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Ever watched a child figure out how to use a new app faster than you can find the WiFi password? It’s a daily reminder that the world our students are growing up in is nothing like the one we knew. Schools today are buzzing with change—and not just the kind that comes with a new calendar year.
Classrooms aren’t just physical spaces anymore. One moment, a student is chatting with a peer in another country during a virtual exchange; the next, they’re learning science through a VR headset. Technology is helping educators personalize lessons like never before, while international education is teaching students to think beyond borders. It’s an exciting time. But let’s be real—it’s also overwhelming.
How do we make sure every child gets access to these tools? How do we balance screen time with social-emotional learning? And how can schools stay relevant in a world where the future job market seems to shift overnight?
This issue of K12 Digest dives right into these questions. Our cover story features Dr. Carolyn Mason Parker, Head of School at KIS International School, who brings decades of leadership in global education. She talks about creating inclusive spaces where students aren’t just absorbing information—they’re learning to lead, collaborate, and adapt. Her perspective? Fresh, grounded, and filled with wisdom every educator can learn from.
You’ll also hear from teachers, school leaders, and innovators who are building bridges between tech and humanity, between cultures and classrooms. Their stories highlight what’s possible when we focus on the whole student—not just academic achievement, but empathy, creativity, and curiosity.
So, what’s next for K-12 education? That’s a big question. But one thing’s for sure: it’s not a journey any of us should take alone. We hope this issue sparks new ideas, inspires action, and reminds you of the incredible impact you make every day—whether you’re teaching, leading, or learning. Dive in, share your thoughts, and don’t forget to join the conversation with us online.
Happy Reading,
Sarath Shyam
CAROLYN MASON PARKER
HEAD
OF SCHOOL, KIS INTERNATIONAL SCHOOL
CHAMPIONING INNOVATION IN EDUCATION
DR.
ADMIN PERSPECTIVE
BEST PRACTICES
HOW CHARACTER BUILDING THROUGH EDUCATION CAN IMPACT THE FUTURE
Unyime Udi, Academic Administrator, Green Pastures Creche & Schools
WHY WE NEED A GLOBAL COMMON FRAMEWORK FOR KEEPING CHILDREN SAFE IN INTERNATIONAL SCHOOLS
Julia Knight, School Improvement Adviser, Hawar International School
ACADEMIC VIEWS
EMPOWERING FUTURE LEADERS THROUGH MIDDLE SCHOOL EDUCATION AND WELL-BEING
Braydon Giles, Head of Middle School at St John’s Anglican College, Brisbane
Randi Kearney, M.Ed, Head of School, Vida School
INDUSTRY PERSPECTIVE
Trish McKeel, Regional Director, Network for Teaching Entrepreneurship (NFTE)
LEADING CHARGE IN EDTECH INNOVATION
Dr. Shelly Shires, Chief Product & Service Officer, Springboard Collaborative
COVER STORY
DR. CAROLYN MASON PARKER
HEAD OF SCHOOL, KIS INTERNATIONAL SCHOOL
CHAMPIONING INNOVATION IN EDUCATION
Dr. Carolyn Mason Parker is a visionary educator and leader, passionate about shaping dynamic, inclusive learning environments where students thrive. With over two decades of experience in international education, she champions innovation, future-ready skills, and meaningful global connections. A firm believer in curiosity-driven learning, she encourages students and educators alike to think critically, embrace challenges, and explore beyond the obvious. Dedicated to fostering a culture of excellence and lifelong learning, she advocates for creativity, adaptability, and the power of education to shape a better future. Her leadership is driven by a commitment to impact, purpose, and continuous growth.
Recently, in an exclusive interview with K12 Digest, Dr. Parker shared insights into what drives her passion for education and leadership, the importance of diversity, equity, and inclusion in education, her favorite non-academic books, future plans, words of wisdom, and much more. The following excerpts are taken from the interview.
Dr. Carolyn Mason Parker, what drives your passion for education and leadership, and how do you stay motivated?
Education has always been more than just a profession for me—it is a calling. I believe in the transformative power of learning and its ability to open doors, create opportunities, and change lives. From an early age, I was inspired by the idea that schools are not just places where knowledge is imparted, but environments where individuals are shaped, perspectives are broadened, and character is developed. This passion for education has guided me throughout my career, and my motivation is continuously renewed by the energy of students, the dedication of teachers, and the support of a busy school community.
Leadership, for me, is about service— serving students by providing them with a world-class education, serving teachers by empowering them to reach their full potential, and serving the broader community by ensuring that schools remain places of inspiration, innovation, and inclusivity. Staying motivated requires continuous, lifelong learning and selfreflection. I find happiness in exploring new ideas in education, and witnessing the impact that meaningful change can have on students’ lives. Ultimately, my passion is fueled by the belief that education is one of the most powerful forces for good in the world, and I am honored to play a part in shaping its future.
What do you love the most about your current role?
What I love most about my role as Head of School at KIS International School Bangkok is the opportunity to be an active part of a dynamic
My passion is fueled by the belief that education is one of the most powerful forces for good in the world, and I am honored to play a part in shaping its future
and forward-thinking learning community. KIS International School is more than just a school—it is a place where students grow into confident, compassionate, and curious global citizens. Being in a position where I can support this journey is incredibly fulfilling.
One of the aspects I particularly enjoy is working with our faculty. Teachers are at the heart of any school, and I take great pride in collaborating with educators who are passionate about student success. Together, we explore new teaching methodologies, integrate innovative practices, and create an environment where both students and teachers can thrive.
I value the relationships I build with students and families. Seeing students develop a love for learning, overcome challenges, and achieve their personal and academic goals is deeply rewarding. Knowing I am part of a school culture where every student feels seen, heard, and supported makes my work meaningful every single day.
How do you see the role of educational leaders evolving in the future, and what skills and qualities do you believe will be essential for success?
The landscape of education is shifting rapidly, influenced by advancements in technology, globalization, and evolving societal needs. As such, the role of educational leaders is also changing. In the future, I believe successful leaders will need to be highly adaptable, embracing change with agility and a forwardthinking mindset.
One key skill that will be essential is the ability to navigate complex challenges while maintaining a clear vision. Leaders must be comfortable with ambiguity, able to make data-
Diversity, equity, and inclusion (DEI) are not just important in education—they are fundamental to building a fair and forward-thinking society
informed decisions, and proactive in identifying trends that will shape the future of learning. With artificial intelligence, personalized learning, and new digital tools transforming education, leaders must be well-versed in how technology can enhance, rather than replace, human connection in the learning experience.
Emotional intelligence will also be crucial. As schools become more diverse and interconnected, leaders must foster inclusivity, build strong relationships, and create environments where every student and educator feels valued. The ability to listen, empathize, and inspire will be just as important as making strategic decisions.
Leadership in education will require a commitment to lifelong learning. The best leaders are those who are constantly evolving, seeking out professional growth, and modeling a mindset of continuous improvement. The future of education will belong to those who embrace change not as a challenge, but as an opportunity to innovate and lead with purpose.
How do you foster a culture of excellence, innovation, and global citizenship at KIS International School?
At KIS, we believe that excellence is not just about achieving high academic standards—it is about creating a culture where every student is encouraged to explore their potential, think critically, and engage meaningfully with the world around them. Excellence starts with setting high expectations, but it is sustained through a commitment to curiosity, creativity, and continuous learning.
Innovation is deeply embedded in our approach to education. We encourage teachers to experiment with new methodologies, integrate interdisciplinary learning, and create student-
centered experiences that go beyond the traditional classroom. Whether through concept based, transdisciplinary learning, digital tools, or real-world applications, we strive to make learning dynamic, engaging and relevant.
Global understanding is a core part of the KIS belief. As an international school, we embrace diversity and seek to develop students who are not just knowledgeable, but also culturally aware, empathetic, and socially responsible. Through programs focused on sustainability, community engagement and intercultural understanding, we empower students to think beyond themselves and recognize their role in shaping a more just and equitable world.
Our culture of excellence, innovation, and global citizenship is built on a foundation of strong relationships. We nurture an environment where students feel confident to take risks, make mistakes, and learn from their experiences. By fostering this mindset, we ensure that learning at KIS is not just about what happens in the classroom—it is about developing the skills, mindset, and resilience needed for a rapidly changing world.
Can you share your thoughts on the importance of diversity, equity, and inclusion in education?
Diversity, equity, and inclusion (DEI) are not just important in education—they are fundamental to building a fair and forward-thinking society. Schools should be places where students from all backgrounds feel represented, respected, and empowered to succeed.
Diversity in education goes beyond demographics; it encompasses perspectives, experiences, and ways of thinking. A truly inclusive curriculum reflects multiple or
even how small decisions ripple into broader societal trends. What I love about this book is that it encourages curiosity and challenges us to look deeper than surface-level assumptions. In education, this way of thinking is crucial. Schools are complex ecosystems where policies, culture, and human behavior intersect in intricate ways. As a leader, I strive to bring this same mindset to decision-making—ensuring that we don’t just accept traditional solutions, but instead ask, What are the underlying factors at play? and How can we create conditions for meaningful, lasting change?
Generations builds on this idea by providing a deep dive into how different age groups experience the world based on historical and technological shifts. It challenges the stereotypes we often hold about different generations, instead highlighting the social and economic forces that shape mindsets, values, and behaviors. In a school setting, understanding generational shifts is critical. Today’s students are growing up in a digital-first world, experiencing learning, relationships, and problem-solving in ways that are distinct from previous generations. As educators, we need to recognize these shifts—not just to better engage students, but to prepare them for a future that is constantly evolving.
Both books align with my ideas on curiosity, critical thinking, and future-focused leadership. They push us to think beyond immediate outcomes and consider the longterm impact of our choices. They remind us that education is not just about the present, but about equipping students to navigate a world that is changing in ways we might not yet fully understand. By fostering a mindset of inquiry, adaptability, and deep analysis, we empower
students and educators alike to make informed, thoughtful decisions that will shape the future in positive ways.
Where do you see yourself in the next five years?
In the next five years, I envision myself continuing to lead and contribute to the field of education in ways that inspire innovation, inclusivity, and excellence. Whether in my current role or in a new capacity, my focus will remain on creating learning environments that prepare students for the future while fostering a strong sense of community and belonging.
I am particularly interested in the ways education is evolving and how schools can be at the forefront of shaping new approaches to learning. I see myself continuing to explore forward-thinking strategies, integrating technology meaningfully, and championing initiatives that empower both students and educators.
Beyond my immediate role, I would like to contribute more broadly to conversations about the future of education—whether through speaking engagements, mentoring future leaders, or collaborating on initiatives that drive meaningful change. Most importantly, I want to continue learning, growing, and ensuring that the work I do remains impactful for the communities I serve.
What advice would you give to aspiring Principals or educational leaders who are looking to make a positive impact on their schools and communities?
My advice to aspiring educational leaders is to lead with integrity, purpose, and a commitment
Leadership is not about having all the answers; it is about fostering an environment where learning, collaboration, and innovation can thrive
to service. Leadership is not about having all the answers; it is about fostering an environment where learning, collaboration, and innovation can thrive.
