K12 Digest – November 2023 – Promising Preparatory Schools Shaping Future Leaders – 2023

K12 Digest November 2023

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November 2023

Managing Editor Sarath Shyam

Vol - 4 Issue - 13

Free Subscription

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

How to Harness the Preparatory School Advantage

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n education, the journey toward academic excellence often begins long before students embark on their college adventures. For some, this odyssey commences in the hallowed halls of preparatory schools, institutions that set the stage for a lifetime of achievement.

Preparatory schools, affectionately known as “prep schools,” constitute a pivotal chapter in the educational narrative. These institutions, whether boarding or day schools, secular or faith-based, share a common mission: to offer unparalleled instruction and transformative experiences that pave the way for their students to enter the most esteemed universities.

At the zenith of the educational spectrum, these prep schools are renowned for their ultra-competitive admissions processes, distinguished faculty, and state-of-theart facilities. The question often arises: What sets the best of the best apart?

In our latest issue, K12 Digest delves into the heart of excellence, presenting “10 Promising Preparatory Schools Shaping Future Leaders – 2023.” This compilation is more than a mere list; it’s a curated guide for parents navigating the intricate web of educational choices for their children.

As parents grapple with the pivotal decision of selecting a preparatory school for their children, our issue provides a compass—a discerning guide through the multitude of options. We understand the significance of this choice, acknowledging that a child’s educational journey is a cornerstone for future success.

In this issue, we don’t just stop at presenting the top preparatory schools. We’ve gone a step further, incorporating expert opinions and insights from academic and industry leaders. This enriching addition is designed to empower education aspirants, providing them with a compass to navigate the ever-shifting terrain of the education sector.

Our cover story features Isabel Sankaran-Wee, Deputy Head of School for Advancement and Strategy at Stratford Hall. In her role, Isabel orchestrates the development and execution of long-term community growth initiatives. Her strategic oversight in areas such as fundraising, public relations, marketing, communications, and admissions embodies the continuous relationship families have with Stratford Hall.

Enjoy Reading!

Sarath Shyam

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C O N T E N T S

10 ISABEL COVER STORY

SANKARAN-WEE

DEPUTY HEAD OF SCHOOL FOR ADVANCEMENT AND STRATEGY, STRATFORD HALL

NURTURING GLOBAL CITIZENS AND FOSTERING INCLUSIVE LEADERSHIP

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J. ADDISON SCHOOL

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Nurturing Minds, Fostering Diversity, and Inspiring Success

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SUN VALLEY COMMUNITY SCHOOL

LA CITADELLE INTERNATIONAL ACADEMY OF ARTS & SCIENCE Inspiring Growth and Global Vision

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Nurturing Critical Thinkers and Impactful Leaders

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THE AMERICAN SCHOOL OF MILAN (ASM) Nurturing Excellence, Celebrating Diversity, Shaping Tomorrow

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ACADEMIC VIEWS LEVERAGING CHATGPT TO ENHANCE TEACHERS’ PEDAGOGICAL INNOVATION AND SUSTAIN STUDENTS’ LEARNING Areej ElSayary, Assistant Professor, College of Interdisciplinary Studies, Zayed University

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C O N T E N T S

ADMIN PERSPECTIVE

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Colm Dooley, School Principal, Our Lady’s Grove Secondary School

INDUSTRY PERSPECTIVE AI AND STUDENT DATA: A BETTER PATH FOR K-12 EDUCATION Anthony De Prato, Chief Information Officer, St. Andrew’s Episcopal School

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UNEARTHING PEDAGOGY: RECITATIVE TO REASONED PRACTICE

K12 Digest November 2023

52 WHAT LEADERSHIP STYLE SHOULD NEW LEADERS ADOPT? John Schembari, Education Management Consultant

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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

ISABEL SANKARAN-WEE

DEPUTY HEAD OF SCHOOL FOR ADVANCEMENT AND STRATEGY, STRATFORD HALL

NURTURING GLOBAL CITIZENS AND FOSTERING INCLUSIVE LEADERSHIP

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n Vancouver, Canada, within the walls of Stratford Hall, an IB World School, a remarkable journey unfolds. Isabel Sankaran-Wee, the Deputy Head of School for Advancement and Strategy, is an inspiring leader who has seamlessly transitioned from the bustling world of media to the dynamic realm of education.

Isabel’s role at Stratford Hall is a multifaceted one. She oversees development, admission,

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and marketing, playing a pivotal part in the school’s long-term community growth. But before delving into her current endeavours, let’s rewind to her early days, where her affinity for communication and service first blossomed.

Raised in multicultural Singapore, Isabel’s educational journey began in an all-girls convent school. It was here that she learned the value of service culture, a core principle that has guided her throughout her career.

At its core, Isabel’s journey, whether in the media or education sector, has always been about building relationships, understanding diverse cultures, and ensuring that the values of service and education are interwoven into the fabric of her work

Her school’s commitment to education as a holistic experience left a lasting impression, emphasizing the importance of nurturing the whole being.

Isabel’s career took off in the media industry, starting as a Production Assistant at MTV’s newly established Asian Headquarters in Singapore. Her journey into the media world was marked by an audacious letter to MTV in New York that began with the iconic words, “I want my MTV.” Within a month, she received a life-changing phone call, and the rest, as they

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say, is history. “That letter to MTV was a bold move,” Isabel recounts. “I was determined to seize opportunities, and it paid off. Sometimes, a single step can change your trajectory.”

In media, Isabel embraced the power of storytelling, recognizing the common ground with education in the art of conveying information and engaging hearts and minds.

She says, “In media, we inform and entertain.

In education, we inform and enlighten. The common thread is the power of knowledge.”

Growing up in a culturally diverse Singapore and her extensive travels across Asia exposed her to the richness of different cultures. Listening

Stratford Hall, a beacon of educational excellence, was born in the late 1990s and is a vibrant community comprising 545 students from Kindergarten to Grade 12

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to the stories of different cultures deepened her ability to connect with people and instilled in her a profound sensitivity to their needs. This empathetic perspective, she believes, forms the bedrock of effective education and service to others.

“Understanding different cultures and truly connecting with people is at the core of education.

It’s about building bridges of understanding,” shares Isabel. At its core, Isabel’s journey, whether in the media or education sector, has always been about building relationships, understanding diverse cultures, and ensuring that the values of service and education are interwoven into the fabric of her work.

Nurturing Lifelong Connections At Stratford Hall, Isabel oversees the development and execution of long-term community growth initiatives, focusing on crucial areas such as fundraising, public relations, marketing, communications, and admissions. She provides strategic oversight for Development, Admissions, and Marketing, a trifecta that embodies the continuous relationship families have with Stratford Hall.

In Isabel’s own words, “These three branches embody a family’s single, ongoing relationship with Stratford Hall.” This relationship begins with a simple admission

inquiry and unfolds into a lifelong odyssey of discovery. Prospective families become current families, donors become advocates, and young students evolve into influential alumni. Throughout this intricate tapestry, one common thread unites it all - the pursuit of growth, not only for the present but also for the future.

Within her role, Isabel collaborates with a diverse spectrum of stakeholders, including donors, alumni, parents, staff, and partners.

Here, she offers insights into how she forges and sustains powerful connections with these individuals, emphasizing the key components

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The rigour of the IB Programme at Stratford Hall serves as a catalyst for excellence. It inspires students to reach for the highest standards, cultivating a strong work ethic and a deep commitment to their studies

of her approach. Isabel explains, “Firstly, be present.

It’s about being aware, being versed, being genuine.

Understand that donors are seeking meaning and impact in their giving.”

In the realm of meaningful relationships, being genuinely engaged is paramount. Isabel acknowledges the importance of understanding that donors are not just providing financial support but are seeking a deeper purpose and impact in their contributions. Isabel elaborates, “Secondly, exercise empathy. Communication is important.

Peter Drucker wrote, ‘The most important thing in communication is hearing what isn’t said.’ This is where empathetic listening becomes key. It’s as important to leave a meeting with clarity as it is with understanding.”

Isabel’s philosophy rests on empathy and profound listening. In her view, effective communication goes beyond words; it encompasses the unspoken. By truly understanding the needs and aspirations of stakeholders, she ensures that each interaction fosters clarity and comprehension, essential elements in the world of education. Isabel adds, “Education is all about relationships. Chuck your ego at the door. It’s not about me or you. It’s about the kids. It is for me to impress on my donors that what they are contributing is for the future.”

Shaping Success through Philanthropy and Leadership With over a decade of experience in the independent school sector, Isabel’s career is marked by remarkable achievements and transformative projects. Her story began with her immigration to Canada in 2007. Like many immigrants, she faced the challenge of starting from scratch, leaving her previous career highs behind. St. George’s School, an independent boys’ school, provided her with an opportunity that she cherishes to this day. It was at

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St. George’s that she learned the significance of an engaged community in driving the growth and success of an independent school.

Isabel recalls, “I will be eternally grateful to them, and I learned so much from them on how an engaged community is vital to the growth and success of an independent school.”

This experience laid the foundation for her approach to community relations, which she carried forward to her next school. At her next school, Isabel put her knowledge into practice, dedicating herself to strengthening community

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relations as the school worked towards a successful campaign. The bonds she formed with the school made it incredibly difficult to leave. However, the journey continued, and Stratford Hall provided Isabel with the unique opportunity to build from the ground up.

Isabel reflects on her role at Stratford Hall with gratitude, saying, “Here, I was able to build my team. I do not take it for granted that I was blessed and privileged to have been entrusted with the responsibility to put a process in place and build a team that would shape Stratford

Hall in its next stage of growth.” Isabel’s team, affectionately named the “MAD - Marketing Admissions, Development” team, plays a pivotal role in the school’s success. They work tirelessly to not only enrol and retain students but also to instil a culture of philanthropy. Their collective responsibility is to ensure that the school consistently delivers on its promise of a studentcentred and mission-appropriate education.

“I am extremely proud of what I have accomplished at Stratford Hall thus far,” says Isabel, highlighting her achievements. Yet, she remains profoundly grateful for the dedication of her original team members who have been on this journey with her. “I do owe it to them that I am here,” she acknowledges. Isabel’s leadership extends beyond her team. Other members of her team have gone on to take on leadership roles in other schools, a testament to her mentoring and their growth.

In recognition of her commitment to excellence, Isabel holds the CFRE (Certified Fund Raising Executive) certification and the International Advancement Professional Certification - Leader Level (IAP-L). Her

Placing an emphasis on pluralism and community, Stratford Hall encourages students to adopt an international perspective and celebrate diverse cultures. This comprehensive journey encompasses several key elements

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certifications, mentoring, and presentations have allowed her to give back to other independent schools and colleagues at Stratford Hall. “Getting my CFRE certification was truly an honour,” Isabel notes. “It was a commitment that I made to continue to serve my community and my donors while upholding the highest standards of practice.” Earning her IAP-L from Independent School Management (ISM) was another career highlight, an affirmation that she had something valuable to offer and share with the world.

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Through community engagement and service initiatives, students learn the importance of actively contributing to the well-being of others

Stratford Hall: Nurturing Future Leaders through the IB Programme Stratford Hall, a beacon of educational excellence, was born in the late 1990s through the vision of two local parents, Elaine Lee and Cindy Leung. Their aspiration was simple yet profound: to create a university preparatory option for their own children.

