Professional Learning during Distance Learning

 

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Photo by Cytonn Photography on Unsplash

 

KDSL Global asked colleagues from around the Middle East region, how can educators continue to learn and grow as professionals during distance learning? Below are some of those responses.

 

“Although distance learning is in full swing, I don’t think educators have to stop their own development due to face to face limitations. I have pointed educators in the direction of online coursework/certifications (such as Dyslexia Association), virtual conferences that offer interactive components (EdWeek), and taking advantage of mentoring/ coaching sessions to help develop new skills.”

Selina Collins
Doha College
Qatar

 

“Educators are facing a real challenge at this time. Some are swimming in uncharted waters, while others are virtually drowning. I believe that one of the best ways to keep on top of their Continuing Professional Development (CPD) at this moment is to connect with a peer or a group of peers and form small support groups. In these groups, teachers should draw on each other’s strengths, learn from their colleagues’ expertise and lean on each other for moral and professional support. This is not the time to be going at it alone. We need each other for strength and support.”

Leisa Grace Wilson
Teach Middle East Magazine
United Arab Emirates

 

“Professional learning should never be confined to learning done in the vacuum of one’s area of specialization. That said, during this unprecedented global pandemic, educators must think beyond the norm of attending a webinar here or there and focus more on building relationships and interest groups. In so doing, different aspects of life can be addressed; example, online professional learning groups in which one can schedule ongoing learning of subjects of interest, collaborate to take action for a cause or interest or even host small group discussions about shared books, blogs or other resources. We can learn great things from each other if we have structured time and conversations. These opportunities I believe, are more authentic avenues for professional development, differentiated professional development and learning as opposed to random webinars you might not even be interested in.

 

On another note, educators who haven’t yet stepped out of professional learning within their comfort zone – area of expertise- should challenge themselves and do so. Functioning and leading effectively in this era of virtual life demands skills beyond areas of expertise. Leading studies of self-paced short courses, or video/blog/book study groups regarding 21st Century learning skills and soft skills should be prioritized – both for the benefit of students and educators alike. These skills, such as adaptability, taking initiatives, analytical thinking, are needed now more than ever to open up the opportunities for the use of our expert skillsets.”

 

Sania Green-Reynolds
Director Lit Education LLC
United Arab Emirates

 

Take advantage of free online courses, such as the one listed below.

Learn new online learning tools, such as:

  • Quizlet
  • Kahoot
  • Ed Puzzle
  • Screencastify
  • There are thousands!

Join social media groups or follow hashtags to learn from peers.

  • Facebook
  • Twitter
  • Instagram

Art Teacher PD Resources

 

Heather Meinen
Riffa Views International School
Bahrain

 

 

KDSL Global chats with Julio Rivera of Liberate Meditation

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KDSL Global collaborates with education businesses around the world. One service we offer is promoting education companies. Our intern Isabella Ellwein had a chance to chat with Julio Rivera of Liberate Meditation. Learn more about this app and his work below.

 

Why did you create this app? Can you pinpoint a major event or experience you had, as a person of color, that prompted your creation of this app? 

 

I can remember the first time that I had stepped in a room of a meditation space, full of black and brown beautiful faces. As an Afro-Latino, this made me feel like I was back home with family and on a deeper level, this does something to relax the nervous system. I had this deep experience in this community dedicated to people of color, which helped me feel more relaxed and safe and allowed me to be vulnerable about my challenges. I had struggled with burnout and high levels of stress, anxiety, and depression at that time. This space allowed me to be more vulnerable about everything I was facing. At the end of it, I felt empowered that I could change the relationship with my challenges, that I could overcome suffering and I felt hopeful.

 

Being in a space that was a dedicated community to people of color was so transformational for me. I did my own research after this experience and I didn’t see many resources for people of color that was geared towards meditation practices. This shocked me. I had a background in software engineering and I had spent 8+ years building mobile apps for a lot of big retail brands. So, I felt like this was my calling, to use my software engineering background and combine it with my love for meditation. My app Liberate was born, which provides meditation resources for people of color.

