What inspired you to work for Middlebury - C.V. Starr Schools Abroad?
What inspired me to work for Middlebury School was the opportunity to contribute to an educational environment that values language learning, intercultural understanding, and student development. I have always been passionate about education and empowering learners through meaningful academic experiences.
What particularly attracted me to the organization is its strong commitment to creating inclusive and dynamic learning spaces where students can grow both academically and personally. Being part of a team that prioritizes excellence, cultural exchange, and innovation in education has been both motivating and rewarding. I also value the school’s dedication to immersive learning and its support for global engagement and cross-cultural communication.
What advice would you tell your pre-travel self?
I would tell my pre-travel self to remain open-minded, adaptable, and patient throughout the entire experience. Living and working in a new environment is not only an opportunity for professional development, but also a chance to grow personally by learning from different cultures, perspectives, and ways of life. I would remind myself that some moments may be challenging or unexpected, but these experiences often become the most valuable lessons.
I would also encourage myself to step outside my comfort zone, build meaningful connections with people from diverse backgrounds, and fully engage with the local culture and community. Every conversation, challenge, and achievement contributes to a deeper understanding of both oneself and others.
Most importantly, I would say to appreciate every moment of the journey because each experience, whether positive or difficult, plays an important role in shaping personal growth, resilience, intercultural awareness, and professional confidence.
A visit to the International Book Fair in Rabat and meetings with organizers and other key participants.
Describe a typical day at work.
A typical day at work at Middlebury School involves balancing administrative responsibilities, academic coordination, and student engagement. My day usually begins with reviewing schedules, responding to emails, and meeting with staff to ensure that daily operations run smoothly.
I also work closely with teachers and coordinators to support classroom activities, address challenges, and maintain the quality of instruction. Throughout the day, I interact with students, parents, and partners, helping to create a positive and supportive learning environment.
Each day is dynamic and rewarding, as it combines leadership, problem-solving, and meaningful human interaction in an educational setting.
Why do you do what you do?
I do what I do because I believe education has the power to transform lives and create meaningful opportunities for individuals and communities. Working at Middlebury School allows me to contribute to students’ academic, personal, and intercultural growth while helping them build confidence and valuable skills for the future.
What motivates me most is seeing learners develop, overcome challenges, and discover their potential in a supportive educational environment.
What is your favorite part of your job?
My favorite part of my job at Middlebury School is working closely with students and witnessing their growth both academically and personally. It is incredibly rewarding to see learners gain confidence, develop new skills, and become more open to different cultures and perspectives.
I also value the collaborative environment with teachers and staff, where we work together to create meaningful educational experiences and a supportive community for everyone.
How do you use your education and international background in your current role?
In my current role at Middlebury School, I draw heavily on both my education and international background to enrich the academic and intercultural environment of the school. My academic training helps me approach educational planning, curriculum support, and problem-solving in a structured and informed way, ensuring that decisions are pedagogically sound and student-centered.
At the same time, my international experience allows me to better understand the diverse cultural and linguistic backgrounds of students and staff. This helps me foster an inclusive atmosphere where intercultural dialogue is encouraged and valued. It also enables me to bridge different educational expectations and communication styles, making collaboration smoother and more effective.
Overall, both my education and global perspective are essential in supporting the school’s mission and enhancing the learning experience for students.
What challenges do you often face and how do you overcome them?
In my role at Middlebury School, one of the main challenges is managing the balance between academic expectations, administrative coordination, and the diverse needs of students and staff. Because the environment is highly dynamic, unexpected situations can arise—whether related to scheduling, student support, or intercultural communication differences.
To overcome these challenges, I rely on clear communication, teamwork, and proactive planning. I make sure to stay closely connected with faculty and staff so that issues are addressed early and collaboratively. I also try to remain flexible and solution-oriented, especially when adapting to different cultural or institutional expectations.
Ultimately, I see these challenges as part of the learning process that helps strengthen both leadership and organizational effectiveness.
What are some current projects you are working on?
A student met a storyteller from Uganda at a book fair in Rabat.
At Middlebury School, I am currently involved in several ongoing projects aimed at enhancing both the academic and intercultural experience of our students.
One key focus is strengthening academic programming by supporting faculty in refining course delivery and ensuring alignment with learning outcomes, particularly in language development and intercultural communication. I am also working on improving student support systems to make sure learners receive consistent academic guidance and pastoral care throughout their stay.
Another important area is coordinating cultural and experiential learning activities, which help students engage more deeply with the local context in Morocco. This includes workshops, field experiences, and community engagement opportunities.
