As mentors and role models for students, the teachers support and motivate students to achieve their academic and personal goals while instilling values and ethics in them to develop positive attitudes and behaviors. These are also the precise reasons one should always remember when they choose to become a teacher.

Embarking on the journey of teaching is not merely stepping into a job; it’s embracing a vocation, a profound calling to shape minds, hearts, and futures. As one embarks on this noble path, there are a few timeless principles that serve as the guiding lights that illuminate the essence of this revered profession. Phoebe A. Wasfy, Principal of Philopateer Christian College and an educationist par excellence, shares those principles with us.

First and foremost, she reminds us that teaching is not just a job; it’s a sacred vocation. It’s a calling to make a tangible and lasting difference in the lives of your students. Each day when a teacher steps into the classroom, she/he has the power to ignite curiosity, inspire dreams, and instill values that will resonate throughout the students’ lives. “Embrace this responsibility with humility and reverence, for the impact you make reaches far beyond the confines of the classroom,” she says.

Respect the profession of teaching, for it is the cornerstone upon which all other professions are built. Teachers lay the foundation of knowledge, nurturing the intellect and character of future doctors, engineers, artists, and leaders. Without the dedication and passion of educators, the edifice of society would crumble. So, one should honor their role as a teacher, knowing that they are an architect of the future. “Never diminish the importance of your role by saying, “I’m just a teacher.” You are not just a teacher; you are a beacon of light in a world that often feels dark and uncertain. You are a mentor, a guide, and a source of inspiration for your students,” she says.

Phoebe emphasizes that one must embrace the challenges that come with teaching, for they are the crucibles in which a teacher’s character and resilience are forged. Every obstacle they encounter is an opportunity to grow, to learn, and to refine their craft. They must approach each day with a spirit of optimism and a willingness to adapt, knowing that the journey of teaching is as enriching and transformative for them as it is for their students.

“Above all, never lose sight of the profound impact you have on the lives of your students. Your words, your actions, and your example have the power to shape the course of their lives in ways both seen and unseen. Cherish the moments of connection, celebrate the triumphs, and persevere through the challenges, knowing that the seeds you sow today will blossom into a brighter tomorrow,” she says.

A Passionate Educator

Phoebe A. Wasfy’s professional journey is marked by her role as the Principal of Philopateer Christian College (PCC), a rapidly growing private school in Canada. PCC, a distinguished member of ACSI, has earned the title of “Best Private School” in Mississauga for five consecutive years. Established in 1999, PCC holds the distinction of being the first private school in North America founded by the Coptic Egyptian community, welcoming students from all backgrounds.

Phoebe’s journey began in Alexandria, Egypt, and she immigrated to North America at the age of nine. As an active member of the Ontario College of Teachers (OCT) and the Ontario Principals Council (OPC), she has been recognized for her contributions with nominations for the Order of Ontario in 2019 and 2020. Her commitment to community service has also been acknowledged through her induction into The Marquis Who’s Who in America and her receipt of the Vision Builder Women of Inspiration Award in 2021.

Educationally, Phoebe earned a Bachelor of Arts in History and Religious Studies from the University of Toronto in 2002, followed by the completion of her Professional Program in Education at D’Youville College, New York, USA in 2004. She continued her academic pursuits with additional qualifications in areas such as “Reading,” “History,” “Religious Studies,” and “Teaching Kindergarten-Grade 12.” In 2011, she completed her Principal Qualification Courses (PQC) and later obtained a Master of Education (MEd) from the University of Western, Ontario in 2014.

Phoebe’s dedication to learning is evident through her pursuit of a Higher Education Teaching Certificate from Harvard University in 2019 and the completion of the John Maxwell Leadership Certification in August 2023. Currently, she is engaged in a specialized leadership program through the Egyptian National Academy.

Phoebe’s involvement extends beyond PCC; she has served as a board member of ACSI-Eastern Canada since 2017 and is an adjunct faculty for the Youth Ministry Certification Program (YMCP) affiliated with YouthTrain, New Zealand. Her global impact is further highlighted by her participation in the World Youth Forum 2018 in Sharm ElSheikh, Egypt.