First, focus on relationships. A leader listens, builds trust, and creates a culture where people feel valued. Your team, students, and community are your greatest assets—invest in them, support them, and lead with empathy.
Second, embrace change with curiosity and confidence. The education landscape is constantly evolving, and the best leaders are those who adapt, explore new ideas, and encourage continuous improvement. Be open to learning, take risks, and see challenges as opportunities for growth.
Third, remain student-centered. No matter how complex leadership can be, always bring
decisions back to one fundamental question: How does this benefit students? Keeping students at the heart of every decision ensures that your leadership remains meaningful and impactful.
Lastly, take care of yourself. Leadership can be demanding. Make time for reflection, seek mentorship, and prioritize your own well-being. A great leader is not just one who drives results, but one who leads sustainably, inspiring others to do the same.
Aspiring principals and school leaders have the power to shape futures, influence communities, and leave a lasting impact. Approach the journey with passion, purpose, and the unwavering belief that education is one of the most powerful forces for change in the world.
ACADEMIC VIEWS
Empowering Future Leaders Through Middle School Education and Well-being
Braydon Giles, Head of Middle School at St John’s Anglican College, Brisbane
What inspired you to pursue a career in education, and how has your journey led you to your current role as Head of Middle School at St John’s Anglican College?
Teaching is the greatest profession in the world. Like many educators, I was inspired by my own teachers in school who profoundly influenced my journey, inspiring me to pursue a career in education.
My journey into education began in 2012 with the Queensland Department of Education. I realised early on that my passion for education extended beyond the classroom. In my second year of teaching, I took on my first pastoral
care position – Head of Year. This early step into middle leadership confirmed for me that guiding others and looking at ways to shape the broader educational landscape in schools was important to me. The next few years of teaching and leading saw me take on various middle leadership roles in the pastoral care and curriculum space.
After several enjoyable years with Education Queensland, I stepped away from my leadership role to take on a teaching position closer to home and family. While getting back into the classroom full time was a challenge, it was one where I could demonstrate leadership capacity in diverse ways. Shortly after joining St John’s
I work to build strong relationships, not only with our students but also with our staff and families, ensuring that we all contribute to a positive and enriching school community at St John’s
Braydon Giles is a dedicated educational leader with experience in both government and independent sectors. As Head of Middle School at St John’s Anglican College, Brisbane, he has strengthened academic and pastoral care programs for Years Seven to Nine, fostering a supportive environment where students thrive. Beyond his school leadership, Braydon is Vice President of Adolescent Success, a key association focused on adolescent education, and Treasurer of the Joint Council of Queensland Teachers’ Associations, advocating for professional learning statewide. Braydon’s leadership has been recognized at a national level—he was awarded the 2024 Australian Council for Educational Leaders’ “New Voice in School Leadership” scholarship for his innovative approach and impact beyond his immediate school community.
In this insightful interview with the K12 Digest Magazine, Braydon shares his leadership journey, his commitment to balancing student well-being with academic achievement, and his views on the future of education. He discusses the impact of emerging technologies like AI, the importance of inclusive and adaptive learning, and how schools can equip students with essential leadership skills to navigate an uncertain future.
Anglican College, I took on a Head of House role for a few years, before moving into the middle schooling space where I have been for almost seven years now.
My journey across government and independent sectors has enriched my perspective on leadership and deepened my commitment to education. Today, I aspire to create an environment where every student feels understood, supported, and empowered to achieve their full potential. I work to build strong relationships, not only with our students but also with our staff and families, ensuring that we all contribute to a positive and enriching school community at St John’s.
As a leader passionate about educational leadership and pastoral care, how do you balance academic excellence with the wellbeing of students?
For schools and educators, the rise in generative artificial intelligence is a conversation that can’t be ignored
Balancing academic excellence with the wellbeing of students is an integral component of my teaching philosophy. I firmly believe that young people learn best when they feel safe, supported, and valued. Through my role at the College, I take a proactive approach to this, fostering a culture where wellbeing and learning are seen as interconnected rather than competing priorities. Our curriculum leaders and teachers focus on ensuring that curriculum is dynamic, engaging, and relevant, promoting curious classrooms across the middle years that support the cognitive and emotional development of all our adolescents. Pastoral care must be intentional in the middle years, and we actively promote this through our vertical pastoral care systems, mentoring programs, and leadership and personal development opportunities, providing our students with a sense of belonging and connection. Further to this, now more than ever, collaboration with our families is also integral to the education of our students, particularly around mental health and wellbeing. By fostering open communication and strong partnerships with parents and caregivers, we can create a shared understanding of how best to support each student and we walk the journey with each family. Ultimately, when our students feel well, they learn well, and our priority is to build the sense of connection and community around each young person.
What are the biggest challenges facing middle school education globally today, and how do you see schools adapting to these challenges?
I’m a big advocate for connecting and learning with fellow educators around the world; we have so much to learn from sharing stories.
Leadership is built on character, and the pastoral care programs at the College emphasize emotional intelligence, resilience, and empathy, among many other vital skills for our middle school students
Recently, I was invited to join the editorial committee for the American Middle Level Education’s (AMLE) position paper, “The Successful Middle School: This We Believe”. Through this, I’ve been able to connect with middle schooling educators across the globe and share an international perspective about middle schooling reform in Australia.
While we are early in the process, it’s been an interesting experience for me to connect with, and learn from, inspiring educators across the United States and Canada. Although a great distance separates us, we are united in many areas of challenge today. One we are exploring currently, is the changing adolescent, and an intentional and targeted approach to understanding who our middle school students are today. We are also exploring how well-equipped educators are at responding to the needs of this unique, diverse, and ever-changing group. Really, it’s a conversation centred around the notion of meeting our students ‘in the middle’.
While it’s clear a new learning paradigm is emerging in our education ecosystem presenting changes to the way we teach, learn, and lead, our educators need to remain united, promoting the positive narrative of education worldwide, and remaining curious and adaptable for the changes to come.
With rapid advancements in technology and changing societal expectations, what trends do you believe will shape the future of school education over the next decade?
I find it equally exciting as it is frightening to consider that the current rate of change we are experiencing in our lifetime is the
slowest we will experience. I’ve been in the classroom for well over a decade now, and I don’t think I have enough fingers to count the number of trends I’ve witnessed. I feel that the future of school education over the next decade will be shaped through the rise in generative artificial intelligence, refined through an educative approach to the human
skills, and a leadership style centred around adaptability and curiosity.
For schools and educators, the rise in generative artificial intelligence is a conversation that can’t be ignored. We have evolved from ‘chalk and talk’ methods of teaching to learning to utilising new capabilities of technology in our everyday classroom. Through this, I believe we will see a rise in personalised and adaptive learning over the coming months and years,
as artificial intelligence continues to change the pace at which we work and learn in our schools. Furthermore, it’s clear that the future is human, and a focus on the ‘human skills’ are dramatically on the rise. Our ability to think critically or creatively, to look at new ways to problem solve or communicate will continue to grow in prominence and importance. Ultimately, the landscape of educational leadership is also primed for change, with leaders encouraged to
embrace curiosity and adaptability to navigate the disorienting times to come.
As someone focused on empowering young people, how does St John’s Anglican College prepare students to become confident and competent leaders of the future?
At St John’s Anglican College, we are deeply committed to empowering our young people by fostering confidence and a strong sense of purpose in their journey. Our holistic approach to education is centered on developing people of good character who are able to take on the challenges of an unknown future. Leadership is built on character, and the pastoral care programs at the College emphasize emotional intelligence, resilience, and empathy, among many other vital skills for our middle school students. Through programs such as The Rite Journey in Year 9, our students reflect on their personal growth and transition into young adulthood, fostering a sense of responsibility and purpose. It’s the learning that happens in the formal and informal contexts that provide authentic leadership experience for our young people and equip them with the requisite skills to have a positive impact in their community.
Based on your experience, how can schools worldwide foster a culture of inclusivity and innovation to better prepare students for a globalized world?
Our world is interconnected and rapidly evolving, but there are fundamental issues with equity and access to education, opportunity, and resources. While the advancements in technology and globalization have created unprecedented access to information and collaboration, not all students have the same opportunities to thrive. If we look to our own contexts, educators and leaders can see where the pressure points lie and what change will be meaningful for staff and students. A good starting point is prioritizing emotional wellbeing and inclusion for all students and putting trust back in our teachers, giving them autonomy and opportunity to develop collaborative networks of support.
What motivates you each day as an educator and leader, and what is one piece of advice you would offer to aspiring educational leaders?
As cliché as it might sound, it really is the kids. In our profession, I truly love that the ones we
While the advancements in technology and globalization have created unprecedented access to information and collaboration, not all students have the same opportunities to thrive
In our profession, I truly love that the ones we try to inspire are always the ones who end up inspiring us
try to inspire are always the ones who end up inspiring us. At the end of the day, they’re the reason we teach, the reason we turn up to work, the reason we love what we do.
For aspiring leaders, there are key quotes that I love to reflect on in my daily practice.
“Wherever you are, be there” – from “The Resilience Project” by Hugh Van Cuylenburg.
I found this very simple quote to be a powerful guiding principle, particularly for aspiring leaders. It’s a fervent reminder of the power of being present and intentional in all you do. Often, new and aspiring leaders will be asked about where they see themselves in one, five, or ten years’ time. In moments like this, I like to take stock of how far I’ve come and remember my ‘why’.
I also heard a wonderful line at the 2024 Australian Council for Educational Leaders’ (ACEL) National Conference – “Hold your passion tightly but your ideas lightly”.
As an aspiring educator, I pride myself on my passion; it’s the driving force behind meaningful leadership. It fuels us, inspires others, and sustains us through times of challenge. But passion without flexibility, particularly in our current society, can limit our ability to grow, collaborate, and innovate. Holding onto your passion means staying true to your core values and reasons you chose to lead. For me, I love to reflect on this quote to remain deeply committed to my purpose while remaining open to growth and new perspectives.
PROMINENT PRIVATE SCHOOL TO WATCH IN FLORIDA-2025
AEF SCHOOLS
Empowering Students with Individualized Learning, Social Growth, and Real-World Skills
It’s a familiar story for many parents—watching their child struggle in school, knowing they are capable but somehow unable to thrive in a traditional classroom. For a group of dedicated parents in 2003, this concern turned into action. They envisioned a school where children who didn’t fit the standard mold could still succeed, not just academically but socially and emotionally. That vision became AEF Schools, a place designed for students who needed something different—a structured, supportive environment where learning goes beyond textbooks and tests.
Today, AEF Schools is a fully accredited K-12 coeducational day school that provides a nurturing learning space for students who find traditional public or private schools challenging. With small class sizes, individualized instruction, and a focus on executive functioning,
social-emotional growth, and life skills, AEF offers a unique educational experience tailored to each student’s needs.
Operating three campuses in the Davie area, AEF Schools cater to a diverse student population through two Preparatory Programs and one Academy Program. The Preparatory Programs support students who thrive in a structured setting without the added stress of homework or standardized testing. Many of these students are bright but face challenges like executive functioning deficits, anxiety, or previous negative school experiences. The Academy Program, on the other hand, serves students who benefit from a highly customized curriculum with a strong emphasis on life skills, vocational training, and independent living.
