Equity in Education
Principal's Role in Closing the Achievement Gap and Championing Inclusion
Sustainability and Student Success
Principals Who are Leading the Green School Movement
Editior’s Note
Rethinking Achievement
RedefiningAchievementforAll"
challengestraditionaldefinitions ofachievement,advocatingfor creatingamoreinclusiveandpersonalized approach.Here,theverytraditional definitionsofsuccessarecontested.But thisconceptacknowledgesalltheshapes andmoldsofachievementinaworld that'susedtostandardizedmeasuresof accomplishments.Diversetalents,abilities orbackgroundsarehighlightedin "RedefiningAchievementforAll," indicatingthatsuccessmaynotstrictlybe adheredtobasedonacademicorcareer achievementsbutratherbasedon individualgrowth,strengthandpersonal pursuit.
Thisapproachpromotessystemsthat fostereachindividual'scapacity,with equalopportunitiesforeveryonetogrow. Inordertoredefineachievementin education,theworkplacemeasures creativity,collaborationandemotional intelligence,alongwithconventional successmetricsatequalvalue.By promotinganenvironmentthatrespects andhonorseveryindividual'sunique journey,wecancreateasocietyinwhich achievementisaccessible,meaningfuland diversewhereeveryonecancontributeto achieveexcellencewithinhisorher means.
Inlinewiththeevolvingconceptof achievement, The Knowledge Review proudlypresentsitslatestedition,Most InspiringPrincipalsRedefining StudentSuccessin2024.Thisspecial issueshinesaspotlightonvisionary leaderswhoaretransformingthe educationallandscape,withafocuson holisticdevelopmentandpersonalized learningpathways.
Onthecover,wefeature Adelina Holmes,atrailblazerineducation, whoseinnovativestrategiesare redefininghowschoolsmeasureand cultivatesuccess.Alsohighlightedinthis editionis Abhilasha Singh,aninspiring principalknownforhersteadfast commitmenttonurturingeachstudent's potential.
This edition honors the leaders reshaping the future of education, ensuring success for all students. Flip the pages to know more!
MariaChristopher
-Maria Christopher
Adelina Holmes
Building an Inclusive Educational Community and Supporting Student Success
Profile 22
CONTENTS Abhilasha Singh
Advocating for Agenda 2030 and a Better World
Articles
EquityinEducation
Principal's Role in Closing the Achievement Gap and Championing Inclusion
Principals Who are Leading the Green School Movement SustainabilityandStudentSuccess
Abhilasha Singh
Most Inspiring Principals Redefining Student Success in 2024
Principal, Shining Star International School, Abu Dhabi Brief
Abhilasha is committed to fostering a culture of gratitude and kindness, prioritizing mental health and well-being for both educators and students and continuously enhancing the educational experience.
Adelina Holmes
Christopher J. Dawe
Kendall Peet
Yvonne Kosiarski
Principal, Sampoerna Academy, PI
Secondary School Principal, HD Qingdao School
Adelina rmly believes that exceptional schools are built on the efforts of great teachers, staff, parents, and community members.
Christopher focuses on innovation in education, integrating technology and personalized learning to prepare students for the rapidly changing world while maintaining a strong emphasis on character development.
Head of School, International British School of Bucharest
School Principal, Egyptian American School
Kendall emphasizes the importance of a global curriculum that not only meets academic standards but also fosters critical thinking, cultural awareness and ethical leadership among students.
Yvonne is dedicated to creating an inclusive learning environment where cultural diversity is embraced, and students are encouraged to achieve both academic and personal excellence.
Editor-in-Chief Mary D'souza
Managing Editor
Contributing Editor Maria Christopher Anish David
Art & Design Head
Co-designer David King Raul Belin
Business Development Executive
Sr Sales Manager Ella Walker Elena Brown
Technical Consultants
Technical Head David, Robert Jacob Smile
Marketing Manager
Circulation Manager Eric Smith Mark Clain
Adelina
Building an Inclusive Educational Community and Supporting Student Success
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Adelina believes in authenticity, inspiring others through the genuine application of learning and being receptive to feedback.
Instagram - EduLeading
Cover Story
Adelina Holmes Principal, Sampoerna Academy, PI
Adedicatededucationalleader isferventintheircommitment tosupportingacademic successforallstudentsandfirmly groundedinhighstandards.These leadersfocusoncreatingalearning environmentthatemphasizessafety collaborationandotheressential elementsforproductiveinteractions. Beyondcultivatingapositiveand supportiveatmosphere,theyexcelat developingleadershipamongteachers andstaff.Byencouragingtheiractive involvementinachievingtheschool's vision,theseleadersenhancethe overalleffectivenessoftheschool communityandempowerindividuals totakeownershipoftheirroles.This approachstrengthenstheschool's impactanddrivescollectivesuccess.
