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MANAGING EDITOR’S
School’s Not What It Used to Be— And That’s a Good Thing
The other day, I watched a group of fourth graders building robots out of recycled junk. They weren’t following instructions or aiming for perfection—they were experimenting, laughing, failing, trying again. And I thought: This is what school should feel like.
It’s no secret that private education in the U.S. is changing—and fast. Schools aren’t just focused on grades and college placements anymore. They’re preparing students for a future that’s uncertain, complex, and, let’s face it, a little messy. So how do you teach kids to thrive in a world like that?
Today’s forward-thinking schools are getting creative. They’re bringing AI into classrooms (yes, robots might actually be the new classmates), designing personalized learning paths, and putting student well-being front and center. There’s more talk about empathy, sustainability, and global citizenship—and less about rigid test scores. The focus is shifting from “How smart are you?” to “How are you using your smarts to make a difference?”
Of course, it’s not all smooth sailing. Educators are still navigating post-pandemic recovery, grappling with tech access gaps, and responding to ever-growing expectations from parents and communities. But here’s the hopeful part: in all of these challenges, there’s an open door. A chance to rethink the system, to make it more inclusive, more human, and more ready for whatever comes next.
In this issue of K12 Digest, we shine a light on the people making that happen. Our cover story features Dr. Caroline Brokvam, Principal of the International School of Western Australia. With over 20 years of experience leading international schools around the globe, Dr. Brokvam shares powerful insights on inclusive leadership, student-first strategies, and building communities where kids—and educators—can grow.
You’ll also find inspiring school stories, expert perspectives, and real talk on how to future-proof learning without losing heart in the process. At K12 Digest, we’re here to help you stay connected to what matters in education. We hope this edition sparks fresh ideas, meaningful conversations, and maybe even a robot-building session or two.
Happy reading!
Sarath Shyam
DR CAROLINE BROKVAM
PRINCIPAL, INTERNATIONAL SCHOOL OF WESTERN AUSTRALIA
REDEFINING EDUCATION FOR A GLOBAL GENERATION IN AN AGE OF UNCERTAINTY
ADMIN PERSPECTIVE
SUPPORTING NEW AND EARLY CAREERS EDUCATORS IN BUILDING A SUSTAINABLE CAREER
Amrita Ahuja, Director of Strategic Initiatives, Westbourne Grammar School
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THE BENEFITS OF INTERNATIONALIZATION IN PUBLIC EDUCATION
Dr. Pino Buffone, Chief Education/Executive Officer of the Ottawa-Carleton District School
INDUSTRY PERSPECTIVE
RETHINKING EDUCATION FOR A CHANGING WORLD
Erin Mote, CEO, InnovateEDU
ACADEMIC VIEWS
EDUCATING FOR TOMORROW: HOW SCHOOLS CAN INSPIRE LIFELONG LEARNERS
Emiliano Cori, Head of School, H-FARM International School
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REDEFINING LEARNING: HOW STEAM IS REVOLUTIONIZING EDUCATION
Tanya Neilsen, Director of STEAM Education & Cocurricular at Brisbane Grammar School
DR CAROLINE BROKVAM
PRINCIPAL, INTERNATIONAL SCHOOL OF WESTERN AUSTRALIA
REDEFINING EDUCATION FOR A GLOBAL GENERATION IN AN AGE OF UNCERTAINTY
Dr. Caroline Brokvam, Principal of the International School of Western Australia (ISWA), brings over 20 years of international leadership experience and a passion for inclusive, globally minded education. With a collaborative leadership style, she emphasizes student advocacy, wellbeing, and school development. Previously, Caroline held leadership roles at the American School of Antananarivo, Copenhagen International School, International School Manila, and Benowa State High School. She has also taught at universities in Norway and Australia, specializing in English, critical thinking, and intercultural relations. Holding a PhD in English Literature, she is a former International Baccalaureate examiner.
Dr. Caroline serves as Vice-Chair of the East Asia Pacific International Schools Association (EAPISA) and has been involved with the Association of International Schools in Africa (AISA) and Schrole. A solutions-focused leader, she is dedicated to fostering innovation and creating enriching learning environments.
In this insightful interview with the K12 Digest Magazine, Dr. Caroline shares her journey, from navigating diverse cultural environments to leading through unprecedented global challenges like the COVID-19 pandemic. She delves into how international schools are uniquely positioned to equip students with the skills needed to thrive in an interconnected world, emphasising the importance of adaptability, empathy, and ethical responsibility. For academicians, parents, and industry leaders alike, Dr. Caroline’s perspectives offer a compelling vision for the future of education—one that prioritises student well-being, global citizenship, and innovative learning in the face of change.
Could you share the key moments or influences that shaped your journey in international education, from your early teaching roles to your current position as Principal of ISWA?
My journey in international education has been shaped by both sliding-door moments and wellplanned decisions, as well as remarkable people who have inspired and helped me along the way. I have been fortunate to work at amazing schools - all quite different - in amazing countries - also very different. I have moved between some of the most developed and politically stable countries in the world - Norway, Denmark, and Australia, and some of the least - the Philippines and Madagascar. Each location presented unique challenges, some of which you would expect, such as learning cultural expectations, navigating new languages and negotiating local rules and regulations; and those which catch you somewhat unawares, such as military coups, typhoons, kidnappings, plague outbreaks, and, most dramatically, COVID-19.
Originally on a path toward academia, I was asked to cover a maternity leave at the International School of Stavanger, where my husband (Norwegian, I’m Australian) was already teaching. This was a key moment: stepping into the classroom changed everything - I was hooked. The joy of teaching and learning with diverse students and colleagues, in a dynamic learning environment, is such a privilege. From there, we moved to International School Manila, uprooting our young family without fully knowing what to expect. Fortunately, it was an incredible school with inspiring leadership and a strong culture of professional growth. Looking back, both opportunities seem like luck, but they were also moments where saying yes led to lifechanging experiences.
Our concept-based inquiry approach ensures that students not only engage with new technologies but also develop the ability to question, analyse, and apply them in meaningful ways
After five years at the International School of Copenhagen, my favourite city in the world, I was seeking adventure and took on the role of Head of School at the American School of Antananarivo, a small, vibrant school in an isolated and beautiful country. Again, after five years, I returned to my home city of Perth to lead the International School of Western Australia (ISWA). This was my first experience in an international school in an English-speaking country, with its own unique challenges of place, purpose, and identity. Few long-term expats get to “go home” to a likeminded international school, so again, I count myself fortunate.
I think that many international school educators would agree that your career trajectory ends up at least partly being a matter of luck. But it is also the people who appreciate you and recognise your potential and offer you a chance - and I’ve been inspired by and have learned from some of the best! But you also create your own ‘luck’, and my experience has led me to value the mindset and attitudes that I seek to develop at a school level: the importance of being open-minded, empathetic, resilient and always seeking to learn and adapt. Working with diverse communities across various countries has exposed me to the richness of multicultural perspectives and to the value of difference.
With over two decades of experience, how do you see international schools adapting to unprecedented global challenges, such as rapid technological change, climate concerns, and shifting cultural landscapes?
Because of their strength in diversity, international schools are uniquely positioned to address global challenges. We have decades
of research that tells us that teams are better at problem-solving and making better decisions than individuals, and diverse teams do better than like-minded or homogenous teams. Teams win, and diverse teams win more. International schools are already helping students to understand their role as global citizens, are nurturing a sense of shared humanity, and focusing on collaborative problem-solving and communication skills. The diversity adds a winning ingredient!
Rapid advancements in technology, particularly AI and digital learning tools, offer both opportunities and challenges. Experience tells us that technology, when harnessed effectively, enhances creativity, collaboration, and access to knowledge. AI seems like something new altogether though, and we are all still figuring out what to do with it. It is a massive disrupter to education, and the potential benefits, particularly around saving teacher time and personalising learning, are huge. However, it must be balanced with the human and ethical dimensions of learning. Schools can achieve this by prioritising digital citizenship, teaching students to navigate online spaces responsibly, and fostering face-to-face collaboration alongside virtual interactions. At ISWA, we emphasise critical thinking and ethical decisionmaking alongside technological fluency. Our concept-based inquiry approach ensures that students not only engage with new technologies but also develop the ability to question, analyse, and apply them in meaningful ways. This is an evolving space, however, so stay tuned.
Climate concerns are a global priority, and international schools play a vital role in equipping students with the knowledge and agency to drive positive change. Many international schools embed sustainability
through curriculum, student-led initiatives, and operational practices. By fostering an ethos of responsibility and innovation, we empower students to think globally and act locally in addressing environmental challenges. The amount of travel involved with international schools - particularly air travel - is something we all need to be thinking about, however. We need to be measuring and trying to mitigate our real environmental impact.
The increasingly interconnected world requires schools to nurture adaptability, empathy, and a deep appreciation for diverse perspectives. ISWA’s commitment to international mindedness ensures that students develop the intercultural competence necessary to navigate shifting societal landscapes. While there are powerful political influences working against diversity, equity, inclusion and social justice around the world, international schools teach students to consider multiple perspectives and seek outcomes that incorporate more than one viewpoint. Through the IB curriculum, community engagement, and global collaboration, we strive to prepare students to be thoughtful and resilient citizens in an ever-changing world.
It should be noted that while cultural diversity is usually a defining characteristic
Through service-learning projects, sustainability initiatives, and global collaborations, ISWA students learn to translate their knowledge into meaningful action, reinforcing their role as responsible global citizens
of international schools unless there is a strong scholarship program or ethos of funding student places through means other than fees, there is rarely much socio-economic diversity. Further, some international schools, particularly in developing countries, are seen as elite institutions, teaching Western curricula through the English language and beyond the reach
of most locals: financially, linguistically and culturally. It is the ongoing work of these schools to find their place in the local community, to be of service and to do good work that has a positive impact. When we talk about navigating shifting societal landscapes, we have to start with the landscape we are in. Student voice and initiative are vital herethey are often the ones with the best ideas of how we can reach out, find local perspectives and do good.
Wellbeing must be at the heart of education. Students in international schools are used to their friends leaving, to having to move, to arriving somewhere where they do not speak the language. New students are often in a state of grief, having left their home, friends, relatives, and sometimes their pets. On top of this, they are also having to navigate an increasingly uncertain and fast-paced world. We know that students have to be in an emotional state where they are ready to learn, or the best teaching in the world won’t have an impact. At ISWA, as with many international schools, we take a holistic approach to student support, ensuring that academic success is balanced with emotional resilience, mental health, and personal growth. Through our Visible Wellbeing program, we teach students to recognise, appreciate and develop their own strengths, as well as see strengths in others. When times are tough, and inevitably they sometimes will be, you can use your strengths to get you through. With a strong well-being program, student advocacy, and a culture of belonging, we help students develop the confidence and self-awareness needed to thrive in any environment.
As someone who champions internationally minded education, how do you define it, and how can schools foster this mindset effectively in their students?
At the International School of Western Australia, international mindedness is one of our core commitments and at the heart of everything we do. International mindedness is the ability to understand and appreciate multiple perspectives, engage meaningfully with diverse cultures, and act with empathy and responsibility in a globally connected world. The IB regards it as resulting from the attainment of the IB Learner Profile attributes: inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring, risk-takers, balanced, and reflective. At ISWA we strive to develop students who are not only knowledgeable but also openminded, reflective, and committed to making a positive impact.
To foster this mindset effectively, there are several areas on which schools should focus. Foremost is a curriculum that encourages global perspectives. The IB provides an excellent framework for international mindedness by integrating global issues into learning across the school. Students explore complex, real-world challenges - such as sustainability, migration, and social justice - through inquiry-based approaches. By making connections between local and global contexts, they develop a deep appreciation for different viewpoints.
International mindedness is also cultivated through daily interactions in a multicultural environment. At ISWA, we celebrate our diverse
community, encouraging students to share their cultural backgrounds, traditions and beliefs, and learn from one another. International schools are constantly seeking authentic ways to integrate cultures, beyond the usual flags, fashion and food - although it’s also important to celebrate these. It is important to provide opportunities both in and out of the classroom for students to engage in meaningful cross-cultural dialogue.
Developing language proficiency and communication skills are further areas of focus that are a bridge to understanding different cultures. In the IB program, students study at least one other language throughout their schooling, right from 3 years old. Encouraging multilingualism and fostering strong communication skills help students connect with people from different backgrounds. While technology can translate for us, it cannot provide the real engagement that conversing with someone in their language can.
