K12 Digest – November 2023 – Must-Watch International Schools in South America – 2023

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NOVEMBER 2023 INDIAN EDITION

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CHARTWELL INTERNATIONAL SCHOOL TRANSFORMING HEARTS AND MINDS WITH COGNITIVE SCIENCE AND SEE LEARNING FEATURING INSIDE Chase Eskelsen M.Ed. Owner, Fersken Education LLC Dr. Nkechi Fluker Owner and Director, Kingdom Life Virtual Academy (KLVA) Dr. Susan Borden Head of School, ACS-Doha John Failla Student TCEO & Founder, Pearl

Gimnasio Campestre la Fontana Colegio Hacienda Los Alcaparros Colegio Tilatá

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November 2023

Managing Editor Sarath Shyam

Vol - 4 Issue - 12

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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

NOVEMBER 2023

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MANAGING EDITOR’S NOTE

Unveiling the Gems of South America’s International Schools

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outh America is an ever-evolving landscape for education, standing as a beacon for diversity and excellence in international schooling. As the editorial team at K12 Digest, we are excited to present our newest issue, which delves into the world of International Schools in this vibrant region.

South America is home to educational institutions that not only meet but exceed global standards, thanks to its rich cultural tapestry. In this issue, we embark on a journey to explore and celebrate the ten must-watch International Schools in South America for 2023. These institutions are not just educational spaces; they are also hubs of innovation, cultural exchange, and academic brilliance.

You might wonder why we choose to highlight these specific schools. The answer lies in our commitment to empowering parents with the knowledge they need to make informed decisions about their children’s education. Selecting the right school is more than just choosing a place of learning; it’s about creating a foundation for a child’s future.

Our cover story features Chartwell International School, a remarkable institution that spans across two countries, Serbia and Chile. At Chartwell, diversity isn’t just a buzzword; it’s a living, breathing reality. Students from 40 different countries come together, not just as classmates but as a closely-knit global family. It’s a testament to the power of education to unite young minds from various corners of the globe.

We understand that selecting the right school for your child is a journey filled with questions and considerations. Our goal is to make this journey a bit smoother for you.

The insights and profiles shared in this issue aim to guide you through the diverse landscape of South American international schools, providing a comprehensive view to aid your decision-making process.

Join us as we navigate through the pages of this issue, exploring the stories, innovations, and achievements of these outstanding institutions. Here’s to unlocking a world of possibilities for your child’s education!

Enjoy Reading.

Sarath Shyam

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C O N T E N T S

10 COVER STORY

CHARTWELL INTERNATIONAL SCHOOL TRANSFORMING HEARTS AND MINDS WITH COGNITIVE SCIENCE AND SEE LEARNING

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COLEGIO HACIENDA LOS ALCAPARROS Transforming Today’s Students into Tomorrow’s Leaders & Engaged Citizens of the World

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MUST WATCH

INTERNATIONAL SCHOOLS IN SOUTH AMERICA 2023

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COLEGIO TILATÁ

GIMNASIO CAMPESTRE LA FONTANA

Nurturing Innovation, Virtues, Personalized Learning, and Global Citizenship

Shaping Future Leaders through Parent-School Bonding

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INDUSTRY VIEWS

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5 INNOVATIVE WAYS A BUSINESS TRANSFORMS EXISTING SPACE INTO A HYBRID SCHOOL Chase Eskelsen M.Ed., Owner, Fersken Education LLC

C O N T E N T S

READING IS FUNDAMENTAL, SO IS MATH Dr. Nkechi Fluker, Owner and Director, Kingdom Life Virtual Academy (KLVA)

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48 WHEN ALL THE PAPER IS GONE

Bill Horniak, Senior Educational Consultant & Lean Six Sigma Trainer, Maximum Potential

ACADEMIC VIEWS THE FUTURE OF AMERICAN EDUCATION: A TEACHER’S ROLE Manuel Hernandez, Author & Language Arts Teacher, Florida Department of Education

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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 November 2023

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COVER STORY COVER STORY 10

K12 Digest November 2023

JAMES TUCKER PRINCIPAL

CHARTWELL INTERNATIONAL SCHOOL TRANSFORMING HEARTS AND MINDS WITH COGNITIVE SCIENCE AND SEE LEARNING

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n the world of education, where the thirst for knowledge has transcended generations, the fusion of cognitive science with teaching practices has become our guiding star. It’s not just about studying the mind; it’s about revolutionizing how we learn and teach. And in this ever-evolving landscape, Chartwell International School shines as a pioneer, leading the way for others to follow suit.

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James Tucker, Principal of Chartwell International School, passionately asserts, “We must embrace change and explore the science behind how children truly learn.” Chartwell isn’t satisfied with just being the first school in Chile to fully embrace cognitive science in education. The school has raised the bar even higher by being the first international school in Chile to adopt the SEE learning program from Emory University.

SEE learning is not your typical curriculum; it’s a game-changer. SEE stands for Social, Emotional, and Ethical Learning, and it’s not just about textbooks and exams. It’s about empowering students with life skills that extend beyond the classroom. In today’s world, where well-being and social responsibility are paramount, SEE learning aligns perfectly with the needs of our time. At Chartwell, it’s not just a program; it’s a philosophy.

Chartwell International School, a proud member of the ‘Chartwell International School’ family, spans across two countries: Serbia and Chile

Nurturing Well-Being and Academic Excellence “At Chartwell International School, our mission is twofold, with a steadfast commitment to nurturing healthy and happy people and fostering exceptional academic progress,” shares James.

To attain outstanding academic progress, Chartwell International School leverages insights from cognitive science, emphasizing the importance of long-term memory retention.

“We understand that for students to excel in problem-solving and critical thinking, they must first acquire a strong foundation of facts and concepts,” adds James. The dedicated educators at Chartwell International School are cognizant of the fact that sole reliance on project-based learning falls short. Instead, they prioritize explicit instruction in the essential skills and knowledge, empowering students to surmount challenges and achieve success.

Charting the Course of Education Chartwell International School, a proud member of the ‘Chartwell International School’ family, spans across two countries: Serbia and Chile.

In 2017, a dream was realized as Chartwell’s preschool doors swung open, and by 2019,

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the Primary School welcomed eager learners.

But Chartwell is more than just a school; it’s a nurturing space that believes in holistic education.

Their mission? To shape students into not just bright minds but also happy, healthy, and ethical individuals. James puts it beautifully, “Our teachers don’t just teach; they ‘see’ the students and understand their families, appreciating their unique perspectives.”

Chartwell thrives on diversity, with students hailing from 40 different countries. This melting pot isn’t just a badge of honor; it’s a daily reality where kids from various corners of the globe come together as a vibrant, tightlyknit family. James adds, “Our teaching team represents the world’s diversity, reflecting our commitment to instilling transcendent ethical values and helping kids build bridges to those with different viewpoints.”

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The school’s team of English-speaking educators, including many native speakers, creates an immersive language environment.

James states, “English is the gateway to global opportunities.” But it’s not just about fluency; it’s about embracing cultural nuances and exploring other languages. Spanish, French and even Japanese have found their place in Chartwell’s

curriculum, ensuring a well-rounded linguistic journey. Moreover, technology and enrichment programs are enhancing students’ proficiency in their mother tongues.

Creating a Path to Academic Excellence At Chartwell International School, excellence isn’t just a goal; it’s a way of life. The cornerstone

Tucked away in the tranquil “Lo Curro” region of Chile, Chartwell International School is a haven of learning enveloped in lush greenery, far from the bustle of urban life

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of their academic prowess is the esteemed Cambridge International Curriculum, renowned for fostering skills like independent research, critical thinking, and subject mastery.

James states, “We’ve steadfastly chosen the path of the Cambridge curriculum, resisting the allure of the Chilean Curriculum. We firmly believe in the international educational passport that Cambridge offers.”

This choice aligns perfectly with Chartwell’s mission of nurturing academic brilliance and holistic growth. Universities of global repute, from Harvard to MIT and the venerable University of Cambridge itself, recognize the comprehensive skill set and deep subject knowledge that this curriculum bestows upon students. James emphasizes, “Flexibility is

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key; the future is uncertain, and we envision a world where technology globalizes education.

A-Levels enable our children to master a select few subjects while pursuing a wide range of enriching activities.” Furthermore, Chartwell International School aims to enhance the digital education of its students via the use of Chromebooks and digital resources very soon.

Nature’s Classroom: Chartwell’s Unique Oasis Tucked away in the tranquil “Lo Curro” region of Chile, Chartwell International School is a haven of learning enveloped in lush greenery, far from the bustle of urban life. But what sets Chartwell apart isn’t just its picturesque location; it’s its innovative response to

the COVID-19 pandemic. In the face of adversity, Chartwell transformed into South America’s first all-outdoor school. James explains, “We made headlines in a national newspaper with this unique approach.

Children here can join our gardening club, where they sow seeds, nurture plants, and have fun amidst nature.”

Beyond academics, Chartwell offers several enrichment activities. From soccer to Japanese language classes, students have an array of opportunities to hone diverse skills and passions. Chartwell’s belief is simple: a well-rounded education breeds globally adaptable individuals. The school is committed to helping students unleash their potential by pursuing their passions.

Beyond academics, Chartwell offers several enrichment activities. From soccer to Japanese language classes, students have an array of opportunities to hone diverse skills and passions

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One of Chartwell’s defining features is its small class sizes, averaging 15 students. It’s like a “home away from home,” fostering an intimate environment for personalized attention.