Passionate about fostering leadership and professional development, Phoebe heads numerous initiatives, including school youth humanitarian trips globally and fundraising efforts for initiatives like the Egyptian presidential program Decent Life. She also initiated Arabic-accredited courses in support of the Egyptian presidential initiative Etkalem 3araby.

Her dedication and impact in the field of education have been recognized globally, with features in multiple magazines and honors, including an honorarium presented to her by the Egyptian president His Excellency President Abdelfattah Al Sisi at the National Youth Forum in Alexandria, Egypt, and being selected as the top school principal, coach, and speaker of 2024 by the International Association of Top Professionals (IATOP).

A Collaborative Leader

Phoebe’s working style is fundamentally rooted in collaboration and active leadership participation. She firmly believes in the power of teamwork and the necessity of hands-on involvement from a leader to foster a thriving educational environment. For her, it’s not just about overseeing tasks from a distance but immersing herself in the day-to-day workings of the team and the learning experiences of each student.

A cornerstone of Phoebe’s approach is getting to know each student on a personal level. By understanding their unique strengths, challenges, and aspirations, she can tailor her support and guidance to meet their individual needs effectively. This personalized approach not only enhances their learning experiences but also establishes a deeper connection between herself and the students, fostering trust and rapport.

Furthermore, Phoebe emphasizes the importance of involving teachers in the decision-
making process. By including them in discussions, planning, and goal-setting, they can collectively work towards a common vision for the educational institution. This collaborative approach not only fosters a sense of ownership and investment among the teaching staff but also ensures that everyone is aligned and working towards shared goals.

Communicating Effectively

Communication, in Phoebe’s view, extends beyond mere verbal exchanges. While effective verbal communication is undoubtedly crucial, she also recognizes the power of leading by example and demonstrating her commitment to the shared objectives through action. Whether it’s rolling up her sleeves to assist with classroom activities, offering support where needed, or actively engaging in professional development initiatives, her actions speak volumes about her dedication to continuous improvement and student success.

Ultimately, Phoebe’s communication style is characterized by its authenticity, inclusivity, and emphasis on action. She strives to empower those on her team by providing them with the tools, resources, and support they need to make a meaningful impact on the lives of PCC’s students. Through collaborative effort and a shared sense of purpose, Phoebe and the rest teachers work together to create an educational environment where every student thrives and achieves their full potential.

The Institute

Philopateer Christian College (PCC) provides a comprehensive range of educational services catering to students from Pre-JK to Grade 12. One of its standout features is its bilingual program, offering full French and full English curricula from Kindergarten to Grade 8. This unique approach not only ensures linguistic proficiency but also fosters cultural understanding and appreciation from an early age.

Moreover, the Institute distinguishes itself by offering an Extended French program for students in Grades 9-12. This program enables students to deepen their French language skills and cultural immersion beyond the elementary level, preparing them for bilingual proficiency and potentially enhancing their academic and career opportunities.

In addition to its language-focused offerings, the Institute provides Pre-AP and AP (Advanced Placement) programs. These rigorous academic tracks are designed to challenge and prepare students for higher education by offering college-level coursework and the opportunity to earn college credit while still in high school.

The Institute further demonstrates its commitment to innovation and accessibility through its full online high school. This virtual learning platform allows students to access quality education remotely, providing flexibility and personalized learning experiences to meet diverse needs and circumstances.

Furthermore, the Institute’s international program within the school opens doors for students to engage with peers from different cultural backgrounds, fostering global citizenship and preparing them for an interconnected world.

Overall, the Institute’s blend of bilingual education, advanced academic programs, online learning opportunities, and international engagement sets it apart in the market, offering a holistic and forward-thinking approach to education that equips students with the skills and knowledge needed for success in the 21st century.

Driving Growth

As the principal of Philopateer Christian College (PCC), Phoebe’s role extends beyond mere administrative duties; it encompasses fostering innovation and driving the school’s growth in both local and global contexts. One of her primary objectives is to spearhead the introduction of fresh ideas that not only enhance the educational experience within the institution but also contribute to broader advancements in the field of education.

