Mike Cobb Email & Phone Number

Piedmont, Sc, Us

Mike Cobb, Senior Innovation and Organizational Excellence Strategist at Mission & Data, brings over 34 years of diverse educational experience. He's known for his visionary leadership, having successfully steered schools towards excellence. Prior to joining Mission & Data, Mike served as the Interim Head of NEOM Community Schools and Senior Manager of NEOM Baccalaureate in Saudi Arabia. Mike led the NEOM Education, Research, and Innovation sector through strategic vision work, resulting in plans for the Baccalaureate program, Centers for Excellence, and future campuses. Previously, Mike served as the Head of School at All Saints Episcopal School in Tyler, Texas. Under his leadership, the school underwent strategic vision work resulting in new North Star documents: Mission and Core Values. He led a successful Enrollment Management program, achieving unprecedented growth and sustainability. Mike also successfully spearheaded a capital campaign and led over 30 construction projects, including nationally recognized learning spaces such as the Center For Innovation, The Collaboratory, Outdoor Learning Center, Lower School Learning Villages, Learning Farm and more. Mike spent 20 years at The Oakridge School serving various roles, including Director of Admissions and Enrollment, Head of Middle School, MarCom Lead, Director of Summer Programs, and more. A sought-after international speaker on educational innovation, Mike is the co-founder of the Sandbox, a collaborative futurist think tank where thought leaders share visions in a grown-up sandbox setting.His commitment to transformative education is evident through his participation in programs such as Dare to Lead Trainer Certification, SAP Certified Associate in Design Thinking, NAIS Aspiring Heads Fellowship, and Vanderbilt University's Peabody Fellow in the Institute for Independent School Leadership.

Lewisville, Nc, Us

As the Futurist in Residence at FCDS, I am dedicated to joining the team along a transformative journey that emphasizes proactive, future-oriented thinking in education. In my role, I encourage a shift in mindset, guiding a move from traditional reactive approaches to embracing foresight thinking and innovative strategies. I help assess the team's current understanding, share futurist principles, and foster a culture of curiosity and experimentation. Through strategic analyses, resource optimization, and collaborative efforts, we identify and leverage opportunities for growth and innovation. My work also involves building global networks and fostering continuous learning, helping the team remain agile and resilient amidst emerging trends and challenges. My focus is to work to embed a global perspective and collaborative innovation, positioning FCDS as a leader in futurist education.

Neom, Saudi Arabia, Sa

Neom, Saudi Arabia, Sa

The NEOM Baccalaureate is to be the definitive school of the future in present operation. The concept of ‘21st Century Learning’ has often been debated yet rarely with the innovation and willingness to risk and embrace positive disruptive change to the traditional approaches that many cultures and countries strive to retain. Most nations have an image of what education should be and, in opposition to the demands of a competitive global economy and a world that demands rapid and substantive change, that image is generally focused on past success and based on thinking driven by the experiences of those debating it. The old models that prepared students for the jobs and economy of the past no longer meet the needs of a rapidly changing, digitalised world, one that demands rapid problem solving, the ability to interact with, synthesize and apply data, communicate effectively through multiple platforms, utilize advanced technology and collaborate across the cultural, linguistic, and socio-economic spectrum.To achieve these necessary skills and generate new ones, it is necessary to rethink education. We must move beyond the dated concept of ‘classrooms’, high stakes testing of learned content, rote learning, textbooks, lectures, and the confines of buildings and schedules. The desire is for a new vision of how education must evolve and remain agile to be relevant to children across cultures, retaining their dignity, promote academic credibility and respect children as inquisitive, problem-solving learners and pioneers of the future. We must empower children as learners by initiating a higher degree of autonomy and independence for the educational professionals given the charge to educate our children for an ambiguous world that is demanding of a new definition of excellence.

Tyler, Tx, Us

With a passion for student engagement and authentic learning, Mike Cobb currently serves as the head of All Saints Episcopal School, a 3K-12 school of 650 in Tyler, TX. The school has received national recognition for innovative learning and leadership with Mike at the helm. All Saints has created renowned, innovative learning spaces and progressive programs that emphasize authentic learning and student agency. The design and implementation of ground-breaking spaces like the Collaboratory, Center for Innovation, Learning Farm, Learning Villages, STEM Zone, Outdoor Learning Center, Science Explorium, and more demonstrate the very best of active learning.

Arlington, Tx, Us

The director reports to the head of school. Responsibilities include the following: • To oversee the program of admissions of new students to the school. • To present the school to prospective students and parents, which includes systematic and efficient handling of applications and communication with candidates and their parents; interviews with candidates and their parents; arrangements for admissions testing; securing of necessary student credentials; and communicating final decisions to the appropriate individuals.• To oversee the admission office, creation of the admissions budget, and appropriate admissions and marketing materials, mailings and publications. • To organize and administer, with the head of school, the Financial Aid Committee, the program for scholarships and financial aid. • To evaluate continually and redesign where appropriate all aspects of the admissions and marketing program with the goal of maintaining a capacity enrollment of qualified students and a wait-list of qualified applicants. • To manage the re-enrollment of current students for the succeeding year. • To oversee the network of parents, former parents and alumni to assist in the admissions program. • To keep relevant statistics on all aspects of the admission and re-enrollment program. • To represent the school at various gatherings and conferences. • To perform other duties as assigned by the head of school. • To support the school and its leadership.

