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?

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.

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

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.

• 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.

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.

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'.

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.

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.

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.

• 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

• 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)

• How sports are commercialized

• Overemphasis on winning

• Equity in access to sports

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

• 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 

• 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.

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