Author: Dr Jake Madden

I'm Jake Madden — educator, principal, and author with over 40 years in the field. My work centres on building teacher capacity, future-focused learning design, and global curriculum thinking. I'm especially passionate about the teacher-as-researcher and have explored these ideas through books and journal articles. I'm always learning from the field as much as contributing to it.

Effective Professional Development for Teachers

Schools today are charged with addressing ever-increasing demands: reducing the achievement gap, adopting evidence-based practices, meeting improvement in attainment levels, managing the requirements of special-needs students, and (most importantly) being up to date with changes in pedagogical approaches. Teachers must keep in front of the important developments that are occurring in education. This is where professional development is needed.

Professional development for teachers is essential in today’s rapidly evolving education landscape. Schools must address growing demands—reducing achievement gaps, implementing evidence-based teaching, supporting special needs students, and adapting to new teaching strategies. To keep up, teachers need continuous professional learning opportunities.

One of the most effective ways to foster ongoing learning is through professional reading circles. These structured discussions help teachers stay updated with new research, strategies, and best practices, ultimately improving student outcomes.

Why Reading Circles Enhance Professional Development

Professional reading shouldn’t be a solo activity—it should be a collaborative experience. Professional development for teachers thrives when educators:
✔ Engage in regular professional reading
✔ Discuss key insights with colleagues
✔ Apply new strategies in their classrooms

Here’s how schools can implement reading circles effectively.

1. Select Readings Aligned with Teacher Needs

Leaders should choose readings that focus on:
✔ School-wide goals (e.g., student engagement, assessment strategies)
✔ Teacher interests (e.g., classroom management, subject-specific techniques)

Giving teachers some choice in their readings allows them to engage more deeply and apply insights more effectively.

2. Keep Discussion Groups Small

Smaller reading groups ensure:
📌 Everyone has time to share insights
📌 Discussions remain focused
📌 Teachers feel comfortable participating

A more personalised approach fosters deeper conversations and stronger connections among colleagues.

3. Schedule Meetings Consistently

While monthly or termly discussions work well in busy school environments, flexibility is key. If departments are large, breakout groups can allow more teachers to engage meaningfully.

4. Encourage Teachers to Share Insights

Teachers should report on what they’ve learned through:
✔ Short presentations at staff meetings
✔ Written reflections shared via team platforms
✔ Collaborative discussions during planning sessions

By sharing insights, professional development for teachers becomes a school-wide learning experience.

5. Create a Comfortable Learning Environment

A relaxed setting fosters open discussion and idea-sharing. Providing snacks (“nibblies”) at meetings can make professional learning more enjoyable and encourage participation.

When teachers feel comfortable, they are more likely to engage, ask questions, and contribute to discussions.

6. Develop Action Plans for Classroom Application

Professional development is only effective when it translates into real classroom impact. Leaders should help teachers:
📌 Apply reading insights to their teaching
📌 Define success in student learning
📌 Set measurable goals for implementing new strategies

By creating clear action plans, teachers ensure that professional learning leads to meaningful classroom improvements.

Making Professional Development for Teachers Meaningful

As a new academic year begins, professional development for teachers must remain purpose-driven and actionable. Reading circles offer a simple yet powerful way to:
✔ Keep educators engaged in best practices
✔ Foster collaboration among colleagues
✔ Improve teaching strategies for student success

By making professional reading a shared journey, schools can create a culture of continuous growth and excellence.

How does your school promote professional development for teachers?

How to Overcome Summer Brain Drain in Schools

The summer break (although almost over) is often referred to by educators as the “Brain Drain” holiday. Commonly referred to as the “Summer Brain Drain,” learning loss happens to nearly all students during the months of June, July and August. Researchers are now in agreement with what parents have already known (see ‘Summer Brain Drain’ Robs Some Students of Skills Gained During School Year). In fact there is a school of thought that suggests that “Most students — regardless of family income or background — lose 2 to 2 1/2 months of the math computational skills that they learned during the school year.” Over the life of a school student it is possible to lose up to two years of learning!

The summer break (although almost over) is often referred to by educators as the “Brain Drain” holiday. Commonly referred to as the “Summer Brain Drain,” learning loss happens to nearly all students during the months of June, July and August. Researchers are now in agreement with what parents have already known (see ‘Summer Brain Drain’ Robs Some Students of Skills Gained During School Year). In fact there is a school of thought that suggests that “Most students — regardless of family income or background — lose 2 to 2 1/2 months of the math computational skills that they learned during the school year.” Over the life of a school student it is possible to lose up to two years of learning!

Furthermore,  there is some scholarship that suggests teachers too face a similar regression in learning. When everyone returns from the long break, while the main talk in the staff room might be about time spent with family and friends, I would hope there will be time for some professional learning as well. (In the article Sizzling Summer Tips for Super Teachers there are a number of great ideas to help teachers prepare for the new academic year).

However, the beginning of a new academic school year signals the start of new beginnings with teachers working overtime to minimize the impact of the summer break on learning. Watching teachers breathe new life into their classrooms and seeing students enthusiastically engaged is a sight to behold.

Enjoy the year!

The Power of School Leadership Reflection

As such, the end of the academic year is an exciting time for a school community. While everyone is looking forward to the summer break, the effective principal will use the time to focus on school improvement planning for the following year. At some point the principal will take stock of the year and spend some serious time reflecting on the events of the school year. Reflection is a critical practice of the effective leader.

School leadership reflection is a critical process for any principal looking to enhance student learning and school performance. As I complete my first academic year at Dar Al Marefa, I find myself reflecting on the journey, particularly the challenges, the achievements, and the lessons learned.

