I recently completed my first on-site accreditation visit as a member of an evaluation team with the Council of International Schools (CIS).  Finally getting a chance to have this experience, I now understand why so many educators consider these visits to be among the most valuable professional development experiences. They provide not only a chance to contribute to a school’s growth and continuous improvement but also an opportunity to observe how different institutions craft learning experiences that cater to their unique student populations.  I’d like to share five takeaways from this visit that I will carry forward with me on future visits, along with the painting above, which a student at the school created and presented to me at the end of the visit.

Keep in mind where the school wants to go

At the heart of any accreditation visit is the school’s guiding statements. This vision serves as the school’s guiding star—its finish line.  An evaluator’s role is to assess not just where the school is now but where it is headed and how it plans to get there. By consistently referring back to this vision, evaluators can better understand how evidence gathered before and during the visit fits into the larger narrative of continuous improvement. This lens allows for more relevant feedback to be provided that helps guide schools on the next steps toward their aspirations and goals.

Learning space matters

Some of the first observations – and impressions – an evaluator makes during a visit relate to the physical space and campus layout.  But how does that space contribute to the learning experience? From classrooms to hallways, and even outdoor areas, every part of the school campus has a role to play. Are the spaces conducive to collaboration and creativity? Does the environment encourage wellness and balance? What is the atmosphere during lunch or break times? When we observe how the physical space supports both academic learning and student well-being, we gain valuable insights into how a school’s environment influences student success.

Child protection and safety

Keeping kids safe is arguably the most important thing a school can do.  Safeguarding and child protection are not just important—they are essential. During a CIS visit, evaluators assess the strength of a school’s safeguarding measures as one of the four key drivers of the evaluation process. As external visitors, we often have a fresh perspective that can uncover potential gaps in physical safety or policy implementation. By identifying areas for improvement, evaluators can offer schools valuable recommendations that help enhance their safeguarding protocols and, ultimately, ensure the safety of every child.

Reaching the needs of every learner

Schools can be made up of students from diverse cultural and educational backgrounds, each with their own unique learning needs. As evaluators, it’s crucial to approach each school’s context with an open mind, ready to explore how it is meeting the needs of its diverse learners. This includes not only academic differentiation but also an understanding of the cultural and community-specific nuances that shape each student’s learning journey. Through classroom observations and conversations throughout the visit, evaluators gain a deeper understanding of how schools are adapting their curricula and instructional methods to serve all learners—an experience that evaluators can take back to their own school communities.

Networking

One of the most rewarding takeaways of these visits is the opportunity to collaborate with fellow international educators who share a commitment to growth and improvement. Throughout the visit, evaluators demonstrate unique perspectives and expertise, which sparks invaluable discussions and professional learning for the entire evaluation team. These experiences broaden understandings and can help strengthen the impact evaluators have in their own communities, all of this while simultaneously strengthening professional networks. In the international education community, these connections are a vital part of our ongoing growth and development.

Ultimately, accreditation is about much more than the title—it’s a reflection of a school’s commitment to continued growth and self-reflection. Earning accreditation (or re-accreditation) is a significant milestone for every school community to celebrate, but the true impact is on the students and the quality of the learning experiences they receive.

Growing up, I dreamed about living in the future.  I was mesmerized at the thought of living alongside the Jetsons, traveling around in flying cars and living in vertical cities.  Some of the technologies on that TV show that aired from the 1960s-1980s have now become a reality, like smart homes and robots.  Today’s present is what used to be considered the future, and we are moving forward full throttle.  Technology and innovations are opening many doors and providing instant access to information and added comfort across all areas of our lives today.  Daunting and exciting at the same time. 

Now with the arrival of AI infiltrating our daily lives, the future is more present than ever.  Just last week, one of our teachers raised the concern of AI developing to a point that it could phase out the teaching profession.  While I don’t believe that to be true, our conversations are starting to shift to the future.  I admire the forward-thinking and proactive administrators who are embracing these new developments in technology and what they could bring to the learning environment.  It’s as good a time as any to raise the question:

What does innovation look like in schools?

I’ll break this question down into three areas in our roles as school leaders that I am currently noticing in today’s schools:

1. Innovation is more than just advances in technology and their implementations in the classroom.  Innovation can also be found in the ways schools are adapting their processes and systems so that they function more effectively.  Change-oriented systems, such as Improvement Science, help to identify and analyze current problems to make teaching and learning more engaging and equitable.  New ideas are also finding their way into conversations about how schools define their culture or “story”.  I find it fulfilling to be part of discussions that raise new thoughts about the recruitment and retention of students and faculty, enhanced work-life balance, and more meaningful school-home partnerships. 

New doors are also being opened in pedagogical conversations on how curricula can be taught and assessed.  You might have noticed a renewed excitement during discussions that bring up new learning strategies in the classroom, such as innovative desk formations to boost student engagement or new and creative ways to assess learning targets.  We are seeing more hands-on simulations in classrooms as well as opportunities to implement STEM, global citizenship, and sustainability-focused learning targets into lessons.  Pay close attention and you’ll start to identify those teachers who proactively push the traditional boundaries through rich discussions and questions.

2. Educators should never lose the desire to play and be creative!  Teachers should feel safe to do this too…and they will if the environment permits them to.  Encourage and invite teachers to try new strategies in their classrooms, celebrating their successes in doing so while supporting reflection and growth opportunities when these strategies fall flat.  Find ways to give teacher teams the time and space to design new interdisciplinary connections that target multiple learning goals.  Sometimes all it takes is one faculty meeting to get the ball rolling. 

