The Inspiring Education Leaders in UAE-2023.pdf

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Conﬂuencing Education
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T h e
I n s p i r i n g
Education
Leaders
in UAE-
2023
Executive Principal
How Education Leaders
make a Difference in Society
Leading towards Change
Giles
The Inﬂuence of School
Leaders on Student Outcomes
Impactful Leadership
January 2023 #02

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JANUARY
2023

Letter
from the
Editor
Leadership is the
capacity to translate
vision into reality.
- Warren
Bennis
T
he goal of this edition is to pinpoint educational leadership attitudes toward using
technology and their connection to renowned knowledge and skills. The new
educational philosophy has made quality improvement a central fundamental
principle.
As a result, there is no generally held framework, and the proposition for standardization is
never-ending. Distinctive models have been created to alter how technology is used and to
guarantee that it is utilized accurately and achieves the desired outcomes.
Effective educational technology requires a particular set of competencies from
administrators and educators. Thus, the industry's famous leaders' role comes forth by
offering exclusive benchmarks to be inspired by.
The performance benchmarking application depends on the appropriate selection of the
improvement target, the de inition of the company standard, and the value of its experience
in developing the system implementation with its strategic management system.
While understanding the offering, the leaders have brought forth an idea to encourage
reshaping the industry. The principles are followed to enhance the outcome of the
process. For effective leadership, having technology standards becomes essential.
Education leaders must emulate the best practices.
The inspiring leadership style can be used to determine the success of technology
integration. Such modi ications in education lead to the betterment of global
communities, thus impacting the global atmosphere.
With the latest – "The Inspiring Education Leaders in UAE-2023"
encourage transparency in providing a set of offerings to transform the
system while inspiring ef iciency.
Have a mesmerizing read!
- Anish David
Editorial Director
S
System
through Strategical Leadership
Reshaping
the Education

Introducing
Adventure in Aventura
24
Empowering the Next
Generation with Quality Education
28
Fostering the Relationship
of Teachers and Parents for
Holistic Development of Pupils
36
- Dr Sanaa Kaddoura
18
Standpoint

How Education
Leaders make a
Difference in Society
20
The Inﬂuence of
School Leaders on
Student Outcomes
32

Giles
Cover Story

Tennis, Cricket,
Athletics, Boxing,
or any other
activity that involves inter
and intrapersonal
coordination has
something to teach,
something to guide
through, and something to
educate leadership
attributes into the masses.
As known to many,
sports enthusiasts have
been inspiring millions
with their sportsmanship,
and similar is the story of
Giles Pruett. He himself is
a graduate in sports
science, which he pursued
after dabbling in the
professional sport for half
a decade.
Inspired by international
sports leaders who are
always stargazed, Giles
was deeply motivated by
celebrities like Viv
Richards, Sebastian Coe,
and Muhammad Ali.
Learning leadership from
such an eminent
personality, he has been
leading the education
space and enhancing the
quality of UAE's education.
He is a standout leader
who has not only
exempli ied excellence in
the ield of education but
also discovered agile ways
of enhancing quality
pedagogies with inclusive
leadership. As the
Executive Principal of
Arcadia School, he
ensures to instil his
knowledge and experience
for the betterment of
students and the global
education community.
Let's slide into the journey
of Giles and learn more
about his leadership style
along with his school
ecosystem.
The Inception Story
From a young age, Giles
seemed destined to
become an educator, and
the medium for this was
sport. Inexplicably drawn
to world-class athletes in
the 1970s, such as Bjorn
Borg, Viv Richards,
Sebastian Coe, and
Muhammad Ali, he was
inspired to mimic their
attributes and behaviours
to become better athletes
and competitors.
"In time, I realized that
imparting technical and
practical knowledge
through coaching was
equally as rewarding, and I
was fortunate enough to
have hosted tennis lessons
for 5-year-olds when I was
only 12 years of age,
supporting a wily old tennis
legend with sessions at my
local club. This was the
kick-start I needed to
launch a 40-year-old career
through different facets of
education, landing me here
at Arcadia School in Dubai
as the Executive Principal,"
says Giles Pruett.
After dabbling with the
professional sport for ive
years, from the age of 17
to 22, after completing his
A-Levels in England, it
became abundantly clear
that Giles's heart wasn't
really in it. Something was
missing, and it became
apparent that this was the
thrill of supporting the
development of others and
seeing the transformation
of young learners. "Little
did I know that this concept
called the 'protégé effect'
was driving my learning
and making me hungry to
understand more. This
drive took me to University
in Bedford, England, where
I undertook a Bachelor's
degree in education
focusing on Sport Science,
Physical Education, and
Human Economic
Geography," marks Giles.
This four-year program
was perfect for Giles's
approach to learning, as
being able to consolidate
the pedagogy with a
practical placement every
year, created a superb
environment for growth,
collaboration, and action
research.
Upon completing Giles's
undergraduate studies, he
moved back to his home
city of Bath, England, and
worked for a year in the
High-Performance
Tennis Centre at Bath
University before landing
his irst teaching post at a
lovely independent school
called Prior Park College.
This was a seminal
moment in Giles's life, as
he deliberately chose to
move to the independent
sector out of the state
sector for one simple
reason time.
Giles expresses, "It was not
because the teaching and
learning or facilities were
any better, it was the fact
that the learning day was
longer, including Saturday
morning school and
afternoon ixtures, so that
we could expose our
students to more
opportunities and a deeper
learning experience."
"These life experiences
have driven my passion for
the development of a
curriculum that exposes,
challenges, and creates an
opportunity for everyone. A
balanced curriculum is
essential for this philosophy
to be represented where
the importance of cognitive
development through the
acquisition of knowledge,
skills, and understanding
are interwoven with real-
life learning experiences
and well-being alongside
physical and emotional
development," he further
adds.
Uplifting Education
Structure, Empowering
Society
Giles is known to be the
true facilitator of quality
education in every walk of
his education career. He
was fortunate to have
started a career in
teaching over the irst
decade in two outstanding
schools, which were
validated by a variety of
external accreditations,
including Ofsted, HMI,
HMC, COBIS, and BSO.
The schools' approaches
to educational delivery
contrasted, but in both
cases, their familiar
overarching differentiator
was adding value to the
Cover Story

students learning potential
across a broad spectrum of
disciplines. Neither were
academic 'hothouses' nor
were they fully selective.
However, they were
happy places, and the
relationships between
students and teachers
were so positive and
enriching that the children
were able to thrive.
Giles' mission has always
been to support the
transformation of
organizations, whether by
incremental change or
wholesale
re-evaluation of values and
culture, so that the
children within can
experience inspirational
and engaging learning.
Much of this is achieved
through curriculum
adaptation and enriched
provision, alongside
exceptional teaching and
learning.
As an educational leader,
Giles is dedicated to
inclusive growth and
ensures to implement his
ideas with strategic
growth and his one of a
unique kind leadership.
One signiﬁcant challenge
presented by this advance in
technology is safeguarding;
however, our robust pastoral
program and MDM (Mobile
Device Management) system
has meant that digital
incidents have almost reduced
to nothing.

