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Dr Paul Walton – Producing an Outstanding International School

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Location: Malaysia
Website: https://www.paultwalton.com/about

“High Expectations lead to Outstanding Outcomes”

Visiting and working in many schools throughout the world provides leaders with opportunities to experience various cultures, curriculum and a cornucopia of teaching methodologies.  Throughout these communities many adhere to international benchmarks, some work towards world class status and all will follow the frameworks provided by the national institutions.  Within these parameters, it is always interesting to see how school communities can plan to create best possible learning outcomes and provide the highest level of education to all.  

There are many variables to consider when joining a school, visiting or forming a judgement of a school to help improve an institution further.  A range of frameworks, tools and advice is available to select from by a leadership team at a school.

An experienced International School Leader, Dr Paul Walton brings his views on producing an outstanding school.  He is a strong believer in building trust, fostering a culture of collaboration throughout a school and lifelong learning.

Experience

With over 20 years of experience in education both in the UK and internationally, he has been a Principal of international schools in various countries and led schools to ‘Outstanding’ inspection ratings.  He has worked in Hungary, Malaysia, United States, Slovenia and Bahrain enjoying a rich variety of cultural differences, experiences and adventures.

He started his career in the UK as a computer science teacher, quickly moved into leadership and led schools on Teaching and Learning, Technology for Learning and Professional Development and becoming an International School Principal.  

As a Principal and School Inspector, he has continued to visit, support and learn from outstanding schools around the world, developing strategies for best practice to develop the highest possible quality of education throughout many British International Schools.

Starting points 

“Moving from a current state to a desired state” 

The quote above is a common viewpoint and critical to implement successful change. I share the work of Lewin (1947) with teams at the beginning of a change management process. It refers to the process of actively transitioning from where something is currently at (the present state) to a specific, planned future condition that you want to achieve (the desired state), often involving strategies to bridge the gap between the two points. 

The school may have a very clear idea or ‘where’ they would like to be, or a desired outcome.  The steps below will share ideas on where to start and how to get there.

The first step is to evaluate and this helps to form a picture of where the school currently operates at.  The next stage uses the data, research and evidence to not only arrive at a clear current state but to also identify the potential gaps.  A change management plan can be created and then reviewed at regular intervals to measure the progress to reach the desired state.

A very simple yet effective four stage plan.

  • Evaluate
  • Current State and Identify the Gap
  • Implement a Change Management procedure
  • Apply, Adapt and Review to arrive at Desired State

By the end of this article, you will be equipped with the tools to complete the first two steps above and have recommendations and research-based models to explore and navigate the next two.

Evaluate

I would personally recommend six points to address in the ‘Evaluate’ stage to create opportunities for everyone to work together to help build a positive school environment for staff in an outstanding school.  At the start of this process I would introduce the ‘Norms of Collaboration’ by Garmston and Wellman (1999), this provides a toolkit for all staff to follow and they feel that their input is valued, appreciated and potentially alleviates any unease.  

The points below are some that I have implemented in British International Schools to help collect the data, arrive at the current state and complete the evaluation.  These are:

  1. Quality of Education
  2. Finance and Growth
  3. Facilities
  4. Student Outcomes
  5. Quality Assurance
  6. Community
  1. Quality of Education

This section refers to the published inspected reports or the accreditation reports and suggested recommendations to improve.  This can be used as a critical aspect of a SWOT analysis regarding the school especially with the quality of education provided.  Some schools may have a national, an international or a third reference point with inspections and mandatory visits from the ministry or other affiliated organisations.  All of these should be gathered and included.

The 3-5 year strategic plan should be collected at this point along with the annual improvement plans that feed into the strategic plan.  This also creates a clarity around where the school has identified itself to be and where it is heading in the short, medium and long term.  This is normally a published document referring to the Vision, Mission and Values of the school.  

External data such as examination outcomes throughout various sections of the school and a detailed breakdown of the success of the individuals and groups of students showing progress and attainment is welcomed.  The report could show gaps, trends and flight paths for over and underachieving groups of students.  This feeds into understanding the headline figures at the end of the school journey in which the students leave and may also factor in external examinations, comparisons nationally/internationally, university applications and so forth.

A large proportion of the data in this section should be available via the website as this type of information is normally published to celebrate the academic successes of the students.

  1. Finance and Growth

As a Leader joining a school, it is imperative to understand the budgeting procedures, the financial state and operations of the school.  Often overlooked by some ‘Head’ or ‘Principal’ positions as it includes a greater emphasis on teaching and learning, academic, curriculum, etc.  

My belief is the opposite as having a successfully thriving school or a sensible financial approach can open doors to further improve other aspects of the school.  For example, if there is a carefully crafted finance plan for 3-5 years, zero based budgeting and a focus on maximising expenditure on items that positively impact the learning then this will improve and increase your effectiveness in the other areas of this evaluation.  

A higher revenue could help update facilities, improve professional development, recruit or retain the best staff and have a direct correlation with the student outcomes and quality of education.  Areas to consider are fee collection, facility rental, external vendors for extra curricular activities, increase fees, student enrolment and planning ahead for operating and capex expenditure.

The bottom line is often, if this aspect is successful you can then invest in all other areas of the school to improve to reach that desired state.  A financial summary and projection for the next three years should be included.

  1. Facilities

State-of-the-art school facilities can be a huge positive to a school.  Not only does this create exceptional learning experiences for students, it can also positively contribute to other areas of this evaluation.  For example, having excellent facilities can improve the quality of education, bring in more money financially, increase the opportunities for quality assurance and partnerships and finally have an impressive platform to invite in members of the community.

