TLP: Mark Ulfers, American School of Paris

 You’ve worked in schools all over the world, how is working in Europe different from your experiences in Asia?

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“[Actually] I find more commonalities at our schools than differences.  Clearly culture has a tremendous influence…[but] the needs of young people seem to be so much the same [anywhere in the world]…their desires, needs, aspirations…”

 I suppose the biggest difference is that labor laws are refined to a science in Western Europe compared to Asia…”I hear people whine, moan and complain about the labor laws in Europe, but I think it’s a tremendous strength” If you turn it on its head it can be a powerful tool because “you know whomever you’re hiring you’re marrying without divorce in western Europe.  So high quality recruiting is essential, then you really have [no choice but] to focus on professional development.  The cool part is we’re not looking for what is wrong, but rather the opportunities to grow professionally, we’re always looking to develop people.”

 To do this we’re working hard to create a culture of development. “[In fact] we’re relentless about the notion of continuous improvement.”  We do this by investing a lot into our teachers professionally.  We always have people attending conferences and workshops or, more importantly, we’ll bring someone in to work closely with our people for a week.

 You’ve obviously developed throughout your career, what has been most fundamental in your growth as a leader?

 “The most influential aspects of my development have probably been aligning with really strong mentors.” I’ve been very lucky to spend a lot of time working along side icons in international education…[like] Bob Gross, David Toze, Kevin Bartlett, Bill Gerritz, Robert Landau and Robert Sills.

 Secondly, my interest in curriculum building and curriculum development has been fundamental in my growth in schools.  A big part of this is “knowing the research about what we know is good teaching”…a lot of which I’ve learned from great teachers.

 Thirdly, a key component of my development comes from the philosophy that ”there’s an attitude that one brings to leadership, of not needing to be right all the time (and standing tall and admitting an error) and not needing to have all the answers…but [instead] having more of an attitude of a learner…”

 When you’ve moved to a new school do you feel like you’re bringing a certain set of skills?

 During my interview for ASP they asked me a similar question about why I wanted to come to Paris, and to be honest, part of it was the allure of Paris, but more importantly “I could identify that there were some issues here that my skill-set matched” 

What are those skills?

 I’ve had a lot of experience and am “confident around setting strategy with people and through people…the notion of defining our blueprint as an institution.”

 How to transform research into useful practice.

 The ability to be a symbolic leader through stories.

 I work hard at building meaningful relationships throughout the school.  To do this you must be visible, so I get in the hallways, to the events, visit classes (yet never doing this enough)

 Seeing conflict as a friend– that is, not shying away from a good debate as an exercise in open and honest communication, and yet another opportunity to grow.  One should walk straight toward the conflict.  

 “Building confidence and predictability across the organization”, which often has to do with making sure the “if-then statements are reliable in the culture” This is so important because we are always victims of the past.  However, I’ve found that the “quality of the relationships across the school with the adults will define the quality of relationships with our young people.”

 Lastly, I can help facilitate change while respecting the past culture and traditions of the school.

I’ve heard you described as a “fixer” when you arrive at a school?  Do you agree with this reputation?

 “I don’t mind that label, but I might not agree with it…[because] no one person is a fixer” and that model is unsustainable.    However, I’m willing to work with people to create a climate where change is possible.  We need to pass the personal pronoun test– that indeed, “WE” accomplished the needed innovation together.  Schools need to have the capacity to change and adapt to fit the needs of our students and we are “doomed to failure if we can’t master change.”   It’s really not about me; instead I like the idea that WE’VE fixed something.

What’s your greatest priority when choosing teachers and administrators at ASP?

 I have the reputation, in the hiring process, of being a person who can’t make up my mind, but that’s not true.  We always conduct at least 3 to 4 interviews, plus reference checks, before we’ll hire someone, and I have to meet them face-to-face, because “I’m looking for the right person…I’m making the assumption that they already have the content knowledge at the point I see their information…[I look for] a person who sees a wide horizon on their job description, sees within and beyond the classroom into the life of school.”  I want to hear about how people were integrated into their community.  Also it’s great when you feel like you’ll learn from the person and of course they have to demonstrate a commitment to continuous improvement.

 What’s your advice for the next generation of international administrators?

 Don’t stop teaching.  I’ve always made a commitment to stay in the classroom because it keeps me connected to the pulse of the school.  Also teachers respect administrators who teach.

 Focus on 21^st century skills and curriculum.  Know the research on best teaching and learning strategies, brain theory and focus on strategic thinking, especially around the ability to create and lead change.