Unique Education Model

ACADEMIC VIEW

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THE RISE IN ONLINE SCHOOLING: A REVOLUTION IN EDUCATION Heather Rhodes, Principal, Harrow School Online

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CONTENTS

ACADEMIC VIEW

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I N D U ST

FOSTERING FUTURE PIONEERS: IB CHEMISTRY’S CONSONANCE WITH THE UAE’S GOALS Mohamed AbouGhonim, PGCEI, Chemistry Teacher, AlYasmina British Academy, UAE

RY PERSPECTI VE

DEFINING THE FUTURE OF SCHOOLING Dr. Kecia Ray, Transformation Coach, South Carolina Department of Education, Principal Consultant, K20Connect

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I N D U ST

RY PERSPECTI VE

BRIDGING EDUCATIONAL INEQUALITY: A HIGH-DOSAGE TUTORING APPROACH Henry Motte-Munoz, Founder & CEO, EDGE Tutor International

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CREATING VALUABLE ASSESSMENTS IN K-12 BEGINS WITH LITERACY Jenn Mitchell, Senior Director Product Marketing, Instructure

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C O V E R

S T O R Y

STEVE DISPENSA CHAIR – BOARD OF TRUSTEES, FRENCH AMERICAN SCHOOL OF PUGET SOUND

NURTURING MULTICULTURAL MINDS

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n 1994, a group of dedicated educators and Francophiles, including Patricia Blaise-Caves, Véronique Dussud, Connie Collingsworth, Josette Gregoire, and Misa Bourdoiseau, shared a common vision: establishing a French American school in the Pacific Northwest. Fast forward to the fall of 1995, and the French American School of Puget Sound (FASPS) welcomed its first 13 students with open doors in the basement of a church in Newcastle, just east

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of Mercer Island. Since then, FASPS has been a trailblazer, providing a distinctive bilingual learning experience that seamlessly combines the strengths of both the French and American educational systems.

Steve Dispensa, a dedicated advocate for FASPS, has served on the Board of Trustees for seven years, with three of his children having been students at the school. Having relocated to the Pacific Northwest in 2013 from Kansas City, Steve found immense value in the multicultural

and bilingual environment FASPS offers. His personal connection as a parent translated into active involvement, explaining, “I grew up only speaking English, and I know firsthand how hard it is to learn a second language as an adult. When we had the chance to send our children to a bilingual, multicultural school, we jumped at it.”

Steve’s journey with FASPS began as a parent, witnessing the school’s impact on each of his children, currently spanning from

FASPS has expanded its reach to Factoria, offering a fresh opportunity for parents on the East side of the metro area to engage with FASPS

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middle school to high school. Reflecting on their educational journey, he remarks, “Watching my high schoolers succeed at a competitive school makes me realize just how great their education was at FASPS – in math, science, English, Spanish, and, of course, French.”

Beyond his role as a parent, Steve has been deeply committed to FASPS as the Chair of the Board of Trustees since 2019. Even with a demanding role as the Corporate Vice President at Microsoft in the division of Enterprise Management and Windows Commercial, he actively participates in FASPS’s governance.

Steve finds parallels between his work at Microsoft and his role at FASPS, particularly in the emphasis on diversity and inclusion.

“While Microsoft and FASPS may seem different in scale and nature, there are important similarities,” Steve notes. His experience in promoting diversity and inclusion at Microsoft directly influences his contributions to

FASPS, where the Board of Trustees maintains a standing Diversity, Equity, and Inclusion (DEI) committee.

Steve values the support he receives from his colleagues in both settings.

He commends Eric Thuau, the Head of School at FASPS, for leading a highly capable organization, and he appreciates the insights and resourcefulness of his fellow Trustees. Microsoft’s commitment to community engagement aligns with Steve’s passion for FASPS, as the company provides financial support for organizations for which its employees volunteer.

Charting a Course for Growth Steve’s journey at FASPS began with a captivating involvement in the finance committee, an experience he found both interesting and fulfilling.

Reflecting on this early engagement, Steve emphasizes, “There’s no better way to become intimately familiar with a school’s operations than through the

FASPS truly stands out as a melting pot of cultures, boasting a vibrant community that encompasses over 50 nationalities and numerous spoken languages

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The benefits of bilingual education, a cornerstone of FASPS’s approach, have been extensively studied and proven over the years

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finance committee. I also got exposed to some of the talented people who I would eventually get to serve with on the Board. Once I joined the Board, I found more and more ways to get involved.”

As the Chair of the Board, Steve wears many hats and finds the Real Estate Committee particularly intriguing. Negotiating the complex real estate market in the Pacific Northwest has been a challenging yet rewarding experience.

Steve reflects on the twists and turns in the journey to secure a permanent home for FASPS, stating, “Now that we have purchased land, our attention has turned to designing and building a school we will all be proud of. I am more excited than ever to see the day when the doors open at our new campus!”