International mindedness is not just about awareness; it is about agency. Schools must provide students with opportunities to apply their learning in real-world contexts. Through service-learning projects, sustainability initiatives, and global collaborations, ISWA students learn to translate their knowledge into meaningful action, reinforcing their role as responsible global citizens.
Ultimately, international mindedness is about preparing students to navigate an increasingly interconnected world with curiosity, respect, and a strong sense of ethical responsibility. By embedding this mindset into both academics and school culture, we ensure that students leave ISWA ready to contribute positively to the world, no matter where their journey takes them.
You’ve spoken about the role of technology in enhancing creativity and collaboration. How do you think schools can better integrate technology while preserving the human and ethical dimensions of learning?
At ISWA we see technology as a powerful tool for enhancing creativity, collaboration, and problem-solving. However, integrating technology effectively requires a thoughtful approach that preserves the human, social and ethical dimensions of learning. While digital tools offer exciting possibilities, authentic learning happens through relationships and dialogue. At ISWA, collaborative discussions, hands-on projects, and inquiry-driven learning remain central, with technology serving as a tool to deepen engagement rather than dominate it. We also emphasise digital wellbeing, helping students develop healthy habits around screen time, focus, and self-regulation. Our mobile phone policy is that phones must be off
and out of sight on campus (‘Off and Away All Day’), which reduces distraction and promotes social interaction.
Students must develop a strong ethical foundation to deal with the increasing challenges and opportunities created by technology, particularly AI. Teaching students about responsible online behaviour, data privacy, AI ethics, and critical media literacy is vital. These skills empower them to navigate the digital world with integrity and discernment. Design thinking - where students identify challenges, ideate and prototype solutions, and iterate on their ideasensures that technology is applied meaningfully.
One of technology’s greatest strengths is that it can personalise learning; students can explore their passions, work at their own pace, and take ownership of their learning. They can now practice language skills, debate ideas and explore mathematical equations with AI tutors. However, we ensure that this personalisation is balanced with collaborative experiences, critical
By embedding ethical considerations, fostering creativity, and maintaining a strong emphasis on human connection, schools can prepare students to be both innovative and responsible global citizens in an increasingly digital world
discussions, and opportunities for reflection. Ultimately, technology should not dictate the learning experience—it should amplify it. By embedding ethical considerations, fostering creativity, and maintaining a strong emphasis on human connection, schools can prepare students to be both innovative and responsible global citizens in an increasingly digital world.
What do you envision as the biggest transformation in school education over the next decade, and how is ISWA preparing its students for this evolving landscape?
The biggest transformation in school education over the next decade will be the shift towards more personalised, interdisciplinary, and skills-focused
Ultimately, the future of education will be about preparing students not just for university or specific careers, but for a lifetime of learning, adaptability, and ethical leadership
learning. As technology, global challenges, and new ways of working reshape society, education must evolve to prepare students for an increasingly complex and unpredictable future. These shifts have been the subject of discussion and the drivers of change in schools for decades now, with not as much movement forward as many of us would have liked. Perhaps due to the increasing volatility and unpredictability of the world, along with AI, the pace will now pick up. At ISWA we are seeking to prepare students by fostering adaptability, creativity, and a sense of global responsibility in our students.
One of the most significant changes will be the move away from content-heavy curricula, assessed by exams and essays and quizzes (which do not generally exist outside of educational institutions) towards more personalised and student-driven learning. The ability to think critically, collaborate across disciplines, and apply knowledge in real-world contexts will become more valuable. At ISWA, our inquirybased approach ensures that students develop these essential skills by engaging in meaningful projects, problem-solving activities, and reflective learning experiences. By incorporating elements of design thinking, we empower students to take ownership of their learning, encouraging innovation and resilience. They are still sitting exams though.
As already discussed, technology will also continue to disrupt and to shape education, not just as a tool for accessing information but as a means of enhancing creativity, collaboration, and informed, ethical decision-making. It requires thoughtful and intentional integration, ensuring that students learn to navigate digital spaces responsibly while leveraging tools such as AI, data analytics, and digital media for
By prioritising student wellbeing, valuing diverse perspectives, and embedding international mindedness into everything we do, we ensure that our school remains a stable and supportive environment for learning and growth
deeper inquiry and problem-solving. However, we must also emphasise the importance of human connection, ensuring that face-to-face collaboration, emotional intelligence, and ethical reasoning remain at the core of our educational experience.
Ultimately, the future of education will be about preparing students not just for university or specific careers, but for a lifetime of learning, adaptability, and ethical leadership. ISWA is committed to developing young people who are not only academically capable but also innovative, globally conscious, and prepared to navigate an evolving landscape with confidence and purpose.
What have been the most significant challenges and triumphs you’ve encountered as a leader in international education, and how have these experiences shaped your approach to leadership?
Leading in international education comes with both profound challenges and deep rewards. Moving to new countries and new schools always comes with a lot of learning, adapting and change. As Drucker says, ‘culture eats strategy for breakfast’, so you have to understand school culture quickly. That’s along with other challenges you often do not know about before you arrive: financial, cultural, staffing, enrolment.
And that’s before you get to such challenges as navigating the complexities of an ever-changing global landscape— technological advancements, shifting cultural dynamics, or the need for greater sustainability and wellbeing in education. International schools must constantly adapt to these evolving demands while maintaining a clear vision and commitment to student success. None of it is easy. Demands on heads of school have never been greater.
A big challenge has been leading through periods of uncertainty, and particularly during the global disruption of the COVID-19 pandemic. These experiences reinforced the importance of agility in leadership - being able to make decisions with both confidence and empathy while ensuring that students and staff feel supported. It is also important to find humour in situations. Schools are joyous places, and it is important to find joy even when the physical school is closed, and your teachers and students are on four continents.
The COVID pandemic also emphasised the need for networking - reaching out to those who have political knowledge, medical knowledge, and social knowledge - because you need to listen and collaborate to work out how to best serve your community. You cannot be effective alone. You also need to learn to look after yourself. I was very grateful for how the international school community and the associations that support them reacted to COVID-19. I was fortunate to be a part of several online support groups that shared stories, laughed, cried and problem-solved together. One group was led by a therapist. There were five of us, all school leaders in different African countries, with a therapist in the U.S. Without the wonderful support
of international colleagues (and technology!) I am not sure how any of us would have made it through the pandemic.
An ongoing challenge for international school leaders is fostering a sense of continuity and belonging in transient school communities. This is important not only for the students and families who move but also for those who are left behind.
International schools are increasingly made up of local students whose parents are seeking the benefits of an internationally minded education. Mixing locals with families who relocate frequently can make it difficult to build long-term relationships and sustain institutional knowledge. At ISWA, we work hard to create a culture of inclusion, where students, parents, and staff feel a strong sense of connection from the moment they arrive. By prioritising student wellbeing, valuing diverse perspectives, and embedding international mindedness into everything we do, we ensure that our school remains a stable and supportive environment for learning and growth.
Amid these challenges, the triumphs have been equally profound. Seeing students develop the skills, confidence, and global awareness to become thoughtful and engaged citizens is incredibly rewarding. One of the greatest successes has been fostering a school culture where inquiry, creativity, and student voice are at the heart of learning. Watching students take ownership of their education, engage with global issues, and develop a deep sense of purpose reaffirms why international education is so valuable.
These experiences have shaped my leadership approach by reinforcing the need for a clear vision grounded in adaptability, empathy, and collaboration. Leadership must be situational, and ideas and strategies that work at one
My advice to educators who aspire to make a lasting impact is to just keep trying, to embrace challenges, remain open to opportunities, listen a lot, talk less and prioritise relationships
school do not necessarily work at the next. I believe that strong leadership is not about having all the answers but about creating an environment where people feel empowered to contribute, innovate, and grow. By embracing change, valuing diversity, and leading with purpose, we can ensure that international education continues to prepare students for the complexities and opportunities of an interconnected world.
On a personal note, what motivates you to keep striving for excellence in education, and what advice would you give to educators who aspire to make a lasting impact?
What motivates me is the profound positive impact that education can have on students, and by extension on communities and on future generations. The IB states that the purpose of education is to bring about a more peaceful world, and I believe in that. Despite the seeming impossibility of the amount of responsibility school leaders face and the constant challenges that take you away from what you would like to be focusing on, it’s worth it. Empowering students, and seeing them thrive and overcome challenges keeps me striving for excellence. Hearing from former students who are pursuing their passions and leading successful lives is inspiring - and in my experience you never know where former students are going to pop up along your journey, often when you most need to hear from them!
My advice to educators who aspire to make a lasting impact is to just keep trying, to embrace challenges, remain open to opportunities, listen a lot, talk less and prioritise relationships. Base your decisions on what you sincerely believe is best for students, and don’t be swayed by the many alternative demands. I have seen some very positive changes in schooling and in leadership during my career - there is now more room for female and minority leadership, and more championing of diverse voices, including student voices. We need to keep this momentum. The impact we make as educators extends far beyond the classroom—it shapes the leaders, thinkers, and citizens of tomorrow. So really, what choice is there but to keep trying?
GULLIVER PREPARATORY SCHOOL
Shaping Future-Ready Global Citizens Through Innovation, Inclusion and Excellence in Education
Aschool is more than just classrooms and textbooks; it’s a place where young minds take shape, dreams take flight, and lifelong connections are made. At Gulliver Preparatory School, this sentiment has held true for nearly a century. Founded in 1926, the school evolved into a leading institution under the visionary leadership of Marian C. Krutulis, becoming a symbol of academic excellence in South Florida. Over the years, as Miami has grown and changed, so has Gulliver. “We have historically had a wide reach, and we’ve seen this expand even further in recent years,” says Simon Hess, President of Gulliver Prep. The school now welcomes a vibrant and diverse mix of students from across the country and globe, drawn to its commitment to personalized, world-class education.
Gulliver’s mission is simple yet powerful: to foster an academic community, devoted to educational excellence, with a personal touch that fulfills each student’s potential. In today’s fast-evolving educational landscape, the school remains dedicated to shaping future leaders through innovative teaching and learning. “We are always looking for ways to strengthen the exceptional education at Gulliver and the role we play as a core institution supporting Miami’s
Simon Hess, President of Gulliver Prep
remarkable ascent as a cosmopolitan center of innovation in business, technology, the arts, and entertainment,” Hess adds.
With nearly 100 years of history and a forwardthinking approach, Gulliver Prep stands alone as Miami’s school of choice, preparing students for a dynamic and diverse world.
Unlocking Potential
Every great school is built on one foundation: exceptional teachers. At Gulliver Prep, the commitment to excellence extends beyond academics; it focuses on creating an environment where every student can thrive. That’s why the school has launched an ambitious
With nearly 100 years of history and a forward-thinking approach, Gulliver Prep stands alone as Miami’s school of choice, preparing students for a dynamic and diverse world
initiative to become a nationally recognized center for personalized achievement and academic excellence.
“We believe in next-level teaching and learning,” says Hess. “The single most important characteristic of a great school is an outstanding teacher in every classroom.” Recognizing the challenges educators face today, especially in a rapidly changing city like Miami, Gulliver Prep is investing in its teachers in powerful ways. This includes robust professional development, innovative staffing structures, performance-based compensation systems, and an alliance with the Harvard Graduate School of Education—all components that will not only support and retain top faculty but also attract the best educators from around the world.
Learning at Gulliver Prep doesn’t stop at the classroom door. The world itself is a classroom, and students are encouraged to step beyond campus to engage with broader experiences. The Model United Nations team travels to Washington, D.C., California, and Tallahassee, debating real-world issues with their peers from across the country. The arts programs—spanning dance, music, visual arts, and theater—showcase student talent on national stages. These experiences expose students to diverse perspectives, competition, and invaluable feedback, helping them grow as thinkers, creators, and leaders. At its core, Gulliver Prep understands that success looks different for every student. Some find their
With a wide range of programs and courses, Gulliver Prep ensures that each student has the freedom to explore, grow, and carve out their own unique path
passion in advanced math and science, others in entrepreneurship, creative arts, or global studies. “What’s really special,” Hess notes, “is that students often discover passions they never even considered before coming here.” With a wide range of programs and courses, Gulliver Prep ensures that each student has the freedom to explore, grow, and carve out their own unique path.
