A Passionate Educator Embracing Values-Driven Teaching at Saint George’s School, Bogotá
Katerine Hurtatiz Espinosa is a dedicated and inspiring educator whose unwavering commitment to empowering students extends far beyond the classroom. With nearly two decades of teaching experience at the renowned Saint George’s School in Bogotá, Colombia, Katerine has made it her mission to foster a learning environment that nurtures not just academic excellence, but also the development of essential values and life skills.
As the Head of the Global Studies Department and an Educational Coach at the SGS Innovation Center, Katerine’s influence reaches far and wide, impacting both her colleagues and the students she serves. Her teaching journey has spanned a diverse range of subjects, including Geography, Economics, Business, Entrepreneurship, and most recently, Global Perspectives. It is in the latter that Katerine has found a profound calling, leveraging the carefully crafted lesson plans of The Good Project to help senior students navigate the complexities of values-driven decision-making.
Embracing the Power of Values-Driven Education
Katerine’s passion for values-driven education was ignited when she first discovered The Good Project’s resources. “I was casually exploring the internet, particularly on the Project Zero website, finding new and innovative thinking routines, and then I saw the global call to participate in the research study,” she recalls. “After reading about it, I felt captivated by the core of the lesson plans, which is to give specific support to schools in terms of soft skills such as values and principles to prepare students when in the future they will perform a professional role.”
The approach championed by The Good Project, which frames actions within the ‘3Es’ of Excellence, Ethics, and Engagement, resonated deeply with Katerine. “I found the concept profoundly meaningful,” she shares. “Additionally, I felt compelled to incorporate another ‘E’ for Empathy, believing it to enrich the framework.”
Katerine’s senior students, aged 17 to 19, have embraced this values-driven curriculum with enthusiasm and dedication. “They are joyful, caring, attentive, supportive, and committed,” she explains. “They consistently work hard, actively participate in discussions, and complete their assignments with outstanding dedication.”
Fostering Reflection and Self-Discovery
At the heart of Katerine’s teaching lies a deep commitment to guiding her students through a process of self-reflection and personal growth. The Good Project’s lesson plans serve as a powerful tool in this endeavor, encouraging students to delve into their own values, strengths, and areas for improvement.
“One of the most memorable aspects of teaching these lesson plans has been witnessing the reflective moments when my students connect deeply with their innermost thoughts and ideas,” Katerine shares. “For example, there was a particular lesson during which students were asked to recall teachings from their role models. It was incredibly moving to see my students form a connection with these mentors, for most of them were their parents, who had significantly influenced their character, often without the students’ full realization.”
Katerine has also been deeply moved by the personal reflections her students have shared. “They demonstrated an ability to recognize their strengths and acknowledge their uniqueness, effectively building their self-esteem,” she explains. “Witnessing these moments of personal growth and self-discovery among my students has been truly unforgettable.”
Preparing Students for the Challenges Ahead
As Katerine’s students navigate the critical phase of their lives, deciding on their future careers, the values-driven curriculum has proven to be invaluable. “I recognized the potential of the syllabus for my students in Global Perspectives at this fundamental phase in their lives,” she says. “This critical phase requires a deep understanding of their personal preferences, strengths, and areas where they may feel insecure.”
Through the lessons, Katerine’s students are learning to frame their decisions within the ‘3Es’ framework, aligning their actions with their core values and ethical principles. “Many students also acknowledge the role of the school’s mission in shaping them, not just as students but as individuals,” Katerine shares. “Over their 14 years here, they recognize the enduring impact of these lessons, suggesting that the values learned at school have become integral to their identity and decision-making processes.”
Fostering a Holistic Educational Experience
Katerine’s educational philosophy extends beyond academic achievement, prioritizing the holistic development of her students. By fostering a learning environment rooted in empathy, integrity, and metacognitive skills, Katerine aims to equip her students with the tools they need to navigate the complexities of the real world.
“My teaching methods support students’ emotional and social development by creating a trusting, respectful classroom environment,” she explains. “We avoid judgmental questions, encouraging authentic discussions and reflective thinking.” This approach, coupled with regular curricular adaptations, ensures responsiveness to student needs and current educational practices.
Katerine’s commitment to values-driven education is further reflected in her role as the Educational Coach at the SGS Innovation Center. In this capacity, she provides comprehensive support and guidance to teachers and department heads, helping them integrate innovative teaching strategies and align the school’s pedagogical approaches across various departments.
Sharing the Transformative Power of Values-Driven Teaching
Katerine’s belief in the transformative power of values-driven teaching extends beyond the walls of Saint George’s School. She firmly believes that all schools should embrace the opportunity to teach the carefully designed lesson plans of The Good Project, as they are universally applicable and resonate with fundamental values across educational institutions.
“I think all schools should embrace the opportunity to teach these carefully designed lesson plans, which are universally applicable and resonate with fundamental values across educational institutions,” Katerine asserts. “Additionally, as educators who have witnessed firsthand the positive impact of these lessons on our students’ agency, it is our responsibility to share these outcomes with our local and national communities.”
By doing so, Katerine hopes to demonstrate that despite differing perspectives, it is entirely feasible to foster an empathetic community. “This project is not merely a series of classroom lessons; it is a set of tools, also known as soft skills, that our boys and girls learn to ensure their personal, professional, and work-related decisions are consistent with universal human values,” she explains. “In doing so, we are not only fostering their individual development but also promoting their global citizenship.”
As Katerine continues to inspire her students and colleagues, her unwavering dedication to values-driven education serves as a shining example of the transformative power of teaching that goes beyond academic instruction. Through her tireless efforts, she is empowering the next generation of global citizens, equipping them with the tools and mindset to navigate the challenges of the future and contribute to a better world.
Discover More About The Good Project
To learn more about The Good Project and its valuable resources for educators, visit their website at https://www.thegoodproject.org/. Explore the wide range of lesson plans, research, and insights that can help transform your teaching practice and empower your students.
For more information about Stanley Park High School and the educational opportunities available, please visit https://www.stanleyparkhigh.co.uk/.