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Adelina utilizes data analytics to track student performance and tailor interventions to meet individual needs, as data-driven decision-making is an intrinsic part of her instructional leadership.
Followingthisuniqueapproach,akey priorityforAdelinaHolmes—the PrincipalofSampoernaAcademy, PI—isimprovinginstructional practices.Thisenablesteachersto performattheirbestandstudentsto achievetheirutmostpotential.By focusingonthecontinuous developmentofteachingmethodsand learningexperiences,shestrivesto elevatethestandardsofeducation.
CreatingaPurposefulCommunity
Adelinafirmlybelievesthat exceptionalschoolsarebuiltonthe effortsofgreatteachers,staff,parents, andcommunitymembers.Witha steadfastcommitmenttonurturinga purposefulcommunity,sheemphasizes enhancingcollectiveefficacy, communication,professional development,andcollaborationwith allstakeholders.
Dedicatedtoworkingcloselywith teachers,officestaff,andothers, Adelinaensuresthateverychildhas thebestopportunitytoexcel academicallyandsocially.By
entireschoolcommunity,sheaimsto buildandsustaintheremarkable culturethatdefinesherschool.
EmpoweringGrowthwithStrategies
Since2004,Adelinahasdedicated herselftothefieldofeducation, steppingintoleadershiprolesin2012. Herjourneyhastakenherthrough diversecountriessuchasChina, Taiwan,SaudiArabia,Oman,andnow, Indonesia.Eachlocationhasenriched herunderstandingofvariouscultures andhistories,enhancingherabilityto leadwithculturalsensitivityand respect.
Adelina'sacademicbackground includestwomaster’sdegrees—onein EducationandtheotherinLeadership andManagement—andsheiscurrently pursuingadoctorateineducation. Whileformaleducationhasbeen instrumental,thetruesourceofher inspirationcomesfromherdaily interactionswithstaffandstudents.
Witnessingthegrowthandsuccessof thosesheworkswithisprofoundly
theirprofessionalgoals,knowingthat theirprogresswillpositivelyimpact theircolleagues,studentsandtheir families.Thiscommitmenttonurturing others'potentialisdrivenbyherbelief thateffectiveleadershipliesin empoweringotherstoreachtheirfull potential.
Adelina'sinspirationstemsfromthe collectivesuccessandgrowthofthose aroundher,fuelingherpassionfor continuousimprovementand dedicationtoeducationalexcellence. Sheunderstandsthatthesepositive changeswillradiateoutward,leading topositivechangesinthewhole community.
NurturingaResourcefulLearning Environment
Adelina’svisionasaneducationleader istoinspireteachersandacademic staffthroughopenandhonest communication,sharingbestpractices groundedincurrentresearch.Sheaims tocreateadynamicandcreative educationalenvironmentthatinspires allmemberstopursuetheirgoals.
CultivatingaProfessionalLearning Community
Asaschoolleader,Adelina’smission istodevelopaprofessionallearning communityofteachersandacademic staffthatisbothrobustandengagedin constructivedialogueaboutcurrent bestpractices.Shestrivestocultivatea creativeandresourcefullearning environmentwhereongoinggrowth, risk-takingandinnovationare encouraged.
CoreValuesGuidingLeadership
Adelina’spracticalapproachis groundedinthecorevaluesthatguide herleadership.Shebelievesin authenticity,inspiringothersthrough thegenuineapplicationoflearningand beingreceptivetofeedback.Integrity isessentialtoher,assheaimstobea trustworthyandtransparentprincipal wholeadsbyexample.
PragmaticandCommunity-Focused Leadership
Pragmatismdriveshertodemonstrate newideasinpracticalways,ensuring thatimprovementscanbeeffectively implemented.Community developmentiscentraltohermission, assheiscommittedtosharingher learningjourneytosupportothersin achievingtheirprofessionalgoals. Stewardshipreflectsherdedicationto takingresponsibilityinherleadership roleandproactivelyguidingothers withinherorganization.
ProfessionalDevelopmentinDiverse Teams
Throughoutherjourney,Adelinahas facedvariouschallengesincluding adaptingtodifferenteducational systemsandculturalcontextsin multiplecountries.Shehasalso managedresistancetochangeamong staffandensuredconsistent professionaldevelopmentacross diverseteams.
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Adelina provides professional development on DEI to all staff, equipping them with the knowledge and skills needed to maintain an inclusive classroom environment.
Most Inspiring Principals Redening Student Success in 2024
Additionally,balancingadministrative dutieswithinstructionalleadership whilemaintainingafocusonstudent outcomeshaspresentedanongoing challenge.Despitethesedifficulties, Adelinahasalwaysembraced challengeswithenthusiasmand determination,andtheresultisa schoolteamthatisunitedinitsefforts tosupportalllearnersintheirjourneys.