One such initiative Phoebe has championed is the integration of online learning on a global scale. Recognizing the transformative potential of digital platforms, she has worked to establish PCC as a leader in leveraging technology to expand educational reach beyond traditional boundaries. By tapping into the global stage of online learning, they’re able to offer enriching educational opportunities to students worldwide, transcending geographical limitations and fostering a more interconnected learning community.

Moreover, Phoebe has been instrumental in conceptualizing and strategizing the expansion of the institution through the establishment of multiple campuses in Ontario. This visionary approach not only caters to the growing demand for quality education in the local community but also reflects its commitment to providing accessible and innovative learning environments. By envisioning a network of campuses, they’re able to extend their impact and serve a broader spectrum of students, empowering them to thrive academically and personally. “By introducing initiatives such as global online learning and the expansion of multiple campuses, I aim to position our school as a trailblazer in educational excellence and pave the way for future success on a global scale,” says Phoebe.

Stumbling on Roadblocks

The biggest challenge Phoebe faced in her career occurred during the onset of the COVID-19 pandemic. While day-to-day challenges are commonplace in leading a private school, the pandemic presented an unprecedented obstacle that demanded innovative solutions and resilience.

When COVID-19 hit, it disrupted every aspect of the school’s operations. They had to navigate uncharted territory, ensuring the continuity of the learning process while prioritizing the safety and well-being of the students, faculty, and staff. Additionally, they needed to provide support to families facing the uncertainties brought on by the pandemic.

One of the primary challenges was transitioning to remote learning effectively. Phoebe and the administrative team had to rapidly adapt the curriculum and teaching methods to an online format, ensuring that students continued to receive quality education despite the physical closure of the school. This required significant coordination, communication, and technological infrastructure development.

Moreover, they faced the challenge of maintaining strong connections with parents during this period of remote learning. It was crucial to keep them informed, address their concerns, and provide support as they navigated this new educational landscape alongside the PCC management.

However, amidst these challenges, Phoebe saw an opportunity to innovate and expand the school’s reach. While many institutions were forced to contract or adapt minimally, PCC seized the chance to showcase its capabilities on a global stage through the online program. By embracing technology and creativity, they were able to offer their educational services to a broader audience, distinguishing themselves as leaders in the field.

To overcome these challenges, Phoebe and her team fostered a culture of adaptability, collaboration, and resilience within the school community. They encouraged open communication and feedback, allowing them to address issues promptly and effectively. They also invested in professional development to equip our faculty with the skills and resources needed for successful remote teaching.

“Ultimately, facing the challenges brought out our collective strength and determination. It reinforced the importance of flexibility, innovation, and community support in overcoming adversity. Through this experience, we learned valuable lessons about the power of perseverance and the growth potential even in the face of unprecedented challenges,” says Phoebe.

Preparing Students for the Future

Philopateer Christian College likely prepares its students to face the dynamic world often dubbed as VUCA (Volatile, Uncertain, Complex, and Ambiguous) through a variety of strategies and initiatives. Here are some common approaches that educational institutions may take:

The school emphasizes holistic education, prioritizing not just academic prowess but also fostering emotional intelligence, critical thinking, adaptability, and resilience among its students. Interdisciplinary learning is encouraged to help students understand the connections between various subjects and tackle complex issues. Hands-on experiential learning opportunities enable students to apply theoretical knowledge to real-world scenarios, honing their problem-solving abilities. Exposure to diverse cultures and global issues fosters empathy and cultural competence, essential for navigating today’s world. Embracing technology in education equips students with skills vital for the digital age. Leadership qualities and collaboration are promoted through group projects and extracurricular activities, preparing students for effective teamwork and leadership roles. Support systems and mentorship programs are in place to help students develop resilience and coping mechanisms. Additionally, a culture of continuous learning encourages students to adapt to change and continuously develop new skills throughout their lives.

By incorporating these strategies and initiatives into its educational approach, Philopateer Christian College can effectively prepare its students to thrive in a VUCA world.