In 2000, the school opened its doors with a modest enrolment of only 40 students, ranging from Kindergarten to Grade 12. Since those early days, Stratford Hall has witnessed remarkable growth, adding approximately 40 new students each year. Today, its vibrant community comprises 545 students from Kindergarten to Grade 12, shaping the minds of future leaders.

At the heart of Stratford Hall’s educational philosophy is the globally recognized International Baccalaureate (IB) programme.

This acclaimed educational framework is designed to mould well-rounded, knowledgeable, and principled individuals. “The IB programme offers a rigorous and comprehensive curriculum that spans a wide spectrum of subjects, encompassing languages, humanities, sciences, mathematics, and the arts. This diversity of subjects is the cornerstone of developing a wellrounded knowledge base, preparing students for a multifaceted world,” shares Isabel.

The IB programme is more than just a curriculum; it’s a mindset that emphasizes international-mindedness and an understanding of different cultures and perspectives. Students are not only encouraged to learn facts and figures but also to think critically about global issues. They are nurtured to become responsible global citizens, embracing their roles in an interconnected world.

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Beyond the academic aspect, Stratford Hall places a strong emphasis on student character and wellness, aiming to go above and beyond

The rigour of the IB programme at Stratford Hall serves as a catalyst for excellence. It inspires students to reach for the highest standards, cultivating a strong work ethic and a deep commitment to their studies. It’s a journey that shapes education by providing a holistic, international, and intellectually challenging learning experience.

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Beyond the classroom, the IB programme equips students with invaluable skills, such as critical thinking and research abilities, while instilling a global perspective. It fosters personal growth and academic achievement, setting the stage for a generation of young individuals who are not just learners but also leaders, ready to make a positive impact on the world.

Shaping Global Citizens with a Holistic Approach to Education Stratford Hall’s dedication to nurturing global citizens is an integral part of its multifaceted educational approach. Placing an emphasis on pluralism and community, the school encourages students to adopt an international perspective and celebrate diverse cultures. This comprehensive journey encompasses several key elements.

“We recognize language as a bridge to understanding, and it plays a crucial role at Stratford Hall. Our rigorous language programme equips students with proficiency in multiple languages, promoting cross-cultural understanding and appreciation. It allows students to connect with people from diverse backgrounds and deepen their cultural insights,” elaborates Isabel.

Critical thinking is a cornerstone of the educational experience at Stratford Hall. Students are not only taught facts but also encouraged to think critically about pressing global issues. They stay informed about world affairs and assume responsibility for environmental stewardship, fostering informed and socially responsible global citizens.

Stratford Hall also instils a strong sense of responsibility towards local and global communities. Through community engagement and service initiatives, students learn the importance of actively contributing to the wellbeing of others. This hands-on experience fosters empathy and a commitment to making a positive impact on the world.

International-mindedness is a central tenet of Stratford Hall’s educational philosophy. Students are encouraged to think beyond borders and are empowered with leadership skills to advocate

for positive outcomes in the global arena. This perspective equips them to become informed, empathetic, and active global citizens.

Beyond the academic aspect, Stratford Hall places a strong emphasis on student character and wellness, aiming to go above and beyond. The belief is that through active global citizenship education, students are supported in knowing and caring for themselves and others with empathy and compassion.

From this foundation, students embark on a journey of learning, growth, and making a positive impact in the lives of others. Stratford Hall forges strong connections with community partners, including an elder’s home, a local sibling school serving a vulnerable population, the Immigrant Services Society of BC, MOSAIC (providing settlement and employment services for newcomers), and the New Fountain Shelter (a Downtown Eastside low barrier homeless shelter), among others.

Character development, guided by the IB learner profile, permeates every element of the school, from academics to co-curricular activities to community engagement. It’s a comprehensive approach to education that not only imparts knowledge but also nurtures the values and qualities that define responsible and compassionate global citizens.

Shaping Stratford Hall’s Future: A Vision of Global Citizenship Isabel embodies the role of a global citizen with an unwavering commitment to the school’s principles of pluralism and community.

For Isabel, global citizenship transcends an international perspective; it’s about fostering inclusivity and celebrating diversity.

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Isabel emphasizes the importance of environmental responsibility and the promotion of multilingual proficiency. She recognizes that proficiency in multiple languages serves as a powerful tool to connect with individuals from diverse backgrounds, deepening cultural insights.

Isabel says, “Language is a bridge to understanding. It’s a means to connect with people from diverse backgrounds, fostering cross-cultural understanding.”

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Critical thinking about global challenges and staying well-informed about world affairs are at the forefront of Isabel’s vision. Isabel passionately encourages students to move beyond national borders and become advocates for positive change, aligning perfectly with the IB programme’s emphasis on internationalmindedness and holistic global understanding.

Isabel states, “It’s not enough to just know facts; we need to think critically about global challenges and advocate for positive change.”

In envisioning the school’s future, Isabel sees herself in a strategic role working closely with the Head of School. Together, they aim to develop goals, initiatives, and external partnerships that propel Stratford Hall’s educational vision forward. For Isabel, this role involves strategic alignment across constituencies. As a relational leader, she thoughtfully builds genuine relationships with community members, including faculty and staff, current families, alumni, donors, and

trustees. She emphasizes accessibility and high visibility in the community, recognizing the importance of these aspects.

Isabel also underscores her continuous collaboration with the administrative team, addressing adaptive challenges through the lens of the school’s mission, vision, and values. The collective effort aims to ensure the sustainability of a transformational learning environment for both current and future generations of children and adults.

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Isabel embodies the role of a global citizen with an unwavering commitment to the school’s principles of pluralism and community

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Cultivating a Culture of Courage, Empathy, and Inclusion For Isabel, the school she attended for twelve years left an indelible mark, instilling in her a profound appreciation for values that resonate deeply within her - courage, empathy, diversity, and inclusion. It was an environment where she felt safe, respected, and valued for her unique qualities and contributions. These values are the foundation of her approach as she leads her team and community.

Isabel’s leadership philosophy centres on creating an atmosphere where taking risks is celebrated and mistakes are seen as opportunities for growth. She encourages her team to always speak up, share their ideas, and express their authentic selves without fear. It’s a philosophy that fosters an environment where everyone’s voice matters.

As Isabel puts it, “When people genuinely understand and care about each other’s experiences and perspectives, it builds trust and connection. I am fully aware that I am never alone on my journey. That would be absolutely boring.”

For Isabel, the journey of creating a culture of courage, empathy, diversity, and inclusion is an ongoing one. She recognizes the need for continuous improvement and actively seeks feedback to adjust in her leadership style.

She remains guided by the values instilled in her since childhood, recognizing that her purpose on this earth is to give and serve, never for herself. It’s a philosophy that underscores her dedication to fostering a culture where everyone feels valued and heard.

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ACADEMIC VIEWS

Leveraging ChatGPT to Enhance Teachers’ Pedagogical Innovation and Sustain Students’ Learning Areej ElSayary, Assistant Professor, College of Interdisciplinary Studies, Zayed University

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n the dynamic landscape of education, the integration of technology has become synonymous with innovation. A remarkable technological advancement that has emerged recently is the ChatGPT, powered by artificial intelligence. This revolutionary tool has the potential to reshape the way teachers approach pedagogy, fostering creativity, engagement, and personalized learning

experiences. To effectively leverage ChatGPT for pedagogical innovation, teachers should receive training to use the tool responsibly. This includes understanding AI’s limitations, maintaining a balance between AI and human interaction, and fostering a culture of critical engagement.

Furthermore, educators should ensure that the ethical use of AI aligns with data privacy and security standards to safeguard students’

Effective pedagogical innovation is a hallmark of skilled educators who possess the capacity to infuse their teaching with creativity and novelty

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Dr. Areej ElSayary is a distinguished expert with a multifaceted background in Science, Technology, Engineering, Art, and Mathematics (STEAM), encompassing curriculum design, teaching methodologies, assessment strategies, and schools accreditation. Her profound knowledge and experience extend to her role as a certified associate of the Blackboard Academy, a recognized Fellow of the Higher Education Academy (FHEA), and a respected Editor and researcher. In her current role as Assistant Professor at Zayed University’s College of Interdisciplinary Studies, Dr. ElSayary infuses positive psychology, innovation, and design thinking into her teachings. Her interdisciplinary approach reflects her passion for fostering holistic growth and cognitive development.

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information. This article explores how educators can harness the power of ChatGPT to enhance their pedagogical practices and create sustainable learning environments for their students.

Empowering Teachers’ Creativity and Innovation Effective pedagogical innovation is a hallmark of skilled educators who possess the capacity to infuse their teaching with creativity and novelty. This ability resonates strongly with Howard Gardner’s theory of Multiple Intelligences, particularly the concept of Pedagogical Intelligence. Just as individuals exhibit distinct cognitive strengths, Gardner proposes that educators can possess a unique form of intelligence that involves understanding and tailoring instruction.

In this context, ChatGPT emerges as a tool that seamlessly complements Pedagogical Intelligence. The AI-powered collaboration with teachers provides an avenue to leverage their Pedagogical Intelligence, resulting in the creation of engaging and dynamic learning experiences that cater to a diverse range of learners. Teachers can brainstorm ideas, explore novel teaching strategies, and gain fresh perspectives on content delivery. For instance, ChatGPT can assist in generating unique discussion prompts, diverse teaching materials, and innovative project ideas that encourage student engagement and critical thinking. Also, it can assists teachers in generating diverse and adaptive assessment items that align with learning objectives. The tool’s capacity to simulate

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real-world scenarios can elevate assessments beyond rote memorization to higher-order thinking skills. Furthermore, ChatGPT can facilitate timely and constructive feedback, enabling teachers to identify misconceptions and provide targeted guidance. This feedback loop promotes continuous improvement and empowers students to take ownership of their learning journey.

Gardner’s notion of Pedagogical Intelligence emphasizes the importance of adapting teaching methods to suit individual learners. By embracing ChatGPT as a facilitator of novel ideas, teachers can offer differentiated instruction that caters to various cognitive strengths and styles of understanding. As educators harness their Pedagogical Intelligence and embrace AI-driven tools like ChatGPT, they usher in a new era of teaching that is responsive, dynamic, and aligned with the individualized needs of their students.

Personalized Learning Journey At the heart of personalized learning lies the concept of recognizing and celebrating the uniqueness of each student. This approach aligns harmoniously with Howard Gardner’s theory of Multiple Intelligences, which emphasizes the diverse ways in which individuals comprehend and engage with the world. ChatGPT, through its ability to provide instant responses, explanations, and recommendations, offers a bridge between teachers and students that transcends the confines of traditional classroom settings. This technology-assisted dialogue allows educators to tap into students’ individual preferences, different levels, and areas of interest, setting the stage for a tailored educational experience.

Consider a scenario where a student, a visualspatial learner according to Gardner’s theory, is struggling to grasp a complex mathematical concept. With ChatGPT, the educator can offer

At the heart of personalized learning lies the concept of recognizing and celebrating the uniqueness of each student

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Modern education faces the challenge of sustaining student engagement while simultaneously fostering critical thinking and problem-solving skills

visual explanations and analogies, catering to the student’s innate cognitive strengths. Similarly, for a linguistic learner, ChatGPT can assist in generating text-rich explanations that resonate with their mode of understanding. This synergy between Pedagogical Intelligence and AIenhanced instruction embodies the essence of personalized learning.

