Meet William Campbell
Founding Head of Franklin School
MSA: Tell us a little about yourself. How did you land in the world of education and what has your journey entailed?
William: I often say I didn’t “land” in education, I grew into it. What began as a passion for teaching and coaching evolved into a career dedicated to shaping whole institutions. Over the years, I’ve been privileged to lead in roles that span continents, sectors, and scales, each one sharpening my belief that education is both a deeply human endeavor and a complex, strategic enterprise.
My early years were spent in Australia, where I served as Dean of Faculty at the Australian College of Physical Education and an elected member of the NSW Council of Deans of Education, influencing policy and academic quality for universities across the state. In schools, I held leadership roles at Trinity Grammar School and later at Dwight School in New York City, where I served on the Senior Leadership Team and directed Science and Physical Education for the International Baccalaureate (IB) SEHS Diploma Programme and PYP and MYP programmes respectively. Each step taught me the importance of balancing academic rigor with operational excellence.
As Founding Head of Franklin School, part of the global network of Dwight Schools, I’ve been entrusted with building a school from the ground up, uniting governance, finance, enrollment, and compliance, while fostering a culture of innovation and care. Along the way, I’ve learned that leadership in education requires the vision of a CEO, the discipline of an operations executive, and the empathy of a teacher. It’s about inspiring people, building trust, and designing systems that endure. Today, whether serving on international councils, driving action research, or mentoring emerging leaders, my focus remains the same: ensuring that the best of education is transformational, scalable, and deeply human.
MSA: Thanks for sharing that with us. What motivates you to work in the field of education?
William: What motivates me most is the privilege and responsibility of shaping ecosystems where potential becomes reality. Education, at its core, is an act of service, and I believe the role of a Head of School is to create an environment where every student, teacher, and family experiences the very best of what education can offer, both now and in the future.
I see my work as equal parts steward and strategist. The steward preserves the traditions, values, and proven best practices that give a school its soul. The strategist anticipates what lies ahead, aligning pedagogy, technology, and skills development with the demands of an increasingly complex and unpredictable world. The intersection of deep human connection and disciplined operational leadership, is where innovation becomes not just possible, but sustainable and accessible.
At Franklin, this has meant designing first-of-its-kind opportunities that reimagine what school can be. We have embedded AI-driven learning analytics, become the North American flagship for the Fab Learning Academy, and developed groundbreaking programs like Creative Applications of AI, where students build custom chatbots, graphic novels, podcasts, and video games, while critically engaging with ethics and responsible use.
Additionally, Sparkz, our AI mentoring platform created with Animated Intelligences, a creative EdTech studio company, supports students in global hackathons, entrepreneurship courses, and pitch events, offering real-time, targeted feedback that deepens thinking and sharpens communication.
These innovations have resulted in Franklin’s recognition as “A Top 10 Most Innovative School in the World” by T4 Education. A recognition like this is proof that the work we do is important, but what really drives me day-to-day is knowing we are not simply preparing students for their next academic step, we are equipping them for lives of meaning, adaptability, and impact.
MSA: Describe a specific change project you have been a part of. What were the main obstacles? How did you overcome them?
William: Launching Franklin School in Jersey City was not simply a construction project, it was a full-scale educational venture into one of the most competitive school markets in the world. The vision was clear, to create a first-of-its-kind institution that would deliver an exceptional, globally connected education, at half the tuition cost of comparable Manhattan schools, while becoming a point of pride for Jersey City and its surrounding communities.
The challenges were formidable. We were entering a landscape dominated by century-old Manhattan independents and high performing public schools, with deep reputations and established alumni networks. As a founding head, we needed to secure accreditation, recruit world-class faculty, design a future-ready curriculum that merged IB and AP frameworks, and establish elite level governance, compliance, and operational systems, all from the ground up. At the same time, we had to build trust with local families who were accustomed to sending their children across the river for “top tier” private schooling.
Our strategy blended business discipline with community-centered vision. We implemented AI-driven systems to streamline operations and improve decision-making, enabling a leaner cost structure without compromising quality. We partnered with global innovators and worked with leaders and educators from Princeton, Yale, Columbia, and the University of Technology Sydney to develop and offer opportunities rarely seen in high schools. We created professional learning ecosystems that inspired our teachers to collaborate, lead, and create.
Building credibility required both visible results and authentic relationships. Within three years, we achieved full MSA accreditation with an outstanding report and posted student acceptances to excellent colleges such as the University of Virginia, Northeastern, and UC San Diego. We cultivated an environment where parents saw their children thriving academically, socially, and emotionally.
We have an incredible team at Franklin that has embraced the vision, demonstrated great resilience, and modeled a willingness to innovate with deep review and reflection. It’s a journey I’m incredibly proud to lead.
