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When Trust Becomes the Real Curriculum
There is a quiet shift happening in schools and workplaces today. It is not about technology, curriculum frameworks, or the latest leadership trend. It is about trust. The kind that cannot be automated or rushed. A few weeks ago, I watched a group of students debate a complex topic. What stayed with me was not who “won,” but how confidently they relied on one another, how freely they questioned, and how safe they felt doing it. Moments like these remind us that trust is no soft word. It is infrastructure. It is the scaffolding that holds learning, relationships, and culture together. And yet, according to recent global surveys, nearly half of young people feel disconnected from the institutions meant to support them. That gap is growing, and it should make all of us pause.
So why explore trust this month? Because the demands placed on today’s schools are higher than ever. Families want safety and belonging. Students want purpose. Teachers want respect and space to grow. And through all of this, trust quietly decides whether any of it works. This month’s theme invites us to reflect on how we build it, protect it, and pass it on.
Our cover story brings this idea to life through a thoughtful conversation with Teagan Collins, Associate Principal at Westbourne Grammar School. Her work across the independent school sector shows what trust looks like in practice: relationships built on honesty, staff development grounded in respect, and wellbeing that is woven into daily life rather than treated as an add-on. Her perspective is timely, steady, and refreshingly human, especially in an era when schools are expected to be everything to everyone.
This issue also brings together a rich mix of ideas from educators, leaders, and thinkers who are navigating the same questions from different angles. Whether you are reading as a parent, a student, a teacher, or a professional, you will find something that challenges, reassures, or sparks a new thought.
I hope these pages remind you that trust is not a luxury in education. It is the foundation for every brave step forward. Enjoy the issue, and let it spark conversations that matter.
Happy Reading.
Sarath Shyam
TEAGAN COLLINS
ADMIN PERSPCTIVE
20
EMPOWERING THE EDUCATION SYSTEM THROUGH COURAGE, COMPASSION AND CONVICTION
Dr. Marnie Hazelton, Superintendent of Schools, Englewood Public School District
DESIGNING BEFORE THE PROBLEM: A CURRICULUM LEADERSHIP PHILOSOPHY FOR EQUITY AND JUSTICE
Dr. Carla Grant Mathis, Executive Director of Schools, Richland One Schools
48
ACADEMIC VIEWS
28
EMPOWERING THE NEXT GENERATION OF TECH LEADERS
Kirsty Nun, Head of Computer Science, Millfield School
INDUSTRY PERSPCTIVE
36
EMPOWERING THE NEXT GENERATION WITH AI AND ROBOTICS
Abhishek Bahl, Founder, JetLearnr
NAVIGATING THE INTERSECTION OF TECHNOLOGY AND EDUCATION
Eric Brace, Director of First Languages and Digital Innovation, The Australian Literacy and Numeracy Foundation
COVER STORY
TEAGAN COLLINS
ASSOCIATE PRINCIPAL, WESTBOURNE GRAMMAR SCHOOL
PERSPECTIVES SHAPED BY NATURE AND NURTURE
Teagan Collins, Associate Principal at Westbourne Grammar School, is a respected educational leader with extensive experience across the independent school sector. She is deeply committed to enhancing student experience, professional learning, and school culture. Guided by the belief that schools thrive when people feel supported and valued, Teagan fosters environments where communities flourish through high support and high expectations. A strong advocate for evidence-based practice, she has led whole-school initiatives in teaching, wellbeing, co-curricular programs, digital transformation, and leadership development—all centered on people and purpose.
Throughout her career, Teagan has held senior roles including Deputy Principal, Director of Programs, and Director of Sport, and has been featured on The Educator’s Hotlist. Holding a Master of Education, an Executive MBA, and a Harvard Business School credential in strategy, she is currently pursuing a PhD at Deakin University. Teagan is admired for leading with clarity, compassion, and conviction.
In this conversation with K12 Digest, Teagan shares her thoughts on leadership, learning, and the evolving role of schools in today’s complex world. Drawing from her rich experience across the independent education sector, Teagan discusses the importance of fostering trust-based relationships, building staff capacity, and embedding wellbeing into every layer of school life. She also opens up about Westbourne’s thoughtful embrace of AI in education, the power of listening deeply to school communities, and the wisdom behind her TEDx talk that draws lessons from nature. Below are the excerpts of the interview.
You’ve had a fascinating journey from classroom teacher to Associate Principal. Could you share a few defining moments or lessons that shaped your leadership philosophy along the way?
I’ve been incredibly fortunate to have been mentored and encouraged by some of the best leaders in education. They believed in me
- sometimes before I even believed in myself. A formative moment came when a Principal I deeply admired said, almost offhandedly; “When you’re a principal, you’ll remember that.” That sentence has stuck with me, and I am often reminded of it. It helped me to understand that leadership is not just about doing, the responsibility, the service or the innovation; it’s about using your position to create a school
culture you believe in and building the capacity of those around you. I can recall so many of these defining moments and conversations which have been coupled with opportunities to lead, study, and grow. I always said yes to these opportunities and challenges – sometimes with great fear, doubt or hesitation, but I knew I would find a way to get it done to the best of my ability. This position of yes has afforded me with many formative experiences which have shaped me into the leader I am today. A leader who believes in fostering purposeful relationships and building the capacity of those around me, in a nurturing and high trust environment.
On The Principal’s Perspective podcast, you and Dr Adrian Camm discussed “what it really takes to lead a school in 2025.” How do you see the role of a school leader changing in the next few years?
Too often the story of leadership and schools is told in the negative. The pressures, risks and tensions facing leaders are real, but staying in that narrative doesn’t serve our communities or our profession. Schools need leaders who will step forward, re focus attention on what’s working, and amplify it. The work is complex, but it is also profoundly hopeful.
To do this we need to listen and not just to the loudest voices, but listen deeply to students lived experience, to staff who are
Schools are becoming increasingly complex places. When Dr Adrian Camm and I spoke on The Principal’s Perspective about what it really takes to lead a school in 2025, we kept returning to a simple truth - the role of schools has changed, therefore the role of school leadership must change with it. For some time now, schools have become the village with communities looking for connection, guidance and support. More so than ever before, schools are being asked to step in where the social contract is breaking down, or where the village once was. In this context, leadership is less about managing and more about sense and meaning making. The essence of our work is to keep the purpose of the school vivid and shared, to offer a coherent narrative that helps students, staff, and families make sense of a rapidly changing environment, without pretending the complexity isn’t real.
When we listen authentically, we can make timely decisions that align with our purpose. We can move towards the complexity and find a way to provide clarity where the terrain is ambiguous
carrying invisible loads, and to families who want partnership. When we listen authentically, we can make timely decisions that align with our purpose. We can move towards the complexity and find a way to provide clarity where the terrain is ambiguous.
Westbourne Grammar has a strong reputation for academic excellence and innovation. How is the school currently embracing AI or other emerging technologies to enhance teaching and learning?
