Fr. Phillip J. Brown: A Journey of Faith, Education, and Purpose

DECEMBER 2025 A Journey of Faith, Education, and Purpose

Where Vision Meets Vocation

DearReaders,

Educationismorethanacurriculum;itisapromisewemaketothefuture.Itisthebridge betweenwhoweareandwhowemightbecome.However,buildingthatbridgerequiresmore thanjustfundingorpolicies.Itrequiresleaderswhopossessararecombinationofgrit,empathy, andforesight.Inaworldthatischangingfasterthanever,theburdenonoureducational institutionsisheavy Theyareaskedtobecommunitycenters,mentalhealthsupports,and innovationhubsallatonce.Theindividualsleadingthischargearenotmerelyadministrators; theyarethearchitectsofoursociety’spotential.ItiswithgreatpridethatwepresentThe10 InspiringEducationLeaders,acollectionofstoriesaboutthosewhoareredefiningwhatit meanstolead,teach,andserve.

OurcoverstoryfeaturesFr.PhillipJ.Brown,thePresident-RectorofSt.Mary’sSeminary& University.Hispathtoleadershipwasnotastraightline,butajourneyshapedbycuriosityand faith.Startingwithaloveformusicandacareerinlaw,Fr.Browneventuallyfoundhistrue callinginthesacredministry Today,astheleaderofthefirstCatholicseminaryintheUnited States,heisdedicatedto“HumanFormation.”Hebelievesthatbeforeapersoncanleada community,theymustfirstunderstandthemselves.Byfocusingonqualityoverquantityand balancingintellectualdepthwithemotionalmaturity,Fr.Brownisshapinganewgenerationof compassionateservantleaderswhoarereadytomeetthechallengesofthemodernworldwith integrityandgrace.

JoiningFr.Browninthiseditionisagroupofdynamicsuperintendentswhoaretransforming theirrespectivedistricts.WeareproudtofeaturethestrategicvisionofDr.DanLinford, SuperintendentofDavisSchoolDistrict;thecommunity-focusedleadershipofDr.Chrystal Mayfield,SuperintendentofStrasburgC-3SchoolDistrict;thededicatedserviceofRayKellar, SuperintendentofDunsmuirHighSchool;andtheinnovativeapproachofDr.ChipKay, SuperintendentofColumbusPublicSchools.

Theseleadersremindusthatwhetherinapublicschooldistrictorahistoricseminary,theheart ofeducationremainsthesame:theunwaveringbeliefinthepotentialofthehumanspirit.

HappyReading!

Pankaj Gholap Managing Editor

From The Editor’s Desk

People Behind This Issue

Publisher: Archana Ghule

Editor–in–Chief: Vikram Suryawanshi

Managing Editor: Pankaj Gholap

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Cover Story

Fr. Phillip J. Brown www.stmarys.edu

Dr. Alphonso Ogbuehi www.jcsu.edu

Dr. Chip Kay www.columbuspublicschools.org

Dr. Chrystal Mayfield www.strasburg.k12.mo.us

Dr. Dan Linford www.davis.k12.ut.us

Dr. Norman D. Hall www.simpsonu.edu

Dr. Greg Mosier www.kckcc.edu

Mirta Martin www.ferrum.edu

Linda G. Mills www.nyu.edu

Ray Kellar www.dunsmuirhigh.k12.ca.us

A Journey of Faith, Education, and Purpose

Educationoftenfindsitstruestformin thelivesofthosewhoneverstop learning.Somepeoplebegintheir journeyswithcleardirection,whileothers discovertheirpurposethroughexplorationand change.Fr.PhillipJ.Brown,President-Rector ofSt.Mary’sSeminary&Universityin Baltimore,belongstothelattergroup.Hispath hasbeenshapedbycuriosity,reflection,anda steadycommitmenttoserviceandagrowing senseofvocationrootedinhisCatholicfaith.

WhatbeganasaloveformusicattheUniversity ofMichigangraduallyturnedintoadeeper calling.Afterearninghisdegreeinmusicand teachingpianoprivately,FatherBrownentered lawschoolandspentsixyearsinlegalpractice. Yet,thepulltowardsomethingmoremeaningful ledhimtothesacredministry.Servingasa pastorandhighschoolchaplainopenedhiseyes totheneedsandpotentialofyoungpeopleanda lifeofserviceintheChurchanditseducational mission.Thiscommitmenttoeducationaligns withhisidentityasaSulpicianpriest(P.S.S.),a societydedicatedtoseminaryformation.

Thoseyearstransformedhisoutlookandignited alifelongdevotiontoeducation.Later,hiswork incanonlaw,seminaryformation,andleadership atSt.Mary’sfurtherstrengthenedthatpurpose. Inspiredbythementorswhoshapedhisown growth,Fr.Browncontinuestoguidestudents withthesameintegrity,empathy,anddedication thatonceinspiredhim.

LeadingwithFaithandPurpose

Fr.Brown’sroletodaybridgesleadershipand mentorshipinequalmeasure.Servingasboth CEOandpastoroftheseminarycommunity,he balancesthedemandsofadministrationwiththe heartofateacher “It’s a challenging role with many diverse responsibilities,” heshares, reflectingonthedepthofhiswork.

Hisjourneyreachedtwodefiningmoments whenhewasappointedRectorofTheological CollegeinWashington,whereheonce studied,andlaterasPresident-RectorofSt. Mary’sSeminaryinBaltimore.Foundedin 1791,thefirstCatholicseminaryintheUnited States,St.Mary’sholdsahistoricplacein AmericanCatholiceducation,alegacyFr. Browncontinuestoupholdwithpride andpurpose.

ShapingtheNextGenerationof ServantLeaders

Thelongest-servingseminaryrectorinthe country,Fr.Brown’sleadershipcenterson formingpriestswhocombineintellectual depthwithgenuinecompassion.Hisfocushas beenonshapingpastorswhocanguidetheir communitieswithwisdom,empathy,and strength. “Our goal is to prepare men who are not only well educated, but who also bring real pastoral sensitivity to their ministry,” heexplains.

Tosupportthisvision,hehasdeveloped initiativesthatfosteremotionalmaturity, characterformation,andselflessservice.Each programencouragesseminarianstogrowas menofintegritywhounderstandboththe privilegeandresponsibilitythatcomewith servingothersthroughpriestlylife.

AVisionFocusedontheFuture

Fr.Brown’svisionforSt.Mary’slooksfirmly ahead,groundedintherealitiesoftodayand thepossibilitiesoftomorrow.Hebelievesthe strengthofaseminaryliesnotinitsnumbers butinthedepthofitsformation. “We are focusing on quality, not quantity,” hesays.

Hisstrategyisto“right-size”theprogram, creatingamodelthatreflectstheChurch’s currentneedsratherthanlongingforapast era.Withthisapproach,Fr.Brownaimsto preparepriestsequippedforthechallengesof modernministry,readytoservecommunities withpurpose,andconfidenttheyhavemadea lastingdifference.

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Show your appreciation; provide people with what they need to succeed; make it your job to remove the obstacles to other peoples’success.

FormingtheWholePerson

ForFr.Brown,genuinepreparationfor priestlylifebeginswithhumanformation, thefoundationuponwhichallotheraspects ofministryrest.Hebelievesthatbeforea mancanserveothers,hemustunderstand himself,cultivateemotionalmaturity,and develophabitsthatsustainbothhisspirit andhiswork. “Human formation is key to our goals,” heexplains. “It’s where character, balance, and purpose take shape.”

AtSt.Mary’s,thisformationintegratesthe human,spiritual,intellectual,andpastoral dimensionsofapriest’slife.Seminarians areencouragedtobuildsteady,healthy routines,nurtureadeepprayerlife,and remainlifelonglearners.Theprogramhelps themtemperenthusiasmwithrealism, learningtoembracethejoysandchallenges ofministrywithhumilityand self-awareness.

Ultimately,thegoalisnotonlytopreparecapablepriestsbutto formwholepersons:menofintegritywhoservefreely, joyfully,andwithlastingbalance.

BridgingTraditionandPractice

Fr.Brownplacesstrongemphasisonecumenisminhis teaching,seeingitasbothadutyandanecessity. “The divisions among Christians are a scandal to the world and hinder the mission Christ entrusted to us,” hesays.He encouragesstudentstoapproachoneanotherwithrespectand love,regardlessofdifferingperspectives.

Inhiscanonlawcourses,Fr.Browngoesbeyondthetechnical details.Heconnectstheprinciplestoreal-worldministry, helpingfuturepriestsunderstandhowChurchlawshapestheir dailyresponsibilitiesandinteractions,andpreparingthemto servetheircommunitieswithwisdomandpracticalinsight.

BalancingScholarshipandService

Fr.Brown’sscholarshipfocusesonapplyingChurchlawin waysthatareboththoughtfulandpastorallysensitive.He explorestherelationshipbetweenChurchandcivillawandhas workedextensivelyonstructuringCatholicinstitutions, particularlyschools,tostrengthentheireducationalmission. “The most important work is finding ways to support these institutions so they can continue serving their communities,” heexplains.

Alongsidehisacademicwork,Fr.Brownhas facedpersonalchallenges,includingdiscerning God’scallamidsignificantresponsibilitiesand navigatingthedifficultiestheChurchhas encounteredinrecentdecades.Theseexperiences haveshapedhisresilienceandcommitment toservice.

EnvisioningaBalancedEducation

IfFr.Brownhadunlimitedresourcestoinfluence publiceducation,hewouldfocusoncreatinga morebalancedcurriculum. “Arts and humanities need equal weight alongside science and career preparation,” hesays.Hisvisionincludes developingstudentsaswell-roundedindividuals ratherthansolelyemphasizingachievement.

Healsoseekstoaddressthedisproportionaterole ofathleticsinschools,aimingtocultivate environmentswhereintellectual,artistic,and personalgrowtharevaluedequallyalongside physicalaccomplishments.

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Be sure to inwardly recognize and celebrate your own successes, even when they’re not evident to others.

LookingAheadtoRetirement

Fr.Brownplanstobeginsemi-retirementin 2026,shiftinghisfocustowardscholarship, writing,andpersonalpursuits. “I hope to explore academic and popular writing on priestly formation and key issues in canon and civil law,” heexplains.Healsolooks forwardtodedicatingmoretimetomusic andcomposition,reading,andenjoying hobbieslikegolf,swimming,andoutdoor activities.Thisnextchapterpromisesa balanceofintellectualengagementand personalfulfillmentafterdecadesof leadershipandservice.

FindingBalanceamidDemands

Fr.Brownacknowledgesthatwork-life balancecanbedifficult,especiallyfor educatorsandadministrators.He emphasizesfocusandknowingwhentostep back. “If a task comes at the expense of your health, it's not worth it,” heexplains.He alsofollowsasimplephilosophy: “If there’s a solution, solve it; if not, why worry? Stop worrying and get a good night's sleep.” Theseprincipleshelphimmaintainclarity, energy,andwell-beingwhilemanaginga demandingrole.

LeadingwithPatienceandRespect

Fr.Brown’sleadershiprestsondisciplined patienceandgenuinerespectforothers. “Most problems solve themselves if you give them time,” heexplains.Hebelievesthateveryoneistrying theirbestandthataleader’sroleistoprovide support,removeobstacles,andcreatethe conditionsforotherstosucceed.Successasa leaderoftenshowsupastheaccomplishmentsof thoseyouguide.Fr.Brownemphasizesthe importanceofacknowledgingtheseachievements whilequietlycelebratingone’sowncontributions, whichwillfosteracultureofappreciation, growth,andlastingimpact.