TheRoleofCollaborationand SharedLeadership
Adelinaovercamechallengesby cultivatingacultureofopen communicationandtrustwithinher team.Sheprioritizedprofessional development,ensuringthatitwasboth accessibleandrelevanttotheneedsof herstaff.Bybeingculturallysensitive andadaptable,Adelinanavigated differenteducationalenvironments effectively.Implementingreflective practicesallowedherandherteamto continuouslyevaluateandimprove theirapproaches.
Collaborationandsharedleadership werealsokeystrategies,enablingthem toaddressresistancetochangeand embracenewinitiativescollectively. Adelinabelievesthatsuccessliesin havingtherightpeopleintheright placesandhelpingthemsharetheir knowledgeandgrowtogether, emphasizingthattheleaderisnotthe magicalpersonwithallthe answers—theteamholdstheanswers.
IntegratingTechnologyforBetter Outcomes
Embracingtechnologyhasbeena pivotalaspectofenhancingthe learningexperienceatAdelina's school.Shehasoverseenthe integrationofinteractivedigitaltools andplatformstofacilitatepersonalized learning,allowingstudentstoprogress attheirownpace.Onlinecollaborative toolshavebeenemployedtosupport teamworkandcommunicationamong
studentsandteachers,extending beyondtheclassroom.
Data-DrivenDecisionMaking
Adelinautilizesdataanalyticstotrack studentperformanceandtailor interventionstomeetindividualneeds, asdata-drivendecision-makingisan intrinsicpartofherinstructional leadership.Regularprofessional developmentisprovidedtoensurethat teachersareequippedtoeffectively integratethesetoolsintotheir instructionandusedatatoimprove studentoutcomes.
EncouragingStudentParticipation
Extracurricularactivitiesareessential forprovidingawell-rounded educationalexperienceandhelping studentsdevelopcriticallifeskillssuch asteamwork,leadershipandtime management.Theseactivitiesalsooffer opportunitiesforstudentstoexplore theirinterestsandpassions, contributingtotheiroverallpersonal growthandwell-being.
Topromotetheirimportance,Adelina ensuresthattheschooloffersadiverse rangeofextracurricularoptionsand activelyencouragesstudent participation.Shecelebrates achievementsintheseareasand providesplatformsforstudentsto showcasetheirtalents,reinforcingthe valueofholisticeducation.
InspiringTeacherstoEncourage ExplorationandGrowth
Adelinapublishedabooklastyear titled‘Teach Through Fascination.’ Thisguidefocusesonmaking educationengagingandcaptivatingfor studentsbyofferingpractical strategies,teachingtechniquesand real-lifeexamplesfromsuccessful classrooms.Throughherbook,Adelina shareshervisionoffosteringcuriosity, creativityandaloveoflearning.
Exceeding Academic Expectations through Personalized Support
OneofthemostrewardingsuccessstoriesunderAdelina'sleadershipinvolvesafemale st studentwhojoinedtheschoolinthe1 grade.Sheinitiallystruggledacademicallyand sociallyduetoalanguagebarrierandculturaladjustment.Despitethesechallenges,the studentthrivedunderAdelina'sguidance,eventuallyexcellingacademicallyandsocially.
Recognizingherpotential,Adelinaandherteamimplementedapersonalizedsupport planthatincludedone-on-onetutoring,languageimmersionactivities,andadditional classroomsupport.
Overtheacademicyear,thestudent'sperformanceimprovedsignificantly,progressing frombelowgradeleveltomeetingandevenexceedingexpectationsinsomesubjects. Socially,shegrewmoreconfident,madefriends,andactivelyparticipatedinclass discussionsandgroupprojects.
Bytheendoftheyear,shewasnotonlyexcellingacademicallybutalsohelpingherpeers withtheirworkandparticipatingenthusiasticallyinclassroomactivities.Her transformationfromastrugglingnewcomertoaconfidentandengagedstudentinjust oneyearexemplifiesthesupportiveandinclusiveenvironmentthatAdelinastrivesto create.
Sheaimstoinspireteacherstomove beyondtraditionalmethods, encouragingexploration, experimentation,andgrowth.Beyond thepublication,shetreasuresthe recognitionandappreciationofher teachers,studentsandtheirfamilies, whooftenexpresstheirlovefortheir schoolandtheirdesiretoremainpart ofit.
PromotingInclusiveLeadership Opportunities
AddressingDiversity,Equityand Inclusion(DEI)isacornerstoneof Adelina'sleadership.Sheimplements policiesandpracticesthatpromotean inclusiveandequitableschool
environmentforstudentsandstaff. Thisincludesensuringthatpromotions andleadershipopportunitiesare accessibletoteachersfromall backgroundsandthatallstaffmembers aretreatedequallyandfairly.
Adelinaprovidesprofessional developmentonDEItoallstaff, equippingthemwiththeknowledge andskillsneededtomaintainan inclusiveclassroomenvironment.She workstocreatesupportsystemsfor underrepresentedstudentsandensures thatdiverseperspectivesare incorporatedintothecurriculum. Adelinastrivestocreateasafeand welcomingenvironmentwhere
everyonecangrow,leadandreach theirfullpotential.
