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Why the World Is Looking to Canada’s Classrooms
Walk into a private school in Ontario, and you’re likely to find students collaborating on real-world problems, guided by teachers who act more like mentors than lecturers. From coding projects to climate debates, the learning feels purposeful and personal. It’s this kind of environment where curiosity thrives and values matter; that’s turning heads globally.
Canada’s private schools, especially in Ontario, are gaining well-deserved attention. Known for high academic standards, diverse communities, and a strong focus on student well-being, these schools are attracting families from across Asia, the Middle East, Africa, and beyond. They’re not just offering education but are nurturing future-ready citizens with a global mindset. On such example is J. Addison School. What really makes J. Addison special is how much it cares about students growing up as people, building good character, and feeling like part of a community.
At the same time, the Canadian K-12 landscape is evolving fast. Classrooms are going digital, learning is becoming more personalized, and interdisciplinary thinking is the new norm. Of course, there are challenges—rising tuition, immigration shifts, and the push for more inclusive models. But there’s also immense opportunity. Canada is uniquely positioned to lead by example in what future-focused education should look like.
In this issue of K12 Digest, we highlight the schools and leaders shaping this transformation. Our cover story features Joanna Povall, Principal of Wales International School, Abu Dhabi. With more than 25 years of leadership experience across the UK, France, and the UAE, Joanna brings a global perspective on school improvement and student success. As a Lead Improvement Partner for COBIS, her insights are timely and powerful.
You’ll also discover school profiles, expert viewpoints, and thoughtful commentary from across the K-12 education space. Whether you’re an educator, policymaker, or a curious reader, this issue is packed with ideas and inspiration.
The world of education is changing and Canadian private schools are right at the heart of it. We hope this issue offers a deeper understanding of their role and sparks conversations that matter.
Enjoy the read!
Sarath Shyam
JOANNA POVALL
PRINCIPAL, WALES INTERNATIONAL SCHOOL
DRIVING CHANGE AND EXCELLENCE IN EDUCATION
26
PROMINENT PRIVATE SCHOOL TO WATCH IN ONTARIO-2025
Fostering Purpose-Driven Learning in a Digital Age J. ADDISON SCHOOL
BEST PRACTICES
50 FROM REFLECTION TO TRANSFORMATION: EMBEDDING ANTIRACISM INTO EVERYDAY PRACTICE
Dr. Daman Harris, Senior Manager, Educator Advancement and IHE Partnerships, Anne Arundel County Public Schools
ACADEMIC
VIEWS
BEYOND THE CLASSROOM: WHAT EVERY ASPIRING SCHOOL LEADER NEEDS TO KNOW
Dr. Rachel Edoho-Eket, Principal at Howard County Public Schools
20
Carl Morris, Co-Founder, educave INDUSTRY PERSPECTIVE
BITE-SIZE LEARNING, BIG RESULTS: WHY MICROLEARNING IS THE FUTURE OF EDUCATION
LOOK TO THE SCIENCE: UNDERSTANDING HOW MIND, BRAIN AND EDUCATION SCIENCE CAN INFORM EDUCATIONAL PRACTICES
Dr. Gina DiTullio, Principal, Rochester City School District
Christopher Herman, Head of School, Garden School 56
FROM SANDBOX TO STRATEGY: HOW ARTIFICIAL INTELLIGENCE IS IMPACTING THE K-12 LEARNING ENVIRONMENT
Dr. Charles Lentz, Superintendent, New Hope-Solebury School District
HONORING TRADITION WHILE PURSUING INNOVATION
TRANSFORMING ELEMENTARY LUNCHTIMES FROM CHAOS TO CALM
Matthew Moyer, Principal, Rupert Elementary School
COVER STORY
COVER STORY
JOANNA POVALL
PRINCIPAL, WALES INTERNATIONAL SCHOOL
DRIVING CHANGE AND EXCELLENCE IN EDUCATION
Joanna Povall brings over 25 years of leadership experience in schools across the UK, France, and the UAE. She currently serves as the Principal of Wales International School in Abu Dhabi, where she is dedicated to developing academic excellence and student success. In addition to her role as Principal, Joanna actively contributes to global school improvement as a Lead Improvement Partner for the Council of British International Schools (COBIS). Over the past decade, she has worked with more than 20 international schools worldwide. In recognition of her outstanding leadership, Joanna was honoured as the Tes International School Principal of the Year 2024. Recently, in an exclusive interview with K12 Digest, Joanna shared insights into what drives her passion for education and leadership, the importance of diversity, equity, and inclusion in education, her favorite non-academic book, future plans, words of wisdom, and much more. The following excerpts are taken from the interview.
Hi Joanna. What drives your passion for education and leadership, and how do you stay motivated?
My passion for education and leadership is primarily driven by the students and my firm belief in the transformative power of learning. The opportunity to make a positive impact on students' lives, shaping their futures and helping them reach their full potential, is what motivates me most. Watching students grow academically, personally, and socially, remains one of the most fulfilling parts of my role. I am fortunate to remain in contact with many of the students I have taught over the years, and it is incredibly rewarding to see how they have grown and where life has taken them. As a leader, I also find inspiration in guiding and supporting my team, empowering them to excel and create impactful learning experiences.
What keeps me motivated is the understanding that education has the ability to break down barriers and open doors to endless possibilities. I am always looking for ways to improve, both personally and in the growth of the school as a whole. But no matter what, everything I do always circles back to my students. Being a principal comes with its share of stressful moments, but whenever I feel overwhelmed or demotivated, I take a brief walk around the school to reconnect with my students. This always helps me refocus and reignite my passion for my work.
I draw energy from engaging with students, staff, and parents, listening to their perspectives, and developing a shared sense of community. The challenge of continuously adapting to meet the demands of a changing world keeps me engaged and inspired. Knowing that my
Building strong relationships with students, parents, and staff is a highlight of my role, as it develops a real sense of community within our school
work contributes to a positive, inclusive school culture where every learner can thrive pushes me to give my best every single day.
What do you love the most about your current role?
What I love most about my role as Principal at Wales International School is, quite simply, everything! I truly love my job and our school. It is a place that fills me with pride, purpose, and genuine joy every day.
I feel incredibly fortunate to have the chance to make a genuine impact on the lives of our students, staff, and the wider school community. Each day is different, bringing fresh challenges and opportunities that keep my work both engaging and highly rewarding. I am passionate about creating a positive and inclusive school culture where every student and member of staff feels valued, supported, and inspired to reach their full potential. It is so rewarding to witness our growth as a school. Working alongside a dedicated team who share a commitment to our journey to excellence is inspiring.
Building strong relationships with students, parents, and staff is a highlight of my role, as it develops a real sense of community within our school. I take pride in leading initiatives that promote diversity, equity, and inclusion, ensuring that our school is a welcoming and safe environment for everyone. I also enjoy the freedom to innovate and the strategic aspect of my role—setting goals, planning for the future, and guiding the school toward continued success—is something I find personally motivating. Seeing the positive impact of these initiatives firsthand is incredibly gratifying. Our school community is predominantly made up of Emirati locals, and there is a
palpable sense of pride in the UAE and in Islamic values throughout our school. It is a privilege to contribute to an environment where students flourish, and where education goes beyond academics to nurture lifelong learners and responsible global citizens. Our students are not only the future of the UAE but also of the world, and being part of their journey is truly an honour.
What do you believe are the most significant challenges facing
educational leaders today, and how can they address them?
Educational leaders today face numerous complex challenges, including teacher retention, student wellbeing, technological advancements, and equity in education. I wholeheartedly believe that teaching is one of the most rewarding and impactful professions in the world. As educators, we have the power to shape lives, inspire curiosity, and make a lasting difference. It is essential that we share this passion and encourage others to recognise the profound value and joy of teaching. Excessive workloads and burnout contribute to teacher shortages, making staff support, professional development, and strong leadership essential. Leaders must cultivate a positive, inclusive culture, offer mentorship, and advocate for policies that prioritise wellbeing. Student mental health concerns are increasing, requiring schools to integrate social-emotional learning, provide access to support services, and create safe, nurturing environments. The rapid evolution of technology necessitates continuous adaptation, ensuring teachers and students develop digital literacy and understand ethical online behaviour. Additionally, addressing disparities in resources
and opportunities is critical to achieving true equity in education.