 

 

How has meditation personally helped you overcome adversity faced as a person of color?

As a person of color, we have this inner critic, which is this voice that can be really abusive. It can get in the way of us accomplishing the things we want, telling us that we are not good enough. People of color have been forced to change and assimilate to White America and white culture. We have been told to fit into the system and fall in line. I think over generations, we’ve internalized this as people of color. So, my meditation practice has helped me to see the impacts of colonialism and to be observant of it. It has also helped me be more compassionate towards myself. It has allowed me to move forward in the world with love, with power, with courage, with confidence. It has helped me cultivate a lot of self-love and shown me that I am enough. I know that when I do invest in myself and personal development, it is coming from the desire to expand my love and light, rather than feeling like I need to fix something inherently wrong with me.

 

 

What are some of the requirements you are looking for when selecting a teacher to talk and/or guide a meditation?

A big thing for me is personal experience with meditation. A lot of the teachers on the app probably have a decade or more of personal experience with meditation. I also think that it is important to have teachers who are people of color, as these teachers have had a personal experience with adversity and perhaps, internalized their struggles. It’s important for the teachers to have a past path of learning. I like them to have a lineage and connection with past teachers that they go to for guidance and help through their own personal practice. I have curated the team of teachers through a very thoughtful and mindful process. I’m just so grateful that I get the opportunity to work with these really wise folks that have so much to offer to the world. I am excited about giving these teachers a platform to spread and impact people’s lives in so many positive ways.

 

To learn more about Liberate Meditation visit https://liberatemeditation.com

 

 

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Julio Rivera is the founder of Liberate, a company started to support the Black, Indigenous, and People of Color community in healing and thriving. He started Liberate after experiencing a transformation in self-compassion after becoming apart of a meditation community dedicated for People of Color. After seeing a lack of digital resources to support BIPOC in their meditation practice, he worked with community to create our own.

 

TIE | Black Lives Matter

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STANDS WITH

AIELOC

 

“You have to get over the fear of facing the worst in yourself. You should instead fear unexamined racism. Fear the thought that right now, you could be contributing to the oppression of others and you don’t know it. But do not fear those who bring that oppression to light. Do not fear the opportunity to do better.” 
― Ijeoma Oluo, 
So You Want to Talk About Race

 

 

Now is the time for us to move beyond contrived statements and to assert action to solidify our collective identity. Now is the time for us to seek the opportunity to learn and not be silent. We therefore call on every stakeholder in international education to committing to action and making our community more socially just. What does the international education community need to do now?

 

We commit to:

 

-acknowledge that Black Lives Matter and the racialized experiences, though not a monolith, of people of African descent, regardless of country of origin are shared and felt.

 

-speak up now about racism and all forms of discrimination in international education as well as how these experiences are perpetuated in international spaces.

 

-tackle the eradication of racism at all levels including but not limited to (boards, recruitment, accreditation, graduate programs, schools, parents) become aware of our racial and cultural blind-spots by reading about, listening to, collaborating with and implementing sustainable anti-racist practices by championing the voices and contributions of racially and ethnically diverse educators. Focus on anti-racism work.

 

-have school and organization plans focused on diversity, equity, and inclusion that is co-created with our community.  Commit to partnering with community members that are closest to the problem as they are usually closest to the solution.

 

-challenge Whiteness, and even White Supremacy, in all its subtle and overt forms. For white educators, we acknowledge benefiting from privilege and structures of oppression against people of color, and we stand now to become part of the solution despite and in spite of current racialized incidents. We commit to become a part of the solution even when political and racial unrest are not at the forefront of the news cycle.

 

-actively ally with, amplify, and mentor educators of color who come from all parts of the globe. Aspire to be co-conspirators.

 

-educate our students and parents about the value of racial and ethnic diversity through our conversations, curriculum, and school-community workshops.

