Inspiring Talks and Walks

As an experiential educator and someone who has always learned best when my whole self is engaged in doing something, I was recently reminded that powerful educational moments come in many forms.

Representing ISEEN at GEBG

Representing ISEEN at GEBG

Last week, I attended the fifth annual Global Education Benchmark Group (GEBG) annual conference hosted by Chadwick School in Los Angeles. It was wonderful to be among longtime friends and make new ones, share stories and program ideas, gather in the sunshine and hear about new GEBG initiatives. Four parts of the conference stand out as particularly inspirational and transformative.

Wade Davis during his keynote

Wade Davis during his keynote

The first two were the keynote speakers, and they reminded me that a powerful lecture can be a life-changing event. Wade Davis, an anthropologist, National Geographic writer and photographer and author of books such as The Serpent and the Rainbow, spoke nonstop for an hour in what I can only describe as pure poetry accompanied by stunning visuals from around the globe to highlight the impact of vanishing languages and cultures on all of our lives. And Sonia Nazario, award-winning journalist and author of Enrique’s Journey, regaled us with the harrowing tales of young people making the perilous journey from Central America to the United States in search of their mothers who left to seek a better life for their families. The fact that she made the journey three times herself in order to understand and document it makes it all the more astounding, and her description of her own transformation from a journalist reporting the stories to actually advocating for change, plus the timeliness of the topic had us all riveted. Both speakers captivated my intellect and my emotions simultaneously and left me inspired to see more, learn more, and do more.

With my Lakeside colleagues

With my Lakeside colleagues

The third Inspiring moment came when I attended a workshop facilitated by two educators from Lakeside School, where I worked before starting Global Weeks. The presentation they gave on the initiatives the school has undertaken since I left broughy me grest happiness. The foundation we built in the Global Service Learning program is still rock solid, and from that foundation, they have forged ahead and created wonderful new projects that are more integrated into the life of the school. It is so exciting to have a Middle School program where global education is expressed locally, as well as yearlong elective courses in the Upper School with an embedded travel component. It was such a joy to see the core elements of the program I designed preserved and learn how they have improved upon them to offer programs that are even more transformative for students and teachers.


The post-conference crew

Finally, GEBG pioneered an optional post-conference activity that I found especially meaningful and enjoyable. Twelve of us set off to explore using Los Angeles as our classroom to learn about issues of immigration, race, and social justice, based on courses that two of our colleagues teach. We spent time in the Japanese American National Museum engrossed in stories of immigration, internment, and influence in Little Tokyo. The stories of Japanese internment were all the more moving since our colleague’s family members had been interned. We had a tour of Koreatown, stopping into restaurants and a grocery store, learning about architecture, history, food culture and growth from “migration to immigration to gentrification” in the area. We spent five hours in a small group, getting to know each other better with the city as our classroom. It was a wonderful way to end the conference, and reminded me once again how global education is everywhere, and we do not need to travel far to be steeped in its mysteries, learning opportunities, and richly rewarding experiences.

Strategic Planning

IMG_8773I am, by nature, not a planner. I like to let life unfold, see what appears, and work with whatever shows up to move me to the next phase. This makes me particularly well suited to experiential education: it’s not that I never plan, it’s more that I do something first and then, upon reflection, create the structure to understand and support the next action. Nevertheless, the importance of strategic planning cannot be underestimated. Organizations that have a clear vision and mission and then take the time to create concrete structures and plans to support their big picture vision are those most likely to get where they want to go. While few would dispute the value of this type of planning, I love the fact that there is no one way to do it. The methods an organization can employ vary by the kind of organization, number of people involved, desired outcomes, and time allotted. Going in with a commitment to mission-driven practices and producing actual measurable results appear to be common denominators to success.

