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The Future of Learning: Are We Ready?
Think back to your school days. Remember the clunky projectors, the endless rows of desks, and the dreaded pop quizzes? Fast forward to today, and the classroom looks nothing like it did a decade ago. Smartboards have replaced chalkboards, students are coding in elementary school, and AI-driven personalized learning is no longer science fiction—it’s happening right now.
Education is evolving at breakneck speed. Technology is reshaping how students learn, teachers teach, and schools function. Hybrid and online learning are breaking down geographical barriers, making quality education more accessible than ever. AI is tailoring lessons to individual students, ensuring no one gets left behind. But with progress comes challenges. How do we balance innovation with foundational skills? How do we support teachers when there’s a growing global shortage? And what about students’ mental health in this hyper-connected world?
These are the big questions shaping the future of K12 education. And that’s exactly what this issue of K12 Digest Magazine explores. Our cover story features Dr. Adrian Camm, a visionary education strategist whose impact is being felt across global learning communities. As Principal of Westbourne Grammar and Managing Director of its Board, Dr. Camm is leading one of the most transformative phases in the school’s 160-year history. His insights— shaped by collaborations with thought leaders like Dr. Edward de Bono, Daniel Dennett, and Raymond Kurzweil—offer a glimpse into the future of learning.
Beyond Dr. Camm’s story, this issue is packed with thought-provoking discussions on EdTech advancements, curriculum innovation, and the skills students need to thrive in an uncertain future. Whether you’re an educator, policymaker, or curious reader, there’s something here for you.
So, as you dive into this edition, ask yourself: Are we truly preparing students for the world they will inherit? The future of education isn’t coming — it’s already here. Let’s build it together. Enjoy Reading.
Sarath Shyam
COVER STORY
DR ADRIAN CAMM
PRINCIPAL AND MANAGING DIRECTOR, WESTBOURNE GRAMMAR SCHOOL
SHAPING THE FUTURE OF LEARNING WITH AI, INNOVATION, AND IMAGINATION
ADMIN PERSPECTIVE
32
EMPOWERING STUDENTS, ENABLING A SUSTAINABLE TOMORROW
LeeAnn Kittle, Executive Director of Sustainability, Denver Public Schools
ACADEMIC VIEWS
20
MENTAL HEALTH AND WELL-BEING IN SCHOOLS: PRIORITIZING STUDENT WELLNESS
Richard M. Gordon, Principal of Paul Robeson High School
INDUSTRY PERSPECTIVE
26
FORTIFYING THE DIGITAL FRONTIER: WHY CYBERSECURITY IS THE NEXT FRONTIER FOR K-12 SCHOOLS
Dr. James Crawford, Transformational Educational Leader
5 WAYS TO RETHINK LESSON OBSERVATIONS
David Rushby, Co-Creator of Nautilus Education
40
46
NAVIGATING LEADERSHIP SEARCHES IN INTERNATIONAL SCHOOLS: GUIDING BOARDS, CANDIDATES, AND COMMUNITIES
Pauline O’Brien, Director of Global Recruitment Strategy & Leadership, International Schools Services
COVER STORY
DR ADRIAN CAMM
PRINCIPAL AND MANAGING DIRECTOR, WESTBOURNE GRAMMAR
SCHOOL
SHAPING THE FUTURE OF LEARNING WITH AI, INNOVATION, AND IMAGINATION
Dr Adrian Camm, Principal of Westbourne Grammar and Managing Director of its Board, is a global education strategist and transformation expert. He has presented his innovative learning concepts to prominent figures like Dr Edward de Bono, Daniel Dennett, and Raymond Kurzweil. Holding a Master of Education (Leadership), a PhD from Deakin University, and having studied at Oxford’s Saïd Business School, Dr Adrian also has experience as a company director. He champions collaborative achievement and leads Westbourne through its most significant growth period in nearly 160 years.
Dr. Adrian’s accomplishments have earned him numerous accolades, including the 2009 Australian Award for Teaching Excellence, the 2010 Victorian Education Excellence Award for Outstanding Secondary Teacher of the Year, and the 2024 Australian Education Award for Australian School Principal of the Year. He is a regular feature on The Educator’s Hotlist and is recognised as one of Australia’s most influential educators.
In this exclusive interview with K12 Digest, Dr Adrian shares insights on the most pressing challenges facing schools today, the transformative power of project-based learning, and the critical role of STEM in shaping the next generation of problem-solvers. From creating AI academies to fostering a culture of inclusivity and collaboration, Dr Adrian’s forward-thinking approach offers a roadmap for educators, parents, and industry leaders seeking to equip students with the skills and agency needed to thrive in an uncertain world. Discover how one of Australia’s most influential educators is redefining what it means to prepare students for the future—and why his vision matters now more than ever.
As someone with extensive experience in leadership roles across various educational institutions, what inspired your journey into education, and how has your vision evolved over the years?
I was interested in everything as a young person. My subject choices in my final year of secondary schooling reflected this as I studied subjects ranging from Specialist Mathematics to the study of Literature and Classical Societies and Cultures. I developed an interest in the intersection of technology and mathematics and spent a great deal of time specializing in cryptography at university. Thinking I was heading for a career in the Air Force, personal circumstances dictated that I needed to stay close to home and so started a graduate diploma of education thinking that teaching would be something that I could do in the interim. Starting in a low socio-economic school as a permission to teach teacher, I quickly fell in love with the profession. Since then, my career has been a blend of deliberate planning and seizing every opportunity in front
of me. Right from the early stages of my work, I have been fascinated by people dynamics and the transformative power of great leadership. I am constantly in the process of learning and developing expertise across all domains of leadership and management – this has allowed my career to continue to advance, evolve, and adapt to shifting contexts and situations. Whilst I continue to learn, evolve and develop expertise, I don’t think my vision has really changed that much. I have always believed that school can be so much more than what it traditionally has been and so I do everything in my power to really push the boundaries of what is possible in schools.
With education undergoing rapid transformation globally, what do you believe are the most pressing challenges facing schools today, and how can institutions adapt to stay relevant and impactful?
