An education leader is responsible for shaping and implementing policies and strategies that enhance the quality of education within an institution or across an entire educational system. Their role goes beyond administrative oversight further focusing on providing strategic direction, supporting educators and developing continuous improvement in learning environments. By championing innovative and inclusive practices, they ensure educational programs are effective, forward-thinking and aligned with current trends and future requirements.
Leading with strategic initiatives and delivering high-impact learning programs, Louis D Heyns is the Executive Education Officer at Manarat AlRiyadh International School, Ma’arif Education. His leadership is defined by a comprehensive approach that emphasizes creativity, collaboration and personalized learning. He has pioneered initiatives like Learning Communities for teachers and the implementation of Lead Teachers to encourage cross-grade collaboration, empowering educators to share ideas and refine their methods. By moving away from outdated systems, he has introduced frameworks that promote autonomy, innovation and continuous professional growth.
He embraces the transformative power of technology, global partnerships and data-driven assessment to design forward-thinking learning experiences that extend beyond traditional classrooms. His influence spans internationally, from leading reforms in Kazakhstan to reshaping exam systems in Saudi Arabia.
Louis envisions an ecosystem that empowers both students and educators, developing excellence, innovation, and lifelong learning. His mission is to develop policies and practices that promote equity, integrate emerging technologies and support ongoing professional development. Passionate about innovative teaching, he provides educators with the space and support to explore creative, dynamic approaches that drive student success.
Commitment to Leadership and Educational Transformation
Louis has dedicated 33 years to educational leadership, driven by a passion for creativity, innovation and inspiring others. His contributions have been widely recognized, with stakeholders frequently inviting him to help shape strategic plans. He believes in leadership that goes beyond duties—he strives to foster a culture of collaboration, where both teachers and students are inspired to grow.
A central concern for Louis is seeing teachers begin the year full of enthusiasm, only to lose their passion due to restrictive systems, micromanagement and rigid policies. He has worked throughout his career to create environments where teachers can thrive, find fulfillment and be creative in their teaching. He believes education should challenge and inspire students and never feel monotonous or uninspiring.
His influence extends beyond the classroom. He has shared his expertise through media appearances, speaking at conferences and authoring a booklet on Team Teaching. He also co-authored a tri-lingual dictionary for gifted students.
His international experience includes leading educational reforms in Kazakhstan and helping local teachers adopt new teaching methodologies. As Academic Director in Saudi Arabia, he implemented a centralized exam system across 16 schools, raising assessment standards and ensuring that results were valid, meaningful and aligned with educational goals.
The Art of Teaching and Overcoming Systemic Constraints
Louis views teaching as an art form, akin to other creative disciplines, where lessons should be interactive, engaging, and tailored to diverse learning styles. He believes that teachers, like artists, must inspire students while also supporting their socio-emotional growth.
He often finds school systems too rigid, focusing on covering objectives and preparing for exams, leaving little room for the creative, individualized teaching he values. He argues that teachers need time for reflection—whether through casual conversations with colleagues or moments of quiet—to spark innovative ideas. He points out that the brain is always processing and it’s during less structured moments that creativity often flourishes.
As an educational leader, he prioritizes creating an environment where teachers have the freedom and space to nurture their creativity. When this happens, teachers are more passionate and student-centered, transforming classrooms into exciting spaces for exploration and discovery.
Building Collaborative Learning Communities and Empowering Teachers
As Academic Director, Louis introduced Learning Communities across 16 schools, enabling subject teachers to collaborate, share ideas and develop resources. Initially met with resistance, these communities grew in value as teachers recognized their benefits, leading to increased participation.
He also implemented Lead Teachers in each school to guide subject teachers across different grade levels. Even with small teams, Lead Teachers facilitated collaboration, planning and resource sharing while ensuring differentiation was prioritized. Heads of Department worked closely with Lead Teachers to ensure effective curriculum delivery and oversee student support programs.
He bridged the gap between teaching and administrative staff by including them in meetings and providing training to highlight their critical role in supporting educational goals. This approach fostered stronger alignment and cooperation among all staff, promoting a unified effort to enhance the student experience.
