Systems Thinking as a Tool for Managing Change at Schools: Brewster and BA International

In an era of rapid change—shaped by artificial intelligence, climate challenges, and geopolitical shifts—educators must equip students with the skills to navigate complexity and act for the betterment of planet, prosperity, and people.
With the opening of campuses in Madrid and Murcia, Spain, we have expanded our mission across cultures and languages, using the world as a living laboratory. By integrating formal exchanges, strategic visioning, and virtual collaborations, we transform every location into an extension of the learning environment, fostering deeper understanding and ethical impact.
Grounded in systems theory, this session explores our evolving global institutional identity and presents collaborative models that promote adaptability and meaningful dialogue. Attendees will gain insights into leveraging global connections to inspire purposeful conversations around mission and vision.
Presented by Steven Davis, Chair, World Languages Department | Immersive Programs Coordinator and Marta Filip-Fouser, Dean of Teaching and Learning and Educational Research, Brewster Academy (NH, USA)

All In: Building a Comprehensive Global Education Experience from Pre to High School

Global Education means different things to different people, making creating a cohesive, scaffolded curriculum across a large school challenging. At Felsted, we addressed this challenge by leading a school-wide conversation—engaging over 80 staff and nearly 200 students—to define what Global Education means to our community. Using the most common themes from this dialogue, we developed a shared definition as a foundation for a structured, year-by-year Global Education experience, ensuring every student from preschool to Sixth Form engages in meaningful global citizenship practice.
This session will outline the process of collecting and analyzing school-wide data on global education, strategies for building an interconnected curriculum, and methods for assessing its impact. We will also explore approaches for engaging stakeholders—winning buy-in from leadership, faculty, and students—to create a sustainable and embedded Global Education framework.
Presented by Robin Hancock, Director of Global Education, Felsted School (United Kingdom)

A Case Study of a Global Education Program at a K-12 School

Institutions increasingly incorporate global competencies and awareness into their graduate profiles as global education gains prominence in school curricula. However, the implementation and measurement of these programs vary widely.
This session presents findings from a case study conducted at a New England school with an established global education program. Based on qualitative interviews with educators in Fall 2024, the study analyzed how global education is defined, implemented, and assessed. The presentation will provide an overview of global education, a brief literature review, key insights from the research, and recommendations for schools looking to refine their own global education initiatives. The session will conclude with an open discussion for questions and shared reflections.
Presented by Thomas Kennelly, Program Director: History & Global Understanding
Boston Latin School (MA, USA)

Mindset Matters: Pre-Departure Curriculum for Fostering Deeper Student Engagement

How can we best prepare students to get the most learning out of each intercultural engagement opportunity? This session presents an effective pre-departure curriculum for intentional tone-setting and effective container building to help students define success, explore purpose, create buy-in, and take ownership of their learning. While presenting the tools, processes, and strategies employed by Castilleja School’s ACE Center in collaboration with Where There Be Dragons, we invite participants to share common challenges and successes in effectively preparing students for meaningful engagement across cultural differences. Come prepared to engage in new ideas, dialog, and dynamic exchange.
Presented by Jessica Yonzon, Director of the ACE Center and Global Education, Castilleja School (CA, USA) and Simon Hart, Director of Strategic Partnerships
Where There Be Dragons, Boulder (CO, USA)

Music Was the Excuse: Lessons in Designing Student Cross-Cultural Collaboration Experiences Abroad

This session explores the design, implementation, and impact of a transformative cross-cultural travel experience connecting students from Deerfield Academy and Escuela Tambores del Cabildo, a nonprofit after-school program in Cartagena, Colombia, blending music education, social support, and community engagement. Using music as the central medium, students participated in an immersive experience that included pre-program preparation, on-the-ground collaboration, and post-program reflection. Students from both countries deepen their understanding of cultural identity and global interconnectedness while honing their musical skills. This presentation explores the pedagogical, cross-cultural, and logistical implications that contributed to the program’s success, offering actionable insights for educators and schools seeking to build authentic, reciprocal partnerships with organizations worldwide.
Presented by Beatriz Giraldo, Associate Director of the Center for Service and Global Citizenship, Deerfield Academy (MA, USA) and Felipe Correa, CEO, Envoys (VA, USA)

Relationship-Based Learning: Cultivating accompaniment in Valencia

How can relationship-based learning transform global citizenship education? In this session, we share the innovative program co-developed by CFIS and La Meridional, which immerses students in Valencia’s Mediterranean culture through meaningful community engagement, intercultural dialogue, and language immersion. By exploring our experience designing and implementing this program, we will showcase strategies to develop global competencies in students, from fostering interpersonal connections to addressing contemporary global challenges such as climate emergency and migrations. Participants will leave with actionable insights to integrate relationship-based learning into their own educational programs.
Presented by Chantalle Bourque, Director of Global Education and Experiential Learning, Calgary French & International School (AB, Canada) and Carlos García-Hernández, Founder & Director, La Meridional (Spain)

Teaching Teachers: Building Global Competence

To cultivate globally competent graduates, educators themselves must be equipped with the knowledge, skills, and dispositions to foster global learning across all ages. This session explores how Charlotte Latin leverages a combination of on- and off-campus professional development—including small group Professional Learning Communities (PLCs) and international travel—to strengthen faculty global competencies across three divisions.
We will share insights about maximizing the impact of these opportunities, how they have directly influenced faculty and student growth, and a takeaway list of resources, templates, and activities to implement in your own classrooms and communities.
Presented by Kelly Willis, Director of Global Studies and Rachel Wells, Lower School Spanish Teacher, Charlotte Latin School (NC, USA)

