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PANAMA - Health & Education

Magda Serrano

General Director, Thomas Jefferson School

Bio

Magda Serrano is the founder and director of Thomas Jefferson School (TJS) in Panama, a PK-12 school that offers first world education and aims to form leaders of integrity who contribute to cultural change. She is a member of the Board of Trustees of Regent University in Virginia, where she has served for over 15 years. She currently chairs the Academic Affairs Committee and the Student Affairs Committee. Her academic profile showcases a Ph.D. in Organizational Leadership, a Master’s in Education, a Master’s in Business Administration, and a Bachelor’s in Business Administration. She has been a businesswoman, entrepreneur, speaker and consultant in diverse areas. Her deeply spiritual, human, and innovative perspective has permeated her entire business and educational journey.

"Our approach aligns with the philosophy that each person possesses unique interests, passions, and talents."

TBY talks to Magda Serrano, General Manager of Thomas Jefferson School, about standing apart from other institutions, improving students’ capabilities, and developing extra-curricular activities.

What stands out about the methodology of Thomas Jefferson School that sets it apart from others?

We differentiate ourselves through our approach to education by recognizing each individual as a unique creation with specific talents and abilities. Our philosophy is grounded in the belief that education should nurture and develop these inherent qualities rather than force individuals into predefined molds. We emphasize moral and character development based on universal values, empowering students to make sound decisions, and cultivating leadership skills from an early age. This focus on character is integrated throughout our elementary and secondary school programs. Additionally, we believe that the traditional emphasis on content is outdated. Instead of simply imparting information, we prioritize teaching abilities that foster lifelong learning and critical thinking. Soft skills such as teamwork, communication, and problem-solving are essential for success in all aspects of life, and we actively cultivate these competencies in our children. By shifting away from the traditional teacher-centered model to one where the students take ownership of their learning journey, engage in collaborative projects, and learn to question and analyze information, we prepare them for the complexities of the modern world. Our students spend their days in an environment that mirrors a professional workplace, fostering tolerance, appreciation for diverse perspectives, and a strong sense of purpose, from ages four to 18. This holistic approach equips our children with invaluable capabilities that traditional education often overlooks. While we do not yet have multiple graduating classes, as our initial cohorts were small, I am proud to say that 100% of our graduates are either in university or have already obtained a degree. Many have pursued studies abroad, with some attending prestigious institutions such as MIT.

How does your education model prioritize individuality, character development, and skills over traditional content-based teaching, fostering lifelong success?

One of our primary investments is in the training of our teachers. We have established international alliances and programs, including affiliations with ASC (Aprendizaje Socioemocional Cognitivo), a company dedicated to educational innovation and implementing advanced methodologies rooted in neuroscience and effective learning practices. Its expertise encompasses the best practices gathered from successful experiences worldwide. Professionals from this company conduct training and coaching sessions five times a year, ensuring our teachers are well-versed in these methodologies. We are certified in this approach and provide ongoing training to our staff. Our methodology diverges significantly from that of traditional schools. We have transitioned from a focus on teaching to one centered on learning, understanding how students learn best, and fostering their engagement in the learning process. This shift is supported by a coaching methodology where teachers engage in peer-to-peer coaching, promoting collaboration and sharing of successful practices. This collaborative spirit extends beyond the classroom to include coordinators, directors, and teachers, creating a culture of internal success and continuous improvement.

How does the school’s commitment to dual accreditation, including COGNIA, enhance educational standards and prepare students for the modern world’s demands, particularly in STEM education?

Accreditation in the education sector holds significant importance, especially at an international level. In Panama, compliance with regulatory entities like the Ministry of Education is obligatory, and we meet those requirements; however, we go beyond regulatory compliance. We sought dual accreditation to ensure our school engages in a continuous improvement process. We initiated our relationship with COGNIA, an accreditation body about twelve years ago. We obtained our initial accreditation and have since renewed it, signifying our commitment to the highest educational standards upheld by such accreditation bodies. Our accreditation entails a rigorous and ongoing improvement process. We continually assess and propose improvements to enhance our educational practices. Additionally, our graduates benefit from dual accreditation, emphasizing STEM education, and we supplement it with arts and service components (STEAMS). This comprehensive approach reflects the evolving needs of the modern world, where technological literacy is paramount. Our focus on STEAMS education is evident in our dedicated facilities, including three robotics labs. Our success in robotics competitions, both locally and internationally, underscores the effectiveness of this approach. Robotics serves as a catalyst for multidisciplinary projects, fostering research, investigation, and problem-solving skills among students. Our integration of technology across various disciplines sets us apart. We are currently pursuing our STEM certification from COGNIA, which will validate our commitment to excellence in education.

Can you tell us about the opportunities you offer outside of traditional academia?

Our approach aligns with the philosophy that each person possesses unique interests, passions, and talents. We strive to provide diverse opportunities for them to explore and discover their potential beyond the confines of traditional academics. We are not looking for our children to specialize in any specific area of knowledge at an early age, but we aim to expose them to a wide array of activities and experiences. For example, we have introduced theater productions and musicals, allowing students to explore their passion for the arts. Through these performances, some of them have found their calling in theater and experienced personal transformation. Additionally, we incorporate technological education from a young age, with kids learning about robotics and programming starting at four years old. Beyond the arts and technology, we offer horseback riding and aerial silks, and actively support new initiatives based on the children’s interests. For example, our participation in debates and intellectual competitions has yielded remarkable success, with our students traveling to Turkey, Greece, and Hungary, winning national championships for six consecutive years, and achieving significant recognition at international events regarding thinking games based on strategic actions. These competitions not only hone critical thinking skills but also impart valuable life skills, such as impulse control and strategic thinking. We have also integrated chess into our curriculum from an early age, recognizing its benefits in developing cognitive abilities and strategic thinking. Overall, our commitment to providing diverse curricular and extracurricular opportunities reflects our belief in nurturing well-rounded individuals equipped for success in all aspects of life.

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