SettingGoalsandReflectingon Progress
Encouragingagrowthmindset involvescreatinganenvironment whereeffortandperseveranceare valuedasmuchasachievement. Adelinapromotesthisbycelebrating progressandresilienceratherthan solelyfocusingonresults.She providesopportunitiesforherteamto setgoals,reflectontheirprogressand learnfromsetbacks.
Bybuildingacultureofcontinuous improvement,Adelinaempowers
everyonetoviewchallengesas opportunitiesforgrowth.Sheoften tellsherstaffthatwhiletheymaynot worktogetherforever,shehopesthey willlookbackontheirtimewithher andrecognizehowmuchtheyhave grown.Adelinabelievesthatifherstaff leaveherworkplacewithoutmore knowledge,skillsandcredentialsthan whentheyjoined,shewillhavefailed astheirleader
CreatingaSupportiveEducational Community
Adelinaenvisionsafutureofinclusive, equitableeducationinIndonesia, supportingallstudents'growth
andsuccess.Shepromotes collaborativeprofessional development,sharingeffective strategiesacrossschools,andplansto expandthissupportivenetwork.
Committedtoaddressingeducational disparities,shebelievestrueleadership turnsdreamsintoreality,ensuring everyonehastheresourcesandsupport toreachtheirfullpotential.Adelinais dedicatedtobringingthisvisiontolife.
LeadingwithPassion
Foraspiringeducatorsandschool leaders,Adelinaadvisesmaintaining passionandcommitmentto
continuouslearning.Buildingstrong, trustingrelationshipswithstudentsand colleaguesisfoundationaltosuccess. Sheemphasizesembracingreflective practicesandbeingopentofeedback, asthesewillaidinpersonaland professionalgrowth.
Stayinginformedaboutcurrent researchandemergingtrendsin educationandbeingwillingto innovateandadaptiscrucial.Above all,Adelinaunderscoresthe importanceofkeepingthewell-being andsuccessofstudentsattheheartof allefforts.
PRINCIPAL'S ROLE in Closing the Achievement Gap and Championing Inclusion PRINCIPAL'S ROLE
Theachievementgapin
educationisdefinedasthe persistentdiscrepancyin students'academicperformancesofa certaingroup,especiallythose distinguishedbysocioeconomicstatus, race,ethnicity,anddisabilities.Mostof thetime,achievementgapsarethe reflectionofbroaderinequitieswithin societies,whichmakesthisavery criticalissuetoaddressforeducational leaders.
Asmuchascurriculumimplementation requiresboostinginfluence,the primarychallengeisatthelevelof schoolprincipals.Theschoolprincipal notonlyhasinfluencebutalso responsibilityforpromotinganopen andequalschoolenvironment.The roleofaprincipalismorethanthe responsibilityofmanagement;itis
moreinstructionalandvisionary The chiefcanguaranteethateachstudent receivesqualityeducationirrespective oftheirbackground.
Closingtheachievementgapand promotinginclusiongohandinhand: toclosesuchdisparitiesamongstudent achievement,allstudentsmustbe treatedequallyandhaveequalaccess tosuccess.Thisinvolvescreatingan environmentinwhichstudentsfrom underrepresentedgroups,including studentswithdisabilitiesor economicallydisadvantagedstudents wouldfeelincluded,supportedand capableofexcelling.
Theprincipalsneedtoensurethatthis happensastheyaretheleadersoftheir respectiveschools.Theyshould cultivateanequityculturewhere diversityisnotonlyvaluedbut
celebratedandwhereeverystudenthas differentneedswithspecificstrategies forthepossibilitiesofsuccess. Therefore,theworkoftheprincipalin advocatinginclusioniscrucialin developinganeducationsystemthat promotesfairnessandequalityfor everystudent.
LeadershipandVision:Driving EquityandInclusion
Oneofthemajorrolesthataprincipal playsinbringingaboutequityand inclusionistosetavisionregarding equityandinclusion.Thisvisionmust becommunicatedevidentlybya schoolprincipal;thatis,heorshemust proclaimacommitmenttocreatingan inclusiveenvironmentwhereall studentsareequippedtoprogress throughavailabletoolsandresources. Thisvisionshouldbecommunicated
consistentlytoteachers,staff,students, andparentssothatthereisshared responsibilityforreducingdisparities instudentachievement.
School-levelleadershipthatisrequired andconsideredimportantinvolves inclusivepracticethatentailsdiverse facultyrecruitment,inclusionin curriculaandprofessionaldevelopment onculturallyresponsiveteaching.Such leadershipensuresthatthewhole schoolworkstogethertoclosethe achievementgap,targetingrealissues relatedtomarginalizedgroups.