School education is at an inflection point, shaped by technological advancements, evolving workforce demands, teacher shortages, and
School education is at an inflection point, shaped by technological advancements, evolving workforce demands, teacher shortages, and shifting societal expectations
shifting societal expectations. Schools must navigate these changes whilst preparing students for a future that is increasingly uncertain.
Schools must continually examine what they do and find a balance between the delivery of the traditional aspects of education and more progressive and innovative approaches. This includes flexible modes of delivery but more importantly, introducing new and relevant curriculum and pedagogical models that excite, empower, and equip young people with a sense of agency. With agency, young people develop what I believe to be the most fundamental aspect of a modern education – that is, they learn how to learn, and by doing so, can tackle any situation or problem they face in the future.
Therefore, schools need to provide more opportunities for young people to learn autonomy, independence, and self-determination, and by doing so, place more emphasis on the development of capacity and capability thereby equipping students with the skills, tools, attitudes, attributes, and dispositions to embrace a world of constant change.
Having championed experiential and project-based learning, what are some of the most innovative approaches you’ve implemented at Westbourne Grammar School? How do these prepare students for the challenges of the future?
Adoption of a futures thinking curriculum, esports program, and experimentation with brainmachine interfaces and biometric technology have facilitated student agency, but perhaps most impressive is the evolution of our AI Academy. Students from Year 5 to Year 12 are now creating
their own artificially intelligent applications and products utilizing machine learning. This not only aligns with our vision of shaping learners who inspire the world but also our philosophical position of ensuring that young people today are the creators of tomorrow’s technology.
I have also created an AI Avatar of myself that is being deployed in a variety of contexts. This digital twin is able to recognise, understand, and appropriately respond to human speech in a human-like manner, looks like me, generates spoken responses with a voice clone that sounds exactly like me, can speak in one of fifty different languages with perfect real-time translation, has realistic facial expressions, body moves and gestures, and utilizes an extensive knowledge base that is connected to a custom large language model. This allows greater connection with our alumni, international markets, and agents who support the school with student recruitment. I also use this AI Avatar to educate the parent community about the opportunities and challenges of AI both now and in the future.
Learning at its heart is experiential. Providing young people with real-world problems, situations, and scenarios leads to deeper and more powerful learning. So technology is important, however, we also have students starting charities, and not-forprofit businesses, raising significant amounts of money for worthy causes, travelling around the world immersing themselves in different cultures, learning about service, and beginning later this year, we have a studentled café opening here at the school where every student in Year 8 will gain experience in the end-to-end management of a real small enterprise.
Providing young people with real-world problems, situations, and scenarios leads to deeper and more powerful learning
Given your extensive work in STEM education and your advocacy for integrating technology, how do you envision the role of STEM evolving in shaping the future of learning and problem-solving?
Engineering and art have always been interrelated but perhaps even more so now. Computer programming in university is mandatory for most biologists, musicians and historians. Mathematicians, statisticians and scientists’ primary intellectual tool is now that of the computer. Robotics and automation have transformed and revolutionized the way many disciplines and businesses operate. 3D printers are now a mainstream tool for Dentists, Prosthetists and many other medical professionals.
An in-depth knowledge, skillset and expertise of a particular specialization are still important, but increasingly major discoveries are happening at the interstices between disciplines, and this requires depth in a specific field but also an ability and the capability to see and make connections more broadly.
STEM or STEAM then transcends subjects and becomes a way of thinking about the world whereby students will increasingly be collaborating with intelligent systems and leveraging the technology at their disposal to enhance and augment their abilities and to do things that were not possible even just a few years ago.
As a strategist and global speaker, what trends in school education do you think are critical for educators and policymakers to prioritize over the next decade?
There is an incredible inertia in school education making any significant change incredibly difficult.
Westbourne moves at an incredible pace via a culture of distributed leadership that has been created through an intentional approach informed by accelerator networks
It’s almost like a rubber band, you can pull it, and stretch it a certain distance, but as soon as you stop applying pressure it will revert to its normal shape and form.
In saying that, over the next decade, educators and policymakers must prioritize several critical trends to ensure school education remains relevant, equitable, and future-focused. Artificial Intelligence will drive the agenda in the coming years in every aspect of teaching and learning and business operations, as will student well-being, and at least in the Australian context, school funding and the attraction and retention of quality teachers in a climate where the profession is not seen as one of prestige.
In your role as Principal and Managing Director, how do you foster a culture of innovation, inclusivity, and collaboration among students, educators, and the broader school community?
Westbourne moves at an incredible pace via a culture of distributed leadership that has been created through an intentional approach informed by accelerator networks.
Accelerator networks are a second, more agile, network-like structure that operates in concert with the traditional hierarchy allowing the school to capitalize on rapidfire strategic challenges and new directions. The traditional hierarchy and the network coexist to drive efficiency and innovation. The two systems work as one with high trust and a constant flow of information. This has created opportunities for leadership, career advancement, and the gaining of valuable
experience in leading significant projects and initiatives irrespective of position or title within the school. This foundational structure and approach continue to be the catalyst for innovation and collaboration. For instance, in 2021 we launched a digital strategy that aimed to position us at the forefront of digital within 3 years. The strategy had 82 key deliverables, and we had 45 staff members from across the school contributing to the end-to-end project management of strategic priorities that have advanced our school in different ways. The result? A 3-year strategy was delivered in under 2 years and we have now been able to launch into our second iteration that will allow us to entrench our position as the leader in digital in the independent school education sector in Australia.
We believe that investing in our people is a responsibility. Every staff member has an individual and personalized career trajectory plan that assists them in reaching the goals that they set for themselves. Staff have access to the most generous professional learning provisions in the country, access to travelling fellowships, and are actively encouraged to pursue postgraduate study supported by the school –currently, we have 18 staff doing study at a Masters or PhD level. This level of investment in our people also extends to our students. Involving students in real-life experiences such as strategy creation and recruitment and inviting students to sit on interview panels for teaching and senior leadership positions ensures students see themselves as having a seat at the decision-making table creating a fully inclusive school culture.
