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In loving memory of Carlos Esquivel…

Mon, 02 Feb 2026 16:22:36 GMT

I met Carlos in 1978, a few months after his first birthday. Lois and I were embraced and loved by his family shortly after arriving in San José for language study. Since that time, we have remained close, with special times together, including a visit by Carlos and his mother visiting us in Puerto Rico and many family and business trips to Costa Rica. In recent years, Carlos worked for McKinsey & Company in various consulting capacities, building a stellar personal and professional profile.

F or many years, I harbored a hope that Carlos would someday be involved with GLOBAL School Consulting Group so we could work together. That day came earlier year when GLOBAL was hired to provide services to Escuela Panamericana, San Salvador. His skills and insight complemented those of lead consultant Alfredo Umaña, and together, they delivered world-class organizational assessment and professional counsel to the owner-operators of the School.

Shortly after that, again partnered with Alfredo, a proposal for services was submitted in response to another request from a client school in Central America. The long-held hope to work with Carlos seemed to be coming to fruition. But tragically, on October 23 of this year, Carlos unexpectedly passed away, leaving his wonderful wife and two daughters heartbroken and his loving and close-knit family devastated.

This message is written with two purposes. One is to acknowledge and honor a young professional who was a loving son, brother, husband, and father, who I had the privilege to observe, embrace, and encourage over many years. He is desperately missed.

Secondly, to acknowledge with greater clarity that there are no guarantees in life, as we all know, causing me to value relationships more dearly and to express love and appreciation more clearly. That’s a message worthy of sharing.

For Christians, celebrating Christ’s birth this month should be a reminder of our confidence in His presence and power in our lives and that there is hope for life with Christ for eternity, after death. I recognize that many who receive this email are not Christians, and you know that we do not limit our services based on faith or philosophy. However, I testify to my firm conviction that there is confidence in eternal life after death in Christ. Carlos also believed that, which provides the hope that permits his friends and family to celebrate his life with joy, even as he is no longer present with them.

Blessings,
David Wells

Put a Number on It

Mon, 02 Feb 2026 16:19:22 GMT

"What is not measured cannot be improved. What is not improved always deteriorates." This quote, attributed to British physicist and mathematician William Thomson Kelvin, underscores a fundamental truth: measurement and evaluation are essential steps in any process of continuous improvement.

This past November, I had the privilege of participating in a genuine exercise in improvement with the leadership team of Campus Gutenberg at the Evangelical University of Paraguay. The dedication and commitment shown in reviewing and updating their strategic map and annual the operational plan was exemplary.

While analyzing the Strategic Map, we noted that the objectives were clearly stated but lacked a critical component: quantitative indicators. Without these, it is impossible to determine with certainty whether objectives have been achieved or how much progress has been made. Despite the decisions made and the actions implemented, there was no concrete data to back up the results. Numbers allow us to set goals, monitor progress, and celebrate achievements.

In an intense four-hour session, we defined impact indicators for each strategic objective and specific quantitative targets. The team is now better equipped to plan the necessary actions to achieve these objectives. Moreover, they will be able to clearly communicate the outcomes of their efforts, adjust strategies when actions are not yielding results, and celebrate when the numbers confirm they are on the right track or even when they have reached their proposed goals.

Put a number on it. Numbers ground us in reality, provide dimensions to our aspirations, and help us gauge whether our vision is too conservative or overly ambitious. They allow us to know whether we are progressing, standing still, or moving backward, as Kelvin would say.

While stories, anecdotes, and perceptions are valuable tools for tracking progress, we should consider the power of numbers as a key measurement tool. Numbers bring clarity and objectivity to any improvement process.
What needs improvement and, therefore, measurement?
What do you need to "put a number on"?

Let us celebrate what has been accomplished in 2024 and move forward with faith and purpose to define the numbers that will mark our success in 2025!

By Alfredo Umaña

How Do We Lead?

Mon, 02 Feb 2026 16:17:56 GMT

Inactive? Abstain from action to engage or set direction. We used to call this laissez-faire – "If it isn't broken, don't fix it."
Reactive? Respond to events and circumstances. This approach reflects an effort to fix and preserve the present.
Preactive? Predict and plan for the future, to be ready for what's coming.
Proactive? Design a desired future and strategically plan and act to make that future a reality!

(Some literature approaches 'preactive' and 'proactive' differently, but regardless of language usage, these are two distinct forms of action.)
There are situations in which we, as school and organizational leaders, utilize different styles to achieve desired objectives. However, our potential to have a transformational impact on our schools should drive us toward proactive leadership. We can actively shape our school's future.
Blessings,

David Wells

GLOBAL is Advancing

Mon, 02 Feb 2026 16:16:59 GMT

Hundreds of schools and educational organizations around the globe have been well-served by the GLOBAL School Consulting Group since its inception in 2017. Despite this notable success and the recognition this brings to the Group, we continue to take steps to better serve schools and their leaders by enlisting outstanding Consultants and Partners who provide world-class services to our clients. We are very pleased and proud to announce the most recent additions to the Group:

Dr. John C. Mason is a distinguished and experienced expert in emergency management, physical security, and crisis management and decision-making. His international experience, background working with schools, as well as his doctorate in educational leadership, constitute a unique and powerful consultant profile for schools to engage as they seek support and guidance in the areas of safety, security, and emergency management.