 

-support those international education organizations committed to diversity, equity, and inclusion.

 

Finally, we ask what do you want to see? What topics do you want to discuss? Who do you want to hear from? What do you want to learn more about? We invite you to participate in our Free Virtual Conference focused on representation, social justice, and equity studies in international education during 14-15 November 2020? To keep the conversation going please add your thoughts, ideas, and questions here: https://padlet.com/kdsl2007/ga6oin5r650qelw2

 Join us at www.aieloc.org and email us at aieloc2019@gmail.com.

Dr. Ashley Hazelwood, AIELOC Fellow

Kevin Simpson, AIELOC Founder

Take the AIELOC Equity Pledge

What if all international schools and leaders…?

AIELOC

 

What if all international schools and leaders…?

 

 

consistently celebrated diversity, fostered equity, and supported inclusion?

 

removed historical legacies and systemic barriers in the international education space that have been created​?

 

consistently committed to listening to and learning from diverse voices, experiences, and perspectives?

 

created and participated in courageous conversations and spaces that encouraged dialogue and the exchange of ideas?

 

spoke up now about racism and all forms of discrimination in international education and around the world?

 

became aware of racial and cultural blind-spots by reading about, listening to, and collaborating with racially and ethnically diverse educators?

 

focused on anti-racism work?

 

challenged whiteness and white supremacy?

 

were co-conspirators?

 

actively amplified and mentored educators of all colors who come from all parts of the globe?

 

said and believed #BlackLivesMatter?

 

Join us #IntlEducatorEquity
http://aieloc.org/international-educator-equity-statement/

KDSL Global chats with Ezirim Kennedy of Yagazie Foundation

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KDSL Global collaborates with education businesses around the world. One service we offer is promoting education companies. This month the team had a chance to chat with Ezirim Kennedy of Yagazie Foundation. Learn more about this new team and their work below.

 

 

Tell us about the Yagazie Foundation.

We are a Nigeria based non-profit organization that operates independently of a government. We are also a group of humanitarians made up of some strategic thinkers who can adapt quickly and respond to changing and pressing needs faster than governmental organizations which require executive and electoral approval for action.

Yagazie Foundation is consistent and well organized in delivery of critically important service such as sustainable Health care, Education, Agriculture and Environmental, Empowerment, Advocacy as well as human right protection.

We have exhibited high level of integrity and transparency in budgeting of effectual action. We have also not failed to acknowledge the importance of foreign expertise within the NGO framework.

Our mission is to motivate potential leaders, offer a sustained opportunity to the voiceless, underserved, unreached and less privileged from disadvantaged background through the provision of quality health care, enhanced education and healthy environment with the aim of impacting a productive lifestyle in order to disconnect them from perilous activities.

Our 3 focus in Yagazie Foundation is to use Sports to solve problems in Education, Health and Environments.

 

 

 

What are your three pillars?

INNOVATION

Indicates our drive to challenge ourselves as a team to creatively overcome obstacles and treats to a to a better living.

 

IMPACT

Reflects our intense passion/interest in adding or creating value where little or none exists, thereby positively transforming the lives of beneficiaries.

 

GOVERNANCE

Reflects our good-doing mission to our employees, directors, volunteers, stake-holders.

 

 

 

What is the future of education in Nigeria? 

The future of education in Nigeria is dark because the rate of drop out is increasing incessantly as the day goes by. The government is doing what they can and it is not enough to tackle the problems of providing an enabling environment for Students to study and develop in Nigeria. Consequently, this will affect the economy and productivity of the country negatively.

