Author: HM

  • Future-Ready Starts on Monday

    Every school strategy now mentions being future-ready.

    Few of them change what happens in a Year 9 classroom on Monday morning.

    If the future needs students who can question, collaborate and cope with uncertainty, the test is simple. Where in this week’s timetable do they practise those things? Where are they assessed? Who notices when they improve?

    A future-ready curriculum is built in small decisions. The task with no single right answer. The lesson where the teacher talks less. The assessment that rewards thinking over recall.

    The vision statement can wait.

  • The Speech Is the Easy Part

    Most leaders think inspiration happens at the front of the hall.

    The start-of-year address. The slide with the big quote. The applause.

    It rarely does.

    Staff are inspired by what happens on a wet Tuesday in November. When you cover a lesson without being asked. When you remember that a colleague’s daughter had an exam. When you admit you got something wrong in front of the people who noticed it first.

    The speech sets an expectation. Everything after it either confirms it or quietly cancels it.

    Your team is keeping score, whether they mean to or not.

    What did they see you do this week?

  • Step Back. Look Out. See Clearly.

    The holiday is here.

    Clear the urgent work. Leave the rest on the table. It will still be there in a week.

    Then take some time to look out of the window. Rest. Travel. Get some perspective.

    With a little distance, patterns become easier to see. Problems become easier to solve.

    Clear thinking needs space.

    Rest first. The clarity will follow.

  • Building A Future-Ready Curriculum: What It Might Look Like In Secondary Schools

    Building A Future-Ready Curriculum: What It Might Look Like In Secondary Schools

    Last week, during a curriculum planning meeting, one of our Heads of Department asked a simple question that stopped the room. “If we are teaching a five-year scheme of work for jobs that will not exist in five years, what exactly are we preparing them for?” Nobody had a tidy answer. We spent the rest of the meeting circling it, and I have been circling it since.

    It is not a new question. Every generation of school leaders has claimed to be preparing students for an uncertain future. What has changed is the pace. The World Economic Forum’s Future of Jobs Report 2025 estimates that 78 million new job opportunities will open by 2030, alongside significant displacement, and it names analytical thinking, resilience, AI and big data literacy, and technological fluency among the fastest-growing skills employers expect. A curriculum built around static content is unlikely to serve students well against a backdrop that is moving that quickly.

    So what might a future-ready secondary curriculum actually look like? Three shifts stand out to me.

    From Content Coverage To Competency

    The OECD’s Learning Compass 2030 offers a useful reframe. It is not a curriculum itself, but it sets out the knowledge, skills, attitudes and values students will need to navigate towards individual and collective well-being, including data and digital literacy alongside the more familiar literacy and numeracy. The shift it implies is significant. Instead of asking “have we covered the syllabus,” schools are pushed to ask “can this student act on what they know.” Coverage and competency are not opposites. However, a curriculum designed around competency tends to make room for depth over breadth, and for transfer over recall.

    Treating AI As A Curriculum Question, Not Just A Classroom Tool

    Much of the conversation in schools has focused on how teachers use AI, or how students might misuse it. That is important, but it is only half the question. The OECD’s recent work on evolving AI capabilities argues that curricula will need to give far more deliberate attention to problem-solving, data literacy and technology use as core competencies in their own right, not bolted-on digital citizenship lessons. The Learning Policy Institute goes further, arguing that the AI era requires schools to be redesigned rather than adjusted at the edges. Whether or not a school agrees with that scale of ambition, it is a useful provocation. Are we updating our curriculum, or are we simply updating our policy on calculators?

    Learning That Behaves Like The Real World

    The most convincing future-ready curricula I have seen share one trait: the work students do resembles the work adults do.

    Edutopia’s collection of interdisciplinary project-based learning case studies is full of small but telling examples, students investigating a real environmental problem in their own classroom, then presenting findings and lobbying local government; students designing and building an irrigation system for a garden they planned themselves. None of this requires abandoning subject disciplines. It requires designing the assessment task so that Science, Design and Civics have a genuine reason to sit in the same room.

    None of these three shifts are easy to implement at scale. Timetables resist interdisciplinary work. Universities still ask for familiar subject grades. Teachers are, understandably, cautious about redesigning something that already works reasonably well. However, I would argue that the risk of moving too slowly is now greater than the risk of moving imperfectly.

    A curriculum that only prepares students to pass the assessment it was designed around is not, by definition, future-ready.

    It is only ever present-ready, and the present does not hold still for long enough to make that a safe bet.

    So I will leave you with the question that stopped our meeting last week. If you are teaching your current scheme of work for jobs that may not exist by the time your students graduate, what exactly are you preparing them for? I do not have a complete answer yet. I suspect no single school does. But asking the question, properly and often, may be the most future-ready thing a curriculum team can do.

    Journeying:

    Related Articles:

  • The Best Way to Talk About Leadership Growth in an Interview

    The Best Way to Talk About Leadership Growth in an Interview

    Leadership is a journey. You might be asked in an interview: “How have you developed as a leader?” This question tests your self-awareness, growth, and commitment to learning. Let’s break it down so you can give a strong, clear answer.

    Key Areas of Leadership Growth

    Your development should focus on these areas:

    • Self-Awareness – Know your strengths, weaknesses, and emotional triggers.
    • Decision-Making – Improve your ability to make sound, timely choices.
    • Communication – Learn to influence and inspire others.
    • Adaptability – Stay flexible and handle change effectively.
    • Empowering Others – Support and develop the people around you.
    • Resilience – Stay calm and focused under pressure.

    “Before you are a leader, success is all about growing yourself. When you become a leader, success is all about growing others.”

    – Jack Welch

    How to Measure Leadership Growth

    You can track your progress in a few simple ways:

    • Self-Reflection – Use leadership frameworks like John Maxwell’s Five Levels of Leadership.
    • Peer Feedback – Ask colleagues and mentors for honest input.
    • Results – Look at team performance, employee engagement, and goal achievement.
    • Learning – Review books, courses, and training you’ve completed.

    How to Keep Growing

    Leadership isn’t just about thinking—it’s about doing. Herminia Ibarra argues in Act Like a Leader, Think Like a Leader that leaders grow through action. Here’s how you can stay ahead:

    • Read and Learn – Books like The Ride of a Lifetime by Bob Iger offer valuable insights.
    • Get Training – Leadership courses and workshops sharpen your skills.
    • Find a Mentor – Learning from experienced leaders accelerates growth.

    “Leadership and learning are indispensable to each other.”

    – John F. Kennedy

    How to Answer in an Interview

    When answering “How have you developed as a leader?” structure your response using the STAR method (Situation, Task, Action, Result). To strengthen your answer, focus on specific examples highlighting key leadership traits.

    Example:

    1. Situation: “Early in my leadership journey, I struggled with delegation. I often took on too much myself.”
    2. Task: “I needed to learn how to empower my team without micromanaging.”
    3. Action: “I read Leaders Eat Last by Simon Sinek, took a delegation workshop, and actively sought feedback from my team.”
    4. Result: “I became more effective at trusting my team, which boosted their confidence and improved overall productivity.”

    Your Next Steps

    Leadership is about growth. Take a moment to reflect: How have you improved as a leader?

    Write down three key areas of progress and think about how you’d explain them in an interview.

