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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. 

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“Education is the most powerful weapon, which you can use to change the world. – Nelson Mandela”

Past in a Glance

I have been fortunate to have enjoyed a successful career in school leadership, ranging from a Headship at a leading school in West Yorkshire, England, to a Director of Education (UK) post in which I oversaw the development of 12 British independent schools for a global family of schools.

It is gratifying that each of the schools I have served as Principal has gone on to become the independent school of choice in its area, including an independent school in the North of England that won a national award for excellence in the British Independent Schools Association Awards, and King’s College School Chengdu, sister school to the acclaimed King’s College School Wimbledon, which opened its gates for the first time with the largest ever opening pupil roll of any international school in the city.

It is fair to say that my route into school leadership was an unusual one. I was a relative latecomer to teaching, having earlier worked in the media and marketing industries for clients ranging from the British and Foreign Commonwealth Office to the English Premier League. Whilst this was an exciting career, there is no purer calling than teaching because of the opportunity it affords you to influence young lives right at the coalface. Being a Headmaster is just an extension of that privilege – your sphere of influence is that bit wider.

Contribution to the Organization

Every school leadership experience brings its measure of success and, with that, a fair share of challenges – each one completely unique to the school context. One of the great privileges of my career has been to undertake these challenges on a global scale, having led British independent schools in Great Britain, the United Arab Emirates, Thailand, China and now Qatar.

All these experiences have been enriching, but I am particularly proud of the progress that we made at Brighton College Al Ain and, in England, at Huddersfield Grammar School.

During my three years at Brighton, the school transitioned from being a start-up on a dusty new campus to three consecutive ‘Outstanding’ inspection judgements, the seventh best set of GCSE results in the MENA region with its first examined cohort and its status as one of the most academically successful British-style independent schools in the world.

It was a terrific place to learn and work and, for a young leader as I was at the time, there is no better environment than a start-up in which to accelerate both your own learning and the positive momentum of the school itself. Leading a school that is already fully established, whilst every bit as fulfilling, can sometimes equate to ‘turning a tanker’, as you work with colleagues to overcome legacy issues and to then set it up for success. Operating a completely new school is a little bit different – if you get it wrong, it can be perilous, but if you make the right decisions, hire the right staff and are rigorous in your standards, the school can be firing on all cylinders far more quickly than one might imagine.

At Huddersfield Grammar School, in England, I presided over a first-time entry into the Sunday Times ‘Top 100’ for the school, which then enjoyed national media attention for curricular innovation and was selected in my final year as national winner at the prestigious Independent Schools Association Awards, for ‘Successful Change Management’. That was a proud moment.

About King’s College Doha

It was a great privilege to join King’s College Doha as its new Principal in August. This school is partnered with King’s College in the UK and so will always remain rooted in the traditions of a King’s College education. Our school can draw upon over 140 years of educational excellence that have been amassed by our British sister school and continues to be typified by the provision of an outstanding all-round education, modern teaching methods, breadth of opportunity and first-rate pastoral care for every child.

On the other hand, our expansion onto a premium new campus in August 2023 will present King’s College Doha with a stellar opportunity to evolve into a school that is not only rooted in the traditions and heritage of its sister school, but also embodies the ambition, innovation and expansiveness of our iconic new educational setting.

A vision is, of course, vital for any organisation: it is what we collectively aspire towards and allows us to test the value of everything we do. Our vision at King’s College Doha is that we will, in time, set the standard for British schools in the Middle East. In short, we will do so by being the example.

At King’s, we challenge our teachers and children to ask themselves the following question each day: what would happen if everybody was doing what I was doing? As a pupil, am I being the example with regard to kindness to others, behaviour, concentration and uniform? As a member of staff, am I being the example with regard to my professionalism, enthusiasm, innovation and daily preparation?

After all, being the example in a school environment should not simply mean asking others ‘what are you doing about lifting our standards?’ Instead, it is about being accountable to each other for being the example, regardless of the part we play in school life.

Challenges Faced

A common challenge for a leader of any organisation is encountering resistance to change, and your level of success or otherwise in tackling this will either make or break your improvement agenda.

One common mistake made by inexperienced leaders is to attempt to push through the desired change without first having worked hard to build a collegiate mindset amongst colleagues. For me, this means cultivating friendly staff relationships, celebrating the success of a range of individual colleagues, being flexible and taking the time to consult others properly.

In all walks of life, most people you encounter want to do well, both for themselves and their employer, and so staff will usually accept your ideas if they are seen to be well-informed, properly prepared and are well presented.