ISEEN Board in Cleveland

ISEEN Board in Cleveland

I recently rejoined the board of the Independent Schools Experiential Education Network (ISEEN). I am thrilled to be back as a member of the group guiding this important and wonderful organization. When I attended my first ISEEN institute eight years ago, the group was called ISAN (Independent Schools Adventure Network) and existed to support outdoor and adventure education practitioners. Over the ten years since, the organization has grown to encompass other forms of experiential education programming (global, service learning, sustainability, student leadership), and added an institute for classroom teachers who wish to have more experiential pedagogy and practice in their classrooms. We have achieved our initial goals and met last weekend on a retreat with the purpose of creating new ones.The process included a review of current programs, including the winter institute for practitioners (this year held in Hawaii, hosted by Punahou and Iolani Schools — and focusing on place-based education), the summer institute for teachers (held in Santa Fe for math, science, and arts educators), and our relatively new membership platform. After reviewing them as a group, we spent time individually and then in triads, outlining new goals, finding commonalities and differences, and finally, coming together to set benchmarks and timeline for the work. It was gratifying, inspiring, and energizing as we move forward into the next five years of growth in the organization.

GEBG Board in Miami

GEBG Board in Miami

Another group on whose board I serve, the Global Education Benchmark Group (GEBG), is going through a similar process but in a slightly different way. We formed a strategic planning committee at a meeting last spring. This group met three times, once in person and twice virtually, to identify five priorities for the organization. Each committee member signed on to develop a couple of goals and create benchmarks and a timeline for reaching those goals. The material was sent to the Executive Director for review, and will appear on the agenda of our November board meeting to be discussed and voted on by the full board. We will outline our strategic plan to the wider membership at our annual conference in April (this year hosted by Isidore Newman School in New Orleans).

Finally, I have been contracted by an independent school to help develop a strategic plan specifically for global education at their school. During a strategic planning process for the whole school, they identified global education as a big part of that plan and they desire a more specific framework for global initiatives. I will spend a day on campus meeting with relevant stakeholders, review their current programs, and facilitate a conversation about the steps they might take to set new goals and the process to achieve those goals.

As I work with organization boards and schools, I realize I would like to undertake a similar process for my business. Where do I want Global Weeks to be in five years? I know my mission has expanded since I started the company 4 years ago: what are my new goals? What partnerships do I want to cultivate to help me create a process, outline strategies and reach new heights? I look forward to exploring this topic further and I invite you to do the same: what does your strategic planning process look like?

If you’re moved to share your strategic planning process with the Global Weeks community, I invite you to comment below.

Coming Home


Beautiful Parcas

Beautiful Parcas

I spent the past two and a half weeks traveling. Six airport stops, the equivalent of a couple of days in the air, and several days each in four different ecosystems: the Andes mountains, Lima’s damp coast, the breezy warm moonscape of Paracas, and tropical Miami. We had rainstorms, hail, dry windy sand storms, clouds, sun, low-hanging mist and 100 degree humidity. We wore many layers of fleece in the thin mountain air, bathing suits by the pool, our lightest clothing to walk around Miami, and sweaters and scarves to deal with hotel air conditioning. Now I am home in the gray of Seattle, back in jeans and a long-sleeved t-shirt, my go-to uniform for this time of year.

Lovely ladies in the Andies

In the Andes

What does it mean to experience so many different climates, time zones, cultural and environmental zones? How do we make sense of it all? How do we transition home? I think sometimes because world travel is so accessible, because it is possible to fly all over the globe in a matter of days, that we downplay the significance of the transitions. We forget that our bodies, adaptable as they are, need time to adjust to each place and time. We wonder why we pick up stomach issues or respiratory problems, why we’re not thinking as clearly as we might when we first return. I find myself moving more slowly than usual, resting and napping, wanting to prepare simple, healthy meals and sit in silence. I vow to honor this transition time, feel what it means to be “in-between,” use it to integrate the experiences I had, the people I met, the foods I ate and the places I saw.


Global Educators in Miami

As I transition, I think of the people in and around Kathmandu, Nepal, as they deal with the trauma of the earthquake that shook their foundations, killed loved ones, destroyed most of their homes and forever altered their lives. I feel sad. I grieve for a place although I have never seen it, because we are all connected. I feel powerless to make things better, even as I am glad I can contribute to the relief efforts. As I return home, I am aware of many who are likely to be homeless for a very long time. I also feel the pain of what is happening in Baltimore right now, and in other parts of this country where young men are being mistreated and killed because of the color of their skin. My own disorientation because of my travels, in my lucky privileged world where I can experience a family vacation overseas and a global education conference, somehow help me feel the pain and loss of others who are experiencing terrible tragedies right now. And that is a good thing.

