Author: Kady Cheng

Greetings, World Savvy community, 

This coming spring will mark 22 years for me as the CEO of World Savvy, and we continue to reach milestones that I could scarcely have imagined back in 2002. Together we have built an incredible organization: trusted, sustainable, and relied upon across the country to empower educators to make schools inclusive, relevant, and engaging for all students, inspiring young people to learn, work, and thrive as responsible global citizens. One of our core values as an organization is that we “intentionally grow and change”, and so, the news I am sharing today is offered in this spirit and with deep gratitude.

I am proud to share that now is the right time for me to start a thoughtful transition out of the CEO role. One of my deepest desires, always, was to build a leaderful organization that could meaningfully change the K-12 system, beyond my leadership. We’ve arrived in that place in the last year at World Savvy: the most experienced, talented national team we’ve ever assembled, rising demand and new partnerships across dozens of states, a stable and growing network of funding partners, and a proven approach that is now changing the conversation about what constitutes a quality education. Since 2002, we’ve reached more than 904,000 students and 7,300 teachers across 45 US states and 32 countries, and we’re positioned to impact millions more in the decade to come. And all of this is happening at a time when the world needs this work more than ever before–as we grapple with unprecedented levels of polarization and division, and complex global challenges that impact us wherever we live. Because of this, I know it is the right time to make space for a new executive to collaborate with our team to grow the organization to the heights we imagine in the decade to come: a thriving network of 10,000 schools centering global competence and building equitable, inclusive, and future-ready learning environments for all kids. 

Those who know me well know that I often stress the “Co” in my Co-Founder title, because I wouldn’t have begun this journey without my fellow Co-Founder, Madiha Murshed. I wouldn’t have stayed the course for so long without Madiha’s foundation, and without the tremendous team members and supporters who grew this work alongside me for more than two decades. I love this work, and it will always be an extension of my values and beliefs in the deepest way. It fills me with pride and optimism to see what began as such a small, ambitious endeavor making such an impact through the leadership of so many. 

As for what happens next, working closely with a Founder Transition Coach, we have created a Transition Team comprised of board members and staff to ensure that the entire process from now through the onboarding of a new leader minimizes disruption to our daily activities and supports our new leader as they take on the CEO role. Additionally, the Board has assembled a dream Search Team of board members and World Savvy stakeholders to lead the way in finding our next leader. A message from our Board Chair, Linda Ireland: 

As Board Chair, I am tremendously proud of what Dana has contributed over 20 years to bring World Savvy to this juncture. She is a marvel, living our values, inspiring so many to share in our mission, and working tirelessly to make World Savvy a leader in reimagining education to be what our young people deserve and our world needs. We are proud of the leaderful organization Dana has built. Our World Savvy staff, clients, stakeholders, and investors are incredible. As Chair of our Search Team, I am excited for what will come next for us all, especially the educators and students who will thrive as global citizens during World Savvy’s next remarkable chapter. We have a strong, experienced, and engaged Board committed to leaning into this transition with the intentionality, thoughtfulness, and enthusiasm it deserves. We have retained Good Citizen, a national search firm, to conduct a search beginning next month, with the intention of welcoming a new CEO by July 2024. Please do not hesitate to reach out to me at any time with questions or suggestions. ~Linda Ireland, Board Chair

Until next July, I will remain World Savvy’s very active and engaged CEO. Once our new leader begins, I will remain in a Founder-in-Residence role through the end of 2024, available to support new leadership and the organization in intentional ways that promote a smooth and effective transition. 

In this unique time of inflection, it is rising to the surface for me in visceral ways: we would never be here, at this place of national impact, without our phenomenal community of supporters, advocates, and partners. Many of you have already come forward pledging your continued full support when the day of my transition arrives. Thank you. It fills me with pride to know you see World Savvy as I do–a vibrant, strong, innovative, sustainable, essential organization much more powerful than any one person. My deep gratitude for each of you is hard to encapsulate, but it’s been the fuel for a movement that I have always believed, and will continue to, is changing education in the most important ways. 

In the coming months, we will transparently share our progress not only with respect to this transition but also to the critical work we continue to lead in schools nationwide. If you have any questions, concerns, or ideas about our transition process, please don’t hesitate to reach out to me, or to our Board Chair Linda Ireland, at ireland@humanvenn.com. 

Thank you, always, for continuing to be a part of this special community.