When dealing with this sort of challenge in the past, however, I have benefitted most from making comprehensive use of the school’s self-evaluation data to drive my decision-making on the changes that I wish to make. Intensive self-evaluation is a potent weapon that will add credibility to your cause and most reasonable people will embrace change if they genuinely understand the need for it.

And finally, personalise the change – explain what is in it for them! Will the change present colleagues with exciting opportunities for professional development? Even better, can you delegate leadership of the change to staff members as a means of driving their career development?

Source of Motivation

At the beginning of my teaching career, I was driven by a straightforward desire to do my bit to improve the life chances of those in my care and, as an English teacher, to really ‘sell’ the wonders of literature as a means of better understanding the human condition.

Being a Principal presents a very different array of challenges, not least as you are no longer working within the specificity of an academic subject and the nature of your influence and impact upon pupils in the school begins to take a different form. You begin to become driven by the ‘big picture’ and so the things that drive you also evolve.

For me, being an effective Principal in the 2020s means have a keen awareness of what is happening to childhood. Being a young person today is far more complex than it was for my generation. The explosion of all things digital has left many children whiling away the hours communicating online with friends whom they will never meet, engaging in increasingly addictive gaming habits and having their weight, looks and likeability crudely judged by those within their social networking circle, often unaware of what is happening until ‘likes’, retweets and shares place them centre stage.

But how does this look in practice? It means consistently creative and engaging teaching that inspires thought, provokes questions and fosters deep enjoyment of each subject. It means recruiting and retaining teachers who have incredible passion for what they do within an environment in which outdoor activities abound. And it means every child leaving with impressive life skills: confident at communication with adults, full of beans, diligent and ambitious.

Educational Scenario Today

Despite these manifest challenges, all too many schools approach education through an increasingly narrow academic prism. This is apparent within the maintained sector, in both the UK and the USA, where extra-curricular activities have been cut back, character-building residentials have faded and provision for the performing arts in such schools has been reduced.

It is also apparent in China and various parts of the Middle East, where the test-driven culture that operates in all too many schools is making childhood much more of an ordeal than it should be. 24% of Chinese students experienced symptoms of anxiety and depression in 2021 and, in Egypt, nearly 30% of high school students were suffering in this way in 2018 according to its Ministry of Education.

This is a global issue – and yet the world sorely needs its next generation of leaders to be happy, caring, confident and curious.

That is why I have always been driven to develop schools that can offer a salve to rising adolescent anxiety and digital distractedness amongst our young – schools in which the whole child is the whole point.

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In the past, education was confined to a classroom setting. Nowadays, students are more likely to be learning from a variety of sources in their own homes.

The role of an educational leader is to help students become more self-directed learners and make sure that they are getting the best possible education. They also have to make sure that the school or institution is thriving and well-managed.

Having 27 years of experience in manufacturing and education industries. Offering outstanding leadership skill with high integrity and committed to job task. Business oriented and result driven person. One such Education Leader is Nooraini Binti Youp, she drives the organization in a positive revenue growth. Pleasant personality and great rapport with stakeholders.

About Nooraini

She is a Director and Senior Lecturer for Open University Malaysia. She is a Board Director for one of Top Ten Coop in Malaysia name Koperasi Tunas Muda Sg Ara Sdn Bhd, (KTMSAB) Penang. She is the Chairman for Debt Collector ,Exco member for Learning and Development for the KTMSAB and Chairman for Sri Tunas Edar (a subsidiary for KTMSAB).She is the member of Institute of Corporate Directors Malaysia.

Initially, Nooraini was a purchaser in the manufacturing industry. Gradually, she shifted into education in the year 2009 taking a 180-degree change in her life and adapting to a new career path has been challenging, yet she has been able to get many students throughout her striking journey. In the education fraternity, she explored, learned, and discovered her interests and faced every challenge with the perspective of an opportunity. She founded her vision of helping and supporting more learners while upgrading their education a notch up higher and better.

She is an accomplished director with domestic and international experience in operations. P & L oversight, and marketing involving both start-up and growth organizations. Result oriented, decisive leader with proven success in new market identification and strategic positioning for multimillion education industries. Track record of increasing sales and growing bottom line while spreading operational improvements to drive productivity and reduce costs. Excel in dynamic, demanding environments while remaining pragmatic and focused.

