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Main Thoughts:

How can you lead in a way that influences other leaders and teams to support positive

change across your school community?

• In what ways can you lead with purpose by aligning your actions with the EiM mission,

vision, and your school’s strategic direction, while encouraging other leaders to do the

same?

• How can you provide meaningful support to your team and others in your school during

times of uncertainty and rapid change?

• How will you help develop the mindsets, skills and confidence needed across the school to

Education in Motion www.eimglobal.com

engage with emerging tools, technologies and new ways of working?

• What does it mean to promote intercultural understanding and global citizenship as

priorities in your context to both students and staff?

• How can you help create a culture of learning, curiosity and safe-to-fail experimentation that

supports others in navigating change effectively?

EIM Questions

1.What are the potential gains to students/staff/individuals/schools/EiM?

2. What needs to happen for these recommendations to become reality?

3. What are the barriers to success?

4. What influence can you have on making your suggestions reality?

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5. Biggest Challenge?

6. In an ideal world, how would they perceive the challenge and how to solve it?

7. How has their school/department solved issue prior?

8. Biggest success so far? how was it measured?

9. How to involve all stakeholders?

10. How to be accountable?

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Interview Summary - Nigel Barrett (Head of Green School New Zealand)

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Interview Summary - Nigel Barrett (Head of Green School New Zealand)

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Gareth Question - How can you lead in a way that influencers positively other leaders and other teams? FED strategy. Focus. engage, deliver. empowering leaderships teams, engine room of a school. Engagement, about having experts that are better than you at something! Working and collaborating on those parts.

Rob Wise Question - anxiety over change and navigating that ? Simon Sinek - the why about change? Keeping learners in the middle. Changemakers and Changetakers and the why sorted. AI is key - staff have been given a few hundred dollars... Standardised platform, forced buy-in, a leader with change - resilience. Switching your hat is something you learn the more you lead.

Tsara Question - EIM Mission and Vision and school strategic direction - bringing in those with responsibility for areas in the school. Action - delegation.

Rob Wise Question - Do schools have similar strategic missions and directions? Is it something on the wall like a poster? Or is it authentic that spills into school culture? What is the USP of your school? GEMS, nord Anglia and Green School for example.

Tsara Question - Push back on EdTech and use of screens?How can you deal with that as pushback? Clear policies. Painful to put in place, but protects community. Phones are banned in schools in NZ. Expectations being clear. Pedagogy and the why.

Gareth Question - How does Nigel support staff during rapid change e.g. Covid? Nigel was in China during covid in 3 years. Personable. Supported. Not isolated. Recognise mistakes of people too. Feedback and change from all stakeholders. Humour being important and sharing good practice with each other - opportunities to upskill. Calm at the top, have support around you. No staff left, real transparent communication, values and resilience. Authenticity really important. Understanding that problems happen. Uganda issue. EIM being a strength of a big group too.

Angus Maxwell Question - Intercultural Understanding and GC (Q4) - Embedding community and special days and letting students lead. Diversity to be celebrated as much as possible. GC connections within the group, not just a lesson, but connecting individuals around the world. Impact on someone not in your context. Always celebrating and sharing and - letting parents take the lead too.

Rob Wise Question - Do many students stay in NZ? Families 50% international, come to NZ for the school only! Kiwi kids leave often anyway. Internationals often go back to connect back in to US/UK. Diverse for a small number. Looking for children to be children for longer. Grades still important whilst connecting with nature.

General advice from Nigel on School Leadership - transforming challenge into opportunity. Language is huge according to Nigel, words are powerful. Showing a human side and courage to not know is really important, but also to exert confidence when you are successful. Knowing your staff is important.

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Background:

Marketing for Shanghai, China and EIM itself

In charge of Marketing, ECAs and focuses on branding and reputation.

Worked for EiM past 9 years

Worked through COVID 19 in China

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2. Values and meeting Parent expectations.

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2. Values and meeting Parent expectations.

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Focusing on Dulwich values as well as meeting/heightening parent's values.