Recent achievements include wrapping up the school’s latest five-year strategic plan, marking an exciting turning point for FASPS. Steve expresses his enthusiasm for the future, sharing, “We are at an inflection point, moving

from a single-campus institution to a multicampus institution and into a new facility we will design, build, and own. This growth will enable us to reach a larger number of students throughout the Seattle metro area, and it opens up exciting new possibilities for us, including the potential of a high school program in the future.”

FASPS has expanded its reach to Factoria, offering a fresh opportunity for parents on the East side of the metro area to engage with FASPS. This expansion also allows for the growth of the program, particularly serving a greater number of the youngest students.

Steve highlights the importance of starting French immersion early and expresses excitement about the expanded capacity at the Factoria location. He states, “Our Mercer Island location is full, and we have even moved as much administrative office space to an adjacent commercial building to make the maximum amount of space for students. But our next major growth opportunity is the new

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building we are constructing on the land we purchased last year.”

Empowering Diversity and Tech Excellence FASPS truly stands out as a melting pot of cultures, boasting a vibrant community that encompasses over 50 nationalities and numerous spoken languages. This rich diversity serves as the school’s greatest strength, aligning seamlessly with its overarching mission. Throughout the program, students are not just educated; they are given opportunities to celebrate and share their unique cultural identities. The advantage of small class sizes becomes evident as students forge deep connections with one another, gaining profound experiences with different cultures and backgrounds.

Steve, acknowledging the significance of this diversity, affirms, “It is a key mission of the Board to support and maintain the rich diversity of the FASPS community, and the Board’s DEI

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committee ensures that our values are reflected throughout the program, from Board and committee membership to Tuition Assistance, the FASPS’ Cultural Agility Fund, and more.”

Beyond its cultural richness, FASPS has always been at the forefront of technology integration. This forward-thinking approach paid off notably during the pandemic, when the school swiftly transitioned to distance learning within days of closing its facilities in March 2020. Steve emphasizes the importance of

technology in the student’s learning experience, stating, “Indeed, our kids use the same technology to learn as I do to do my day job.”

Looking ahead, Steve is optimistic about the impact of artificial intelligence (AI) on education and acknowledges FASPS’s strategic position to harness its benefits. As a school with strong ties to the Seattle tech community, FASPS is well-prepared to navigate future technological advancements. Steve says, “So I’m confident we will continue to take

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Steve envisions growth that reaches new constituencies, solidifying the school’s position as a premier multicultural, multilingual educational institution

advantage of technology changes as they emerge – of course, in the context of the well-rounded education and emphasis on cultural agility that our school is founded on.”

Cultivating Minds and Bridging Cultures The benefits of bilingual education, a cornerstone of FASPS’s approach, have been extensively studied and proven over the years. Steve underscores the transformative difference between knowing one language and knowing two, highlighting that it extends beyond linguistic proficiency to instill a profound understanding that there are multiple valid ways to approach challenges. Even at the earliest stages, students at FASPS begin to grasp the concept of multiple cultures existing in the world.

On a more tangible level, bilingual students at FASPS exhibit larger vocabularies

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and a keen sense of etymology. Steve shares an insightful perspective, stating, “Our school offers a third language in middle school, and many of our students who take three years of Spanish go directly into honors-level Spanish 4 classes in high school – and they often find those classes too easy.” This intellectual advantage extends to other subjects, including math, where middle schoolers navigate parallel tracks in US Math and French Math, equipping them with diverse problem-solving approaches and a head start upon entering high school.

Looking to the future, Steve expresses his hope for FASPS to continue delivering on its mission to an expanding student body. He envisions growth that reaches new constituencies, solidifying the school’s position as a premier multicultural, multilingual educational institution. Steve’s pride in the FASPS community is palpable, especially during graduation ceremonies. He reflects on

the graduates, each carrying the values and cultural agility acquired at FASPS into high school and beyond, ready to make a meaningful impact on the world.

Steve is incredibly honored and grateful to be a part of the exceptional community at FASPS. As a parent, he is immensely thankful for the positive impact the school has had on his children. As a Trustee, he is excited about the future and all the possibilities it holds.

Today, FASPS embodies unity in diversity, empowering students not only to learn but to thrive in every classroom and interaction. As the school moves forward into new horizons, its legacy of bilingual excellence, cultural richness, and technological foresight will continue to shape future generations. FASPS is not just about education; it’s a journey, a celebration, and a testament to the extraordinary fusion of cultures that make it the French American School of Puget Sound.

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ACADEMIC VIEWS

The Rise in Online Schooling: A Revolution in Education Heather Rhodes, Principal, Harrow School Online

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n recent years, education has undergone a profound transformation, challenging traditional norms and redefining the way we approach schooling. The rise of online schooling, powered by technological advances, is reshaping the educational landscape, offering students unparalleled opportunities and redefining pedagogy.