MSA: What does "learning in community" mean to you? How do you stay connected and in-the-know about all things education?
William: For me, “learning in community” is the art of balancing the global and the local, drawing on the insights of world-leading thinkers while staying deeply attuned to the hopes, concerns, and lived realities of the families we serve.
I have the privilege of sitting at tables where the future of education is being actively shaped, as a member of the International Heads Council for the global network of Dwight Schools, the HP Futures Report Council, and the World Schools Summit Leadership Council. These roles place me alongside global innovators, policymakers, and sector leaders, where we explore the role of AI in closing systemic gaps, the evolution of skills for the next generation, and the ethical frameworks that must guide rapid change. These conversations inform my vision for Franklin, ensuring our students and faculty benefit from world-class thinking long before it reaches the mainstream.
Yet the work of a Head of School is not done in conference rooms alone. Equally important is keeping an ear to the ground, listening to parents, students, and faculty in real time. This means engaging directly with families about what they need for their children now, not just in 10 years; walking the halls daily to understand the pulse of the school; and maintaining open channels of communication that build trust and clarity.
Learning in community is not just about shared knowledge, it’s about shared responsibility. It’s the constant weaving together of global best practice and local context, ensuring that every innovation is both aspirational and immediately relevant to the people it serves.
MSA: What is a critical topic / question in education that everyone will have to attend to in the future?
William: One of the most critical issues we face, and one that will demand our collective attention, is how we protect the integrity of childhood in a world that is accelerating at unprecedented speed.
Too often, young people are propelled into adolescence and adulthood long before their minds and hearts are ready. The constant, unfiltered stream of information, imagery, and opinion available to them today can shape neural pathways, values, and self-perception before they have developed the deep-thinking skills to discern what is appropriate, truthful, or healthy. This is not simply about shielding children from “bad” material, it’s about safeguarding the conditions in which curiosity, imagination, and moral reasoning can flourish naturally.
We must reclaim the idea that age-appropriate activities, skills development, and unhurried opportunities for play, exploration, and reflection are not luxuries, they are the bedrock of cognitive and emotional resilience.
The challenge is not whether we expose children to the realities of a fast, complex, and often troubling world (they will inevitably encounter them) but how we equip them to meet that world on their terms, in their time. That means designing educational experiences that build both the intellect and the character to navigate ambiguity; creating school cultures that value discernment as much as achievement; and partnering with families to ensure that the digital and physical environments children inhabit are intentional, nurturing, and safe.
MSA: Thank you for sharing your change story with us William!
Contact: wcampbell@franklinjc.org
Meet Mher Khachatryan
Director/Founder of Cre8sart
MSA: Tell us a little about yourself. How did you land in the world of education and what has your journey entailed?
Mher: I am Mher Khachatryan, also known as “The Smoke Artist, https://www.thesmokeartist.com,” a professional painter whose work blends realism with the delicate, ephemeral nature of smoke to explore themes of life, unity, and the human spirit. Born in Armenia and trained in fine arts, I brought my passion for creative expression to the United States, where I have exhibited in museums, galleries, and international art fairs.
In 2012, I founded Cre8sart School with a mission to make quality art education accessible to all ages and skill levels. What began as a single classroom has grown into a vibrant learning community that nurtures not only artistic skills but also confidence, creativity, and critical thinking. Our programs span from early childhood art exploration to AP Art & Design and college portfolio preparation, providing students with both the technical mastery and the personal voice to thrive.
Art changed my life, and I believe it can transform others. The journey to Middle States Association accreditation reflects our deep commitment to educational excellence, continuous growth, and leaving a lasting impact on our students and community.
MSA: Thanks for sharing that with us. What were important early influences that shaped who you are as a teacher / leader ?
Mher: I am motivated by the transformation I witness in my students, the moment a child’s eyes light up when they realize their potential, the pride a teenager feels when their portfolio earns them acceptance into a dream school, or the joy an adult rediscovers through creating. To me education is more than skill-building; it is empowerment, confidence, and connection. As an artist, I share my craft; as an educator, I share the belief that creativity can change the trajectory of a life.
MSA: Describe a specific change project you have been a part of. What were the main obstacles? How did you overcome them?
Mher: One of the most significant ongoing projects at Cre8sart School has been the continuous development and refinement of our curriculum. From our early childhood art classes to advanced portfolio preparation, we’ve worked to ensure that every program meets high educational standards while remaining engaging, flexible, and true to our creative philosophy.
The main challenge has been balancing structure with individuality, creating lesson plans that provide a strong foundation while allowing each student to explore their own artistic voice. Another challenge has been adapting our curriculum to new trends, technologies, and community needs without losing the hands-on, personal approach that defines us.