 

To learn more about the Yagazie Foundation visit https://www.yagaziefoundation.org

 

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Ezirim C. Kennedy JP is a Global Citizen, Justice of Peace, Ambassador for Peace, Humanitarian, Educationist, SDGs Advocate and a Sports Consultant. He is the Founder of Yagazie Foundation, Yagazie Sports and African Coaches League which serves mankind in different ways respectively. A member of the Alumni Association of Ecole Superieur De Gestion Et De Technologie where he studied International Relations and obtained a Bachelor’s Degree, Kennedy has had leadership roles right from elementary school days onward. He has a passion for leadership and that’s why he took some leadership roles with some local organisations in Nigeria and Africa, such as African Coaches League, Yagazie Foundation, African Youth Leadership & Economic Summit (AYLES) etc. He had some professional trainings with GIZ, British Council, FATE Foundation etc. Kennedy always wants to make an impact and sustained societal development to the people in his jurisdiction or any one he comes in contact with. He also has a passion for peace, leadership, humanity, education, sports, good governance and the execution of projects from the grassroots. Kennedy has organised grassroots education, sports, environmental and peace development program across Nigeria and Africa to help give sustainable resilience to the unreached, underserved and less privileged person from disadvantaged background across Nigeria and other African communities.

KDSL Global International Education Recruitment

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KDSL Global is a leading learning organization focused on empowering educators and education businesses globally.  We are excited to officially share our KDSL Global International Education Recruitment division, which will focus on partnering with school groups and education organizations around the world to meet their talent needs. Our diverse team have all worked in the international education space for 20+ years and have completed executive searches, teacher recruitment, and filled consultant needs on education projects around the world. This will be led by Ann Little.

 

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With over 25 years’ experience, Ann Little is passionate about making a difference globally within the education and leadership field. She is a versatile professional with an extensive background and expertise in strategic planning, change management, education reform projects, leadership development, training, recruitment, special education, and inclusion.

Ann began her career as a special education inclusion teacher and holds a Bachelor of Arts degree in Elementary and Special Education from Hiram College, Ohio. In 2009 she wanted to expand her knowledge and interests by studying abroad and in 2010 earned a Master of Arts degree in Education Leadership & Management from the University of Roehampton in London, United Kingdom. She is a licensed teacher in both the United States and the United Kingdom.

After earning her master’s degree Ann went on to work with two international school start-ups in the Middle East and three large scale education reform projects in SE Asia focusing on leadership development, strategic planning, recruitment,   building capacity, improving teaching pedagogy and inclusion practices. Prior to this, she led a large-scale special education literacy project in Hillsborough County, Florida with the 8th largest school district in the United States. Under her leadership, the project grew to provide services to over 5,000 special education students in 100+ schools.

Ann is both a visionary and transformational leader who has proven her ability to succeed in driving change through school transformation projects with diverse populations at an international level. She is committed to improving opportunities for students everywhere to access quality education. She brings her ability to work and relate effectively across international cultures to recruitment, leadership, and special education projects.

 

 

 

Online Teaching in Brazil

KDSL Global recently had the opportunity to connect with Fatma Trabelsi for a quick check in about her experience teaching online. She is a grade 4 teacher at Graded – The American School of Sao Paulo in Brazil. Fatma was recently celebrated for being innovative an committed to student learning in the new age of distance.

 

How is your distance learning experience?

I should say things are getting better and easier. I am working my way through all the technology features of the tools that I have never expected to use before! Yet this whole transition is extremely draining as it requires a lot of pre-planning and consistency.  If I can use an analogy this whole distance learning is like an airplane prior to take-off. The sound, the spinning, the speed, the fuel, the orientation are all set before the take off. That’s why I find it inspiring and exhausting at the same time.

 

 

What technology are you using?

At Graded, we are entering our third week of distance learning. The dust is gently getting settled.  The first week resulted in long hours of work in front of screen, serious exhaustion, several meetings with grade level teachers and designing the best possible plan to serve both parents and students of our grade level. Yes, we lacked sleep and we were tense. Surveys were sent at the end of the week to check if things went well. We were surely happy with the survey results.

In the lower school, we are all using Google Classroom, Brainpop for reading assignments/ Science. Screencastify for morning messages and mini-lessons, and Edulastic for standardized assessment. For regular check-in we use Flip Grid. Obviously, all the Google resources / extensions are used to support our presentations and enhance our mini-lessons. Our library has a bunch of online resources that became quite helpful in these days.