Excellence in teaching and learning remains central to what we do. It underpins our vision
of shaping learners who inspire the world. Importantly, doing so means being unafraid to innovate. It was a deliberate decision when ChatGPT launched in late 2022, to say that we are not banning AI, we are embracing it. We are transparent with our community about how we are using it, and quite intentional in our approach. It is most certainly not about using AI to shortcut learning or make the messiness of learning faster or easier. It is, however, about teaching our students to think critically and to be creators of tomorrow’s technology today. Our community understands the transformative power and benefits of AI and are interested in harnessing the technology’s potential to
When our teachers are thriving, our students thrive too. That’s why I’m unapologetic about building a culture where both staff and students feel empowered, seen, and supported
enhance learning in new and exciting ways. We want our students to understand the power and complexity of AI, and to be able to question, evaluate, and ultimately harness it to scale their learning to new heights.
You’ve spoken publicly about the importance of wellbeing and teacher support. What systems or practices have you found most effective in building a sustainable and thriving school culture?
When our teachers are thriving, our students thrive too. That’s why I’m unapologetic about building a culture where both staff and students feel empowered, seen, and supported. For me, wellbeing isn’t a program on the side, it needs to be embedded in all that we do.
Practically, that starts with focus. By stripping away unnecessary administrative load and making expectations clear, our staff can spend their energy on high impact work. Clarity is kindness. When everyone understands the “why,” the work becomes more purposeful and student outcomes improve. Alongside clarity, we design for flexibility and understand that autonomy is a professional necessity. We create structures that provide teams room to deliver exceptional learning experiences through flexibility and collaborative planning rhythms, with permission to move quickly and adapt their practice as required. Distributed leadership networks underpin this way of working.
Wellbeing is not one size fits all approach, so we meet staff where they are and walk alongside them. This looks like differentiated professional learning and opportunities for growth, access to coaching, allied health
Leadership isn’t always about having the loudest voice, but it is about creating space for others to speak, dream, and lead
services on campus, thoughtful workload design and an understanding that what works for one staff member may not work for all.
Your TEDx talk beautifully connects lessons from nature to leadership. What inspired that metaphor, and how do you bring those ideas into your professional practice?
I never imagined I’d find myself on a TEDx stage although it never ceases to amaze me how persuasive young people can be! The talk was inspired by a childhood memory and metaphor of the wise old owl proverb; “A wise old owl sat on the oak; the more he heard, the less he spoke; the less he spoke, the more he heard”. My parents often reminded me of the poem when I was younger. It instilled within me a deep respect for patience, observation, and the power of truly listening. The TEDx talk focused on four
takeaways the owl has taught me about leading schools – sit high and see wide, speak less and hear more, stillness can be strength, and wisdom is in the echo. These lessons spoke to themes of vision and perspective, deep listening, emotional regulation, culture building, and leaving a legacy. I often find myself reflecting on the lessons of the owl in my daily practice.
Leadership isn’t always about having the loudest voice, but it is about creating space for others to speak, dream, and lead.
Beyond school life, what are some personal pursuits or values that keep you grounded and what advice would you share with students or young educators aspiring to lead in the future? Pursuing my PhD continues to provide intellectual challenge, rigor and sparks curiosity of thought. It keeps me connected and informed,
I
value the opportunity to contribute and give backwhether that be through voluntary governance roles, professional networks, presenting at conferences or mentoring current and future leaders
ensuring I am apprised of current research and literature. My research focuses on the work of independent school principals and the ways in which they manage and understand the pressures of their work. It aims to contribute to the understanding of how work intensification has exacerbated the many challenges principals face.
I value the opportunity to contribute and give back - whether that be through voluntary governance roles, professional networks,
presenting at conferences or mentoring current and future leaders. Of course, my family keep me grounded and our 1-year-old certainly keeps me on my toes!
To any educators aspiring to lead in the future, my advice is simple. Be curious, courageous, listen and say yes to opportunities that may present themselves along the way. As leaders we are not in the pursuit of perfection. We are however committed to doing our best –including the hard things, with heart.
Empowering the Education System through Courage, Compassion and Conviction
Dr. Marnie Hazelton, Superintendent of Schools, Englewood Public School District
Dr. Marnie Hazelton, Superintendent of Schools for the Englewood Public School District, is a nationally recognized leader in educational equity, civic engagement, and transformative leadership. A recipient of the NJ Visionary Superintendent Award, she is celebrated for her innovative, community-centered approach to student success.
Under her leadership, Englewood has accelerated post-pandemic academic recovery, with reading proficiency rising and all student subgroups exceeding growth targets. She has built strong partnerships with local organizations, created a District Community Liaison role, and launched inclusive initiatives like the annual Back to School Fair.
Dr. Hazelton began her career as a tenured teacher in New York City and rose through the ranks to lead districts including Roosevelt, Linden, and Englewood. Her work has closed achievement gaps, expanded advanced coursework, and secured over $17 million in grants. She has also been honored with Leading Now’s Civic Leadership in the Superintendency Award (2025).
In this conversation with K12 Digest, Dr. Hazelton shares her remarkable journey from a classroom teacher to an award-winning educational leader. She discusses how she has guided districts through post-pandemic recovery while driving systemic change. She also opens up about her leadership philosophy, her belief in technology as a tool to enhance human potential and the groundbreaking initiatives reshaping Englewood’s academic landscape. Below are the excerpts of the interview.
Looking back on your journey from classroom teacher to district leader, which turning points shaped your leadership philosophy most?
What shaped my leadership philosophy most occurred during my first year as a teacher. I entered the profession as part of the first cohort of New York City Teaching Fellows,
tasked with working in the city’s 40 lowestperforming schools. I chose to teach at P.S. 309 in Bedford- Stuyvesant, Brooklyn. There, I built a strong classroom community with my students and their parents.
I often found the curriculum too narrow and scripted, so I supplemented it by teaching ELA, math word problems, and science lessons using
We are embracing AI and providing professional development not only for our teachers and administrators, but also for our board members
articles from The New York Times. When I challenged administrators about the lack of high-quality, engaging curriculum, the principal dismissed me, saying, “What do you know? You’re a first-year teacher.” I replied, “Although I may be a first-year teacher, I went to good schools - both private and public - and this is not a good school.”
At that moment, I realized that if I wanted to make lasting change for students, I would need to move into leadership, to become a principal and influence the system from within.
During your tenure in Linden and now in Englewood, what have been the greatest challenges in driving equity and recovery in post-pandemic schooling?
When I began my tenure in Linden on July 1, shortly after schools had closed in March, I was immediately faced with the enormous task of developing safety protocols to bring students and staff back to the buildings by September. COVID-19 numbers were still spiking through the summer of 2020, making logistics extremely difficult.
Since stepping into the role of Superintendent of the Englewood Public School District in June 2023, I’ve had the privilege of leading a vibrant and diverse community of 2,900 students
At the same time, I was navigating my own son’s transition to virtual learning as he began his freshman year of high school. Districts serving majority-minority populations, like Linden, were slower to return to in-person instruction. I strongly believed that prolonged virtual learning would make recovery even harder for our students.
I presented data showing that many private schools and high-wealth districts were preparing for in-person learning, and I advocated for at least a hybrid model. My stance was sometimes misinterpreted; I was
accused of suggesting that teachers who resisted returning were acting out of racial bias, but my intent was always to center students’ needs. I emphasized that if teachers were comfortable sending their own children to open schools, they could safely return to teach in Linden.