Panel Discussion: Global Education as Mission and Strategy

How are schools embracing global learning as a meaningful way to embody their mission and fulfill their strategic plans? How are various schools engaging stakeholders across their communities in global learning? How does the real-world learning and competency development associated with global education support strategic initiatives and necessities from admissions to student wellbeing? Attend this panel to hear from senior leaders about how they position global education within their school, how they partner within and beyond their school community in support of global learning, and how their framing might prove useful in your own work.
Panelists:
Edgar McIntosh, Assistant Superintendent, Scarsdale Public Schools (NY, USA)
Yom Fox, High School Principal, Georgetown Day School (DC, USA)
Nichole Foster-Hinds, Head of Upper School and STEM, The Nightingale-Bamford School (NY, USA)
Sandra Haddock, Assistant Head of School, The Epiphany School of Global Studies (NC)
Mariandl Hufford, President and Head of School, Miami Country Day School (FL, USA)
Rob McGuiness, Assistant Head of School, Appleby College (ON, Canada)
Facilitated by Yom Odamtten Fox, High School Principal, Georgetown Day School (D.C., USA)

The DNA of Global Citizenship: A PK3-12 Passport to the World

Schools often mention global citizenship in their missions, but is it actually defined? Beyond that, is it actually put into practice? Our time together will take you on Miami Country Day School’s journey from theoretical to practical when it comes to instilling in our students what it means to be a global citizen. While the easy path would have been to create a graduation requirement, we took a more organic approach to the work and have recently developed our DNA of Global Citizenship. Through our grade-level strands, we have curated authentic experiences that seamlessly weave together to create the PK3-12 passport to global citizenship. Our session will act like a conference within a conference, complete with an “keynote speaker” and an “exhibition hall” with time to visit with various MCDS faculty “exhibitors,” thus, maximizing your time and specific area(s) of interest. This session will take you on that journey from idea to fruition, the processes with stakeholders, the community launch, tangible work, and the goals to which we still aspire. Why? Because it’s in our DNA!
Presented by Glen Turf, Chief Officer for Global Initiatives, Equity & Belonging, Karin Davis, Middle School Math Teacher, Team Leader, and online Spartans Around Advisor, Sheika Ganthier, Lower School GIEB Coordinator, Daria Cirisano, Lower School GIEB Coordinator, Laura Rodriguez, Middle School GIEB Coordinator, Sam Brown, Upper School GIEB Coordinator, Shreni Shah, Upper School French Teacher, Miami Country Day School (FL, USA)

Survey Design and Statistical Analysis

Explore strategies to limit bias and understand the types of data that can be generated when designing surveys which can be used in service or global programs. This session will cover survey creation for various purposes, including teacher feedback, student feedback, partner evaluations, and student-led initiatives. A case study with `Iolani School’s Civic Engagement group will be highlighted, showcasing their collaboration with the school’s AP Statistics students to better understand school traffic issues and assess the school’s commuting related eco-footprint through a K-12 student-run survey. Additionally, how did survey design inform student feedback shared with faculty at the American School in Switzerland’s Global Service Program?
Presented by Danny Schiff, AP Statistics, `Iolani School, Honolulu (HI, USA)

Global Citizenship Through Reciprocal Academic Study Programs

Reciprocal global education moves beyond traditional, one-directional travel by fostering co-created curricula and shared learning experiences. This collaborative approach values all participants’ perspectives, making global programs mutually enriching rather than hierarchical. By engaging in exchange-based learning, students build meaningful relationships, gain deeper insights into global issues, and develop a more nuanced understanding of their own culture—empowering them to contribute to a more just society.
In this session, Samira Tella, Director of Global Health and Wellness, and Matthew Spearing, Director of Environmental Sustainability at St. John’s Preparatory School (MA, USA), will share insights from their study abroad programs in Canada, Argentina, and India. Attendees will explore the impact of reciprocal education and engage in an open discussion to exchange ideas and feedback.
Presented by Matthew Spearing, Director of Environmental Sustainability and Samira Tella, Director of Global Health and Wellness, St. John’s Preparatory School (MA, USA)

Global Competency in Action: The Impact of Taiwanese Homestays and School Visits

Global Competency equips students to thrive in an interconnected world. This presentation highlights Buckingham Browne & Nichols School (BBNS)’s approach to developing and assessing global competency through culturally immersive experiences, with Taiwan as a case study. We introduce the BBNS Global Competency Assessment Framework, designed to foster skills in investigation, understanding, collaboration, envisioning, and action. Attendees will explore its application at individual and programmatic levels, demonstrating how it drives personal growth and systemic change. A case study from BBNS’s March 2024 Taiwan trip illustrates the framework in action, showcasing homestay and school visit experiences that transformed student learning. Key outcomes reveal the impact of these experiences on students and global education programs. Looking ahead, we share insights on expanding this success during our upcoming March 2025 Taiwan trip. By leveraging lessons from past experiences and our partnership with Real Asia, we emphasize the power of authentic, adaptable, and immersive learning.
Presented by Yinong Yang, Chinese Teacher, Buckingham Browne & Nichols School (MA, USA)

Navigating Students Emotional Journeys and Wellbeing: Tips for Program Leaders in the Field