  • Trust is Your Leadership Currency: How to Build It and Fix It When It’s Broken

    Trust is Your Leadership Currency: How to Build It and Fix It When It’s Broken

    Trust is the foundation of leadership. Without it, teams struggle with engagement, communication, and performance.

    When your team trusts you, they:

    • Feel safe sharing ideas and concerns.
    • Follow your direction without hesitation.
    • Stay motivated and committed to their work.

    But trust isn’t automatic. You have to earn it—and once lost, it’s hard to regain.

    “Trust is the glue of life. It’s the most essential ingredient in effective communication. It’s the foundational principle that holds all relationships.”

    Stephen R. Covey (1989).

    How to Build Trust

    Be Reliable

    People trust leaders who follow through. If you make a commitment, keep it. Small actions matter.

    • Show up on time.
    • Respond when you say you will.
    • Deliver on promises, no matter how minor.

    According to Stephen M.R. Covey (2006), “Trust is equal parts character and competence… You can look at any leadership failure, and it’s always a failure of one or the other.” Inconsistent leaders quickly lose credibility, while dependable and skilled ones gain long-term trust.

    Communicate Clearly

    Uncertainty breeds doubt. Be open about decisions, challenges, and expectations.

    • Share what you know, even when it’s tough.
    • Explain why choices are made.
    • Invite feedback and act on it.

    Trust Your Team

    Trust goes both ways. When people feel trusted, they step up.

    • Give people autonomy.
    • Recognize good work.
    • Let others take the lead when possible.

    Lead by Example

    Integrity builds trust. Your actions set the tone for your team.

    • Admit mistakes instead of making excuses.
    • Treat everyone with respect—always.
    • Hold yourself to the same standards you expect from others.

    Kouzes and Posner (2012) reinforce this idea: “Exemplary leaders know that if they want to gain commitment and achieve the highest standards, they must be models of the behaviour they expect of others.” If you want your team to be honest, communicative, and reliable, you must first be those things yourself.

    How to Fix Broken Trust

    Even great leaders make mistakes. What you do next determines if trust can be restored.

    Take Responsibility

    Don’t deflect blame or make excuses. Own the mistake and show you’re serious about making things right.

    • Acknowledge what happened.
    • Apologize without qualifications.
    • Explain what you’ll do differently.

    Follow Through on Fixes

    Words aren’t enough. Actions rebuild trust.

    • If you promise change, deliver it.
    • Be patient—trust takes time to restore.
    • Keep communication open so people see your commitment.

    Rebuild Relationships

    Trust is personal. Talk directly with those affected.

    • Ask what they need to feel confident in you again.
    • Listen without defending yourself.
    • Make amends where possible.

    Trust Questions in Leadership Interviews

    Expect to be asked, “How do you build and repair trust?”

    Here’s a strong way to answer:

    “Trust is built through consistency, honesty, and accountability. I focus on open communication, keeping commitments, and ensuring my actions match my words. If trust is broken, I address it directly, take responsibility, and make sure it doesn’t happen again. In a previous role, a miscommunication caused frustration in my team. I admitted the error, clarified expectations, and improved our process. Over time, trust was restored.”

    Interviewers want to hear that you understand trust is a process—not just a promise.

    Final Thoughts

    Trust isn’t just about leadership—it’s about relationships. Build it with consistency, communication, and integrity. If it breaks, own it and prove through action that you’re committed to fixing it.

    What’s one way a leader has earned your trust?

    References

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

    Kouzes, J. M., & Posner, B. Z. (2012). The Leadership Challenge: How to Make Extraordinary Things Happen in Organizations (5th ed.). Jossey-Bass.

    Covey, S. R. (1989). The 7 Habits of Highly Effective People: Powerful Lessons in Personal Change. Free Press.

  • “When Should You Challenge Your Principal?—And How to Talk About It in an Interview”

    “When Should You Challenge Your Principal?—And How to Talk About It in an Interview”

    Working in an international school comes with unique challenges. Leadership decisions can sometimes clash with your values or professional ethics. Knowing when and how to challenge your principal can make a difference for your school, students, and career.

    When Should You Speak Up?

    • Ethical Issues – If a decision compromises student well-being or violates ethical guidelines, it’s time to step in. Research shows ethical leadership improves trust and accountability (Brown & Treviño, 2006).
    • Conflicts with Your Values – When leadership choices don’t align with the school’s mission or your beliefs, raising concerns can help maintain a strong culture (Fullan, 2014).
    • Leadership Blind Spots – Even experienced leaders make mistakes. Offering a different perspective can lead to better decisions (Goleman, Boyatzis, & McKee, 2013).
    • Poor Communication or Policy Changes – If decisions are unclear or cause confusion, asking for transparency can improve staff and student experiences.

    How to Challenge Your Principal Effectively

    • Pick the Right Time – A scheduled meeting works better than a public confrontation.
    • Be Constructive – Focus on solutions, not problems. Try: “Can we discuss an alternative approach supporting staff and students?”
    • Use Evidence – Present data, research, or examples to back your concerns.
    • Respect Their Role – Acknowledge their perspective while expressing your views.

    Answering This in an Interview

    Interviewers often ask how you handle disagreements with leadership. A strong response shows professionalism and problem-solving skills. Use the STAR method (Situation, Task, Action, Result):

    • Situation: “A proposed curriculum change seemed to exclude students with diverse learning needs.”
    • Task: “I needed to ensure all students had equal access to resources.”
    • Action: “I met with the principal, shared concerns, and provided alternative solutions based on research.”
    • Result: “We adjusted the plan to better support all students.”

    When to Walk Away

    If leadership consistently ignores ethical concerns or dismisses staff input, it might be time to leave. Studies show that misalignment with workplace values can lead to burnout (Maslach & Leiter, 2016).

    Key Takeaways

    • Speak up when decisions affect ethics, values, or transparency.
    • Choose the right time and frame your concerns constructively.
    • Use facts, not emotions, to support your case.
    • In interviews, highlight your ability to challenge professionally.
    • If the leadership culture doesn’t fit your values, consider other opportunities.

    In small and connected communities, possibly with friends in leadership and the worry of securing your next reference, challenging leadership is hard. But consistently working outside of your values is harder still.

    There is no perfect approach to this situation or answer to this question. Feel the room. When asked about this in an interview, I believed I had responded appropriately; the eye roll on the other side of the desk said otherwise. On a question as personal as this, if the interviewer strongly disagrees with you, it probably is not a good fit, and you move on to the next position.

    Alignment is crucial to your happiness and success. The interviewer’s response to this question will teach you a lot about their values and beliefs. It is worth tuning in to this and ensuring you can and still want to work with them if the job is offered.

    What Do You Think?

    Have you ever had to challenge a school leader? Share your experience in the comments!

    References:

    Brown, M. E., & Treviño, L. K. (2006). Ethical leadership: A review and future directions. The Leadership Quarterly, 17(6), 595-616.

    Fullan, M. (2014). The Principal: Three Keys to Maximizing Impact. Jossey-Bass.

    Goleman, D., Boyatzis, R., & McKee, A. (2001). Primal leadership: The hidden driver of great performance. Harvard Business Review, 79(11), 42-51.

    Maslach, C., & Leiter, M. P. (2016). Understanding the burnout experience: Recent research and its implications for psychiatry. World Psychiatry, 15(2), 103-111.

