Exploring UDL, team leadership and change management at the International School of Dakar
Recently, I had the incredible opportunity to travel to Dakar, Senegal, where I collaborated with a wonderful international school ISD. This journey allowed me to work with teachers, middle leaders, and senior leadership, focusing on Universal Design for Learning (UDL), team leadership, and change management. Each group brought unique perspectives and challenges, but all were united by a shared commitment to developing practices to create positive change.
1. Working with Teachers: Implementing Universal Design for Learning (UDL)
One of the highlights of my trip was working closely with teachers on the implementation of Universal Design for Learning (UDL). UDL is an educational framework that seeks to give all students equal opportunities to learn by providing multiple means of engagement, representation, and action/expression. It was exciting to see how receptive the teachers in Dakar were to this concept. Despite the varying classroom environments and resources, their enthusiasm for making learning more accessible and inclusive was inspiring.
During our sessions, we explored practical ways to integrate UDL strategies into their teaching. We discussed how to diversify instruction methods to cater to different learning styles and needs, ensuring that no student is left behind. Teachers shared their experiences of working with students who had diverse learning needs, and we worked together to develop lesson plans and activities that would allow all students to thrive.
One of the most meaningful aspects of this collaboration was the exchange of ideas. While I shared research-backed strategies, and a wide range of applicable resources, the teachers shared culturally relevant teaching practices that made the implementation of UDL even more impactful for their context. It was a true partnership in learning.
2. Middle Leaders: Leading Teams with Vision and Purpose
In addition to working with teachers, I also had the chance to collaborate with middle leaders—department heads and coordinators who play a crucial role in shaping the school’s culture and effectiveness. The focus of our work was on leadership skills, particularly in leading teams with vision and purpose. This group of educators faces the unique challenge of balancing classroom responsibilities with leadership roles, and they were eager to explore ways to enhance their team leadership.
We dived deep into understanding what makes a successful team, how to build trust, and how to foster a collaborative culture. One of the key takeaways for middle leaders was learning to lead by example and empower their teams by giving them autonomy. We discussed the importance of communication, conflict resolution, and recognizing the strengths of each team member. These leaders were keen to apply these strategies to motivate their teams and create a more cohesive work environment.
It was inspiring to see their commitment to leading with integrity and empathy, and by the end of the workshops, the middle leaders felt more equipped to guide their teams toward achieving shared goals.
3. Senior Leadership: Navigating Change Management
The final part of my work in Dakar involved senior leadership teams dedicated to guiding their teams through change as they continue to develop their IB programmes. Change management was a critical theme, especially in the context of evolving educational needs.
Leading change in any educational environment requires a delicate balance between maintaining stability and pushing for innovation. During our sessions, we examined the complexities of leading through change, focusing on strategies to communicate effectively and build a shared vision.
One of the most powerful moments of our discussions was the recognition that change starts with people. We talked about how to involve all stakeholders—teachers, students, parents, and the community—in the change process, making sure that everyone has a voice and feels ownership over the transformation. It was clear that these leaders were committed to creating a positive, future-focused educational environment, and they left the sessions with practical tools to lead their schools through periods of change more effectively.
Reflections on the Trip
My time in Dakar was both professionally enriching and personally fulfilling. Working with educators across different levels of the school system gave me a deeper understanding of the interconnectedness of roles in fostering an environment conducive to learning and growth. Each group—teachers, middle leaders, and senior leadership—brought unique challenges and insights, but what united them was a shared passion for improving the implementation of their IB programmes to positively impact student achievement.
The collaboration in Dakar reminded me of the power of professional development when it’s a two-way exchange of knowledge and experiences. It wasn’t just about me offering strategies; I learned so much from the educators I worked with about the nuances of teaching and leading in their specific cultural context.
As I returned home, I couldn’t help but reflect on the universal nature of education and leadership. Whether in Dakar or anywhere else in the world, the drive to create inclusive, supportive, and forward-thinking learning environments transcends borders. I left ISD with a sense of hope and excitement for the future, knowing that the educators I worked with are now even better equipped to inspire and empower their students.
Dianne Blackburn M.A. Ed. (Leadership)
