John Last Overview

John Richard Last ~ Overview

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As a transformational leader for excellence, my central focus is always the well-being of my students;

their academic success, as well as the development of essential skills for their future and the

development of great character. I establish sound relationships and build teams, in order to establish

learning environments, where quality teaching and learning is central in all we pursue. I believe that I

am an outstanding Academic Leader.

A. My Background:

As an Educational Leader for a significant number of years, I will bring extensive experience, vision,

wisdom, enthusiasm and drive to a school.

I have 38 years experience as a school administrator and consultant. I was appointed to my first

position as Principal/CEO in a systemic private school system in Perth, Australia in 1979 and

continued as a high profile and successful Principal in three schools for a total of twenty three years.

At the beginning of 2002, I decided to work internationally and I have made significant contributions to

school communities in Kuwait, UAE, India, Singapore, Nepal, Cambodia, Vietnam, Indonesia,

Nigeria, as a Director/Principal, Vice-Principal and Educational Consultant. I am presently the

Principal of Gimnasio Los Caobos, Chia, Colombia. I have had a number of opportunities to establish

new schools and to be an agent of change.

As a mature man of 68 years of age, I bring a wealth of experience and sound leadership to a school.

After my initial introduction to international schooling in Indonesia in 2002, all my following tenures

have been through recommendations, including my work as a consultant.

B. Personal attributes:

I am physically very active, fit and energetic; in body, mind and spirit. I read extensively and stay up-

to-date with current pedagogy. This includes my interest in the development of sound lesson

planning, the writing of ‘student learning outcomes’, and authentic assessment and reporting. I build

sound relationships and give excellent example through my professional performance and personal

behaviour, always endeavouring to draw out the very best in my teachers and my students.

C. Extensive involvement in facilitating teacher and leadership development:

In Australia, I was on the executive team of both state and national Principal Associations and

organized professional development, as well as annual conferences for Principals. In addition, I

organized many professional development workshops for my teachers. I am especially interested in

supporting teachers in developing appropriate Student Learning Outcomes and aligning these to both

student learning experiences and authentic assessments. As an educational consultant, I have

assisted a number of schools to reflect on a variety of issues and have organized and presented

workshops for them, as well as assist them in planning their Strategic Goals.


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D. Sound knowledge of current trends in school curriculum and management:

I continually keep up-to-date through reading, workshops and conferences, as well as sharing any new knowledge and understandings with my colleagues, at any opportunities that are presented.

E. Empathy with the needs of teachers:

I realise the task of leading, modelling, giving service and transforming a learning community places

many challenges before teachers. This requires my pastoral collegial support and my guidance in the

development of essential understandings and skills.

F. Strong interpersonal and communication skills:

Included with my application are a number of references and letters from other educational leaders,

as well as from students, who support the skills I offer. My central approach is to build valuing

professional relationships with those I work; by touching their hearts and caring about their needs and

as a result, more fully impacting on their thinking and actions.

G. Experience in Programme and School Accreditation and School Registrations:

Involved in various Accreditations and Registrations including International Baccalaureate

Accreditation, NEACS/CIS Accreditation and Country Required Registrations for Schools

H. Meeting Schools Expectations

1. Experience of Leadership and Management in International School Settings

Along with my extensive experience, I am a motivated, ambitious and collaborative leader and will

lead with enthusiasm; ensuring that your school continues to develop with innovative educational

approaches. I have the ability to forge positive relationships and work co-operatively with all

stakeholders; Owners, Board Members, staff members, parents, students and the community. I am

fully committed to excellence and have high expectations for all my students. I am enterprising and

will provide intelligent, open-minded and creative leadership. My experience extends through

teaching and leadership of Early Years and Elementary through to Secondary, including leading K-12

and K-13 schools, and managing school budgets.

2. Experience with International Curricula

I have extensive experience with a variety of curricula and educational programs, including the Caa

Cambridge Programmes, IB programmes and a number of National Curricula. I have assisted in

establishing a new school in India, where I was the Consultant / Acting Head of a school, setting up

the Cambridge Secondary and IB programmes. In Dubai, I was the Principal of a K-13 school that

followed all Cambridge Programs. While in Singapore, I was initially the Vice Principal and then the

Principal of a school following the IB PYP and Diploma, as well as Cambridge curricula. I also

assisted in establishing a second campus for a school offering both national and international

curricula. In addition, I have training as an Examination Officer, as an IB Diploma Coordinator and

also as an IB PYP teacher.