  • “Belonging Over DEI? What Schools Want to Hear in Leadership Interviews”

    “Belonging Over DEI? What Schools Want to Hear in Leadership Interviews”

    A strong sense of belonging helps students feel safe, valued, and ready to learn. It also strengthens teacher-student relationships and improves school culture.

    Belonging isn’t just about including different perspectives. It’s about making sure everyone feels recognized and respected every day. While diversity and inclusion remain essential, recent shifts in education suggest belonging may be a better focus.

    A Harvard Business Review article, “What Comes After DEI?” argues that many DEI programs fall short because they don’t create meaningful, lasting change. Schools that build belonging go beyond policies and focus on everyday actions that help people connect.

    How can you create belonging in your school or classroom?

    Practical Ways to Build Belonging

    1. Get Names Right

    Names matter. When you say someone’s name correctly, you acknowledge their identity. Mispronouncing a name—especially repeatedly—can make a student feel invisible.

    • Ask for the correct pronunciation early and practice until you get it right.
    • Use tools like NameCoach or Forvo to check pronunciation.
    • Model respect by correcting mispronunciations when you hear them.

    2. Design an Identity-Safe Classroom

    Students feel safer when they see themselves reflected in the curriculum and environment.

    • Display books, posters, and resources representing different cultures, backgrounds, and perspectives.
    • Invite students to share their stories through assignments, discussions, or projects.
    • Use inclusive language that respects students’ identities.

    3. Use Jigsaw Learning

    Jigsaw learning ensures every student plays a vital role in group work.

    • Break lessons into key parts and assign each student a section.
    • Have students teach their section to their peers.
    • Encourage collaboration by rotating groups regularly.

    This method, developed by Elliot Aronson, improves engagement and helps students feel like valued contributors.

    4. Craft Inclusive Situations

    Every interaction in your school shapes belonging. Small shifts in how and where students interact can make a difference.

    • Pair students purposefully to encourage new friendships.
    • Rethink classroom discussions to ensure multiple perspectives are heard.
    • Offer leadership roles to students who might not usually step forward.

    5. Connect Learning to Students’ Lives

    When students see themselves in the material, they engage more.

    • Use case studies and examples that reflect diverse experiences.
    • Ask students to bring stories, music, or traditions that matter to them.
    • Create assignments with flexible formats so students can express themselves in natural ways.

    Angeline Aow, in Becoming a Totally Inclusive School, emphasizes that identity-safe spaces improve student confidence.

    How to Answer This in an Interview

    If a school leader asks, “How do you create a sense of belonging in your classroom?” they want a clear, structured answer. Use the S.T.A.R. method to give a strong response:

    1. Situation: Describe a challenge related to belonging.
    2. Task: Explain what needs to change.
    3. Action: Share specific steps you took.
    4. Result: Highlight the impact on students or staff.

    Example Response for an Academic Leader

    Situation: Some students in my school felt disconnected because class discussions often centred on dominant cultural narratives.

    Task: I wanted to create a more inclusive space where all students saw their perspectives reflected.

    Action:

    • I adjusted the curriculum to include stories from different backgrounds.
    • I encouraged students to bring in personal experiences related to our covered topics.
    • I used jigsaw learning, so every student contributed meaningfully.

    Result: Students became more engaged, and classroom discussions reflected a wider range of experiences. I also saw a shift in peer relationships, with more cross-cultural friendships forming.

    Example Response for a Pastoral Leader

    Situation: A new student from another country was struggling to make friends.

    Task: I needed to help them integrate into the school community.

    Action:

    • I paired them with a buddy who shared a similar interest.
    • I introduced lunchtime social groups where students played games and discussed their cultures.
    • I checked in regularly to see how they were adjusting.

    Result: The student became more confident, participated more in class, and formed strong friendships.

    What This Means for International Schools

    Many international schools have strong diversity statements. But will they stay true to their values if external pressures push against DEI work?

    Belonging offers a way forward. Instead of framing inclusion as a debate, schools can focus on creating environments where students feel connected. This approach moves past labels and into real, daily practices that benefit everyone.

    Takeaways for Educators and Leaders

    • Small actions, like learning names and rethinking classroom discussions, shape belonging.
    • A welcoming classroom is intentional, not accidental.
    • In interviews, use the S.T.A.R. method to show how you create belonging.
    • Schools should focus on sustained efforts rather than temporary initiatives.

    Creating belonging isn’t just about policies—it’s about what happens daily in classrooms and hallways. How will you contribute?

  • “The Secret to Inspiring Teams—And How to Talk About It in Your Interview”

    “The Secret to Inspiring Teams—And How to Talk About It in Your Interview”

    Getting an assistant principal role is a big step in your leadership journey. To succeed in the interview, you need more than just a list of qualifications. You must clearly explain your “why,” show leadership skills and inspire confidence. This guide will help you prepare with insights from Patrick Lencioni and Simon Sinek, practical interview techniques like the S.T.A.R. method, and strategies for motivating teams—even those resistant to change.

    Defining Your “Why” and Motivation

    Before you prepare for specific questions, take a moment to reflect. Why do you want to be an assistant principal? In Start With Why, Simon Sinek explains that leaders with a clear purpose inspire trust and commitment. Patrick Lencioni, in The Motive, stresses the difference between leading for personal gain and leading to serve others.

    Ask yourself:

    • Are you passionate about student success, teacher growth, or school improvement?
    • Do you see leadership as a responsibility or just a step up in your career?

    Interviewers look for candidates who understand their purpose and take leadership seriously.

    Is Inspiration Actionable or Just a Concept?

    Inspiration isn’t just a feeling; you can create it through leadership. Adam Galinsky, in Inspire, explains that leaders set the conditions for motivation and action. Show your ability to inspire others in interviews by:

    • Communicating a clear vision that connects with the school’s mission.
    • Leading by example—your actions should reflect your values.
    • Recognizing and celebrating progress, not just results.

    Inspiring Those Who Are Resistant

    Not everyone on your team will be eager to follow. Strong leaders find ways to engage those who resist change:

    • Build trust by being consistent and transparent.
    • Acknowledge challenges and find common ground.
    • Give people ownership over solutions to increase their investment.

    Using the S.T.A.R. Method to Ace Your Interview

    The S.T.A.R. method helps you structure clear and impactful responses:

    • Situation – Describe a challenge you faced.
    • Task – Explain your role in addressing it.
    • Action – Detail the steps you took.
    • Results – Highlight the impact of your actions.

    Example: Academic Leadership Scenario

    • Situation: Teachers struggled with a new assessment policy.
    • Task: As a grade-level leader, I needed to help them transition smoothly.
    • Action: I organized training, collected feedback, and adjusted the plan.
    • Results: Teacher adoption increased by 80%, and assessments became more consistent.

    This method keeps your answers structured, clear, and persuasive.

    Recommended Resources on Inspiring Teams

    To grow as a leader, explore these resources:

    • Leaders Eat Last by Simon Sinek – How leaders build trust and cooperation.
    • The Five Dysfunctions of a Team by Patrick Lencioni – Common team challenges and how to fix them.
    • Inspire by Adam Galinsky – Practical ways to motivate and influence others.
    • Harvard Business Review articles on leadership and motivation.
    • Educational Leadership Journal – Research-backed strategies for school leaders.
    • Drive by Daniel Pink – The science behind motivation and performance.