Envisioning Holistic
Development
Giles is true to the shared
vision of Arcadia's vision
proposition of nurturing
lifelong learning, the
inspiration of the
Chairman and Founder,
Mohan Valrani. It is short
and simple but transcends
so much of what educators
are trying to achieve in
their organizations today,
st
including inculcating 21 -
century learning skills,
futureproo ing, and
moving away from a
knowledge fuelled
economy to one of
collaboration along with
problem-solving and
collective thinking.
Mission: The institution
focuses heavily on
inclusion, well-being,
metacognition,
international mindedness,
cultural exploration, and
exceptional learning
opportunities.
Giles notes, "Upon
arriving at Arcadia, we
undertook a signi icant 5-
year values audit with
leadership, parents,
teachers, and students all
partaking, and the process
eventually boiled down to
the formation of new
values: Altruism, Respect,
Compassion, Aspiration,
Determination, Integrity,
and Adventure."
He further explains, "We
channel these values
through our curriculum
design, house system,
learning practices, and
rewards program to
support our learning skills
initiatives and enrichment.
A strong example is our
commitment to taking
measured risks through the
adventure initiative where
students all learn to climb,
develop collaborative skills
through our cadets,
support service-learning
through the Junior Dukes
and Duke of Edinburgh
award scheme and
facilitate community
support by travelling
globally to teach English
and build schools."
Weathering the Storm
Over the last 30 years,
reaching a ceiling or
perceiving a barrier to
growth and development
has happened on
numerous occasions over
the past three decades,
and this tended to coincide
with the next step in his
leadership.
He reminisces, "I vividly
remember the intricate
application process for
deputy headship as I
strived to move on from
three diﬀerent middle-
leadership experiences in
my late 30s, reaching a
logjam of contenders from
all areas of education. It
took over 75 written
applications (all taking
upwards of 7-8 hours to
complete well), 15 longlist
interviews, and 12 shortlist
interviews before I inally
broke through the 'transfer
market'."
He adds, "Initially, each
rejection was like a dagger
through the heart, but after
a while, you realize, this is
all about good it, timing
and a small sprinkling of
lady luck, being in the right
place at the right time. The
resilience required was
astonishing; however, the
experience gained and
lessons learned could never
Cover Story

be replicated. This was
some of the best
inadvertent professional
development of my life!"
Giles mentions that the
last two years have
ultimately been the most
challenging time of his life,
alongside millions of
others worldwide. During
the height of the
pandemic, he moved
principalships, opened a
new school and building,
navigated an economic
downturn in the private
education sector, lost
personal touch with his
family and friends, and
sadly lost a parent to
covid.
“How do you overcome
such uncertainty and
insecurity? The answer is
simple – invest in those
you love, build a team
around you that you
trust, and stay upbeat.
Remember, you can't
control the
uncontrollable,"
iterates Giles.

Rede ining Technology
Leadership
Arcadia was awarded
Apple Distinguished
School status in 2018 and
then again in 2021 for
reaccreditation, one of
only 700 schools
worldwide. This meant
that when the pandemic
struck, the institution was
well set up for remote
learning and the
development of live
learning experiences.
Having a strong team of
technologists at the heart
of the organization and a
cadre of 100% trained
Apple Educators has
meant that adapting to the
shift into digitizing
learning has not been very
challenging.
The one-to-one iPad
program for students in
years 3-9 has provided the
infrastructure to support
greater collaboration, and
real-time learning
experiences through the
use of software such as
'Seesaw' and 'Nearpod' and
Arcadia's student digital
leaders have been
designing ways to bring
more meaningful digitized
activities into the classes.
Enabling Students for
Modern Age Career
Challenge
One of the areas in which
the institute is pioneering
through enrichment
learning with a focus on
developing lifelong
learning skills, and it starts
right the way down in our
EYFS (Early Years
I hope that my legacy will be deﬁned
by the continued improvement of collective
education and supporting our regulators, the
Knowledge and Human Development
Authority (KHDA) on their journey to become
one of the highest performing nations in the
world for literacy, innovation, inclusion, well-
being and happiness.

Foundation Stage) classes,
where child-initiated
learning and free low help
students take control of
their learning, whilst
teachers plan 'in-the-
moment' to further
enhance collaboration and
creativity.
Arcadia also has a
bespoke Junior MBA
program that runs from
Year 1 to Year 6. Created
by the CEO of Arcadia,
Navin Valrani, who holds
an MBA from London
Business School, the
modules explore areas
such as marketing,
inancial literacy, and
competitor analysis and
culminate in 'Dragon's
Den' style pitches to a
team of senior leaders.
This entrepreneurial
strand is continued into
secondary school with a
series of shared modules
inspired by the Sands
Centre for Entrepreneurial
Leadership(CEL) from
Springside Chestnut Hill
Academy in the US.
The Units of learning
include HTML Coding,
Money Matters, Digital
Publishing, and Personal
Brand Design. "We expect
all students to be digitally
literate when they leave
Arcadia and balance this
with activities that
challenge their thinking
skills and problem-solving
to try and match where we
believe they could enter the
workforce over the next 15
years," explains Giles
Pruett.
A Guiding Light
Suggestings and staying
humble on his grounds, he
advises the budding
leaders of tomorrow,
"Don't be afraid to be
diﬀerent. Embrace the
challenge, but also
recognize yourself as part
of the sum of many parts.
We are moving into the
Anthropocene, the age
where human activity is
having the greatest impact
on climate and the
environment. To prevent an
impending disaster of
global signi icance, humans
must work together, and
we have the power to do
this, but it starts with the
individual making a
diﬀerence collectively.
There is a soapbox ready
for you to take a stand and
work together, so don't let
individual greed lure you
away from this important
common goal."
Envisioning the Future
Giles comments on the
institution's future
roadmap, "Arcadia is only
coming into its seventh
year of operations, and so
we are still embedding
many important new
initiatives as both schools
continue to mature into
their footprints and
ecosystems. We are opening
our irst-year group for
public examinations in
2022 with the launch of
GCSEs and expect to open
our sixth form to students
who wish to study 'A' Levels
and additional pathways in
2024. This is a really
exciting time to be at the
school and being voted as
the 'best new school in the
UAE' of the last six years by
Which School Advisor and
Schools Compared, we are
proud of what has been
achieved in a short space of
time."
"Our key aim is to
continue to stay true to our
values and vision as we
navigate through the
examinations phase and
continue to provide high-
quality exposure to lifelong
learning experiences. We
will be opening a third
school also in 2023, called
Arcadia Global School, and
fully expect this to be
recognized under the same
umbrella of excellence in
years to come," concludes
Giles.
Cover Story