To support them, I offered flexibility: teachers could bring their children to school if their own districts remained virtual. We created dedicated spaces for those students to work quietly while their parents taught. My own son completed his virtual schooling from
my office, modeling the shared commitment we were asking of others.
How do you see AI, adaptive learning systems, and emerging technologies reshaping instruction, assessment, or teacher roles in your district over the next five years?
We are embracing AI and providing professional development not only for our teachers and administrators, but also for our board members. Recently, we hosted a highly successful event, TechTober: Igniting Innovation in Education, which featured inspiring keynotes by Mineola Superintendent Dr. Michael Nagler and Marlon Lindsay of 21stCenturyEd. The event also included engaging breakout sessions on AI, STEM equity, gamification, and math apps, serving as a powerful reminder of how innovation can transform education.
We have also utilized ESSA funds to create a Cyber Café at the high school, featuring drones, a gaming station, a Mac Mini lab, a Makerspace, and 3D printers. We view technology and AI as tools to enhance education; not replace it. Our commitment remains focused on equipping students with essential human skills that technology can never replicate, such as collaboration, critical thinking, empathy, teamwork, ethical decisionmaking, innovation, and entrepreneurship.
Which initiative or achievement are you most proud of during your time in Englewood, and what insights did you gain through that process?
Since stepping into the role of Superintendent of the Englewood Public School District in June 2023, I’ve had the privilege of leading a vibrant and diverse community of 2,900
Be courageous, don’t be afraid to say no when something doesn’t serve students well.
True leadership often requires challenging the status quo to improve it
students. Among the many initiatives we’ve launched, I’m particularly proud of our efforts to amplify student voice, prioritize experiential learning, and rebuild essential district systems.
One standout achievement has been the restoration of senior internship programs at the Academies at Englewood and Dwight Morrow High School magnet programs. Through strong collaboration with local stakeholders, we also hosted a successful back-to-school fair that reconnected families and community partners with our schools.
Englewood is one of only nine low-income districts in New Jersey that has defied national trends by performing above pre-pandemic levels in reading, math, or both. This progress, highlighted in the Education Recovery Scorecard, is a testament to our focused academic interventions and the resilience of our students and educators.
We’ve partnered with The Algebra Project to strengthen mathematical literacy across all grade levels and adopted new literacy programs to close gaps widened by the pandemic. These efforts have led to our inclusion in prestigious initiatives such as Verizon Innovative Learning Labs, the League of Innovative Schools, and the Stop & Shop Food Pantry Program.
Instructional leadership has been a cornerstone of our success. We’ve implemented consistent, innovative practices across classrooms using frameworks like student-friendly learning objectives (WALT statements), Success Criteria, and the “Why.” Our strategic partnerships and community initiatives, such as family math nights and project-based summer camps continue to enrich the educational experience for every student.
In the 2024–2025 school year, we expanded our Spanish Dual Language program to include Pre-K4 and launched a Mandarin Chinese after-
school program for students in grades 1–3, further broadening our commitment to global learning and cultural literacy. We were also awarded a competitive $68,000 International Baccalaureate Course Expansion Grant to increase access to college-level coursework for traditionally underserved students. These accomplishments reflect a collective commitment to equity, innovation, and excellence. Through this journey, I’ve learned that meaningful change is possible when we center students, build strong partnerships, and remain steadfast in our vision for transformative education.
How do you remain grounded or recharged outside of your role? What personal interests or values sustain you in this demanding work?
To stay grounded and recharged in this demanding role, I prioritize my health and quality time with family and friends. I make it a point to walk between school buildings whenever possible, and on weekends, I aim to walk seven miles each day. I also take full advantage of school holidays and cherish traveling with my son; it’s a special way for us to connect and explore new places together.
Maintaining healthy habits is important to me. I try to bring my lunch every day to avoid eating junk food at work, and I make sure to drink plenty of water to stay hydrated and focused throughout the day. These routines help me stay energized and present, both professionally and personally.
What advice would you offer to students who aspire to lead change in education and to young professionals considering a career in school leadership?
My advice to young educators is to lead with heart and trust your instincts. Never forget how you felt as a student, and strive to recreate those moments of joy, inspiration, and belonging for your own students. Be courageous, don’t be afraid to say no when something doesn’t serve students well. True leadership often requires challenging the status quo to improve it.
Most importantly, always keep students at the center of every decision you make. When your actions are guided by what’s best for students, you’ll not only lead with integrity but also create meaningful and lasting change.
ACADEMIC
Empowering the Next Generation of Tech Leaders
Kirsty Nunn, Head of Computer Science, Millfield School
What inspired you to specialize in computer science education, and what have you learned along the way?
My journey into computer science began long before I realised it was a career. I was five when I got my first PC, and that single moment opened a doorway into a world of endless possibility. I’ve always had an insatiable curiosity, and that computer became the tool that fed it, helping me learn, create, and make sense of how things worked behind the scenes. Later, after graduating and spending eight years in industry,
I realised that working for a large corporation wasn’t giving me the sense of purpose I was looking for. I wanted to do something that felt meaningful, something with real value. That’s when I began to see how much I enjoyed sharing what I knew and helping others understand the subject. Teaching felt like the natural next step, a way to bring my practical experience into the classroom while staying connected to a field that never stops evolving.
What keeps me in computer science education is the pace of change. The subject
Technology is rewriting our world in real time, and I love being at the heart of that evolution with young people
Kirsty Nunn is Head of Computer Science at Millfield School, where she leads a forward-thinking department grounded in creativity, coaching, and cutting-edge digital learning. With a background in industry and over a decade of teaching experience, she blends practical expertise with a deep commitment to inclusive, future-focused education. She has been recognised as Edufuturist Uprising Educator of the Year and named in Computing’s Tech Women Celebration 50, reflecting her influence across the intersections of technology, coaching, and education. Her mission is to empower young people through curiosity, critical thinking, and the confidence to shape the world they are growing into.
Recently, in an exclusive interview with K12 Digest, Kirsty shared insights into her passion for computer science education and empowering young people to shape the future. She also shared her favorite quote, personal hobbies and interests, future plans, pearls of wisdom, and much more. The following excerpts are taken from the interview.
evolves constantly, and that makes it endlessly fun to teach. We’re living through extraordinary developments in the subject: AI accelerating at breakneck speed, quantum programming becoming accessible, the rise of smart cities reshaping how societies function and the constant hunger for what’s next. Technology is rewriting our world in real time, and I love being at the heart of that evolution with young people. There’s something incredibly energising about helping students understand not just how the world works today, but how they might shape the world that comes next.
What do you love the most about your current role?
What I love most about my role is the people and the sense of possibility that surrounds them. Millfield is full of remarkable students and colleagues who inspire me every single day. It’s a community where everyone is encouraged to thrive, to explore their own brilliance, and to lean into the things that make them who they are. Our students are curious, engaged, and wonderfully authentic. They challenge ideas, push boundaries, and, without realising it, push me to become a better teacher and a better human.