    Key Takeaways

    • Define your why to clearly explain your motivation for leadership.
    • See inspiration as an action rather than just a concept.
    • Use the S.T.A.R. method to give strong interview responses.
    • Develop strategies to motivate even resistant team members.
    • Keep learning from trusted leadership sources.

    Take Action

    Preparing for an assistant principal interview starts now.

    • Reflect on your leadership values.
    • Practice answering interview questions using the S.T.A.R. method.
    • Read and apply insights from the recommended books and articles.

    Stay engaged in leadership discussions and keep improving. Good luck!

    Journeying:

    Reading:

    How to Inspire People

    Adam Galinsky On How Great Leader Inspire Their Teams

    Inc.com: Leaders who inspire greateness, show these 3 qualities

    Forbes: 3 Strategies to motivate and Inspire through tough times

    Recommended book: Inspire by Adam Galinksy

  • Promoted to Manager? Here’s How to Earn Respect Without Losing Friends

    Promoted to Manager? Here’s How to Earn Respect Without Losing Friends

    Becoming a leader is exciting but comes with challenges. You must build trust, earn respect, and set clear expectations. If you were promoted internally, shifting from peer to manager can be tricky. You’re no longer just a friend—you’re the one making tough calls.

    Build Trust with Your Team and Stakeholders

    Trust is the foundation of strong leadership. People follow leaders they believe in. Here’s how to build that trust:

    • Be honest and transparent about your goals and decisions.
    • Listen more than you speak. Understand your team’s concerns.
    • Follow through on commitments. Reliability builds credibility.
    • Encourage open communication and feedback.

    Research shows leaders prioritising trust see stronger team performance and engagement (Brower et al., 2000).

    Managing Internal Promotions: Shift Perceptions

    If you’ve been promoted within your company, your relationships will change. Some colleagues may struggle with seeing you as a leader. Others may expect special treatment.

    Here’s how to handle it:

    • Define boundaries early. Be clear about your new role.
    • Treat everyone fairly. Avoid favouritism.
    • Communicate openly. Address any concerns head-on.
    • Seek guidance from mentors or leadership groups.

    The First 90 Days by Michael Watkins stresses the importance of setting expectations from day one. Taking control early prevents misunderstandings and resentment.

    Leadership Can Feel Lonely—Here’s How to Cope

    Leadership isn’t just about managing others. It also means making tough decisions that not everyone will like. This can feel isolating.

    • Find a mentor who has been in your shoes.
    • Build a support network outside of work.
    • Set aside time for self-reflection and growth.

    Heifetz and Linsky, in Leadership on the Line, advise stepping back to see the bigger picture. This helps leaders manage stress and avoid burnout.

    Balance Relationships with Accountability

    Strong leaders know how to support their teams while holding them accountable.

    • Set clear expectations from the start.
    • Give feedback regularly—both positive and constructive.
    • Lead by example. Show the work ethic you expect from others.
    • Recognize achievements. People work harder when they feel valued.

    Kouzes and Posner in The Leadership Challenge emphasize that credibility comes from consistency. Your team watches what you do more than what you say.

    Practical Takeaways

    • Communicate clearly and often.
    • Build trust through consistency.
    • Establish professional boundaries.
    • Seek mentorship and leadership networks.
    • Balance approachability with authority.

    Effective leadership isn’t about being liked—it’s about being respected. Set the tone early, stay true to your values, and lead with integrity.

    Journeying:

    Articles and Reading:

    Article: Leadership Transitions and the First 90 Days

    Forbes Article: Why It’s Hard To Transition From Doing To Leading

    McKinnsey Article: New leadership for a new era of thriving organizations

    Article: Leadership Transitions: The Key To Organisational Success

    Article: Developing leaders by supporting their transitions into senior positions

    Videos:

    Simon Sinek on Building Trust

    It’s Lonely At the Top: Turn Loneliness into Leadership That Matters

    Short and Snappy Video on Building Trust

    References

    • Image Credit: PixelPop
    • Bass, B. M., & Riggio, R. E. (2006). Transformational Leadership. Psychology Press.
    • Brower, H. H., Schoorman, F. D., & Tan, H. H. (2000). A model of relational leadership: The integration of trust and leader-member exchange. The Leadership Quarterly, 11(2), 227-250.
    • Dirks, K. T., & Ferrin, D. L. (2002). Trust in leadership: Meta-analytic findings and implications for research and practice. Journal of Applied Psychology, 87(4), 611.
    • Gabarro, J. J. (1987). The Dynamics of Taking Charge. Harvard Business School Press.
    • Heifetz, R. A., & Linsky, M. (2002). Leadership on the Line: Staying Alive Through the Dangers of Leading. Harvard Business Review Press.
    • Kouzes, J. M., & Posner, B. Z. (2017). The Leadership Challenge: How to Make Extraordinary Things Happen in Organizations. John Wiley & Sons.
    • Northouse, P. G. (2021). Leadership: Theory and Practice. Sage Publications.
    • Senge, P. M. (2006). The Fifth Discipline: The Art & Practice of the Learning Organization. Crown Publishing.
    • Watkins, M. (2013). The First 90 Days: Critical Success Strategies for New Leaders at All Levels. Harvard Business Review Press.

  • “The Dark Side of Empathy: Unmasking Manipulative Leaders”

    “The Dark Side of Empathy: Unmasking Manipulative Leaders”

    Some leaders understand emotions better than others. They can read people, predict reactions, and use this insight to influence decisions. But not all of them do so with good intentions. In leadership and psychological research, these individuals have become known as “dark empaths”.

    What Is Dark Empathy?

    Dark empathy is understanding and connecting with others’ emotions—but for self-serving purposes. Unlike traditional empathy, which fosters kindness and support, dark empathy can be used for control and manipulation.

    Dark empaths share traits with the Dark Triad—narcissism, Machiavellianism, and psychopathy—but they differ in one key way. They feel others’ emotions but don’t always use that awareness ethically.

    Five Traits of Dark Empathy

    1. Manipulation: They use emotional awareness to influence people for their benefit, often employing guilt-tripping or gaslighting tactics to help them achieve their goals.
    2. Charisma: They are often likeable and socially skilled. This makes them harder to spot and makes it easy for them to win your trust.
    3. Emotional Intelligence: They can read and predict others’ feelings with accuracy.
    4. Emotional Detachment: They understand pain but don’t necessarily feel guilty about causing it.
    5. Strategic Thinking: They plan their actions carefully, ensuring they maintain control.

    Is Dark Empathy a Valid Leadership Model?

    Some argue that dark empathy makes for effective leadership—leaders who are persuasive, emotionally aware, and socially dominant. These traits can help them:

    • Inspire confidence in their teams.
    • Navigate conflicts with skill.
    • Influence decisions in their favour.

    But there’s a downside. Dark Empath leaders often prioritise personal success over team well-being. Over time, this can:

    • Create a toxic work culture built on fear and uncertainty.
    • Cause burnout as employees struggle with emotional pressure.
    • This leads to high turnover when people recognise the manipulation.

    While dark empathy can be helpful, it lacks the genuine care that builds trust and long-term success.

    Current Research on Dark Empathy

    Recent studies suggest one in five people show signs of dark empathy. These individuals often blend emotional intelligence with self-interest, making them difficult to identify.

