Articles - Page 26 of 26 - Elite Education

Fashion Life Politics Tech

Advice for Graduating Seniors and Their Parents

Art

One of the many casualties of the COVID-19 pandemic has been (or will be) the loss of certain rites of passage for the high school class of 2020. In no specific order, most have lost out on competing in their final year of spring sports, their proms, their graduation ceremony, Senior skip and/or prank day, grad-night outings or parties and in some cases, where students do not have access to Wi-fi or computers in their homes, the end of their school year.

While I cannot imagine anyone wishing these circumstances to befall any child, the fact is that we have no control over the situation. I learned a long time ago that the best way to deal with things is to let go of the things that are beyond my control and put all of my energy into to the things I do have control over. In the words of legendary basketball coach, and very wise human being, John Wooden: “Don’t let what you can’t do, get in the way of what you can do.”

If parents are talking to each other about how awful things are, it does not help anyone and actually hurts their children. When parents express how badly they feel that their child is going to “miss out” on their graduation ceremony or their prom, it actually makes their kids more anxious than they probably already are and makes them feel worse not better.

These things are not going to happen, so I find it is best to accept that fact as soon as possible and begin looking for opportunities in the situation. No circumstance, regardless of how bad or tragic it seems at the time, is without opportunities within it.

High school seniors, in general, are known to feel anxious about all of the big changes that are coming their way, without the added stress of a pandemic and all of the uncertainty it brings. What they need right now is reassurance from their parents that things will work out in time.

When they see that their parents are upset or scared it makes them feel more scared. There’s additional stress in many households for the parents, many of whom are suddenly unemployed, but as the adults in the household it is important to shield your children from those additional concerns right now. If they see you are fearing your future that will likely make them more anxious and fearful about theirs.

A majority of the kids I have talked to are more upset about not being able to hang out with their friends, than they are about missing their senior rites of passage. Some say their parents are more bummed about all they are losing (not being able to post pics on social media from the events they are missing) than they are that their kid is missing the events.

Many of life’s greatest triumphs are sprung during challenging times. Companies like Apple, Microsoft and Airbnb were all born in horrible economic downturns. Nelson Mandela unjustly spent 27-years in prison and could have easily spent those years feeling sorry for himself. Instead he used that time to grow himself into one of the most revered leaders of all time and succeeded in eliminating apartheid in his country.

If you live in the present and take advantage of what each day has to offer you may be surprised to find yourself better off than you were before the pandemic happened.

Adversity is a fact of life for almost everyone. Some people let adversity destroy them, and others look at it as a gift and experience growth. The only difference is in which way you CHOOSE to look at it.

As Wayne Dyer says, “It makes no sense to worry about things you have no control over because there’s nothing you can do about them, and why worry about things you do control? The activity of worrying keeps you immobilized.”

Politics Science & Tech Vogue

10 Tips to Improve Your Child’s Concentration and Focus

Children in every family are very precious. Education is an integral part of their growing process. It is often proved that children with utmost focus and concentration succeed well at their academic front at the same time improving their intellects at the good extent too. At this outset, we bring you 10 valuable tips to improve your child’s concentration and focus.

1. Diet: When we talk about child’s growth, it is directly connected with their diet. Here, it is imperative to know that nutrition is the primary key in improving the child’s concentration levels. Children eat better can focus well on their daily activities. Your child’s cognitive functions are ruled through micronutrients such as copper, zinc, iron, selenium and Vitamins A, C, D, and E. Make it sure that your child’s diet is rich with certain nutrients those can impart good concentration and focus. Children with the good levels of concentration and focus will excel well in their every activity that included studies too.

2. Routine: The Growing process of the children is very sensitive. Here, it is certainly parents’ responsibility to make their growing not alone healthy, but also of good in a way, they will be exposed to certain good patterns. Here, setting a routine is the greatest help. Parents should ensure setting the best routine into their daily activity, which can help them well to focus in the right manner. A best-set routine can help a lot for the child’s overall development yet being the best source to enhance their performance besides too. Some of such routines are like setting particular timings for doing homework, playing, eating, sleeping and some more. This kind of well-set routine will make them always well prepared in a way to face the targets with determined focus.