Creating a World of Opportunities
At Gulliver Prep, learning doesn’t just happen in textbooks; it happens on the field, on the stage, in student-led clubs, and in creative spaces where ideas come to life. With over 70 clubs, organizations, and honor societies, plus a robust athletics program featuring 25 varsity teams, Middle School teams, and a Youth Sports program, students are encouraged to step outside their comfort zones and discover new interests.
Exposure to the arts is a cornerstone of the Gulliver experience. “Approximately 70% of our students participate in dance, music, theater, or visual arts,” Hess shares. “That’s because we believe creativity fuels success, both in school and in life.” Engaging in the arts helps students develop confidence, social connections, and a growth mindset— all essential for navigating an increasingly complex world.
Athletics at Gulliver Prep is more than just winning games; it’s about building character, discipline, and resilience. From elementary school to varsity-level competition, studentathletes learn teamwork, communication, and the value of perseverance. “By participating in athletics, our students aren’t just playing a sport—they’re gaining life skills that will
Since 1990, Gulliver Prep’s Raiders have claimed 69 state championship titles, and The Miami Herald has named Gulliver Prep Athletics the “overall best sports program” in its division for seven consecutive years—an honor the school has earned 23 times overall
serve them long after they leave Gulliver Prep,” Hess explains.
And the results speak for themselves. Since 1990, Gulliver Prep’s Raiders have claimed 69 state championship titles, and The Miami Herald has named Gulliver Prep Athletics the “overall best sports program” in its division for seven consecutive years—an honor the school has earned 23 times overall. These achievements reflect not just the talent of the athletes but the culture of dedication and excellence that defines Gulliver Prep.
Learning That Goes Beyond the Classroom
At Gulliver Prep, intellectual curiosity isn’t just encouraged; it’s the fuel that drives creativity, innovation, and academic excellence. “Our faculty are mentors who challenge students to reach their fullest potential while nurturing intellectual curiosity, character, and collaboration,” says Simon. This philosophy is what makes Gulliver Prep a national model for teaching and learning, a place where both students and educators push the boundaries of what’s possible.
A key focus area? Future readiness. Traditional education models are evolving, and Gulliver Prep is at the forefront of that shift. Through its Signature Academic Programs, students gain hands-on, real-world experience in fields like business, engineering, biomedical sciences, and international diplomacy—long before they step into a college classroom or an office. These programs are designed to bridge the gap between learning and doing, ensuring that students graduate with not just knowledge but also practical skills that will set them apart.
And when it comes to academic opportunities, Gulliver Prep offers something no other school in Miami-Dade County—public or private—can match: a fully funded, dual-enrollment program with The University of Miami. This means students can take university-level courses while still in high school, getting a head start on their college journey at no additional cost. Gulliver Prep students can also enroll in summer courses at Miami Dade College, further expanding their academic horizons.
Striking the Balance Between Innovation and Well-Being
In today’s digital world, technology is everywhere. “Our students are digital natives, but we want them to be responsible digital citizens,” Hess explains. That’s why Gulliver Prep’s 1:1 device program starts as early as fifth grade, ensuring that every student has access to the tools they need to thrive in a tech-driven world. By high school, students can dive into advanced courses in robotics, computer science, and other cutting-edge fields, setting them up for future success in an increasingly digital landscape.
But here’s the twist. Gulliver Prep also understands that technology should enhance
learning, not replace real-world interaction. That’s why the school has taken a bold step: eliminating cell phones during the school day. “Phones are powered off, and the difference has been incredible,” Hess notes. “We’ve seen a significant increase in face-to-face interaction, students forging deeper connections, and a stronger sense of community.”
This approach prioritizes student well-being, encouraging balance in a world where screens often dominate attention. By teaching students to navigate technology with purpose—embracing innovation while also learning to unplug—Gulliver Prep is shaping a generation that understands how to use tech as a tool rather than a distraction.
A Community That Welcomes Everyone
Located in Miami, a vibrant global city known for its rich cultural mosaic, multilingual communities, and international influence, Gulliver Prep celebrates individuals from all walks of life, find connection and shared purpose on campus.
“Our school community reflects Miami’s dynamic blend of backgrounds and perspectives, fostering an environment where every student, family, and team member feels valued, seen, and at home,” says Hess. “Families choose Gulliver Prep because they want their children exposed to new ideas, challenged intellectually, and shaped into global citizens.” And building that
Gulliver Prep is making a significant investment in its teachers because the quality of a school is directly linked to the quality of its educators
kind of community doesn’t happen by accident— it takes intention.
At Gulliver Prep, there is no assumption that a single way of thinking will define the culture. Instead, the school actively teaches students to appreciate varied perspectives, experiences, and identities. The core values—Exploration, Nurturing, Empowering, and Pioneering—are more than just words; they serve as the guiding principles that shape every interaction, lesson, and initiative.
With a focus on overall student well-being and belonging, this philosophy emphasizes the importance of preparing students for a world that is beautifully complex and teaching them to be open-minded, empathetic, and ready to lead in an interconnected society.
A Commitment to Service
From day one, students at Gulliver Prep are encouraged to use their talents and time to uplift others, both in their neighborhood and across the
globe. “Giving back has long been a cornerstone of a Gulliver education,” Hess explains. “We want our students to be inspirational thinkers, catalysts of change, and leaders who are committed to making the world a better place.”
And they do just that. Gulliver Prep students organize mission trips to countries with high levels of poverty, assemble care packages for local shelters, and bring communities together through arts performances. One of the school’s most impactful partnerships is with Breakthrough Miami, an academic enrichment program where Gulliver students help mentor and teach highly motivated peers who experience barriers to accessing high quality educational opportunities.
The result? Students who don’t just talk about change, but also make it happen. They leave Gulliver Prep not only as scholars but as compassionate, action-oriented citizens ready to contribute to society in meaningful ways.
Investing in the Future
The secret to a great school? It’s not the buildings or the programs—it’s the people. “We aspire to
be an internationally recognized center for outstanding teaching and learning,” Hess shares. “And that starts with our top priority: a great teacher in every classroom.”
Gulliver Prep is making a significant investment in its teachers because the quality of a school is directly linked to the quality of its educators. The focus? Attracting, retaining, and rewarding the very best in the profession.
That means appropriate compensation, professional growth opportunities, and a workplace that values innovation and collaboration. It also means looking beyond Gulliver Prep’s walls and thinking about the bigger picture—because as Miami continues to grow, so does the need for strong educators across the city.
“Education is the foundation of a thriving city,” Hess notes. “And that starts with investing in the people who make learning happen every day.” Gulliver Prep isn’t just shaping students—it’s shaping the future of Miami itself.
ACADEMIC VIEWS
Educating for Tomorrow: How Schools Can Inspire
Lifelong Learners
Emiliano Cori, Head of School, H-FARM International School
You have accumulated over a decade of leadership experience across international schools in different countries. What have been the key milestones in your career that have shaped your approach to education leadership?
One of the most formative experiences was working in a boarding school. Living in close proximity to students and engaging with them “beyond the classroom” expanded my understanding of child development. It showed me how learning transcends academic results to include personal growth, resilience, and the forging of meaningful relationships.
This experience convinced me that a nurturing, well-rounded environment is essential for student success.
Another defining moment arrived when I assumed the role of school leader. It compelled me to harmonize my personal vision of education with each institution’s ethos and cultural identity. I quickly realized that while core educational values remain constant, the application of new initiatives must be attuned to the local culture, history, and specific needs of the school community. Practices that flourish in one context may fail to take root in another.
These insights taught me the value of adaptive leadership. A successful school leader
A successful school leader should listen, learn, and collaborate to build trust and a sense of shared purpose
Emiliano Cori, Head of School at H-FARM International School, has an extensive and distinguished academic and professional background. Born in Italy, he holds a Bachelor’s in Classics and a specialist degree in Greek and Latin Philology from the University of L’Aquila. He further pursued a Master by Research in Comparative Studies at the University of Leeds, where he also engaged in doctoral research in Greek Philology.
Emiliano has held teaching positions at the University of Leeds, where he instructed BA and MA courses in Italian language, literature, Latin, and Greek. He later transitioned to secondary education, serving as Head of Classics at Christ the King College and revitalizing the Classics department at Epsom College. His professional roles also include serving as an examiner and assessor for awarding bodies such as OCR, AQA, and the IB. He is an IBEN Member and an assessor in Theory of Knowledge and History. Emiliano has held various leadership positions, including Head of Senior School and IB Coordinator at Institut Montana Zugerberg in Switzerland.
Currently, as Headmaster of H-FARM International School in Venice, Emiliano oversees a campus of over 700 students and 100 staff, integrating creativity, STEAM, entrepreneurship, and humanities into the educational experience.
In this insightful conversation with the K12 Digest, Emiliano shares his perspectives on the future of assessment, the role of innovation in learning, and how schools can cultivate adaptable, resilient global citizens in an increasingly complex world.
should listen, learn, and collaborate to build trust and a sense of shared purpose. This people-centred approach guides me at H-FARM International School, where we endeavour to merge global perspectives with local realities, inspiring and preparing our students for the world that awaits them.
As someone with experience on the IB Board and as an IB examiner, what major trends do you see emerging in the education sector globally? How do you think international education is evolving to meet the needs of today’s students?
Over the years, I have observed a major pivot from a narrow fixation on grades and exam scores to a more holistic vision of student growth and potential. More and more educators, parents, and universities recognize the importance of assessing not just academic prowess but the full range of a student’s skills and achievements.
This evolution is reflected in the worldwide shift toward new assessment methods. A noteworthy initiative here is the Melbourne Metrics for Learning—a collaboration between the Council of International Schools (CIS) and the University of Melbourne. At H-FARM International School, we proudly contribute to this project, which highlights student agency and views learners as active protagonists of their educational journey, rather than passive absorbers of content. Our aim is to refine assessment practices to celebrate each student’s unique strengths, moving away from outdated, exam-centric models.
Our own ‘IBDP Plus’ model speaks directly to this transformative impulse. We supplement traditional academic measures
Our aim is to refine assessment practices to celebrate each student’s unique strengths, moving away from outdated, exam-centric models
with holistic competency profiles, offering a deeper appreciation of students’ knowledge and aptitudes. Increasingly, universities draw on these competency credentials for a more discerning appraisal of applicants—seeking those whose demonstrated abilities and dispositions align with the needs of their programs. This approach serves the entire community by acknowledging and honouring each learner’s diverse talents.
However, such a revolution in education requires the commitment of every stakeholder, especially parents. Professor John Hattie describes parents not simply as “first teachers” but as “first learners,” underscoring the importance of modelling curiosity, resilience, and the determination to learn from both successes and failures. By demonstrating these qualities—experimenting, persisting through obstacles, and sharing their experiences— parents cultivate the mindset and sense of agency that will guide their children toward lifelong learning.
What do you believe are the biggest challenges facing international schools today, and how is H-FARM International School addressing these challenges, especially in fostering academic excellence and global citizenship?
One of the most pressing challenges for international schools is striking the right balance between rigorous academic standards and the cultivation of global citizens—young people equipped not only with strong subject knowledge but also the cultural fluency and ethical mindset essential for today’s interconnected world. At H-FARM, we believe that meeting this challenge requires a more holistic approach to education—one that values students’ well-
To lead this transformation, we must shift from teacherled models to studentcentred ones, where young people actively demonstrate their competencies in authentic, meaningful ways
being, embraces diverse competencies, and promotes real-world engagement.
Looking ahead over the next five to ten years, I see a growing need to move beyond traditional, exam-based frameworks. Our aim is to capture a fuller picture of students’ progress and abilities, recognizing that a single, highstakes assessment can’t adequately reflect their development. Learning ought to be understood as a continuous journey rather than a snapshot, measured by ongoing evaluations that celebrate achievements across multiple domains.
To lead this transformation, we must shift from teacher-led models to student-centred ones, where young people actively demonstrate their competencies in authentic, meaningful ways. Technology is a vital ally in this process: at H-FARM, we encourage students to collaborate with technology—engaging in hands-on projects that require problem-solving, creativity, and adaptability. Employers are increasingly prioritizing these qualities over conventional academic qualifications, so it is crucial that our graduates leave school as agile thinkers and doers.
However, a significant hurdle remains in convincing universities to move beyond a grades-only mentality. While many forwardlooking companies already recruit on the basis of skills and resilience, higher education has been slower to adapt. Our competency-based initiatives, such as the ‘IBDP Plus’ model, provide a more rounded view of students’ strengths by showcasing their dispositions and aptitudes in addition to their exam results.