Teachers can adapt their teaching to cater to each child’s unique needs, be it extra support or advanced challenges. It’s not just about teaching subjects; it’s about knowing the students, their families, and their aspirations.

Shaping Tomorrow’s Leaders with a Holistic Vision Across the oceans in Serbia, Chartwell School has garnered global recognition, earning the distinction of being world-class, a recognition even bestowed by Her Majesty. What sets this school apart? It’s a closely-knit community where passionate teachers are committed to the highest educational standards. James highlights, “At Chartwell, common sense governs our approach. We foster a sense of togetherness, where children collaborate closely to achieve excellence.”

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But it’s not just about academic achievement; it’s about nurturing wellrounded, resilient individuals equipped to tackle the challenges of a rapidly globalizing world. James says, “We take pride in molding tolerant and hardworking children, ready to navigate an interconnected world.”

Chartwell’s commitment to excellence extends to its innovative approach. Grounded in insights from cognitive science, the school employs research-backed methods to fully unleash each student’s potential. The introduction of the SEE Learning program from Emory University, focusing on social, emotional, and ethical learning, underscores the school’s forward-thinking stance. By prioritizing cognitive science and evidencebased practices, the school has paved the way for developing well-rounded and resilient individuals. Chartwell School is dedicated to remaining at the forefront of educational excellence, giving students the tools they need to thrive in a rapidly changing world.

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INDUSTRY PERSPECTIVE

5 Innovative Ways a Business Transforms Existing Space into a Hybrid Scho ol Chase Eskelsen M.Ed., Owner, Fersken Education LLC

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n a world where technology and education are increasingly intertwined, forward-thinking businesses should be reimagining their spaces to foster a unique and engaging learning environment. One exceptional idea is how a business could transform approximately 1500 square feet (139 square meters) of its existing space into a cutting-edge hybrid school. Combining a digital backbone with a focus on project-based learning and personalized experiences, this school could provide a remarkable educational opportunity for students. In this article, we’ll explore five innovative ways this hybrid school benefits both students and families while igniting a passion for learning.

Blending Technology with Real-World Experiences: At this hybrid school, a digital backbone supports a dynamic curriculum designed to enhance students’ knowledge and skills.

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Chase Eskelsen M.Ed. is an educator of more than 15 years with experience in digital education ranging from full-time online school administration to launching hybrid schools as the COO of an education nonprofit. In between the full-time online schools and the hybrid schools he worked in academic policy and government affairs effectively fighting for good student-centered accountability and against bad education legislation. After seeing the benefit of a digital educational backbone bringing the very best of digital learning and partnering that with the very best of an in-person experience, he decided to launch his own educational firm to support new, innovative school options as they launch hybrid programs.

He is also very involved in parent advocacy where he believes that parents know their kids better than any policymaker or politician ever will and because of that, parents should have the right to enroll their kids in the best school for their family. He also hosts the FerskenED Edupreneur Mastermind where he supports education entrepreneurship for new business owners in their first three years.

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By leveraging technology, students have access to a wealth of resources and interactive tools, enabling them to explore subjects at a personalized pace. The integration of technology is not meant to replace human interaction, but rather to amplify the in-person experience. Yes, the campus is digital-first, but that does not mean that it is digital only. Instead, the digital infostructure starts to give the students the foundation and assignment information and then springboards them to hands-on, in-person project-based learning experiences. Students use digital tools and a digital curriculum to research, collaborate, and present their projects, while their physical presence allows them to engage in hands-on activities, group discussions, and valuable face-to-face interactions.

Internships and Future Opportunities: At this hybrid school, the commitment to student success extends beyond the classroom walls. Recognizing the importance of real-world experience, the school has established a unique program that offers internships within the partnering company for high school students. This invaluable opportunity allows students to apply their knowledge and skills in a professional setting, gaining practical experience while still in school. By collaborating with professionals, students develop a deeper understanding of their chosen fields and explore potential career paths.

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Students use digital tools and a digital curriculum to research, collaborate, and present their projects, while their physical presence allows them to engage in handson activities, group discussions, and valuable face-to-face interactions

Consider this example. A junior in high school takes a marketing class as an elective during the first semester. Upon completion of this course, they join the marketing department of the host company and get real-world experience sitting in staff meetings, having tasks assigned, and participating as a member of the team with deliverables and presentations completed during the second semester. Now the student has the book knowledge and work experience that can be put on a resume for their future job search.

Potentially one of the key benefits for the student is low-risk job placement where they get to experience what it would be like to be an employee at a marketing department. If they like it, great—they can work directly into that company post-graduation if a position is available and for those who inevitably don’t like the marketing team, they now get another year to experience another department at the company.

The best part is, they don’t spend $100,000 on a marketing degree to only later graduate from

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college and start working at a marketing firm only to realize that this is not the right fit for them. The company gets a pipeline of potential talent served up to them each semester which makes the company happy. The students also get real-world, hands-on learning through these internship opportunities in a lowrisk environment to test up to 4 different departments at a company before leaving for college or entering the workforce post-high school graduation.

These internships provide a steppingstone for students to graduate with a competitive advantage. Armed with hands-on experience, they enter the job market equipped with the skills, confidence, and connections necessary to thrive.

By fostering relationships within the company, students may even find themselves with job offers waiting upon graduation, ensuring a smooth transition from education to the workforce. This exceptional feature sets the hybrid school apart, creating a direct pathway to future success and empowering students to turn their passions into prosperous careers.

Project-Based Learning for Holistic Development: Embracing project-based learning, this hybrid school nurtures students’ critical thinking, problem-solving, and collaboration skills.

Through engaging projects, students work in groups and individually to explore real-world challenges, fostering a sense of ownership and autonomy. By connecting theory with practice, they gain a deeper understanding of concepts and develop practical skills that prepare them for the future. The school emphasizes the importance of presenting these projects to staff, encouraging students to showcase

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their achievements and cultivate confidence in their abilities.

Flexible Attendance Options: Recognizing that each student’s learning journey is unique, this hybrid school offers flexible attendance options. Students can attend the inperson experience at different rates or amounts of time throughout the week, accommodating their individual needs. This flexibility allows families to personalize their child’s education, ensuring a balanced approach that considers their academic, extracurricular, and personal commitments. Whether attending full-time or choosing a hybrid schedule, students benefit from the school’s immersive environment and the opportunity to learn both from their peers and dedicated educators.

This also opens the door for high-impact internships during the school day by flexing the learning experiences before and after work-based opportunities allowing students to attend specific staff meetings or department work sessions. This flexible offering is also ideal for high-performing athletes and actors, musicians, and singers to perfect their craft during the times available with their teams, coaches, or available practice times.

This becomes very evident when considering ice hockey only has a certain “ice team” available or perhaps for winter sports athletes to ensure they’re out on the mountain during peak weather hours and flexing the learning experience to before or after that training time.

Facilitating Smooth Transitions for Expat Families: One standout advantage of this hybrid school is its ability to support international expat families within large multinational corporations.

By collaborating with peers from diverse backgrounds and engaging in crosscultural exchanges, students develop a deep appreciation for different perspectives, cultures, and ideas

For families frequently moving from location to location, educational continuity can be a significant challenge. However, by leveraging the digital backbone and project-based learning approach, this hybrid school ensures a smooth transition for students from state to state or even around the world. The curriculum is designed to be adaptable, allowing students to seamlessly join the school community and continue their educational journey, regardless of the physical location. The school becomes a consistent anchor, reducing the negative impacts of mobility and providing stability for expat families.

Nurturing a Worldwide Mindset: With its focus on project-based learning and the inclusion of international expat families, this hybrid school fosters a larger vantage point among its students. By collaborating with peers from diverse backgrounds and engaging in cross-cultural exchanges, students develop a deep appreciation for different perspectives, cultures, and ideas. This prepares them to thrive in an interconnected world and become impactful citizens who can positively contribute to society.

The transformation of existing space into a hybrid school can revolutionize the educational landscape. By combining technology, projectbased learning, flexible attendance options, and internships, this school offers an unparalleled learning experience. Students not only benefit from the dynamic in-person environment where they collaborate, create, and present their projects, but they also gain exposure to real-world scenarios through internships, setting them on a trajectory toward career success. With its commitment to personalized education and worldly perspectives, this hybrid school paves the way for students to thrive in an ever-evolving world.

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MUST WATCH

INTERNATIONAL SCHOOLS IN SOUTH AMERICA 2023

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American School of Quito (Ecuador)

Chartwell International School (Chile)

Website: https://www.fcaq.k12.ec/

Website: https://www.chartwell.cl/en/

Key person: Frank Volpe, Director General

Key person: James Tucker, Principal

About the School: The American School of Quito follows an American curriculum and is recognized for its commitment to providing a well-rounded education in Ecuador’s capital.

About the School: In Chile, Chartwell International School shines as a beacon of global education, offering a dynamic learning environment that fosters international perspectives and academic achievement.

K12 Digest November 2023

Colegio Franklin Delano Roosevelt (Peru)

Colegio Hacienda Los Alcaparros (Colombia)

Website: https://www.amersol.edu.pe/

Website: https://alcaparros.edu.co/

Key person: Patricia Marshall, Superintendent

Key person: Rosa Cecilia Caro Restrepo, Director

About the School: Based in Lima, Peru, this school provides an American curriculum and is known for its strong emphasis on academic achievement and character development.