I give credit to some of our teachers who requested time during our Advisory classes to take students to our Middle School courtyard for team-building activities that tied into the current Advisory unit objectives.  Another teacher brainstormed and put into action table tennis, football, and (currently) basketball tournaments to keep our students engaged during morning and lunch breaks.  Even more, we are supporting a teacher who set up a Forward Thinking Committee to find solutions for behavioral and organizational concerns that are being currently noticed in the classroom.

3. Learning environments can become more meaningful for all.  No, it doesn’t necessarily mean requesting a bigger budget (although I won’t say no to that).  I believe this culture shift starts with schools creating environments that are inviting, optimistic, and trusting.  Teachers want administrators who emit positivity instead of doubt or caution.  Just like our students learn in unique ways, the adults in schools also think in unique ways.  Today’s learning environments should be dynamic, interactive, collaborative, learner-centered, and constructivist.  I have started to more proactively recruit teachers who I believe could lead or contribute positively to forward-thinking and problem-solving teams, eager to raise ideas and brainstorm creative concepts.  

I am the first to say that it can be easy to feel overwhelmed and play catch-up thinking about all the new advancements in technology and innovation.  It is also daunting to think about what schools will look like only a few years from now.  Innovation is at the core of modern education, and proactive schools are embracing this through relationships, new ideas, and supportive environments.

Influenza A hit Bangkok HARD recently.  Many schools in our region reported numerous students out sick for several weeks, with hospitals reported to be at capacity.  Sadly, it even hit me.  Not one to take many days off, I kept myself at home this past Monday.  Student absences due to sickness at our school were reported at over 15% of our entire student body for multiple days in September.  Substitute teachers’ cell phones also stayed busy to accommodate teacher absences.  One can imagine how much the flow of learning was impacted, from summative assessment make-ups to the rewriting of lesson plans to the learning connections made from one class to the next.  When educators talk about student learning, we often engage in conversations around curriculum design, targeted student support, and research-backed pedagogy, but a sick student at home sneezing non-stop isn’t going to care much about that.  We shouldn’t overlook what health looks like in our school environments and how schools can stay safe, healthy, and informed.

When was the last time you had a conversation with your school nurses?  How well do you know the protocols they follow when attending to a sick student?  How about the communication from the school clinic to the respective section offices and home?  I am guilty of this myself, as it’s not normally a part of my daily routine to make a visit to our school clinic.  Take time to recall what the procedures are when the school clinic measures a high fever or when a student has an upset stomach.  If a child needs to go home, when are teachers informed?  Are they even informed at all? Does the rest of the school day’s attendance for this student reflect this?  If a child needs to stay at home to recover for several days, how does learning and communication between school and home continue?

I am blessed to be at a school where so many of our families value the importance of education; our students love being at school.  However, this has a side effect, as sometimes students come back to campus before their doctor’s note allows them to.  We are currently in the process of improving our communication with teachers about what to do in this situation.  It could come down to the relatively simple solution of adding another symbol to our attendance system that our section offices enter when receiving doctor’s notes from the parent or school clinic.

What has Covid taught us about health awareness within our school communities?  Many schools have since pushed health education up a few notches on the priority list, and I have heard of several adding more Parent Coffees on this topic.  What is scary is that there is already talk that we will experience another pandemic in our lifetime.  Our school has started sharing “health nuggets” at our weekly school assemblies, and I have noticed more signs around campus suggesting proper ways to wash hands.  Signs of mandatory wearing of masks are still peppered around campus too, like archaic remains of a pandemic long ago.  I would even suggest a deep dive by the curriculum gods at schools to see how health education is incorporated into each grade’s academic program. 

This is as close as I’ll ever get to feeling like a doctor.  I prefer to keep my educator hat on. But coming off a recent cold, I am reminded of how much the learning process gets affected when sickness arrives.  Sometimes people just need their rest.  Period.  Now if someone can train all of our youngsters to always cover their mouths when they sneeze, please tell me!

It’s that time of year again.  Time to dust off those graduation caps, untangle the tassels, and congratulate the efforts and achievements of our senior classes.  Congrats to all Class of 2023 graduates.  We wish you the best as you take what you have learned to make your mark on the world!  Here are a few thoughts that have been running through my head these past few weeks as graduation ceremonies come and go:

As this new crop of eager young minds enters the workforce, it’s important to see the bigger picture of what really matters in today’s fast-paced and ever-changing world.  Young people, strive for the best job position possible but realize that a career is a process that needs to be developed and nurtured.  Be open to training, have an open mind, and be willing to adapt.  Positions are temporary.  Ranks and titles are limited, but the way you treat people will always be remembered.  Remember also to treat yourself well.  Live a healthy lifestyle.  Find the best recipe that allows you to balance your job and life.  Will you live to work or work to live?

Along the same lines, if you realize a position or a company is no longer supporting your growth or well-being, develop an exit strategy.  The longer you dedicate time and energy to what is not for you, the longer you postpone what is.  Andre Young, author and speaker, says “You can’t put a price on peace of mind.”  Wise words.

The future and impact of AI are still a bit fuzzy, but we need to start taking notice of how it will affect our lives and our jobs.  We are entering an era where it might not be about what you know, as AI can handle a lot of the skills and technical sides of a job.  Instead, there is a bigger spotlight on the importance of how you treat people, how you form and sustain relationships, and how you show empathy toward others.  As educators, we are starting to see this more and more in our schools with refined learning objectives, student well-being, and values education.

Make yourself a priority once in a while.  It’s not selfish, it’s necessary.  I have seen more and more research and publications revolving around the topic of emotional wellness and healthy mindfulness in the workforce now than ever before.  Get in the habit of assessing your happiness, contributions, and impact in your circles.  The Johari Window is a great self-reflection that helps me with this.