 

 

One message you want to share with your scholars.  

For all other scholars, it is important to remain calm, clear-headed and positive. We remain the familiar and the inspiring figures in our students’ lives. They need us now most as uncertainty and doubt veils their days. As educators we also need to empower each other and support those who need more help. This is a serious time where we need to show solidarity and compassion in both in action and words.

 

 

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Fatma Trabelsi is an experienced international educator with eighteen years of teaching and leading experience in different international schools across North Africa, the Middle East, Europe, South East Asia and South America. Over the years, she has gained deep understanding of the IB programme as well as the American curriculum. My recent work experience was the American curriculum with a major focus on the workshop model in literacy and math. She has been involved in IB re- authorization visits and CIS/WASC re-accreditation meetings at organizational level.

Throughout her teaching journey, she has often found herself actively engaged with the school growth and development. Fatma has a MA in Education, BA in English Language and literature, TEFL certification, and several years of teaching experience in international schools. Beside her qualifications, she received training as CIS visiting school member and  has recently completed a TTC workshop on leadership tools in international schools offered by Bambi Betts along with Middle Leadership course delivered by Nord Anglia.

COVID-19 is Testing Our Bandwidth

It has been 8 weeks since I started self-quarantine in my small apartment in Beijing, on January 26th, 2020. My school began online education on February 10th after having about two weeks to prepare teaching and learning policies, and to clearly communicate to all stakeholders what the ensuing weeks of online learning would (hopefully) look like. We had no idea how long that would last, and our current prognosis is a possible return to face-to-face learning in mid-April. I imagine, however, it won’t be that early as China now fears a second wave of cases as things slowly return to normal and people outside China return to the nation.

 

China has been both praised and pummeled for its response to COVID-19, with pundits, politicians, and average citizens around the globe weighing in on China’s social, educational, and political norms typically not fully comprehended even by those who live in this country of 1.4 billion people, both citizens and expatriates. From an insider perspective, I at least can attest to the safety and security I have felt over two months under quarantine, and since the last two weeks I now have a personal Chinese “community volunteer” from a local bureau who calls or texts me to ask about my health. She is ordered, as are other volunteers, to check on the well-being of foreigners, both for our safety as well as that of Chinese citizens, as in the past few weeks, thousands of Chinese have repatriated, and foreigners have received the greenlight to return to the country. Nonetheless, headlines in the West, and particularly America, continue to ravage China for its handling of a crisis now under control here and which is waging its viral war in other countries around the world.

There are a number of lenses through which the current crisis in China, and now globally, can be viewed. Cybersecurity, a recent interest of mine, has received new attention as threat actors look for new ways to prey on the vulnerable. I wrote a post on LinkedIn over a month ago about how China is leading the first-ever and largest national online learning experiment the world has ever seen. Equity for students has been a concern in China, as hundreds of millions of students and teachers were forced to switch to online learning in far less time than other nations have had to prepare. The government took early steps to ensure the nation’s technology infrastructure could handle the explosive increase of users (i.e., students) on multiple devices and streaming live or recorded lessons. Francis Miller, Director of College Counseling at Xi’an Tie Yi High School in Shaanxi Province, recently wrote a short piece for the International Association for College Admission Counseling (ACAC). He stated that, although measures have been taken to provide equal access to students across the country, this should not be equated with democratizing education for all. Additionally, the sociological effects of extended quarantine are seen in increases in domestic violence and, already, an increase in filings for divorce.

With the spread of COVID-19 globally, attention has turned from China to new epicenters such as Italy, Iran, and Spain. In America, my passport country, debate has arisen over how, or even if, a shift to online learning can work in a country whose ideals of equity in education rightly also surround home access to the internet and even food for students who depend on 1-3 free meals per day at their school. Other social phenomena have arisen, too, ranging anywhere from toilet paper and hand-sanitizer hoarding to the cancellation of athletics and other forms of entertainment, like my go-to late night comedy shows.

