Uncategorized

Grace Christian Montessori School: Heart, Mind, and Purpose

No Comments

Location – 601 Newpark Blvd, Newmarket, ON L3X 2S2, Canada

Website – https://www.nordangliaeducation.com/sta-bangkok

At the center of Newmarket stands Grace Christian Montessori School (GCMS), the very first IEYC (International Early Years Curriculum) school in Canada, an icon of integral education where faith, wisdom, and love meet to mold leaders of tomorrow. Driven by the Montessori method and grounded on Christian values, the school offers a top-notch early childhood education that is specifically tailored to foster academic scholarship, spiritual development, and empathy.

From the time it was founded, GCMS has remained committed to its mission: to launch up responsible, caring, and spirit-led men and women who live out Christ’s love and serve the world. Every child is regarded as a unique masterpiece of God—talented and blessed with undiscovered abilities, accolades, and education.

A Foundation Built on Faith and Excellence

GCMS has been a vibrant Christ-centered community since its founding, encouraging children to find, ask, and flourish through intentional learning. Its active campus is the testament to this purpose in expansive classrooms promoting teamwork, the Good Shepherd Library that inspires a passion for learning, and a STEAM Lab inspiring curiosity and imagination.

Outside is a living classroom, the Garden of Eden, where students discover and learn nature and stewardship through experience and contemplation. Every corner of the campus is designed to serve intellectual development as much as spiritual development in equal measure.

Unique Holistic Education

It is the unique blend of the International Early Years Curriculum (IEYC) and a solid Christian education that differentiates GCMS from all the other preschools and early learning centers. The convergence of the two promotes not just academic success, but also moral and spiritual growth—enabling children to lead with compassion, kindness, and respect.

The gifted program of the school is yet another attribute of its distinction. Since gifted students need to be given special mental challenges, GCMS uses differentiated instruction and enrichment activities that foster thinking and creativity. The learning experience of every child is designed based on his/her strength in order to facilitate curiosity and meaningful engagement.

A Safe and Nurturing Environment

Creating a warm, secure atmosphere is the philosophy that underlies GCMS. The school has a well-established system of safety to facilitate safe entry and an emotionally nurturing atmosphere in which all children are loved and accepted. Teachers, following child protection and emotional well-being training, have close interaction with the children in order to establish trust and confidence.

The focus on feeling good enables children to discover and learn since they realize they are in a place where they are priority regarding their happiness and security. The caring strategy provides them with a lifetime passion for learning from trusting and believing in themselves.

Teaching with Purpose and Inquiry

Education at GCMS is question-driven and engaging. Montessori-infused philosophy promotes student autonomy in learning through discovery and exploration. Incorporating Christian learning into everyday lessons, students are given a sense of purpose and ethics.

Teachers are not lecturers but mentors who instill responsibility, curiosity, and independence. Through stories, scripture, and service projects, children don’t just learn about God’s word but live it—exercising love, leading others, and serving communities.

Technology That Augments, Not Replaces

Embracing the growing role of technology in education, GCMS integrates technology into learning in moderation and purpose. The STEAM curriculum introduces students to age-appropriate technology that promotes creativity, design thinking, and innovation, but keeps a strong emphasis on hands-on, experiential learning.

This thoughtful blend of technology ensures it complements—not substitutes—for the hands-on, interactive, and relationship-rich experience critical to early learning. Kids become reflective, productive collaborators, and confident adaptors in today’s rapidly changing digital world.

Learning Beyond Walls: The Gift of Nature

Learning outside the classroom at Grace Christian Montessori School is just as important as learning in the classroom. The Garden of Eden, a central part of the campus, gives children the chance to plant, observe, and nurture living organisms—to teach them about not only environmentalism but also thankfulness for creation.

Nature walks, gardening projects, and play outside are physically healthy for kids, but they also keep students’ sense of awe, accountability, and appreciation for God’s world alive. These experiences remind kids that learning is happening all around them—in, out, and in the heart.

Diversity, Inclusion, and Global Awareness

Resonating with its Christian faith of love and acceptance, GCMS promotes diversity and inclusivity in all its levels. Its curriculum incorporates multicultural understandings that instill respect for differences and an appreciation of the beauty of God’s creation in all shapes and forms.

Empathy and understanding being inculcated, the school prepares the children to approach the larger world in a positive sense. Every child is taught to appreciate their own individuality while embracing others warmly, kindly, and with understanding.

Parents as Partners in Growth

Learning at GCMS is a partnership. Open communication, conferences, and workshops are used by the school to encourage active parental participation to further the home-school partnership. Parents are encouraged to participate in class activities and events, establishing a sense of cooperation and unity.

This open-door policy not only deepens trust but also strengthens the shared mission of constructing the child’s growth in body, mind, and spirit. Parents and teachers come together as an unifying care community committed to each child’s growth.

Enrichment Through Special Programs

Outside of the classroom, GCMS has enriching programs that enrich students’ lives and their education. The Long Mandarin After School Program encourages bilingualism and cross-cultural awareness where children can develop communications in an international community.

Activities such as after-school art class, nature club, and community service instill creativity, collaboration, and compassion. These activities adhere to the school’s belief that learning should develop the whole child—giving them knowledge, character, and purpose.

Vision for the Future

In the future, Grace Christian Montessori School continues its work of growth on the basis of faith. It is planning to add facilities to meet growing enrollment, investing in staff professional growth, and the initiation of programs in gifted education and inclusion.

The school also works on building stronger community connections, providing a support system that enables student and family involvement as well as student achievement. Through collaboration and innovation, GCMS will remain a school in which children are motivated to achieve their God-created potential.

Conclusion

Grace Christian Montessori School is not just a school but rather a community where they raise their children, where they learn, become smarter, more devoted, and kinder. With International Early Years Curriculum and Montessori philosophy and values of Christianity, GCMS possesses an education that disciplines the mind, nurtures the spirit, and inspires loving leadership.

In each classroom and garden path, a profound yet simple truth appears: every child is a God-created masterpiece capable of learning, loving, and leading with grace.

St. Michael’s International School: Shaping Lifelong Learners in the Heart of Kobe

No Comments

Location – 3 Chome-17-2 Nakayamatedori, Chuo Ward, Kobe, Hyogo 650-0004, Japan

Website – http://www.smis.org/

Contact – +81 78-231-8885

St. Michael’s International School is nestled in the vibrant city of Kobe, Japan, and is a beacon of excellence in early childhood and primary years education. As it eagerly celebrates its 80th anniversary, the school carries on a long tradition of delivering high-quality British international education amidst a supportive, embracing, and global-minded community. Tenderly referred to as “the small school with the big heart,” St. Michael’s is more than a school—rather, it is a family to which generations come back, not only as alumni, but as parents who are dedicated to providing their own children with the same loving experience.

A Mission Based on Growth and Community

Inspired by the motto “Growing, Working, Learning Together,” the school’s mission is aimed at the development of the total child. St. Michael’s aims at academic excellence, character building, and citizenship of the world from childhood. The vision of the school embraces continued evolution while remaining rooted in heritage—a synergy that leads to relevance in the fast-evolving scenario of education today.

The school facilities also reflect this commitment to learning in depth. Specifically designed Early Years classrooms, a spacious and well-stocked library, specialist art and music rooms, and well-designed outdoor learning spaces offer a venue where children feel confident to explore, create, and thrive. All areas at St. Michael’s are designed with the early learner in mind.

Early Years That Set the Standard

What characterizes St. Michael’s Early Years Programme most is a commitment to continuity, care and relationships. Three to five year olds progress through a two-year Early Years Curriculum in a secure setting with the assistance of core staff who establish close relationships with children and families. This thoughtful planning minimizes transitions, maximizes emotional security, and builds confidence as children become established in Primary School.

The school brings early childhood learning to life through a wonderful and evocative metaphor: children begin as Caterpillars, with their initial tentative steps in learning, and grow into Butterflies, confident learners poised to fly into Reception. This metaphor is an accurate representation of the journey of transformation, exploration, and joyful learning that defines the Early Years experience at St. Michael’s.

