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by Janet Hale, MEd - For those of you who may be thinking traditionally regarding the title’s equation, it may not appear to make sense. First, let me share my role in this equation: I am delighted to have been selected as the Foreign-School Partnership Project and Curriculum Coordinator for a joint venture between The Dewey Schools and Mount Vernon School. 
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by Dr. Toby A. Travis The term budget is best understood as intentional, thoughtful, and responsible planning. Every leader must determine how to allocate limited financial, physical, and human resources to most effectively deliver the school’s programs and services. The developing, managing, and diligent implementation of the budget is the single most vital, and yet nearly invisible, means by which school leaders build trust. 
by Clint Holden, M.A. A school leader today is supposed to act as an entrepreneur and a person of vision, able to inspire, empower, and motivate his staff under the auspices of a shared mission statement that fosters common goals for the entire community (Engels, Hotton, Devos, Bouckenooghe, & Aelterman, 2008). 
by Alfredo Enrique Umaña, M.A. This is the time to go from being an owner, manager or supervisor, to being a leader. According to James Plueddemann, leaders must move from an egocentric practice to an other-centric practice; we must take the initiative to focus, harmonize, and push the talents of others into action. 
by Dr. R. Mark Beadle is CEO Emeritus of Sevenstar Schools are often attacked and maligned for not doing the right thing. During this 2020 pandemic, the public has often seen things schools could have done better. Certainly, we have all adjusted and schools have been schooled like many of our institutions and businesses-churches, libraries, hotels, airlines… 
by Dr. Toby A. Travis
Chad P. Wick, president and CEO of the KnowledgeWorks Foundation states, “You can’t expect children to learn 21st-century skills in schools built for the 1950s. We need schools designed for 21st-century success.” Some would argue the meaning and function of the learning environment is minimal, as related to the traditional brick and mortar school. Projects such as the widely successful Hole-in-the-wall Project, where students accomplish amazing levels of learning in far from ideal surroundings, suggests that students learn in any setting – and to a certain extent that is quite true. by Dr. Toby A. Travis
Over the past weeks, through conversations with many parents, teachers, and school administrators, I’ve become increasingly aware of two faulty assumptions that are exacerbating the current crisis. The first is a false belief that a previous definition of “normalcy” can be achieved on our campuses during the pandemic.  Colegio Bilingüe de Panama and Colegio de Panama are current and valued clients of the GLOBAL School Consulting Group. These schools are on a trajectory to obtain international accreditation through a regional accrediting agency. While these schools are distinct and independent in their ownership, organization, mission, philosophy, and constituency, they share a common commitment to deliver quality educational services and schooling experiences for their students, and view international accreditation as a vehicle to assess and affirm school quality and to stimulate and guide ongoing school improvement.
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