    Research highlights:

    • Dark empaths score high on emotional intelligence tests but show lower levels of compassion.
    • They avoid physical aggression but engage in psychological manipulation.
    • Many thrive in leadership roles where control and persuasion are key.

    For a deeper dive, check out this research on dark empaths.

    How Dark Empathy Shows Up in School Leadership

    School leaders influence students, staff, and policies. A dark empath in this role might:

    • Show excessive charm while subtly undermining colleagues.
    • Use emotional leverage to push staff into extra work.
    • Favour specific students or teachers to control loyalty.
    • Frame manipulation as motivation, disguising pressure as encouragement.

    This leadership style can create high stress, competition, and distrust in a school environment.

    Is Dark Empathy Always Bad?

    Not necessarily. Reading emotions and thinking strategically can be helpful—if guided by strong ethics. Some dark empaths use their skills for good by:

    • Defusing conflicts with their deep understanding of emotions.
    • Motivating teams without pushing them too far.
    • Recognising manipulation in others and countering it effectively.

    The key difference is intent. When dark empathy serves only the leader, it becomes dangerous.

    How to Handle a Dark Empath Boss

    If you work under a dark empath leader, you need explicit strategies to protect yourself.

    • Set firm boundaries – Stick to your responsibilities and avoid personal entanglements.
    • Document interactions – Keep records of meaningful conversations.
    • Seek support – Talk to colleagues or HR if patterns emerge.
    • Stay emotionally aware – Recognize when guilt or pressure is being used against you.

    Dark empaths thrive on emotional leverage—don’t give them that power.

    References:

    • Heym, N., Ferguson, E., & Lawrence, C. (2021). Dark empathy: Understanding the emotional intelligence of manipulative personalities. Journal of Personality and Social Psychology, 120(3), 480–496.
    • Hessel, J., Hansen, C., & Miller, D. (2022). Leadership and dark empathy: A double-edged sword in organizational settings. Leadership Quarterly, 33(2), 270–290.
    • Paulus, M., & Williams, B. (2021). The psychology of dark empathy: Implications for leadership and influence. Psychological Science, 32(5), 680–695.
    • Wai, M., & Tiliopoulos, N. (2012). The dark triad and emotional intelligence: Intersections and consequences. Personality and Individual Differences, 53(6), 762–766.

    Journeying

    As a psychology practitioner and a keen reader of Robert Greene, I am currently researching this topic. I will write more on related topics soon.

    Sources used and some further reading:

    Article: The positive connection between dark triad traits and leadership levels in self- and other-ratings

    Article: The Dark Empath: Characterising dark traits in the presence of empathy

    Article: In Leaders We Trust, or Should We? Supervisors’ Dark Triad Personality Traits and Ratings of Team Performance and Innovation

    Article: The Dark Empath: Characterising dark traits in the presence of empathy

    Mindforest Article: 3 Traits of Dark Triad Personality: Recognise Dark Leadership at Work

    Article: Examining Dark Triad Traits in Formal Leaders and Their Impact on Employee Workplace Stress: A Comparative Study of Family and Non-Family Businesses

    Article: Understanding the Hidden Manipulator

  • Why Do Some Teachers Resist Leadership Roles?

    Why Do Some Teachers Resist Leadership Roles?

    Moving from the classroom to a leadership role is a big step. Some teachers embrace the challenge. Others avoid it. Why?

    Why Some Teachers Stay in the Classroom

    • Love of Teaching – Some educators find deep satisfaction in working directly with students. Leadership often means giving that up.
    • More Work, Less Balance – Leadership roles come with longer hours, meetings, and added stress. Not everyone wants that.
    • Fear of Losing Connection – Principals and administrators can feel distant from everyday classroom life. Some teachers worry they’ll lose touch.
    • Burnout – After years of teaching, exhaustion sets in. Adding leadership responsibilities feels overwhelming.
    • Bad Experiences with Leadership – If a teacher has dealt with poor leadership, they may not want to be part of the system.
    • Feeling Unqualified – Imposter syndrome is real. Many teachers doubt their ability to lead, even when they’re ready.
    • Unclear Path to Promotion – Some schools don’t provide clear steps for career growth. Without guidance, teachers feel stuck.

    What Makes a Good School Leader?

    Good leaders:

    • Support and empower teachers.
    • Make decisions that help students.
    • Communicate clearly and listen well.
    • Stay connected to the classroom experience.
    • Lead by example, not just by authority.

    Why Do Teachers Choose Leadership?

    Some teachers want a new challenge. Others see leadership as a way to make a bigger impact. Here are a few reasons they step up:

    • A Desire to Grow – After years of teaching, leadership offers a fresh challenge.
    • Higher Pay – Leadership roles often come with a salary increase.
    • A Sense of Progression – Some teachers feel they’ve earned a leadership role after years in the field.
    • A Chance to Influence Change – Principals and administrators shape school policies and teaching practices.

    Barriers to Leadership

    Even when teachers are interested in leadership, obstacles get in the way:

    • Not Knowing Where to Start – Without mentors or a clear career path, leadership feels out of reach.
    • Nepotism and Favoritism – Some feel leadership positions go to those with the right connections, not the right skills.
    • Fear of Isolation – Moving into leadership can mean losing daily interactions with teacher peers.
    • Introversion – Leadership often requires public speaking and constant interaction, which can be draining for introverts.

    Final Thoughts

    Not every teacher wants to lead, and that’s okay. But schools need to provide clear pathways, mentorship, and support for those who do.

    Would you consider a leadership role? What’s stopping you?

    Journeying:

    Books:

    • “Resistance in Educational Leadership, Management, and Administration”
      This edited volume offers various perspectives on resistance within educational leadership and management. taylorfrancis.com
    • “Responding to Resistance: Thirty Strategies to Manage Conflict in Your School” by William A. Sommers
      This guide provides practical strategies for educational leaders to address and manage conflict within school communities. solutiontree.com

    TED Talks:

    • “A Teacher’s Lesson on Leadership” by Beth Wolfe
      Beth Wolfe shares her journey of growing as a leader, emphasizing the importance of courage and the impact of small actions. ted.com
    • “We Cannot Lead Others Without First Leading From Within” by Lolly Daskal
      Leadership expert Lolly Daskal discusses the internal qualities essential for effective leadership. ted.com
    • “Resistance as a Pathway to Change” by Melinda Wells
      Melinda Wells explores how embracing resistance can lead to positive change in educational settings. ted.com

    Additional Resources:

    Books:

    • “Resistance in Educational Leadership, Management, and Administration”
      This edited volume offers various perspectives on resistance within educational leadership and management. taylorfrancis.com
    • “Responding to Resistance: Thirty Strategies to Manage Conflict in Your School” by William A. Sommers
      This guide provides practical strategies for educational leaders to address and manage conflict within school communities.
    • “Teacher Leaders, Classroom Champions” by Jeanetta Jones Miller
    • This book discusses how teachers can serve as leaders within their classrooms and influence school communities.solutiontree.com

    Ted Talks:

    • “A Teacher’s Lesson on Leadership” by Beth Wolfe
      Beth Wolfe shares her journey of growing as a leader, emphasizing the importance of courage and the impact of small actions. ted.com
    • “We Cannot Lead Others Without First Leading From Within” by Lolly Daskal
      Leadership expert Lolly Daskal discusses the internal qualities essential for effective leadership. ted.com
    • “Resistance as a Pathway to Change” by Melinda Wells
    • Melinda Wells explores how embracing resistance can lead to positive change in educational settings.ted.com

  • Leadership Interview Preparation and Recent Trends in Education 2024

    Leadership Interview Preparation and Recent Trends in Education 2024

    The interview season is upon us once again. Advertisements and job descriptions are starting to be posted online, and school websites are no doubt getting serious traffic. For those looking to step into leadership, it can be an exciting and daunting experience. After years of teaching and relevant experience, it can feel like it is time to make the move into leadership. Easier said than done.