We overcame these challenges through ongoing teacher training, regular curriculum reviews, feedback from students and parents, and integration of both traditional and digital art practices. This process has kept Cre8sart dynamic and relevant, ensuring our students receive not just art instruction, but a transformative, future-ready education.
MSA: What author / book / podcast has played an important role in your development? What are 1-2 valuable nuggets of wisdom you have gleaned?
Mher: Wayne Dyer’s teachings and the timeless wisdom of the Stoic philosophers have been instrumental in shaping both my personal life and my work as an artist and educator. Dyer’s focus on self-reliance, kindness, and living with purpose reminds me daily that our influence extends far beyond the classroom or studio. The Stoics, with their emphasis on resilience, perspective, and the value of virtue, help me remain grounded and focused on what truly matters, human values, empathy, and integrity.
These philosophies affirm my belief that art has no nationality, language, or borders. It is a universal form of connection that can bridge differences and speak directly to the human spirit. Whether in my own paintings or in guiding my students, I strive to create and teach in a way that honors this truth: creativity is a shared human language that can unite us all.
I also want add that everything starts in our imagination, everything we see is the result of someone's imagination. "The Imagination is the Brush with which we create our reality"
MSA: What is a critical topic / question in education that everyone will have to attend to in the future?
Mher: A critical topic is preparing students for a world where creativity, adaptability, and cultural understanding are as essential as technical knowledge. As AI and technology reshape industries, the ability to think creatively, communicate visually, and connect across cultures will be vital. Education must evolve to nurture these skills, ensuring students can thrive not only in the careers of today but in those yet to be imagined.
Unfortunately, many still do not see art as equally important as other subjects, and there is a common belief that being an artist means struggling to make a living. I want to challenge that narrative. When you pursue something you are passionate about, whether it’s art or any other field, you gain not only the most important things in life, joy and fulfillment, but also the ability to build prosperity. Passion fuels perseverance, and perseverance creates opportunity.
AI can write quickly and clearly, but in today’s world nothing can replace human creativity, imagination, and the emotions we experience. That is the true power, the uniquely human ability to create meaning, evoke feeling, and inspire connection. Art embodies that power, and it is our responsibility as educators to nurture it. Art has no language and no race; it connects hearts and brings peace.
MSA: Thank you for sharing your change story with us Mher!
Contact: max@cre8sart.com
Meet Rebekah Sterlacci
District Supervisor of Visual and Performing Arts | Piscataway Township Schools
MSA: Tell us a little about yourself. How did you land in the world of education and what has your journey entailed?
Rebekah: I have known that I wanted to be an educator for as long as I can remember! My favorite game to play as a very young child was "school" - and I loved setting up a classroom for all of my dolls and stuffed animals. When I got to middle school - I put together an organization for all of the kids on my block called "Kids Club." I was really inspired by Ann M. Martin's Babysitters Club series and I put together activities and lessons for the children in my neighborhood. At the end of middle school, I wrote a letter to my choir teacher to thank her and to tell her that I wanted to do exactly what she was doing when I grew up - and I actually did just that! In High School, I found joy and inspiration in programs like Region and All State Choir, and I cemented my future plans during my junior year summer when I was selected for the New Jersey Governor's School of the Arts. After a month of intensive music learning, performance, and collaboration, I knew I wanted to major in music education. I went to Mason Gross School of the Arts at Rutgers for undergrad as a music education major with a voice concentration. I was hired in Piscataway upon graduation in 2006 as a middle school choir/general music teacher. During my eleven years teaching middle school, I went back to Mason Gross for my masters degree in music education, performed at Alice Tully Hall in Lincoln Center twice, started a middle school drama program at my school with 3 productions per year, got married, had a baby, and went back to Rutgers for my supervisors certification. My current position became available - and even though I was not ready to leave the classroom, it felt like an opportunity to help our students, teachers, and community - and grow our arts programs in a place that I love so much. I am starting my 9th year as Arts Supervisor - and my 20th year in the district. I am really proud of the work we are doing in our department, and I am so grateful for a supportive, joyful community where art is at the center.
MSA: Thanks for sharing that with us. What were important early influences that shaped who you are as a teacher / leader?