BuildingaCollaborativeSchool Culture
Theprincipalshouldfostera collaborativecultureoftheschool. Thereshouldbecollaborationbetween teachers,supportpersonnelandeven administratorstoestablishaconducive learningenvironmentthatis encouragingandsupportiveofall stakeholders.Thisensuresthat everyonewithinaschool'scommunity workstogethertoensurethat everyone'sneedsaremetinrealizing theirdiverselearningrequirements.
Besidesthat,collaborationalsorelates toengagementwithparentsandthe communityatlarge.Principalsshould facilitatepartnershipsbetweenthe schoolandfamilies,particularly underrepresentedones.Such partnershipshelpinunderstanding externalfactorsthatcausethe achievementgapanddevelop strategiesforchange.Theparentsare broughtintotheeducationallearning processsothatthereisashared responsibilitywiththestudent developingasenseofbelongingand supportinsideandoutsidethe classroom.
InstructionalLeadership
Principalsarealsoinstructionalleaders whodirectlyimpactteachingand
learningpracticesinschools.In meetingtheachievementgap, principalshavetoensurethatthe teachingpracticesutilizedareequitable andinclusive.Thisincludesthe promotionofdifferentiatedinstruction, wherebyvariousmethodsofteaching arecomprehensivelydesignedtomeet thediverseneedsofstudents. Principalscanengagewithteachersto improvetheirtrainingcanenhancethe implementationofskillsinthese practices.
Data-driveninstructionisvery importantintheidentificationof disparitiesinachievementandin intervention.Theprincipal'sroleisto guidethetaskofanalyzingstudent performancedataandworkingwith informationtodeveloptargeted interventionsforstrugglingstudents. Whatcountsiscloselymonitoring progressandthenadjustingstrategies toensureeverychildisgiventhe chancetosucceed.
SupportingProfessional DevelopmentforTeachers
Providingteacherswithcontinuous professionaldevelopmentisalsoone oftheessentialrolesthatprincipals havetoplayinensuringequityand inclusion.Inclosingtheachievement gap,teachersshouldknowthedeeprootedchallengesthedifferentstudent populationsfaceintermsofdiversity andhowtheycanapplythemselvesto bridgethosegaps.Principalstherefore havearesponsibilityfortrainingon groundsofculturalcompetency, differentiatedinstructionsandtraumainformedteaching.
Itisinthisendthatpreparingteachers tosupportallstudentsbecomesoneof thewaysthroughwhichprincipalstry toachieveinclusiveclassroomswhere allstudentscansucceed.Inaddition, professionaldevelopmentmakesthe teacherreflectiveandadaptiveenough
tomeetthechangingneedsofhis learners.
CreatingSafeandInclusive LearningEnvironments
Asafeandinclusiveschool environmentisbasictotheclosingof theachievementgap.Themorea studentfeelsunsafeorexcluded,the lesslikelyheorshewillbetoengage fullyinlearning,contributingto achievementdisparities.Principalsare integraltocreatingaschoolclimate thatincludesallstudentsandsupports themwell.
Thisencompassespoliciesthatprevent bullyinganddiscriminativepractices, makingtheschoolpremisesaccessible tostudentswithdisabilitiesfurther creatingacultureofrespectand inclusivity,amongothers.Principals arealsosupposedtobealertto possiblebarriersthatwoulddisallow studentstoparticipatefullyinschool life,includingsocial,emotionalor academic.
Conclusion
Thegreatestcontributionanyleader canmaketothenarrowingofthe achievementgaportochampioning inclusioninschoolsisthrough leadership.Suchdriverscanbe emulatedineffortsthatstrivetowarda collaborative,inclusiveandsupportive environmentforeveryindividualto succeed.Amongthethingswithwhich principalscanplayakeyroleare fosteringequityininstructional practices,improvingprofessional developmentopportunitiesand focusingoncreatingsafeand welcomingschools.
Advocating for Agenda 2030 and a Better World
AbhilashaSingh
Theeducationalrealmisa robustarenawhereinnovation andglobalperspectivesare paramount.Tofosterwell-rounded individuals,institutionsmustadaptto challenges,embracenewtechnologies andcultivateaglobalmindset.This requiresacurriculumthatblends traditionalknowledgewithfutureorientedskills,preparingstudentstobe criticalthinkers,problem-solversand globalcitizens.
LeaderslikeAbhilashaSinghplaya transformativeroleinthisprogressing sector AsthePrincipalofShining StarInternationalSchool,Abu Dhabi,Abhilashaexemplifiesthe dynamicintegrationoftheIndian curriculumwithafocusonfostering growthandcreativity.Herexpertisein educationalleadershiphasearnedher numerousaccoladesandpositions, reflectinghercommitmentto advancingthefield.