At certain points in your life (and it could happen on a random day), you will notice that you are changing.  You will find that you are surprised at times by the way you think, react, or even in the decisions you make.  Don’t be afraid of change.  Trust that it’s leading you to a new beginning.

The world around us is changing, but genuine happiness and healthy relationships still hold as much weight as they always have.  Graduates, the fun is just starting, congratulations!

Leadership skills for the future

The only constant is change.  It is hard to argue against this popular adage.  Those of us who have recently entered the field of school leadership have a career ahead of us that will undoubtedly be marked with change.  Think about how much education has changed in our lifetime already.  I heard someone say the other day that he remembered when the overhead projector became a classroom revolution.  Since then, we have witnessed many technological advances in education, including the evolution of the internet, 1:1 laptop environments, and, very recently, ChatGPT.  One of my passions in education is hearing about and seeing how schools successfully (and willingly) implement new resources, innovations, and ideas to enhance learning across the community.  However, schools, both now and in the future, cannot simply look externally for continued development and progress.  Within the organization, school leaders are also finding the need to embrace change and adapt themselves, their practices, and their influence to ensure that they are always a step or two ahead.  After all, school communities look to their leaders for stability, a clear vision, and confidence, especially during times of change or uncertainty.

Getting caught up in day-to-day tasks and firefighting is tempting and can easily take up the bulk of the school day.  When this happens, school leaders are seen more as managers than leaders.  Managers (including micromanagers!) don’t create the healthiest environment nor help drive a school forward.  Instead, school leaders will find true purpose if they are more future-oriented and focused on developing and sharing a well-defined vision for what’s to come ahead.  I would even suggest that leaders should focus on this mindset as a daily habit, embedding their values and vision into daily conversations and communication.  Doing so changes entire communities and is so powerful, as it eventually cultivates potential and increases interest and motivation in others.

Looking ahead also has an added benefit: room for innovation.  Innovative schools function best with forward-thinking leaders, working together with the community to turn ideas into action.  Effective leaders drive change and growth.  Just this week, I took part in a virtual workshop that focused on Design Thinking within schools.  Processes such as these can greatly help shape how schools introduce, discuss, and envision changes and growth.  It’s addicting too.  Working in a culture that nurtures growth and change, teachers will be more willing to take risks, not be afraid to make mistakes, and see their work as meaningful.  We can talk for hours about the added benefits this brings a school.  

What else do forward-thinking and visionary leaders demonstrate on a daily basis?  Here are three more that I could think of:

Ability to cultivate relationships

This could be a separate blog post in itself, but this is one that I place a high emphasis on in my roles.  Using Bolman and Deal’s Four Frames of Leadership self-rating scale, my score indicates that I orient toward being a Human Resource leader.  This is not surprising to me, as my three Why’s in education (Collaboration, Trust, and Empowerment) are all reached by creating and sustaining positive relationships.  Other benefits of healthy relationships within schools include a sense of inclusion and belonging, motivation, increased team performance, success with conflict resolution, celebrating achievements, and effective delegating.  Again, I can expand on this more in a future post, as it is hard to keep this in a concise paragraph!

Is knowledgeable

To succeed and gain respect within a community, effective leaders consistently demonstrate high levels of knowledge with the functional and technical skills the job requires.  They emit a sense of continued learning and are mindful of current educational research.  They also plan well, handle decision-making effectively, and are known to be organized.  A solid sense of culture, norms, and a history of the school help leaders plan for the future too.  Some also call this a knowledge of one’s organizational acumen.

Self-awareness of strengths and weaknesses

Great leaders emit confidence and positivity, even in the midst of mistakes (which they own up to).  They exercise emotional self-control and always seem to be in balance.  Self-awareness also includes regular and honest self-assessments that help leaders stay in tune with current perceptions and influence (the Johari Window is one I find very useful).  In this paragraph, I would also add resilience, adaptability, and dependability.

As the world around us changes, expect the need for effective leadership to remain constant.  I have seen job descriptions for school leadership positions that point to visionary leadership, but I would argue that it is a mandatory component for success in today’s schools.  New changes and unknowns will also continue to make their way into educational conversations and environments, and school leaders need to welcome them with optimism and confidence.

Think about the PD opportunities you have attended that made a lasting impact on you, possibly exposing you to some new ideas that you couldn’t wait to take back to your own setting.  Reflect also on the conversations you were a part of with other like-minded educators in those sessions or maybe the resources that you gained access to.  I will always remember sitting in a crowded gym as a younger teacher listening to Elizabeth Rossini talk about aligning curriculum across grade levels using an Understanding by Design (UbD) approach.  To me, it just made sense, a sort of “a-ha” moment.  I have since used that experience to dive deeper into UbD in various educational contexts and, eventually, lead my own UbD trainings with wider teams.  That PD opportunity, provided by my school at the time, proved to support my growth as a school leader and gave me the capacity to contribute even more to future learning communities.  Consequently, it helped me realize how important professional learning (and its implementation) is to the growth and development of entire school communities. 

One recognizable factor that many educators look for in a school is the value it puts on professional learning and growth.   Reflected in mission statements, school culture, ethos, and school-wide goals, just to name a few, forward-thinking schools openly and confidently place growth and development at the forefront of strategic planning.  It is crucially important for school leadership teams to identify and prioritize the benefits of a well-designed PD plan each academic year.  It’s a good idea for the announced or approved PD opportunities each academic year to be based on what research-based pedagogy and great practice look like in each school’s context.  But, as we all know, schools have different needs and are at different stages in their development.  Through the design of well-analyzed strategic plans and targeted support systems, schools can identify what growth opportunities they will focus their efforts (and budget) on.  This is easier said than done, however, as there can be as many different ideas on how to grow as there are staff members.  So, how do schools identify what growth opportunities to focus on?  A systematic, school-wide needs-based analysis is a good start, which could include many components of the school’s context, including community surveys, student achievement data, accreditation feedback, etc. 