The trend towards online learning may have been super-charged by the pandemic, but it was firmly in place prior to COVID-19. It reflects a growing desire for education that is tailored to the needs of an individual, departing from the one-size-fits-all approach. We are living in a world where ‘white, no sugar’ has been replaced by ‘double espresso cinnamon lattes with almond milk’. Traditional education has

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Heather Rhodes has been a pioneer in online education for over ten years. She is a strong advocate of the potential of technology to transform education. She was the founding Principal of Harrow School Online, the first purpose-designed fully online British education from a leading private school, and a trustee to Svitlo Education, an online school set up to support Ukrainian children whose education has been impacted by the war. More recently, Heather set up her own school, Highgrove Online School, which sets out to provide top-quality British education to ambitious pupils across the world. Heather is particularly interested in the potential of online education for building global communities of learning and increasing the accessibility of exceptional education, with an equal focus on academic success and personal development. Highgrove Online School is her flagship school founded to lead the way in this endeavour.

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been slow to move any significant distance from an ago-old model where a teacher stands at the front of a class explaining new subject material, while Juan loses interest because it’s far too easy, Aanya feels utterly lost, Jo loses attention and starts flicking paper, and Mia gets distracted by Jo. Modern online schools upend this traditional approach, using technology to provide differentiation and individualisation of learning.

Because online schools are not bound by the constraints of tradition, they tend to be open to experimenting with new teaching methods and approaches, and these innovations hold the potential to reshape education as a whole. This is particularly true for the secondary school/high school sector, where pupils are more adept at adapting to independent learning and where the social aspect of online schooling is less of a challenge, with students entering online school with pre-existing friendship groups, and building on those groups through friendships developed within their new online learning community.

Traditional schools have started to pay attention to what’s happening within online schools due to the academic success stories coming from the sector. In the UK, where pre-university exams serve as benchmarks, students who have attended online school students

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are achieving exam results that rival those of top independent schools. For example, Harrow School Online boasts an impressive 41% of qualifications at A* grade, placing it in the top 1% of all UK schools and outperforming its physical namesake.

So, what sets online schools apart? While online schools vary widely in their approaches, here are some examples of what has contributed to the success of institutions like Harrow School Online:

The success of online schools is prompting those in brick-and-mortar establishments to take a hard look at how teachers and learning resources are deployed and consider how to increase the scope for individualisation of learning

1. Personalisation of Curriculum: Online schools offer an unprecedented level of personalisation. Students can tailor their timetables, subjects, and learning pathways to suit their individual needs. This flexibility extends to the duration of courses, accommodating students who want shorter or longer timeframes for learning, and even the age at which they access the curriculum.

2. Interactive and Self-Paced Learning: Online schools employ interactive self-access materials to teach new content, moving away from traditional teacher-led explanations. This approach enables self-paced learning with adaptive pathways, ensuring stronger students are adequately challenged while weaker students are supported. The emphasis on selfaccess materials fosters independent learning and provides greater flexibility in scheduling, with fewer fixed lessons.

3. Gamification of Learning: Drawing inspiration from the video game industry, online education incorporates gamified elements to make learning engaging and enjoyable.

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Gamification motivates students, making progress and success more rewarding. This approach of ‘if you can’t beat them, join them’ gives a nod to the distractions that compete for students’ attention, and helps keep them focused on learning.

4. Data-Driven Targeted Teaching: The data-rich nature of online platforms helps educators identify areas where students may need additional support and provide targeted instruction to plug any gaps in understanding. Teachers can intervene at an early stage when they see patterns of concern, such as students working too quickly through self-study materials and performing below their ability level. This targeted instruction helps bridge gaps in understanding.

5. Live Interactive Lessons: Online schools facilitate live lessons with a high degree of interactivity and oversight.

Features like polls, chat and Q&A provide instant individual feedback on comprehension.

Shared whiteboards enable teachers to intervene when students make mistakes, enhancing the learning experience. Real-time support ensures that all students remain engaged and on track.

6. Efficient Use of Teaching Staff: Online schools can make more efficient use of teaching staff. Staff time is freed up by pushing students towards independent learning, and this newfound flexibility allows schools to allocate teaching resources

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differently. For example, teachers may provide one-on-one support to students who need it, or extension classes to those seeking a greater challenge.

The most exciting aspect of these traits is that they are not exclusive to online schooling; they could be integrated into traditional school settings as well. The success of online schools is prompting those in brick-and-mortar establishments to take a hard look at how teachers and learning resources are deployed and consider how to increase the scope for individualisation of learning.

In the meantime, online schools continue to evolve and innovate. While there may not be another pandemic on the horizon, online schools have proven highly suitable for young learners grappling with mental health issues, providing a safe and anxietyfree learning environment. They also cater effectively to pupils with special educational needs (SEND), who find fewer distractions when studying from their home environment, and a growing number of pupils who need flexibility in the location of their schooling, due to relocations or families split across different cities or countries.

The rise in online schooling is not just a revolution—it’s a transformation in education that empowers students, redefines learning, and paves the way for a future where education is more tailored to individual needs. It’s a revolution that’s here to stay, reshaping education for generations to come and ensuring that quality learning is accessible to all.

