Sustaining Changemaking: A Whole-School Journey at the International School of Prague

In a world where “service” can often feel like an afterthought, the International School of Prague (ISP) is intentionally redefining what it means to act. Indeed, they’re doing it across every grade level, through every subject lens, and in line with a powerful mission: to inspire, engage, and empower all learners to be curious, competent, compassionate changemakers.

Now four years into a collaborative partnership with Inspire Citizens, ISP has steadily moved from isolated service projects to a school-wide culture of action. What began as a virtual effort to embed sustainability into a handful of units has blossomed into a thriving ecosystem of interdisciplinary learning, authentic community connections, and student-led impact, from early years through high school.

“Over the last four years, changemaking has become deeply embedded in how teachers shape their lessons… with a consistent mindset of empowering students to believe they can make real change,” says Gena Rabinowitz, ISP’s Changemaker & Community Service Coordinator.

From One-Off to Systemic

When ISP committed to the full IB continuum, including the PYP and MYP, it brought new energy and structure to the idea of service as action. And it went far beyond a surface framework shift. With support from Inspire Citizens, leaders and teachers began to reimagine what was possible.

Matt Eames, Upper School Dean of Students, reflects on this transformation: “Helping develop the advisory program and MYP service learning was the lever that brought service as action meaningfully into our curriculum.”

Rather than treating service as a bolt-on activity, ISP focused on embedding it into the curriculum itself, ensuring that every student engages deeply and regularly. “Embedding service gives it deeper meaning,” says Matt. “It ensures every student engages meaningfully rather than just as an add-on.”

For example, a collaborative unit between Grade 7 science and art looked at ecosystems at both macro and micro scales. The unit eventually culminated in a student exhibition to raise awareness of local biodiversity. The entry point wasn’t fundraising; it was empathy and understanding.

Student-Led, Staff-Supported

Throughout the school, service learning isn’t being driven by a single department or superstar teacher. Instead, a web of leadership, including coaches, coordinators, teachers, and students, nurtures the work forward.

A wider culture of service leaves students ready and willing to learn more through involvement in initiatives such as this food packaging program facilitated by the Thomas Franks Foundation. (image supplied)

“We’ve built ongoing partnerships, like working with Dignity Restoring Hope which supports Ukrainian refugees in Prague and organizing monthly visits to the St. Thomas Soup Kitchen, where students engage in direct community support,” says Gena. “Avenues continue to expand for hands-on collaborations with partners like the Thomas Franks Foundation,” she adds. “And we’re also finding that more and more, students are bringing their own ideas forward.”

And when they do, those ideas often evolve in thoughtful and unexpected ways.

Jenny Snively, middle school teacher and Changemakers Club facilitator, recalls how one student-led initiative to serve meals to people experiencing homelessness began to deepen through simple human connection.

“At first it was just sandwiches and soup,” she says. “But over time, the students started to really get to know the people they were serving. It became more social. They realized a cup of coffee could open up conversation, and it changed the tone of the whole interaction.”

This defied the all-too-common “doing good” for credit. It was about being present, building relationships, and learning through empathy. What started as a service opportunity evolved into shared humanity, and students were at the center of that transformation.

Spiral of Influence: From Little to Big, Young to Old

Mentorship and advocacy roles are modelled by elder students for their younger peers at IS Prague. (image supplied)

ISP’s approach deliberately encourages connections across grade levels. Primary students interviewing high school changemakers. Middle schoolers developing ambassador programs for younger peers. Clubs, service days, and “Week Without Walls” trips that let older students step into mentorship and advocacy roles.

“Seeing student-created visuals around the school, featuring other students as changemakers, really shows the culture we’re building,” Gena shares.

The school’s work with Inspire Citizens has been key to building these connective tissues. Leadership forums, teacher collaborations, and curriculum mapping all serve a higher purpose: ensuring each learner can see themselves as an agent of change, from age five to eighteen.

Student Voice: Giving Space to Explore What Matters Most

ISP students collaborated with renowned changemaker Arlian Ecker, aka Plastic Free Boy, to develop an impactful initiative that links organizational practices with global issues. (image supplied)

Changemaking at ISP is not limited to being teacher-facilitated. It is also powerfully student-initiated. When middle school students returned from the Changemaker Conference in Budapest, they were buzzing with ideas. For one student, her initial passion for polar bears evolved into something far more personal and community-focused.

