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St. Michael’s International School – Creating Global Citizens

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

Website – http://www.smis.org/

Introduction

In the beautiful country of Japan, nestled in the vibrant city of Kobe, lies an educational institution that embodies the true essence of global learning and academic excellence. St. Michael’s International School (SMIS) has established itself as a renowned educational institution, offering a holistic and internationally-focused education to students from all corners of the globe. With a rich history, diverse student body, and an unwavering commitment to educational innovation, SMIS stands as a beacon of learning in Japan.

A Rich History of Educational Excellence:

Founded in 1946, St. Michael’s International School offers a distinctive British-international education within a culture of academic excellence and a caring family community. The vision of our founders shapes the future of our school, ensuring we retain a well-deserved reputation for being a family-friendly school whilst nurturing aspirations in our young learners.

Based on the same site since 1946, St. Michaels is well established in the Kitano area of Kobe, a safe, family-friendly area popular with international families The area is a convenient, suburban hub close to the bustle of Sannomiya and within easy reach of Osaka.

Throughout its history and continuing today, St. Michael’s is a small school, which ensures that the students are educated in a friendly atmosphere conducive to the development of understanding, tolerance and friendship towards people of all nationalities and creeds.

Prominent Personality

Named after the patron saint of the diocese, St. Michael’s International School was founded on a firm foundation of Christian principles, which continue to this day. It is part of an international educational tradition extending back to 1893 when its predecessor, the English Mission School (EMS), one of Japan’s first international schools, was founded.

Arising from the joint efforts of Miss Leonora Lea, an English Missionary who remained in Kobe during World War II, and Bishop Michael Yashiro of the Kobe diocese, the school officially opened for international school children on 10th March 1946 with a special event which was attended by Sir Vere Redman, who represented the British Embassy and travelled from Tokyo for the occasion. The school is many things to many people and over the years St. Michael’s has welcomed students from every corner of the globe. It is a common occurrence to have family members visiting the school to reminisce about their time, remembering old friends and events.

Beyond the Classroom

At St. Michael’s children are supported to learn and develop at their own unique pace using the International Early Years Curriculum (IEYC.) This research-based curriculum recognises global best practice and the developmental needs of 2–5-year-olds. The IEYC supports key learning through holistic enquiry and play-based approaches encompassing all curriculum areas including personal, social and emotional development. This innovative curriculum is underpinned by eight learning principles:

1. The earliest years of life are important in their own right.

2. Children should be supported to learn and develop at their own unique pace.

3. Play is an essential aspect of all children’s learning and development

4. Learning happens when developmentally-appropriate teacher-scaffolded and child-initiated experiences harness children’s natural curiosity in an enabling environment

5. Independent and interdependent learning experiences create a context for personal Development and are the foundation of international mindedness

6. Knowledge and skills development lead to an increasing sense of understanding when children are provided with opportunities to explore and express their ideas in multiple ways

7. Ongoing assessment, in the form of evaluation and reflection, is effective when it involves a learning-link with the home

8. Learning should be motivating, engaging and fun, opening up a world of wonder for children where personal interests can flourish

Financial Assistance

With a focus on compassion and funded primarily by donations from our alumni, the school has a well-established scholarship fund, created in honour of our Founder, Miss Lea. In the event of sudden, severe financial hardship due to immediate loss of income/bankruptcy or other unforeseen circumstances, St. Michael’s International School can provide short term financial support for existing families.

Characteristics of the School

For more than seventy-seven years, St. Michael’s International School has been one of the leading providers of international education in Japan and is the only accredited, International Primary Curriculum (IPC) school in the country. As the only fully accredited international school in Kansai offering a specialised Early Years and Primary British education, our young learners thrive in a unique and caring environment. The school has a long tradition of excellence and is often described as the small school with a large heart. A strong sense of partnership between school and the families we serve has been nurtured throughout our long history, creating the supportive, happy, family orientated community school it is today. Introduced in 2020, our groundbreaking STEM programme offers learners authentic experiences to develop their computing, robotics and coding skills.

The development of character and sensitivity to major global issues are important objectives, together with an innovative Wellbeing curriculum, integrated use of STEM technology and strong academic foundation in all subjects. The school aims to educate for the future, while maintaining the traditions imparted by our founders.

Future Proof Education

A community of lifelong learners, our highly experienced and qualified faculty keep abreast of curriculum development, new teaching methodologies and research, exploring these during regular training days throughout the year. Established partnerships with accrediting agencies offer our faculty access to the very best and most up to date professional development.