Rebekah: My middle school choir teacher - Mrs. Rabbai - had a huge influence on me as a student. I always loved to sing, but being in Mrs. Rabbai's choir and music classes helped me grow as a musician. She was so inspiring in the way that she was authentically herself, and the joyful way that she shared her love of music with us. She had high expectations - but they came from a place of care and love. I felt seen in her classroom - and I was so grateful to her for providing opportunities like region choir - where I started to realize that there could be a future in music for me. Mrs. Rabbai has always been there - during my first years in the classroom, she was happy to offer advice or encouragement - and even as I changed positions, she has remained a constant pillar of support. This would not have been my path if I had not ended up in Mrs. Rabbai's classroom. Additionally, my principal at Schor Middle School - Richard Hueston - was a former music teacher. I remember feeling really good about being hired by him because he really understood music education. He was a huge source of support and encouragement. If I had an idea, he was completely on board and would figure out how to make it happen. He was hands on in our arts programs and collaborated with me and our students on many occasions - adding his piano skills to our performances. Over my time at Schor Middle School, he made me believe that I was capable of leadership and service to our community. Without his support and encouragement, I don't think I would have had the confidence to become an administrator. Finally, the amazing members of our Visual and Performing Arts Department shape my practice continually. I learn from and am deeply inspired by all of them and their deep commitment to a culture of creativity and imagination in our community. I am so grateful to learn and grow alongside this incredible team.
MSA: Describe a specific change project you have been a part of. What were the main obstacles? How did you overcome them?
Rebekah: In my first year as Arts Supervisor, we began the process of creating a High School Academy program for students in Health Sciences, Engineering, Visual Arts, + Performing Arts. The goal was to create a specific course sequence for students to have a concentration in an area of their choice - existing within the standard 9-12 curriculum. This process involved collaboration with many community members, faculty, and administration. We faced challenges in aligning our academy structures across content areas and developing audition and application materials that were appropriate and accessible. We also had the challenge of making sure families were aware of this new opportunity and providing resources to support their applications, auditions, and preparation. Our team was highly collaborative to meet these challenges head on. We met regularly to develop materials, processes, procedures, and a framework that would serve our students and community - to meet the needs of our students across disciplines. We met with our students, parents, and community members in person on multiple occasions to provide information, application materials, course sequences, and time for individual questions and support. We created brochures and digital/print media to provide additional resources to the community. Our biggest challenge really took place as the program continued to grow over time - we wanted to continue to assess and evaluate the impact of our programming and to continue to review and refine our processes. I think the openness and the authenticity of our team members - and the willingness to collaborate has helped to sustain this valuable program for our high school students. We are proud of the opportunities our students have at the high school level to connect with artists and professionals in the field, and to follow a cohesive course of study that prepares them for learning beyond high school!
MSA: What does "learning in community" mean to you? How do you stay connected and in-the-know about all things education?
Rebekah: I have always been passionate about building community - this is what the arts do! We create spaces for people to make and share art together - this is how we make meaning of the world and how we understand one another. To me, learning in community means that we are all part of a collaborative team: Teachers, Parents, Students, Community Members, and District Leadership. We are learning and growing in a mindset that we all belong and we all have a valuable voice. Whenever our arts department team gets together for full team professional learning, we always sit in a circle. Maybe this is my general music training coming out - but I really think the idea of everyone in the circle, with equitable footing - no one person is more important than another - is the visual and physical representation of learning in community. We all need each other - our stories, our experiences, our knowledge, our joys, our fears, our dreams, our challenges. I feel really grateful to learn in community here in Piscataway across our whole district with shared goals and stories.
MSA: What is one thing about the current state of education that worries you or excites you?
Rebekah: I think the hot topic in education right now is Artificial Intelligence. We are all already using it even if we don't realize it. AI can provide some amazing resources for our educational communities with regard to accessibility and equity - that is undeniable. Something that worries me is the impact of AI on voice, storytelling, grit, and resilience. Our perspective, viewpoints, experiences, and stories are what make us unique. The diversity of our classrooms provides an opportunity to learn and grow authentically as we connect to the curricula, one another, and our own communities. When AI is used as a quick fix, or unethically, or extraneously - I do wonder how we reconcile the change it will bring to our classrooms and educational communities. I think we need to be thoughtful about the impact on learning, the way that we provide training and support in our school communities, and the environmental impact as we move forward.
MSA: Thank you for sharing your change story with us Rebekah!
Contact: rsterlacci@pway.org
Meet Cate Gilbert
Vice President for Schools and Culture, Saint Constantine College and School
MSA: Tell us a little about yourself. How did you land in the world of education and what has your journey entailed?
Cate: I started working in higher ed when I was in grad school, so I sort of just never left education. In 2012 I was invited to found a dual-enrollment program at Houston Christian University, which changed the trajectory of my life. I had total creative freedom as to how the program was designed and what courses we were going to offer, and was able to create courses specifically for high schoolers that would get them college credit. I built a robust, 4 year Great Texts program that earned students their English and History credits in high school and college, but, more importantly, also introduced them to the biggest ideas of civilization. After doing a lot of research on teenage development, and based on my own school experience, we made the classes entirely Socratic, so the students spent the entire time in discussion, honing their thoughts, thinking in community, and really exploring their own beliefs and ideas about the world. Within a year we had a couple hundred kids enrolled, and watching the incredible transformation that would happen in teenagers when they were respected enough to be given real, hard things to read and allowed to really think through them for themselves caused me to never look back. If this was the good education could do, I knew I was in education to stay. A few years later I was part of a team that started The Saint Constantine College and School, where we were able to design an entire curriculum from the ground up rooted in the pursuit of wisdom, a life of virtue, and the experience of real joy. I've been the Head of School for our K-12 school and then the Vice President for Schools for the last ten years.