The end of the academic year is a pivotal time for principals. While staff and students prepare for the summer break, effective school leaders use this time to evaluate their leadership, school progress, and future goals.

Why School Leadership Reflection Matters

Strong leaders don’t just react, they reflect. Taking stock of the school year helps principals:

  • Assess their leadership impact
  • Identify what worked and what needs improvement
  • Plan for meaningful school improvement

Key Questions for Leadership Reflection

When engaging in school leadership reflection, I consider:

  • Did I clearly communicate my vision for teaching and learning?
  • Did I support teachers in improving their instructional practices?
  • Did I increase student engagement and achievement?
  • Did I empower staff through delegation and development?
  • Did I celebrate and acknowledge staff successes?

Feedback: A Crucial Part of Reflection

Leaders who fail to seek feedback risk missing valuable insights. According to Gallup’s Global Workforce Study, only 13% of employees worldwide feel engaged at work, while many report feeling disconnected.

By asking staff, students, and parents for input, principals can gain a clear understanding of their leadership impact and create a stronger school culture.

Looking Forward: Turning Reflection into Action

When asked, “Have you made a difference this year?”, a principal’s answer should be grounded in real action and school improvement. By reflecting on past successes and challenges, school leaders can step into the new year with clarity, purpose, and a renewed commitment to growth.

How are you using school leadership reflection to improve your school?

Recruiting Quality Teachers for School Success

Earlier this week I was reading an article on teacher absenteeism and its extent and the impact on student achievement. We know that teacher quality is one on the largest factors is raising student achievement outside the influences of the home. While some schools have difficulty with teacher absenteeism Dar Al Marefa has a very low absentee rate.

Earlier this week, I read an article on teacher absenteeism and its impact on student achievement. Research consistently shows that teacher quality is one of the most significant factors in raising student achievement—outside of home influences. While some schools struggle with high teacher absenteeism, Dar Al Marefa has a remarkably low absentee rate.

As we enter the recruitment season for the new academic year, one common misconception arises: that we are simply “lucky” to have committed, dedicated teachers. In reality, recruiting quality teachers is a deliberate process, not luck.

The Importance of a Strong Recruitment Process

At Dar Al Marefa, we firmly believe:

“You are who you recruit. Your staff reflects your leadership.”

To build an outstanding team, we begin with clear, structured hiring practices that ensure we attract the best educators.

Key Strategies for Recruiting Quality Teachers

1️⃣ Define the Role Clearly
📌 A well-written position description outlines:
✔ Job responsibilities and expectations
✔ What makes teaching at our school unique
✔ The qualities we seek in candidates

2️⃣ Objective Shortlisting
📌 To eliminate bias, we avoid decisions based on:
✔ Name
✔ Location
✔ Basic qualifications

Instead, we use structured scoring and a question-based evaluation system to fairly assess candidates.

3️⃣ Effective Interview Techniques
📌 Our interviews focus on:
✔ Creating a comfortable environment for candidates
✔ Open-ended questions linked to job requirements
✔ Scored responses to ensure objective hiring decisions
✔ Scenario-based questions to evaluate real-world teaching responses

We ensure our recruitment panel listens more than it talks, allowing candidates to demonstrate their skills and fit.

Beyond Hiring: Supporting Teacher Success

Recruiting quality teachers is just the beginning. Once hired, we:
📌 Clearly communicate performance expectations
📌 Provide ongoing professional development
📌 Monitor progress through structured appraisals

Teachers at Dar Al Marefa set SMART goals (Specific, Measurable, Attainable, Realistic, Timely) for their own professional growth. They understand that learning never stops, and they embody the work ethic of a true learning community.

You Are Who You Recruit

At Dar Al Marefa, we don’t leave our staff quality to chance. Our success in recruiting quality teachers comes from a deliberate, well-planned approach that:
✔ Attracts top talent
✔ Sets clear expectations
✔ Develops teachers through ongoing learning

In the end, great schools don’t just happen—they are built by great teachers. And great teachers are recruited, not found by luck.

Supporting International School Teachers Through Coaching and Mentoring

One of the unique benefits of working in an international school is the opportunity to engage with a mix of cultures. One of the challenges is the drawing together of a diverse staffing demographics. Raising student achievement is the goal of each individual teacher.

One of the most valuable aspects of working in an international school is the opportunity to engage with a mix of cultures. However, supporting international school teachers comes with its own set of challenges, particularly when it comes to staff turnover. With research indicating an annual turnover rate of 20-25% in international schools, leaders must continuously induct, train, and support new educators while ensuring consistency in teaching quality and student achievement.

The Challenge of Teacher Turnover in International Schools

Diversity is not just present in the student body—it extends to the teaching staff as well. While this diversity brings fresh perspectives and innovative teaching practices, it also creates challenges in sustaining learning and maintaining school-wide consistency. Constant staff changes can disrupt continuity in teaching, making it difficult to implement long-term instructional improvements.

The key question for school leaders is: How do you sustain learning and avoid “wasting” time on repeated inductions? The answer lies in a well-structured professional learning approach, one that prioritises ongoing teacher development over one-time orientation sessions.

A Collaborative Approach to Professional Learning

According to an article in the International Journal of Innovation, Creativity and Change, supporting international school teachers requires more than just training in instructional programmes. Instead, schools must focus on collaborative professional learning, where teachers develop their practice through peer engagement, mentorship, and coaching.

Unlike traditional professional development workshops, this model integrates learning into daily teaching practice. It ensures that educators continuously refine their methods rather than simply adopting new curricula without deeper pedagogical understanding.

