Improving leadership → Dr Jake Madden

Building Effective Leadership Teams in Schools

Most schools don’t have leadership teams—they have overextended individuals. Learn how to build a curated, high-functioning school leadership team.

Most leadership teams in schools aren’t really teams. They’re collections of capable, overstretched individuals doing their best but not working as one. Meetings feel disjointed. Execution is rushed. Collaboration relies more on goodwill than on design.

It’s not a talent problem. It’s a structure problem.

The answer? Curation.

From Collection to Curation

Many schools fill roles based on need:

“We need a coordinator. A dean. An assistant principal. Post the jobs.”

But effective curation starts differently:

“What must this team achieve in the next 12 months and what contrasting capabilities make that success inevitable?”

The best leadership teams in schools are intentional. They offer:

Coverage: No blind spots.
Contrast: Diverse thinking styles.
Cadence: Clear rhythms for getting things done.

They don’t just exist. They operate.

Introducing the CURATE Framework

I use the CURATE method to build and strengthen leadership teams in schools:

Clarify outcomes and constraints
Understand your people and school rhythms
Recruit for complementarity, not similarity
Align on goals, decisions, and cadences
Train deliberately on small, high-leverage skills
Empower with real authority and fast feedback

Let’s break it down.

How to CURATE a Leadership Team

Clarify before hiring.
Don’t start with job titles. Start with the non-negotiable outcomes for teaching, culture, and operations.

Understand your people.
Audit your current team’s strengths, blind spots, and energy levels. Spot gaps before they become issues.

Recruit for contrast.
Hire the person who completes your team and not the one who mirrors your thinking.

Align decision-making.
Clarify roles using D.A.D. (Driver, Advisor, Doer). Set rhythms with weekly huddles and monthly reviews.

Train with intent.
Short, high-impact reps. One focus skill per quarter. Don’t leave leadership growth to chance.

Empower clearly.
Give real ownership, shared dashboards, and fast feedback loops.

From Heroics to Systems

Strong leadership teams in schools don’t rely on heroics. They rely on clarity, cadence, and trust.

If you can’t name who leads instruction, culture, operations, and data right now then you don’t have a team. You have individuals with overlapping roles and unclear lanes.

Start small:

CURATE your next hire.
Map your current capabilities.
Redesign how you meet and make decisions.

Your school deserves a leadership team that leads.

Let’s Talk

Are you building or inheriting a leadership team this year?
How are you curating, not accumulating?

Drop a comment to share your strategy.

Leadership Echo and Organisational Culture

Discover how the leadership echo shapes organisational culture. Your words ripple—what you say becomes what others repeat and believe.

The leadership echo is more powerful than most leaders realise. You can spend days refining strategy, setting goals, and crafting culture. But sometimes, it’s the offhand remark, “I wonder if…” that reshapes your entire organisation.

The leadership echo refers to how your words ripple through a team. They don’t stop at the person you said them to. They bounce, repeat, and scale, sometimes far beyond your intent.

When Small Comments Shift Big Things

I once watched a senior leader casually mention that a competitor’s website looked sharp. There was no directive, no project assigned. But within weeks, the marketing team had initiated a full website refresh. That’s the leadership echo at work: curiosity misread as command, especially when teams are stretched and hungry for direction.

Your Language Builds Culture

Words like:

“We don’t point fingers here,” promote accountability.
“What did we learn?” encourages safety and growth.
Silence, sarcasm, or frustration can echo too.

Even your tone teaches. Whether you mean to or not, your words signal what’s safe, valued, and rewarded. That’s how culture is formed, through language in motion.

The Science Behind the Echo

Social transmission is not anecdotal. It’s real. Emotions and behaviours spread through networks. Feedback echoes. Praise multiplies. So does stress. That’s why recognition should be visible and repeated and why a single moment of irritation can stall momentum for weeks.

How to Tune Into Your Echo

Want to understand your leadership echo? Try this:

Pulse check: Ask, “What message from leadership stuck this week?”
Signal clarity: Are your metaphors and one-liners echoed accurately?
Signal distortion: Are people acting on what you meant or what they think you meant?

Lead with Intentional Echo

Great leaders don’t micromanage their language. But they do choose it with care. Repeat themes. Reinforce clarity. Be intentional.

Ask yourself:

What do I want my team to believe about risk, effort, or failure?
What short phrases will I repeat until they stick?
What cultural norms am I setting with my everyday language?