Global Education: A Roadmap to Program Development

I just returned from attending the National Association of Independent Schools (NAIS) Annual Conference, held this year where the temperatures were low and the snow drifts were high. This in stark contrast to the warm temperatures, lack of snow (even in the mountains) and early spring in Seattle.  Global climate destabilization indeed.
















Along with listening to inspiring speakers, attending edifying workshops, and networking with colleagues from all over the country and many parts of the world, I had the opportunity to share a new IMG_6789resource with the NAIS community. My colleague Willy Fluharty from Cape Henry Collegiate School and I introduced a book we co-edited over the past two years. Willy and I are both founding members of the Global Education Benchmark Group (GEBG) and have been active in the organization since its inception in 2008. At that time, four schools (Cape Henry, Lakeside, Providence Day and Charlotte Country Day) met and then at the behest of NAIS, invited 15 other schools to join us. We embarked upon a mission of benchmarking, sharing, and collaboration that has served individual schools, and also helped define and develop global education in all independent schools.

With Willy

Over the years, we have collected data to benchmark what GEBG schools are doing in their programs, created a Wiki page to share information, become a 501c3 entity with a Board (on which Willy and I both serve), and organized an annual Global Educators Conference. A couple of years ago, we realized we had learned so much through collaboration that would be useful to others outside of GEBG. We gathered resources from 24 different global educators representing 12 schools and 12 outside organizations, and compiled it into a handbook that GEBG published as an iBook available for $20 on iTunes.

Global Education: A Roadmap to Program Development


The first section of the book concerns itself with Why We Should Be Global, the philosophy behind the work including a compelling essay by Father Steve Sundborg, President of Seattle University who gave the keynote address at the first GEBG conference at Lakeside School. Next we created a chapter outlining a number of different ways to become global at all levels of K-12 education. Subsequent chapters deal with curriculum, collaboration, competencies, finances, and risk management. Finally, we included sample data charts from our annual survey and resources to help people develop their own programs.

Our hope is that people will examine the book as a whole, and then use it, like the title suggests, as a roadmap for global program development. Rather than a rigid “how to” manual, we want it to be a guide to help clarify program goals and identify appropriate paths to those goals. Some readers may spend more time investigating the big picture questions of philosophy and pedagogy; others will dive right into specific sections on risk management and curriculum; still others will use the data to support their own desired outcomes. The book highlights a few trends such as the rise of global diploma programs, the need for better risk management practices, and the push to integrate global experience and classroom practice. Because the field of global education is relatively new and constantly changing, we plan to provide periodic updates. We are currently preparing it for publication on PC-compatible platforms and Kindle as well.

IMG_6782A couple of talks I heard at the NAIS conference this year were particularly relevant to our experience editing the book. John Maeda talked about the importance of creativity, thinking outside of the box, and making bold choices without bowing to public opinion. We certainly dove into this project with no prior publishing knowledge, and we learned a great deal through trial and error.  Sarah Lewis, who wrote The Rise: Creativity, the Gift of Failure, and the Search for Mastery described the difference between success (a single accomplishment) and mastery (consistent excellence) that comes only through continual examination of failure and subsequent adjustments. Willy and I encountered many obstacles, and while I make no claims about mastery, we did approach the process with curiosity and the belief that we could overcome any obstacle through persistent effort. It was a fascinating collaborative undertaking, and we hope it serves as a useful and enjoyable tool.

Press Release for Global Education: A Roadmap to Program Development eBook!

I am excited to announce the release of Global Education: A Roadmap to Program Development, an ebook book I co-edited with my colleague Willy Fluharty. It can be previewed and purchased for download on iTunes! Check out the press release below for more details:

GEBG Press Release

Press Release for Global Education: A Roadmap to Program Development

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