MSA: Thanks for sharing that with us. What were important early influences that shaped who you are as a teacher / leader ?
Cate: I was privileged to be home-schooled and then in school programs that gave me immense freedom as a person and academic. I was always encouraged to read widely, write creatively, and think for myself. In high school and college I was in Great Texts programs with incredible teachers and professors who treated their students with all the respect young minds deserve, encouraging us to take on the examined life for ourselves. From my parents to my college professors, I think I was uniquely surrounded with people who had a really big picture of what education should be: it's not merely the formation of skill sets, it's the cultivation of a whole human person. A child's education is where we can best train them to see themselves as a united whole; a body, soul, and mind that can do great good, can know deep truths, can accomplish great things, can serve their community, and can love deeply. These are the only goals worth spending their one precious childhood on, and yet we often act as if they just really need to learn math facts to get a job someday. They need to learn math facts, but that's just a little slice of the big picture. I was always told to think bigger, and now know I'm supposed to help kids and parents think bigger too.
MSA: Describe a specific change project you have been a part of. What were the main obstacles? How did you overcome them?
Cate: Founding a school changes a whole lot of lives. When we started The Saint Constantine School, we wanted to build a place where children could live days that were undeniably good, days that they recognized and knew to be good and were happy in. Our families come to us from all backgrounds, both educationally and socioeconomically, but they share a common desire to see their kids flourish at school. And we're designed to help kids flourish by working with both their natural development and the great patterns of education that have shaped humans for thousands of years. Our students learn Greek and Latin starting in the 2nd grade, but they also spend nearly two hours a day outside in free, creative, and uninhibited play. They read hard books and they play in the mud. They all take choir and art, but they also all garden and take care of our chickens and goats. High schoolers can take free periods to do their homework (because there's a lot of it), but they can also spend that time playing basketball with their friends or meeting with professors. Often, when a student gets to our school from a more conventional environment, they don't know what to do with the free, outdoor play time offered them. It takes them a few days, sometimes a few weeks, to rebuild the ability for self-directed, creative play. Our school is oriented toward taking a child from childhood to adulthood, and helping them grow in autonomy, understanding, self-knoweldge, and knowledge of God and the world. This means that they have to also be given the chance to grow in agency and moral formation. And students at the Saint Constantine school do that through play, discussion, and school work.
MSA: What does "learning in community" mean to you? How do you stay connected and in-the-know about all things education?
Cate: Learning can only really be done in community. We learn from people and with people. Children in particular can only really thrive and grow when they feel safe, connected, and loved. And it's only people that can do that. A robust, united community does that. I don't pretend to be in the know about all things education, but I do think it's all educators' jobs to think much more seriously about the communities we provide for our kids. Schools have the ability to rebuild communities of people that have grown more lonely than any people before them. Schools could be hubs where children and families know one another, are cared for, and are connected to their neighborhoods and their neighbors. I often wonder what would happen if schools began to think of community building as one of their top priorities. I think they'd see a massive transformation in their students ability to succeed in school. Learning in community is everything!
MSA: What is one thing about the current state of education that worries you or excites you?
Cate: We live in an exciting time because we live in an unprecedented one. More people have more access to technology and leisure and freedom than ever before, which means education is more important than it has ever been. Education is going to be upended one way or the other as technology advances, and my suspicion is it's going to push us towards changes that could be disastrously bad or wonderfully good. Those changes could result in further alienation, disparity, and loneliness (which is what will happen if we continue to tie children to computers), or it could give us an unprecedented opportunity to give more children an education that is focused on human flourishing, not just getting by. We could create schools that emphasize the formation of the whole child into the glorious and beautiful thing that is the human being. We are not what we will do for work someday. We are so much more than that, and we need to design school programs that see every child as deeply valuable, uniquely created, and beautifully ready to do great good if they're given the tools and time to do it.
MSA: Thank you for sharing your change story with us Cate!
Contact: scott@innovationfellowship.org | Linked In
Meet Scott Smoler
Scott Smoler, Founder, Head of School
MSA: Tell us a little about yourself. How did you land in the world of education and what has your journey entailed?