Kid Entrepreneurs

Kidentrepreneursarenotsimply youngerversionsofadultfounders. Theyrepresentafundamentalshift inhowlearning,creativity,andleadershipare developinginthemodernworld.

Withearlyaccesstotechnology,online learningplatforms,andglobalinformation, childrentodaylearnbydoing.They experiment,testideas,failearly,andimprove oftenoutsidetraditionalclassrooms. Entrepreneurshipbecomesanextensionof educationratherthanaseparatecareerchoice.

Whatmakeskidentrepreneursespecially importantistheirabilitytoconnectlearning withreal-worldimpact.Whetherthrough technology,sustainability,digitalmedia,or educationitself,theseyounginnovatorsshow howproblem-solving,curiosity,and responsibilitycandevelopatanearlyage. Theirjourneysoffervaluableinsightsintohow future-readyeducationsystemscannurture skillsthatmatterbeyondexamsanddegrees.

HowThisListofKidEntrepreneurs WasCurated

Thislistofkidentrepreneurswascurated usingstricteditorialandeducationalcriteria alignedwithglobaleducation journalismstandards.

Eachindividualfeaturedmeetsthe followingbenchmarks:

• Agerelevance:Allentrepreneursareunder18andbelongtotoday’sgeneration

• Verifiablerecognition:Coveredoracknowledgedbycrediblemedia, education,orinnovationplatforms

• Educationalvalue:Theirjourneysdemonstrateappliedlearning,critical thinking,creativity,orsocialimpact

• Globalbalance:Representationacrossregions,includingIndiaandmajor innovationhubs

Thisarticleprioritizeslearningoutcomesandleadershipdevelopmentover popularityalone.

3. ShubhamBanerjee (USA)–InventorofBraigo

Atjust12yearsold,Shubham BanerjeelearnedthatmostBraille printerscostthousandsofdollars, makingtheminaccessibletomany visuallyimpairedpeopleworldwide.

UsingaLegoMindstormskit,he builtalow-costBrailleprinter calledBraigo.Hisinnovation attractedglobalattentionand fundingsupportfrommajor technologyleaders.

HereArethe10KidEntrepreneursShapingtheFuture

1. MikailaUlmer(USA)–FounderofMe&theBeesLemonade

MikailaUlmerwasjust4yearsoldwhenshewasstungbytwobeesinthesame week.Insteadofdevelopingfear,shedevelopedcuriosity Withhelpfromher grandmother,sheresearchedbeesandlearnedabouttheirimportancetothe ecosystemandhowendangeredthey’vebecomeinthepresenttimes.

Usinghergreat-grandmother’sflaxseedlemonaderecipe,shestartedselling lemonadesweetenedwithhoneyinsteadofsugar.Aportionoftheprofitswent towardsavingbees.

WhatbeganasasmallneighborhoodstandgrewintoMe&theBeesLemonade,a brandnowsoldinmajorU.S.retailers.Mikailagainednationalrecognitionafter appearingonSharkTankandreceivingmentorshipfrombusinessleaders.

Herjourneyshowsthatentrepreneurshipdoesn’thavetostartwithprofit;itcanstart withpurpose.Mikaila’ssuccessliesinconnectingasimpleproducttoameaningful cause.

2. AlinaMorse(USA)–FounderofZollipops

AlinaMorsewas7yearsoldwhensheattendedabankeventandwasofferedcandy, followedbyareminderfromherparentsaboutsugaranddentalhealth.Insteadof acceptingthiscontradiction,sheaskedasimplequestion:Whycan’tcandybegood foryourteeth?

ThatquestionledtothecreationofZollipops,sugar-freelollipopsthathelpreduce acidityinthemouth.Withguidancefromherparentsanddentists,Alinadevelopeda productnowsoldinthousandsofstores.

Zollipopsarealsousedinschoolsandhospitals,makingAlinaoneoftheyoungest entrepreneurstoblendhealth,education,andbusinesssuccessfully.

Herjourneyprovesthatcuriositypairedwithguidancecanturneveryday observationsintoimpactfulventures.

Shubham’sworkfocusesnoton disruptionforprofit,but accessibilitythroughinnovation.

Hisstoryshowshow problem-solvingskillstaughtin classroomscantranslateintolifechangingtechnologywhenstudents areencouragedtothink beyondgrades.

4. RyanKaji(USA)–Creatorof Ryan’sWorld

RyanKajistartedreviewingtoyson YouTubeattheageof4,guidedby hisparents.Whatbeganassimple videosgrewintoRyan’sWorld,one ofthemostinfluentialchild-led mediabrandsglobally

Beyondentertainment,Ryan’sbrand nowincludeseducationaltoys, books,sciencekits,and learning-basedcontentforchildren.

WhileRyandoesnotmanagethe businessalone,hisroleasacreator highlightsanewformof entrepreneurship,content-driven digitalenterprises.

Hisjourneyreflectshowcreativity, whenstructuredresponsibly,can becomeapowerfuleducationaland businessplatform.

5. MoziahBridges(USA)–Founderof Mo’sBows

MoziahBridgeslearnedtosewbowties fromhisgrandmotherattheageof9.When hecouldn’tfindbowtiesheliked,hemade hisownandbegansellingthem.

Mo’sBowssoonbecameafashionbrand wornbycelebritiesandfeaturedinmajor retailoutlets.MoziahappearedonShark Tankandsecuredmentorshipratherthan immediatefunding,focusingonlearning thebusiness.

Hisjourneyemphasizescraftsmanship, branding,andpatience,qualitiesoften overlookedinfast-scalingstartupculture.

6. SamairaMehta(USA)–Founderof CoderBunnyz

SamairaMehtawasintroducedtocodingat ayoungageandquicklyrecognizedthat manychildrenfindprogramming intimidating.Tosolvethis,shecreated CoderBunnyz,aboardgamethatteaches codingconceptsthroughplay

Thegameisnowusedinschoolsand learningprograms,makingSTEM educationmoreaccessibleandenjoyable.

Herworkhighlightshoweducation innovationdoesn’talwaysrequire screens;itrequiresunderstandinghow childrenlearnbest.

7. IsabellaRoseTaylor(USA)–Founder ofIsabellaRoseTaylorBrand

IsabellaRoseTaylorlaunchedherfashion brandat12yearsold,blendingdesign, entrepreneurship,andeducation.Herwork wasshowcasedatNewYorkFashionWeek, andshecontinuedhereducationwhile buildingherbrand.

Isabella’sjourneyreflectsthebalance betweencreativeambitionand academicgrounding.

Herstoryreinforcesthatentrepreneurshipdoesnotrequirechoosingbetween educationandenterprise;theycangrowtogether

8. NickDobroshinsky(USA)–TeenAIEntrepreneur

Nickbeganexploringartificialintelligenceat16,drivenbyadesiretomake learningmoreinteractiveandpersonalizedforstudents.Heco-foundeda platformthatusesAItoolstohelpstudentsgraspcomplexconceptsinmath andscience.

Hisinitiativehasreceivedrecognitionfrommajortechnologypublications andeducationalforums,highlightingthegrowingroleofteenagersin EdTechinnovation.

Nick’sjourneydemonstrateshowtechnicalcuriosity,whencombinedwith mentorshipandpracticalapplication,cancreatesolutionsthatimpactlearning atscale.Hisworkreflectsthatageisnobarriertocontributingmeaningfully totechnologyandeducation.

9. RaghavArora(USA)–Co-Founder,TeenAIStartup

At17,RaghavAroraco-foundedastartupthatappliesmachinelearningto personalizestudentlearningexperiences.Byanalyzinglearningpatterns,his platformhelpsstudentsimproveattheirownpace,makingeducationmore effectiveandengaging.

Raghavhasbeenfeaturedincredibletechandeducationpublications,earning recognitionforapplyingAItoreal-worldeducationalchallenges.

Hisjourneyunderscoreshowmodernlearningisbecominginterdisciplinary, blendingcoding,datascience,andpedagogy.Raghav’sworkshowsthatteen entrepreneurscaninnovatesolutionswithbothsocialandeducationalimpact.

10. AlbyChurven(Australia)–FounderofTeen AIInitiative

AlbyChurven,atjust14yearsold,launchedayouth-led initiativetoteachAIandcodingfundamentalstoschool students.Hisprogramfocusesonhands-onprojectsthat maketechnologyaccessibleandfunforpeers,bridginggaps intraditionalclassroomlearning.

Theinitiativehasbeenacknowledgedbyeducational journalsandtechnologyplatformsforitsinnovative approachtopeer-to-peerlearning.

Alby’sstoryillustrateshowleadership,collaboration,and purpose-driveninnovationcandevelopinchildrenwhen theyaregiventherighttoolsandautonomy.Hiswork highlightsthatyounginnovatorscanmeaningfully contributetoshapingthefutureofeducation.

TrendingNow: EcoWala:YoungFoundersImpress BusinessLeaders

RecentlyhighlightedbyHarshGoenkaonTwitter,Eco Wala,foundedbythreeIndianteenagers,iscreating sustainablesolutionsforwastemanagementand environmentalawareness.Theirworkintegratesscience, design,andcommunityimpact,makingthemaninspiring additiontotheworldofkidentrepreneurs.

EcoWalashowsthatevencurrentschoolprojectscanevolve intoimpactfulventures,reinforcinghowlearning,creativity, andsocialresponsibilityintersectinmodern youthentrepreneurship.

KeyTakeaways:WhatKidEntrepreneursRevealAbout ModernEducation

1. Practicalapplicationaccelerateslearningmorethan theoryalone

Kidentrepreneurslearnfasterbecausetheyapplyideas immediately,whetherthroughbuildingproducts,managing money,orcommunicatingwithcustomers.Thisshowsthat educationbecomesmoreeffectivewhenknowledgeisused, notjustmemorized.

2. Earlyaccesstoresourcesshapescapability, notage

Thesestoriesdemonstratethatwhenchildrenaregivenaccess totools,mentorship,andlearningopportunitiesearly,they developadvancedskillsregardlessoftheirage.Exposure,not maturity,isoftenthe decidingfactor.

3. Modernlearningisinherentlyinterdisciplinary

Kidentrepreneursrarelyworkwithinasinglesubject.Their journeyscombinetechnology,creativity,communication,and basiceconomics,highlightingtheneedforeducationsystems thatencourage cross-disciplinarythinking.

4. Ownershipbuildsconfidenceand leadershipnaturally

Runninginitiativesorbusinessesteacheschildren responsibilityanddecision-making.Whenlearnersaretrusted withownership,leadershipskillsdeveloporganicallyrather thanthroughinstructionalone.

5. Purpose-drivenlearningcreates deeperengagement

Manykidentrepreneursaremotivatedbysolvingmeaningful problems,health,sustainability,oreducation.Purposegives learningdirection,makingchildrenmorefocused,motivated, andinvestedinlong-termoutcomes.