I have the ability to adapt to any curriculum, as the key to delivery of any curriculum is through sound

progressive pedagogy.


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3. Supporting the Vision and Mission

I will be fully committed to the school’s Vision and Mission and its strategic goals and will continue to

maintain the reputation of the school, giving substantial support to all the policy decisions and

directions of the school stakeholders. It would be my role as an educational leader to ensure I meet

the needs of the school community.

4. My Personal Vision

My Vision for all schools is:

‘To provide the very best environment for teaching and learning; continually enriching the life of the

school and its community’.

I. In Conclusion

I believe that my extensive experience, including my ability to adapt and to be sensitive to new

cultural settings and boundless energy, will be assets to your school. I will treat everyone with courtesy

and respect, I will be optimistic and positive, truthful, polite and considerate, as well as being prompt and

prepared for work and meetings. I can always be relied on to honour my commitments and I will be

very generous with my time and my talents.

It would be a privilege to have the opportunity to make a valuable contribution, as an educational

leader at the Australian International School. I look forward to an opportunity to be interviewed. I return on

July 7th, 2016 to Perth for a vacation break and if required, would be happy to make arrangements to

travel to Singapore, should you see my potential.

Kind regards,

John Richard Last


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Educational Leadership Philosophy

The Student:

The student and their learning is always my focus. I believe that every student is unique and

special; they have their own distinctive personality, ways they best learn and individual needs and

dreams for their future. They have an intrinsic desire to learn; ‘an inquiring mind’; they want to be

successful, to be recognized and acknowledged. Students learn at different rates and require

significant others in their lives to understand this and support their efforts. Students are members

of a community and desire to make a contribution to their family, their friends, their school and

their community. They continually make choices based on their developing value system and the

opportunities they are given to be involved. Students require a stimulating environment in which to

learn, grow and mature. They must have the best opportunities, a first-class, safe and supportive

environment and the foremost teaching/learning strategies that are available. In addition they

require continual and supportive feedback on their progress. They need to know they are loved

and valued just as they are and not be compared to others.

The Educator / Teacher:

As an Educator, my responsibility is to be a guide; providing access to information rather than

acting as the primary source of information. Students need to be encouraged to take responsibility

for their own learning and to be given every opportunity to develop holistically; intellectually,

physically, creatively, emotionally, spiritually and socially. High standards must be set for the

students which will both challenge and stimulate their desire to learn. The educator must lead by

example; they must love their students and love their craft of teaching. Learning must always be

valued and enjoyable. Both achievement and effort should be celebrated. Establishing warm,

friendly and healthy relationships with students contributes to student learning. ‘Have a go!’, ‘You

can do it!’, ‘I believe in you!’ and ‘What a great effort!’ are words used often by the educator.

The students' search and thirst for knowledge is met as they are encouraged to learn to find

answers to their questions. For students to construct knowledge, they need the opportunity to

self-discover and practice skills in authentic situations. To create an opportunity for individual

discovery and construction of knowledge, the educator must provide the students with access to

hands-on activities, projects and practical experiences, allowing adequate time and space to use

materials that reinforce the concepts to be studied and the questions to be answered. The

teaching/learning process must be Student Centred. Educators must never ever give up on any

student; they must always inspire. They should always strive to find the right ‘key’ to unlock and

unblock; there is always a solution; all students can learn: at different rates and in different ways.

To develop well-rounded students who have clearly defined personal values and are independent

and critical thinkers, the educator must also see themselves as learners who continue their own

search for understanding and growth.


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The Educational Programme:

Very important to the student’s self-discovery is having the opportunity to study things that are

meaningful and relevant to their life and interests. Having a curriculum that is developed around

student interests fosters intrinsic motivation and stimulates their passion to learn. The programme

must always be ‘Student Centred’. One way to take learning in a direction relevant to student

interest is to invite student dialogue about the lessons and units of study. Given the opportunity

for input, students generate ideas, set goals and ask relevant questions that make for richer

activities than would have been created or imagined by the teacher alone. When students have

ownership of the curriculum, they are motivated to work hard and master the skills necessary to

reach their goals. The question: What contribution can I make; to family, to school, to community

and to the global community? ; needs to be addressed in both learning and action.