About the School: Located in Colombia, Colegio Hacienda Los Alcaparros stands out for its dedication to providing a nurturing environment and a comprehensive education focused on individual growth.

Colegio Internacional de Carabobo (Venezuela)

Colegio Nueva Granada (Colombia)

Website: https://www.cicvalencia.org/

Website:https://www.cng.edu/

Key person: Todd Zukewich, Director

Key person: Dr. Eric H. Habegger, Director

About the School: Based in Valencia, Venezuela, this international school follows the International Baccalaureate (IB) curriculum, emphasizing academic rigor and global citizenship.

About the School: Situated in Bogotá, Colombia, Colegio Nueva Granada is an international school offering an American curriculum, with a focus on fostering a multicultural learning environment.

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Colegio Tilatá (Colombia)

Gimnasio Campestre la Fontana (Colombia)

Website: https://colegiotilata.edu.co/

Website: https://www.lafontana.edu.co/

Key person: Juan Sebastian Hoyos-Montes, Headmaster

Key person: Ann Thomson, Director

About the School: Situated in Colombia, Colegio Tilatá is celebrated for its innovative approach to education, emphasizing creativity and critical thinking in a supportive and inclusive community.

Graded - The American School of São Paulo (Brazil)

Uruguayan American School (Uruguay)

Website: https://www.graded.br/

Website: https://www.uas.edu.uy/

Key person: Richard Boerner, Superintendent

Key person: Matthew Beata, Director

About the School: Graded is a wellestablished international school offering an American curriculum, known for its rigorous academic programs and diverse student body.

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About the School: Nestled in Colombia, Gimnasio Campestre la Fontana is a distinguished educational institution known for its commitment to holistic development and academic excellence.

K12 Digest November 2023

About the School: Located in Montevideo, Uruguay, this school offers an American-style education with a focus on promoting critical thinking and global citizenship.

Find your future job in school Connecting Candidates and Schools

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MUST WATCH

INTERNATIONAL SCHOOLS IN SOUTH AMERICA 2023

COLEGIO HACIENDA LOS ALCAPARROS Transforming Today ’s Students into Tomorrow ’s Leaders & Engaged Citizens of the World

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olegio Hacienda Los Alcaparros (CHLA) is a Colombian private school located in La Calera.

It educates children and young people through an educational project based on ethical, humanistic, scientific, and aesthetic principles. The project embraces a human development perspective that respects differences and individual processes. The aim is to train citizens of Colombia and the world for the challenges of the 21st century.

Notably, CHLA holds the distinction of being the first school in Colombia to incorporate arts, music, self-expression, physical development, social and emotional growth, and a project-based approach into its core curriculum. This innovative approach has been instrumental to the school’s success. It remains dedicated

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to its progressive vision of education, a commitment that has profoundly impacted education throughout Colombia.

Rosa Cecilia Caro Restrepo, Director of CHLA

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The Foundation Story On April 10th, 1992, CHLA was established in Bogotá by Rosa Cecilia Caro Restrepo, her sister Constanza Caro de Casas, and their mutual friend, María Teresa Botero. These three educators, deeply committed to serving their community and driven by their conviction that education is an indispensable catalyst for personal and national development, embarked on a journey that gave rise to the school. Their vision was rooted in the profound interplay between academic instruction and practical training. They emphasized a “learn by doing, feeling, and thinking” approach, all while upholding core human values. Notably, music (following the Suzuki Method) and the arts were given a special place in the curriculum, underscoring the holistic nature of their educational philosophy.

“At the heart of our mission is the unwavering commitment to accompany each student on their learning journey.

Our aim is to nurture their innate potential, enabling them to learn how to learn, how to apply knowledge, how to think critically, how to coexist harmoniously, and ultimately, how to be. This comprehensive approach equips them to engage with life meaningfully, fostering connections, equality, and sustainability. Our graduates emerge as responsible global citizens, understanding the shared humanity

Today, CHLA has flourished, finding its expansive home across a ten-hectare campus in the mountainous terrain of La Calera, Cundinamarca. With pride, it now boasts an enrollment of over 800 students

that binds us all,” explains Rosa Cecilia Caro Restrepo, Director of CHLA. In its initial chapter, CHLA opened its doors to 36 students and 11 dedicated educators.

The campus, nestled in the hills of Suba, north of Bogotá, encompassed preschool and the first three grades of primary school. Director Rosa Cecilia Caro Restrepo was Steering the Educational Project, supported by Rector Marta Cecilia Gómez. Today, CHLA has flourished, finding its expansive home across a ten-hectare

campus in the mountainous terrain of La Calera, Cundinamarca. With pride, it now boasts an enrollment of over 800 students.

Pedagogical Models: Starting from Curiosity to Creativity to Strengthen Learning According to Director Rosa Cecilia Caro Restrepo, the nurturing environment of active learning and appreciation serves as a catalyst for unlocking the full potential of CHLA’s students. As a result, a

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single overarching philosophy guides the entire educational endeavor: CHLA comprises four distinct schools (Preschool, Primary, Middle School & Baccalaureate), each meticulously tailored to cater to the diverse needs of varying age groups. Collaboratively overseen by the Academic and Human Development Departments, these schools synergize perspectives to fulfill CHLA’s mission. This mission encompasses delivering education that upholds the standards of rigorous academics, emotional equilibrium, autonomy, and responsibility.

The confluence of three core subjects paves the way for diverse viewpoints on issues, fostering curiosity, igniting creativity, sparking imagination, and cultivating critical thinking within the students:

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The ICT infrastructure is an indispensable cornerstone of every facet of academic and administrative operations at CHLA

1. Active Learning: CHLA champions active learning, empowering every student to flourish. Each student is allowed to choose, express ideas, formulate plans, and undertake projects that stem from their interests.

This dynamic approach also encompasses decision-making, verbal expression, and thoughtful introspection, reinforcing the philosophy of holistic development.

2. Musical Learning: Rooted in the heart of CHLA’s inception, musical learning encapsulates the fusion of academic education and practical training. Music, a quintessential embodiment of active learning, only resonates and becomes audible when brought to life through instruments or voice. In essence, music thrives when it is created.

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3. Human Development: CHLA implements policies and philosophies that nurture personal growth. This includes fostering a culture of respect for diversity, nurturing human connections, providing tools for conflict resolution, embracing transformative processes, and adapting to change – both for children and their families.

Integrating Technology in the Learning & Teaching Process The ICT infrastructure is an indispensable cornerstone of every facet of academic and administrative operations at CHLA. It serves as the catalyst for fostering digital engagement and interactivity among students, educators, and staff. This robust framework facilitates the

Rooted in the heart of CHLA’s inception, musical learning encapsulates the fusion of academic education and practical training

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retrieval, manipulation, and dissemination of digital information and underscores the bedrock for cataloging and systematizing academic and administrative data. These comprehensive datasets, in turn, serve as the foundation for generating insightful reports, conducting research, and driving informed decision-making.

Beyond its internal scope, this technological backbone seamlessly links the school and its community with the global landscape, amplifying CHLA’s reach and impact.

Central to these endeavors is DataWise – a strategic approach that CHLA employs to drive judicious and impactful decision-making, thereby refining its operational efficiency. In essence, DataWise embodies the pursuit of optimal methods to execute a multitude of activities that shape the school’s identity. This unwavering focus is laser-targeted on the educational journey

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of CHLA’s students. A profound understanding is gleaned by delving into their performance metrics, thus illuminating the path toward enhancing pedagogical processes. Notably, this encompasses the evolution of teaching practices that nurture academic growth.

Expanding beyond the classroom, the DataWise approach encompasses the meticulous review of the school’s organizational and administrative mechanisms. These endeavors stand as pillars of support for the multifaceted academic and

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formative endeavors undertaken by CHLA. In essence, this holistic strategy ensures that every dimension of the institution aligns harmoniously to fulfill its mission and objectives.

Prioritizing Environmental Consciousness & Sustainability through Programs & Initiatives Nestled within a picturesque valley, ensconced amidst the verdant mountains of the La Calera

Since its foundation in 1992, CHLA has been committed to inclusive education, which is deeply embedded in its vision of human development by considering each individual as a whole being at every stage and in its choice of education based on embracing diversity and understanding that everyone is unique and different

Municipality near Bogotá, CHLA’s campus is a sanctuary nurtured by the collective efforts of employees, educators, and students. The heart of this sanctuary is ‘La haciendita,’ an expanse that encompasses a farm and a garden. Here, the symbiotic relationship between humanity and the environment flourishes. Through dedicated endeavors, an ecological corridor thrives, trees are tenderly planted, and the Quebrada del Ají is vigilantly protected. This commitment to ecological harmony is underscored by a self-

sustaining water system comprising a deep well, an intricate rainwater collection network, a judicious water treatment plant, and innovative recycling practices. The cycle culminates with treated water redirected for irrigation and sanitation while a vigilant fire protection system stands ready. Moreover, an emergency power plant ensures continuity and innovative recycling and material reuse initiatives exemplify CHLA’s commitment to sustainability.

Further fortifying this ethos is the School Environmental Project (PRAE) at CHLA. This encompassing initiative seamlessly weaves into the daily fabric of the school, anchoring itself within two transcontinental, enduring projects led by the institutional program “Citizens of the Earth.” These endeavors hold the shared objective of nurturing students’ recognition,

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appreciation, and comprehension of three fundamental facets: firstly, the intricacies of ecosystems and biodiversity, both locally and globally; secondly, the intricate challenges that stem from these interconnected systems; and thirdly, the pressing individual and collective responsibility to safeguard our planet as stewards of Earth.