What sets AEF apart is its understanding that success isn’t one-size-fits-all. Some students go on to college, while others find their path in technical fields or independent living. By eliminating high-stakes testing and embracing a no-homework policy, AEF ensures that students focus on real learning—building skills, confidence, and resilience. Frequent movement breaks and structured social interactions further support cognitive and emotional development, creating an environment where students feel safe, understood, and empowered to grow.
AEF Schools is also accredited by COGNIA, a globally recognized accrediting body, affirming its commitment to maintaining high standards in educational quality, continuous improvement, and student performance. With an 8:1 student-to-staff ratio and a commitment to individualized learning, AEF Schools stand as a beacon of hope for students who might otherwise slip through the cracks.
Here, education is not just about grades—it’s about preparing students for life, helping them unlock their potential, and giving them the tools to succeed on their own terms.
Learning That Works for Every Student
Imagine a student who is bright, curious, and eager to learn but constantly struggles in a traditional classroom. Maybe they forget to turn in assignments, have trouble organizing their thoughts, or feel overwhelmed by fastpaced lessons. At AEF Schools, these students aren’t overlooked—they’re understood.
AEF takes a different approach to education, one that meets students where they are and gives them the tools to succeed. Instead of relying on rigid teaching methods, AEF Schools
By eliminating high-stakes testing and embracing a nohomework policy, AEF ensures that students focus on real learning— building skills, confidence, and resilience
tailor their curriculum to each student, ensuring academic progress while strengthening executive functioning, social skills, and real-world problemsolving abilities.
A key component of AEF’s success is its COGMOTICS Program—a unique model that blends cognitive skill development, executive functioning training, and social-emotional learning. Through structured exercises, students improve their ability to plan, organize, regulate emotions, and tackle challenges with confidence. This program helps students turn frustration into achievement by teaching them how to manage tasks effectively and approach learning with a problem-solving mindset.
For those needing additional academic support, AEF’s Pathway to Progress Program offers targeted intervention. This initiative helps students strengthen their academic foundations, develop better study habits, and build resilience.
A key component of AEF’s success is its COGMOTICS Program—a unique model that blends cognitive skill development, executive functioning training, and social-emotional learning
Whether a student struggles with organization, time management, or test anxiety, this program provides the structured guidance necessary to close learning gaps and boost confidence.
At the heart of AEF’s teaching methods is the belief that learning should be engaging and accessible. Small class sizes ensure that every student receives the individual attention they need. Teachers use direct, explicit instruction—breaking down complex concepts into manageable steps—so students can grasp new ideas without feeling lost or overwhelmed.
Multi-sensory learning techniques, such as hands-on activities, visual aids, and interactive discussions, further enhance understanding and retention.
Personalized Learning Without Pressure
Traditional schools often rely on standardized testing to measure progress, but AEF Schools take a different path. Instead of pressuring students with high-stakes exams, AEF focuses on mastery-based learning. Students advance
when they’re truly ready, ensuring they build a solid foundation in each subject before moving forward. This approach reduces stress, fosters confidence, and promotes longterm academic success.
Small class sizes and flexible pacing allow students to progress at their own speed while still receiving the challenges they need to stay engaged. Without the rigid expectations of standardized benchmarks, students can focus on real learning—not just memorizing facts for a test.
AEF also integrates cutting-edge technology to enhance personalized learning. Digital tools such as Khan Academy, IXL Learning, Desmos, Rosetta Stone, and Percipio provide interactive lessons tailored to each student’s needs. These platforms allow students to practice skills at their own pace while giving teachers real-time insights into their progress. Whether it’s reinforcing math concepts, improving reading comprehension, or learning a new language, these resources make learning more engaging and effective.
Beyond academics, AEF’s approach to personalized learning extends to life skills and social development. Small group instruction ensures that students receive individualized
feedback, while structured classroom settings create a supportive atmosphere where they can develop confidence and independence.
Empowering Students Through Personalized Support
At AEF Schools, students thrive in an environment designed to foster academic success, personal growth, and emotional wellbeing. With a deep commitment to understanding the unique needs of each student, AEF creates a structured yet flexible learning experience that removes traditional barriers to success.
Many students who join AEF have struggled in conventional academic settings, where rigid expectations and standardized testing overshadow individualized support. At AEF, learning is tailored to each student’s strengths and challenges. Instead of a one-size-fits-all assessment model, AEF prioritizes progress-based learning, ensuring that students move forward at a pace that builds confidence and competence.
A key component of this approach is the Pathway to Progress Program, which offers academic and executive functioning support for students who need additional guidance. To
reduce stress and promote a healthier schoollife balance, AEF has also implemented a nohomework policy, reinforcing the philosophy that learning should be engaging and effective within school hours.
Beyond academics, AEF recognizes that executive functioning and life skills play a crucial role in student success. Many students face challenges not due to a lack of intelligence but because they struggle with organization, time management, and emotional regulation. To address this, AEF integrates executive functioning coaching into daily instruction. Students receive direct support in organization and prioritization, engage in goal-setting exercises to build independence, and develop emotional regulation techniques to navigate stress and frustration. Structured opportunities for self-reflection and self-advocacy further empower students to take ownership of their learning and personal growth.
The school’s innovative COGMOTICS Program strengthens these skills by blending cognitive skill-building, social-emotional development, and problem-solving strategies into academic lessons. This holistic approach ensures that students not only master the curriculum but also develop essential life skills for the future.
Creating an empowering learning environment starts with a school culture built on structure, consistency, and emotional support. AEF maintains a predictable and secure setting with clear expectations and routines, helping to reduce anxiety and foster a sense of stability. Multiple recesses and movement breaks throughout the day keep students engaged, while a proactive behavioral support system focuses on learning from experiences rather than enforcing rigid consequences.
AEF maintains a predictable and secure setting with clear expectations and routines, helping to reduce anxiety and foster a sense of stability
Building Emotional Resilience and Social Confidence
AEF Schools understand that academic success is just one part of a student’s overall development. To help students thrive, the school integrates structured programs that foster social, emotional, and cognitive growth alongside traditional academics.
For many students, developing social awareness, confidence, and communication skills requires structured support. AEF incorporates social skills training into the curriculum, teaching students how to navigate peer interactions, resolve conflicts, and collaborate effectively. Through guided peer interactions and roleplaying exercises, students practice initiating conversations, maintaining friendships, and developing emotional intelligence. Supervised group projects, clubs, and school-wide activities further reinforce these skills in real-
world settings. Additionally, community-based experiences, such as visits to Davie PAL, provide opportunities to apply social skills in structured environments beyond the classroom.
Emotional regulation and self-awareness are also critical components of student development. AEF integrates problem-solving, cognitive flexibility, and emotional resilience into daily instruction through the COGMOTICS Program. Self-regulation techniques, including breathing exercises, mindfulness strategies, and structured movement breaks, help students manage stress and emotions effectively. Teacher-led emotional coaching guides students in recognizing their feelings, responding appropriately to challenges, and advocating for their needs in a supportive setting.
AEF takes a proactive approach to emotional support through its Get A Grip (GAG) program. The GAG room is a structured space designed to
help students experiencing heightened emotions regain control and self-regulate in a productive manner. This initiative is not a punishment but a strategic intervention that allows students to process emotions and return to learning without escalating behaviors. Before utilizing the GAG room, students are encouraged to try selfregulation techniques such as deep breathing or movement breaks. Once inside, they engage in a structured reflection process, identifying emotions, recognizing triggers, and developing coping strategies. Trained staff members guide students through this process, ensuring that each experience is a learning opportunity.
To further support students, AEF utilizes the BIC System (Behavior, Intervention, and Communication), a digital tracking tool that monitors behavior, executive functioning progress, and social-emotional development. Teachers and staff log student challenges, behaviors, and accomplishments daily, enabling real-time intervention and personalized support. The system is not solely focused on discipline—it serves as a tool for reinforcing positive behaviors, recognizing progress, and fostering accountability.
Effective communication is a key aspect of the BIC System. By providing real-time updates, the platform ensures that families remain informed about student development and can reinforce key skills at home. The collected data also allows educators to identify behavioral trends and implement proactive strategies that support self-awareness and executive functioning growth.
A Partnership for Student Success
At AEF Schools, education is more than just academics—it’s a collaborative journey
AEF uses multiple platforms to ensure parents stay informed about their child’s daily activities, progress, and well-being
between students, teachers, and parents. The school firmly believes that when families and educators work together, students receive the academic, social, and emotional support they need to thrive. That’s why AEF has created a system of open communication, personalized intervention strategies, and shared goals to keep everyone on the same page.
Communication is at the heart of this partnership. AEF uses multiple platforms to
ensure parents stay informed about their child’s daily activities, progress, and well-being. Every student maintains a daily agenda where teachers jot down assignments, reminders, and important updates. Parents are encouraged to check these regularly, helping them stay engaged in their child’s learning journey.
Beyond the agenda, AEF leverages Class Dojo, a digital communication tool that keeps parents connected in real time. Through
instant notifications, teachers can share student achievements, track behavior, and even send snapshots of class activities, making parents feel like they’re part of the classroom experience.
But communication isn’t just about updates— it’s about meaningful conversations. That’s why AEF schedules quarterly conferences where teachers, staff, and parents sit down to discuss student progress, strengths, and areas that need extra attention. These meetings are a space for collaboration, where parents can share their insights, ask questions, and work with educators to create a tailored approach to support their child’s growth.
For students who need additional support, AEF goes a step further with individualized intervention plans. Whether addressing
academic struggles, social challenges, or executive functioning skills, the school works closely with families to develop targeted strategies that ensure student success. The Pathway to Progress Program provides personalized academic interventions, and behavioral or executive functioning plans help students develop self-management skills that extend beyond the classroom.
AEF also recognizes the vital role parents play in reinforcing key life skills at home. That’s why the school offers training workshops focused on executive functioning, emotional regulation, and social skills development. These sessions equip parents with practical tools to support their child’s growth in everyday life.
Educators Who Make a Difference
At AEF Schools, the quality of education begins with the people who deliver it. The school holds its educators to high standards, ensuring that every teacher and staff member is not just highly qualified but also deeply committed to supporting students who may struggle in traditional school settings.
AEF’s educators come from diverse academic backgrounds, including Education, Special Education, Psychology, and Behavioral Science. Many have extensive experience working with students facing executive functioning challenges, social difficulties, or learning differences. But more than their qualifications, AEF’s teachers bring patience, creativity, and a deep understanding of how to engage students in meaningful learning experiences.
AEF’s educators come from diverse academic backgrounds, including Education, Special Education, Psychology, and Behavioral Science
The school’s approach to professional development is rigorous and ongoing. Educators participate in continuous training programs designed to equip them with cutting-edge strategies that support students academically, socially, and emotionally. A core part of this training includes COGMOTICS, AEF’s proprietary curriculum.