A Safe and Nurturing Environment

At the heart of St. Michael’s is a strong emphasis on creating a safe and emotionally supportive environment. Teachers build strong relationships with every child, and their interests, needs, and learning style are known and nurtured. The Early Years staff utilizes the International Early Years Curriculum (IEYC), which emphasizes emotional well-being, discovery, and individual development.

Everyday life is constructed by Personal Learning Goals such as empathy, respect, resilience, and flexibility—values inextricably integrated into the everyday routine. Safety is facilitated by robust safeguarding practices, carefully designed learning spaces, and an ongoing culture of care, reflection, and support. The result is a safe, respected, and trusting space for children to learn with confidence.

A Whole, Personalized Approach to Learning

Knowing that every child is unique, St. Michael’s follows a responsive and adaptive approach to early education. Mixed-age environments in the Early Years Unit offer room for learner-pace and responsive teaching. The integration of the British Early Years Foundation Stage (EYFS) and IEYC offers a balanced curriculum which encourages communication, creativity, physical, social-emotional growth, literacy, numeracy, and global awareness.

This responsive model promotes autonomy, collaboration, and genuine passion for learning. Whether a child requires additional support or additional challenge, the learning experience is tailored to meet where they are at, enabling all students to succeed.

Purposeful Integration of Technology

Though committed to play-based and inquiry-based learning, St. Michael’s also sees the benefits of computer literacy in the world today. Technology is intentionally integrated into the curriculum to promote creativity, collaboration, and problem-solving without losing the rich, hands-on experiences that are central to early childhood learning.

From Year 1, pupils have a proper Computing curriculum that emphasizes the safe use of technology and staying safe on the internet. Across Early Years, age-appropriate equipment like audio equipment and digital microscopes are used to enrich storytelling, discovery, and exploration. With this balanced curriculum, students become confident, ethical digital citizens.

The Natural World as a Classroom

Outdoor education is more than recess at St. Michael’s—oh no, it’s part of the curriculum. Seasonal discovery, gardening, and water play are just a few ways kids are encouraged to interact with the outside world through the IEYC’s “Healthy Living and Physical Well-Being” strand. These outdoor activities promote coordination, resilience, and a lifelong love of the world around them.

The school’s “Explore, Express, Extend” cycle of learning enables students to guide their own explorations and reflect on their own learning, giving outdoor education both meaning and relevance.

A Culture of Diversity and Inclusion

Diversity is a defining feature of St. Michael’s. Students and staff are a representative sample of nationalities, languages, and cultures. This richness of diversity is cultivated and valued through an open-minded curriculum that promotes intercultural awareness, empathy, and respect.

From religious education that explores world religions to regular international festival celebrations, the school sees that everyone has a say and is respected. Ongoing professional development of culturally responsive teaching and inclusive recruitment practices continue this effort.

Strong School-Home Partnerships

Parents play a critical role in the education of a child at St. Michael’s. Parents are kept informed and involved through newsletters, blogs, and class pages on the website that showcase weekly achievement success stories. Class assemblies, parent workshops, Exit Points, and celebrations such as Founders’ Day and Graduation reinforce an outstanding home–school partnership.

The Parents of St. Michael’s (POSMs) group is also heavily engaged in planning activities, building school community spirit, and adding richness to student experience. All levels of participation are welcome and contribute to the close, cooperative atmosphere which is a hallmark of the school.

Enriching Experiences Beyond the Classroom

The Early Years Programme is integrated within the wider Primary School so that early learners can access cross-age experiences such as storytelling sessions, poetry recitation, and science experimentation. They also participate in whole-school activities such as Sports Day, assemblies, and festivals. This kind of interaction promotes confidence, communication skills, and feelings of belonging and thus an extension of the school’s ethos of learning together as a community.

Looking Ahead: A Vision of Ongoing Growth

A vision for ongoing growth exists for St. Michael’s International School. Future development plans include further advancement of Early Years facilities, more family engagement programs, and more integration of Early Years and Primary School programs. Professional development of staff will remain a top priority, notably in play-based learning, early childhood development, and inclusive practice areas.

This future vision ensures that the school will continue to be a creative, welcoming, and warm community—a place where young children can come to learn and become reflective, self-assured, and empathetic individuals ready for the demands of the future.

Cover Uncategorized

Barcelona High School – Revolutionary Approach to Education

No Comments

Location – Carrer de Sant Agustí 3, 08012, Barcelona Spain

Website – https://www.barcelonahighschool.com/

Contact – +34 657 128 649

About Barcelona High School

Barcelona High School (BHS) lives by the promise and mission to help teenagers excel academically, socially, and psychologically. The school relates to students as whole humans and prides itself on a dynamic learning environment.

The school’s innovative open plan fosters meaningful connections across the whole school. Unlike traditional schools, friendships are not limited by individual grade levels, genders, or cliques.

This revolutionary educational pedagogy is referred to as the BHS Method™.

Prominent Personalities

Amanda Slefo, Partner and Director, helped to turn the vision of the school into a reality. Throughout the growth of the school, she has been a powerful inspiration and guide for students and staff. Her role initially involved overseeing educational learning, academic performance, and university placement as she later became a Partner of BHS.

Amanda now wears many hats and remains an important figure to students, parents, and the extended community of the school. She is the matriarch of the BHS family and models a strong life force for the school. Amanda always keeps her door open to ensure each student feels valued by creating meaningful relationships with them.

BHS is the brainchild of Akida Mashaka, an American entrepreneur from Los Angeles, California. Akida created BHS as he recognized certain problems with schools in Barcelona when looking for a school for his son. Akida saw the antiquated methods in education and recognized the pressing need to renew the school system.

Akida is a graduate of Harvard Law School and attended university in the USA on a tennis scholarship. On top of that, he graduated #1 in Psychology in his university class. Akida’s unique blend of passions and empathic mentality led to his creative concept for this revolutionary school approach.

Beyond the Traditional Curriculum

Instead of stuffing information into students, BHS guides students to the possibilities around them. By asking questions, teachers encourage students to challenge their held beliefs and consider other points of view. Students are given choices in class. For example, if they are interested in video games, an assignment can be adapted so they create a game character, for example.

The curriculum isn’t set in stone. Our world is constantly changing, and BHS acknowledges that the program of study should be malleable. The school wants to foster adaptable students that will be able to handle their journeys after they graduate. Life doesn’t have a single answer like a math problem, so BHS teaches students to create their own solutions.

Cultivate Students’ Interest in Learning

BHS makes the curriculum relevant to students’ situations. Teachers want students to understand how they can apply the knowledge that they are learning at school outside the classroom. Traditional education often preaches abstract topics without giving them context. This leaves students feeling unmotivated, with strands of information that are meaningless and empty. On the contrary, BHS adds dimension to the learning process. Instead of spitting out facts, teachers encourage collaboration, practical application, and dynamic discussions in class.

For students at BHS, school is exciting and fun, and learning opportunities arise throughout the day. Teachers are always around to answer any questions, from explaining what a tesseract is to pondering the meaning of life. Above all, learning is a collaborative process, where students get a voice in the direction they want their education to take.

Due to smaller class sizes, teachers get to know students so they can feel supported and understood. Teachers ensure students feel seen and that everyone’s voice gets a chance to be heard. BHS teaches critical thinking, giving the students a chance to develop their opinion and share it with the class.

Home for Students

BHS has a radical approach to education. Above all, the school stands out on account of its family-type environment.

A student once compared the space to a home. Building on this analogy, the main body of the school is like a big, open living room. Students feel safe and learning is done collectively, in community. By taking away the walls, BHS fosters relationships that domino across cultures and ages, allowing for an incredible blend of ideas.

Surrounding the living room, the space is embraced by individual classrooms. Smaller-scale learning takes place here, focusing on specific subject areas. These spaces can be compared to the individual rooms of the house, each with their own personality.