With gratitude,

Dana Mortenson
CEO and Co-Founder  

At The Wildling, stories are #1. Since the organization’s founding, The Wilding has been empowering youth to share bravely from their lived stories in a safe and meaningful way. And we can’t wait to invite you into the next chapter of this story: 

The Wildling is becoming part of World Savvy!

As we welcomed The Wildling to the World Savvy family with an open house this week, and as we work together over the course of the coming school year to embed The Wildling’s approach and resources to support World Savvy’s school partners, we want to invite you into this story. We are thrilled to be partnering together, and can’t wait to share more over the coming years about how The Wildling’s programming is better supporting educators and students to connect and share their stories, and how this partnership with World Savvy will expand the reach of this innovative and meaningful programming to students across the country. For now, we invite you to learn more about our journey to this exciting milestone…

World Savvy: What sparked your interest in this partnership?

The Wildling: When we met Dana Mortenson, we were inspired by her vision from the first moment. Having built The Wildling from the ground up four years prior, with stars in our eyes and a lot of grit, we were beyond impressed to hear about Dana’s story and how she had spent more than 20 years building World Savvy into an organization that works with entire schools and districts to inspire thousands of future-ready learners. 

The Wildling was always about imprinting young people with a sense that who they are matters first and that they have a story to tell and share that will inform their learning path—with the right guidance and approach. When we heard Dana share “cultivating connections” as a core pillar of World Savvy’s model—and the belief that each learner is part of something bigger—her words felt like an arrow striking right at the heart of our mission at The Wildling.

We knew after our conversation with Dana that we would be stronger together—and that is how we have always approached partnerships, feeling our way with intuition and knowing that we can harness that energy for more impactful results. We wondered: How could we leverage our impact and meet the great demand that was upon The Wildling after a pandemic and with a mental health crisis in front of us, and with educators who were asking for programs like ours to support their efforts to shore up their classrooms. We couldn’t be everywhere at once, and we had a lot to sort out to grow. When World Savvy asked about the potential for an integration, we knew right away that this was something we were interested in discussing further. This would mean giving our dynamic and impactful young program a home that would impact thousands, if not millions, of kids in the years to come—to feel and find their place in the world and to know how much they matter. 

World Savvy: This partnership was such an obvious fit for us. At World Savvy, we identify and nurture connections—between students and educators, among peers, between a school and the wider community—to make learning personal and relevant for all students. And one of the key ways that we as humans form connection is by telling stories, and cultivating empathy and understanding as we listen to others tell their stories. 

We are so excited to leverage The Wildling’s dynamic and engaging frameworks and resources in a variety of ways to better support educators and students. Year one of a World Savvy partnership is focused on Cultivating Connections—a theme that is deeply aligned with The Wildling’s program. There are a variety of ways for students to engage with the materials, from sharing personal narratives or utilizing the resources as a vehicle for sharing knowledge and encouraging discourse. Sharing together in this way helps students to develop key competencies they’ll use throughout their lives, such as engaging willingly and openly with others, demonstrating self-awareness about identity and culture, choosing empathy, and so much more.

What are you most excited about as The Wildling joins World Savvy?

The Wildling: Oh my. What are we NOT excited about? We couldn’t be happier. When people ask how this integration came to be, we say we have followed our curiosity from the very start. That is how The Wildling was born—a storyteller and an educator with big hearts and curiosity who wanted to help youth find their way back to the innate storytellers inside of them so they could share themselves freely and bravely. To have World Savvy approach us with the idea of an integration—watching The Wildling become an integral part of programming for classrooms upon classrooms of kids—is something we didn’t even understand was possible until the question was asked: What if you became part of us? 

We can’t wait to watch our program shine even brighter as we work together to reimagine what it looks like to cultivate connections in every classroom, making learning more personal and relevant for all people. This is a foundational belief we share as organizations. It is inspiring and expansive, and critical in this modern world to approach education in this way. It is essential.  

One thing we see every time we come together at a Wildling Story Jam, after-school setting, or school classroom, is that human beings at a very young age crave connection—to themselves and to their peers and to their teachers and to their caregivers and to the many people who are part of their everyday life. We have a tendency to forget that our innate ability as human beings to share from the content of our lives brings unity and community. It is this foundational piece of The Wildling that connects directly to World Savvy’s mission—you belong, you matter. YOU and YOUR STORY are where we need to start. We are meant to learn this together. 