The Role of Coaching and Mentoring in Teacher Development

This is where coaching and mentoring play a crucial role in supporting international school teachers. Strong school leadership involves guiding teachers through reflective practice, offering personalised feedback, and fostering a culture of continuous improvement.

Key Benefits of Coaching and Mentoring in International Schools:

  • Teacher Retention: Providing ongoing support helps new teachers integrate faster and feel valued, reducing turnover.
  • Improved Instructional Practice: Instead of focusing on implementing standardised programmes, coaching develops adaptive, responsive teaching strategies.
  • Sustained Student Achievement: With a stable and well-supported teaching team, schools can maintain high academic standards despite staff transitions.
  • Professional Growth: Teachers engage in a culture of lifelong learning, making the school a dynamic and evolving educational environment.

Sustaining Teacher Development Beyond Induction

While induction programs are necessary for onboarding new teachers, they must be supplemented by long-term learning structures. This includes:

  • Regular coaching cycles to reinforce best practices.
  • Peer mentoring programs to create support networks.
  • Professional learning communities (PLCs) where teachers collaborate on instructional strategies.
  • Leadership-led development sessions that address school-specific challenges.

By shifting from one-time induction sessions to ongoing professional learning, international schools can reduce instructional disruptions, retain talent, and build a cohesive teaching team.

Final Thoughts

Supporting international school teachers goes beyond initial training—it requires ongoing coaching, mentoring, and collaborative learning. With a well-structured professional development approach, schools can create a strong, adaptable teaching workforce that ensures consistent student achievement, despite staff turnover.

By investing in continuous teacher development, international schools can transform challenges into opportunities, fostering a dynamic and high-performing learning environment for both educators and students.

The Role of the Educational Leader?

Recently I finished re-reading one of my favourite reference books by Fullan and Hargreaves, “Professional Capital – Transforming Teaching in Every School”. It has, as its central message, putting teachers and teaching at the forefront of school improvement. Through the path of breaking down the barriers of classroom isolation and engaging in a collaborative culture of learning, raising teacher status will improve student achievement.

Rereading Professional Capital by Michael Fullan and Andy Hargreaves reminded me why this book remains a staple on my shelf. Its central message is clear: putting teachers and teaching at the heart of school improvement is not optional, it’s essential.

When teachers work in isolation, improvement stalls. When they collaborate, engage in meaningful dialogue, and share responsibility for learning, schools thrive. That’s the shift this book advocates: raising the status of teachers through a professional culture built on trust and support.

Start with the Teacher

Even a struggling teacher will bring about some student growth across a year. But in a truly great school, the bar is set much higher and that starts with how we support the people in front of students every day.

Here, the role of the educational leader becomes critical. Are they visible? Do they get into classrooms, ask questions, and lead learning? Or are they buried under bureaucracy, distant from daily practice? In high-performing schools, leaders and teachers work side by side. These are not schools built on compliance, but on shared purpose.

From Good Teachers to True Professionals

Fullan and Hargreaves urge schools to do more than develop good teachers. They call for professionals who think deeply, work collectively, and lead change. But that doesn’t happen without leadership.

Educational leaders need to model the same professional learning they expect from their teachers. It’s not enough to hand out resources and hope for improvement. Real growth comes from engaged, deliberate action: professional conversations, peer observations, and shared strategy.

The Leadership Gap

The book also highlights a persistent challenge: many leaders are promoted from roles with little connection to the work of developing teachers. When leadership pathways fail to build real instructional expertise, schools suffer. And with fewer aspiring leaders in the pipeline, we risk placing managers into executive roles without the skills to lead learning.

That gap is still visible in many schools. Professional Capital reminds us that sustained improvement comes from professionals leading professionals with learning, not logistics, at the core.

Hiring School Leaders Who Drive Change

The international school sector is an exciting playground for not only honing leadership skills but acquiring new ones. It is at this time of year when the focus begins to look at recruitment; both retaining and employing new staff. Classroom teachers, middle management leaders and even principals are at the mercy of interview panels.

The international school sector is an exciting playground for not only honing leadership skills but acquiring new ones. It is at this time of year when the focus begins to look at recruitment; both retaining and employing new staff. Classroom teachers, middle management leaders and even principals are at the mercy of interview panels.

But what do you look for when appointing? For me, regardless of the position we need to fill, I look for leadership qualities. Someone who will make a difference. I’m not looking for puppets who do move when strings are pulled. I need decision makers, innovators, creative thinkers and risk takers. I want someone who wants to make a difference and have the evidence to show they can.

I was once called a “Maverick” by an employer and I took that as a compliment even though I knew it was meant as a slur on my leadership. The connotation was that my visioning, decision making or leadership was being a principal that was independent, unorthodox or not in keeping with what other principals were doing. Therefore I was out of line. The message given clear; I was suppose to follow, not lead.

I was heartened when I stumbled across the thoughts of Kim Williams, the Australian Media Executive and Composer, in his autobiography. His views on leadership and the role of leaders moving their organisations struck a chord with me .

 Kim Campbell - Leadership

What resonates is his interpretation of and the confusion surrounding “busy” people. Too often leaders are busy doing “things” (managing) rather than building the path towards improvement (leadership). This is particularly important at the classroom level. You don’t want doers following, you want leaders acting, diagnosing, planning and intervening in the teaching/learning.

If you want improvement to be a key outcome then the need to appoint a leader rather than a manager, at any level of the organisation, is pivotal to your school’s success.

Developing a Strong School Leadership Vision

As a principal in a new school it is important that my school community is clear on what I stand for. This is not just about brainstorming a list of strategies and putting it into a plan. Its about exploring ideas and developing a clear vision.