 

What has persisted, but has morphed and evolved once again, is the discussion around race relations within and between countries, from the East to the West. COVID-19 is the official designation of the novel coronavirus which found its epicenter in Wuhan, China. At the beginning of February, when COVID-19 was only “China’s problem,” I posted an opinion article on LinkedIn reporting the imminent fear that Chinese, and Asians generally, were likely to experience regarding discrimination, racism, and xenophobia—take your pick of words, each of them apply. Many were worried about this, in fact, and “-isms” of all kinds have taken over social media like a tempest. In that LinkedIn post, I was challenged by a few commenters to consider how Chinese people treat people of other colors and ethnicities. Those who know me or follow me on LinkedIn know I frequently discuss racism and discrimination that educators of color face in the international school world.

 

Fast forward to this week, when another one of my LinkedIn posts addressed discrimination, racism, and xenophobia—again, take your pick because they all apply. This post, however, consisted of me expressing my great disappointment in many Chinese citizens’ response to revised regulation purportedly allowing more ways for foreigners in China to obtain permanent residence status. Most of the proposed regulations already exist in some form, and it is likely some netizens in China simply don’t realize this. Their responses, however, comprised virulent racism and xenophobia toward, in particular, black and brown expatriates from around the globe. Some have attributed the heinous response to fears of foreigners returning to China who may be infected with COVID-19. Thus, many in China quickly turned from persecuted to persecutor in a matter of weeks.

 

In yet another LinkedIn post several weeks ago, I discussed an article written by Chinese authors published on February 16, 2020. The new research described the effects of misleading media coverage during public health crises, with COVID-19 serving as a case study. The article discussed how such coverage perpetuates racial discrimination, negatively impacts country image, and damages mental health during a crisis such as the novel coronavirus outbreak. Importantly, the article approached the topic using a 2015 quantitative study that investigated “relationships between experiences of perceived racial discrimination…and 12 common psychiatric diagnoses…of African-American and Afro-Caribbean adults in the U.S.” This is important research that I hope will be part of a growing body of literature on race relations where, as a global superpower, China engages the topic of racism on many fronts. Already we see how research on the trauma of racism on people of color in America can inform new lines of research in China. Collaborative research needs to happen so that cultures are learning from each other, working toward solutions.

 

COVID-19 is testing the world’s bandwidth in every way possible, from online learning to the economy to politics to travel to medical supplies and, of course, the internet itself. A personal takeaway for me, however, is that racism and xenophobia exacerbate our already-stretched bandwidth. The vitriol of cultural superiority and degrees of melanin gives victory to an invisible virus. Everyone—including White people—need to do the work of antiracism with those who experience discrimination. Whatever our profession or location in the world, we—including White people—need to look for ways to advocate for those around us who don’t look like us. We/I need to collaborate, learn, and un-learn. We/I need to embrace difficult topics and conversations. Let’s not socially-distance ourselves from the values and virtues we need for a more pluralistic vision of a world equally affected by the current crisis. Let’s keep moving forward.

 

 

 

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Lucas Roberts has served as a social studies teacher, professional development coordinator, vice principal, and principal in China since 2009. His teaching experience spans grades 6-12, and leadership experience grades K-12. Additionally, he has been involved in accreditation with the Western Association of Schools and Colleges (WASC) since 2012, first as his school’s WASC site coordinator and, since 2014, serving on visiting team committees in Cambodia, South Korea, mainland China, Taiwan, and Thailand. He started the LinkedIn Group, International Educator Equity Forum, to further conversations and solutions around educator equity issues in international schools. He has served on a panel in Thailand to discuss student leadership in athletics, presented at a conference on the topic of building discovery learning school cultures in China, and has written several book reviews in peer-reviewed journals and popular platforms. An additional passion of his is to draw awareness to social-emotional and mental health needs in our transient, cross-cultural school communities.

