Connection. Commitment. Possibilities.

Just a few weeks into her role, new Primary School Vice-Principal, Stephanie Kroeker, is excited to bring her expertise and experience to benefit young learners at SIS.

Before SIS chose Stephanie Kroeker, Stephanie Kroeker chose SIS.

Relocating to Sweden with her husband and children after 10 years in Asia, the family naturally prioritised finding the right school for the children. For their third-grade son, Stephanie identified SIS as the right learning environment. At SIS he could continue in IB learning programmes, benefit from the global awareness that comes with an international school, and be supported and challenged to excel.

It wasn’t on the cards at that point that in just a few months Stephanie would be part of the team responsible for making sure that SIS delivers on her expectations. However, when she became aware that openings existed for Head of Learning and Vice-Principal of Primary School she was immediately drawn to the latter role.

‘I saw it as a chance to further develop my career experience, and to make a contribution to the school I was already beginning to value highly’ she explains. ‘I was thrilled when my application was successful and I was offered the role.’

For Stephanie, an International School is a perfect fit. Her father was a school consultant and principal in Vancouver, and as her mother worked for an airline, Stephanie was able to travel the world and experience the benefits of learning through different cultural viewpoints. ‘I was inspired by seeing how people can develop through education, how education changes everything for individuals and for society. Since recognising that, teaching has given me a great sense of purpose – you can see the positive impact you have in the lives of children that pass through your classes.’

Stephanie took up her post as Vice-Principal late in the autumn term, arriving in a whirlwind of winter concerts and end-of-term fun and creativity. During her handover with her predecessor, Kim Avery, she started to get to grips with the role while also beginning to immerse herself in the SIS community.

‘There was so much to begin to take in’ she says. ‘From getting to know colleagues – I now have more staff reporting to me than I have had in a job previously – getting to know the students, and becoming familiar with our raft of After School Activities and After School Care, there was a lot to take on board. But it was all happening within a rewarding and positive atmosphere that made it a pleasure to be at SIS every day.’

So after just a few short weeks as part of the Educational Leadership of the School, what are Stephanie’s perceptions beyond what she knew as a parent, and what does she see as possibilities for the future?

‘One of the things that has struck me is how connected everyone feels. It’s a strong feeling among staff and across the School. I’m also impressed by how well all our staff know all our students, not just the ones they teach directly. That’s a strength I would really like to build on. I think that ability to connect quickly is important when you have a mobile parent community that is constantly changing.

‘I love the way the leadership team members are so hands-on here at SIS. As a not-for-profit school, they are able to focus all their efforts and resources directly on our students. This approach ensures we can offer the best possible support for their growth and development. It’s incredibly rewarding to be part of a community where every decision is centred around creating opportunities for our students and fostering a strong connection with them.’

While she absorbs the culture of SIS as it is, Stephanie is already beginning to turn her thoughts to possibilities for the future. ‘I am looking forward to being a fresh pair of eyes looking at how we do things. I see a lot of potential for expanding on the empowerment we give our students over their educational choices, how we involve our older students in helping encourage our younger learners and other possibilities where I am still formulating my thinking. As someone professionally qualified in coaching, I want to empower people, help them develop, mentor them. I want our students and ourselves as parents and teachers to ask, what can I give, what do I need, what am I looking forward to today? ‘