Join us as we explore how to support students’ emotional journeys, helping them deepen their understanding of the world–and themselves–through a transformative global experience. Centered on the phenomenological belief that each individual is influenced by their own lived experience, this session will emphasize the importance of trip leader self-reflection and cover strategies for fostering meaningful connections with students while supporting emotional health abroad. Trip leaders will leave with practical strategies for fostering engagement with students’ lived experiences, observing and interpreting students’ responses, facilitating critical conversations, creating space for reflection, and harnessing the power of emotional care in the field.
Presented by Claire Bell, Upper School Counselor and Marissa Kohn, Upper School Counselor, Providence Day School (NC, USA)

21st Century Message in a Bottle: Connect Global Classrooms with Miniboats

For over a decade, Morristown Beard Middle School has undertaken an exciting initiative by launching a 5-foot GPS-equipped sailboat filled with letters and cultural items into the Atlantic Ocean. These mini sailboats have landed in several countries, including Ireland, Norway, France, Portugal, Spain, and Guernsey. Supported by Educational Passages, a not-for-profit organization dedicated to enhancing ocean literacy and facilitating collaborative learning through cultural exchanges, Morristown Beard students have fostered meaningful global classroom connections. This presentation will showcase strategies for engaging students across various disciplines, promoting collaboration, and building international friendships, all while nurturing empathy and understanding within a global context. We will share how we create impactful educational experiences that bridge geographic and cultural divides, encouraging students to connect with peers worldwide.
Presented by Lisa Swanson, Middle School Geography Teacher and Aline M. de la Torre-McCloskey, Director of Global Studies, Morristown Beard School, Morristown (NJ, USA)

Managing Risks for International Exchange Program

The Council on Standards for International Educational Travel (CSIET) and its certified international exchange programs believe that safe and reputable international student exchange provides schools with a concrete means to increase diversity, strengthen instruction, and build programs that imbue students with global competence. Schools that leverage international programs are not confined by traditional curricular constructs, but rather, they are empowered by their desire to teach students to navigate the challenges of an increasingly global society. Enrolling international students promotes cultural awareness, mutual understanding, and appreciation among all students, fostering a more inclusive and globally-minded school environment. If your school is interested in starting an international student program, looking to strengthen its current international student program, or looking to partner with a vetted certified international student program, CSIET provides the tools and resources so that schools can successfully manage safe and healthy international student programs.
Presented by Charissa Slack, Associate Director, Council on Standards for International Educational Travel (VA, USA)

Panel Discussion: Engaging Students with Global Issues through Action

As we empower students as global citizens, we must provide opportunities for them to exercise this empowerment through taking meaningful action in local, national, and/or international contexts. However, providing these opportunities can be particularly challenging when educators are limited to a classroom context or students are working on a variety of issues that might seem far beyond their scope of influence. From hunger to inequality to climate change, how do educators provide meaningful opportunities for student action, in and out of the classroom, across grade levels and disciplines? How do educators tackle the challenges associated with this significant responsibility, and what does it look like to support, scaffold, and evaluate these types of experiences? Attend this panel to hear from educators currently supporting student action throughout their school communities and to learn about their programming, challenges, and visions for the future of this work.
Panelists:
Michéle Andrews, Executive Director, Door Number One (ON, Canada)
Mark Cutler, Director of Learning in the World, Phillips Academy Andover (MA, USA)
Leo Llinás, Director of Environmental Stewardship; Science Chair, Palmer Trinity School (FL, USA)
John Sweetman, Director of Community Service, Co-Curricular Clubs, CAS, Upper Canada College (ON, Canada)
Kimber Williams, Director of Student Activities, The Altamont School (AL, USA)
Facilitated by Dion Crushshon, Director of Global Programs, Blake School (MN, USA)

A World of Possibilities: Using AI to Transform Global Learning Beyond Your School’s Boundaries

This session will explore the transformative potential of artificial intelligence (AI) in fostering global learning experiences. Participants will delve into practical strategies for integrating AI into curriculum development, focusing on global and citizenship competencies. By leveraging AI tools, educators can create dynamic and engaging learning environments that transcend geographical boundaries. Participants will gain hands-on experience with AI tools and resources, such as AI-powered language translation, virtual field trips, and collaborative global projects. Through this workshop, educators will be empowered to equip their students with the knowledge, skills, and mindset necessary to become informed and responsible global citizens.
Presented by Angela Finn, Director of Library Services, Ravenscroft School (NC, USA)

Connecting Our Community through Dialogue

There is no question that we are in a time of discord and disagreement that has made it harder to communicate effectively and to connect with each other across real or perceived differences. Within this context, Rye Country Day School has embarked on an ambitious attempt to explore and explain the benefits of engaging in specific dialogue practices. Using GEBG’s research and resources on intercultural dialogue, RCDS has articulated specific competencies and learning outcomes, adopted a relevant framework, and implemented numerous practice opportunities for our employees, students, and families. Ours has been a journey brought on by necessity, but made possible with strong institutional vision, support, and access. In this session, we will share our strategy, our framework, and our timeline, and we will reflect together on what has worked and what has not.
Presented by Daniel Murray, Director of Global Studies and Meredith DeChabert, Assistant Head of School for Academics, Institutional Research, and Data, Rye Country Day School, (NY, USA)

SEL on Travel Programs: A Chaperone’s Guide to Building Trust and Strong Group Dynamics