“At first, she just said, ‘I’m still working on polar bears,’” recalls Jenny with a smile. “But over time, through dialogue with peers and exposure to projects like Plastic-Free Boy, she shifted her focus to reducing plastic in our school. Now she’s leading a whole campaign.”

Another student used her time in the Changemakers Club to develop the logistics and leadership skills needed to run the school’s Pride Club and they are creating safe spaces for LGBTQI peers.

These projects eschew the traditional model of being assigned. Rather, they’re claimed. They’re born from lived experience, growing awareness, and community connection. Jenny explains, “Some of the most meaningful work comes from when students are given the space, the tools, and the trust to pursue what matters to them.”

By offering both structure and openness, ISP’s model encourages students to find their voice and then amplify it.

Beyond the Walls: Learning That Travels

While much of ISP’s changemaking work happens within the school community, Week Without Walls opens space for students to extend their learning into the world through real-world partnerships and immersive, purpose-driven experiences.

One such project centers around the Happy Hearts Foundation, an organization that supports communities affected by natural disasters. What began as a student-run club has now evolved into a service-based international trip to Nepal.

Student involvement with the Happy Hearts Foundation has opened up even more community connections to Nepal, a country which was already connected to ISP through its existing Week Without Walls trip, seen above. (image supplied)

“These students didn’t just sign up for a trip,” explains Matt. “They’ve been working with the organization all year raising awareness, fundraising, and learning deeply about the communities they’re supporting.”

The goal is to replace the concept of charity with solidarity. Students are encourage to reflect on their roles in a complex global system, and learn how to engage responsibly, respectfully, and relationally.

“We’re trying to give these experiences a place to land,” adds Gena. “That means time to prepare, time to reflect, and time to connect what happens off-campus with who they are as learners and changemakers.”

These experiences move students far beyond checking a box for CAS or advisory. They deepen identity, purpose, and empathy, while continuing to bring ISP’s mission to life far beyond its campus.

Looking Ahead: Building for Sustainability

Gena, Matt and Jenny all agree on a critical observation: ISP isn’t claiming to have “arrived.” Instead, the school continues to be committed to evolving. The work continues as educators embed more Compass Education tools, clarify sustainable service pathways, and support student leadership that can weather staff transitions.

“One of the most powerful things schools can do is create intentional time for teachers to plan, collaborate, and explore action opportunities together,” Gena advises. “We’re still growing, and the commitment is there.”

As Jenny explains, “This is our first year having Changemaker Clubs running across elementary, middle, and upper school. The students are stepping up and the systems are there to support them.”

The Role of Thought Partnership: Designing with Inspire Citizens

Looking back at the most recent four years, ISP’s journey has been shaped by a commitment to collaborative growth. True to form, Inspire Citizens has been more than a consultant in that process. They’ve served as co-designers, thought partners, and companions in a years-long conversation about what education can and should be.

Offering a broad range of interactive experiences, Inspire Citizens co-founder Aaron Moniz enjoys active learning sessions which engage students and teachers alike.

“Aaron has really helped cultivate student leadership through forums and support structures,” says Gena. “Our goal is for students to lead their own initiatives and pass that torch forward.”

Whether mapping units with teachers, facilitating leadership forums with students, or co-planning structures with school coordinators, Inspire Citizens’ presence has been deeply embedded in the philosophy of ISP’s changemaking journey.

“Inspire Citizens helped us shift from seeing service as a side project to seeing it as a mindset,” reflects Matt. “It’s about raising awareness, building empathy, and creating deeper purpose within the curriculum.”

The enduring value in professional collaborations of this type is seen n the way the IC team has helped unlock internal capacity across the school.

“They didn’t come in with a one-size-fits-all approach,” adds Gena. “They listened first, and then built alongside us.”

This kind of partnership offers a model for other international schools: it’s definitely not a one-size-fits-all solution, but a co-created process that honors school culture while nudging it toward transformation.

Final Takeaway

ISP’s journey offers a meaningful blueprint for other schools looking to move from episodic service to a culture of empowered changemaking. It’s about purpose, partnership, and persistence.

“At its best,” says Matt, “service isn’t something we do. It’s something we are.”