This home is a special place where students are constantly being challenged and supported on their educational journey.

BHS believes in equitable access to education. To enact this ideology, the school has granted several scholarships to students in difficult financial situations.

Changes in Education Trends

Work is combined with play as BHS strives to create life-long learners by instilling curiosity around knowledge. Traditional school models students as machines and knowledge is spoon-fed to students in a single direction. BHS creates students who flourish by encouraging a multi-directional education, where their inputs are welcomed. Learning is layered and teachers model skills and then allow students to apply these skills.

BHS teachers adapt the curriculum in an engaging way. The school rejects the ‘sage on the stage’ model of the past and embraces the model of teachers as inspiring leaders and guides. In turn, teachers are open for their own teachings to be challenged and students get to mold their education to fit their needs.

Guidance and Nurturing Relationships

The school has a mental health counselor which makes students feel at home and reinforces a sense of community. Additionally, BHS offers college counseling and guides students to their future aspirations.

At BHS, students are involved in their learning journey. Student body representatives actively obtain student’s feedback and communicate suggestions to the staff. Through this method, activities such as ‘Movie Night’ and ‘Ski Week’ have been possible.

BHS cultivates the growth of well-rounded students so education is extended far beyond the classroom. Clubs are offered after school. These include the board game club, the beach volleyball club, the music production club, and the art club. These clubs serve as the groundwork to foster deeper connections, motivated by shared interests. Some of these clubs are proposed and organized by the students themselves as students at BHS are leaders and self-advocates.

Achievements and Global Leader

BHS is ranked as the best American school in Barcelona for secondary and high school education, as well as the best international school in Barcelona. This is due to its innovative and radical learning philosophy.

Additionally, through university counseling and guidance, students can achieve their future educational goals at top international universities.

BHS is the most international school in Barcelona as over 80% of the student body is from outside of Spain. Accordingly, BHS has been featured in the ‘Barcelona Metropolitan Magazine’, as well as ‘The Knowledge Review’ as the “International American School for the Global Village.”

Future Plans of the School

BHS has undergone incredible growth. Three years ago, in 2021, the school started with only 5 students in a small underground space. The next year, it grew into an office space, with over 30 students. In its third year, BHS has an enrollment of over 100 students in an open dynamic learning environment. BHS expects over 100% growth in the 2023-2024 school year.

The entire school, from stakeholders to teachers to students to parents, are excited to see the massive change that has been possible in such a short time. In turn, BHS is expected to keep growing, and the potential for this education model is unbounded. The goal is to refine this radical education model and inspiring new schools around the world with the same mission and philosophy. By creating an alternative education system, the old methods will dwindle and this grassroots movement will rise to take their place.

Cover Uncategorized

Joy to the World American International School – Providing Children Safe Space to Grow and Learn Through Creativity

No Comments

Location – Koishikawa 5-11-17 2F, Bunkyo-Ku, Tokyo, Japan 112-0002

Website – https://www.joytotheworld.info/

Contact – +03-5684-0247

Offering new and different experiences is always a focus of the school as we strive to provide classes and programs that fit our families and their own children’s learning style and interests. From our morning preschool and kindergarten program, to our afternoon programs like Afterschool Kindergarten and Afterschool Elementary, all the way to the extracurricular activities we offer such as our ukulele club and our strategy-based games club, we are always bringing new and unique learning experiences into the view of our students.

We currently have two locations where we hold classes, with our main programs being held at our international school. Here we host 6 classrooms and age groups all the way from 0 years old all the way to elementary 4th grade. In addition to our international school location, we also are proud of our newest section, Joy Studios. This is a multi-functional space that serves as a venue for hip-hop dance classes, music and ukulele class, our games club, cooking classes, a music studio, and more.

Mission Statement

Joy to the World’s main mission since our founding in 1999 is to provide all children with a safe space to grow and learn through creativity. We believe that through our wealth of experience, both in the area of childcare and education, we have built a relationship of trust with the surrounding community. Joy to the World also places a high priority on finding talented and experienced educators and caretakers who bring their positivity and passion into the classroom and fill our students with a sense of possibilities and realizing their own potential.

The Torchbearer of the school

Our prominent personality at the school is our school’s founder, Jerry Hanus. Starting with one room in 1999, through his positivity and passion, Joy to the World has grown to be of service to thousands of families over the years. Jerry’s main strength comes from his diverse personality and interests. In addition to being an experienced and dedicated educator, Jerry is also an author, entrepreneur, song writer, musician, cooking instructor, and photographer.

Jerry enjoys bringing his interests into the classroom and motivating students to pursue their own passions. In addition to being enthusiastic about the classroom, Jerry is very enthusiastic about bringing his own culture to Japan. Jerry is originally from Hawaii, and whenever possible, Joy to the World holds a yearly Hawaii Program which gives students who are vacationing in Hawaii the chance to participate in a memorable learning experience which couples the impact of an English immersion environment with magic that is Hawaiian culture.

Overall, Jerry remains the life force of our school and continues to propel Joy to the World into the future by working hard towards the goal of creating a fun and safe place for all children to learn through creativity.

Services Offered

The services we offer as part of our school are diverse as we meet the diverse group of students who we are proud to teach. Recently, we have started a partnership with our associate school, Mo-T-Vate, to offer classes to returnee students. Kikokushijo Japan provides a venue for more advanced English-speaking students who are elementary age to explore academic concepts through fun experiments, group discussions, focused lessons, and class projects. Mo-T-Vate also offers classes for adults who are interested in bettering their English skills as well!
In addition to Mo-T-Vate, our parent company is also happy to announce the re-opening of our daycare section. Aoyama International Daycare and Learning Center is a great chance for parents seeking daycare to enjoy the same experience and positive spirit as Joy to the World, but in a more relaxed daycare-like environment. Like our international school, this program is also an English immersion environment!

Besides these programs, Joy to the World is constantly expanding the range of options for our families to choose from, so look on our webpage if you would like to know what kinds of opportunities are waiting for your family!

Beyond Traditional Daycare

At Joy to the World we hire teachers. Teaching is a highly specialized field. Within this field, childcare is a particularly important focus. We take this responsibility seriously and are constantly searching for ways to improve the quality of our education and the training our teachers receive to be familiar with the most up-to-date issues regarding early childhood development and education.

Although we separate students into classes based on their age, each group of students is composed of individuals. Individuals who have their own passions, potential and personalities. We take the time to alter and design our overall curriculum to be flexible in meeting the diverse learning styles of our students. Parents often comment that they feel like our school is like a family, because we make personal connections with each child and use that personal connection to foster a feeling of safety and freedom.

Steps for Student Motivation and Growth

Early childhood education is so important because it is connected to cognitive and emotional growth. For many students, their journey at Joy to the World begins when they are between 1.5 to 2 years old. With this in mind, we approach education in keeping with the hierarchy of needs. First, children need to know that they are safe, which we do by providing a predictable, calm and positive environment. Singing, dancing and play are all ways we open up children’s trust by providing a fun array of shared activities. After children feel safe, their next need to be met is to feel loved and a sense of belonging. Through reassurement, positive touch, and a stress-free learning environment, children begin to realize that they will be accepted no matter what.

After establishing a loving environment, we begin to encourage esteem by celebrating differences and accomplishments. Outlets for creativity are given as frequently as possible to give children a chance to explore who they are and what they like. We hold that the definition of creativity is knowing that it is not only okay to make mistakes, but that it is all a welcome step on the journey. By the time students graduate from Joy to the World, they will fulfill the last step on their journey which is exploring who they are and how they feel about the world. This is essentially the theory of critical thinking, whereby we all receive and interpret the world through our own experiences. Helping students to this point is a crucial step as they begin to become involved with deciding things for themselves and forming the building blocks for the rest of their lives.