To overcome these challenges, educational leaders must have open communication, engage in strategic planning, and collaborate with all stakeholders and the wider world. Leadership should be more solutions-focused, promoting shared learning and cooperation across schools. No school is perfect. Our school is on a journey of growth but by opening our doors to dialogue and best-practice sharing, we can collectively find innovative solutions. Anyone is welcome to visit our school. While it’s easy to dwell on difficulties, it’s equally important to highlight successes and recognise the meaningful impact we make every day. By focusing on progress and celebrating achievements, we can inspire positive change in education.
How do you see technology transforming teaching and learning, and what strategies have you implemented to support this transformation?
I strongly believe in the power of technology to transform teaching and learning by making education more interactive, accessible, and personalised. Today’s digital tools can enhance engagement through multimedia content, adaptive learning platforms cater to individual needs, and AI-powered analytics provide valuable insights into student progress. Remote and hybrid learning models have also broadened access to quality education beyond traditional classrooms. By developing a culture of innovation and adaptability, we can strive to create a learning environment that equips both students and staff for a technology-driven future.
I take pride in leading initiatives that promote diversity, equity, and inclusion, ensuring that our school is a welcoming and safe environment for everyone
To support this transformation, at Wales we have strategically integrated technology, utilising data-driven assessment tools, and encouraging the use of educational apps to enhance student engagement. Professional development is a priority to ensure teachers feel confident using digital tools effectively. However, we also recognise the importance of educating students about online safety and ensuring robust safeguarding measures are in place.
While I embrace technology and AI, I remain cautious about claims that computers could replace teachers. My husband, who teaches A-Level Physics, asked an AI platform to generate an image of a gold leaf electroscope, only to receive a picture of an electroscope with two gold leaves inside! While it was amusing for us, a student might not have recognised the mistake. This highlights why, despite technological advancements, the human element in teaching remains irreplaceable.
Can you share your thoughts on the importance of diversity, equity, and inclusion in education?
Diversity, equity, and inclusion (DEI) are essential to creating a vibrant and dynamic educational environment and are deeply important to me. Embracing differences and ensuring every student feels valued is critical, and schools must actively implement strategies to support DEI. By prioritising diversity, we enable students to see themselves reflected in the curriculum, nurturing a sense of belonging and affirmation. True inclusion goes beyond acknowledgment—it means engaging every voice, valuing diverse perspectives, and making
Our school is on a journey of growth but by opening our doors to dialogue and best-practice sharing, we can collectively find innovative solutions
sure all students feel respected and heard. When education prioritizes DEI, it not only improves academic outcomes but also equips students for a multicultural world, enhancing empathy, critical thinking, and collaboration.
The same principles apply to adults in schools. A diverse and inclusive staff enriches the school community, promoting cultural awareness, understanding, and tolerance among students, staff, and the wider community. At Wales, we are proud to have a diverse team of teaching and support staff. Our recruitment process is designed to be fair, inclusive, and accessible to all candidates. I firmly believe that having the right people in the right roles is the most critical factor for our school's success—regardless of age, race, gender, or neurodiversity. If a candidate is the best fit for the role, they deserve the opportunity.
It is crucial for everyone to challenge biases, celebrate differences, and create a safe, nurturing space where every learner can thrive. By embedding DEI principles into teaching practices, policies, recruitment, and school culture, we empower our school community to develop into compassionate, open-minded, and socially responsible individuals who make positive contributions to society. The journey toward building genuinely inclusive educational environments is ever-evolving, and I truly hope to see the day when inclusivity is fully woven into the fabric of society.
What does it mean to you to be awarded the Tes International School Principal of the Year 2024, and how do you think this recognition will impact your work? Being awarded the Tes International School Principal of the Year 2024 was definitely the
highlight of my career and something that I still find difficult to believe. It is an incredible honour and a testament to the dedication and hard work of our entire school community. With so many incredible schools and outstanding principals worldwide, I could not believe that they would choose me. I still cannot believe it. I have to say that when we knew that the school was through to the final round, our children were so excited that I was more worried about letting them down if we hadn’t won. They were ecstatic and one of our younger students asked me if I was now the principal of the world!
This recognition, whilst I still find it hard to believe, reinforces my commitment to encouraging excellence, innovation, and inclusivity in education. It motivates me to continue leading with passion, ensuring that both students and staff are provided with a supportive and exciting learning environment. I hope this award inspires others to embrace leadership with a focus on collaboration and positive change. I will continue to use this platform to share best practices and advocate for continuous school improvement on a wider scale.
What have you learned as a woman in leadership?
Honestly, one of the most important lessons I have learned as a woman in leadership is that, at our core, we are all just people. Throughout my career, I have been fortunate to have incredible champions—some women, some men—who have supported and uplifted me. At the same time, I have also faced challenging experiences with individuals of both genders. What matters most to me is not someone’s gender, but their character and actions. Ultimately, I see myself simply as Joanna—beyond gender, race,
religion, age, or neurodiversity, I am a person striving to make a meaningful difference in the lives of those in my care. True progress, I believe, comes from recognising our shared humanity and focusing on the values that unite us rather than the differences that divide us.
What
is your favorite non-academic book and why?
Anyone who has ever been to my office will know that I must admit that I do primarily read academic books, but Jude the Obscure by Thomas Hardy is my favourite work of fiction. This is because of its powerful exploration of ambition and the constraints of society. Through the tragic life of Jude, Hardy examines class struggle, unfulfilled dreams, and how people do not always fit in to social norms. The emotional depth and stark realism make it profoundly moving, and Hardy’s poetic language adds beauty to its darkness. Although it is heartbreaking, Jude the Obscure resonates with me deeply, revealing the fragility of human aspirations and the world’s indifference. When I am having a really difficult day, I cheer myself up by knowing my life isn’t as bleak as Jude’s!
Where do you see yourself in the next five years?
We never know what will happen in the future but I hope to still be the Principal of Wales International School, feeling immense pride in the growth, achievements, and progress we have made as a community. I envision leading the school through continued innovation and transformation, ensuring that we provide the highest quality education for our students. My goal is to have a stronger culture of collaboration, resilience, and excellence, where
both staff and students feel supported, inspired, and empowered. I hope to continue to develop my leadership skills, staying adaptable to the ever-changing educational landscape and embracing new challenges with a solutionsfocused mindset. Strengthening partnerships with parents, teachers, and the wider community will be a key priority, ensuring that we create an inclusive and forward-thinking learning environment, playing a pivotal role in the future of the UAE. I also aim to mentor and support aspiring leaders, helping to nurture the next generation of educators. Above all, I want to look back in five years and know that our school has not only grown academically but has also become a place where students and staff feel valued, motivated, and truly excited about learning and their future.
What advice would you give to aspiring Principals or educational leaders who are looking to make a positive impact on their schools and communities? Throughout my 30-year career, I have received so much valuable advice, but I can only share a few key insights, so I will share my top 5. Each of these lessons has shaped my leadership approach and continues to guide me in my professional life.
Listen and let go of your ego! Be open to learning because you do not know everything, and you won’t always be right. Take the time to genuinely listen to all your stakeholders—you may be surprised by how much they can teach you. Effective leadership isn’t about having all the answers; it is about valuing the perspectives of those around you. When people feel heard, they are more likely to contribute meaningfully and invest in shared success.
I strongly believe in the power of technology to transform teaching and learning by making education more interactive, accessible, and personalised
Clarity in communication is essential. As Brené Brown wisely says, “Clear is kind, unclear is unkind.” Being transparent and direct with your words encourages trust and prevents misunderstandings. Ambiguity can create confusion and frustration, leading to unnecessary stress. Whether delivering feedback, setting expectations, or having difficult conversations, clarity ensures that everyone is on the same page and moving forward together.
Recognise that not everyone is like you. We all have different abilities, strengths, and personal challenges, and expecting others to think or act as you do is unrealistic. Being a good leader requires understanding and embraces this diversity, ensuring that everyone is supported in a way that enables them. When you acknowledge and respect individual differences, you can create an inclusive and empowered team.
Take care of your people. True wellbeing goes beyond chocolates in pigeonholes or occasional staff social events—it’s about creating an environment where people feel valued and supported. This means setting realistic expectations, respecting their time, and showing appreciation in meaningful ways. A culture of kindness and understanding leads to a more motivated and committed team.
Find joy and positivity in every situation. Leadership can be a lonely journey, and challenges will arise, but maintaining gratitude and optimism is essential. Celebrate the small wins, acknowledge progress, and remind yourself why you started. Positivity is contagious, and when you lead with joy, you can create a workplace that inspires and uplifts those around you.
ACADEMIC VIEWS
Beyond the Classroom: What Every Aspiring School Leader Needs to Know
Dr. Rachel Edoho-Eket, Principal at Howard County Public Schools
Teaching was my first love, but school leadership became my calling.
