An interview with Joe Lumsden, Head of School, Stonehill International School
In this interview, Joe Lumsden, Head of School at Stonehill International School, shares his insights on educational leadership, student empowerment, and the evolving landscape of international education.
His commitment to fostering a supportive learning environment is evident in his innovative approach to teaching.
As the Head of School, how would you describe your leadership philosophy, and how does it influence your decision-making?
Joe Lumsden: Rather than consistently adhering to a particular philosophy of leadership, I have learned that the key to successful decision-making is knowing which approach to leadership to employ at which time.
Depending on the circumstances, leaders typically need to play the roles of (a) inspirational visionary, (b) caring therapist, (c) efficient factory foreman, or (d) opportunity facilitator.
This allows the leader to determine the organization’s strategic direction, look after its employees, ensure school operations are running effectively, and support professional growth and career advancement respectively. Identifying which role is most appropriate in each situation results in good decision-making.
What steps have you taken to ensure that the curriculum at Stonehill International School remains relevant and engaging for students?
Joe Lumsden: Ensuring a curriculum is both (a) ‘relevant’ and (b) ‘engaging’ requires different leadership strategies. To ensure ‘relevance’, a school needs to institutionalise a formal, regular ‘curriculum review’, led by Programme Coordinators and Heads of Department with input from teachers, students and parents where appropriate.
Alongside inflexible programme requirements, the review needs to address the cultural background and the educational objectives of the student body in addition to global and technological developments.
Ensuring student ‘engagement’, on the other hand, depends on upskilling teachers to deliver a pedagogy based on structured inquiry, collaborative learning and opportunities to tackle real-world challenges.
Stonehill International School has a diverse student body. How do you promote inclusivity and respect for different cultures and backgrounds?
Joe Lumsden: In any given year, Stonehill International School will enrol students from 30 to 40 different countries. Faculty Members also come from approximately 15 to 20 different countries.
‘Respect’ for different cultures and backgrounds is built into the DNA of the school and the school is committed to promoting ‘Global Citizenship’ through its guiding statements and values.
‘Inclusivity’ is achieved through a combination of cultural awareness programs and events, opportunities for students to research and share information on their own cultural backgrounds, a pedagogy based on collaborative learning, a faculty skilled in differentiated instruction, a well-staffed Student Support Services department, clear support for student-based clubs such as GirlUp or the Gender-Sexuality Alliance, and a comprehensive after-school program of sports, arts and activities to ensure all students have an avenue for success.
In what ways have you integrated technology into the learning experience, and what challenges have you faced in this area?
Joe Lumsden: The school’s mission statement includes the challenge to provide ‘enhanced opportunities for technological innovation’ for students.
To support this, the School has a Primary School MakerSpace, three Secondary School Design labs, and six faculty members dedicated to supporting students in Product and Digital Design projects.
Stonehill runs a one-to-one program with all Primary School students having access to an Ipad and all Secondary School students bringing their own MacBooks.
There is also an EdTech team of over twenty faculty members supporting the Head of IT in upskilling all faculty members on technology integration in the classrooms.
While there have been no specific challenges as of yet, the next step is to evaluate the impact of technology integration on the learning objectives for students in the four IB programs that we run.
How do you support and encourage professional development among your teaching staff?
Joe Lumsden: The availability of top-quality professional development opportunities is one of the biggest attractions of Stonehill for potential employees.
The school benefits from an enviable professional development budget, which allows teachers to be sent to workshops and conferences in India and around the region.
External facilitators are also often brought to campus to work with large groups of teachers on specific issues connected to the school’s goals.
Three professional development days are allocated every year for teachers to share best practices with each other, which can be particularly powerful considering the diversity of the faculty at Stonehill.
Finally, the leadership team has created a culture of trust in which teachers are encouraged to experiment with new ideas knowing that they have the support of their reporting managers.
Joe Lumsden’s vision for Stonehill International School emphasizes the importance of adaptability and student well-being.
His dedication to creating a nurturing educational atmosphere inspires both students and educators, ensuring that the school remains a leader in international education and prepares students for a dynamic future.
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