Many schools that want to target organizational growth and capacity only offer and approve PD opportunities that align with school-specific needs, such as those outlined in school-wide goals or areas of focus.  I have worked in schools that follow this design, and I also have worked at schools that give PD allowances to staff members to use for growth opportunities of their own choosing.  I see the benefits of both approaches and would be interested to hear what design other school leaders prefer.  Whatever the rationale is, the opportunities should target both the needs of the school as well as individual growth.  Staff members should also be aware of where to find these opportunities, an identified channel where PD opportunities are announced and updated as the year goes on.  A previous school of mine created a shared folder titled “Staff Development and You”, but I am eager to hear about other successful, staff-friendly methods that schools use.

I mentioned budgets above, and I think it warrants a deeper look at how schools can maneuver around limited budgets so that PD opportunities can still be productive.  Many schools, like my current one, have had to reduce PD opportunities for staff, both internally and externally, due to factors resulting from the Covid pandemic (namely, reduced student enrollment).  Factors out of a school’s control are discouraging but don’t have to limit opportunities for growth and development.  Instead, these are times when schools can look within to the opportunities already inside the school.  An internal calendar of weekly PD sessions, which most schools have built in already, can be prioritized to fulfill school-wide, team, and individual professional needs.  School leaders will need to first identify what staff want to learn more about and combine that with the needs of the school to design an effective and fulfilling PD calendar.  I’ll mention this again in the next paragraph, but there are also teachers at every school who have something to share.  Administrators aren’t the only ones who should take the spotlight!  Giving others a chance to contribute to a wider team, sharing what they know and are passionate about, is called empowerment.  All they need, perhaps, is some mentoring, support, and a gentle dose of encouragement!

How can professional development be measured or observed?  In other words, how can schools determine whether a PD event was successful?  I believe professional growth can be observed on a daily basis in the form of conversations between staff members, classroom visits, peer-coaching sessions, and the regular analysis of the working climate.  Staff development can even be further measured by noticing new individuals and more teams who work successfully toward common goals.  Armed with new strategies, ideas, and resources, new “experts” will start to slowly stand out and could be eager to be called upon, empowered to lead certain initiatives, or facilitate internal trainings.  Schools will also start to notice teams planning more effectively and taking advantage of more opportunities for collaboration.  This is exciting for school leaders to see!  By prioritizing a variety of learning opportunities, schools show their communities that they value learning and that they trust their teachers to have the ability and desire to improve themselves professionally.  Growth-minded conversations start to be heard on a more frequent basis and a common language gets established, further building a positive work environment.  Schools will never be able to eliminate all the stress factors in the teaching profession, but that doesn’t stop them from having the ability to reward and recognize growth opportunities that further build positive learning environments and working climates. 

School communities with this mindset can start to see that by providing these growth opportunities, both internal and external, to their staff, a slow domino effect of positive change starts to appear:

Targeted PD plans and growth opportunities –> Higher teacher performance –> Improved student progress and achievement –> Happy and satisfied teachers –> Higher staff retention rates and increased recruitment standards

Those of us who are passionate about this topic could go on and on about the short- and long-term benefits of targeted PD opportunities within school communities.  Now on leadership teams myself, I am able to influence how a school designs its PD plans and what opportunities we make available to our staff and faculty.  Who wouldn’t want to work at a school that makes staff feel supported and valued?  I encourage all leaders to spend some time evaluating the targeted goals and purpose of their school’s professional growth plans.  Do staff members share the same outlook and buy-in as the leadership team does?  How are PD opportunities announced or delivered?  These are great questions that always invite conversation among school leaders as we continue to strengthen and move our school communities forward.

The “other” benefits of asking questions

Albert Einstein is widely known as being one of the smartest people to ever live.  His contributions to science were groundbreaking, but so were his views on how far a curious mind can take a person in life.  He was never shy about the number of questions he asked during his lifetime. Then why is it that many of us – adults and children – are afraid to ask questions out of fear of being judged unfairly or feeling “stupid”?  It is never a weakness to ask questions.  Instead, it is a sign that you don’t know all the answers, which no one does.

There is endless educational research these days that points to the benefits of inquiry-based learning, as we are witnessing how students are able to make further meaning of their learning by asking and responding to authentic questions and exploration.  Many professional development opportunities expose educators to the power of effective questioning techniques and how they can deepen student understanding and reflection.  I have also seen innovative teachers creatively model questioning strategies to help guide students working in groups to collaboratively complete a task.

But I’d like to take the power of asking questions even further, as they have other benefits than just the answer.  How can exposing students to authentic questions help them learn how to navigate today’s information-rich world, even after leaving the classroom?  A friend of mine once told me that curiosity is the key to being a life-long learner.  I believe this is what Einstein was referring to as he reflected on the power of asking questions.  Learning something new through questions allows us to mold in ourselves a growth mindset and a yearning for new information that we can connect to what we already know.  Nathan Young, founder of 600 & Rising, says, “Even simple questions are powerful.  Asking ‘Why?’ provokes reflection, and asking ‘Why not?’ drives innovation.”  As grown-ups, we have a sense of how powerful this can be, but imagine what a life lesson this would be for a child to learn!

