We are education practitioners that create tools and training for schools and teachers on five continents to break free of the Industrial Model of schooling.
Vision: Learning organized around real-world problems that require the flexible application of each subjects’ concepts and skills with an eye toward identifying and developing kids’ passions.
Rationale: The world is changing in three major ways:
- Nature of work: from routine work to innovation and creativity
- Nature of human interaction: from individual, homogenous to diverse, globalizing teams
- Nature of our relationship to the planet: from take, use, discard to conserve, renew
Younger generations are living in a new reality. Therefore schools need to change to:
- Prepare young people for jobs of the 21st Century
- Prepare young people to tackle the problems of the world
- Channel and cultivate their motivation
Lots of experts are explaining these demands but few give educators a comprehensive roadmap. That’s what we do. We developed a 5 stage framework for transforming schools to meet the demands of the 21st Century. It’s specific without being prescriptive. It’s comprehensive without being overwhelming.
Email: email@example.com for more information.
Disclaimer: The opinions and ideas expressed by Juliet, Krista and Julie in Education to Save the World are theirs alone, and do not reflect the opinions of their employers.
Julie Stern is the author of Tools for Teaching Conceptual Understanding, Elementary and Secondary, which are Visible Learning Aligned Resources. She is the thought leader behind the global workshop series, Making Sense of Learning Transfer, and is a certified trainer in Visible Learning Plus. Her passion is synthesizing the best of education research into practical tools that support educators in breaking free of the industrial model of schooling and move toward teaching and learning that promotes sustainability, equity, and well-being.
She is a Verified Master Trainer and has Coaching and Change Management Certificates from the Association for the Supervision of Training and Development. She has received training from Phi Beta Kappa International on Curriculum and Assessment and worked closely for many years as a Specialist for Dr. Erickson’s Concept-Based Curriculum and Instruction Certification Institutes. She is a James Madison Constitutional Scholar and taught Social Studies for many years. She was also the Director of Public Policy and Curriculum Innovation, leading the revision of curriculum in all subject areas grades 6 – 12 at the Cesar Chavez Public Charter Schools in Washington, DC. She has a Master’s Degree in International Education from The George Washington University and a Bachelor’s Degree in Sociology and Psychology from Loyola University New Orleans.
Juliet Mohnkern is the Founding Director of High Tech High Middle Mesa in San Diego, CA. Originally from Connecticut, Juliet has taught and led in schools in Boston and Washington, DC. She moved to San Diego to attend High Tech High’s Graduate School of Education where she earned her MA in School Leadership. During her graduate work at High Tech, Juliet was the school leadership resident and interim director at High Tech Middle Chula Vista.
Juliet loves learning and explored her passions through undergraduate work in Classics at Boston College and graduate work in Ethics, Peace Studies, and Global Affairs at American University. Juliet finds joy in working with young people – especially middle schoolers! – to uncover their potential, explore ideas, and create meaningful work.
Krista Fantin Ferraro
Krista Fantin Ferraro is a History teacher and department chair at Thayer Academy in Boston. She was previously the Deputy Director of Public Policy and Curriculum Innovation as well as a History teacher at Chavez Schools where she repeatedly led her students to winning the DC We the People Constitutional competition.
Trevor Aleo is a high school English teacher in Prince William County, Virginia. In addition to leading grade level teams at his own school, he’s drafted curriculum at the district level, created instructional resources for the VDOE, and presented at local, state, and regional conferences. He believes education should help people become better meaning makers, problem solvers, and story tellers and is dedicated to facilitating learning experiences where that can happen. He holds a Bachelor of Arts in English and a Master of Arts in Teaching from James Madison University and is an active member of NCTE as well as its Virginia affiliate, VATE.
Trevor writes about his educational journey at insearchofschole.com.