The Evolving Role of Educators

Phoebe concurs that the role of educators and educational institutes has evolved significantly in the digital age. With freely available information on virtually every topic online, educators now face the challenge of not just imparting knowledge but also teaching critical thinking skills, digital literacy, and the ability to discern credible sources from misinformation or biased content.

In this context, the value of educators and educational institutes has arguably increased rather than diminished, she feels. While the information may be readily accessible, the role of educators in guiding students through this vast sea of information, helping them navigate it effectively, and fostering deeper understanding and analytical skills are more crucial than ever.

“Educators serve as mentors, facilitators, and guides in the learning process, providing context, insight, and personalized support that cannot be replicated by simply accessing information online. Moreover, educational institutes play a pivotal role in creating structured learning environments, fostering collaboration, and offering opportunities for hands-on experiences that complement online resources,” she says.

Keeping Up with the Times

Phoebe shares that staying current in the industry and fostering continuous growth involves several strategies:

1. Continuous Learning: Actively seek out opportunities for professional development, whether it’s attending workshops, conferences, or enrolling in courses. Embrace lifelong learning as a mindset.
2. Networking: Engage with other professionals in your field through conferences, seminars, and online communities. Exchange ideas, insights, and best practices to stay informed about industry trends and innovations.
3. Research and Reading: Stay updated on the latest research, publications, and industry news. Subscribe to relevant journals, newsletters, and online publications to broaden your knowledge base.
4. Mentorship and Collaboration: Seek guidance from experienced mentors and collaborate with peers on projects or initiatives. Learning from others’ experiences can provide valuable perspectives and insights.
5. Experimentation and Innovation: Embrace a mind-set of experimentation and be open to trying new approaches or technologies. Encourage creativity and innovation within your practices and encourage others to do the same.
6. Reflection and Evaluation: Regularly reflect on your experiences, successes, and challenges. Evaluate what worked well and what could be improved upon, then adjust your strategies accordingly.
7. Adaptability and Flexibility: Remain adaptable and flexible in the face of change. Embrace new technologies, methodologies, and ways of thinking to stay relevant and competitive in your field.

“By consistently investing in your own growth and staying well-informed about industry developments, you can position yourself as a valuable contributor to both your own advancement and the growth of others within the educational community,” she says.

Understanding the Upcoming Trends

In the next five years, Phoebe observes that the following trends are likely to shape the education industry:

1. Technology Integration:Continued integration of technology in education, including augmented reality, virtual reality, AI-based personalized learning, and adaptive learning platforms.
2. Remote and Hybrid Learning: The pandemic accelerated the adoption of remote and hybrid learning models. These models are likely to continue evolving, offering flexible learning options to students.
3. Focus on Soft Skills: There’s a growing recognition of the importance of soft skills such as critical thinking, communication, collaboration, and adaptability. Schools may emphasize these skills alongside traditional academic subjects.
4. Personalized Learning: Tailoring education to individual student needs and preferences through data analytics, AI, and adaptive learning technologies will become more prevalent.
5. Project-Based Learning: Project-based learning approaches, which promote hands-on, experiential learning, are gaining traction as they enhance student engagement and problem-solving abilities.

Phoebe also suggests that to prepare the school and students for these trends, several strategies can be adopted:

1. Invest in Technology Infrastructure: Ensure the school has robust IT infrastructure to support technological integration in teaching and learning processes.
2. Teacher Training: Provide professional development opportunities for teachers to enhance their digital literacy skills and familiarize them with emerging technologies and teaching methodologies.
3. Curriculum Enhancement: Update the curriculum to incorporate elements of personalized learning, soft skills development, and project-based learning.
4. Flexible Learning Spaces: Design learning environments that facilitate both traditional and technology-enhanced teaching methods, including spaces for collaboration, experimentation, and independent study.
5. Partnerships and Collaboration: Forge partnerships with technology companies, educational institutions, and industry experts to stay updated on the latest trends and access resources for implementing innovative educational practices.
6. Continuous Evaluation and Improvement: Regularly assess the effectiveness of implemented strategies and make adjustments based on feedback from students, teachers, and stakeholders.