To continue to follow our story, visit https://www.worldsavvy.org/contact/ and sign up to stay informed.

Being a teacher includes moments that feel like you’re a rock star. When that impromptu, perfectly timed joke you insert into a lesson meets raucous laughter and a bit of friendly taunting from your students, while also infusing the class with energy and a sense of unity. That time a student wants to linger after class or eat lunch with you or reaches out after they graduate to keep talking with you about ideas from class. When you and the other faculty/staff secretly learn a dance routine and perform it at a pepfest or other school event, your dance song is barely audible over the students’ laughter. When your elementary student from three years ago still runs over and hugs you as you’re walking your students to the bus, or when your former secondary student emails you to tell you that they’re majoring in the discipline you taught. When you witness a student come alive as they engage with their community for your class or school, and they begin to recognize and cultivate their sense of agency.

At their most inspired moments, teachers are filled with the warm buzz of knowing that every day they are nurturing students’ curiosity, discovery, and knowledge of both themselves and the world. In more challenging times, teachers can feel like a cog in a system that is resistant to change, monitoring and coercing students to care about points, policies, and curricula that feel archaic and irrelevant.

Never have we demanded more from teachers than we do right now, and never have the challenges of teaching been harder. Teachers must innovate and experiment while coping with scarce resources and inequality and overcome inertia and muscle memory that hold tight to old approaches to old problems, luring us to “return to normal” because we’re not sure what else to do. Many feel isolated, lonely, detached from one another’s stories and experiences, overwhelmed by information and claims, and living in polarized communities fractured by cynicism and mistrust. As is the case with many global challenges, the past is not necessarily predictive or productive for strategically navigating the future; experts don’t know one-size-fits-all answers to our complex challenges in education. The way forward must emerge from curiosity, imagination,  innovation, and collaboration, demanding flexibility and experimentation in a space that does not promote or reward either.

Despite, and in fact because of these challenges, we recognize that young people today need to graduate equipped to collaborate and cooperate as active citizens in more diverse, local communities and with the knowledge and skills necessary for future jobs in a global economy. We need our students to emerge from K-12 education prepared as problem solvers, poised to address future local and global challenges that are increasingly interconnected and interdependent.

Teaching is a challenging job, not just because teachers have to support so many children in environments and circumstances that are often difficult in and of themselves, but because teachers have to do more than ever before. Kids used to come to school to learn information, and now they come to school to learn what to DO with information. 

Teachers are sacred guides who nurture spaces and experiences for young people to make sense of our current complex world, to build the skills to transform conflict and existential challenges, and to find hope and joy about what is emerging out of the uncertainty and disruption of the pandemic and societal polarization. 

It is an awesome task to adequately prepare young people for this complex and interconnected world, AND it has never been more urgent that teachers are successful. Teachers are nurturing the resilient peacemakers, courageous problem solvers, and passionate leaders our world so desperately needs.

So what can we do to truly appreciate and support teachers?

Administrators

More than a doughnut, canvas bag, or water bottle, what teachers really need is school leaders who root their leadership in curiosity, humility, and willingness to lead a process of transformation in education. In leading through complex times, school leaders must see themselves less as experts and more as hosts or guides of a process of inquiring, understanding, experimenting, reflecting, and scaling up promising innovations.  To appreciate your teachers:

• Provide time, support, and space for teachers to engage in inquiry and experimentation. Replace top-down professional development presentations and mandates with inquiry-based professional collaboration and learning, providing time and materials for teachers to collectively understand what’s going on for their learners and what school needs to look and feel like for children coming of age in the 21st century
• Crystallize clarity around your mission and eliminate requirements, demands, systems, traditions, and expectations that aren’t central to creating an innovative, equitable learning experience that prepares students to navigate and contribute to a complex, global world. Less is more for teachers working from a place of mastery, purpose, and autonomy. Chart out a path for transforming teaching and learning at your school, and stay committed for years, enabling teachers and students to learn, experiment, reflect, and refine.
• Learn about what it means to lead during complex (versus complicated) times. Our complex world demands that we lead without knowing all the answers and co-create the path forward through collective, iterative innovation. School leaders need to be hosts of this experimentation and innovation, nudging schools in strategic, positive directions. MIT’s Otto Scharmer states the job of leaders in today’s complex world is to transform awareness, to learn from the past and connect it with emerging future possibilities.
  
