OUR BLOG

When I joined the Christel House International community several years ago, I had three clear reasons driving my decision, and one Really Big Question that lingered in my mind. These reasons remain just as true today, and the question?

First, I was drawn to Christel House because it’s a global school network like no other. Christel House serves students facing severe economic challenges across five countries — South Africa, Mexico, India, Jamaica, and the United States. This network provides education for under-resourced communities on a scale that is both impactful and rare. The quality education these students receive is critical in helping them overcome the barriers imposed by poverty and creating positive social impact in their lives and their communities.

Second, Christel House’s mission is bold and ambitious. Every day, we work to ensure that our 7,000+ students, and the over 20,000 students and alumni we’ve served in the past 25 years, achieve upward economic mobility, demonstrate good citizenship, and are empowered to realize their goals, dreams, and potential. Our commitment to these under-resourced communities doesn’t end at high school graduation; we continue to support our students for five years afterward, helping them navigate the challenges of adulthood. The results speak for themselves—this model works. It not only promotes equality and inclusion but also highlights the role of education in promoting sustainable development.

Third, the leadership at Christel House is deeply connected to the communities we serve. Our global CEOs and Board members share the identities and lived experiences of our students, which positions them to execute our model with an exceptional level of quality and understanding. This connection ensures that our work is not just meaningful but deeply resonant with those we aim to help, furthering our commitment to equality and inclusion.

Now, about that Really Big Question I had:

To what extent can our school leaders help one another, given the vast geographical and cultural differences that separate them? As Senior Vice President of Global Academics, I’ve had the privilege to find the answer through the Peer Review process.

The Peer Review process is a cornerstone of our continuous improvement efforts. It involves school leaders from across our network engaging in a multi-day, on-site review of one of their colleague’s schools.

The goal is to identify key priorities that will drive the school’s ongoing development. Here’s why it’s so effective:

1. Shared Understanding: Despite our schools being spread across different continents, we share a transparent and common understanding of what makes a Christel House school unique. Our Rigorous Academics Framework outlines the practices that define our model, such as active learning, data-driven interventions, and trauma-informed practices. This shared language allows our leaders to quickly identify the strengths and areas for growth within each school.
2. Evidence-Based Approach: The Peer Review process is grounded in evidence. Participants are trained to use data from classroom observations, document reviews, and focus groups to identify trends. This disciplined approach moves us away from relying on hunches or past experiences, ensuring that our conclusions are firmly rooted in evidence.
3. On-the-Ground Insights: Schools, not spreadsheets, are where the action happens. High-performing schools result from strong instructional practices, well-executed procedures, and rituals that engage students. To truly understand a school’s quality, you need to spend time in the school, observing these dynamics in action.
4. Belief in Potential: While evidence is the “brain” of the Peer Review process, the “heart” is our shared conviction in our students’ potential. Our school leaders are deeply passionate about ensuring that our students receive the education they deserve, helping them make their dreams a reality.

In the end, the Really Big Question I had has been answered. Yes, our school leaders can—and do—help each other, despite the distances and differences that separate them. This collaborative spirit is one of the many reasons I’m proud to be part of Christel House. The organization’s focus on providing quality education to under-resourced communities not only creates a positive social impact but also embodies the role of education in promoting sustainable development. This is why I continue to believe in our mission and our students every day.

As we continue to build upon our mission, it’s inspiring to see how Christel House is making strides, both in the classroom and beyond. To truly understand the heart of our work and the impact we’re making, I encourage you to watch this short video about the new look of Christel House. It captures the essence of our commitment and the journey we’re on.

About The Author

Morty Ballen is the Senior Vice President of Global Academics at Christel House International. With over 20 years in education, he has founded and scaled schools, including Explore Schools in Brooklyn, and served as Program Director at Global Schools Forum. Morty began his career as a teacher and holds a B.A. from Franklin & Marshall College and an M.A. from Teachers College, Columbia University.

Morty Ballen
Senior Vice President of Global Academics