Revolutionary Contribution

Taking leadership and entrepreneurial skills at a different level to embark on a journey of optimistic actions, Nooraini Binti Youp – a leader is changing lives with her strong mind-set and glorious personality. She has been successfully handling all hurdles, hardships, burdens to create a platform that is life defining for her students. Her go-getter approach and passion to deliver high-impact resources have helped her shape a fairer world in the education fraternity. Let’s have a look at how her illustrious facade is conquering titles, winning hearts, and signifying reforms.

About OUM

Established in 2000, OUM is the country’s seventh private university and the only one owned by a consortium of Malaysia’s first 11 public universities, known as Multimedia Technology Enhancement Operations Sdn Bhd (METEOR).

This gives us the unique advantage of harnessing the prestige and expertise of our stakeholders. For learners, this means we have the resources to make our programmes the best they can be, with input and contribution from experts throughout the country.

OUM strives to be the university of choice for anyone looking for affordable part-time studies, especially working adults. With 22 years of experience in ODL, we offer a learner-friendly, flexible and accessible approach to ensure that anyone can study anytime and anywhere, not just within Malaysia but also across the globe.

The institute provides the full range of education programs from diploma, degree, master, and Ph.D. level at Open University Malaysia. Every one of my students has their success and failures stories in life, as such the university has been able to improve their life to greater heights. The students come from all walks of life with different ranges of ages with one intention to succeed in life. As a leader, she adheres to accomplish each of their goals and guides them towards a brighter future.

Source of Motivation

With thousands of students turning their dreams into realities and coming back over and over again to accomplish their many goals, visions, and aims are teaching us an inspirational and motivational lesson. As a leader, there is no greater satisfaction than to see the successful faces of those who you choose to lead. With the help of a second chance, learners have been able to fulfil their lifelong dream of learning and growing with leaps and bounds. Such initiatives hold a special place in our hearts and lives.

Nooraini is a woman of choice and composure, just as her professional stature she has lived her personal life with utmost grace and dignity. She is a single mother with four kids, all the children are well-groomed with the right prospects of good education, health, and wealth. At home as a mother- she has fulfilled all her responsibilities with compassion and warmth. As a working woman, Nooraini has excelled with her high-quality performance and driven the organization in positive revenue growth. Her business-oriented person and result-driven style have hit a track record of increasing sales and growing the bottom line while spreading operational improvements to drive productivity and reduce costs. She has flourished in dynamic and demanding environments while remaining pragmatic and focused. Her decades-long experienced in the manufacturing and education industries has helped her to deliver outstanding leadership with integrity and a committed work ethic. Her pleasant personality has secured her cordial relationship with all teams and especially a great rapport with stakeholders.

Awards and Accreditations

• Darjah Johan Negeri. Awarded by Tuan Yang Terutama Negeri Pulau Pinang, Tun Dato’ Seri Utama Ahmad Fuzi bin Haji Abdul Razak during his 73 birthday.
• Certified NLP Practitioner.
• Certified Transformational Leadership by Chartered Management Institution.

Message for Future Leaders Nooraini- a kind-hearted woman who believes in being and doing good to all people. Her people-friendly nature boosts human interaction and connection above all. She believes in bestowing value to each one involved in the whole process. “Believing in being good to all people, has encouraged me to provide distance learning programs to the adults’ learners as to provide them with second chances to improve their life’s better.”

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1. Please mention about the school and its mission/vision and various infrastructural facilities.

The International Christian School of Vienna is the only K-12 English-speaking Christian school in Vienna, Austria, with an American curriculum and the International Baccalaureate Programme for grades 11 and 12. What started as a school for missionary children in 1986, over the years ICSV has expanded its mission to include students from international, diplomatic, and local families. Today, we are a caring community with over 320 students, founded on the core values of Christ-centeredness, excellence, integrity, respect, and service. 

ICSV is unique in its shared mission to provide high-quality, individualized education, equipping students with Christian character to impact the nations of the world. At ICSV, we believe that everyone is created in the image of God. We strive to be an international school of choice where every student is valued and empowered with truth and knowledge for life. 

The ICSV campus is located in Austria, in the heart of Europe. Just a few stations away from the United Nations building, ICSV welcomes students and families from 60 nationalities. The building houses 30 classrooms, separated between elementary and secondary classes. There is a science laboratory, a computer lab, and a library with both digital and print resources for the students. There are separate music, art, and physical education rooms. The multi-purpose room is used for school assemblies and concerts. Outdoors is an elementary playground, small soccer field, and basketball court. A cafeteria where students can purchase lunch rounds out the building. 