Another important dimension is the recognition of students’ linguistic and cultural heritage. Through translanguaging approaches that validate and incorporate home languages,
learners gain confidence and a sense of belonging—qualities integral not just for academic success but also for fostering a genuine sense of global citizenship.
Finally, in an era where technology plays an ever-greater role, we must not forget the importance of interdisciplinary thinking. Today’s breakthroughs often emerge at the intersection of STEM fields and the humanities; hence, at H-FARM, we are launching philosophy master classes for junior students alongside computer science and robotics. This fusion cultivates flexible, reflective minds capable of both analytical reasoning and empathy.
Overall, H-FARM addresses these evolving demands by committing to student agency, leveraging technology as a partner in learning,
honouring cultural diversity, and championing interdisciplinary curricula. By continuously asking “Is there a better way?” we aim not only to maintain academic excellence but also to empower students to thrive as global citizens ready to shape the future.
H-FARM is known for its focus on innovation and technology. How do you incorporate these elements into the curriculum, and what role do you think innovation will play in the future of education?
Innovation is central to H-FARM’s identity. Our guiding question—Is there a better way?— inspires us to keep searching for more effective practices. Far from being limited to technology or
trendy gadgets, innovation involves purposeful change that elevates teaching and learning. Drawing on the Latin root innovare (“to make new”), we see innovation as a commitment to reinvention and relevance.
At the curricular level, we begin with mindset and culture. We cultivate an environment that prizes inquiry and experimentation among both students and faculty. Technology serves as a powerful instrument in this process: from AIassisted research tools to immersive simulations, it allows for deeper cognitive engagement and problem-solving that connects the classroom with real-world contexts. Students regularly design and test solutions, thus honing their critical and creative faculties.
Yet innovation extends beyond hardware or software. We frequently revisit our curriculum, inviting experts across disciplines to ensure it remains forward-looking. Entrepreneurial projects, for example, ask students to identify authentic problems and propose tangible solutions—nurturing agency, resilience, and adaptability.
Assessment is another realm ripe for transformative thinking. Traditional models often fail to capture the full breadth of a student’s capacities. Hence our move toward competencybased frameworks, including the ‘IBDP Plus’ model, which complements academic scores with carefully articulated competency profiles. Universities and employers increasingly value individuals who are inventive, versatile, and able to thrive in diverse contexts—qualities more accurately reflected in these richer, multidimensional assessments.
Ultimately, innovation must equip learners not merely to survive in an unpredictable future but to shape it. By constantly posing “Is there
a better way?” we encourage our students to become proactive creators of knowledge, unafraid to challenge conventions. This guiding principle undergirds our mission at H-FARM, ensuring that students emerge with the creativity and clarity of thought to make meaningful contributions to society.
Looking ahead, what is your vision for the future of education at H-FARM and beyond? What changes or initiatives do you hope to see in the next 5-10 years in the global education landscape?
I envision an education system that takes a broader and deeper view of learning—one
that moves decisively away from isolated high-stakes exams toward more integrated assessments of student growth and potential. In the coming years, I hope we see a genuine pivot toward learner-centred evaluation models, where students showcase their competencies in a variety of meaningful, authentic ways and develop a sense of ownership over their academic journeys.
Technology will play a crucial role in this shift, though not merely as a tool. At H-FARM, our goal is for technology to become a collaborative partner in the learning process. We aim to see students use and refine technology in creative projects—applying their insights to
improve existing systems or invent new ones. Employers worldwide are increasingly seeking individuals who display adaptability, initiative, and ingenuity, rather than those defined by grades alone.
Persuading universities to adopt a parallel perspective remains a challenge. While many innovative companies now recruit for problemsolving ability, higher education often clings to more traditional metrics. Through approaches like our ‘IBDP Plus’ model, which balances academic attainment with detailed competency profiles, we hope to foster a more holistic understanding of each learner. Such a paradigm shift would encourage universities to evaluate
While many innovative companies now recruit for problemsolving ability, higher education often clings to more traditional metrics
prospective students as multidimensional thinkers, not just as test-takers.
Furthermore, as research into translanguaging and cross-cultural literacy demonstrates, honouring students’ linguistic and cultural heritages enriches both their intellectual and social development. By acknowledging diverse cultural repertoires, we strengthen learners’ confidence, sense of belonging, and capacity for empathy—prerequisites for global citizenship.
Finally, even amid rapidly expanding technological frontiers, the humanities grow more vital. Leaders in tech industries increasingly emphasize the importance of ethical and philosophical reflection. Interdisciplinary education—uniting STEM fields with philosophy, art, and literature— equips young people to navigate and shape a world that demands both precision of thought and depth of insight. By continually asking “Is there a better way?” we at H-FARM aspire to educate not only competent professionals but also socially conscious, creative thinkers.
Personal Achievement and Its Impact on Leadership
One of the most rewarding chapters of my career was serving as Head of Classics at Epsom College in England. I look back on that time fondly, as it taught me profound lessons about leadership, mentorship, and the transformative potency of education. Leading a department meant both motivating colleagues and engaging students whose passion and ingenuity consistently inspired me in return.
I recall how students would arrive early to discuss Ovid, Vergil, and Homer. These moments of close reading and lively exchange were exhilarating, as together we explored how
ancient poetry could illuminate their presentday experiences. Observing how readily they identified with timeless themes underscored education’s power to inform both intellectual and emotional dimensions of growth.
One particularly memorable—and initially delicate—occasion was when a parent approached me about their child’s sudden shift in career aspirations, from wanting to study law to pursuing literature. The conversation was, at first, marked by concern. Yet two years later, the same parent returned brimming with gratitude. Their child had been admitted to Oxford and had embarked on a flourishing academic path. From this, I learned to remain open to the passions of young people, even when they diverge from parental expectations. As a parent and educator, I see that guiding and encouraging students to find their own calling is far more valuable than imposing a predefined trajectory.
Equally important were the coaching and mentoring skills I refined during my time at Epsom. I came to understand that listening attentively, asking thoughtful questions, and offering guidance without micromanagement work wonders—both for adolescents and adult colleagues. In subsequent leadership roles, I witnessed how professionals, much like students, thrive in environments where their strengths are recognized and their voices respected. Effective leadership thus involves nurturing a culture of inquiry, collaboration, and constant development.
This ethos informs my leadership at H-FARM International School. We strive to create an atmosphere where both students and staff feel encouraged to excel, reflect, and innovate— supported by constructive dialogue and mutual confidence. By balancing guidance and autonomy, we enable individuals to realize their full potential in the classroom and beyond
True innovation involves risk, and setbacks often prove the most instructive
In education, we embrace this ever-shifting landscape by cultivating patience and resilience, trusting that the deeper breakthroughs come through persistence
To wrap up, what advice would you give to educators and leaders in the education sector who are working towards creating impactful and innovative learning experiences for the next generation?
My counsel is to hold fast to your genuine self and the central purpose of education. We deal not only with policies and curricula but with human lives. Constantly ask: How does this choice serve the students? Does it help them grow? If you can answer yes, you are on the right track.
Have the courage to be bold. Far better to stumble in the pursuit of originality than to remain untested. True innovation involves risk, and setbacks often prove the most instructive.
Socrates reminds us that wisdom is an unending quest; we should neither shy away from uncertainty nor be unsettled by it, for meaningful progress emerges from thoughtful struggle and reflection.
Philosopher Iain McGilchrist underscores the dual necessity of reason and intuition, indicating that the best learning flourishes at the junction of logical analysis and creative engagement. Likewise, Parmenides taught that life itself is in perpetual motion, shaped by meeting and reconciling opposing forces. In education, we embrace this ever-shifting landscape by cultivating patience and resilience, trusting that the deeper breakthroughs come through persistence.
Finally, remain devoted to truth, goodness, and beauty in all your endeavours. These ideals, eternal in their resonance, remind us that education ultimately involves shaping the entire individual— not merely the intellect but also a sense of purpose and humanity. If we keep these guiding lights in view, we can inspire the next generation to dream grandly, create fearlessly, and lead with integrity.
ST. JOSEPH CATHOLIC SCHOOL
Empowering Students Through Faith and Knowledge
In 1992, a small school opened its doors next to a chapel in Waxahachie, Texas. It started with just one building and a big vision: to bring quality Catholic education to Ellis County. Today, St. Joseph Catholic School has expanded across three buildings on the St. Joseph Catholic Church campus, mirroring the parish’s own growth. But while the campus has changed, one thing has remained constant: its unwavering commitment to faith-based education. “For more than 30 years, we have stayed true to our mission of providing rigorous, authentically Catholic education,” says Trindad X. Saucedo, President of St. Joseph Catholic School.
That mission goes beyond academics. The school is dedicated to shaping students into spiritually grounded, intellectually curious, and morally responsible leaders. This is achieved through strong
academics tailored to different learning styles, leadership opportunities, service projects, and a vibrant community of clubs, sports, and the arts. More importantly, faith is woven into every aspect of daily life—whether through prayer, service, or the values instilled in each student.
Innovation Rooted in Faith
At St. Joseph Catholic School, faith is the foundation of everything. But alongside that strong spiritual core, there’s also a deep commitment to innovation. The school blends tradition with forward-thinking education, creating an environment where students grow both academically and creatively.
One of the standout features is its STREAM program: Science, Technology, Religion, Arts, and Mathematics. This interdisciplinary approach encourages students to think critically, problemsolve, and make connections across different subjects. “Our Catholic faith is infused in every facet of our school, but what sets us apart is our dedication to innovation,” says Saucedo.
St. Joseph Catholic School blends tradition with forward-thinking education, creating an environment where students grow both academically and creatively
The Reverend James H, Pastor
Trini Saucedo, School President
Osborn, School Principal
Beyond STREAM, the school nurtures creativity through music, art, theatre, and band. Students are exposed to the world of storytelling through frequent author visits, have opportunities to publish their own work, and engage with inspiring guest speakers from the community. The goal? To create well-rounded students who are curious, expressive, and engaged in the world around them.
That same spirit of innovation extends to curriculum development. Recently, the school undertook a major overhaul, giving teachers full control over the decision-making process. “Our curriculum committee is made entirely of our teachers. They’re empowered, which allows them to be innovative,” Saucedo explains. As a result, the school has adopted hands-on, engaging, and rigorous learning options that meet the needs of today’s students.
Challenging Minds, Nurturing Hearts
Academic excellence at St. Joseph Catholic School isn’t just about grades; it’s about building confident, capable students who take ownership of their learning. Here, rigorous content goes hand in hand with self-advocacy, leadership, and community engagement.
“We challenge our students while empowering them to advocate for themselves and others,” says Saucedo. This philosophy extends across academics, athletics, and fine arts. Academic competitions hold just as much weight as sports events, and both are celebrated alongside theatre productions and musical performances. The school values the whole student, ensuring every child finds a space where they can shine.
To support students at every level, St. Joseph Catholic School created the Learning Lab, a place where those who need extra time or guidance
Mark
receive personalized support. Hands-on and experiential learning are central to the school’s approach, making education more engaging and impactful. Along with core subjects, students take part in PE, art, music, band, theatre, Spanish, Mass, religion, and weekly library visits. They also stay deeply connected to their community, regularly participating in service projects and local events.
From the moment students walk through the doors of St. Joseph Catholic School each morning, they are reminded of their shared mission through prayer, reflection, and community
Technology is another key part of the school’s learning experience. As a 1:1 campus from kindergarten through eighth grade, every student has access to digital tools that enhance their education. Starting in fifth grade, students take a technology class to prepare them for the middle school STREAM curriculum. “In the upper grades, technology becomes an essential medium for discovering key concepts in core subjects,” Saucedo notes.
Faith in Every Moment
From the moment students walk through the doors of St. Joseph Catholic School each morning, they are reminded of their shared mission through prayer, reflection, and community. “Each morning on the announcements, we include a reflection and pray together,” says Saucedo. Prayer isn’t reserved for just the start of the day; it’s woven into every class, every challenge,
and every celebration. A daily religion block ensures students engage deeply with their faith, while weekly Mass brings everyone together in worship. The school also honors the liturgical seasons with special events like Advent prayer services, Lenten Stations of the Cross, and a vibrant celebration of the Feast of St. Joseph.
Faith extends beyond structured moments of worship and shapes the way students interact with one another. “School expectations and rules are centered in the inherent dignity of all students as children of God,” Saucedo explains. That belief creates a school culture built on respect, kindness, and forgiveness.