School’s Exclusivity

Joy to the World is unique in the way that we develop relationships with our families. The bond between school and home is an important one, and through our shared responsibility to help these children develop, grow and learn, we form strong connections between our staff and each child’s family. Through this mentality, we have built up an atmosphere and a culture at our school that is well known and regarded amongst our school community.

Following Educational Trends

At Joy to the World, we believe that our responsibility to the children is not only in tracking their progress, but in making progress as professionals to be constantly improving. Professional development is a cornerstone of our school, and we accomplish this in three ways. We hold weekly staff meetings to discuss classes and individual learners.

We highlight areas of concern and take responsibility as a team to understand the problem, research the underlying theory, and make a plan of action. Secondly, we hold training for our teachers throughout the year that can include foundational educational theory, new trends and theories, as well as best practices for kindergartens around the world. The final source of professional development we hold as an important tool in staying up-to-date is our involvement in the Tokyo Association of International Preschools (TAIP). Through TAIP, of which Joy to the World is a founding member, we have access to multiple seminars and training opportunities throughout the year.

Future Plans

As we look towards the future, Joy to the World will continue to strive towards our founding goal, which is to expand our reach, and our philosophy, to impact the lives of as many children as possible. We believe strongly in the culture of positivity and inclusivity that we have achieved after more than 20 years of serving our school community. This atmosphere of trust and belonging is what motivates us to continually search for new and better ways to help our students be more successful. Through our dedicated and talented staff, the support of our families, and the love and happiness we create for students, we look forward to the future everyday. Children are our bright shining tomorrow, and we feel honored to work with these amazing young learners on their journey.

Cover Uncategorized

Kenny Duncan – Helping Children Achieve Their Learning Goals

No Comments

Location – Kwun Tong Secondary Campus

Website – https://www.nordangliaeducation.com/our-schools/hong-kong

Contact – +852 3958 1488

Educational leaders play a vital role in shaping the future of education. They are responsible for creating a vision for their schools or organizations and developing strategies to achieve their goals. They provide direction and guidance to teachers and staff, ensuring that they have the resources and support they need to deliver high-quality education to students.

Good educational leaders are able to inspire and motivate their staff, creating a positive and productive work environment. They have excellent communication skills and are able to build strong relationships with teachers, students, parents, and other stakeholders, imbuing a sense of belonging throughout their organisations. One such educator is Kenny Duncan, Principal of Nord Anglia International School Hong Kong.

About Kenny

Kenny Duncan is an accomplished and highly regarded educational leader with over three decades of experience in the field. He is currently the Principal of Nord Anglia International School Hong Kong, part of Nord Anglia Education Group with a global network of 82 premium international schools in 33 countries.

Born and raised in Scotland, Kenny completed his teacher training there, holding a Bachelor of Education degree from Edinburgh University. Kenny also holds a Master’s Degree in Education from Bath University, specializing in educational leadership, partnership, and development of educational networks, and completed his National Professional Qualification for Headship in 2011.

As Principal of Kingsbridge Community College, a highly successful school ranked as “outstanding” in the UK and recognized as a leading hub of innovation and educational best practice, his school became established as an EEF Research School, and in 2019 was selected as a “National Teaching Schools Hub”, one of only six schools in the UK chosen to benchmark improvements in the quality of education and the professional development of teachers and school leaders. Prior to his roles within school leadership, Kenny was formerly an adviser to the UK Department for Education and was part of the development team responsible for the creation of the National Curriculum for England and Wales. Throughout his career, he has raised educational standards in schools and supported students to achieve offers at some of the world’s top universities, including Oxford and Cambridge.

Kenny’s passion for education and his commitment to excellence have been the driving forces behind his successful career. He believes in providing students with a well-rounded education that focuses not only on academic achievement but also on character development, creativity, and innovation.

Kenny’s leadership style is characterized by his approachability, strategic vision, and commitment to collaboration. He is deeply committed to supporting his staff and empowering them to be innovative and creative in their teaching.

In short, Kenny Duncan is a highly respected educational leader who continues to make a significant impact on the field of international education.

Versatile Leader

A pioneer in the teaching of technology, Kenny led collaborations with leaders in industry and academia, including the University of Bristol, Rolls-Royce, and British Aerospace, to design an innovative STEAM programme for primary and secondary schools across the UK. These collaborations helped to develop essential teaching techniques to educate UK students for the future, ensuring they acquire the skills and mindsets to thrive in a changing world.

Kenny is a strong advocate for community involvement and parent collaboration. He considers this crucial in supporting young people as they continue on their academic journey. He is an enthusiastic member and supporter of our vibrant PTA, enabling wider opportunities for parents to collaborate and participate in the life of the school.

Away from the pressures and responsibilities of his role, Kenny is an avid lover of the outdoors and a keen windsurfer, paddleboarder, and cyclist. When he is not on the water or on a bike, he and his wife thoroughly enjoy getting out onto the local hiking trails and enjoying the variety and diversity of life in both Hong Kong and elsewhere.

Technology in Classroom

NAISHK’s virtual school experience endeavours to harness the best educational technology to ensure our students’ learning is of the highest quality. We use a range of technology including Artificial Intelligence (AI) software to help teachers make judgements on what learning students have understood. The beauty of technology is that it can help us to deliver a more personalised and engaging experience for each child.

The software can also provide valuable tools for teachers in a physical classroom to enhance their teaching experience. For instance, analytics available through digital tools can help teachers keep track of students’ engagement levels during lessons. Using readily available software such as ‘Teams’, teachers can receive reports on how often students contribute to class discussions, which can be challenging to track in a traditional classroom. This information can help teachers quickly identify students who may be struggling and offer personalised support. Scheduling small group chats or one-on-one sessions can also be done virtually, allowing for more focused and individualised instruction that can aid learning.

In a physical classroom setting, technology can enable collaborative work among students and teachers, which is crucial for students’ overall development and communication skills. Utilizing software such as padlet and Flipgrid can allow students to post their work, create content together, and provide feedback to each other. By integrating technology into the classroom, teachers can create a more interactive and engaging learning environment that helps students build skills that will serve them well throughout their lives.

About the School

Nord Anglia International School Hong Kong is a prestigious international school located in the heart of the city. The school is part of the Nord Anglia Education network, a global leader in international education with over 82 schools worldwide. Nord Anglia International School Hong Kong provides students with a world-class education, combining academic excellence with a wide range of extracurricular activities.

NAIS Hong Kong offers the IGCSEs and IB Diploma Programme. This curricula provides the greatest success for the largest number of students. With their individualised approach to each child’s learning, outstanding teachers and collaborations, and unique opportunities inside and outside the classroom, the school promise to nurture your child to love learning and help them to achieve more than they ever thought possible.

At the heart of the school’s success and excellent reputation, is the very high quality of teaching and learning delivered by exceptional staff. The teachers create an atmosphere of curiosity, passion and enjoyment for learning in all students. The school is proud to attract the best specialist teachers who are committed to nurturing and inspiring every child they care for, support them to do this through world-class professional development, amplified by the sharing of international best practice. Nord Anglia Education (NAE) offers their staff the opportunity to study for a fully-funded Master’s degree from King’s College London, underscoring the commitment to the career progression of each teacher. Teachers in NAIS Hong Kong teach children, not classes, so the focus is always on the child as an individual. The school bring a new approach to the interdisciplinary subjects of STEAM (science, technology, engineering, arts, and mathematics), putting students at the forefront of developing skills for the 21st century.

The facilities at Nord Anglia International School Hong Kong are also exceptional. The school has state-of-the-art classrooms, science labs, and MIT designed Maker-Spaces, as well as outdoor sports facilities, swimming pools, and gymnasium. The school’s location in the heart of Hong Kong also provides students with easy access to the city’s many cultural and educational resources.

Source of Motivation

The successes of the students and the school are my primary source of inspiration. I greatly enjoy supporting emerging talent and assisting them in their academic endeavors. Working alongside students to help them with their studies gives me my most thrilling days. I thoroughly enjoy interacting with the students on campus, in the playground, and after school. My daily dose of drive and motivation comes from showcasing our school to prospective parents as well as supporting the many student leadership activities across our three campuses.

