In the cosmos of education, where traditional methods often clash with the demands of a rapidly changing society, the quest for innovative approaches and transformative leadership has never been more critical. As educational institutions strive to adapt and thrive, the voices of those who challenge the status quo and pioneer new paths become invaluable.
We had the distinct pleasure of speaking with Chassie Selouane, a trailblazer in educational leadership known for her groundbreaking work in transforming schools across three continents. As the Principal and Founder of Arabian Teacher Recruitment and Consultancy and Appalachian American Academy Morocco, Chassie has redefined the boundaries of conventional education.
Below are the excerpts from the interview!
Can you share your journey in education, from your initial roles to becoming an educational disruptor and school leader? What motivated you to pursue this path?
My journey in education began with a deep passion for learning and a desire to make a difference in the lives of students. I started as a teacher, quickly realizing that the traditional methods of education often left many students disengaged. This motivated me to explore new ways to make learning more exciting and relevant and this led me to becoming a curriculum developer/designer. Over the years, I’ve held various roles throughout the schools, each one providing valuable insights into the complexities of education. Over the past decade and a half, I have had the opportunity to lead schools across 3 continents. My drive to disrupt traditional education comes from a firm belief that learning should be an enjoyable and inspiring experience for every student. This belief has guided my transition into school leadership, where I aim to create environments that foster creativity, critical thinking, and a love for learning. MLS Riyadh vison of Empowering thoughtful and independent visionaries to create a better world, aligns perfectly with my own, and I am honored to lead such a distinguished group of teachers and students.
With nearly two decades of experience across various continents and countries, how has this global perspective shaped your educational philosophy and practices?
Working in different countries has profoundly shaped my educational philosophy. I’ve seen firsthand the diverse challenges and opportunities that come with various educational systems and cultural contexts. This global perspective has reinforced the importance of adaptability and inclusivity in education. I believe that students should not only be equipped with academic knowledge but also with the skills to navigate and contribute to an interconnected world. My practices are centered around creating a curriculum that is culturally responsive and globally relevant, ensuring that students are prepared to be compassionate, innovative thinkers who can thrive anywhere in the world. My personal mission is empowering minds, bridging cultures and shaping futures.
What are some specific challenges you’ve encountered in the international education sector, and how have you addressed them?
One significant challenge in international education is balancing the diverse needs of students from various cultural backgrounds while maintaining high academic standards. Additionally, ensuring that teachers are equipped to handle this diversity is crucial. I’ve addressed these challenges by implementing targeted professional development programs that focus on cultural competence and differentiated instruction. Another challenge is the transient nature of international schools, with students and teachers frequently moving. To counter this, I’ve worked to build a strong, supportive school community that fosters a sense of belonging and continuity, regardless of the turnover. Fostering strong relationships with teachers, and investing in their continued growth and development not only helps to increase the performance of the teachers, but helps them to feel valued and a sense of ownership within the school.
In your role as a Principal and founder of Arabian Teacher Recruitment and Consultancy and Appalachian American Academy Morocco, how do you balance the needs of educators with the demands of the international education market?
Balancing the needs of educators with the demands of the international education market requires a deep understanding of both. As a Principal/ Director, I prioritize the well-being and professional growth of my teachers, recognizing that their satisfaction and effectiveness directly impact student outcomes. Through Arabian Teacher Recruitment and Consultancy, I strive to match educators with schools where their skills and values align. This involves ongoing dialogue with both educators and schools to ensure that expectations are clear and that there is a mutual commitment to professional development and student success. I believe that a supportive and empowering environment is key to retaining talented educators in the international sector.
How do you ensure that technology is effectively integrated into the classroom to enhance student-centered learning?
Effective integration of technology requires a strategic approach that goes beyond simply introducing new tools. I focus on ensuring that technology serves as a means to enhance student-centered learning, rather than becoming a distraction. This involves selecting tools that align with our educational goals and training teachers to use them in ways that foster collaboration, creativity, and critical thinking. For instance, we use technology to create interactive learning experiences, facilitate real-time feedback, and personalize instruction to meet the individual needs of students. Continuous assessment of how technology is impacting learning outcomes helps us refine our approach and stay ahead of the curve.