3. Non-Academic Approach: Academic and non-academic approaches should be made as a part of daily routine for children. Add some puzzles, quizzes and some more as the non-academic approach. These activities will teach well to the child more about focus automatically. Importantly, these activities will improve exceptional problem-solving skills to the child. Academic tasks often make the child exhaustive. When you add exposure to the motioned non-academic practices, they will help the child improve well on concentration, which down the line can result in a great help at the academic front.

4. Small Tasks: Big tasks are not a great interest for children. They tend to be bored while exposed to big tasks. This kind of situation will affect drastically on the child’s focus levels. It is always wise to break any of the big tasks into multiple small tasks with a deadline. This will motivate them to solve those tasks with determined focus and concentration. This is the best way to improve your child’s concentration and focus too.

5. Mitigate Distractions: It is very common in children to get distracted very quickly. If you want your child to improve focus and concentration then it is imperative to reduce or eradicate their distractions with the best possible ways. The ambience is another important cause here to distract children. Avoid loud sounds, TV, music and such from the ambience while your child is focusing on something. Always observe what all causing distraction is and eliminate them as much as possible from the ambience.

6. Rest: Your child must have ample rest every day. Make it sure that your child is having ample night sleep and add some additional rest in the day time too. This could lead to convenient activity for child apart from the availing ample rest, which can help them to focus and concentrate well on their work.

7. Time Gaps: It is imperative to allow some time gap between tasks for the children. For example, doing homework continuously can make them lose their focus and concentration. Let them complete their homework volume in bits and pieces ensuring time gap between one after one. This kind of working ensure focus yet improving it in the right way too.

8. Praising: You must appreciate your child in every activity. Children take this kind of praising as the greatest motivation. A well-motivated child often tends to focus and concentrate on the tasks given to gain the praising again. You should keep up this well in your child with appropriate praising as inappropriate appreciation can lead into the wrong direction too. Praising is the best way to improve the child’s focus and concentration, but do it in a balanced way without fail.

9. Activity Changes: It is very common to change activities in the child’s daily routine. But caution is very much essential here. Children are just growing and they find it difficult to accept changes. Sometimes, these changes can affect drastically on the child’s focus and concentration. It is imperative to add activity changes by duly informing in advance. You should make them well prepared for the change in a way their focus and concentration will not be affected.

10. Stories: Storytelling or reading out stories to the children showing very good positive impact since ages. Make good use of this reading out stories in a way child’s focus and concentration can be improved. Listening and comprehension skills will improve to a good extent while reading out stories. This is mainly due to the kind of focus and concentration paid by the child to the activity. So, reading out stories is a proven practice to improve your child’s concentration and focus.

Science & Tech

Are You Expecting Too Much From Your Toddler?

It is natural to expect a few things from your kid, but most parents don’t realize that when their expectations are crossing the limit. Well! There is a thin line between expectations and over expectations, maybe being a new parent you don’t realize it, but you have to understand that a kid cannot be perfect all the time.

According to experts, these days toddlers are bombarded with unrealistic expectations, which leads them stress.
Sadly, parents often don’t realize that they’re expecting more than a kid’s capacity. Here we have got you some baseless and unrealistic expectations that parent always does from their kids.

1. Always Be In A Good Mood
We want our toddlers not to cry and be in a good mood all the time. Do you think it is possible? Of course not! When you as an adult is not able to be in a good mood throughout the day, then how can you expect it from a little toddler? Yes, it is irritating when kids become moody and cranky, but you have to understand that they do have their everyday issues and you being a parent is supposed to help them out instead of imposing your expectations on them.

2. Never Mess Up
Parents expect their toddler always to keep their toys at their place and to never mess up with other things. But hey! It’s just a little toddler, who doesn’t understand how things are supposed to be. Sometimes toddlers end up with a mess. For example, toddlers love to draw their imaginations on every piece of paper that they see. So in such a situation, you’re supposed to keep your relevant documents at a safe place instead of expecting the toddler not to harm them.