Beyond curriculum training, teachers receive specialized instruction in executive functioning coaching, differentiated instruction, and behavior management. The goal? To ensure that every lesson is adapted to meet individual student needs while maintaining high academic expectations. Additionally, training in the BIC (Behavior, Intervention, and Communication) System allows staff to monitor student progress and intervene proactively when challenges arise.
AEF educators also undergo training in emotional regulation strategies, conflict resolution, and crisis prevention. The school’s
GAG (Get A Grip) Room protocols teach educators how to guide students through selfreflection and coping techniques, ensuring that behavioral interventions are supportive rather than punitive.
But learning doesn’t stop with formal training. AEF fosters a culture of mentorship, pairing new teachers with experienced educators who provide guidance and support. Professional Development Action Groups allow teachers to collaborate, share best practices, and refine instructional techniques. These peerled initiatives create an environment where educators continuously learn from one another, keeping teaching methods fresh and effective.
AEF also brings in experts from various fields to provide specialized training. Mental health professionals offer guidance on supporting
students with emotional challenges, while executive functioning coaches equip teachers with strategies to enhance student organization and independence. Technology specialists ensure educators can integrate digital tools effectively, enhancing personalized learning experiences.
Building Leaders, Teams, and Connections
AEF Schools foster an environment where education extends beyond the classroom, shaping students into confident, socially aware individuals. Through a variety of extracurricular activities, students are encouraged to explore their interests, develop leadership skills, and
engage in meaningful social interactions. These programs are designed to build self-esteem, encourage teamwork, and provide real-world problem-solving experiences in a structured yet enjoyable setting.
Leadership and community service play a central role in student development. Key Club, an internationally recognized student-led service organization, allows students to engage in impactful projects that promote responsibility and teamwork. By organizing events, leading fundraisers, and contributing to their communities, students not only earn service hours required for graduation but also cultivate a sense of purpose and social responsibility.
The Student Government program provides another platform for leadership, where students take an active role in shaping school initiatives, advocating for their peers, and managing school-wide events that promote engagement and school spirit. These experiences equip them with valuable skills in public speaking, problem-solving, and decision-making, all of which prepare them for success beyond school.
Athletics form an essential part of student life at AEF Schools, with varsity and junior varsity teams competing against other private schools. The sports program focuses on teamwork, perseverance, and discipline, helping students enhance their physical fitness while learning valuable lessons in sportsmanship and goalsetting. Cheerleading adds another dynamic to student engagement, promoting confidence, coordination, and school spirit through structured performances and collaborative teamwork.
Creativity is nurtured through performancebased clubs such as Drama Club and Music Club. These programs offer students a platform for artistic expression, whether through acting, scriptwriting, or musical collaboration. Public performances, group showcases, and school productions help students develop confidence, discipline, and teamwork while refining their creative talents. For those drawn to intellectual challenges, the Chess Club provides an opportunity to develop critical thinking and strategic planning in a competitive yet supportive environment.
Beyond academics, these extracurricular opportunities ensure that students build essential life skills, from leadership and organization to collaboration and self-discipline. Whether through service initiatives, athletics, creative arts, or intellectual pursuits, students at AEF Schools
gain experiences that shape them into wellrounded individuals prepared for future success.
Making AEF Feel Like Home
Transitioning to a new school environment is a significant step for any student, and AEF Schools are committed to making that process smooth and supportive. The admissions process is designed to understand each student’s unique needs, strengths, and challenges through personalized interviews, comprehensive academic reviews, and structured assessments. Shadow days offer prospective students a firsthand experience of the school’s environment, allowing them to interact with teachers and peers before officially
enrolling. A trial period further ensures that the school’s structured approach aligns with the student’s learning and social needs.
Once accepted, students receive a personalized transition plan tailored to provide the necessary academic, social, and executive functioning support. Orientation sessions introduce them to the school’s expectations, routines, and culture, helping them acclimate before the academic year begins. A peer mentorship program pairs new students with experienced classmates who guide them through their first few weeks, fostering social connections and easing the adjustment process.
Teachers and staff play an active role in ensuring a successful transition, conducting regular check-ins and offering additional support as needed. Communication between the school and parents remains a priority, with realtime updates provided through platforms like Class Dojo. This transparency keeps families engaged in their child’s progress and fosters
collaboration between parents and educators. Quarterly parent conferences offer structured opportunities to discuss student development and address any concerns that arise.
Recognizing that many students come from educational backgrounds where they may have faced challenges, AEF integrates structured emotional and executive functioning support into daily instruction. Programs like COGMOTICS help students develop self-regulation, emotional resilience, and problem-solving strategies, while the BIC System tracks behavior and progress to provide timely interventions. The GAG Room serves as a designated space where students can regain composure and practice selfregulation before returning to class, reinforcing the importance of emotional management in a structured environment.
A strong sense of community is central to AEF’s approach, with students encouraged to participate in extracurricular activities that foster friendships, leadership, and personal
A strong sense of community is central to AEF’s approach, with students encouraged to participate in extracurricular activities that foster friendships, leadership, and personal growth
growth. Clubs, sports, and social skills training provide structured opportunities for meaningful interactions, while frequent movement breaks create low-pressure moments for socialization. Through these initiatives, students not only adapt to their new school but thrive within it, developing the confidence and skills necessary for longterm success. AEF Schools ensure that every new student feels welcomed, supported, and fully integrated into a learning environment that prioritizes both academic achievement and personal development.
A Community That Shapes Success
AEF Schools thrives on the strength of its community. Local organizations, businesses, and service groups play a key role in shaping the student experience, offering real-world learning, leadership development, and social
engagement. These partnerships help students build confidence, responsibility, and the skills needed for life beyond the classroom.
Through its collaboration with the Kiwanis Club of Davie & West Hollywood, AEF’s Key Club provides students with meaningful opportunities to contribute to the community. They take on leadership roles, organize service projects, and raise funds for local and international causes. Beyond service, this experience instills teamwork, organization, and social responsibility— essential traits for future success.
The connection with the Davie Police Athletic League (PAL) further strengthens students’ personal growth. Structured recreational programs promote teamwork, discipline, and self-confidence while fostering positive relationships with law enforcement. These interactions help students develop
Through its collaboration with the Kiwanis Club of Davie & West Hollywood, AEF’s Key Club provides students with meaningful opportunities to contribute to the community
trust, mentorship connections, and a deeper sense of social awareness.
Guiding AEF’s mission is its Board of Directors, a team of professionals dedicated to advancing the school’s vision. With backgrounds in education, business, and community leadership, they ensure AEF remains a premier institution for students who thrive in a structured, supportive environment. Their leadership strengthens policies, expands opportunities, and builds relationships that enhance academic and vocational pathways. By continuously evolving AEF’s programs, the Board ensures that students receive the education, guidance, and encouragement they need to succeed.
Shaping the Future of Education
AEF Schools is always evolving, refining its programs to better serve students and
families. Future initiatives focus on enhancing academics, expanding support services, and strengthening community partnerships.
Recognizing that traditional assessments don’t always reflect a student’s progress, AEF is introducing alternative evaluations like projects and skill-based assessments. The Pathway to Progress Program is expanding to provide more individualized academic support, ensuring that students advance based on skill mastery rather than grade levels.
Social-emotional learning remains a priority. The COGMOTICS Program is growing to include more hands-on activities and emotional intelligence training. Enhancements to the BIC System will provide real-time support for students needing guidance in executive functioning and emotional regulation. Structured peer mentorship programs are also being
introduced to build confidence, communication skills, and self-advocacy.
Career readiness is another key focus. AEF is expanding partnerships with local businesses to offer more internships and job-shadowing experiences. Programs like the Percipio IT training initiative are being enhanced to equip students with practical digital skills. New pathways in mechanics, trades, and entrepreneurship will ensure students graduate with hands-on experience and career-ready skills.
Technology-driven learning is also advancing. Plans include upgrading classrooms with interactive projectors, adaptive learning platforms, and updated Chromebooks. Tools like Rosetta Stone are being integrated to support language acquisition, ensuring that students receive a well-rounded education tailored to their needs.
Facility improvements are underway to create an engaging, student-friendly environment. Outdoor recreational spaces are being expanded, classrooms are being redesigned for flexible learning, and the GAG Room is being enhanced for emotional regulation support. These upgrades will further enrich the student experience, ensuring that learning remains dynamic and interactive.
Community engagement is deepening, with expanded collaborations with Davie PAL, Kiwanis Club, and local businesses. Parent involvement is also increasing through workshops and training sessions, while student-led initiatives are empowering learners to take an active role in their education. With these advancements, AEF is committed to shaping a future where students feel supported, confident, and prepared for life beyond school.
To support year-round development, AEF also offers a Blended Summer Program, which continues cognitive and academic instruction during the summer months. Mornings are focused on skill-building, while afternoons are dedicated to fun-filled camp activities and weekly field trips, reinforcing learning in an engaging, balanced environment.
The Right Fit for Every Learner
Not every student thrives in a traditional school setting, and AEF Schools was built on the belief that education should be tailored to individual needs. For students facing academic challenges, social difficulties, or struggles with executive functioning, AEF offers a structured, supportive environment designed to help them not just keep up—but excel.
Here, learning goes beyond grades and test scores. It’s about building confidence, independence, and real-world skills that prepare students for success in and beyond the classroom. With a focus on mastery-based learning, executive functioning development, and social-emotional growth, AEF ensures that each student progresses at their own pace with the support they need.
While AEF welcomes students with a wide range of learning differences, it is not equipped to serve students who exhibit aggressive behavior, pose a danger to themselves or others, or require physical assistance for mobility or daily care. The school is designed to support high-functioning students who benefit from structure, emotional support, and executive functioning development in a safe and consistent environment.
Choosing AEF means choosing a school that recognizes potential, nurtures strengths, and provides a learning experience that meets students where they are.
Leading Charge in EdTech Innovation
Dr. Shelly Shires, Chief Product & Service Officer, Springboard Collaborative
Hi Shelly. What drives your passion for education and virtual learning?
My passion for education has come from witnessing throughout my life what learning experiences can do for people whether young or young at heart. Learning can build a persons confidence. Learning can bring new opportunities. Learning can open a line of dialogue. Learning can bridge gaps that are physical, emotional, and economic. And the part about education and learning that most inspires me is that all a learner needs is their own desire and access to information. In years past, access to information has varied widely. Today, however, access to information (both inside and outside of a classroom) has dramatically improved. It is for that reason, that I am equally passionate about virtual learning.
What do you love the most about your current role?
In my current role I am fortunate to develop in a hybrid environment, where we leverage technology to enable humans INDUSTRY PERSPECTIVE
As a passionate, strategic senior leader of product, service, and technology in the global education and virtual learning industries, Dr. Shelly Shires transforms learning and education experiences by leading end-to-end lifecycle development and execution. She has distinguished herself as a positive, empathetic leader who can deliver industryleading educational experiences to students around the globe. Currently, she serves as the Chief Product & Service Officer with Springboard Collaborative. Prior to this, she was the SVP of Product and Technology with Pearson’s K-12 Virtual Schools business. She served in senior-level product development roles at companies including Shutterstock, Pearson, and Wall Street English.