One of the things that makes Millfield special to me is its commitment to developing a coaching culture - an approach built on thoughtful questioning and reflection that allows each individual to understand their own thinking, evaluate their choices, and decide on their next steps with confidence. It gives both staff and students the space to make sense of their challenges, recognise their strengths, and take ownership of their growth. That sense of agency is transformative: people feel empowered rather
than directed, supported rather than steered. The progress we’ve made in this area is something I’m genuinely proud to have been a part of.
Can you share some insights on how educators can work together to drive positive change in computer science education?
Positive change in computer science education is strongest when schools and their local communities work together. Collaboration allows us to share ideas, resources and expertise in ways that broaden young people’s opportunities and deepen their understanding of computing. Partnerships with universities, tech companies and community organisations help students see where computer science exists in the real world, from AI and cybersecurity to engineering and creative media. They also open up the many routes into a digital future. Working with other schools has a similar impact. Joint events, shared CPD, regional networks and codesigned projects raise standards collectively and give students access to experiences that may not exist within one school alone. It turns improvement into a shared endeavour rather than an isolated task.
I have also been fortunate to have had the opportunity to be involved in judging initiatives that highlight this collaborative spirit. The BRILLIANT Awards celebrate outstanding STEAM education and industry engagement, showcasing the innovation that emerges when schools and employers work together. Whilst, I am also a judge for the DiscoverE Future City competition, where more than 85,000 young people imagine and engineer cities 100 years in the future. Watching students tackle real sustainability challenges with such creativity
When schools and communities work in concert, computer science becomes richer, more relevant and more empowering for every young person
is genuinely inspiring and shows the power of giving young people the space to think boldly. Community involvement also supports inclusivity. Outreach, mentoring and diverse role models help students from all backgrounds see themselves in the subject. When schools and communities work in concert, computer science becomes richer, more relevant and more empowering for every young person.
How do you see technology changing the way we learn and teach in the future?
I see technology already reshaping education, and I think its evolution will take us even further toward genuinely personalised learning. AI and emerging tools will not replace teachers, but they will extend what teachers are able to do. We are already seeing it in action, from AI reading support that helps dyslexic students
access texts more independently to real-time translation that opens up learning for EAL students. These tools are breaking down barriers that once limited participation. As they mature, learning will become more responsive, with adaptive scaffolding, intelligent questioning and timely feedback that can meet students where they are and guide them forward in a way that feels personal rather than generic.
But the cultural shift matters just as much as the technological one. Students will need to learn differently, with greater independence, interactivity and agency. Education will need to mirror the way knowledge is used outside the classroom, where problem-solving, collaboration and critical thinking are essential. Our role as educators must become increasingly focused on helping students question information, challenge assumptions and recognise the biases that sit within systems and technologies. At
Technology has the potential to lighten teacher workload by taking on repetitive or administrative tasks, freeing teachers to invest their energy in connection, creativity and the human side of learning
the same time, technology has the potential to lighten teacher workload by taking on repetitive or administrative tasks, freeing teachers to invest their energy in connection, creativity and the human side of learning.
For this evolution to have real impact, assessment will also need to change. A single high-stakes exam feels increasingly misaligned with a world that values adaptability, teamwork and complex problem-solving. If we want education to prepare young people for the future they will inhabit, then our systems must evolve to reflect the skills that future demands. Used wisely, technology is not a threat to education. It is a catalyst that can make learning more inclusive, more humane and more forward-looking than we have ever managed before.
What is your favorite quote?
One of my favourite quotes is from Sir Ken Robinson: “Our task is to educate their whole being so they can face the future. We may not see the future, but they will and our job is to help them make something of it.” His words have stayed with me because they capture the heart of why education matters. We’re not preparing students for our world; we’re preparing them for a world that is still unfolding, still unknown, still full of challenges and opportunities we can’t yet imagine. Every time I read that line, it grounds me. It encourages me to teach beyond the curriculum, to champion curiosity, to embrace difference, and to help young people build the skills, mindset, and self-belief they’ll need long after school. It’s a compass point I return to again and again.
Have you had any mentors or role models who have influenced your career path?
I’ve been incredibly fortunate to be shaped by many incredible people throughout my life. I
wouldn’t be the educator, or the person, I am today without those individuals who invested their time, wisdom and belief in me. There are countless people I could name, but three stand out.
Ed Burnett, currently head of Taunton Prep School, was one of the first to show me what a deeply human approach to education looked like. His ability to meet every student, parent and colleague without judgement, to see potential rather than problems, has stayed with me. He modelled the kind of presence I wanted to bring into teaching: steady, compassionate and quietly transformative.
Another key figure for me has been Gavin Horgan, Millfield’s current head. His authenticity as a leader and his willingness to challenge long-standing assumptions make him a distinctive and inspiring voice in education. In many ways, his impact on educational culture reminds me of what Sir Alex Ferguson brought to football: a readiness to rethink the game, to make bold choices, to have the difficult conversations when needed, and to lead with a deep understanding of people. Gavin pairs ambition with humanity, and that combination creates an environment where both staff and students feel able to become their best selves. Being part of a school shaped by his vision has been a privilege.
Finally, I’d have to choose Dr. David Brooke, Deputy Head Academic at Millfield. David has been my line manager for the past two years, and his influence has been quietly significant. He has influenced me more than he probably realises. He is endlessly patient and level-headed, bringing a calm steadiness that has helped ground me in some of my busiest moments. His kindness sits alongside a thoughtful clarity,
and that balance has shaped how I think about leadership. What I admire most is the way he pairs intelligence with imagination. He is able to think ambitiously about what education could be, while staying grounded enough to turn those ideas into something practical and implementable. That blend of vision and realism is rare, and inspiring. He has also been one of the strongest champions for adopting a coaching philosophy across the school. His trust, encouragement and commitment to that vision have given me the confidence to push forward with the work I’m doing.
Can you share a favorite hobby or interest outside of work that helps you recharge?
Reading has always been my anchor. I probably own far more books than one person could ever hope to read in a lifetime, but I love them all the same. I’ll happily disappear into any genre, any author, any world. There’s something magical about stepping out of your own reality and into someone else’s creation, whether it’s a fictional universe or a non-fiction deep dive that leaves your mind buzzing. Reading gives me both escape and expansion, often at the same time.
More recently, I’ve discovered the joy of Lego as a way to unwind. It’s wonderfully grounding. There’s something calming about following a set of instructions step by step, being fully present in the moment, and then seeing something take shape in your hands. It’s simple, tactile, and strangely meditative. Both reading and Lego give my brain space to breathe in very different but equally restorative ways.
For anyone considering a career in education, especially as a CS educator, I’d say this: if you love working with young people, if you want to spark curiosity, and if you’re excited by the idea of questioning assumptions and exploring ideas together, then you couldn’t choose a better path
Where do you see yourself in the next 5 years?
In the next five years, I hope to deepen my work around coaching in education. I’m increasingly drawn to exploring how a strengths-based coaching mindset can transform the culture of schools, not just in leadership but in the classroom, through wellbeing, and organisational design. I’d like to build that understanding through research, writing, and more opportunities to speak and collaborate with others in the sector.
Longer term, I see myself moving into a role with greater strategic responsibility, somewhere I can help shape the direction of teaching and learning on a wider scale. I’m passionate about the systems and environments that allow people to flourish, and I’d love to play a part in designing those conditions for staff and students alike.
