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Ask any educator to define "advancement," and they will likely point to a department down the corridor. They will tell you it is the team that handles marketing and admissions, coordinates events, manages fundraising, and builds alumni connections. But advancement is far more than a collection of operational tasks; at its core, advancement is the intentional work of strengthening a school’s reputation, relationships, community trust, and long-term growth and sustainability. I

What does wellbeing really look like when a new staff member arrives at your school? I’ve been thinking a lot about the difference between being welcoming and actually creating a culture that supports wellbeing. A school can be incredibly friendly. People smile, invite you for coffee, show you around, check in and say, “Just let me know if you need anything.” And all of those things matter. But what happens when the new staff member actually needs something? Who helps them n

Many international schools have become significantly better at onboarding over the last decade, investing more time and energy into helping new hires settle into countries, systems, and communities. That’s a positive shift. But while onboarding has become more professionalised, offboarding is often inconsistent, rushed, or poorly designed.

When I joined the leadership team at Luanda International School in Angola, I entered an environment shaped by a clear and intentional leadership vision. The Head of School has established a collaborative culture grounded in transparency, shared responsibility, and data-informed decision-making. Rather than relying on traditional hierarchical structures, the school has embraced a leadership model that encourages open dialogue, cross-functional coordination, and shared account

What if the key to keeping early career teachers in the profession wasn’t another expensive, top-down initiative that felt totally disconnected from the real teaching experience? What if it focused more on teachers, their relationships and human connection?