Abhilasha'sjourneyineducationis markedbysignificantachievements. Sheisrecognizedasa Microsoft Innovative Educator (MIE) Expert for the2020-21cohortandservesasthe UAECountryAmbassadorforT4 Education.HerroleastheClimate ActionProjectUAEAmbassadorsince
Abhilasha Singh Principal, Shining Star International School, Abu Dhabi
2020highlightsherdedicationto globalenvironmentalinitiatives.
CertifiedinInternationalInspection SkillsfromtheTribalGroupintheUK, Abhilashabringsahighlevelof competencytoherrole.Herleadership hasbeenacknowledgedwithhonors, suchasthe Global Schools Advocate for2022bytheGlobalSchools Program,affiliatedwiththeUN SustainableDevelopmentSolutions Network.
PassionandPerseverance
Abhilasha’sjourneytobecomingthe PrincipalofShiningStarInternational Schoolisaremarkabletaleofpassion andtransformation.Itbeganwithher earlyinvolvementineducation, startingwithanadhocroleinalibrary andateachingpositioninGradeVIII. Guidedby Mrs. Bidani atMeerut PublicSchool,Abhilashacompleted herteachertraininganddiscoveredher truecalling.
Fromherhumblebeginningsasa temporaryteacher,Abhilashaquickly graspedtheprofoundimpacteducators canhave.Hercareerprogressed throughsignificantroles,including ModelUNCoordinator,British CouncilConnectingClassroom Coordinator,UNGlobalSchool ProgramSDGAdvocate,andMentor
Akeymilestonewasherappointment asHeadofSectionatNewIndian ModelSchoolinDubai,whereshe flourishedunder Dr. Aslam Khan's transformationalleadership.Eachof theserolesenrichedherunderstanding ofeducationalleadershipandunderscoredthevalueofasupportiveand inspiringlearningenvironment.
Mentorssuchas Capt. Aj Singh and Mrs. Samiksha Singh atPinegrove SchoolinSubathu,India,were instrumentalinhergrowth,
teachingherthatgreatleaders empowerothers.Abhilasha’saspiration tobecomeaprincipalstemmedfrom herdesiretocultivateaninclusive, supportiveandinnovativeschool environment.Sheiscommittedto fosteringacultureofgratitudeand kindness,prioritizingmentalhealth andwell-beingforbotheducatorsand studentsandcontinuouslyenhancing theeducationalexperience.
Asamarathonrunner,Abhilasha valuesthedisciplineandconsistency ofrigoroustraining.Hermotto,“Never GiveIn,”reflectstheenduranceshe encouragesinothers.Hersincere dedicationtoeducationandits transformativepowerdrivesherevery day
SuccessforAll
Asaninclusiveschool,ShiningStar InternationalSchoolprioritizes meetingtheneedsofallstudents, includingthosewithspecialneeds.The Special Educational Needs Department (SEND),consistingofdedicated specialistsandaschoolcounselor, createsIndividualizedEducationPlans (IEPs)tailoredtoeachstudent'sneeds. Theschoolinvestsinprofessional development,inclusiveclassroom environmentsandassistive technology.Supportservicesinclude collaborationswiththeAbuDhabi DepartmentofEducationand Knowledge(ADEK)foradditional therapies.
TheapproachintegratesPositive BehaviouralInterventionsand Supports(PBIS),UniversalDesignfor Learning(UDL)andpeersupport programs.Regularassessmentsensure continuousimprovement.This comprehensivestrategyaimstofoster anenvironmentwhereeverystudent cansucceedandreachtheirfull potential.
“ “ The balanced assessment system combines formative, summative and diagnostic methods to create an environment focused on continuous improvement and personalized support for every student.
CreatingMeaningfulEducational Experiences
AtShiningStarInternationalSchool, studentvoiceandchoicearecentralto creatingadynamiclearning environment.Theschoolfeatures studentcouncilsforgovernance, personalizedlearningpathsthatcater toindividualinterestsand Project-BasedLearning(PBL)tospark creativity
Student-ledconferencesencourage self-assessment,whilefeedback mechanismsandstudent-ledclubs boostengagement.Theschool celebratesachievementsthrough variousplatforms,reinforcingthe valueofstudentcontributions.These practicesaimtoempowerstudentsand ensuretheireducationalexperienceis meaningfulandmotivating.
PioneeringDigitalCitizenshipand BlendedLearning
TheCOVID-19pandemichas enhancedtheviewoftechnologyuse
andintegrationintheschoolsetting.At ShiningStarInternationalSchool,the lessonslearnedledtoastrengthened incorporationoftechnologyintothe curriculum,aimingtoenhancelearning anddevelopcriticalskills.The Bring Your Own Device (BYOD)policy promotesdigitalcitizenshipamong students.Theschoolemploysblended learning,combiningtraditionaland onlinemethods,anduseseducational appsandsoftwareforinteractive learning.