  “Attention, aligned with intention, can make mountains move… Almost all major challenges we face call on us to respond by letting go of the past to co-sense and co-create what is wanting to emerge.”

• Create a professional environment of curiosity, learning, failing forward, and reflection. Model curiosity, humility, not knowing, unknowing, bravery in experimentation, and innovation. Encourage and support teachers’ quick, safe-to-fail experiments to notice what seems to be working for innovating towards post-pandemic educational transformation.
• Clearly and frequently communicate with your school community about your process of transforming teaching and learning as we emerge from the pandemic, so that your whole school community shares a common narrative, understanding, and invitation to participate in inquiry and innovation, and so that teachers aren’t each having to individually communicate about changes in your school.

Families

• Recognize that teachers and students are navigating an unprecedently challenging, complex time in the education world. Author Arundhati Roy calls the pandemic a portal, a gateway between one world and the next. Creating a transformed learning experience that is relevant and equips young people with what they need to live as engaged global citizens involves experimentation and innovation. To appreciate your children’s teachers, let them know that you support innovation and transformed learning even if it doesn’t look and feel like your school experience from the 20th century. Ask how you can be of help.
• Understand that we are living in a complex world that is actually quite different from the world of our childhoods. Trust teachers and school leaders as they reinvent education for the 21st century. Be curious rather than critical when the school may change its schedule, grading/assessment system, or what assignments look and feel like. Meet the world with curiosity and hope. Transformative change requires courage, collaboration, experimentation, humility, and resilience. School leaders and teachers need to forge a path into somewhat unknown terrain; let them know that you appreciate that they are developing a learning experience for students that is relevant and transformational. Most students and teachers alike are desperate for a change in what “school” feels like. 
• If we want students to be creative, collaborative, and knowledgeable problem solvers, they need case studies with which to practice understanding and engaging with globally significant issues in their communities. What’s going on in your neighborhood, community, and/or workplace? How could you partner with your children’s school to share your network and resources to welcome students as investigators, collaborators, and contributors working on real, significant challenges in your community?

Students

• Just like students so desperately want to be seen and heard in their communities, your teachers are working in a job that is both hyper-social and lonely at times. Their hard work, resilience, intellect, compassion, and creativity are rarely noticed or celebrated in the education system. Teachers are fueled by hope and by faith that the seeds they are planting and nurturing in their students will flourish and be fruitful in the years and decades to come. Take a moment and tell your teacher in person, via email, via a brief note jotted on an assignment – “I see you, teacher.” I see those ice breakers you plan and those interactive activities you coordinate to help us learn. I appreciate the feedback you provide to help me deepen my thinking/writing/creating skills. I notice that you remember things about my life and that you smile at me. I see you bravely creating space for us to discuss, investigate, and understand what’s going on in our complex world and helping me figure out how I can contribute to make the world a better place in my life. I see you modeling how to be reflective, how to learn from mistakes, and how to be brave even when you might feel nervous.” Experts say that we humans need five pieces of positive feedback for every one piece of negative feedback. The busy, chaotic life of teachers provides plenty of challenging feedback. Be creative, generous, and persistent with your spontaneous positive feedback!
• When your teacher is trying something new or an activity doesn’t work as well as intended, help your class engage with your teacher as co-creators of learning, experimenters and innovators. Provide feedback. Offer to help. Step up to help build momentum and meaning for projects, recognizing that learning is something that you and your classmates do in a proactive way rather than something that happens in response to teaching.

Teachers, we see you. 

We see you…

• Caring and differentiating for your students even though you may have seen only half of each of their faces all year.
• Learning and experimenting with how to create a more equitable community in your own classroom, school, and in the world.
• Navigating COVID-related absences that are continually disrupting your classroom community.
• Agreeing that the education system needs to be transformed and exhausted by the urgency of the day-to-day and outdated PD and requirements.
• Helping students learn in your classroom while staying connected with kids who are quarantining.
• Supporting students to know more, care more, and do more in their lives and communities.
• Looking for energy and relevance and resources and a reminder of “Why am I doing this?”

World Savvy appreciates and supports teachers this week and every day!