“You have brains in your head. You have feet in your shoes. You can steer yourself any direction you choose.”
— Dr. Seuss, Oh, the Places You’ll Go!

A school leadership vision is the foundation of a successful school. As a principal, my school community must understand what I stand for. A vision is more than a strategy—it’s a guiding force that shapes decision-making, school culture, and student success.

Why a School Leadership Vision Matters

Great school leaders visualise and articulate a clear future for their schools. A well-defined school leadership vision:
✔ Aligns staff, students, and parents around a shared purpose
✔ Provides direction for all decisions and actions
✔ Motivates the school community during challenges

Without a school leadership vision, schools risk drifting aimlessly—jumping from one initiative to another without a clear sense of purpose.

How to Develop a School Leadership Vision

A strong school leadership vision should:
📌 Be specific—outlining what the school will and won’t do
📌 Be future-focused—guiding progress over 3 to 5 years
📌 Be inspiring—helping staff and students stay motivated

The Danger of Leadership Without Vision

When I take on a new leadership role, I always think of Lewis Carroll’s Alice in Wonderland:

“Would you tell me, please, which way I ought to go from here?”
“That depends a good deal on where you want to get to.”
“I don’t much care where –”
“Then it doesn’t matter which way you go.”

Without a school leadership vision, any path seems acceptable—but none lead to real improvement.

Vision Comes Before Strategy—Always

“If you have a clear vision, you will eventually attract the right strategy. If you don’t have a clear vision, no strategy will save you.”

Many schools focus on strategy first, leading to fragmented efforts. But a principal must first define a vision, then align strategies to achieve it.

The Leadership Challenge: What Do You Stand For?

As a school leader, defining your school leadership vision is essential. A clear vision attracts the right people, strategies, and decisions—ensuring every action supports long-term success.

What is your school leadership vision?

Key Leadership Lessons for School Principals

As we begin a new year and having just completed my first term as the principal of an international school, I have, like many leaders, taken time to reflect on my learning. While not outlining the circumstances that lead to the learnings, I offer the following few points for your consideration.

As we step into a new year, I find myself reflecting on my first term as the principal of an international school. Like many leaders, I’ve learned valuable lessons along the way. While the circumstances behind these insights may differ, the lessons themselves are universally relevant for school leadership.

Here are five key leadership lessons for principals that can help guide a successful school year.

1. Do the Tough Things First

Mark Twain once said:

“Eat a live frog first thing in the morning and nothing worse will happen to you the rest of the day.”

As a school leader, energy levels diminish as the day unfolds. It’s best to handle difficult tasks, critical decisions, and tough conversations early in the day—while your mind is fresh and focused.

2. Set Clear Goals and Reinforce Them Often

A school’s success depends on clear, precise goals. Whether you are a new principal or continuing in the same school, ensuring everyone is aligned with the vision is crucial.

📌 Leadership tip:
✔ Regularly communicate school goals in meetings
✔ Reinforce objectives through staff discussions and professional development
✔ Align daily decisions with the bigger school vision

3. Manage Your Time—Avoid Constant Email Distractions

Many school leaders pride themselves on responding to emails all day long. However, frequent email interruptions reduce productivity and take focus away from critical leadership tasks.

📌 Leadership tip:
✔ Designate specific times for checking and responding to emails
✔ Encourage staff to use face-to-face discussions for urgent matters
✔ Focus on high-impact leadership activities

4. Be Kind—Your Staff Needs Guidance and Support

Teachers, like students, seek affirmation, guidance, and constructive feedback. As an instructional leader, success comes from:
📌 Providing clear direction for teachers
📌 Recognising and celebrating staff achievements
📌 Offering meaningful support and mentorship

Great leaders build strong relationships, making schools positive, thriving communities.

5. Students Are Students—Everywhere

Regardless of location, students share common traits—they are curious, eager to learn, and thrive in supportive environments. A principal who listens to students gains valuable insights into school culture and climate.

📌 Leadership tip:
✔ Take time to speak with students regularly
✔ Gather student feedback on learning experiences
✔ Balance staff perspectives with student insights

Embracing Leadership Growth

Each school has unique challenges and strengths. As leaders become immersed in the school’s culture and philosophy, their impact grows. Leadership is a journey of continuous learning.

As we begin a new school year, let’s embrace reflection, adaptation, and action to create meaningful change.

Happy New Year!

Classrooms Are Complex Environments

In a single day the classroom teacher may participate in more than 1 000 interpersonal exchanges with students. Not only do teachers have numerous interactions with students, they must also interpret complex classroom behaviour on the spot. For the international school teacher, where their classroom’s are often a diverse mixture of cultural backgrounds, interpreting meaning becomes more challenging.

The average classroom teacher manages over 1,000 interpersonal exchanges with students in a single day. These are not just surface-level interactions—they involve reading body language, interpreting behaviour, and adapting instruction on the spot. In international schools, where students come from diverse cultural backgrounds, this task becomes even more complex.

Teacher workload is often underestimated. While not every interaction must be remembered, teachers rely on key details to support student learning—like identifying a child struggling with a reading blend or understanding place value in maths. These insights guide future teaching decisions, even though much of the planning happens outside of school hours and away from public view.

What Makes Teaching So Complex?

1. Many Events, One Moment

Teachers juggle multiple tasks at once: monitoring work, managing records, giving feedback, and supporting behaviour. One event can have many outcomes affecting students’ learning, mood, or confidence.

2. Everything Happens at Once

During a single discussion, a teacher listens to responses, guides thinking, checks comprehension from non-verbal cues, and keeps the pace moving. Multitasking is not optional, it’s essential.