I never set out to become a school leader. My heart was firmly rooted in the classroom, especially as a kindergarten teacher. I loved the joy and curiosity of my students. My only goal was to be the best teacher I could possibly be, and that desire eventually stirred something deeper in me.
One moment from my first year of teaching still resonates. I was preparing for parent-teacher conferences and had a student whose mother, I was told, had never attended a school meeting and likely wouldn’t come this time either. It was easy for people to think she wasn’t interested,
but that assumption didn’t feel right to me. I decided to call her on the phone and talk with her. Through that conversation, I learned she wanted to attend evening conferences but didn’t have reliable transportation. Her absence wasn’t about disinterest…not having a car was a barrier.
I approached my principal and asked if we could brainstorm ways to support this family. My principal listened with openness and empathy, and together we landed on an idea: our school would send a cab to bring the parent to school. That evening, she arrived, attended her son’s conference, and left the building smiling. It was a small act, but it carried enormous meaning.
What started as a desire to be the best teacher I could be, turned into a calling to lead schools that center students, empower teachers, and build bridges with families
Dr. Rachel Edoho-Eket is a wife, mother, principal, author, speaker, and the 2025 President of the Maryland Association of Elementary School Principals. She also serves as an adjunct professor at McDaniel College. Known for her instructional expertise and advocacy, Dr. Edoho-Eket has dedicated her life’s work to supporting all stakeholders in public education. Her bestselling book “The Principal’s Journey: Navigating the Path to School Leadership” offers helpful advice to aspiring leaders. She holds degrees in Early Childhood Education, Curriculum and Instruction, and a doctorate in Leadership and Professional Practice.
From that experience, I learned to look beyond the surface, to identify real barriers, and to take action. Most importantly, I saw the power of collaboration between home and school, and what was possible when we work together. That’s how the shift began.
Although it was 20 years ago, that moment planted the seed that would later bloom into my passion for school leadership. While I hadn’t envisioned myself in an administrative role yet, I began to notice how many of the skills I used as a kindergarten teacher, welcoming families, maintaining clear communication, setting goals, and tracking progress, were the same skills strong principals used daily. Both roles are rooted in relationships. Both require vision, patience, and advocacy for student success.
For any classroom teacher contemplating a move into leadership, I want to offer some reflections from my own journey. The transition is challenging, but definitely possible with the right mindset and support.
One of the first things I had to learn was to seek out a coach or mentor—and not just one. I found different mentors for different aspects of leadership: one who challenged me on instructional improvement, one who guided me through tough parent conversations, and one who helped me balance it all with grace. These mentors kept me grounded and offered real-time feedback I wouldn’t have received otherwise. Leadership can be lonely, and mentors provide both a mirror and a lifeline. Their wisdom helped me navigate everything from IEP meetings to the emotional weight of hard decisions.
The next shift came in how I managed my time and energy. As a teacher, I was used to juggling a thousand moving parts, but leadership introduced an entirely new layer of complexity.
The road to leadership is not without bumps, but it is filled with purpose—you’ll make mistakes, grow, and positively impact students
I quickly learned that boundaries were not only helpful, they were necessary. I had to develop discipline around when I checked email, how I structured my day, and most importantly, how I protected time for my family. There’s a temptation in leadership to be “on” all the time, but burnout isn’t a badge of honor. Modeling balance is part of our responsibility as leaders. When we show our staff that we value our families and well-being, we give them permission to do the same.
I also had to get comfortable celebrating, even when things were hard. Leading a school means managing crises, solving conflicts, and navigating the unexpected. But joy is a leadership strategy. I make it a point to celebrate. I started carving out time to build opportunities for joy: a quick morning walk around the building to greet our staff, eating lunch in the cafeteria with students, and making positive phone calls home. Leadership is challenging, yes, but it can also be wonderful when you remember to look for and create joyful moments. When we center joy, we remind ourselves and others of why we do this work. Celebration builds morale, fuels connection, and keeps hope alive, especially during challenging seasons.
For any aspiring leader reading this, I want you to know: your classroom experience is the greatest foundation you could ask for. You already know how to differentiate instruction, manage competing demands, and inspire growth in others. Those are the same skills that strong leaders use, just applied on a larger scale.
Start where you are. Ask questions. Step into leadership opportunities at your school, whether that’s leading a committee, mentoring a new teacher, or planning a family engagement event. Let your assistant principal or principal
know that you’re interested in growing and be open to feedback along the way. The road to leadership is not without bumps, but it is filled with purpose. You will make mistakes, you’ll grow, and if you stay focused on students, you will make a positive impact.
Today, I look back on my kindergarten classes and smile. I never imagined the path would lead me here, but I’m grateful every step of the way. What started as a desire to be the best teacher I could be, turned into a calling to lead schools that center students, empower teachers, and build bridges with families. Remember, your
classroom is your training ground. The skills you’re building right now will serve you in leadership tenfold. Find mentors who will guide you, start thinking beyond your classroom, and don’t forget to celebrate along the way.
To all the educators who are wondering if you’re ready to lead: if your heart is already leading you to advocate, to support, to think beyond your own classroom, then you’re already a leader. Titles will come. What matters most is how you show up, how you uplift others, and how you stay connected to your purpose.
You’re ready!
PROMINENT PRIVATE SCHOOL TO WATCH IN ONTARIO-2025
J. ADDISON SCHOOL
Fostering Purpose-Driven Learning in a Digital Age
When Johan W. joined J. Addison School, he was looking for something his previous school couldn’t provide— access to physics and room to explore new ideas. A few months later, he was standing at Markham’s Earth Day celebration at the Milliken Mills Library, presenting an AI-powered heliostat inspired by how plants move toward the sun. He called it “simple yet smart.” It wasn’t just a school project; it really showed what kids can do when they’re given room to explore, create, and show off their ideas.
Then there’s Tony C., a quiet student in Grade 9 with a deep love for numbers. Encouraged by his teachers, Tony participated in the Pascal Contest, one of the top math competitions in the world. Out of more than 25,000 students globally, he ranked in the top 25%. It was a proud moment—not just for Tony, but for a school that takes academic growth seriously.
Daniel Cooper, Principal
These stories aren’t unusual here; this is what J. Addison is like every day. The school strives to create an environment where students are challenged, receive the help they need, and feel empowered to truly shine. Daniel Cooper, Principal of J. Addison School, shares, “Our foundation is built on values like discipline, character, and respect. We don’t see academic achievement as the only goal. It’s the outcome of a well-rounded, caring environment.”
At J. Addison, academic success is not the only measure of growth. Teachers take the time to know each student personally. That allows them to create a safe space where students feel confident asking questions, trying new things, and pushing through challenges. “We teach our students to speak up for themselves, to ask for help when needed, and to support one another. Those are life skills. That’s what really prepares them for the future.” says Cooper.
What really makes J. Addison special is how much it cares about students growing up as people, building good character, and feeling like part of a community. It’s not just about getting good grades, but about becoming a capable, responsible, confident and kind individual.
What really makes J. Addison special is how much it cares about students growing up as people, building good character, and feeling like part of a community
And for many students, like Johan and Tony, that makes all the difference.
Building a School, Building a Community
J. Addison School opened its doors in 2002 with a clear purpose: to raise the bar for private education, especially for international students. In just two years, enrollment crossed 100 students, and the school quickly outgrew its original space in Scarborough. That growth brought the need for more room and more opportunities.
By 2005, the school had purchased a 3-acre plot in Markham. It was here that a purpose-built, 60,000-square-foot campus took shape, focused on the safety and success of its students. When the new campus opened in 2007, it marked a turning point. Cooper recounts, “As our school community expanded, so did our commitment to offering the best possible environment for learning and living. That included developing student residences, welcoming international learners, and ensuring they had the support they needed to succeed.”
Partnerships have played a big role in J. Addison’s journey. In 2017, the school teamed up with York University, giving students added access to post-secondary opportunities. Wilfrid Laurier University followed in 2023, and Metropolitan Toronto University joined in 2024. These partnerships align with the school’s goal of preparing students for life beyond school. More recently, the school joined the York Region Athletic Association in 2024. The goal was to promote perseverance, teamwork, and leadership through competitive teams, alongside the well-established Elite Basketball Program.
J. Addison is widely recognized for two major strengths. First, the school boasts a 100% university and college acceptance rate—thanks to a strong academic foundation and one-on-one guidance. Second, its basketball program has helped many student-athletes earn scholarships and gain exposure across Canada and the U.S.