“By proactively addressing these trends and preparing students accordingly, the school can ensure they are equipped with the skills and knowledge needed to thrive in an ever-evolving educational landscape,” says Phoebe.

Focus on the Future

As a team, for Phoebe and the teachers at Philopateer Christian College (PCC), the primary focus in the next few years will be to consistently and positively impact the lives of their students within their school. They are committed to providing high-quality education, fostering a supportive learning environment, and helping students develop the skills they need for success.

“While the digital revolution has democratized access to information, it has also highlighted the importance of skilled educators and robust educational institutions in preparing individuals for success in a rapidly changing world.“

Additionally, they aspire to expand their reach beyond the current school boundaries. Their goal is to take PCC’s educational model to other parts of the province, and possibly even on a global scale. By doing so, they aim to make a meaningful difference in the broader landscape of education. This expansion will allow them to share their successful practices, collaborate with diverse communities, and contribute to the enhancement of educational experiences on a larger scale.

Ultimately, their vision is to be catalysts for positive change in education, leaving a lasting impact on students’ lives and contributing to the broader advancement of educational standards locally, provincially, and potentially globally.

“Looking ahead, my aspirations extend beyond provincial borders as I envision Philopateer Christian College becoming a global success story in the realm of education. With a steadfast commitment to excellence and innovation, I am driven to explore opportunities for establishing offshore schools that carry forward our ethos of academic excellence and holistic development on an international scale. By leveraging the lessons learned from our local endeavors, we aspire to create a blueprint for success that transcends borders and inspires educational innovation worldwide,” concludes Phoebe.

Melissa’s Approach: A Global Perspective

Melissa’s multicultural upbringing—having grown up in Hong Kong—equips her with cultural sensitivity and adaptability. She collaborates seamlessly with international clients, understanding their unique needs. As a designated safeguarding lead, Melissa maintains professional confidentiality while fostering open communication.

Her professional journey began with the profound belief that “life influences life.” During her secondary education in Hong Kong, she was immensely inspired by Mrs. Ruth Lau, a history teacher whose passion for education and commitment to student success left an indelible mark on her. This experience sowed the seeds for her lifelong dedication to the field of education.

Surrounded by exceptional educators, Professor Pamela Burnard, Professor Keith Taber, Professor Cecilia Chun, Headteacher Maria Lam, Dr. Irene Lau, Dr Diana Lee, ……. throughout her life, she pursued her first, second, and third degrees in education, driven by a desire to make a meaningful impact. The education industry, for her, is not just a career path but a calling to inspire and empower the next generation.    

With a keen interest in child psychology and career development, Melissa specifically focused her research and studies on how students with different family backgrounds, i.e. cultures, adapt to new school environments when joining in-year. She looked at the difficulties they experience and what schools and parents can do to make the transition easier. Once she completed her Masters in Education at Hughes Hall, and friends encouraged her to use her knowledge to guide students. Thus, UK Education Garden blossomed, fueled by word-of-mouth recommendations.

The Roots of UK Education Garden

The story of the UK Education Garden sprouted in 2009 when Melissa embarked on her educational journey at the University of Cambridge, pursuing a master’s degree in education. Her research focused on understanding how students from diverse cultural backgrounds adapt to new school environments when joining mid-year. Inspired by Whitney Houston’s timeless lyrics—“I believe the children are our future; teach them well and let them lead the way”—Melissa envisioned a garden where students could thrive, learn, and blossom.

The inspiration to start the UK Education Garden stemmed from Melissa’s deep-seated desire to create a nurturing environment that transcends traditional educational frameworks. Inspired by Sustainable Development Goal 4.7, which emphasizes the importance of ensuring that all learners acquire the knowledge and skills needed to promote sustainable development, her vision for UK Education Garden is to cultivate SDG 4 for Global Citizens which is a new social enterprise and would like to become a foundation in the future.