Because whether you’re in the boardroom or the break room… they’re listening. And they’re repeating.

What’s Your Echo?

Have you ever had a throwaway line take on a life of its own?

Share a story where the leadership echo helped or hindered your culture. Let’s learn from each other.

Trust, Influence, and the Power of Shared Leadership in Schools

Aoba’s evolution into a connected learning community emphasizes distributed leadership built on trust and meaningful relationships. Leadership now focuses on enabling others and fostering collaboration rather than control. The aim is to create environments where ownership and professional growth thrive, guided by shared values and a commitment to student learning and wellbeing.

As Aoba continues to grow from a group of schools into a connected learning community, I’ve been thinking deeply about what leadership looks like in this evolving phase. It’s not just a matter of updating structures or roles. At its core, this shift is about building trust, strengthening relationships, and expanding influence in meaningful ways. The move toward a more layered and distributed model is not about control. It’s about enabling others to lead with clarity, purpose, and confidence.

In this post, I want to share how my own leadership thinking is evolving. Because real change doesn’t come from frameworks alone. It comes from people. Their voice, their agency, and the quality of the trust we build together.

From Control to Culture

Leadership used to mean setting direction and managing tasks. But the complexity of modern schools asks something different of us. It asks for leadership that creates conditions where others thrive. It’s less about holding the answers and more about helping the right questions surface.

At Aoba, we’re shaping leadership as a shared practice. Teachers and middle leaders are not just executing plans; they are shaping them. We are building a culture where decisions are informed by those closest to the learning. This is not delegation for convenience. It is intentional distribution, grounded in expertise and aligned with purpose.

This only works when trust is present. Without trust, what should feel like empowerment can feel like abandonment. Collaboration becomes compliance. Innovation struggles to take root.

Building Trust as a Daily Practice

Trust is not something declared. It is something built, gradually and deliberately. It is shaped by how we listen, how we follow through, and how we respond under pressure. In this more system-wide role, I’ve come to see that influence does not come from position alone. It comes from relationships. From credibility earned through consistency, empathy, and integrity.

That’s why much of my leadership now is about listening and supporting, not directing. It’s slower, yes, but it is more sustainable. The more we invest in these daily interactions, the more we strengthen the fabric of our school group.

Distributed Leadership Rooted in Learning

We’ve all experienced the version of distributed leadership that lives in theory only. Titles without influence. Meetings without change. What we’re working toward is more authentic. We want leadership that is deeply connected to learning and professional growth.

Our coordinators are shaping curriculum, not just managing it. Our team leaders are anchoring learning communities, not just ticking boxes. This isn’t about easing the load for school heads. It’s about expanding leadership around the things that matter most for our students and staff.

Trust Shifts the Conversation

When trust is present, everything changes. Learning communities become spaces of professional dialogue. Feedback becomes a shared tool for improvement. Teams step forward with ownership, not because they are told to, but because they are trusted to.

None of this happens by accident. We are being deliberate about how leadership is shaped, how we communicate across campuses, and how we reinforce clarity in our shared goals. Distributed leadership still needs coherence. It benefits from having a shared centre of gravity and a clear set of values.

Context Matters, Values Guide

Each Aoba campus has its own culture and context. Our leadership must adapt to these realities. But while approaches may vary, our values remain constant. We lead with learning at the centre. We prioritise trust in every relationship. We see leadership as a collective responsibility.

Good leadership balances clarity with flexibility. It protects alignment while allowing for local agency. And it ensures that every decision, no matter where it’s made, supports student learning and wellbeing.

A Shared Responsibility for the Road Ahead

As you follow my journey at Aoba, I invite each of you to reflect:

Where are you building influence in your role?
How are you creating trust in your daily interactions?
Are your leadership actions moving learning forward?
What more can we do together to grow a culture of authentic, shared leadership?

Our future depends not just on good design, but on strong relationships. I encourage you to continue to lead in ways that bring out the best in your teams and keep your focus where it belongs: on the growth of every learner in your care.

Because when leadership is rooted in trust and guided by shared values, we do more than run schools. We grow a thriving learning community.

Aligning School Improvement with Vision and Values

One of my first priorities in a new leadership role was collaborating with principals and campus heads. Through recent workshops with senior school leaders, one idea became clear: the most effective way to drive change is to anchor school improvement with vision. When improvement strategies are grounded in a school’s vision, mission, and values, they gain purpose, direction, and long-term impact.