We believe that investing in our people is a responsibility. Every staff member has an individual and personalized career trajectory plan that assists them in reaching the goals that they set for themselves
You’ve accomplished so much in your career and inspired countless educators. What is one piece of advice or a life lesson that has shaped you and that you would share with aspiring leaders and educators?
One piece of advice? Double down on your authentic self, be true to who you are, be a voracious learner, and never say no to an opportunity. I think that might be four pieces of advice!
ACADEMIC VIEWS
Mental Health and Well-Being in Schools: Prioritizing Student Wellness
Richard M. Gordon, Principal of Paul Robeson High School
As a leader in urban education, one of the most challenging aspects has been balancing the immediate, tangible needs of students and staff with the long-term vision for systemic change. This is especially true when working within the complexities of the 8th largest educational bureaucracy in the country. In the schools I’ve served—and now leading the largest high school learning network in the School District of Philadelphia—the challenges are multifaceted: academic underperformance, safety concerns, unhealthy building conditions,
teacher shortages, overcrowded classrooms, and issues of poverty and mental health. These challenges disproportionately affect our most vulnerable minority communities. However, I believe we must address both short-term needs and the long-term cultural transformation necessary for sustainable change.
Mental health support in schools is not just about providing therapy or counseling; it’s about fostering a culture of care, healing, and emotional growth. The key ingredient in this approach is love—love for students, for their futures, and for the communities we serve. As
Mental health support in schools is not just about providing therapy or counseling; it’s about fostering a culture of care, healing, and emotional growth
Richard M. Gordon IV is a nationally recognized, award-winning educator known for his transformative leadership in underserved communities. As Principal of Paul Robeson High School in West Philadelphia, he turned around a school facing closure due to budget cuts and low performance, leading it to become the Most Improved High School in Philadelphia by 2017. Gordon’s extraordinary impact has earned him over 50 awards, including Pennsylvania Principal of the Year in 2020, and recognition as three-time National Principal of the Year from multiple organizations. He is also lauded by government leaders, including current and former mayors, governors of Pennsylvania, and the U.S. Department of Education. Currently, as Assistant Superintendent in the School District of Philadelphia, Gordon oversees 15,000 students and continues to drive initiatives to combat the intersecting challenges of poverty, mental health, gun violence, and the aftermath of COVID-19. His leadership continues to reshape educational outcomes, advocating for community collaboration and a holistic approach to student success.
an educator and leader who has worked in some of the most challenging urban environments, I can attest to the transformative power of integrating mental health support with love and academic rigor.
The Crucial Link Between Mental Health and Academic Success
Growing up in poverty in Camden, NJ, I witnessed firsthand how stress, trauma, and emotional burdens can hinder a child’s ability to succeed. My mother, a hairdresser working long hours to make ends meet, and my father, supplementing his income through criminal activity, provided little emotional or financial stability. School wasn’t just a place to learn; it was a refuge where I felt safe and valued. It was not just the academic subjects that helped me, but the emotional support I received from teachers and counselors. I remember how Mrs. Turner, my 5th-grade teacher, always checked in on me, offering guidance and a sense of belonging. Or how my high school Spanish teachers, Mrs. Rosenbaum and Mrs. Robino, instilled a belief in me even when I didn’t achieve my best outcomes. These educators cared about me, and their support had a profound impact on my mental and emotional well-being. Mental health isn’t just an afterthought in education—it is central to a student’s ability to learn, grow, and achieve.
Research consistently shows that students from low-income communities are at a higher risk of mental health challenges. Poverty creates stressors—hunger, violence, neglect— that often result in anxiety, depression, and other emotional struggles. When students are dealing with these pressures, it becomes nearly impossible for them to focus on academics.
Without the proper support systems, these challenges can persist and compound, creating long-term barriers to success.
As a leader overseeing a network of diverse schools in Philadelphia—often referred to as “America’s Poorest Big City”—I see these challenges daily. Many of our students come to school already burdened by trauma, needing more than just academic rigor. They require a support system that addresses their emotional needs, builds resilience, and offers tools for coping with stress and adversity.
Love as the Foundation of Mental Health Support
In education, love is the most powerful tool we have to create a supportive and healing environment. It’s not just about being kind; it’s about making an intentional choice to lead with compassion, nurture relationships, and prioritize the emotional needs of every child. This belief in the transformative power of love is something I’ve experienced firsthand.
When I became principal at Paul Robeson High School in West Philadelphia, the school was on the brink of closure. It had severe academic and behavioral challenges. But through love— love for the students, for the community, and for the mission—we turned it around. By fostering an environment that was emotionally and academically supportive, we dramatically improved the school’s performance. Under my leadership, Paul Robeson saw a 22% reduction in truancy, a suspension rate below 4%, and a graduation rate of 95%, well above the citywide average of 75%. The school, once on the brink of permanent closure, was recognized as the Most Improved Philadelphia High School in just three years.
When we lead with love, when we prioritize the social-emotional wellness of students, the results speak for themselves
Our efforts were further recognized by U.S. News & World Report, which named Paul Robeson one of “America’s Best High Schools” for four consecutive years (2019-2022). I was also named Pennsylvania Principal of the Year in 2020, the first recipient from the School District of Philadelphia in its 207-year history. My leadership was further honored with multiple National Principal of the Year accolades from organizations such as Education Dive Magazine (2017), the National Alliance for Black School Educators (2019), and the National Association of Secondary School Principals (2021). These successes didn’t happen by chance. They were the result of a deliberate focus on the whole child. We integrated mental health support into every part of the school culture, training staff to recognize signs of trauma and
distress and respond with compassion. We built relationships with students to ensure they felt seen and heard. We also provided access to mental health professionals, creating an environment where emotional wellness was valued just as much as academic achievement.
One of my proudest moments came when my daughter attended the very school I helped transform. If the school was good enough for my child, I knew it would be good enough for others. Now, as she prepares to graduate as the Valedictorian of the Class of 2025, her success symbolizes the power of prioritizing the whole child—emotional, academic, and social wellbeing. It shows that when we love our students and invest in their mental health, we can help them break barriers and achieve things they never thought possible.