Scott: I first ventured into education when exploring schooling options for my two children. Reflecting on my own educational experiences, I sought an approach that tapped into their natural motivations and personal interests. This led me to choose the Montessori School of Tokyo. However, as I was considering future high school options, I realized there was no existing model that emphasized authentic, project-based learning tailored to students' interests and strengths. Driven by a desire to create such an environment, I collaborated with the UWC ISAK Japan international high school to pilot a unique program for their 10th-grade leadership class, which was a great success. The success of this project, coupled with the absence of a high school that embodied these principles, and the support of like-minded co-founders, culminated in the creation of The Innovation Fellowship. My journey in education has been deeply personal and driven by a commitment to fostering environments where students can thrive by engaging in meaningful, passion-driven learning experiences.
MSA: Thanks for sharing that with us. What were important early influences that shaped who you are as a teacher / leader ?
Scott: My journey was profoundly shaped by a dissatisfaction with traditional schooling, where I often found the work uninteresting and lacking relevance. This realization became even clearer once I entered the workforce and discovered the joy of engaging in meaningful, authentic tasks. I realized the importance of authenticity and purpose in work, which traditional schooling often lacks, focusing instead on simulated tasks just for generic skill development and knowledge acquisition. Another crucial influence was my professional experience, where I witnessed firsthand the value of coaching and mentorship. These experiences taught me that the methods we use to guide students should not be so different from those used by mentors in the professional world. Altogether, these influences inspired me to create a learning environment that prioritizes real-world relevance, student interests, and personal growth.
MSA: Describe a specific change project you have been a part of. What were the main obstacles? How did you overcome them?
Scott: One significant change project was, prior to starting TIF, my involvement with UWC ISAK Japan, where I helped reimagine their Grade 10 Leadership Program. Initially, I had many ideas about how to improve high school education but lacked a platform and access to students. After connecting with a UWC ISAK board member, I was invited to join the task force responsible for redesigning the program. The main obstacle was aligning my ideas with the school's values and getting buy-in from stakeholders. By directly engaging with each task force member, incorporating their feedback, and collaborating closely with the program's main coordinator, we successfully implemented a new, impactful curriculum grounded in my ideas. This experience ultimately inspired me to expand the program and create TIF, a school dedicated to authentic, student-centered education.
MSA: What does "learning in community" mean to you? How do you stay connected and in-the-know about all things education?
Scott: "Learning in community" means expanding the educational experience beyond the classroom. At TIF, students start by engaging in "zero-to-one" projects based on their passions. Once they validate their interests, we connect them with external mentors who are experts in those fields. This not only provides students with valuable knowledge and guidance, but also gives them access to professional platforms. In turn, mentors feel a connection to our school, creating a network of support. As we grow, this model can foster a thriving community of diverse professionals and engaged learners, enriching the educational landscape.
MSA: Speaking of growing, what is a critical topic / question in education that everyone will have to attend to in the future?
Scott: A critical question facing education is how to future-proof learning in a rapidly changing world. With exponential advancements in technology, especially AI, the traditional model of education is being challenged. Schools must rethink what knowledge and skills are essential. At TIF, we tackle this by making education hyper-personalized and aligned with the latest global developments. By anchoring learning in students’ passions and connecting them with cutting-edge fields and companies, we ensure that the skills and competencies they develop are always relevant. This approach keeps education dynamic and prepares students for the uncertainties of the future.
MSA: Thank you for sharing your change story with us Scott!
Contact: scott@innovationfellowship.org | Linked In
Meet Aidan Kelly
Aidan Kelly
Program Director, Lift All Boats
MSA: Tell us a little about yourself. How did you land in the world of education and what has your journey entailed?
Aidan: My first two years as a teacher, I worked at a school that was very, very bad because it was designed to be very, very bad. It was a GED program for high-school aged students where no one got a GED. Students had to formally drop out of school to attend, so it was a one-way street; once they came to us, they weren't allowed to transfer back to a normal high school. Most of the faculty said terrible things about our students--they called them lazy, stupid and worse--and made little effort to teach them. There was another TFA teacher at this school, Joy, and in our second year, we asked if we could run a self-contained academy: the students assigned to us would get all their academic content from me or Joy. We were told the statewide GED passage rate from schools like ours was 6%; at our school, recently, it was 0%. That year, 50% of our students got their GED, and more passed the test the next year when they became old enough to test. And we didn't know ANYTHING; we just worked as hard as we could, kept trying new things, collected and responded to data, and kept telling our students we believed in them. There was nothing wrong with our kids. They just needed the adults responsible for their education to give them what they needed to flourish.. I think about that experience a lot. I took away two lessons that still drive me: 1) don't underestimate what students can do. If they have a history of failure, it's because they have a history of being failed. If they're properly supported, they have the chance to thrive. 2) don't underestimate how comprehensively a system can fail young people. The floor is very, very low. The vast majority of educators love their kids and work hard on their behalf, and no one enters the profession to fail kids. Nevertheless, schools like the one I worked at exist, and they don't exist entirely by accident.