Through the adaptability of ChatGPT, teachers can craft individualized learning paths that cater to each student’s progress. By identifying strengths and weaknesses, educators can create a scaffolded approach that challenges and supports students at their optimal level. Moreover, the tool’s capacity to generate custom content, exercises, and assessments ensures that students engage with material that suits their learning preferences, leading to enhanced motivation and ownership over the learning process.

It is worth noting that the integration of ChatGPT is not a replacement for teachers; rather, it enhances the teacher’s role as a facilitator of personalized learning. Educators retain the crucial role of curating meaningful learning experiences, interpreting AIgenerated insights, and adapting instruction based on real-time feedback. This harmonious synergy between human expertise and AI augmentation reinforces the ethos of personalized learning, where students are not passive recipients but active participants in their educational journey.

Fostering Dynamic Interaction, Engagement, Critical Thinking and Problem-Solving Skills Modern education faces the challenge of sustaining student engagement while simultaneously fostering critical thinking and problem-solving skills. In this context, ChatGPT emerges as a transformative tool that addresses these

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intertwined aspects of effective learning. By enabling dynamic interactions and promoting intellectual curiosity, ChatGPT revitalizes the educational experience.

The integration of ChatGPT enhances engagement by transforming passive learning into an active and participatory process.

Educators can leverage its capabilities to craft interactive quizzes, simulations, and conversational exercises that immerse students in the learning content. As students actively engage with the material, ChatGPT provides real-time feedback, allowing them to assess their performance and make immediate improvements. This feedback loop enhances self-assessment skills and cultivates a sense of ownership over the learning journey.

Furthermore, the synergy between ChatGPT and critical thinking development is noteworthy. The tool’s capacity to present students with challenging scenarios, complex questions, and open-ended problems aligns with the goal of nurturing critical thinking skills. By engaging with ChatGPT, students learn to approach problems from various perspectives, analyze information critically, and articulate their thoughts with clarity.

The tool’s interactivity prompts students to delve deep into their reasoning, refining their arguments and strengthening their logical and analytical faculties.

The interactive nature of ChatGPT extends to fostering collaborative discussion and refining problem-solving abilities. As a virtual partner, ChatGPT engages in dialogue, poses thought-provoking questions, and sparks debates among students. This collaborative exchange encourages students to explore

alternative viewpoints, defend their positions, and engage in intellectual discourse. By interacting with ChatGPT, students hone their communication skills, learn the art of constructive debate, and refine their ability to analyze complex issues comprehensively.

Conclusion The integration of ChatGPT into education is a paradigm shift that empowers teachers to become pedagogical innovators. By harnessing the tool’s capabilities, educators can create personalized, engaging, and intellectually stimulating learning experiences.

The partnership between teachers and AI opens doors to new possibilities, enriching educational practices and nurturing students’ holistic development. As we navigate the educational landscape of the future, ChatGPT stands as a transformative ally in shaping the next generation of learners.

However, it also includes the potential for overreliance on AI-generated content and the need for responsible usage to ensure ethical considerations are met. To maximize benefits and mitigate risks, teachers should be trained to use ChatGPT effectively, striking a balance between its advantages and the traditional teacher-student interaction. Furthermore, it is recommended that students be educated about the limitations and ethical implications of AI. This collaborative endeavor emphasizes the fusion of human ingenuity with technological progress. It’s a call to action for educators to champion the responsible use of ChatGPT, ensuring a future where pedagogical evolution is driven by the harmony of AI and human intelligence.

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PROMISING

PREPARATORY SCHOOLS SHAPING FUTURE LEADERS 2023

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Collège Alpin Beau Soleil (Switzerland)

Eton College (United Kingdom)

Website: https://www.beausoleil.ch/en

Website: https://www.etoncollege.com/

Key person: Stuart White, Principal

Key person: Simon Henderson, Head Master

About the School: This Swiss preparatory school offers a unique blend of academic rigor and outdoor activities, providing students with a well-rounded education in a picturesque setting.

About the School: Eton College, located in England, is one of the most prestigious preparatory schools globally, known for its rigorous academic programs and notable alumni.

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Geelong Grammar School (Australia)

J Addison School (Canada)

Website: https://www.ggs.vic.edu.au/

Website: https://jaddisonschool.com/

Key person: Rebecca Cody, Principal

Key person: Lee Venditti, Supervising Principal

About the School: With a history dating back to 1855, Geelong Grammar School in Australia is recognized for its commitment to holistic education, emphasizing both academic and personal development.

About the School: J. Addison’s mission is to provide an inclusive environment that fosters cooperative learning, nurtures intelligence, encourages creativity, and promotes innovation.

La Citadelle International Academy of Arts & Science (Canada)

Phillips Exeter Academy (United States)

Website: https://lacitadelleacademy.com/

Website:https://www.exeter.edu/

Key person: Alfred Abouchar, Headmaster

Key person: Bill Rawson, Principal

About the School: La Citadelle fosters a nurturing environment that goes beyond academics, nurturing students’ holistic growth.

About the School: Situated in New Hampshire, USA, Phillips Exeter Academy is renowned for its Harkness teaching method, fostering collaborative and interactive learning.

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Roedean School (South Africa)

Sun Valley Community School (United States)

Website: https://www.roedeanschool.co.za/

Website: https://www.communityschool.org/

Key person: Fiona Rogers, Headmistress

Key person: Ryan Waterfield, Director of Communications and Marketing

About the School: Roedean School, located in Johannesburg, South Africa, is celebrated for its commitment to empowering young women through education and leadership development.

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About the School: Nestled in the breathtaking landscapes of the Wood River Valley, Sun Valley Community School (SVCS) is not just an educational institution; it’s a living testament to innovation and adventure.

The American School of Milan (Italy)

UWC Atlantic College (Wales)

Website: https://www.asmilan.org/

Website: https://www.uwcatlantic.org/

Key person: Wayne Rutherford, Director

Key person: Naheed Bardai, Principal

About the School: GSince its establishment in 1962, ASM has been committed to providing top-notch education that values diversity and promotes global citizenship. Throughout

About the School: As part of the United World Colleges (UWC) movement, Atlantic College focuses on international understanding and peace, offering a challenging academic curriculum alongside community service.

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Find your future job in school Connecting Candidates and Schools

www.schooljobfinder.com

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PROMISING

PREPARATORY SCHOOLS SHAPING FUTURE LEADERS 2023

J. ADDISON SCHOOL Nur turing Minds, Fostering Diversity, and Inspiring Success

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n September 2002, J. Addison School began its journey with only eight students in a modest office building located in Scarborough, Ontario, Canada. By the end of their third year of operations, the school had grown to over 100 full-time students, demonstrating remarkable progress.

The move to their current location at 2 Valleywood Drive in September 2007, situated at the intersection of Woodbine and Highway 7 in Markham, Ontario, was a significant turning point. Construction of the main building, completed in 2013, marked the school’s commitment to providing a well-rounded educational experience. According to Mr. Lee Venditti, Supervising Principal of J. Addison School, “Our

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ABOUT

LEE VENDITTI SUPERVISING PRINCIPAL, J. ADDISON SCHOOL Mr. Lee Venditti’s story in education began in 1977, a time when he was young, enthusiastic, and eager to make a difference. He embarked on this lifelong voyage as an elementary school teacher with the Toronto Catholic School Board.

Those early years were marked by the sheer joy of nurturing young minds, sparking curiosity, and instilling the foundational knowledge that would serve as the bedrock of their education. Years of teaching excellence and an unyielding commitment to his students led to his promotion as a department head at St. Elizabeth Catholic School Board at York District Catholic School Board. It was a time when his leadership skills and deep understanding of education came to the forefront.

In 1999, he was entrusted with the position of Vice Principal at St Elizabeth Catholic High School. This was a pivotal moment in his career, requiring not only educational acumen but also strong leadership abilities. In 2011, he assumed the prestigious position of Principal and ,most recently, Supervising Principal at J. Addison Private School in Markham, Ontario. Under his leadership, J. Addison School evolved into a symbol of educational excellence, a beacon of hope for countless students and families.

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J. Addison’s mission is to provide an inclusive environment that fosters cooperative learning, nurtures intelligence, encourages creativity, and promotes innovation

early years were marked by perseverance and a shared vision for education that truly makes a difference.”

The main focus during J. Addison’s inaugural year at the new campus was to become an integral part of the Markham community and to offer students and families a welcoming

environment. Mr. Venditti observes, “The move was more than just changing our location; it was a transformative step towards building a holistic educational environment.” J. Addison School’s educational philosophy goes beyond academics, aiming to motivate students to aim high while celebrating their unique talents.

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As Mr. Venditti wisely puts it, “The goal is to empower students with the skills and values that transform them into responsible global citizens, well-prepared to navigate the future with confidence, integrity, compassion, independence, and leadership.” These values are central to the school’s mission.

J. Addison’s mission is to provide an inclusive environment that fosters cooperative learning, nurtures intelligence, encourages creativity, and promotes innovation. Mr. Venditti passionately states, “The aim is to encourage students to embark on a journey of self-discovery, unlocking their full potential and continually pushing their boundaries.”

This mission underlines their commitment to helping students reach their highest potential.

Enriching Student Life: The ‘Focus For Success™’ Adaptive Program “Focus For Success™” is more than just an educational program; it’s an effective means of bringing students together and providing them

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with a relaxed and sociable environment to acquire new skills. Through a variety of extracurricular activities, such as table tennis, board games, knitting, hairstyling, and jewellery making, students have the chance to explore new interests and interact with their peers. These activities not only enrich their school life but also inspire creativity and confidence through self-discovery.

One of the highlights of “Focus For Success™” is the opportunity for students to engage in team-based sports and group projects. These interactions foster character building, equipping students to face challenging real-world situations with resilience and adaptability. As Mr. Lee Venditti shares, “The program is designed to inspire creativity in our students, helping them gain confidence through

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self-discovery while providing a guided and encouraging learning environment.”

Through “Focus For Success™,” J. Addison School empowers its students to not only excel academically but also to thrive in a well-rounded educational experience that nurtures their social, creative, and personal development.

Offering Personalized Academic Support J. Addison School is recognized for its unwavering commitment to delivering personalized academic support that caters to the individual needs of each student. This commitment, as expressed by Mr. Lee Venditti, is rooted in the belief that every student is

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unique and deserves a tailored educational experience. He says, “Our educational approach is centred on recognizing and celebrating the unique qualities of each student.”

At the heart of this approach are Individualized Learning Plans (ILPs), which guide each student’s academic journey by outlining their goals, strengths, weaknesses, and learning preferences. These plans ensure that teachers and support staff can provide instruction that suits the specific needs of each learner. Mr. Venditti says, “Our ILPs are the foundation of our educational approach, guiding us to cater to the specific needs of every student.”

The school maintains small class sizes to create an environment where teachers can

establish meaningful connections with students, understanding their distinct learning styles and challenges. For those who require extra assistance, one-on-one tutoring and remedial support are readily available, ensuring that no student is left behind. Mr. Venditti emphasizes, “Our small class sizes enable us to foster an environment where students are not just names on a list but individuals with distinct needs.”

J. Addison School’s commitment to inclusivity extends to students whose first language is not English, as they receive dedicated English as a Second Language (ESL) support. Furthermore, guidance counsellors work closely with students to plan their academic and career paths, helping them

dream big and achieve their aspirations. “We believe that language should never be a barrier to education; it should be a bridge to greater opportunities,” says Mr. Venditti.