For now, though, I’m very aware of how fortunate I am. I’m in a school that allows me to
thrive, surrounded by an incredible community that supports me, challenges me, and gives me space to grow. It feels like exactly the right foundation for whatever comes next.
What advice would you give to someone looking to make a career transition into tech or education?
For anyone considering a career in education, especially as a CS educator, I’d say this: if you love working with young people, if you want to spark curiosity, and if you’re excited by the idea of questioning assumptions and exploring ideas together, then you couldn’t choose a better path. The pace of change in technology means in my subject the landscape is always shifting, but that’s part of the joy. You get to learn alongside your students and help them prepare for a future none of us can quite see yet. It’s challenging, energising, and deeply meaningful work.
INDUSTRY PERSPECTIVE
Navigating the Intersection of Technology and Education
Eric
Brace, Director of First Languages and Digital Innovation, The Australian Literacy and Numeracy Foundation
Hi Eric. Please tell us about your background and areas of interest. Hi. My name is Eric Brace and I am presently the Director of First Languages and Digital Innovation at the Australian Literacy and Numeracy Foundation. I am teacher-trained by background. Initially, I trained as a high school teacher with a focus on English (literature) and English as an Additional Language/ Dialect instruction.
Born and raised in Los Angeles, California, I attended university at the University of California, San Diego where I earned a degree in English literature. In 2000, I moved to Australia for personal reasons, and studied to be a teacher through the University of New South Wales. As part of my studies, I focused on effective instruction and support for new migrant communities, including learning support for children and young people from refugee backgrounds.
I spent a short period as the Youth Liaison Officer for the Foundation for Young Australian where I had the privilege of working to prepare an Australian youth delegation to the UN
Eric Brace is the Director of First Languages and Digital Innovation for the Australian Literacy and Numeracy Foundation (ALNF), where he oversees the delivery of the ALNF’s national initiatives. This includes the coordination of ALNF’s First (Indigenous) Language & Literacy programming, including the award-winning Living First Language Platform. It also includes digital oversight of the ALNF’s Early Language and Literacy Developmental Index as well as the Refugee Action Support program. Eric has a depth of experience in literacy teaching and learning, in supporting English language learners, in addressing barriers to educational equality, and in advocating for needs of diverse communities. Recently, in an exclusive interview with K12 Digest, Eric shared his insights into the importance of literacy and language education, emphasizing the need to respect and celebrate local knowledges and cultures. He believes that literacy development is a complex, human process that requires practice, attitudes, and agency. Eric also highlighted the potential of technology to personalize instruction and create multilingual learning environments, while stressing the importance of human connection and community-led initiatives. The following excerpts are taken from the interview.
World Conference Against Racism, Xenophobia and Related Intolerance, held in Durban in 2001.
Soon after that, I joined the – then – small team at The Australian Literacy and Numeracy Foundation (ALNF), and it has been a lovely journey since. I have served many roles at the ALNF; as a Project Officer, Executive Educational Advisor, Director of Programs and
now as the Director of First Languages and Digital Innovation. I have been able to work with colleagues on some amazing initiatives, such as:
The Refugee Action Support Program (since 2006) – which involves partnering with local universities, such as Western Sydney University, to involve pre-service teachers in providing quality language, literacy and
Literacy is important to exploring the world around us, developing knowledge, expressing our voices and participating socially and economically
learning support for children and youth of refugee backgrounds;
Subtext Program: Language and Literacy through the Arts;
Helping with the Early Language and Literacy program (written by esteemed ALNF Co-Founder Mary-Ruth Mendel) – which is a quality training initiative that makes speech
pathology-informed practices accessible to early years educators (e.g. preschool teachers), school-based teachers, community practitioners and more;
Assisting with the digitisation of the Early Language and Literacy Development Index (ELLDI), which is a world-first formative assessment tool of oral language and early literacy for children aged 2 years old to 5 years old, and continuing on to 8 years old. ALNF commissioned the Australian Council for Education Research (ACER) to develop the ELLDI as part of a longitudinal evaluation. At the core of the ELLDI is an empirically derived developmental scale with psychometrically aligned assessment items, and a growing library of accessible advice and strategies for children as they grow across time; and
Directing the work of the Living First Language Platform (LFLP) and related programming. The LFLP is an award-winning digital platform that Indigenous communities use to rapidly collect, record, curate, share and teach their Languages as living, vibrant languages. Each “digital Language Space” facilitates community-led practices in generating quality teaching and learning resources for both language and literacy instruction and exploration. Through the LFLP we have also partnered with other changemaking organisations – such as Boston-based Curious Learning – to facilitate additional fun, quality literacy materials for children in their own languages.
Overall, I am passionate about helping all learners develop the skills to be able to read, write, speak and listen. Literacy is important to exploring the world around us, developing knowledge, expressing our voices and participating socially and economically.
Success is ensuring that every person has the support they need to develop the language, literacy and numeracy skills to be able to engage educationally, socially and economically
What do you love the most about your current role?
Diversity and creativity. I am the Director of First Languages and Digital Innovation here at the ALNF and both of those portfolios provide amazing opportunities. In the area of First Languages, this refers to Indigenous First Languages. Through this work, I have the privilege leading a team who works directly with representatives from over 25 Indigenous Language communities in Australia. There is also a dynamic network of passionate people here in Australia, and recently we had the good fortune of gathering together in Darwin for the PULiiMA Indigenous Language and Technology Conference organised by Daryn McKenny and the Miromaa Aboriginal Language & Technology Centre. Being part of this network is a one-of-a-kind experience. Currently, it is also the UN International Decade on Indigenous Languages, and my colleagues and I have had the opportunity to present to the UNESCO Information for All Programme. Therefore, the work connects us deeply within Australia and to the world. I regularly liaise with colleagues in the Pacific, South America, Canada as well as India and Nepal. There is never a boring day. In relation to digital innovation, we have had the good fortune of receiving quality recognition for the ELLDI and LFLP from such reputable outlets as the Google Impact Challenge, the SXSW Interactive Innovation Awards, MIT Solve and the World Summit Award network. ALNF is enormously fortunate to have a team at Brisbane-based Josephmark overseeing the quality of these impactful, scalable digital products. When you put these factors together with the rapid pace of digital innovation, it is exciting, creative, and
humbling to be able to create tools that affect change and learning every day.
Also, people! I have a dedicated team, and I enjoy the energy, creativity, experience and resourcefulness of the people with whom I work.
In a nutshell, I love being able to work with our teams to facilitate training and to develop tools and resource that help everyday educators and caregivers support quality learning across a vast range of settings. It is special to play a part in collective educational efforts.
What defines success in addressing literacy and numeracy challenges in diverse Australian communities?
I don’t want to overcomplicate this answer. Success is ensuring that every person has the support they need to develop the language, literacy and numeracy skills to be able to engage educationally, socially and economically.
