Category: Uncategorized

---

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

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

2. How do you use technology in the classroom?

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

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

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

4. Please tell us about your organization in brief.

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

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

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

The advice is: BREATHE

6. What motivates you?

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

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

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

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

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

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

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

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

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

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

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

---

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

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

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

Past in a Nutshell

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

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

Contribution to the organization

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

Utilizing technology in teaching.

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

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

Related Organizations

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

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

Roots of Inspiration

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

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

Troubles and fixes

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

Reason Behind Success

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

Current Educational Scenario

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

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

Upcoming plans

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

---

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

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

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

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

2. How do you use technology in the classroom?

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

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

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

4. Please tell us about your organization in brief.

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

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

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

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

6. What motivates you?

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

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

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

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

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

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

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

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

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

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

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

---

Beginning of the Expedition

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

Integration of Technology in Classroom

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

Revolutionizing Education

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

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

About Little Genius International

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

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

Overcoming Challenges

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

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

Current Education Scenario

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

Inspiration and Motivation Behind the Journey

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

Future Goals

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

Message For Students

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

---

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

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

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

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

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

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

What the staff say:

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

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

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

---

“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.