In the annals of CHLA’s history, 2012 marked the inception of a remarkable venture known as GRULAC Junior. Birthed and nurtured

by CHLA, this regional entity, an affiliate of the United Nations, galvanizes the youth of Latin America and the Caribbean. It provides a platform for comprehensive engagement encompassing study, analysis, dialogue, negotiation, and preparation for meaningful participation in United Nations conferences.

With an ardent focus on environmental concerns, particularly the ramifications of climate change, GRULAC Junior amplifies the voices of the regional youth on a global stage.

This intersection of local advocacy and global awareness resonates deeply.

The evocative Sponge Project stands as a testament to CHLA’s dedication to transcending academic silos. Converging students from the Middle School, this transdisciplinary initiative harnesses the collective force of diverse programs, imbuing them with a united purpose.

Through the lens of paramos and high wetland ecosystems, students delve into an immersive exploration, cultivating not only understanding but a profound sense of value for these vital habitats. A core objective of the Sponge Project is to craft actionable proposals that contribute tangibly to safeguarding and preserving these intricate ecosystems.

Global Engagement & Impact The Global Connections program at CHLA connects the Alcaparros community - students, teachers, staff, and parents - with individuals, places, and cultures from different regions of Colombia and around the world through multiple key programs such as relationships with national and international organizations, world-in-Alcaparros-in-the-world, visits, and student-teacher exchanges, study abroad, and keeping up with international standards.

Likewise, CHLA collaborates closely with various national and international partners, fostering support and cooperation. Some of its key allies include Cognia, Academica International Studies, High/Scope Educational Research Foundation, College Board (N.Y, N.Y., USA), Suzuki Association of the Americas, GRULAC-United Nations, University of Minnesota-Institute of the Environment, CERN, Instituto de Cultura Brasil Colombia-IBRACO, and specific agreements with Educational and Development Entities.

Fostering a Diverse & Inclusive Learning Environment Since its foundation in 1992, CHLA has been committed to inclusive education, which is deeply embedded in its vision of human development by considering each individual as a whole being at every stage and in its choice of education based on embracing diversity and understanding that everyone is unique and different.

Similarly, embracing diversity and individual differences, alongside principles of freedom, personalization, and participation, form the basis for conceiving inclusion as

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an inherent feature of CHLA’s educational approach, catering to the various ways of being and existing of each student. In addition, CHLA ensures attention and care for diverse modes, paces, and timelines of learning, the varying interests and distinct ways of comprehending the world, and the different ways of feeling and acting of each student, all of which are present in all processes and activities at the school.

Going one step ahead, CHLA has also established ‘The Learning Center’ on its campus, which is responsible for enhancing the quality of the educational experience, promoting developmental growth, improving academic achievements, fostering independence, and developing social skills to enable each student’s life projects in the future. The function of this center is to support academic, psychological, and social processes by identifying and removing

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barriers to learning and participation. Apart from this, specialized speech therapists and occupational therapists with expertise in pedagogy evaluate students’ performance and develop personalized strategies and support therapies, if necessary, to strengthen learning habits, academic leveling, and integration into the classroom.

Promoting a Sense of Community & Encouraging Parent Involvement CHLA envisions the ongoing construction of an appreciative community and hence, understands

the need to strengthen this foundation day by day as the fabric of the social tapestry it contributes to.

It is, therefore, resonated through CHLA’s daily tasks in the school environment, reinforced by activities, programs, and specific processes that further enhance the resilience of its community.

1. Peer Learning At CHLA, students in each grade are grouped into small clusters to create close bonds that facilitate mutual support and care in learning and socio-emotional development. Furthermore, each Kindergarten 4 to fifth-grade student has a “big brother or sister” in middle school or high school who, during various activities throughout the year, takes the initiative to get to know their “younger sibling,” establish camaraderie and look out for each other. Additionally, the educational outings that students undertake, whether as part of the “Sin fronteras por Colombia” program, as part of ongoing projects, or related to their subjects, provide excellent opportunities to strengthen bonds and camaraderie among students.

Apart from these, from Kindergarten 4 to eleventh grade, during classes, daily life, and specifically designed times for conflict management, teachers and students model constructive ways to resolve conflicts, emphasizing the value of attentive listening and timely, substantiated, and respectful communication. The “Houses” program in Middle School, which includes sixth to ninth-grade students, aims to create inclusive environments where shared interests are evident and differences are acknowledged as enriching for personal and social development.

In addition, teachers and employees - among themselves, with each other, and with students

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and families - live out and embody the spirit of appreciative community that CHLA fosters.

2. Family Matters Centre The primary purpose of the Family Matters Center is to accompany families and caregivers in developing their strengths, in which family processes that contribute to the formation of children and young people are rooted and nurtured. This space seeks to further strengthen the bridges created

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between families and the school to guarantee the comprehensive development of each of its students. It also helps to establish a direct communication channel with the School and between families, educational and cultural workshops, recreational spaces, and much more.

CHLA Director Rosa Cecilia Caro Restrepo shares, “Here, we closely support each of our students in their school training process, and we want parents and caregivers

from home to be in the front row supporting the entire process.”

Extra-Curricular Activities CHLA has a varied extracurricular program comprising more than twenty workshops that bring its students closer to the arts, sports, and other disciplines to offer a well-rounded education. For this purpose, it has the appropriate facilities for developing these activities, which take place during the school year in two semesters.

Nestled within a picturesque valley, ensconced amidst the verdant mountains of the La Calera Municipality near Bogotá, CHLA’s campus is a sanctuary nurtured by the collective efforts of employees, educators, and students

Student participation is completely voluntary, and at the end of each semester, the school makes a presentation for the parents in which the product of their work and the learning obtained is evidenced.

These extracurricular activities include body and movement, voice and instruments, discovering science, and arts and crafts.

Student Success Stories One of the major achievements of CHLA is the constitution of the GRULAC Jr., an initiative to unite youngsters in Latin America and the Caribbean towards issues that directly affect their region and to participate and act to effect change. In the 11 years of GRULAC Jr., the school has grown the participation of other schools and countries, reaching last year to have an assembly of 8 countries and 18 schools. A humongous feat. In addition, the Brain Initiative has become a forum and a reference for educators in Colombia to keep up with the most current developments and issues in education and the brain.

Similarly, in 2001, 14 high school graduates 7 women and 7 men - became the first graduating class of CHLA. Each year more and more join this group of alumni, who always remain part of the school community; they are its extension, as ambassadors to the world as they carry the Alcaparros seal in their being.

Celebrating Diverse Cultures & YearsOld Traditions Throughout the year, concerts and musicals open to parents and friends of CHLA are held, including the Christmas concert and a musical by preschool students, recitals by students based on the instruments they are preparing, Café Concert featuring students from Middle School and High

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School, and musicals involving students from all schools. Every two years, the school organizes the Suzuki Concert, which brings together violinists, pianists, guitarists, cellists, and flutists from various schools and colleges in Colombia and Latin America that use the Suzuki methodology for teaching, centered around the interpretation of Suzuki repertoire.

Moreover, it is CHLA students’ tradition to celebrate Christmas with the students of I.E.R.D. El Salitre. With the support of their teachers, CHLA students plan and organize activities such as games, art creations, and musical performances, which they share with the students of El Salitre during a morning at the CHLA’s campus. Likewise, celebrating Spirit Day is an Alcaparros tradition aimed at strengthening the bonds of the community, fostering friendships and care, and developing

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empathy, teamwork, and communication skills in a learning space.

The Path to a Brighter Future Moving forward, CHLA aspires to maintain the focus, rigor, and coherence of each discipline needed to build a robust basis of knowledge that allows its students to build new knowledge. With such a basis, students can make connections across disciplines by transferring and applying knowledge to other contexts. Therefore, with an interdisciplinary mindset, students can build and understand the “big ideas,” concepts, and relationships that help build a better picture of their complex world. The school also strives to offer the opportunity of choice within disciplines and through interdisciplinary projects that engage students and give them control of their learning journeys.

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INDUSTRY PERSPECTIVE

Reading is Fundamental, So is Math Dr. Nkechi Fluker, Owner and Director, Kingdom Life Virtual Academy (KLVA)

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athematics is often criticized and awarded as the “Scariest Subject of All Time”. Although it is widely known as an area students have the most difficulty with, it cannot be avoided. A student’s math performance is one of the most important aspects of their primary and secondary educational learning. Students should be able to display proficiency in basic math skills and apply it in various situations analytically. However, that is not always the case and unfortunately, it is excused. How so? Well, let us think back to the many times you may have heard “I am a reading teacher, so I do not worry about the math” or “I don’t do math”. Or maybe those responses are just echoed in the halls by professionals who are to be examples of having great knowledge, well at least on the basic level. Math is not simply about foundational operations like addition and subtraction. It is also a language. A

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Dr. Nkechi Fluker is a director and educator in the virtual learning environment in the United States. She also does work as a content writer/subject matter expert, author, and educational consultant for educators and parents. She has worked within the educational field for 15 years, with 11 years as a middle school math teacher along with being a student teacher mentor, curriculum development specialist, and more. Nkechi believes in using students’ learning styles, creativity, and problem-solving strategies to help students become successful in math and learning in general. She also understands the challenges teachers and parents face in the classroom and homeschool learning environments. Her foundational belief system and way of life have influenced her teaching methods and starting a virtual school in August 2021. She continues to support educators in the classroom and at home to have a purposeful learning experience.