This direct perspective guided the establishment of the Refugee Action Support, a program ALNF was involved in founding close to 20 years ago. At that time, there was a vital need to provide young refugees with regular, scaffolded support so they are able to develop the English language, literacy and numeracy skills needed to pursue their educational goals. Many refugee youth experience significantly disrupted education, which is why ALNF along with Western Sydney University and the NSW Department of Education worked to set up a sustainable tutoring scheme between local schools and local universities so these young people could receive the additional support they need to gradually gain skills over time from a mentor tutor. Nothing beats practice, practice, practice, which makes it vital to facilitate safe spaces in which learners can speak and read
and write and learn with a range of caring and supportive teachers and tutors.
This example also reveals few other principles that I hold. First, there are stages of literacy development, and the nature of instruction and learning changes across these stages. Therefore, this show that learners may develop competency in one stage of their development, but these learners need to be prepared for their next stage of their development as well, such as in the classic distinction between “learning to read” to “reading to learn”. This also illustrates the risks when a learner fails to consolidate skills in an earlier stage of their development, and struggles in later stages of development due to gaps in their learning. This also leads to two other principles that I often remind myself of: practice and attitudes. First, we cannot underestimate the power of practice (fun and engaging), which is the amount of time learners of all ages need when developing the networks of skills required for literacy and numeracy, such as– say – the literacy skills of speaking and listening, phonological awareness, comprehension (listening and reading), concepts of print, decoding and encoding and so on.
If I refer to a quote that was foundational for me, I can share the following from Catherine Snow, et al,
“[In] a developmental theory, literacy is not a single skill that simply gets better with age or instruction, as a sprinter’s running time gets better with practice and conditioning. Being literate is a very different enterprise for the skilled first grader, fourth grader, high school student, and adult, and the effects of school experiences can be quite different at different points in a child’s development.” (Snow, et al., 1991, pg 6)
Snow, C., Barnes, W. S., Chandler, J., Goodman, I. F., & Hemphill, L. (1991). Unfulfilled expectations: home and school influences on literacy. Cambridge, MA: Harvard University Press.
The teacher’s role is to arrange tasks and activities in such a way that students are developing (Verhoeven and Snow, 2001).
The other key factor is attitudes and agency. The following quotes stuck out to me early on in my studies and career, “acquisition requires interventions that address attitudes and beliefs as much as interventions that assure cognitive changes in the learner.” (Verhoeven and Snow, 2001, pg 2).
“Through literacy, children are able to construct meaning, to share ideas, to test them, and to articulate questions ... The notion of literacy engagement is closely linked to views of children as having an active role in their own development.” (Verhoeven and Snow, 2001, pg 4-5)
Verhoeven, L. and Snow, C. (2001). Literacy and motivation: bridging cognitive and sociocultural viewpoints. In Verhoeven, L. and Snow, C. (Eds.), Literacy and motivation: reading engagement in individuals and groups (pp. 1- 22). New Jersey: Lawrence Erlbaum Associates Publishers.
Success is when a learner sees in literacy and numeracy the tools to participate in the world around them, make an impact in their world, explore the world and ideas, and to express themselves and their understandings.
When working with diverse communities, success occurs when the learning environments celebrate the diversity of knowledges that the broader school community brings into
the classroom. This can excite learning and generate a more inclusive environment.
In your view, what makes for effective advocacy for educational equality?
I don’t think there is a science to this. If I were pressed to answer, I’d say that effective advocacy for educational equality involves the following:
Listening to the voices of community, and involving those voices in dialogues that relate to equitable access to quality education.
Emphasising how important it is to respect, celebrate, include and build upon the local knowledges. Time and time again I have heard about the importance of fostering pride, identity and problem solving within the local context and its cultures, histories and knowledge systems. This provides a firm foundation through which to explore culture and history and knowledge more broadly. (My colleagues expressed this quite well a few years ago in an article titled “Walking the red dirt and the red carpet: quality education in Australia’s First Languages” that in the Human Rights Defender (journal); Volume 29, Issue 1, March 2020.)
Developing a whole range of relationships, including within communities, across service providers, with decision makers and with the public. All quality work is founded in relationships and trust, and growing a base of allies who share a commitment to your cause is vital.
Persistence … I don’t have a magic formula for gathering together the resources, systems and partners. If you have a clear and effective vision and a proven approach to achieving educational equality, then grit and persistence is needed to make the vision a reality.
Looking ahead, what trends in literacy and language education do you find most promising?
At the moment, everyone is talking about AI and I will talk about it as well, but maybe in a different way. Whilst gains in the uses of AI have been impressive in recent times, we need to remind ourselves that learning is a human process and a practice. In other words, I don’t believe AI will shortcut the need for people to grapple with complex skills and concepts.
However, I do believe that there are ways that this technology can be used to personalise instruction (practice) at scale, which can complement face-to-face, meaningful conversations in the classroom. Whilst I am also mindful of limiting screen time, I think there will be innovations in how learners can engage with personalised instruction in new, more natural user experiences.
Recently, I explored promising practices that use technology to enhance one-on-one tutoring initiatives. Whilst one-on-one tutoring is found to be quite effective in building learners’ skills, it is difficult to scale and is quite costly.
When working with diverse communities, success occurs when the learning environments celebrate the diversity of knowledges that the broader school community brings into the classroom
When working with the Australian youth delegation on the UN World Conference Against Racism, Xenophobia and Related Intolerance, I had the privilege of working with former Australian Human Right Commissioner Chris Sidoti
As I have suggested above, practice makes perfect. If new technologies can be harnessed to support personalised instruction so that every learner (young and old) is progressing, drawing connections, exhibiting curiosity and making discoveries, then it is something that I find really promising … as long as these opportunities are accessed equitably, which has often not always been the case with new technologies in the past.
This concept is something that we are watching closely with ALNF’s Early Language and Literacy Development Index, and we ask ourselves questions like, “with the ELLDI’s empirical, reliable scale of oral language and early literacy development, can we continue to work with educators and parents to seamlessly facilitate the provision of aligned, age-appropriate activities and strategies so that every child is
receiving the regular, rich types of learning suited to where each child is at in their particular stage of development? Can the advice and strategies adapt and align as the child grows? Does this empower the many adults in the child’s life?”
Similarly, I also feel that technology is making it easier to create multilingual learning environments that can be used to provide quality resources in the world’s diverse languages. We are seeing this with our own Living First Language Platform as well as with such resources as Storyweaver (from Pratham Books), Library for All, Curious Learner’s suite of apps, the Global Digital Library and more.
Have you had any mentors or role models who have influenced your career path?
I have had many mentors and role models that have influenced my career path, so it is difficult to properly assess. If I share them as a stream, they would be people like the young students at Garfield Alternative High School in innercity San Diego who ignited my passion and joy for education and for equity in education. These young learners made the choice to return to school after an absence to finish their studies, and even though they encountered many obstacles, they also exhibited resilience (and humour).
Of course, my parents, my sister and my grandparents served as enormous role models, mentors and supporters.
When working with the Australian youth delegation on the UN World Conference Against Racism, Xenophobia and Related Intolerance, I had the privilege of working with former Australian Human Right Commissioner Chris Sidoti. Following that, I had the opportunity to
meet former Australian Prime Minister Gough Whitlam, whose policies embodied themes of inclusion, equity, recognition and reconciliation, and I still remain active in the Whitlam Institute.