Teachers who chaperone travel experiences have so many responsibilities that it can be overwhelming. Keeping students healthy and safe is the top priority, but with the ongoing youth mental health crisis and the omnipresence of anxiety and depression among teens, the role we play when we travel with students is increasingly more complex. Building a strong and reliable “container” with your student group while traveling can be the most important tool you have in your chaperone tool box. A strong group dynamic leads to trust, honesty, agency, communication and transparency. Not only can this deepen access to meaningful reflection and global competence, but it can provide a vital safety net. In this workshop two teachers who have over 30 years combined experience in a residential school setting will offer an interactive opportunity to practice exercises that transfer SEL skills to the global context. Come play with us!
Presented by Laurie Sales, Chair of Theatre and Dance, Chaperone of Global Experiences and Mary Frances Bannard, Assistant Director of Globalism and Experiential Learning, Classics Teacher, Groton School (MA, USA)

Learn and Travel, Travel and Learn: Developing Curriculum Around Global Travel Programs

How do we prepare students well for global studies programs and deepen their learning when they return? Schools often struggle with how to make the travel experience more meaningful, and the learning more long lasting. When engaging in sustainability themed travel programming, experiential learning can be rich, robust, and important, but how we make the organic lessons learned stick can be the challenge.
We all know that travel is not enough in itself to drive home important life lessons. Two or three weeks immersed in a foreign country can be challenging and enlightening, but also insufficient in effecting real attitudinal or perspectival change. This is why global directors at The Blake School in Minneapolis and St. Andrews School in Delaware have endeavored to surround and supplement their student travel experiences with a meaningful curriculum and classroom experience. This session will provide two examples of curriculum/courses that were developed by The Blake School and St. Andrew’s School to complement international study programs on Sustainability.
Presented by Dion Crushshon, Director of Global Programs, Blake School (MN, USA) and Beth St John, Founder & CEO of Aspire Institute

Establishing Global Connections in Elementary School

As recipients of the 2024 GEBG Solomon Award, we would like to share how by implementing a meaningful global collaboration project our school as embraced a global mindset. Golden Bear Adventures began as an innovation grant with the goal of connecting first grade students to other first grade students around the world. This connection has allowed a discovery of communities near and far and helped to develop a respect and deeper understanding of different cultures. By developing a website to serve as a hub for 13 schools from 11 countries to share videos and pictures of their communities and exchanging items by mail, the project sparked more collaboration ideas. This year we have already implemented new unique global collaborations in PreK, 2nd and 4th grades which are integrated within all curriculum areas. By the end of this academic year we have plans in place to have Kindergarten, 3rd and 5th grades each have global collaborations. We are thrilled to share details of how it all began and what the future has in store for our students.
Presented by Kristin Ahler, K-5 Global Coordinator and 1st grade lead teacher and Susanna Meed, Mulicultural Cultural Lower School Coordinator & Academic Coach, Holy Innocents’ Episcopal School (GA, USA)

Carbon Offsetting of Travel Programming: School Models and Facilitated Conversation

Off-campus, experiential learning is a proven methodology for developing essential global competencies; however, as developing global citizens, student travelers (and their leaders) are looking for ways to consider and manage the carbon impact of these important experiences. What does it look like when schools use these travel programs to provide students an opportunity to calculate and consider their own carbon footprint? How can programs be designed to minimize their carbon impact? What are some of the strategies that schools are employing to offset or otherwise respond to the carbon impact of their travel programs? How does offsetting travel-related carbon fit into other schoolwide sustainability initiatives? Join this session to hear from multiple school leaders about how they are considering these questions and their reflections on what they have tried and where they hope to go in the future.
Presented by Lindsey Lohwater, Climate Educator-in-Residence, GEBG and Sustainability Coordinator, St. Mark’s School (MA, USA) along with other current school practitioners

Flying Smart: Navigating Airline Costs, Sustainability, and Security in Student Travel

A facilitated discussion addressing airline prices, group air options, security, and sustainability in the airline industry. How can we support schools and student travelers navigate these challenges while building cost effective student travel programs. Session will also include data on inbound and outbound travel programs impacted by the global environment. This panel includes airline, group air provider and tour operator representatives.
Presented by Carylann Assante, CEO, Student & Youth Travel Association (SYTA) (VA, USA)

Panel Discussion: Maximizing Student Learning the Field

Global educators have long taken students beyond campus for transformative learning experiences. As demand for these programs grows, the focus on maximizing learning and managing risk has become critical. From preparing the adults who facilitate these programs, their student participants, and other key stakeholders to developing systems for evaluating both risk and learning; maximizing student learning in educational travel programs is complex and inherently collaborative. With student learning in mind, what are some model practices in program- and risk-management before, during, and after travel programs? How do leaders of educational travel programming effectively partner with others in their school communities and beyond? Why types of tools and resources and support this work? Join this panel to hear from educators leading off-campus programs as they share their strategies for enhancing student learning, addressing current challenges, and their vision for the future of these experiences in schools and communities.
Panelists:
Jonathan Sirois, Director of Global Education, Tabor Academy (MA, USA)
Cortland Bosc, Director of Global Experience, Montclair Kimberley Academy (NJ, USA)
Nina Peters, Head of International Office, Schule Schloss Salem (Germany)
Kiersten Teitelbaum, Head of Academics, WorldStrides (VA, USA)
Kelly Castañeda, Dean of Global and Experiential Programs, Sonoma Academy (CA, USA)
Facilitated by Kevin Murungi, Director of Global Social Impact, Brooklyn Friends School (NY, USA)