Can you provide examples of 21st-century techniques or pedagogies you’ve experimented with and their impact on student engagement and learning outcomes?
One example of a 21st-century technique I’ve implemented is project-based learning (PBL), which allows students to engage in meaningful, real-world projects that require critical thinking, collaboration, and problem-solving. PBL has significantly increased student engagement and ownership of their learning. Another technique is the use of flipped classrooms, where students access instructional content at home and use classroom time for hands-on activities and personalized support. This approach has led to improved comprehension and retention of material, as well as more dynamic and interactive classroom experiences. The impact on student engagement and learning outcomes has been overwhelmingly positive, with students showing greater enthusiasm and deeper understanding of the content.
What strategies do you use to build strong relationships with teachers, students, and the broader school community?
Building strong relationships is at the heart of effective school leadership. I focus on creating an inclusive and supportive environment where everyone feels valued and heard. For teachers, I prioritize open communication, regular feedback, and professional development opportunities that align with their career goals. With students, I make it a point to be accessible, listen to their concerns, and involve them in decisions that affect their learning experience. For the broader school community, I encourage collaboration and transparency through regular meetings, events, and open-door policies. Building these relationships fosters a sense of trust and respect, which is essential for a thriving school community.
How do you approach professional development for teachers to ensure they are equipped to implement innovative teaching practices and adapt to new technologies?
Professional development is a continuous process that must be relevant, practical, and aligned with the evolving needs of both teachers and students. I approach it by first assessing the specific needs and strengths of my staff, then designing or selecting programs that address these areas. I emphasize hands-on, collaborative learning experiences that allow teachers to practice new techniques and technologies in a supportive environment. Additionally, I encourage a culture of lifelong learning, where teachers feel empowered to explore new ideas and share their experiences with colleagues. By providing ongoing support and resources, I ensure that teachers are confident and capable of implementing innovative practices in their classrooms.
Your work in education often involves unconventional solutions. Can you describe a particular instance where an unconventional approach led to significant improvements or breakthroughs?
One instance that stands out is the implementation of a flexible learning environment that goes beyond the traditional classroom setup. We reimagined the physical space to create a more dynamic and student-centered environment, incorporating elements like flexible seating, collaborative workspaces, and technology hubs. This unconventional approach transformed the learning experience, making it more engaging and conducive to creativity and collaboration. The results were remarkable—students became more active participants in their learning, and we saw significant improvements in both academic performance and social-emotional development. This experience reinforced my belief in the power of innovative, out-of-the-box thinking in education.
How do you foster a culture of trust, respect, and openness in your schools, and why is this important for building strong learning communities?
Fostering a culture of trust, respect, and openness is crucial for building a strong learning community. I achieve this by leading with integrity and transparency, ensuring that all members of the school community feel valued and included. Open communication is key—I encourage regular dialogue between staff, students, and parents, and I make it a priority to listen to and address concerns promptly. By modeling respect and openness in my interactions, I set the tone for the entire school. This culture not only enhances collaboration and morale but also creates a safe space where students and teachers can take risks, learn from mistakes, and grow together.
What role do you believe lifelong learning plays in educational leadership, and how do you model this belief in your own professional journey?
Lifelong learning is essential for educational leadership because it allows leaders to stay relevant, adapt to changes, and continuously improve. I model this belief by actively seeking out new knowledge, whether through formal education, professional development, or simply staying curious and open to new ideas. I regularly attend conferences, participate in workshops, and engage with other leaders in the field to stay informed about the latest trends and research in education. By demonstrating a commitment to lifelong learning, I aim to inspire my staff and students to embrace the same mindset, knowing that continuous growth is key to personal and professional success.
Given your extensive experience and various recognitions, what do you consider the most important qualities for a leader in education to possess in today’s rapidly changing landscape?
In today’s rapidly changing landscape, the most important qualities for an educational leader are adaptability, empathy, and vision. Adaptability is crucial because the educational environment is constantly evolving, and leaders must be able to navigate and respond to these changes effectively. Empathy is essential for understanding and addressing the diverse needs of students, staff, and the broader community. Finally, vision is key to setting a clear direction for the school and inspiring others to work towards shared goals. A leader who possesses these qualities can create a positive, forward-thinking school culture that supports innovation, growth, and success for all.
