Name: Dr Daniel Hyde

Title: Head of School

Organisation: Singapore School, Pantai Indah Kapuk

Dan Hyde is currently Head of School at Singapore School, Pantai Indah Kapuk, a leading K-12 international school in North Jakarta. His doctoral work focused on accountability systems in independent schools, and other academic interests include Teacher Development, School Effectiveness and Improvement and equitable curriculum design. He is a Fellow of the Institute of Leadership and enjoys mentoring school leaders from both academic and non-academic school sections.

Thank you to the 2,000 leaders who’ve generously done the 7 Questions on Educational Leadership!

I hope Dr. Daniel's answers will encourage you in your leadership journey. Enjoy!

Cheers,

Jonno White

1. What have you found most challenging as an Educational Leader?

The myriad decisions thrown at you day to day - which are often so eclectic, you're thinking from scratch. This is particularly the case when you're a new leader. My guiding principle was something said to me by my predecessor. 'There's no such thing as a difficult decision, only the right decision'. By this, they meant you need to do your homework. Consider all the factors. Consider how the problem aligns with your vision. If you can do all that, hand on heart, then you'll come to the right decision, and then it's not difficult to stand by.

2. How did you become an Educational Leader? Can you please briefly tell the story?

For many years I was in middle leadership as a head of a large faculty. The leap to senior leadership took a very long time - countless applications, and years finding the right fit. However, I found the move into senior leadership so much easier having had all the middle-level experience. There has been a push for ambitious recruits to rise to the senior levels as quickly as possible, but with that, you lose the opportunity to learn from experience. Often something comes up that I feel confident to handle because I've seen previous leaders deal with the same, over all those years. My leadership style has also been informed by the many leaders I have worked with and for. Some for better, some for worse!

3. How do you structure your work days from waking up to going to sleep?

As much as is possible, I try to do my scheduled work (anything day-to-day and expected) within our school working hours. I want staff to see me clock off at the end of the day so they know that we value family time and a good work/life balance. I get through the day with an A5 journal which has my daily 'to do list'. This is invaluable for me to prioritise tasks. The very beginning of the day starts with a team meeting with both my deputies, where we take an agile 'scrum' approach. Collaboratively working through pressing matters in just 15 minutes every day. It sets the tone of the day and helps us all to focus on getting things moving! I think one thing I've found as an educational leader is that it is important to schedule time in your day for a walk around the school, to see children, or pop in on teachers. We can get stuck behind our desks working on policy, or writing emails, or in meetings. We need to remind ourselves why we do what we do, and I think taking thirty minutes or a an hour each day where possible to soak up the atmosphere of the school is really helpful. Without putting it in my calendar it is so easy to get bogged down in paperwork and to miss it.

4. What's a recent lesson you've learned for the first time or been reminded of as an Educational Leader?

I think it is to always do your homework. I was reminded recently, that even if you have handled a situation a number of times before, still do thorough preparations so that nothing catches you out!

5. What's one book that has had a profound impact on your journey as an Educational Leader so far? Can you please briefly tell the story of how that book impacted you?

'11 Lessons in School Leadership' by Dame Sally Coates. I was given this book as I prepared for headship. It is accessible, engaging, inspiring and witty in places. It gives clear, practical strategies on headship - guided by Sally Coates' vast experience. From it, I've become a more intentional leaders, and tried to put both presence and vision right at the heart of everything I do.

6. If you could only give one piece of advice to a young educator who aspires to be an Educational Leader, what would you say to them?

Be ethical in the way that you treat people. I firmly believe you get the best out of people when they are trusted, happy and supported. When something isn't working, trying to work out why. What resources are missing? What support is needed? Bring people with you.

7. What is one meaningful story that comes to mind from your time as an Educational Leader, so far?

Our introduction of vocational courses for Grade 11 and 12 back in 2020. We had a group of students that were destined for our IBDP programme. They were seriously struggling at Grade 10, especially with lengthy written answers and with examination anxiety. I really thought the IB programme, as great as it is, wouldn't showcase their talents. Our school vision states that 'every child can reach their full potential'. The only way we could make good on that promise was to provide a pathway where they could succeed. We introduced the International BTEC qualifications and all of the students went on to good university courses - one was our valedictorian and got a scholarship to China. She often returns and speaks so fondly of being given the chance to shine through an alternative method of assessment, and I'm really proud of the part we got to play in that.