1. Assessing Risk of Travel to Areas of Real or Perceived High Risk
2. Challenges and Opportunities of Leading Global Education Programs (for Global Directors)
3. Climate Education and Global Citizenship
4. Connecting Global and DEIB Efforts
5. Creating and Facilitating in-house Program Leader Training (For school program directors)
6. Enriching Global Education through Faculty Professional Development
7. Evaluating Student Global Competency Development, In and Out of the Classroom
8. Fostering Student Leadership Development through Global Education Programming
9. Gender-Expansive Travel Policies and Procedures
10. Hopes and Fears regarding Intercultural Programming in the Current Political Climate
11. Incorporating Dialogue into Classes, Co-Curriculars, and Travel
12. Processing National and Global Events at Schools in Non-Partisan Ways
13. Risk-Management Systems for Off-Campus Travel
14. Supporting Student Mental Health in the Field
15. Teaching Global Content and Competencies in the Humanities Curriculum
16. Teaching Global Content and Competencies in the STEM Curriculum
17. Teaching Global Content and Competencies in the Visual and Performing Arts
18. Telling the Story- Collaborating with Admission/Advancement Offices

Breaking Boundaries: Interdisciplinary Approaches to Cultivating Global Competencies

Miss Porter’s School has developed a unique curricular approach to global education through its Advanced Interdisciplinary Seminars (AIS) Global Intensive Courses. These courses are designed to cultivate critical global competencies by immersing students in real-world issues like urban development, environmental conservation, and social justice across diverse international contexts. By integrating these interdisciplinary courses into the curriculum, Miss Porter’s offers students a meaningful pathway to explore complex global challenges, make cross-cultural connections, and develop skills that align with our mission of fostering ethical global citizenship. This session will detail the development, structure, and outcomes of the AIS Global Intensive program, including key partnerships, essential questions, and assessment practices. Participants will learn about the impact these courses have had on student growth, both in terms of academic competencies and personal development. Through interactive discussion, attendees will explore strategies to build similar programs within their own institutions.
Presented by Elizabeth Simison, Academic Dean; Instructor in the Institute for Global Education and Santiago Enrique, Director of the Institute for Global Education
Miss Porter’s School (CT, USA)

Unpacking GEBG’s 2024 Travel Program Data

This interactive session is a deep-dive into the 2024 benchmarking data, a hallmark of GEBG for over 15 years. This session will focus on overnight travel programs organized by schools. We will share the most recent travel program data from over 220 schools, highlight developing trends, and offer usable insights to share with colleagues. The data and accompanying report feature analysis on topics including: why schools choose to undertake off-campus learning; risk management policies; domestic and international destinations; costs and challenges. Come learn what other schools are doing and thinking about, and how you might use this information to shape your own programs and partnerships.
Presented by Clare Sisisky, Executive Director, GEBG

Building Global Competency through STEM: A Cross-Curricular Journey from 1854 London to Modern-Day Classrooms

This presentation will share how The Nightingale-Bamford School used Design Thinking to reimagine a 20-year-old, beloved London travel program by integrating STEM and global education to create a transformative learning experience for ninth-grade students. Anchored in the book The Ghost Map, this interdisciplinary study brought the story of the 1854 London cholera outbreak to life in history, math, science, and data science studies. The experience culminated in an unforgettable, hands-on, immersive trip to SoHo in London, where students walked the streets of history, collaborated with British peers, and connected classroom concepts to life, both past and present. Highlights included learning from a renowned environmental expert and exploring iconic landmarks such as the Royal Observatory and Tower of London—all through a STEM lens. Through this presentation, we aim to inspire educators and administrators to design innovative programs that connect STEM, history, and global education. By linking past and present, students not only gain knowledge but also develop the skills and habits of mind to become active global citizens.
Presented by Mary Beth Spina, Science Department Chair, Peter Prince, Math Department Chair, and Nichole Foster-Hinds, Head of Upper School and STEM, The Nightingale-Bamford School (NY, USA)

Student Action Summits

For the past year, GEBG has been developing and piloting Student Action Summits—immersive, daylong experiences designed for students to connect around issues that matter to them. These summits provide a platform for exchanging ideas; developing strategies for meaningful action on local, national, and global issues; and leaving with a concrete plan, an expanded community, and a renewed sense of hope and inspiration. In this session, three educators from our pilot hosting schools will share their experiences developing and hosting a summit, highlighting the benefits and opportunities these events provide for students and communities. They will reflect on how such experiences foster student capacity and agency and explore ways to further develop and expand these programs in the future.
Presented by Ann Hansen, Head of International Development, Herlufsholm Skole og Gods (Denmark); Rob McGuiness, Assistant Head of School: Global and Experiential Education, Appleby College (ON, Canada); Daniel Murray, Director of Global Studies, Rye Country Day School, (NY, USA); Chad Detloff, Senior Director of Strategic Initiatives, GEBG

The Stories that Unite Us

The more you know about another person, the less likely you are to make judgements and stereotypes. This presentation will start with an interactive and intercultural simulation game, called “Bafa Bafa” . The original game has been used to train foreign service diplomats and Peace Corps volunteers, and over years of facilitating this game, I have made adaptations which result in the same meaningful outcomes related to teaching global awareness, diversity, and inclusion. The workshop consists of participation in the simulation game, which entails movement within a large room and entertaining social interactions to simulate doing business in another country. It is fun! The conversation and reflection after the activity is eye opening and sparks discussion related to intercultural teaching and learning. As part of the reflection, I will share my website of resources (storiesunite.com), which includes podcasts in Spanish and English focusing on teenagers discussing themes related to the UN Sustainability Goals, details on how to facilitate the game and other resources for intercultural teaching, and a database of “partner schools” (teachers who are connecting with teachers in other countries, to foster intercultural relationships between classes via pen pals or virtual calls).
Presented by Helaine Wemple, Spanish Teacher, Portsmouth High School (NH, USA)