Helping students to develop a deep love and respect for themselves, others, and their

environment occurs through an open sharing of ideas and a thoughtful approach to discipline and

self-discipline. I believe students have a greater respect for their teachers, their peers, and the

lessons presented, when they feel safe and sure of what is expected of them. In establishing fair

and consistent rules through ‘essential agreements’ the voice of each student is heard, and an

environment evolves where students feel free to express themselves.

Educational Leadership:

As a Leader it is my desire to assist students to continually discover new horizons and to strive to

always do their best, by providing an environment that is safe, educationally exciting, supports

risk-taking, and invites a sharing of ideas. One of my hopes as an educational leader is to provide

an environment which inspires a love of learning in my students and my co-educators, as I share

my own passion for learning with them. I feel there is a need for compassionate, strong, and

dedicated individuals who are excited about working with students. My goal is to continually foster

the development of leadership skills within the school; beginning with the notion that ‘leading’ is a

choice.

My role as an educational leader is to develop a strong, cohesive team of well educated,

enthusiastic staff members, who are nurtured and constantly kept up-to-date with good teaching

practice and access to ongoing professional development. I would foster the continual sharing on

good practice and the value of working together for the benefit of everyone; the student, staff

members, the parents and community. I Walk the Talk and lead by example. Building personal

relationships, unconditional love and forgiveness are fundamental and paramount in my life,

including in my role as educator/leader.


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RESUME

John Richard Last

24 Murdoch Way, Banjup, Perth, W.A., Australia 6164

[email protected]

Telephone: +61 8 94173472 (Home)

Nationality: Australian

Marital Status: Married / 6 children; all independent adults

Spouse: Margaret Last

Primary Teacher M.Ed. Primary; IB PYP training and experience; TOEFL Certificate

Post Graduate Certificates: Education in International Schools and Business Administration

Presently Employed: Gimnasio Los Caobos, Chia, Colombia, South America

Position: Principal

Email: [email protected]

Colombian Telephone: +57 318 361 2123

Skype Address: john.richard.last

QUALIFICATIONS Master of Education University of Western Australia 1978 *Curriculum and Leadership Bachelor of Education University of Western Australia 1975 *Science/Physical Education/Measurement Teaching Certificate N.S.W. Department of Education. 1974 *Primary and Secondary Diploma of Physical Education Sydney Teachers College (NSW) 1971 *Physical/Health Education OTHER STUDIES Counselling Skills Institute of Human Development Accreditation D Principal Accreditation In-services Involved in educational professional development

‘Boys in Education’, IB PYP, MYP and DP training Organised and ran workshops for staff members C.I.E Examiners training AWARDS Goody Award Relationship Course Development Service Award Dedicated Service to Education Australian Principals Association Contribution to P.D. and Leadership

WORK HISTORY 2014 – present Principal Gimnasio Los Caobos – Colombia – Introducing Project Based Learning 2012 – 2014 Principal/Academics -Capital Science Academy – Nigeria 2012 - 2012 Consultant to Ryan Group of Schools – 120 schools – Strategic Planning (3 mths) 2011 - 2012 Consultancy work in Nepal, Indonesia, Cambodia, and Vietnam 2009 - 2011 Principal Excelsior International School (formerly Emaar) Vice-Principal Emaar International School Consultant to Emaar Education, Dubai/India/Singapore 2007 - 2009 Acting Headmaster and Secondary School Principal and Consultant at SIS, Mumbai - set up new campus establishing IB Diploma programme + IB Accreditation + CIE 2005 – 2007 Acting Headmaster and Consultant – Tunas Muda, Indonesia - set up new campus and establishing Accreditation for IB programmes

mailto:[email protected]


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2003 – 2005 Principal / Acting Superintendent –Dasman Model School, Kuwait 2002 - 2003 Team Leader and Accreditation Leader – Sekolah Pelita Harapan, Indonesia Consultant Victory National Plus School, Indonesia 1979 - 2001 School Principal in Private Sector Perth, Australia (3 Schools) – 23 years 1972 - 1978 Senior Teacher, Class Teacher, Physical Education Specialist