A Holistic Approach to Mental Health in Schools
It’s not enough for schools to simply focus on academic achievement; we must ensure that mental health is central to the school experience. In the schools I lead, mental health and wellness are not afterthoughts—they are core components of everything we do. We’ve adopted a holistic approach that integrates mental health services with social-emotional learning (SEL) and academic programs. Here’s how:
1. Social-Emotional Learning (SEL): SEL helps students develop emotional skills like self-regulation, empathy, and resilience. By embedding SEL into daily routines, we give students the tools to manage stress, build positive relationships, and navigate life’s challenges.
2. Trauma-Informed Practices: Many students come to school carrying the weight of past trauma, which can manifest as behavioral problems or emotional struggles. By adopting trauma-informed practices, we ensure that teachers and staff respond in compassionate and supportive ways.
3. Access to Mental Health Services:
In my role as Assistant Superintendent, I’ve advocated for expanding mental health resources. We’ve worked to ensure that every student has access to counseling, therapy, and other emotional support services, either on campus or through community partnerships.
4. Building Relationships and Support Systems: Strong, supportive relationships between students and adults are crucial for
mental health. We emphasize building trusting relationships so students feel seen, heard, and cared for. This support network allows them to thrive emotionally and academically.
5. Love as Wellness Prevention & Intervention: From my own experiences, I’m more convinced than ever that love, care, and mental health support are critical to educational success. My leadership has been recognized locally and nationally, not just because of personal triumphs, but because those successes prove that prioritizing mental health leads to better academic outcomes and brighter futures for students.
Moving Forward
As educators, we have a responsibility to ensure that every child receives the emotional and academic support they need to succeed. This means advocating for more resources, more training for educators, and a commitment to building supportive, loving school cultures. It also means addressing what I believe are the four pandemics of our generation: poverty, mental health challenges, COVID-19, and gun violence. We must continue championing community collaboration to address these intersecting issues.
When we lead with love, when we prioritize the social-emotional wellness of students, the results speak for themselves. Let’s work together to ensure that every student not only succeeds academically but also grows, heals, and thrives emotionally in loving, nurturing spaces. By doing so, we can build a better future for all students and our communities, regardless of their zip code, county, state, or country.
Fortifying the Digital Frontier: Why Cybersecurity is the Next Frontier for K- 12 Schools
Dr. James Crawford, Transformational Educational Leader
In today’s increasingly digital world, K-12 schools are facing a growing wave of cyberattacks. Ransomware, phishing, and data breaches have become common, and school districts are prime targets. This trend threatens the security of student data and districtwide systems, causing widespread disruption. As districts move to embrace more digital learning platforms and artificial intelligence, the need for comprehensive cybersecurity measures has never been more urgent.
According to the Cybersecurity and Infrastructure Security Agency (CISA), educational institutions are particularly vulnerable because of the sensitive data they store—student records, health information, and even payment data from families. The repercussions of cyberattacks are not just financial; they can disrupt education, compromise personal privacy, and create long-term security risks. This makes cybersecurity a critical issue for school leaders across the country.
Dr. James Crawford is a transformational educational leader with over two decades of experience, dedicated to ensuring every child reaches their full potential. As a superintendent, he spearheaded a communitydriven strategic plan and led the passage of a $150 million bond for infrastructure improvements, the first in 19 years. Recognizing the growing importance of digital security, Dr. Crawford has championed proactive cybersecurity practices in education, emphasizing transparency and trust to protect student and staff data. He has also served as an adjunct faculty member at Washington State University and the University of Washington, supporting the development of future educational leaders.
The Growing Threat Landscape
Cyberattacks on K-12 schools have surged in recent years. According to the Cybersecurity and Infrastructure Security Agency (CISA), reported incidents tripled between 2018 and 2021. Ransomware attacks have disrupted school operations, data breaches have exposed sensitive student and staff information, and phishing schemes have compromised network security.
Across the country, school districts of all sizes have experienced significant disruptions due to ransomware attacks, with some facing recovery costs in the millions. These attacks highlight the increasing vulnerability of K-12 schools, which
often operate with limited resources yet store highly sensitive data. Cybercriminals are drawn to these systems, and recent studies show that the average ransom payment for a ransomware attack on a school district exceeds $250,000. For districts already managing tight budgets, the financial and operational impacts of these attacks can be devastating.
Challenges for K-12 Schools
One of the most pressing challenges for K-12 schools is building cybersecurity expertise and increasing access to resources. Many schools face significant budgetary constraints,
which often limit their ability to hire dedicated IT security staff. Instead, small IT teams— sometimes consisting of only a few individuals— are tasked with managing extensive networks and thousands of devices. These teams are often stretched thin, leaving school systems more vulnerable to potential cyberattacks.
The National Center for Education Statistics (NCES) reports that more than 30% of rural districts do not have a dedicated cybersecurity team, and 40% of districts rely on part-time IT staff. Rural and underfunded districts face the greatest challenges, as they struggle to afford even basic cybersecurity protections like firewalls and encryption. These disparities in resources mean that some districts are more vulnerable than others, and the digital divide in cybersecurity is widening.
Adding to this, the rapid shift to remote learning during the COVID-19 pandemic increased the number of devices connected to school networks and, in turn, increased vulnerabilities. Schools were forced to quickly
adopt new technologies without adequate time or resources to vet them for security risks. This rush left many districts with patchwork security systems that are difficult to manage and insufficient to address today’s evolving cyber threats.
The Role of Legislation and Policy
Recognizing the growing threat, states are beginning to introduce laws that mandate cybersecurity standards for K-12 schools. Texas, for example, passed SB 820, which requires school districts to implement cybersecurity policies and designate a cybersecurity coordinator. Similarly, New York’s Education Law 2-D mandates strict data privacy protections and cybersecurity measures for schools. And some states have crafted legislation requiring school districts to implement cybersecurity measures as part of their overall risk management plans.
