by Simon Jacobs
Leading in international schools offers a unique blend of challenges and rewards, requiring adaptability and a deep understanding of diverse cultural contexts. My journey through three distinct schools – in China; Argentina; and now in London – has profoundly shaped my approach to educational leadership.
In my first leadership role in China, I was tasked with establishing a British boarding school ethos in a Chinese setting. The challenge lay in balancing the school’s British roots with the expectations of Chinese parents and students, who valued rigorous academics.
Emphasising the importance of a truly holistic education – providing opportunities for children to perform on the stage, in the theatre, or on the sports field, and the ensuing skills and confidence that these develop – formed the foundation of the educational offering we looked to build at the school. As the school was relatively new (I joined in the school’s second year on campus in 2016), we were able to build a culture almost from scratch, which meant leadership needed to embody this culture from the outset.
The language barrier and differing cultural norms around education initially posed challenges. However, taking the time to learn Chinese and interact with the community, and understand the cultural differences went a long way in fostering open communication and encouraging a blend of both cultures. We were able to create a unique learning environment that respected local traditions while introducing global perspectives.
Key Lessons:
●Cultural Sensitivity: Understanding and respecting cultural differences is crucial in building trust and rapport.
●Adaptability: Being flexible and willing to modify approaches based on cultural contexts helped bridge gaps between British and Chinese educational expectations.
●Being visible: As a leader, being at the front of the school at morning drop off and afternoon pick up, using children’s names, being around in the school canteen and in the boarding house, as well as being a presence in classrooms and during ECAs, allowed staff and families to “buy in” to my vision for the school, as it showed how I was involved myself and demonstrated my own personal commitment to the type of school and culture we were building.
●Take the time to learn the language: Learning Chinese helped with building trust and rapport with students, staff, and families alike.
Moving to Buenos Aires introduced me to the vibrant and relational culture of Argentina. Leadership here required a strong focus on community and relationship-building.
The interesting difference between China and Argentina was the value placed on academics – it soon became clear to me that whilst academic performance was important to the families here, the most important thing was that children were happy when they came to school and had all the opportunities to play sport, perform on the theatre or on the stage – enjoyment was priority number one. So in one respect, the challenge was almost the opposite of what was faced in China – communicating the message to families and students alike that “excellence” could encompass academic performance, as well as sporting, musical and theatrical development – they were not mutually exclusive.
In contrast to my previous school in China, the school in Argentina was over one hundred years old, with many staff having worked in the school for 20, 30 even 40 years – therefore a shift in culture was a different challenge completely.
The warmth and openness of the Argentine culture were both a joy and a challenge, especially when navigating the sometimes complex dynamics within the school community. Emphasizing collaboration and fostering a sense of belonging became central to my leadership approach. That started with welcoming students and families at the beginning of the day, being involved in the classroom as part of regular timetabled lessons, regular meetings with middle leaders, as well as being involved in after-school sports clubs – something that previous leaders in the school had not been so heavily involved in.
Key Lessons:
●Relationship Building: Establishing genuine connections with staff, students, and parents is vital in fostering a cohesive school community. I took the time to meet each member of staff (academic and support staff) on a 1-1 basis in my initial few weeks in the role – giving them the opportunity for personal connection, as well as listening to ideas and suggestions to improve our students’ lives at school. Many staff mentioned that this was not something that previous school leaders had taken the time to do.
●Flexibility in Leadership: Adapting my leadership style to suit the local culture is essential for effective school management.
When relocating to London for the start of this academic year, I encountered a diverse, multicultural environment in one of the world’s most global cities – with over fifty different nationalities represented amongst the staff and student body. This was in stark contrast to my previous schools, where the vast majority of the families were from Chinese or Argentinean origin respectively.
The challenge here is to maintain and improve on high academic standards while promoting global citizenship among students from various cultural backgrounds. The school’s diverse demographic requires a leadership approach that is inclusive and attuned to the varying needs of students and staff. Drawing on my experiences in China and Argentina, I will look to begin the process to create an environment where diversity is celebrated, and every student feels valued and understood.
Key Lessons:
● Global-mindedness: Leading in a multicultural setting demands an appreciation for diverse perspectives and a commitment to inclusivity.
●Continuous Learning: Each international experience in my career has provided new insights that enriched my approach to leadership, emphasizing the importance of lifelong learning.
Conclusion: Leading across different cultural contexts in international schools has underscored for me the importance of cultural adaptability, empathy, and a global mindset. Each school presented unique challenges, but the common thread was the need for a leadership approach that is both flexible and culturally sensitive. These experiences have not only enriched my professional journey but have also deepened my commitment to fostering inclusive, globally-minded educational environments.
Simon Jacobs is the Primary Principal, ICS London
To connect with Simon on LinkedIn: linkedin.com/in/simonjacobseducationalleader
Next week’s blog is written by Matt Topliss, Principal, Kyoto International School, Japan
LYIS is committed to providing expert guidance on all aspects of international school leadership. If you would like help and support with adapting your leadership to the school context or any other leadership issue, please speak to André Double, email: andre@leadingyourinternationalschool.com
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