2. Kindly mention about the prominent personality of the school and his/her role in the development of the school.

ICSV is governed by a School Board made up of parents and other individuals interested in the welfare of the school. Members bring expertise in education, finance, law, property development, and ministry. The School Board hires the school director. Dr. Sharon Brobst is in her eighth year as director of ICSV. She has a doctorate in education and is a certified administrator. Her leadership team is composed of two division principals, the HR and finance manager, the office manager, and the advancement director. 

3. Kindly describe about the various courses offered by the school and their salient features. 

Elementary School 

Our elementary school program offers the traditional core subjects: English Language Arts, Social Studies, Science, and Mathematics. In addition, each student also participates in Bible, German or English Language Learning, Music, Art, Physical Education (PE), and Computer classes. Our courses are all standards aligned to ensure effective progression of learning. We use innovative, research-based methods of instruction, and cross-disciplinary strategies to help create authentic connections in learning.

Secondary School 

At ICSV, students have the unique opportunity to graduate with up to two secondary school diplomas. They earn the U.S. high school diploma by completing courses in English, Mathematics, Science, Social Studies, World Language, Art, PE, and Health. All students also complete Bible classes, delving into a scriptural approach to ethics, world issues, and the tenants of the Christian faith. In grades 11 and 12 students have the opportunity to earn the International Baccalaureate diploma (IBDP), which is recognized across the globe for its rigorous curriculum and excellent university preparation. Students can choose to complete some, all, or no IB courses in addition to their American curriculum.

4. Please mention what steps are you taking beyond the traditional curriculum to ensure overall development of the students?

While we strive to create an academic program that is highly effective, we also understand that we have a responsibility to aid students in their overall development. Our small class sizes and staff that are invested in knowing their students in a holistic manner help create a nurturing learning environment where students feel safe and known.

Another way that ICSV helps students feel valued is through participation in extracurricular activities, such as: after school clubs, sports, fundraisers, school-wide and class-sponsored events, Student Government, mission trips, and community outreach projects. These activities create opportunities outside of the classroom to build teacher-student relationships, which effectively help shape students’ character and meet their overall developmental needs. 

Our trained support staff are also available to meet with students who would like to discuss personal issues, future plans, or spiritual questions. In middle school, students have a life skills class with lessons pertinent to the students’ social and spiritual lives, while high school students receive guidance to enroll in the university of their choice and become competitive in the workforce. 

5. What steps does the school take to motivate and develop the students’ interest towards education? 

ICSV teachers structure their teaching methods around engaging student-centered learning processes. They use educational technology tools, such as NearPod,  PearDeck, and Flip that draw students into each lesson. At the beginning of each year, students write personal goals for achievement based on their fall MAP tests. These standardized assessments help students see where they excel and areas in need of improvement. Teachers review individual goals with each student to help them create a plan for their attainment. 

The school has an extensive Student Support Services department that provides English Language Learner instruction and Learning Support for students who need to raise their level of English academic proficiency or require accommodations in order to succeed academically. Having teachers who are their in-house advocates encourages these students in their studies.

6. How are you providing financial assistance to the students in need? 

ICSV provides financial assistance through the ICSV Tuition Waiver Fund. The fund is designed to provide partial waivers of tuition for families with demonstrated financial needs. A student must be accepted for enrollment in order to be considered for financial assistance. 

7. What are the career opportunities available to the students after completion of their courses?

Students pursue universities throughout North America, Europe and across the world. The American high school diploma and the IB diploma open doors for students to complete higher education in every country. While students demonstrate a variety of interests in their career choices, common career paths include Business, Medicine, and International Relations. Several ICSV alumni have returned as staff members. 

8. How the school tackled Covid-19, share your experience. 

ICSV closely followed protocols established by the Vienna Board of Education and took precautions to ensure the health and well being of its school community. Specific classes were placed in a remote-learning format when infection warranted it. 

Technology had already been integrated into the education program so teachers and students were comfortable switching to an online format during the lockdown. The school provided families with Chromebooks if they needed an additional device during this time. Teachers were available to their students throughout the day. Classes were conducted in both synchronous and asynchronous formats. 

9. Please enlighten us about the school’s major awards/achievements, its accomplished/renowned alumni, remarkable collaborations, and major accreditations. 

ICSV is accredited by the Association of Christian Schools International and the Middle States Association of Colleges and Schools. It is also an IB World School, by offering the International Baccalaureate Diploma Program. The school has enjoyed a 100% pass rate during the last few years. Students consistently score above international norms on annual standardized academic assessments. The school’s athletic program has produced many first place finishes in the school division’s tournaments. 