I also received strong support from leadership at Western Sydney University, including from former Vice Chancellor Janice Reid and such socially minded academic as Margaret Vickers, Florence McCarthy, Loshini Naidoo, Tanya Ferfolja and Shirley Gilbert.
NSW’s Department of Education’s Multicultural Education Unit exhibited great patience and guidance on ALNF’s early work in refugee education, particularly from Hanya Stefanuik, Amanda Bourke, Jane Wallace and Rachel Hennessy.
It is imperative that I mention the founders of the ALNF (Mary-Ruth Mendel and Kim Kelly). In particular, Mary-Ruth Mendel introduced and guided me into the world of Indigenous Language literacy, and both Mary-Ruth and I were mentored by the esteemed Warumungu elder Mrs Judy Nixon Nakkamara. ALNF’s First Language journey owes a lot to Mrs Nixon as well as to Aunt Bunny Napurula, Rosemary Plummer and Brenda Crafter, as well as to Karan Hayward, CEO of Tennant Creek’s Language Centre (Papulu Apparr-Kari).
The list can go and on because I have been very fortunate to have the support of some truly impressive people, including the esteemed literacy expert Stephanie Gottwald as well as ALNF’s former Chief Technology Officer Mark Macduffie and Ben Johnson, CEO of digital innovation firm Josephmark.
ALNF’s Chair Professor Tom Calma AO is a hands-on leader that has guided me and
ALNF’s work in the Indigenous Language space. Prof Calma is a respected Indigenous leader and national treasure, and I have been fortunate to be mentored by him over time. Even the amazing literacy leader Catherine Snow generously offered up her time to meet me with me when I was visiting Harvard many years ago, and I appreciated the advice she provided.
These are all individuals who have helped me in so many different areas, whether it was understanding literacy more deeply, understanding program negotiation and development, understanding digital development workflows or gaining key competencies in community planning.
What are your passions outside of work?
Family. I won’t share too much about my family, but family time is really important outside of work, and our children absorb our time, our energies and our passion. Whilst l love to read, garden and tinker with technologies, family is my biggest passion outside of work.
What is your favorite quote?
Such a hard question. How to pick just one? I must admit that I have always had an interest in Ludwig Wittgenstein’s philosophy of language. The following is a quote that I often remind myself of:
“To imagine a language means to imagine a form of life,” Ludwig Wittgenstein, Philosophical Investigations.
There are many facets to this quote that are pertinent. For instance, learning a language (and literacy in a language) involves much more than just knowing the words. It involves appreciating the place that language and literacy fit within
everyday life and how we come to use language and literacy to see and interact with the world around us. Consequently, as an English as additional Language or Dialect (EAL/D) teacher, I know that I need to create contexts in which learners can use and explore language meaningfully, purposefully and effectively. Similarly, it is often easy to dismiss or fail to appreciate the complexities of another culture (or language culture), because you don’t live (or embody) that form of life, but it is essential to see the life within the words and stories of a language. It is important to appreciate, become curious about and share in the cultures that languages sit within, particularly when educating within Indigenous languages.
Wittgenstein’s quote pushes me to look beyond technical explanations of language and literacy.
What are your long-term career aspirations, and how do you see yourself evolving as a leader over the next five years?
This is a question that I haven’t explicitly thought about. At my stage of career, I want to be able to work with the sectors that relate to our work and to collaborate on impactful activities. You can achieve so much more together than apart. Over time, I have found that sectors, such as the Indigenous Language sector, the EdTech sector and the Educational Assessment sectors, are smaller worlds than you would otherwise think. Therefore, in the next five years of my career, I would like to be able to work with our partners in each sector – domestically and internationally –to develop and grow joint solutions that can be impactful at systems levels. This involves
It is important to appreciate, become curious about and share in the cultures that languages sit within, particularly when educating within Indigenous languages
collaborating on how to grow or replicate or scale good practices, tools and structures that can assist with everyday learning in a whole range of contexts.
What advice would you give to aspiring leaders in literacy and language education who aim to make a meaningful impact in diverse communities?
Form relationships. When working with diverse communities, I often refer to the common principle of “nothing for us, without us.” It is vital to consult with community stakeholders when fostering a plan for impactful literacy and language education within diverse communities. That has been my experience across a wide variety of areas, whether it has been with refugee groups, Indigenous Language communities, education in remote contexts, and so on. The first step is to foster relationships, listen actively, and co-design a vision and a plan with a range of stakeholders, and then pull in the necessary partners for impactful, meaningful change. We often say that the upfront time spent of consultation, codesign and governance is vital for affecting sustainable, impactful literacy and language education initiatives over time.
Build relationships. Bring everyone on the journey. Foster a sense of collective ownership of the aspirations. This is the advice that I aspire to myself. Whilst I don’t always get it right every single time, it is the advice that I would give to others who would like drive positive change within and across communities.
Designing Before the Problem: A Curriculum Leadership Philosophy for Equity and Justice
Dr. Carla Grant Mathis, Executive Director of Schools, Richland One Schools
Dr. Carla Grant Mathis serves as the Executive Director of Schools with Richland One Schools and is the Owner and Lead Consultant of Carla Mathis Consulting. Her work centers on equity-driven leadership, culturally responsive curriculum design, and systems-level transformation in education.
Curriculum leadership, at its essence, is stewardship. It demands foresight, moral clarity, and the courage to design systems that reflect what we value about children and community. Too often, curriculum is treated as a bureaucratic product—a set of standards, pacing guides, and assessments detached from the lived experiences of learners. But curriculum is not neutral. It is both mirror and map: it reflects who we are and guides where we believe students can go.
The Moral Imperative of Curriculum Design
Curriculum is inherently moral. It encodes the values, priorities, and identities that institutions choose to affirm or ignore. As Dr. Gloria LadsonBillings (1995) argues, culturally relevant pedagogy is not about inclusion—it is about transformation. When leaders treat curriculum as a moral document, they move beyond alignment and compliance toward liberation and justice. Curriculum leadership must therefore center the lived realities of learners and communities,
When leaders treat curriculum as a moral document, they move beyond alignment and compliance toward liberation and justice
ensuring content and context reflect both truth and possibility.
Designing Before the Problem: A Framework for Proactive Leadership
Educational systems often operate from a reactive stance—addressing inequity only after harm becomes visible. The mindset that ‘it isn’t a problem until it is a problem’ perpetuates systemic injustice. Designing before the problem reframes curriculum as a proactive tool for justice. By anticipating barriers, leaders can design structures and practices that prevent marginalization rather than respond to it. Freire (1970) described education as an act of freedom; this philosophy extends that notion into leadership, insisting that justice must be embedded in every design decision.
Constructivism and Culturally Responsive Practice
Constructivism provides a theoretical grounding for co-constructed curriculum. According to Vygotsky (1978), learning occurs through social interaction and cultural context. Students, therefore, are not passive recipients but active participants in knowledge construction. Culturally responsive pedagogy, as Paris and Alim (2017) contend, honors students’ linguistic and cultural assets while promoting critical consciousness. Hooks (1994) extends this by framing teaching as an act of love and liberation. Together, these frameworks affirm that curriculum leadership must empower students to construct knowledge that connects intellect with identity.