The Moral Compass of School Leadership

A school’s vision, mission, and values are more than statements on a website—they are its moral and intellectual compass. These guiding principles influence every decision, action, and improvement initiative.

By aligning school improvement with vision, school leaders:
✔ Strengthen collective purpose among staff
✔ Create continuity between current efforts and future aspirations
✔ Ensure strategic decisions are mission-driven, not reactive

This alignment fosters a culture where everyone owns the journey of improvement.

Building Strategic Action Plans

Improvement plans should not exist in isolation. They must be woven into the school’s vision and mission, acting as a bridge between everyday tasks and long-term goals.

When school leaders align action plans with their school’s values, they:
📌 Use resources more effectively
📌 Establish clear, consistent goals
📌 Keep improvement efforts focused and sustainable

Using KPIs to Measure Progress

To move from intention to impact, schools must use Key Performance Indicators (KPIs). When derived from the vision and mission, KPIs ensure progress remains purposeful.

Aligned KPIs help schools:
✔ Track success with tangible evidence
✔ Motivate staff and students through visible achievements
✔ Reinforce the values that define the school’s identity

Analysing Data Through a Vision-Aligned Lens

In today’s digital world, schools are rich in data. Yet data alone doesn’t drive improvement. What matters is how data is analysed and applied.

During the workshops, we explored how school leaders can:
📊 Analyse trends in light of their school’s vision
📊 Identify gaps that prevent progress
📊 Prioritise initiatives that move the school toward its aspirations

When data is viewed through a vision-aligned lens, strategic clarity emerges.

Keeping Students at the Centre

While systems, structures, and strategies are essential, the heart of every school is its students. True improvement means creating better learning environments, not just better plans.

School leaders must:
👂 Listen to student voices
💬 Respond to their needs
💡 Shape improvement strategies around their well-being and growth

By placing students at the centre, school improvement with vision becomes human, inclusive, and meaningful.

Leading with Purpose into the New School Year

The leadership workshops helped principals see school improvement through a broader, more strategic lens. The message was clear: alignment is power.

When action plans, KPIs, and data analysis are all grounded in a school’s guiding values, change becomes not only possible, but sustainable. And when student voice and well-being remain central, that change becomes transformational.

As these school leaders begin the new year, they are ready to:
✔ Lead with purpose
✔ Transform with vision
✔ Inspire with values

This is school improvement with vision—and it’s the Aoba way.

The vision, mission, and values of a school constitute its moral and intellectual compass, guiding its actions, decisions, and pursuits. By channeling school improvement initiatives through this compass, principals ensure that every effort remains congruent with not only the overarching purpose of their school but also group wide. This alignment not only fosters a sense of purpose among staff members but also cultivates a collective ownership of the school’s journey towards progress.

When devising action plans for school improvement, it’s crucial to weave them intricately into the fabric of the school’s vision and mission. This integration creates a sense of continuity between the present and the envisioned future, offering a sense of direction that transcends daily challenges. With these strategic plans acting as a roadmap, school leaders can allocate resources, time, and energy effectively, amplifying the impact of their efforts.

Furthermore, the incorporation of Key Performance Indicators (KPIs) derived from the vision and mission helps quantify progress and success. These measurable benchmarks offer tangible evidence of the school’s advancement and serve as motivational milestones for both staff and students. Aligning KPIs with the core values ensures that progress is not only quantifiable but also in harmony with the school’s ethos.

In the digital age, data and assessment have become pivotal tools for informed decision-making. Schools are now equipped with an abundance of information that can guide improvement strategies. During the workshops, the significance of analysing this data within the context of the school’s vision was highlighted. This approach allows leaders to identify trends, strengths, and areas for growth that directly contribute to the realisation of the school’s aspirations.

Nevertheless, the essence of any educational institution resides in its students. Effective leadership necessitates a profound student-focused approach. The workshops emphasised that the alignment of school improvement initiatives with the vision, mission, and values should be complemented by a relentless commitment to student well-being and growth. Principals were advised to listen actively to students, engage with their perspectives, and tailor improvement strategies to address their needs. A student-centric approach ensures that the improvements resonate deeply within the student body and foster a positive and inclusive learning environment.