3. Ignore Our Bad Habits
Always remember that toddlers learn things from their parents and people around. Expecting your toddler to ignore your habits is the unrealistic expectation ever. If you abuse others in front of your toddler, how can you expect your kid not to learn those abusive words? It is better not to perform your bad habits in front of the toddler.

4. He Should Be A Fast Learner
If you’re expecting your toddler to learn everything with a blink of an eye, let me tell you, you’re just expecting too much. Few toddlers can grasp well and few moves as per their pace, but that doesn’t make them weak in learning the new things and concepts. Never discourage or scold your baby to learn quickly. Don’t worry, they’ll learn.

5. Always Forgive
You can’t always treat your child the way you want and then expect them to be reasonable with you in return. Just like an average human, even a toddler can’t forgive his parents for everything. If you’re behaving ill with your kid, be ready to face the consequences instead of expecting him to act normal.
So if you’re also expecting any of the things as mentioned above or anything similar from your toddler, stop right away and think again because these unrealistic expectations will create unnecessary distance between you and your toddler.
Conclusion

Being a parent is stressful enough, don’t lose your head over a toddler who is just learning. Give them some time and see how your beautiful creation will turn into a good human being.

Science & Tech

The Anxiety and Depression Epidemic and the Spending Disconnect

Tech

We keep pouring money into our personal electronic devices like there’s no tomorrow, always wanting more, always wanting the very latest-and schools are no different. In fact, $3.8 billion is spent on classroom technology every year-but 27% of it doesn’t meet any learning goals!

Translation: $1 billion of your ed tech tax dollars are wasted annually.

At the same time, in the name of funding issues, only three states provide kids with at least one school counselor-formerly known as guidance counselors-for every 250 students, as recommended. Equally troubling, just three others have at least one school psychologist for every 750 students, so says federal data.

Put them together and what have you got? Rising rates of anxiety and depression in our young people with not much of a safety net at the ready for them.

Moreover…

In a 2019 Pew Research Poll, 70% of surveyed teens agreed that stress, anxiety, and depression are a major problem among their peers.
A 2017 American Psychological Association’s Stress in America survey found that 60% of parents worry about social media’s influence on their child’s physical and mental health.
A recent NBC News/Survey Monkey poll found that almost 33% of 1,300 parents of 5- to 17-year-olds blamed social media for their children’s mental and emotional health problems.
From 2009 to 2017, the CDC says that depression rates for those 14 to 17 rose by more than 60%.
According to the National Institute of Mental Health, an estimated 32% of adolescents suffer from an anxiety disorder, with 12% of our 12- to 17-year-olds reporting one major depressive episode in the last year.
Between 2005 and 2017, the proportion of teens, 12 to 17, reporting major depressive symptoms rose from 8.7% to 13.2%, according to data from the National Survey of Drug Use and Health.

About such facts and arguing that teens turn to their smartphones as their “preferred social outlet,” San Diego State University psychologist Jean Twenge says, “It suggests that something is seriously wrong in the lives of young people and that whatever went wrong seemed to happen around 2012 or 2013.”And that’s about the time when, as Twenge notes, smartphones became commonplace and “social media moved from being optional to mandatory among youngsters… What you get is a fundamental shift in how teens spend their leisure time. They are spending less time sleeping, less time with their friends face-to-face… It is not something that happened to their parents… ”

University of Southern California Vice Provost for Campus Wellness & Crisis Intervention Varun San adds this: “At the root of it is a sense of disconnection. These are students who are so connected online. These are students that may have 1,000 friends online but struggle to make friends in real life.”

Also of note:

Of the 1,800 19- to 21-year-olds questioned, the University of Pittsburgh School of Medicine found that the top 25% of social media users are at greater risk of experiencing depression than the bottom 25%.
The University College London found that teens who use social media more than 5 hours a day showed a 50% increase in depressive symptoms among girls and a 35% jump among boys compared to the 1- to 3-hour users.
According to a UK Millennium Cohort study, 43% of girls said they spend 3 hours or more on social media, as did 21.9% of boys-and 26% of those girls and 21% of those boys had higher depressive scores than those spending less than 3 hours.