Future Plans

Work more and more with our students and explore better opportunities for them.

Message for Students

We think there are should be no barriers to what our students can achieve. We therefore encourage and inspire every student to reach for their dreams, try something new, and above all support them as they set their sights firmly on their own bright futures.

Popular

Dr Paul Walton – Producing an Outstanding International School

No Comments

Location: Malaysia
Website: https://www.paultwalton.com/about

“High Expectations lead to Outstanding Outcomes”

Visiting and working in many schools throughout the world provides leaders with opportunities to experience various cultures, curriculum and a cornucopia of teaching methodologies. Throughout these communities many adhere to international benchmarks, some work towards world class status and all will follow the frameworks provided by the national institutions. Within these parameters, it is always interesting to see how school communities can plan to create best possible learning outcomes and provide the highest level of education to all.

There are many variables to consider when joining a school, visiting or forming a judgement of a school to help improve an institution further. A range of frameworks, tools and advice is available to select from by a leadership team at a school.

An experienced International School Leader, Dr Paul Walton brings his views on producing an outstanding school. He is a strong believer in building trust, fostering a culture of collaboration throughout a school and lifelong learning.

Experience

With over 20 years of experience in education both in the UK and internationally, he has been a Principal of international schools in various countries and led schools to ‘Outstanding’ inspection ratings. He has worked in Hungary, Malaysia, United States, Slovenia and Bahrain enjoying a rich variety of cultural differences, experiences and adventures.

He started his career in the UK as a computer science teacher, quickly moved into leadership and led schools on Teaching and Learning, Technology for Learning and Professional Development and becoming an International School Principal.

As a Principal and School Inspector, he has continued to visit, support and learn from outstanding schools around the world, developing strategies for best practice to develop the highest possible quality of education throughout many British International Schools.

Starting points

“Moving from a current state to a desired state”

The quote above is a common viewpoint and critical to implement successful change. I share the work of Lewin (1947) with teams at the beginning of a change management process. It refers to the process of actively transitioning from where something is currently at (the present state) to a specific, planned future condition that you want to achieve (the desired state), often involving strategies to bridge the gap between the two points.

The school may have a very clear idea or ‘where’ they would like to be, or a desired outcome. The steps below will share ideas on where to start and how to get there.

The first step is to evaluate and this helps to form a picture of where the school currently operates at. The next stage uses the data, research and evidence to not only arrive at a clear current state but to also identify the potential gaps. A change management plan can be created and then reviewed at regular intervals to measure the progress to reach the desired state.

A very simple yet effective four stage plan.

Evaluate
Current State and Identify the Gap
Implement a Change Management procedure
Apply, Adapt and Review to arrive at Desired State

By the end of this article, you will be equipped with the tools to complete the first two steps above and have recommendations and research-based models to explore and navigate the next two.

Evaluate

I would personally recommend six points to address in the ‘Evaluate’ stage to create opportunities for everyone to work together to help build a positive school environment for staff in an outstanding school. At the start of this process I would introduce the ‘Norms of Collaboration’ by Garmston and Wellman (1999), this provides a toolkit for all staff to follow and they feel that their input is valued, appreciated and potentially alleviates any unease.

The points below are some that I have implemented in British International Schools to help collect the data, arrive at the current state and complete the evaluation. These are:

Quality of Education

This section refers to the published inspected reports or the accreditation reports and suggested recommendations to improve. This can be used as a critical aspect of a SWOT analysis regarding the school especially with the quality of education provided. Some schools may have a national, an international or a third reference point with inspections and mandatory visits from the ministry or other affiliated organisations. All of these should be gathered and included.

The 3-5 year strategic plan should be collected at this point along with the annual improvement plans that feed into the strategic plan. This also creates a clarity around where the school has identified itself to be and where it is heading in the short, medium and long term. This is normally a published document referring to the Vision, Mission and Values of the school.

External data such as examination outcomes throughout various sections of the school and a detailed breakdown of the success of the individuals and groups of students showing progress and attainment is welcomed. The report could show gaps, trends and flight paths for over and underachieving groups of students. This feeds into understanding the headline figures at the end of the school journey in which the students leave and may also factor in external examinations, comparisons nationally/internationally, university applications and so forth.

A large proportion of the data in this section should be available via the website as this type of information is normally published to celebrate the academic successes of the students.

Finance and Growth

As a Leader joining a school, it is imperative to understand the budgeting procedures, the financial state and operations of the school. Often overlooked by some ‘Head’ or ‘Principal’ positions as it includes a greater emphasis on teaching and learning, academic, curriculum, etc.

My belief is the opposite as having a successfully thriving school or a sensible financial approach can open doors to further improve other aspects of the school. For example, if there is a carefully crafted finance plan for 3-5 years, zero based budgeting and a focus on maximising expenditure on items that positively impact the learning then this will improve and increase your effectiveness in the other areas of this evaluation.

A higher revenue could help update facilities, improve professional development, recruit or retain the best staff and have a direct correlation with the student outcomes and quality of education. Areas to consider are fee collection, facility rental, external vendors for extra curricular activities, increase fees, student enrolment and planning ahead for operating and capex expenditure.

The bottom line is often, if this aspect is successful you can then invest in all other areas of the school to improve to reach that desired state. A financial summary and projection for the next three years should be included.

Facilities

State-of-the-art school facilities can be a huge positive to a school. Not only does this create exceptional learning experiences for students, it can also positively contribute to other areas of this evaluation. For example, having excellent facilities can improve the quality of education, bring in more money financially, increase the opportunities for quality assurance and partnerships and finally have an impressive platform to invite in members of the community.

Although the building is mere bricks and mortar and is by no means the most important aspect to consider, it can have a very positive impact on improving a school. Without the premium facilities available, at some point the school will have to focus on the finance and growth aspect to further invest in the facilities.

Build schematics, timetabling of rooms, maintenance, campus contracts, potential rental/growth opportunities can be explored.

Student Outcomes

There are many successful schools that do not have the financial support, nor the facilities or indeed the accreditations or partnerships but they still provide incredible student experiences and outcomes such as examination results, progress results and value added. Furthermore, these students can excel academically and secure places at their first choice universities.

These types of schools should be recognised, celebrated and valued.

The backbone of such schools normally include a group of dedicated, passionate and incredibly committed professional staff along with caring and supportive parents in the community.

It is my opinion that student outcomes can be attained in a comfortable way when the staff, students and parents have the appropriate facilities to provide this. For example, an outstanding school should aim to have appropriate classroom space, library/revision areas, a main hall to gather, a performance space, outdoor sports facilities, art areas, science labs, playground, music practice rooms, learning support classrooms, language facilities, counselling spaces, collaboration areas and more.

These listed fit in with having an holistic approach to education and will provide students with the physical environment to develop socially, emotionally and build those vital emotional intelligence skills. It also creates a foundation to explore, learn and study.

Additionally, there may be requirements from a national perspective, international tournaments or ministry regarding the need for a minimum specification to host sporting or performance events. This then would require a swimming pool, courts, hall, pitches that all fit the criteria for events.

Schools that can deliver this holistic education approach, gain the university placements and academic outcomes are impressive. Other factors of student outcomes could be delivered in the form of student surveys, wellbeing meetings, student council projects and overall how happy students are throughout their education at school.

Comparing student outcomes further could include the PISA ranking, national/international data and looking at like for like schools and students. An important factor is looking at the starting points of all students, measuring their own individual progress and appreciating the development of every single student in the school. Focusing on all students, it is key to set high expectations, this will lead to improved performance in others according to the Pygmalion effect (1968).

Quality Assurance

Many schools will talk through the strengths of the school and it is common to identify key areas that a school believes they are doing extremely well. Past reports can show a trend over time of the journey as a school.