Recognizing that students have diverse scheduling needs, the school offers flexibility, allowing them to balance their academic and personal interests effectively. Technology integration enriches the learning process, offering students resources that cater to their individual preferences and pace. Regular progress monitoring and strong student-teacher relationships create a supportive atmosphere where students can thrive. Mr. Venditti explains, “We understand that students have diverse interests and commitments, and our

Through “Focus For Success™,” J. Addison School empowers its students to not only excel academically but also to thrive in a well-rounded educational experience that nurtures their social, creative, and personal development

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J. Addison School’s commitment to inclusivity extends to students whose first language is not English, as they receive dedicated English as a Second Language (ESL) support. Furthermore

flexible scheduling ensures they can explore and excel in all their pursuits.”

In this environment, parents are considered essential partners in their child’s education, with open communication channels ensuring they are well informed about their child’s progress. The commitment of J. Addison School to personalized academic support is not just a concept; it’s a tangible reality, with the shared goal of ensuring each student’s unique journey is celebrated, and their success is a collective achievement.

Nurturing Potential and Passion J. Addison School takes a comprehensive approach to education, with a focus on nurturing students’ creativity, curiosity, and exploration. “Enrichment Programs are designed to take students beyond the confines of the standard curriculum. We want them to delve deeper into specific subjects or explore areas that truly captivate their curiosity,” says Mr. Venditti. Enrichment Programs extend beyond the standard curriculum, empowering

students to delve deeper into specific subjects or explore areas of personal interest, ranging from robotics to coding and even debate. These programs are designed to kindle intellectual curiosity.

Electives are a cornerstone of J. Addison School’s curriculum. By offering a diverse range of elective courses, students have the freedom to choose subjects that align with their passions, whether it’s music, art, drama, or computer science. This ensures that learning is not only structured but also personalized.

“We believe that learning should be more than just a structured process. Students should have the freedom to choose subjects that resonate with their passions,” emphasizes Mr. Venditti.

This freedom ensures that learning is both structured and personalized.

Research Projects are integral to some areas of the curriculum, providing opportunities for independent exploration of personal interests.

These projects nurture research and critical thinking skills, allowing students to delve into topics that truly intrigue them. The

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school’s commitment to holistic development is further evident in its extensive Extracurricular Activities. Students are encouraged to participate in clubs, sports, and organizations, offering them a platform to explore new interests and passions outside of the classroom.

Academic Competitions and Contests are highly encouraged at J. Addison School. “Participating in these contests provides a competitive context for students to apply what they’ve learned and explore their interests,” explains Mr. Venditti.

Guest Speakers and Workshops are another facet of the school’s holistic approach. Inviting experts and professionals from various fields to conduct workshops and lectures broadens students’ horizons and introduces them to new ideas and career possibilities.

On the other side, Community Involvement is strongly emphasized at J. Addison School, with programs that facilitate community service and outreach. “This involvement allows students to apply their skills and interests to real-world issues, making a positive impact on the community.

We also help students identify their interests and potential career paths,” says Mr. Venditti.

Personal Projects are encouraged, empowering students to take initiative. Whether it’s creating a school newspaper, organizing events, or starting a club, these endeavours allow students to explore their interests and leadership potential.

By offering an array of diverse academic and extracurricular opportunities, J. Addison School provides students with the chance to explore new ideas, develop their talents, and realize their potential across various areas of interest. This holistic approach ensures that students emerge as well-rounded individuals, prepared for future academic and career pursuits.

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J. Addison School takes a comprehensive approach to education, with a focus on nurturing students’ creativity, curiosity, and exploration

Dedicated Educators Shaping Excellence in Education J. Addison School’s teaching staff is a vital component of the institution’s commitment to delivering a high-quality educational experience. “Qualifications are non-negotiable for our educators,” asserts Mr. Venditti.

“We hire individuals with strong academic backgrounds and relevant degrees in their respective fields. Many of our teachers also hold advanced degrees or certifications in education, which sets a high standard for our instructional team.”

Experience is another crucial element.

Faculty members at J. Addison School often bring with them extensive teaching experience. This wealth of knowledge and expertise enriches the learning environment and provides students with valuable insights.

Subject Expertise is paramount, and according to Mr. Venditti, “Our teachers are not just educators; they’re subject-matter experts who bring in-depth knowledge and insights into their areas of instruction. This expertise is crucial in challenging and engaging our students effectively.”

J. Addison School’s commitment to Professional Development is noteworthy.

The school invests in ongoing professional development for its teaching staff, keeping them up to date with the latest pedagogical trends, technology, and teaching methods. This ensures that students benefit from the most current and effective instructional practices.

Besides, differentiated Instruction is a common practice among teachers at J. Addison School.

They tailor their teaching methods and materials to meet the diverse learning needs and styles of

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their students, fostering a dynamic and inclusive learning environment.

Technology Integration is also a dynamic facet of education at J. Addison School. “Our school embraces technology, and our teachers may integrate it into the classroom to enhance the learning experience,” Mr. Venditti states. “This includes the use of educational software, online resources, and interactive multimedia tools.”Above all, a caring and supportive environment is actively cultivated by the teaching staff. This environment fosters positive teacher-student relationships and encourages open communication, ensuring that students feel both valued and supported.

Inclusivity is a non-negotiable principle. “Our teachers actively work to create an inclusive classroom environment,” says Mr. Venditti, “where all students feel valued and supported, regardless of their background or abilities.” An International Perspective is also crucial, given the diverse student body. Teachers often possess an international perspective and an understanding of the unique needs of international students, facilitating their adaptation and success in a new educational and cultural setting.

While specific qualifications and teaching methods may vary among individual educators at J. Addison School, the institution’s unwavering dedication to providing a supportive, high-quality learning environment is a key factor contributing to the success of its students. This blend of qualified and experienced teachers, small class sizes, and a holistic approach to education sets the teaching staff apart in supporting students’ academic and personal development.

Embracing Diversity and Growth Diversity is a fundamental pillar of J. Addison School’s identity, a value upheld firmly under the

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leadership of Mr. Lee Venditti, Supervising Principal. With a student body representing over 20 different countries, the institution embraces an incredibly diverse population, enriching the educational experience.

“We take immense pride in the diversity of our student population,” Mr. Venditti states.

“Our majority of international students from a multitude of backgrounds creates a rich tapestry of cultures, ideas, and perspectives that fosters a global mindset and enriches the learning environment.”

In alignment with the commitment to inclusivity, the school has integrated the DEIB (Diversity, Equity, Inclusion, and Belonging) workplace policy this school year. “DEIB is not just a policy; it’s a mindset,” notes Mr. Venditti. “It underscores our dedication to ensuring that every member of our school community feels valued, heard, and supported, regardless of their background or identity.”

As J. Addison School continues to grow, both in student body size and the diversity of its programs, expansion of existing facilities is in the pipeline. “Our commitment to providing a comprehensive educational experience means that we must also provide the spaces and resources needed to support our diverse and evolving programs,” says Mr. Venditti.

This multifaceted approach aligns with the school’s mission to prepare students for success. “Diversity and growth are not just buzzwords; they’re the essence of our educational philosophy,” Mr. Venditti emphasizes. “They reflect our commitment to nurturing well-rounded individuals who are not only academically capable but also globally-minded, socially conscious, and culturally aware.”

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INDUSTRY PERSPECTIVE

AI and Student Data: A Better Path for K-12 Education Anthony De Prato, Chief Information Officer, St. Andrew’s Episcopal School

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icro-analytics - for this article, it refers to the in-depth analysis of granular or small-scale data. It’s a highly targeted approach to data analysis that focuses on detailed, micro-level information to gain insights into specific aspects or components of a more extensive system or process. A particular definition of microanalysis could not be sourced, so I created one.

In the context of education, micro-analytics could involve analyzing individual student performance data across different assignments, subjects, or even questions within a single test. By closely examining these smaller, detailed pieces of data, educators can gain a nuanced understanding of student learning patterns, strengths, weaknesses, and areas that need improvement.

While traditional macro-level analytics provide a broad overview or generalized conclusions, micro-analytics allow a

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As a seasoned Director of Technology and Chief Technology Officer with nearly two decades of experience, Anthony De Prato has successfully led numerous enterprise-level IT projects, fostered strong vendor relationships, and developed cutting-edge curricula in robotics, STEAM, and computer science. His expertise in data analysis enables him to make informed decisions that drive organizational success. In addition to his practical experience, Anthony holds a Master’s in Educational Technology from Pepperdine University and a Bachelor of Arts in Communications and International Studies from St. Thomas More College. Moreover, his Principals’ Training Center Admin Certification, earned in 2016, attests to his commitment to ongoing professional development. As a future-thinking and detail-oriented professional, he excels in program design and implementation, as well as in tracking and measuring outcomes to ensure their success. Anthony brings a strategic mindset, strong leadership skills, and a passion for leveraging technology to improve educational outcomes to every project he undertakes.

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Micro-analytics is about digging deep into the data to uncover nuanced insights and patterns that can drive more precise, targeted actions or improvements

more detailed and personalized understanding of the data. This targeted information is often crucial to making precise changes, improving processes, or personalizing learning experiences, which can be particularly beneficial in iterative methods where continual refinement is paramount.

Micro-analytics is about digging deep into the data to uncover nuanced insights and patterns that can drive more precise, targeted actions or improvements. As K-12 administrators, our decisions shape the future of education. We are the architects of systems that mold the minds of tomorrow, the enablers of innovation and progress in the classroom. One of the prevailing debates in educational management is about the choice between implementing sporadic, expensive innovations and adopting regular, consistent iterations.

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Spontaneous innovation has an allure. It’s captivating, groundbreaking, and the change it promises can often be irresistible. The “new” can indeed lead to significant improvements in educational outcomes. However, it also carries substantial risks. Unforeseen complications can arise from the untested and experimental nature of such innovations. In addition, high upfront costs and the potential for system-wide disruption are also significant concerns. On the other hand, regular iteration - the consistent and intentional modification and improvement of our systems and practices - can provide a more sustainable and manageable pathway for progress.

The value of iteration can be compared to compound interest in financial investing, where small, consistent investments accrue into a substantial sum over time. Similarly,

constant, incremental improvements in teaching methodologies, curriculum, administrative processes, and technological adoption can result in significant long-term benefits for our students and institutions.

One advantage of regular iteration is that it allows us to test, adapt, and improve on a small scale before fully implementing a change.

This model of progress can mitigate the risks associated with spontaneous, large-scale innovation, as it provides opportunities for realtime adjustment and minimizes disruptions to the educational ecosystem. It empowers teachers and administrators to actively participate in the improvement process actively, fostering a culture of continuous learning and adaptation.

Regular iteration is generally less financially demanding than sporadic, large-scale innovation.

Reducing the initial financial burden allows for more manageable budget allocation and planning.

It also promotes a more equitable distribution of resources, enabling all schools within a system, regardless of size or budget, to implement progressive changes and reap their benefits.

Most importantly, iteration is more of a studentcentric approach. It centers on understanding the needs of students and responding with measured changes. It allows us to respond more quickly and effectively to the ever-evolving needs of our students rather than waiting for the next big innovation to address those needs. This way, we can ensure that our students receive the best possible education at all times.

While spontaneous and expensive innovations can provide notable improvements, the power of regular iteration holds the promise of consistent, sustainable progress in our education system. As K-12 administrators,

we can leverage this approach to manage risk, optimize budget utilization, foster an environment of continuous learning, and, above all, keep our commitment to providing the best possible education for our students.