Although the building is mere bricks and mortar and is by no means the most important aspect to consider, it can have a very positive impact on improving a school.  Without the premium facilities available, at some point the school will have to focus on the finance and growth aspect to further invest in the facilities.

Build schematics, timetabling of rooms, maintenance, campus contracts, potential rental/growth opportunities can be explored.

  1. Student Outcomes

There are many successful schools that do not have the financial support, nor the facilities or indeed the accreditations or partnerships but they still provide incredible student experiences and outcomes such as examination results, progress results and value added.  Furthermore, these students can excel academically and secure places at their first choice universities.

These types of schools should be recognised, celebrated and valued.

The backbone of such schools normally include a group of dedicated, passionate and incredibly committed professional staff along with caring and supportive parents in the community.

It is my opinion that student outcomes can be attained in a comfortable way when the staff, students and parents have the appropriate facilities to provide this.  For example, an outstanding school should aim to have appropriate classroom space, library/revision areas, a main hall to gather, a performance space, outdoor sports facilities, art areas, science labs, playground, music practice rooms, learning support classrooms, language facilities, counselling spaces, collaboration areas and more.  

These listed fit in with having an holistic approach to education and will provide students with the physical environment to develop socially, emotionally and build those vital emotional intelligence skills.  It also creates a foundation to explore, learn and study.

Additionally, there may be requirements from a national perspective, international tournaments or ministry regarding the need for a minimum specification to host sporting or performance events.  This then would require a swimming pool, courts, hall, pitches that all fit the criteria for events.

Schools that can deliver this holistic education approach, gain the university placements and academic outcomes are impressive.  Other factors of student outcomes could be delivered in the form of student surveys, wellbeing meetings, student council projects and overall how happy students are throughout their education at school.

Comparing student outcomes further could include the PISA ranking, national/international data and looking at like for like schools and students.  An important factor is looking at the starting points of all students, measuring their own individual progress and appreciating the development of every single student in the school.  Focusing on all students, it is key to set high expectations, this will lead to improved performance in others according to the Pygmalion effect (1968).

  1. Quality Assurance

Many schools will talk through the strengths of the school and it is common to identify key areas that a school believes they are doing extremely well.  Past reports can show a trend over time of the journey as a school.

An external accreditation or inspection can further solidify this accurate self-evaluation of a school and can be used as quality assurance for all stakeholders in the community.  Accreditations can show that a school has met or exceeded challenging metrics for education, wellbeing, curriculum, technology, student leadership, the environment etc.

It can be a very important tool especially if your vision, mission and values hold a certain approach or initiative close to your heart.  This is an objective reinforcement that you are doing what you say you do and that you are delivering this at an excellent level.

Having transparent policies, shared examination outcomes direct from the exam board and providing a mechanism to see the direct feedback from parents are other ways to build evidence to show that people agree with your approach, quality and level of education at school.

The accreditation and inspection processes are insightful tools to help a school continuously develop, highlight positive areas, take deep dives in sections of the school and feed directly into an improvement plan.

Communicating successful accreditations and inspections have a positive impact on staff and schools through change management processes. This then creates a sense of purpose as mentioned in the 8-Step Process for Leading Change by Kotter (2002).  The sense of purpose and urgency can be clearly communicated to all staff together and one important aspect of change management is to celebrate successes and quick wins.  Kotter mentions ‘Nothing motivates more than success’. 

  1. Community

Understanding the importance of the community is key.  Many of the aspects above can be supported by an active, caring and helpful school community.  Creating a positive environment based in trust, clear communication and being authentic will help foster a collaborative feel.

Data showing the ‘engagement’ from the community can build a very accurate correlation with a positive recommendation or ‘word of mouth’.

The community aspect can be impacted by staff retention, recruitment and development.  By parents that opt to stay at school, attend events or those that decide to leave the school environment.  Engagement for staff and parents is paramount and there are many approaches to take to increase this.  Staff should feel valued, supported and have the opportunity to develop.  A strong professional development programme is a must, staff surveys throughout the year, clear communication and a focus on wellbeing are some of the strategies that could be used.

For parents, a few can be listed below:

  • Community events
  • Sports events and Performances
  • Coffee mornings, parent surveys and feedback
  • Parent associations, picnics, social events
  • Newsletters, updates, social media
  • Parents evenings, open days
  • Celebration assemblies, volunteers and environment projects

One of the most important factors in when families join a school as mentioned above is the word of mouth and this community aspect directly affects what others will say about the school community.  Applying some of the ideas above can quickly turn negative reviews into positive testimonials, reasons to join the school and deciding factors to stay.  The key for building a connection with the community is ‘Trust’.

According to Covey (2006), the first steps in creating trust are through self trust and ‘in our ability to set and achieve goals, to keep commitments, to walk our talk’.  In a nutshell, it is created by actions and ‘doing what you have promised to do’.  Fulfilling the promises over time starts to create trust in any sector and having a high standard models to all.

Is the community engaged with the school? How do you know and how can you show this? 

Current State and Identify the Gap

Once the evidence collection is completed, the team leading this project should have a fairly clear understanding of where the school is in relation to the six areas in the ‘Evaluate’ stage.  

Overall strengths and recommendations are included at the start of the document along with key school information showing a breakdown number of students, staff, curriculum followed etc.  This Current State can be simplified in a report, table or given a RAG rating with areas to improve to identify the gap.  In the report, all information regarding the six points should be included and summarised with references included to key evidence where needed.  Recommendations can be created in relation to the six areas above, these should be specific, clear reasons shared for change and to be measurable.  