FinalNote

Aseducationsystemsworldwidecontinuetoevolve,kid entrepreneursoffervaluableinsightintothefutureoflearning andleadership.Theirjourneysdemonstratethatwhenchildren aregivenaccess,autonomy,andencouragement,theydonot merelyprepareforthefuture;theybeginshapingit

-ShadabMestri

Ineducation,trueleadershipoftenbeginsfarfrom thesuperintenden’soffice.Itstartsinclassrooms filledwithquestions,curiosity,andthedaily challengeofreachingeverychild.ForDr.Chrystal Mayfield,that’swhereherstorytookshape.Longbefore sheledtheStrasburgC-3SchoolDistrict,shewasthe teacherrollingoutbasketballsinthegym,guidinghealth lessons,andwatchingyoungmindslightupwhen learningmadesense.Shealsospentmanyseasons coachingVarsityVolleyballandSoftball,bringing teamworkanddisciplinetolifeonthecourtandfield.The lasttenyearsofherteachingcareerwerespentinthe middleschoolscienceclassroom,whereherlovefor discoveryandhands-onlearninginspiredstudentsdaily

Hercareerbeganin1997,afterearningaB.S.in EducationfromMissouriWesternStateUniversity.Those earlyyearsgroundedherinwhatmattersmost: connection.Hercreativityinteachingsoonearned recognitionthroughtheMOAPHERDExemplary PhysicalEducationProgramAwardandtheMissouri STOMExcellenceinTeachingMiddleSchoolScience Award.Mostrecently,Dr.Mayfieldwashonoredasthe MissouriK-8AdministratoroftheYear.Butevenasher classroomthrived,shefeltthepulltoleadchangeona broaderscale.

Thatdriveledhertopursueadvanceddegreesin educationalleadership,culminatinginanEd.D.from WilliamWoodsUniversity.Herdissertation, The Power of Voices: The Female Perspective of the Superintendency, becameareflectionofhermission,whichistoleadwith empathy,equity,andconviction.Today,as SuperintendentofStrasburgC-3,Dr.Mayfield continuestoturnthoseidealsintodailyaction.

LeadingwithIntentandIntegrity

AsSuperintendent,Dr.Mayfieldwears manyhats,eachtiedtoasinglegoal, creatingthebestpossiblelearning experienceforeverystudent.Sheoversees curriculum,budgeting,staffdevelopment, andcommunityrelationswhilekeepinga steadyfocusonacademicgrowthand studentwell-being.Collaborationis herfoundation.

Inasmalldistrict,shebelievesrelationships fuelsuccess. “When teachers, families, and the community work together, real progress happens,” shesays.Amongherproudest achievementsareexpandingSTEMand literacyprograms,aligningcurriculum acrossgradelevels,andbuildingaculture thatcelebratesbothlearningandleadership.

BuildingSystemsThatInspireLearning

Sincesteppingintoherrole,Dr.Mayfield hasledwithaclearpurpose,whichisto makelearningconsistent,engaging,and deeplyconnectedtostudentneeds.Oneof herfirstprioritieswasaligningthedistrict’s literacy,math,andsciencecurriculumso thatlearningbuildssmoothlyfromone gradetothenext.Shealsointroduceda district-wideResponsetoIntervention framework,helpingteachersidentify learninggapsearlyandtailorsupportfor everystudent.

“We use data to guide, not define, our teaching,” she explains.Fromaddingafull-timecounselorand literacyspecialisttolaunchingProjectLeadTheWay formiddleschoolSTEM,herinitiativesreflecta balancebetweenacademicrigorand emotionalgrowth.

AVisionGroundedinGrowthandCommunity

Dr.Mayfield’svisionforStrasburgC-3reaches beyondtheclassroomwalls.Lookingtoward2026 andbeyond,sheenvisionsadistrictwherestrong academicsmeetreal-worldreadiness,andwhere everystudentfeelsseen,supported,andinspiredto achievemore.Herplanfocusesonfivecore priorities:strengtheningliteracyandSTEMlearning, expandingcareerreadiness,andensuringthat technologyenhancesbothinstructionandaccess.

“We want every child to leave Strasburg prepared for the future, not just the next grade,” shesays.By pairingcleardatagoalswithacultureofbelonging andteacherleadership,Dr.Mayfieldcontinuesto shapeadistrictdefinedbybothexcellenceandheart.

EquityattheHeartofEveryDecision

ForDr.Mayfield,equityisnotaconcept;itisadaily practicewovenintoeverydecisionshemakes.Ina small,ruraldistrictlikeStrasburgC-3,shebelieves fairnessbeginswithunderstandingeachstudent’sstory Byusingdatatoidentifylearninggapsandtrack progress,herteamdirectssupportwhereitis neededmost.

“Equity means every student gets what they need to thrive,” sheexplains.Fromaddingadistrictcounselor andTitleReadingTeachertoexpandingSTEMaccess throughProjectLeadTheWay,Dr.Mayfieldensures thatopportunityreacheseveryclassroom,everylearner, andeveryhome.

MeasuringProgresswithPurpose

Dr.Mayfieldbelievesthatnumbersonlymatterwhen theytellastoryaboutgrowth.AtStrasburgC-3,she leadsacontinuous,data-drivenapproachtoimprovement whereeverydecisionconnectsbacktostudentsuccess. Teachersandadministratorsmeetregularlytoreview stateassessments,I-Readybenchmarks,andclassroom data,usingresultstoshapeinstructionandinterventions.

“Data helps us see each student clearly,” shenotes. Beyondacademics,Dr.Mayfieldtracksattendance, engagement,andschoolclimatetounderstandhow studentsfeelandfunctionwithintheirlearning environment.Theseinsightsguidethedistrict’s improvementplanandensurethatprogressremainsboth measurableandmeaningful.

LeadingthroughUncertainty

Dr.Mayfieldfacedhergreatestleadershiptestonherfirst dayasSuperintendentofStrasburgC-3inJuly2020. Steppingintoanewdistrictduringaglobalpandemic, sheconfrontedthechallengeofreopeningschools, addressinglearninggaps,andsupportingexhaustedstaff whilebuildingtrustwithinacommunitythatbarely knewher

“The first year taught me that leadership is not about having all the answers,” shereflects.Bylistening, communicatingopenly,andkeepingstudentsatthe centerofeverydecision,sheguidedthedistrictthrough uncertaintyandlaidthefoundationforacultureof collaboration,resilience,andsharedpurpose.

ReimaginingEducationWithoutLimits

IfDr.ChrystalMayfieldhadunlimitedresources,shewould reshapepubliceducationtoserveeverychild,everyfamily, andeverycommunity.Hervisionbeginswithuniversalearly childhoodeducationandwraparoundservicesthatremove barrierstolearning.Shewouldempowereducatorsthrough competitivepay,coaching,andresidency-stylementorship programs,ensuringteachersthrivealongsidetheirstudents. Personalized,project-basedlearningwouldreplaceone-sizefits-allinstruction,whilesocial-emotionaldevelopment, mindfulness,andcounselingwouldbeintegratedinto dailyroutines.

Modernclassroomswouldpromotecollaboration,creativity, andreal-worldproblemsolving.Strongcommunityandcareer connections,includinginternshipsanddual-enrollment programs,wouldpreparestudentsforlifebeyondschool.Dr Mayfieldmeasuressuccessnotonlybytestscoresbutby studentgrowthportfolios,schoolclimate,andgraduates’ readinesstothriveincollege,career,andcommunity.

LookingAhead

Afterthirtyyearsineducation,Dr.Mayfieldplanstoretirein June2026.Evenasshestepsback,hercommitmentto leadershipandstudentsuccesswillcontinue.Sheintendsto mentorhersuccessor,sharinginsightsandguidancetoensure asmoothtransitionandsustainedprogress.ForDr.Mayfield, retirementisnotanendbutachancetopassonherexperience andsupportthenextgenerationofeducationalleaders.

BalancingLifeBeyondLeadership

ForDr.Mayfield,balanceisessentialto sustainingherenergyandfocus.Shebegins eachdaywithamorningworkoutfive timesaweek,settingapositivetonefor bothworkandlife.Outsidethedistrict,she devotestimetoherfamily,cheeringonher seniordaughteratsportingeventsand nurturinglifelongfriendships.

Travelhasbecomeacherishedinterest, offeringadventureswithherhusbandof26 years.Lookingforward,sheeagerly anticipateswelcomingherfirstgrandchild inMarch2026,embracingthenextchapter withthesamecareandjoyshebringsto everypartofherlife.

APhilosophyRootedinPeople

Dr.ChrystalMayfieldbelievesthatlasting changebeginswithrelationshipsanda sharedcommitmenttogrowth.Her leadershipphilosophyfocuseson empoweringstudents,staff,andcommunity memberstoreachtheirfullpotential.She strivestofosteranenvironmentwhere everyvoicematters,innovationis encouraged,andchallengesbecome opportunities.

“When we invest in people and believe in their abilities, transformation follows,” she says.ForDr.Mayfield,trueprogressis measurednotjustinachievements,butin theconfidence,creativity,andresilience thatflourishwhenindividualsfeel supportedandinspired.

ArtificialIntelligenceisnolongeradistantconcept

discussedonlyintechnologycircles.Ithasentered classrooms,learningplatforms,andacademic institutionsaroundtheworld.Fromautomatedgradingsystems toAI-poweredtutoringtools,educationsystemsarerapidly adaptingtointelligenttechnologies.

Atthesametime,thisshifthassparkedanimportantdebate. WhileAIpromisesefficiency,personalization,andwider accesstolearning,italsoraisesconcernsarounddataprivacy, fairness,academicintegrity,andtheroleofhumaneducators.

Aseducationsystemscontinuetoevolve,howAIisadopted todaymayshapeclassrooms,assessments,andlearning outcomesfordecadestocome.

ThisarticleexaminestheprosandconsofAIineducation, outliningboththeopportunitiesandthechallengesthatare influencinghowlearningisevolving.

WhatIsArtificialIntelligenceinEducation?

ArtificialIntelligenceineducationreferstotheuseof computersystemsthatcanperformtasksnormallyrequiring humanintelligence.Inlearningenvironments,AIisusedto analyzedata,recognizepatterns,makepredictions,andsupport decision-making.

CommonapplicationsofAIineducationinclude:

● Adaptivelearningplatformsthatadjustcontentbasedon studentperformance

● Intelligenttutoringsystemsthatprovidepersonalized feedback

● Learninganalyticstoolsthattrackprogressandengagement

● GenerativeAItoolsthatassistwithexplanations, summaries,orpracticeexercises

Thesetechnologiesarebeingusedacross–K12education, highereducation,andprofessionaltraining,makingAIa centralpartofmoderneducationsystems.

WhyAIIsGainingTractioninEducationSystems

ThegrowingadoptionofAIineducationisdrivenby severalglobalfactors.Educationsystemsareunder pressuretoservediverselearnersatscale,supportteachers withlimitedresources,andadapttodigital-firstlearning environments.

AIofferstoolsthatcanhelpinstitutions:

● Manageincreasingclasssizes

● Reduceadministrativeworkloadsforeducators

● Supportpersonalizedandflexiblelearningpaths

● Usedatatoimproveacademicoutcomes

Asaresult,governments,universities,andschools worldwideareexploringhowAIcanstrengthenteaching andlearningwhilealsograpplingwithitsrisks.

ProsofAIinEducation

1. PersonalizedandAdaptiveLearning

OneofthestrongestadvantagesofAIineducationisits abilitytopersonalizelearning.AIsystemscananalyzehow studentsinteractwithcontentandadjustlessonsbasedon individualstrengths,weaknesses,andlearningpace.