Legislation like this is critical to ensuring that schools have a baseline level of protection. Bills like these seek to establish minimum
Ransomware attacks have disrupted school operations, data breaches have exposed sensitive student and staff information, and phishing schemes have compromised network security
cybersecurity standards, create a centralized support center for schools, and provide grants to underfunded districts. Legislation like this will help ensure that all schools, regardless of their financial situation, can safeguard student and staff data. These laws not only set minimum standards for security practices but also create accountability frameworks that require schools to report cyber incidents and remediate weaknesses. By providing structured support, including centralized resources and grant programs, legislation can help bridge the cybersecurity gap for underfunded districts.
Proactive Measures for Schools
While legislation is crucial, schools don’t have to wait for new laws to start protecting their networks. There are several proactive steps schools can take to improve their cybersecurity defenses, even with limited resources. These include:
Staff training: The first line of defense in any organization is its people. Schools should regularly train staff to recognize phishing emails, suspicious attachments, and other potential threats. Cybersecurity awareness training can significantly reduce the risk of human error, which is one of the most common entry points for attackers. Policy and training can include: phishing awareness training, access control policies, incident response plans, data encryption, and user behavior monitoring.
Network security basics: Implementing firewalls, encryption, and multifactor authentication can provide essential layers of protection for school networks. Schools can
also prioritize regularly updating software and systems to ensure they are protected against the latest vulnerabilities. Other technical measures include: endpoint detection and response (EDR), firewall configuration, network segmentation, regular patching and updates, secure cloud storage, backup systems, multi-factor authentication, virtual protections networks, regular password updates.
Collaboration and Support: Given the necessary infrastructure and current levels of in-district supports, collaborating with outside institutions can provide an additional layer of safety. Districts can conduct a thirdparty risk assessment, apply for cybersecurity grants, access shared IT resources with partner districts or regional organizations, partner with local universities and colleges, and secure cybersecurity insurance. By implementing a combination of these strategies, K-12 schools can significantly enhance their defenses against cyber threats while building a culture of cybersecurity awareness.
The Future of Cybersecurity in Education
As digital learning becomes an increasingly important part of education, the cybersecurity risks facing schools will only grow. Schools must continue to invest in cybersecurity tools and training, while also advocating for policies that support long-term protection. This includes zero-trust architecture, a model where every access request is verified, regardless of its origin, and domain name system (DNS) filtering to prevent access to malicious websites.
By providing structured support, including centralized resources and grant programs, legislation can help bridge the cybersecurity gap for underfunded districts
The integration of artificial intelligence (AI) in education also raises new security concerns. While AI can provide valuable tools for personalized learning and operational efficiency, it can also introduce new vulnerabilities. Schools will need to consider how AI systems are secured and ensure that any technology adopted in the future aligns with best cybersecurity practices. Currently, there are AI and machine learning tools to detect and respond to threats in real-time.
Cybersecurity is no longer a luxury—it’s a necessity for ensuring the safety and continuity
of education in the digital age. As schools navigate this new frontier, collaboration between educators, policymakers, and cybersecurity professionals will be key to creating a safer, more resilient education system.
As K-12 schools continue to embrace digital tools and online learning, cybersecurity must be treated as a priority. By understanding the risks, adopting proactive measures, and supporting legislative efforts, schools can better protect their students, staff, and data. The time to act is now.
Empowering Students, Enabling a Sustainable Tomorrow
LeeAnn Kittle, Executive Director of Sustainability, Denver Public Schools
LeeAnn Kittle is a seasoned sustainability professional, and her story is one of passion, innovation, and an unwavering commitment to a sustainable future. Equipped with a Masters in Business Administration and a Bachelor of Science in Environmental Science, LeeAnn’s academic foundation, mirrors her dual commitment to business acumen and environmental stewardship. In 2020, LeeAnn joined Denver Public Schools to further her mission of educating and fostering student advocacy for decarbonization. She has since earned Energy Manager of the Year for Central and South US by the Association of Energy Engineers and Leaders to Learn From by Education Week.
Recently, in an exclusive interview with K12 Digest, LeeAnn shared her professional trajectory, the secret mantra behind her success, significant career milestones, her favorite non-academic book, future plans, words of wisdom, and much more. The following excerpts are taken from the interview.
Hi LeeAnn. What sparked your passion for sustainability, and how has your background in environmental science and business administration informed your approach to driving sustainability initiatives?
It all started in an undergraduate environmental science class when my professor shared a story that stuck with me: our campus recreation center was supposed to have a green roof—a vibrant, living testament to sustainability—but the project was scrapped due to budget constraints. That revelation lit a fire in me. Partnering with another student, I spearheaded a campaign to raise the $250,000 needed to make it happen.
Two years later, we celebrated the installation of a 7,000-square-foot green roof—a tangible, lasting contribution to our urban campus and my first real taste of how the built environment can work with our natural world.
This project inspired my commitment to sustainability and set the foundation for my approach. My background in environmental science gives me the tools to understand the “why” behind sustainable solutions, while my business education equips me to navigate the “how.” I’ve learned to bridge the gap between scientific innovation and financial feasibility, ensuring that big ideas for combating climate change can become actual, impactful actions.
It’s less about titles and roles and more about recognizing and leveraging skill sets.
That’s where the magic happens
What do you love the most about your current role?
Without a doubt, it’s working with students and watching them step outside the confines of the classroom to discover and develop hands-on skills. Whether diving into solar energy projects, working with electric vehicles, cultivating gardens, honing their leadership abilities, or mastering public speaking, I see them grow in ways that prepare them for the real world. Guiding that journey is one of my greatest passions.
I’m also deeply inspired by the partnerships we’ve built—finding unique, strategic ways to collaborate. One of my favorite examples is our work with the City of Denver. Together, we’ve
turned our property into a hub for community solar gardens while channeling a portion of the energy from our projects to support Denver Public Schools families in need, helping them offset their utility bills. Partnerships like these remind me how innovative solutions can truly make a difference—for our students, our community, and beyond.
You were recently recognized as one of the Top 50 Women Leaders of Denver for 2024. Our readers would love to know the secret mantra behind your success.