The role of artificial intelligence (AI) in enhancing micro-analytics cannot be overstated, particularly in the context of fostering growth and attainment through iterative processes. With their data-crunching capabilities, AI tools make digesting large volumes of information more manageable, efficient, and precise. They allow us to dig into the minutiae of day-to-day operations, providing insights into trends and patterns that would otherwise go unnoticed.

These processes are unique. Artificial Intelligence (AI) has fundamentally revolutionized our relationship with data. Unlike traditional analytical systems, AI does not require laborintensive data preparation and gatekeeping to make sense of the data. The conventional approach typically involves substantial time and resources to clean, prepare, and structure the data before any meaningful analysis can begin. This process often requires manual coding to parse the data, identify relevant metrics, and generate reports.

Contrarily, AI has the innate ability to ingest and analyze large volumes of data directly from various sources in its raw, unstructured form.

One of the most exciting capabilities of AI is its ability to express insights conversationally, making data analysis accessible and understandable to a broader audience. The AI tool can process a continuous stream of data, extract relevant insights, and relay them in a natural, human-like dialogue.

This AI-fueled process allows for reallife, interactive analysis, where users can ask

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The role of artificial intelligence (AI) in enhancing microanalytics cannot be overstated, particularly in the context of fostering growth and attainment through iterative processes

questions and receive responses in the language, they understand without needing data science or programming expertise. In the educational sector, AI-powered micro-analytics can be instrumental in driving iterative improvement.

By analyzing the nuances of student

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performance data, curriculum effectiveness, and teacher-student interactions, AI tools can pinpoint specific areas where changes can lead to significant improvements. These insights enable administrators and educators to implement slight, targeted modifications and assess their impact, leading to a cycle of continuous, datadriven improvement.

Moreover, AI tools are capable of real-time data analysis, allowing for immediate feedback on implemented changes. This immediacy can accelerate the iteration cycle, facilitating quicker adjustments and fostering a more responsive educational environment. As a result, schools can better adapt to the dynamic needs of their students, promoting growth and attainment more effectively and efficiently.

AI tools, through their advanced microanalytics capabilities, have the potential to revolutionize the iterative process in education.

By providing granular insights and real-time feedback, they empower educational institutions to optimize operations, enhance student learning outcomes, and ensure sustainable growth. In a rapidly evolving educational landscape, the power of AI in driving iterative improvement is a resource we must tap into. Iterative work is routine, rarely controversial, and doesn’t usually require a significant budgetary commitment.

In essence, iteration is a controlled and reversible force multiplier for change. A system’s design is its destiny, and iterative systems are designed to grow at a rate people can adapt to while ensuring significant problems and failure of mission are not realized. To move K-12 education out of the quagmire, it often finds itself in, we do not need an innovation budget; we need an iterative mandate.

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PROMISING

PREPARATORY SCHOOLS SHAPING FUTURE LEADERS 2023

LA CITADELLE INTERNATIONAL ACADEMY OF ARTS & SCIENCE Inspiring Growth and Global Vision

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he inception and evolution of La Citadelle International Academy of Arts & Science form a narrative of visionary ambition, unyielding determination, and remarkable growth. Conceived by its founder with foresight, the school’s genesis was marked by a dedication to Canadian bilingualism, holistic education, and an unwavering pursuit of excellence. “We are committed to nurturing students into resilient individuals capable of navigating life’s intricacies with finesse. The pillars of Excellence, Compassion, Achievement, Respect, Discipline, and Harmony form the bedrock of our educational philosophy, fostering a wellrounded development,” shares Alfred Abouchar, Headmaster of La Citadelle International Academy of Arts & Science.

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ABOUT

ALFRED ABOUCHAR, HEADMASTER Alfred Abouchar, a Canadian educator renowned for his substantial contributions to the field of education, was born in Alexandria, Egypt, on June 14, 1947. He immigrated to Canada on March 12, 1969, and obtained Canadian citizenship on November 26, 1974.

Proficient in English, French, and Arabic, his multilingual proficiency has been instrumental in his illustrious career.

Abouchar holds an array of degrees: an M.Ed. in Measurement, Evaluation, and Computer Applications from the Ontario Institute for Studies in Education (OISE) at the University of Toronto; an M.Sc. in Physics from The University of Western Ontario; and a B.Sc. in Physics and Chemistry from The American University in Cairo.

His professional expertise is underscored by an array of certifications, including Supervisory Officer, Principal Secondary School, and Honors Specialist in Physics and Chemistry.

Abouchar also assumed the responsibility of Professor at The Faculty of Education at the University of Ottawa, Superintendent of Curriculum, Research, and Continuing Education at The Ottawa-Carleton French Language School Board and Secretary General of the Council for Franco-Ontarian Education reporting to both the Ministers of Education and of Colleges & Universities, where he held the responsibility of overseeing and supporting French language school boards, colleges, and universities across Ontario.

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Launched in 2000 with a mere five students in a church basement in Richmond Hill, Ontario, Canada, La Citadelle’s humble beginnings belied its grand aspirations. The early adoption of an innovative specialist teacher learning model, small class sizes, and a holistic developmental focus set the stage for its distinctive educational journey. Rapid community support soon followed. Global expansion became a hallmark

of La Citadelle’s success story. In 2015, the school opened its doors to international students, ushering in a new era. With Grade 8 Reach-Ahead programs, IB-MYP studies, and the Advanced Placement Program, La Citadelle’s academic stature ascended.

Central to its accomplishments is the school’s vibrant community and multicultural ethos.

“Embracing over thirty cultures, we cultivate

La Citadelle’s proudest achievement lies in the enviable 100% university admission rate since 2006, a testament to the school’s academic rigor and excellence

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La Citadelle’s enriched curriculum, spanning early years to high school, nurtures critical thinking and creativity

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respect and appreciation for diversity. Through international trips and initiatives, we nurture students into global citizens, instilling civic and moral values,” states Alfred Abouchar.

Academic accolades abound, from languages to arts, sports, and sciences. La Citadelle’s commitment to holistic education has yielded disciplined, compassionate, and culturally aware individuals. Its proudest achievement lies in the enviable 100% university admission rate since 2006, a testament to the school’s academic rigor and excellence.

A Holistic Approach to Education and Global Empowerment La Citadelle fosters a nurturing environment that goes beyond academics, nurturing students’ holistic growth. With a low studentto-teacher ratio, personalized attention flourishes, ensuring a comprehensive grasp of subjects. Alfred Abouchar says, “Here, a robust partnership between parents and teachers thrives, enhancing students’ learning journey. This collaboration, supported by regular interactions, propels students forward both inside and outside the classroom.”

La Citadelle’s enriched curriculum, spanning early years to high school, nurtures critical thinking and creativity. Expertise-driven teaching, starting from Grade 1, ensures students’ excellence in diverse subjects. Besides, the institution’s global outlook is exemplified by the MYP-IB and AP programs. These offerings prepare students for higher education while cultivating a cosmopolitan perspective.

At La Citadelle, language proficiency flourishes with bilingualism in English and French, further enriched by Spanish and Mandarin. The arts, sciences, social studies, and physical education are holistically embraced, providing a balanced education. “Extracurriculars and leadership opportunities amplify personal growth and teamwork. Even during summers, our diverse programs maintain learning momentum,” states Alfred Abouchar.

La Citadelle’s commitment to global exposure is palpable. Through educational journeys, field trips, and outings, the school opens students’ eyes to diverse cultures and worldviews. This expansive outlook serves to shape conscientious and globally aware citizens poised to contribute

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positively to society. At the heart of La Citadelle’s ethos lies the empowerment of students. Whether through Student Council initiatives, Peer Tutoring, Student Ambassador Programs, or various events, the school inculcates a sense of ownership and active involvement in shaping their educational journey.

Exploring the Diverse Palette of Learning At La Citadelle, the curriculum is a meticulously crafted tapestry designed to weave proficiency in both English and French, critical thinking, holistic development, and excellence into the educational fabric. The school’s array of programs and

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subjects spans diverse disciplines, serving as a launching pad for students’ achievements in university and beyond. “At La Citadelle, our curriculum is an intricate tapestry woven with the threads of bilingual proficiency, critical thinking, and holistic development. We believe in providing our students with a comprehensive educational experience that prepares them for success not only in universities but also in their broader life journeys,” says Alfred Abouchar.

The journey commences with the PrepKindergarten, welcoming children as young as two years old. The Elementary and Intermediary Panels offer a robust foundation across subjects, including English, French, Mathematics, Sciences, History, Geography, and more. The curriculum’s canvas also features Computer Science, Music,

La Citadelle International Academy of Arts & Science stands out distinctively, thanks to a constellation of unique attributes that together shape it as an eminent preparatory institution

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La Citadelle’s comprehensive approach, alongside its international student program, distinguishes it as a school dedicated to nurturing accomplished, culturally aware, and globally-minded individuals

Visual Arts, Drama, Dance, Physical Education, Health, Character Education, Method of Study, and a Third Language (Mandarin or Spanish).

The Secondary Panel showcases an enriched academic program designed for university-bound students. Advanced courses extend across various domains, including English, French, Mathematics, Sciences, History, Geography, and languages such as Spanish and Mandarin. Specialized courses like Physics, Chemistry, Biology, Psychology, Philosophy, Economics, Business, Law and more enrich the Secondary experience.

La Citadelle proudly embraces the Middle Years Program (MYP) for Grades 6 to 8,

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seamlessly transitioning to the Reach-Ahead Grade 8 and Level I & II (Grades 9 & 10). This internationally recognized curriculum instills academic rigor and prepares students for higherlevel studies. Levels III & IV (Grades 11 & 12) introduce the Advanced Placement (AP) program, granting students the opportunity to earn college-level credits in high school. This challenging curriculum accelerates learning and equips students with a competitive edge for university admissions. “We place immense value on preparing students for higher education in leading universities across the world. Our curriculum not only imparts knowledge but also nurtures the qualities of critical thinking,

cultural awareness, and a thirst for excellence,” states Alfred Abouchar.

A Meticulous Curriculum for Bilingual Proficiency and Holistic Development La Citadelle International Academy of Arts & Science stands out distinctively, thanks to a constellation of unique attributes that together shape it as an eminent preparatory institution. “We believe in nurturing students not only academically but also socially, emotionally, and physically. Our aim is to mold well-rounded individuals who are poised for success in all facets of life,” shares Alfred Abouchar.

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La Citadelle has undergone a remarkable transformation, redefining its infrastructure to cater to modern educational needs and offer a conducive learning environment

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The nurturing environment is enriched by individualized attention facilitated by smaller class sizes. This personalized context fosters significant teacher-student interactions, creating an atmosphere where student voices contribute to collective learning. The school’s rigorous curriculum, as Abouchar states, “prioritizes the cultivation of critical thinking, problem-solving, and analytical skills while also nurturing self-development.”

Abouchar further emphasizes, “Our multilingual program is designed not just to enhance language proficiency and cultural

understanding, but also to nurture global citizenship—a crucial skill in today’s interconnected world.” Graduates emerge proficient in both French and English, opening doors to international opportunities.

Additionally, proficiency in a third language enriches their linguistic capabilities and cultural awareness.

La Citadelle’s integration of technology prepares students for the digital era, equipping them with modern tools for learning, as well as innovative teaching methods. Besides the emphasis on arts, sports, and extracurricular activities, Abouchar states, “our curriculum also fosters creativity, teamwork, leadership, and personal growth.” La Citadelle’s stellar university preparation program, marked by high acceptance rates, underscores its commitment to shaping opportunities for graduates. The inclusive community celebrates diversity, while character education imparts values that form ethical, empathetic, and resilient individuals. Ultimately, La Citadelle’s essence weaves a tapestry of educational distinction, crafting individuals equipped to thrive in a diverse and dynamic world.