But academics and athletics aren’t the whole story. “We celebrate diversity in everything we do,” says Cooper. The school hosts international events and serves global cuisine in the cafeteria, helping students experience cultures beyond their own. Faculty and staff come from diverse
backgrounds and speak more than five languages; something that makes a big difference for students adjusting to life in a new country. “We know how hard it is to move across the world to study. That’s why our community is built to feel welcoming and familiar, right from the first day,” Cooper adds.
Learning Beyond the Classroom
At J. Addison School, learning isn’t limited to textbooks and tests. A key part of the school experience is the Focus For Success® (FFS) program. Three times a week, students stay for an extra period from 3 to 4 p.m.—not for more homework, but for enrichment. This hour gives
students the chance to explore what interests them. Some get academic help in math or science. Others join clubs, try new activities, or discover hidden talents. It’s a time when students can learn, relax, or connect with peers in meaningful ways.
“Focus For Success® is about offering choice and support. It’s where students can step outside the regular classroom and do something they’re curious about or passionate about,” explains Cooper. The program changes based on student interests. Activities range from badminton, dance, and table tennis to embroidery, volunteering, and ESL support. There are also options like the yearbook club, student council, colouring sessions, and OSSLT prep.
By blending personal attention with purposeful innovation, J. Addison creates classrooms that are active, relevant, and responsive to the world students are growing up in
This flexibility extends to academics as well. J. Addison’s Flexible Learning Model is designed to meet students where they are. Teachers and guidance staff work closely with each student to find the right course level, pace, and pathway. Those who are ready can move ahead. Others can take more time, with extra help and fewer pressures. Cooper says, “Our small class sizes allow us to really know each student. That’s what makes early support and one-on-one attention possible.”
The school also offers a wide range of enrichment opportunities in areas like STEM, art, leadership, and sports. Whether it’s coding, studio art, or competitive athletics, students are encouraged to explore their passions while developing skills that go beyond academics.
Teaching That Inspires and Adapts
At J. Addison School, the strength of the school begins with the people in the classroom. More than just delivering lessons, the teachers here form real connections with students, offer encouragement, and help each learner find their
path forward. “We look for educators who lead by example. Strong character, care for students, and the ability to build rapport— that’s what matters most,” opines Cooper.
The school supports faculty members through ongoing professional development. Several days each year are dedicated to workshops and team discussions. These sessions help teachers reflect, learn from one another, and stay updated with the latest teaching methods. One major focus is technology. Teachers are trained to use new tools in meaningful, student-centered ways. Smart Boards and other interactive platforms are available in classrooms, but the emphasis remains on thoughtful use—not on flashy features.
J. Addison also encourages students to become digitally literate and responsible tech users. It guides them to use educational tools not as shortcuts, but as ways to explore and deepen their understanding. “Our goal is to help students use technology with intention. They learn to research, present, and create using the right tools, but also to think critically about how and why they use them,” says Cooper. By blending personal attention with purposeful innovation, J. Addison creates classrooms that are active, relevant, and responsive to the world students are growing up in.
A School Connected Through Families and Futures
J. Addison School is a community that brings together families, alumni, and staff in support of a shared mission. From the
J. Addison School is a community that brings together families, alumni, and staff in support of a shared mission
start of each semester, teachers reach out to families through welcome emails that introduce themselves and share what’s ahead. This sets the tone for open and ongoing communication. “We believe in strong parent partnerships. Good news, concerns, updates—families are always kept in the loop,” shares Cooper.
Parents are invited to be part of the school’s journey, and alumni often return to reconnect, speak with students, and offer advice based on their own experiences after graduation. These connections make the path ahead feel more real and achievable for current students. The school also seeks families who value more than just academic success. Character development, responsibility, and contribution to the community are central to the school’s vision. “We empower students to reach their potential,” Cooper explains. “That only works when families, students, and teachers work together toward the same goals.”
Looking ahead, J. Addison is preparing for a future shaped by both values and technology. The team recognizes the growing influence of tools like artificial intelligence in education. However, they also know that technology can’t replace the personal connection of a teacher. Cooper states, “AI will never replace the human teaching experience. But we do need to use it wisely—to adapt our strategies, understand different learning styles, and make education more inclusive and responsive.” The next five years will bring change. But J. Addison is ready to meet it; with the same focus on values, support, and purpose that has guided the school since the beginning.
Look to the Science: Understanding how Mind, Brain and Education Science can Inform Educational Practices
Dr. Gina DiTullio, Principal, Rochester City School District
Dr. Gina DiTullio holds a doctorate in Executive Leadership from the St. John Fisher College of Education and brings almost 30 years of diverse experience in the field of education. Her career spans roles as an elementary teacher, instructional coach, mentor, special education administrator, and elementary school principal. She currently serves as the principal of Austin Steward Elementary School #46 in Rochester, New York. Dr. DiTullio was a National Board Certified Teacher (NBCT) and is an esteemed member of both PDK International and the Pi Lambda Theta International Honor Society. Her passion for educational leadership and instructional excellence is reflected in her published work in Kappan Magazine, Edutopia, and SAANYS Vanguard Magazine. Dr. DiTullio is the host and creator of the new podcast, Brainwaves: exploring the intersection of neuroscience and education, which can be found on both Spotify and Apple Podcasts.
Technology has permeated every facet of our lives, making many tasks easier, and even doing some of our work for us. Teachers are constantly battling for students’ attention, often losing that battle to smart phones. Now, educators are trying to navigate the ethical use of artificial intelligence in the field. The impact of technology on the human brain is still being studied, but there is a body of research which is decades old and has increased its capacity to inform education with advances in medical imaging technology. Mind, brain and education science combines knowledge in the fields
of cognitive psychology, neuroscience, and education to inform methods of teaching and explore the impact of those strategies on learning, helping to transform the field of education.
As insights from neuroscience increasingly inform educational practices, we are seeing old theories and practices, such as whole language, challenged and new approaches more aligned to the science of learning emerge. And while the science of reading is currently in the forefront of media cycles, many other areas of education are being informed by cognitive neuroscience research. Content areas, such as math and science, and other areas
By aligning instructional strategies with how the brain naturally learns, educators can create environments where students thrive academically, socially, and emotionally
Research consistently shows that students taught using brain-based methods outperform their peers in traditional classrooms, demonstrating deeper understanding and higher achievement
like memory, executive function, and socialemotional development are being informed by research. By aligning instructional strategies with how the brain naturally learns, educators can create environments where students thrive academically, socially, and emotionally. The challenge currently is getting this research
into the hands of teachers and interpreting the findings with an eye on implications for practice.
Understanding Brain-Based Learning
Experts in the field agree that the most acceptable term for this field of work is mind, brain, and education science. However, for the purposes
of this article, we will be using the term “brain-based learning”, even though experts believe it has been tainted by commercialism and an overgeneralization of the science. Brain-based learning is an educational framework that informs teaching methods by leveraging scientific knowledge about how the brain learns and develops. Every brain is unique, so educators must accommodate those differences, but there are approaches to learning that are effective for most students and can be applied in Tier I instruction. Understanding the basic structures and functions of the human brain, as well as other areas such as the impact of emotions on learning and self-regulation, the brain’s need for challenge and structure, and the capacity of our working memory, can significantly improve lesson design and student outcomes. Research consistently shows that students taught using brain-based methods outperform their peers in traditional classrooms. In fact, one such study demonstrated that students who were taught in classroom environments which employed strategies aligned to research such as productive struggle, discourse, movement and problem solving scored significantly higher on post-tests recalling and applying previous learning than the control group. Another study showed that in mathematics, students exposed to brain-based instruction not only achieved higher scores but developed a deeper conceptual understanding of the material. This is because brain-based strategies allow students to analyze, synthesize, and apply information actively during lessons, increasing the transfer of that knowledge to long-term memory.
Practical Strategies for Classroom Application
The research consistently tells us that the application of brain-based learning principles leads to increased academic achievement, better behavior, development of appropriate socialemotional skills, and increased motivation. Therefore, it seems logical that applying strategies aligned to those principles would be beneficial to both teachers and students. Let’s examine a few examples from the research.
Active and Experiential Learning
The brain-based learning framework consistently emphasizes the importance of active learning. Passive learning is defined as the process by which students receive information from their learning environment but receive no feedback, and there is no interaction between the learner and the learning environment. Lecture is a common passive learning practice. And while there is some value to lecture and some passive learning strategies, there is a much greater benefit from active learning strategies. Students need to engage actively with challenging tasks, and work in groups talking about learning, trying solutions to problems, recording observations and getting feedback in the moment from the instructor. These types of activities allow for total engagement and participation for students and allow multiple pathways in the brain to become activated, making retrieval of the learning easier. Active, experiential learning strategies also allow students to feel emotions, which also increases the likelihood of that information being transferred to long term memory.