World Savvy appreciates each teacher’s gifts and talents, which serve as the foundation for their students’ learning. We help teachers reconnect with what brings them joy as they cultivate fertile ground in their classrooms and communities where students learn and grow. To provide support for the awesome task that teachers have at this moment in time, World Savvy partners with schools and communities to prepare youth for our complex, global future. Our program prepares students to thrive in our globally connected world by re-imagining K-12 education, focusing on increasing student engagement, expanding teacher capacity and cultural competence, and strengthening school and district leadership. Using evidence-based tools and best practices for culturally responsive pedagogy and student-led learning, World Savvy is empowering teachers to make school inclusive, relevant, and engaging for all students, inspiring them to learn, work, and thrive as responsible global citizens.

The many globally minded elements of Melanie Peterson-Nafziger’s last 25 years converge as she eagerly joins the World Savvy team as their Professional Learning Facilitator in Minnesota. Melanie first discovered World Savvy in 2012 as one of five US educators for the World Savvy/American Youth Leadership Program, supporting U.S. and Bangladeshi students in developing global competency, investigating climate change during a month of travel in Bangladesh, and learning how to turn knowledge into action to live in solidarity. Melanie also worked as an Educator Advisor in World Savvy’s development of the Global Competency Certificate program.

Lessons from the Pandemic: A Brain in Pain Cannot Learn

At this point, educators must assume all students have been impacted by stress and trauma, from the pandemic or otherwise. The specifics of most traumas will never even be identified. In order to support students academically and emotionally, global competence skills such as empathy, self-awareness, and reflection must be intentionally embedded into classrooms in order to help students process emotions and develop resilience. In fact, Secretary of Education Miguel Cardona recently tweeted, “Mental health challenges can impact a student’s ability to participate in learning. As we recover – it’s important to go beyond literacy & math to helping students build their social, emotional, and mental health skills.”  

The COVID-19 Pandemic manifested itself in schools like an emergency room triage, with educators doing all they could to meet the academic and social-emotional needs of students and their communities. This period of upheaval has had lingering effects on the mental health and anxiety levels of students, teachers, and administrators alike (see THIS ARTICLE from The New York Times). While our education system is deciding how it wants to move forward from here, something we all agree on is keeping Social-Emotional Learning (SEL) in every classroom. According to Dr. Bill Daggett, of the National Dropout Prevention Center, “For trauma-impacted students, doubling down on instruction is not likely to produce increased content mastery.” In other words, a brain in pain cannot learn. 

If we want students to know more, we have to care more. At World Savvy, we believe a primary way to heal trauma-impacted students is by providing them with concrete social-emotional learning strategies to develop the skills and dispositions they need to navigate a complex and ever-changing world.

SEL is Global Competence

SEL is global competence, which is not content-based but rather can be applied across all grade levels and subject areas. Identifying and nurturing connections between individuals and issues makes learning more personal and relevant, and thus more engaging for students. It is false to think that educators should have to choose content or standards over key competencies such as social-emotional learning.

World Savvy addresses this with school partnerships to support preemptive planning that integrates social-emotional learning to cultivate connection and create classrooms where all students feel valued. Laying this foundation early in the school year has proven effects on bolstering resilience and making academic success more attainable. 

Comfort with ambiguity & unfamiliar situations

Trauma can look different for different people, and what might be traumatic for a student may not be traumatic for you. The pandemic and school shutdowns were unpredictable, dramatically increasing the incidence and impact of trauma for our youth. It is important to keep in mind that students’ perception and the emotional impact of trauma is more important than the source of the trauma itself. In order for students to be successful in school, the feeling of psychological safety must be reestablished. By maintaining SEL strategies in daily routines, students are more likely to feel equipped to handle ambiguous and unfamiliar situations. This way, they are moving past being trauma-informed, and toward being skilled to work through trauma by drawing upon global competencies rooted in social-emotional learning that provides a sense of grounding security when navigating inevitable situations outside of their control.  

How do educators address the pressure to catch students up, while simultaneously modifying school climate to rebuild resilience in trauma-impacted students? World Savvy believes in helping schools create systems and routines that prioritize building connections with students, while also making space for student voice in classroom culture, curriculum, and instructional decisions. In addition, we collaborate with educators to lead activities that help students to boost skills relating to resilience, self-regulation, and self-management in order to ensure they are prepared with the social-emotional learning tools to persevere through challenges. Our work supports educators in cultivating connections and intentionally integrating SEL into their classrooms as a useful tool to help students find comfort in ambiguity. 