And now this just in: An analysis by the National Institutes of Health, the University of Albany, and NYU’s Langone Medical Center found that babies as young as 12 months experience nearly one hour of screen time every day, and 3-year-olds put in more than 150 minutes.In other words, take heed and set limits, following the American Academy of Pediatrics guidelines that recommend NO screens for babies/toddlers under 18 months, with a gradual add-on between 18 to 24 months, and no more than one hour per day for the 2 to 5 set.

And then tell your kids…

No more than 2 hours a day on any device-other than computer-related homework.
No devices at the dinner table or during quiet homework/study time except for online assignments
No device use one hour before bedtime-too stimulating, plus the blue light wreaks havoc on sleep.
No going to bed with their smartphone in hand. If used as a wake-up alarm, buy an alarm clock instead.

Oh, yes, and follow your own good advice for your own good…

Carol is a learning specialist who worked with middle school children and their parents at the Methacton School District in Pennsylvania for more than 25 years and now supervises student teachers at Ursinus College. Along with the booklet, 149 Parenting School-Wise Tips: Intermediate Grades & Up, and numerous articles in such publications as Teaching Pre-K-8 and Curious Parents, she has authored three successful learning guidebooks: Getting School-Wise: A Student Guidebook, Other-Wise and School-Wise: A Parent Guidebook, and ESL Activities for Every Month of the School Year. For more information and resources, go to http://www.schoolwisebooks.com and keep up with all her education-related blogs, too.

Science & Tech

Why communication in the workplace is key to my business

Sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum.

Sports

Athletes told not to refuse drug tests over sample bottles

Sports

Premier League and FA Cup predictions v Water Football

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.

Cover Uncategorized

Gregg Maloberti – Encouraging Students to Follow their Aspirations.

No Comments

Location – Jalan Forest City – Lebuhraya Tanjung Pelepas, 8, Jalan Pulau 1, 81550 Gelang Patah, Johor, Malaysia

Website – https://ssm-fc.org

Contact – +60 19-590 3128

“To be inspired is great, but to inspire is an honor.”

Education provides wings to one’s imagination, nurtures them, and builds them into refined individuals and seasoned professionals. Many dedicated educational leaders have devoted themselves into providing excellent educational facilities to students so that they can learn and grow effectively.

Several leaders have made a mark in the education sector. They have played the role of a beacon of hope and enlightenment to many. They have uplifted the education sector with their dedicated efforts and have always focused on the overall development of the learners.

An influential leader of the Malaysia’s education sector is Gregg Maloberti, the COO of Space Foundation. He brings a broad perspective and deep vision of the global space ecosystem. He is an ardent advocate of innovation, leadership and motivation.

Past in a Glance

Dr. Gregg Maloberti has over 25 years of leadership experience in independent schools. Having served as Head of School of the Canadian International School of Hong Kong and as Interim Head of School and Director of Institutional Advancement at Ross School in New York, he began his academic career as an English teacher and quickly transitioned to admission and enrollment management.

Dr. Maloberti has served as the Dean of Admission at several of America’s oldest and finest schools including Lawrenceville School in New Jersey for 15 years, Brooks School in Massachusetts, and Cranbrook-Kingswood in Michigan. He currently serves as the Head of School at SSM-FC.

Use of Technology In classroom

Technology not only gives students access to information, but also it allows them to compose and record their work as well as to share their work with teachers and other students. Technology facilitates collaboration in the classroom in ways that were never possible prior to the advent of the LCD projector and Wi-Fi networks.

Contribution to the Organization

My greatest contribution to SSM-FC has been to encourage students and teachers to pursue their passions and follow their dreams. My primary role in the school is to ensure that there are resources available to support the learning, growth, and development of both students and teachers. By believing in the potential of our students and teachers and supporting their goals, the school has achieved great success in its short history.