OnlinecollaborationtoolslikePadlet, WakeletandMicrosoftTeamsfacilitate groupprojectsandcommunication. SpecializedSTEMandcoding programsincludingCREYALearning androboticscompetitionstobuild problem-solvingskills.Abhilasha emphasizestheimportanceofthisby stating,“We integrate virtual reality for immersive experiences, teach online research and employ a flipped classroom model for interactive learning.”
Eachyear,studentsparticipateinthe ClimateActionProjectandGoals ProjectwithTakeActionGlobal.They engageinasix-weekdesignthinking projecttoaddressclimatecrisesand the17SDGs,sharingtheirfindings withpartnerschoolsvirtually This initiativeshowcasestheuseof technologyforsocialgood.
Ongoingprofessionaldevelopmentfor teachersensureseffectivetechnology use,whiledata-driveninstruction tailorsteachingtoindividualneeds. Thesestrategiespreparestudentsfor thedigitalfutureandenhancetheir educationalexperience.
Student-ledConferencesand Self-reflection
AtShiningStarInternationalSchool, theassessmentprocessusesa multifacetedapproachtoassessand
improvestudentperformance. Formativeassessmentssuchasquizzes anddiscussionsprovideimmediate feedbackandhelpadjustinstruction. Summativeassessments,including standardizedtestsandfinalprojects, evaluatelearningattheendof instructionalperiods.
Performance-basedassessments, portfoliosandself-reflectionoffer comprehensiveinsightsintostudent growth.
Dataanalysisinformstailored instructionandinterventions,while individualizedlearningplansaddress additionalneeds.Abhilasha emphasizes,“We engage students in self-assessment & reflection, and foster teacher collaboration through professional development.”
Parentalinvolvementandtechnology enhancecommunicationand personalizedlearning.Targeted interventionprogramsandstudent-led conferencesfurthersupportstudent progress.
Thebalancedassessmentsystem combinesformative,summativeand diagnosticmethodstocreatean environmentfocusedoncontinuous improvementandpersonalizedsupport foreverystudent.
ACultureofKindness
Creatingasafeandsupportive environmentisapriorityatShining StarInternationalSchool. Safety is the foremost concern.Theschoolfostersa positiveculturethroughrespectand inclusivity,reinforcedbyinitiatives
“ “
Leaders should model the behaviors they wish to see, celebrate successes and engage with the community to create a transformative educational environment.
Most Inspiring Principals
anddailyinteractions.Anti-bullying programsfeatureclearpolicies, reportingmechanismsandeducation ontheimpactofbullying.
TheSchoolCounselloroffers counselingandsupportservices, ensuresasafephysicalenvironment withsecurefacilitiesandsafetydrills, andpromotesinclusivityforall students.Restorativepractices,peer supportprogramsandactiveparental involvementenhancethesupportive culture.
Abhilashanotes,“Our unique Gardening Curriculum teaches sustainability and promotes well-being through hands-on learning.” Professionaldevelopmentforstaff, diverseextracurricularactivitiesand studentinvolvementindecisionmakingfurthercontributetoanurturingenvironment.
Social-emotional learning(SEL) integrates empathyand emotional regulationinto thecurriculum, focusingon kindness.This approachearns recognition throughthe KindnessSchool certification.
Student Success in 2024
the“Top 10”shortlistedfortheT4 EducationBestSchoolPrizeinthe InnovationCategory.Thestudentsand staffregularlyorganizecharityevents togivebacktothecommunity, includingraisingfundsforthe“Gaza Humanitarian Cause Tarahum”and organizingthe“Solace”Charity annuallyduringRamadanbytheparent council.
LeadingSchoolsintotheFuture
Redefiningstudentsuccessrequiresa forward-thinkingapproachthat embracesaholisticviewincluding social,emotionalanddevelopmental growthalongsideacademics.Aspiring schoolleadersmustfosteracultureof inclusivityandequity,promoting studentagencybyincorporatingtheir voicesandchoicesintothecurriculum. Investinginprofessionaldevelopment andemployingdata-drivendecisionmakingareessentialforcontinuous improvement.
ShiningStar International School’s practiceof "Gratitude is our Attitude"is recognizedas innovative pedagogy, placingthe schoolamong
Buildingstrongrelationshipswith students,staff,parents,andthe communityiscrucial,asispromoting Social-EmotionalLearning(SEL)to supportoverallstudentwell-being. Encouraginginnovation,flexibilityand collaborativeleadershipwhile remainingstudent-centeredensures thatallinitiativesenhancelearningand success.Leadersshouldmodelthe behaviorstheywishtosee,celebrate successesandengagewiththe communitytocreateatransformative educationalenvironment.
Abhilashaemphasizes,“Be part of something bigger than yourself.” Volunteering,advocacyandactivismto takeactionforAgenda2030mustbe thewayforwardforabetterworld.By fosteringthesevaluesandinspiring otherstodothesame,leaders contributetoensuringasafe,healthy andprosperousenvironmentforfuture generations.