Thisapproachhelps:

● Studentswhoneedextrasupport

● Learnerswhoprogressfasterthantraditional classroompacing

● Diverselearningstylesandabilities

Personalizedlearningcanmakeeducationmore inclusiveandresponsive.

2. SupportforEducatorsandInstitutions

AIcanreducetheadministrativeburdenonteachersby automatingrepetitivetaskssuchasgradingobjective assessments,trackingattendance,andorganizing learningdata.

Byhandlingroutinework,AIallowseducatorsto:

● Focusmoreonteachingandmentoring

● Spendtimeonlessonplanningand studentengagement

● Useinsightsfromdatatoimproveinstruction

Ratherthanreplacingteachers,AIhasthepotentialtoactasa supportivetool.

3. AccessibilityandInclusion

AI-poweredtoolscanimproveaccesstoeducationforstudents whofacebarrierstolearning.Featuressuchasreal-time translation,speech-to-text,text-to-speech,andassistive technologieshelplearnerswithdisabilitiesorlanguage challenges.

Formanystudents,thesetoolsmakelearningmoreaccessible, flexible,andinclusivethantraditionalmethodsalone.

4. ContinuousFeedbackandLearningSupport

AIsystemscanprovideimmediatefeedbackonassignments, quizzes,andpracticeexercises.Thisallowsstudentstoidentify mistakesquicklyandlearnattheirownpace.

Additionally,AI-poweredchatbotsandlearningassistantscan offeracademicsupportoutsideclassroomhours,helping studentsreviseconceptswhenteachersarenotavailable.

1. DataPrivacyandSecurityConcerns

AIsystemsrelyheavilyonstudentdata,including performancerecords,behavioralpatterns,andpersonal information.Thisraisesseriousconcernsaboutdataprivacy, consent,andsecurity

Withoutstrongsafeguards,studentdatacanbemisused, improperlystored,orexposedtobreaches,making datagovernanceacriticalchallenge.

2. AlgorithmicBiasandFairness

AIsystemsareonlyasfairasthedatatheyaretrainedon.If trainingdatareflectsexistinginequalities,AItoolsmay unintentionallyreinforcebiasingrading,assessment,or recommendations.

Thiscandisadvantagecertaingroupsofstudentsandwiden educationalgapsratherthanreducethem.

3. AcademicIntegrityandEthicalChallenges

TheriseofgenerativeAIhasraisedconcernsabout plagiarism,cheating,andauthenticityinassessments. EducatorsfacechallengesindetermininghowmuchAI assistanceisacceptableandhowtoevaluateoriginalstudent work.

Balancinginnovationwithacademicintegrityremainsa majorissueforinstitutions.

4. Over-RelianceonTechnology

ExcessivedependenceonAItoolsmayreduce opportunitiesforcriticalthinking,creativity,and independentproblem-solving.Thereisalsoconcernthat reducedhumaninteractioncouldaffectsociallearning andemotionaldevelopment.

Educationisnotonlyaboutinformationdelivery:italso involvesmentorship,discussion,andhumanconnection.

5. InfrastructureandAccessGaps

NotallschoolsandregionshaveequalaccesstoAI technologies.Highcosts,lackofdigitalinfrastructure, andlimitedtechnicalexpertisecanpreventequitable implementation.

Thisdigitaldivideriskscreatingunequallearning opportunitiesacrosssocioeconomicandgeographic lines.

ProsandConsofAIinEducationataSystem

Level

AI-basedsystemsgobeyondindividualtoolsandinvolve integratedplatformsthatinfluencecurriculumdesign, assessmentmethods,andinstitutionaldecision-making.

Whilesuchsystemscanimproveefficiencyandinsightat scale,theyalsoraiselargerquestionsaboutgovernance, accountability,andlong-termeducationalvalues. Institutionsmustweighsystem-widebenefitsagainst ethicalandoperationalrisks.

ProsvsConsofAIinEducation:AQuickComparison

Pros ofAI in Education Cons ofAI in Education

Personalized learning experiences

Reduced administrative workload

Improved accessibility and inclusion

Real-time feedback and support

Scalable learning solutions

Data privacy and security risks

Algorithmic bias and fairness issues

Academic integrity concerns

Over-reliance on technology

Digital divide and access gaps

Ethical,Policy,andGovernanceConsiderations

GlobaleducationbodiessuchasUNESCO and theOCEDemphasizethatAIineducationmustbe human-centered,ethical,andtransparent.Clear policiesareneededtodefine:

● Howstudentdataiscollectedandused

● WhoisaccountableforAI-drivendecisions

● Howbiasandfairnessareaddressed

● WhatroleshouldAIplayinteachingand assessment

ResponsiblegovernanceensuresAIsupports educationwithoutunderminingtrustorequity.

PerspectivesfromStudents,Educators,and Institutions

StudentsoftenviewAIasahelpfullearningaid butexpressconcernsaboutaccuracyand dependence.EducatorsrecognizeAI’spotentialto savetimebutworryaboutlossofcontroland ethicalboundaries.

InstitutionsfacethechallengeofguidingAI adoptionresponsibly,balancinginnovationwith educationalvaluesandpublictrust.

HowEducationSystemsCanBalancethePros andCons

EducationsystemscanbenefitfromAIwhenitis introducedthoughtfullywithclearethical guidelinesandhumanoversight.Thisincludes:

● BuildingAIliteracyamongstudentsand educators

● Providingprofessionaldevelopmentforteachers

● Establishingclearusageguidelinesandpolicies

● Ensuringtransparencyandhumanoversight

AIworksbestasasupportsystem,nota replacementforeducators.

TheFutureofAIinEducation

AIisexpectedtoplayanincreasingrolein education,butitssuccessdependsonhowitis governedandapplied.Thefuturepointstoward responsibleintegration,strongerregulations,anda focusonenhancing,notreplacing,humanteaching.

Educationsystemsthatprioritizeethics,inclusion, andlearningqualitywillbebestpositionedto benefitfromAI.

BalancingInnovationandResponsibilityin Education

TheprosandconsofAIineducationreflecta broaderquestionabouthowtechnologyshould shapelearning.AIoffersmeaningfulopportunities topersonalizeeducation,supportteachers,and expandaccess,butonlywhenimplemented responsibly.

Aseducationsystemsevolve,thoughtfulpolicies, ethicalframeworks,andhuman-centered approacheswilldeterminewhetherAIstrengthens orchallengesthefutureoflearning.

Ineverycommunity,schoolsserveasbothmirrorsand makersofpossibility.Theyreflectthevaluesofthepeople theyservewhileshapingthefuturesofthechildrenwho walktheirhalls.ForDr.DanLinford,educationhasalways beenmorethanaprofession;itisacallingrootedingratitudefor theteacherswhoonceopeneddoorsforhim.Theirinfluenceleft himconvincedthattherightmentorcanrevealpotentialthat studentsmaynotseeinthemselves.

Thefirstinhisfamilytoearnacollegedegree,Linford experiencedfirsthandhowaccessandopportunitycanalterthe courseofalife.Heenteredtheclassroomdeterminedtocreate thatsamesparkforothers,onlytodiscoverthatleadershiproles allowedhimtoexpandhisreach.Asaprincipal,helearnedthat schoolculturecandeterminesuccessasmuchascurriculum.As aSecondarySchoolDirector,hegainedawiderlensonhow systemsoperateandhowpublictrustisbuilt.

Today,assuperintendentofDavisschoolDistrict,Linford channelsthoselessonsintodesigningstructureswhereevery childissupported,andwheresuccessisnotlefttochancebut intentionallyengineered.

ResponsibilitiesandAccomplishments

OverseeingadistrictthesizeofDavisrequiresabalanceof visionanddetail.Dr.Linfordcarriesresponsibilityfor academics,operations,finance,andstudentservices,buthe frameshisroleinsimpleterms. “I serve at the pleasure of the Board of Education,” hesays, “and I am their primary means of accomplishing their vision.” Thatvisionshapesnotonly classroomsbutalsothewaysthedistrictengageswithlegislators, families,andcommunitypartners.

Superintendent

Davis School District

Hisleadershiphasbeentestedinprofoundways. Withindaysofhisappointment,thedistrictfaced heightenedpublicattentionasnationalconversations aboutraceandequityconvergedwiththerealitiesofa globalpandemic.Fewleaderscouldanticipatesuch circumstances.ForLinford,thoseyearsbecameboth themostdifficultandthemostmeaningfulofhis career. “Three years ago, I would not have considered our legal settlement with the DOJ a defining success,” hereflects. “But today, I see it differently.”

Evenasscrutinysurroundedthedistrict,progress neverstalled.ParticipationinAdvancedPlacement coursesreachednewhighs,astate-leadingmagnet highschoolopeneditsdoors,andDavisgained nationalrecognitionforpartnershipsthatlinked studentswithbusinesses,faithcommunities,andthe military.

DrivingAcademicGrowth

OneofDr.Linford’searliestprioritiesas superintendentwasbuildingaculturewhereevery studentfeelstheybelong.Thatcommitmenthasbeen pairedwithaboldacademicinitiative:theadoptionof theHighReliabilitySchoolsframework.Rootedin research,themodeloffersaclearstructurefor improvingteachingandlearningacrossthedistrict.

Tomaketheframeworkmeaningful,Linfordledthe creationofadistrict-widemodelofinstruction,giving teachersasharedfoundationforpractice.Evaluation systemswerethenalignedtoreflectthose expectations,withanemphasisonprofessionalgrowth ratherthansimplecompliance. “We wanted clarity and consistency,” Dr.Linfordexplains, “but also a culture where improvement is part of everyday work.”

Bylinkinginstruction,evaluation,andcommunity feedbackthroughtransparentreporting,thedistricthas notonlyreinforcedaccountabilitybutalsodeepened publictrust.ForDr.Linford,thoseconnectionsare whatturnsystemsintolastingchange.

AVisionfor2026andBeyond

Fortheyear2026,Dr.Linfordenvisionsadistrict whereachievementismeasurednotonlybytestscores butbythereadinessofstudentstothriveinlife.The plancentersonfourpriorities:raisingliteracyand mathproficiency,ensuringeverygraduateleaveswith adefinedpath,fosteringschoolculturesofbelonging, andbuildingsystemsthatcultivatedurableskills.

Progresswillbetrackedthroughbothacademic outcomesandstudentexperiences. “Our goal,” Dr Linfordexplains, “is that every child leaves Davis prepared to succeed and contribute to their community with confidence.”

MakingEquityPractical

ForDr.Linford,equityisnotanabstractideabuta systemdesignedtomeetrealneeds.Thedistrictbegins withaper-pupilbasefundingandstaffingmodel,then layersinadjustmentsthroughariskindexthat accountsforeachschool’sdemographics.Thismethod directsaddedpersonnel,funding,andprogramsupport toschoolsservinghighernumbersofat-riskstudents.

“Our goal is not uniform distribution,” Dr.Linford says, “but an equalizing approach that directs resources where they will have the greatest impact.” Theresultisaframeworkthatgiveseverychilda fairerchancetosucceed.

CultivatingBelonging

Dr.Linfordbelievesthatbelongingandinclusionarebest understoodthrougheverydaymoments. “Every student deserves dignity in their daily school experience,” heexplains.Whether raisingahandinclass,walkingahallway,orjoiningaschool event,studentsshouldfeelseen,safe,andsupported.Thatsense ofbelonging,hesays,isnotoptionalbutessential.