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language of numbers and symbols. It involves problem-solving skills. If students’ basic math skills and problem-solving skills are not proficient, then students will not be adequately functional in their academics and may not be able to pursue certain careers in the science, technology, engineering, and mathematics (STEM) fields. Basically, there is a purpose to learning mathematics and it has its place in our daily lives whether simple or complicated. When we deem math as too hard, we are saying that a person is unable to process it therefore they miss out on so many opportunities. I thought the stars were the limit…not our math abilities.

Mathematics is a content area that can be transferred into daily life situations because students learn how to think critically while reasoning and solving problems. Rather than voting for math off the island, how about we embrace it and examine effective ways to support students’ math understanding? To do this, we must address the needles in the road such as math anxiety, negative attitudes towards math, parental involvement, and student learning style. Several children

Mathematics is a content area that can be transferred into daily life situations because students learn how to think critically while reasoning and solving problems

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develop negative feelings and higher levels of anxiety towards math that create a negative relationship with this content area, thus negatively impacting their academic achievement (Newstead, 1998).

The reason behind this may pertain to their past experiences with math. For example, a student who has had continued difficulty with math may not enjoy the learning process. Math anxiety is a fear or extreme discomfort when confronted with math situations. This affects the brain and causes the student the inability to solve the problem. To develop students’ critical thinking skills and tackle the other issues at hand pertaining to mathematics, it is important for students to receive tools and strategies in conjunction with their math learning process.

Research has shown that students’ reading performance increased based on the effects of a technological program (Forster & Souvignier, 2011; McClanahan, Williams, Kennedy &Tate, 2012). This is the same for mathematics! When students have multiple forms to communicate within their learning, such as the use of computers, videos, music, etc., it allows the student to be an active participants in their learning. There have been various types of evidence that have shown that the use of computers aids in students’ improvement in comprehension in math and other content areas. In addition, Orabuchi (1992) investigated the effectiveness of interactive computer programs on the overall academic achievement in math and reading amongst students in first and second grade.

The results suggested that computer-assisted instruction (CAI) is effective in teaching critical thinking and problem-solving skills,

and it was more effective in the improvement of the affective domains as opposed to the cognitive domains. Students had increased positive attitudes toward their experiences with computers and their view of their school experience (Orabuchi, 1992). So, it is not rocket science to say there is a way to support the fundamental importance of math development. We must ask ourselves, what is the best way to implement it?

Interactive technology tools not only support students’ math thinking skills, but also increases their self-efficacy, therefore reducing their anxiety, because the most effective online learning technology tools are interactive, scaffold the learning, and have functions to improve the child’s ability to reach their potential and perform higher level tasks (Woolfolk & Perry, 2012). Think about the times we are in…technology is the main tool of support. It can be highly effective when used properly to support student learning.

During my time as a middle school math teacher, creative methods were incorporated because I understood the dilemma. Creative tunes to remember math processes and steps to solving problems such as dividing fractions or subtracting integers. Also, flipped classrooms on some lesson topics were helpful because as a teacher, you can be able to see what your students already know or don’t know and what to spend most of your class time focusing on so that it is targeted instruction.

If we already know that math is one of the most difficult subjects for our students, then let’s work together to help them overcome that obstacle and re-establish the importance of mathematics not only in the classroom but also in their daily lives.

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MUST WATCH

INTERNATIONAL SCHOOLS IN SOUTH AMERICA 2023

COLEGIO TILATÁ Nur turing Innovation, Vir tues, Personalized Learning, and Global Citizenship

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olegio Tilatá is a renowned educational institution located in the outskirts of Bogotá, Colombia. It was founded in 1992 by the esteemed educator María Isabel Casas, who had a clear vision of providing quality education to the students. Her passion for philosophy, critical thinking, ethics, human values, and love for Colombia is the foundation upon which this exceptional institution was built.

María Isabel’s dedication to providing education for peace was shaped by her family’s experiences during the tumultuous times of violence in Colombia. Their enduring belief that education is a catalyst for transformation became her mission.

The school stands upon pillars of love – a force that nurtures both self and others, freedom – forever entwined with responsibility

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and wisdom – a product of thoughtful reflection on life’s experiences.

What sets Colegio Tilatá apart is its profound connection to the indigenous roots of the region. In their language, Tilatá translates to “joy in the place of cultivation,” symbolizing the delicate balance between enjoyment and rigorous work that defines this unique educational journey. Juan Sebastian Hoyos-Montes, the Headmaster of Tilatá School, encapsulates this vision when he affirms, “These principles are more relevant than ever today, and they are not just preserved but also brought to life in our mission: transforming education to contribute to a better world.”

The school’s primary purpose is to build a better society, one that is peaceful, ethically grounded, sustainable, just, and democratic. Achieving these calls for a distinct form of education, producing well-rounded individuals who find

their voice, realize their strengths, and contribute to society’s betterment from their areas of expertise.

In 2020, Colegio Tilatá was recognized as a “Great Place to Study.” The school’s philosophy, dedicated teachers, holistic curriculum, nurturing atmosphere of trust and dialogue, outstanding results, picturesque campus, and the opportunity for students to explore their potential and grow through meaningful conversations and reflection all contribute to this welldeserved accolade.

Nurturing Excellence Colegio Tilatá is renowned for its unwavering commitment to a wellrounded and holistic education. With a vision that transcends the ordinary, the institution focuses on fostering the harmonious development of various dimensions of the human being, including

Colegio Tilatá philosophy, dedicated teachers, holistic curriculum, nurturing atmosphere of trust and dialogue, outstanding results, picturesque campus, and the opportunity for students to explore their potential and grow through meaningful conversations and reflection all contribute to this well-deserved accolade

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the intellectual, physical, social, emotional, aesthetic, and spiritual aspects.

“In the heart of our educational philosophy lies the idea that a truly educated individual is one who excels in both academic and human formation,” says Juan Sebastian Hoyos-Montes.

Colegio Tilatá is committed to delivering outstanding academic results. The school is affiliated with esteemed networks like IB, Ashoka, and UNCOLI and offers three International Baccalaureate programs – PYP, PAI, and DP. Hoyos-Montes further elaborates on the school’s unique approach, saying, “We take

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With approximately 500 students spanning from preschool to the highest grade, Colegio Tilatá maintains an impressive ratio of just eight students per teacher

pride in being at the forefront of educational innovation, integrating forward-thinking programs into our curriculum. This includes mindfulness, the development of the spiritual dimension without religious affiliation, arts, dance, theater, music, and Positive Psychology rooted in character strengths.”

Colegio Tilatá is a recognized leader in socioemotional education, restorative practices, and experiential education. “We don’t just focus on academic excellence; we also cultivate skills that are essential for a well-rounded individual,” Hoyos-Montes explains. “Our curriculum emphasizes the development of five key skills: thinking, research, communication, socioemotional, and self-management.”

In addition to skills, the school also places a strong emphasis on the development of five attributes in its students: love, consciousness, happiness, democracy, and critical and creative thinking. “Our goal is to produce graduates who not only excel academically but are also sensitive, empathetic, and supportive individuals,” remarks Hoyos-Montes.

What sets Colegio Tilatá apart is not just its curriculum but its holistic ethos. “We foster a dialogic and inclusive way of being in the world, and this ethos is exemplified by our dedicated adults,” Hoyos-Montes notes. “Our teachers undergo continuous professional development and personal transformation, and we actively involve families in the formation and transformation process.”

Trust, dialogue, closeness, affection, and the acceptance of mistakes as valuable learning experiences are at the core of daily life at Colegio Tilatá. “We believe this balance between academic and human formation is essential for the personal and collective growth of our students,” adds Hoyos-Montes.

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As a testament to its dedication to excellence, the school has been recognized by numerous entities. “We’re proud of our achievements, such as the ‘Great Place to Study’ recognition and our exceptional results in the evaluation visits for the three IB programs,” states Hoyos-Montes. “These accolades reflect our strong identity and our commitment to leading educational innovation.”

Offering Personalized Attention At Colegio Tilatá, a small and closely-knit community is the heart of their educational philosophy. With approximately 500 students spanning from preschool to the highest grade, the school maintains an impressive ratio of just eight students per teacher. This creates an environment that thrives on dialogue, connection, attentive listening, and understanding—a culture deeply rooted in love and affection.

Juan Sebastian Hoyos-Montes says, “In our small but vibrant school, we prioritize personalized attention. This involves not only maintaining a low student-to-teacher ratio but also creating an environment that fosters

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genuine connections and support.” The school’s authorization to teach and certify the International Baccalaureate (IB) programs, including the Primary Years Program (PYP), Middle Years Program (MYP), and the Diploma Program (DP), has made a substantial impact on the institution.

These internationally recognized programs have fundamentally enhanced the school’s educational approach.

Hoyos-Montes elaborates, “The International Baccalaureate programs have left an indelible mark on our school, enriching our educational approach on multiple fronts. However, the most significant impact lies in the rigor and structure they provide, which have, in turn, cultivated a community of lifelong learners.” Students at Colegio Tilatá are encouraged to pose thoughtprovoking questions, nurturing their curiosity and sharpening their critical thinking skills.

Furthermore, these programs instill an international mindset, enabling students to better navigate a globally connected world. They also emphasize the development of robust study skills and organizational structures. The combination of personalized attention and the IB programs

This unique blend of personalized care and internationally recognized educational programs ensures that students at Colegio Tilatá receive a well-rounded education, shaping them into inquisitive, adaptable, and globally conscious individuals poised for future success

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equips students not only for academic success but also for success in various facets of life.