One of the most cherished traditions at St. Joseph is the Mass Buddies program. Older and younger students pair up to assist each other during Mass, but their bond doesn’t stop at the church doors. “We love our Mass Buddies!” Saucedo says enthusiastically. These
partnerships continue throughout the year, with students working on projects together, fostering friendships that bridge grade levels.
Parents, too, play an active role in the school’s faith-driven community. Whether they’re organizing events, reading to classes, or serving as guest speakers, they’re not just spectators in their children’s education; they’re participants.
Like any family, there are moments of frustration, but at St. Joseph, forgiveness is freely given. “We share in the joys and sorrows of our school family,” Saucedo reflects. “We celebrate our collective wins and encourage perseverance through our struggles.” It’s this deep-rooted sense of belonging that makes the school more than just an institution—it’s a home.
Building the Future with Faith and Innovation
St. Joseph Catholic School’s goal is to grow, evolve, and innovate while staying true to its mission. “With Christ as our guiding light and the humanity of our students at the forefront, we ask ourselves what motivates them and how we can utilize the intersection of those things to innovate our instruction and offerings,” says Saucedo.
This forward-thinking mindset has led the school to an ambitious five-year plan to strengthen its programs and facilities. Currently in Phase 2, St. Joseph is undergoing major developments, including a gym renovation, campus expansion, and infrastructure improvements.
But it’s not just about the physical environment. The school is making a significant investment in its STREAM curriculum, ensuring that students continue to receive a cutting-edge education that blends faith, technology, and hands-on learning. Every
upgrade, every new initiative is designed with the student experience in mind—preparing them not just for high school, but for life.
At St. Joseph, innovation and tradition aren’t at odds. They work together, reinforcing the belief that faith is a foundation, not a limitation. And with that belief, the school continues to move forward, shaping the future while staying true to its roots.
Once a Knight, Always a Knight
There’s something special about a place that keeps calling you back. For the students, parents, and staff of St. Joseph Catholic School, being part of this community doesn’t end at graduation, as it lasts a lifetime.
“Alumni love to visit us, follow us on social media, and are proud of their time here,” says Saucedo. The school’s motto, “Once a Knight, always a Knight”, is more than just a phrase— it’s a promise. A promise that every student who walks through these halls will always have a place in this family.
That same sense of purpose extends to the dedicated staff. “The staff at the school are all working towards the same goal, which is rigorous, authentically Catholic education,” Saucedo explains. With that shared vision, collaboration comes naturally. Teachers don’t just instruct— they innovate, support, and lead with passion.
“We are strategic in hiring people strong in their content who are well-qualified and who
Currently in Phase 2, St. Joseph is undergoing major developments, including a gym renovation, campus expansion, and infrastructure improvements
For the students, parents, and staff of St. Joseph Catholic School, being part of this community doesn’t end at graduation, as it lasts a lifetime
understand that education here is missiondriven,” says Saucedo. It’s this commitment to both faith and excellence that attracts educators who want to make a difference.
At the end of the day, success at St. Joseph isn’t just measured in test scores or trophies. It’s measured in the character of its students.
“When we look at ourselves—including our staff, students, and parents—we know we’ve been successful if what we see shows a strong spiritual footing, someone who can think critically and acknowledge others’ perspectives and has a heart for those in need. That’s a Knight,” concludes Saucedo.
Supporting New and Early Careers Educators in Building a Sustainable Career
Amrita Ahuja, Director of Strategic Initiatives, Westbourne Grammar School
Amrita Ahuja is a highly accomplished leader and educator, recognized for her extensive expertise in teaching and learning, strategic leadership, operational management, student wellbeing, change management, and curriculum development. As a dynamic and results-driven professional, Amrita is committed to fostering empowered, adaptable, and resilient learners who are prepared to thrive in an ever-changing world. With a keen commitment to improving student outcomes, Amrita is outstanding at developing secure, inclusive, and nurturing settings that allow both students and staff to achieve their full potential. Her visionary style of leadership facilitates ongoing development and instigates real, lasting change in all areas of education.
Having worked in schools for more than 18 years across two continents, I am continually inspired by the profound impact of teachers on the development of young people. Educators play a vital role in shaping the identities, beliefs, and values of students under their care. However, teacher retention has emerged as a wicked problem for the education sector, posing a significant challenge for schools globally.
The attrition rates are particularly high in the first five years of teaching, underscoring the significance of an effective induction process to support beginning and early-career teachers. This poses an important question; how do we create an environment where graduate teachers feel safe and supported in this pivotal phase of their careers?
Drawing on evidence-based research and personal insights, I share six strategies to nurture the professional growth and development of early career teachers:
Mentoring: The first few years of teaching can be both an exciting and daunting experience. While initial teacher education programs provide a strong foundation in the art and science of teaching, the complexities and nuances of each school require ongoing learning on the job. Pairing early-career teachers with the right mentor—ideally a subject matter expert in the graduate teacher’s discipline— can offer invaluable support during this critical phase of professional growth. Regular meetings with a mentor provide a safe space for earlycareer teachers to reflect, engage in collegial
Regular meetings with a mentor provide a safe space for earlycareer teachers to reflect, engage in collegial discussions, and learn from a critical friend
discussions, and learn from a critical friend. This supportive relationship helps them refine their practice and build confidence as they navigate the challenges and rewards of teaching.
Structured observations: Structured classroom observations in the early years by a trained mentor or a learning coach can provide for real-time feedback for graduate teachers to develop an awareness of their strengths and areas for growth. Through non-judgmental professional dialogue, beginning teachers can gain practical insights into various aspects of teaching, including pedagogical practice, classroom management, pastoral care, compliance, planning, and other essential responsibilities.
Coaching: While mentoring provides valuable pedagogical support from a subject matter
expert, incorporating one-on-one coaching sessions with a senior leader can further empower early career teachers. Coaching focuses on fostering growth through effective questioning, encouraging reflection, and guiding teachers to develop their own solutions and strategies. This personalised approach not only enhances confidence and problem-solving skills but also helps beginning teachers align their professional goals with the broader vision of the school. By prioritising coaching alongside mentoring, schools can create a robust support system that nurtures both instructional excellence and leadership potential.
Networking: Internal and external professional networks offer invaluable opportunities for beginning teachers to share their practices and learn from other educators. In-person and virtual
By creating regular opportunities for selfreflection, beginning teachers can evaluate what works well and what can be done differently to improve effectiveness
events such as professional learning conferences, teach meets, social media platforms, webinars, and teacher forums are excellent avenues to foster collaboration, gain fresh perspectives, and builds connections within and across different schools. Encouraging graduate teachers to join local teacher association networks to access highquality, context-specific resources, enables them to efficiently adapt readily available teaching resources to suit their context Networking not only saves time but also enriches professional expertise through collective learning and shared experiences.
Peer observation: Observing experienced teachers in action is an excellent way to refine your craft at any stage of a teacher’s professional journey. For beginning teachers in particular, peer observation provides a unique opportunity
to draw on the expertise of well-established colleagues and enhance their toolkit by familiarising themselves with varied techniques of classroom management, pedagogy and content delivery. Observing lessons conducted by peers allows early career teachers to identify strategies that resonate with their teaching style and adapt them to suit their unique contexts. Additionally, peer observation provides early career educators with a chance to view their own students in a different learning environment. This perspective can be a powerful tool for understanding how class dynamics and situational factors influence learning outcomes. By observing how their students respond to different teaching styles, new teachers can deepen their understanding of their learners’ diverse needs and develop strategies to cater to these
effectively. This collaborative approach also builds professional relationships, creating a supportive network where educators can share feedback and ideas.
Reflective practice: By creating regular opportunities for self-reflection, beginning teachers can evaluate what works well and what can be done differently to improve effectiveness. This critical process of assessment improves self-awareness, prompting educators to develop innovative and authentic learning experiences.
To support reflective practice, educators can utilise various resources, such as online templates designed to guide self-reflection. Additionally, teacher standards published by regulatory organisations for each region provide a valuable
framework for assessing one’s practice, setting professional goals, and identifying opportunities for targeted professional learning.
Creating an environment where beginning teachers can thrive and deepen their passion for teaching is a shared responsibility of school leaders, experienced educators, professional associations, and teacher regulatory authorities. Effective implementation of the strategies outlined above, alongside targeted professional learning tailored to the individual needs of early-career teachers is essential for ensuring a smooth transition into the profession. By creating a safe, supportive and growth-oriented environment, schools and regulatory authorities can empower graduate teachers to pursue sustainable and fulfilling career in education.
Rethinking Education for a Changing World
Erin Mote, CEO, InnovateEDU
Hi Erin. What inspired you to dedicate your career to transforming education, and what motivates you to continue driving systemic change in this field?
The throughline of my career is impact. I had an experience in 2010/11 when I joined some folks in the Obama Administration to visit local schools in my community in Washington, DC. I will be honest: I was horrified that we accepted the lack of connectivity and access in some schools in the US. I was leading programs to wire schools in the Masai Mara in Kenya with more computers and bandwidth than were present in a school in Anacostia. It stuck with me. I had thought to have the impact, I had to travel thousands of miles away. Instead, I realized I could do things in my community. Fast forward two years and that experience gnawed at my brain, and I kept thinking about forgotten schools and students. I had been to places where failure to invest in rural communities
Erin Mote is the CEO and Founder of InnovateEDU. In this role, Erin leads the organization and its major projects, including its policy and strategy portfolio. She leads the organization’s work on creating uncommon alliances to create systems change - in special education, talent development, artificial intelligence, and data modernization. An enterprise architect, she created, alongside her team, two of InnovateEDU’s signature technology products - Cortex, a nextgeneration personalized learning platform, and Landing Zone - a cutting-edge infrastructure as a service data product. Erin is also the co-founder of Brooklyn Laboratory Charter School with her husband Dr. Eric Tucker. She is a recognized global leader in technology, mobile, and broadband and has focused much of her career on expanding access to technology in the US and abroad. A recognized leader in alliance building, Erin serves in an advisory capacity for several leading international organizations, including SXSW EDU Launch, XPRIZE Foundation, Digital Promise, and The Barbara Bush Foundation for Family Literacy. She is an Aspen Institute Socrates scholar and a proud alumnus of the University of Michigan. Recently, in an exclusive interview with K12 Digest, Erin shared her professional trajectory, the inspiration behind establishing InnovateEDU and what makes it unique, significant career milestones, her biggest stress relievers, future plans, pearls of wisdom, and much more. The following excerpts are taken from the interview.
and schools had led to conflict. And the disparity I saw in Washington, DC, that day was like that. So, I left a career in international development, did some tech consulting, and then founded a school. And ten years later, I (still) believe the state of the education system in the United States is our most significant national security crisis. I only now have a much deeper appreciation and understanding of how we have systemically underinvested in education, research, and development, and the human capital critical to our young people. Now, more than ten years later, I am still radically dissatisfied with the
fact that your access to a good education and opportunity in this country is often a function of your zip code.
My relentless pursuit of change in education stems from a deep-seated belief that every child deserves an empowering learning experience and one in which every child feels safe, known, and loved. Witnessing the disparities and limitations within the current system fuels a fire within me to challenge the status quo and advocate for innovative solutions. I am driven by a vision of education that fosters critical thinking, creativity, and a genuine
I am driven by a vision of education that fosters critical thinking, creativity, and a genuine love for learning, preparing students not just for standardized tests (which are very broken) but for a rapidly evolving world
love for learning, preparing students not just for standardized tests (which are very broken) but for a rapidly evolving world. This passion and a sense of responsibility towards future generations keep me persistently focused on driving positive change, no matter the obstacles.
Tell us about InnovateEDU and what sets it apart from other non-profit organizations.
InnovateEDU is a non-profit organization that works to transform education by bridging gaps in data, policy, practice, and research. We aim to create a radically different future for all learners. We do this with a focus on systemic change. We don’t just offer quick fixes. We tackle deep-rooted educational challenges through collaborative initiatives and partnerships with schools, districts, and organizations across the US. Because we center our work on the field, we prioritize the needs of students, educators, and communities by empowering those closest to the challenges to be part of the solution. We want practice to drive policy and close the gap between the field and those
making policy decisions about education. We do this all through our special sauce of building uncommon alliances. Our uncommon alliances bridge political, geographic, and social or rolebased silos – with a focus on bringing together diverse stakeholders, including educators, technologists, policymakers, and researchers, to foster innovation and create lasting change.
