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Cross-Cultural Learning and Life-Long Connections Between U.S. Administrators

For the fourth time, the Fulbright Leaders for Global Schools (FLGS) program brought eleven K-12 administrators to Finland in January to see the Finnish education system firsthand.
Over the course of 10 intensive days, these leaders were immersed in a culture that places deep trust in educators and prioritizes student well-being. 

“The role of the teacher in Finland extends beyond instruction. Teachers serve as mentors, guides, and facilitators of the learning process. This holistic approach aligns with the Finnish belief that it is the ‘whole child’ that must be supported, not just the subject matter. This resonated with me,” says Danna LaCaze, Director of Special Education at Natchitoches Parish School Board.

Besides profound sharing of knowledge and good practices, many participants ended up forming life-long friendships and gaining a network of professional confidants to support them in their school development initiatives and beyond.

“Learning about the differences in practices between U.S. states was almost as striking as learning about the similarities and differences between Finland and the United States,” says Cristina Buss, Vice Principal from Visions In Education Charter School in California.

“The authenticity with which school leaders shared their successes and struggles, frustrations and triumphs, experiences and new learnings, and their sincere willingness to help one another by providing suggestions and feedback within the safe space we created left me feeling full,” praises Joyce Pulphus, Principal of Bronx Design & Construction Academy.

John Wilfred Cwikiel, Superintendent-Principal of Beaver Island Community School, has already explored opportunities to write journal articles with the educational leaders and researchers that he met in Finland: “In addition to the simple joy in connecting with people from different backgrounds and life experiences, this program created the potential for future collaborations.”

Sharing Innovative Practices with Finnish Educators

Many Finnish administrators hosting the U.S. school leaders appreciated how much they learned through the questions and insightful discussions that took place during the visit. As part of their journey, the Fellows also participated in the Educa Fair, Finland’s leading event for the education and training sector, that attracted nearly 17 000 participants.

Karen Cheser, Missy McClurg, and Joyce Pulphus shared their expertise in a panel titled “Supporting Future Workforce through Community Collaboration & Innovative School Programs.” The discussion, facilitated by Fulbright Finland alumna and Principal of Tikkurila Upper Secondary School Marianna Sydänmaanlakka, highlighted the importance of connecting education to real-world applications and drew significant interest from the Finnish and international audience with concrete ideas and innovations.

Inspiration and Concrete Takeaways from Finnish Educators

The true power of this experience lies in what participants bring home, whether a renewed sense of purpose and motivation or actionable strategies grounded in good practices used by fellow educators. While merely six months have passed, the Fellows are already implementing learnings in their school communities and advocating for positive changes.

Many of the participants were inspired by the flexible pathways for students that they witnessed in Finland and wanted to develop stronger connections between vocational and academic tracks to ensure students always have options to continue their education. Some considered implementing regular breaks to make room for students to engage in more play and to enhance student focus and well-being.

“As a part of my district’s professional development for special education, I aim to adopt a more collaborative, teacher-led approach to planning and growth. By ensuring that teachers are involved in the decision-making process and are given the freedom to experiment with new practices, we can create a more motivated and resilient teaching workforce,” says Danna LaCaze.

Inspired by the Finnish model, Danna is also working to establish a more consultative role for special education teachers in her schools, where they collaborate with general education teachers to provide individualized support within the general classroom with the goal to reduce the stigma often associated with special education.

The program reinforced that the biggest risk we face is the belief that we are powerless to change our circumstances. Education must evolve to support human flourishing, preparing students not just for jobs but for meaningful, interconnected lives.

A Short-Term Travel Experience with a Long-Term Impact

Ten days goes extremely quickly, but for most participants it is just the beginning of a life-long learning journey in a transatlantic community of Fulbright educators. The ripple effects are tangible: stronger leadership, more innovative schools, and ultimately, better outcomes for students.

“I will do my best to ensure that the learning I experienced will help me be a better educational leader and that I will carry the lessons learned forward in my interactions with students, their families, faculty and staff, and other educational leaders,” says John Wilfred Cwikiel.

As Cristina Buss concludes: “I love the idea that Fulbright is a ‘life sentence’—a short-term travel experience with a long-term impact. The program reinforced that the biggest risk we face is the belief that we are powerless to change our circumstances. Education must evolve to support human flourishing, preparing students not just for jobs but for meaningful, interconnected lives.”

The FLGS program is sponsored by the U.S. Department of State with funding from the U.S. Government. It is administered in the U.S. by IREX, and administered and co-funded in Finland by the ����������.

Read the whole Fulbright Finland News 1/2025!