Name of Personality Description
Cliff Poulton
General Manager,
Aventura Parks
Giles Pruett
Lara Abdallah
Margaret Haynes
Sanaa Kaddoura
Executive Principal,
Arcadia School
Dubai Modern
Education School
Liwa Education
Assistant Professor,
College of Technological
Innovation, Zayed University
Giles Pruett is leading change and driving growth as
Executive Principal of two divisions across one British
International through school.
He is passionate about education that provides the
best possible experience for every child.
Lara Abdallah strongly believes that innovation is
the catalyst to transform learning and teaching
and her driving force is the belief that there is
nothing impossible in education.
Margaret Haynes has 25 years of experience in
education along with UK leadership posts, both pastoral
and curriculum, including Headteacher. She also has
strong experience in improving teaching and learning,
data analysis and curriculum development.
Sanaa Kaddoura holds a PhD in computer science,
and currently, along with being an assistant professor
of information security at the Department of
Computing and Applied Technology, she is also a fellow
of the Higher Education Academy.
Cliff Poulton is passionate about offering the best 5
Star Experience for private, educational, and
corporate entities. He has over 7 years of experience
in education.
The Inspiring Education
Leaders in UAE-2023
Designation
JANUARY - Issue 02

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The ROLE of
in
Sanaa
Kaddoura
Assistant Professor,
College of
Technological
Innovation,
Zayed University,
Abu Dhabi, UAE
In the past decade,
technology was
tremendously growing,
and its eﬀect on our life has
expanded to include every
daily action we do, and
education is not an
exception. If we looked at
education twenty years
back, we could see a
lecturer standing at the
front of the room and many
students listening to acquire
information. This rote
learning style, where one
party is providing the
information, and another is
acquiring, does not it in the
current educational system
Education
18
Blended Learning

where technology is
incorporated. One can say
that the new educational
style retained the same
methodology, but instead of
having open books in front
of students, there are
laptops, iPads, and
smartphones. This
super icial point of view
does not consider what
technology provides to both
learners and educators.
Technology enabled the
educational system to shift
toward interactive learning
instead of traditional rote
learning.
Many studies proved that
the time learners spend on
online games is very high
compared to the time they
spend reading a book. Thus,
the learners we are having
in our classes now are not
identical to those we had
ten years ago. Hence, we
cannot apply the same
teaching methodologies in
our classes today. Two years
ago, technology was
optional in education. The
COVID-19 pandemic has
forced all educational
organizations to embed
technology in their systems.
Even organizations that
were reluctant to
technology had to adopt
software for their online
classes. The educational
system cannot go
backwards while recovering
from the pandemic.
Technology has become a
part of it and will continue
to be.
Education has become
available to everyone with
the current technological
advancement in education.
Technology facilitated
MOOCs, massive open
online courses which
provide online course
material with lexible
enrollments. Virtual reality
(VR) is the next trend in the
education systems after the
MOOCs and online classes.
While staying in the same
place, the educator can take
the learners on tour in
another country. VR
introduced the concept of
immersive learning,
increased learner
engagement, and created an
experience-based
educational environment.
Technology facilitated
personalized technology
and differential instructions
as well. Personalized
learning aims to tailor
instruction to each learner's
unique needs, interests, and
skills. Each student will
receive a different learning
plan based on prior
knowledge and preferred
learning styles. Online
learning environments can
easily integrate with
assistive digital technology
tools to meet each student's
needs. Differentiation
permits learners to learn at
their own pace and to
achieve effective learning.
Gami ication is one of the
strategies used in
personalized learning and
was facilitated through
technology and has become
a fundamental pillar in the
educational system to
increase learners'
engagement.
Collaboration between
learners also was positively
affected by technology.
Previously, learners were
limited to their colleagues
in the same physical cohort
or classroom. Now, learners
can reach colleagues
worldwide and exchange
knowledge with them. They
can mentor each other and
create a cooperative
learning environment. Many
organizations are starting
initiatives to create
collaborative environments
between different
institutions that offer the
same course topics,
especially in the higher
education sector.
Thus, technology is
considered a game-changer
in the educational sector.
However, adopting the
technology will not make all
educators happy.
Millennials and
Generation Z, now
educators, transition
smoothly from traditional to
technological education
because they use
technology daily. However,
Generation X educators may
ind it challenging to adopt
technology in the classroom
because they did not grow
up with it. Thus, institutions
should consider having
professional development
sessions to remove the
barriers between educators
and technology.
Learners may not make it
easy for educators to adopt
technology because they
may misuse technology. The
availability of a vast number
of entertainment websites
can distract learners. Hence,
this directs the
responsibility on the
education institutions to
block entertainment and
social media websites.
Another learner-related
challenge in integrating
technology in education is
how to keep learners safe
online. The increased use of
technology makes learners
vulnerable to attacks
ranging from exposure to
inappropriate content such
as violence to phishing
attacks, cyberbullying, and
hacking. Educational
institutions are responsible
again for providing learners
with the necessary
awareness instructions to
keep them safe online. This
safety can be achieved
through cybersecurity
awareness short courses or
seminars.
To sum up, technology has
become an essential part of
education. Educational
sectors cannot go back to
old-school teaching
strategies. All institutions
should consider reframing
their curriculums to it the
new strategies that aid
learners achieve better in
their education. Education
is no anymore about
providing information only.
Information is available
online and easily accessible
by everyone. However, it is
to prepare the learner to
integrate this information
and gain the needed skills
for a successful career path.
The Education View January 2023
Standpoint

