Elite Education

Education is critical foundation for success in life because it helps individuals develop the skills and knowledge they need to pursue their dreams. However, education does not occur solely in the classroom; it is also shaped by leaders who guide our school communities.

When it comes to educational leadership, the role of women is more important than ever before. One such educational leader is Ms. Julia Woo, Invictus Secondary School of Hong Kong’s Principal and Head of School.

Background

Ms. Julia Woo’s passion for helping people drove her to pursue a degree in Social Work, and this has equipped her with the skills needed to go the extra mile in helping her students succeed when she became a teacher in the Singapore education system. From being a teacher, she worked her way up to Principal. As a Principal of two schools, she substantially achieved value-added academic outcomes as well as pioneered new innovations. She then joined Singapore’s Ministry of Education as a Cluster Superintendent overseeing multiple schools.

Mission

“Overall, our mission is very simple,” says Woo, “it is to prepare students for today’s ‘VUCA’ world, which is characterised by volatility, uncertainty, complexity and ambiguity. That means giving them not only the knowledge they need, but also soft skills and social and emotional competencies.”

This approach reflects Woo’s unshakeable belief in the importance of nurturing well-rounded students with the personal qualities and self-confidence to make the right choices. This ethos informs her decisions as she guides Invictus School, founded in 2019, through the post-pandemic era. The school will focus on creating new opportunities for students in sports, volunteering, collaborative group projects, team competitions and international exchanges. 

Fostering Discipline in Students

During her time as a Principal in Singapore, she worked with students who came from disadvantaged backgrounds. To promote discipline in students, she would first help these students discover a sense of security by providing them with a safe educational space. To quote Ms. Woo, “When there is no discipline in the classroom, there is no productivity. The only way to reverse this is to make students feel like they’ve being valued and cared for. This increases their self-worth and motivates them to succeed.”

About Invictus School Hong Kong

Invictus School Hong Kong is part of the Invictus umbrella of schools founded in Singapore in 2015. Invictus was founded with the mission of providing high quality, affordable education from Kindergarten through Year 13 (ages 5-18). Invictus School Hong Kong utilises rigorous and globally renowned curricula and provides students with immersive classroom learning experiences led by dedicated and skilled educators who aim to instil in each student a desire for lifelong learning and excellence.

The Curriculum

“We aim to lay a very strong foundation, and that starts in the kindergarten and primary years,” says Woo, noting that Invictus offers a ‘through-train’ system which takes children all the way up to Year 13 in secondary school. She adds, “We follow a spiral curriculum which progressively adds breadth and depth and is also in line with the school’s objective of providing a quality, affordable education which sets high standards and lets students explore their potential.”

Learning and Growing Beyond the Classroom

“I have already seen that our students have a great deal of potential; they are very teachable and open to learning, and they have talents and strengths that we can tap,” she says. “But, one key area where I think we can do more is in developing leadership and communication skills. We can make our students more confident in themselves and more forthcoming. We want to encourage them to take leadership of their own learning and pursue things they are passionate about.”

As Hong Kong’s pandemic restrictions have ended, Woo feels a sense of urgency about organising a wide range of extracurricular activities (ECAs). She views the concept of teaching and learning beyond the classroom, helping students to discover new interests and uncover hidden talents, as an essential element in holistic education where learning takes many forms and connects classroom learning to real-world issues and experiences.

Since January, students have had the opportunity to become involved in extracurriculars such as Football, Coding, Chess, and Art. Using students’ interests as a guide, the school plans to add options such as music, fencing and student journalism in the near future. 

The school also plans to conduct regular student exchanges. These will include immersion programmes and sports competitions with other Invictus schools in Singapore, mainland China, Thailand, Malaysia and Cambodia, as a means of helping students learn about other cultures, make new friends and think more globally.

“I’m very passionate about nurturing students to be future-ready and grounded in good value.” Woo says. “Also, I value parents, who are our partners in education. As such, it is very important to build a good relationship with parents who entrust their children to us and want to see them succeed. We listen to feedback received from parents because it is a great source of ideas and information on ways for us to keep improving.”

1. Kindly brief us in short about you and your journey since the beginning of your career.

A hospitality professional, passionate about experiential tourism with a background in linguistics and still a student of digital marketing.