Finally, I am involved in administrative and strategic planning to improve overall program efficiency and ensure that operations run smoothly, while maintaining the quality and mission of the institution.
Why should someone choose Middlebury - C.V. Starr Schools Abroad over competitors?
Someone should choose Middlebury School because it offers a distinctive combination of academic rigor, immersive language learning, and meaningful intercultural engagement. Unlike many programs that focus mainly on classroom instruction, Middlebury places strong emphasis on real-world application, encouraging students to use the language in authentic social and cultural contexts.
The organization also benefits from a well-established academic tradition and a structured learning environment that supports consistent progress and high standards. In addition, students are guided and supported throughout their experience by dedicated staff who prioritize both academic success and personal development.
What truly sets it apart is the depth of cultural immersion and the intentional design of experiences that help students not only learn a language, but also understand the culture behind it—making their learning more impactful and transformative.
What is Middlebury - C.V. Starr Schools Abroad's mission and how do you continue to work toward it?
The mission of Middlebury School is to provide immersive, high-quality language education that fosters deep intercultural understanding and meaningful global engagement. The goal is not only to help students achieve strong linguistic proficiency, but also to develop their ability to think critically across cultures and communicate effectively in diverse contexts.
We continue to work toward this mission by maintaining a fully immersive learning environment where students are encouraged to use the target language in both academic and everyday settings. Faculty and staff design programs that integrate classroom instruction with cultural experiences, ensuring that learning extends beyond textbooks into real-life interaction.
We also continuously evaluate and improve our academic offerings and student support systems to ensure they remain aligned with the institution’s educational values and the evolving needs of learners.
What makes Middlebury - C.V. Starr Schools Abroad special?
What makes Middlebury School special is the depth of its immersive learning model and its strong commitment to combining academic excellence with real cultural engagement. Students are not only learning a language in the classroom, but they are also living it daily through structured interaction with the local environment and community.
Another key element is the close integration between faculty, staff, and students, which creates a supportive and personalized learning experience. The program is intentionally designed to challenge students while also guiding them through that challenge in a meaningful way.
Finally, what truly sets it apart is its long-standing tradition of fostering intercultural competence. Students leave not just with improved language skills, but with a broader understanding of the world and the ability to navigate different cultural contexts with confidence and respect.
What hopes do you have for the future for Middlebury - C.V. Starr Schools Abroad?
For Middlebury School, my hopes for the future are centered on strengthening its role as a leading model of immersive and intercultural education. I hope the organization continues to expand and refine its academic programs so that they remain responsive to the evolving needs of students and global society.
I also hope to see even deeper integration between language learning and real-world engagement, allowing students to develop not only strong linguistic skills but also a more nuanced understanding of cultural and social contexts. Strengthening partnerships with local communities and institutions is another important goal, as it enriches the learning experience and creates more meaningful exchanges.
Ultimately, my aspiration is for the organization to continue empowering students to become confident, thoughtful, and globally minded individuals who can contribute positively wherever they go.
Are there any developments with Middlebury - C.V. Starr Schools Abroad that you would like to share with us?
At Middlebury School, several positive developments are currently shaping the program’s evolution and strengthening its academic and intercultural impact.
One important development is the continued enhancement of our curriculum, with a stronger focus on integrating language instruction with real-world cultural engagement. This helps students apply what they learn more directly in authentic contexts. We are also working on expanding experiential learning opportunities, including community-based activities and field experiences that deepen students’ understanding of the local environment.
In addition, there is ongoing attention to improving student support systems and faculty collaboration, ensuring a more cohesive and responsive learning experience. These developments reflect a broader commitment to maintaining high academic standards while continuously adapting to the needs of students and the realities of global education.
What makes Middlebury - C.V. Starr Schools Abroad easy to market to potential participants?
Middlebury School is relatively easy to market to potential participants because it offers a very clear and compelling value proposition: full language immersion combined with structured academic excellence and authentic cultural experience. This combination is immediately attractive to students who are looking for more than traditional classroom-based learning.
Another strong marketing advantage is the institution’s reputation and legacy in language education. Prospective students and partner institutions already associate the Middlebury name with quality, rigor, and effective language acquisition, which builds trust before they even engage with the program.
Finally, the program’s outcomes are easy to communicate and demonstrate—students significantly improve their language proficiency while also gaining intercultural competence and global awareness. These tangible results make it straightforward to present the program’s impact to students, universities, and academic advisors.
What do you hope participants take away from your programs?