This unique blend of personalized care and internationally recognized educational programs ensures that students at Colegio Tilatá receive a well-rounded education, shaping them into inquisitive, adaptable, and globally conscious individuals poised for future success.

Impact on Education and Beyond Colegio Tilatá’s commitment to innovative education has earned it a remarkable reputation. Recognized by ASHOKA as one

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of the six transformative schools in Colombia, the institution’s approaches have redefined the very essence of education. Their countercultural philosophy centered on “being,” mindfulness practices, and the development of the spiritual dimension through self-awareness, values, and the search for meaning exemplify their dedication to innovation.

Juan Sebastian Hoyos-Montes says, “At Colegio Tilatá, our philosophy is a rebellion against the conventional. We believe that education should not just focus on ‘doing’ but on ‘being,’ and this perspective sets us apart in the world of education.” The school’s commitment

As a proud member of UNCOLI, the network of international schools in Colombia, Colegio Tilatá actively participates in a dynamic exchange of ideas and practices

to restorative practices, Positive Psychology, and socio-emotional education further underscores its innovative spirit. “We are proud to declare that our primary goal is to mold loving, conscious, happy, thoughtful, and democratic individuals,” notes Hoyos-Montes.

In addition to these philosophies, Colegio Tilatá houses a Center for Social and Environmental Justice, which actively engages with public schools in the region. Their approach is one of cooperation rather than charity, aiming to learn from these schools and address their academic and environmental needs. This unique initiative underscores

their dedication to creating a better society through education. Furthermore, the school has undertaken an ambitious environmental project centered around the river that runs through its picturesque campus, nestled amidst the beauty of nature with mountains, trees, and a flowing river.

Beyond their innovative educational approaches, Colegio Tilatá has garnered recognition from the EFQM model, underscoring their commitment to excellence in their management model. This commitment is not just theoretical; it’s backed by tangible evidence. The school consistently delivers good

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academic results, and its graduates actively contribute to building a better society.

University professors who interact with Tilatá’s graduates provide positive feedback, highlighting their exceptional qualities. “We are thrilled to hear commendations from university professors who encounter our graduates. It reaffirms our belief that we are nurturing, caring, empathetic, and kind individuals,” says HoyosMontes. Moreover, students from other schools also recognize the exceptional character of Tilatá’s students, considering them good citizens who are compassionate and considerate.

A Global Network and a Reflective Approach Colegio Tilatá’s commitment to excellence extends far beyond its own boundaries. As a proud member of UNCOLI, the network of international schools in Colombia, the institution actively participates in a dynamic exchange of ideas and practices. Through this network, Tilatá not only shares best practices but also collaboratively organizes arts, music, and sports events. Additionally, the school engages in social responsibility projects in vulnerable areas of Colombia, sharing elements of its unique pedagogical model.

Juan Sebastian Hoyos-Montes states, “Being part of UNCOLI is a testament to our commitment to continuous improvement. It’s a

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platform that allows us to share our innovations and gain valuable insights from other like-minded institutions.” Tilatá remains at the forefront of innovation through a dedicated commitment to reflection. Their leadership team is intricately aligned with the school’s purpose and vision.

They regularly attend conferences and engage with an advisory board that consistently reviews their practices.

“Our commitment to innovation is deeply ingrained in our culture. We believe in learning not only from textbooks but also from our students, teachers, and families,” Hoyos-Montes notes. “This reflective approach helps us adapt to the evolving educational landscape and stay on the cutting edge of pedagogical best practices.” Tilata is like a garden. Its teachers are gardeners who carefully nurture so that the individual seed of each student can flourish. This reflects a commitment to a different style of education and a different way of relating to students. At the same time, its education is not focused on preparing for exams, but centered on helping students build their life projects, full of meaning and contribution to society. In summary, it’s a countercultural school. This translates into a critical stance towards trends, social customs and practices, such as consumerism, where human virtues take precedence over knowledge or economic success.

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ACADEMIC VIEWS

The Future of American Education: A Teacher’s Role Manuel Hernandez, Author & Language Arts Teacher, Florida Department of Education

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ducation has been relegated to the backseat of the conversation on the most important issues driving the political rhetoric in the United States. Ever since “No Child Left Behind” (NCLB) became the driving force of what to do and what not to do in the

classroom, creativity and innovation have been groomed by “some” who determine the methodologies and strategies and have the upper hand and direct impact on education.

In one of its provisions, the NCLB states that “each state must measure every public school student’s progress in reading and math in

The ability to interpret a curriculum map is surely a task but supplementing, creating and innovating in the classroom are often looked at as threatening and menacing for educators interested in making a difference above and beyond yet aligned to the curriculum core 64

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Manuel Hernandez was born in Sleepy Hollow, New York. He completed undergraduate studies at the University of Puerto Rico, Rio Piedras Campus in 1986 and finished a Master’s in Education from Herbert H. Lehman College (CUNY) in the Bronx, New York in 1994. He taught in the public schools in New York and Puerto Rico. He taught English in his alma mater. While at the University of Puerto Rico, he created a course, English 3285, The Puerto Rican Experience in the United States: Puerto Rican Writers in the United States. The course has been in the course catalog for over 25 years and has given birth to several culturally relevant courses at the graduate level of the Department of English at the College of Humanities. He is also the author of five books, Latino/a Literature in the English Classroom (Editorial Plaza Mayor, 2003), The Birth of a Rican (Divine Purpose Publishing, 2021) and Living the Kingdom with purpose (English and Spanish) (Divine Purpose Publishing, 2017). He founded and created an educational program called Coming to America at Osceola High School. In 2022, he published his 5th book, Every Child Coming to America.

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As a classroom teacher with more than thirtyseven years in the classroom, I have always wondered why classroom colleagues do not get more involved

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each of grades 3 through 8 and at least once during grades 10 through 12.”

While on paper, there is no argument against the desire to assess a student’s progress, the law opened the door for a tug-of-war between enforcers of state standardized exams and the in-house committees that rule local decisions. Although NCLB received major revisions during the Obama administration, and it is no longer the “law of the land”, its lasting effects are often used as alignment strategies for all educators who are required to teach for the test, no holds barred. The ability to interpret a curriculum map is surely a task but supplementing, creating and innovating in the classroom are often looked at as threatening and menacing for educators interested in making a difference above and beyond yet aligned to the curriculum core.

As a classroom teacher with more than thirty-seven years in the classroom, I have always wondered why classroom colleagues do not get more involved. When I taught in the public schools in Puerto Rico (1986-1987,1999-2014), I personally conceptualized a curriculum framework for the teaching of English according to the Island’s unique cultural-political-social relationship with the United States. As a matter of fact, I also designed the textbook which aligned to such blueprint. After several years of hands-on work and an academic year of piloting the book from K-12th grade and reasserting the

blueprint with the Island’s colonial relationship with the United States, the work was approved and ready to be used in the classroom. At just an ink away from reaching the groundbreaking agreement, the administrators who supported the research decided to take a step back, and the teaching of English took a u-turn from a culturally relevant contextual standpoint to a standardized traditional English curriculum which did not fit the mold for Puerto Rican students.

Some will say that an educator’s work is in the classroom and has no business innovating and supplementing the pre-ordained curriculum or even creating one, for that matter. More than two decades ago, Jaime Escalante, a master teacher who brought the system to his feet when he dared to challenge students, colleagues and administrators and achieved what was thought to be the impossible said, “We are all concerned about the future of American education. But as I tell my students, you do not enter the future, you create it…” He taught traditional yet innovative ways to learn math. His critics were many, and his opponents built a wall around his ideas. Ultimately, the success of his students spoke for itself. There cannot be a future in American education without the participation of a teacher at all levels of the educational decision making process. It is an educator’s business to be, get involved and make a difference, but the cultural wars within

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My pilgrimage in education through two states and one U.S. territory has taught me to do what I am required to do, but I must also seek strategies and ideas on how I can make a difference in-spite of the current affairs in public education

the school districts alienate teachers who dare to follow Escalante’s declaration. Instead of walking towards the future, American education is in a state of limbo, and even parents have become targets of Federal law enforcement agencies for thinking differently.

My pilgrimage in education through two states and one U.S. territory has taught me to do what I am required to do, but I must also seek strategies and ideas on how I can make a difference in-spite of the current affairs in public education. Fierce political rhetoric has invaded our schools like never before in the 21st century, and the few educators who dare to speak out with their work risk their livelihood.

What is the teacher’s role in this new era?

Some will say that it is to work in committees created within the local districts and revise & edit curriculum and express ideas within these enclosed working teams. How can creativity

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express itself within an assigned “canned” task? Then, given limitations on what you can do. Finally, warned that if you dare to do more, you are politely told to excuse yourself from the committee. These are difficult times for public school education. As an educator, I am appalled at what we have become. Although Escalante was successful, his struggles to help, assist and empower students were simply unreasonable. This is the reason why many teachers today change profession, and others prefer to stay quiet and just collect their direct deposit and cash in on extra stipends during the school year and summer sessions. It is going to take hundreds maybe thousands of “Escalantes” in all the different subject areas to raise the flag of creativity and fill the classroom in the Fall with the greatest desire to make a difference in the lives of our children. Our children deserve better!