Whendisruptionsoccur,thedistrict sresponsibilityisclear:listen ’ withempathy,resolveconcernsquickly,andrebuildtrustinthe institution.Bytreatingeachinteractionasanopportunitytoaffirm worth,Davisschoolsworktowardaculturewhereallstudents canflourish.

NavigatingChallenges

Everycareercarriesitsshareofobstacles,andforDr.Linford,the hardesthaveoftenbeenaboutbalance.Leadingalargedistrict meansweighingpolicyagainstpracticeandaddressing communityexpectationswithinthelimitsofavailableresources. Attimes,publicdebatehasgrownpolarized,placingschoolsin themiddleofbroadersocialtensions.

Dr.Linfordapproachesthesemomentswithpatienceandclarity. “I’ve learned the importance of listening deeply, seeking common ground, and keeping a steady focus on students’best interests,” hereflects.Thatmindsethasallowedhimtosteerdifficult situationswithoutlosingsightofthedistrict spurpose. ’

ReimaginingPublicEducation

Askedwhathewoulddowithunlimitedresources,Dr.Linford doesnothesitate.Hewouldbeginwithteachers. “I would ensure that teachers receive the highest-quality preparation and ongoing professional development, equivalent to the rigorous training doctors undergo,” hesays.Forhim,teachingdeservesthesame respectandinvestmentasthemostdemandingprofessions.

Compensationistheotherpiece.Dr.Linford envisionssalariesthatrivalthoseofcelebrated careers,makingtheclassroomaplacewherethe besttalentchoosestostay “When we elevate the teaching profession through training, pay, and respect, everything else follows,” heexplains.

LookingAhead

Dr.Linfordisfocusedonthefuturewithaclear priority:expandingcareer-connectedlearning.He envisionseverystudentgraduatingnotonlywith academicpreparationbutalsowithreal-world experienceandastrongfoundationofdurableskills. Theseopportunities,hebelieves,willbetterequip youngpeopletothriveincollege,careers,or service. “Our goal is for students to leave Davis prepared for life, not just for tests,” hesays.

BeyondtheOffice

ForDr.Linford,balancebeginswithfamily The demandsofleadershipoftenpressin,yethemakes itaprioritytocarveouttimeforthoseclosestto him.Quietmomentsofrestandreflectionprovide thegroundingheneedstoreturntoworkwithfocus.

Dr.Linford’sphilosophyrestsonresilienceand responsibility “We are not the victims of the challenges we face,” hesays. “We are the solution.” Forhim,leadershipisaboutturningobstaclesinto opportunitiesandshowingstudentsand communitiesthatprogressisalwayswithinreach.

Educationisevolvingfasterthanever.In

today’sworld,wheretechnologyshapes almosteveryaspectoflife,traditional classroomsalonecan’tkeepupwiththepaceof learningneeds.Students,educators,and institutionsaresearchingforsolutionsthatare adaptive,interactive, andscalable.

EnterEdTechstartups:youngcompanies leveragingAI,cloudtechnology,andinnovative methodstoreshapethewaywelearn.

Unlikeolderplatforms,thesestartupsareagile, experimental,andfocusedoncreatingmeasurable impactforlearnersandeducatorsalike.

QuickComparisonoftheTop5EdtechStartups (INFOGRAPHICS)

Butwhatexactlymakesastartupa“startup”intoday’sworld?For thisarticle,wefocusoncompaniesthatare:

● Intheactivegrowthstage,showingrapidadoptionorfunding

● Drivingtechnologicalinnovation,especiallyinAIand adaptivelearning

● Creatingmeasurableimpactforlearnersoreducators

● Recognizedincredibleindustrysources(TIME,Statista,EdTech Wire)

TheseEdTechstartupsarenotjustsmallappsornicheproducts;they areshapingglobaleducationtrends,fromK–12tolifelonglearning, andevencareer-focusedupskilling.

The EdTech startups listed above have been featured or referenced in global education and technology reports by organizations such as TIME, Statista, Business Insider, and UNESCO.

DeepDiveProfiles

1. Riiid(SouthKorea)

RiiidisapioneeramongAI-poweredEdTechstartups, providingadaptivelearningsolutionsthatpersonalize educationatscale.Foundedin2014,thiseducation technologystartupleveragesmachinelearningtoanalyze studentbehavior,predictweaknesses,andcreate customizedstudypaths.

Originallyfocusedontestpreparation,theplatformnow servesmillionsoflearnersgloballyacrossvarioussubjects, placingitamongAI-poweredpersonalizedlearningleaders.

KeyFeatures:

● Real-timeAIassessmentthatadaptslessonstoeach student

● Predictiveanalyticsfortestscoresand learningoutcomes

● Integrationwithinstitutionallearningmanagement systems

Impact&Adoption:

Riiidstechnologyhasshownmeasurableimprovementsin studentperformance.Manyschoolsandtutoringcenters globallynowuseitsplatformtoenhanceoutcomes efficiently.

WhyItMatters:

ByblendingAIwithpedagogy,Riiidtransformsthe learningprocessfromastaticcurriculumtoadynamic, student-centeredexperience,makingeducationmore efficientandengaging.

2. SanaLabs(Sweden)

Foundedin2016,SanaLabsspecializesinpersonalized learningsolutionsforinstitutionsandenterprises.ItsAI analyzeslearningbehaviortooptimizecontentdelivery, makingeverystudent'slearningjourneyunique.

KeyFeatures:

● Adaptivecontentcreationforbothacademicand corporatesettings

● Performancetrackingandlearninganalytics dashboards

● Seamlessintegrationwithexistingeducationaltools

GlobalImpact:

SanaLabspartnerswithuniversitiesandcompanies acrossEuropeandNorthAmerica.Institutionsreport increasedengagementandfastermasteryofcomplex topics,highlightingAI’spotentialbeyondK–12 education.

WhyItMatters:

SanaLabsdemonstrateshowAIcanscalepersonalized learningacrosslargegroups,provingthatadaptive educationisn’tjustforelitestudentsbutisaccessible toall.

3. SquirrelAI(China)

SquirrelAIcombinesAIandhuman teachingexpertisetocreateK–12 personalizedlearningprogramswith adaptivelearningpathsforeverystudentand real-timefeedbackmechanisms.Ithas positioneditselfasoneoftheleadersin AI-integratededucation.

KeyFeatures:

● Adaptivelearningpathsforeverystudent

● Real-timefeedbackand AI-driventutoring

● Integrationofteacheroversightfora hybridlearningapproach

Impact&Adoption:

SqirrelAIhasgrownrapidlyinChinaandisexpanding internationally.Itsunicornvaluationreflectsbothitsscaleand innovation.Studentsusingtheplatformreporthighertest scoresandadeeperunderstandingofsubjects.

WhyItMatters:

ItprovesthatcombiningAIandtraditionalteachingcan dramaticallyimprovelearningoutcomes,makingeducation morepersonalandeffectiveatscale.

4. Quizizz(USA)

QuizizzisawidelyadoptedEdTechstartupoffering interactivelearningandassessmenttoolsusedbyteachersand studentsworldwide.Foundedin2015,itcombines gamificationwithdata-driveninsightstomakelearning engagingandmeasurable.

KeyFeatures:

● Gamifiedquizzesandassignmentsfor real-timelearning

● AI-assistedquestiongenerationand performanceinsights

● Seamlessuseinclassrooms,homework,and remotelearning

Impact&Adoption:

Quizizzisusedbymillionsofteachersandstudentsacross K–12andhighereducationglobally.Schoolsreporthigher studentengagementandimprovedretentionduetotheir interactiveapproach.

WhyItMatters:

Quizizzshowsthatlearningdoesn’thavetobepassive.By combiningassessmentwithfunandanalytics,ithelpsteachers understandstudentprogresswhilekeepinglearnersmotivated.

5. GoStudent(Europe)

GoStudentisaglobalonlinetutoringplatformthatconnects studentswithqualifiedtutorsforpersonalizedlearning. Foundedin2016,itblendshumanteachingwith technology-driveninsights.

KeyFeatures:

● One-on-oneandsmallgrouponlinetutoring

● AI-assistedtutormatchingand progresstracking

● Coverageacrossschoolsubjectsand exampreparation

Impact&Adoption:

GoStudentoperatesacrossmultipleEuropean countriesandbeyond,supportingstudentsfrom school-levellearningtoexamreadiness.Parents reportimprovedconfidenceandacademic performanceinlearners.

WhyItMatters:

GoStudenthighlightstheimportanceofhuman interactionineducationwhileusingtechnology toscalepersonalizedsupporteffectively

ThematicAnalysis

AiinEdTech:Adaptivelearning,personalizedcontent, predictiveanalytics,manyofthetoolshighlightedhereshare principleswithpracticalAItoolsforstudentsthatassist learningindailystudyroutines.

● STEAMandCoding:Preparesstudentsforfuturejobs, fostersproblem-solving

● Peer&collaborativelearning:Knowunityemphasizes sociallearning

● Globalreach:StartupsfromAsia,Europe,India,andthe USAshowEdTechisworldwide

StartupsvsEstablishedPlatforms

WhileplatformslikeCoursera,Duolingo,andKhanAcademy arewidelyused,theyarenolongerstartups.The10EdTech startupslistedhereareinactiveinnovationandgrowthstages, makingthemmoreagileandexperimental,oftenpiloting featuresthatolderplatformsmayadoptyearslater

ChoosingtheRightEdTechStartup

● Students:Lookforplatformsthatmatchyourlearningstyle andgoal

● Teachers:Toolsthatreduceadmintaskswhile improvingoutcomes

● Institutions:Scalable,measurable,and integrablesolutions

KeyTakeaways:LessonsfromtheTopEdTechStartups

1.AI-DrivenPersonalizationTransformsLearning

● Adaptivelearningensuresstudentsprogressattheirown paceandaddressesindividualweaknesses.

● Actionabletip:Chooseplatformsthatofferpersonalized studypathsandreal-timefeedbacktomaximize learningoutcomes.

2.STEAMandCareer-FocusedSkillsAreEssential

● Startupsemphasizecoding,robotics,andcreative problem-solvingtopreparelearnersforfutureopportunities.

● Actionabletip:IntegrateSTEAMandskill-basedprograms earlytobuildanalyticalandcreativethinking.

3. EmpoweringTeachersImprovesStudentSuccess

● SuccessfulEdTechplatformsusetechnologytosupport bothacademicdeliveryandinstructorworkflows,enabling broaderaccesstolearningopportunities.

● Actionabletip:Educatorsshouldadopttoolsthatstreamline grading,attendance,andlessonplanning,allowingfocus onteaching.

4. CollaborationandCommunity LearningEnhanceEngagement

● Peer-to-peerlearningplatforms fosterknowledgesharing, discussion,andretention.

● Actionabletip:Encouragestudents toparticipateinstudygroups, forums,andcollaborativeprojects toreinforceunderstanding.

5. Data,Accessibility,andGlobal ReachDriveImpact

● SuccessfulEdTechstartups leverageanalyticstotrack progress,ensureinclusion,and scaleglobally

● Actionabletip:Lookforplatforms thatprovideperformance analytics,inclusivecontent,and adaptablefeaturesfor diverselearners.