This stage should clearly articulate the current provision of education in the school.  It should help, complement and inform the schools yearly self-evaluation and improvement plans.  This document should be shared with staff to amplify the need for change.

Change Management Process

I have used several strategies to positively impact change, help improve schools and support all stakeholders throughout the process.  Below there are five research-based strategies that can fit into your improvement plan and be used by staff, leaders and the governance team to help communicate the change to all:

  1. Kotters 8 step change model (Kotter)
  2. Start, Stop and Continue (Daniels)
  3. 5 Levels of Professional Development Evaluation (Guskey)
  4. Nudge Theory (Thaler and Sunstein)
  5. Lewin 3 step change model (Lewin)

Final Words of Wisdom

Each school is different and each community will have its own strengths and challenges. Being patient, positive and flexible is key to ensure that the change is authentic, thorough and involves the staff team together in a collaborative approach.

  • Evaluate
  • Current State and Identify the Gap
  • Implement a Change Management procedure
  • Apply, Adapt and Review to arrive at Desired State

To recap and elaborate further.

  1. Evaluate the school and start with the data – using the six areas mentioned above can help create a starting point to look at where the school can improve, invest and move forward.
  2. Current State and Identify the Gap – arrive at the current state, this can be formed in a 
  3. Change Management Procedure – Create a Change Management plan, refer to the 8 step change model by Kotter.
  4. Desired State – Apply, Adapt and reflect upon the change management strategies along the way to reach the desired state.

The journey should be collaborative, improvement focused, with a sense of celebration and appreciation.

References

Garmstona and Wellman (1999), 7 Norms of Collaboration,

7 Norms of collaboration

Guskey (2000), Gauge impact with 5 levels of data

https://tguskey.com/wp-content/uploads/Professional-Learning-1-Gauge-Impact-with-Five-Levels-of-Data.pdf

Kotter (2002) Kotter’s 8-step change model available from:

https://www.mindtools.com/a8nu5v5/kotters-8-step-change-model

Lewin (1947), Kurt Lewin’s change model: A critical review of the role of leadership and employee involvement in organizational change.

https://www.sciencedirect.com/science/article/pii/S2444569X16300087

Stephen M, R, Covey (2006).  The Speed of Trust: The One Thing That Changes Everything.

Thaler and Sunstein (2008) Nudge Theory in Business, Small changes making Big Impact,

https://changemanagementinsight.com/nudge-theory-in-business/ 

“The Pygmalion Effect: Definition & Examples” (1968),  Simple Psychology,

https://www.simplypsychology.org/pygmalion-effect.html

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Amber McMillan – Giving Back to Grow Forward

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In a world that often equates success with individual achievements and career milestones, I’ve found myself rethinking what truly matters. At one point, I thought success was about climbing ladders and hitting targets. But over time, through both highs and lows, I’ve realized that real growth happens when we step outside of ourselves—when we give back. Giving back, for me, has become less about duty and more about connection and purpose. It’s not always easy to carve out time for it, but it’s become essential to my own growth as a leader and a person.

I think what shifted my perspective the most was understanding how reciprocal generosity can be. I didn’t expect that when I offered my time and experience to others, I would receive just as much—sometimes more—in return. I’ve experienced moments where a simple mentoring conversation gave me clarity on my own challenges. The beauty of giving is that it creates an exchange, a shared experience that builds trust, respect, and a community that supports one another.

There’s something deeply humbling about this. For me, giving back became a way to check in with myself, to remind myself that leadership isn’t about knowing it all—it’s about growing alongside others. It’s helped me refine my own leadership skills in ways I hadn’t anticipated. Whether it’s through mentoring a colleague, volunteering, or simply offering a listening ear, these small acts have expanded my perspective. They’ve allowed me to develop empathy in ways that no professional title ever could.

And I won’t lie—there have been moments where giving felt exhausting, where I questioned whether I had anything left to offer. But those were also the moments when I realized that being vulnerable, admitting when I didn’t have all the answers, was actually the best gift I could offer. It’s in those moments of uncertainty that real growth happens—for me and the people I’m trying to help.

As the world shifts, empathy and connection aren’t just ‘nice-to-haves.’ They’re critical. People are drawn to authenticity, to those who aren’t afraid to admit they’re still learning. Giving back has taught me to lead with compassion, to be open to the struggles and triumphs of others, and to build relationships that aren’t just transactional but deeply human. It also keeps me grounded in the present. The act of contributing to something larger than myself has been a powerful reminder that leadership isn’t about staying ahead of the game—it’s about staying connected to the people around me. When I engage in acts of service, I feel a renewed sense of purpose, a reminder that relevance in this world isn’t measured by titles, but by the positive impact we leave behind.

So, when I say “Give back to grow forward,” it’s not just a catchy phrase. It’s an invitation to be vulnerable, to show up for others even when it’s uncomfortable, and to trust that the effort will pay off in ways we can’t predict. Giving back has been my way of moving forward—and I hope it can be yours, too.

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The Intersection of Art and Algorithm: Redefining Power Skills with AI

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James Hutson, Lindenwood University, USA

As the world transitions from the Fourth Industrial Revolution (Industry 4.0) into the Fifth Industrial Revolution (Industry 5.0), the landscape of skills and employment is evolving rapidly (Schwab, 2017). While Industry 4.0 saw the rise of automation, artificial intelligence (AI), and the Internet of Things (IoT) in enhancing production and knowledge work, Industry 5.0 shifts the focus to human-centric values (Martini, Bellisario, & Coletti, 2024). The automation of tasks previously thought exclusive to human workers—such as decision-making, data analysis, and creative production—has led to a profound reevaluation of valuable skill sets in the modern workforce (Chuang, 2024). In particular, technical competencies traditionally associated with Industry 4.0 are being surpassed by what are now termed “power skills.” These power skills—encompassing creativity, emotional intelligence, critical thinking, and leadership—are becoming indispensable as automation takes over routine tasks and complex problem-solving (Olaniyi et al., 2024).