The workshops aimed to help school principals embrace a holistic view of leadership that encompasses strategic alignment with the school’s vision, mission, and values. The alignment ensures that every endeavour resonates with the school’s overarching purpose, propelling it forward with a unified sense of direction. The integration of action plans, KPIs, data analysis, and assessment within this framework further enhances the efficacy of improvement efforts. However, the heart of these initiatives remains a genuine and unwavering focus on the students. By continually seeking ways to enhance the student experience, school leaders ensure that every step taken is a step toward the realisation of the school’s broader educational goals.

As these leaders embark on the new school year, armed with insights from the workshops, they are poised to lead with purpose, transform with vision, and inspire with values – ultimately creating educational environments that flourish and empower both students and educators alike. It’s the Aoba way!

Teacher Action Research: Driving School Improvement

While there have been a global shift in education, particularly in the personalised learning arena as schools attempt to deal with greater scrutiny from governments, school systems and parents alike; having a future focused mindset is helping schools grapple with this increased accountability as they work to address the needs of their 21st century learners.

With over 30 years in education—25 of those in school leadership across Australia and internationally—I have seen firsthand how teacher action research can transform schools. In a time of increased accountability and scrutiny from governments, school systems, and parents, having a future-focused mindset is essential. Schools must adapt to meet the evolving needs of 21st-century learners, and empowering teachers through action research is a key strategy in driving improvement.

The Shift Toward Personalised Teaching and Learning

In recent years, education has moved away from a one-size-fits-all approach toward differentiated instruction that meets students where they are. Highly effective teachers are deeply reflective practitioners. They want to know what works, what doesn’t, and why. This mindset has shaped my leadership approach—helping build teacher capacity to address diverse student needs through evidence-based strategies.

Encouraging teachers to become action researchers allows them to investigate their own teaching practices, use data-driven insights, and make informed decisions to enhance learning outcomes. Schools that support teacher action research create a culture of continuous professional growth, ultimately benefiting both educators and students.

Researching the Impact of Teacher Action Research

My ongoing work focuses on the impact of teacher action research on student outcomes. This research forms the foundation of my next book, which explores how evidence-based teaching improves instructional quality and drives whole-school transformation.

The book is structured in two parts:

Understanding Educational Reform – A literature review on what works in teaching and learning, including effective whole-school strategies for improvement.
Evaluating Teacher Action Research – An analysis of its impact on teachers and students, along with key enablers for instructional improvement.

Through this work, I explore the role of leadership in teacher development, the growing expectations placed on educators, and the evolving demands of modern curricula. The concept of the teacher as a researcher is central—not only as a tool for teacher improvement but also as a vehicle for whole-school success.

Why Teacher Action Research Matters

Schools that prioritise teacher action research gain a clear roadmap for instructional excellence. By fostering a culture of inquiry, educators can refine their practice, collaborate more effectively, and drive meaningful change in their schools. My book provides practical insights for school leaders committed to improving teacher quality and raising student achievement.

Let’s Collaborate on School Improvement

Education should never exist in silos. If you’re interested in exploring teacher action research as a tool for professional development and school-wide improvement, I’d love to connect. Let’s work together to build better learning environments for both teachers and students.

Engineering the Future School

The responsibility for improving learning opportunities lies in the hands of all educators, teachers and school leaders together. With input from the plethora of opportunities from social networking the information shared delves deep into the world of online learning as a key vehicle for engaging students in their learning.

Online learning is transforming how students engage with education. The responsibility for improving learning doesn’t rest with teachers alone. School leaders, too, play a vital role in shaping environments where digital tools become meaningful parts of the learning experience.

Across networks, educators are sharing insights about online learning as a powerful way to build student agency. Digital platforms, from online projects to global collaborations and virtual expert visits, offer active, real-world opportunities for students to engage and learn.

From 20th Century Classrooms to Future-Focused Spaces

The challenge now lies in redesigning physical and pedagogical spaces. The 20th-century classroom wasn’t built for today’s learning demands. Leaders need to question how students learn, how teachers teach, and how schools use physical space.

The most engaged schools integrate online learning with real flexibility. That means adapting not only the tools we use, but also how we design curriculum. If our curriculum narrows under the weight of system and government accountability, we risk limiting student growth.

Embracing New Learning Models

New learning models like MOOCs and platforms such as Coursera are shaping what the future could look like. These initiatives show that learning can happen anywhere, anytime, and in many different ways. But schools must take these lessons and adapt them for younger learners.

There are two assumptions we must hold:

Every child can learn.
Learning won’t always happen at the same time, in the same way, or in the same place.