Where math and science are concerned, beginning with some sort of question and/or exploration and getting students interested in the
task is aligned with what we know our brains are wired for. In lesson design, we would expect the learning intentions to be clearly communicated to students, and then the teacher would activate prior knowledge/background knowledge using any number of different strategies such as: turn and talk, word/concept web, a challenge or activity where students would explore the concept (i.e. work with a partner to light a bulb using the materials provided for you). The point of this is to ignite those pathways in the brain where new learning will be attached, and to evoke some excitement, increasing engagement and the likelihood of the release of dopamine, the neurotransmitter and hormone associated with our brain’s reward system.
Social-Emotional Benefits
Brain-based strategies extend beyond cognitive gains. By creating an emotionally safe and supportive learning environment, teachers help students build resilience, motivation, and a growth mindset. According to Caine and Caine, the ideal state for learning is relaxed alertness, where the brain does not perceive any threat (relaxed) and is also primed and ready for new learning to happen (neuropathways are ignited for learning). Taking time to develop trusting relationships between teachers and students, as well as between peers, is essential to calming the amygdala, the organ in the brain which perceives threats, including physical, social and emotional. Additionally, providing appropriate scaffolds for students to access the content and skills they are learning also increases the likelihood of maintaining the state of relaxed alertness and minimizing the risk of engaging the amygdala and decreasing access to the prefrontal cortex. Learning is still,
Implementing brain-based strategies enhances memory formation, fosters critical thinking, and supports the development of appropriate social-emotional skills in every classroom
and always has been, a social activity. And while technology can provide an important supplement, we still learn best when we learn from one another in a safe, collaborative, social setting.
Behavior and Motivation Benefits
Classrooms grounded in brain-based principles tend to have students who exhibit better behavior and higher levels of participation, engagement and motivation. When students feel emotionally connected and valued, they are more likely to be able to regulate their
emotions and demonstrate positive attitudes toward learning. Brian-based strategies such as movement breaks, hands-on activities and problem solving, keep students’ brains engaged in the learning and keep motivation at higher levels. Higher levels of motivation and engagement build resilient learners willing to engage in critical thinking, synthesis and analysis, and increases intrinsic motivation because of the release of dopamine. This not only can enhance academic performance but can also contribute to a more harmonious and productive classroom environment.
Conclusion
Implementing brain-based strategies in the classroom offers a host of possible benefits that extend far beyond academic achievement. By aligning teaching practices with the natural processes of the brain, educators can enhance memory formation, foster critical thinking, and support the development of appropriate socialemotional skills. As mind, brain and education science continues to inform educational practice, educators should consider the adoption of brainbased strategies to create more effective, supportive, and engaging classrooms for all students.
From Sandbox to Strategy: How Artificial Intelligence is impacting the K-12 Learning Environment
Dr. Charles Lentz, Superintendent, New Hope-Solebury School District
Dr. Charles Lentz, Superintendent of the New Hope-Solebury School District since 2018, has transformed the district through visionary leadership. Under his guidance, the district introduced innovative programs such as College and Career Pathways, a K-12 STEAM curriculum, and a high school block schedule. He also prioritized inclusion by creating an Equity Committee and launching initiatives to address achievement gaps. With over 30 years of experience in education, Dr. Lentz has led community efforts and earned recognition, including the 2024 PASA Innovative School Leader Award. He holds advanced degrees in education and is pursuing an Executive Masters of Business at Wharton.
Once in a generation an innovation comes forward which has the potential to revolutionize education. With the evolution of personal computers in the 1980s and 1990s traditional classroom instruction was transformed and computers are now an integral part of all learning environments. We are now on the precipice of another similar revolution in education with the advent of artificial intelligence which has the potential to dramatically shape education as we know it, if schools are going to prepare students for a dramatically changing workplace which is already adopting and integrating artificial intelligence (AI) into nearly every aspect of its functioning.
As with any change initiative, there is always resistance from some for the integration of a technology which has the potential to dramatically change instruction, however, failure to respond to the changes being realized through AI may result in schools doing a disservice to their students in adequately preparing them for the dramatically changed work and university settings.
In today’s rapidly changing educational landscape, artificial intelligence (AI) is quickly becoming a transformative force. Schools are faced with a critical decision: embrace AI’s potential or risk falling behind. Forward-thinking districts are taking a proactive approach, making AI a central part of their innovation strategies.
Schools that embrace AI are empowering their students to be not just consumers of technology, but innovators who can shape the future
Preparing Students for the Future
Some school districts have welcomed and embraced the changes artificial intelligence offer as a tool for instruction, instructional differentiation, and mundane work tasks which can be dramatically enhanced through AI technology. For those school districts, the journey towards integrating AI in education often begins with a comprehensive review of current programs and practices. By engaging patrons, including community members, parents, students, faculty, and administrators, school districts can develop strategic plans focused on preparing students for the demands of higher education and the modern workforce. These districts have sought insight from business and industry about the ways in which technology is being integrated into the workplace and engaged with experts in technology about how AI can be integrated into schools to provide a more robust and individualized learning experience for students. The school district plans for AI implementation often emphasize key characteristics like creativity, critical thinking, resilience, and social intelligence.
Building an AI-Ready Team
A key step in AI integration is the formation of an AI task force or committee. This group, composed of representatives of key patrons including administrators, teachers, and support staff from all grade levels, can research AI’s potential, pilot its use in various educational settings, and develop professional learning opportunities for staff.
Initial efforts might focus on assessing teachers’ comfort levels with AI and providing tailored professional development. In some
school districts this has been effectively accomplished by establishing tiered instruction based on the staff’s familiarity and comfort level with technology. Staff are broken into groups including implementers, experimenters and novices so that the training can be more appropriately tailored to their level of understanding of artificial intelligence and meet their respective learning needs. This can include a mix of direct instruction and hands-on exploration, allowing educators to experience AI tools in a guided environment. Often these sessions are highly effective if they are led by teachers who embrace the technology who provide personal insights and experiences in utilizing the technology. The goal is to ensure that teachers are comfortable using AI for their own professional purposes, such as lesson planning, generating resources, and providing personalized student feedback.
Optimizing Learning Environments
AI can be used to optimize school operations and create more effective learning environments. AIdriven tools can analyze student performance data, allowing for personalized learning plans that address individual strengths and areas for growth. AI can also help streamline managerial tasks, freeing up educators’ time for instruction and student engagement. Key uses for schools have included summarizing and analyzing key information, preparing activities or creating new materials for instruction.
Integrating AI into the Curriculum
Integrating AI into the curriculum requires careful planning and clear guidelines. Schools might use a structured approach, such as
AI-driven tools can analyze student performance data, enabling personalized learning plans that address individual strengths and areas for growth
a stoplight model, to communicate AI expectations for staff and students. This ensures that both teachers and students can confidently navigate AI integration while maintaining academic integrity. Increasingly computer applications are being developed which capitalize on AI technology to provide support and tutoring to students, assist with writing skills, and significantly enhance classroom instruction by pulling from a wide array of resources and materials to provide comprehensive instruction in key concepts and skills instructed. As AI continues to be perfected opportunities for very specific, individualized instruction can be utilized and students will be able to capitalize on AI to enhance their learning and receive additional coaching in areas where they need additional support. An established district committee can provide a forum through which members of the committee can experiment with new technology applications and uses of artificial intelligence and then report back to the committee about their effectiveness and make recommendations for further use and expansion across a school of the school district.
Preparing for AI-Driven Careers
As AI continues to transform various professional fields, it’s important to integrate AI awareness and skills into career pathways programs. Connecting students and educators with industry experts can provide insights into how AI is being used in real-world careers. The rapidity with which change is occurring through the implementation of AI in the work force makes it incredibly challenging for school
Engaging patrons—from parents to faculty—allows schools to build strategic plans that prepare students for higher education and the evolving workforce
districts to remain current with changes in this technology and its application. As a result, it is critical that school districts maintain contact with educational technology organizations or individuals in the technology industry who can continue to provide insights and updates to changes so school districts can respond to these changes and remain relevant to the application of this technology in business and industry.
Looking Ahead
The future of AI in K-12 education is full of possibilities. AI technology has the potential
to truly transform and innovate education. Capturing the power of AI will allow schools to enhance access to educational resources and support previously impossible to attain. The educational outcomes which can be realized through AI and the ability to refine instruction and maximize efficiencies in instructional time will also broaden the capacity of schools and faculty and staff to realize their potential. Schools that embrace AI are empowering their students to be not just consumers of technology, but innovators who can shape the future.