How
make a
Difference in
20
Society

School administrators,
district of icials, and
policymakers make a
diﬀerence in society by
shaping the educational
system and providing
students with opportunities
to succeed.
Education leaders can
make a diﬀerence by setting
policies and implementing
programs that promote
equity and access to
education for all students,
regardless of socioeconomic
background or other
factors. Guidelines,
programs to assist
disadvantaged students,
such as those from low-
income families or those
with special needs, and
initiatives that promote
diversity and inclusion in
the classroom can fall under
this category.
Article

Education leaders can
also make a difference by
promoting high-quality
instruction and curriculum.
It can be accomplished by
providing teachers with
opportunities for
professional development,
promoting evidence-based
practices, and ensuring that
students have access to a
challenging and engaging
curriculum that meets their
individual needs.
Let's peek in and learn more!
From Leadership Styles to
Leadership Practices
Two leadership theories
have dominated research on
the impact of school leaders
on student outcomes, each
describing a distinct
leadership style. The irst,
transformational
leadership, is based on
James McGregor Burns'
research on leader-follower
relationships. Burns was
intrigued by how some
leaders could persuade
their followers to look
beyond self-interest and
pursue the larger goals of
the group or organization.
Burns' theory was
expanded upon by Bass and
his colleagues in the 1980s
and 1990s. They contended
that transformational
leaders in luenced their
followers through four
in luence processes:
providing personal
attention to individual
employees so they feel
uniquely valued
(individualized
consideration); encouraging
creativity and new ways of
thinking about old issues
(intellectual stimulation);
communicating optimism
and high expectations
(inspirational motivation);
and providing a vision and a
sense of purpose that elicits
trust and respect from
followers (idealized
in luence).
The second dominant
theory in research on
leadership and student
outcomes is instructional
leadership. In contrast to
transformational leadership,
instructional leadership
theory is founded on
educational work.
While the concept varies,
the common themes are
leadership's close
involvement in establishing
an academic mission,
monitoring, and providing
feedback on teaching and
learning, and emphasizing
the importance of
professional development.
The In luence of
Leadership Practices
The principal's role is broad
in scope, time-consuming,
and demanding. As a result,
leaders must prioritize
practices likely to have the
most signi icant impact on
student learning and well-
being. Meta-analyses of
published research that
assess the effects of various
techniques provide some
guidance on what those
practices are. The
remainder of this section is
organized around the ive
dimensions of course
identi ied by the irst author
through a meta-analysis of
similar research.
The meta-analysis
included published studies
that assessed principal or
school-wide leadership,
were conducted in primary
and secondary schools, and
used student quali ication
rates and scores on
standardized literacy and
maths assessments to
measure student outcomes.
Robinson de ines student-
centred leadership as the
ive dimensions of practice
and their associated
knowledge and skill
capabilities. The model has
been evaluated
independently in 127
Queensland Catholic
schools. The indings
revealed a strong
relationship between scores
on the ive leadership
dimensions and data from a
national standardized
assessment of literacy and
numeracy at the school
level.
Ensure the Quality of
Teaching
More recent individual
studies have added to our
understanding of the
qualities that explain the
power of the leadership
practices included in this
dimension since its
publication in 2008. We will
focus on three sets of
Dimension 3 methods in the
following sections:
developing a coherent
instructional framework,
monitoring a variety of
evidence about the impact
of teaching on student
outcomes, and supporting
teachers by visiting
classrooms and providing
feedback.
Evaluating Teachers and
Teaching
The formal evaluation of
teachers by leaders is the
third set of practices we
consider under Dimension 3
leadership. This set of
procedures is closely
related to the second
because teacher evaluations
should be based, at least in
part, on evidence about the
teacher's impact on the
learning and well-being of
their students.
Whether evaluation
practices are situated
within high-stakes
accountability policies, as in
England and the United
States, or within more
developmentally oriented
guidelines, as in New
Zealand, research on
teacher evaluation
consistently shows
negligible effects on the
practice of evaluated
teachers.
To summarise,
Education leaders can make
a difference by cultivating
partnerships and
collaborations with external
organizations such as
businesses, community
groups, and government
agencies. These
collaborations can provide
students and schools with
additional resources and
support and promote a
more holistic approach to
education and student
success.
Education leaders make a
difference in society by
in luencing policies,
promoting high-quality
instruction, effectively
managing resources, and
cultivating partnerships
that promote student
success and equity in
education.
22

