My previous career was in scientific research. My academic background is in biochemistry and molecular biology, so I conducted research on blood vessel development and angiogenesis in stroke patients as well as spinal muscular atrophy. I later ventured into bioengineering, where I genetically engineered microorganisms to produce biodiesel. It was deeply rewarding work.

I think most scientists are naturally curious and want to share their knowledge with others. And while the research I did enabled me to contribute to scientific advancements, I find even greater fulfilment in helping young people grow academically and personally. So, I made the transition by embracing opportunities at Wellington. I first came on board as a teacher of biology, and I immediately loved how supportive the community was. The strong values here aligned perfectly with my aspirations. I knew I was in the right place.

My experience in leading research teams taught me the importance of collaboration and empowerment. These are traits I now bring to my leadership style. More importantly, I am a scientist, so I try to apply the scientific method to all problem-solving. I emphasise evidence-based decision-making. I encourage innovation. I try to create an environment that values continuous learning, critical thinking and curiosity in our pupils. In many ways, it mirrors the dynamic nature of scientific research.

Being a teenager is hard, so wellbeing is a top concern. Balancing academic, social and emotional needs is crucial for holistic development. This means prioritising health support, maintaining open communication channels, and implementing a variety of wellbeing programmes. We provide a well-structured pastoral care system that fosters a supportive and nurturing environment. Regular counselling and wellbeing programs address emotional needs, while co-curricular activities and other events help to build a strong sense of community among our pupils.

But we also must take a long view and prepare them for the future. AI and other technological advancements around sustainability are transforming industries, creating a need for updated skills. The future of education will likely continue to be shaped by technological advancements, personalised learning and an emphasis on soft skills. At the Senior School, we are embracing these changes. As such, we integrate technology into the curriculum, promoting digital literacy, emphasising creativity, critical thinking and adaptability. We also place a high value on real-world career experience, so we facilitate internship programmes for our pupils.

My time at Wellington has been a transformative journey. Being part of the school's leadership team has provided me with so many opportunities for professional and personal growth. Over the years, I have honed my skills in educational leadership, strategic planning and fostering a positive learning environment. Being part of such a diverse community has been so enriching. It has widened my perspective in so many ways and has made me a more adaptable and inclusive educator.