Another hallmark of La Citadelle is its international student program. It offers cultural immersion through engagement with a diverse student body, nurturing cross-cultural understanding and welcoming Canadian culture. Language support, including tailored ESL and FSL programs, addresses effective communication for non-native English and French speakers, while personalized assistance caters to individual needs. The program aids students’ transition through comprehensive orientation and ongoing

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support, complemented by enlightening field trips showcasing Canada’s culture.

The curriculum’s global themes cultivate informed global citizens, and diverse education styles from around the world are embraced, broadening students’ perspectives. Cross-cultural activities foster personal growth, while dedicated counseling ensures well-being and success.

La Citadelle’s inclusive community fosters collaboration and leadership opportunities, enriched by a strong global alumni network that offers valuable connections and resources.

Overall, La Citadelle’s comprehensive approach, alongside its international student program, distinguishes it as a school dedicated to nurturing accomplished, culturally aware, and globallyminded individuals.

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A Modern Learning Haven La Citadelle has undergone a remarkable transformation, redefining its infrastructure to cater to modern educational needs and offer a conducive learning environment. “Since our modest beginnings, we’ve made substantial investments in enhancing our facilities to establish a comprehensive educational environment that harmonizes student lifestyle with academic excellence. Throughout this journey, our primary objectives have consistently revolved around prioritizing both student well-being and academic progress,” shares Abouchar.

The school’s innovative infrastruture include modern classrooms equipped with advanced technology, science labs with cutting-edge equipment, and a strong emphasis on technology integration through computer labs and digital resources. The multilingual library serves as a knowledge hub, while dedicated spaces for

performing arts and sports facilities promote creative expression and physical well-being.

La Citadelle’s commitment extends beyond physical spaces, fostering a collaborative learning environment with group study areas and a student-centered approach that emphasizes critical thinking and holistic development.

“At La Citadelle, we embrace an inclusive culture that wholeheartedly embraces diversity, fosters cross-cultural experiences, and extends vital support services, including counseling, academic advising, and mentorship. Our global perspective shines through in our international programs and our dedication to equipping students for success in an interconnected world,” says Abouchar. Parent involvement is encouraged through regular communication and engagement opportunities. In essence, La Citadelle’s transformative infrastructure reflects its dedication to offering a modern

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and comprehensive learning environment that nurtures well-rounded growth, innovation, collaboration, and global awareness.

Celebrating Unity, Joy, and Compassion La Citadelle emanates a lively and dynamic atmosphere, a constant whirlwind of festivities

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and exhilarating activities that invigorate the spirit of students and faculty alike. “From our vibrant campus that exudes “joie de vivre” to the infectious energy radiating from every corner, we seamlessly blend academic excellence with a profound sense of community in a truly exceptional manner,” states Abouchar.

La Citadelle emanates a lively and dynamic atmosphere, a constant whirlwind of festivities and exhilarating activities that invigorate the spirit of students and faculty alike

Amidst its commitment to academic excellence, La Citadelle is far from a mundane institution solely focused on studies. It’s a vibrant haven of joyous activities and spirited camaraderie that transcends the classroom. The school year unfolds with cascades of celebrations, from collaborative art projects to Extravaganza Day – where students engage in thrilling adventures to Canada’s Wonderland or transform the playground into a carnival of fun.

The climax arrives with grand dance shows, a Year-End Festival featuring games and enchanting performances, and House-based games orchestrated by the Student Council. The campus becomes a stage for students’ growth and achievements, culminating in a dazzling Promotion and Graduation ceremony that honors their accomplishments.

Beyond celebrations, La Citadelle’s vibrant tapestry extends with heartwarming initiatives.

Café Croissant gatherings foster connections among parents and teachers, while monthly BBQs unite the community in joyous camaraderie. The school’s philanthropic fervor touches lives beyond the campus, supporting causes like Sick Kids Hospital and spreading warmth to the elderly in old age homes.

During the holiday season, La Citadelle’s commitment to community service shines bright.

“Through our toy campaigns, we embrace the holiday spirit by ensuring that underprivileged children experience the magic of Christmas. This vibrant ethos of unity and empathy enriches lives year-round, transforming La Citadelle into more than just a place of learning – it becomes a haven of compassion and community,” explains Abouchar.

A Unique Approach to Lifelong Success La Citadelle takes a distinctive approach to prioritize student comfort and overall well-being, focusing on holistic development to prepare them for lifelong success. While some schools emphasize making

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While many Canadian private schools follow established British or American models, La Citadelle draws inspiration from its Middle Eastern heritage, European subculture, and global perspective to create a distinct educational environment for its diverse student body learning enjoyable, La Citadelle upholds its foundational principle that genuine growth arises from embracing responsibilities, even if not always enjoyable. By engaging students in diverse activities, the school nurtures perseverance and curiosity, aligning with the idea that curiosity grows with education, as stated by Jean-Jacques Rousseau.

Abouchar says, “At La Citadelle, we inspire students to dedicate their time and effort to personal growth, urging them to reach for excellence and unlock their full potential. This philosophy not only cultivates a deep sense of belonging but also instills the core value of constant self-improvement and the gratification that comes from conquering challenges.”

The school’s approach centers on providing a comprehensive education that equips students for the complexities of the real world. With a focus on long-term well-being and success, La Citadelle ensures that students not only enjoy their educational journey but also emerge as empowered, well-rounded individuals poised for a bright future.

Bridging Continents, Nurturing Excellence La Citadelle distinguishes itself by offering a unique approach to education, emphasizing holistic learning and mastery. While many

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Canadian private schools follow established British or American models, La Citadelle draws inspiration from its Middle Eastern heritage, European subculture, and global perspective to create a distinct educational environment for its diverse student body.

“For families transitioning from the Middle East or those considering a move from the region, La Citadelle offers a promising educational pathway,” Abouchar continues. “We provide a comprehensive and enriching academic environment that bridges the educational standards of the Middle East with the opportunities available in Canada. Our commitment to academic excellence and the maintenance of familiar educational benchmarks make us a natural choice for families seeking a seamless transition and the preservation of their children’s education.”

La Citadelle’s commitment to academic excellence, cultural integration, and maintaining educational standards positions it as an ideal choice for families seeking a seamless transition to Canada. Despite attracting interest from international schools and educational groups, La Citadelle remains dedicated to preserving its unique educational approach while exploring opportunities for growth and collaboration with like-minded institutions, particularly in regions that share its cultural and educational values.

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ADMIN PERSPECTIVE

Unearthing Pedagogy: Recitative to Reasoned Practice Colm Dooley, School Principal, Our Lady’s Grove Secondary School

Dr. Colm Dooley is a school leader, teacher, teacher educator, student, and researcher. His primary research interests are in curriculum and teacher education with a specific focus on pedagogy. He was the 2020 inaugural recipient of Maynooth University School of Education’s Professor John Coolahan Scholarship Award and completed his doctoral studies in late 2021. He has also conducted diploma and Masters’s studies in education with a particular focus on Curriculum and Pedagogy. Colm is now in his eleventh year as a second-level school leader and is based in Goatstown, an area of Dublin, Ireland.

An exploration of the documented pedagogical understandings and practice of a cohort of PST students in an ITE program in Ireland A generation of policy publications focussed on lower secondary education in Ireland is now operational for several years. They include Framework for Junior Cycle, LAOS, and Cosán, amongst others. These policies describe the role of pedagogical understanding and practice sought from Irish

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classroom teachers at this level. This research established the origin and intent of these policies/frameworks with the aim to uncover how central the development of teachers’ pedagogical reasoning is in their hoped-for authentic implementation.

Initial Teacher Education (ITE) has often been lauded as the stage in the teacher education continuum which permits the highest level of attitudinal and practice change in teachers. For this reason, this

Initial Teacher Education (ITE) has often been lauded as the stage in the teacher education continuum which permits the highest level of attitudinal and practice change in teachers

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research explored the levels of pedagogical understanding and practice amongst a cohort of PST teachers in a sample Irish ITE program. This exploration took the form of an extensive Qualitative Content Analysis of the student teacher’s reflective portfolios and a semi-structured focus group.

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The analysis framework that was created for this research was constructed from L.S. Shulman’s revised Pedagogical Content Knowledge (PCK) construct (2012) and John Loughran’s PCK enactment mechanisms. This new innovative construct formed an investigative focus for both the policy and portfolio analyses

of this current research. Its main function is to uncover PCK (pedagogical Content Knowledge) which is internationally lauded as a construct for increasing pedagogically rich reasoning and practice in teaching.

The findings of this research suggest that the practitioner role sought by Irish policymakers

A prioritisation of teacher pedagogical reasoning requires a recalibration of the learning-to-teach process where learners engage with approximations of practice that pose quandaries and dilemmas in the everyday practice of teaching

is one that requires a significant change in teaching practice in our education system. The history of pedagogical reasoning in Ireland provides an even more challenging context for this policy implementation. In general, the Irish teaching profession has been described as conservative, with transmission style and overly examinations focussed by external organisations such as the OECD. A range of additional factors such as personal worries, ITE structures, personally held values and beliefs, observed values and beliefs from fellow professionals during school placement, the dominance of textbooks and PowerPoint, high stakes assessment act as barriers to the authentic implementation of the pedagogical aims of this generation of policies, according to the PME respondents (N=15) to this research. They also complain that in their experience there is a dearth of opportunity to enact this policy sought pedagogical reasoning during their learningto-teach process.

Shulman claimed that clinical practice reasoning should be at the centre of powerful teacher education programs. In his day (the 1980s) he referred to it as teacher education’s ‘blind spot’. This blind spot still remains prevalent in teacher education programs today. A prioritisation of teacher pedagogical reasoning requires a recalibration of the learning-to-teach process where learners engage with approximations of practice that pose quandaries and dilemmas in the everyday practice of teaching. These sessions require facilitation and orchestration from teacher educators who are theoretically robust and practically informed about the

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In the in-career stage of teacher education, we are an anomaly as a jurisdiction in that we do not have a structured system for teachers to be promoted as teachers, and for teaching

genuine realities of current classrooms. This recalibration may stimulate a change in the teaching profession from one that generally follows waves pedagogically to one that instead charts courses.

In the in-career stage of teacher education, we are an anomaly as a jurisdiction in that we do not have a structured system for teachers to be promoted as teachers, and for teaching. Of course teaching and learning are comprehended by the middle leadership structures and senior leaders are expected to be primarily leaders of teaching and learning, but reality can often impinge on those aspirations.

Pedagogical development in Ireland would benefit from a structure similar to that which educational leadership has with the Centre for School Leadership (CSL). A centre for pedagogical advancement, which would offer certification on advanced pedagogical reasoning for practicing teachers who in turn could use the certification to attain teaching promotion in school, would be a statement of

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seriousness by the DES in this matter. Those promoted practicing teachers would then take on an additional dual role, formally leading subject departments and in-school professional development, and being a link person between the Initial and Induction phases of teacher education. This latter role would be crucial in aligning the triumvirate of policy intent, academic theory, and in-school practice.