Auditing Global Education Programs: Equity, Innovation, and Risk Management

This interactive session invites participants to audit their global education programs through the lenses of program design, equity, and risk management. As a case study, participants will explore both the challenges and opportunities of the global education program at Chapin School, an all-girls school that empowers “young women to thrive and lead in their world.” Chapin will share its current programs, including those focused on migration and refugees in Athens, Greece, and its partnership with Shining Hope for Communities (SHOFCO) in Kenya. Participants will then use the insights from this case study, and the “Phases of World-Connected Learning” framework, in order to analyze and audit their own program. The framework emphasizes creating equitable partnerships that foster innovation while maintaining robust risk management practices. This session will include ample time for small group discussion and Q&A so that participants leave with insights and action items.
Presented by Xiomara Hall, Assistant Head of School, Chapin School (NY, USA) and Erin Hawk, Executive Director/Co-Founder, World Leadership School (VA, USA)

Vet for Success: Designing and Implementing a Travel Program Review Process

With a combination of global conferences, a group student exchange, faculty-proposed trips, two “Global Context” course trips, and a language immersion trip, Hackley School aims to send students and faculty out on at least eight global journeys every year. Identifying the right opportunities, as well as the right mix of students and faculty for each, is a carefully considered combination of written applications, video responses, parent permission, the consideration of special circumstances, and vetting by divisional teaching teams and administrators, all of which help Hackley’s global education team launch each trip the confidence that they will be life-changing successes. In this session, we will share our process, successes, and challenges that we have faced, and encourage participants to share their own collection of best practices.
Presented by Merideth Maddox, Middle School Drama Teacher and Round Square Representative and Basil Kolani, Director of Academic Affairs, Hackley School (NY, USA)

Panel Discussion: Global Learning in the K-6 Curriculum

Global competencies like perspective-taking and collaboration across difference are regularly fostered in K-6 educational spaces, but many schools fail to highlight this powerful teaching and learning. How can educators integrate global issues and competencies into their classrooms while addressing grade-level demands? What does effective global teaching look like in K-6 programming, and what pedagogies support it? Join this panel to hear from K-6 educators and curriculum leaders as they share their experiences overcoming challenges and fostering global learning in a variety of contexts.
Panelists:
Celeste Arellano, MS Teacher, Pace Academy (GA, USA)
Sheika Ganthier, Lower School GIEB Coordinator /Early Childhood Teacher, Miami Country Day School (FL, USA)
Amanda Collongues, Lower School Teacher, Academy of the Sacred Heart (LA, USA)
Mercedes Muniz, World Language Department Chair MS & LS, Community School of Naples (FL, USA)
Facilitated by Karina Baum, Director of Global Education, Buckingham Browne & Nichols School (MA, USA)

From Vision to Reality: Lessons from Building an Endowed Global Education Program

This session explores the journey of building a global education program at Saint Mary’s Hall from its inception to its evolution into a fully staffed and endowed $3 million office. Drawing on lessons learned over the past three years, the workshop will provide practical insights on how to launch a program, secure community buy-in, craft a compelling vision, and foster engagement across all grade levels. Designed for attendees in the early stages of program development, this session offers actionable strategies and inspiration to turn ambitious ideas into impactful initiatives.
Presented by Adrian Viccellio, Jeanie Rabke Wyatt Director of Global & Experiential Learning, Saint Mary’s Hall (TX, USA)

Unpacking GEBG’s 2024 Travel Program Data

This interactive session is a deep-dive into the 2024 benchmarking data, a hallmark of GEBG for over 15 years. This session will focus on overnight travel programs organized by schools. We will share the most recent travel program data from over 220 schools, highlight developing trends, and offer usable insights to share with colleagues. The data and accompanying report feature analysis on topics including: why schools choose to undertake off-campus learning; risk management policies; domestic and international destinations; costs and challenges. Come learn what other schools are doing and thinking about, and how you might use this information to shape your own programs and partnerships.
Presented by Clare Sisisky, Executive Director, GEBG

International Partnerships – Teacher Experiential Education

How does a School use real-world academic and travel experiences to cultivate empathy for others? How do we leverage international partnerships to applaud the good work and ideas of forward-thinking teachers who want to broaden their cultural understanding by adding real-world experience to their pedagogy. The establishment of school partnerships is a way to recognize teachers and motivate them to think beyond their classrooms. We will highlight the successful partnership between The Pennington School and St. Paul’s School in Barcelona, focusing on a teacher exchange program that creates opportunities for professional growth, cross-cultural understanding, and mutual benefit for both institutions and the individuals involved. This program serves as a model for how schools can build bridges that cultivate empathy, broaden perspectives, and empower educators and students alike.
Presented by Deborah Fermo, Dean of Faculty, The Pennington School (NJ, USA) and Tina Ridge, Head of Communication and International Office, St. Paul’s School (Spain)

Mastering Trip Prep: A Collaborative Approach to Processes, Timelines and Checklists

When should you introduce a travel program to your community? When should permission forms be returned? How do you oversee the application process? And who else should be involved? Educators planning travel programs often tackle these logistical challenges alone, missing opportunities to share best practices and troubleshoot concerns. Join Jen Donovan (Packer Collegiate Institute) and Ali Iberraken (Chapperone) for a hands-on workshop exploring the operational side of trip planning. We’ll share insights, resources, and practical tools like trip checklists and timelines. Come ready to learn, collaborate, and streamline your process!
Presented by Ali Iberraken, Founder of Chapperone, Chapperone (NJ, USA) and Jen Donovan, Director of Global Learning and Community Engagement, Packer Collegiate Institute (NY, USA)