2. How do you use technology in the classroom?

In our School, we mainly use Computers, Phones, and related technology media. WhatsApp’s client application runs on mobile devices and can be accessed from computers. WhatsAppWeb as internationally freeware is the cross-platform we use the most, that allows users to send text and voice messages, make voice and video calls, and share images, documents, user locations, and other content. The platform allows us to be always connected with all the Instructors during their working day around the Resort (with logistic function) and with all the customers both during the booking process (as customer service and info point ) and during their ski lessons (with operational and support function).

3. What has been one of your greatest contributions to the institution you have worked in for their development?

My professional profile is characterized by strong leadership. I do think that the most profitable contribution was to use those skills to influence and guide others to achieve common goals

4. Please tell us about your organization in brief.

The headquarters of our ski school, located near the Church in a traditional Valais Chalet in the center of Zermatt, is where we welcome every year a large international clientele of skiers of all levels and curious novices. Our team of winter sports instructors is carefully selected from the best resources in the Swiss, Italian, and French Alps and they come from all over Europe. Our goal is to make the winter experiences of our customers unique and unforgettable, customizing the snow experience to meet the demands of our customers with a tailor-made lesson concept.

5. How have you dealt with challenges, and what are some ways you have resolved them?

Challenges are my daily bread when it comes to new professional adventures and solving problems is my main task, being precise and carefully focused is what helps me not to lose control in times of high pressure.

The advice is: BREATHE

6. What motivates you?

To observe the scenery that the Alps and our Totem “The Matterhorn” give us every day throughout the year, the magnificent landscape of the beautiful Swiss valleys takes your breath away at every glance. Being able to communicate this to our customers, making them feel welcome and at home once in Zermatt, is exactly what motivates me/us.

7. Who has most influenced you to become an administrator, and how did they influence you?

The passion and deep knowledge of the mountain of our Director, the desire to communicate, through the teaching of these disciplines, and the love for the territory and for the students, have deeply influenced my professional choices. Managing a ski school in the Swiss Alps allows me to get in touch with Snow Masters from all over Europe and to learn and observe with admiration the different approaches that each of them uses to teach the basics of winter sports. This fascinates me and helps me coordinate the school even better taking into account every small aspect of character and aptitude so as to be able to create the final match between teacher and customer and obtain the maximum possible result in terms of personal satisfaction, customers satisfaction and Instructors professional growth and, of course, satisfaction.

8. What are your professional goals for the next 5-10 years?

The professional goals for the next 5/10 years are:

1. Build a solid team of motivated professionals made up of the best winter sports coaches.

2. Working in synergy with each other and with the local community, creating a circular economy focused on sustainability.

3. Undeniable expansion project, so as to be present on the Alpine ridges of all Switzerland with 2 new branches 🙂

4. Give importance to the digitalization of the company to keep up with technological trends and meet the requirements of web customers.

9. What message would you like to portray the student universally?

Learning a new discipline enriches the body and soul, it keeps your mind awake and responsive. The main suggestion is to never stop pursuing your goals by learning not to suffer from the collapse of expectations. It is important to not feel guilty when a learning journey interrupts, on the contrary, to take a new path of learning that makes you feel alive.

Women are often the unsung heroes of the education sector, leading as mothers, owners and educators in preschools around the world. They are often overlooked for their immense contributions to the field of education, and yet they continue to be strong educational leaders.

Women continue to be powerful role models in the field of education and serve as inspirational leaders who are capable of making a positive difference in society.

From providing a nurturing environment for young children to developing creative teaching methods, women have been instrumental in creating a safe and stimulating learning space. As owners of preschools, they have taken on the responsibility of ensuring that their students receive quality education while also providing them with an enriching experience one such educator is Adriana Chan, she is one of those Women who feel responsible for developing innovative strategies that ensure that their students reach their full potential.

Past in a Nutshell

I’m Adriana, and I have two girls. Since 2005, I have been a police inspector. The Baton of Honor has been bestowed upon me (the best all-rounded police inspector in Police college). During my time with the Hong Kong Police Force, I have worked with the Police Tactical Unit, Police Negotiation Cadre, Police Public Relations Branch, and Interpol.