As adults, we would all benefit from going back to the innocence of childhood and learning how to ask questions again. Why are we limiting what we can understand further?  Currently interviewing for leadership jobs at other schools, I can already imagine the amount of questions I will ask when I join my new community.  How else am I going to find out about the school, the current culture, structures, communication channels, etc.?  I have seen previous school administrators do the same as they enter a new school setting, serving to help communicate a positive and comfortable tone for their transition to a new culture and environment.  Asking authentic questions also puts the attention on learning something new rather than an initial focus on leadership titles or supervisory positions.  When leaders start asking questions, they make it OK for others to ask questions. This is a thoughtful step for leaders to take as they begin to establish and create interpersonal relationships, effective teams, and positive culture-building. 

Asking questions can also equally be as valuable when they are written down.  Feedback or climate surveys are powerful data-gathering tools that help drive improvements.  Again, the focus still lies on gathering information that was not previously known before.  As adults, it can be easy to fall into the trap of thinking that we need to know all the answers.  This can have a negative effect on so many levels.  Instead, in our teams, let’s focus on asking good questions.  Not all questions will give us the right answers, but sometimes the focus, power, and influence can be on the question itself.

Crafting and delivering effective transition plans

Recently, I was asked to prepare and give a presentation to a candidate search committee as part of the interview process at a school.  The presentation topic focused on how I would transition effectively as an incoming leader into a new school environment and community.  I thought I would write a blog article on this topic for the purpose of continued collaborative discussion on how effective transitions look like once an offer has been accepted.  It was a daunting task for me, as it would be for any school leader, to introduce myself to my current team and community full of unknown faces whispering “What is this new guy like?  What will we think of him?”

Before diving into this reflection, and as a relevant side note, I’d like to take the time to highlight the importance of an effective onboarding program a school provides its new staff as part of the orientation process.  This is an essential component of strategic planning and culture that, I firmly believe, cannot be overlooked or understated.  I decided to focus on the importance of new staff orientation programs as part of a field project report that I completed during my principal certification program a few years back.  Successful orientation programs result in new staff members feeling comfortable and informed by the time they first set foot on their new campus.  They also allow for introductions of staff members, both new and returning, to occur before arrival to campus.  Even with these initial introductions to the school community, many sets of eyes will be taking their first glances at recently-arrived school leaders.  The community knows a change in leadership has arrived, but they don’t know how it will look like.  Thus, it’s natural for first impressions to be quickly formed, which is why it is important to take the time to design a thorough and calculated arrival to a new school environment.

I highly recommend any incoming leader to take the time to create a well-developed Entry Plan, which offers the chance for a leader to outline the vision, goals, and values needed for a successful transition into the entire school community.  I found this process to be incredibly rewarding, as it forced me to take the time to further research the school and assess its community.  To begin with, it’s vital to understand and learn the context of the school, as every school exhibits a unique environment, history, and identity.  School leaders who identify the current culture of the school quickly learn what lines are risky to cross and what doesn’t need to be immediately changed.  Culture is carefully honed over time and – unless a new school leader is hired specifically to pull the trigger with swift and impactful changes – it is dangerous to make quick decisions or implement major changes upon entering a school community.  Entry Plans vary in length and content, but all should provide a road map for how the incoming leader will address the current needs of all stakeholders of a school.  I would also suggest for a completed Entry Plan to be shared or communicated to increase transparency and commitment.

The transition continues with the process of creating and developing relationships.  I recommend taking the time within the first few days and weeks to meet every staff member and learn their story, aspirations, and even their expectations of their new administrator.  Every staff member will have different needs and desires, which new leaders will first need to identify to build the foundation for equitable professional development.  If possible, I would even suggest contacting the outgoing leader or predecessor to find out, from their opinion, what worked and what didn’t.  Successful leaders also assist their adjustment to the new community by having what many call “water cooler” conversations and by asking questions.  A lot of questions.  Introductory letters and meet-and-greet sessions for parents and students also set the tone for visibility and community awareness of values and beliefs.  Through these steps, incoming leaders highlight visibility, curiosity, and the desire to learn….which all form part of a recipe for building a desired culture of trust.

Another key factor needed for a successful transition: time.  Community members and the school’s leadership team need to understand that new leaders need time to develop nurturing relationships and work toward a culture of mutual understanding, respect, and trust.  Time is further needed because trust is not given, but rather earned.  New school leaders shouldn’t expect too much to be given to them right away.  Additionally, when trust is achieved, it must be further cultivated for it to be sustained.  I transitioned into my first school leadership position as an external hire, so I started from ground Zero in my quest for a trusting relationship with those at my new school.  An added challenge was recognizing that some staff members were returning after applying unsuccessfully for my position.  My transition from the outside was a challenge that took time and forced me to continue to reference my Entry Plan to make sure I was still following my desired transition.  I was also incredibly fortunate to work within a leadership team that understood the magnitude of my transition.  As a first-time administrator needing support, I was grateful for their consistent help, guidance, and trust during my transition period.

It is difficult to identify an ending date to a transition period, nor should school leaders look to identify one.  Transitions continue for as long as they need to.  As the first year progresses, it is essential for new leaders to continue looking for opportunities to be visible to the community to establish their commitment and lay the groundwork for fruitful relationships.  Community members will also be looking for new leaders to not shy away from sharing their values and beliefs; in fact, they will be expecting new leaders to take advantage of moments to share more about themselves to the community.  These opportunities also set the stage for developing a common language that the community will slowly see relates to the leader’s style, personality, and expectations.  This creates a continuous momentum that leads into wider culture-building.

