In a recent three-day professional development initiative, senior leaders from University College London (UCL) and Cognita convened in Singapore. This collaborative endeavour brought together senior leadership teams from six schools in the Middle East and Asia, creating an enriching environment for exploring the intricacies of leadership in education. In this short piece, Andrew Hancock, Education Director in Asia, shares his meaningful insights from the event.

I recently had the privilege of participating in the three-day University College London (UCL)-Cognita Senior Leadership program kickoff that took place in Singapore. It was an amazing learning experience, enriched by the diverse perspectives in the room. 

Each team of senior leaders identified an area for inquiry connecting to Leadership or Holistic Education from the Cognita Quality Framework. Senior leadership colleagues from two Middle East schools and four Asia schools joined in this professionally curated learning experience led by our capable UCL colleagues. This immersive opportunity not only expanded our knowledge but also deepened our understanding of critical themes underpinning effective leadership in the educational landscape. 

Relational trust emerged as a fundamental theme throughout the three days. Building and nurturing trust within a school community is the cornerstone of successful leadership. The experience emphasized the significance of fostering authentic relationships among staff, students, and parents, forming the basis of effective leadership, ensuring open lines of communication, and a shared commitment to a common vision. 

Research played a pivotal role in our discussions, highlighting the importance of staying informed about current educational trends and best practices. It became clear that leaders need to be well-versed in research to make evidence-informed decisions that positively impact students’ learning and teachers’ practice. 

Our senior leader colleagues didn’t shy away from challenges but approached them as opportunities to innovate and develop their ideas further. The learning experience encouraged us to probe and question the status quo, challenge assumptions, and seek continuous improvement. 

Collaboration was another emergent theme, underscoring that leadership is not a solitary endeavor but a collective effort involving stakeholders at all levels. Collaborative leadership encourages shared decision-making and empowers all team members. 

In reflection, the three-day professional learning experience provided an invaluable opportunity to delve deeply into the multifaceted world of educational leadership. It emphasized the significance of relational trust, research, embracing challenges, probing and questioning, and the power of collaboration, all of which are vital components of effective leadership in education. These themes will undoubtedly guide our collective leadership journeys as we continue to strive to create a positive and impactful educational environment where our students and colleagues thrive. 

Participating Schools: 

Stamford American School, Hong Kong. Teresa Foard, Rae Lang, & Qian Wang. 

Stamford American International School, Singapore. Tom Marshall, Tanya Hawkes, Ashleigh Doyle. 

International School Ho Chi Minh City, Vietnam. Hana Adams, Emma Cronwright. 

Australian International School, Singapore. Niral Patel, Anna Ciezczyk, Elizabeth Pardley.

Royal Grammar School, Guildford Dubai. Laura Evans, Rebecca Bennett. 

Horizon English School, Dubai. Adam Lake, Maddison Lewis.