MARIO Education is now affiliated with GLOBAL as a Partner in Excellence, adding a critical ed-tech service that empowers school leaders to identify and remove barriers to learning, provide an innovative approach to one-to-one learning conversations, and world-class professional development. Philip Bowman, Co-founder and CEO, and his team provide innovative and powerful tools to equip schools with the ability to ensure that all students are safe, ready to learn, and thriving.

Please take a moment to explore the extensive range of impactful resources the GLOBAL School Consulting Group offers. We are designed to support schools and their leaders; our resources cater to the diverse needs and challenges faced by schools around the globe.

Blessings,
David Wells

Eight Years...

Mon, 02 Feb 2026 16:15:33 GMT

In September of 2017, Wayne Lynch, Toby Travis, and I shared a vision to establish a consulting group composed of professionals with diverse competencies, yet united by a shared commitment to serve with Passion, Integrity, and Excellence. From that vision emerged the GLOBAL School Consulting Group, a cohort of nineteen Consultants and nine Partners in Excellence who provide world-class service to international, bilingual, and national schools across the globe.

We recognized and continue to affirm that in today’s dynamic educational landscape, a consultant’s credentials are merely the beginning. What truly fosters institutional improvement is the ability to guide schools through complexity with clarity, grounded in a track record of strategic impact and a deep respect for each school’s mission and context. Experience alone is insufficient without contextual intelligence —the capacity to translate global expertise into locally relevant, actionable insights and counsel.

GLOBAL consultants approach their work with a conviction that service excellence is not only professional but principled, reflecting values that honor the dignity of each learning community and the stewardship entrusted to its leaders. We encourage school owners, boards, and heads to engage consultants who have successfully navigated similar terrain and who tailor their approach to the unique ownership, governance, cultural, and operational realities of their schools.

The GLOBAL School Consulting Group is prepared to serve you, and we are committed to making a meaningful difference as you confront the challenges and opportunities within your context.

Blessings,
David Wells

Governance with Care – Supporting the School Head

Thu, 01 Apr 2021 07:19:08 GMT

Governance is rightly recognized as an imperative in our schools, yet one vital element is often overlooked: care for the Head of School. Governing bodies must move beyond oversight and strategic direction to actively support their head.

Most governance models acknowledge that the head is the board’s sole employee, entrusted with balancing educational vision, financial sustainability, mission-aligned programming, and community expectations. Boards that provide not only accountability but also genuine care—through trust, mentorship, and resources—enable heads to thrive in demanding roles. Strong board–head relationships built on respect and support foster resilience and effective leadership.

This care is also a strategic investment in institutional health and sustainability. When boards prioritize the well-being of their head, they reduce turnover, strengthen continuity, and create conditions for lasting leadership. Valued heads are freed to lead and inspire faculty, engage families, and advance mission-aligned goals. Boards that balance accountability with care not only empower their leaders but also secure the long-term vitality of the schools they serve.

Dr. David Wells

Maintaining Trust Amid a Culture of Polarization

Thu, 01 Apr 2021 07:19:08 GMT

This article explores the urgent need for trust-based leadership within today’s polarized educational climate. Drawing on research from TrustED: The Bridge to School Improvement (Travis, 2021) and contemporary scholarship, this article argues that trust remains the most reliable indicator of school success, particularly amid ideological division. The article concludes with actionable strategies for school leaders and teachers, as well as a faith-based reflection for Christian educators.

As polarization intensifies across society, schools increasingly reflect the divisions of the wider culture. Teachers report feeling “caught in the crossfire of a culture war” (ASCD, 2023), and leaders describe navigating communities split over curriculum, diversity initiatives, and social issues. A recent RAND survey found that 64% of district leaders believe public discourse about education has grown significantly more contentious over the past three years (RAND, 2024).

In such an environment, leadership cannot rely solely on positional authority. As I argued in TrustED: The Bridge to School Improvement, “trust is the single most significant indicator of successful leadership in any organization” (Travis, 2021, p. 12). Decades of research support this claim. Leithwood and Sun (2012) found that leadership is second only to classroom instruction in its impact on student outcomes. Similarly, Bryk and Schneider (2003) demonstrated that schools with higher relational trust report stronger academic performance, better teacher retention, and greater parent satisfaction.

The erosion of trust (whether caused by political division, inconsistent communication, or perceived partisanship) cripples a school’s capacity to improve. Rebuilding that trust requires intentional, consistent leadership rooted in transparency, empathy, and shared mission.

Anchoring Leadership in Polarized Times

Trusted leadership functions much like a suspension bridge: each behavior, value, and discipline acts as a supporting cable. When any of these cables weakens, the bridge, and thus the organization, loses stability. The following practices, adapted from the TrustED framework, offer a roadmap for maintaining credibility and cohesion amid cultural tension.