Ultimately, school leadership transitions to new environments will always be both challenging and full of opportunities to succeed.  I have always believed that schools should never shy away from staffing changes, as new ideas and energy can have powerful effects on a learning community.  With careful planning, a growth mindset, and a learned awareness of the current culture, school leaders can effectively pave a path for a successful tenure at their new school.   

When I was in my last year of high school, I had a quirky yet passionate English teacher who never shied away from sharing with his classes the latest dad joke he had acquired.  But still to this day, I remember him and his influence on me as a person. I remember how impactful he was at that point in my life, as a scared and inexperienced kid about to go to college.  I have asked myself over the years about the reasons why I remember him more than any other teacher I had.  I couldn’t tell you the specific course content that I learned in that class and I can’t remember the topic of my end-of-year research paper for that class, but I do remember his impact on my growth and outlook on life.  Many of his class lectures seemed to deviate to certain life insights and advice, or “teachable moments” that many of us enjoy encountering.  Looking back now as an educator, it’s amusing to think of how many times he strayed from his lesson plan.  However, he made it a point to ensure that his students were on their way to being caring, well-grounded, and confident individuals.  He was, in a sense, a teacher of life instead of Grade 12 English.

What does it take to be remembered as a “favorite teacher”?  What long-term effect does a “favorite Principal” have on a teacher, even after they move on to another school?  Our role as educators is so influential as we encounter opportunities to change lives and careers every day.  Leaders, do your teachers and staff see and know the real you, day in and day out?  Do they know what you stand for, what drives you, and what you are passionate about? And do they know why?  Sure, we can focus our efforts on fulfilling leadership duties and responsibilities as the role itself requires, but the lasting impression comes from those around us being able to see our personal qualities at work, such as care, passion, and humility.  Furthermore, I believe the lasting impact of a school leader is made through certain components of visionary leadership.  These include empowerment, inspiration, mentoring, positive coaching, creating opportunities, and opening doors.  Down the road, teachers won’t remember many of the decisions that you made, policies that you implemented, or even the meetings that they were a part of.  Effective administrators have ripple effects on their teams, allowing them to achieve organizational and individual goals.  And this can all start with small, yet powerful, actions like checking in on colleagues, taking time to give praise when it is deserved, and even smiling!  These small behaviors can be more powerful than the job description of a school administrator.

I heard a quote on a podcast the other day that is still echoing in my mind: “People don’t follow what you do; they follow why you do it.”  This difference between “what” and “why” intrigues me the more I think about it.  Two little words that couldn’t have more different meanings!  To make more sense of this, I divided a few common qualities of effective school leaders into the two categories below: 

What: Communicative, Knowledgeable, Organized, Reliable, Resolves conflict, Provides opportunities

Why: Integrity, Passionate, Goal-driven, Approachable, Willing to listen, Inspires, Supports, Is a learner, Trusts

While not a comprehensive list of desired leadership qualities, this serves to highlight how different these two words can have on creating a lasting influence.  However, it’s important to note that influential leaders use qualities from both categories interchangeably to make lasting impacts on their teams and colleagues.  To be effective, school leaders know how to properly manage the “what”.  To be remembered, they enhance the “what” by clearly making visible the “why”.

Two years ago, one of the division-wide Areas of Growth my HOD team and I drafted focused on “Enhancing Positive School Culture”.  Initially, I was looking to achieve this divisional goal through rewording student behavior policies, highlighting new expectations of technology use, and planning the effective delivery of student announcements.  In hindsight, I realize that this was the wrong way to approach lasting change and community buy-in.  I was too focused on the “what” and forgot about the “why” as we all worked toward this goal.  While we eventually made steps forward toward this year-long goal, I struggled the entire school year with not seeing a division-wide buy-in from my teachers.  I failed to set the right approach and environment, and I was unsuccessful in getting my teams to see the same vision as I did.  What a valuable growth opportunity that has since carried over into future goal-setting efforts with my teams!

Here are other questions that allow for valuable reflection for all school leaders:

In what ways, and in what setting, do you present school or divisional goals?  Aside from the tone of your voice or message when you first share these goals, do you think your staff see a connection between these goals and who you are as an educator?

How do you build buy-in from your teams?  What specific strategies convince your team members to want to jump on board?

How do you build capacity and support from the parent community?  How much do your parents know you as a person and educator?

What are motivational strategies your school uses to inspire student learning?  Do you and your teachers reflect this same attitude in front of students?

Again, people don’t follow what you do; they follow why you do it.  There is ample research out there that compares the effects of a leader vs. manager.  Articles on inspirational leadership, such as this one from Forbes magazine, also can help a school leader’s ability to inspire a school community to keep growing and learning.  Furthermore, many educators and school leaders seek to identify their “Why” and use it to find meaning and value in their educational roles, teams, and communities.  I have reflected on my values and beliefs as a school leader and have come up with “Collaboration, Trust, and Empowerment” as my educational “Why”.  I encourage all school leaders to continue looking for ways to understand your school community and yourself better by getting to really know its people.  Approach a staff member you don’t normally talk with much, in a space that is comfortable for them.  Ask them how they are doing and what they want to see improved.  Do the same with a student.  I feel I have grown into a more passionate educator who doesn’t hold back on expressing joys and desires as they relate to our school-wide goals and vision, and I have understood more about what drives a school community by getting to know what drives its people.  But, at the same time, I am also very eager to encounter more valuable learning opportunities down the road for how I can make an even more powerful impact on those who wish to continue growing and learning.