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MOST

ADMIRED

INTERNATIONAL

SCHOOL IN NORTH AMERICA

AUSTIN INTERNATIONAL SCHOOL Cultivating Global Citizens with a Unique Education Model

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or the past 22 years, Austin International School has been a leading institution in the Austin community, dedicated to shaping young minds for global citizenship. The school offers a vibrant and inclusive environment where students are encouraged to practice respect, leadership, empathy, and a love of learning.

Austin International School’s commitment to excellence in education has made it a favorite among parents seeking a world-class education for their children.

Ariane Baer-Harper, the Head of School, shares, “Our vision is simple yet profound – a community that fosters respect, leadership, and empathy through interculturalism

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ABOUT

ARIANE BAER-HARPER, HEAD OF SCHOOL Ariane joins AIS with over 20 years of experience in international education. Ariane has overseen school acquisitions, transitions, and campus expansions in Francophone West Africa, has designed global programming and curriculum for schools K-12, and is a lead educator with the International Baccalaureate Organization. She started her career as a World Language teacher and has teacher certification in French and Spanish. In addition to conducting IB evaluations, she has worked with schools on how to develop their programs, design scope and sequence and assessments, and is passionate about inclusive school culture and values-driven leadership.

Ariane speaks three languages and has worked in schools on almost every continent. Ariane has been Superintendent, Head of School, Associate Head of School, Director of Global Engagement, and IB Coordinator. She has taught and worked with every grade from PreK through university.

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Austin International School isn’t just a school; it’s a passport to a world of possibilities, where every language, every culture, and every student’s unique journey contribute to a tapestry of global excellence

and the joy of learning.” This vision echoes through the school’s three divisions – Preschool, K-5, and Middle School – where a vibrant tapestry of languages, including French, English, and Spanish, weaves a rich educational experience.

At the heart of AIS’s mission is the belief that igniting inquiry and discovery in children sparks critical thinking, curiosity, and a spirit

of adventure. The school doesn’t just teach; it cultivates experiences that emphasize the significance of celebrating diversity, empathy, and kindness, leaving an enduring impact on the community.

“Our students embark on transformative journeys,” says Baer-Harper, “like the 5th-grade adventure to a French-speaking country and the 8th-grade exploration of a Spanish-speaking

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By adhering to French standards, AIS students engage with a rigorous curriculum, consistently outperforming national standards by 28% on MAPS testing scores

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destination.” These experiences, coupled with themed weeks like International Week and STEAM Week, create a dynamic environment where learning knows no bounds.

Evolution is woven into AIS’s story.

Originally known as Lycee Francais d’Austin, the school underwent a transformation in 2004, changing its name to Austin International School to better reflect its multicultural student body of 64 nationalities and 24 languages. In 2012, propelled by growth and a vision for a Middle School, AIS found its current home.

The proof of AIS’s innovative approach is clear: a trilingual experience that goes beyond traditional language learning. Instead of merely adding a language, students dive into a trilingual immersion, exploring the same curriculum in French, English, and Spanish.

Picture a first-grader studying the life cycle in three languages – a true embodiment of our commitment to global perspectives.

“We believe in offering a cultural lens to learning,” affirms Baer-Harper, “helping our students become not just bilingual, but adaptable citizens of the world.” This seamless trilingual education opens doors to diverse ways of thinking, fostering acceptance and adaptability.

Austin International School isn’t just a school; it’s a passport to a world of possibilities, where every language, every culture, and every student’s unique journey contribute to a tapestry of global excellence.

Stay tuned for the next part of this fascinating journey with AIS! Empowering Global Minds In the dynamic realm of international education, AIS stands tall, not just as a school

but as a gateway to a world of possibilities.

The commitment to global citizenship is ingrained in AIS’s ethos, evident through international accreditations, paving the way for a truly enriching educational experience.

Baer-Harper shares, “Our journey has been one of dedication to fostering global perspectives, and our accreditations are a testament to that commitment.”

Recognizing the value of early French instruction and the absence of French accreditation in central Texas, AIS embarked on the rigorous journey of French Accreditation with the Ministry of Education in 2007. Baer-Harper reflects, “We saw the need for a unique and rigorous educational offering, and French accreditation was a natural step forward.”

Fast forward to 2019, AIS proudly became accredited with the Independent Schools Association of the Southwest, reinforcing the school’s commitment to preparing students for the broader world.

Baer-Harper emphasizes, “Accreditations are not just accolades; they are pathways to excellence, ensuring our students receive an education that transcends borders.”

Why the emphasis on French accreditation? The benefits are manifold.

By adhering to French standards, AIS students engage with a rigorous curriculum, consistently outperforming national standards by 28% on MAPS testing scores.

Fluency in French opens doors to the French Brevet, a national exam at the end of 9th grade, offering a pathway to study in France if they choose to.