I made the decision to leave the police force in 2011 in order to complete my education and prepare for becoming a full-time mother. A few months after the birth of my first baby, I finished my MBA at HKU. When my daughter was born, I thought the best education I could give her would be the greatest present. I began investigating all the playgroups and schools that might be appropriate for my daughter.

Contribution to the organization

My biggest Contribution as the schools’ creator, in my opinion, have been my vision and providing precise guidance to fulfil the purpose. As the head of the school, I set an example for the teachers, encouraging them to develop a passion for teaching by demonstrating the difference between excellent and exceptional teaching. I lead by example to convey to my students the value of being passionate about our work.

Utilizing technology in teaching.

Hong Kong’s schools frequently experienced suspensions during the pandemic. Teaching in-person has become impossible. To ensure that students could continue to learn at home, the school switched to virtual learning. We deployed technology for online classes and launched the pre-recorded teaching films using various social media platforms and apps. To meet the students’ requirements for fun and social connection, we must both educate and engage them at the same time.

We have a variety of programmes to help teaching and learning in schools. To teach coding and information technology, we also offer STEM and ICT classes.

Related Organizations

My first school, MASS International Preschool, was a daycare facility that provided pre-nursery schooling and child care for kids ages 0-3. It was humbly established in 2013 with just 4 pupils. I had to function as the bus driver, janitor, and principal! The school was able to keep up with the children’s growth thanks to the assistance of the parents and excellent teamwork. Our school moved to a new facility in 2015, adding a new international kindergarten programme for youngsters between the ages of 3-6.

I established Spanish Primary School in 2017, the only Spanish international school in Hong Kong offering the Spanish National curriculum. Students must learn English, Spanish, and Chinese as their first languages at our trilingual school. It is a happy school that cultivates creativity, passion for learning and international mindset.

Roots of Inspiration

The thing that drives me the most is watching the students learn and develop joyfully.

It’s difficult to start a school, but I’ve done it three times in the past ten years, with a fourth one set to begin in September. The journey has been quite difficult. Without the help of the parents of the children, the excellent teamwork of my instructors and staff, and of course my family as well, I would not have been successful.

Troubles and fixes

Keep your good attitude no matter what the situation. In the face of difficulties and obstacles, I have grown stronger and more resourceful over time. I have to deal with many issues every day. You name it—water leaks, internet outages, Covid, mishaps, personnel problems, etc. My primary responsibilities are to identify the ideal answer to each and every challenge. There are unquestionably more answers than issues, in my opinion. And pupils are always at the forefront of my mind when I need to make a decision.

Reason Behind Success

I’d answer my eldest daughter. She inspired me to be a fantastic mother, a fantastic principal, and to create a fantastic school for her. I also adore all of my students as much as I love my daughter. For my pupils, I want to create their ideal school—somewhere they can feel loved and safe. They are free to be themselves and confident. They are free to follow their goals, and we will be there to support and direct them. I want my kids to understand that, besides their parents, the only people in the world who will never be envious of their success and who will feel proud of every little accomplishment or improvement they have achieved are their teachers and principal. 

Current Educational Scenario

I recently took part in a project to make schools happier that was sponsored by the Hong Kong-based Chief Happiness Officer Association. Hong Kong is a prosperous place. Hong Kong’s children ought to be content and worry-free. Ironically, children and teenagers are the least happy individuals in Hong Kong according to the happiness index survey 2020 of the general community. Hong Kong children’s happiness index is unacceptably low when compared to youngsters throughout the world.

It’s time to consider Hong Kong’s spoon-fed and crammed educational system. I am quite appreciative that I may create my own school without having to adhere to Hong Kong’s educational trends. Instead, we strive to strike a balance between academic success and learning outside of the classroom. By planning a range of school events that support the cultural facets of English, Spanish, and Chinese, as well as science learning, art appreciation, and athletic development, we ensure that school life is interesting and innovative. We hope that through participating in the happy school project, we will be able to share our experiences with other schools and promote happy learning in Hong Kong’s educational system.

Upcoming plans

For my students, I would like to establish a secondary school, and I would like to see my first kindergarteners graduate and attend their ideal university.