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MUST WATCH

INTERNATIONAL SCHOOLS IN SOUTH AMERICA 2023

GIMNASIO CAMPESTRE LA FONTANA Shaping Future Leaders through Parent-School Bonding

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imnasio Campestre La Fontana, nestled in the picturesque Eastern Plains of Colombia, stands as a beacon of academic excellence and holistic growth. This institution finds its home just a brief 5-minute drive from Villavicencio, the capital city.

Embracing the region’s natural wonders, replete with flourishing flora and diverse fauna, the school’s serene surroundings provide an ideal backdrop for learning. Ann Thomson, the esteemed Director of Gimnasio Campestre La Fontana, vividly describes its origins: “Our school’s journey traces back to its humble beginnings in 1985 when Esperanza Hernandez established a small Preschool in the heart of the town.”

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ABOUT

ANN THOMSON, DIRECTOR OF GIMNASIO CAMPESTRE LA FONTANA Ann Thomson, an Australian woman nurtured in the vibrant culture of Colombia, boasts an impressive academic journey.

She holds a Bachelor’s degree in Modern Languages, a postgraduate degree in Computer Science for Education, and a Master’s degree in Educational Leadership. Ann is also a devoted wife, mother, grandmother, and a seasoned educator, channeling her entire life’s dedication into the realm of teaching.

Her extensive career in education spans a diverse spectrum, from nurturing preschoolers to mentoring university students. She has also held pivotal leadership roles across various schools in Colombia. She has become a beacon of inspiration for her colleagues, encouraging them to embrace continuous professional growth and demonstrate real passion for teaching.Her dedication to continuous professional growth and her genuine commitment for making the world a better place for living in community, have left an indelible mark on the educational community and future generations. Over the past 14 years, Ann, alongside her husband Jairo Gallo, has orchestrated a remarkable transformation at Gimnasio Campestre la Fontana, weaving into the fabric of the school, their moral principles based on biblical values, their commitment to fostering academic excellence and a deliberate cultivation of artistic and athletic exploration.

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Gimnasio Campestre La Fontana stands as a testament to dedication, evolution, and the pursuit of educational distinction in the heart of the Eastern Plains

The school’s nascent identity as “El Principito,” paying homage to Antoine de Saint-Exupéry’s timeless work “The Little Prince,” marked its initial stages. Over time, the institution’s horizons broadened to encompass an elementary school. In a transformative leap forward in 2015, the school embraced the prospect of a middle school, christening itself Gimnasio Campestre La Fontana. This new moniker drew inspiration from the plethora of mountain springs surrounding its new abode. Ann Thomson and her husband, Jairo Gallo, took the helm in 2009, ushering in an era of visionary leadership. Their stewardship culminated in 2014 when the school migrated to a more expansive and eco-conscious campus. This modern and sustainable environment sets the stage for fostering 21st-century education practices.

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Under Ann Thomson’s adept guidance, Gimnasio Campestre La Fontana has implemented an immersive bilingual education program. A testament to their commitment to excellence, the school is poised to introduce French as a third language, enriching the linguistic tapestry. With an unwavering belief in the value of a well-rounded education, the school has meticulously crafted a comprehensive curriculum. Beyond the pursuit of academic brilliance, the curriculum shines a spotlight on

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At Gimnasio Campestre La Fontana, the mission is unequivocal: to provide students with a wellrounded education that seamlessly weaves academic prowess with the development of robust moral values founded on biblical principles

sports and arts across all tiers of education. This approach empowers students to explore their passions and hone their talents.

2020 witnessed a monumental milestone as the school secured its place in the International Baccalaureate family, offering the esteemed Diploma Program. This strategic move equips students with the tools to thrive in a globally interconnected world. Elevating its commitment to excellence, the school has earned certification from the European Foundation for Quality

Management (EFQM), a true testament to its unwavering dedication.

Gimnasio Campestre La Fontana stands as a testament to dedication, evolution, and the pursuit of educational distinction in the heart of the Eastern Plains. Under the astute leadership of Ann Thomson, the school’s legacy of nurturing well-rounded individuals is destined to endure, igniting the paths of students, parents, and educators alike.

Where Vision Meets Purpose Gimnasio Campestre La Fontana has carved its identity as a bastion of educational excellence, fortified by its purpose-driven infrastructure.

With the wisdom of Ann Thomson, the campus emerges as a testament to mindful design. The expansive grounds house various sports facilities and open spaces, fostering an environment conducive to molding 21st-century skills. As Ann Thomson eloquently articulates, “Our commitment to creating a holistic educational environment extends beyond the classroom walls.

The architecture itself is a teacher, embodying values of sustainability and comfort.”

The school’s unwavering commitment to environmental stewardship is palpable in its eco-friendly buildings. These structures offer respite even amid tropical conditions, negating the need for artificial cooling. Thomson further adds, “Our architecture speaks of our devotion to sustainability. The comfort and well-being of our students are paramount.”

Within the administrative quarters, a striking green wall symbolizes the institution’s broader sustainability efforts. This, as Thomson puts it, “serves as a living reminder of our responsibility to the planet we inhabit.”

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Beyond architecture, Gimnasio Campestre La Fontana demonstrates its dedication through substantial water and energy conservation investments. Thomson emphasizes, “Our water treatment plants, hailing from Slovakia, exemplify our commitment to responsible resource management. We believe in leading by example.”

Solar panels grace the campus, harnessing the sun’s energy to power daily operations.

Thomson’s words resonate: “Embracing solar power aligns with our educational philosophy of sustainability. It’s a tangible lesson in harnessing renewable energy.”

For Ann Thomson, the campus isn’t just a physical space; it’s a canvas where values are etched into reality. She remarks, “Our infrastructure embodies our principles. We teach not just through words but through every brick

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and beam.” Gimnasio Campestre La Fontana embodies purpose-driven architecture, where Ann Thomson’s vision seamlessly converges with the institution’s commitment to holistic education.

A Holistic Approach to Education At Gimnasio Campestre La Fontana, the mission is unequivocal: to provide students with a wellrounded education that seamlessly weaves academic prowess with the development of robust moral values founded on biblical principles. Ann Thomson states, “Our goal is to shape students who excel academically and ethically, embodying compassion and global responsibility.”

The school’s philosophy comes to life in its nurturing environment, a space that holistically nurtures the growth of students. Ann Thomson elaborates, “Our approach recognizes that education is multifaceted, encompassing every

Gimnasio Campestre La Fontana stands as a beacon of innovation in education, fostering academic excellence and the development of essential life skills through its distinctive “House System.”

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facet of a person’s being. We foster an environment where every dimension is valued.” The mission goes beyond classroom walls; it’s a preparation for an interconnected and interdependent world. Ann Thomson notes, “We equip our students to flourish in an increasingly globalized world, imparting deep-seated values rooted in biblical principles.”

Central to the school’s ethos is the belief that learning should be an engaging journey. Active student participation is a cornerstone, encouraging reflection, analysis, critical thinking, and creativity.

Thomson explains, “We empower our students to

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think independently, make informed decisions, and solve real-world problems. Our emphasis on interactive methods is fundamental.”

The curriculum, anchored in STEM (Science, Technology, Engineering, and Mathematics) principles and aligned with the Sustainable Development Goals (SDGs), is a testament to the school’s dedication.

Ann Thomson emphasizes, “Our curriculum marries academic excellence with a global perspective, nurturing a sense of responsibility towards others and the environment.”

From the earliest years, Gimnasio Campestre La Fontana champions collaborative learning as a catalyst for creativity and innovation, particularly evident in STEM projects

Academic and personal development intertwine seamlessly in the school’s educational approach. Ann Thomson outlines, “Our four pillars of education—learning to learn, learning to be, learning to do, and learning to live together—shape a well-rounded experience. We cater to individual needs, fostering flexibility and emotional well-being.” In this nurturing realm, resilience, and diligence are celebrated virtues.

Ann Thomson encourages, “We instill a sense of purpose and self-belief. Our students embrace challenges with determination, fortified by their own capabilities.”

Building Community and Lifelong Skill Gimnasio Campestre La Fontana stands as a beacon of innovation in education, fostering academic excellence and the development of essential life

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skills through its distinctive “House System.”

Ann Thomson explains, “Our House System serves as a cornerstone of community building, instilling vital qualities that go beyond the classroom.”

Students partake in collaborative activities in this unique framework, cultivating teamwork and camaraderie throughout the academic year. The House System also underpins the school’s social service initiatives. Ann Thomson elaborates, “Each house adopts a specific cause, championing diversity awareness and social change.

Students organize events to support these causes, fostering empathy and a sense of social responsibility.”

Empathy, resilience, effective communication, and social consciousness are nurtured through this approach, ensuring students are equipped for success in their personal and professional lives. The SEEDS research group, officially recognized by the Colombian Ministry of Science, is a testament to the institution’s commitment to innovation.

This group contributes valuable research, propelling knowledge across diverse domains.

Nurturing Future Leaders through Collaborative Learning From the earliest years, Gimnasio Campestre La Fontana champions collaborative learning as a catalyst for creativity and innovation, particularly evident in STEM projects. Ann Thomson emphasizes, “Our students engage in collaborative projects, nurturing teamwork and igniting innovative thinking from an early age.”

As students progress through their educational journey, they delve into research projects that

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foster investigative thinking, honing their ability to inquire deeply. The institution’s commitment to personalized attention shines through its small learning groups, ensuring every student receives the support they need. Evaluations are carried out through a standards-based system, fostering the understanding that learning is a unique voyage and highlighting areas for growth.