 

Lucas earned B.A., M.Div., and M.Ed. degrees, and is currently a doctoral candidate through Wilkes University’s Dubai-based, international cohort. His research interests include diversity, equity, and inclusion in international schools, cross-cultural leadership, and what it means for schools to collaborate, not just compete, in the international school world. He is a member of the KDSL Global Advisory Council.

 

Thank you, Stuart Dennis

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Yesterday I found out my former Head of School in Dubai (GEMS World Academy) passed away. In one of our emails he asked me to do an interview. This blog post is dedicated to him.

 

Hello Kevin,
Maybe you’ll consider to do an interview  as part of my little series of interview articles for LinkedIn. Honestly, this is nothing more than a intellectual stimulation for me whilst I’m going through chemo again. However, a great way to connect with amazing people like you.

 

  1. How would describe your leadership style? How has it evolved over the years and why?

I see myself as a coaching leader. Many times I enjoy supporting teammates in fulfilling their goals and providing feedback to aid in growth. The one on one interaction and finding out where people are and how to best be of assistance is where I get energy.

 

  1. Who are your leadership idols and why?

My business advisor Alister Aranha as he always ask great questions and pushes my thinking.

John Ritter, one of my first international school heads, because of his wealth of knowledge and experience around school leadership.

Cynthia Buck was the first principal who hired me in Virginia. She set forth a clear vision and was always supportive with our team goals and my personal goals.

 

  1. What is your greatest leadership success?

Setting up a company in a country outside of the USA. This was done in 2013 in Dubai. There was a lot to learn but so worth the journey.

 

  1. What’s the toughest leadership challenge you’ve faced?

Being comfortable speaking up and out about issues related to diversity, inclusion, and equity in the international education space.

 

  1. Looking forward in your current role, what excites and motivates you as a leader?

Interacting with future talent in the present. This is built into our KDSL Global Fellowship Program. In one year these educators learn more about entrepreneurship and launch a new product or service.

 

  1. What lessons in leadership are you still hoping to learn?

Focusing on a few things would be something I need to revisit. In the past I would choose 3 big things to focus on daily.

 

  1. Do you see your role also a leadership mentor and trainer? Is succession planning at all levels in the organisation important you? How do you achieve this?

I see myself as a leadership learner. This is due to being willing to learn from others based on their experiences. Legacy thinking started with the fellowship program we set up in 2017. It was the idea of how do you give back to the new and next generation of those who work in education? We empowered consultants to start their own ventures and engage in a range of projects. This was my experience which allowed me to learn lots about what I enjoyed and what I did not.

A big change is coming in 2020 at KDSL Global around planning ahead. More to come in the near future.

 

  1. What’s your advice to experienced school leaders looking for the next big step?

Learn what you can where you are. Write down and work on your next big thing but do not allow it to consume you. This may make you miss out on lessons and learning in your current context.

 

  1. What’s your advice to inexperienced leaders in school looking for the first big step?

It would still be learn what you can where you are. Seek a mentor who can serve as a guide. Seek and sign up for opportunities to serve as a leader wherever you are currently working.

 

  1. And finally, how do you relax? 

Meditating

Running

Reading

Just pausing and taking a break from work
Stuart, ‬
‪I’m crushed to hear the news of your departure. You are the reason I came to Dubai. Your vision and leadership were impeccable. I feel you tricked me as well when I found out upon arrival that I’d be teaching the daughter of the Head of School. ‬

‪Thank you for checking in with me & encouraging me to pursue my goals and dreams. You signed every form I brought your way when I wanted to learn, grow, and develop. I’ll miss our updates. ‬

‪In today’s international education leadership space I find few like you. You hired a Black man to teach at what was then the most expensive IB school in Dubai during 2008. I didn’t put my photo on my CV. On our phone interview I learned about you & your expectations.‬

‪You shared leadership opportunities & served as a reference for me countless times, connected me with education leaders around the world, and added me on your team. ‬

‪Thank you for the opportunity to serve, learn, and for being a true leader.‬