The rise of generative AI (GAI) has altered the balance of the skill set required for the future of work. GAI tools like GPT models, image generators, and automated software are performing functions that once required substantial technical expertise, including the ability to code, analyze large datasets, and design complex systems (Yenduri et al., 2024). This shift underscores the pressing need for higher education institutions to adapt their curricula to cultivate power skills that machines cannot replicate. These so-called “soft skills” are now emerging as core competencies of the future, defining what remains uniquely human: empathy, adaptability, ethical reasoning, and interpersonal communication (García-Chitiva & Correa, 2024).

Higher education must be re-envisioned to focus on human-centric abilities while integrating advanced technologies into curricula. The human element in decision-making, creativity, and problem-solving is irreplaceable, even in a world where AI handles the bulk of knowledge work. Thus, power skills are not merely supplementary to technical knowledge—they are essential for navigating the complexities of a rapidly evolving technological landscape. Educational institutions, including the College of Arts and Humanities (CAH) at Lindenwood University, are at the forefront of this transformation. The unique positioning of AI programming in the college has allowed for unprecedented interdepartmental and interinstitutional research and pedagogical collaborations, embedding AI into traditionally humanistic disciplines. These initiatives equip students to engage with AI technologies while excelling in uniquely human capacities (Freij, 2024).

This reconfiguration calls for a holistic rethink of education’s mission. The emerging revolution demands that universities shift focus from technical skill acquisition to cultivating creativity, collaboration, and ethical intelligence (Pinarbasi et al., 2024). Students, faculty, and administrators alike must recognize that while GAI can replicate technical tasks, humanic skills—critical decision-making, emotional intelligence, and ethical judgment—remain irreplaceable. These capabilities define the “power skills” of tomorrow’s leaders and thinkers, making them central to the future of higher education and professional development.

Adapting to a Changing Landscape

The COVID-19 pandemic had a profound and enduring impact on higher education. Small, private, non-profit institutions, particularly those lacking robust financial support, faced closures during 2020-2022, with arts and humanities departments among the hardest hit (Cameron, Fogarty-Perry, & Piercy, 2022). These financial and institutional shifts intensified an existing trend: the prioritization of vocationally-oriented majors at the expense of liberal arts programs (Magness & Mitchell, 2022). However, this neglect risks leaving institutions ill-equipped to provide students with the well-rounded intellectual diversity and critical thinking skills essential for navigating a rapidly changing world (Massey, 2020).

Despite these challenges, the pandemic also sparked an era of unprecedented technological advancement. As Brem, Viardot, and Nylund (2021) argue, industries were compelled to innovate rapidly, adopting technologies that propelled society forward more quickly than anticipated. The widespread adoption of AI, extended reality (XR), and IoT reshaped remote education, work, and healthcare (He, Zhang, & Li, 2021). Advances such as the Oculus Quest 2 marked a critical turning point, making virtual reality (VR) technologies more accessible for immersive learning experiences despite physical limitations. These innovations illustrate how crises can drive technological adoption, setting the stage for long-term changes in higher education.

Educational institutions began exploring the potential of AI and machine learning (ML) to personalize learning. Warrier, John, and Warrier (2021) emphasize that these technologies offer tailored learning experiences, enabling students to receive individualized feedback and progress at their own pace. Personalized learning supports student success while enhancing engagement, particularly in remote learning contexts. The pandemic accelerated AI integration, fostering an openness to innovation that continues to shape the sector (Ciolacu et al., 2023).

Preparing for the rise of generative AI presents both challenges and opportunities for higher education. Pavlik (2023) notes that post-pandemic digital transformation intensified the need to retool and reskill faculty and staff to incorporate AI effectively into teaching and assessment. Universities now integrate courses in AI ethics, programming, and applications, aligning curricula with skills needed to navigate a world increasingly influenced by AI (Broo, Kaynak, & Sait, 2022). Equally important is fostering power skills like critical thinking and creativity, ensuring students remain competitive in a rapidly automating world (Bühler, Jelinek, & Nübel, 2022).

Over the past two years, institutions such as Lindenwood University have experienced renewed growth in arts and humanities disciplines. This resurgence reflects a growing recognition of human-centered skills—creativity, ethical reasoning, and critical thinking—fostered by the arts and humanities. These skills counterbalance the technical proficiencies that dominated Industry 4.0, gaining prominence as automation assumes routine and complex tasks.

Case Studies

Art and Design

The integration of AI into art and design at Lindenwood University has transformed creative processes and educational practices. Hutson and Cotroneo (2023) demonstrated how generative AI tools like Craiyon inspire students in digital art classes. These tools allow students to generate visual concepts, refine them using traditional software, and explore new creative boundaries. Similarly, Hutson and Robertson (2023) detailed how generative AI supports 3D design courses, enabling students to merge AI-generated prompts with traditional modeling techniques. This hybrid approach broadens students’ understanding of design, equipping them with technical and conceptual tools to navigate an evolving art world.