Throughout this explorative study, efforts were made to construct artifacts, concerned with this promotion of pedagogical development in ITE and all stages of teacher development. The resultant resources are included as appendices at the end of the study. They include a reflection of experiences on a personal journey from the transmission to constructivist teaching styles, a new framework for pedagogical reflection in the learning-to-teach process, and a planning suite to facilitate the translation of specification detailed learning outcomes into learning intentions and engaging contextualised learning experiences for young post-primary learners.

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PROMISING

PREPARATORY SCHOOLS SHAPING FUTURE LEADERS 2023

SUN VALLEY COMMUNITY SCHOOL Nur turing Critical Thinkers and Impactful Leaders

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estled in the breathtaking landscapes of the Wood River Valley, Sun Valley Community School (SVCS) is not just an educational institution; it’s a living testament to innovation and adventure.

Established in 1973 by a group of visionary families and the remarkable Sam Hazard, the school’s journey began in the humble surroundings of a church basement. The following year, it found its temporary home at the iconic Trail Creek Cabin at Sun Valley Resort.

From the very first days of school, the spirit of togetherness and the love for the great outdoors took root. It became a tradition to kick off each school year with a school-wide

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ABOUT

RYAN WATERFIELD, DIRECTOR OF COMMUNICATIONS AND MARKETING AT SUN VALLEY COMMUNITY SCHOOL Ryan Waterfield, Director of Communications and Marketing, taught at SVCS from 1996 to 2011 as an Upper School English teacher and varsity basketball coach.

She was raised in Kentucky and traded in linen and sundresses for polypro and baselayers when she moved to Idaho to teach and spend time with students in the wilderness. She is married to an SVCS graduate and has two SVCS students, so you might say she believes in the school and its mission.

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At SVCS, education extends far beyond the confines of traditional classrooms, embodying the belief that “not all classrooms have walls

campout, a tradition that has stood the test of time and is still going strong after five decades. An enduring hallmark of SVCS is the three-day wilderness adventure undertaken by students in grades 6-12 in the beautiful landscapes of Idaho. And here’s the cherry on top – everyone, even the head of the school, goes by their first name, fostering a sense of community and approachability.

Ryan Waterfield, the Director of Communications and Marketing at Sun Valley Community School, affirms, “Community has always been at the heart of the Sun Valley Community School experience, as it offers a robust academic program complemented by the world-class outdoor education program.” In 2011, the school evolved further by introducing a boutique boarding program and launching the

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Nestled in a picturesque location, Sun Valley Community School’s Trail Creek Campus is more than just a school; it’s an immersive experience where nature and education coexist

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Sun Valley Ski Academy, attracting studentathletes from around the world who aspire to combine a rigorous high school experience with top-tier snow sports competition. But that’s not all. The school also offers a Creative Arts Academy and an Outdoor Leadership Academy, providing students with opportunities to dive deeper into their passions.

What sets this school apart is its profound connection to the stunning mountain environment that surrounds it. “Our mountain setting is critical to the way we approach

education,” says Ryan. Every grade level embarks on multiple outdoor adventures throughout the academic year, fostering an intimate connection with the natural world. These experiences extend beyond their backyard, enriching students’ lives and education.

The SVCS Experience: Where Learning Knows No Bounds At SVCS, education extends far beyond the confines of traditional classrooms, embodying

the belief that “not all classrooms have walls.”

According to Ryan, it’s the seamless blend of academics and outdoor programs that truly sets this institution apart. But it’s not just about curriculum – it’s about relationships.

Here, the use of first names for both staff and students goes beyond a tradition; it’s a philosophy that underlines how they connect with one another. As Ryan elaborates, this approach is fundamental to the SVCS experience, creating a sense of familiarity that’s key to the learning environment. From

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Sun Valley Community School’s commitment to students doesn’t end when they graduate; it’s just the beginning of a well-guided journey toward their chosen path

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the tiniest tots at two years old to the seniors in high school, every student is known, valued, and appreciated for their unique gifts.

The SVCS experience is nothing short of expansive. It offers students myriad arenas to shine, find success, and cultivate earned confidence. The core values include grit, joy, meaningful connections, and the freedom to explore and pursue passions.

Academics here are not in isolation; they are intertwined with a renowned outdoor

education program that was part of the school’s DNA from the beginning. Today, SVCS is defined by five pillars - Academics, Outdoors, Arts, Athletics, and Service. These pillars, spanning from the youngest Cutthroats at two years old to high school seniors, nurture curiosity about the world, a sense of place, and community connections.

In the Upper School, three academies empower students to delve deeper into their passions. The Sun Valley Ski Academy caters to competitive snow sports athletes, offering them the opportunity to pursue ski racing at the highest levels while still enjoying a comprehensive high school experience. This encompasses rigorous academics, other athletic pursuits, engagement in the arts, community service, and more.

The Outdoor Leadership Academy, on the other hand, equips students with ample opportunities to explore their passion for outdoor leadership. They can specialize in various domains, from Snow and Rock to Water and Mountain pursuits. Beyond outdoor skills, these experiences instill invaluable qualities such as self-reliance, risk assessment, grit, and self-confidence. For those with a passion for the arts, the Creative Arts Academy allows students to focus on their artistic inclinations, be it in the realm of drama, visual arts, or music.

The Campuses: Where Nature Meets Education Nestled in a picturesque location, Sun Valley Community School’s Trail Creek Campus is more than just a school; it’s an immersive experience where nature and education coexist. As Ryan puts it, “Not all classrooms

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have walls,” and this philosophy infuses the way faculty and students interact both on and off the campus. Surrounded by mountains and with a river meandering through, the natural setting serves as a living science lab and an ever-inspiring art studio.

The close proximity to these majestic mountains enables SVCS to deeply involve its students in the natural world.

Here, there’s a boundless realm of knowledge to explore and a wellspring of inspiration to uncover.

Rufus M. Brown Hall, the residential campus, stands at the heart of this vibrant community. It’s not only home to boarding students but also hosts residential advisors and the Julia Argyros High-Performance Training Center. This state-of-the-art gym is officially recognized by the U.S. Ski and Snowboard Association as a high-performance training facility. It’s

a vital asset for Ski Academy students, and athletes from various sports are encouraged to make the most of it, benefiting from the expertise of our HighPerformance coach on staff.

The Dumke Family Sagewillow Campus, on the other hand, is a hub for sports enthusiasts. It boasts three soccer fields that have witnessed the school’s high school team clinching numerous state championships, including the girls’ championship in 2022. These fields are not just a place to play but a ground where a passion for soccer thrives. Additionally, snow sports athletes find their training haven in the Air Barn, an anti-gravity facility equipped with trampolines, foam pits, and more. Sagewillow also offers roller-ski trails and a high-performance training mill for Nordic athletes.

In this vibrant setting, the Outdoor Program Outfitting Center plays a pivotal

The community and service initiatives at SVCS are not just gestures; they are the embodiment of the school’s core values and a testament to the power of building connections and making a positive impact

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role. It ensures that all students have access to the gear they need for various outdoor pursuits and adventures, making these experiences accessible to the entire SVCS community.

Preparing Students for Success: The College-Prep Journey Sun Valley Community School’s commitment to students doesn’t end when they graduate; it’s just the beginning of a well-guided journey toward their chosen path. “Our college-prep curriculum is more than just a roadmap; it’s a dedicated effort to help students discover the perfect fit for their higher education, one where they can truly flourish,” shares Ryan.

The ultimate goal is clear: to equip students with the tools to find their ideal college, university, or path to success. Ryan elaborates, “Some may set their sights on Ivy League institutions, while others aim for the U.S. Ski Team. And then there are those who seek a perfect blend of adventure, academic challenge, and achievement. Year after

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year, we hear the resounding feedback from our students: they feel exceptionally wellprepared for the journey they’ve chosen.”

What sets these students apart is their readiness to embrace challenges, uncertainties, and the unfamiliar. They’ve learned to navigate the complexities of life and are unafraid to confront risks. They have a deep understanding of themselves and a welldeveloped sense of community, fueled by a relentless drive to be impactful contributors to their communities.

One hallmark of an SVCS education is the ability to advocate for oneself. These students are not hesitant to connect with

their teachers and mentors. They’ve mastered the art of inquiry before judgment, yet they also trust their instincts when needed. This holistic development is cultivated not only in the academic program but also within the academy programs, on the soccer field, in the weight room, on the stage, and in the studio.

Fostering Strong Bonds At the heart of Sun Valley Community School’s ethos lies a profound sense of community, where relationships take center stage. Here, the value of these bonds is celebrated through various traditions and activities that bring students, faculty, and families together.

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“We have Color Groups, where students from different grades come together multiple times a year to plan school-wide events. This unique mix of students fosters connections that transcend age barriers,” shares Ryan. Even the youngest members of the SVCS community, the 5th graders create lasting memories through their interactions with K-pals (kindergarten pals) who engage in annual activities. “These early connections are so impactful that my kids still remember their K-pals,” adds Ryan.

The essence of this preparation is cultivated during events like Community Table, where service builds bonds within the community

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while supporting underserved communities in the Valley. What the school does is not just intentional; it’s a natural part of the SVCS experience, shaping students into resilient, inquisitive, and community-driven individuals.

In a ski resort community as picturesque as the Wood River Valley, Sun Valley Community School understands that addressing reallife challenges is integral to its mission

Commitment to Service SVCS remains dedicated to the principle of being a private school with a public purpose.

This commitment shines through the numerous hours of community service contributed by students, faculty, staff, and families each year.

Programs like “The Community Table” have emerged from this ethos, initially evolving from the school’s participation in the Souper Supper, a soup kitchen that closed due to COVID-19.

“The Community Table” is a testament to building bridges between diverse communities in their small valley. Students and faculty from SVCS, working in collaboration with kids from the public school, have created a series of community meals and events that serve underserved communities in the region. This act of service not only addresses immediate needs but also nurtures a deeper sense of connection and unity among diverse groups.

The community and service initiatives at SVCS are not just gestures; they are the embodiment of the school’s core values and a testament to the power of building connections and making a positive impact.

Bonds Built Through Traditions The school’s commitment to the community is further exemplified through the Engl Cup, a cherished tradition that has evolved over the years. What once began as ski races have transformed into ski-focused scavenger hunts

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filled with costumes and boundless fun for all. One of the school’s most beloved traditions, Powder Day, encapsulates the essence of community.

Traditionally, a “Powder Day” is called when the Head of School surprises the school community with an academic day “off” - usually when a significant amount of snow (powder) has fallen. For many years, teachers and students met on Baldy to ski; in recent years, Powder Day has adapted to cater to diverse interests; now, students can choose to ski, ice skate, snowshoe, or engage in various other activities, all while relishing the camaraderie with classmates and faculty.

Investing in the Future In a ski resort community as picturesque as the Wood River Valley, Sun Valley Community School understands that addressing reallife challenges is integral to its mission.

Among these challenges, one stands out

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prominently - attainable and affordable housing. The solution is not just practical; it’s a visionary step toward ensuring the school’s continued excellence.

The ongoing project to build faculty and staff housing at the Sagewillow campus is more than just construction; it’s a commitment to the heart and soul of SVCS. “We want to ensure that we can attract, hire, and retain excellent faculty into the future. The faculty are key to delivering on our mission for our students,” emphasizes Ryan.

As the story of Sun Valley Community School unfolds, it’s a tale of dedication, innovation, and an unyielding commitment to community, education, and progress. The threads of tradition, community, and service are interwoven with a vision for a future where students not only excel academically but also thrive as citizens of the world.