Bottom Line:

TopEdTechstartupssucceedby combininginnovation, personalization,teachersupport, collaboration,andmeasurable impact.Bylearningfromthese trends,studentsandeducatorscan makeinformedchoicesthat maximizelearning effectivenessworldwide.

Bookmarkthisguideandshareit withpeers,educators,orstudents lookingforinnovativeEdTech solutions.Stayupdatedon emergingstartupsshapingthe futureoflearningworldwide.

- Shadab Mestri

Dr. Michele

Thereisamomentfromherdaysasaprincipal thatDr.MicheleMitchellholdsonto,astory thatservesasacompassforherleadership.A formerstudent,onewhohadfacedpersistentchallenges throughoutherschoolyears,returnedtothedistrictnotas avisitor,butasanewlyhiredteacher.Inaquietmoment, sheremindedDr.Mitchellofsomethingprofound: “You never gave up on me even when I gave up on myself.”

Thatsinglesentenceencapsulatesthephilosophythathas guidedDr.Mitchellthrougharemarkable30-yeartenure inNewportNewsPublicSchools(NNPS),ajourneythat hastakenherfromafirst-yearteachertothe superintendent’soffice.Itisaphilosophygroundedin threeprinciples: “listen deeply, lead boldly, and love unconditionally.”

Inaworldwhereschooldistrictsoftenlooktooutside saviorsfortransformation,NewportNewsfounditsmost qualifiedcandidaterightinitsownbackyard.Dr Mitchell’sleadershipisn’tthatofadetachedstrategist;itis thedeeplyinformed,service-drivenleadershipofsomeone whohaswalkedthehalls,taughtintheclassrooms,and servedthecommunityinnearlyeverycapacityimaginable.

Sheunderstandsthedistrict’srhythms, itsstrengths,anditschallengeswitha granularintimacythatonlycomesfrom decadesofdedicatedservice.Hervision fortheschoolsystemisnotjustaplan;it isapromisetoacommunityshehas alwayscalledhome,apromisetobuild schoolsthatarenotmerelyplacesof academiclearning,butpowerful “engines of hope.”

ACareerForgedintheClassroomand Community

Dr.Mitchell’spathtothe superintendencyisamasterclassin dedication.HercareerbeganatSouth MorrisonElementaryinNewportNews beforeshebroadenedherexperiencein FairfaxCounty,Virginia,servingfor11 yearsasbothateacherandacrisis counselor Thisdualrole,bridging academicsandstudentwell-being,would becomeahallmarkofherapproach.

UponherreturntoNewportNews,sheembarkedonajourneythatsaw hertoucheveryfacetoftheschooldivision.Shewasateacher,an assistantprincipal,amiddleschoolprincipal,thedirectorofspecial education,andtheinterimChiefAcademicOfficer Thisextensive backgroundprovidedherwitharare,comprehensiveunderstandingof thedistrict’soperationsfromeveryconceivableangle.

So,whenthetimecametoselectanewsuperintendentin2023,the SchoolBoard,afterseekinginputfromparents,staff,students,andthe community,foundthatDr.Mitchellmatchedeveryqualificationand characteristictheyhadidentifiedasapriority.

Asthen-SchoolBoardChairmanLisa Surles-Lawputit, “Our best and most qualified candidate was right here in Newport News Public Schools.”

BuildinganEngineofHope

Dr.Mitchellbelievesthatamodernsuperintendentmustdomorethan simplymanagetheday-to-dayfunctionsofaschooldivision;theymust provideavisionandinspireotherstoreachforit.

Accordingtoher, “Schools are more than places of academic learning, they are engines of hope. And hope requires action.”

Thatmeansrallyingtheentirecommunity,shesays.

“Today’s school leaders must be a bridge to the community, building relationships with local leaders, businesses, and civic groups to ensure schools have the resources and support they need to help students thrive.”

Acoretenetofhervisionisaddressingthewholechild.AsExecutive DirectorofStudentAdvancement,shewitnessedthegrowingsymptoms ofmentalhealthchallengesamongyoungpeopleandtookbold, proactivestepstoaddresstheissue.

In2019,sheledtheestablishmentofthenationalawardwinningTiered EmotionalandMentalHealthSupports(TEaMS)program.Theprogram offersacontinuumofsocialandemotionalservices,removingbarriersto carebyprovidingthematnocosttofamilies.Itfullyfundslicensed clinicalmentalhealththerapistswhoservedirectlyintheschoolsetting, makingNNPStheonlyschoolsysteminSoutheasternVirginiatooffer thislevelofin-schoolaccesstomentalhealthprofessionals.

Atthesametime, Dr.Mitchellhasaddressedthe foundationalneedforphysicalsafetywith equalvigor.Sincebecoming superintendent,shehasspearheaded initiativestoenhancesafetyandsecurity forstudentsandstaffbyincreasingthe numberofschoolsecurityofficers, installingweapondetectionsystemsinall schools,andprovidingmoresecurity trainingforstaff.Thisworkisbolstered byincreasedcollaborationwiththe NewportNewsPoliceDepartmentandthe Sheriff'sOffice,creatinganetworkof protectionthatallowslearningtoflourish.

ALeaderinInnovation

Withasafeandsupportiveenvironmentas thefoundation,Dr.Mitchellisdriving academicinnovationwithaclearfocuson thefuture.Adivision-wide PK-12LiteracyPlanhasbeenlaunchedto buildthecapacityofalllearnersas readers,writers,communicators,and researchers.Theplanisdesignedwith innovativeandequitablepracticesthataim tocloseachievementgapsandincrease accesstorigorouslearningexperiencesfor allstudents.

Aprimeexampleofthis future-focusedapproachisthenew MaritimeEngineeringandEnvironmental StudiesAcademy(MEESA).Located strategicallyinathrivingbusinesspark, MEESAoffersstudentsaunique, hands-onopportunitytoexploremaritime engineeringandlogisticswhileearning dualenrollmentcreditsfromOld DominionUniversity.Theprogramis explicitlydesignedtopreparestudentsfor highdemandcareersintheregion’svital maritimeindustry

Thisworkispartofalarger, comprehensivevision.Thedistrictis currentlydevelopingitsnextfive-year StrategicPlanincollaborationwiththe NewportNewsSchoolBoard,students, families,localbusinesses,andcommunity organizations.Theplanfocuseson strengtheningcommunitypartnerships, ensuringacademicliteracy,buildinga cultureofadvancement,strengthening publicsupportthroughmarketingitsmany opportunitiesforstudentsuccess,and preparingstudentsfortheworkforceand civiclife.

Co-CreatorsofanEquitableFuture

Dr.Mitchell’sleadershipisfundamentally collaborative.Shebelievesthatstudents, families,andstaffarenotjustparticipants intheschoolexperience,but “co-creators” ofit.Thisphilosophyis evidentinthedistrict’sapproachtoequity Workingasateamwithaproactiveand supportiveelectedSchoolBoard,theschool divisionpartnerswithawidevarietyof stakeholders,includingstaff,community representatives,thePTA,students,andfaith groupstohelpsetbudgetprioritiesto ensureallstudentsbenefitequitablyfrom availableresources.Acriticalcomponentof thisismaintaining1:1technologyin schools,ensuringeverystudenthasthe resourcestheyneedtolearnanytime, anywhere-duringtheschoolday,after hours,andevenduringinclement weatherevents.

Thiscollaborativespiritfuelsinitiativesshe ismostexcitedabout.Inaneffortto “amplifyyouthvoices,”Dr.Mitchellisalso planningthelaunchofastudent-powered podcastthatwillshowcaseinnovation acrossthedistrict.

Theseinitiatives,alongwithanewand robustfamilyengagementmodel, demonstrateadeepcommitmenttobuilding aschoolsysteminpartnershipwiththe communityitserves.

LeadingwithHeart

Evenwiththeimmenseresponsibilitiesof herrole,

Dr.Mitchellisintentionalaboutnurturing balanceandjoy.Sheprotectstimefor family,faith,andsimplepleasureslike reading,journaling,andlongwalks.

Still,thewell-beingofherschool communityisalwaysonhermind.

Whenaskedwhatshewoulddowithunlimitedresources foreducation,Dr.Mitchell’sanswerrevealsthecoreof herconvictions:universalearlychildhoodeducation, fullyfundedmentalhealthservices,smallerclasssizes, andarethinkingofschooltobemoreexperientialand human-centered.Andequallyimportant,shewould ensureeducatorsarehonored,supported,andpaidasthe professionalstheyare.

Dr.Mitchellcontinuestoleadwithclarity,courage,and compassion,drivenbythememoryofthatonestudent andthethousandsmorelikeher

“To me, public education is not just a career; it is the most powerful lever we have to change lives, and I will always be honored to be a part of that work,” shesays.

Virtual Internships for High School Students: The US Guide

Everfeltstuck,wantingreal-worldexperiencebut notknowingwheretostart?Whatifyoucould gainincredibleskills,explorefuturecareers,and makeyourcollegeapplicationsabsolutelyshine...allfrom yourownroom?Welcometotheworldofvirtualinternships forhighschoolstudents!Seriously,theseremoteexperiences areatotalgame-changerintheUS,helpingteenslikeyou leapfrogthecompetition.Butlet’sbereal—wheredoyou evenfindthem?Howdoyouknowwhat’slegitandwhat’sa scam?Andhowdoyoumakeitcount?

Don’tstress.We’vegotyou.Thisguideisyour personalroadmap.We’recoveringeverythingfrom findingthebestprogramstounderstandingthe nitty-grittylegalstuff,ensuringyou’rereadytograb theseamazingopportunitiesforabrighterfuture.Let’s go!

Let’sExploreEverythingYouNeedtoKnowAbout VirtualInternshipsforHighSchoolStudents

1. WhatIsaVirtualInternship(AndWhy ShouldYouCare?)

So,what’sthebigdeal?Avirtualinternshipisjust whatitsoundslike:yougetprofessional,real-world workexperience,butyoudoitremotely.

Insteadofcommutingtoanoffice,you’relogging inonline.

Virtualvs.In-person

● Virtual:Youcanworkfromliterallyanylocation! You’llusedigitaltoolsandplatforms(thinkSlack, Asana,Zoom)tocollaborateandcommunicate.

● In-person:Thisisthetraditionalway—youhave tophysicallyshowupatthecompany’soffice orworksite.

The“Why”:Benefitsforcollegeapps, skill-building,careerexploration,andproving remote-workcompetence

Getready,becausethe“why”hereishuge.Thisis wheretheexcitementreallybuilds!

● Skill-Up:You’llgainpracticalworkplaceskills thatschooljustcan’tteach.We’retalking real-worldtimemanagement,teamwork,and professionalcommunication.

2.WhatCollegeAdmissionsReallyThinkAbout VirtualInternships

Okay,let’stacklethebigworryrightaway:Do collegesseevirtualinternshipsas“lessthan”or“fluff” comparedtoin-personones?

Wehearthisconcernfromstudentsandparentsall thetime.

Here’sthestraight-uptruth:It’sallabouthowyouframe theexperienceandwhattangibleoutcomesyouachieved.

3.The“BigList”:WheretoFindVirtualInternships intheUS

Alright,themomentyou’vebeenwaitingfor!Findingthe perfectvirtualinternshipmeansknowingwheretohunt. Youroptionsrangefromvirtualjobsimulationstomajor companyprogramsandspeciallycuratedplatforms.