Art History

AI has revolutionized the teaching of art history by enabling students to engage with visual culture in innovative ways. Hutson (2024) explored how AI tools like Craiyon support student comprehension of ancient art, fostering critical thinking and creative interpretation. Carpino and Hutson (2024) emphasized the use of AI-generated imagery to enhance formal analysis skills in Islamic art, enabling students to articulate observations and refine analytical abilities. Additionally, Olsen, Hutson, O’Brien, and Ratican (2024) showcased how AI reconstructs lost artworks, enriching historical interpretations and fostering a deeper appreciation of cultural heritage.

Game Design

AI has reshaped the game design pipeline, from concept art to 3D modeling. Begemann and Hutson (2024) documented the use of generative AI tools to streamline game asset creation, identifying challenges such as optimizing AI-generated models for real-time rendering. Hutson and Fulcher (2023) highlighted the educational potential of AI-driven design in creating games like The Museum of the Lost, which explores cultural heritage ethics through immersive experiences. These studies underscore AI’s role in enhancing both the creative and educational dimensions of game design.

English and Creative Writing

In English and creative writing programs, AI tools have redefined instructional practices. Hutson and Plate (2023) observed that students using GPT-3 tools engaged more deeply with argument development and structural refinement, shifting focus from grammatical corrections to substantive revisions. Hutson and Schnellmann (2023) explored AI’s role in poetry creation, revealing its limitations in replicating emotional resonance but highlighting its capacity to inspire creativity. These studies demonstrate AI’s potential to augment writing processes while preserving the uniquely human aspects of creative expression.

Looking Ahead To navigate the integration of AI into education, institutions must emphasize collaboration over replacement. AI should enhance human creativity and intellect, not replace them. Faculty training, interdisciplinary collaboration, and hybrid instructional models are essential for fostering power skills. Institutions should promote experimentation, ethical considerations, and performance-based assessments to prepare students for a future shaped by AI while preserving distinctly human elements of education. Therefore, the integration of AI across academic disciplines marks a pivotal moment for education. AI, when applied thoughtfully, serves as a catalyst for deeper engagement, creativity, and critical thinking. By fostering a symbiotic relationship between AI and human creativity, educators can prepare students for a future where technology and humanity coexist harmoniously, enriching both.

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Dr Paul Walton – Creating a Positive Environment for Staff in an International School

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Website – https://www.paultwalton.com/about

“To Be a Leader Is Both a Privilege and A Great Responsibility”

Working in education provides leaders the opportunity to work with professionals from a variety of backgrounds, experiences, and a wide range of pedagogical ideas and approaches.

School leaders can often share successful examples, strategies and processes that have made a significant positive impact on a community of learners.  They have improved the quality of education and outcomes for many students and inspired staff to learn, grow and flourish under their inspirational leadership.  

An experienced International School Leader, Dr Paul Walton brings his views on creating vibrant communities, developing staff and building a positive school environment.  He is a strong believer in high quality professional development for all staff, fostering a culture of collaboration throughout a school and lifelong learning.

Experience

With over 20 years of experience in education both in the UK and internationally, he has been a Principal of international schools in various countries and led schools to ‘Outstanding’ inspection ratings.  He has worked in Hungary, Malaysia, the United States, Slovenia, and Bahrain enjoying a rich variety of cultural differences, experiences and adventures.

He started his career in the UK as a computer science teacher, quickly moved into leadership and led schools on Teaching and Learning, Technology for Learning and Professional Development, and becoming an International School Principal.  

As a Principal and School Inspector, he has continued to visit, support, and learn from schools around the world, developing strategies for best practices to develop the highest possible quality of education throughout many British International Schools.

Starting Points 

I believe that understanding dedicated and passionate professionals starts with building trust, being consistent, and earning respect.  If compassion and understanding are not modeled, then this will not occur in the workplace.  Showing authenticity in your everyday approach will slowly create solid building blocks of building trust and then setting high expectations will lead to improved performance in others according to the Pygmalion effect (1968).

According to Covey (2006), the first steps in creating trust are through self trust and ‘in our ability to set and achieve goals, to keep commitments, to walk our talk’.  In a nutshell, it is created by actions and ‘doing what you have promised to do’.  Fulfilling the promises over time starts to create trust in any sector and having a high standard model for all.

I would personally recommend five points to address in the initial plan to create opportunities for everyone to work together to help build a positive school environment for staff.  The points below are some that I have implemented in British International Schools.  These are:

  1. Demonstrate a Growth Mindset
  2. Foster a Sense of Community
  3. Engage in Open Communication
  4. Celebrate Successes
  5. Encourage Personal Growth

Growth Mindset

When facing a new challenge we often reference ‘Mindset’.  According to Dweck (2007),‘The growth mindset creates a powerful passion for learning’.  Moving from a current to a desired state in an environment requires perseverance and resilience.  Adopting a ‘Growth Mindset’ equips all staff with the belief to improve through hard work, good strategies, and input from others.  It creates a love of learning, embracing challenges, applying effort on the path to mastery and gives staff a greater sense of free will.

We expect our students to do this each day in class and this is the same approach needed when creating a positive community.  It reinforces what we ask students to do by modeling this ourselves.

Sense of Community

A sense of belonging starts with effort first.  Planning and creating meaningful opportunities for your team members to work together needs careful consideration to think about time, environment, purpose, support, and resources.  With this careful consideration, approaching each of these with empathy helps to understand the motivations and worries of members of staff.

These could include off-site functions, a social activity, team building, designated time for a clear and specific purpose of learning or student progress, work in the local area, etc.

Once staff have met in a safe and comfortable climate then follow-up sessions and meetings should be created to further embed this practice.

Over time, this will transform into trust, dependence, and a sense of working together for a common vision.  The staff will be professional first but will have a stronger respect and sense of care for one another personally.