1. Kindly brief us in short about you and your journey since the beginning of your career.

International education is my passion and I am so fortunate to have spent the past 22 years overseas.  Along with being an educator, I value my own education. I hold a doctoral degree in pedagogical leadership from Texas A&M University and a Master’s Degree in School Administration, Public Administration, and School Counseling. My fields of specialization include change leadership, innovation, and wellness.

Starting in 1998 at the American School of Warsaw, I have held leadership positions for over 20 years in five international schools, all of which have had a strong IB program. The IB offers students such a well-rounded education, and the program fits my belief that education can be inclusive whilst also high achieving, particularly in international schools. I am currently Head of the American Overseas School of Rome, which offers the rigor of the International Baccalaureate and the Advanced Placement (AP) for high school.

Perhaps what has influenced me most as a school leader is being the mother of four children. Motherhood is humbling and always gives me insight into the emotional journey parents experience when moving to a new school.  I understand the struggles and the joys of parenting and this has given me a level of empathy that allows me to connect with new families.

2. How do you use technology in the classroom?

I am a bit of a traditionalist in the classroom.  By this, I mean that I believe that nothing can replace an amazing teacher.  The best teachers use technology but do not rely on it.  Our technology philosophy is focused on student content production and collaboration.  Students at AOSR learn coding and programming, sound production, and digital design.  Still, when it comes to reading, writing, and mathematics, the teachers are the most important, and human interaction comes first.

3. What has been one of your greatest contributions to the institution you have worked in for their development?

Everyone contributes in a school, and as a leader, my goal is to ensure that everyone has the capability to give their best.  My main goals at the American Overseas School of Rome have been to provide a clear vision of excellence: excellence in teaching and learning, excellence in parent engagement, and excellence in our beautiful campus. 

4. Please tell us about your organization in brief.

The American Overseas School of Rome (AOSR) is a truly international school.  The founding members, over 75 years ago, were British and American parents who sought an English medium school for their children.  To this day, we serve British and American families, but also all international families.  Our graduates attend the Russell Group unis, along with US institutions like MIT, Stanford, and the US Naval Academy.

Our enrollment is 600 students from over 50 nationalities. It’s inspiring to see how people from such diverse backgrounds and cultures become such close friends at AOSR.  We see the cohesion every day in the classrooms, where our faculty create communities of learning, on the playground, where students interact in such a caring way, and in our parent community, where the mission of our PTO is ‘Build community, bring joy.’ Parents come together often to support the school, and they all bring unique perspectives. Finally, our school holds the core values of Integrity, respect, responsibility, and trust as pillars of our community.  These are universal and they keep us all on common ground.

5. How have you dealt with challenges, and what are some ways you have resolved them?

The Covid pandemic was the most challenging era of my career, and we managed each situation with clarity, decisiveness, and a degree of flexibility.  We kept student health and safety at the forefront, while always believing that in-person learning was best. This meant thinking creatively to ensure safety, working with parents, and being thoughtful in decision-making.

6. What motivates you?

My students! Every day I come to school thinking about how to give the best to them.  I am a highly competitive person and I am motivated to bring my best so that students can be their best every day.

7. Being in the industry for a long time, enlighten us with the educational scenario of your country and the ever-changing education sector.

I have not lived in the United States for over twenty years, so my perspective is purely international. What I see is the growing importance of parent partnership in education, and the need for schools to care for the emotional well-being of students.

Teaching leadership is critical. At AOSR our Seminar in Leadership Studies is an excellent course for potential young leaders.  It’s important to build leadership skills early and to help all students to hold the belief that they can be leaders.  For me, the three Rs of the past – reading, writing, and arithmetic are important, but the skills of the 21st century are the three Ls- Literacy, Logic, and Leadership.  Students must have each of these skills to become citizens of the future.

We also see the need for a strong curriculum, with opportunities for specialization.  The IB is a rigorous, two-year program that requires students to take university-level courses in six subject areas.  The IB provides students with a breadth of knowledge for this reason.  The AP or advanced Placement courses that are common in the United States are one-year courses with a high-stakes exam at the end of the year.  Students can take AP courses starting in 10th grade, and these courses are open to all high-achieving students.  Students can specialize in sciences, languages, humanities, or mathematics.