Honoring Tradition While Pursuing Innovation
Christopher Herman, Head of School, Garden School
Christopher Herman is the Head of School at Garden School, a Nursery to Grade 12 independent collegepreparatory day school in New York City. Prior to Garden School, he was Head of School at AIM Academy in Philadelphia, an independent day school serving bright children who learn differently. Chris is a graduate of the University of Pennsylvania’s School Leadership Program, a certified Reading Interventionist, and has earned multiple master’s degrees related education and special education. He completed post-Graduate work on Psychology and Motivation at Temple University and was a member of the Klingenstein Center’s Leadership Fellowship at Columbia University. Chris writes and speaks often on topics relevant to education such as Literacy, the Arts, Technology, Innovation, and Motivation. He sits on numerous boards that serve independent schools, public schools, community organizations, and arts education nonprofits.
Organizations often feel that to remain viable in a fluctuating market, wholesale change is required. The landscape in the field of education has faced dramatic disruption in the last five to ten years, and the pace of change is only intensifying with new technologies and evolving expectations. Schools, therefore may be tempted to drop everything and reinvent how they approach the work of cultivating the next generation, but that approach may be short-sighted. Though innovation is essential, especially in moments of disruption, there is a long history
of practices, approaches, and theories of learning to honor and guide us as we decide where to go next as a field. Children in our schools are well served if we embrace new approaches to teaching and learning and stay informed of the growing understanding of how the brain engages with new information while simultaneously finding ways to respect established and effective methodology. Balance is important because it enables us to preserve the best of what has come before while continuing to iterate and consider the evolving role of the teacher, student, and school. Though some older methods may no longer apply, not all traditional approaches are flawed.
Balance is important because it enables us to preserve the best of what has come before while continuing to iterate and consider the evolving role of the teacher, student, and school
We do not need to discard traditional and effective techniques; instead, we can integrate them with modern approaches like student-centered, project-based, and multi-modal teaching
For example, in core subjects like reading, math, and writing, where skills are sequential, structure is key. Research into phonological development is old with systems penned by individuals like Neuropsychologists Sam Orton and Anna Gillingham working its way into classrooms nearly 80 years ago. Look back to Euclid and the ancient Greeks to see math instruction focused on core arithmetic, logic, and reasoning. The rules and form of grammar, sentence structure, and spelling are nearly unchanged for hundreds of years. While we ask children to conceptualize at higher levels than ever before, traditional methods for building foundational skills remain effective for launching children into that higher-order thinking.
Yet, many traditional methods do not leave room for the diversity of learners in today’s classrooms. They also do not center the student and their interests in curriculum. Teachers know engagement matters perhaps more than anything. This is not new knowledge. Back in the 80’s, researchers Deci and Ryan from the University of Rochester developed their theory of motivation which showed the importance not only of competency, but of teacher and student relationships and the value of agency. Traditional classrooms made little room for student autonomy and mostly applied universal thinking to instruction in a one-size-fits all model. In today’s schools, the classroom that does not center the students cannot effectively engage them.
Similarly, we should reconsider the role of the teacher. As we move away from the sage on the stage model and increase student voice, the role of the teacher is shifting to facilitator
and guide. Experts like Cognitive Psychologist Dan Willingham and author Ted Dintersmith show us a very effective classroom can be one where children work harder to draw conclusions while teachers feed them insights along the way instead of telling them how to do it. Problem based learning therefore may result in deeper learning. Similarly, Authors like David Yaeger posit educators should adopt a mentor mindset and step down off the stage to support the learning process rather than dictate it. Specific to Math, educational researchers like Jo Boaler and Dan Meyer are focused on process over accuracy, on wrestling to draw conclusions, and argue the real learning is in the development of thinking habits, not in right answers.
And yet, even as the voice of the teacher should decrease in the classroom, it should become more prominent in the schoolhouse. Harvard’s Graduate School of Education says that for school change to be most effective, teachers need to take meaningful leadership roles in how their institutions design and implement programs. Schools have historically left decision making up to an oligarchy of administrators and treated educators more as foot soldiers working on the front line than as intellectual equals with important contributions to share. A more enlightened school increases teacher voice at the decision-making table while it increases student voice in the classroom.
Finally, advancing technology has put our field in a state of perpetual change and innovating is critical as we leverage all opportunities associated with new tools and conditions. Innovation is essential for
preparing students for this evolving world by equipping them with the skills and mindsets needed to adapt and thrive. As many standards focus on lower-level skills and recitation of rules, we can leverage the many technologies available to encourage creative and critical thinking and personalize learning. Five years ago, we learned that while change is hard, it is possible when embraced. During the pandemic, schools quickly recognized the need for substantial change in how they deliver instruction and engage students. The classroom was changed forever, and we were gifted with the opportunity to reevaluate what was worth bringing forward from the past and what we ask of children and teachers in perpetuity.
We do not need to discard traditional and effective techniques; instead, we can integrate them with modern approaches like student centered, project-based, problembased, and multi-modal teaching and learning experiences. We can teach core skills to students who will then use them in the future to become autonomous stewards of their own learning. To strike this balance, schools will need to engage educators, students, and parents in the process of creating the vision for what school can be. As we iterate on something as critical as education, let’s look to places like Stanford Design School that argue it is easier and more effective to ask the user about the product they want rather than tell them what we made for them without their input. But let’s strive for a thoughtful balance of the best of what we already know about learning as we reconsider the changing role of the student, teacher, and school.
From Reflection to Transformation: Embedding Antiracism into Everyday Practice
Dr. Daman Harris, Senior Manager, Educator Advancement and IHE Partnerships, Anne Arundel County Public Schools
Antiracist education isn’t a one-time workshop or a trendy initiative.
It’s a commitment to embedding equity into every layer of school culture, from classroom practices and curriculum to policies and professional learning. If we want students to thrive in inclusive environments, educators must be equipped to recognize and address inequities head-on.
As a former school leader and consultant in equity-centered leadership, I’ve seen firsthand how transformative professional learning can be when it goes beyond compliance and becomes part of a school’s identity. Through intentional design, school leaders can move
their respective staffs from awareness to action, cultivating the critical consciousness needed to support all students. Here are five researchinformed strategies school leaders can use to develop antiracist, inclusive cultures through professional learning.
Build Safe Spaces for Dialogue
Before educators can engage in meaningful conversations about race, identity, and power, they must trust the environment and each other. Psychological safety is foundational for equity work, especially when topics are personal and potentially uncomfortable. School leaders can support this safety by co-creating group
Antiracist education isn’t a one-time workshop or a trendy initiative—it’s a commitment to embedding equity into every layer of school culture
Dr. Daman Harris is an awardwinning education leader committed to equity, instructional leadership, and educator development. He co-founded and co-directs the BOND Project, a nonprofit supporting the recruitment and retention of male educators of color. His book, The Antiracist School Leader: What to Know, Say, and Do, is currently available. . During his 29 years as an educator, Dr. Harris has had a wide range of experiences as a teacher, coach, principal, district administrator, adjunct professor, speaker, writer, and consultant. He has received numerous honors, including a 2017 Distinguished Service to Public Education Award from Montgomery County Public Schools and a 2025 Exemplary PK20 Boundary Spanner Award from the National Association for School-University Partnerships. His work continues to foster inclusive learning environments, strengthen schooluniversity partnerships, and empower educators to drive meaningful change in schools and communities.
agreements that promote active listening, confidentiality, and respectful participation. These agreements serve as shared norms that allow educators to lean into vulnerability without fear of judgment.
When staff feel secure in their learning community, they are more likely to reflect honestly on their beliefs and biases. These moments of reflection—especially when they challenge long-held assumptions—often serve as turning points in an educator’s equity journey. But without a culture of trust, those same conversations can lead to defensiveness or disengagement.
For example, one school I worked with implemented “courageous conversation protocols” during faculty equity meetings. These structured norms—such as pausing before responding, assuming positive intent, and staying engaged—helped establish a shared rhythm for dialogue. Over time, the consistency of these practices built a schoolwide culture where difficult conversations were welcomed. Safe spaces don’t just happen; they are intentionally cultivated over time.
Connect Professional Learning to Sociopolitical Context
Education does not operate in isolation from the world around it. Historical injustices, local policies, and national events all shape the lived experiences of students and their families. When educators understand these forces, they are better equipped to respond to the needs of their communities.