3. The Pace Is Relentless

Studies suggest teachers evaluate student behaviour nearly 16,000 times a year or 87 times a day on average. Every minute matters.

4. The Unexpected Is Normal

No matter how well-planned the day, unexpected events from behaviour issues to surprise interruptions demand flexible responses. These moments are seen by other students, making fairness and consistency vital.

5. History Matters

Past experiences shape classroom dynamics. A “difficult” class may be carrying labels from years prior. That context influences every teacher decision.

Decision-Making in Real Time

Every classroom action is based on layers of context including past experience, current student needs, curriculum goals, and school policies. Teachers strive to make informed decisions, but this requires support and understanding from the broader community.

When parents share relevant information, it helps teachers better plan and personalise learning. Partnerships between home and school reduce the invisible load teachers carry.

Public Support Matters

Too often, the depth of teacher workload goes unseen. Planning happens after hours. Emotional labour continues long after the bell rings. But the impact is felt in every child’s progress and wellbeing.

Supporting teachers publicly through recognition, respect, and trust matters. Their self-esteem is an important part of the education process. When we value teachers, we value the future of our children.

Let’s remember: behind every successful student is a teacher quietly making hundreds of decisions each day, all with their students’ best interests at heart.

Experience is a Great Teacher

Principal impact on teachers shapes the heart of every successful school. Experienced leaders know that while experience delivers enduring lessons, great teaching stems from inspiration, opportunity, and support. Principals stand at the centre, fostering environments where teachers thrive and students excel.

Great teachers spark inquiry. They give students reasons to learn, chances to demonstrate mastery, and daily discoveries that make school exciting.

The Central Role of Principals

Principals build teacher capacity. They take risks alongside staff. They offer support in tough times. They hold steady when doubt creeps in.

Research confirms this. Effective principals retain high-quality teachers and improve instructional practices. Their influence on student achievement rivals that of classroom teaching, often working indirectly through teacher development and school conditions.

The Role of Principals in Addressing Teacher Shortages | Learning …

John Hattie’s Visible Learning synthesis shows teachers as the biggest in-school factor for student gains. Yet principals enable those teachers to shine.

Encouraging Inquiry and Risk-Taking

Great teachers create inquiry-based learning. Principals must model this for staff.

Support measured risks. Work side-by-side in planning and discussion. Communicate belief in innovation.

This builds confidence. Teachers experiment with new approaches, knowing leadership backs them.

Fostering Reflective Practice

Move beyond one-off professional development courses. Create ongoing learning experiences.

Seek justification for practices. Engage in deliberate reflection. This instills a desire for self-improvement.

Teachers examine their impact. They grow continuously. Principals facilitate these conversations.

The Evidence Behind Principal Impact on Teachers

Studies show principals drive teacher quality and retention. A highly effective principal can boost student learning by nearly three months annually.

They shape school climate, resource allocation, and professional growth. Supporting principals may determine an education system’s overall success.

Here are key findings:

  • Principals influence teacher hiring, development, and retention.
  • Strong leadership reduces turnover and enhances collective efficacy.
  • Equity-focused practices improve outcomes for marginalised students.

Practical Steps for Principals

Apply these ideas daily.

  • Communicate support explicitly — Affirm risk-taking in meetings and feedback.
  • Collaborate closely — Join lesson planning and co-teach occasionally.
  • Build reflection routines — Use protocols for peer observation and dialogue.
  • Prioritise teacher learning — Design school-based experiences over external courses.
  • Anchor in evidence — Discuss research on teacher impact during reviews.

These actions amplify principal impact on teachers.

Key Takeaways

  • Principals are pivotal in developing great teachers.
  • Support risk-taking and reflection to foster inquiry in classrooms.
  • Principal impact on teachers drives student achievement.
  • Invest in leaders to transform systems.

Experience teaches enduring lessons. Intentional principal leadership ensures those lessons benefit everyone.

smooth seas

Albert Einstein once said “Experience is a hard teacher because she gives the test first, the lesson afterwards”. I think the success of experience can be determined by how we implement the lessons learnt.

Building Teacher Professional Learning

One of the rewards of leading an international school is working with a community drawn from a rich mix of cultures and backgrounds.

One of the rewards of leading an international school is working with a community drawn from a rich mix of cultures and backgrounds. Teachers bring with them a range of experiences, worldviews, and classroom approaches shaped by the systems in which they trained. These differences can be a powerful strength, encouraging innovation, adaptability, and global perspectives in our schools.

But diversity also brings complexity. For principals and heads of school, aligning a team of international educators around a shared purpose is no small task. While the goal is clear (ie raise student achievement), the pathways teachers take can vary significantly.

Some teachers arrive from content-heavy traditions. Others are used to inquiry-led or standards-based models. Views on assessment, behaviour, curriculum design, and teacher collaboration can differ. Without strong leadership, schools risk drifting into fragmentation or well-meaning inconsistency.

The challenge is not to eliminate difference, but to connect it. A clear vision, shared expectations, and sustained professional learning are essential. Leaders must create the conditions for staff to learn from each other, reflect on their practice, and co-design what effective teaching looks like in their school.

Leading an international school is not about uniformity. It’s about coherence. It’s about building a professional culture where all teachers, regardless of background, understand how their work contributes to the whole. That clarity helps students too. Because when adults align around what matters most, learners benefit.

Educators interested in the international arena may enjoy reading the article, Raising Student Achievement: The work of the Internationally Minded Teacher which can be found at the International Journal of Innovation, Creativity and Change (www.ijicc.net).

Would love your feedback.