Growing in Our Community – Developing Global Competencies in the Lower School Classroom

This session provides an overview of the Preschool and Lower School Global Education program at the Academy of the Sacred Heart in New Orleans, with a focus on the evolution of the second-grade global education unit. The primary goal of this unit is to develop students’ global competencies, including investigating the world with curiosity, valuing diverse perspectives, communicating effectively, and taking responsible actions to promote peace and justice. Second graders cultivate these skills through an in-depth study of food sources, community gardens, and the role of farmer’s markets. The unit combines research on the origins and cultural diversity of food with hands-on, experiential learning. Students visit a community garden at a local school and create their own garden on Sacred Heart’s campus. The unit concludes with a student-run farmer’s market held on campus, where second graders showcase their learning and engage the school community. Over the years, this unit has evolved into a cornerstone of the lower school experience, offering students and parents a meaningful and tangible example of global education in action.
Presented by Frances Durand, Second Grade Teacher and Amanda Collongues, Fourth Grade Teacher and Lower School Global Education Coordinator, Academy of the Sacred Heart-New Orleans (LA, USA)

The Nexus of Global Education, Science, and Social Innovation: Strategy, Impact & Global Citizenship

The purpose of this workshop is to share and explore ways we empower students as global citizens by connecting them to social innovators, scientists, and entrepreneurs while honing in on the essential processes of small businesses and big thinking in a global economy. The Economics of Social Innovation course empowers students to work closely with entrepreneurs of socially-minded enterprises to solve problems that are authentic and immediate to their businesses and/or society. In tackling real-world problems, students engage in global citizenship and strengthen their collaboration skills by conducting research, interviewing important constituents, developing plans, and making formal business presentations. By exploring the nexus between global education, science, and social innovation, students develop a broader sense of the connections between people, businesses, industries, and economies, as well as the importance of questioning the status quo.
Presented by Gara B. Field, Director of Global Education & Social Innovation and Kate Turner, MB TRIPs teacher-leader (tri-clerk), Upper School Science, Moses Brown School (RI, USA)

Weaving Dreams, Honoring Heritage: An Interdisciplinary Unit

In this session, I will share an interdisciplinary unit that merges visual arts and Spanish language instruction to explore Hispanic/Latinx art, culture, and identity. Through traditional and contemporary artistic techniques, students create original works inspired by their dreams and the diverse heritage of Hispanic/Latinx cultures. Weaving Dreams, Honoring Heritage fosters cross-cultural understanding, collaboration, and community building by integrating language and the arts, demonstrating how arts education can enhance global competency. The session will share insights on the development and impact of this approach, highlighting student work and key takeaways for educators interested in interdisciplinary learning.
Presented by Dr. Jaymie Paige Stein, Art Teacher/Professor/Artist, Paterson Public Schools/Fordham University (NJ, USA)

Panel Discussion: Emerging Issues in Risk Management

Managing the risks of off-campus travel programs is an ever-evolving process. As standards of care shift and new risk areas emerge, schools must stay adaptable. How are schools addressing key risks, such as identity- and culture-based concerns? How are they navigating rapidly changing socio-political contexts in travel destinations? What impacts do shifting international relationships have on visas, immigration, and the broader experience of travelers and their partners? Join this panel to hear from risk-management leaders within GEBG Schools and their partners about how they’re tackling these evolving challenges. Leave with new questions for your school community and practical models to inform your own policies, protocols, and systems.
Panelists:
Deborah Martin, Senior Account Manager, International SOS
Alaina Alvarez, Director of Global and Community Engagement, Dalton School (NY, USA)
Chantelle Bourque, Director of Global Education and Experiential Learning, Calgary French and International School (AB, Canada)
Kelli Sanchez, Director of Global Engagement, St Andrew’s School (FL, USA)
Facilitated by John Hughes, Director of Experiential Education, The Lawrenceville School (NJ, USA)

Money Matters: Budget Management and Financial Planning for Program Directors

Strong financial management is key to sustaining and growing programs. This interactive workshop will equip program directors with essential tools to plan, build, manage, and report budgets effectively.
We’ll explore different budgeting models, cost management strategies, and model practices for resource allocation. Participants will also discuss approaches to collaborating with CFOs, parents, and faculty leaders to ensure financial transparency and sustainability. Whether refining your budgeting skills or starting from scratch, this session offers practical strategies to strengthen your financial planning and decision-making.
Presented by Daniel Emmerson, Executive Director, Good Future Foundation (United Kingdom) and John Hughes, Director of Experiential Education, The Lawrenceville School (NJ, USA)

Action Research Showcase

The GEBG Action Research Fellows program engages educators in a year-long process of developing a research project within the context of their school and a cohort of Fellows from GEBG member schools. Fellows learn and execute the action research process on a topic of inquiry within their school context – they design a research question, collect and analyze data, and share what they uncover with their school community and beyond. Come hear from three Fellows about their research design and findings related to developing curiosity about the world in first graders, global competence development in high school history courses, and international student sense of belonging.
Panelists:
Jessica Campbell, Head of Seminar and Global Education, St. Mary’s School (NC, USA)
Berent Labrecque, History Teacher, Holy Innocents’ Episcopal School (GA, USA)
Patricia Muumba, Lower School Teacher, Buckingham Browne & Nichols School (MA, USA)
Facilitated by Clare Sisisky, Executive Director, GEBG