Arlington, Tx, Us

The Middle School Division Head reports to the head of school. The Head of Middle School is charged with the comprehensive responsibility for all activities involving students and faculty for grades five through eight.Highlights-Created full themes each year for character education and faculty professional development-Increased student retention rate-Launched successful 1:1 program (Learn21)-Redesigned Middle School, including creation of Learning Commons

Arlington, Tx, Us

Director of the Oakridge Summer Camps (PK-4), Summer Days (1-4), and Summer In The Oaks (5-12) programs at the Oakridge School.

Arlington, Tx, Us

The Middle School Assistant Head reports to the Head of Middle School. The Assistant Head of Middle School is to assist the division in planning and achieving goals involving student growth and faculty development for grades five through eight.

Arlington, Tx, Us

Advanced Placement Government, U.S. History, Economics, World History, Geography, and Multicultural Studies. Varsity Golf Coach, Student Council Sponsor, and School Publication Coordinator.

The ISAS Accreditation Visit is a key component of the accreditation process. The integrity of a school’s work during Self Study is validated by the observations of the Visiting Committee, and the school’s constituencies depend on the feedback provided by the Recommendations, Commendations, and Observations detailed in the Report of the Visiting Committee. The school’s response to Summary Recommendations provides the structure for Interim Reports I and II in the fourth and seventh years of the accreditation cycle.The written Report of the Visiting Committee, compiled from Committee member reports by the Chair of the Committee, is the official ISAS document of the Accreditation Visit. The ISAS Standards Committee reviews the Report in order to make a recommendation for official action by the ISAS Board of Directors on accreditation and membership.Crucial to the success of ISAS Accreditation Visits are the commitment and experience of heads of ISAS schools who chair the Accreditation Visits and the professionalism and conscientious service of Visiting Committee members. Resources for these valued colleagues and for host schools preparing for their arrival may be accessed in the following sections: Visiting Committee Members, Chairs of Visiting Committees, and Host Schools.

The NAIS Fellowship for Aspiring School Heads is a one-year professional development program for individuals at NAIS member schools who wish to become heads of independent schools. Through programming, mentorship, and a school project, fellows develop their own leadership styles, learn key issues and skills, and develop a strong network. The fellowship is a critical component of NAIS's leadership development philosophy. We invest in this program because we believe strongly in the importance of nurturing the next generation of independent school leaders. Equally important is the investment that fellows, their schools, and their mentors are making in their own leadership development.

The ISAS Accreditation Visit is a key component of the accreditation process. The integrity of a school’s work during Self Study is validated by the observations of the Visiting Committee, and the school’s constituencies depend on the feedback provided by the Recommendations, Commendations, and Observations detailed in the Report of the Visiting Committee. The school’s response to Summary Recommendations provides the structure for Interim Reports I and II in the fourth and seventh years of the accreditation cycle.The written Report of the Visiting Committee, compiled from Committee member reports by the Chair of the Committee, is the official ISAS document of the Accreditation Visit. The ISAS Standards Committee reviews the Report in order to make a recommendation for official action by the ISAS Board of Directors on accreditation and membership.Crucial to the success of ISAS Accreditation Visits are the commitment and experience of heads of ISAS schools who chair the Accreditation Visits and the professionalism and conscientious service of Visiting Committee members. Resources for these valued colleagues and for host schools preparing for their arrival may be accessed in the following sections: Visiting Committee Members, Chairs of Visiting Committees, and Host Schools.

Vanderbilt University2009 Peabody Fellow · Nashville, Tennessee

Nmcb-22 The Lone Star BattalionThe Lone Star Battalion is one of the top reserve units in the nation and is composed of detachments located in Texas, New Mexico, and Oklahoma. During Fiscal Year 1997, NMCB-22 relocated its Ready Reserve Site (RSS) to NAS JRB Ft Worth, TX. In July 1997, "22" participated in Operation Ready Bee at Camp Bullis, San Antonio, TX, Operation Green Stinger, NAS Dallas, TX, and Operation Bearing Duel at Fort Hunter-Liggett, CA. The success of these missions was shown by NMCB-22 being awarded the Battle "E" and Best of Type in THIRD Naval Construction Brigade for Fiscal Year 1997.Once again "22" lived up to her reputation, being chosen as reserve battalion Battle "E" winner for Fiscal Year 1999. Through an aggressive and effective military Training Program all readiness goals were met while serving as Prime contractor on a joint reserve-active project we planned and completed a 3,000 square foot two story Pre-Engineered Building with outstanding results. "22's" CESE management program received the highest marks in the Reserve Naval Construction Force.

Peabody Fellow, Education Leadership

M. Ed, Education Administration

Masters In History

Bachelor Of Arts (B.A.), American History (United States)

Associate Of Arts (A.A.), American History (United States)