Focusing on the Big Picture – Setting the Scene

I’ve been in Dubai for eight weeks and have been struck by many things including the climate, the rapid growth, and the energy people bring to learning. It’s a place on the move, filled with ambition.

One of my first priorities was meeting my new leadership team. We began by getting to know one another, setting expectations for how we’ll work together, and sharing our hopes for the school. As a principal leading a school in a new country, building that mutual understanding was essential.

When stepping into a new system, context matters. Your team needs to know how you think not only on what drives your decisions and where you see the school heading, but also how you view your role. At the same time, you need to understand their aspirations and ideas. Leadership doesn’t work in isolation. Connection and clarity come first.

For me, that started with the bigger picture. I wanted to ensure that we had a shared sense of direction: where the school is heading, whether the right culture and capabilities are in place, and if the learning model supports long-term goals. It’s easy to get caught in the day-to-day, but strategy demands a broader view.

This is especially true in a young school. When the early phase of ‘setting up’ is done, the real work begins, building sustainability, deepening learning, and shaping identity. As the leader, your role is to keep the vision clear while building the capacity to get there.

The early days of a new appointment set the tone. With the right focus, they become the foundation for growth.

Driving in Dubai

No matter how much someone tells you how a particular experience will be, it is not until you experience first hand that you ‘really’ understand. This was my experience with driving in Dubai.

Firstly I had to contend with the left hand drive phenomenon. It felt not only like I was driving a sidecar motorbike but also I felt like the car was going to topple over. Years of looking right, then left, then right again is a bad habit to overcome. Mark Treadwell, international guru on how the brain learns, says we can retrain our brain but I’m not sure he has driven in Dubai for a while.

The second phenomenon is the unexplained ability of the Dubai traffic to fit four lanes of traffic into three. A 15 km route to work in the morning takes around 25 minutes however, the return journey in the afternoon can take up to hour and a half.

IMG_20140910_181151

If there is a silver lining it might just be found in my pocket. Or more precisely in the savings. My first tank of petrol (66 litres) only cost me the equivalent of $33.00 Australian dollars.

The First Moments in a New Country

Arriving in Dubai sharpens your senses. Everything feels new, fast, and slightly unreal. For me, Dubai International Airport was the gateway to a life I had been preparing for. Within minutes, I realised this city meets you at full volume.

Arriving in Dubai starts at the airport

Dubai Airport does not ease you in. It drops you into movement, light, and people heading in every direction. You step off the plane and join a crowd that already knows where it is going. You do not. That contrast is part of the experience.

The sound of many languages

One of the first things you notice is the noise. It is not just announcements and suitcase wheels. It is the mix of languages around you, spoken with speed and confidence.

Families, solo travellers, and work crews all move through the same space. People jostle, apologise, and adjust course without stopping. It feels busy, but it also feels normal for a place built on constant arrivals.

The pace through customs and immigration

Customs and immigration can feel like a test of patience. You queue, shuffle forward, check your documents, then do it again. In the middle of it, you are carrying more than luggage. You are carrying expectations, nerves, and a long list of tasks for later.

When you are new, keep it simple. Stay calm, follow the signs, and focus on the next step only.

The first shock is the heat

Once you are through security and out into open air, the temperature changes everything. Arriving in Dubai in mid-August means high 30s is normal. What catches you off guard is feeling that heat at 4.30am.

It is not a gentle warmth. It hits you in the face and chest. Your body reacts before your mind catches up. In that moment, you understand that daily life here requires planning, not just enthusiasm.

How to respond in the first hour

Heat changes how you move and how you think. Take it seriously from day one.

  • Drink water before you feel thirsty.

  • Dress for comfort, not appearance.

  • Move slowly until your body adjusts.

  • Plan outdoor tasks early morning or late evening.

These are small actions, but they reduce stress quickly.

A simple plan for your first 24 hours

Arriving in Dubai can feel like a blur. A short plan helps you land well.

Start with basics, not big goals

Your first day is not the day to explore everything. It is the day to set yourself up.

  • Sort a local SIM or roaming plan.

  • Confirm your transport to accommodation.

  • Find food you can eat easily.

  • Shower, rest, and reset your body clock.

Once those basics are done, your head clears and your confidence rises.

Keep your curiosity, but pace it

This is a land that needs exploring. You will want to see it all, quickly. Try not to rush. Exploration is better when you can notice details, not just tick off places.

Arriving in Dubai is the start of learning a new rhythm. Give yourself time to find it.

A final thought on first impressions

First impressions are not the full story, but they matter. The airport, the crowd, and the heat all teach you something about the city. They remind you that change is physical, not just emotional.

Arriving in Dubai can feel intense, but it can also feel full of possibility. Keep your eyes open, take the next step, and let the place reveal itself over time.

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Arriving in Dubai

My arrival into Dubai has been quite a whirlwind with many of the great hallmarks of “misadventure”, beginning with the initial packing of bags and deciding what to bring. Being a reflective fellow I thoughtfully laid out my clothes on the bed and was feeling confident that I had covered all bases. I then began to ponder about my new life overseas. Can this suitcase of clothes define my future? Given that I was moving overseas, was this all I needed to live my new life?

packing pageWith a suitcase that weighed 27.8 kgs I embarked on the journey to Dubai. Having noted my seat was close to an exit, giving me more leg room, I was feeling confident about the 15 hour flight. Until the young couple with their 15 month old baby came and sat next to me. I took a closer look around and saw that I was sitting in the middle of a number of couples with their babies. With flight attendants scurrying around finding bassinets to hang on the wall and parents wielding large bags of baby gear, it was at that point I felt the rising panic and I wasn’t disappointed. The little one used his lungs to awaken his colleagues around me. And that continued well into the flight.