An external accreditation or inspection can further solidify this accurate self-evaluation of a school and can be used as quality assurance for all stakeholders in the community. Accreditations can show that a school has met or exceeded challenging metrics for education, wellbeing, curriculum, technology, student leadership, the environment etc.

It can be a very important tool especially if your vision, mission and values hold a certain approach or initiative close to your heart. This is an objective reinforcement that you are doing what you say you do and that you are delivering this at an excellent level.

Having transparent policies, shared examination outcomes direct from the exam board and providing a mechanism to see the direct feedback from parents are other ways to build evidence to show that people agree with your approach, quality and level of education at school.

The accreditation and inspection processes are insightful tools to help a school continuously develop, highlight positive areas, take deep dives in sections of the school and feed directly into an improvement plan.

Communicating successful accreditations and inspections have a positive impact on staff and schools through change management processes. This then creates a sense of purpose as mentioned in the 8-Step Process for Leading Change by Kotter (2002). The sense of purpose and urgency can be clearly communicated to all staff together and one important aspect of change management is to celebrate successes and quick wins. Kotter mentions ‘Nothing motivates more than success’.

Community

Understanding the importance of the community is key. Many of the aspects above can be supported by an active, caring and helpful school community. Creating a positive environment based in trust, clear communication and being authentic will help foster a collaborative feel.

Data showing the ‘engagement’ from the community can build a very accurate correlation with a positive recommendation or ‘word of mouth’.

The community aspect can be impacted by staff retention, recruitment and development. By parents that opt to stay at school, attend events or those that decide to leave the school environment. Engagement for staff and parents is paramount and there are many approaches to take to increase this. Staff should feel valued, supported and have the opportunity to develop. A strong professional development programme is a must, staff surveys throughout the year, clear communication and a focus on wellbeing are some of the strategies that could be used.

For parents, a few can be listed below:

Community events
Sports events and Performances
Coffee mornings, parent surveys and feedback
Parent associations, picnics, social events
Newsletters, updates, social media
Parents evenings, open days
Celebration assemblies, volunteers and environment projects

One of the most important factors in when families join a school as mentioned above is the word of mouth and this community aspect directly affects what others will say about the school community. Applying some of the ideas above can quickly turn negative reviews into positive testimonials, reasons to join the school and deciding factors to stay. The key for building a connection with the community is ‘Trust’.

According to Covey (2006), the first steps in creating trust are through self trust and ‘in our ability to set and achieve goals, to keep commitments, to walk our talk’. In a nutshell, it is created by actions and ‘doing what you have promised to do’. Fulfilling the promises over time starts to create trust in any sector and having a high standard models to all.

Is the community engaged with the school? How do you know and how can you show this?

Current State and Identify the Gap

Once the evidence collection is completed, the team leading this project should have a fairly clear understanding of where the school is in relation to the six areas in the ‘Evaluate’ stage.

Overall strengths and recommendations are included at the start of the document along with key school information showing a breakdown number of students, staff, curriculum followed etc. This Current State can be simplified in a report, table or given a RAG rating with areas to improve to identify the gap. In the report, all information regarding the six points should be included and summarised with references included to key evidence where needed. Recommendations can be created in relation to the six areas above, these should be specific, clear reasons shared for change and to be measurable.

This stage should clearly articulate the current provision of education in the school. It should help, complement and inform the schools yearly self-evaluation and improvement plans. This document should be shared with staff to amplify the need for change.

Change Management Process

I have used several strategies to positively impact change, help improve schools and support all stakeholders throughout the process. Below there are five research-based strategies that can fit into your improvement plan and be used by staff, leaders and the governance team to help communicate the change to all:

Kotters 8 step change model (Kotter)
Start, Stop and Continue (Daniels)
5 Levels of Professional Development Evaluation (Guskey)
Nudge Theory (Thaler and Sunstein)
Lewin 3 step change model (Lewin)

Final Words of Wisdom

Each school is different and each community will have its own strengths and challenges. Being patient, positive and flexible is key to ensure that the change is authentic, thorough and involves the staff team together in a collaborative approach.

Evaluate
Current State and Identify the Gap
Implement a Change Management procedure
Apply, Adapt and Review to arrive at Desired State

To recap and elaborate further.

Evaluate the school and start with the data – using the six areas mentioned above can help create a starting point to look at where the school can improve, invest and move forward.
Current State and Identify the Gap – arrive at the current state, this can be formed in a
Change Management Procedure – Create a Change Management plan, refer to the 8 step change model by Kotter.
Desired State – Apply, Adapt and reflect upon the change management strategies along the way to reach the desired state.

The journey should be collaborative, improvement focused, with a sense of celebration and appreciation.

References

Garmstona and Wellman (1999), 7 Norms of Collaboration,

7 Norms of collaboration

Guskey (2000), Gauge impact with 5 levels of data

https://tguskey.com/wp-content/uploads/Professional-Learning-1-Gauge-Impact-with-Five-Levels-of-Data.pdf

Kotter (2002) Kotter’s 8-step change model available from:

https://www.mindtools.com/a8nu5v5/kotters-8-step-change-model

Lewin (1947), Kurt Lewin’s change model: A critical review of the role of leadership and employee involvement in organizational change.

https://www.sciencedirect.com/science/article/pii/S2444569X16300087

Stephen M, R, Covey (2006). The Speed of Trust: The One Thing That Changes Everything.

Thaler and Sunstein (2008) Nudge Theory in Business, Small changes making Big Impact,

https://changemanagementinsight.com/nudge-theory-in-business/

“The Pygmalion Effect: Definition & Examples” (1968), Simple Psychology,

https://www.simplypsychology.org/pygmalion-effect.html

Fashion Popular Tech

Amber McMillan – Giving Back to Grow Forward

No Comments

In a world that often equates success with individual achievements and career milestones, I’ve found myself rethinking what truly matters. At one point, I thought success was about climbing ladders and hitting targets. But over time, through both highs and lows, I’ve realized that real growth happens when we step outside of ourselves—when we give back. Giving back, for me, has become less about duty and more about connection and purpose. It’s not always easy to carve out time for it, but it’s become essential to my own growth as a leader and a person.

I think what shifted my perspective the most was understanding how reciprocal generosity can be. I didn’t expect that when I offered my time and experience to others, I would receive just as much—sometimes more—in return. I’ve experienced moments where a simple mentoring conversation gave me clarity on my own challenges. The beauty of giving is that it creates an exchange, a shared experience that builds trust, respect, and a community that supports one another.

There’s something deeply humbling about this. For me, giving back became a way to check in with myself, to remind myself that leadership isn’t about knowing it all—it’s about growing alongside others. It’s helped me refine my own leadership skills in ways I hadn’t anticipated. Whether it’s through mentoring a colleague, volunteering, or simply offering a listening ear, these small acts have expanded my perspective. They’ve allowed me to develop empathy in ways that no professional title ever could.

And I won’t lie—there have been moments where giving felt exhausting, where I questioned whether I had anything left to offer. But those were also the moments when I realized that being vulnerable, admitting when I didn’t have all the answers, was actually the best gift I could offer. It’s in those moments of uncertainty that real growth happens—for me and the people I’m trying to help.

As the world shifts, empathy and connection aren’t just ‘nice-to-haves.’ They’re critical. People are drawn to authenticity, to those who aren’t afraid to admit they’re still learning. Giving back has taught me to lead with compassion, to be open to the struggles and triumphs of others, and to build relationships that aren’t just transactional but deeply human. It also keeps me grounded in the present. The act of contributing to something larger than myself has been a powerful reminder that leadership isn’t about staying ahead of the game—it’s about staying connected to the people around me. When I engage in acts of service, I feel a renewed sense of purpose, a reminder that relevance in this world isn’t measured by titles, but by the positive impact we leave behind.