Communication

Anticipate each interaction as an opportunity to demonstrate clear, consistent, and concise communication skills.  Ensure that you are listening actively, and giving your colleague your full attention during the conversation.  Be mindful of your body language and your non-verbal cues such as folding arms, avoiding eye contact, or creating barriers.  Use positive language to motivate and inspire action such as ‘Thank you, Let’s try, We can, Let’s do this, etc.’.  Be open to feedback and listen to the views of others to engage and realign staff when they have questions.

Demonstrate Empathy.  ‘Empathy’ as reported by (Forbes, 2021) is the most important leadership skill according to research, it is essential for happiness and performance and tops the list for enhancing innovation and retention. 

Staff appreciate honest and open communication, avoiding verbose and obscure language helps with engagement and understanding.

Successes

(Wang et al. 2017) stated when people ‘celebrate their achievements, they are more likely to remain motivated and pursue further goals, creating a positive feedback loop of success and satisfaction’.

Celebrating the successes of teams can create further bonds, comfort in this new environment, and extra motivation.  Leaders who focus on the successes of others first again demonstrate a humble, authentic, and ‘service-minded’ approach to leadership and a passion to put others first.

Celebrating quick wins and successes have a positive impact on individuals when building a collaborative environment and also through change management processes. This then creates a sense of purpose as mentioned in the 8-Step Process for Leading Change by Kotter (2002).  The sense of purpose and urgency can be clearly communicated to all staff together and one important aspect of change management is to celebrate successes and quick wins.  Kotter mentions ‘Nothing motivates more than success’. 

Personal Growth

Enable personal growth by applying various coaching methods, support, and mentoring.  Staff should be clear on their roles and responsibilities and receive regular feedback related to their performance.  The feedback should include constructive feedback, with encouragement to seek new challenges and to improve as a lifelong learner.  A key emphasis on active listening should be employed with guiding questions, a demonstration of empathy and a focus to help.  This is a supportive process in a safe environment that can foster further continuous learning in all professionals.

Outside of the meeting, professional development can be introduced in the form of online, in-person, guest speakers, external courses, and internal development.  There are many approaches that can be used to give staff autonomy and ownership and these can be aligned with the vision and development plan of the school.  

I am very motivated to help all staff improve and would encourage all staff to work with other schools as I have seen firsthand the huge impact of TeachMeets, workshops, and hosting professional development events.  I have implemented these in all schools I have worked in including the first TeachMeets from 2015 in Malaysia.  They are inspirational and are available for all educators to work together and make a difference for all students in all schools.    

A Step towards the future

In the next 5-10 years, I believe that a greater emphasis on Emotional Intelligence, Coaching, and Leadership will be included in schools not only for staff but wider opportunities for students as these skills are becoming more desirable in the global workplace.

Final Words of Wisdom

Start with the five building blocks listed above and then add more complex and innovative strategies on top of these.

Put the needs of your team first, and be visible and at the forefront of situations when a crisis, difficult situation, or the inevitable tough days are upon you, and behind the team when the plaudits arrive.  

Always celebrate the successes of the staff team.

References

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Douar Shems’y Ecological village, home to 144 orphaned children

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After the devastating earthquake of September 2023 in the Al Haouz region, Morocco, a plan for hope was envisioned.

The Moroccan Association for the Aid to Children in Precarious Situations (AMESIP) stepped into action and laid the foundation to create an ecological village. The vision; to provide a safe, benevolent living environment, in harmony with the urgent needs of the Amizmiz community.

Just 11 months later, on 1 August 2024, an ecological village, Douar Shems’y, opened its doors. Now it’s home to 144 orphaned children, offering them a safe haven, educational and psychosocial support, and a caring environment in which they can flourish.

This project is much more than a shelter: it embodies a holistic vision combining protection, education and sustainable development for the benefit of the most vulnerable children and families.

At the heart of the village is a beautiful school, supported by entrepreneur, Aviv Pode. The school is where adapted educational programmes, enriching cultural and sporting activities, as well as sustainable initiatives strengthen the links between people and their environment. Having an extensive background in humanitarian aid and not-for-profit organisations, Pode has supported humanitarian and environmental initiatives such as building public schools in developing countries, planting trees and rebuilding animal shelters. As well as being a humanitarian, environmentalist and educational entrepreneur, Pode is a founder of three eco-friendly bilingual Montessori pre-schools, in Paris, Geneva, and Monaco. Pode shares his insight into how the school within this  unique village will care for, teach and prepare its students for a better future.

Why was it important for you to get involved in humanitarian work and this project in particular?

I served as a regional coordinator in ‘Latel’, a humanitarian organisation, conducting food collection and distribution campaigns, educational programs in schools, and operation of food warehouses.

After participating in a disaster relief mission following the 2003-2004 tsunami in SouthEast Asia, I was so affected by the experience that it led me to further volunteer and carry out humanitarian aid work all over the world. In partnership with Mission Enface, I built three schools in Laos serving 232 children and recently became an official partner and contributor to Save The Children, a global non-profit organisation to protect children in disaster and conflict areas.

After hearing about the devastation and loss for the children in Al Haouz region I felt compelled to support.  As a person, who’s passionate about education, I understand the importance of providing a caring, nurturing and safe environment for children where teaching and learning is at the heart.

Can you tell us about some of your other eco-friendly initiatives?

I aspire to be a positive contributor to the planet and caring for the environment is one of my core values. With the devastating bushfires in Australia to the extreme drought in Central and North Africa, I wanted to contribute by planting over 5,000 trees in Australia and Africa in cooperation with One-Tree-Planted, providing clean drinking water and sanitation solutions to remote communities through Water For People and supporting climate change research through TogetherBand.