Recognition and Awards

In 2007 St. Michael’s became the first school in Kansai to be awarded dual accreditation by the Council of International Schools (CIS) and the Western Association of Schools and Colleges (WASC.) In keeping with its reputation for being ground-breaking, St. Michael’s International School is the first and still the only school in Japan to have its curriculum accredited by the International Curriculum Association (ICA) In November 2020 St. Michael’s also achieved accreditation with the Council of British International School (COBIS.) Winning awards from TELL Japan in 2021 and again in 2022 St. Michael’s Health and Wellbeing programme supports learners’ personal growth and development.

Barcelona High School – Revolutionary Approach to Education

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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.

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

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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.

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Kenny Duncan – Helping Children Achieve Their Learning Goals

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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.

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Gregg Maloberti – Encouraging Students to Follow their Aspirations.

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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.

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

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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.

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 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).

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 model for all.

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.

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Douar Shems’y Ecological village, home to 144 orphaned children

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After the devastating earthquake of September 2023 in the Al Haouz region, Morocco, a plan for hope was envisioned.

The Moroccan Association for the Aid to Children in Precarious Situations (AMESIP) stepped into action and laid the foundation to create an ecological village. The vision; to provide a safe, benevolent living environment, in harmony with the urgent needs of the Amizmiz community.

Just 11 months later, on 1 August 2024, an ecological village, Douar Shems’y, opened its doors. Now it’s home to 144 orphaned children, offering them a safe haven, educational and psychosocial support, and a caring environment in which they can flourish.

This project is much more than a shelter: it embodies a holistic vision combining protection, education and sustainable development for the benefit of the most vulnerable children and families.

At the heart of the village is a beautiful school, supported by entrepreneur, Aviv Pode. The school is where adapted educational programmes, enriching cultural and sporting activities, as well as sustainable initiatives strengthen the links between people and their environment. Having an extensive background in humanitarian aid and not-for-profit organisations, Pode has supported humanitarian and environmental initiatives such as building public schools in developing countries, planting trees and rebuilding animal shelters. As well as being a humanitarian, environmentalist and educational entrepreneur, Pode is a founder of three eco-friendly bilingual Montessori pre-schools, in Paris, Geneva, and Monaco. Pode shares his insight into how the school within this unique village will care for, teach and prepare its students for a better future.

Why was it important for you to get involved in humanitarian work and this project in particular?

I served as a regional coordinator in ‘Latel’, a humanitarian organisation, conducting food collection and distribution campaigns, educational programs in schools, and operation of food warehouses.

After participating in a disaster relief mission following the 2003-2004 tsunami in SouthEast Asia, I was so affected by the experience that it led me to further volunteer and carry out humanitarian aid work all over the world. In partnership with Mission Enface, I built three schools in Laos serving 232 children and recently became an official partner and contributor to Save The Children, a global non-profit organisation to protect children in disaster and conflict areas.

After hearing about the devastation and loss for the children in Al Haouz region I felt compelled to support. As a person, who’s passionate about education, I understand the importance of providing a caring, nurturing and safe environment for children where teaching and learning is at the heart.

Can you tell us about some of your other eco-friendly initiatives?

I aspire to be a positive contributor to the planet and caring for the environment is one of my core values. With the devastating bushfires in Australia to the extreme drought in Central and North Africa, I wanted to contribute by planting over 5,000 trees in Australia and Africa in cooperation with One-Tree-Planted, providing clean drinking water and sanitation solutions to remote communities through Water For People and supporting climate change research through TogetherBand.

Within the schools that I founded, I have ensured that the furniture, toys, and learning materials are eco-friendly and LEED (Leadership in Energy and Environmental Design) certified. In each school, there is an integrated eco-curriculum embedded in the daily program, exposing and involving our little learners in biodiversity, plastic pollution, wild-life preservation, and teaching the children about the importance of being positive contributors to their communities and the planet.

What is the vision for the school and the village?

The vision is to support the orphans in their reconstruction process and guide them to a bright future despite the challenges they have faced. We have a dedicated team of educators, cultural specialists and social workers who will be present to carefully ensure their development and overall development. Each child is considered a seed of hope for the future of the country, and AMESIP has made a pledge to accompany them throughout their journey.

How is the school providing a supportive and inspiring learning environment?