Recently, in an exclusive interview with K12 Digest, Shelly shared insights on what drives her passion for education and virtual learning, significant career milestones, the secret mantra behind her success, her favorite non-academic book, future plans, words of wisdom, and much more. The following excerpts are taken from the interview.
Whether a student with special needs or a student with special dreams, virtual learning will become more standard for young learners
to deliver a Science of Reading literacy program for young learners PK to 5th grade. At Springboard Collaborative, we believe that family-educator collaboration is the most joyful, culturally affirming, and cost-effective way to give kids access to high-quality instructional time. We coach educators and parents to help kids learn to read by 4th grade. I get to develop and nurture curriculum, engineering, operations, and services team in delivering joyful academic programs that have meaningful impact. What is there not to love about that?
What are your thoughts on the future of virtual learning, and how do you see Springboard Collaborative evolving to meet the changing needs of the industry?
It is my strong belief that virtual learning will continue to grow both in its availability as well as in its efficacy and impact. Historically virtual learning has been reserved for the benefit of adult learners, but I believe that virtual learning will increasingly become accessible and advantageous for young learners. Virtual learning allows for differentiation and personalization in a space that is both physically and psychologically safe. Whether a student with special needs or a student with special dreams, virtual learning will become more standard for young learners. As we think about young learners, we must also think of the young learners’ environment and support network. Here is where I see Springboard Collaborative and other organizations designing learning experiences that include family involvement, evolving to meet the changing needs of the industry. Springboard Collaborative’s vision for systemic impact is to make parent-teacher collaboration
standard practice in American education. We envision a school system in which families and educators work together—rather than in isolation—to accelerate student learning. 2
Parents want to be involved, they have a right to be involved, and we need to stop implementing learning experiences that do not include them. I feel certain with every fiber of my being that the only way to turn around the trend of learning decline is to equip and involve the family in solving the problem.
What has been your most careerdefining moment that you are proud of? There have been two career defining moments.
Moment 1- Last year I achieved a big goal, walking across the stage to celebrate my doctoral journey. Graduating with my Ed.D in Curriculum and Instruction was a big achievement, but the research is what I am most proud of. I conducted a phenomenological study of the lived experience of parents whose child has an IEP and attends an online school. During my research I came to understand that parents of students with special needs experience greater stress with a higher risk of physiological, emotional, and economic challenges. Yet, despite the higher demands and levels of stress some parents of students with special needs thrived. What I found was those parents whose child had an IEP and attended an online school felt they had greater autonomy at the online school. They felt they were a partner in the special education process. They felt connected to a community of support. This has been a source of great inspiration for my work.
Moment 2- About a decade ago when I worked for Pearson English supporting a private
language school called Wall Street English, I managed a portfolio of EdTech product and service development projects to reimagine an endto-end student experience that was digitally native and outcome oriented. The portfolio included 50 projects, and teams across the globe were contributing to digital instruction, assessments, storyline videos, content management, learning management, student information system, school center designs, professional development, a digital classroom, and much more. It took us about two years and in 2015 we launched it globally. It was the largest portfolio of product and technology development for an education organization that I had ever embarked on, and it has fueled hundreds of thousands of English language learners.
Recently, you were recognized as one of the Top 50 Women Chief Product Officers of 2024. Our readers would love to know the secret sauce behind your success.
I believe firmly that digital transformation must be human centered. In most places but especially in the education technology space. What differentiates me from other product, technology, and service leaders in the EdTech world is that I start and end with the humans. I seek to understand the customer deeply. I seek to understand the varying decision makers that lead to the customer experience. I seek to understand the problems to be solved, pain points, desired gains, and what is the customer experience at every step of their journey. Like good old fashioned backwards design, I start by understanding what success looks like and go from there. Once you have that vision, that blueprint, what differentiates me is skilled communication and unwavering grit to stay the course.
Who is the one person you look up to and why?
I really admire Joyce L. Epstein, Ph.D. She is the Co-Director of the Center on School, Family, and Community Partnerships and a Professor of Education at the Johns Hopkins University School of Education. Her work on the Six Types of Parental Involvement is a constant inspiration to me.
What is your favorite non-academic book and why?
This is a tricky question; I am a ferocious reader and love so many books. The one book I go back to repeatedly is Little Women by Louisa May Alcott. I first read this book when I was a teenager, and it left me with an ambition to become my own person. That I did not need to be limited to where I had come from or what others wanted for me.
What is your biggest stress reliever?
Walking outside in the sun surrounded by nature. I try to do it every day and it is a huge source of relief and energy for me.
What are your long-term goals, and how do you see yourself making a lasting impact on the industry?
My next dream is to start my own coaching practice and create educational tools and courses to equip and empower parents to be partners in their child’s education (ParentED.coach).
I envision a combination of parent education resources to equip parents, offer special education advocacy, and practice mindful parenting.
I envision a future where K12 education is designed and executed for both the student and their family. A world where learning does
What differentiates me from other product, technology, and service leaders in the EdTech world is that I start and end with the humans
not just happen in a classroom, but it happens anywhere and everywhere.
What advice would you give to aspiring leaders in the education industry?
I have two pieces of advice.
First, start with and always center on your students. Understand them deeply and focus on where they are and where they need to be. Do not get distracted by all the hype, the tools, the competing priorities, and all the noise. Stay present and focused on your students and day by day you will all progress.
Second, you are not alone. Whether you are a teacher, a paraprofessional, a school leader, or working the front office. You are not alone. Engage your students’ families, engage your community, engage your professional learning community. Your families and your community are assets, not a burden or liability. Work together as equals, each with an important part to play, in educating and empowering future generations. Regardless of personal or political interests, we all agree on this one thing. Our young students deserve an education that gives them every opportunity to succeed in life.
ACADEMIC VIEWS
Beyond One-Size-Fits-All: Teaching to Every Play Personality
Randi Kearney, M.Ed, Head of School, Vida School
In interviewing any number of educators across the world, you’d most likely find them united in one key takeaway. No two students are the same. No two students play the same. No two students learn the same. No two students respond to classroom management the same. Yet, professional development and teaching resources often suggest universal approaches or “scripted responses” to classroom challenges. The reality is more complex. Students are unique and challenging in different ways. You cannot script your way through teaching. For example, some resources suggest offering choices to encourage compliance: “It’s time
to line up - would you like to be first or last?”
While this strategy works for some students, others might ignore it completely or even mock the attempt. That’s because there is no one-sizefits-all approach to education. Every student responds differently.
Many educators and other workers in the corporate field have more than likely participated in personality assessments during professional development. These frameworks might include Meyers Briggs, Enneagrams, or any other “quiz to find out” programs. The bottom line, regardless of which program an organization subscribes to, is that in a professional atmosphere, we
Students are unique and challenging in different ways. You cannot script your way through teaching
Randi Kearney is a dedicated educator with over 18 years of experience in teaching and administration. She holds two bachelor’s degrees from NYU, Early Childhood units from UCLA, and a Master’s in Education Policy, Organization, and Leadership from the University of Illinois. After spending a decade in the classroom, Randi transitioned into leadership roles, always advocating for student-driven, passion-based learning. She has presented nationally at SXSW Edu on incorporating student interests into early education and internationally through HundrEd on implementing sustainable school practices. A recipient of the Smotrich Award for Excellence in Teaching, Randi currently serves as Head of School at Vida School in Agoura Hills, CA. Her work has been published in various education journals, contributing to global conversations on effective teaching and learning.
Meet students where they are at any given moment. Your classroom management should evolve based on the specific students in front of you
acknowledge that adults work, communicate, and collaborate differently. However, research on childhood personalities remains limited, often oversimplifying children into basic categories like “Easy,” “Shy,” or “Spirited.” As educators, we know students are far more complex.
Dr. Stuart Brown’s work on play personalities offers valuable insights for classroom management. Here are eight personality types you might find in your classroom community, and tricks for how to motivate each of them:
The Competitor: Who wins matters. And these kids want to win. These kids love keeping scores. Games that end in a “tie” or with “participation trophies” will likely upset them. If you want to motivate these kids- turn it into a competition. “Bet you can’t line up by the door in 30 seconds.” Then you set that timer on your phone and watch them run.
The Joker: Silliness, nonsense, clowning around. Jokes. This child will likely be the class clown. Making other people laugh will fill their bucket. Need them to put their pencil case away? Take it, place it in a ridiculous place- say on top of a plant, say “well, that looks about right.” And start walking away. Ample giggles will follow. Let them pick a ridiculous place to put their pencil case and then you can laugh together as you put it back in the correct spot.
The Kinesthete: They just need to MOVE! Running, jumping, climbing, skipping, spinning. Board games, card games, or small motor-based art projects are going to make this little one want to scream. If you need to work out of them, you’re going to need to prepare by allowing them to run laps around the playground a couple dozen times before they come in from recess. Maybe they have to climb on a chair (they’ll be ok…I promise). Or race them to their desk. Get the kid moving!
The Director: Our little baby Type A’s. They want to organize everything. They want to plan the day and will absolutely remind you if you fall off schedule. They want to tell everyone what to do and how to do it. Give this kid jobs! Board eraser, paper collector, plant monitor. My favorite is to call these kids the “classroom facility manager” and let them clean the entire classroom during recess. Win-Win!
The Collector: Play is all about THE STUFF. How many stuffies do I have? How many stickers do you have? Teachers- we all know the one kid who has 5,000 little rocks and pebbles in their cubby. The rocks are their precious treasures, and they will notice if one is missing.
Get this kid a purse or pants with pockets. Let them arrange their little treasures on a special shelf in the classroom.
The Artist/ Creator: They love to MAKE things. Our little artists who can color and paint and build for hours on end. As an educator, these children require their art to be respected and cherished. It might be hard to interrupt them if they are in the flow and you need to transition to a new subject. Find a safe space for their creation and ensure them it will be waiting for them when you return to art or free time.
The Storyteller: Imagination is key here! Creating detailed storylines in dramatic play. Singing and Dancing! Performing! Teachersyou know these kids. When you ask what a group is playing, you will get a long explanation: “I’m the Mommy. She’s the baby. She’s the uncle and she’s mad. She wants to get a new kitty, but the grandma says no. I’ll be the grandma after I’m the Mommy. And then I’ll be the kitty too.” Need to get this kid to complete class work? You’re gonna be acting out Cinderella. Or any other fairy tale. Or maybe there’s a special “math” song or dance that accompanies dropping off their assignment at their desk.
The Explorer: These kids love to learn new things and see new places. Fun for them might be a hike, or a visit to a museum, digging in the backyard, or even reading a book about space. To get this child to complete work, entice them with something new they might learn along the way. Having difficulties getting them to keep track of their stuff?
Students are magical, wild, sensitive, sweet, curious, and smart - each expressing these qualities uniquely
Hide their workbox and make them go on an exploration to find it. Give them three clues and watch them light up!
Remember, students aren’t fixed in these categories. A “joker” during morning meetings might become an “explorer” during science. Meet students where they are at any given moment. Your classroom management should evolve based on the specific students in front of you.