At Middlebury School, I hope participants leave the program with far more than just improved language proficiency. My primary hope is that they develop a deeper sense of intercultural competence—the ability to understand, respect, and navigate different cultural perspectives with confidence and sensitivity.
I also hope they gain increased independence and self-confidence through living and learning in an immersive environment that challenges them academically and personally. Another key takeaway is a lasting curiosity about the world and a willingness to engage with it thoughtfully and critically.
Ultimately, the goal is for participants to leave not only as stronger language users, but also as more open-minded, reflective, and globally aware individuals who can apply these skills in their future academic, professional, and personal lives.
Why is it important for people to travel abroad and experience new cultures?
Traveling abroad and experiencing new cultures is important because it broadens people’s perspectives and helps them understand the world beyond their own familiar environment. When individuals are exposed to different ways of living, thinking, and communicating, they develop greater empathy and flexibility in how they relate to others.
It also strengthens intercultural competence—an essential skill in today’s interconnected world. People learn to navigate differences in language, values, and social norms, which improves communication and reduces stereotypes or misunderstandings.
In addition, living or studying abroad often encourages personal growth. It pushes individuals out of their comfort zones, builds independence, and helps them become more adaptable and self-aware. Overall, these experiences contribute not only to academic or professional development but also to becoming more open-minded and globally responsible individuals.
How do you help support participants?
At Middlebury School, we support participants through a combination of academic guidance, pastoral care, and continuous on-the-ground coordination to ensure they have a safe and enriching experience.
Academically, we work closely with faculty to monitor student progress and provide timely support when challenges arise, whether related to language acquisition or coursework expectations. We also ensure that students are placed in appropriate learning environments that match their level and needs.
On a more personal level, we maintain regular communication with participants to help them adjust to life in a new cultural and linguistic setting. This includes helping them navigate cultural differences, adapt to daily life, and feel integrated within the local community.
Overall, our support system is designed to be proactive, responsive, and student-centered, ensuring that participants feel guided and supported throughout their entire experience.
If you could participate on one of Middlebury - C.V. Starr Schools Abroad's programs, where would you go and what would you do?
If I could participate in one of Middlebury School’s programs, I would choose to fully immerse myself in a language and cultural experience that pushes me out of my comfort zone while deepening my understanding of intercultural communication in practice.
I would want to engage not only in intensive language learning, but also in everyday interactions with the local community—living the language in real contexts, participating in cultural activities, and exploring how communication shapes relationships across cultures. I would also take advantage of opportunities to learn from local traditions, history, and social practices to better understand the environment in which the language is used.
Overall, I would see it as an opportunity to experience learning from the participant’s perspective, which would also help me bring greater insight and empathy into my role supporting students.
What questions do participants often ask you, and how do you typically respond?
Traditional Moroccan henna tattoos while wearing Moroccan outfits alongside local language partners.
At Middlebury School, participants often ask questions that reflect both academic concerns and the challenges of adjusting to an immersive environment.
One common set of questions is related to language learning—such as how quickly they are expected to improve or how to handle speaking outside the classroom. I typically respond by reassuring them that progress is gradual and that consistent practice in daily life is part of the learning process, not something to be afraid of.
Students also frequently ask about cultural adjustment, daily life, and expectations in the local context. In these cases, I encourage openness, curiosity, and patience, and I provide practical guidance to help them navigate new situations with confidence.
Another common area is academic workload and support. I make sure to clarify expectations clearly while also emphasizing that support systems are in place if they need help. Overall, my responses aim to be supportive, reassuring, and solution-oriented so that participants feel guided rather than overwhelmed.
Why do you think learning a new language is important?
Learning a new language is important because it opens access to new ways of thinking, communicating, and understanding the world. Language is not only a tool for expression, but also a reflection of culture, so learning another language helps people gain deeper insight into different values, traditions, and perspectives.
It also strengthens cognitive and interpersonal skills. Studies have shown that language learning improves memory, problem-solving abilities, and adaptability. On a social level, it enables people to connect with others more meaningfully and build relationships across cultural boundaries.In a globalized world, language skills are increasingly valuable in education, careers, and international collaboration.
For participants at Middlebury School, it also becomes a lived experience—where language learning is directly tied to cultural immersion, making the process more authentic, practical, and transformative.
What does meaningful travel mean to you?
Meaningful travel, to me, is travel that goes beyond tourism and becomes a form of genuine learning and engagement with people, culture, and place. It is not just about visiting new destinations, but about forming connections, understanding local realities, and being open to experiences that challenge one’s assumptions.