Legacy, Identity, and the Leader’s Lens
Leadership identity shapes curriculum philosophy. My journey through Charleston
County’s historically underfunded schools and my experience at Claflin College, an HBCU, ground my commitment to equity. These experiences affirmed that brilliance exists in every community when systems are designed to recognize it. As a Black woman and educational leader, I understand curriculum work as identity work—honoring ancestral wisdom while creating spaces for new narratives. Fullan (2001) reminds us that leadership for change is relational; transformation begins when leaders connect purpose to people.
Curriculum as a Systemic Equity Practice
Kaufman and Keller’s (1994) Mega Level theory situates curriculum within a larger social system, urging leaders to evaluate educational impact beyond test scores. Curriculum that is equity-centered aligns institutional goals with community uplift. To lead effectively, administrators must act as Sentinels—guardians of justice who interrogate curriculum for bias, irrelevance, and harm. When leaders align moral purpose with systemic design, they transform curriculum from policy to promise.
Conclusion: Designing for Justice, Not Just for Standards
Curriculum leadership is not a task; it is a calling. It requires the foresight to design before harm occurs and the conviction to lead with purpose and empathy. This philosophy refuses the comfort of neutrality. It declares that equity must be embedded, not appended. Curriculum, when designed with justice at its core, becomes a living declaration of faith in students’ potential and humanity. As Jeremiah 29:11 reminds us, our plans must be rooted in hope and a future— not just for some, but for all.
INDUSTRY PERSPECTIVE
Empowering the Next Generation with AI and Robotics
Abhishek Bahl, Founder, JetLearnr
Can you walk us through your journey from IIT Kharagpur to INSEAD and now as a founder?
Certainly. I grew up in a small town in Eastern India, and education opened doors to the world for me. Since then I’ve believed in the transformative power that an early childhood exposure to new ideas and education can have. After earning a B.Tech in Electronics Engineering from IIT Kharagpur, I began my career developing breakthrough technology products in Silicon Valley and leading global expansion projects. My time at INSEAD, where I earned an MBA with a focus on Entrepreneurship and Venture Capital, was transformative—exposing me to international business and helping me win the INSEAD Business Plan Competition. Since then I’ve lived in 5 different countries across three continents which gave an important insight which is applicable universally “Every parent in the world will take that extra step to ensure a better future for their child” . Those experiences gave me the confidence and global perspective to eventually start JetLearn, where our team has the
Abhishek Bahl is the Founder of JetLearn, a fast-growing online AI academy for kids and teens. JetLearn empowers the next generation with future-ready skills in Artificial Intelligence and Robotics, delivered in a fun, personalized, and inspiring way that encourages learners to use technology as a force for good. With students across continents—and dedicated programs for girls and neurodiverse learners—JetLearn’s mission is to ensure an equitable AI-first world.
An alumnus of IIT Kharagpur and INSEAD, Abhishek’s career spans more than two decades across Silicon Valley, Europe, and India, where he has led global product innovation, expansion, and advanced technology initiatives. He holds patents in Artificial Intelligence, has scaled three global startups, and serves as an educator and mentor at INSEAD. Through JetLearn, Abhishek is on a mission to spark curiosity, confidence, and creativity, helping the next generation unlock the superpowers of AI—regardless of geography or background.
Recently, in an exclusive interview with K12 Digest, Abhishek shared insights into his entrepreneurial journey, the inspiration behind JetLearn, and the future of EdTech. He discussed common misconceptions about EdTech, emphasizing that true innovation transforms how kids engage with learning and develop essential skills. Abhishek also highlighted JetLearn’s unique approach to personalized AI and tech education, its commitment to diversity and inclusion, and his vision for the company’s future growth and impact. The following excerpts are taken from the interview.
privilege of empowering children with futureready technology skills, and earning the trust of parents globally.
What inspired you to establish JetLearn? What sets it apart from other market competitors?
JetLearn started from noticing how traditional education is not equipping kids for a rapidly changing world, where 85% of future jobs haven’t been invented yet. The AI-wave has magnified this gap. JetLearn’s mission is to help children master AI, coding, and robotics through hyper-personalised live lessons, tailored to each child’s pace and interests. JetLearn stands apart by combining a fun and deep curriculum, top 1% global educators, and rigorous accreditation—making learning not only inspiring but enduring.
What are some common misconceptions about EdTech that you’d like to dispel?
A big misconception is that EdTech simply digitises what’s done in the classroom, but true innovation means transforming how kids engage with learning and develop skills for life. Another myth is that technology can replace teachers—JetLearn firmly believes tech should amplify, not replace, the irreplaceable human connection in education. EdTech is most impactful when it promotes curiosity, adaptability, and confidence, not just rote learning.
How do you see AI impacting the future of coding and robotics education for kids?
AI is written into the fabric of tomorrow’s careers. At JetLearn, we use AI both as a subject and a teaching tool—children learn in real time
how AI impacts everyday life, while benefiting from learning paths optimised by AI algorithms. The future belongs to young creators who know how to harness AI ethically and critically, not just consume it passively.
Can you describe your leadership style and approach to building a highperforming team?
The mantra I live by - is to have a big, audacious vision and move one step forward every day!
My leadership style combines empowerment with intentional curiosity. I prioritise bringing in global, diverse talent—JetLearn’s team is 60%+ women, which is unusual in STEM. I focus on mutual respect, clarity of mission, and
enabling individuals to take ownership. Leaders must nurture a learning mindset and encourage experimentation while holding the team to a high standard of impact and excellence.
How do you stay updated with the latest trends and advancements in EdTech?
Constant learning! I stay connected with thought leaders, academic researchers, and entrepreneurs worldwide, and mentor at INSEAD’s Summer Program. Regular dialogue with parents, students, and educators, as well as partnerships with leading companies, keeps me at the frontlines of real-world change. In addition, JetLearn has an advisory board composed of unicorn founders, public company
A big misconception is that EdTech simply digitises what’s done in the classroom, but true innovation means transforming how kids engage with learning and develop skills for life
CEO’s, education experts who are engaged with JetLearn’s mission and act as sounding boards.
What is your favorite quote?
“In times of change, learners inherit the earth, while the learned find themselves beautifully equipped to deal with a world that no longer exists” — Eric Hoffer, American Philosopher
What are your passions outside of work?
Outside JetLearn, I love exploring new cultures, mentoring and teaching. Traveling, reading contemporary non-fiction, and supporting diversity in STEM education are important personal passions. I was an avid scuba diver before starting JetLearn - need to restart that again!
Where do you see yourself in the next 5 years?
I hope to continue advancing innovation in AI and education, expanding my role as a mentor, and championing equity and digital fluency worldwide
Over the next five years, I envision JetLearn becoming the global leader in personalised AI & tech education, empowering the next generation globally. Personally, I hope to continue advancing innovation in AI and education, expanding my role as a mentor, and championing equity and digital fluency worldwide.
What advice would you give aspiring entrepreneurs looking to start their own EdTech ventures?
Start with curiosity, empathy, and a clear mission. Build with users—not just for them—seeking feedback early and often. Assemble a team that shares your vision, and don’t be afraid to iterate fast. Tech alone isn’t enough; combine it with deep listening and a relentless focus on impact. The journey always throws curve balls, so let passion drive you through the challenges.