Branching Out: Services and Impact

Since its inception in 2017, UK Education Garden (UKEG) has flourished into a comprehensive consultancy. UKEG provides a broad spectrum of services, including basic core skills like literacy and numeracy, curriculum development, inspirational short-term SDG courses, educator training, student mentoring, and educational consultancy, with a strong emphasis on embedding SDG goals into educational practices. Its uniqueness lies in Melissa and her team’s commitment to creating bespoke educational solutions that are both innovative and sustainable, ensuring that they prepare learners not just for today’s challenges but for the future’s uncertainties.

Melissa and her team offer a bouquet of services, including:
Application Assistance: Guiding students through the intricate process of applying to UK schools and universities.
Guardianship: Ensuring students’ safety and well-being while studying abroad.
Tutoring: Providing personalized academic support.
Career Advice and Internships: Nurturing students’ professional growth.
Educational Courses: Cultivating holistic development.

Their vision is to become a leading professional education consultancy providing one-stop studying abroad solutions as well as all-around trusted support services to our students and their families from overseas.

Balancing her Roles

Balancing the roles of founder, mother of 2 young children, and Cambridge University Hospital public governor is indeed challenging but immensely rewarding. Melissa approaches these roles with a mindset of servant leadership, prioritizing the needs of the children, learners, educators, and the wider community. Through effective delegation, strategic planning, and fostering a culture of empowerment, she ensures that each role enriches the others, driving the UK Education Garden and SDG4 for Global Citizen toward our collective vision.

Melissa’s working style is collaborative, visionary, and grounded in the ethos of continuous improvement and innovation. She has introduced several unique initiatives, such as integrating SDG-oriented learning outcomes into the curriculum designs and leveraging technology to create inclusive learning experiences that cater to diverse learner core needs like basic literacy and numeracy for young kids. This approach not only enriches UKEG’s educational offerings but also prepares our learners to be thoughtful, global citizens in the future.

Making Impact Amid Challenges

One of the key challenges facing the industry, per Melissa, is the digital divide, which hinders equitable access to quality SDG education. Potential solutions include investing in digital infrastructure, fostering partnerships to enhance digital literacy, and developing inclusive educational technologies that cater to diverse learning needs.

The most rewarding aspect of working as an education consultant, per Melissa, is witnessing the transformative impact of her work on individuals and communities. The challenges, however, stem from navigating the complex and ever-evolving educational landscape. “By embracing these challenges as opportunities for growth and innovation, we continue to advance our mission,” she says.

The impact of UKEG’s education recommendations is measured through a multifaceted approach, incorporating qualitative feedback, quantitative outcomes, and the achievement of specific SDG-oriented goals. This holistic evaluation framework enables us to continuously refine our strategies and maximize our positive impact on learners and communities. “Here in Cambridge, we are also fundraising for the new Children’s hospital which is providing a holistic treatment for children and teenagers. The medical research is going to have a bit of impact globally as well,” shares Melissa.

Technology also plays a pivotal role in amplifying their impact. UKEG leverages digital platforms to facilitate accessible, engaging, and personalized learning experiences. From virtual classrooms to AI-driven educational tools, UKEG’s embrace of technology ensures that it remains at the forefront of educational innovation.

Ensuring Quality amid Market Volatilities

The UK education market is dynamic, with shifting demands and expectations. UK Education Garden stays ahead by being adaptable, proactive, and responsive to these changes. Through continuous research, stakeholder engagement, and innovation, Melissa and her team ensure that their services remain relevant, impactful, and aligned with the needs of their sustainable community.

They maintain the highest standards of quality and professionalism by adopting a rigorous selection and training process for their team, implementing robust quality assurance mechanisms, and fostering a culture of excellence and continuous learning. “Our commitment to these principles is unwavering, ensuring that we deliver exceptional value to our stakeholders,” says Melissa.

Words of Wisdom

For those looking to follow in her footsteps, Melissa’s advice is to be passionate, resilient, and driven by a purpose beyond success. “Embrace challenges as opportunities for growth, remain committed to your vision, and always strive to make a positive impact on our local community and our dear world,” she says.