Moreover, AIS’s accreditation by the Agency for French Education abroad

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has fostered valuable partnerships, including collaboration with the Mission Laique Francaise (MLF). Baer-Harper affirms, “Our collaborations extend beyond classrooms, enriching not only our students but also our teachers through global perspectives and professional development.”

The decision to become an International Baccalaureate (IB) World school was a natural progression in AIS’s journey. Seeking

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Seeking authorization for 2024 as an IB Middle Years Programme (MYP) candidate school, AIS is poised to offer a holistic experience

authorization for 2024 as an IB Middle Years Programme (MYP) candidate school, AIS is poised to offer a holistic experience. Baer-Harper shares, “The IB program aligns seamlessly with our vision, encouraging autonomy and independence in our students.”

Accreditations at AIS are not just badges; they are pathways to true global citizenship. Baer-Harper expresses pride, “We go beyond academics; we nurture essential soft skills through socialemotional learning, positive discipline, and collaborative experiences.”

At AIS, the connection with the local Austin community is a cornerstone of the educational philosophy. Baer-Harper states, “Our roots are intertwined with the Austin community, and we believe in giving back to the community that has embraced us.”

Looking ahead, AIS is gearing up for an exciting phase of growth. BaerHarper enthuses, “Our ambitious campus planning process will be a testament to our innovative spirit, providing more opportunities for our students to engage with their community.”

What truly sets AIS apart in the region?

It’s not just the trilingual education model or the commitment to multiple accreditations; it’s the unique blend of authenticity and enrichment that transcends cultural borders within the warm embrace of Adelphi. BaerHarper concludes, “Our students embody joy, celebrating diversity and becoming their authentic selves through an education that goes beyond the ordinary.”

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INDUSTRY PERSPECTIVE

Defining the Future of Scho oling Dr. Kecia Ray, Transformation Coach, South Carolina Department of Education, Principal Consultant, K20Connect

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round the world, companies are challenged by workers returning from remote and hybrid working arrangements. Our new typical postpandemic mindset significantly differs regarding work and family, impacting how states and districts should consider schooling.

To look forward at prospective school models, one must reflect on what schooling has looked like. In the 1970s, less than half of the US population finished high school, which increased to 90% by 2017. 1965, the landmark Elementary and Secondary Act was passed, followed closely by the Individuals with Disabilities Act and Section 504. The US Department of Education was founded on October 17, 1979, but didn’t oversee accountability as we know it today until ESEA was amended in 2001, known as No Child Left Behind. This was the first attempt to have increased national accountability measures.

Initiatives nationwide were implemented in the early 2000s

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Dr. Ray’s career includes designing technology in classroom and museum settings and directing technology research through Vanderbilt University School of Medicine Center for Science Outreach and Johns Hopkins University. As a district administrator for Metropolitan Nashville Public Schools, she led the award-winning design, implementation, and evaluation of instructional technology programs, including instructional design for online and blended learning environments, redesigning physical learning environments, establishing the virtual high school, and redefining school libraries. Dr. Ray is published and recognized internationally for her work in online and blended learning and flexible learning environments. Dr. Ray is a member of the International Society for Technology in Education (ISTE) and is the past president of the ISTE Board of Directors.

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focused on improving academic outcomes. These included community-based schools, smaller learning communities, Common Core, online, and blended learning. Each of these initiatives, along with others not listed, started redesigning learning

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environments and rethinking instructional models.

Technology was becoming more present in schools along the way. With all the efforts to rethink and improve education, COVID-19 was the real change agent for education worldwide.

The COVID Effect The pandemic forced educators to consider other ways to deliver instruction and offer schooling. Some districts thrived because they had already done the work to implement strategies for online learning, while others struggled. The outcome is an academic chasm requiring students to be supported by schooling models that may not be as effective as they once were.

Social and emotional learning is a central theme. Many high school freshman in 2019 didn’t return full-time to school until their senior year, wiping out their high school experience academically and socially, stunting the emotional development they typically establish throughout their high school years. And high schoolers weren’t the only ones impacted; all grade levels lost years of emotional development usually gleaned from schooling.

The bottom line is our learnings from this experience must be applied to improve schooling models rather than return to models that weren’t working for all students. Not just the learnings from schools, districts, and universities but also what the work environment looks like today and the potential for the future.

Emerging Trends Sir Ken Robinson urged educators for years to rethink school systems. He often spoke of the industrial model of education, and his latest book, Imagine If, explores creating a future of education that meets the needs of all learners. In the book, he points out four core purposes of education: personal, cultural, economic, and social, supported by eight competencies: curiosity, creativity, criticism, communication, collaboration, compassion, composure, and citizenship. Finally, he

Social and emotional learning is a central theme. Many high school freshman in 2019 didn’t return full-time to school until their senior year, wiping out their high school experience academically and socially, stunting the emotional development they typically establish throughout their high school years

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challenges us to define the future of how we educate our youth.