Dr. Shefali Tsabary has an astute observation for parents that can be beautifully utilized for elementary classroom educators: Once you accept your students’ basic nature, you can contour your style to meet their temperament. Let go of your fantasies of yourself as a certain kind of teacher and instead evolve into the teacher your students need.
Students are magical, wild, sensitive, sweet, curious, and smart - each expressing these qualities uniquely. Meet them where they are while respecting their individuality. They’ll respond with increased engagement, respect, and enthusiasm for learning.
PROMINENT PRIVATE SCHOOL TO WATCH IN ONTARIO-2025
ELMWOOD SCHOOL
Where Girls Rise with Confidence, Curiosity and Global Vision
On a quiet morning in Ottawa’s Rockcliffe Park, more than a century ago, a woman named Theodora Philpot opened her home to four young students. There was no fanfare—just a vision, a small classroom, and a deep belief in what girls could achieve when given the right environment to grow. That moment in 1915 became the foundation of what is now Elmwood School—an institution that, in 2025, proudly celebrates 110 years of inspiring young women to lead with confidence and purpose.
Elmwood didn’t set out to be extraordinary. But through decades of thoughtful evolution, it has become just that. Following World War II, Elmwood broadened its academic horizons beyond the humanities, and by the early 2000s, its student body had grown from 130 to over 300. Each chapter added new layers to the story, but the core remained unchanged: a deep-rooted commitment to nurturing strong, joyful, and compassionate young women.
The school’s leap into the future began in 1978 with the introduction of the International Baccalaureate (IB) Programme. Over time, Elmwood became the first school in North America to be accredited for all three IB levels— Primary Years, Middle Years, and the Diploma Programme. It’s not just about checking boxes. “The IB gives our students an incredible academic challenge, but more than that, it encourages curiosity, empathy, and global thinking,” says James Whitehouse, Head of School.
Today, Elmwood School stands out—not just in Ottawa, not just in Canada, but globally. It blends a rich academic tradition with an
James Whitehouse, Head of School
eye for innovation. The school’s “Lifted and Unstoppable” philosophy ensures every girl learns to trust her voice, take risks, and lead with confidence. “We believe in building an environment where girls feel safe to be themselves, stretch their thinking, and pursue their passions,” adds Mr. Whitehouse.
As an Apple Distinguished School, Elmwood integrates technology in ways that feel seamless and empowering. Students aren’t just using devices—they’re using digital tools to solve real-world problems, create, collaborate, and communicate across borders. The results speak for themselves. Elmwood’s IB Diploma scores consistently surpass global averages, consistently placing Elmwood in the top 2% of Canadian
Schools and in the top 4% of World Schools. These exceptional results make it possible for Elmwood graduates to earn entry to top universities around the world.
As an Apple Distinguished School, Elmwood integrates technology in ways that feel seamless and empowering
But ask anyone at Elmwood, and they’ll tell you: success isn’t just about the numbers. It’s about who the students become. “We want our girls to leave here not just with strong academics, but with strength of character,” says Mr. Whitehouse. “Joyous, strong, companionable, and free”—the words of Elmwood’s founder still ring true, now more than ever.
A Classroom Where Curiosity Meets Code
Walk into any Elmwood classroom, and you’ll notice something right away—it doesn’t look,
sound, or feel like school used to. There’s a hum of excitement, the kind that comes when learning feels more like discovery than obligation. Students are editing videos, sketching prototypes on iPads, or swapping ideas through digital whiteboards. It’s lively. It’s hands-on. And it’s exactly how Elmwood thinks education should feel in the 21st century.
Elmwood is one of just nineteen Apple Distinguished Schools in Canada, a badge it wears with both pride and purpose. But here, technology isn’t a shiny extra. It’s part of the everyday toolkit—like pens once were.
“Technology at Elmwood is not a mere add-on,” says Matt Perreault, Director of Technology.
“It’s a bicycle for the mind.” That idea—of
technology enhancing human potential rather than replacing it—guides everything from lesson planning to how spaces are designed.
Every student has their own MacBook or iPad. Classrooms are equipped with Apple TVs. Teachers regularly use technology, not just to teach, but to help students think deeper, ask better questions, and tell their own stories. These aren’t just digital skills— they’re life skills.
What’s remarkable is how seamlessly all of this blends with the school’s academic rigour. Elmwood doesn’t toss out tradition; it builds on it. The recently reimagined Learning Commons is a perfect example. Part library, part innovation hub, part quiet study nook, it offers flexible zones where students can choose how they learn best—whether that’s brainstorming with peers, diving into solo study, or using digital tools to bring projects to life.
This balance—between the old and the new, the analogue and the digital—is intentional. “We’re not chasing trends,” Mr. Whitehouse explains. “We’re equipping students with what they need to thrive in a changing world.”
To make that possible, Elmwood invests deeply in teacher training, combining International Baccalaureate (IB) expertise with ongoing professional development in technology and pedagogy. Educators don’t just keep up with innovation—they lead it. And students benefit from experiential learning opportunities that extend well beyond classroom walls, including global travel, field trips, and hands-on community work.
At Elmwood, learning is never static. It’s active, collaborative, and forward-looking. And when you combine strong values with smart tech and a global curriculum, you get more than a good education. You get students who are—as the school proudly puts it—“lifted and unstoppable.”
At Elmwood, learning is never static. It’s active, collaborative, and forward-looking.
And when you combine strong values with smart tech and a global curriculum, you get more than a good education
One Journey, Three Stages, Endless Possibilities
Every Elmwood student begins with a question—why? Why does something work the way it does? Why does this matter? And most importantly, what can I do about it?
This sense of curiosity is exactly what the IB continuum is designed to nurture. From the early years all the way to graduation, students follow a thoughtfully structured path through the Primary Years Programme (PYP), Middle Years Programme (MYP), and Diploma Programme (DP). Each stage builds on the last, not just in content, but in mindset.
“It’s a progressive development,” says Kate Meadowcroft, Junior School Principal. “By the time students reach the Diploma Programme,
they’ve internalized the IB way of thinking. They’re ready for rigorous assessment, deep inquiry, and thoughtful action.”
In the PYP, the focus is on tapping into natural curiosity. Students explore big ideas through play, questions, and reflection. They start developing the IB Learner Profile traits—like being openminded, reflective, and caring—that stay with them through their entire academic life.
As they move into the MYP, learning gets more layered. Students start connecting their personal interests with global issues. They begin tackling real problems, building research skills, and learning how to think for themselves. It’s here that independence and identity take centre stage.
By the time they reach the DP, students are confident, capable thinkers who know how to
analyse, debate, and act. They’re not just prepared for university—they’re prepared for life.
What makes this continuum so effective is how it blends critical thinking with character education. Students are constantly challenged to look at issues from personal, local, and global perspectives. They don’t just memorize facts—they weigh them, question them, and apply them. Whether it’s writing a research paper with academic integrity or designing a technology solution that addresses a global issue, Elmwood girls learn how to think deeply and act responsibly.
The IB’s interdisciplinary structure plays a key role. Students draw connections across subjects, which helps them develop a broader view of the world. They learn that math isn’t just numbers—it’s problem-solving. That
literature isn’t just stories—it’s about empathy. And that science isn’t just experiments—it’s about impact.
“Critical thinking isn’t something we teach once,” says Ms. Meadowcroft . “It’s built into everything we do. It becomes part of who they are.” That’s the power of the IB at Elmwood. It’s not a checklist—it’s a journey. One that prepares students not just to get into great universities, but to contribute meaningfully to the world around them. And perhaps most importantly, to believe—truly believe—that they can.
Where Every Girl Leads
At Elmwood, leadership isn’t a title—it’s a way of being. From the moment girls step through the doors, they’re invited to take initiative, speak up, and shape their community. The school believes
that leadership is learned through doing, and it shows in every corner of campus life.
For senior students, the Prefect program is a chance to lead in a big way. These students take on real responsibilities, guiding their younger peers and acting as role models. “It’s about giving students the space to step into their own power,” says Christina Schindler, Principal of the Middle and Senior Schools . “They learn to lead with empathy, to influence with integrity.”
Alongside the Prefect system, Elmwood’s student-led councils offer focused leadership experiences in areas like academics, arts, athletics, and service. Here, girls get hands-on practice in decision-making, event planning, and public speaking—skills that will serve them long after they graduate.
Leadership isn’t limited to official titles, either. Elmwood encourages students to create and lead clubs that reflect their passions— whether that’s robotics, creative writing, or
Beyond leadership, Elmwood’s co-curricular program is where many students find their spark
cultural heritage. Athletes take the lead as captains or student coaches. And through the school’s house system, each student gets the chance to participate in and contribute to meaningful events. It’s leadership in motion, built around collaboration, creativity, and ownership.
Beyond leadership, Elmwood’s co-curricular program is where many students find their spark. There’s something for everyone— academic clubs like Debate, DECA, HOSA, and Model UN challenge critical thinking and sharpen presentation skills. Environmental groups like the Climate Crew help students develop a sense of responsibility for the world around them. The Duke of Edinburgh program and the Bridges initiative build resilience and mentorship across age groups.
Elmwood’s athletic offerings are equally rich, from classic team sports like volleyball and basketball to standout programs like elite rowing. The Elite Athlete Program is especially impressive—supporting top-tier studentathletes as they balance rigorous training with academic excellence.
For students drawn to the arts, Elmwood shines just as brightly. The school’s theatre program gives students a chance to act, direct, or work behind the scenes, while the music department offers high-level instrumental training. “We want every student to explore her potential,” says Mr. Whitehouse. “Whether she’s on stage, on the field, or leading a club, she’s building confidence and character.”
At its core, Elmwood’s approach to leadership is simple: create space, offer support, and then step back. The result? Girls who know how to lead, who understand their strengths, and who carry those skills with them into the world.
A School That Feels Like Home
Elmwood knows that students thrive when they feel safe, seen, and supported. That’s why the school has built a culture where care isn’t an afterthought—it’s a foundation. You see it in the little things, like the on-campus bistro, where students enjoy freshly prepared meals designed to nourish both body and mind. “Healthy food fuels better learning,” says Mr. Whitehouse. “It’s a simple idea, but incredibly powerful.”
Technology doesn’t get in the way here either. Thanks to the school’s Genius Bar, IT
help is just a few steps away. Students can focus on learning, not on troubleshooting. And for younger learners, programs like Roots of Empathy help build compassion from the earliest years. It’s these touches—thoughtful and intentional—that make Elmwood more than just a school.
Wellbeing isn’t a buzzword at Elmwood— it’s baked into the school’s daily life. At the centre of it all is the Director of Wellness, a counsellor and nurse with four decades of experience supporting young people . She leads
a comprehensive wellness program that’s as proactive as it is compassionate.
From Prekindergarten to Grade 12, students learn social-emotional skills through a carefully structured curriculum. They’re taught how to handle stress, build strong relationships, and seek help when needed. On-site counselling is always available, and the school’s ties to community mental health organizations ensure no student falls through the cracks.