So, when I say “Give back to grow forward,” it’s not just a catchy phrase. It’s an invitation to be vulnerable, to show up for others even when it’s uncomfortable, and to trust that the effort will pay off in ways we can’t predict. Giving back has been my way of moving forward—and I hope it can be yours, too.

Fashion Popular Tech

The Intersection of Art and Algorithm: Redefining Power Skills with AI

No Comments

James Hutson, Lindenwood University, USA

As the world transitions from the Fourth Industrial Revolution (Industry 4.0) into the Fifth Industrial Revolution (Industry 5.0), the landscape of skills and employment is evolving rapidly (Schwab, 2017). While Industry 4.0 saw the rise of automation, artificial intelligence (AI), and the Internet of Things (IoT) in enhancing production and knowledge work, Industry 5.0 shifts the focus to human-centric values (Martini, Bellisario, & Coletti, 2024). The automation of tasks previously thought exclusive to human workers—such as decision-making, data analysis, and creative production—has led to a profound reevaluation of valuable skill sets in the modern workforce (Chuang, 2024). In particular, technical competencies traditionally associated with Industry 4.0 are being surpassed by what are now termed “power skills.” These power skills—encompassing creativity, emotional intelligence, critical thinking, and leadership—are becoming indispensable as automation takes over routine tasks and complex problem-solving (Olaniyi et al., 2024).

The rise of generative AI (GAI) has altered the balance of the skill set required for the future of work. GAI tools like GPT models, image generators, and automated software are performing functions that once required substantial technical expertise, including the ability to code, analyze large datasets, and design complex systems (Yenduri et al., 2024). This shift underscores the pressing need for higher education institutions to adapt their curricula to cultivate power skills that machines cannot replicate. These so-called “soft skills” are now emerging as core competencies of the future, defining what remains uniquely human: empathy, adaptability, ethical reasoning, and interpersonal communication (García-Chitiva & Correa, 2024).

Higher education must be re-envisioned to focus on human-centric abilities while integrating advanced technologies into curricula. The human element in decision-making, creativity, and problem-solving is irreplaceable, even in a world where AI handles the bulk of knowledge work. Thus, power skills are not merely supplementary to technical knowledge—they are essential for navigating the complexities of a rapidly evolving technological landscape. Educational institutions, including the College of Arts and Humanities (CAH) at Lindenwood University, are at the forefront of this transformation. The unique positioning of AI programming in the college has allowed for unprecedented interdepartmental and interinstitutional research and pedagogical collaborations, embedding AI into traditionally humanistic disciplines. These initiatives equip students to engage with AI technologies while excelling in uniquely human capacities (Freij, 2024).

This reconfiguration calls for a holistic rethink of education’s mission. The emerging revolution demands that universities shift focus from technical skill acquisition to cultivating creativity, collaboration, and ethical intelligence (Pinarbasi et al., 2024). Students, faculty, and administrators alike must recognize that while GAI can replicate technical tasks, humanic skills—critical decision-making, emotional intelligence, and ethical judgment—remain irreplaceable. These capabilities define the “power skills” of tomorrow’s leaders and thinkers, making them central to the future of higher education and professional development.

Adapting to a Changing Landscape

The COVID-19 pandemic had a profound and enduring impact on higher education. Small, private, non-profit institutions, particularly those lacking robust financial support, faced closures during 2020-2022, with arts and humanities departments among the hardest hit (Cameron, Fogarty-Perry, & Piercy, 2022). These financial and institutional shifts intensified an existing trend: the prioritization of vocationally-oriented majors at the expense of liberal arts programs (Magness & Mitchell, 2022). However, this neglect risks leaving institutions ill-equipped to provide students with the well-rounded intellectual diversity and critical thinking skills essential for navigating a rapidly changing world (Massey, 2020).

Despite these challenges, the pandemic also sparked an era of unprecedented technological advancement. As Brem, Viardot, and Nylund (2021) argue, industries were compelled to innovate rapidly, adopting technologies that propelled society forward more quickly than anticipated. The widespread adoption of AI, extended reality (XR), and IoT reshaped remote education, work, and healthcare (He, Zhang, & Li, 2021). Advances such as the Oculus Quest 2 marked a critical turning point, making virtual reality (VR) technologies more accessible for immersive learning experiences despite physical limitations. These innovations illustrate how crises can drive technological adoption, setting the stage for long-term changes in higher education.

Educational institutions began exploring the potential of AI and machine learning (ML) to personalize learning. Warrier, John, and Warrier (2021) emphasize that these technologies offer tailored learning experiences, enabling students to receive individualized feedback and progress at their own pace. Personalized learning supports student success while enhancing engagement, particularly in remote learning contexts. The pandemic accelerated AI integration, fostering an openness to innovation that continues to shape the sector (Ciolacu et al., 2023).

Preparing for the rise of generative AI presents both challenges and opportunities for higher education. Pavlik (2023) notes that post-pandemic digital transformation intensified the need to retool and reskill faculty and staff to incorporate AI effectively into teaching and assessment. Universities now integrate courses in AI ethics, programming, and applications, aligning curricula with skills needed to navigate a world increasingly influenced by AI (Broo, Kaynak, & Sait, 2022). Equally important is fostering power skills like critical thinking and creativity, ensuring students remain competitive in a rapidly automating world (Bühler, Jelinek, & Nübel, 2022).

Over the past two years, institutions such as Lindenwood University have experienced renewed growth in arts and humanities disciplines. This resurgence reflects a growing recognition of human-centered skills—creativity, ethical reasoning, and critical thinking—fostered by the arts and humanities. These skills counterbalance the technical proficiencies that dominated Industry 4.0, gaining prominence as automation assumes routine and complex tasks.

Case Studies

Art and Design

The integration of AI into art and design at Lindenwood University has transformed creative processes and educational practices. Hutson and Cotroneo (2023) demonstrated how generative AI tools like Craiyon inspire students in digital art classes. These tools allow students to generate visual concepts, refine them using traditional software, and explore new creative boundaries. Similarly, Hutson and Robertson (2023) detailed how generative AI supports 3D design courses, enabling students to merge AI-generated prompts with traditional modeling techniques. This hybrid approach broadens students’ understanding of design, equipping them with technical and conceptual tools to navigate an evolving art world.

Art History

AI has revolutionized the teaching of art history by enabling students to engage with visual culture in innovative ways. Hutson (2024) explored how AI tools like Craiyon support student comprehension of ancient art, fostering critical thinking and creative interpretation. Carpino and Hutson (2024) emphasized the use of AI-generated imagery to enhance formal analysis skills in Islamic art, enabling students to articulate observations and refine analytical abilities. Additionally, Olsen, Hutson, O’Brien, and Ratican (2024) showcased how AI reconstructs lost artworks, enriching historical interpretations and fostering a deeper appreciation of cultural heritage.

Game Design

AI has reshaped the game design pipeline, from concept art to 3D modeling. Begemann and Hutson (2024) documented the use of generative AI tools to streamline game asset creation, identifying challenges such as optimizing AI-generated models for real-time rendering. Hutson and Fulcher (2023) highlighted the educational potential of AI-driven design in creating games like The Museum of the Lost, which explores cultural heritage ethics through immersive experiences. These studies underscore AI’s role in enhancing both the creative and educational dimensions of game design.

English and Creative Writing

In English and creative writing programs, AI tools have redefined instructional practices. Hutson and Plate (2023) observed that students using GPT-3 tools engaged more deeply with argument development and structural refinement, shifting focus from grammatical corrections to substantive revisions. Hutson and Schnellmann (2023) explored AI’s role in poetry creation, revealing its limitations in replicating emotional resonance but highlighting its capacity to inspire creativity. These studies demonstrate AI’s potential to augment writing processes while preserving the uniquely human aspects of creative expression.