Students participate in service learning opportunities as they partner with schools and local charities in several countries, including the US, Romania, and Nepal. The school supports the River of Life Foundation in Romania by raising funds and taking a yearly trip to help with facilities projects and running a children’s program. Students also participate in the UN Women’s Guild Charity Bazaar. 

Last year, ICSV organized a special program to help Ukrainian refugee students continue their studies, including financial assistance. Several families have remained at ICSV, stating that the school provided a safe, caring environment in which their children can continue their education while living in Vienna.

10. Kindly elaborate about the future plans of the school in the same.

Today, ICSV is working on the expansion of its current facility. We purchased the adjoining property so that the footprint can be doubled in size. We have designed a new sustainable state-of-the-art facility with four science labs, a double gymnasium with a stage, multiple outdoor spaces for athletic events, and flexible learning spaces for students to collaborate with their peers. The new building will allow enrollment to grow to 600 students. The school is currently working to raise funds to assist with the building project. 

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Schloss Krumbach International School (SKIS) is a co-educational boarding school for students of 12-19 years old, located in an ancient Austrian castle. SKIS provides high-quality international education throughout Grades 7 to 12 (Middle School and High School) and is the only school in Austria accredited to offer both IB Diploma Programme and A-Level Diploma, in addition to its CIS candidacy and a membership in the DofE programme.

1. Please mention about the school and its mission/vision and various infrastructural

facilities.

A young school, in a historical setting. A small school, growing fast. We are SKIS, an eclectic community of world citizens. We all speak at least two languages and value our diversity.

Schloss Krumbach International School is a co-educational boarding school (Grades 7-12), located in a beautiful 13th century castle. An Austrian Hogwarts, or so they say.

Mission

At Schloss Krumbach International School, we provide young people with the freedom to develop as unique individuals, while instilling a sense of social and political responsibility.

Discover yourself by working together!

Make your study rhythm:

To educate, develop, and inspire our students to reach their full potential and contribute to the creation of a better and more peaceful world by providing a first-class education in a multicultural environment.

Vision

Schloss Krumbach International School provides a holistic education in a place where all students feel confident and cared for. Having received a first-class education in an open-minded international and multicultural environment, our students become thoughtful, active, and caring members of local, national, and global communities.

2. Kindly describe the various courses offered by the school and their salient features.

Schloss Krumbach International School offers a holistic education, intended to educate the “whole person”. We offer all students a broad, balanced range of academic subjects supported by a strong personal and social education program, counseling services, and a learning support team. Academic rigor is promoted throughout the school and the school’s future external examination results and university placement will demonstrate our commitment to providing a successful, progressive learning environment.

Educational Programmes at SKIS:

3. Please mention what steps are you taking beyond the traditional curriculum to ensure overall development of the students.

Schloss Krumbach International School is a unique combination of academic excellence, physical development, extracurricular diversity and a true family environment for students to grow and prosper.

First of all, there is friendship. At SKIS, everybody is friends with everybody. And yes, this is not an exaggeration. Students quickly learn to appreciate and respect their peers, sharing rooms, working on student leadership together, organizing events and creative projects. Then there is support. We believe in the talents and potential of our students, even if they themselves are not as confident yet. Apart from setting our eyes on world’s top notch universities and academic achievements, we offer a range of after-school activities to track and nurture unique sides of the students’ characters. Whatever they choose to focus on, we make sure they become the best of the best.

Join Filip Damjanovic, PE teacher, as he walks you through our sports and recreation policies at SKIS:

4. What steps does the school take to motivate and develop the students’ interest towards education?

Schloss Krumbach International School provides more than education in the main subjects. Outside of school hours, students can pursue their interests in clubs that give them the opportunity to deepen their knowledge and engage in real practice.

For example, our system of supervised homework time. Also, as a school that successfully provides bilingual education throughout the whole middle school period, we believe in and work with innovative teaching methods. This includes a concept developed exclusively by our school – so-called supervised homework time. What does this mean? In accordance with a specially designed schedule, all of our teachers are assigned a supervised homework duty every week. Basically, on-duty teachers stay at school after the end of the classes and spend time with the students at the classrooms to respond to any questions students might have. In a way, this concept is a form of an after-school program, a kind of extra learning mode because students do their homework with access to teachers, even beyond the school day time.