To sum it up, I’d say it’s a fearless embrace of failure. I’ve learned to find comfort in
Creating roles and initiatives that didn’t exist before, proving their value, and watching them take root within an organization has been incredibly rewarding
trying first, innovating boldly, and creating an environment where others feel empowered to believe in themselves. For me, leadership is like conducting a symphony—discovering each teammate’s unique strengths and orchestrating them to create something extraordinary. It’s less about titles and roles and more about recognizing and leveraging skill sets. That’s where the magic happens.
When it comes to leading in my field, I believe in staying on the cutting edge—not so far ahead that you lose touch with reality, but just far enough to push boundaries. Sure, budgets can feel like barriers, but I’ve found that creativity often thrives within constraints. Finding those “outside-the-lines” solutions is where the real breakthroughs emerge.
One quote I live by is from my favorite artist, M.C. Escher: “Only those who attempt the absurd will achieve the impossible.” It’s a reminder to dream big, take risks, and embrace the challenge of turning the improbable into the possible.
How do you prioritize your own wellbeing and self-care, particularly in a demanding role like yours?
Honestly, it’s a work in progress. Balancing a demanding role as a working mom with a husband who travels isn’t always easy, but we are a strong team driven by a shared passion for impact, community, and family. Our secret? We prioritize adventures—together.
Traveling and spending time outdoors is how we recharge. Whether hiking, playing disc golf, working out, or simply soaking in the beauty of nature, these moments ground us and remind us why we work so hard. Living in Colorado makes it easier. There’s no shortage of breathtaking places to escape and reconnect.
It’s not always perfect, but finding that balance through adventure and connection keeps me grounded and energized.
Who is your role model in life, and why?
That’s a tough one! I don’t have just one. Instead, I’ve built a collection of inspiration from people I’ve admired along the way—everyone from my parents and childhood soccer coach to my husband and current coworkers. I’m a talker, but some might not realize that I’m just as much, if not more, an observer. I spend much time quietly absorbing moments and lessons from others, piecing together what I can learn and carry forward.
That said, it’s not just the positive examples that have shaped me. I’ve had my fair share of bad ones, too—people or situations that showed me exactly what not to do. While those experiences can be harrowing in the moment, they’ve taught me just as much, if not more, about the kind of leader and person I strive to be. Even in the challenges, there’s a silver lining, and I’m grateful for how they’ve helped me grow.
What are some of your greatest achievements in your career till date? What makes them special?
Some of the most outstanding achievements in my career have come from building something out of nothing—programs with no roadmap, no instructions—just an idea and my entrepreneurial spirit to bring them to life. Creating roles and initiatives that didn’t exist before, proving their value, and watching them take root within an organization has been incredibly rewarding. However, the moments that stick with me the most are the personal connections.
Watching students grow far beyond the walls of the institutions where I worked with them and staying in touch as they become thriving, contributing members of society—that’s a unique kind of pride. Or hearing from a coworker a decade later, telling me they saw composting at an airport across the country and immediately
thought of me—it’s those small but meaningful reminders that my work leaves a lasting impact. Then, there are the big moments, like speaking at the White House as a content expert or hosting and meeting the United States Vice President right here in Denver, Colorado, for leading a nationally recognized climate action
Empathy allows me to connect with people in ways some of my counterparts can’t, creating relationships and trust that amplify my impact
plan. Those are the milestones I’ll carry with me forever—proof of what’s possible when passion and purpose align.
What have you learned as a woman in leadership?
That confidence is everything. Working in energy management—a field where I was often the only woman in the room—taught me early on to trust myself and my abilities. Owning my strengths and embracing my potential to drive change has been a game-changer.
I’ve also learned that leading with empathy isn’t a weakness—it’s one of my greatest strengths. Empathy allows me to connect with people in ways some of my counterparts can’t, creating relationships and trust that amplify my impact. Confidence and empathy together? That’s where the real power of leadership lies.
What is your favorite non-academic book and why?
My favorite non-academic book changes over time, but right now, it’s The Alchemist. There’s something timeless about its message—it takes the classic idea of “it’s not the destination but the journey” and frames it in a way that makes you reflect on who you become during that journey. One of the concepts that stayed with me is “Maktoob,” which means “it is written” in Arabic.
I don’t see life as being entirely pre-determined, as if we have no control over the outcome, but I believe everything happens for a reason. When you trust in that idea, the challenging moments feel less overwhelming because you understand they’re part of a bigger plan—guiding you toward the path you’re meant to take. It’s a book that invites reflection and leaves you with peace about the journey’s struggles and beauty.
Whether in my current field or a new venture, I hope to keep creating, innovating, and building something that will make a lasting difference
Where do you see yourself in the next five years?
I’ve always found this question tricky—not because I don’t think about my future, but because life rarely goes exactly as planned. One of my favorite quotes by the philosopher Søren Kierkegaard says, “Life can only be understood backwards; but it must be lived forwards.” It reminds me to stay present, not dwell on the past or stress too much about what’s ahead.
That said, I want to continue making a meaningful impact, whatever that means. Whether in my current field or a new venture, I hope to keep creating, innovating, and building something that will make a lasting difference.
What advice would you give to young women who are interested in pursuing careers in sustainability or environmental science?
First, network. Connect with others in the field, and don’t be afraid to ask questions—learn what they love and don’t about their careers. Also, figure out which sector aligns best with your values and goals—whether it’s public, private, nonprofit, a large corporation, or a small business. Knowing where you thrive can make all the difference.
Take a communication course. No matter how brilliant you are in your subject, the ability to clearly, concisely, and inspirationally communicate with diverse stakeholders is essential. It’s not just about knowing the science; it’s about sharing it in a way that moves people to action.
And above all, believe in yourself. It’s easy to feel small in the face of global challenges, but as the saying goes, “I’m just one person”— said 8 billion people. You could be the one… to change it all!
5 Ways to Rethink Lesson Observations
David Rushby, Co-Creator of Nautilus Education
After welcoming the pupils into school, settling in, and rolling out your priorities, how do you then seek to secure genuine improvement in your classrooms?