Future Goals and Projects

Looking ahead, Melissa is focusing on expanding UKEG’s digital learning platforms to reach underserved communities, developing SDG-aligned curriculum resources, and fostering global partnerships to promote education for sustainable development. These initiatives are designed to not only advance UKEG’s mission but also contribute significantly to the achievement of global education targets. 
“UK Education Garden has expanded to cover many areas of education consultancy including assistance in applications to UK schools and universities, guardianship, tutoring, careers advice with internship services and educational courses – a one-stop all-around education support service to international students. Our five-year plan is to continue maintaining and improving our professional services to the highest standards, as well as branching into new regions including Malaysia, Kazakhstan, France, Germany, and Switzerland,” concludes Melissa.

As our education systems move from scrambling to adapt to school closures and distance learning towards something approaching normality, many are asking questions about how to recover what was lost. How have children been impacted by this unprecedented gap in their learning? Will there be long-term effects? Will they suffer socially and emotionally from the “COVID slide”? And what can be done to make up for lost ground? While these concerns are valid—and vast amounts of federal funding have been allocated to the effort—gaps in academic outcomes are nothing new for many of our children. Children of color, from underserved communities, and those who face learning challenges, have always been subject to a persistent gap in reading outcomes relative to white and more affluent peers, a systemic failure that contributes to our country’s dismal reading proficiency record: In 2019, only 40 percent of all American fourth-graders and eighth-graders were proficient in reading, but 45 percent of white students are proficient compared to just 18 percent of Black students and 23 percent of Hispanic students. And unless learning recovery programs focus on quality and equity at both the individual student and systems level, they run the risk of exacerbating these kinds of education opportunity gap, as well as adding to the disparity in access to quality schools and the resources that all children need to be successful. Obstacles to learning can be genetic or biological in origin—as with neurologically based learning disabilities like dyslexia, dysgraphia, and ADHD—but they can also be environmental. Children, particularly students of color, who attend poor-quality schools in low-income areas; students who are English learners; students who have experienced trauma; or students who live at the intersection of one or more of these categories can confront significant learning challenges that will limit their potential if not addressed. Opportunity gaps often lead to disparate outcomes, which are too often dismissed as failures of achievement. Education nonprofits can play a significant role in our nation’s efforts to meaningfully support underserved students, supporting teachers with reading instruction approaches proven to be more effective for most children in the classroom. Lee Pesky Learning Center (LPLC) in Boise, Idaho, offers an example of how a small nonprofit has been able to make a measurable and sustainable difference in reading outcomes, with an impact far beyond its footprint. For example, when schools moved to online teaching in 2020, it was clear that young learners who were already struggling would be the most negatively impacted. For underserved Latinx students, many of whom are English learners, learning to read was already a challenge, and this would only be exacerbated by remote instruction. So, in June 2020, we started our newest program, Pathways to Literacy, to address this critical need in our community, targeting first-grade students of the Latinx community at no cost to their families. To provide one-on-one tutoring in foundational reading skills to students, we recruited Spanish-speaking tutors who were able to communicate with students’ families to coordinate the program, and who—though they taught in English—could use Spanish as needed to support students’ vocabulary and comprehension development. We also provided families with early literacy materials in Spanish, giving families the opportunity to support their children’s literacy development in Spanish, as research shows that developing literacy in one’s native language makes literacy development in a second language (like English) an easier process. The Pathways program is based on the principles of a broader initiative spearheaded by LPLC in 2008 to provide training and coaching to early elementary teachers, the Idaho Early Literacy Program (IELP). For more than 10 years, we have worked with preschool through third grade teachers across the state to improve early reading instruction and students’ reading outcomes. When schools first closed in March 2020, the training team at LPLC quickly pivoted from our in-person coaching model to focus on supporting teachers who suddenly had to figure out how to teach online: Our training team created and shared countless online teaching materials and tips accompanied by short videos that modeled practices. The results of these two programs—one focusing on building teacher capacity to support all students, the other providing direct services to a targeted population—have been far-reaching. LPLC’s program evaluations for the Idaho Early Literacy Program consistently show that the school districts that participate in the project see greater gains from fall to spring in the percentage of students able to read at grade level: One district went from 46 percent of students meeting reading benchmarks as measured by the Idaho Reading Indicator in September to 79 percent in May (compared to the state average, which only increased from 52 percent to 69 percent during that same school year). Students in the Pathways to Literacy program also made impressive gains. Moreover, the program created a system through which we could better meet the needs of individual children. For example, one student in our 2020 program, “Maria,” was not making adequate progress, and the LPLC team was able to refer her to a clinical psychologist who was able to determine that she had an underlying information processing challenge that impacted her learning. With generous financial assistance, we were then able to provide even more intensive reading intervention to Maria at no cost to her family. It can be particularly difficult to discern when an English learner is also struggling with a potential learning disability, but relying on evidence-based instruction and assessment practices allowed us to serve students better. (The school system was unable to pick up on this student’s needs while they were operating remotely.) These programs have been successful for specific reasons: They complement each other to address the larger education ecosystem. The Pathways to Literacy program provides 1:1 student services, but in school districts where many students are struggling, the current need cannot be met through 1:1 or even small group tutoring programs. That’s where the Idaho Early Literacy Program comes in: Building teachers’ capacity to provide reading instruction that is consistent with the science of reading means that more students will benefit from high-quality, classroom instruction. If the majority of students are able to meet grade-level targets through high-quality classroom instruction, then more intensive programs, like Pathways to Literacy, can be reserved for students who need short-term, additional support.