5. What are the career opportunities available to the students after completion of their courses?

At Schloss Krumbach International School, we believe a child’s school years should be a time when they identify passions that can lead to a future profession. The school’s teachers and staff are there to help students find their professional calling. After graduating from Schloss Krumbach, students may apply to universities around the world. SKIS Career Counseling Team helps students explore the potential college venues to facilitate their choice of the Diploma subjects or A – Level subjects. Both programmes provide high-quality international education in English language and are recognised by the universities worldwide. We are happy to assist you in deciding on which of the two programmes suits you the best.

6. Please enlighten us about the school’s major awards/achievements, its accomplished/renowned alumni, remarkable collaborations, and major accreditations.

Here at Schloss Krumbach International School, our mission is to educate, support and inspire our students to fully reach their potential in a place where all students feel confident and cared for.

WE ARE AUSTRIA’S ONLY SCHOOL WITH ALL OF THE FOLLOWING ACCOLADES:

• IB World School offering IB Diploma Programme
• Austria’s only Cambridge Assessment International Education School offering Advanced Level (A- Level Diploma)
• Duke of Edinburgh (DoE) Award center
• Member of the CIS (Council of International Schools)

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1. Please mention about the school and its mission/vision and various infrastructural facilities.

The private Kindergarten Schmetterling was founded in 2002 in Vienna, originally with only one kindergarten group. Nowadays the kindergarten has 24 groups in 4 modern locations across Vienna. These locations are in Neustift am Walde, Heiligenstadt, Dornbach and Heumarkt, directly in the heart of Vienna. The private Kindergarten Schmetterling is a family business (second generation) run by the Dorn family and their team.

The Kindergarten Schmetterling developed the Kindergarten Schmetterling Education/Pedagogy. It is based on the Viennese curriculum and integrates established elements from the Montessori education as well as sensory integration, psychomotor activity, elementary music education, art education, media education, social education and linguistics.

An appreciative mindset is very important to us. Every child has his/her own rhythm and personal approach to materials and humans. Our learning opportunities address the children’s emotional, social, physical, and cognitive areas, thus promoting the development of their entire personality.

We guide the children through their first years and help them open the doors to many areas of life. We agree to an educational partnership with the parents, meaning that we work very closely with each other.

A regular exchange of information is essential for us since one can only cater to the child when one knows what is going on. However, we cannot and do not wish to replace a parental role. We can only be active in accompanying –  parents and children.

Our pedagogues synchronize the pedagogical focuses, curricula, and educational objectives to fit the children’s stage of development. Based on the analysis of various situations, child-centered projects and plans are formed and dynamically adapted, also with the help of a monthly reflection on the main focuses. To ensure quality management, the location manager continuously checks the legal bases, the Viennese curriculum, and the guidelines of implementing pedagogical concepts. Thanks to the pedagogues and assistants’ frequent training (obligatory further education), new scientific/academic knowledge, current pedagogical trends, regional structures, and social changes are always valued and integrated into our daily work with the children.

By attending interface meetings at schools and kindergartens, the transitions can be reflected upon and constantly improved.

The child’s needs are always a priority for us!

2. Kindly mention about the prominent personality of the school and his/her role in the development of the school.

Christoph Dorn built the kindergarten together with his mother. Mr. Dorn is a founding member of the association and has supported the kindergarten on a voluntary basis from day one.

Mr. Dorn has been employed by the association since 2009 and has been the sole managing director since 2014. Mr. Dorn was largely responsible for the expansion of the kindergarten to three locations and has significantly shaped the orientation (bilingual concept, daily, freshly cooked food, eco-label certification etc.).

Mr. Dorn has completed two technical studies and a variety of pedagogical training. In addition to his role as managing director of the kindergarten, Mr. Dorn is also chairman of the supervisory board of the Supporting association Vindobini.

3. Kindly describe about the various courses offered by the school and their salient features.

Courses have a long tradition at Schmetterling. The individual interests of the children are addressed in the courses offered in the afternoon. The courses vary each year and per location. Schmetterling has offered the following courses in recent years:

• Early Musical Education
• Concentration and coordination training
• Cooking for children
• Yoga for children
• Science course
• English as a foreign language
• German as a foreign language
• Dancing
• Sports courses
• Nature Experience

4. Please mention what steps are you taking beyond the traditional curriculum to ensure overall development of the students?

Schmetterling offers much more and is constantly developing the educational concept. What is special about Schmetterling is the bilingual care in German and English (full-time), the daily home-cooked meals with an organic content of 80%, a higher care ratio in the groups, weekly excursions for the older children, inter-group school preparation in a separate course, modern and bright rooms, …

All caregivers must undergo annual further training to stay up to date with the latest pedagogical developments. In addition, Schmetterling employs its own pedagogical quality manager.