Although some of the trends existed before the pandemic, the adoption rate of these strategies increased exponentially through the pandemic. Additionally, as we were forced to consider different ways of approaching learning and teaching rather than being optional, some districts and states fought to break the box.

Online Learning The unplanned, quick transition to online learning certainly wasn’t optimal, but it did enable parents and teachers to recognize the potential of learning online. The World Economic Forum cited research indicating that students retain up to 60% more information when learning online than 10% in a traditional classroom. Online learning is as dependent on teacher preparation, materials, and delivery as a traditional environment is and offers the opportunity for more personalization. Thirty-

The unplanned, quick transition to online learning certainly wasn’t optimal, but it did enable parents and teachers to recognize the potential of learning online

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eight states approved statewide virtual schools because of the outcome they recognized during the pandemic.

Hybrid Models – Microschools An EdWeek poll of K-12 school districts across the country reported a dramatic decline in hybrid learning, yet 89% of university students surveyed in different polls indicated students preferred hybrid. Hybrid schools vary in design.

The National Hybrid Schools Project 2023 out of Kennesaw State University defines hybrid schools as schools in which the school designs and delivers the curriculum. Still, students attend in person less than five days per week, leaving the remaining days to be facilitated by parents, guardians, or tutors. They are predominately in the suburbs and grow by more than 20% annually.

The Educator Gap One of the detrimental impacts of the pandemic was the extreme toll it took on public service workers, including teachers. More than 270,000 teachers quit or retired as a result of the pandemic. In February of 2022, 86% of teachers reported plans to leave the profession.

The result is relaxing requirements for teacher credentialing, including reducing the pass rate of teacher licensing tests. Many states amended reciprocity requirements as well. These modifications aren’t changing the impact on new teachers entering the field. In 2022, Pew Research reported only 4% of the conferred degrees in 2020 were in the field of education.

Value-Added Growth Accountability In 2010, 12 states adopted value-added growth models to measure student academic outcomes.

In 2022, 48 states have some form of valueadded growth model incorporated into their accountability measures. The canceling of state assessments required states to lean into a model that measures growth over time, but now they need a clear baseline or an adequate way to measure it. The increased focus on growth will challenge most current models of instruction.

Student-Based Budgeting Implementing weighted formulas to account for poverty and other aspects of a student profile that may require additional resources has been around since the 1970s. However, the most significant increase in adoption has been in the 21st Century. The emphasis on equity makes this funding formula a more reliable proposition for budgeting.

The Road to Somewhere The future is certainly unknown, but what is certain is we cannot, as a society, experience something as profound as a global pandemic and learn nothing from it concerning preparing our children for life beyond school. Education has been challenged for some time and has become a staple of political fodder. Still, education is ultimately the best chance any civilization has to better itself. We must do everything possible to make it the most enlightening experience for every learner. New school models like online and hybrid, along with accountability and funding modernizations, are on the way.

We must critically assess the effectiveness of what we did in classrooms before the pandemic and then determine if it is worth returning to.

Companies and communities look, feel, and operate differently; education should, too.

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INDUSTRY PERSPECTIVE

Bridging Educational Ine quality: A High-Dosage Tutoring Approach Henry Motte-Munoz, Founder & CEO, EDGE Tutor International

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n today’s rapidly advancing world, the educational landscape grapples with a widening disparity in educational outcomes, a challenge with far-reaching consequences on labor markets, income distribution, and overall societal development. Addressing this challenge requires innovative educational interventions. While edtech has expanded access to education, high-dosage tutoring (HDT) emerges as a highly effective and personalized solution to bridge the educational divide.

The Power of High-Dosage Tutoring High-dosage tutoring, an intensive one-to-one or small group tutoring approach, has shown remarkable promise in helping students accelerate their learning in an individualized manner.

Research, notably by the National Bureau of Economic Research (NBER), underscores the effectiveness of HDT,

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Henry Motte-Muñoz, the founder of Edukasyon.ph, the Philippines’ leading EdTech platform with over 10 million visitors, also serves as the Founder and CEO of EDGE Tutor.

He earned his MBA at Harvard Business School through a scholarship from Bain Capital, graduating with distinction in 2013. Acknowledged for his societal contributions as a social entrepreneur, Henry has received numerous prestigious awards, including the 2017 ASEAN Social Entrepreneurship Award, Forbes 30 Under 30 Asia Social Entrepreneurs, 2015 Asia Society 21 Young Leaders, and the 2012 Harvard Business School Social Enterprise Institute – Summer Fellow.

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especially when integrated with inclassroom learning. Moreover, a study from the University of Chicago Education Lab revealed that intensive tutoring significantly enhances math learning in high school, elevates student grades, and reduces course failures.

The key factor contributing to the success of high-dosage tutoring is personalization.

In smaller settings, tutors can tailor their teaching approach to effectively address specific learning gaps. Additionally, the close-knit environment allows for a more personal connection between the tutor and the students. For struggling students, the personalized attention fosters confidence and engagement, promoting a more enriching learning experience.