1. VirtualJobSimulations (The“NoApplication”Option)

Theseareanamazingandaccessibleentrypoint,often withoutaformalapplicationprocess.Howcoolisthat?

Thesesimulations,sometimesonplatformslikeForage,let youexperiencea“dayinthelife”ofvariousrolesandgain practicalskills.

2. MajorCompany&GovernmentPrograms(The “Prestige”Option)

Wanttogoforthebignames?Severaltop-tier organizationsrollouttheredcarpetwithvirtual opportunitiesforhighschoolstudents.

● AEOPHighSchoolApprenticeship:Imaginethis!A chanceforhighschoolstudents(whoareU.S.citizens orpermanentlegalresidents)tospendasummerina universityresearchlaborevenaU.S.ArmyResearch Laboratory,withremoteoptionsavailable.

3. CuratedInternshipPlatforms

Theseplatformsarebuiltspecificallytoplaymatchmaker, connectingstudentslikeyouwithgreatvirtualgigs.

● InternAbroadHQ:Thisplatformoffersonline internshipsforhighschoolstudentsaged16-18.It’san amazingwaytoexplorecareerpathsandearncollege creditinfieldsacrossmultiplecountries.Their programsstartfromUS$1099andincludesupport, coaching,academiccreditassistance,anda referenceletter.

4. Field-SpecificOpportunities

Nomatterwhatyou’reinto,there’slikelyavirtual internshipforit.

● STEM/Research:CheckouttheAEOPHighSchool ApprenticeshipforlabopportunitiesorTheJunior AcademyforSTEMchallenges.There’salso MedicineEncompassed,astudent-lednon-profitfor highschoolstudentswithapassionforSTEAM, biology,andmedicine.

4.TheDIYMethod:HowtoCreateYour OwnInternship

Can’tfindtheperfectfitfromapre-madelist?No problem—gomakeyourown!

A“coldoutreachstrategy”canbeanincrediblyeffective waytosecureanonlinehighschoolinternship.

Thisjustmeansyou’redirectlycontactingcompaniesor professorswhomightbewillingtoofferyouan internshiporaresearchposition.It’sbold,anditworks.

A.Provideastep-by-stepguidetocoldemailing. Here’syourbattleplanforsuccess:

1.IdentifyPotentialOpportunities:UseLinkedIn! Findsmallcompaniesthatcouldreallybenefitfrom yourskills(thinksocialmediamanagement,coding, contentwriting,orgraphicdesign).Smaller companiesareoftenmuchmorelikelytohire high-school-agedstudents.Forresearchpositions,use onlineuniversitystaffdirectoriestofindprofessorsin yourfieldofinterest.

2.FindConnections:Thisisagreattrick.Trytofind anypersonalconnectionwiththeprofessionalsyou plantocontact.Doyoushareahometown?Afavorite sportsteam?

3.StructureYourEmail:Bepersistent!Youshould aimtosendatleast50emailstopotentialinternship providers.It’sanumbersgame,sodon’t getdiscouraged!

5.YourApplicationToolkit:Resume,CoverLetter, &Interview

Havingastrongapplicationtoolkitisabsolutelycrucial forsecuringavirtualinternship,evenifyoudon’thave alonglistofpriorworkexperience.Thisisallabout craftingaresumethatpopsandnailingthat virtualinterview

The“No-Experience”Resume:Providea template/structure.Emphasize“Projects”over “Experience.”Listrelevantcourseworkandskills.

Don’thaveatraditionalworkhistory?That’stotally normal!Here’showyoubuildakillerresume:

● Youcanusetemplatesfromgreatresources,like thoseprovidedbyUChicago,tohelpstructureyour resumeeffectively

VirtualInterviewTips:(Testtech,lookatthe camera,havequestionsready)

Yougottheinterview!Amazing!Now,here’showto nailit:

1.TestYourTech:Beforethecall,please,pleasetest yourmicrophone,camera,andinternetconnection. Afrozenscreenistheworstfirstimpression.

2. LookattheCamera:Thisisthe#1virtual interviewhack.Itfeelsweird,butlookdirectlyat yourwebcamwhenyou’retalking,notatthe interviewer’sfaceonthescreen.Thiscreatesthe feelingofdirecteyecontactforthem.

6.TheUnspokenRules:Paidvs.Unpaid&USLegalities

Okay,let’stalkaboutthemoney(orlackofit).Thisisacrucialpart youneedtounderstand.

It’sallaboutthelegalities,particularlytheFairLaborStandards Act(FLSA).

TheDepartmentofLaborusesthe“primarybeneficiarytest”to determineifaninterninafor-profitsettingislegallyan“employee” whoisentitledtominimumwageandovertimepay.

A.ExplaintheDepartmentofLabor's“PrimaryBeneficiary Test”simply.

So,whatisthistest?It’sbasicallyaflexible,7-factorbalancingactto seewhoisreallybenefitingmore—you(theintern)ortheemployer

● Ifyouaredeemedthe“primarybeneficiary”(meaningyou’rethe onegettingthemainbenefit,liketrainingsimilartoaneducational course),youmaynotbeconsideredanemployeeundertheFLSA andthusaren’tentitledtopay

● Conversely,iftheemployeristheprimarybeneficiary(meaning you’rebasicallydisplacingapaidworker),youareconsideredan employeeandmustbepaid.

7.REDFLAGWARNING:HowtoSpotaVirtualInternshipScam

Thisisso,soimportant.Youhavetobevigilantwhenyou’researching, becausescamsunfortunatelyexist.Recognizingtheseredflagscan protectyou.

- Askingformoney:Hardpass.Legitimateinternshipsdonottypically requireyoutopayafeetosecureaposition.Iftheyaskformoneyup front,it’samassiveredflag.

- AskingforSSN/bankinfoupfront:Beextremelywaryifan “employer”requestsyourSocialSecurityNumberorbankaccount detailsearlyintheapplicationprocessorbeforeanofferis evenformalized.

- “Toogoodtobetrue”offers:Doestheinternshippromise exceptionallyhighpayforminimalwork?Isthejobdescriptionsuper vagueandunrealistic?It’slikelyascam.

8.AGuideforParents&Guardians:SafetyandVetting

Parentsandguardians,thisone’sforyou.Youplayavitalroleinensuring thesafetyandlegitimacyofyourteen’svirtualinternship.Directly addressingtheseconcernscanbuildatonoftrustandconfidence.

Providea“VettingChecklist”(real website,supervisor’sLinkedIn, clearoutcomes).

Tohelpyouvetpotentialvirtual internships,here’sachecklistto runthrough:

● RealWebsite:Verifythatthe organizationhasaprofessionaland legitimatewebsite.Checkfor consistentbranding,up-to-date content,andreal contactinformation.

● Supervisor’sLinkedIn:Research thesupervisorandotherteam membersonLinkedIn.Doesthis confirmtheirprofessionalpresence andconnectiontotheorganization? Alackofonlinepresenceor suspiciousprofilesisaredflag.

● ClearOutcomesand Expectations:Ensurethe internshipdescriptionclearly outlinesresponsibilities,projects, learningobjectives,andexpected outcomes.Vaguedescriptionsare oftenasignofalessreputable opportunity.

9.YouGottheInternship!Now What?(HowtoSucceed)

YES!Youdidit!Securingavirtual internshipisasignificant achievement—takeamomentto celebratethat!

...Okay,celebrationover.Now,let’s talkabouthowtocrushit.

Succeedinginaremoteenvironment requiresspecificstrategies.Effective communication,masteringyour remotetools,andproactive engagementaretheabsolutekeysto makingthemostof thisexperience.

Providetips:Over-communication,mastering remotetools(Slack,Asana),beingproactive,and networking(virtualcoffeechats).

● Over-communication:Inavirtualsetting,it’s vital.Youhavetocommunicatefrequentlyand clearlywithyoursupervisorandteam. Proactivelyprovideupdatesonyourprogress,ask clarifyingquestions,andmakesureeveryone knowsyouravailabilityandanychallengesyou face.Clearcommunicationiseverythingforan intern’ssuccess.

● MasteringRemoteTools:Get proficient—fast—withthecollaborationtools yourorganizationuses.Whetherit’sSlackfor instantmessaging,Asanaforproject management,orotherplatforms,yourfamiliarity willhelpyouintegrateseamlessly

10.“What’sNext?”:LeveragingYourInternship forCollege

Youdidthework,nowmakeitworkforyou.

Yourvirtualinternshipisapowerfulassetforyour collegeapplications.Knowinghowtopresentit effectivelycansignificantlyenhanceyourprofile. ThisinvolvesstrategiclistingontheCommonApp, requestingstronglettersofrecommendation,and craftingimpactfulessays.

A. HowtoListItonYourCommonApp ActivitiesSection:Givea“Weak”vs.“Strong” 150-characterdescriptionexample.

TheCommonAppactivitiessectiongivesyouspace tolistupto10extracurriculars.Youhavetomake everycharactercountinthat150-characterlimit!

Whenlistingyourvirtualinternship,focuson specificcontributionsandoutcomes.

● WeakExample:“VirtualInternatTech Company-Helpedwithvarioustasks.”Sovague!

● StrongExample:“VirtualDataAnalysisIntern: DevelopedPythonscripttoautomatedata cleaning,increasingefficiencyby15%and contributingtomarketresearchreport.”

MyOpinion

Let’sbecrystalclear:virtualinternshipsforhigh schoolstudentsaren’tjustafleetingtrend;they areacriticalpathwaytoearlycareerexploration. Thinkaboutthis:awhopping70%ofstudents attendingaUSNewstop50University completedatleastoneinternshipwhiletheywere stillinhighschool.

That’snotacoincidence;itunderscoresjusthow importanttheseexperiencesare.Theyare invaluableforbuildingpracticalskills,verifying yourcareerinterests,andshowingthatproactive spirittocollegeadmissions.

Honestly,theabilitytoadapt,communicate effectivelyinadigitalworld,andmanage projectsremotely—allskillshonedinvirtual internships—willserveyouforyourentire academicandprofessionallife.Embracingthese opportunitiesnowisn’tjustaboutenhancingyour collegeapplication;it’saboutlayingastrong foundationforyourfuturesuccess.

-SimranKhan

Ray Kellar

Everycommunityhasthosequiet figureswholeadnotbypositionbut bypresence.InDunsmuir, California,thatpersonisRayKellar.His pathtobecomingSuperintendentof DunsmuirHighSchoolwasn’tastraightline, buteachturnalongthewayaddeddepthto hisunderstandingofwhatleadershipreally means.

Mr.Kellar’sstorybeginsinSacramento, wherehegraduatedfromalargehighschool in1976.Surroundedbymorethantwo thousandstudents,hefoundhisfooting throughthesteadyencouragementofteachers andcoacheswhobelievedinhim.Their influencestayedwithhimlongafter graduation.Educationwasafamiliarcalling inhisfamily,too.Anauntandunclewho spenttheirlivesteachingoftenspokeabout theirstudents’achievements.

ThosestoriesplantedaquietambitioninMr. Kellar,adesiretobepartofsomethingthat changedlives.Buthisearlycareertooka differentturn.Forfifteenyears,heservedas vicepresidentofalocalbank,managing financesandbuildingtrustinhiscounty.He enjoyedtheworkandtherhythmof communitylife,butdeepdown,hewantedto domore.Oneday,Kellarrealizedthathe wantedhisworktocreateopportunitiesfor others.Thatrealizationguidedhimtoward education,wherepurposeandservicemeetin everydayways.