We also have a ‘Get Stuff Done’ culture. When we say we are taking something on – we do it. We make change and drive transformation. And that culture is only possible because we have a team of relentless innovators and doers who are radically dissatisfied with the status quo.
What role do you believe technology and innovation can play in transforming education, and how is InnovateEDU leveraging these tools to drive change?
Well, first, I think I say this line at least 10 times a year, and I mean it so much more now in the age of AI. No technology is ever going to replace a great teacher. Education is fundamentally a human enterprise. However, we must deeply
leverage technology and innovation to transform our system into a more accessible, purposeful, personalized experience for all students.
We know guidance and advising is one of the keys to helping high school students access new opportunities like dual enrollment, internships, and even financial aid is often at the hands of the guidance counselor. The American School Counselor Association (ASCA) shows that for the 2022-2023 school year, the national average student-to-school-counselor ratio in the US was 385:1. It’s impossible to make the advising experience personal, accessible, and inclusive when you have more students assigned to you than days of the year. Here comes technology and innovation to help strengthen that human relationship. For me, one of the greatest potentials for AI, for example, is to make the invisible visible. Imagine AI can intake the college course catalogs for community colleges, universities, and colleges within a certain radius of a school. Then a counselor (or even a student) could ask that generative AI about what classes are available for dual enrollment, what type of credits the course offers, if the course is available for distance learning (a whole different kind of technology and innovation especially needed in our rural communities), and maybe even build a hybrid schedule for classes on campus at high school and classes at your local college or university. Now the aperture is wider for the student, the information is more accessible, and because it is easier to access – it can be more personalized and inclusive of that individual student’s needs. For me, technology and innovation can strengthen human relationships. At InnovateEDU, we use integrated data to make decisions; we use AI to support the design of our marketing and communication materials
so we can speak to multiple audiences and do it with a nimble and small team; we use technology tools to strengthen human connections and also ensure communication. Most importantly, we use these tools to amplify the incredible work of a team of people.
What are some of your greatest achievements in your career till date?
What makes them special?
It’s hard to name any achievements as “mine” because everyone I think of – has involved the incredible work of a team of people who had vision, commitment, and a relentless focus on impact. So, I’ll name some of the outcomes I am most proud of instead. At InnovateEDU, we just reached our tenth year – and there are so many outcomes there that make me smile with pride for our team. From having the First Lady say the words data interoperability last August from a stage in the East Room to highlight the work of Project Unicorn (our longest-running Alliance), or the goosebumps I get when we announce the EDSAFE AI Fellows each January or the over 600 partners who we work with annually throughout all of our alliances – these are the things that keep me in the fight and the arena. I am delighted when I have the opportunity to run into or connect with the first and second classes at Brooklyn Lab as they graduate college, take their first professional steps, and jump headfirst into life. I know we built a school that created life trajectory-changing opportunities for kids –it is quite another thing to get their graduation announcements and messages with photos from their families of them walking across the stage at their college graduation. Earlier in my career, I had the privilege of connecting communities in my work overseas – it’s a remarkable thing
to bring a means for communities to gain an education, employment, or health care in some of the remotest parts of the world. It was especially poignant for me in communities that had suffered unimaginable tragedy, from Darfur to Haiti post-earthquake, to the Dadaab refugee camp in the middle of a famine.
What have you learned as a woman in leadership?
It’s hard (really hard). A woman in leadership is held to a standard that is almost always impossible to meet, and I always wonder if my male colleagues get some of the same questions I do—who is home with the kids when I travel?
Where did you get those shoes? How am I balancing it all? I literally have a sticker on my laptop that says, “Would you say that to a man?”
It’s also an enormous privilege – I get to mentor other young women (and learn a ton from them), host ladyboss events and host compelling conversations about what it means to lead and how we support each other. The worst thing a woman leader can do is kick while she climbs up the ladder – instead, she should lift others up alongside her. I take that seriously – not just as
I am delighted when I have the opportunity to run into or connect with the first and second classes at Brooklyn Lab as they graduate college, take their first professional steps, and jump headfirst into life
One of the ways you can overcome fear of change is by having trust
a woman leader but a woman leader in tech. Over the last five years, women in tech have departed the sector at a rate 3x that of their male counterparts, including in the education sector. That’s an enormous amount of talent we are losing because, as a sector, we aren’t creating a space for those women to grow and lead. I’m committed to doing my part to fix that, and the good news is – I have a ton of allies in that effort (Shoutout to the wolfpack, the ladybosses, and the sorority of sisters leading in ED as chiefs and supes).
Who is the one person you look up to and why?
This is tough because I have had so many fantastic mentors in my life. One person who I deeply admire is Penny Schwinn – and I certainly have to look up to her. I got to know Penny in her role in Tennessee – from her groundbreaking work on tutoring to her pioneering work on teacher apprenticeships and through collaboration afterward. Penny has always been such a stalwart advocate for students and educators – ensuring that
she created opportunities for innovation in schools and districts while keeping student outcomes and accountability front and center. After her stint in Tennessee, she turned her attention to how to support other state leaders and districts with a focus on research and development anchored in practice. I admire leaders who create opportunities for discourse and dialogue, ground policy in practice, and try to create social license to innovate for the field. Penny has done all of that.
What is your favorite non-academic book and why?
Ok—big confession here. I love a good historical romance, so I am addicted to the Discovery of Witches series. (It also means you’ll find me binging Bridgerton the night it comes out.) Should I have given a more business answer there? Well, in that case, Radical Candor—I loved it so much that I made it an InnovateEDU core value.
What is your biggest stress reliever?
I love having new adventures with my family. We love to travel, and we try to dedicate time every three months to taking a family trip to a new place (or a place my kids have never been). I love discovering places through their eyes—even though we might go to more playgrounds than I would choose—but the joy of their curiosity brings me so much joy.
Where do you see yourself in the next 5 years?
The work is more urgent right now than when I founded InnovateEDU a decade ago. I hope to lead radical disruption in education, build uncommon alliances, and drive policy change
anchored in practice. Right now, I can’t imagine being in any other role than getting to collaborate with our amazing team at InnovateEDU and our over 600 partners. I will also be the mother of teenagers (which seems super scary).
What advice would you give to entrepreneurs and change-makers who are looking to drive transformation in education, and what skills or qualities do you believe are essential for success in this field?
Tenacity, trust, and the ability to think differently (systems thinking as the default). Our education system is not serving all kids the way we need to. Disruptors are needed in our system – as well as systemic changes like moving from a schooling system to a learning system. That’s where the ability to think differently and tenacity will be essential. And you’ll need trust as a disruptor. Change is scary, and often, our first reaction is fear. One of the ways you can overcome fear of change is by having trust. Let me put it this way – when I built, founded, and helped lead a school with new models of learning, human capital, and even furniture (people could not get over 10 years ago that we had rolling desks!), we had to think about how to be innovative without turning over all of our faculty and families every year with untenable change. But even as one of the country’s most innovative schools, we had an 80% rule. We had to keep the work (pedagogy, practices, systems) 80% stable year over year to build trust and allow us to innovate on 20% of the work. Humans rarely tolerate massive change without trust and onramps to support success for what comes next.
PROMINENT PRIVATE SCHOOL TO WATCH IN PENNSYLVANIA-2025
THE KISKI SCHOOL
A Transformative Boarding School Experience Rooted in Tradition
In the rolling hills of Southwestern Pennsylvania, nestled among 350 acres of natural beauty, lies The Kiski School, a place where tradition meets transformation. For 136 years, Kiski has shaped young minds, fostering academic excellence and athletic prowess. And in September 2024, history took a bold turn as Kiski welcomed young women into its ranks and opened a new chapter in its storied legacy.
Founded in 1888, Kiski has built a reputation for producing both scholars and athletes of the highest caliber. The school offers a timeless boarding school experience where a tight-knit community forges lifelong friendships. “Kiski is more than a just a school,” says Dr. Mark Ott, Head of School. “Our residential experience is what truly sets us apart.”
The school’s campus near Pittsburgh is equipped with state-ofthe-art facilities that enhance both academic and extracurricular
Dr. Mark Ott, Head of School
pursuits. With a rich history, an eye on the future, and a commitment to academic and athletic achievement, Kiski continues to redefine what it means to be a boarding school in the 21st century.
Kiski’s approach goes beyond academics. The school integrates leadership development, life skills, and hands-on learning experiences to ensure students leave not just prepared for college, but ready to take on the world.
Exceptional Teaching and Learning
Kiski offers a dynamic academic experience shaped by curiosity, mentorship, and hands-on experience — it’s a program that blends classic academics with cutting edge innovation. An AP curriculum challenges students to excel,
and Harkness-style classes foster discussion and debate, giving students a voice in their learning. Students explore science in modern labs, develop potent creative tools in the school’s inspiring arts students, and build real skills in Kiski’s workshops. Faculty members don’t just teach; they guide, challenge, and inspire students, both in and out of the classroom. As dorm parents, coaches, and club advisors, teachers foster a culture of support and engagement that extends far beyond academics.
Kiski’s diverse student body, representing 31 countries, brings a global perspective to classroom discussions. This international mix enriches learning, preparing students for college and beyond by exposing them to a wide array of viewpoints and cultures. Yet with small class sizes, Kiski ensures that every student receives personalized attention. The school offers Advanced Placement (AP) courses, Harkness-style discussions, and a
robust arts program that encourages creativity and collaboration.
Experiential learning is a key component of the curriculum, and students apply their academic knowledge through interdisciplinary projects, real-world applications, and experiential learning opportunities that make education come alive. For example, at Casino Night, arts and statistics students collaborate to design casino games and analyze profitability. “It’s a perfect blend of mathematical reasoning and creative problem-solving,” says Dr. Ott. “Students don’t just learn concepts—they experience them in action.”
Kiski provides exceptional academic resources —both for students who need a little extra support and those who want to push beyond the highest levels of the program. The Learning Center offers one-on-one tutoring focused on study skills and subject mastery, and peer-led programs like Mathnasium provide additional support three nights a week.
With a rich history, an eye on the future, and a commitment to academic and athletic achievement, Kiski continues to redefine what it means to be a boarding school in the 21st century
Beyond the Classroom
Kiski is a lively, close-knit community where leadership, exploration, and camaraderie shape the student experience. With more than 30 student-led clubs, Kiski students immerse themselves in activities ranging from politics and literature to community service —while discovering new interests along the way.
Faculty-supported clubs, such as the Political Forum, Literary Magazine, and Investment Club
give students the opportunity to explore their passions in a supportive environment, and roles in student government, mentorship programs, and faculty-supported initiatives further prepare students for leadership and lifelong success.
Weekends are a thrill. Outdoor adventures, trips to nearby towns, and cultural excursions keep students engaged and active. Kiski students enjoy the vibrant cultural and entertainment scene of Pittsburgh, located just 35 miles away.
With
more than 30 student-led clubs, Kiski students immerse themselves in activities ranging from politics and literature to community service —while discovering new interests along the way
Weekend trips and class excursions provide opportunities to experience the city’s energy. Students can attend professional sporting events, cheering on the Pittsburgh Steelers, Pirates, and Penguins. They can explore world-renowned museums such as the Carnegie Museum of Natural History and The Andy Warhol Museum, which offer deep dives into science, history, and modern art. They also have the chance to visit architectural landmarks like Fallingwater, Frank Lloyd Wright’s iconic masterpiece of design and innovation.
The school’s balance between structured learning and spontaneous fun ensures that Kiski offers a well-rounded experience. “Kiski isn’t just about education; it’s about preparing students for life,” says Dr. Mark. “Our traditions, our sense of community, and our commitment to excellence shape students into confident, capable individuals.”
Where Tradition Meets Opportunity
At Kiski, tradition runs deep, creating an environment where students feel a strong
sense of belonging that stays with them for decades after graduation. One of the most cherished aspects of student life is the school’s family-style dining experience, where students and faculty gather several times a week for shared meals. Of course, these gatherings offer more than just food— they foster connections, spark meaningful conversations, and reinforce the school’s timeless values.
The Cougar Cup is a year-long competition that builds camaraderie through friendly rivalry. Each student is placed on either the Loyalhanna Team or the Conemaugh Team upon arrival. Throughout the year, students take part in various challenges—whether in academics, athletics, or community engagement—to earn points for their team.