8. Who has most influenced you to become an educator/administrator, and how did they influence you?

I have worked with so many excellent school leaders, and I have learned so much from each of them. I have learned to be open to learning in all environments and I hope to teach our students to do the same.

9. What are your professional goals for the next 5-10 years?

I will lead the American Overseas School of Rome to be a leader in education, both within Italy and internationally.  It’s inspiring to work in such a professional environment, and I plan to implement the programs and courses that allow our students to achieve at the highest level.

10. What message would you like to portray to the student universally?

The message I would send to all students is to take advantage of all that life has to offer.  We are so fortunate to have the opportunities given, and we should all strive to give back in some form.  I believe that all students have the ability to make a difference and I hope that my message of empowerment and the responsibility we have to serve to inspire future generations of young leaders.

Beginning of the Expedition

Ruhma Yusuf Rinaldi – Founder of Little Genius International- 2006 MSc. Sociology Health and Healthcare- thesis in Societal Implications of Breastfeeding in the Modern Age (University College London Medical School, UK), BA Development Studies (School of Oriental & African Studies, University of London, UK) Specialization in Sustainable Development. CACHE Diploma in Childcare and Education Level 3 (VRQ) (Extension College, London, UK) Technical writer for United Nations agencies, Rome (2000-2003) Dept. Sustainable development (WFP), Dept. Women (WFP), Dept. Nutrition (FAO) Forward UK (NGO) London, UK -Child protection for African girls and women (1996-8) First Aid and Fire Training Certified. Associate member of the American Psychologists Association, Member of International Headteacher. Languages: English, Italian, Urdu.

Integration of Technology in Classroom

Fablab at Little Genius International is a workshop of experimentation and prototyping for the young (6 to 11 year olds). The development of practical skills and the aptitude to self-construct allows students to discover robotics and familiarize themselves with the functioning of electrical circuits and digitally controlled devices. We aim at making our students conscious of their potential, providing them with the opportunity to experiment with the real perception of objects and technology that surrounds them in light of their ever changing and evolving variables and in direct consequence to their acquired knowledge and creativity.

Revolutionizing Education

Little Genius brings the ICE “Infinite Child Evolution®” methodology to the market, for the next generations of education with teaching and learning methods designed in respect to meeting societal needs whilst recognising and addressing those of the generation of digital natives. ICE is the first certified methodology offering services and instruments towards the transformation of schools into a “balanced model of teaching and learning” as required by the 21st century. We achieve this by emphasizing critical thinking, social awareness, self-determination and questioning the drive behind mainstream culture, with augmented learning through the clear utilization of developing technologies.

The ICE® methodology represents a teaching system that adapts to the time and place where it is applied, going beyond the traditional methods of formal education. This method of teaching and learning leads to positive change, to develop innovative skills. According to the ICE methodology, the use of a traditional approach limits the understanding and development of the basic knowledge of students and teachers, especially in learning areas such as digital skills, thus precluding the development of essential innovation skills for the professional future. The originality of the ICE educational system lies in its dynamic-evolutionary nature which translates into the constant change of teaching methods, adapting them to new systems of knowledge and the individual characteristics of the child, while traditional systems remain static and respond very slowly to company developments.

About Little Genius International

Little Genius International is a corporation with the strongest social influence on a European level, a school that aims at the creation of an ecosystem designed to support the psychological, intellectual and cultural development of children rather than just proposing a simple educational system. The curriculum includes the encouragement of students’ active involvement in their own opinions, thoughts, actions and schooling, as well as in their development of an awareness and increase in knowledge related to environmental, economic, social and cultural realities. These include promoting relations with stakeholders on a global level to build and intervene on a shared vision of the common good and of civic engagement, as well as cooperating with students to reach a zero plastic waste target, by 2018 and promoting a vision amongst the youngest students on alternatives to curb the overconsumption of resources while pursuing the target of sustainability.