Artificial Intelligence and Human Invention

“You just can’t differentiate between a robot and the very best of humans.” Isaac Asimov, I, Robot
While humans have harnessed technology for centuries to improve our existence, recent use of Artificial Intelligence has promoted new forms of human invention and connection. In this presentation, I will show how my students employ AI constructively by outlining specific parameters for use in academic activities. In my senior classes, for example, students use AI tools to solve problems, to ideate, and to communicate ideas to others locally and around the world, in particular as they prepare for and execute capstone research projects. By using AI ethically and in an innovative fashion, students learn how this powerful technology can influence their work in deep and meaningful ways. Through education, we can prepare students to be more adept and ready for a globally and technologically connected present and future. After all, we continue to introduce new technologies and rely on new methods of communication across spatial and cultural barriers.
Presented by Jarrod Roark, Faculty, Department of English, St. Teresa’s Academy (MO, USA)

Teaching & Assessing Global Citizenship Through Media Literacy & Production

Media literacy is an essential competency for global citizenship, and further an excellent tool for assessing student knowledge and growth. This presentation will demonstrate this through exploring a high school media literacy curriculum in a course called “Storytelling for Social Justice.” In this course students are given foundational media analysis and production skills, as well as background on the refugee crisis and its portrayal in the media. Students then travel to Greece to partner with refugee support organizations to better understand how art and story can be tools for advocacy. Students then work collaboratively with the humanitarian and refugee community to create media products. This media-rich presentation will demonstrate how media literacy can help students forge relationships with those inside and outside of their communities, document their learning about global issues, and demonstrate personal growth by telling engaging and effective stories that contribute to impactful global citizenship and social change.
Presented by Meredith Baldi, Service Learning Coordinator & History Teacher and Prescott Seraydarian, Film & Media Literacy Teacher, George School (PA, USA)

The Importance of Standardizing ALL off campus travel practices: From Picking Pumpkins to the Pompidou in Paris

Does your school have one practice for international travel program logistics and a completely different practice in place for domestic trips like sports or field trips? Do your parents have to manage the confusion of multiple documents for multiple trips and children increasing the likelihood you’ll need to spend more time guiding them? Do parents have a separate portal for third party providers increasing the confusion? Standardizing the process of trip logistics and communication for all off campus travel is an important practice. This presentation will highlight tips for a more centralized and efficient method of managing trip logistics and will review the importance of standardizing all school travel protocols so the wrestling coach traveling with their team, the French teacher going to Paris or the kindergarten teacher on a field trip picking pumpkins all have the same standards of care for ensuring the safety of their student.
Presented by Cate Woodward, Assistant Director of Auxiliary Programs, Sidwell Friends (D.C., USA) and Stephanie Fluharty, Director of Marketing, Vervet (VA, USA)

The Power of Interdisciplinary Collaboration: Global Citizenship & Climate Education

Join us for an engaging session that showcases the collaborative efforts of a Spanish teacher and a science teacher in developing a yearlong program centered on global citizenship and climate education. This innovative initiative culminated in a transformative 14-day trip to Ecuador and the Galapagos Islands, designed to immerse students in diverse cultural and environmental experiences. Participants will explore how interdisciplinary collaboration can significantly enhance student engagement and learning as it pertains to some of the most pressing Global Issues of our time.
Presented by Neil Cifuentes, Director of Global Citizenship and Lindsey Lohwater, Science Faculty, Sustainability Coordinator, GEBG Climate in Residence Coordinator, St. Mark’s School (MA, USA)

Targeting Global Competencies Through Literacy Instruction

Literature is a form of human expression that explores how and why we communicate ideas and asks us to embrace new perspectives about the world. Through literature, students can naturally explore what it means to be a “global leader” by intentionally examining four competencies: investigate the world, recognize perspectives, communicate ideas, and take action. In this session, teachers will experience and identify opportunities to introduce and integrate global competencies into their current area of focus via explicit instruction and the creation of a “common language.” This two-fold approach gives younger students the tools to grasp the conceptual nature of global competencies more concretely while providing an avenue of follow-through in assessing the efficacy of globally centered instruction. Although this “Beginners Guide to Global” pilot program has been created with upper elementary in mind, it can be modified for lower elementary grades as well.
Presented by Jessica Osias, Lower School Global Coordinator and 5th Grade Literature Teacher, St. Mary’s Episcopal School (TN, USA)

Panel Discussion: Intercultural Dialogue throughout School Communities

Educators who are preparing students for meaningful engagement across differences in a multicultural, multiracial, and pluralistic world understand the value of intercultural dialogue. Dialogue—distinct from debate or discussion—is an underused yet powerful pedagogy that encourages students to listen to understand, consider multiple perspectives, and develop cognitive empathy. GEBG Member Schools are successfully integrating this practice into their classrooms and communities. Join this panel to hear from school leaders about the skills and dispositions they are cultivating in the students through dialogue. Panelists will share their experiences, challenges, and visions for expanding dialogue as a core practice in education.
Panelists:
Kara Kutner, Director of the Center for Peace, Equity and Justice, Friends Seminary (NY, USA)
Hilary McDonough, Director of Global Programs, McDonogh School (MD, USA)
Erik Vincent, Director of Global Education, Holy Innocents’ Espicopal School (FL, USA)
Jessica Yonzon, Director of ACE Center and Global Education, Castilleja School (CA, USA)
Kinyette Henderson, Instructor in English, Dean of the Class of 2027, Walter Crain Fellow, Hotchkiss School (CT, USA)
Facilitated by Melissa Brown, Director of Professional Learning and Intercultural Programs, GEBG