Having survived the flight and profound lack of sleep, albeit a little battled scarred, I was fortunate to be collected from the airport and taken to my accommodation. Besides the fact that for me, everyone was driving on the other side of the road, the sudden braking and accelerating that continued for the next 20 minutes as the car fought with other cars for positions in the lanes, certainly ensured the sleep deprivation was instantly cast aside. I was totally awake. (For the record, my first driving experience when I was behind the wheel is a story for another time).

The initial experiences of getting to Dubai was extremely interesting but, by necessity, needed to take back seat when focusing on the reason I was here. My first few days at school made the initial trip all worthwhile beginning with the induction of new staff.

IMG_0187 Continue reading “Arriving in Dubai”

A Time of ‘Lasts’

During the last few weeks before transitioning to a new appointment you have the opportunity to undertake things for the last time. The last staff meeting, the last report, the last breakfast gathering, the last Parent and Friends meeting, the last playground walk, the last assembly, and so forth.

Completing each final activity brings the reality of leaving a much loved school behind and as one does, it is an optimal time for reflection.  As a principal, the first part of reflection involves the professional, reviewing how successful your strategic plans have been, the impact upon the teaching and learning and the growth in teacher professional learning.

The second level of reflection focuses on the personal. When leaving, particularly after ten years of close working relationships, you development strong bonds with staff. Personally speaking, I am very grateful for the personal and professional relationships as they have helped to shape who I am today, my thinking, my views on issues and even influence my decision making. In a sense I am the sum of my relationships.

One of the positive things about beginning a new job is that it offers you the opportunity to apply your learnings in a new setting. While many people make excuses for not taking the time to reflect, citing busyness or lack of interest, the benefits, although not always immediate, are numerous.

In a funny sort of way doing things for the final time is in fact, preparing to do things for the first time.

Transition Week

A positive part of being appointed as principal of a new school is not only the opportunity to build upon your current experience but also to learn new skills.

How you approach your new role will have lasting effects on your leadership influence. Reading the school culture incorrectly could put you on the back foot and inhibit the quality of your decision making.

For me, a necessary beginning point is to visit the new school. There is nothing more important than meeting the people you are going to work with, taking the opportunity to immerse yourself into the culture of the school and getting an intuitive feel for how things operate. Visiting the school allows you to begin to ‘get a handle’ on school logistics.

My recent “Transition Week” at dar al Marefa offered the unique opportunity to begin my leadership journey at the school on the right foot. While everyone will have a few tips for the new principal, after having had a few principal appointments over the years, I find the following four insights useful in shaping how you should approach your new appointment:

1. Understanding History. Beginning with previous school improvement plans a new principal can digest the thinking that has shaped the school to be what it is today. To make effective decisions, the new leader needs to know why things are the way they are. Take time to understand the traditions, celebrations and why things run the way they do.

2. Get to know your staff and school community. In the early stages, (commonly know as the honeymoon period), it is imperative to develop positive relationships with each member of the community. Don’t forget spending time in classrooms and the playground to get to know the students.

3. Get Learning. Discovering what you don’t know is a key task in the early days. Locating the paperwork should be an initial goal. Reading the paperwork is the next! Items from parent handbooks to teacher appraisal processes to curriculum expectations help to establish an understanding of the school and most importantly, the culture.

4. Gather relevant information to design a short term action plan. While the school may have an action plan, as a new leader you bring a new ‘vision’ to the school and, after listening and learning, you will begin to craft your own views on what ‘needs to be done’. Developing your own action plan will help to connect the dots and and allow you to focus on short achievable goals.

Everyone approaches their new appointment differently. Whatever action you take it is most important that the new leader enjoys coming to work each day. My transition week at dar al Marefa Private School was exciting  and immensely interesting. Many people to meet, many things to take in! From any aspect my new appointment is going to be challenging and loaded with learning opportunity. I have no doubt I will enjoy coming to work each day.

Announcing Your Resignation

Resigning as principal is often more confronting than applying for the job in the first place. After months of quiet deliberation, once the new appointment is accepted, you’re suddenly faced with the difficult task of telling your community. The news often comes as a shock. For many, it’s the first they’ve heard that you were even considering a move.

Some are happy. Some are disappointed. Some are happy for you, but sad for the school. Others begin to reflect on what leadership change might mean for them. And some want to know what’s wrong. Why would you want to leave them?

I found this moment deeply personal. I had poured everything into the school, leading from the front, supporting from the side, and walking behind. Telling my staff that I was leaving to take up a position overseas was not easy.

There are layers to the resignation process. Once my appointment and start date were confirmed, I followed Stephen Covey’s principle of “beginning with the end in mind.” That end was the day I flew out to join my new school.

From there, I worked backwards.

Four weeks before my last day, I set a final date to submit my resignation. That gave me time to plan how and when to inform my team and the broader community. Simple in theory but far more emotional in practice.

Sharing the news with staff was daunting. Our years together had been filled with professional growth and genuine relationships. I had seen colleagues flourish in their roles and navigate personal milestones. I took the time to prepare a short resignation speech, enough to share the news and express my thanks.

It helped me honour the moment.

The next challenge is speaking to the students at the farewell assembly. But that’s a story for another day.

Learning About Expat Life

Once I came to the decision to to accept a principalship at an international school I began to read through the various Expat forums. This, to me, was an important leisure time activity. After registering with http://www.expatforum.com/  I began to read all about the escapades of those that have gone before me. I wasn’t only interested in the adventures but more  about the practicalities. As a husband and father it was important for me to develop some insight into relevant family matters like the cost of living (see the Numbeo site or Expatistan site) and issues surrounding moving (or in my case leaving) the family. Various personal blogs, not only about living in Dubai but also other countries, helped garner information.