These are some of the goals at Little Genius International. Little Genius International is the international school for your child, aged from 2 to 11 years old. We offer a curriculum certified by Cambridge International School, recognized both nationally and internationally. The curriculum follows the British national program and the hosting country’s national program for languages and mathematics, thereby including the teaching of the Italian language. For the remaining subjects we ensure our students are presented with a non- discriminatory curriculum that is “inclusive and futuristic” through the Infinite Child Evolution methodology® (ICE®), the educational method of choice, unique and specifically created for the digital natives. A high-level school that aims to provide an inclusive education, by offering scholarships to the most enthusiastic students and by providing the possibility of supporting the financial limitations of families.

Overcoming Challenges

The events of the last year, the impact and consequences of the pandemic, have confirmed the importance of the strategic choices made by the company over the last few years. In particular, the choice of developing an educational ecosystem suitable for fostering the psychological and cultural development of the child, always in step with the speed of changes in society, has made it possible to readjust, in a short time, activities and operations to respond to the challenges imposed by the pandemic.

Little Genius International has consolidated the awareness of the fundamental role that schools play in guaranteeing a positive social and environmental impact, in guiding individuals towards the improvement of civil, economic, scientific and environmental life, especially in the effort of resilience and future reconstruction that awaits society in the coming years. The company strategy, while remaining strongly linked to the growth of the “core” activities, has identified in the last year some areas of development in which to invest even more strongly: consultancy activities for other schools, supply of programs and educational contents to other schools, enhancement of IPRs (patents and trademarks), franchising and enhancement of the great experience acquired in the field of digital teaching.

Current Education Scenario

Education has not evolved at the same speed as our society, and doesn’t prepare children with the competencies needed to make them fit for the 21st century societal challenges. Urgent intervention and adjustment are needed to facilitate their development and with the aim of securing an improvement across many aspects of European society from intellect, technological proficiency, innovation and integration.

Inspiration and Motivation Behind the Journey

Society is required to interveen according to the following weaknesses affecting 80% of children: Lacking basic competencies (reading,maths,science): in particular for digital natives via technological augmentation, essential in a future competitive Europe where the ability to relate to complex digital data in a significantly different future work environment will require skills that have to be forseen with urgency. Lack of motivation: low academic engagement performance due to a lack of emotional engagement, curiosity and stimuli in children that need to be related to today’s world (relevance of taught material) and with a lack of expectations to actively engage in processes of research and development and consequential innovation, coupled with pedagogically guided work ethics and high academic expectations. Lack of context and personalisation of learning aligned with each child’s social and personal individual identity: wherein a child becomes alienated and disassociated with a construed cultural identity causing personal and social disengagement or detachment, these being factors that are conducive towards creating social unrest. Lack of development of a sense of citizenship: social responsibility, self determination and “altruism associated status” to educate future policy makers and mainstream public opinion. Lack of digital skills and integrated new technologies learning path.

Future Goals

No plan or strategy can remain immutable given the epochal changes modelling an unknown society. Surely, education must remain at the centre of global agenda but we’ll reinforce our flagship school strategy and focus more resources on developing our patent and campus and less on network of schools under brand method and tech and generic diversification.

Message For Students

Little Genius international offers an open-mind method that guarantees the highest and most recognized quality of teaching. We are committed to fostering a curriculum that adapts to present-day needs. A curriculum that considers learning as an intellectual and social process, respecting the uniqueness and talents of each individual – which are recognized as values. A method that will meet the needs of the child, the adult, the family and the social environment.

Born in South Africa, Wayne Talbot was raised in a small residential town close to Johannesburg before spreading his wings and teaching in a variety of countries. The journey started when he was in Edenglen High School. This is his story:

I was motivated at school by some exceptional leaders that I had admired to go into the teaching profession. Mr Gosher and Mr Wilcox were inspirational as I wanted a career that gave me as much pride as they frequently spoke about. I think I also wanted to show those teachers who were not as inspirational that it could be done.  I started my studies at teachers training college studying to be a Physical Education teacher. The course was tough with only 2 out of 38 of us completing in 4 years. While at college I had chosen to be a Primary School teacher but apart from the general subjects, I also specialized in Biology and Geography to be taught at high school level.