5. What steps does the school take to motivate and develop the students’ interest towards education?

Children of kindergarten age are basically interested and curious. Schmetterling picks up on this natural curiosity and tries to give the children the necessary security to be able to develop freely.

For this reason, we use the Berlin settling-in model and the relationship partnership with the parents is particularly important to us. In the development meetings, which take place twice a year, the needs of the children are addressed.

In addition, a speech therapist and an occupational therapist visit Schmetterling every week.

6. How are you providing financial assistance to the students in need?

Schmetterling supports families in financial need with a free or low-cost kindergarten place.

In individual cases, donations were also collected for these families.

7. What are the career opportunities available to the students after completion of their courses?

Schmetterling offers kindergarten places at four locations, and children up to the age of six are cared for. Due to the full-time bilingual care, the children also can go to purely English-language elementary schools (e.g., American International School Vienna, Vienna Elementary School).

Schmetterling is often chosen by parents who are only staying in Austria with their children for a few years. The children of these families stay in the international context when attending Schmetterling, but also get to experience the German language and Austrian culture. This gives the children a broad spectrum and prepares them for international challenges.

8. How the school tackled Covid-19, share your experience.

All kindergartens were open throughout the Covid-19 period and there was always at least one group of children attending at each site. Schmetterling cared for the children in very small groups during the lockdown. For the children in their final year of kindergarten, shelter was provided to prepare them for school. For the other children, there was a comprehensive folder with craft ideas, songs and much more. The caregivers were also in telephone exchange with the parents.

The staff at Schmetterling had to test themselves two to five times a week, depending on the incidence. In individual months, compulsory testing for children was implemented.

9. Please enlighten us about the school’s major awards/achievements, its accomplished/renowned alumni, remarkable collaborations, and major accreditations.

At Schmetterling, the topic of environmental education is very important. Schmetterling is EMAS (Eco-Management and Audit Scheme) certified and proudly bears the Austrian Ecolabel.

Some of the children’s parents are ambassadors, Austrian politicians, major entrepreneurs, and public figures.

10. Kindly elaborate about the future of the school in the same.

We are currently working on organic certification, which should be achieved by the beginning of 2023.

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International Highschool Herzogberg was founded in 2017 and immediately gained approval for a secondary program at national level and at the same initiated the authorization process to become an IB World School. A team of international educators was put together and sent to the supplementary training courses of the IBO (International Baccalaureate Organization). Since April 2019, International Highschool Herzogberg is authorized as IB World School.

The school is located on a 12000m² property on the outskirts of Vienna, near the forests of the Wienerwald, but still close to all the cultural highlights of Vienna. The students can reach the inner city of Vienna within 30 minutes, but can also enjoy the landscape and lovely community of the quaint village of Perchtoldsdorf.

Mission Statement

Our mission is to create a school environment that provides every student with the opportunities for ideal development, so our students will not only excel academically but also develop into humble, self-confident adults, well-adjusted to the challenges of an ever-changing global society. We strive to encourage compassionate action and global engagement, so graduates of our school will passionately contribute towards creating a better world. To achieve these goals, we commit to constant reflection and self-improvement to serve as an example for lifelong learning.

Courses Offered

The IB program was chosen as a suitable pathway for the high school as the IBO’s goals align with the governing body overseeing all education programs (childcare and school programs for 1-18 years are offered). They also fit the working methods of the students as well as the requirements of universities and today’s lifestyles through:

• Individualization through working in small groups
• High academic achievement with the opportunity to focus on individual strengths
• Education for self-reliance and independence
• Ideal preparation for the university of choice
• Opportunity to learn German and English at a high level
• Scientific inquiry, research, and written expression at the university level
• A degree with a bilingual diploma

Students begin exploring and planning their university or professional career choices from the 10th grade, the Pre-IB class. In consultation with teachers and the school counsellor, they then select 6 subjects for the International Baccalaureate that fit in with their future plans.

The school’s aim is to prepare them in terms of content, but also enable access to the universities of their choice worldwide. Students take 6 subjects for their Diploma, and the school offers a range of subjects to allow students to focus on languages, arts, or the sciences. Of the 6 courses, students have to take 3 subjects at a higher level compared to the UK A levels, which many universities consider in the admissions process.

In addition, students complete 120 hours of creative, sporting, and social projects or activities over 1.5 years, as this is necessary both for the IB Diploma and for admission to many universities. Furthermore, the subject TOK (Theory of Knowledge) must be completed, in which philosophical principles as well as the creation and processing of large questions and theories are taught.