So many of our approaches to school improvement are back to front, and we know it. Test and assessment analysis may be good for targeting teaching, but we know that this doesn’t improve the skillset of our team, or typically inform professional development. This leaves us with our appraisals, ‘observations,’ and monitoring. These can be labor-intensive, skewed, standalone activities, that can also have little impact on genuine professional development if we’re not careful. Lesson observations are often rooted in appraisals, performance, pay, career progression, accountability, or even compliance. We may well seek to rebrand or reframe them, but we can probably agree that they are unavoidable. Stating that you’ll now be doing
David Rushby is the co-creator of Nautilus, an online school leadership platform that enables schools to accurately self-evaluate their provision using an iPad or tablet. He’s proud to have a career that began as a special educational teaching assistant, before teaching in a large innercity school in Hackney, east London. David then went on to become a long-serving headteacher, with a proven record of successfully leading large schools in challenging circumstances. David now works with over 600 schools globally, as well as being a school improvement advisor for the local education authority.
drop-in visits instead of observations, is pretty much like saying that you prefer hiking to walking. I often think that you’d be better off asking the staff to put their hand up in the staff room, tell you what they teach well and what they teach less well, if you want genuine, nononsense improvement. If we can just get our professional development right, then surely the outcomes will take care of themselves?
This is the term where we begin to measure impact in the classrooms. In this article, I’d like to share some ideas that can enable you to step back and rework your lesson observations. Here are 5 key areas to consider if you’d like to prioritize growth and put your faith in your people.
1. Set the Expectation
It’s good to state what the clear purpose of any lesson observation may be. I would start by being explicit in making the distinction between evaluating curriculum impact and judging teachers. If we can talk about outcomes, effectiveness, impact, and value, then we can move away from a more personal pass or fail process. The shared language that we use is significant when ensuring that your team is in a safe place when you visit, or when they visit each other, which is critical for accuracy. There may be times when you have to focus on competence or quick turnaround approaches, but these are exceptional, and not the same as establishing your wider, ongoing professional development.
2. Create the Right Conditions
If this is going to involve others and also simultaneously develop distributed leadership, then it’s important to make sure that this process
can be a good fit for everyone. After all, not all observations, visits, and monitoring will be performed by line managers. If your team is going to collectively evaluate their subject and aspect areas, then we need to recognize that this is definitely not about ‘performance.’ We can then seek to prioritize feedback, advice, ideas, and dialogue. What we want to ensure is that when the classroom door opens, the teacher will perceive this to be a useful, collaborative, and developmental process, whilst contributing to a wider school improvement agenda.
3. Consistency
Along with transparency, it’s a good idea to offer guidance. This is all about the frameworks and proformas that you design to provide your common language. I’d love to say that we’ll be using a blank piece of paper, but in all honesty, this may not help to support distributed leadership. I think that identifying simple lines of enquiry with prompts to guide can be enough. This is something that we’ve spent hours developing with our leadership platform, distilling the key areas and losing any content that inadvertently tells teachers how to teach. By doing this, we recognize that teachers may use different strategies while we focus on evaluating effectiveness. With lines of enquiry, we can nudge and steer so that the key areas are explicit, without using a checklist of uniform expectations or descriptors.
4. Lighter Touch
It’s both interesting and unhelpful how the humble lesson observation can become hijacked by skewed measures of accountability, numerical thresholds, and targets. But all is not lost, observations are often redefined as lesson
What we want to ensure is that when the classroom door opens, the teacher will perceive this to be a useful, collaborative, and developmental process, whilst contributing to a wider school improvement agenda
visits, learning walks, or drop-ins. To be honest, you can use whatever title you prefer, as long as your team understands what it is, and more importantly, what it’s for. Ultimately, as soon as you enter a classroom for the purpose of evaluation, you’re observing.
One thing about moving from more formal lesson observations to shorter, lighter-touch visits is that we can increase accuracy. When we enter the classroom, it should always be business as usual. Only if the observation is accurate, will the feedback be meaningful. The alternative to accuracy is a ‘fireworks lesson,’ and this is a game that I’ve previously played for years. If I enter the classroom and the teacher is dressed as Henry VIII, I can probably assume that it’s not typical, that this may well be an exceptional lesson, and that they may be worried that they need to prove their competence to me. When it’s really not about me.
I also think that it’s entirely possible to keep the visit short, between 10 and 15 minutes, if you have the right lines of enquiry. Utilizing what you already know, building a picture, developing your relationship, learning more and more about your colleagues over time.
5. Create Professional Dialogue
If this is going to be more of a process than an event, then we’re not creating standalone targets or objectives. This is more about rolling professional dialogue, which can support improvement throughout the year. Identifying areas for development, sharing ideas and strategies can all help to improve teaching by tweaking, developing, and strengthening. If this whole process is going to work, your feedback needs to be as efficient as your lesson visit. A short, concise observation framework will
Identifying areas for development, sharing ideas and strategies can all help to improve teaching by tweaking, developing, and strengthening
provide a short and manageable follow-up conversation. Let’s not forget that most teaching is already good, and not about competency, but inherently inconsistent across subject areas, programs of study, or year groups. Therefore, it has to be alright to agree that it’s perfectly fair to be better at teaching some subjects, areas of study, or year groups than others, in the interests of genuine, developmental feedback.
Let’s conclude with a win/win. The infinite pursuit of school improvement does not need to conflict with teacher job satisfaction, when it could be an integral driver in creating a school where your staff can feel rewarded and love coming to work every day. This process should contribute to securing a healthy and productive school culture. Lesson observations can be a highly
effective way to establish unity and purpose. There’s a vulnerability about it which can cement relations between colleagues. It should be a personal experience for the teacher and a privilege for the observer, with the opportunity to look a colleague in the eye and tell them exactly what you like about what they do. From my experience, it there’s one thing that all teachers thrive on, it’s recognition. Recognition from parents, pupils, colleagues and you. And here’s your cue.
Seek to prioritise recognition. Seek ensure that every teacher can leave school every day feeling skilled, positive, effective, and valued, and let ‘performance,’ pupil progress, test scores, career progression, and school improvement, become the supercharged by-products of what you do.
