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When we take on leadership positions, especially early in our careers, we may think that we're supposed to have 'all the answers'. We can't. It's really that simple...and the reassuring thing is that ​always ​having the answers is not that important.

I recently participated in a constructive conversation about the benefits of putting some 'breathing space' between consecutive meetings for adults, to allow a little processing and prepping time. Seemed like a perfectly sensible idea, and still does.

How the intentional process of naming helps us overcome barriers to inclusion…

“S/he was filled with a sense of nameless dread….”. There’s a reason for that horror story cliche. The amorphous, unformed anxiety has more power to paralyze us than the known and explicit. 

The CGC has developed a genuine learning continuum, from toddler through grade twelve. It is framed by the seamless connecting elements of a shared definition of the learning process that drives a shared teaching process.

The CGC is drawing a line under broken models of schooling. We’re replacing rhetoric with reality via radical simplicity. Here are our Guiding Principles...

I just had the pleasure and privilege of working with the faculty and staff of a fine school in Central America, Academia Interamericana de Panama (AIP). We were together for a full day, as the first introduction of the CGC Learning Ecosystem to the school. When I say ‘we’, I mean a fully inclusive ‘we’. Not ‘just’ the teachers and assistant/co-teachers, but all employees: HR, maintenance, catering, the tech team…everybody. (Parents and learners join the process later).