Outdoor Challenge/Self-Esteem

WORK HISTORY (Prior to teaching) 1969 – 1971 Full-time Studies (Diploma of Physical Education) 1966 – 1968 Full-time Employment: Laboratory Technician and Programmer/Researcher 1972 – 1978 Directed Vacation Programs (NSW Department of Sports and Recreation) 1979 – 2001 Supported, developed and managed Self-esteem, Personal Challenge, Study Skills and Accelerated Learning programmes PROFESSIONAL DEVELOPMENT – International 2011 IB Diploma Assessment Workshop 2010 IB ToK Workshop 2009 IB PYP Assessment & Making PYP Happen Workshops 2008 Cambridge University Examiners Course 2005 International Baccalaureate Middle Years Programme Introductory International Baccalaureate Primary Years Programme Inquiry Process International Baccalaureate Diploma Programme Coordinators 2003 Personally Conducted Workshops for staff members of collegial schools 2002 International Baccalaureate Primary Years Programme Introductory I and II

ACCREDITATION EXPERIENCES 2015/2016 ISO Annual Accreditation – Leading Academic Processes 2012/14 School Self-Study / West African School Improvement 2009/10 Accreditation CIS and WASC – Emaar/Excelsior + Singapore CPE Accreditation 2007 Accreditation Cambridge IGCSE and IB Diploma Authorization 2006 International Baccalaureate Diploma Programme Authorization Process Sekolah Tunas Muda – Team prepared required documentation 2005 International Baccalaureate Middle Years Programme Pre-Authorization Process Sekolah Tunas Muda – Team prepared required documentation 2004 CIS and NEASC Accreditation Process – Dasman Model School – Leading the Evidence Team for Accreditation 2003 CIS and NEASC Accreditation Process – Sekolah Pelita Harapan – Member of Committee to prepare documentation for Admin and Finance Pre 2002 As a School Principal in Australia was a member of System Teams for: Programme Accreditation for Early Childhood / Elementary

Team Leader in Principal Appraisals / School Colloquiums


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Señor Felipe Diago: Owner CEO Gimnasio Los Caobos (Only speaks Spanish – his executive secretary will ensure there is a good translation) [email protected]

Mr. Kelvin Okudaro: Executive CEO Capital Science Academy, Kuje, ABUJA, Nigeria. [email protected] +247 809 647 6479

Mr. Francis Renson: At present the Principal/CEO at Hay Al Sharooq Private School, Sur Oman Francis was the Principal at Emaar/Excelsior International School, Singapore when I was Vice Principal. I succeeded Francis as Principal. [email protected] (968) 25562472 (School 25562283 / 25562284)

Mr David Banham: At present has returned to England following overseas positions David was the Head of Secondary School at Emaar International School, Singapore when I was Vice Principal and Consultant to Emaar Group of schools [email protected] Home/Office: (44) 1263 711 870

Dr. Irene Henderson: At present a researcher in Education Irene was the Superintendent at Dasman Model School, Kuwait, while I was a Principal [email protected]

Mr. Koh Boon Long: Consultant at Educare Consultancy Service (Singapore); an education service provider. Educare asked me to assist in supporting schools going through ‘challenging times’. Educare recommended me to support them in the establishment of a school in Mumbai, India as well as other consultancy work [email protected] (65) 90461335

Dr Patrice Cooke: Psychologist/Counsellor (Australia) Institute of Human Development, Perth, Australia I completed a 2 year course at the institute in Counselling skills and maintain professional and personal contact [email protected]

Mr Michael Charles: At present is an Educational Consultant. Michael was the Head of Secondary School at Excelsior International School, Singapore when I was Principal/CEO. [email protected] Home/Office: (647) 351 7093

Mrs. Yustine Handoko: Owner and Director of Victory Plus School, Jakarta, Indonesia I was an Educational Consultant for the school and have kept a professional relationship with the school [email protected] (62) 81 8711151 or (62) 21 8240 3878

Mrs Elizabeth George: Student Counsellor of Dubai Gem Private School Elizabeth was the guidance counsellor and I was the Principal/CEO [email protected] or [email protected] (Best during Holiday Period) (971) 507682998









http://[email protected]/




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Sudent at Dubai Gem Private School -UAE


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Student from Excelsior International School in Singapore


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Documents

John Last Overview