Another unique Kiski tradition is the personal meetings with the Head of School. At the end of each academic quarter, students receive their grades in a one-on-one meeting in their dorm. This experience provides personalized feedback, encouragement, and motivation to keep pushing forward.
Few
traditions capture the spirit of Kiski athletics like its intense athletic rivalry with Mercersburg Academy, which dates back to 1913
Athletics: Victory, Rivalry, and Unmatched School Spirit
Athletics play a major role in life at Kiski. With 13 varsity sports — and top-tier facilities — students have every opportunity to develop their skills, compete at a high level, and embrace the discipline and teamwork that sports cultivate.
Students train and compete in the Ross Athletic Facility (RAC), a 75,000-squarefoot indoor complex featuring a multi-purpose gym, weight training rooms, and even an indoor
track. The RAC also houses the McCutcheon Natatorium, a dedicated wrestling and baseball space, and upgraded locker and equipment rooms. Outdoor facilities include a private ninehole golf course, McCrady Golf Learning Center, Andreini Baseball Stadium, tennis courts, and an outdoor swimming pool.
Kiski students are well prepared to compete in college and professional — in fact, 44% of the Class of 2024 continuing their athletic careers at the collegiate level. This athletic prowess is a long tradition at Kiski, and the school’s alumni include athletic legends like Bob Mathias ’49, an Olympic gold medalist, Stanford graduate, and U.S. congressman.
Few traditions capture the spirit of Kiski athletics like its intense athletic rivalry with Mercersburg Academy, which dates back to 1913. Throughout the year, varsity teams from both schools compete for points, with the winning school claiming the coveted Centennial Cup trophy.
Pathways to Success, in College and in Life
The Kiski campus is a vibrant mix of cultures, ideas, and perspectives that shape a truly global learning experience. The 10:1 studentto-faculty ratio ensures that every student receives personalized mentorship, whether in the classroom, on the field, or during latenight study sessions in the dorms. Faculty members don’t just teach; they live alongside students, offering guidance, encouragement, and support at every step of the journey.
At Kiski, preparing for college isn’t a lastminute sprint—it’s a carefully structured, four-year journey. “Our college counseling program is designed to support students at
every stage of their high school career,” says Dr. Ott. The process starts in ninth grade with foundational academic planning and extracurricular engagement. By eleventh grade, students are immersed in workshops, standardized test preparation, and strategic college application planning. Senior year is a full-throttle experience of one-on-one coaching, interview preparation, and financial aid guidance.
To make the process seamless, Kiski hosts standardized testing on campus and brings in college admission representatives throughout the year, giving students direct access
to networking opportunities and insights into top-tier universities. The results speak for themselves—Kiski graduates gain admission to some of the best colleges in the country, including Carnegie Mellon University, Columbia University, Rochester Institute of Technology, Colby College, Hamilton College, Villanova, George Washington University, and Vassar College.
Honoring Tradition, Embracing Innovation
Kiski is a school with deep roots and a forwardthinking vision. While the institution honors
Kiski integrates leadership development, life skills, and hands-on learning experiences to ensure students leave not just prepared for college, but ready to take on the world
its rich history and its commitment to timeless values, it continuously evolves to ensure that its students are prepared for the modern world. Every graduate walks away with the skills, confidence, and adaptability needed for success in college and beyond.
Over the past two decades, nearly every building on campus has been renovated, expanded, or built from the ground up.
“The McPhail Classroom Center, our academic hub, is undergoing its third phase of renovation, ensuring that our science labs remain at the forefront of instruction,” notes Dr. Mark. The Ross Athletic Center,
completed in 2015, provides athletes with world-class facilities, and every dorm has been recently updated to create comfortable, modern living spaces.
Whether competing on the field, debating in the classroom, or exploring the cultural richness of Pittsburgh, at Kiski, students build lifelong friendships, develop leadership skills, and emerge as skillful and confident adults. Kiski’s unique blend of academics, athletics, and tradition that makes Kiski an unforgettable place to learn and grow. Kiski students don’t just dream about the future—they step into it fully prepared.
Wa n t t o S e l l o r fi n d
I nve s t o rs f o r yo u r
B u s i n e s s ?
The Benefits of Internationalization in Public Education
Dr. Pino Buffone, Chief Education/Executive Officer of the Ottawa-Carleton District School
An educator by profession since 1994, Pino has served as a teacher in the Western Quebec School Board and as a teacher, vice-principal, principal and supervisory officer in the Ottawa-Carleton District School Board, as well as Director of Education for the Renfrew County District School Board. Since August 2023, he has served as Director of Education at the Ottawa-Carleton District School Board. As Chief Education Officer and Chief Executive Officer of the District, as well as Secretary to the Board, he is accountable to the Board of Trustees, and through Statute, to the Minister of Education for the organization and operation of the District. Pino is currently a provincial representative for the Council of Ontario Directors of Education on the Advisory Committee for School Mental Health Ontario. He is also an Education Partner with the Education Research Development & Innovation Institute. He has served as facilitator of the Supervisory Officers’ Qualification Program for the Eastern Ontario Staff Development Network. Pino also held the position of President of the United Nations Association in Canada – National Capital Region Branch, as well as Part-Time Academic Staff of the Faculty of Education at the University of Ottawa.
As the Chief Education/Executive Officer of the Ottawa-Carleton District School Board (OCDSB)
- a diverse, dynamic institution of public education located in the heart of the National Capital Region of Ottawa, Ontario, Canada - I have witnessed, first-hand, the benefits of international education initiatives for students, staff and school communities. The following article shares insights as key ‘signs of success’ regarding the benefits of internationalization in public education, K-12, from the perspective of a large, urban district.
Introduction - The Canadian Context
In its informative, inspirational position paper on international education released by Global Affairs Canada, ‘Building on Success: International Education Strategy, 2019-2024’, the Government of Canada has created a vision that aims to diversify the education sector, boost Canada’s capacity for creativity and innovation, promote global connections, and foster a vibrant economy, nation-wide. The strategy is designed to support efforts by provinces/territories and its interest holders, in the enhancement of a successful and sustainable system for
The strategy is designed to support efforts by provinces/ territories and its interest holders, in the enhancement of a successful and sustainable system for public education
The province of Ontario is the largest beneficiary of foreign students in Canada and hosts almost half of all international students choosing to live and study in the country
public education. More specifically, the three prominent objectives of Canada’s current strategy for international education include:
Encouragement of Canadian students to gain new knowledge and skills through opportunities for study and work abroad in key global markets, especially Asia;
Diversification of the countries from which international students come to Canada, as well as the fields, levels and locations of their study while here; and,
Augmentation of support for institutions of the education sector to facilitate growth in the export of their products and/or services and explore new opportunities abroad.
Thinking ahead, the Canadian Bureau for International Education (2023) has provided a number of recommendations to Global Affairs
Canada through its consultation brief in regard to the development and implementation of a new five-year strategy, including: adopting a comprehensive, whole-of-government and sector-wide approach to international education; strengthening the nation’s global brand through an ethical approach; conducting labour market needs and immigration pathway analyses for inbound student mobility; ensuring diversification as an objective of educational efforts; investing in scholarship programming; securing a long-term strategy for outbound student mobility; and, creating a robust approach to the review of data related to internationalization. These recommendations will undoubtedly help the country balance the breadth and depth of both inbound and outbound endeavours, moving forward.
In 2015, the Ministry of Education Ontario released its strategy for international education for Kindergarten to Grade 12. Through ‘Ontario’s Strategy for K-12 International Education’, the provincial government promotes opportunities for its students to learn from international peers by exposing them to the diverse cultures, languages and viewpoints of their classmates, as well as the broader school communities in which they live. The strategy focuses on four main goals:
Future-oriented learning for the province’s students;
High-quality programs and services for international students studying in ontario;
Opportunities for sharing and developing the province’s educational expertise; and, Pathways to post-secondary education, work, and living in ontario.
In the context of the provincial strategy, internationalization serves as an ongoing process of adaptation in the programs and/or services offered by systems for public education, as well as the teaching and learning environments of their schools. In its summary report of current knowledge and best practices to accompany its published strategy for international education, K-12, the Ministry of Education Ontario (2018) released ‘Global Education for Ontario Learners: Practical Strategies’. This resource highlights teaching and learning practices for internationalization that enhance schools and systems through the integration of international, intercultural and/or global perspectives, cultures and experiences. Of importance to note, the province of Ontario is the largest beneficiary of foreign students in Canada and hosts almost half of all international students choosing to live and study in the country.
Interestingly, the established objectives of the provincial strategy for international education are currently under review by the Ministry of Education Ontario, as is the case at a national level through the Government of Canada, as there are both challenges and opportunities ahead in regard to internationalization in the Canadian context, to be sure.
Key Signs of Success for Internationalization
The following three aspects of internationalization serve as key ‘signs of success’, to my mind, for institutions of public education, K-12, moving forward.
Development of Sound Strategies for Global Exchange of Culture and Ideas
MacDonald (2024) highlights that Global Affairs Canada has been consulting with interest holders in the education sector for over a year now, in search of successful strategies, in advance of the expected renewal of its international education strategy. Key foci of these consultations, she adds, has been related to greater responsiveness to national and regional labour market needs, spreading international students more broadly across the country, and protecting the Canadian brand by dealing with problems such as unscrupulous recruiters. One solution that MacDonald (2024) suggests as emerging from the research as a sound strategy, for example, is tailoring co-op and internship programs for international students - through special work permits in addition to regular study permits - in order to meet many of the labour market needs described.
As a student of the OCDSB, I experienced the incredible learning that takes place when internationalization is nurtured at school sites
Encouragement of the Promising Potential of Paradiplomacy
In an intriguing study of soft power through international relations, Murphy (2024) points out that sub-national actors, such as school boards, may accidentally become ‘paradiplomats’ at the international level as a by-product of their recruitment efforts, often executed to address existing budgetary pressures. Building upon the notion of ‘soft power’ introduced by Nye (2004) as decentralized, emerging from multiple sources, and taking place largely within the domain of culture - as opposed to ‘hard power’ that is centralized, coercive in nature, and residing in the hands of national government decision-makers - Murphy makes the case that school boards have significant soft power through student exchanges, K-12. He claims that soft power resources have become increasingly important for the successful navigation of world politics. He also emphasizes the longstanding connection between the education sector and soft power, revealing student exchanges as particularly valuable soft power projection strategies because they permit the formation of a lengthy relationship between the student and the host country. In turn, these students - the future leaders of tomorrow - become paradiplomats… unofficial, yet influential diplomats of sorts for their host countries when they return home… having developed an appreciation, awareness, and understanding of the culture they experienced abroad. Interestingly, Murphy (2024) surmises that school boards have, perhaps inadvertently, developed important businesses of building cultural bridges to export understandings of Canadian society. He specifies that the opportunity to learn about Canadian culture is presented as an integral part of the value proposition to potential students from abroad.
Implementation of Sensible Opportunities to Scale Up Internationalization
Other contemporary research articles on the topic of the building internationalization in the Canadian context, including Elnagar and Young (2021), speak to the shifting dynamic of the two major initiatives that school boards engage in with respect to international education: recruitment of international students; and, establishment of affiliate agreements with schools/jurisdictions overseas. In particular, they suggest that international education as an academic field now reflects the above two interconnected research interests more than ever before. First, an educationoriented interest related to international development, cooperation, peace-making, and co-existence amongst nations. Second, an economic-oriented interest related to national competitiveness, profit-making, as well as the recruitment and development of a skilled labour force for the nation. As such, the authors claim there are two observable approaches to conceptualize international education and/or internationalization: a learning-driven one and a market-driven one. Ultimately, Elnagar and Young (2021) point out, additional scholarly interest in a number of the following areas would greatly aid the field: international student recruitment practices and the regulation of agents involved in recruitment process across Canada and globally; academic and social provisions for international students in public schools and their home placements; efforts to address issues of accessibility and equity for all students; as well as, the impact of international student fees on the funding of public education at the school, system and provincial levels.
Consolidation - Application of Internationalization at the OCDSB
As the largest district school board in the National Capital Region, and one of the most prominent in the country, the OCDSB has established a synergistic partnership with the Ottawa-Carleton Education Network (OCENET) - the District’s international learning partner. As an independent, not-for-profit corporation governed by a Board of Directors, and a leader in the field of international education since 1999, OCENET strives to enhance the OCDSB’s multi-year strategic plan for 20232027 through various international endeavours. The key initiatives of OCENET include: student exchange programs, educator training programs, as well as an ‘International Certificate Program’ (ICP) where students at the secondary level across the District have the opportunity to foster global citizenship and connections, and learn through cultural exchange opportunities. Through thoughtfully-designed “course bundles”, the three components of the ICP include: languages and communication; international coursework; and, international experience and engagement. After successfully completing the certificate components, students showcase their commitment as a global citizen via a summative portfolio experience as an integral aspect of this innovative offering at the OCDSB.