Re-ground the Mission in Shared Values

When communities splinter, leaders must reassert the school’s unifying purpose. Mission statements grounded in timeless values (e.g., excellence, respect, integrity, service) remind stakeholders that education transcends politics. Research on organizational resilience confirms that clearly articulated core values buffer institutions against ideological fragmentation (Horsager, 2012).

Communicating with Transparency and Empathy
In polarized environments, information vacuums breed suspicion. Leaders should consistently explain the rationale behind key decisions, invite feedback, and address misinformation promptly. Transparent communication consistently correlated with high-trust organizational climates (Dirks & Ferrin, 2002).

Creating Spaces for Listening

Schools thrive when stakeholders feel heard. Structured listening sessions, community dialogues, and surveys allow leaders to identify shared concerns beneath polarized rhetoric. Listening signals humility and reinforces the leader’s credibility as a servant rather than a partisan.

Empower Shared Leadership

Distributed leadership (e.g., what I describe in TrustED as “essential agreements”) builds ownership across the organization. When teachers and staff co-author norms and professional commitments, trust deepens. Studies of collaborative governance show that participatory structures strengthen institutional legitimacy, particularly during conflict (Louis et al., 2010).

Respond to Conflict with Clarity and Grace

Polarization demands courage tempered by gentleness. Jim Collins (2011) describes “Level 5 Leaders” as both humble and determined; able to act decisively while prioritizing long-term mission over personal popularity. In times of controversy, trusted school leaders must articulate decisions clearly, ground them in institutional values, and communicate with grace rather than defensiveness.

Teachers as Frontline Trust Builders

Leadership is not confined to administrative offices. Teachers reinforce, or undermine, trust daily through their interactions with students, parents, and peers. Practical classroom-level applications include:

Establishing relational norms: Co-create classroom “essential agreements” that define respect, inquiry, and empathy.
Modeling civil discourse: Teach students how to disagree constructively, cultivating both critical thinking and compassion.
Engaging parents proactively: Communicate early and often, explaining pedagogical decisions and inviting partnership.
Collaborating with peers: A collegial faculty culture provides the stability needed to withstand external pressures.

When educators exemplify relational trust, they embody the organizational values leaders espouse. Trust becomes not merely a policy but a lived experience throughout the school community.

Rebuilding Trust When It Is Broken

In TrustED, I outline four commitments for restoring damaged trust: (1) commit to small and consistent actions; (2) commit to humility and listening; (3) commit to extending forgiveness and trust to others; and (4) commit to completing the repairs. These principles remain critical today.
Restoring credibility requires both structural reform and moral courage. Leaders must admit missteps, follow through on promises, and model the consistency they expect from others.

A Faith-Based Reflection for Christian Educators
For those of us serving in Christian schools, this work carries an even deeper calling. Our ultimate example of leadership is Christ Himself, “who came not to be served, but to serve” (Mark 10:45). Scripture describes us as ministers of reconciliation (2 Cor. 5:18), entrusted with modeling the unity and grace that our culture desperately lacks.

Trust-building, then, is not only strategic but spiritual. To lead with integrity, humility, and compassion is to reflect the character of Christ in the workplace. When Christian leaders and teachers cultivate trust, anchored in biblical truth, guided by love, and empowered by the Holy Spirit, they bear witness to the transforming power of the Gospel.

In a polarized world, our schools can become sanctuaries of grace and truth. As we serve with faith, wisdom, and courage, we demonstrate that trust is both our strategy and our stewardship -- and ultimately how we reflect the heart of the Kingdom.

©2025 Toby A. Travis, Ed.D.

Governance Principles Apply to all International Schools!

Thu, 01 Apr 2021 07:19:08 GMT

As everyone in the international school space knows, we are witnessing the rapid rise of owned, for-profit schools—a trend that has accelerated since the early 2000s. Where the international school sector was once dominated by non-profit, community-based, and embassy-affiliated schools, ISC Research confirmed in 2020 that the balance shifted, reporting that for-profit schools had become the global majority.

I first engaged with this emerging reality nearly twenty years ago, when I began leading workshops to support owned schools seeking entry into the community of accredited international schools—a community that, at the time, was often wary of the for‑profit model. Two decades later, the landscape looks very different.

Owned schools face distinctive governance challenges, including frequent board turnover, limited educational expertise among trustees, and ongoing tensions between financial imperatives and educational quality. These pressures are especially pronounced in investor-owned or group-operated systems. By contrast, not-for-profit schools contend with a different set of governance concerns: sustaining financial viability without profit margins, ensuring leadership continuity amid frequent transitions, and maintaining innovation and relevance in a rapidly evolving global education environment.

During my consultations and training with school owners, boards, and heads, I emphasize that while the fundamental principles of governance apply universally across all international schools, the model and processes must be tailored to the ownership structure and the specific context of the school or system. All schools face governance challenges, but effective remedies can be crafted to ensure effective governance!

Blessings,
David Wells