For participants at Middlebury School, meaningful travel is closely linked to immersion. It means using the language in real-life situations, engaging respectfully with the local community, and taking the time to reflect on cultural differences and similarities.
Ultimately, meaningful travel is transformative—it encourages personal growth, empathy, and global awareness. It allows individuals to return home not just with memories, but with new perspectives and a deeper understanding of themselves and the world around them.
What advice do you have for individuals thinking about going abroad?
For individuals thinking about going abroad, my main advice is to approach the experience with openness, flexibility, and curiosity. Living in a new cultural and linguistic environment can be both exciting and challenging, and being mentally prepared to embrace differences makes a big difference in how meaningful the experience becomes.
I would also encourage them to step outside their comfort zone and actively engage with the local community rather than staying within familiar circles. The most valuable learning often happens in everyday interactions, not just in formal settings.
Finally, it is important to be patient with yourself. Adjusting takes time, and mistakes are part of the learning process—especially when learning a new language or adapting to new norms. At Middlebury School, we often see that the most successful participants are those who remain open, resilient, and willing to grow through the experience.
What issues do you see in the world of international education that don't line up with your values and expectations for mutually beneficial & educational relationships between providers/programs and the communities in which they are located within?
In the field of international education, one of the main issues I see is when programs prioritize enrollment numbers or institutional branding over genuine educational and intercultural impact. In some cases, this can lead to experiences that feel extractive rather than mutually beneficial, where local communities are treated more as a backdrop than as active partners in the learning process.
Another concern is the lack of deep integration with host communities. When programs operate in isolation, without meaningful collaboration with local educators, institutions, or cultural actors, the potential for reciprocal learning is reduced. This can create an imbalance where benefits are not fully shared.
There is also sometimes a gap between the promise of “immersion” and the actual depth of engagement students experience. If participants are not sufficiently guided or encouraged to engage critically and respectfully with the local context, the educational value can be limited.
At Middlebury School, I believe strongly in the importance of reciprocity, ethical engagement, and long-term relationships with host communities. International education should be built on collaboration, respect, and shared benefit, where both participants and local communities grow and learn from one another in meaningful ways.
What does ethical global engagement mean to you?
Ethical global engagement, to me, means interacting with other cultures and communities in a way that is respectful, reciprocal, and aware of power dynamics. It goes beyond simply being present in another country; it requires a genuine commitment to listening, learning, and ensuring that one’s presence contributes positively rather than extractively.
In the context of international education at Middlebury School, ethical engagement means designing programs that value local knowledge, involve host communities as active partners, and create meaningful exchange rather than one-sided learning. It also means preparing participants to approach cultural differences with humility, curiosity, and responsibility.
Ultimately, ethical global engagement is about building mutually beneficial relationships—where students grow intellectually and personally while also respecting and supporting the communities they engage with in thoughtful and sustainable ways.
A reflection meeting held in a Moroccan restaurant.
What hopes do you have for the future of international education?
My hopes for the future of international education are that it becomes increasingly equitable, reciprocal, and deeply connected to local communities rather than existing as a one-sided exchange. I hope programs move beyond surface-level “cultural exposure” toward more meaningful engagement where students and host communities genuinely learn from one another.
I also hope that institutions place greater emphasis on ethical responsibility—ensuring that international education is not extractive, but instead contributes positively to the social, educational, and cultural environments in which it operates. This includes stronger collaboration with local educators and more intentional program design that reflects shared goals.
At Middlebury School, I see this future as one where immersion is not only linguistic but also relational and ethical—where students develop intercultural competence while also respecting and contributing to the communities they join. Ultimately, I hope international education continues to evolve into a space of mutual growth, understanding, and long-term impact.
What qualities in program & host community relations are important to you? (And Middlebury - C.V. Starr Schools Abroad?)
For me, and for Middlebury School, the most important qualities in program and host community relations are respect, reciprocity, and genuine collaboration. Relationships should never be one-sided; instead, they should be built on mutual understanding and shared benefit.
Respect means recognizing the value of the host community’s culture, knowledge, and lived experience, and engaging with it in a thoughtful and responsible way. Reciprocity means ensuring that both participants and local partners benefit from the exchange, whether through cultural dialogue, educational opportunities, or community engagement.
Equally important is long-term collaboration. Strong relationships are not transactional or temporary—they are built over time through trust, communication, and consistency. Programs should actively listen to host communities and adapt based on their feedback and needs, rather than imposing external expectations.
Ultimately, these qualities ensure that international education remains ethical, meaningful, and sustainable for everyone involved.