They are grounded in the science of learning and development. All of the programs LPLC provides are grounded in research-based practices, translating “what works” into practical, easy-to-implement approaches that teachers can directly use in their classroom. Additionally, the center invests in research on its programs, conducting extensive formative (e.g. are programs being delivered as intended?) and summative (e.g. what are the effects on important teacher and student outcomes?) evaluations. We use our research data to engage in the virtuous cycle of continuous improvement. In this way, LPLC views itself not only as an institution of learning (one that is in the business of helping children learn), but also as a “learning institution,” because its staff and team members must be willing to adjust their views, approaches, and methodologies as they learn new facts and information. Through self-reflection and change, we find new ways to make things better. And we believe there is no more powerful model for children than to work with teachers, specialists, and other adults who see themselves as learners too.

They leverage partnerships with schools and other community organizations. As a private nonprofit, LPLC has always taken the time to build relationships with schools and state agencies and is eager to share its experience and expertise. As Richard Osguthorpe, the former dean of Boise State’s College of Education mentioned in an interview for our book, More to Life than More, “LPLC has created a great environment for improving education without trying to tear anybody else down.” The IELP embodies this “we’re all in this together” ethos and is founded on a broad-based, multi-level collaboration that includes Idaho’s State Department of Education, teachers, and administrators from seven school districts, hundreds of individual donors, and one of the largest private foundations in the country. Pathways to Literacy Program also relies for its success on partnerships—with the Wood River YMCA’s Summer Bridge camp and the Blaine County School District. Co-locating these programs with other offerings allowed us to remove transportation as a potential barrier to participation in our reading program. As a result, we were able to work with students while they were attending the Y program, and the school district provided us a quiet space in which we could focus on reading.

After a year and a half of the pandemic, the urgency of learning recovery efforts is felt throughout the broader educational community and is a matter of national concern. However, it is our belief that supplemental programs that do not rely on evidence-based practices, that do not involve buy-in from stakeholders or strategic partnerships, and that do not seek to address the opportunity gap, run the risk of creating inequitable learning recovery.

For example, technology-based efforts are arguably the easiest to scale, but asynchronous, online learning is often the least conducive delivery mode for students with learning challenges. Children who are already well-resourced and least in need of the additional services will be the most likely to take advantage of them. It is also important to underscore that supplemental programs are a temporary fix. They cannot meaningfully address long-standing opportunity gaps, which require systems change. Our IELP program reflects one aspect of systems change—building teacher capacity to better meet the needs of all students—but more will be needed, including diversifying the teaching force and resourcing schools more equitably.