For Middle-Level Leaders in International Schools
As a middle-level leader in an international school, you are competent and conscientious, and you lead a team of people; you share a staffroom, a contract cycle, and sometimes an apartment complex, without a system designed to support any of it.
You have a teaching load and are leading a team. Your lesson planning happens at 9 pm because leadership consumed the day. The team member who keeps missing deadlines is also someone you eat lunch with. The colleague pushing back in your PLC meeting is someone you genuinely like. You'll see each other at the weekend regardless of how Thursday's conversation goes.
It's not the big crises that drain your energy. It's the daily decisions you're not sure you're making right, the conversation you've been rehearsing for two weeks, the PLC agenda you've rewritten four times, the moment you leave your principal's office with an answer and a quieter question underneath it: should I have already known how to handle that?
You weren't a wrong hire. You weren't promoted too early.
You were given a leadership role without the coaching, structure, or support to grow into it and told, in effect, to figure it out.
And the one person best placed to help you is also the person writing your evaluation. That's not a trust issue. It's human nature.
I work exclusively with middle-level leaders in international schools.
That means you're not working with a coach who needs you to explain what a PLC is, why certain months hit harder than others, or what it means to lead a team you share a staffroom and a social life with, and some of them will be gone by July. I know this context—the dual role, the cultural complexity, the rhythm of the international school year—because I have lived it across seven countries and two decades.
Private, practical, and confidential.
Bring the real situation, not a hypothetical, not a sanitised version. The actual team member, the actual conversation you've been avoiding, the actual decision you've made a couple of times and still don't feel sure about. We work through it together in a space that sits completely outside your school's evaluation structure, so you can be honest in a way that isn't possible with your principal, no matter how much they want to help.
Structured development and sustained coaching, built around the international school year.
This is for middle-level leaders in international schools who are ready to stop figuring it out alone and start building leadership that is visible, documented, and designed to last beyond the end of the contract year.
This programme is sustained leadership coaching and development that follows the actual shape of your year, structured around the pressure points you already know are coming, building on each session rather than starting over, and there precisely when everything else gets harder.