MSA: Thanks for sharing that with us. Could you describe a specific change project you have been a part of. What were the main obstacles? How did you overcome them?
Aidan: Coming out of the pandemic, a lot of the schools in the network I worked for were describing the struggles they saw from their new employees, especially from new or early career teachers. They seemed to be struggling to follow expectations, to mesh with their schools' cultures, to grow and take coaching like we expected them to. Everyone was confused and upset: these weren't bad people, and they weren't trying to be difficult, but a lot of them were unsuccessful, unhappy, and leaving their roles. It was a talent churn we couldn't afford. I decided to take a swing at an orientation week, in the summer, for new and early-career teachers. As I planned, I interviewed current employees who were early in their careers, both folks who were successful and thriving and those who were not. The differences were stark, but not in the way I expected: while I went into the interviews looking for disparities in placement (was there a grade level or content area that was simply too difficult for new folks to handle?), I found disparities in behavior. Both groups found their first years in the network to be very difficult, but the thrivers tended to actively seek out feedback, and then implement that feedback, which meant they got more feedback, which meant they got better and built strong mentee-mentor relationships with veteran teachers. The teachers who were struggling largely did not have those relationships, got less feedback, and worried that the feedback they did get came because of poor performance. In short, the thrivers were doing things that we used to *explicitly teach people to do*--to reach out for feedback, to implement it, to express gratitude for it. Without realizing it, as we reopened from the pandemic, we had dropped most of our "this is who we are, these are the behaviors we value because they lead to success for kids" language. The one school that had kept that sort of messaging had--you guessed it--a largely successful group of new teachers. So, I completely changed the focus of this orientation week. I cut most of the content I had written up to focus on a few foundational planning and delivery skills, with tons and tons and tons of examples and stories and messaging around feedback: why we value it, how to ask for it, what to do when you get it. I brought in successful new teachers, going into their second or third years, to share their journeys and advice and to emphasize the importance of seeking to learn from veteran teachers. Almost immediately, I heard from schools that new teachers were having an easier time adapting to their roles, that they sought out feedback, that they were easier to coach and grow. I find most of our change projects can be approached this way: find the bright spots, learn what they're doing, make those lessons explicit, teach them and reinforce them. Adults, just like kids, want to be successful and do well if they can!
MSA: What author / book / podcast has played an important role in your development? What are 1-2 valuable nuggets of wisdom you have gleaned?
Aidan: I think a lot about Daniel T. Willingham's _Why Don't Students Like School?_. The book attempts to make brain science accessible and applicable to teachers, and the first time I read it, I had an "a-ha!" moment every few pages. It revealed why some of my units and lessons and strategies really seemed to click with students, and why others fell flat. There are core parts of my approach to teaching--the importance of challenge, how the strategic use of rote learning supports the development of complex thinking, how to consider the strengths and limitations of working memory when introducing new material--that really took root when I read or re-read _WDSLS_.
MSA: What is a critical topic / question in education that everyone will have to attend to in the future?
Aidan: It's going to be critical for educators to ensure that the educational benefits of artificial intelligence accrue to all students, not just those who are already furthest ahead and most prepared for the world they are about to inherit. For instance, we are not far from students having access to custom AGI tutors who can personalize content better than any human instructor. There are many students in our classrooms who will take to these tools immediately. But there are others who will struggle to marshal the motivation and attention needed to drive their own learning in this way. A lot of the writing and thinking that imagines or plans for this future either ignores this group of students or problematizes them (these are the students "holding others back," or who "are not learning anyway"). It's going to take lots of good teaching to set these students up for success, using a combination of techniques we know and ones we'll have to come up with. Most of all, it's going to take a commitment to their success, to the belief that it's our responsibilities to help all students thrive, and to intervene whenever a student is at risk of falling behind, regardless of the mode of instruction.
MSA: Thank you for sharing your change story with us Aidan!
Contact: m.aidan.kelly@gmail.com | Linked In
Meet John D’Adamo Ph.D.
John D'Adamo, Ph.D.
Assistant Head of School / Head of Middle & Upper School - York Country Day School (York, PA)
MSA: Tell us a little about yourself. How did you land in the world of education and what has your journey entailed?
John: My Dad was a teacher and my Mom was an school administrative assistant, so I pretty much grew up in school buildings. I was always around teachers and other education professionals as a young person, and quickly developed the idea that I would be a teacher when I grew up. After majoring in English/Secondary Education in college, I landed my first job teaching high school English. I stayed there for 10 years, and still think of myself as a teacher when I look in the mirror. However, I did make the move to admin at that time, serving as an assistant principal and then principal at several schools over the next 13 years. It's been a wonderful journey that has led to valuable lessons and cherished relationships!