24
Cliff Introducing Adventure in Aventura
Poulton
hoosing careers has
Calways been one of
the toughest things
for young minds. While
some decide what they want
to pursue and continue a
chosen career throughout
their life, some keep on
experimenting with careers
to ind the right one that
ignites the ire in their
hearts. In both cases, there
is one thing that remains
common, and that is it
begins with 'Education'.
Education does not
necessarily have to be
between closed doors and
four walls; rather, outdoor
education and hands-on
experiential learning, helps
individuals learn a great
deal about life. It is well
known that studies
involving experiments,
adventures, combining
learning with fun, have
shown positive effects on
students and adults alike.
Learning through 'PLAY'
helps develop students'
problem-solving attitudes
and teaches them to think
differently and effectively.
Among the few people
who understand the
dynamics of this ield is Mr
Cliff Poulton, General
Manager of Aventura
Parks. He is a person in love
with his ield and job. If his
personality was to be
summed up in a word, the
word would be 'Passionate'.
He is a man who is
passionate about everything
he does. He not only puts
his heart into the ield but
also tries to bring in
innovative changes.
The Story of Inception
Cliff Poulton has been
through a variety of careers
to ind his perfect suit. He
learned the mechanics of
sewing machines in his
early years to support the
family's sewing machine
business. This career choice
was followed by being a
fully certi ied butcher. Then
he spent the next 17 years
managing teams for
supermarkets before
exploring the vast waters of
education.
Cliff found his passion in
education after spending
seven years teaching at The
Cambridge High School in
Abu Dhabi. During these
seven years, he directed
Peter Pan, Nanny Macfee,
Bugsy Malone, and Phantom
of the Opera, thereafter,
becoming the Director of
Assessments for the school.
Cliff looks forward to
enriching the lives of future
generations. He believes it is
his mission to think outside
the box regarding his
teaching style by
introducing performance
arts, science, and
technology into his English
lesson plans. This belief
carries through as he moved
into the business world.
Cliff unexpectedly turned
towards the hospitality
industry at Atlantis, the
Palm. He worked there as an
educational manager for
two years. During this time,
he created educational
enrichment programs for all
educational establishments
within the UAE and
welcomed over 20,000
students, enhancing
learning outside of the
classroom environment.
Continuing this journey, he
joined Dubai Parks and
Resorts, focusing on the
same objective by
connecting all four parks to
deliver exceptional
educational programs
welcoming 40,000 students
in his inal year at Dubai
Parks and Resorts.
Cliff considers managing
Aventura as the highlight of
his career to date.
Expressing the place, he
says, "Education is the
foundation of Aventura,
delivering our mission: To
inspire everyone, while
fostering learning through
play. Always re lecting on my
value to enrich lives of our
next generation."
Aventura: Adventure
Based Education
Aventura is the largest
Adventure Ropes Course in
UAE and is a unique
destination for everyone,
with its teambuilding park,
specially designed for
schools and corporates; a
nature trail showcasing
lora and fauna of the UAE
for visitors of all ages,
where the aim is to make
visitors leave better than
when they arrived.
Aventura is also a fully
accredited IBCCES
establishment. This implies
that it can identify children
and adults that fall on the
spectrum scale. It allows
those on the spectrum to be
heard and understood.
Through his work at
Aventura, Cliff has learned
about the various
dimensions of a start-up
and the challenges of
establishing a business in
the UAE. Along with the
Aventura Management
team, Cliff understands the
importance of building a
strong culture of teamwork
and excellence, while
building sales and
improving the bottom line.
Aventura's Adventure
with Students
Aventura's teambuilding
programs are mainly
designed with speci ic
learning objectives in mind,
connected to school
curriculum. The programs
are facilitated in a way that
engages with the students,

Features
educators, and leaders and
deliver meaningful learning
objectives for the students
in an enriching nature
environment that stimulates
creativity.
The Bridge between Cliff
and Aventura
Cliff has contributed to
Aventura by introducing
and developing numerous
educational programs that
ful il the learning objectives
of educators. Having the
same vision as Lina Malas,
Managing Director, they
have designed meaningful
programs that are then
delivered by a team of
trained facilitators, who
share the mission of
fostering learning through
play.
He says, "We understand
the challenges in life, and we
support the growth of the
future generation of our
children."
Step-In Future
Aventura is becoming the
number one attraction in
the UAE, which delivers
exceptional teambuilding
programs that deliver the
learning objectives of
educational establishments
and corporate teams.
Education is ever-evolving
with new and exciting
methods and technology
along with the connection
and character building
elements of working with
others.
Overcoming the Hurdles
As a young student, during
his school years, Cliff faced
many challenges with
bullying, which have
imprinted some permanent
scars in his heart. This
challenge gave him an
understanding of how it felt
to be bullied, and during his
educational career, he
ensured bullying was never
accepted. "My message to
educators is if a child
informs you, they are being
bullied, please take action
straight away and do not
leave it--thinking it will go
away. Students need your
support." Although the
lessons were hard, they
allowed him to be
empathetic towards those
who were bullied and learn
more about the bullier and
bystander as well. These
lessons build resilience and
determination, which have
helped him in overcoming
hurdles throughout his life.
Spark for the Fire
Keeping the ire ignited
throughout the journey is
the most important and
dif icult thing, and Cliff has
maintained this ire well
within. Emphasizing the
motivation behind it, he
says, "My motivation is to
grow my team and to deliver
opportunities to others that
felt they do not have the
ability or belief to succeed.
Life is a challenge, and
re lection is key to success.
Failure is only a word, and if
you have the desire and the
right mentality, then you will
succeed."
Pearls of Wisdom
Advising students around
the globe, Cliff expressed, "A
'no-can-do' attitude brings
negative energy within, focus
on the positive energy of 'can
do'. Mistakes will happen in
life; learn from these
mistakes, this makes you a
better person--stay focused."
Cliff Poulton
General Manager,
Aventura Parks
Life is a chaenge,
and reflection is key
to success.
“