Focus on values for students but also using these values as a vehicle toward parent targets e.g. university.

Values: Voice, Right thing to do, Service.

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Deen - How do you lead New Tech initiatives in a way that encourages buy-in from both academic and non-academic staff? Ian's response below:

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Deen - How do you lead New Tech initiatives in a way that encourages buy-in from both academic and non-academic staff? Ian's response below:

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Ian is Ed Tech in Dulwich College Singapore

Resistance to change is natural: Expect it and lead with empathy.

Start with values: Align new initiatives with organisational values—this helps build authentic buy-in.

Always ask “Why?”: Don’t introduce technology because it’s trendy; introduce it because it improves student learning and progression.

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Challenges for EiM - students and parents are over stimulated by so much social media, that it is hard to get Dulwich events into the minds of them.

9. Stakeholders

Understanding Dulwich - Chinese parents who are now very wealthy come to Dulwich from a route learning background. Often questions are asked why Dulwich teach in a certain (non route way). Barrier is to convince parents to believe in Dulwich ideas. Often use values towards uni as a bait.

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5. Biggest Challenge - COVID post and during

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5. Biggest Challenge - COVID post and during

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During - connecting staff with other members of community. Daily talks and network system. Key to retaining staff.

Parents expectations - changed through COVID, e.g. online learning. Post COVID - demographic shift, huge shift in students and parents. Parents are now very aware of schools around world and no longer 'tied' to one school or group. Need for 'understanding market'.

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Discussion with Nick Rowe - Head of Primary NZ Green School

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Discussion with Nick Rowe - Head of Primary NZ Green School

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Green School has central focus on skills, values and student agency. Children have ownership of their learning. THINK, ACT, REFLECT is a key component of their curriculum and lesson structure. In fact, one third of this process is focused on reflection. It is seen as key to enhance values and skills, as well as to inform the next steps in learning. This seemed to me a conscious and purposeful step away from 'tick box' learning.

My 1st question focused on how can we achieve a balance between this ethos and pedagogy, and the wider global exam/assessment heavy framework.

NZ curriculum itself is more aligned with this approach as opposed to traditional exam approach.

External bodies (including stakeholders such as parents) have been utilised to ensure more vigour in the core reading, writing, Maths elements.

Celebrations - things that work. What have these been?

BEYOND COP21 Synposium series - opportunity to connect with people, authentic, reason for doing things.

EiM ECO CAMP - Joy in sharing and connecting across the network.

Children accessing and contributing to My Dulwich. Instructional writing making it purposeful and wide reaching across the network.

Local agencies and government in NZ pave the way as this is a core element of their own ethos.

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1.      With so many changes (like AI and global issues), how should global citizenship education adapt?

It can generally be categorized into three main approaches: Humanist Moral, Neoliberal Citizenship, and Critical Global Citizenship.

·       人文道德（Humanist Moral）
This approach emphasizes universal values such as empathy, compassion, and respect for human rights. It seeks to foster a sense of global responsibility by encouraging individuals to care for others regardless of nationality, ethnicity, or cultural background. The focus is on moral education that promotes harmony and peace.

·       新自由主义公民（Neoliberal Citizenship）
This model focuses on preparing individuals to be competitive and market-oriented in a globalized economy. It emphasizes skills such as entrepreneurship, adaptability, and innovation, viewing global citizenship as a pathway to economic success and personal growth.

·       批判性全球公民（Critical Global Citizenship）
This approach encourages learners to critically examine power structures, inequalities, and injustices in the global system. It aims to empower individuals to advocate for systemic change and address global issues such as social justice, environmental sustainability, and decolonization.

2.      What specific actions can align with these principles?

Duan She Li断舍离  supports like the critical global citizenship approach by encouraging individuals to question consumerist culture and systemic inequalities that drive overconsumption. It advocates for a lifestyle that challenges exploitative global supply chains and prioritizes environmental and social justice.

For Example:
A classroom discussion could examine the environmental impact of fast fashion and how practices like Danshari reduce demand for unsustainable products. Students might then campaign for sustainable consumption and ethical sourcing practices.