About SSM-FC

Shattuck St-Mary’s Forest City International School in Malaysia (SSM-FC) offers an American Education to students right here in Southeast Asia. Strategically located in Southern Malaysia, just minutes away from Singapore, the school creates an environment where children can thrive. This purpose-built campus includes learning spaces and resources that support the latest innovations in teaching and learning. Like every building in Forest City, SSM-FC is adorned with vertical blooming gardens that create shade, cooling, and beauty. Also, the green campus is adorned with multiple ground-level and rooftop gardens.

The one-size-fits-all education system that relies on rote learning and standardized tests has lost relevance in the information age. As we head into the Fourth Industrial Revolution, where mass-scale automation makes the learning of hard skills alone obsolete, it’s more important than ever for children to understand how to learn.

It’s been hard for many schools to keep pace with the breadth and speed of change. But SSM-FC has an edge. With over 160-years of academic rigor and innovation, informed by its parent school in Minnesota, as well as a holistic teaching philosophy, educators at SSM-FC are well-versed in 21st century skills and learning goals.

SSM-FC is an international boarding and day school serving students from age 3 to grade 12 with an American Curriculum that offers AP Courses. There are students from 13 countries, the majority of the teachers are experienced international teachers holding foreign passports. The school offers a rich curriculum that includes art, music, and the study of foreign languages as well as a selection of AP Courses.

Challenges Faced by Education Leaders

In the past few years, the pandemic has been the greatest challenge facing the school. While many schools just put a camera in front of the teacher and expected the students to stare at their laptops all day, SSM-FC worked hard to find a way to support our student-centered teaching pedagogy. Our teachers were not just creating an online version of a teacher lecturing to students, we needed to find ways to hold discussion, process information in small groups, collaborate, and exchange information. Our daily class schedule evolved into a completely new format that better supports student learning. Now that our students are back in the classroom, many of the innovations that developed during the pandemic continue to find a place even with in person learning.

Source of Motivation

I am motivated by setting and achieving goals and helping others to do the same. Nothing motivates me more than seeing students and teachers planning and achieving their goals. It’s most gratifying to me to encourage students and teachers to try new things, take risks, and innovate to support teaching and learning as a life-long pursuit.

Local Education Scenario

Malaysia has a strong and well-funded educational system, but SSM-FC provides an interesting alternative to Malaysia’s teacher-centered and content driven curriculum. SSM-FC shifts the focus of teaching and learning away from the teacher serving as the sole source of knowledge. At SSM-FC teachers don’t lecture students about what is on the next test. Instead, teachers at SSM-FC guide and support their students to discover the world around them and construct meaning from observation, experimentation, and analysis. Our teachers are leading our students on a learning journey that includes helping them to develop and build skills that are essential to academic success. Our students learn to read, write, and speak about projects, topics, and ideas that matter to them. We encourage our students to act with integrity and to contribute to the community by investigating issues and ideas that are relevant to our local community. Many of our students are investigating things like sustainable energy, digital communications, and mangrove preservation to name few. These kinds of interests and passions define the learning experience for our students and help them to develop an informed plan about what they wish to study at university.

Driving Force

I’ve been a curious person all my life, so learning is something I learned to enjoy from a very young age. I was blessed to be taught by many great teachers in my school days and at university. While too many of my former teachers stand out in my memory to name here, it’s their enthusiasm for teaching and learning and their willingness to encourage me to learn that makes them unforgettable. I want others to feel the same sense of accomplishment I feel when I discover something new, research a topic in depth, or master a new skill. I felt that sense of from all the teachers I remember as great teachers, and I want my students to be motivated by teachers who believe in them, and I want them to experience the joy of learning new things.

A Step towards the Future

In the next 5-10 years, I would like to actively mentor some younger colleagues to help them achieve their professional goals.

Final Words of Wisdom

Let your teachers help you to build a foundation of skills and guide you to find your passions. Trust your instincts, ask for help when you need it, and don’t give up until your dreams come true.

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.