Within the schools that I founded, I have ensured that the furniture, toys, and learning materials are eco-friendly and LEED (Leadership in Energy and Environmental Design) certified. In each school, there is an integrated eco-curriculum embedded in the daily program, exposing and involving our little learners in biodiversity, plastic pollution, wild-life preservation, and teaching the children about the importance of being positive contributors to their communities and the planet.

What is the vision for the school and the village?

The vision is to support the orphans in their reconstruction process and guide them to a bright future despite the challenges they have faced. We have a dedicated team of educators, cultural specialists and social workers who will be present to carefully ensure their development and overall development. Each child is considered a seed of hope for the future of the country, and AMESIP has made a pledge to accompany them throughout their journey.

How is the school providing a supportive and inspiring learning environment?

The school strives to inspire in every facet from individualised and adaptive learning to the actual physical learning environment. The foundation of the school is to ensure a safe and development-friendly environment for children by providing them with quality infrastructure, educational programs adapted to their level and vocational training opportunities for adolescents. The primary objective is to create a stimulating and inclusive educational environment for the children of the village, with an approach:

“Growing in well-being and dignity”

In order to achieve this goal we will focus on five main objectives:

  1. Rehabilitation and Education
  2. New digital technology
  3. Integral Psychological Support
  4. Mental Health Education
  5. Community Support

How will the physical environment support the children?

The architecture is very respectful of the natural environment of the region, so that children grow in symbiosis with their land. The design of the school comprises natural, eco-friendly furniture and materials. The rooms are without strong colours or other distractions to encourage optimal and uninterrupted learning.

The children also have access to a range of high-quality sports facilities and an educational vegetable garden; where children learn to grow seasonal vegetables while following food traceability for a healthy and responsible diet.

What makes the village ‘eco-friendly’?

Douar Shems’y is a model of eco-responsibility; respecting the environment and supporting sustainability. As well as the educational vegetable garden there are already a number of systems in place at Douar Shems’y that the children will learn about and be involved in, including a water treatment system which provides clean and accessible drinking water and a photovoltaic power plant that provides renewable energy to power the village.a

Is there a way that readers could support this project further?

Yes, if anyone would like to contribute to the sustainability of this unique project to ensure that Douar Shems’y continues to grow and offer a better life to its residents, there is a national fundraising campaign ‘kiwicollecte.ma’

Also, there are social media links that will keep you up to date with the campaign and news from the village:

Website: www.amesip.org

Facebook: Official Amesip

Instagram: shemsy_amesip

LinkedIn: amesip ong

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5 Tips for Balancing A Career and Caregiving

An estimated 34 million Americans provide unpaid care to adults age 50 or older every year, according to the National Alliance for Caregiving and AARP, and that number is rapidly growing. More than half of those caregivers feel they have to make compromises at work to care for their aging parents, according to a new survey from Home Instead, Inc., franchisor of the Home Instead Senior Care network.

With the rise in our aging population, more and more adult children are assuming the role of caregiver while also maintaining a full- or part-time job. This pressure to balance work and caregiving responsibilities has left 61 percent of working caregivers feeling as if they must choose between being a good employee and being a good daughter or son. To make matters worse, only 29 percent of these caregivers are satisfied with their employer’s family leave policy.

As this issue grows to impact a larger percentage of the workforce, it will be essential that employees and employers work together to find solutions. Consider the following recommendations as ways to get started:

1. Ask for help – For caregivers, it can be extremely difficult, but also tremendously beneficial, to ask their employer for help. For employers, create opportunities for employees to express their needs. Schedule brief weekly meetings to check in and ask how they are doing. Transparency helps eliminate pressure on the employees to keep their concerns to themselves.

2. Create a flexible policy -When it comes to caring for a loved one, there are no fixed hours or planned deadlines; emergency situations can come at any moment. With a plan in place, employers and employees can be on the same page about flexible working hours or situations that require time off.

3. Offer in-office assistance – Employers can create a culture of safety for working caregivers by forming a support group for employees who are in similar situations. Such groups not only provide a place for relief, but also create the opportunity for employees to grow relationships with one another – positively affecting workplace culture.

4. Provide care for the caregiver – It can be easy for a caregiver to quickly forget about his or her own needs when caring for a loved one. Encourage individuals to take time to care for their own physical, mental and emotional well-being. In addition, pay attention to signs that indicate your employee may need a break. Connect them with available resources or encourage time away from work.

5. Make time to listen – Lending an ear is one of the most impactful things an employer can do for a working caregiver. More than half of caregivers have expressed feelings of depression and find it difficult to care for themselves. When employers open the door for a conversation, they are providing hope and reassurance to the working caregiver.

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How to Boost Your Business in A Digital Environment

Now more than ever, businesses need to explore how to best serve their customers in the digital marketplace. That means finding ways to stay relevant and keep their audiences engaged. A professional development webinar series from the National Kitchen & Bath Association shows businesses how to develop and maintain a strong online presence.

The National Kitchen & Bath Association (NKBA) is a non-profit trade group for the kitchen and bath industry.

The series opens with Jim Nowakowski, a marketing and marketing communications specialist with more than 20 years of experience, notably in the manufacturing and publishing industries. Mr. Nowakowski brings his considerable expertise in communications and business-to-business advertising purchasing patterns to the webinars. The series kicked off on January 10 with “Staying in Front of Your Customers in a Digital Environment.”