Navigating Leadership Searches in International Schools: Guiding Boards, Candidates, and Communities
Pauline O’Brien, Director of Global Recruitment Strategy & Leadership, International Schools Services
Leadership searches in international schools are some of the most critical processes a school community undertakes. They are a time of transition, reflection, and opportunity, with the potential to shape the future of a school. However, they are also inherently complex, requiring the alignment of candidates’ aspirations, the school board’s vision, and the expectations of the wider community.
At the heart of this process lies a need for balance: between thoroughness and timeliness, between clarity and confidentiality, and between the unique pressures on candidates and the shared responsibilities of school boards. A well-run search requires collaboration, trust, and expert facilitation to ensure the right leadership match is made for the benefit of the school community.
Pauline O’Brien, ISS Director of Global Recruitment Strategy & Leadership, is a recognised leader in international education recruitment. Known for pioneering competency-based hiring and STAR profiles, she connects outstanding school leaders with international schools globally. As Chair of the ECIS Women in Education Special Interest Group, Pauline advocates for gender equity, fostering opportunities for women in leadership. Her work with the International Task Force on Child Protection advances safer recruitment standards. A respected speaker and mentor, Pauline brings insight and professionalism to every endeavour, empowering and shaping the future of global education with purpose and innovation.
The Role of the Recruitment Partners: The Invisible Hand Guiding the Process
In a leadership search, a Recruitment Partner’s role goes far beyond facilitation. It is about offering steady, informed guidance at every stage—helping boards and candidates navigate the complexities with professionalism and care.
1. Expertise in the Search Landscape:
Recruitment Partners bring a depth of experience in understanding leadership recruitment, both from the school’s and the candidate’s perspective. They know the questions to ask, the potential pitfalls to avoid, and the nuances that ensure the right match is made—not just for the immediate situation, but for the long-term success of the school.
2. Facilitating Communication:
Transparent, timely communication is the cornerstone of a successful search. Recruitment Partners ensure that boards and candidates remain aligned by acting as the bridge, managing expectations and maintaining momentum. Miscommunication or delays—whether from boards or candidates—can cause frustration, yet these can often be mitigated when Recruitment Partners are kept in the loop.
3. Support and Perspective:
Recruitment Partners act as a steadying presence for both sides. For candidates, they provide honest feedback and advice, helping them navigate timelines, interviews, and decisions. For boards, Recruitment Partners offer insight into the leadership market, guide them through challenges, and help
frame their expectations in ways that focus the process on what matters most.
A skilled Recruitment Partner ensures the process is professional, respectful, and grounded in the needs of all parties—ultimately safeguarding the integrity of the search.
The Candidate Perspective: Managing Expectations and Communication
For candidates, a leadership search is a significant commitment. Unlike many other industries, international school leaders often step away from one role without certainty of their next. This creates pressure to apply for multiple positions and navigate varying timelines, each requiring focus and care.
While candidates are juggling these demands, the importance of clear communication cannot be overstated. When candidates fail to update boards or Recruitment Partners about competing opportunities—or withdraw from processes at the last minute—it can have a profound impact on school communities that have invested in the search.
For candidates to support the process, they should:
Communicate Clearly and Promptly:
Transparency about timelines and other opportunities allows Recruitment Partners and boards to make informed decisions, maintaining trust throughout the process.
Engage with Authenticity: Leadership searches are not just about securing a position but also finding a school where personal and professional values align. Genuine engagement
Recruitment Partners bring a depth of experience in understanding leadership recruitment, both from the school’s and the candidate’s perspective
ensures a collaborative, positive experience for all involved.
The Board Perspective: Balancing Responsibilities and Community Input Boards, often composed of dedicated volunteers, are tasked with making some of the most important decisions for their schools. This responsibility is immense, as the choice of a school leader directly impacts students, staff, and the wider community.
However, the demands of volunteer roles mean boards must balance their professional and personal commitments with the responsibilities of a search. Delays in decision-making, extended timelines, or unclear communication can leave candidates uncertain and disengaged.
Boards can strengthen their process by:
Defining Community Roles: While engaging the community is vital, their involvement must be structured and focused. Stakeholders should provide perspective on a candidate’s alignment with school values, rather than subjective opinions that could derail a decision.
Respecting Timelines: Adhering to agreed schedules not only demonstrates professionalism but ensures that strong candidates remain engaged.
When Processes Falter
Even with the best intentions, search processes can go wrong. When communication breaks down, timelines slip, or expectations are not aligned, it can create unnecessary stress and uncertainty. Candidates may withdraw, boards may feel rushed or pressured, and communities can lose confidence in the process.
For a successful leadership search, all parties must work collaboratively and communicate openly
This is where the expertise of an Recruitment Partners proves invaluable. Recruitment Partners are adept at identifying potential issues early, offering solutions, and maintaining a focus on the shared goal: finding the right leadership match for the school’s future.
Insights
for Success: Key Takeaways
For a successful leadership search, all parties must work collaboratively and communicate openly.
For Boards:
1. Leverage Recruitment Partners
Expertise: Involve your Recruitment Partners fully, keeping them informed and using their guidance to streamline the process and overcome challenges.
2. Prioritise Transparency and Timeliness: Clear, consistent updates build trust and ensure the process remains on track.
For Candidates:
1. Be Transparent About Commitments:
Sharing your status and availability allows boards and Recruitment Partners to plan effectively and make informed decisions.
2. Approach the Process Thoughtfully:
Leadership searches are about finding alignment—not just for the present, but for your long-term leadership journey.
Moving
Forward Together
Leadership searches are defining moments for schools. They require time, care, and expertise to ensure that the process not only results in the best leadership match but also strengthens trust within the community.
At ISS, we take pride in guiding boards and candidates through these pivotal moments. By fostering collaboration, clarity, and mutual respect, we aim to create processes that deliver lasting success for schools and their leaders.
If your school is embarking on a leadership search—or if you are a leader considering your next opportunity—we would love to support you. Together, we can navigate the journey with confidence, professionalism, and care.
What are your experiences with leadership searches? Let’s start a conversation and shape the future of international education together.