Empathy & Appreciating Multiple Perspectives

Social-emotional learning really takes flight in environments where diversity is celebrated and multiple perspectives are valued. According to a report by the OECD, “Future generations will need to interact in person with other young people whose opinions, backgrounds, and personalities vary widely. This interaction is essential to cultivate a future society in which people are curious, compassionate to needs other than their own, and able to listen deeply in order to understand one another.” With a more ethnically and culturally diverse school-aged population than ever before, classroom practice needs to reflect the evolving needs of today’s students. Diversity is an opportunity to make learning spaces more empathetic and culturally relevant. World Savvy understands that this change does not occur overnight, and like all growth and learning, it is an intentional process. The foundation of this process lies in social-emotional learning practices that focus on developing global competence skills such as self-awareness and empathy. Empathy occurs when judgment or indifference is replaced with understanding and caring. Students must have a strong understanding of their own self, thoughts, and feelings before they can empathize with others. By supporting how students better see themselves in others, they can more aptly relate to those with diverse experiences and challenges. 

Committing to the Process of Continuous Learning and Reflection

Reflection is a social-emotional learning strategy that propels learning forward, for adult and child learners alike. It also has boundless positive impacts on mental health, but for many, personal mindfulness can feel unnatural or overwrought. Rachel Wlodarksy, Ph.D. in Urban Education, says, “Reflective processes take time, and consequently… reflection must reach a level of practiced engagement so that, when the pressures of decision-making emerge, the professional defaults to better quality decisions.” 

World Savvy agrees reflection is a skill that requires effort and must be rigorously taught in order for students and teachers to achieve any of the numerous benefits. In order for reflection to become practiced and consistent, we support educators to integrate it into their practice in a variety of ways that feel true to their individual styles. We also encourage educators to prioritize reflection, which means not to sacrifice it, even if they are running behind and the task list seems insurmountable.

The key to implementing meaningful and purposeful reflection practices is finding the approach and framework that most authentically suits educators’ and school leaders’ needs. Some forms of personal reflection activities World Savvy offers focus on relieving stress and connecting to and processing emotions. Another way World Savvy integrates reflection into classrooms is as an academic exercise, for example setting aside time daily for students to consider how they more effectively consume and learn content. Students can benefit academically from reflecting on their workflow, collaboration skills, and productivity as a way to imprint information. Finally, reflection is helpful as a tool for school leadership to peacefully alter student behavior in lieu of traditional disciplinary actions. Teaching students how to reflect on their actions can foster intrinsic motivation to change, rather than more traditional methods that include imposed consequences or punishments.

Reflection is an essential tool to facilitate the personal development of teaching professionals. In our workshops, there are frequent opportunities for reflection to connect learning to one’s own teaching practice. In addition, during 1:1 coaching, reflection comes in the form of targeted open-ended questioning and thoughtful contemplation of feedback or assessing student work in order to grow as an educator serving deserving communities of diverse students. This not only benefits professional growth, but it also helps teachers model this practice for students in an authentic way. 

If We Want Students to Know More, We Have to Care More

The trauma caused by the COVID-19 pandemic unfortunately cannot be fully erased by educational intervention. That said, what educators can do is establish systems and practices that incorporate social-emotional learning so they can mitigate the long-term effects of trauma. By providing students with the tools to become more resilient, collaborative, and emotionally intelligent individuals, rigorous learning in a post-pandemic world becomes more attainable.

With so many demands on educators, starting to integrate social-emotional learning, or even maintaining it throughout the school year, can feel daunting to balance on top of other school and district requirements. Nonetheless, influential philosopher and education reformer John Dewey provides the timeless belief that educators have an awesome responsibility to determine, with the help of others in society, what content and activities enhance individual personal and social growth and lead to the improvement of society. World Savvy is here to do just that – help educators select authentic activities that boost personal and social growth. By partnering with schools to establish mindful classroom rituals in collaboration with students, World Savvy assists educators in providing students with the skills necessary to be resilient global citizens.

Marley Wertheimer is World Savvy’s Professional Learning Facilitator in the Bay Area since 2021, and holds a CA State Multiple Subjects Teaching Credential, Montessori Secondary I&II Credential as well as a Masters in Education (M.Ed). Marley believes it is crucial for education to take place both in and outside of traditional classroom walls, which includes rich immersive and project-based learning experiences, in order to prepare students to be globally-competent citizens.