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PROMISING

PREPARATORY SCHOOLS SHAPING FUTURE LEADERS 2023

THE AMERICAN SCHOOL OF MILAN (ASM) Nur turing E xcellence, Celebrating Diversity, Shaping Tomorrow

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he American School of Milan (ASM) is a renowned international school in Milan, Italy, offering a worldclass education to students from diverse backgrounds.

Established in 1962, ASM was founded on providing an American-style education that fosters academic excellence, cultural diversity, and global citizenship. With a commitment to nurturing each student’s unique potential, ASM has become a symbol of European educational excellence.

ASM’s Journey Over the Past 60 Years: Over the past six decades, ASM has evolved into a leading educational institution. From its humble beginnings in

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ABOUT

WAYNE RUTHERFORD DIRECTOR Mr. Rutherford grew up in Oregon in the United States and holds two degrees from Stanford University. He has worked at international schools as a High School English teacher (IS Manila) and has been Head of School at Hokkaido International School in Sapporo, Japan; The International School of Dakar in Senegal; Cairo American College in Egypt; and is now at the American School of Milan in his 24th year as a school leader. His wife, Yoshiko, is from Sapporo, Japan and their two children are ‘Third Culture Kids’ who have recently graduated from US college

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downtown Milan with 17 students, the school has grown exponentially, constantly adapting to the changing needs of students and the educational landscape. Over the years, ASM has expanded its curriculum, upgraded facilities, and embraced technological advancements, ensuring that students receive a well-rounded education that prepares them for the challenges of an interconnected world.

creating a rich tapestry of cultures within the school community. This diversity is a cornerstone of ASM’s educational philosophy, as it enriches the learning environment by exposing students to different perspectives and worldviews. The school actively fosters cross-cultural interactions through various programs, clubs, and events, promoting empathy, tolerance, and a global mindset among its students.

Diverse Student Body and Cross-Cultural Interactions: One of the hallmarks of ASM is its strong international student body. ASM proudly welcomes students from over 70 countries,

ASM’s Unique Curriculum and Teaching Methodologies: ASM offers a rigorous English-speaking curriculum that blends American educational principles with international best practices.

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ASM proudly welcomes students from over 70 countries, creating a rich tapestry of cultures within the school community The school is dedicated to developing critical thinking, problem-solving skills, and creativity among its students. Teachers at ASM employ innovative teaching methodologies emphasizing project-based learning, collaboration, and real-world applications, ensuring students are wellprepared for college and beyond.

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The IB Curriculum and ASM’s Mission: Since 1983, ASM has offered the IB Diploma Programme to its 11th and 12th grade students. This curriculum aligns seamlessly with ASM’s mission of nurturing curious learners and global citizens. The IB program encourages students to inquire, think critically, and become

well-rounded individuals with a deep understanding of international issues and a commitment to positively impacting the world.

State-of-the-Art Facilities: In 1976, ASM was given 9 acres of land just south of Milan city. ASM’s campus today boasts state-of-the-art facilities, including modern classrooms, science laboratories, art studios, a theater, and a world-class sports complex. These resources enhance the learning experience, providing students with the tools to excel academically and pursue their passions.

Nurturing Critical Thinkers and Global Citizens: ASM encourages students to explore their interests and engage in projects that promote critical thinking and problem-solving. The

school’s emphasis on service learning and community engagement empowers students to become proactive global citizens who are socially responsible and committed to making a difference in the world.

Middle States Accreditation: ASM’s accreditation through the Middle States Association of Colleges and Schools reflects the school’s unwavering commitment to maintaining high academic standards. This accreditation demonstrates ASM’s dedication to continuous improvement and ensures that the education provided aligns with international benchmarks of excellence.

Recent Achievements and Milestones: ASM has celebrated numerous achievements, including high academic honors for students,

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ASM encourages students to explore their interests and engage in projects that promote critical thinking and problem-solving

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successful IB results, and recognition for its commitment to sustainability and community service. These accomplishments reflect ASM’s dedication to excellence in education and holistic student development.

Future Aspirations and Adaptation: Looking ahead, ASM remains committed to staying at the forefront of education. The school plans to adapt to evolving educational trends while staying true to its core values of fostering academic excellence, cultural diversity, and global citizenship. ASM aspires to continue shaping the next generation of leaders and innovators, equipping them with the skills and values needed to succeed in an ever-changing world.

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INDUSTRY PERSPECTIVE

What Leadership Style Should New Leaders A dopt?

John Schembari, Education Management Consultant

A

s an education consultant working in schools, I am often called upon to support rising leadership. If I can categorize these individuals for a moment, most are enthusiastic, possess a “let’s get it done yesterday” attitude, and are critical thinkers ready to engage full throttle in making their vision of what schools can and should be a reality. However, if I can give rising leaders one piece of advice it would be this –There are several leadership styles that leaders can – and should - consider adopting based on their personalities, the needs of their team, and the circumstances they face; slow down and assess exactly what kind of leader their school needs.

Let me use “Joe” as an example. Joe has recently been appointed as an instructional lead team supervisor in a school where I consult. In his role, he not only coaches a group of content area and grade level teachers in the school directly

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John Schembari, Ed.D. is a New York City metropolitan area school improvement coach and former school/district administrator. John provides one-on-one and group coaching supports around K-12 teacher pedagogy, curriculum, assessment, and leadership development. Currently, he partners with the Center for Educational Innovation, Fordham University, CUNY/Brooklyn College, NJPSA, TNTP, and the School Culture and Climate Initiative in this work. Prior, he served as founding high school principal (Newark, NJ), K-12 chief academic officer in a New Jersey school district, and national director of leadership development with the Cristo Rey School Network. He also served as chief academic officer at the American International School of Jeddah in Saudi Arabia and as a leadership development facilitator with New Visions for Public Schools.

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but, moving forward, will now also supervise the work of the other instructional coaches working in the building. This can be a great opportunity for Joe to showcase his leadership skills, especially if he should wish, one day, to pursue more senior leadership opportunities.

Leaders can’t do everything, as much as they make think they can, and they will need others by their side to provide council even if that council is to be cautious in implementing what the leader wants to do

When Joe was appointed, I privately asked him and each of his colleagues, now subordinates, what talents they thought Joe would bring to the table in making the team more responsive to the needs of teachers and students but also where each felt Joe could

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continue to grow as a leader. Joe has a good sense of his strengths and opportunities for growth which was mirrored in my conversations with other instructional leadership team members.

This is what I heard: Joe knows instruction, is open to feedback, is process/impact-driven, and is data-informed. However, he can sometimes struggle in communicating hard messages – that do need to be surfaced - with kindness.

Also, his instructional expertise and directive personality can blind him to the talents of others on the ILT team who are also selfdirected and knowledgeable about instruction.

How should Joe lead this team? Let’s look at several leadership styles that Joe could adopt and determine which styles, and/or styles in combination, make sense in his situation.

1. Autocratic Leadership: In this style, the leader has complete control over decisionmaking and closely supervises the work of their team members. They provide little room for input or collaboration from others and typically make decisions on their own.

Joe isn’t a tyrant; However, his can-do attitude and self-reliance can sometimes steer him into the dangerous shoals of autocratic leadership. His team was very clear that they are struggling for air and Joe’s insistence on participating in all team decisions has been stifling. Leaders should avoid this management style unless a school lacks competent educators, is failing, and/or is ready to close. Yes, leaders are appointed for their knowledge but that does not mean this expertise should blot out the light of others.

Leaders can’t do everything, as much as they make think they can, and they will need

others by their side to provide council even if that council is to be cautious in implementing what the leader wants to do.

2 – Democratic Leadership: Democratic leaders involve their team members in decision-making processes and value their input. They encourage collaboration, open communication, and participation from the team. The final decision is often made by the leader, but the leader considers the perspectives of others.

Given the abundance and diversity of teacher leadership in Joe’s school, his school can very much capitalize on this knowledge should Joe adopt a democratic approach to leadership. The ILT team has recognized and appreciated Joe’s attempts to move in a more democratic direction; they note Joe’s immediate shift in practice when he was informed that his leadership style has, in certain situations, not had the desired effect. Joe also asks team members to bring work and ideas to their weekly team meeting to discuss.

However, Joe’s questions and comments to team members are perceived as accusatorial rather than inquisitive. A case in point is when Joe recently told a team member that he was not happy that she missed a meeting rather than asking, first, if she was ok. Being a person of color, this instructional coach asked Joe to be mindful, as a Caucasian male, of how his demeanor may be perceived. Or, when Joe told team members that their work was not high quality rather than asking first if they thought that the team could improve upon this work in some way. The team has also felt Joe’s timelines for submitting work have not been realistic and that he should have a better sense of their individual responsibilities.

3 – Servant Leadership: Joe would do well to consider this approach when guiding his team. In servant leadership, such leaders prioritize the needs of their team members and focus on the best interests of the team.

They emphasize empathy, active listening, and inquisitiveness, and support the personal and professional development of others.

As such, I recommended to Joe that he routinely ask the following questions of team members to support his development in this area: ● I just said X. How does that make you feel? What do you think about that? ● Tell me more about that? ● What should I start, stop, and/or continue doing in my leadership (coaching)? ● I hear you saying X. Is that correct? ● How can I support what you are doing this week? ● Are these demands reasonable (in terms of time, resources, knowledge, etc.)?

4 – Charismatic Leadership: Such leaders have a compelling vision and the ability to inspire and influence others through their charm, persuasion, and strong communication skills, and, related to this…

5 – Transformational Leadership: Transformational leaders motivate and inspire their team members by setting a compelling vision and encouraging personal growth and development. They lead by example.

Joe has this vision for instructional leadership in his school and is in the process of implementing this by shepherding his team through the process of strategic goal setting and use of specific processes and protocols - research/article review, role-playing, and the problem of practice consultancies. Team

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Leadership styles can and should be fluid depending on the situation, the needs of the team, and the goals that the team is trying to achieve.

members have stated that they do not doubt Joe’s intentions; They are with him. Leaders elsewhere might be envious of Joe having this level of pre-established buy-in from their teams.

Joe’s team wants him to be successful.

As such, I recommended to him that he be transparent in expressing humility to his team as he leads by example practicing, modeling, and articulating the self-growth and reflection that he expects in others. This can only build trust in his team, as well as equity of individual voice on the team, and lead to transformational changes in teacher coaching through higher levels of team and teacher performance.

6 – Laissez-Faire Leadership: In this model, there is minimal interference from the leader, and team members high a high degree of autonomy. Team members often make their own decisions.

Although Joe can trust his team members to make many decisions independently and should be selective on which team decisions to be included, the school also needs clear systems to ensure that coaching practices are

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aligned horizontally across teacher content and grade teams. Laissez-faire leadership, therefore, can only work well up to a certain point in this school. There is a reason that Joe was appointed in this role; There are several new instructional coaches on the team who need his institutional and organizational knowledge as well as his guiding hand.

However, I also encouraged Joe to see senior team members as “advisors” particularly because several of these colleagues have been rated highly by teachers for their level of empathy. Allow the experienced and selfdirected a certain amount of autonomy. This is not just about developing others but also ensuring that Joe does not burn out.

Leadership styles can and should be fluid depending on the situation, the needs of the team, and the goals that the team is trying to achieve. Leadership is never easy, and Joe seemed relieved when I shared my own mistakes as a school administrator. However, I have high hopes for him. Joe’s openness and rapid response to feedback will illuminate his path toward more inclusive leadership practices.

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