Aided by a dedicated staff, including the Learning Support Group, Gimnasio Campestre La Fontana holds steadfast to its core values, with each month centering on a different value. Collaborating with school counselors, targeted campaigns bolster students’ social skills, teaching assertiveness and respect for individual rights. Ann Thomson pinpoints, “Our institution is committed to crafting compassionate, responsible, and accomplished individuals equipped for global success.”

Fostering Inclusivity and Individual Growth A cornerstone of Gimnasio Campestre La Fontana’s philosophy is a culture founded on love and respect for all, transcending differences. In this nurturing environment, the unique needs of each student take center stage. Ann Thomson emphasizes, “Everyone is celebrated here, and it’s our duty to cater to their specific educational needs.”

The commitment to academic support is unwavering. Dedicated academic support groups provide tailored assistance to students facing challenges. For social and emotional needs, counselors stand ready to offer guidance.

The partnership with a speech therapist further ensures a comprehensive approach, preventing issues and bolstering parent support.

Gimnasio Campestre La Fontana’s approach acknowledges that learning is both an individual and collective journey. Emotional well-being is paramount, with counseling and pastoral services available. Ann Thomson underscores, “We’re invested in their academic and emotional growth.”

Nurturing a Love for Learning from the Start In the early years, the foundation of learning is rooted in play and hands-on experiences at Gimnasio Campestre La Fontana. Ann Thomson highlights, “Our preschool revolves around discovery, creativity, and empathy. Children learn

Gimnasio Campestre La Fontana’s approach acknowledges that learning is both an individual and collective journey

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to embrace differences and collaborate through projects and outdoor exploration.”

Primary education carries this spirit forward, recognizing the need for movement, sharing, and enjoyment. STEAM education finds its place, providing innovative learning spaces. Ann Thomson explains, “Our flexible environment empowers children to discover their strengths while emphasizing social and emotional well-being.”

Gimnasio Campestre La Fontana’s secondary program empowers students to explore their potential. While compulsory subjects lay the foundation, ample room is given for sports and arts. Ann Thomson emphasizes, “We believe in a balanced education that nurtures personal and academic growth.”

Project-based learning takes center stage, igniting exploration across disciplines. With a strong emphasis on STEAM subjects and

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speech and debate, students explore diverse avenues, honing their passions for the diploma program ahead. Ann Thomson enthuses, “It’s a transformative journey of self-discovery.”

Alumni Success and Recognition The ripple effect of Gimnasio Campestre La Fontana’s exceptional education is evident in its alumni’s remarkable achievements. Many return to express gratitude for the preparation they received, both academically and socially. Ann Thomson proudly shares, “Our graduates have become leaders in fields ranging from medicine to business, a testament to our holistic approach.”

The school’s impact is acknowledged beyond its walls. Awards from municipal and departmental entities affirm its excellence. Ann Thomson adds, “Recognition from the Ministry of Science validates our commitment. Our SEEDs GCF research group is officially acknowledged.”

Gimnasio Campestre La Fontana recognizes the pivotal role parents play in their children’s education.

A strong collaboration between parents and teachers is paramount for students’ overall well-being and achievement

Gimnasio Campestre La Fontana’s accolades underscore its outstanding educational environment. From research projects to dance championships, students thrive in diverse arenas.

Ann Thomson rejoices, “These achievements reflect our commitment to excellence.”

A promising future lies ahead. Ann Thomson shares, “Our focus on individual growth, exploration, and a well-rounded education ensures our students will continue to leave a positive mark on the world.”Gimnasio Campestre La Fontana’s commitment to inclusive education, holistic growth, and fostering leaders stands strong, with each student’s journey serving as a testament to its success.

Fostering a Collaborative Partnership for Student Success Gimnasio Campestre La Fontana recognizes the pivotal role parents play in their children’s

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education. A strong collaboration between parents and teachers is paramount for students’ overall well-being and achievement. Ann Thomson, Director of the institution, articulates, “Our school is a family, and parents are integral members of this community.”

The bridge between parents and educators is fortified through informative workshops held throughout the year. Experts in child and teen education lead these sessions, equipping parents with insights and strategies to enhance their roles in their children’s educational journeys. Thomson notes, “These workshops empower parents to be active partners in their child’s growth.”

Engagement doesn’t stop at workshops.

Parents are invited to partake in school activities, becoming an active presence in their child’s life at school. Whether attending teacher meetings or cheering at student performances, parents are encouraged to immerse themselves in their child’s experiences. Utilizing technology, online platforms provide glimpses into school life, enabling parents to celebrate their children’s achievements and progress.

An anticipated highlight on Gimnasio Campestre La Fontana’s calendar, Family Day stands as a testament to the bond between the school and parents. The campus transforms into a hub of exhilarating sports activities, creating a vibrant atmosphere. Ann Thomson shares, “Family Day celebrates the spirit of togetherness, with parents actively participating in the day’s festivities.”

The day kicks off with a remarkable car parade, where parents proudly display their commitment to their children’s education. The school market adds another layer of engagement, allowing parents to support their children’s STEAM projects. Ann Thomson emphasizes,

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“Parents’ involvement not only fosters financial awareness but also instills values of hard work and responsibility.”

Gimnasio Campestre La Fontana redefines parent-student meetings by adopting a studentled approach. During these discussions, students take the lead in describing their strengths and addressing challenges they’ve encountered.

Ann Thomson explains, “Empowering students to voice their experiences fosters a sense of responsibility and self-awareness.”

Enhancing the Research Center for Student Exploration Gimnasio Campestre La Fontana’s vision extends to its Research Center, a platform for collaborative exploration involving students and teachers. This initiative empowers students with critical thinking skills, encouraging meaningful contributions to their fields of interest.

Ann Thomson envisions, “Our students are positioned as active contributors to knowledge.”

Embracing the future, the school integrates artificial intelligence into the curriculum.

Thomson remarks, “We’re preparing our students for a rapidly evolving world, equipping them with the agility to adapt and thrive.”

Gimnasio Campestre La Fontana is committed to fostering an inclusive and nurturing environment. Recognizing parents as essential partners, the school ensures that collaborative efforts enrich students’ education.

Ann Thomson concludes, “Our collective commitment supports our students’ holistic development and prepares them for success in an ever-changing world.” The collaboration between parents and the school lies at the core of Gimnasio Campestre La Fontana’s commitment to nurturing and empowering students.

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INDUSTRY PERSPECTIVE

When All the Pap er is Gone Bill Horniak, Senior Educational Consultant & Lean Six Sigma Trainer, Maximum Potential

T

he Marine Corps has had a motto for a long time. “Improvise, Overcome and Adapt.” This post is intended for the audience of educators and administrators who are both hesitant and reluctant to appreciate this ideology and practice.

It is not just a fleeting notion or idea yet practical and real. I am imploring that the future of the paperless classroom and school is upon us. It is already a reality in many schools and the current plan and goal of hundreds of others worldwide.

It is not a matter of I don’t think so or maybe anymore, but when?

The implementation of mobile technology in any form referencing the movement of BYOD in schools at all levels has finally come to fruition in hundreds of school districts in America and thousands of schools, respectively. The question that I would like to pose to my colleagues and contemporaries is what we would do if

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Having been fortunate to live a quality life by Allah’s (swt) grace, Bill Horniak has had many travels, both figuratively and literally. As a veteran of the United States Marine Corps, a father of two grown children, a high school athletic coach, a classroom educator, and currently, an educational administrator over the past 15 years, his experiences learned are part of his powerful insight and knowledge into both wisdom and virtue. As an accomplished lifelong learner. Bill has been fortunate to realize the power of education and schooling. Consequently, the efforts and persistence in striving for wisdom and virtue are innately self-rewarding.

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Innovative and progressive professional educators who see the potential and proverbial light in maximizing student engagement and learning via the use of mobile technology possessed by students are forward-thinking in mindset

our textbooks, hard copies of the curriculum, and copy machines disappeared.

If unannounced, one day at the school in which you work. What would you do as a classroom teacher and as a school community? Would your school close its doors and shut down? Would we tell the students to go home?

As lifelong educators, would we confess to our stakeholders that we can no longer teach children? We must acknowledge the state of our world and the plight which students now face regarding their future productivity and success in the world. As an adult, we must improvise

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and move expeditiously to accept and embrace the tools and resources provided to the learning environment by technology held in the hands of our students. Innovative and progressive professional educators who see the potential and proverbial light in maximizing student engagement and learning via the use of mobile technology possessed by students are forwardthinking in mindset.

The delivery of their instruction demonstrates and reflects the reality of their potential by implementing their daily usage as part of their planning and lessons. Remember that if we are not part of the solution, we are often part of the problem. Effective and successful educators plan and work with the maxim and goal to teach children to be problem solvers, no?

Amongst the other group of perhaps millions of educators around the globe are those who are indifferent either way. Arguably, is it not possible they are the group that is neither compassionate towards students’ wants and needs nor passionate about their chosen profession? To avoid being over-rhetorical and long-winded, as a Marine and now career educator, it is our moral imperative to not only defend and protect those who cannot do so themselves but to improvise, overcome and adapt to the world and resources around us.

We must figure out effective and efficient means to deliver content and instruction to students of the 21st century via all resources, technology, and otherwise, to maximize student engagement and success. I look forward to hearing from all my contemporaries and colleagues about this revolutionary movement. What will YOU do when you have no paper or textbook to deliver instruction and teach your class?

As always, you’re in a good fight!

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