Looking Ahead To navigate the integration of AI into education, institutions must emphasize collaboration over replacement. AI should enhance human creativity and intellect, not replace them. Faculty training, interdisciplinary collaboration, and hybrid instructional models are essential for fostering power skills. Institutions should promote experimentation, ethical considerations, and performance-based assessments to prepare students for a future shaped by AI while preserving distinctly human elements of education. Therefore, the integration of AI across academic disciplines marks a pivotal moment for education. AI, when applied thoughtfully, serves as a catalyst for deeper engagement, creativity, and critical thinking. By fostering a symbiotic relationship between AI and human creativity, educators can prepare students for a future where technology and humanity coexist harmoniously, enriching both.

Fashion Popular Tech

Dr Paul Walton – Creating a Positive Environment for Staff in an International School

No Comments

Website – https://www.paultwalton.com/about

“To Be a Leader Is Both a Privilege and A Great Responsibility”

Working in education provides leaders the opportunity to work with professionals from a variety of backgrounds, experiences, and a wide range of pedagogical ideas and approaches.

School leaders can often share successful examples, strategies and processes that have made a significant positive impact on a community of learners. They have improved the quality of education and outcomes for many students and inspired staff to learn, grow and flourish under their inspirational leadership.

An experienced International School Leader, Dr Paul Walton brings his views on creating vibrant communities, developing staff and building a positive school environment. He is a strong believer in high quality professional development for all staff, fostering a culture of collaboration throughout a school and lifelong learning.

Experience

With over 20 years of experience in education both in the UK and internationally, he has been a Principal of international schools in various countries and led schools to ‘Outstanding’ inspection ratings. He has worked in Hungary, Malaysia, the United States, Slovenia, and Bahrain enjoying a rich variety of cultural differences, experiences and adventures.

As a Principal and School Inspector, he has continued to visit, support, and learn from schools around the world, developing strategies for best practices to develop the highest possible quality of education throughout many British International Schools.

Starting Points

I believe that understanding dedicated and passionate professionals starts with building trust, being consistent, and earning respect. If compassion and understanding are not modeled, then this will not occur in the workplace. Showing authenticity in your everyday approach will slowly create solid building blocks of building trust and then setting high expectations will lead to improved performance in others according to the Pygmalion effect (1968).

I would personally recommend five points to address in the initial plan to create opportunities for everyone to work together to help build a positive school environment for staff. The points below are some that I have implemented in British International Schools. These are:

Demonstrate a Growth Mindset
Foster a Sense of Community
Engage in Open Communication
Celebrate Successes
Encourage Personal Growth

Growth Mindset

When facing a new challenge we often reference ‘Mindset’. According to Dweck (2007),‘The growth mindset creates a powerful passion for learning’. Moving from a current to a desired state in an environment requires perseverance and resilience. Adopting a ‘Growth Mindset’ equips all staff with the belief to improve through hard work, good strategies, and input from others. It creates a love of learning, embracing challenges, applying effort on the path to mastery and gives staff a greater sense of free will.

We expect our students to do this each day in class and this is the same approach needed when creating a positive community. It reinforces what we ask students to do by modeling this ourselves.

Sense of Community

A sense of belonging starts with effort first. Planning and creating meaningful opportunities for your team members to work together needs careful consideration to think about time, environment, purpose, support, and resources. With this careful consideration, approaching each of these with empathy helps to understand the motivations and worries of members of staff.

These could include off-site functions, a social activity, team building, designated time for a clear and specific purpose of learning or student progress, work in the local area, etc.

Once staff have met in a safe and comfortable climate then follow-up sessions and meetings should be created to further embed this practice.

Over time, this will transform into trust, dependence, and a sense of working together for a common vision. The staff will be professional first but will have a stronger respect and sense of care for one another personally.

Communication

Anticipate each interaction as an opportunity to demonstrate clear, consistent, and concise communication skills. Ensure that you are listening actively, and giving your colleague your full attention during the conversation. Be mindful of your body language and your non-verbal cues such as folding arms, avoiding eye contact, or creating barriers. Use positive language to motivate and inspire action such as ‘Thank you, Let’s try, We can, Let’s do this, etc.’. Be open to feedback and listen to the views of others to engage and realign staff when they have questions.

Demonstrate Empathy. ‘Empathy’ as reported by (Forbes, 2021) is the most important leadership skill according to research, it is essential for happiness and performance and tops the list for enhancing innovation and retention.

Staff appreciate honest and open communication, avoiding verbose and obscure language helps with engagement and understanding.

Successes

(Wang et al. 2017) stated when people ‘celebrate their achievements, they are more likely to remain motivated and pursue further goals, creating a positive feedback loop of success and satisfaction’.

Celebrating the successes of teams can create further bonds, comfort in this new environment, and extra motivation. Leaders who focus on the successes of others first again demonstrate a humble, authentic, and ‘service-minded’ approach to leadership and a passion to put others first.

Celebrating quick wins and successes have a positive impact on individuals when building a collaborative environment and also through change management processes. This then creates a sense of purpose as mentioned in the 8-Step Process for Leading Change by Kotter (2002). The sense of purpose and urgency can be clearly communicated to all staff together and one important aspect of change management is to celebrate successes and quick wins. Kotter mentions ‘Nothing motivates more than success’.

Personal Growth

Enable personal growth by applying various coaching methods, support, and mentoring. Staff should be clear on their roles and responsibilities and receive regular feedback related to their performance. The feedback should include constructive feedback, with encouragement to seek new challenges and to improve as a lifelong learner. A key emphasis on active listening should be employed with guiding questions, a demonstration of empathy and a focus to help. This is a supportive process in a safe environment that can foster further continuous learning in all professionals.

Outside of the meeting, professional development can be introduced in the form of online, in-person, guest speakers, external courses, and internal development. There are many approaches that can be used to give staff autonomy and ownership and these can be aligned with the vision and development plan of the school.

I am very motivated to help all staff improve and would encourage all staff to work with other schools as I have seen firsthand the huge impact of TeachMeets, workshops, and hosting professional development events. I have implemented these in all schools I have worked in including the first TeachMeets from 2015 in Malaysia. They are inspirational and are available for all educators to work together and make a difference for all students in all schools.

A Step towards the future

In the next 5-10 years, I believe that a greater emphasis on Emotional Intelligence, Coaching, and Leadership will be included in schools not only for staff but wider opportunities for students as these skills are becoming more desirable in the global workplace.

Final Words of Wisdom

Start with the five building blocks listed above and then add more complex and innovative strategies on top of these.

Put the needs of your team first, and be visible and at the forefront of situations when a crisis, difficult situation, or the inevitable tough days are upon you, and behind the team when the plaudits arrive.

Always celebrate the successes of the staff team.

References

Carol S Dweck, (2007). Mindset: The New Psychology of Success.
Stephen M, R, Covey (2006). The Speed of Trust: The One Thing That Changes Everything,
Kotter (2002) Kotter’s 8-step change model available from: https://www.mindtools.com/a8nu5v5/kotters-8-step-change-model
“The Pygmalion Effect: Definition & Examples” Simple Psychology, (1968): https://www.simplypsychology.org/pygmalion-effect.html
“Empathy is the most important leadership skill.” Forbes, (2021): https://www.forbes.com/sites/tracybrower/2021/09/19/empathy-is-the-most-important-leadership-skill-according-to-research
Wang, W., Li, J., Sun, G. et al. (2017). Achievement goals and life satisfaction: the mediating role of perception of successful agency and the moderating role of emotion reappraisal.

Elite Education

Grace Christian Montessori School: Heart, Mind, and Purpose

Leave a Reply Cancel reply

St. Michael’s International School: Shaping Lifelong Learners in the Heart of Kobe

Barcelona High School – Revolutionary Approach to Education

Joy to the World American International School – Providing Children Safe Space to Grow and Learn Through Creativity

Kenny Duncan – Helping Children Achieve Their Learning Goals

Dr Paul Walton – Producing an Outstanding International School

Amber McMillan – Giving Back to Grow Forward

The Intersection of Art and Algorithm: Redefining Power Skills with AI

Dr Paul Walton – Creating a Positive Environment for Staff in an International School