s a high jumper in high school, I recall the era when an athlete (or aspiring athlete) approached the bar at measured sprint, leaped forward—scissor-style approach. The aim was to head straight for the bar and conquer it! Clean!

The evolution of high jump strategy has now flipped to horizontal, back-first techniques, maximizing the center of mass clearance, then vertical lift and body knee rotation.  There, the athlete is 100 percent engaged on the target point while subconsciously willing the body to respond technically, rhythmically, and skillfully. The engagement of eye, body form and velocity intersect toward a desired outcome. This strategy harkens a full body engagement in the execution of successful high jump.

Don’t misconstrue the intent here. I was lightyears from local school, let alone Olympic qualifying material. Unimaginable!

When I think of the charge we’re invited to engage in our praxis from the moment a family or a student turns onto the runway of the school parking lot, it’s unquestionable they’re positioning for the chosen track to engage at a higher level; one that translates fully into being gifted, Something Better.

In thinking about the high jumper’s flip, my thoughts meander to the why— the need for appropriate flipping in our twenty-first century arena. Flipping invites accessing and providing tools needed to train and support teachers and educational leaders. Flipping harbors the potential to engineer practices that best serve those we are charged to educate.

The foundational aspects of our raison d'être remain unchanged. While we recognize and embrace the clarion call to flip less effective and impactful practices and strategies, we’ve never doubted our mission and the clear purpose that spurred our entry into and existence in the education arena—

Dr. Ruth Horton

Vice President for Education
North American Division of Seventh-day Adventists

 Dr. Ruth Horton is a career educator whose service in education began at age seventeen. Originally from Dominica, she has served in both public and Seventh-day Adventist education across elementary, secondary, and university settings.

Her decades of leadership include roles as teacher, school administrator, conference superintendent, and union education director. Throughout her career, she has contributed to educator development and major NAD initiatives, including the NAD Secondary English Proficiency Scales and accreditation leadership.

A certified Spiritual Leadership Coach and frequent presenter, Dr. Horton continues to advance the mission of Adventist education through leadership, professional development, and a commitment to lifelong learning.

Thank you for embracing and engaging in this journey.

In this issue of Engage, you’ll find grant opportunities for schools and quality resources to facilitate instruction and learning. You’ll also be reminded of areas where our system could benefit from more clearly defined structures and robust tools, the overall benefits to body hydration, and ready access points for continued professional growth.