The Cost Barrier and the Accessible Solution Despite the undeniable benefits of HDT, its high cost limits accessibility. Efforts are underway to make HDT affordable and accessible to more learners, reducing the gap in learning outcomes and aiding recovery from learning loss.

The solution hinges on providing highquality, high-dosage tutoring services with an exceptional customer experience at significantly reduced costs. By recruiting licensed teachers from emerging markets, starting with the Philippines’ vast pool of teachers, a rigorous selection and onboarding process is ensured.

Continuous training empowers these educators to teach English and Math to students globally, effectively bridging

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literacy and math gaps. By connecting learners with qualified tutors overseas, the initiative not only enhances educational outcomes but also provides a sustainable source of income to a diverse group of educators around the world. This hybrid system offers flexible home-based work, leading to a substantial increase in teachers’ income and an improved overall quality of life.

Furthermore, collaboration with existing tutoring initiatives worldwide, providing tutors, curriculum, and software solutions for seamless live classes, booking, and payments, enhances the reach and impact of high-dosage tutoring services, ensuring a more extensive network of learners benefit from this impactful educational intervention.

Empowering Learners and Teachers Alike At the heart of the mission is to empower both learners and educators. This approach has garnered significant approval, with 95% of learners highly recommending it.

Understanding the critical role that joy and engagement play in long-term educational progress, instilling a sense of joy in the learning experience motivates learners to embrace education wholeheartedly, setting the stage for lifelong learning and growth.

The commitment is to disrupt the traditional educational paradigm by making high-dosage tutoring accessible to a broader demographic, fostering equality in education, and creating a brighter future for learners worldwide.

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Amazing Opportunity for Teachers and School Leaders to enhance their knowledge through FREE Teachers Academy masterclasses from international education experts !!!

For more details and registration www.teachersacademy.com

Higher EducationK12 Digest Digest November 2021 January 2024

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INDUSTRY PERSPECTIVE

Creating Valuable Assessments in K-12 Be gins with Literacy Jenn Mitchell, Senior Director Product Marketing, Instructure

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nstructure’s annual State of Assessment in K-12 Education uncovers key trends on driving effective assessment in schools.

A new school year, filled with new faces, new possibilities, new challenges, and new lessons will likely also be filled with the familiar ongoing effects of learning gaps many students have experienced over the past few years.

As K-12 educators rely on assessments to gauge student progress in this year’s curriculum, teachers need the support and skills to leverage the resulting data to quickly adjust for entire class instruction and design interventions for individual students. In order to do this, we need to build capacity with teachers when it comes to building high-quality assessments and conducting data analysis. To do this meaningfully, we need to understand how assessment is viewed and used today.

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Jenn Mitchell has spent over a decade working in education, first in higher ed as a graduation advisor, FERPA trainer, and associate registrar. She later found her home in edtech, where she has led strategic marketing initiatives for several SaaS technologies, expanded partnership programs, and launched a series of transformational professional-development events. Jenn now leads product marketing at Instructure, evangelizing the adoption of the Instructure Learning Platform to improve teaching and learning.

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According to Instructure’s recent research study, 2023 State of Assessment in K-12 Education, in partnership with Hanover Research, most educators perceive their school or district culture as assessment-focused (81%).

Still, less than two-thirds of educators (62%) would describe themselves as proficient in assessment literacy, and (64%) feel comfortable with the state standards applicable to their specific courses.

This revealing data highlights two important things: the significance of assessment and data literacy, and the value of taking the time and effort to build a positive data culture.

Time to Prioritize Assessment Literacy Assessment literacy is continuing to be a hot topic in K-12. In order for assessment to have an impact on learning, teachers must ensure they are testing on the right things.

Do they understand their standards? Do they understand how standards progress from one grade to the next?

Once they are familiar with learning standards, teachers must write high-quality assessment items at the appropriate depth of knowledge levels to reflect those standards. It is only then that the insights become actionable through proper data analysis.

Knowing that few teachers receive high levels of assessment training in their preservice programs, the task of building assessment literacy often falls to school- and district-level administrators through continued professional development. By committing to the principles of sound assessment practice, educators can drive effective learning and foster student success.

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Some key considerations when prioritizing assessment literacy include: ● Develop and communicate your school or district’s “why” statement for assessment. Consider asking questions like “Why are we asking students to show what they know?” and “Why are we asking educators to take precious time to build assessments?” ● Provide time for teachers to collaborate around standards. This collaboration will help define which are priority standards and which are supporting ones. Identifying prerequisite skills and how students will apply those skills in the future is also helpful. ● Allow educators to create assessments and analyze data together. No one enjoys working in a silo or feeling like they are on an island, so open up opportunities for group analysis. This type of collaboration requires additional supports; ask yourself the following questions: ● Are there resources educators have access to that will streamline the assessment creation process? ● What hurdles do teachers face in creating high-quality assessments? ● Do teachers feel safe discussing their data? ● What resources do teachers have access to for intervention, remediation, or enrichment? ● What support can be provided at the school or district level? ● Celebrate success. Build excitement around assessments, especially when acknowledging students who have mastered

Knowing that few teachers receive high levels of assessment training in their pre-service programs, the task of building assessment literacy often falls to school- and district-level administrators through continued professional development

new skills or improved overall. Also, celebrate the investment of teachers by highlighting when learning cycles have become more effective.