The world is
challenged through
multiple crises, all at
the same time. The visible
crisis of decreased quality
of life, low happiness index,
and lack of awareness
regarding it are as
horrifying as they sound.
This lack of awareness
among people regarding
their issues causes them to
fall prey to numerous
dif iculties. Hence, the only
way to get out of them is
'awareness,' and the best
possible solution is
education.
Education has formed the
pillars of society and led to
revolutions, but on the
contrary, lack of education
has destroyed people. Some
of the best examples of this
can be found in our history.
As a change bearer,
education is not of
importance but a necessity.
However, many people are
deprived of this necessity
worldwide for various
reasons. This deprivation
has led them into the
slumber of regression. With
the help of a few light-
bearers, the eﬀort to wake
from this slumber is
constantly seen. These
torchbearers of education
have struggled and induced
the courage of resistance
and persistence within
others, inspiring people to
move in the direction of
education.
One of the nations
walking down the path of
education is the UAE, a
nation with one of the
highest literacy rates in the
world. UAE has given the
world many leaders, and in
its continuous pursuit of
giving educational
importance is Dr Lara
Nabil Abdallah, School
Executive Principal of
Dubai Modern Education
School. A person with
strong determination and
thirst for knowledge, Dr
Abdallah
An Inspiring Journey and
Career
Dr Lara Nabil Abdallah
began her career after
receiving her bachelor's
degree in Applied
Mathematics-Statistics at
the Lebanese University in
2004; later, she joined
Marjoyoun National College
in Lebanon as a teacher in
Mathematics. She continued
her studies in Dubai and the
Middle East region after
being inspired by the
visionary and innovative
leadership of the rulers of
the UAE. Earning her Ph.D.
degree, she published her
research papers in
international journals.
Dr Abdallah served as the
Head of the Mathematics
Department, Education
Consultant, Academic
Manager, Curriculum
Specialist, Education
Trainer, Adjunct Professor,
and School Executive
Principal, gaining
experience in the education
ield for 18 years. Apart
from these positions, she
also has authored ive
Mathematics textbooks for
K-12.
She is an active member
of the National Council of
Teachers of Mathematics
(NCTM) and the Institute for
Engineering Research and
Publication (IFERP). She is a
professional trainer certi ied
by the Kingston Business
Academy of Higher
Education.
Recognized as one of the
'10 Most Empowering
Educators in the Middle
East', she is also certi ied
accreditation visitor
(NEASC, CIS, IB) and was
part of their virtual joint
accreditation visit for
schools in Qatar and India.
Along with this, she handles
her website, reaching out to
the global community.
Personality Peek
Having assumed various
roles in the fast-paced and
ever-evolving education
ield, she has developed
strong determination, grit,
resilience, and discipline,
which she believes pushes
her beyond her capabilities.
Her Mathematical
background has sharpened
her senses of logical
thinking, problem-solving,
and decision-making skills.
As a detail-oriented
person, she likes to
challenge herself to ind the
best solutions as quickly as
possible. She says, "One of
the values I passionately
believe in is 'walking the
talk,' which means setting an
example, enabling others,
motivating ambition, and
changing the company
through creative, data-
driven methods."
She avails herself of all the
learning opportunities,
enhancing her abundant
knowledge.
Dr Abdallah describes
herself as 'tenacious' while
people rightly address her
as a woman creating waves.
Drops to the Ocean
Dr Abdallah had been
working hard to upgrade
and innovate the academic
and operational programs
following the school's
vision. Understanding the
real purpose of education
she wants the learners to
become holistic individuals
and active contributors to
the global community. In
view with that she has
established a
comprehensive and
rigorous academic
programs backed by data
and modern-day technology
Dr Lara
Nabil
28
Empowering the Next Generation
with Quality Education

to choose the course of
action and maintain the
highest education standard.
Utilizing her eighteen
years of experience as an
educator and a school
leader, she strives to
provide innovative and
transformative leadership,
laying down a irm and
sustainable structure in the
areas of organizational
management, curriculum
design, teaching and
learning, assessment, and
student achievement.
As a certi ied professional
trainer, she has contributed
greatly to empowering the
teachers and school leaders
through needs-driven
programs that ensured
optimum professional
growth opportunities,
enhanced diversity, and
improved student learning
for all members of the
school community.
Leading the Institution
School is a private co-
educational institution in
the Al Mizhar community
catering to the provision of
quality education for
students from Dubai and
the surrounding Emirates.
DMES offers two
academic curricula to its
students on one campus.
The US School and MOE
school offers California
State Standards Curriculum
and UAE Ministry of
Education approved
curriculum respectively.
Moreover, the founders of
DMES have always strived
for providing high-quality
and sustainable education.
Strengthening the base of
the young minds by
equipping them with
required skilled, knowledge,
and moral values to
complete their learning arc
and allowing them to be the
leading contributors of the
global society.
Stating the school's vision,
Lara Abdallah says,
"Empower learners to
contribute to the global
community through
innovation, exploration and
citizenship."
In line with the institution's
vision and mission, they
strived to reach even
greater heights to reach the
global market and later
achieve global success
through pursuing
international recognition.
DMES has been granted
authorization from the
College Board to offer
Advanced Placement (AP)
courses and examinations
for high school students.
Under Dr Abdallah's
professional leadership and
the collaborative efforts of
all stakeholders, DMES has
been granted the NEASC
Accreditation Status for the
US Curriculum School in
December 2021 –a highly-
coveted international
accreditation for American
curriculum schools in
Dubai.
Overcoming Challenges
Dr Abdallah knows that
clashes in values and
principles are bound to
happen with people coming
from diverse cultural
backgrounds. She irmly
believes in upholding
professional and ethical
values in everything she
does, no matter how
dif icult and challenging a
situation becomes, she
never settles for producing
Features
Dr Lara Nabil Abdallah
School Executive Principal,
Dubai Modern Education School
Be brave and pursue
your goals and
aspirations while
making a difference in
the lives of others.

haphazard work for the
sake of compliance. She
tries to set up an example
by working on the ground
with staff, delivering
training sessions, and
empowering people to
perform at the highest
standard.
While talking about the
hardships, she says, "One of
the hardships that I have
encountered is promoting
the principle of 'quality over
quantity,' in a fast-paced
work environment. Taking
on this challenge as a leader,
I always make sure to
provide the needed guidance
and support to ensure unity
and consistency of practice
across the organization."
Setting the Alarm for
Tomorrow
As an advocate of reading
for lifelong learning, Dr.
Abdallah constantly seeks
new opportunities to
continue her professional
growth and development as
an educational leader. She
has high expectations and
strives to reach them
through hard work and
perseverance. She believes
in taking care of health and
wellbeing by pursuing an
active lifestyle to have an
equal work-life balance.
Dr. Abdallah envisions
herself as an educator who
makes a difference in the
lives of students in their
pursuit of knowledge and
success. To inspire students
in pursuing their future
careers, she always ensures
that they are provided with
authentic learning
opportunities and
experiences to hone their
innate skills and
capabilities. Student
engagement and
involvement in school are
strengthened through
inquiry, research, and real-
world learning, enabling
them to become career and
future ready.
Engaging with Students
Students are continuously
encouraged and motivated
to become engaged in their
learning through self-paced
learning and enrichment
opportunities through the
usage of digital learning
platforms and age-
appropriate physical
resources to ensure that all
students become self-
directed learners.
Opportunities for student-
led discussions, dialogues,
and debates on global
problems are provided
where they analyze real-life
situations and propose real-
world solutions. Varied
activities and programs,
including project-based
learning, clubs, and weekly
extra-curricular activities,
provide exposure that
enables students to become
critical and creative
thinkers, communicators,
and innovators.
Words for Buds
Addressing her students
and the youngsters of the
world, Dr. Abdallah says, "As
we live in an interconnected
world, I would like all
students around the world to
know that I am extremely
proud of you – whomever
you are and wherever you
are. Amidst the global
pandemic, you have risen to
the challenge of pursuing
your educational journey
with courage and diligence."
She quotes John Wooden,
saying, "Don't let what you
cannot do interfere with
what you can do."
She urges students to cast
away self-doubts and face
the world with full
con idence and pride while
wishing them to be brave
and passionate in exploring
new paths, facing challenges
and pursuing dreams, one
step at a time.
She says, "Be brave and
pursue your goals and
aspirations while making a
difference in the lives of
others."
The Next Turn
As an educational leader, Dr.
Abdallah humbly
acknowledges the long
journey ahead and the
milestones that she wishes
to accomplish. To her, the
roles she assumed to date
are meaningful and
important, as she
knows that she
has created a life-changing
impact on the students'
lives in their educational
journey.
She looks forward to
pursuing another doctorate
in education, widening her
professional network locally
and globally through
international conferences,
and engaging in all available
training and courses for her
career advancement.
She aims to be a part of
national and international
advisory groups leading
educational reformation
through revisiting
educational policies,
programs, and structure in
the area of curriculum,
teaching and learning, and
assessment. She also plans
to launch her website with
educational service
providers to expand the
reach of her professional
development training
materials and mathematics
textbooks.
Under the guidance and
leadership of Dr. Abdallah,
School has been
consistently moving
forward toward 'living' the
school's Mission, Vision, and
Core Values in which she
seeks her pride.
"We shall continue to uphold
'excellence' and 'high
expectations in our academic
programs and services;
promote a school culture of
'respect, tolerance,
leadership and
responsibility' through
outstanding 'leadership' and
'commitment' in service of
our learners and the wider
community," she says while
taking about her future
goals regarding the school.
30
Don't let what you
cannot do interfere
with what you can do.