Data-driven Decision Making and Feedback for Continuous Improvement
In addition to the standard academic data gathering and analysis processes used to measure achievement and progress, Louis also employs surveys to collect supplementary data. These surveys help gauge how well a program or initiative is received and experienced by students, parents and staff. The insights gained from this feedback allow Louis to make informed adjustments, ensuring that programs are continually refined to meet the needs of the school community.
He believes that the overall atmosphere at a school is reflected in the positivity and satisfaction of all its stakeholders. When teachers can teach with passion and dedication and students enjoy a holistic and enriching educational experience, it creates a vibrant and harmonious environment with happy faces all around.
Community Engagement and Strengthening School-community Partnerships
Louis believes that the partnership between the school, parents and the larger community in which the school is located is essential for fostering a thriving educational environment. He views a school as a living entity within the broader community, where the school and the community should mutually benefit from one another.
He emphasizes the importance of an active parent council, which can serve as a key facilitator in bridging the school with the wider community. Through parents’ connections, numerous opportunities open, allowing the school to engage with various local stakeholders.
Louis actively encourages collaboration between the school and a wide range of community stakeholders, including businesses, sports clubs, social organizations, and government entities. He also advocates for the school’s facilities to be made available to the community for events, clubs and further educational opportunities. By developing these connections, he believes that the school will become a vibrant hub within its local community, enriching the lives of students and community members.
Fostering Growth Mindset and Attitude in Professional Development
Louis always begins his Professional Development (PD) sessions with a focus on Growth Mindset, addressing the heart and attitude issues that often present obstacles to learning new things and adopting new ways of doing things.
He draws inspiration from Carol Dweck, the renowned American psychologist known for her work on motivation and mindset, particularly her idea that the way individuals think about learning can significantly impact the way they approach it.
He consistently emphasizes this concept, regardless of the specific topic of the PD session. He has found that this approach fosters a more receptive and enthusiastic attitude among his staff, making them more open to learning and trying new strategies.
Integrating Social-emotional Development into Daily Interactions
Louis believes that the path to social-emotional maturity is organically integrated into every interaction with students. He emphasizes that this approach is not confined to specific lessons or sessions but is woven into the daily experiences and relationships students have with both teachers and administrative staff.
The student council plays an important role by setting aside time for sessions that focus on relevant social and emotional issues, further reinforcing the work already being done by teachers and staff.
At the start of each academic year, he typically begins with a professional development (PD) session on Growth Mindset. This is followed by a session titled The Well-Adjusted Personality and then another on Positive Correction.
Together, these sessions provide staff with a solid foundation for guiding students in all aspects of school life. This comprehensive approach helps students navigate their emotions and supports their journey towards social-emotional maturity.
A Vision for Holistic, Community-based Education
Louis envisions vibrant, community-based schools where students are provided with ample opportunities for holistic development. This vision encompasses not only intellectual growth but also physical, emotional and creative development, with a particular emphasis on helping students discover their talents in areas such as art, music, culture, and sport.
A key aspect of this vision is the active involvement of parents and community stakeholders, whose contributions are crucial to the success of these goals. While Louis has made progress in establishing some essential “infrastructure” to support this vision, he recognizes that it remains a work in progress, with continued efforts to further develop and refine these initiatives.
Guiding Innovation with Core Values
Louis views Maslow’s hierarchy of needs as an essential guide in the context of educational innovation. He argues that no amount of technological advancement, new Learning Management Systems (LMS), assessments, data gathering or integrated cross-curricular projects can be truly effective if students and staff do not feel safe, valued and have a strong sense of belonging.
According to Louis, any innovation should be designed to build upon and enhance these core values, rather than detract from them or create additional burdens. He consistently asks two key questions when considering new initiatives: “Does this add value?” and “Can it be effortlessly integrated?” These questions guide his approach to ensuring that innovation serves the broader goal of promoting a positive, supportive learning environment.
A Path to Growth and Success
Louis advises that educational leaders should work from the heart, always prioritizing their students’ and colleagues’ well-being and success in everything they do. He emphasizes the importance of opening doors of opportunity for the staff they lead whenever possible to foster growth and development.
He encourages leaders to empower themselves by staying informed about the latest trends in their field, as well as in education more broadly. He also believes in the value of further education, recommending that leaders equip themselves with a postgraduate degree in education management and leadership to strengthen their capacity for effective leadership and continuous improvement.