Once you celebrate, lean into setting new goals for ongoing success.

Building a Collective Vision of Assessment According to the State of Assessment in K-12 Education, both teachers and administrators value assessment and the data it provides, but they tend to view it and use it in very different ways.

First, teachers and administrators tend to rely primarily on different data sources and applications. Teachers often utilize data gathered from in-class formative assessment to inform instruction and meet individual student needs. Administrators, on the other hand, are more deeply immersed in interim and summative assessment trends over time to inform programmatic decisions.

Additionally, administrators often have more training in assessment and data analysis than classroom teachers; this uncovers the need for continuing professional development to bring the two data sources–and skillsets–together in order to provide a more holistic picture of student learning.

To bring the two sides more in line, consider these tips: ● Acknowledge the different drivers as you look at the data together. Where do teacher and administrator goals overlap? What is the collective definition for student success in the school or district? ● Establish a common language for assessment. What do formative, interim, and summative assessments mean at the school or district? How does each type of assessment drive learning forward? ● Hear everyone’s voices. What active communication channels surround assessment between teachers and administrators? Which teachers are seeing positive assessment results and how can they be shared through actionable PD and collaborative PLCs? How do students feel about assessment in the school or district? Are there other more authentic assessment modalities to explore?

We can shift the negative connotation around assessment and bring stakeholders closer with a focus on assessment literacy and an alignment of values. When everyone keeps the focus on students in service of a shared vision, schools can be the bridge to creating a positive assessment culture. One that reduces stress and celebrates achievements of all sizes.

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ACADEMIC VIEWS

Fostering Future Pioneers: IB Chemistry’s Consonance with the UAE’s Goals Mohamed AbouGhonim, PGCEI, Chemistry Teacher, AlYasmina British Academy, UAE

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t has been said that “education is the most powerful weapon which you can use to change the world.” Mandela, Nelson The United Arab Emirates has lofty goals that aim to make its population a driving force in sustainable global innovation and connectivity. The goals of the United Arab Emirates (UAE) align nicely with the tenets of the International Baccalaureate (IB)

programme. IB plays a crucial role in creating the forward-thinking leaders and pioneers that embody the UAE’s vision by moulding impressionable young minds into persons who are adaptive, inquiring, and morally anchored.

After more than a decade of teaching chemistry in the United Arab Emirates, I can look back and see how chemistry education has changed. There is a wide variety of pedagogical

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Mohamed AbouGhonim is a highly experienced professional with over 13 years of teaching and training expertise, specializing in high-school chemistry and science subjects. Mohamed holds various certifications, including being a chemistry teacher, Apple Teacher, Google Certified Trainer, and Microsoft Certified Innovative Educator. He actively contributes to the educator community and is a member of the National Science Teacher Association. Additionally, he is a certified robotics trainer, enhancing his skills in STEM best practices.

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Students who complete the IB programme will be well-versed in the myriad challenges and possibilities that make up our common global story because of the program’s emphasis on internationalism

approaches taught in schools across the country, each with its own cultural roots.

From the solid groundwork of the American curriculum to the in-depth exploration of AP Chemistry to the comprehensive enfoldment of IB Chemistry, each path offers its own unique academic benefits.

The IB route, however, stands out as the most appealing option for a number of reasons: IB’s emphasis on incorporating chemistry into a broader academic fabric guarantees

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students obtain a panoramic vision, allowing them to attach chemical precepts to fields as diverse as environmental sciences and global geopolitics, which is essential in today’s interconnected world.

Students who complete the IB programme will be well-versed in the myriad challenges and possibilities that make up our common global story because of the program’s emphasis on internationalism.

The complex issues of the twenty-first century demand that students develop their capacities for inquiry and critical thinking.

Now more than ever, society requires people who can both think critically and take action.

IB’s emphasis on inquiry-based learning and projects like the Extended Essay help students hone their critical thinking skills.

When moving forward into the future, we face more and more ethical dilemmas, such as how to responsibly care for the environment or how to weigh the moral implications of scientific advances. The IB curriculum not only provides students with the information they need to face these difficulties, but also the moral compass to guide them.

To sum up, while all instructional methods have their advantages, the IB Chemistry programme stands out as a leader due to its focus on the big picture and preparation for the future. It does more than just help kids do well in chemistry classes; it equips them to be leaders in the world who are well-informed, ethical, and responsible. Because of how well its guiding principles mesh with the UAE’s forward-looking orientation, the IB is an excellent option for educating the country’s future leaders.

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