If we believe this, then we must act accordingly. It’s time to rethink how we structure, deliver, and support learning…. together.

Key Leadership Traits for Effective School Leaders

There are plenty of articles both in the scholarly literature and in the commentary magazines that state that effective leadership is the foundation for improving school performance. While there are key leadership styles (eg transformation, servant, autocratic, laissez-faire, bureaucratic, collaborative, charismatic, situational, democratic) I like to focus on the behavioural aspect.

There is no shortage of research and expert commentary stating that effective leadership is the foundation of school improvement. While various leadership styles—such as transformational, servant, democratic, and autocratic—shape school leadership, the behavioural aspects of leadership often have the greatest impact.

Great school leaders adapt their approach based on their school’s context. In one situation, they may empower staff, while in another, they must take a transformational role to inspire and motivate.

Regardless of leadership style, there are four key leadership traits that define an effective school leader. These traits are interwoven into the very essence of successful leadership.

1. The Art of Decision-Making

School leaders make decisions daily, but effective decision-making is not always straightforward. Strong leaders:
✔ Gather relevant information before deciding
✔ Analyse all possible outcomes
✔ Make clear, confident choices

A structured decision-making process helps leaders steer their schools forward with clarity and confidence.

2. The Art of Being Results-Focused

Some leaders fall into a “caretaker” mindset, simply managing operations without pushing for progress. Effective school leaders, however, focus on results. They:
📌 Set clear objectives
📌 Monitor school data and performance trends
📌 Regularly adjust strategies to improve outcomes

A strong results-driven approach ensures that school improvement remains a continuous process.

3. The Art of Pursuing Alternative Viewpoints

Have you ever seen a leader ask for opinions but ultimately ignore all input? This type of shallow collaboration limits innovation and growth. Great leaders:
✔ Actively seek different perspectives
✔ Listen and consider alternative viewpoints
✔ Use collaboration to drive better decision-making

By valuing diverse perspectives, school leaders enhance problem-solving and foster a culture of trust.

4. The Art of Caring

Great leadership is not just about strategy—it’s about people. Effective leaders:
🌟 Genuinely care about staff well-being
🌟 Build trust and relationships
🌟 Find ways to support and empower their team

When leaders prioritise caring and connection, they create a positive school culture where staff and students thrive.

Mastering These Key Leadership Traits

School leadership involves juggling many roles and responsibilities. However, by excelling in these four key leadership traits—decision-making, results focus, valuing viewpoints, and showing genuine care—leaders can create meaningful change and long-term success.

Strong leadership is not about authority alone—it’s about making the right choices, driving progress, listening to others, and leading with heart.

Which of these leadership traits do you embody most?

From the Industrial Age to the Conceptual Age

During this winter break I have revisited one of my favourite books “Drive” by Daniel Pink. Published in 2011, the book provides insight into how to create high performance and increase satisfaction (at work, at school and at home). He puts forward the case for the human element (motivation) and our need to “direct our own lives, to learn and create new things, and to do better by ourselves and our world”.

Over the winter break, I revisited one of my favourite books: Drive by Daniel Pink. Published in 2011, it remains a relevant and powerful guide to understanding what truly motivates us. Whether in schools, workplaces, or homes, Pink’s message is clear: real performance comes from within.

“The secret to high performance isn’t rewards and punishments—but our deep-seated desire to direct our own lives, to learn and create, and to do better by ourselves and our world.” — Daniel Pink

What I Took Away (Again)

Revisiting Daniel Pink’s Drive reminded me just how crucial it is for educators and leaders to align learning and leadership with intrinsic motivation. Here are some key takeaways from my latest read-through:

1. Prepare Students for Their Future, Not Our Past

Education must evolve. We should be teaching the thinking, creativity, and adaptability that modern professions demand—not just repeating what worked for us decades ago.

2. Right-Brain Thinking Is Essential

Pink argues that right-brain skills including creativity, empathy, big-picture thinking are no longer optional. In a world reshaped by:

Asia (global competition)
Automation (software replacing analytical work)
Abundance (access to more than we need)

…it’s right-brain qualities that create differentiation and value.

3. Move Beyond Rote Learning

The future belongs to those who can ask better questions, not just give the “right” answers. Student voice, inquiry, and curiosity must sit at the heart of our pedagogy.