Students also write a thesis of 4000 words, the Extended Essay in one of the six subjects,, and this is submitted to the IBO before the final examinations. This also ensures that students who choose a university career have internalized the skills required for scientific work and research activities.

Prominent Individual

One of the prominent personalities of the school since its founding is Mag. Nicola Kovacic-Klackl (headteacher, mediator, counsellor). She is also the founder, director, and chairwoman of the governing organization of the Montessori International Campus – Austria, which oversees the Montessori Children’s House, the Montessori International School for 1- to 15-year-olds as well as International Highschool Herzogberg.

A second prominent personality is Mag. Lukas Slepecki-Dobner who is head of the IB Programme of International Highschool Herzogberg. As well as teaching English and mathematics, he was a key part of the founding team and developed and coordinated the program with a particular focus on providing individual support to students, both academically and in their personal development.

The special feature of this founding team lies in creating an environment which allows all members of the school community, both staff and students, to develop and learn. The school’s culture is built on mutual understanding and respect on all levels, and this acts as a solid foundation for both academic success but also personal growth.

Beyond the Traditional Curriculum

• Student and team health: The students and all team members are provided with a biological snack appropriate to their age group. At lunchtime, the school chef cooks a vegetarian lunch consisting of organic ingredients, which ensures efficiency and well-being throughout the day.
• In addition to the IB Counsellor, a personal coach is also available for all students from 10th grade onward to help deal with learning problems or stress at an early stage and to coach the young people socially.
• A 1-hectare plot with green areas and a small forest invites students to take breaks or work outdoors in learning places in nature. In the summer, teachers aim to shift lessons outdoors to enjoy the fresh air and beautiful skyline of Vienna.
•  Animals are located on the school grounds – dogs are available onsite to provide support to students with anxiety or in emotional distress.

Steps for Student Motivation and Growth

By working in small groups and with close support of the homeroom teacher, the school ensures that no student is left behind. Through individual conversations and regular counselling, students discuss and learn how to create a positive attitude to work, deal with stress, apply different learning methods and maintain personal well-being. The most decisive difference, however, lies in the pre-counseling of all students throughout primary level and the junior high school, in which the focus lies on independence and self-control. Here scientific work is also taught at an early age. These factors provide a foundation allowing students to succeed when entering the Highschool.

For financial support, the school has a safety fund, which enables students in need to continue attending school until graduation if a family experiences financial difficulties. Furthermore, in the past, the parent community has shown great cohesion and has helped to find solutions in difficult times.

Career Prospects

The aim of the International Highschool Herzogberg is to prepare students for tertiary education and professional life. Scientific work but also orientation and specialization on students’ strengths during their time at school contributes to the goal of getting a place at their university of choice.

If a student decides against attending a university after graduation, they still have tools such as lifelong learning, organization, awareness of strengths, independence, and deep academic know-how from the 6 chosen subjects at their disposal. This allows for a fluid transition into working life.

Feedback from former students has shown that they are well prepared for succeeding in different contexts and adept at functioning well in team environments.

School & Covid-19

The school was fortunate to be able to get through Covid well thanks to good cooperation with the parent community. The school’s investments in IT technologies paid off as there was already a digital infrastructure in place when the first lockdown began. This allowed a quick transition to digital learning with students maintaining personal contact with teachers throughout all remote learning periods.

During the different phases of Covid-19, the school reacted swiftly to the changing situations and found solutions quickly, so that the needs of students and parents were met throughout. In particular, the willingness of the entire pedagogical team to find hybrid solutions, in which students could be taught on-site and from home in parallel, ensured that no students were disadvantaged.

Awards and Achievements

Since the International Highschool Herzogberg is a very young school, it does not yet have any university graduates. However, the high average point score of all IB Diploma’s and the fact that so far all students have achieved a Diploma on their first attempt shows the good cooperation between students, the staff, and parents.

It is also striking that many graduates have opted for the fields of medicine, economics, and law, some even for 2 courses in parallel. This indicates that the school’s graduates acquire a passion for learning.

Upcoming Plans

Since the class sizes will remain at most 16 students, there are no plans to enlarge the school. Since this year, the school has been working on setting up a well-being program for the team to ensure continuity and a great working atmosphere for employees after a draining period during Covid-19. In the annual evaluation over the summer holidays, the school continues to improve the quality in all areas for instance implementing state-of-the-art learning methods or new coaching methods to ensure the highest quality of learning and development for the students.