Incorporating sociopolitical context into professional learning can be transformative. Leaders might introduce redlining maps to
examine how housing segregation still impacts school demographics today. Others may lead discussions on how disciplinary disparities mirror broader issues in the justice system. When educators connect these societal patterns to classroom dynamics, they begin to view equity not as a trend, but as a necessary lens for teaching and leadership.
Cultivate Critical Consciousness in Educators and Students
Critical consciousness involves the ability to recognize and challenge social injustices, both in the classroom and in society. For educators, this means consistently examining how their language, curriculum, and interactions support or hinder equity. It’s not about perfection; it’s about developing awareness and a willingness to grow.
School leaders can support this development by offering strategies like lesson plan audits, classroom material reviews, and student voice opportunities. These tools encourage educators to evaluate representation, inclusion, and bias in their practices. When teachers model critical thinking about justice, students are empowered to do the same in their own lives.
To deepen this work, schools can integrate social justice themes across subject areas, not just during heritage months or isolated lessons. Reading texts from underrepresented voices or analyzing real-world issues through a critical lens helps normalize equity conversations. These efforts move students beyond surfacelevel awareness and toward informed advocacy. Eventually, critical consciousness becomes part of how both educators and students engage with the world around them.
Make Reflection and Dialogue Ongoing Practices
Equity work cannot be reduced to a single training or one-time conversation; it must be an ongoing process. Regular reflection and discussion allow educators to process experiences, ask tough questions, and track their personal growth. These habits create space for vulnerability, learning, and accountability. When integrated into the school routine, reflection becomes a powerful driver of lasting change.
School leaders can build these opportunities into faculty meetings, professional learning communities, or designated equity sessions. Practices such as journaling, peer discussions, or structured debriefs promote consistent engagement with equity-related topics. These conversations help educators connect abstract concepts to real classroom experiences. Over time, reflection becomes a tool for transformation rather than a reactive activity.
In one school I supported, teachers were paired in “equity partnerships” to meet monthly
and share successes, challenges, and growth areas. These relationships fostered trust and encouraged staff to challenge and support one another. As these partnerships deepened, the school saw a noticeable shift in culture and collaboration. When reflection is prioritized, educators become more willing to take risks and stay committed to the work.
Integrate Equity into Everyday School Operations
For equity to take root, it must be part of the school’s daily operations, not just a theme during professional development days. This means reviewing how decisions are made and ensuring that policies reflect inclusive values. Equity should be embedded into hiring, discipline, curriculum, and communication practices.
School leaders can begin by asking equityfocused questions during decision-making: “Who benefits?” “Who is left out?” “Are we reinforcing or disrupting inequity?” I supported one school leader that required equity impact
When professional learning builds critical consciousness and aligns with students’ realities, educators become empowered change agents in schools and communities
Reflection becomes a powerful driver of lasting change when it’s woven into the fabric of regular school routines, not reserved for special sessions
statements for all staff proposals, encouraging teams to consider how their ideas aligned with the school’s antiracist goals. Others conducted equity audits of discipline data to identify patterns and reform policies. By consistently applying an equity lens, schools can shift from intention to transformation.
Framing the Big Picture
As you consider strategies for your professional learning plans, consider the following actions: Establish group agreements for all equity discussions to promote respectful dialogue. Include local and national context in PD sessions to ground educators in real-world equity challenges.
Conduct equity audits of lesson plans and classroom practices to identify and address bias. Build in time for reflection and discussion as part of regular faculty meetings or PLCs. Apply an equity lens to hiring, curriculum selection, and discipline practices.
A Culture Worth Building
Creating a school culture rooted in equity takes time, consistency, and courage. It means asking challenging questions, listening with empathy, and embracing discomfort as part of growth. But the outcome—a more just, supportive, and inclusive learning environment—is worth the effort.
When professional learning is designed to build critical consciousness, support identity development, and align with the realities of our students’ lives, educators become empowered agents of change. And in turn, our schools become places where every student feels seen, valued, and safe to thrive.
Bite-Size Learning, Big Results: Why Microlearning is the Future of Education
Carl Morris, Co-Founder, educave
Knowledge grows in bits. Small steps lead to massive leaps in understanding. This fundamental truth about human cognition has finally found its perfect technological match in the form of microlearning.
As we witness the rapid evolution of educational technology, the convergence of bite-sized learning modules with intelligent virtual tutors is creating unprecedented opportunities for personalised education. The implications stretch far beyond convenience or novelty- they represent a fundamental shift in how knowledge transfers from source to student.
Why Small is the New Big in Learning
Traditional education has long operated on the assumption that comprehensive, extended learning sessions yield the best results. However, research increasingly challenges this notion. Cognitive Load Theory (CLT), introduced by John Sweller, demonstrates that our brains process information most effectively in focused,
Carl Morris, Co-Founder of educave, draws on extensive insights gained while building and scaling other EdTech and Education businesses, such as The Online School, EDAI, and Carfax Education. Through these experiences, Carl developed a deep understanding of what founders require to navigate the unique challenges within the Education Industry and achieve sustainable growth. With over a decade of experience in education leadership, a Master’s degree in Chemistry from the University of Oxford and an ACA qualification, Carl brings a blend of sector-specific expertise and strategic thinking. His passion lies in helping innovative startups overcome hurdles and contribute meaningfully to the evolution of education, believing that the right support is key to making a lasting impact on education’s future.
manageable chunks, which allow for immediate application and reinforcement. Microlearning capitalises on this cognitive reality: by breaking complex subjects into discrete, digestible components, it aligns perfectly with how our neural pathways form and strengthen.
For example, mobile flashcards and microlearning videos- short, focused lessons accessible via smartphones- allow students to review and reinforce knowledge in brief intervals, boosting retention and engagement. Duolingo’s language lessons, which take just a few minutes per session, exemplify how microlearning can make consistent progress both accessible and effective.
This approach respects the natural constraints of attention and working memory. Rather than fighting against cognitive limitations, microlearning works harmoniously with them, reducing extraneous cognitive load and enhancing germane (productive) cognitive processing. Empirical studies show that microlearning modules improve knowledge retention, engagement, and learning outcomes, with participants reporting high effectiveness scores in these areas.
The AI Tutor Will See You Now
Enter chatbots and virtual tutors - the technological catalysts transforming microlearning from merely efficient to truly revolutionary. These AIpowered assistants serve as perpetually available guides, providing instant feedback, adaptive challenges, and personalised pathways through educational content.
Unlike traditional educational models, where feedback loops stretch across days or weeks, virtual tutors close these loops in seconds. For instance, the University of Murcia integrated
chatbots into their learning management system to provide real-time feedback on assignments, resulting in a 30% improvement in students’ understanding of course material. Similarly, platforms like QuizBot and Buddy.ai use gamified chatbot interactions to teach grammar and vocabulary, simulating real-world practice and offering immediate correction and encouragement.
The sophistication of these systems has advanced dramatically. Today’s educational chatbots analyse learning patterns, identify knowledge gaps, and adjust difficulty levels in real time. They recognise when a student needs additional examples, simplified explanations, or more challenging material, tailoring support to individual needs.
A recent Harvard study found that AI tutors can double learning gains compared to traditional active learning classrooms, while also increasing engagement and reducing time to competency. This kind of adaptive, data-driven support is helping students achieve more in less time, making learning both more effective and more motivating.
Beyond Convenience to Cognitive Enhancement
The true power of microlearning paired with virtual tutors lies in how it reshapes the learning process itself. Students no longer passively consume information - they engage in active dialogue with responsive systems that continuously optimise the educational experience. This shift toward interactive, conversational learning mirrors how humans naturally acquire knowledge through social interaction, but with the added benefit of tireless, judgment-free support available at any time.
Microlearning and virtual tutors are transforming education from passive consumption into interactive, personalised experiences that mirror natural human learning
For educators, these technologies offer unprecedented insight into learning patterns. Detailed analytics reveal precisely where students struggle, which concepts require reinforcement, and which teaching approaches yield the best results, enabling continuous refinement of educational content and delivery methods.
The Democratisation of Expertise
Perhaps most significantly, microlearning and virtual tutors are democratising access to highquality education. Geographic location, economic circumstances, and time constraints become less relevant when world-class learning experiences fit into pockets and adapt to individual schedules. Students in remote areas can access the same quality of instruction as those in educational hubs. Working professionals can advance their skills during brief periods of availability. Those requiring additional support receive it automatically, without stigma or special arrangements.