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GC - initially didn't translate well into China - lack of understanding from parents.

GC was linked with Dulwich Values with a focus on journey of student moral being and then end goal too e.g Universities such as Harvard.

Students effectively converted parents vision, through student led events, walks, talks etc. KNOW Your Audience.

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How do you scaffold tech learning for different user groups—especially those less tech-savvy or new to the school? Ian's response below:

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How do you scaffold tech learning for different user groups—especially those less tech-savvy or new to the school? Ian's response below:

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Avoid large group training:

Large sessions are often ineffective. Smaller group is effective

"Just-in-Time" training works best:

Deliver training when staff actually need it—not too early or abstract.

Use microlearning (under 2-minute videos):

Short, concise, topic-specific videos grab attention and are easy to revisit.

Create a network of internal champions:

Train a few “go-to” colleagues who become experts in specific tools or systems.

Give time and space to explore:

Staff/student needs to be given realistic timelines to get confident with new tools

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How student manages AI to make them think and not use it for getting results - Question from Hygeia

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How student manages AI to make them think and not use it for getting results - Question from Hygeia

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Ian's response as below:

Think about the changes that we had till now.

Children needs to think about what helps them to learn.

Colloboration, communicatiob understanding what you learn is important

Eg in mandarin classes, character writing, they needs to know the meaning of each stroke like why they doing it in this way.

Think is AI helping you to learn or helping you to pretend to learn

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Leading Towards Positive Change and providing meaningful support in times of uncertainty

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Leading Towards Positive Change and providing meaningful support in times of uncertainty

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Develop Mindset, skills and Confidence across EiM Schools

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Develop Mindset, skills and Confidence across EiM Schools

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How can we promote global citizenship education to parents who care mostly about academic success? 

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How can we promote global citizenship education to parents who care mostly about academic success? 

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• We need to help parents understand that education is not a business and children are not products.

• Getting good grades is not the only goal. Students also need to grow as people—kind, thoughtful, and able to solve problems.

• Parents are already noticing stress, and mental health issues. If we show them that global citizenship can help their kids live happier, more balanced lives, they will start to support it too.

• She recommends holding parent workshops to:

• Share the harms of over-competition (e.g., mental health issues)

• Introduce long-term benefits of global citizenship (critical thinking, empathy, collaboration)

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How can we teach critical thinking to younger students, especially through subjects like PE?

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How can we teach critical thinking to younger students, especially through subjects like PE?

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• Even in subjects like PE, we can encourage critical thinking by discussing topics like:

How sports are commercialized

Overemphasis on winning

Equity in access to sports

• Teaching should go beyond performance to include values and social awareness.

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How do the UN Sustainable Development Goals (SDGs) support global citizenship?  Are there any other tools we can use besides the SDGs?

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How do the UN Sustainable Development Goals (SDGs) support global citizenship?  Are there any other tools we can use besides the SDGs?

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• SDGs are not tools, but goals.

• The way we teach SDGs matters—do we approach them through:

Humanistic: Be kind. Use less. Recycle.

Neoliberal: Be efficient. Create green businesses.

Critical: Ask hard questions—Why is there poverty? Who is responsible?

Schools should help students move from simple actions to

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What are the main challenges when helping students become global citizens?

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What are the main challenges when helping students become global citizens?

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• Not all teachers or students understand global citizenship the same way.

• Some parents focus only on test scores and don’t see the value in this kind of learning.

• Education systems change slowly, but the world is changing fast (AI, climate, inequality).

• We must teach both teachers and parents why global citizenship matters—for our students, and for the future of the world.

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How to fit all parent, teacher, EiM focuses and marry them together? Create a cohesive focus which everyone will follow and believe in.

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How to create an appropriate culture in EiM schools. How to do for all schools?

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How can we use Tech and AI to improve connections in school and with parents/student and shareholders.

Future of tech is uncertain so how best to prepare? Dulwich Central/Firefly/ My dulwich.

Using the right tools to help in uncertain times. e