Features
The ECA activities at DMES are
diversied and rich in opportunities
that allow my children to become
engaged and enthusiastic in their
learning process.
My son is classied as a student of
determination. He has a learning
difculty and he is highly supported in
the learning environment. He does
not feel that he is excluded from any
learning opportunities.
Parent's Testimonials
Student's Testimonials
What I like about this school's approach and teaching and
learning is that we always get to try different techniques to
get the lessons clear... We have various types of books and
technology devices as well as physical experiments that can
help with understanding/ we also have to do 'do now' and
'group activity' before the teachers help to make us rely on
ourselves before others.
There are many opportunities offered by the
school, and the teachers are very supportive and
caring; there are a lot of friends in the school, and I
am happy to be there.

The
Inﬂuence
of
on Student
32

It can be accomplished by
fostering an academic
excellence culture,
establishing challenging
educational goals, and
providing students with the
necessary support and
resources.
School leaders are also
critical in providing
teachers with the resources
and support they need to be
effective in the classroom. It
includes opportunities for
ongoing professional
development, mentoring
new teachers, and fostering
a collaborative and
supportive culture among
staff members.
School leaders
signi icantly impact student
outcomes by setting high
expectations, promoting a
positive school culture,
supporting teachers,
effectively managing
resources, and fostering
community partnerships.
Article
School leaders, such as
principals and other
administrators,
signi icantly impact student
outcomes. Their leadership
and decision-making can
shape a school's culture and
climate, affecting student
engagement, motivation,
and achievement.
Setting clear and high
expectations for student
achievement is one crucial
way that school leaders
in luence student outcomes.

Let's dive in and know the
in luence of school leaders
on student outcomes!
Instructional and
Transformational
Leadership Theories
The academic progress of
students is the focus of
instructional leadership.
These focal points include
the importance of setting
clear educational goals,
planning the curriculum,
and assessing the quality of
teachers and their
instruction. This model
implies that a principal's
efforts should be focused on
promoting better student
outcomes and the
importance of improving
the quality of classroom
teaching and learning.
Leadership involves three
key goals:
• De ining the School's Goals
• Supervising the Delivering
of Curriculum
• Encouraging a Positive
School Learning
Environment.
Transformational
leadership is concerned
with establishing a school
culture and vision to
improve the quality of
school teaching and
learning, develop people,
and improve the
organization.
Transformational principals
identify and share the
school vision, lead by
example, foster a learning
culture, and encourage staff
members to pursue
professional development.
Focus on Teaching and
Learning
If school principals use their
in luence to improve the
quality of teaching and
learning in their schools,
they will have a far more
signi icant impact on
student outcomes.
Principals' leadership is
critical in creating and
maintaining an environment
where teachers can teach,
students can learn, and
extraordinary results can
occur.
Because instructional and
transformational leadership
models overlap in areas
such as school culture and
teacher experiences, both
may help leaders improve
student outcomes through
their in luence over these
factors. Involving staff in the
development of a shared
school vision may have a
positive impact on both
school culture and the
effectiveness of teachers.
Teacher quality is an
essential focus of
instructional leadership,
and this model appears to
be more in line with this
research. Indeed,
has been chastised for
failing to emphasize
education suf iciently.
Building and Sharing
School Vision
To ensure the success of
their schools, principals
must concentrate their
efforts on various aspects of
leadership. According to
Leithwood and Day, of all
these leadership
dimensions, building a
vision and setting school
directions account for the
most signi icant proportion
of leadership effects on
student outcomes.
Both instructional and
models focus on improving
school culture to improve
student outcomes and may
thus be helpful to school
leaders seeking to advance
in this area.
Transformational
leadership may be most
bene icial due to its
emphasis on using a shared
vision to guide reform and
improve school teaching
and learning quality.
Because it best aligns
with these research
indings, transformational
leadership would be best
suited to providing such
motivation. These teachers
are more likely to exhibit
exemplary follower
behaviours such as
independence, engagement,
and positivity, which have
been suggested as essential
for organizational success.
External Awareness and
Engagement
Many factors can in luence a
principal's leadership style
and effectiveness. These
factors include their
abilities and experiences,
school and district policies,
stakeholder interests, and
the students' family
backgrounds.
Many factors can
in luence a principal's
leadership style and
effectiveness. These factors
include their abilities and
experiences, school and
district policies, stakeholder
interests, and the students'
family backgrounds.
Developing a strong
shared sense of community
is essential to provide
security in the unstable
lives of some children
attending challenging
schools. This sense of
belonging can be critical in
assisting those living in such
circumstances to achieve
academic, personal, and
vocational goals.
To sum up,
School leaders are
responsible for effectively
managing and allocating
resources to support
student learning. It can
include ensuring
classrooms are well-
equipped and staffed, giving
students access to
technology and other
resources, and allocating
funds to support student-
bene iting programs and
initiatives.
Finally, school leaders
frequently form alliances
and collaborations with
outside organizations, such
as community-based
organizations, to improve
student outcomes.
34