The school strives to inspire in every facet from individualised and adaptive learning to the actual physical learning environment. The foundation of the school is to ensure a safe and development-friendly environment for children by providing them with quality infrastructure, educational programs adapted to their level and vocational training opportunities for adolescents. The primary objective is to create a stimulating and inclusive educational environment for the children of the village, with an approach:

“Growing in well-being and dignity”

In order to achieve this goal we will focus on five main objectives:

Rehabilitation and Education
New digital technology
Integral Psychological Support
Mental Health Education
Community Support

How will the physical environment support the children?

The architecture is very respectful of the natural environment of the region, so that children grow in symbiosis with their land. The design of the school comprises natural, eco-friendly furniture and materials. The rooms are without strong colours or other distractions to encourage optimal and uninterrupted learning.

The children also have access to a range of high-quality sports facilities and an educational vegetable garden; where children learn to grow seasonal vegetables while following food traceability for a healthy and responsible diet.

What makes the village ‘eco-friendly’?

Douar Shems’y is a model of eco-responsibility; respecting the environment and supporting sustainability. As well as the educational vegetable garden there are already a number of systems in place at Douar Shems’y that the children will learn about and be involved in, including a water treatment system which provides clean and accessible drinking water and a photovoltaic power plant that provides renewable energy to power the village.a

Is there a way that readers could support this project further?

Yes, if anyone would like to contribute to the sustainability of this unique project to ensure that Douar Shems’y continues to grow and offer a better life to its residents, there is a national fundraising campaign ‘kiwicollecte.ma’

Also, there are social media links that will keep you up to date with the campaign and news from the village:

Website: www.amesip.org

Facebook: Official Amesip

Instagram: shemsy_amesip

LinkedIn: amesip ong

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Damages claim over James Bond accident

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Three Ways to Stay Connected to Your Senior Loved Ones While Social Distancing

After more than 45 days in lockdown, it’s no surprise that many people are going a tad stir-crazy. But it’s far worse for seniors: Not only have visits from their kids and grandkids been suspended, but there’s the extra stress that comes with the nagging suspicion that they’ll be advised to remain on lockdown long after younger people begin trickling back to work and the world starts opening up again.

In fact, the AARP Foundation has even come up with this dire comparison: Prolonged social isolation, for those aged 50 and older, “is the health equivalent of smoking 15 cigarettes a day.” Fortuitously, some of the niftiest technology offers solutions both to keep us connected and protect against some of the miscreants taking advantage of the situation.

• Health Checks. If you are worried that all of the anxiety is harming your loved ones’ overall well-being, the machine-learning algorithms that analyze activity data as part of Alarm.com’s Wellness solution can provide you with the very details you’ve suddenly found yourself obsessing about.

Did they open their medicine cabinet when they should, to take their prescription? Have their sleeping, eating, and (yes) bathroom patterns changed? Are they up and about during the day?

All that and more is done by connecting their home to yours via smart-home technology, with real-time smartphone alerts to let you know if something’s amiss.

“You don’t even know it’s there, but it’s here to protect you and let someone know if something does go wrong,” says Margarete Pullen of Dallas, Texas, whose son had the system installed by an authorized service provider for her and her husband along with a Wellcam video camera with two-way voice capability.

• Movie meet-ups. Most of us are just trying to find novel ways to cope with a situation that Nicholas Christakis, a social scientist, and physician at Yale University, told Science magazine “calls on us to suppress our profoundly human and evolutionary hard-wired impulses for connection.”

Google’s new Netflix Party extension lets friends and family watch – and video-chat their way through – a movie together on their computers. You’ll need a NetFlix subscription, but then you’re free to debate if the Tiger King is worth all the hype and whether Carol Baskin really did kill her husband. Plus, unlike in real theaters, not many people (if any) are physically there to complain if you’re making too much noise eating popcorn.

• Apps! Apps! Apps! No NetFlix subscription? With apps such as FaceTime, Skype, Houseparty, and Zoom comes more proof that social distancing needn’t mean social disconnecting. Mass virtual dinner parties. Mass virtual “happy hours.” Mass virtual gym classes. They’ve all become quite the rage, with one Vermont couple in their eighties even touchingly using Apple’s FaceTime to see and talk to each other after the husband had to be put in a nursing home that bars visitors during the pandemic.

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

Douar Shems’y Ecological village, home to 144 orphaned children

Damages claim over James Bond accident

Three Ways to Stay Connected to Your Senior Loved Ones While Social Distancing