Name: Toni Wereschuk

Title: Principal of B.C. Stream

Organisation: Shanghai United International School - Jiaoke

Originally from Manitoba, Canada, I have spent most of my adult life living and working abroad. After earning a Bachelor’s degree in Biology, I spent several years in Japan and China before returning to Canada to complete a Bachelor of Education. For the past 14 years, I have worked at B.C. Offshore Schools in China, first in Langfang, Hebei, and now in Shanghai.

Being an educator in an international setting is a truly rewarding experience, allowing me to contribute to shaping the next generation of global citizens. My Master’s degree in Educational Leadership has been instrumental in my transition from classroom teaching to leadership roles in both schools. It is a privilege to collaborate with the talented educators at my school and within my organization.

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

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

Cheers,

Jonno White

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

Overall, my experiences as an educational leader have been overwhelmingly positive, though challenges inevitably arise. One significant challenge in the context of an offshore school has been recruiting Canadian-certified teachers willing to work in China. Initially, this was particularly difficult in a third-tier city, and the situation became even more challenging during the pandemic.

Despite this, I have been fortunate to work with an amazing and dedicated core of long-term staff. However, each year, some team members move on to new opportunities, creating the ongoing need to recruit and replace key personnel.

Another ongoing challenge is balancing competing priorities. We strive to enroll students who can succeed in our graduation program, which means their English proficiency must meet a certain standard. At the same time, as a private school, maintaining strong enrolment numbers is critical to ensure adequate funding for the program. Navigating this balance requires careful consideration and strategic decision-making.

In recent years, we have also observed an increase in the prevalence and visibility of mental health challenges among students. Issues such as depression, anxiety, and social anxiety—previously rare in the Chinese school setting—are becoming more common. Our priority as educators is to support students in their educational journey while safeguarding their mental well-being, ensuring that their experiences do not leave lasting harm on their psyches.

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

I became an educational leader through a combination of opportunity, mentorship, and a sense of responsibility to support the schools I was part of. Initially, leadership was not something I actively sought. However, I felt compelled to step into these roles because I recognized that my skills and background could significantly contribute to the success of the programs and the communities they served.

My journey began at a smaller school in a third-tier city in China, where I was already teaching. I was offered the role of Vice Principal under the guidance of a highly experienced Principal, who provided invaluable mentorship. The school recognized my contributions, and when the Principal moved on, I was entrusted with the Principal role.

Later, I joined a larger school in Shanghai as a teacher. Within a year, a middle leadership role, Director of Academics, became available. I took on this opportunity, demonstrating my leadership abilities, which led to my promotion to Vice Principal the following year. When the Principal position became vacant, the school approached me to apply, reflecting their confidence in my ability to lead the program effectively. Each step reinforced my commitment to supporting these schools and their students to the best of my ability.

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

I discovered several years ago that I’m naturally an early bird, and I’ve embraced it fully! I typically wake up between 5:00 and 5:30 am, and my mornings are my time to set a positive tone for the day. Depending on how I feel, I might follow an exercise regimen or spend some quiet time at home with a novel to relax. If I’m exercising, I’m usually out the door before 6:00 am.

I’m almost always in my office by 7:30–7:45 am, which gives me a valuable window of about 45 minutes to ease into the day. During this time, I enjoy a cup of tea, check in with co-administrators, and begin reviewing emails and my calendar to prepare for the day ahead. The rest of the day varies depending on the season and priorities at the school. Mornings and afternoons might include leadership or parent meetings, teacher observations, or other administrative responsibilities.

Early in the school year, my focus is on preparing for our Ministry of Education inspection. Later in the year, my time shifts toward budget planning, crafting the next year’s calendar, and managing other key projects.

I strongly value work-life balance and prioritize taking a proper lunch break, usually 30–40 minutes, to eat, relax, or take a walk to stretch and clear my head. I strive to finish my workday efficiently, leaving campus by 5:30 pm at the latest—and often earlier if my schedule allows.

Evenings are a mix of activities depending on my energy and mood. Some days I’ll catch up with friends, while on others, I prefer to relax at home to rest and recharge for the next day.

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

A recent lesson I was reminded of as an educational leader came during a meeting with middle leadership. Due to a recent staffing change, some teachers were understandably concerned about their positions. Since student enrolment and recruitment drive staffing decisions, one of the leadership members expressed their frustration, questioning what I was doing to improve student recruitment and suggesting I needed to do more.

At first, I was taken aback by the comment, but I quickly realized that it was a good reminder of how much of a leader’s work is invisible—like the hidden part of an iceberg. It made sense that they wouldn’t fully see the behind-the-scenes efforts I make, as I don’t burden staff with the complexities of what happens outside their direct responsibilities.

This became a valuable teaching moment. I took the opportunity to outline some of the activities, exhibitions, and meetings that frequently occur to drive student recruitment. I also touched on the ongoing conversations I have with various stakeholders to emphasize the value of every staff member in supporting our program.

Additionally, this was an excellent chance to remind the middle leadership of the purpose behind many of the events we hold at school. These events not only generate interest but also foster a strong sense of community for students and parents. A positive school culture leads to higher satisfaction, which, in turn, drives word-of-mouth recommendations and supports recruitment efforts.

This experience reinforced the importance of clear communication and transparency with staff about the broader goals and efforts behind our decisions and actions.

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?

There are many books that have impacted me, but none that stand out at the moment.

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?

As a leader, it’s essential to remember that you are surrounded by smart, capable people who have valuable insights and contributions to offer—if you’re willing to listen. Humility and openness to feedback from staff are key to effective leadership.

Regularly express gratitude for the efforts of those around you, and make it a priority to acknowledge their contributions clearly and sincerely. Doing so fosters a strong sense of community, where individuals feel valued and are motivated to support one another and work collaboratively toward the organization’s goals.

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

There are countless meaningful stories from my time as an educational leader, but one that stands out involves a student who graduated recently. This student struggled deeply with perfectionism, which made it incredibly difficult for them to submit assignments—nothing ever felt “good enough” to turn in for marks. Yet, in class, this student excelled: they were highly capable, actively participated in discussions, supported their peers, and consistently performed well on tests.

The challenge for their teachers and me was finding a way to support these students in passing their courses. On the one hand, they excelled in formative assessments like group discussions and tests, but when it came to larger projects or assignments, there was often nothing to evaluate.

As a team of educators, we grew together through the process of supporting this student. We collaborated to individualize their learning experience, focusing on ways to highlight their remarkable intellect and strengths without penalizing them for their challenges. It required countless discussions—some heated at times—along with careful planning, adaptations, and regular check-ins with the student and their family.

Seeing this student walk proudly across the stage at graduation, sharing their future plans with confidence and excitement, was a truly rewarding moment. It reminded me of the power of persistence, collaboration, and a student-centered approach to education. Those efforts—no matter how demanding—were absolutely worth it to see this student succeed.