Haynes Fostering the Relationship of Teachers and
Parents for Holistic Development of Pupils
Respect, Integrity,
Innovation, and
Commitment are the great
leader's primary principles!
Leaders are born to
show people
direction and provide
proper guidance for the
overall development of the
people. And since the early
1980s and 1990s, many
illustrations blaze the trail
of their leadership, for
instance, Abraham Lincoln,
the 16th president of the US
and a revolutionary leader
who ignited the 'Free
Nation' spirit in the USA.
Many historical leaders
stood and led their nations
with respect and integrity.
Depicting the true leaders,
Sadhguru says, "Integrity,
insight, and inclusiveness are
the three essential qualities
of leadership."
Imitating the same, along
with the spirit of developing
the nation, many leaders in
various domains still guide
people in their career
enrichment.
Amidst other domains,
the leaders in the education
space are shaping the future
leaders and igniting the
youth spirit to serve their
nation's development. They
primarily emphasize
academic success and
management through
collaboration with parents,
students, and teachers.
Effective leadership relies
on delegating to other
academic staff members
and giving students the
freedom to decide what
learning methods work best
for them.
Similarly, Ms Margaret
Haynes, the Principal of
LISM and Liwa
International School- Al
Mushrif in UAE, has
dedicated more than
25 years to
education. She
belongs to Wales
in the UK, and
for the last
seven years,
she has been
working in
UAE as a
school
leader.
As a parent,
she understands the other
parent's feelings for their
children and that all parents
want the best for their
children socially and
academically, ensuring the
same Ms Margaret provides
a safe and stimulating
learning environment to
reach their potential.
Let's dive down to know
more about the great leader
Ms Margaret Haynes.
An Inspiring Tale to Tell!
Since receiving her teaching
certi ication in 1995, she
has held teaching and
leadership positions in
various organizations,
including large inner-city
comprehensives and small
private schools in the UK.
She has also held
leadership roles in three
private schools in the UAE,
the last two of which are
part of Liwa Education.
However, there is one thing
that all the schools where
she has worked have in
common- that they have
always sought to provide
educational opportunities
for all children.
In the summer of 2020,
Ms Margaret transferred
from another Liwa
Education institution to
LISM. She has consistently
espoused the values of
collaborative leadership, the
importance of each
individual to the school's
success, and the worth and
validity of each individual's
contribution.
She believes that treating
everyone with respect is
essential and that adults
should continuously exhibit
the attitudes and
behaviours they want their
students to demonstrate. In
order to support their
pupils as they progress
through high school, she
continues to forge solid
partnerships with ADU as
part of Liwa Education.
The Glimpse of LISM
LISM offer an outstanding
international education that
inspires students to be self-
disciplined, globally aware
and independent lifelong
learners who are innovative
leaders and critical thinkers.
While mentioning the
institute, Ms Margaret says,
"We work through
partnerships; awards with
parents, teachers, and the
community; and educate
students to high academic
international standards by
applying a learning-centred
approach, which prepares
self-con ident and socially
responsible young adults for
our evolving and changing
world."
Sketching down further,
she asserts, "Our Core values
sit at the heart of the school
and are modelled by staff
36
Testimonial
"The school has many cultures and
nationalities, and we feel we are one big
family at LISM. LISM is one of the best
schools in Abu Dhabi because it has
qualified and friendly teachers, a diverse
community, a strong curriculum and a fun
way of learning.
- Parent of
Omar and Karim
Ms
Margaret

and promoted in our
students through our
teaching, learning, and
everyday practice."
A Value Statement of the
LISM
When we ask about the
vision of LISM, Ms Margaret
states, "Our Vision at Liwa
International School – Al
Mushrif is to create a leading
international school for Abu
Dhabi underpinned by an
outstanding and inclusive
education enriched by
national values."
Stating
further the
mission
statement of
LISM, she
says, "Our
mission is to
provide the
highest
standards of
teaching and
learning which
promote critical
thinking and
collaborative learning
within a strong school and
parent community."
"Our values at LISM are
Respect, Integrity,
Innovation, Commitment,
and Collaboration," she
asserted the LISM core
values.
Enhancing the Student
Engagement
A relevant and engaging
curriculum, excellent
teaching, and inclusion
drive student engagement.
The Liwa Education
curriculum recognizes and
develops the context and
the key competencies
essential for success in the
21 -century. These include
intellectual (such as the
capacity to evaluate,
synthesize, and think
critically) and technical
competencies (such as using
technology to drive learning
and understanding).
While interacting about
the student engagement
programmes, Ms Margaret
notes, "Our school council,
and diﬀerent working
parties and committees, give
students a voice in school
life. Guided by a designated
leadership team member,
they help shape our
priorities and our response
to local, national, and global
priorities."
Envisioning the Future
While asserting the future
vision of the school, Ms
Margaret mention, "Moving
forward, we commit to
educating our students to
the highest academic
international standards,
promoting critical thinking,
collaboration and an
accelerated, learning-
centred approach, within a
strong school and parent
community."
"We want our students to
be happy, well-balanced
individuals who ful il their
potential in all areas of their
lives, articulate, con ident
global citizens with a strong
moral compass," she
concluded.
Features
Ms Margaret Haynes
LISM Principal and Liwa Education
Executive Principal
“
Testimonial
As parents of four pioneer students of
LISM, we are pleased to say that any
uncertainty surrounding our choice of a
brand-new school has been resolved beyond
doubt. This is due to the excellent school
leadership and management, complemented
by hardworking and qualiﬁed sta .
- Parents of
Keziah, Jude, Joshua,
and John
Our values at
LISM are Respect,
Integrity, Innovation,
Commitment, and
Collaboration.

RE EDUCATION is the
passport to the future,
belongs
For Tomorrow
to those who prepare
for it today.

The Inspiring Education Leaders in UAE-2023.pdf

The Inspiring Education Leaders in UAE-2023.pdf

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