I completed my compulsory military service after college for 18 months and was luckily able to teach young adults during most of that time. Once finished, I joined a state school in South Africa and although I enjoyed the interaction with the students, the management was not very inspiring. The lack of leadership and motivation resulted in me leaving and I delved into the private business sector for 2 years. I missed dealing with children and  was eventually called back to teaching. Having a wonderfully inspiring Principal, Marilyn, inspired my pathway  to produce some of my best teaching years. She knew how to guide and inspire. From her I learnt that a compassionate leader who has empathy gets far better long term results than an authoritarian leader.

After 4 years there I travelled to Botswana and delved into Private Education for the first time. Once again having an inspirational Principal, Rob Altschul, who recognized my strengths and guided me to teach better, encouraging my coaching to a high level and being a mentor towards opportunities in promotion in my career. It was during a Stephen Covey course during these years that my leadership skills were really honed as well as well as the further studies done part time to help me get my degrees in Sports Management and Educational Leadership. I was lucky to be a part of a teaching team that was willing to push the envelope as far as student evaluation, catering for students with different needs and varying activities in the classroom.

Another 8 years in Botswana and 4 years in Eswatini were completed where I was Principal myself. The principal in Sowatown in Botswana, Roger Smith, was a bit of a legend in the country. When I took over from him, I found out that one of the Principal’s duties in the small remote town was also Official Snake-catcher. My leadership personality was developing and although I probably made some dubious decisions, I worked around developing Visible-Felt-Leadership. A short spell in an outdoor adventurous Primary boarding school and a year at a Montessori school helped expose me to new ways of doing things and motivated me. I then spent 2 years at a small private high school before finally travelling to the Middle East in search of a different adventure. Apart from usual career development, during my time teaching I also trained part time as a Paramedic and later as a fireman. Two skills which have proven invaluable during my teaching career. Quite often I think having practical plumbing and electrical skills, counselling skills, professional negotiation skills as well as being a driver, gardener and talk show host will be other skills that educational leaders need.

In 2017, I arrived in the Middle East in Qatar. Being away from family was difficult but it also allowed me to concentrate on my leadership skills. I have tried to motivate by example, working with the team of management at the school, we have seen steady changes in the way lessons are conducted and the general approach to teaching. Classes have become more active with massive strides made in differentiation and the use of technology. The Covid pandemic forced us to look at a variety of improvements in technology and teachers in the school are now comfortable with using different apps and varied sources of content in every lesson.

What the staff say:

• Wayne is a transformational leader in the school. He is oriented beyond self-interest. It raises the entire team’s awareness level and purpose in relation to a shared project.
• He has an educational vision. He mobilizes staff to develop the educational mission and objectives, involving parents and students, rendering accountability, connecting social, economic and environmental trends to the school’s needs and practices.
• To be a good leader, one needs to be a good listener and he is an unbelievably good listener.
• Being the Headteacher, he is part of the soul of the school, giving ultimate meaning to the teachers’ commitment and vocation. His transformational leadership allows dreams to take shape and leads to concrete results.
• Wayne keeps a cool head and keeps the best interests of the students and the teachers in his decisions.

Being from a different culture, one of the biggest challenges has been proving my commitment to the students and parents through my actions. Being friendly and open but also to be firm and fair in my dealings with them. I try and use the same approach with the very supportive staff I have. I still believe in the old adage of never giving a task to someone to do, that you would not do yourself. I also make it a point to greet everybody regardless of their position as I believe that if you treat people with respect that respect will be returned. The education sector in Qatar is changing rapidly and we must keep up with the changes. Changes to the content of the local part of the curriculum are regular and require innovative change. The school staff have to deal with a challenging Cambridge Curriculum where English is not the first language. I look forward to spending the next 5 years continuing my role and working with the staff through the changes we will need to create, to ensure we are at the forefront of education. The school and students have received numerous academic accolades in the past and the students need motivation to continue to strive for the pinnacle of success in their school career.

So many times, I am called upon to discuss and motivate students, not academically but in their own private lives. I guess a good ethical base and the enjoyment of working with people are critical as is a good sense of humour as not every day goes according to plan. I hope that through my actions, I have taught the students about how to respect and embrace each other’s diversity and different cultures. With the youngest on campus being 3 years old and the oldest 18 years old, my daily life is filled with variety and surprise, every day is different, every day I learn something new. The future of the students, teachers and the school is where I draw my inspiration.