But maybe what matters most is that students know they’re not alone. “Every girl should have
at least one trusted adult at school,” says Mr. Whitehouse. “That’s a goal we take seriously.”
A leadership committee focused on student wellness ensures the school continues to adapt and respond to what students need most. Teachers are trained, students attend workshops, and parents are invited to be part of the conversation too. It’s a whole-community effort to create an environment where mental health is not just acknowledged but embraced.
The result is a place where students feel safe taking risks, reaching for big goals, and becoming their full selves. Elmwood isn’t just preparing students for university. It’s preparing them for life—with empathy, resilience, and the confidence that comes from knowing you belong.
Elmwood’s commitment to inclusivity, diversity, and cultural awareness runs deep, connecting lessons learned in the classroom to experiences that stretch far beyond it
Where the World Comes Together
At Elmwood, global citizenship isn’t just something that’s taught in a class—it’s a way of life. The school’s commitment to inclusivity, diversity, and cultural awareness runs deep, connecting lessons learned in the classroom to experiences that stretch far beyond it.
One of the biggest drivers of this mindset is the International Baccalaureate (IB) program. It encourages students to think critically, act responsibly, and engage with the world around them. “We want our students to see themselves as capable of creating real change,” says James Whitehouse. “Through the IB framework, they
don’t just learn about global challenges— they start seeing how they can be part of the solution.” Being part of the IB community also links Elmwood students with others across the globe, forming friendships and networks that broaden their horizons.
But it’s not all theory. The school celebrates diversity in action. The International Cultures Club, for example, hosts a vibrant International Night each year, showcasing the cultures and stories that make Elmwood so unique. Meanwhile, the student-led Equity Council plays a key role in embedding inclusive practices into daily school life. And through its membership
Elmwood is working on building exchange programs with like-minded schools, starting with a French exchange that offers students the chance to immerse themselves in the language and culture
in Round Square, Elmwood embraces global competencies with hands-on opportunities rooted in the organization’s six pillars: Internationalism, Democracy, Environmentalism, Adventure, Leadership, and Service.
“Round Square gives our students the chance to explore the world in a meaningful way,” Mr. Whitehouse explains. International trips aren’t just sightseeing tours—they’re immersive experiences designed to help students connect with new cultures and ways of thinking. It’s about building understanding through firsthand experiences, not just textbooks.
The sense of community at Elmwood is something you feel the moment you walk through the doors. There’s a shared spirit here, strengthened by cherished traditions and common values. The school’s “Lifted and Unstoppable” mindset is more than a motto—it’s a promise that everyone belongs, and everyone can rise.
Signature events throughout the year help nurture these bonds. September kicks off with Camp Elmwood, a chance for students in Grades 6 to 12 to connect outside the classroom. Then there’s the house system, which brings together students of all ages under banners that honour women changemakers like Fry, Wilson, Nightingale, and Keller. From spirit days to friendly competitions, these houses create a sense of belonging and healthy rivalry.
And of course, there are the moments that become lifelong memories—the Welcome Back BBQ, the VIP & Me ball, 100 Nights for grads, Samara Morning for alumni and their daughters, the annual Gala, and the heartfelt Closing Ceremonies each June. These events tie the community together, linking students, parents, teachers, and alumni in one continuous, supportive circle.
Always Moving Forward
There’s never a dull moment at Elmwood. The school is constantly evolving, finding new ways to give students an edge—whether that’s through fresh opportunities, new spaces, or stronger connections to the world outside school.
A recent highlight? A mentorship program in partnership with The Honest Talk, co-founded by Elmwood alumna Catherine Clark. This initiative pairs students in Grades 10 through 12 with a dynamic group of 30 women leaders from a wide range of industries. “It’s about more than networking,” says Mr. Whitehouse. “It’s about opening doors, sharing stories, and giving our students access to the kind of real-world advice that can shape their futures.”
And that’s just the beginning. Elmwood is also working on building exchange programs with like-minded schools, starting with a French exchange that offers students the chance to immerse themselves in the language and culture.
Elmwood is designing flexible, interdisciplinary spaces—both physical and digital—that bring subjects together in unexpected, exciting ways
These experiences aren’t just educational— they’re transformative.
Back on campus, the school is investing in spaces that inspire. Plans are in motion to upgrade the music and theatre facilities—an exciting development for the arts community— and reimagine the sports field to give teams a true home-field advantage. These improvements reflect a simple but powerful idea: students thrive in environments built for excellence.
One of Elmwood’s strengths is its ability to stay connected to what students need today. The school doesn’t just ask for student feedback— it acts on it. Whether it’s tweaking uniforms or adding new co-curriculars, student voices help shape the experience. “It’s important that students feel heard,” Mr. Whitehouse notes. “That sense of ownership leads to deeper engagement.”
Faculty growth is just as important. Elmwood supports its teachers through a unique coaching program that encourages peer feedback and shared learning. The school also invests heavily in professional development, sending educators to leading conferences and training events. It’s all about staying current—and keeping the classroom experience fresh and relevant.
Elmwood’s approach is clear: support the whole student, nurture strong educators, and stay ahead of the curve. That’s how the school builds an environment where both students and staff can thrive—now and in the future.
A
Bold Tomorrow, Rooted in Joy Elmwood isn’t standing still. The school is looking ahead, with a clear, courageous vision
for the future—one that stays true to its roots while reaching even higher. At the heart of this vision is a simple but powerful belief: joyful learning changes lives. And not just lives—it can change the world.
Mr. Whitehouse puts it this way: “Our graduates won’t just leave with top marks— they’ll walk into the world as compassionate leaders, ready to meet the moment with purpose and presence.” These young women will be multilingual, tech-savvy, climateaware, and globally connected. They’ll be thinkers and doers. Bridge-builders with big hearts and bold ideas.
Elmwood’s vision for learning goes beyond the traditional classroom. The school is designing flexible, interdisciplinary spaces—both physical and digital—that bring subjects together in unexpected, exciting ways. Think art meets science. Innovation meets social change. Every program, every space will be built around curiosity, creativity, and relevance.
And while the campus evolves, one constant remains: the faculty. They are the pulse of the school. Innovators. Mentors. Lifelong learners. Mr. Whitehouse says it best: “Our teachers lead with skill and soul. They don’t just teach—they live the values they want to pass on.” Elmwood invests deeply in their growth, creating a culture where collaboration and curiosity thrive.
The future also means deepening community ties and broadening horizons. Elmwood aims to be a place where families feel both at home and inspired. A school that’s connected across cultures and generations, always anchored in equity, inclusion, and real impact.
At the core of it all? A promise that every girl who walks through Elmwood’s doors will feel seen, supported, and unstoppable. Because here, excellence comes with empathy. Kindness stands shoulder to shoulder with accountability. And being “world-ready” isn’t about fitting a mould—it’s about being fully, unapologetically yourself. And that, says Mr. Whitehouse, “is exactly what the world needs right now.”
How to Fill Your Bucket When Water Seems Scarce
Trish McKeel, Regional Director, Network for Teaching Entrepreneurship (NFTE)
“Will this get me out of prison?”
As our Zoom coaching session neared its end, I asked the young man in front of me if he had any other questions. He was preparing to present his business plan in a Network For Teaching Entrepreneurship (NFTE) pitch competition the next day, hoping to win seed money for his idea. As part of a 2022 Travis Hill School NOLA/ NFTE BizCamp, he was working toward a future that, despite his current circumstances, he still believed in. Travis Hill Schools operate within New Orleans’ Juvenile Justice Detention Center and the Orleans Justice Center, offering education and opportunity to incarcerated youth.
Throughout our session, he was animated and charismatic—the kind of person who, as the adage goes, could sell ketchup popsicles to a woman wearing white gloves. But at that moment, with that solemn question, his demeanor shifted. And so did mine.
After three decades in public education—17 in the classroom and 13 in administration—I have been in many challenging
Trish McKeel is the Regional Director of Programs for the Network for Teaching Entrepreneurship (NFTE), supporting TX, OK, AR, MS, and LA. A dedicated educator for 30 years, she spent 17 years as a classroom teacher and 13 as a campus administrator. Trish served as TEPSA Region XI President, was named Assistant Principal of the Year for Region XI, and was an HEB Administrator of the Year semifinalist. Passionate about empowering underserved communities through entrepreneurial education, she now helps students develop an entrepreneurial mindset. She lives in North Texas with her husband and has two adult children.
situations, often needing to respond off the cuff. But his question left me momentarily speechless. Collecting myself, I looked at him and said, “It won’t get you out of prison, but if you continue down this path, focus on your goals, and work to make your barbershop and community center a reality, it might keep you out.”
His bright smile returned; his energy reignited. “Yes ma’am, I am in!”
Despite his incarceration, his zest for life, success, and a better future for himself and his community remained unshaken.
The next day, he placed second in the pitch competition, earning an Amazon gift card as seed money for his business. As you can imagine, even using the gift card presented its own challenges within the correctional facility. Determined to support his entrepreneurial spirit, I collaborated with Travis Hill School, which found a way to ensure he could utilize his winnings—even while incarcerated. Their dedication to nurturing the entrepreneurial spark ignited by this experience was unwavering.
Watching this student’s drive and determination unfold filled my bucket in ways I hadn’t anticipated. The passion that had drawn me to education all those years ago surged back to life. My “why” burned bright once again.
Since beginning my career as a teacher in Arkansas in 1988, I have experienced the ebb and flow of education across eight different states. As the wife of a Marine, I adapted to frequent moves, taking any teaching position I was fortunate enough to secure. For the past 22 years, I’ve been rooted in North Texas, navigating the evolving landscape of education—complete with the challenges of being a “Covid Principal.”
After completing 30 years in public education, I transitioned to NFTE, a global nonprofit dedicated to empowering underserved communities through entrepreneurial education and Shark Tank-style competitions. This work has afforded me bucket-filling experiences like the one with the young man from Travis Hill—experiences that reaffirm why I remain in education.
In today’s climate, educators often struggle to find moments that replenish their spirits. There’s more negativity than positivity, more obstacles than encouragement. Yet, after nearly 35 years, I have realized that the best way to fill my own bucket is to pour water into others.’ A skill we teach is opportunity recognition. I recognize that by providing opportunities for students— especially those with the odds stacked against them—ultimately provides motivation and optimism for me.
Rather than seeking out positivity, I’ve learned that creating it makes all the difference. Rather than looking for opportunities to feed my appreciation seeking soul, I seek to show appreciation to others more often. Use those opportunities to prime the pump and keep the water flowing!
As a Marine’s wife raising two young children while he deployed to dangerous places, I am no stranger to hardship and worry. I am not a Pollyanna, but I choose to see the glass as half full. Self-preservation has taught me that fulfillment comes not from external validation but from actively contributing to the world around me.
Two weeks ago, I reconnected with Travis Hill School to plan another potential summer
Confidentiality, distance, and time may keep us from knowing where our students end up, but that should never stop us from believing in the power of our influence
camp. During our conversation, I learned something extraordinary—the young man who had asked me if his pitch would get him out of prison had played a key role in implementing a barber school within the facility itself. It had officially opened in December of 2024. Hearing that news, my bucket overflowed!