MSA: Thanks for sharing that with us. Could you tell us what motivates you to work in the field of education?
John: I believe that teaching is fundamentally an act of optimism. We believe that our efforts to connect with a student have the capacity for success and the potential for lifelong impact. That is a big deal! That underlying belief has the ability to change the world every single day.
MSA: Could you describe a specific change project you have been a part of. What were the main obstacles? How did you overcome them?
John: Like so many school administrators, I was at ground zero when COVID hit. As a principal and head of school at the time, I had to guide our community through that period of massive and sudden change. We had to identify funding, training, and communication vehicles that previously did not exist. We had to shape those resources into something new that no one at the time knew how to build. We overcame the tremendous obstacles in that moment by relying on community and trusting each other. We focused on the mission and what mattered most - our students and our staff. Lifting each other up become priority number one - just as it should even when it's not a pandemic!
MSA: What does "learning in community" mean to you? How do you stay connected and in-the-know about all things education?
John: "Learning in Community" is about staying connected. Recognizing that one person alone does not have all of the answers about education. We must continue to reach out to new sources of knowledge and growth in order to continually improve and learn. I keep topics of interest on my radar online and in social media, and I set aside regular time to discuss ideas with those in my circle. I also keep asking who else needs to be in my circle!
MSA: What is a critical topic / question in education that everyone will have to attend to in the future?
John: Generative artificial intelligence will be the biggest game changer of this era of education. When we look back at this period in history, it will be clear that it was a turning point for so many aspects of society. Educators must not sit out this conversation! It is imperative that we participate in the ongoing dialogue about this paradigm-shifting technology and how it will impact the lives of our students and our communities.
MSA: Thank you for sharing your change story with us John!
Contact: jdadamo1@ycds.org | Linked In
Meet Justin Cerenzia
Justin Cerenzia
Buckley Executive Director, Center for Teaching & Learning—The Episcopal Academy
MSA: Tell us a little about yourself. How did you land in the world of education and what has your journey entailed?
Justin: I didn't always love school—but I've always loved learning. To me, that gap highlights something crucial about how schools operate, or maybe how they ought to operate. My journey in education has been marked by saying "yes" to new challenges, staying endlessly curious, and nurturing a deep-rooted commitment to meaningful work, whatever form it takes. Above all, I’ve always prioritized viewing education from the student’s perspective, aiming to design learning experiences that resonate with their innate curiosity and potential.
MSA: Thanks for sharing that with us. Could you tell us what motivates you to work in the field of education?
Justin: I'm deeply curious, and education allows me to keep learning new things every single day—it's a job that constantly satisfies my intellectual curiosity. But beyond that, education uniquely offers a chance to make a lasting impact on the world. Every student interaction has the potential to ripple outward, influencing lives, communities, and even generations over time. That's incredibly motivating to me.
MSA: Could you describe a specific change project you have been a part of. What were the main obstacles? How did you overcome them?
Justin: A specific change project that stands out was pivoting our boarding school's entire operation during the onset of COVID-19. The obstacles? Honestly, everything—from transitioning quickly to remote learning, maintaining community and connection in a boarding environment, to navigating health protocols. We overcame these challenges by leaning hard into an experimenter's mindset, rapidly learning and adapting as we went. We communicated clearly and gave everyone the tools and space they needed to prepare. We stayed nimble, pivoted when necessary, and met uncertainty with pragmatic optimism and an unwavering belief in our community's ability to rise to the occasion.
MSA: What author / book / podcast has played an important role in your professional development? And perhaps share 1-2 valuable nuggets of wisdom you have gleaned.
Justin: Range by David Epstein has profoundly shaped my thinking and development. Epstein explores the power of being a generalist in an increasingly specialized world, emphasizing exactly why a liberal arts education matters. Two insights have particularly stuck with me: first, the immense value of joy and play in any intellectual setting; and second, the importance of approaching challenges with an intent to make sense, rather than immediately rushing to decisions. It's taught me to hold my hunches lightly, embracing curiosity and thoughtful inquiry over quick fixes or premature certainty.
MSA: What is a critical topic / question in education that everyone will have to attend to in the future?
Justin: A critical question we'll all need to grapple with is how artificial intelligence will influence the very purpose and daily practice of schools. As AI tools rapidly advance, their potential impact on teaching, learning, and assessment becomes both profound and unpredictable. But the future of education isn’t about predicting where AI will take us—it’s about intentionally designing where we want to go. It’s up to us to thoughtfully shape this integration, ensuring AI enhances rather than undermines our educational goals.
MSA: Thank you for sharing your change story with us Justin!
Contact: jcerenzia@episcopalacademy.org | Linked In