Sustainability and Student Success
Princip als Who are Leading the
Green School Movement
Theadoptionofsustainable methodsbyanincreasing numberoffacultiesiscausing amassivetransformationinthe educationalindustry Thischange, sometimescalledthe"GreenSchool Movement,"reflectsawidercultural understandingoftheimportanceof takingenvironmentalresponsibility.
Principalsplayapivotalroleinthis movement,drivinginitiativesthat promoteecologicalsustainabilityand additionallydecoratescholar achievement.Schoolsareincreasingly morevisibleascrucialenvironments forinstillingvaluesofsustainability
andconsciousnessincollegestudents, makingreadythemforadestiny whereinenvironmentalstewardshipis paramount.
Thecorrelationbetweensustainability andpupilfulfillmentisevidentin numerousapproaches.Research indicatesthatscholarsingreen collegesoftenshowprogressed academicperformance,betterfitness andmoredesirableengagement.These outcomesarerelatedtothe combinationofsustainabilityinthe curriculum,improvedairqualityanda greaterconnectiontonature.
Thus,thefunctionofprincipalsin spearheadingtheGreenSchool Movementiscritical.Byimposing sustainablepracticesanddevelopingan eco-friendlylifestyle,theynolonger onlycontributetotheenvironmentbut alsocreateaconducivelearning environmentthatsupportspupil success.Inthistext,wecandiscover theeffortsofleadingprincipalsinthe GreenSchoolMovementandtheway theirinitiativescorrelatewith sustainabilityandstudentfulfillment.
TheRoleofPrincipalswithinthe GreenSchoolMovement
Visionary Leadership PrincipalswhoareleadingtheGreen SchoolMovementshowvisionary managementthatprioritizes sustainability Theyrecognizethat schoolscanserveasmodelsfor sustainablepracticesinsidethe network.Forexample,withtheaidof integratinginexperiencedtechnology likesolarpanelsandstrength-green systems,thoseleaderssetaprecedent forenvironmentalobligation.
Theircommitmentevokeseach workforceandcollegestudentto interactinsustainablepractices, cultivatingasubcultureinwhich environmentalstewardshipisashared value.
Curriculum Integration
Animportantthingaboutsustainability andscholarlyachievementisthe incorporationofenvironmental educationintothecurriculum. Progressiveprincipalsendorse curriculathatconsistoftopicslike weatheralternatives,renewable electricityandconservation.Thisnot onlyenhancescollegestudents’ knowledgeofsustainabilitybutalso fosterscriticalquestioningand problem-solvingcapabilities.
SchoolsjustastheGreenSchoolin Baliexemplifythistechniqueby immersingcollegestudentsinnature andintegratingsustainabilityintoeach componentoflearning.Suchefforts ensurethatstudentsleaveschoolwith robustinformationabouttheirrolein developingasustainablenature.
CreatingSustainableSchool Environments
Eco-friendly Infrastructure
Greenprincipalsarealsocommittedto creatingeco-friendlyschool infrastructure.Thisconsistsofusing sustainableconstructionsubstances, improvingstrengthefficiencyand settingupwastereductionprograms. Byprioritizingsustainabilityinfaculty designandpreservation,thoseleaders notonlyreducetheircarbonfootprint butalsocreatemorehealthylearning environments.
Researchshowsthatscholarsinwelldesigned,inexperiencedhomeshave progressedconsciousnessand educationalperformance,highlighting thedirectlinkbetweensustainability andscholarfulfillment.
Engaging the Community
Effectiveprincipalsunderstandthatthe GreenSchoolMovementextends beyondtheschoolroomwalls.They activelyinteractwiththelocalpeople topromotesustainability
Initiativeslikecommunitygardens, recyclingprogramsandpartnerships withlocalenvironmentalcorporations offerstudentshands-onexperience learningtomasterstudies.This involvementnolongercomplements collegestudents’connectiontotheir environment.
OvercomingResistance
Whilemanyprincipalsarekeento
implementgreeninitiatives,they regularlyfaceresistancefrom stakeholderswhocanbeskeptical approximatelytheadvantages. Effectivecommunicationand educationabouttheimportanceof sustainabilitycanhelpalleviatethese concerns.
ContinuousImprovement
TheGreenSchoolMovementisa journeyratherthanadestination. Principalsshoulddecidetocontinue improvementbyfrequentlyassessing theirsustainabilitypracticesand seekingcommentsfromcollege studentsandteamsofworkers.This iterativeprocedurepermitscollegesto adaptandinnovate,ensuringthat sustainabilityandpupilfulfillment remainattheforefrontoftheir undertaking.
EndNote
PrincipalswhoareleadingtheGreen SchoolMovementexemplifyhow sustainabilityandscholarly achievementareintertwined.Their initiativesnotonlyenhance educationaloutcomesbutalso contributetoamoresustainablefuture. Aswelookahead,theabilitytoscale theseeffortsisimmense.