4. Arts Are No Longer Optional

From writing and music to visual storytelling, the arts have shifted from “nice to have” to fundamental. They unlock critical thinking, communication, and cross-disciplinary fluency.

5. Rethink Metrics

How do we measure creativity? Collaboration? Empathy? The call is clear. We need new success indicators that go beyond grades and standardised tests.

6. STEM Needs to Be More Than Technical

Yes, we need Science, Technology, Engineering, and Maths, but we also need to combine it with:

Design thinking
Artistic creativity
Communication and ethical reasoning

This is where STEM becomes STEAM and gains real relevance.

Implications for School Leadership

As leaders, we need to pause and ask: what motivates our staff and students? Pink’s framework, autonomy, mastery, and purpose isn’t just good theory. It’s practical. It’s implementable. And it should inform how we structure our professional development, design school improvement plans, and foster school culture in the year ahead.

Beyond Ken Robinson’s 2006 TED Talk

A recent professional conversation with a small group of staff members on what makes an outstanding school led to the realisation that next year will see the 10th anniversary of the Ken Robinson’s TED talk on changing educational paradigms. Given the focus on a technological revolution coupled with Mark Treadwell’s explanation of the paradigm shift in education we are experiencing right now in his text Whatever!: School Version 2.0 and other leading educationalists purporting the need to transform education systems the question seems to be lost in translation…. Has learning been transformed?

A recent staff discussion on what makes a school outstanding led to an unexpected milestone: next year marks a decade since Sir Ken Robinson’s now-iconic TED talk on changing educational paradigms. His call to rethink learning systems felt urgent at the time. Ten years later, we’re still asking—has learning been transformed?

Leading thinkers like Mark Treadwell, in Whatever!: School Version 2.0, described a clear educational shift aligned with the technological revolution. Others echoed the same message: schooling must change. But outside of isolated examples, where is that shift visible? Has anything truly changed at scale?

Are We Still in the Factory Model?

Despite bold reforms and increased attention to school improvement, the dominant system still leans heavily on standardised tests. The debate continues about their impact on learners, teachers, and long-term outcomes. At the same time, “personalised learning” is a phrase that pops up often in professional development. But is it more than a workshop slide? Has it become embedded practice, or is it just branding?

Walk into many classrooms and you may still find timetables, compliance, and bells dictating the pace of learning. Has the classroom really broken free from its industrial roots?

Revisiting the Call to Action

Perhaps it’s time to revisit Robinson’s message. His talk wasn’t just about innovation. It was about relevance, engagement, and recognising that learning is not a one-size-fits-all process. The conversation has never been more important, yet we still face the risk of talking the talk without walking the walk.

If we’re serious about transformation, we must ask more than whether we’ve changed the tools. We must ask if we’ve changed the experience for learners, not just leaders.

The Role of Teachers as Researchers in Student Success

As a principal focused on improving student learning I was heartened by the recent presentations at the Dubai International Education Conference recently held at Al Ghurair University, Dubai. With the key message that the teacher is the centre of improving student attainment, the various keynote and concurrent presentations offered insight into the effective impact of the role of the “Teacher as researcher.”

The teacher as researcher can be distinguished from their colleagues as they attempt to better understand their TEACHing practice and how it impacts upon their students. In researching the relationship between teaching and learning the teacher researcher actively contributes to the conversation of what makes a difference to student learning. This is an evidenced based process and involves reflective inquiry, working in collaboration with other teachers, their students, parents and the community.

Interpreting real time data, analysing the data and them making informed decisions based upon this information is pivotal to improving the school outcomes. The challenge is ensuring that all schools improve. However, as shared by Professor David Lynch (Southern Cross University):

“It is interesting to note that the latest figures released by the Knowledge and Human Development Authority (Dubai’s education authority) show that the number of private schools in Dubai will reach 250 by the year 2020 or 16 per year. There are currently 169 private schools in Dubai as of last year, but this number will increase by almost 50% in the next six years to accommodate the projected 50% increase in student population from the current 243,000 level to 366,000 by 2020 or by 24,000 per year. One of the big challenges for the UAE is to prepare or engage enough teachers to meet this demand profile.”

With the rapid increase in the number of schools in Dubai to meet the increasing demand and the KHDA prescribed inspection process identifying what makes an “outstanding school” on what constitutes an outstanding school will continue to create much debate. To help foster the dialogue perhaps our latest publication “Creating the Outstanding School” will help.

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?

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.

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.

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 .

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.

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!