The song “Changes” by Langhorne Slim appeared on my playlist this morning.  The title of this track is a reminder of what is becoming more and more common in our lives and workplaces.  We often struggle to know how to continue to work towards defined goals and areas of growth during times of change.  Instead, when we encounter unexpected change, we often feel motivated to draw back to a predictable environment we can define as our “comfort zone”.  Here we feel safe and in control.  We are calmed by familiarity and predictable routines, expectations, and relationships.

The above visual is commonly used to illustrate the different environments we can choose to operate from.  Proactive people don’t shy away from changes or fear; they embrace them.  Nonetheless, it does take courage and trust to leave one’s comfort zone, even during stable times.  With the right mindset and mentality, we can learn to confidently change the way we think to continue growing, at any time.  As the saying goes, “it is possible to change without growing, but it’s impossible to grow without changing”.  It is important to keep in mind, however, that growth is a process and takes time.  Failures will happen.  Frustrations and setbacks will undoubtedly appear, and you’ll see many who give up when they reach this point.  However, those who continue on their growth journey know that mistakes are signs of moving in the right direction.  

I often tell myself to focus much more on what I can control instead of dwelling on what happens around me.  Easier said than done, as many of you might be thinking!  How can I not let the opinions or actions of others influence me?  What about what people think of me, or what is happening around me?  Just like all of us, I have restless nights when these thoughts don’t go away.  However, on the journey toward growth, this is to be expected.  As a change of mindset, I have to ask myself different questions. How do I continue to focus on the challenges and goals I have set for myself and my teams regardless of what comes our way?  What do I continue to dedicate my energy to?  Reminding yourself of this daily is how you get used to your new ability to extend your comfort zone.  In fact, thinking this way will slowly start to become your new comfort zone, one you can control and predict. 

As school leaders, we can slowly create this culture of continued growth for ourselves and our teams.  What should be in every leadership job description is the expectation to create opportunities to inspire continued growth at all times during a school year.  I’ll give an example.  Ask your teams to write down a statement that defines their desired growth environment, an outline of what your team members would prefer to notice around them and the school that promotes growth.  Ask for specifics, not just a general outline.  These statements can then be either taken back to their own teams and referenced throughout the year to maintain this drive toward continued growth or collected for reference as you continue to build your healthy culture for the school year. 

I often ask candidates during interviews to describe to me a time when they felt they were outside their comfort zone in their current school setting and how they managed the next steps of that situation.  Leaders who work towards building a healthy culture that cultivates growth also look to bring on proactive and growth-minded staff to join the team.  It’s inevitable that changes will always come our way.  So, let’s continue to focus on what we can control and how we change ourselves on our journey toward continued growth.

Schools across the world are still feeling the effects of the recent global pandemic.  Many of us are still looking for ways to stabilize our learning communities once again. At the same time, we are planning ahead to ensure that future interruptions are kept to a minimum.  Both personally and professionally, we have seen a dramatic change in how we view what’s important to us, such as health, family, safety, and job security.  We sometimes get knocked off course and struggle sometimes to find stability once again. So, during these times, how do we get back on the road we were on?  Who do we seek advice from?  Ourselves, past experiences, our colleagues, research?  And how should school leaders manage these changes appropriately in the school setting?

A spotlight is starting to shine on a growing need that we cannot afford to ignore, the practice of adaptive leadership.  As individuals and as communities, we are forced to think and act differently.  Proactive leaders and schools embrace adaptive leadership as a challenge and growth opportunity rather than as an obstacle, as all facets of an organization can benefit from new ways of finding solutions to factors that we cannot control.  We need to stay ahead of the game.  The Council of International Schools (CIS) recently published a video series that focuses on this new facet of leadership and how schools can push through unforeseen factors to continue reaching community-wide goals and stability.  Below are a few takeaways and reflections from this video series that I hope will inspire reflection within your school.

Schools are organizations in constant motion that need to be able to effectively adapt to unexpected changes.  Consider how your school community has handled change in the past.  Who took the lead to address the uncertainty as a first step toward finding a solution?  What specific moments during the process stick out in your memory?  What can be learned from these memories to help your school community handle future changes?  Was there time set aside for collective reflection afterward?  We don’t want to work in reactionary environments, scrambling to play catch-up. Instead, we prefer to be in proactive environments that are ready to handle any unmarked speedbump that comes their way.  This sense of preparedness is addictive and can greatly influence the culture of a school community. Stakeholders are able to unite under an umbrella of confidence and organizational trust.  It’s paramount that school leadership teams identify what has worked well during these previous times of change and have addressed what could be modified.  Being prepared and identifying strengths can help a school community brace itself for the next change that will come. 

Adaptive leadership requires leaders to see the bigger picture.  This is a learned skill that takes time to truly develop, especially for new leaders.  At times, the common good of the organization is achieved through a change in one’s beliefs and priorities.  As uncomfortable as this may seem, there may be times when the school will be more successful going down a different path than you have been preaching, depending on the unforeseen change.  There may not be a right or wrong answer.  This reality check reminds us that it is ok to take our medicine sometimes for the benefit of the organization.  In times of uncertainty, it is more effective for school leaders to constantly look outward to engage all stakeholders in the decision-making process to help maneuver the community through rough waters.  This is more powerful than trying to act as a lone problem solver.