    Talented competition, internal candidates, and gaps in your CV serve as genuine obstacles to gaining a position for which you are well-suited. We teach our students skills, and character education is as important as academics and grades. However, interview panels can still bias themselves towards candidates with years of experience in the role. It is both frustrating and understandable. The obstacles are real, although they serve as an opportunity for learning and reflection.

    Self-Awareness

    Self-awareness is a key principle of leadership, and understanding how your experience and identity impact your ability to lead is essential. The questions below force you to consider the ‘why’ of your application and candidacy, as well as your own identity and leadership philosophy. I have been asked these questions myself. Despite your level of preparation, they are challenging to answer in an interview setting.

    Consider the following questions as you start preparing yourself for any leadership positions:

    1. What is it about the job description and the school that led you to apply for this position?
    2. How have you developed as a leader over the last few years?
    3. Tell us about your identity and how it influences who you are as an educator and leader?

    The Nolan Principles

    School leaders demonstrate the Seven Principles of Public Life in their daily interactions and practice. These are also known as the Nolan principles. These principles form the basis for ethical leadership in our schools:

    • Selflessness
    • Integrity
    • Objectivity
    • Accountability
    • Openness
    • Honesty
    • Leadership

    Reflect on the above principles and consider those that resonate with you. How do you demonstrate these in your daily practice, and how can you evidence them? Link these to your personal values and consider how these prepare you for a life in school leadership.

    Your Leadership Philosophy Statement

    When applying for leadership positions, you may be asked for an educational or leadership philosophy statement. If you have not written one before, a quick Google Search will provide you with examples that may inspire you. This statement is personal to you, and whilst resources like ChatGPT may provide some assistance, any resources will detract from your individual skills and value if you overuse them.

    Having re-drafted my own recently, I can recommend the following resources to help you get started:

    A Philosophy statement is never truly finished, and the process can feel contrived. It is a worthwhile process, so stick with it. It will help you form new ideas, clarify your values and priorities and be more articulate in your interview responses. Follow the advice, avoid buzzwords, and re-visit and update it regularly.

    Recent Trends in Education

    Preparation is the key to ensuring that you are aware of the recent trends in education and how these are reflected in the leadership interview setting. It used to be enough to know a school website and why you wanted the position. Not any more. Recent interview questions are designed to avoid canned responses and get to know the “real you”.

    The following list of questions has appeared in recent interviews as either a candidate or hiring principal. Review them and draft your responses. You will be well prepared.

    Diversity, Equity and Inclusion, Belonging and Identity

    • Share a specific example of how you have ensured every student feels valued, cared for, and included in your current school?
    • Tell us how you experience and qualifications have prepared you to successfully lead a school supporting students, teachers and parents..[Insert context and job specification elements here].
    • How do you foster trust and repair trust if it is broken?
    • What strategies or activities have you employed to create a sense of belonging in your school/classroom? [Be specific- name and describe what you did].
    • How do you/have you gone about building a strong culture and community?
    • How do you help your team become cognitively engaged in their work?

    Your Values, Priorities and Leadership Style:

    • How do you inspire your team and teachers?
    • How do you ensure that your team maintains high levels of motivation to do good work?
    • What would you do if you heard via a colleague that a teacher who had attended a recent professional learning experience used this as a platform to discuss the school in a negative light?
    • What innovations have you successfully introduced in the last few years?
    • What would you introduce if you were successful?
    • What is the most exciting change you have made to your classroom practice in the past 12 months? Why?
    • What is your driving aim as a teacher?
    • Who is the most inspirational teacher that you have ever had? Why?
    • Teachers require a range of skills to be successful in the classroom? Which ONE skill do you think is most important? Why?
    • Values and character education are at the heart of what we do. What does this mean to you? How would you promote the values and mission of the school in your daily interactions with students?
    • Is there anything else you want to add that may help distinguish you as an ideal candidate for this position?

    Wellbeing

    • Are there steps to help ensure that your team members do not get burned out?
      • Talk about how you have built relationships with parents and the wider school community.
    • How have you helped promote student agency among students?
    • What would you do if a student was engaged in inappropriate behaviour outside school e.g. drinking alcohol with older people and entering bars.

    Managing Teachers and Conflict

    • Describe an instance when you had to lead through change. How did you manage resistance among staff or stakeholders?
    • Tell us about a successful professional development initiative that you have led. What was your approach? How did you measure the impact of this PD?
    • How do you create buy-in or help promote the necessary change when not everyone is on board?

    Role Specific Tasks

    • How do you manage a budget effectively?
    • How have you effectively used data to improve student outcomes?
    • What are the specific challenges faced by Grade # and # students, and what has been your experience supporting them?

    No amount of preparation will secure a job against a better candidate. But you will feel that you gave the best version of yourself in the interview, and any rejection will feel that little bit better. If you are true to yourself and your values, you will secure a job that is the “right fit” for you and enter a school that will value your contributions and leadership.

    A Note On The Future Of Learning

    Knowledgeworks has identified “Emerging Technologies/Automating Choices, Civic Superpowers, Accelerating Brains, Toxic Narratives and Remaking Geographies” as the 5 Drivers of Change in the Future of Learning.

    As we prepare students for an uncertain and rapidly changing future, it is worth researching the above and how you might best educate students to succeed in today’s world. I will explore this area in future posts.

  • School is Not a Place..

    School is Not a Place..

    These are a few thoughts on our first weeks back after a summer away…

    After a turbulent year of online learning and COVID-testing, the summer break was needed more than ever. A summer of rest, relaxation and minimal technology use. With COVID restrictions taking up so much of our thoughts, it was essential for me to at least take some time away from my laptop and focus on the little things that bring joy. For me, that is reading, walking, and my guitars. An opportunity to put some of the frustrations to one side. 

    The weeks have, however, flown by, and once again, we are back at school, recharged and fortunate to have had a fantastic first cycle. Face to face. We have enjoyed an engaging faculty orientation focusing on developing our curriculum and building a culture of belonging. More so than ever, our community has enjoyed getting to know one another. Despite the challenges, there is a lot to be optimistic about. Of course, we still have our daily COVID testing routine, but this has become just that, routine. The focus has been firmly on learning and supporting our students. Naturally, it is a two-way street, and our students have done an excellent job in supporting us.

    The first two weeks were very smooth indeed. Grade 6 adapted to life in Secondary School relatively quickly, thanks to our Grade 9 mentors in The Bridge program. Grade 9 students did an excellent job of inducting them into the school and showing them the ropes.  I know this because my office has been considerably quieter than in previous years. Instead, I have been able to roam the corridors and enter classrooms. It was very clear; we were all glad to be back.