I am a firm believer, personally and professionally, in the transformational nature of initiatives for international education. As a student of the OCDSB, I experienced the incredible learning that takes place when internationalization is nurtured at school sites. As Director of Education of the District, I am committed to providing these same valueadded experiences to our students, staff and school communities.
ACADEMIC VIEWS
Redefining Learning: How STEAM is Revolutionizing Education
Tanya Neilsen, Director of STEAM Education & Cocurricular at Brisbane Grammar School
Could you share the story of your career journey and what inspired you to focus on advancing STEAM education, particularly in boys’ education?
My career journey has been a dynamic evolution, beginning in Arts Education and culminating in my current role as piloting Education. Each phase of my professional life has been underpinned by a passion for innovative teaching, leadership, and curriculum development, with a focus on advancing boys’ education. While I deeply value mastery within disciplines, I am a firm believer in the power
of adaptive expertise; the ability to apply knowledge and skills flexibly and creatively in diverse contexts. This belief has shaped my commitment to integrating STEAM ways of working, which I see as essential for preparing students for the complexities of future career trajectories and the ever-changing demands of the workforce.
For 12 years, I served as Head of Drama, fostering a department renowned for its innovative curriculum and cocurricular programs. My work emphasised empowering students through the transferable skills that
By fostering collaboration among cross-disciplinary teams and mentoring colleagues, I have championed a cultural shift that supports dynamic teaching identities and aligns with the school’s vision for excellence
Tanya Neilsen is a visionary educational leader renowned for driving sustainable and impactful educational change within schools. As the Director of STEAM Education & leader of STEAM Cocurricular programs at Brisbane Grammar School, Tanya has revolutionised education by championing cross-disciplinary programs that integrate creativity, critical thinking, and problem-solving. She has also designed tailored professional development initiatives to enhance teacher efficacy, fostering a culture of innovation and lifelong learning among students and educators alike.
Tanya’s ability to balance innovation with educational frameworks equips students with resilience, collaboration, and critical thinking skills essential for success in the 21st century. Her strategic leadership and collaborative approach have led to enduring reforms that prepare students for a rapidly evolving world.
A dynamic keynote speaker, Tanya draws on over 15 years of experience as a lecturer in the Master of Teaching program at the Queensland University of Technology and more than 20 years in Arts Leadership. Her wealth of expertise, coupled with her engaging presentation style, makes her a sought-after voice for educators and leaders committed to fostering excellence and driving meaningful change in their schools. Tanya’s passion for transformative education shines through her unwavering commitment to inspiring curiosity, creativity, and collaboration across all levels of education.
In an exclusive interview with K12 Digest, Tanya discusses her journey and shares insights into the transformative potential of STEAM education. She provides a roadmap for schools on how to integrate cross-disciplinary learning, aiming to create future-ready learners. Her passion for fostering curiosity, creativity, and collaboration highlights her commitment to shaping the next generation of ethical, creative, and innovative leaders.
the Arts providem (creativity, collaboration, and communication), equipping them with the critical thinking and adaptability essential for success. During this time, I also contributed as a sessional academic and lecturer at Queensland University of Technology (QUT) in the Master of Teaching program, guiding pre-service teachers in Drama Education, the Creative Industries, and transdisciplinary education. This experience deepened my understanding of how to integrate key learning areas with rigour in pedagogy, laying a strong foundation for my transition into STEAM education.
My shift towards STEAM education was inspired in 2015 by a transformative two-year Action Research Project in Maker Learning, where I explored the intersection of Drama and Robotics. This pioneering work culminated in my presentation at the International Boys’ Schools Coalition (IBSC) 20th Annual
Conference in Cape Town, South Africa, where I shared evidence-based research into fostering high-level critical and creative thinking through design thinking and projectbased learning. This experience solidified my belief in the relevance of STEAM approaches, particularly how the integration of creativity (the ‘A’) within STEM disciplines can lead to innovative problem-solving and meaningful educational outcomes for boys.
I have built on this foundation to lead programs that elevate the school as a national and global leader in educational innovation. My role involves designing, curriculum mapping and implementing interdisciplinary initiatives that provide students with real-world, futurefocused learning experiences. By fostering collaboration among cross-disciplinary teams and mentoring colleagues, I have championed a cultural shift that supports dynamic teaching
identities and aligns with the school’s vision for excellence.
How do you see the integration of science, technology, engineering, arts, and mathematics shaping the future of education, and why is it crucial in today’s dynamic world?
By breaking down traditional subject silos, STEAM education not only equips students to tackle real-world challenges with innovative solutions but also builds their confidence in areas they might not initially see as strengths. For example, in a sports science program, students might use maths to calculate an athlete’s optimal power-to-weight ratio, analyse data from GPS tracking to assess performance, or model biomechanics to improve technique and prevent injury. These tangible, realworld applications highlight the relevance
STEAM education is crucial for empowering students to think critically, act ethically, and lead with ingenuity, particularly in a world increasingly driven by technological advancements such as artificial intelligence and data analytics
The most effective way to ensure professional development remains a priority is by the ongoing collecting and sharing of data on both student and teacher experiences
of mathematical concepts, helping students develop confidence and capability in a subject they may have previously doubted.
STEAM education is crucial for empowering students to think critically, act ethically, and lead with ingenuity, particularly in a world increasingly driven by technological advancements such as artificial intelligence and data analytics. By integrating these tools into their learning, students gain the skills to navigate and leverage technology effectively while fostering self- belief across diverse disciplines. This approach prepares them not only to adapt to future challenges but to actively shape them with creativity, innovation, and ethical responsibility.
Brisbane Grammar School has introduced several innovative STEAM programs under your leadership. Could you elaborate on one or two programs that you believe have had the most significant impact on students and educators?
This is difficult to answer with over 17 programs; however, two of the most popular and impactful programs are the Impact Fashion
Lab and the SES Drones Program, both of which exemplify STEAM education’s ability to inspire creativity, innovation, and realworld problem- solving.
Impact Fashion Lab
This program merges the Arts, technology, and engineering in the context of a post- apocalyptic film. Students design interactive garments, incorporating LED lighting technology, and explore sustainability and ethics in fashion. By using innovative materials and design processes, students create environmentally responsible pieces, blending art with technology to make a tangible impact.
SES Drones Program
This program immerses students in drone technology through the real-world scenario of rescuing communities during floods. Students operate and program drones, design flight paths, and apply mathematical concepts for navigation and control. It connects students to future careers and highlights how drone technology can address global challenges in areas such as search and rescue, environmental monitoring, and logistics.
Both programs encourage students to see the interdisciplinary nature of STEAM, building confidence and equipping them to apply knowledge creatively and practically. They also provide unique opportunities for students to work with new peers in their cohort, fostering collaboration and broadening their perspectives. The hands-on, project-based nature of these programs allows students to step outside their comfort zones, apply diverse skills, and challenge themselves in new ways. Additionally, teachers are actively involved
in these programs, experiencing first-hand the benefits of cross-disciplinary teaching. They, too, work outside their traditional fields, which promotes professional growth, collaboration, and the adoption of innovative teaching strategies. This shared experience between students and teachers not only enhances the learning environment but is far more student led than in other academic contexts.
What role does professional development play in
empowering educators to deliver STEAM education effectively, and how do you ensure it remains a priority?
Professional development is essential for empowering educators to deliver STEAM education effectively, particularly given the time pressures teachers face in juggling curriculum delivery, cocurricular responsibilities, and student wellbeing. Recognising these competing demands, we ensure professional learning remains both practical and closely aligned with the school’s broader STEAM vision. One key approach is facilitating offline, crossdisciplinary PD workshops through dedicated breakfast sessions (starting early in the morning and only taking teachers offline for 1 or 2 lessons). For example – an intensive three-hour session held twice a semester. By meeting in these focused settings, teachers from different disciplines engage in crossdisciplinary planning helping them see the relevance of STEAM in their own subject areas and boosting their confidence in integrating technology and creativity into their teaching. In tandem with these collaborative sessions, targeted support systems including mentorship and hands-on workshops—further empower
educators to experiment with new digital tools and approaches. Providing structured time for reflection and collaboration ensures these practices can be aligned without overwhelming teachers. This dual strategy of shared responsibility and ongoing learning not only breaks down traditional silos but also keeps STEAM at the forefront of educational innovation.
The most effective way to ensure professional development remains a priority is by the ongoing collecting and sharing of data on both student and teacher experiences. This evidence not only highlights the highly positive outcomes (such as increased student engagement and teacher satisfaction) but also demonstrates the impact of these initiatives to the wider school community. To further celebrate these achievements and involve the wider community, we create microdocumentaries showcasing STEAM projects and their real-world applications, which are shared through the school’s marketing channels. These narratives help parents and the broader community see the tangible benefits of STEAM education, fostering greater support and enthusiasm. Just as importantly, we use these platforms to acknowledge and celebrate the considerable effort teachers invest in delivering these programs. By spotlighting their innovations and successes, educators feel valued and motivated, reinforcing a culture where professional development is both rewarded and sustained.
What are some of the biggest challenges you’ve faced in implementing STEAM initiatives, and how have you turned them into opportunities for growth and learning?
One of the greatest hurdles in implementing STEAM initiatives is time - teachers are already
Through ongoing teacher professional development, cross-departmental collaboration, and industry partnerships, we can foster a culture that values both disciplinary mastery and interdisciplinary exploration
balancing so much. To address this, I focus on showing the tangible value of each program. By clearly conceptualising and marketing the initiative’s benefits - both to student engagement and to professional growth - educators can see how it aligns with their teaching goals rather than adding an extra layer of work.
Another key strategy has been the intentional onboarding of staff. I invite Faculty Heads to model innovative practices and selectively form cross-disciplinary teams that blend different competencies. This approach not only showcases the collaborative spirit of STEAM but also underscores that each teacher brings unique strengths to the table. We discuss how, early in our teaching careers, we all had big,
innovative ideas but struggled to implement them once the reality of assessment and planning set in. By revisiting that initial enthusiasm and creating structured support through time release, mentorship, or resources, I have been able to take this challenge as an opportunity for teachers to reconnect with why they entered the profession in the first place. Ultimately, these measures turn a major obstacle into a catalyst for meaningful work.
What
is your long-term vision for STEAM education, both at Brisbane Grammar School and in the broader K12 education sector?
My long-term vision is to create an educational environment where STEAM is not just an isolated initiative but an integrated, collaborative, and future-focused way of learning. This means conceptualising, trialing, piloting (and sometimes failing) STEAM principles across all subjects so that students continually develop the adaptive expertise they will need in an ever- evolving workforce. I want every student to see themselves as an innovator, capable of combining creativity, critical thinking, and technical skills to tackle real-world problems. Through ongoing teacher professional development, cross-departmental collaboration, and industry partnerships, we can foster a culture that values both disciplinary mastery and interdisciplinary exploration.
Beyond our school, my aspiration for the K12 sector is to scale this model of STEAM integration nationally and globally, making it a cornerstone of curriculum design rather than an optional add-on. I envision schools partnering with local communities, universities, and businesses to provide authentic, hands-on
experiences that connect classroom learning with real-world applications. By prioritising equitable access to resources, encouraging cross- cultural collaboration, and continuously evolving with technological advancements, we can prepare all students, regardless of their backgrounds to thrive as ethical, creative, and impactful leaders in the 21st century.
What is one piece of advice or a personal mantra that you live by, which you believe could inspire students and educators to embrace creativity and critical thinking in their pursuits?
“Fear is the enemy of creativity.” – Stella Adler
This mantra resonates deeply because it addresses what often holds us back from experimenting, innovating, and taking risks in both learning and teaching. Fear - whether failure, judgment, or the unknown can paralyse our ability to push beyond our comfort zones and discover new possibilities. By recognising that fear stifles ingenuity, we empower ourselves to move past apprehension and embrace curiosity, bold thinking, and resilience. For students and educators alike, this quote reminds us that true growth happens when we let go of fear and explore our full potential.