The Human Element Reimagined
Contrary to fears about technology replacing human educators, the most promising
implementations integrate virtual and human elements. AI handles repetitive instruction, personalised practice, and basic assessment, freeing human teachers to focus on inspiration, complex problem-solving, and emotional support. The future of education is not human or machine - it is human and machine, each contributing their unique strengths to create learning experiences that were previously impossible.
As these technologies continue to develop, maintaining this complementary relationship remains essential. The goal is not to replicate traditional education in digital form, but to evolve it entirely into something more effective, more accessible, and more aligned with how humans naturally learn.
The microlearning revolution, powered by increasingly sophisticated AI tutors, is not simply changing how we deliver education. It is fundamentally transforming our understanding of what effective learning looks like in the digital age. For students, educators, and educational institutions alike, embracing this transformation is essential for remaining relevant in a rapidly evolving landscape.
Transforming Elementary Lunchtimes from Chaos to Calm
Matthew Moyer, Principal, Rupert Elementary School
Matthew Moyer is a Nationally Distinguished Principal, and Pennsylvania Principal of the Year. He is an elementary school principal with over 20 years of experience in administration, and over 25 years of experience in education. In addition to his job as principal, he is an Author, National Speaker, Adjunct Professor, and Educational Consultant. Matt started his career as a 5th-grade teacher in the Spring-Ford Area School District. He earned a Masters degree and Principal’s certificate. He then spent 3 years as an assistant principal at Schuylkill Valley Elementary School in Leesport, Pennsylvania. From there he moved to his current position as principal of Rupert Elementary School in the Pottstown School District.
Creating an educational environment that balances effective discipline, positive culture, and unique educational experiences is a complex but essential goal. As administrators, we aim to equip our schools with datadriven techniques that foster a supportive and engaging atmosphere. However, addressing daily challenges, especially managing negative behaviors, often diverts our focus. In our district, one major issue was disruptive behavior in elementary school cafeterias. Pushing, shoving, name-calling, food fights, crying, and elopement were common occurrences in these communal spaces.
Identifying the Problem
When we analyzed the data, it became clear that 90% of our negative daily behaviors were occurring in the cafeteria. The chaotic environment of the cafeteria seemed to exacerbate issues, creating a breeding ground for misbehavior. Students would often return to class agitated and unprepared to learn, affecting the overall classroom environment and academic performance.
Exploring Solutions
To tackle this issue, we explored a not-so-new idea but new to us: bringing lunchtime back to the classrooms. This approach, implemented as
By eliminating cafeteria transitions, students gained valuable time to enjoy their meals, resulting in better eating habits, reduced food waste, and improved classroom readiness
a pilot in one school, aimed to reduce cafeteriarelated disruptions without creating a restrictive, prison-like atmosphere in our underfunded urban district. Our experiment, involving reassigned duties and schedule modifications, yielded promising data showing significant behavioral improvements.
Benefits of Classroom Lunchtimes
Reduced Noise and Stress: Cafeterias are noisy and crowded, overwhelming students and detracting from a relaxing lunch break. Eating in the classroom provides a quieter, calmer environment, particularly beneficial for students sensitive to noise and crowds. This peaceful setting helps students recharge and return to class ready to learn.
The noise level in a traditional cafeteria can reach such heights that it becomes almost impossible for students to unwind. This constant barrage of sound overstimulates students, leading to heightened stress levels and, consequently, an increase in disruptive behavior. By contrast, the classroom environment is naturally quieter and more controlled. When students eat in their classrooms, they experience a more serene atmosphere, which significantly reduces stress and promotes a more positive dining experience.
Increased Supervision and Safety:
Our proctors can more easily monitor and manage a smaller group of students within the classroom. This enhanced supervision helps maintain discipline and ensures issues like bullying or inappropriate behaviors are quickly addressed. With fewer students to supervise proctors can provide more attentive and responsive supervision.
In a large cafeteria setting, even with multiple monitors, keeping track of every student and addressing individual needs can be challenging. In contrast, the classroom setting allows for more personalized supervision. Our lunch proctors can keep a closer eye on the students, quickly identifying and addressing any issues before they escalate. This close monitoring helps create a safer and more supportive environment for all students.
More Time for Eating: Transitioning
to and from the cafeteria can consume a significant portion of the lunch break. Eating in the classroom saves this transit time, giving students and teachers more time to eat and relax. This additional time can lead to better eating habits and reduced food waste.
The logistics of moving hundreds of students to and from the cafeteria can be timeconsuming. This transition often eats into the actual time students have to enjoy their lunch. By eliminating this transition, and having our proctors come to each room, students have more time to focus on their meals. They can eat at their own pace without feeling rushed, which contributes to better digestion and overall health.
Strengthening Classroom Community:
Sharing a meal in the classroom fosters a sense of community and camaraderie among students. It provides an opportunity for students to bond with each other in an informal setting, potentially improving relationships and classroom dynamics. This strengthened community can enhance overall classroom morale and cooperation. Lunchtime can be a valuable opportunity for socialization. In the classroom setting, students
Eating in classrooms provided quieter spaces, reduced stress, and helped our proctors monitor students more effectively, creating a safer and calmer lunch experience
have the chance to engage in meaningful conversations with their peers. This bonding time helps build a stronger sense of community within the classroom. As students feel more connected to each other, the overall classroom environment becomes more cohesive and supportive, leading to improved cooperation and mutual respect.
Better Allergen Control: Managing allergies is easier in a classroom setting where the staff knows the specific needs and medical requirements of each student. This awareness reduces the risk of allergen exposure, providing a safer eating environment for all students. In a large cafeteria, it can be challenging to manage and monitor food allergies effectively. However, in the classroom setting, our staff are more aware of each student’s specific dietary
needs and can ensure that these needs are met. This close attention helps create a safer eating environment, reducing the risk of allergic reactions and ensuring that all students can enjoy their meals without fear.
Reduced Food Waste: In a classroom setting, our proctors can encourage students to finish their meals or manage portion sizes based on individual needs, potentially reducing food waste. This mindful approach to eating supports both health and the reduction of food that ultimately is thrown in the trash. By being more aware of what each student is eating, staff can help reduce food waste. They can encourage students to take only what they can eat and to finish their meals. This mindful approach allows our students to consume a meal that will help fuel their day.
Improved Hygiene and Cleanliness:
Maintaining cleanliness is easier in a classroom where the proctor can enforce rules more effectively. This control contributes to a cleaner eating environment, promoting good hygiene practices among students.
Our staff create a clear, easy-to-follow cleaning routine by providing each student with basic cleaning supplies such as disinfectant wipes and paper towels. Before and after lunch, students can be guided through a quick clean-up procedure: wiping down their desks, ensuring all food waste is properly disposed of, and organizing their personal items. Assigning rotating roles, such as “Clean-Up Captain,” can also foster a sense of responsibility and teamwork. By integrating these habits into the daily routine, students learn the importance of cleanliness and personal responsibility while maintaining a tidy and healthy classroom environment.
Addressing Potential Drawbacks
While classroom lunches offer clear benefits, potential drawbacks include the need for additional classroom cleaning, managing food smells or spills, and the lack of a change of scenery that a cafeteria provides. Schools must weigh these advantages against the potential disadvantages based on their specific circumstances, resources, and student needs.
Additional Cleaning Responsibilities:
One of the main concerns with classroom lunches is the increased need for cleaning. Classrooms must be thoroughly cleaned after meals to prevent pest issues and maintain a healthy environment. This added responsibility can be managed by creating a structured cleaning routine involving both students and staff.
Managing Food Smells and Spills:
Food smells and spills can also be a challenge in a classroom setting. Implementing rules for proper food disposal and immediate clean-up of spills can mitigate these issues. Working collaboratively with our Custodian has allowed large trash cans to be utilized, and waste removed after lunch is completed.
Lack of Change of Scenery:
The cafeteria provides a change of scenery that can be refreshing for students. To address this, schools can incorporate occasional special lunch days in different settings, such as picnics outside or themed classroom lunches, to keep the experience varied and enjoyable.
Conclusion
Our experience with classroom lunchtimes highlights the potential for innovative solutions to create a positive, inclusive, and effective educational environment. By focusing on fostering a supportive culture, we can address daily challenges while promoting the well-being and success of our students. Through collaborative efforts and continuous improvement, we can transform our schools into places where every student thrives.
Implementing classroom lunchtimes has shown significant improvements in student behavior, reduced stress levels, and fostered a stronger sense of community. While there are challenges to address, the benefits of this approach are clear. By being adaptable and creative, we found an effective solution that meets the needs of our students, and create a more positive and supportive educational environment.