    What better way to end a successful first cycle than with a Secondary Assembly focusing on our School Value – Creativity?  The students rose to the occasion putting on an excellent show for us all. Dance, classical music, even a rocking Foo Fighters cover. A great way to enter the weekend. It is agreed that this was an amazing start to the year. 

    Very quickly, we have had to utilise another of our values, perseverance. News spread of rising COVID cases and potential lockdowns.  Plans for online learning were drafted and quickly operationalised. I write this now from my apartment after six days of lockdown. Once again, teachers have responded positively and professionally. After all, we are used to this now.

    I have been dropping into classes and hosting meetings with teachers, advisors and parents, and I am struck by the resilience and understanding shown by everyone in what is clearly a trying time.

    Students have responded and quickly adapted their plans for Service Opportunities to ensure they can continue should they complete a lot of the work from their homes. House competitions and IB CORE Day, again, are being developed so that we can continue to build school spirit whilst online.  

    We do not know how long we will teach and learn in this hybrid format, but one thing is clear, we will get through it together. Our community has become stronger due to the difficulties we have faced that are beyond our control. It is therefore fitting that this month’s theme in our community well-being calendar is “Building Community.” After all, as our DP1 student so wisely said, “Our school is not a place…. It’s about the people.”

    Journeying:

    Image: iStock

    Building Community- The Onward Book

    Belonging- Owen Eastwood

  • The Show Must Go On!

    The Show Must Go On!

    This week we experienced what is known as Red Rain. A storm that was so hard that it cancelled school, and the city of Shenzhen fell to a standstill, resulting in a three day week on campus, a day off, and then a Friday of online learning. After weeks of lockdown and uncertainty surrounding government regulations, working from home was a much-needed break for some. For others, it was a distraction and another obstacle to learning.

    Regardless of how we received the news of home learning, one thing is sure. Senior Leadership made the necessary pivot (and quickly too), contacting the IB to arrange the non-examination route for our students due to adverse circumstances, solidifying the plans for the next two days. Yet another challenge for our Grade 12 students as they navigate a turbulent final year in High School. The show went on, and teachers took the disruption in their stride and continued to deliver high-quality lessons to their students.

    I put the finishing touches on our weekly newsletter during the Friday session. I was struck by how much content there was for only a three day week. Many highlights included ‘shout-outs’ to teachers who had recently completed our internal language coaching program, pictures of Grade 6 presentations, a hilarious Middle school production, and updates from our students who are busy filling their time capsules. All of this activity had occurred by Wednesday. A lot is going on, and there is no evidence that our program has become less rigorous due to the COVID restrictions we are now facing.

    As the rest of the world moves on and travel resumes, it is easy for those living outside of China to forget that life here is far from normal. Daily COVID tests, no parents on campus and last-minute changes to established protocols. We have now become adept at administering whole school COVID tests, testing the entire secondary school in around 30 minutes each day; this must be some record! Sometimes, the process seems to make little sense. Ours is not to question why; we respond in the best way for learning. It is what we must and should do.

    During these times, laughter, kindness and caring have become the focal point for our community. Ensuring that we acknowledge that someone may be carrying a heavy burden or find a particular situation more challenging than others is necessary. We have done this well. Teacher Appreciation Week was a recent opportunity to reflect on the contributions of and daily interactions with every faculty member as we hand wrote notes to each community member. At times like these, you notice the time and dedication that teachers put into their every day at school. There is nothing left to say except thank you.

  • School Life: 1200 Smiles

    School Life: 1200 Smiles

    Last week we reopened our doors to our students and we were able to engage in face-to-face teaching once more. At 8am we had a crowd of teachers eager to greet students at the gate. The children were pumped, running into school and into the mandated COVID screening. There was excitement mixed with a degree of frustration and acceptance. Temperature checks, swab testing and face masks seem like a much lesser evil after the lockdown. The community has rallied around and complied with the necessary precautions with little complaint. It’s good to be back!

    Each day we are required to complete a round of COVID testing. 1200 students organised by Advisors and directed to the CDC testing staff. It has been a slick operation. Most days the whole process is complete within an hour. At times, the incessant testing becomes tiresome. However, this hour has provided me with a unique opportunity. To connect with every student in the school during a single day. 

    At 1:30pm each day, the leadership team joined by a team of volunteers oversees the testing hour. During this time we register the students and acknowledge that they have indeed been subjected to a good swabbing. This brief daily interaction required some levity, after all, we are missing class time. As a team, we have joked with, rapped (badly) at, interviewed and checked in with our students. We have managed to speak with the introverted, the extroverted, and those who would prefer to avoid the administration. One thing is hard to ignore. The smiles (even from behind a mask). 1200 smiles. Despite the challenges and uncertainty, the kids are having fun, and I am coming to know more and more students. Not a bad trade-off. So, if ever there was a silver lining, this is it. 

    Journeying:

    Image: Kali9 @ iStock

    The Psychology of a Smile: Ted Talk

    Smile Like It Matters…because it Does: Ted Talk

    Interesting Forbes Article: Forget Resilience, Improve Your Uncertainty Tolerance

    After the Pandemic, Can We Welcome Students back to Better Schools?: John Hopkins Article

    Going Back To School During The COVID-19- Voices of Children: UNICEF Article

  • School Life: Put the Policy in The Drawer, Set Expectations & Develop Relationships

    School Life: Put the Policy in The Drawer, Set Expectations & Develop Relationships

    We have all faced our own personal and professional challenges over the last two years. Whether it be maintaining a healthy routine, managing the nuances of online learning or coping with living and teaching in isolation- we have all needed to adapt and demonstrate some form of resilience and empathy. 

    Since the COVID-19 pandemic began, schools have been faced with a need to reassess how they promote, assess and maintain the well-being of their community. Each school’s individual contexts will have shaped how this has played out. There has been a renewed focus on mental health, student attendance, Social and Emotional Learning and nurturing parent-school connections. 

    Making connections from afar is harder- no doubt about it. Even our friends and family call less often the longer you are away from home. It gets increasingly harder to show up when things are not going well. It is not surprising then, that student attendance during periods of Distance Learning becomes sporadic. Teenagers are tasked with self-managing their sleep, diet and school work alongside the temptations that come with working from home. Teachers have become well-trained in spotting an online gamer or irrelevant group chat when looking at their screens.

    These less productive behaviours are often reported to me as the Assistant Principal. Like most schools, we have clear policies on attendance, gaming and cyber-bullying. But like most schools, we created these policies long before the onset of the COVID pandemic. Needless to say, taking these policies at face value and upholding the previous standard in light of our current situation may not always be the way to go. Online learning is as difficult for our students as it is for our teachers. Whilst we have adapted schedules and assessment expectations to ease the burden on all stakeholders, it has become clear that we often expect the same level of engagement and behaviour as we do when teaching face-to-face. I have recently, been asking myself, whether this is a fair or reasonable expectation. 

    Last month I had a conversation with a Grade 11 student who had been flagged for a surge in non-attendance. Looking at the numbers it was clear, that she is running the risk of missing too much class time to cover the content needed to be successful. The student has been living alone for the last two months as her parents were quarantined in another city. Period 1 was often forfeited in favour of sleep and gradually more and more classes were missed. The absence and missed work snowballed, and knowing she was struggling, she gave up. 