Positive feedback from attendees emphasized Mr. Nowakowski’s enthusiasm and business acumen, with comments about his material and delivery such as, “his examples were detailed and easy to understand, with stories that made a point,” and “he was the best presenter I have seen in a while, very engaging and entertaining.”

“It’s always an honor to present my business topics to designers, showroom consultants, architects, and manufacturers,” Nowakowski said after the presentation.

“When I received the feedback, I was thrilled that the audience walked away with knowledge they can use,” he adds.
The webinar focuses on providing the audience with information on digital disruption in the marketplace and what strategic tools can keep a business relevant and valuable in servicing customers.

For example, participants learn how value comes from differentiation and the importance of what makes a business unique.
“What do you do that your competitor doesn’t do? What does your competitor do that you don’t?” Mr. Nowakowski asks.
Mr. Nowakowski also emphasizes how business basics never change, even in the age of disruption, and reviews tactics on how to stay in front of customers in a digital environment that includes using advertising, phone surveys, and quality service.

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6 Tips on How to Stay Active at Home

In the past few weeks, it has become clear that social distancing and quarantining are the new normal. This is an overwhelming time as we attempt to adjust our mindsets and schedules – between working from home, watching after the kids, keeping up with the news, and maintaining sanity, it can be a challenge to prioritize your physical and mental health. Here are some tips on how to stay active in these strange and unprecedented times. Make a plan It’s always easier to commit to a healthy habit if you make it part of your routine.

At the beginning of each week, take a look at your schedule and find those windows where you could realistically squeeze in a workout. Set a reminder on your phone or even add the workout to your calendar to keep yourself accountable.

Try a meal delivery service It may be difficult to cook healthy meals every day, especially if you can’t get what you need from the grocery store. Having healthy food delivered safely to your door can alleviate the stress and hassle of cooking, plus having healthy options in the house will keep you from overeating and reaching for junk food. South Beach Diet, for example, offers fully nutritionally balanced, prepared meals and snacks that make it easy to keep your diet on track. Take breaks from work It can be tempting to sit around all day while you’re working from home, but don’t let yourself stay sedentary for too long. Get away from your workspace and move around every hour or so to get your blood flowing. This will help you to stay sharp and healthy during social isolation.

If you’re taking a phone call, stand up, and allow yourself to pace around. Try to get up every hour and take a few steps around the house, stretch, or even do a few jumping jacks. Stream, stream, streams gyms, and workout studios are necessarily closed for the moment, many fitness brands and instructors are using Instagram live to hold virtual classes. If you have a favorite local studio or a favorite instructor, check out their website or social media to see if they are hosting any online classes. Many fitness brands are also offering extended free trials to access their libraries of workout videos. Go for a walk or run Of course, we are all limiting our trips outside to the grocery store, gas station, or anywhere else we might come in close contact with others. But if you are able to safely run or walk while keeping a distance from your neighbors, those are great options for staying active, clearing your mind, and getting some fresh air.”It’s so important to find those moments of joy outdoors while we’re all social distancing,” says Jessie James Decker, mother of three and South Beach Diet brand ambassador. “Whatever that means for you – whether it’s a stroll around the neighborhood with the kids or a long run to clear your head – you’ll feel so much better if you take the time for it.” Keep your mind active just as our bodies need physical activity to stay healthy, our minds need stimulation (beyond reality TV binge sessions) to stay sharp as well. Group activities such as board games or puzzles are a great option for keeping your mind sharp while clocking some quality time with your family or roommates.

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Hands-Only CPR Can Save Someone You Love

Each year, June 1-7 is designated as CPR and AED Awareness Week. This year, the significance is especially striking. As most Americans continue to spend more of their time at home during the COVID-19 pandemic, the odds of cardiac arrests in a home setting are likely to increase, according to the American Heart Association. Each year, more than 350,000 out-of-hospital cardiac arrests occur in the United States, with about 70 percent happening in homes. Fortunately, Hands-Only CPR can be performed by family or household members. Even in the time of COVID-19, household members may be the lowest-risk providers of CPR at home because they have likely already been exposed, if, in fact, the cardiac-arrest victim has COVID-19.”Rather than waiting for first responders to arrive, performing immediate CPR in the case of cardiac arrest can double or triple a victim’s odds of survival,” says Comilla Sasson, M.D. and Vice President of Emergency Cardiovascular Care at the American Heart Association. “If you are willing and able to do CPR, you should do CPR, even during this pandemic.”Hands-Only CPR involves two simple steps and anyone can learn it from a 90-second video available at heart.org/handsonlycpr.Step 1: If a teen or adult in your home suddenly collapses, call 911 immediately. Step 2: Place one hand on top of the other as shown in the video and push hard and fast on the victim’s chest.

Tempo matters. Rescuers should push on the chest at a rate of 100 to 120 beats per minute and the American Heart Association advises following the beat of any of several songs, including “Stayin’ Alive,” by the Bee Gees, “Crazy in Love,” by Beyoncé featuring Jay-Z, “Hips Don’t Lie,” by Shakira” or “Walk the Line,” by Johnny Cash. People feel more confident performing Hands-Only CPR and are more likely to remember the correct rate when trained to the beat of a familiar song. In 2009, the American Heart Association launched a nationwide Hands-Only CPR campaign, supported nationally by an educational grant from the Anthem Foundation, to raise awareness about this life-saving skill. More than 10 million people have been trained in Hands-Only CPR via events, training kiosks, and video education with the Foundation’s support. Take advantage of shelter-in-place time and brush up on your Hands-Only CPR skills: you just might save someone you love. Visit heart.org/handsonlycpr to watch and share the Hands-Only CPR instructional video.

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The story of Stephen Hawking and The Simpsons

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