As educators, we often pour ourselves into our students without knowing exactly where their journeys will take them. We guide, we mentor, we uplift—but the truth is, we may never see the full impact of our efforts. Confidentiality, distance, and time may keep us from knowing where our students end up, but that should never stop us from believing in the power of our influence.
Each day, we stand at the crossroads of potential and purpose. It is easy to get caught up in the challenges—tight budgets, standardized tests, overwhelming workloads—but in the midst of it all, we must remember that our greatest success is not measured in test scores but in the lives we touch. The quiet encouragement to a struggling student, the extra effort to make a lesson engaging, the moment we take to listen—these are the sparks that can set a student’s future ablaze.
To all educators searching for fulfillment: use your educator’s divining rod to find opportunities to uplift others. Seek out those moments to inspire, to encourage, to believe in someone who may not yet believe in themselves. The return on this investment is immeasurable. Because when you pour into others, when you light the way for someone else, your own bucket will never run dry.
How Character Building Through Education Can Impact the Future
Unyime Udi, Academic Administrator, Green Pastures Creche & Schools
Unyime Udi is a transformational educator and a school administrator whose passion lies in nurturing and equipping young minds for the future. With more than a decade of experience in education, she has dedicated her career to empowering and transforming the lives of children she comes in contact with. Though her journey began in the medical field, her burning passion for education and the desire to make a lasting impact in the lives of children led her to transition into education. Being exceptional at what she does, she has had the privilege of training teachers which has earned her the name “teacher of teachers”, consulting for schools and shaping the educational experience of many children. Unyime Udi believes so much can be done in the lives of children and the education sector as a whole.
In today’s world racing towards innovation, ignoring the benefits of character building through education is a diminishing factor which we must be guided against as educators. Especially, as we look towards the future, it’s important to remind ourselves that cultivating the right values, principles and moral foundation is what will guide us towards a brighter and more responsible future that we so desire.
Envisioning the future, the character we nurture today in these young ones will shape, build, and determine how they and the world they will inherit would thrive. While knowledge and skills are important, building character often takes a backseat in schools,
especially as STEM and tech-related subjects dominate the curricula.
A study by the Journal of Moral Education found that schools with character education programs reported a 40% decrease in behavior issues and a 20% improvement in student academic
Performance ( January, 2014). This raises a crucial question to what we sacrifice in the pursuit of academic and technological excellence. By neglecting to build character through education, we risk creating a future where success is measured solely by achievements, not by integrity. This lack of integrity as viewed, have a broad-reaching consequences that goes
While knowledge and skills are important, building character often takes a backseat in schools, especially as STEM and techrelated subjects dominate the curricula
Building character through education is the wider development of a child beyond the academic education they receive in school
beyond individual actions. For example, in organizations where funds are mismanaged, bankruptcy, job losses and damage to reputation can become the catastrophic consequences. This should make one stop and wonder: What if integrity had been at the core of those decisions? Integrity as we know is built on the foundation of character.
Though academic achievement opens doors, it’s character that sustains successes which encourages meaningful relationships, resilience, and integrity (qualities essential for navigating life’s complexities). Character building does not just inform; it transforms individuals, equipping them with moral values that extend beyond the classroom. Imagine a world where integrity in business leads to sustainable practices, where empathy drives international diplomacy, and hard work transforms communities. The possibilities are endless, but the foundation lies in the values we instill today.
Therefore, it is not enough to teach math, science, or literary studies—these subjects are important, of course, but the real magic happens when students learn the value of honesty, resilience, kindness, compassion, fairness, empathy etc. How often times have we come across people with great academic skills, but lacking in these qualities struggle in life for a very long time? While they may excel in tests and technical tasks, they often face challenges in areas like communication, conflict resolution, and maintaining a sense of purpose and balance when things get tough. To understand its significance in detail, let’s explore what character building through education entails and how it can impact the future.
Character Building Through Education
Building character through education is the wider development of a child beyond the academic education they receive in school. It involves an intentional effort to develop positive moral, ethical, and social traits in individuals, especially the young ones using the curriculum as a tool.
Now, this is not just about personal growth; it directly influences how the young ones interact with others and the world around them. From the bonds they form at home to the networks they will eventually build in their careers; character is the invisible thread that will hold these relationships. Next, we examine how these traits influence the relationships that drive change in our world.
The Power of Character Building In Relationships
1. Family Relationships: In this context, traits like honesty, patience, and empathy help create a nurturing environment where trust is built. For example, a parent who demonstrates accountability and moral integrity teaches the child to value responsibility. These foundational lessons shape children into adults who will cultivate healthy family dynamics and contribute to a stronger and more cohesive society.
2. Professional Relationships: In the workplace, strong character traits like integrity, resilience, and collaboration define the success of teams in organizations. For instance, a manager who models principled decision-making encourages a culture of
trust and accountability, resulting in higher employee satisfaction and productivity. Companies led by individuals with character attract loyal clients and fair partnerships, creating an atmosphere where both business and personal growth bloom.
3. Social and community Relationships:
At a societal level, character traits such as fairness, respect, and empathy are the bedrock of inclusive, flourishing communities. Here, community leaders who value honesty and work to ensure equitable access to resources help build a sense of belonging. These leaders encourage collective action to address issues like poverty, discrimination, and social injustice, resulting in sustainable progress and stronger social bonds.
The Future Impact of Character Building Through Education
The seeds of good character planted today in the lives of these young ones hold the promise of a brighter tomorrow. By shaping them with values such as integrity, empathy, and resilience, we set the stage for a future defined not just by technological advancements but by principled leadership, sustainable growth, and balanced communities.
1. Principled Leadership in Governance and Business:
Leaders with strong moral foundations can make decisions that prioritize the greater good over personal or corporate gain. Imagine a future where governments operate transparently and businesses adopt sustainable practices because their leaders are guided by integrity and accountability.
The right character equips individuals to bridge cultural and ideological divides, encouraging a sense of unity and shared purpose
2. Balanced Communities: A society rooted in empathy and mutual respect can address challenges like discrimination, inequality, and social unrest. The right character equips individuals to bridge cultural and ideological divides, encouraging a sense of unity and shared purpose.
3. Resilience in a Rapidly Changing World: The future will bring challenges we cannot yet predict. Individuals with resilience and adaptability, cultivated through character
building, will be better equipped to traverse uncertainties, whether they stem from economic shifts, climate crises, or technological disruptions.
4. A Workforce Driven by Values: In workplaces, character traits like honesty, diligence, and collaboration will strengthen productivity and innovation. Employees and employers who value ethics and hard work will contribute to environments that prioritize both success and well-being.
5. Transforming Generations: The ripple effects of character development extend beyond individuals to families and future generations. Children raised with strong moral values often pass these on, creating a cycle of positivity and growth that shapes societies for decades to come. And this brings us to how character building can be effortlessly incorporated into current education systems through structured programs and initiatives that promote moral and social development alongside academic learning. Schools can adopt curriculum models that incorporate lessons on empathy, responsibility, and integrity in everyday learning, not as separate subjects, but as integrated principles across all disciplines.
In conclusion, by investing in character building today, we are not merely educating the young ones; we are building the foundation for a future where humanity blooms on principles as much as progress. The question is no longer if character building through education is important, but how soon we can integrate it strongly into our systems to secure the world we envision.
Why We Need A Global Common Framework for Keeping Children Safe in International Schools
Julia Knight, School Improvement Adviser, Hawar International School
Ihave worked overseas since 2012 after a successful career in London. Naively, I believed that my new life as an international teacher would be vastly different but I still expected that Safeguarding children would be a priority for every school.
In the UK, my role as a Head of Year meant I was often dealing with child protection and safeguarding concerns that ranged from providing evidence in court to supporting families alongside my social worker colleagues and other external providers. As a young teacher, I learned some harsh but valuable lessons. For example, at one case conference, I used the phrase: ‘attention seeking’ and before
I could even finish my sentence, the conference chair jumped in with ‘attention seeking is a spotlight on something you are missing.’ From that moment, I never used that phrase lightly or out of context. I also learned that internationally there are very few external organisations able to support children’s wellbeing and that Safeguarding wasn’t as stringent as the UK.
The first location was Thailand and it was there I first came across the notion of “affluent neglect”- absent parents, who were busy in their daily lives, leaving their children to nannies, drivers and sometimes grandparents. Parents who would ensure their children had the latest trainers and gadgets but could not afford to
It is heartbreaking to witness and the affluent neglect will often manifest in ‘attention seeking behaviours such as non-compliance, truancy, self-harm and / or bullying
Julia Knight, School Improvement Adviser at Hawar International School. She has been working internationally since 2012 and is a passionate advocate for children’s well-being in and out of the classroom as well as an advocate for teacher development and research-based practice. Having worked extensively across all phases from EYFS to Sixth Form in a variety of roles, she knows that happy children are successful students.
show up at a parents evening or answer emails about lateness etc;
In the UK, poverty and poor parenting are often linked but no one really talks about the children who have everything except a present family to help with homework, or attend sports days. It is heartbreaking to witness and the affluent neglect will often manifest in ‘attention seeking behaviours’ such as non-compliance, truancy, self-harm and / or bullying.
Then as I moved to the Middle East, I witnessed the cultural complexity of keeping children safe and discovered strict laws that were actually far less ambiguous than the UK. For example, the law in Saudi Arabia is very clear: a child is anyone below the age of 18. There is no grey area here. There are robust laws to protect children however culturally, family business is private and issues are dealt with in the home making it very difficult for children to make disclosures and even more difficult for professionals to support them.
The last and perhaps the most surprising aspect of being an international teacher is how many colleagues have anecdotally come across dubious “colleagues” and it’s not too hard to find stories of predatory teachers hidden in plain sight.
Every school should have in place the 5 Rs.
Recognise – the signs of abuse in both victims and perpetrators
Respond – appropriately to concerns about abuse
Report – concerns to the appropriate internal and external authorities
Record – information accurately, appropriately and securely
Review – safeguarding practices regularly to ensure they are effective
More often than not, the dubious “colleague” is allowed to leave the school / country without any fuss with some schools more concerned about reputational damage over the children who may have been harmed.
Sadly, none of this will be shocking to seasoned international teachers but we can keep being part of the change. It’s been wonderful to witness the growing focus on Safeguarding and it has been championed across all of the membership organisations from the Council of International Schools (CIS) to Council of British International Schools (COBIS) and BSME (British Schools Middle East). There has been an added emphasis from governments as well. Here in Bahrain, the Ministry of Education has mandated that all schools must have Safeguarding training and a designated lead- an excellent step forward in keeping children safe.
For those schools who are at the beginning of their Safeguarding journey, I would advise looking at the Council of International Schools 24 Questions which is an excellent starting point and can help guide the direction and focus of training.
I would also begin with Safer Recruitmentensuring all staff are background checked and have references from the last three employers and they should always be from the headteacher or principal registered email address. All schools should post a safer recruitment statement on their website and on their job advertisements to discourage abusers from applying to your school.
In the end, the only way we can keep our children safe is by having a global, collective framework that all schools are committed to.