    These conversations with her were invaluable in being able to support her, and understand her context. The policy was less useful. There is no empathy within the pages of an attendance policy. We discussed both her situation and the need for a written policy. But really, we just focussed on expectations and developing relationships. She was not meeting the expectations that she had placed on herself and this was causing her a lot of stress. Knowing the potential consequences of her actions but not knowing how to claw her way back to success was becoming too much. I placed the policy in the metaphorical drawer and tried to understand her situation. I now meet with her every week.

    Sometimes the best action to take is just to be present and listen

    Lee Parker

    This type of conversation has become more commonplace and more important as the COVID restrictions continue. Yet, they are also one of my biggest challenges. Managing to successfully schedule meetings with an online schedule is difficult enough. Maintaining school expectations under crisis conditions is a challenge again. When working online we are often presented with the data before we gain clarity around the context. The data is often available to teachers who are like me, unaware, at the time of the weight that a student may be carrying. And yet, action is expected. Sometimes the best action to take is just to be present and listen. These continue to be challenging times, self-care and caring for others are more important than ever. I would argue that we are learning more about ourselves than ever right now and that these, are just maybe, the most important lessons of all.

    Journeying

    Image: Stock: Cyano66

    Forbes Article: Policies vs. Guidelines: How to Set Expectations

    PBIS Rewards: Rules vs. Expectations

    YouTube: Simon Sinek: The Infinite Game


    Education Week: Is the Assistant Principal the Most Overlooked, Undervalued Person at School?

  • To Rediscover Your Purpose: Chop Wood, Carry Water

    To Rediscover Your Purpose: Chop Wood, Carry Water

    Learning is all about making connections. Connections with, and between students, between classroom learning and real-life, and between our passions and our experiences (jisedu.or.id). It is inevitable after two weeks of lockdown and 6 weeks into Distance Learning, that we may feel some of these connections are starting to break down. It can be difficult to remain positive when the only constant connection in your life is with your internet.

    For educators, Distance Learning seems to attack our very purpose- to develop relationships with students and inspire them to take control of their learning. Without the physical presence of a teacher, or other students to collaborate with, many students find themselves floundering. 

    From our homes, we feel helpless in supporting them, and can only watch the product of months of work and effort seemingly dissipate. It is often the children most in need of strong connections that regress when faced with working online, without the much-needed love and support of their teacher to hand. It is the struggles of these students that we find most difficult to accept.

    When working online, we often fail to experience the joys of seeing a student struggle through a problem to achieve the correct answer,  to laugh at an impromptu joke, or to be amazed at an original idea. Quite often, no matter how innovative a teacher’s approach may be, teaching and learning can become rather passive and didactic online. Without experiencing these moments of joy and celebration, the job itself can seem rather pointless, and we begin to question our own direction. 

    It is important to remember at times like these that our purpose remains the same. It is only the path that leads us there that has changed. Our students still know that we care, and they share the very same frustrations that we do. They want to be back in the classroom as much as their teacher. After all, school is fun. So, when we are feeling lost or disconnected from our purpose it is important to throw ourselves into the process. The work. The rewards will come later. Ryan Holiday writes:

    “Every time you sit down to work, remind yourself: I am delaying gratification by doing this. I am passing the marshmallow test.”

    Ryan Holiday

    This thinking reminds me of an old Zen proverb that my friend used to carry as his mantra. “Chop wood, carry water.” In other words, just do the work, no matter how tough it gets, how little reward or acknowledgement you feel,  just do the work.  If you stay in the present and focus on the process, you will learn a lot, and hopefully, emerge stronger for it. 

    As teachers, we are responsible for leading and guiding our students. This goes without saying. Many of us do this without thinking, at the expense of leading ourselves. During times of upheaval, leading ourselves can sometimes take a back seat, whilst we aim to stay in the race and get the job done. It is important that as we navigate the challenging circumstances brought to us by the pandemic, we do not lose sight of our ‘True North’. Reminding ourselves of our purpose can help the trying times seem less trying and look towards the rewards of the future. 

    “The hardest person you will ever have to lead is yourself.”

    Bill George

    These last two weeks in China have been amongst the most challenging of my career. Emotionally, physically and spiritually. I have had days of sheer frustration and days when I have felt helpless. On Thursday morning, I left a meeting so frustrated I called a friend and vented. I felt better, albeit briefly. Venting, however, solved nothing. Instead, I felt guilty for placing my frustrations on someone else’s shoulders. When a situation is out of your control venting does not help. Focussing on doing good work, however, does. When I look over the events of the last week there a definitely a few bright spots in the work, that reminded me of why we have chosen to do the work we do. 

    On Monday, the Senior Leadership Team informed teachers of some amendments in assessment policy that would be implemented in light of our online situation. A reduction in Assessment of Learning and a renewed focus on Assessment as Learning. With the pressures of formal assessment removed, we can be free to take risks as teachers and encourage students to channel their energies into their curiosities and passions. A small step, adding an element of fun to the online experience and a focus on teaching skills and character.

    On Thursday, a Grade 6 student sent an email to the leadership team. Her parent had tasked her with finding herself a new school in Australia and she was seeking some support. An 11-year old girl faced the challenge of doing this alone. My heart went out to her. She was asking for advice, and at that moment, I was reminded again, that these kids need us. We may not be physically present and yet, they turn to us. The same day, I saw “A Letter from That Kid”. This is an open letter from a student to their teacher posted on social media. The letter reminds us that we do not know the challenges our students may be facing at home, and whilst we may be experiencing frustration, remember that they are too.

    On Friday, we worked in Teacher Evaluation groups as part of our CIS accreditation process. My group was focused on Domain A: The Purpose and Direction of the school. I had prepared the Zoom session as best I could, and of course, things did not go as planned. Links would not work and many of us were called for COVID testing mid-session. The session, however, generated some rich discussion around the school’s guiding statements and it was clear that as a community we are indeed moving in the right direction despite the chaos that we find ourselves in. Much work to do, much to be proud of.

    “Resilience and humility go together. If you are grounded in your organization’s purpose, it gives you the energy to navigate the storms. Humility also helps you to recognize that you don’t know everything, so in moments of crisis you reach out for help; you learn.”

    Carolyn Dewar

    Friday afternoon did also present itself to be one of the most emotionally taxing moments of the week. The school held a town hall meeting to discuss the current difficulties facing those who wish to fly home for the summer. Many have not seen their family since before all this began, and wish to return home for the first time in three years. Flights, however, are currently only one-way and are extremely expensive, re-entering China is also problematic. The dilemma is real. Fly home and see family, potentially being trapped outside the country and forfeiting your job, or remain here for one more year and continue to work in whatever form it happens to be when August rolls around. The conversations were honest and heartfelt, with everyone present understanding and respecting the challenges we are facing at this time. Whilst not everyone will have left the meeting happy, I was reminded of the strength of our community, and that our core value, empathy, may just be the most important value that we possess at this time.

    Journeying:

    Image: Stockninja at iStock.com

    A Letter to Teachers From That Kid

    Empathy Is The Most Important Leadership Skill According To Research: Forbes.com

    Empathy Rules: Harvard Business Review

    Leadership Lessons From The World’s Best CEOs: Mckinsey.com