LeadingwithPurposeandUnity

AsSuperintendentofDunsmuirHigh School,Mr.Kellarviewshisroleasmore thanjustadministration.Forhim,leadership isaboutsettingatonethatotherscan believein.Hisdaybeginsandendswiththe samegoalinmind:creatinganenvironment wherestudentsandstafffeelvalued, supported,andinspiredtodotheir bestwork.

Mr.Kellaroftendescribeshispositionas botharesponsibilityandaprivilege.He believesasuperintendentmustbearole modelfirst,onewhoseactionsspeakas loudlyasdecisions. “I want to provide a positive atmosphere for staff and students,” hesaid. “When everyone works together toward the same goal, good things happen.”

Underhisguidance,DunsmuirHighSchool hasstrengtheneditssenseofcommunity andsharedpurpose.Teacherscollaborate moreclosely,studentsfeelencouragedto participate,andfamiliesseethedifference intheschool’sculture.Mr.Kellartakes prideintheseaccomplishments,notbecause theycarryhisname,butbecausetheyreflect acollectiveeffort.Forhim,successisnot measuredbynumbersorawards,butbythe quietsatisfactionofseeingeveryonemove forwardtogether,unitedbyonevision: the success and growth of every student

BuildingOpportunitiesBeyondtheClassroom

WhenMr.Kellarsteppedintotheroleof Superintendent,hisfocuswasclear: learning should reach beyond the walls of the classroom.Hesawthat academicgrowthoftenbeginswithexposure, momentsthatallowstudentstoseetheworldbeyond theirsmallcommunity.Tomakethatvisionreal,he begandevelopingprogramscenteredonenrichment andengagement.

Underhisleadership,studentsnowparticipatein collegetours,collegefairs,andfieldtripsthatconnect theirstudiestoreal-worldexperiences.Theyattend athleticevents,theaterperformances,andmusic festivalsthatbroadentheirperspectivesandsparknew interests.Theseopportunities,Kellarbelieves,are essentialforhelpingstudentsimaginewhatispossible fortheirownfutures.

“I want every student to feel like they belong,” he said. “When they see what’s out there and realize they have a place in it, their motivation changes.” His initiativeshavehelpedcreateastrongersenseof connectionamongstudents,encouragingthemto explore,askquestions,andsetbiggergoals.By weavingenrichmentintoeverydaylearning, Mr.Kellarhasturnedengagementintoashared experience,whichremindsstudentsthattheirjourney doesn’tendatgraduation;itonlybeginsthere.

AVisionforGrowthinChangingTimes

For2026,Mr.Kellar’svisionforDunsmuirHigh Schoolcentersonpreservingopportunityevenasthe studentpopulationdeclines.Heunderstandsthat smallernumbersshouldnevermeansmallerdreams. Hisfocusisonmaintainingthequalityandvarietyof programsthatmaketheschoolstandout,while ensuringthateverystudentcontinuestohaveaccessto meaningfullearningexperiences.

“As enrollment shifts, our job is to make sure students don’t lose opportunities,” Mr.Kellarexplained. “We want to keep offering programs that open doors.” He remainscommittedtosustainingarichmixofcourses andactivities,fromculinaryartsandcomputerscience tomusicandrobotics.Theseofferingsgivestudents thechancetoexploredifferentpaths,discovertalents, andpreparefordiversefutures.

Tomeasuresuccess,Mr.Kellarlooksbeyondtest scores.Hevaluesstudentengagement,participation, andgrowthastherealsignsofprogress.Hisgoalisto keeptheschoolvibrant,innovative,andconnectedto thechangingneedsofyoungpeople.Witheachstep,he continuestoshapeadistrictthatprovesasmallschool canstillprovidebigopportunities,aslongasitholds tighttoitscommitmenttostudentlearning andpossibility.

LeadingThroughChallengeandCompassion

Leadershipoftenrevealsitstruestrengthindifficult moments,andforMr.Kellar,oneofthosemoments cameintheformofasingleparentwhocouldnotbe satisfiedwiththeschool’sefforts.Whatbeganas simpledisagreementsgrewintoasituationthattested hispatience,empathy,andresilience.

Mr.Kellarfocusedonwhatmatteredmost:thestudent. Heunderstoodthatfrustrationfromadultsshouldnever comeatthecostofachild’seducation. “The challenge was keeping the student from getting lost,” hesaid. Throughouttheconflict,hestayedcalmand professional,guidinghisteamtoremainsupportive despitethepersonaltollittookonbothstaff andhimself.

Intime,theparenttransferredthestudenttoanother school.Whenthatexperienceprovedlesspositive,the familyreturnedtoDunsmuirHighSchool.Mr.Kellar welcomedthembackwithouthesitation,centeringthe conversationonthestudent’sgrowthratherthanthe past.Overtime,theparentsteppedback,andthe studentbegantothrive.

Forhim,thisexperiencereaffirmedasimpletruthabout leadership:itisnotaboutwinningargumentsbutabout standingfirmforwhatisright,evenwhendoingso requirespatience,grace,andasteadyhand.

AdaptingEducationtoFitEverySchool

RayKellarhasspentdecadesleadingasmallschool andobservinghowdifferentenvironmentsshape learning.Hisexperienceshavetaughthimthat one-size-fits-allrulesoftenfailtomeettheneedsof studentsandstaff.Smallschoolsoperateatadifferent pace,faceuniquechallenges,andrequireapproaches thatlargerschoolscannotalwaysapply

Hebelievesthatunderstandingthesedifferencesis essentialformeaningfulimprovement. “The needs of all involved are different,” hesaid. “Small schools cannot operate under the same guidelines as larger schools, and the same goes the other way. Recognizing those needs would allow everyone to succeed.”

Ifgivenunlimitedresources,hewouldcreate programsandpoliciestailoredtotherealitiesofeach school.Studentswouldreceiveopportunitiessuitedto theirenvironment,whileteachersandstaffwouldget thesupportneededtomeetthosechallenges.ForMr Kellar,thegoalispractical:educationshouldworkfor everystudentandeveryschool.Bydesigning strategiesaroundactualneeds,hebelievesallschools canthrive,eachatitsownpaceandwithitsown strengths.

MeasuringGrowthThroughEngagementand Evaluation

ForMr.Kellar,assessingstudentgrowthgoesfar beyondtestscores.Hebelievesthatthemost meaningfulprogresscomesfromseeingstudents engaged,challenged,andsupportedinwaysthat matchtheirindividualneeds.AtDunsmuirHigh School,theentirestaffplaysacentralrolein monitoringthisgrowth,constantlyevaluatingthe effectivenessofeveryprogramoffered.

Mr.Kellaremphasizesintentionalityinhisapproach. Teachersandadministratorsregularlyseekwaysto involvestudentsintutoringsessions,enrichment programs,andothertargetedsupportactivities.They trackparticipationandengagementtoidentifywhere studentsthriveandwhereadditionalguidanceis needed.

“Unique opportunities continue to arise when we pay attention to what students need,” Mr.Kellarsaid.These momentsallowtheschooltoadaptquickly,offering programsthatsparkinterest,strengthenskills,and encouragestudentstotakeownershipoftheirlearning. Bycombiningstructuredevaluationwithflexible, student-centeredprograms,heensuresthatboth academicperformanceandpersonaldevelopmentare supported.Forhim,successisalivingmeasure,seenin studentswhoareactiveparticipantsintheireducation andinaschoolculturethatvaluesgrowthateverylevel.

ProvidingOpportunitiesforEveryStudent

InasmallschoollikeDunsmuirHigh,Mr.Kellarsees thesizeofthestudentbodyasanadvantagewhenit comestoequity Withfewerstudents,itbecomes possibletoensurethateveryprogramandresource reacheseachindividual.Thisallowstheschooltooffer awiderangeofacademic,artistic,andextracurricular opportunitieswithoutleavinganyonebehind.

Heworkscloselywithhisstafftomakeinclusiona priority.Theyactivelyseekwaystoengageallstudents andfamilies,makingsuretutoring,enrichment programs,andspecialactivitiesareavailableto everyone.“Wemakeitaprioritytoincludeeveryone,” hesaid.

Thisapproachhashelpedbuildacommunitywhere studentsfeelseenandsupported.Accesstoresourcesis notdeterminedbyability,background,orcircumstance. ForMr.Kellar,equityispracticalanddeliberate.By ensuringthateverystudentcanparticipatefullyin schoollife,hecreatesanenvironmentwhereeach studenthasthechancetogrow,explore,andsucceed.

PreparingfortheFuture

AsMr.Kellarapproachesretirement,hisfocushas shiftedfromdailyoperationstoensuringasmooth transitionforthenextleader Afterdecadesofguiding DunsmuirHighSchool,hewantstheschooltocontinue thrivinglongafterhestepsdown.

Mr.Kellariscommittedtomentoringandpreparinghis successor.Hehasworkedcloselytoensurethatthenew administratorwillbeknowledgeableabouttheschool’s programs,theneedsofthestudents,andtheunique challengesthatcomewithleadingasmallcommunity school. “My goal is that the new administrator will be prepared, knowledgeable, and ready for the challenges ahead,” hesaid.

Evenasheplanstoretire,hisvisionremainscenteredon continuityandstability.Hebelievesthatstrong leadershipisbuiltovertimeandthatpassingon institutionalknowledgeisoneofthemostimportant contributionsasuperintendentcanmake.Hislegacy,he hopes,willbeaschoolthatcontinuestoprovide opportunities,fosterengagement,andsupportevery student,guidedbyleadershipthatisreadytomeetthe futurewithconfidence.

FindingBalanceBeyondtheSchool

ForMr.Kellar,leadingaschooloftenmeanslonghours andconstantattentiontodetail.Schoolresponsibilities takeupmuchofhistime,andheacknowledgesthatthe rolecanbeall-consuming.Yethehasfoundwaysto maintainbalanceandstaygroundedoutsideofwork.

Familytimeremainsatoppriority.Momentsspentwith lovedonesprovideperspectiveandenergy,reminding himoflifebeyondadministrativeduties.Travelalso offersachancetostepaway,experiencenewplaces, andrecharge.Whetherexploringanewcityorenjoying quietmomentsathome,theseexperiencesbringfresh ideasandrenewedfocus.

Mr.Kellaralsoenjoysworkingaroundhishouse, tacklingprojectsthatrequirehands-onattentionand creativity Theseactivitiesmayseemordinary,butfor him,theyareessential.Theyprovideasenseof accomplishmentoutsidetheschoolenvironmentand helpmaintainahealthywork-lifebalancethatsupports bothhisprofessionalandpersonalwell-being.

AMessageofLeadershipandRespect

RayKellarbelievesthateducationisasharedjourney, andeverymemberofaschoolcommunityplaysarole inhelpingstudentssucceed.Heencouragesstaff, students,andfamiliestoapproachthatjourneywith kindness,respect,andcooperation.

“We are all on the same road to educational success for our students,” hesaid. “Be kind, helpful, and respectful to those who share this road, and make sure that they all have proper space to travel with you.” Forhim, leadershipisaboutcreatingapathwhereeveryonecan moveforwardtogether,supportedandvalued.