Adaptive leaders are able to:

• Operate with humility
• Listen well
• Have inter-cultural intelligence
• Prioritize the building of trust
• Not be afraid of change
• Anticipate change
• Be proactive
• Maximize teams instead of self

In climates of trust and confidence, school leaders will find it easier to make any changes or decisions that need to be made.  Successful leaders walk the walk by creating a nurturing and positive culture, and many receive support from their teams during any time of change.  However, it’s important to know that during these times, organizations may identify certain internal barriers that need attending to.  There are opportunities for conflicts to arise that can slow the process of reaching desired goals, such as community members who don’t buy into the plan or those who are resistant to change.  By digging into the administrator toolkit, school leaders can rely on trusting relationships and even identify staff members already on board who can slowly help to unite the entire team.  Looking at the wider picture, schools functioning in adaptive environments also produce opportunities for continuous learning, a healthy culture of self-evaluation and reflection, and a consistent focus on the school’s guiding statements and beliefs.

Adaptive leaders and leadership teams lead adaptive schools.  Strong leaders have a contingency plan, a “What if?” plan, to roll out when unforeseen changes arrive.  It’s essential to adequately prepare for the next time we are forced to address factors out of our control.  Being proactive with this approach will allow leaders and teams to, when the time comes, step back, observe, gather data/input, think, then act.  Challenges test communities, but with the right mentality and plan of attack, adaptive leaders can guide schools toward continued stability and success.

Whether your daily schedule includes 45-minute periods or blocks of 75 minutes, I challenge all school leaders to identify teachers who take advantage of the entire period.  As part of this challenge, school leaders, I suggest you take a walk around your school’s hallways during the first few weeks of this new school year to see how many teachers are making connections with their students even before class starts. 

Last year, one of our Secondary School’s year-long goals focused on building positive classroom learning environments.  We are a young school that is still going through some growing pains, however, we are making great strides in establishing this positive classroom environment from the start of every class.  If you take a walk down our hallways before the start of each period, you will see our teachers standing by the doors of their classrooms, connecting with each student as they walk in.  We integrated the Positive Greetings at the Door (PGD) classroom management strategy outlined in an article by Cook et al. (2018) titled Positive Greetings at the Door: Evaluation of a Low-Cost, High-Yield Proactive Classroom Management Strategy. 

The PGD approach is aimed to minimize the external behaviors that cause classroom interruptions and limit student focus and attention.  I have witnessed many teachers handle student misbehavior using a reactive behavior management approach, which harms student-teacher relationships and loses valuable instructional time.  Reactive management of behavior usually comes immediately after a student misbehaves during class in an attempt to regain control of the class.  This, however, has the opposite effect, as the learning environment has now shifted. 

Teachers using the PGD strategy, on the other hand, use proactive classroom management that can reduce misbehavior over the long run while maximizing instructional time.  The magic lies in the few seconds that teachers have at the door to positively connect with each student as they walk into class.  What teachers say verbally or non-verbally (a simple nod or smile) to each student has monumental effects on how the student will approach the class, resulting in less time off-task and decreased misbehavior.  To break this strategy down further, here are 4 specific ways we discussed how our teachers could use the PGD strategy:

1.  Teachers use these few seconds to privately encourage students who misbehaved last class.  Examples: “Johnny, do you remember I had to remind you to stay on task last class?  Let’s see if we can stay more focused today.”  “Erica, I noticed you were a bit chatty with Rachel last class.  I would appreciate it if you could talk to her instead at lunch next period.  Are you able to do this?” 
2. These precious seconds are also being used to deliver pre-corrective statements and reminders on expected behaviors.  Examples: “Javier, remember to start on the warm-up problems as soon as you take your seat.” “Sam, did you bring your laptop?  We’re going to need it in class today.”
3. The PGD approach also is used to deliver praise to reinforce positive behaviors.  “Leo, I loved how many times you raised your hand to volunteer answers last class.  I’d love to see more of that today.” “Jenny, I noticed you on task during yesterday’s group discussion.  I hope you saw how valuable your contributions were to your group.”
4. Students are feeling a stronger sense of belonging in our classrooms.  Teachers at the door immediately are able to make and reinforce position connections with each individual student.

We noticed reduced student misbehavior and more meaningful student-teacher connections.  Slowly, hesitant teachers started to buy into this too, after seeing and hearing the changes in other classrooms.  Student learning is maximized when they feel valued, respected, and cared for by their teachers.  Could something similar to this work at your school?

I have always been drawn to personal experiences and reflections from school leaders regarding the ever-changing world of international education. In fact, we all grow through the sharing of new ideas, valuable reflections, resources, and current research with the goal of helping our schools become more effective learning environments for all. The decision to start this leadership blog can be narrowed down to one key factor: the constant search for continued growth. The purpose of this site is to add my log to the fire that supports the continued development of all educators, especially school leaders.

Having recently picked up the well-known book The 15 Invaluable Laws of Growth by John Maxwell, I instantly realized that I have succumbed to the Law of Diminishing Intent. “The longer you wait to do something you should do now, the greater the odds that you will never actually do it.”  With the desire to start a leadership blog for some time now, I finally willed myself to set it up after reading his first chapter.  With this renewed energy and focus, combined with the upcoming start of a new school year, the phrase “constant search for continued growth” once again resurfaces. 

In the preparation for this coming school year, I have been thinking about how to again set the tone for another year of continued growth and development in line with our school’s mission and values.  I am choosing to present this year’s Secondary School goals to our team not as “goals” but instead as Secondary School Areas of Growth.  As Chapter 1 suggests, growth should be focused on the direction and mindset, not the goal or result.  This can be a game-changer for any school leader looking to develop a culture of reflection and analysis.  Ideally, goals can be reached, but what happens next?  If our teams focus on growth instead of an end target, what results is a developed culture of consistent growth, allowing us to make it a regular habit of reaching current and future goals.  This provides consistency and confidence to any school community, and a healthy environment for a school year to begin properly.

All the best to every educator out there for this coming year ahead!