A key information site for me was Living in Dubai. This site offered a great overview for the naive would be Dubai resident. From accommodation to eating out to purchasing a mobile phone ,this site provided a number of elements one needs to consider when moving. It was from this site that I would then ‘google’ for further information. Another important jewel for understanding life in and moving to Dubai was Expatwoman. While written by women for women, a lot of the information shared still applies to men as well.

One site leads to another which leads to another. Before long you end up with not only a plethora of information but at times, conflicting answers. It is wise to discern the information as many sites offer personal opinions that are immersed in facts.

Probably, for me anyway, the best site I visited frequently was called Definitely Dubai. This site offered everything you need to know about both visiting and living in Dubai. It provide me with a springboard of actions needed to prepare for living permanently abroad.

No doubt there are many more gems out there to assist people in being more informed about moving into an Expat life.

Fascinated By the Dubai Mindset

Having had a few nibbles on the job front I was excited by the prospect of a head of school position in Dubai. Notwithstanding the opportunity of working (and learning) in a K-12 school in an international setting, living and experiencing another culture  is appealing.

However, having not lived overseas and only travelled internationally for short work related activities, my lived experience in this area is relatively thin (it is a daunting prospect choosing a new place to live).

So how do you begin to acquire the necessary information? Well, as one does, the extended use of Youtube became my window into a brave new world.

My first foray into Dubai was via the Strip the City episode where an explanation of how the city was built intrigued me. I was fascinated by the sheer scale of the thinking, creativity and engineering feats that I devoured the youtube videos for more information (some of my favourites are listed below).

There were many other helpful websites that allowed me to paint a picture of Dubai including:

Perusing the internet searching for tidbits highlights the power of personalised learning and the necessity for our schools to pursue opportunities for our learners to use technology. Living in a connected world with information at their fingertips, our children have the world at their feet (and so do we).

Researching the International School Sector

The hardest part of seeking your first international school leadership job is knowing where to start.

If you’re new to the international education scene, the search can be overwhelming. Different regions from Asia to the Middle East to the Americas offer different recruitment pathways. Without a clear direction, it’s easy to get lost. As the Cheshire Cat famously said in Alice in Wonderland, “If you don’t know where you want to go, it doesn’t matter which path you take.”

Without clarity, hours of online searching may leave you right back where you began.

Step One: Know What You’re Looking For

Before clicking through job boards, ask yourself:

  • What do I want to get from this experience?
  • What type of school will support my values, style, and goals?
  • What cultural environment suits my family or personal circumstances?

Each international school is unique shaped by its leadership, ethos, student body, and parent community. Matching yourself to the right school matters just as much as landing the job itself.

Step Two: Use the Right Recruitment Platforms

Once I knew the type of school I was after, I narrowed my search. Below is a list of the most helpful platforms I used. Some require full applications, others just a CV. Some charge a fee, many don’t. In my experience, the free ones were often the most helpful.

Recommended Job Boards and Recruitment Agencies

Top tip: The agency that ultimately secured my role in Dubai was International Teachers Plus. Their support throughout the application and transition process was excellent.

Step Three: Research Before You Apply

When you find a potential role, go beyond the job ad. Learn about:

  • The school’s vision, culture, and leadership
  • Its student population and parent involvement
  • Staff structure and professional development opportunities
  • Current and future initiatives
  • The quality of communication and support

International job transitions are significant—for you and your family. Don’t just apply for a job. Choose a school that fits your values and aspirations.

Final Thought

Finding the right international role takes time, clarity, and a lot of research. But once you define what you want and use the right platforms, the path becomes clearer.

Happy hunting and may your next move be the right one.

Why I’m Leaving My Principalship for an International Role

After more than two decades as a school principal across three educational jurisdictions and two states in Australia, I’ve reached a personal and professional crossroads.

For the past ten years, I’ve had the privilege of leading a thriving school on the beautiful Mid North Coast of New South Wales. It’s a place I’ve poured my energy into, a place that has shaped me as much as I’ve shaped it.

The Plateau of Leadership

There’s a moment many leaders encounter: the plateau. When you’ve led long enough to know every corner of the school and every nuance of the community, routine can settle in. For some, it’s a signal to step aside and leave on a high before comfort replaces challenge.

For others, it’s a prompt to grow again.

The Personal Side of the Decision

As a lifelong learner, I’ve come to recognise a deeper need for challenge. That realisation hasn’t been easy. Like many who wrestle with major career decisions, my choice isn’t just about me. There’s a family to consider including children, mortgages, a spouse’s career, ageing parents, extended family, and friendships that anchor daily life.

When a school principal announces they’re leaving, people see only the surface. They ask, “What does this mean for us?” Fair question. But what often goes unseen are the long conversations, the weighing of costs and benefits, the hopes, fears, and practicalities that sit just below the surface like the iceberg beneath the waterline.

The Purpose of This Blog

With the full support of my family, I’ve decided to resign from my current principalship to take up an international leadership role in Dubai.

This blog will chronicle that transition, initially for my family, who will remain in Australia until our youngest completes the HSC in 2015. But it will also serve as a reflective outlet, a space to document the challenges, discoveries, and growth that come with stepping into the unknown.

Looking Ahead

I hope this space becomes more than a personal journal. Like other expat blogs I’ve followed, I hope it offers useful insight for educators, leaders, and anyone considering a leap into the next chapter.

Change is never simple. But growth rarely is.

What would it take for you to leave something successful in pursuit of something unknown? And if not now, when?