Al Khobar, Eastern, Saudi Arabia
I am an international school leader with experience in Saudi Arabia, Vietnam, El Salvador, and the U.S., committed to building cultures where students feel known, teachers feel supported, and learning is both rigorous and joyful. My leadership centers on two core beliefs: Trust and agency are the catalysts for authentic learning, and School culture grows through clarity, compassion, and consistent follow-through. At the American School Dhahran, I currently lead a 740-student high school—supervising 50+ faculty, strengthening instructional practice through the Now We’re Talking observation framework by Justin Baeder, and partnering with teams to align assessment systems across IB, AP, and American diploma pathways. I also oversee discipline systems, student support, and schedule design, ensuring all learners—including multilingual and high-achieving students—can access the pathways they need. A few areas of professional passion include: • Student voice and agency – building feedback loops, panels, and leadership opportunities • Professional learning – coaching, calibration, and data-informed improvement • Inclusion – SDAIE strategies, multilingual learners, MTSS, and equitable access • Experiential learning – cultural trips, field experiences, and project-based learning • Community building – clear communication, relational trust, and belonging I am currently pursuing my EdD in Educational Leadership and Policy Studies, researching equity and decision-making in international school hiring. Always happy to connect with fellow leaders, educators, and international school professionals.
Assistant Principal, American School Dhahran (ISG) 2021–Present | 700-student high school | 50+ faculty | IB/AP/American Diploma Key leadership responsibilities: • Oversee curriculum, instruction, and assessment across all departments • Supervise 50+ faculty using the Now We’re Talking instructional coaching model • Lead discipline systems, restorative practices, and student support processes • Build the master schedule; expanded access to IB/AP pathways through data-informed redesign • Coordinate accreditation (CIS/WASC/MSA) and schoolwide improvement planning • Strengthen alignment of IB/AP assessment practices and common departmental assessments • Develop student voice initiatives, including surveys, panels, and leadership councils • Lead community and experiential learning trips, ensuring safety and meaningful outcomes Key accomplishments: • Improved IB/AP alignment and assessment equity across programs • Led redesign of math pathways, enabling motivated students to accelerate into higher-level courses • Contributed to major culture-building initiatives through clear communication and strengthened routines • Co-led the Science & Engineering Symposium (SANES), raising school visibility across the region
Key contributions: • Taught AP Chemistry and Honors Chemistry, consistently improving student performance and inquiry-based lab practice • Led science PLCs in aligning standards, common assessments, and MAP-informed interventions Impact: • Increased AP Chemistry success rates through targeted scaffolding and flipped-learning routines • Strengthened vertical alignment in Chemistry 9 → Honors Chemistry → AP Chemistry pathways
Key contributions: • Taught KS3 Science, IGCSE Biology/Chemistry, and A-Level Biology at a bilingual school • Adapted instruction for multilingual learners using SDAIE strategies, vocabulary routines, and dual-language scaffolds • Led cross-department use of Tarsia puzzles, Quizlet, and other tools to support ELL academic language acquisition • Contributed to house system events, experiential learning trips, and CAS-style service projects • Supported new international hires in understanding the British system (KS3 → KS4 → KS5 progression) Impact: • Improved IGCSE outcomes through structured exam-prep pathways and common assessment moderation • Strengthened bilingual curricular alignment through collaboration with Vietnamese co-teachers • Enhanced student engagement by integrating culturally relevant fieldwork and service learning
Key contributions: • Taught Cambridge IGCSE Biology and IB Diploma Biology HL/SL • Standardized practical investigations and IA support strategies across the department • Used data from past papers and IB criterion trends to refine unit sequencing and formative assessments • Supported house events, ECO club activities, and experiential science trips Impact: • Strengthened the IB Biology IA process, improving student confidence and investigation quality • Enhanced vertical alignment between IGCSE and IB pathways • Helped international students transition smoothly into inquiry-driven IB science learning
Key contributions: • Taught AP Chemistry and Honors Chemistry; redesigned lab program using NGSS-aligned inquiry routines • Collaborated on common assessments and AP exam readiness strategies • Introduced early blended learning structures later scaled during COVID-19 • Supported science department hiring by reviewing practical tasks and sample lessons Impact: • Improved AP student pass rates through structured practice, FRQ protocols, and targeted interventions • Increased alignment of Honors → AP Chemistry vertical sequence • Strengthened lab safety procedures and equipment inventories