Kim Green is the new Executive Principal of Kristin School. She has replaced Mark Wilson, who moved to St Andrew’s College in his home city of Christchurch. Wow, what a CV! Although Kim is well and truly a born and bred Kiwi, she has extensive experience, both in New Zealand and overseas. Prior to joining Kristin in January, she was Head of School (Executive Principal) at the International School in Ho Chi Minh City, Vietnam. Her career in education has included roles in some very interesting countries, including Laos, Bangladesh and Qatar. Kim holds a Master's degree in Educational Leadership (United Kingdom), Bachelor's degrees in both Education and Social Science (New Zealand), and Diplomas in both Teaching (New Zealand) and Management (Australia). She is an IB Lead Educator for the International Baccalaureate Organisation (IBO), an Independent Concept-Based Curriculum and Instruction Consultant endorsed by Lynn Erikson and Lois Lanning, a Cognitive and Q4 DISC Profile Coach and an Intercultural Development Inventory Assessor and Coach. In 2014, she published ‘Rethinking Leadership Development in Schools', a book that presents an innovative and effective framework for leadership development in schools. Kim is currently completing a Doctorate in Social Science exploring the Interculturality of Educational Organisational Systems at Monarch Business School in Switzerland. Kim is married to Philip Graham, an IB Physical Health and Education teacher and experienced athletics and activities director. Channel Mag’s Aidan Bennett caught up with Kim at Kristin School in March.
Welcome to the Shore, Kim. What made you decide to come back to New Zealand and the Shore?
Kim Green: It’s a long story. For my husband, Philip and I, New Zealand is home. We decided after 19 years abroad that it was about time to come home, and having recently turned 50, I had set a goal of being home by the time I was 55. We went on a vacation to the United States, and it was on that trip that we made the decision. It’s been an exciting time that has resulted in Kristin finding me and me finding Kristin. My family lived in the Bays when I was young and I started primary school in Torbay and then in Browns Bay, so I did know how special this part of the world is.
What excites you about this new role at Kristin?
I was drawn to Kristin’s strong family-oriented environment and commitment to developing future-ready learners. What truly resonated with me was Kristin’s Christian values and foundational story – a learning community created by families for their tamariki. I am deeply impressed by Kristin’s commitment to progressive education, wellbeing and the International Baccalaureate continuum. These core elements create a powerful foundation for empowering every educator and learner with a sense of creativity and curiosity, a local and global perspective, for fostering a culture of care and belonging, and for ensuring that all ākonga are equipped to thrive in our interconnected world. I am enjoying working alongside our dedicated staff, passionate students, supportive whānau and committed board to nurture the continued growth and success of Kristin.
You have had a lot of international experience. Tell us about the different countries where you have worked in education.
19 years ago, I went to Laos, and my career has been a journey of learning, implementing and growing within the International Baccalaureate (IB) programmes. My years overseas have all been in three programme IB schools. I've held roles as a Middle Years Programme (MYP) and Diploma Programme (DP) teacher in social science, individuals in societies, geography and theory of knowledge as well as being an MYP coordinator. I was a secondary principal for 10 years, and, more recently, I have been the executive principal for eight years in two different locations. My overseas career took me from Laos to Bangladesh and then to the Middle East, to Qatar. Most recently, my last five years have been in Vietnam.
You have extensive experience at International Baccalaureate (IB) schools, which no doubt played an important part in you being chosen for Kristin. What do you see as the advantages of IB?
Every Kristin student is an IB learner. IB programmes provide students with the opportunity to be agents of change. The IB framework enables us to develop resilient, self-motivated young people who have the knowledge, skills, and a sense of purpose that they need to thrive throughout their lives and contribute to making the world a better place. IB is an internationally recognised curriculum that uses an inquiry- based model. Students explore a wide range of subjects and encounter new ideas, challenges and opportunities. I have seen the success of this programme internationally. Kristin was the first IB World School in New Zealand. The school was the first to offer the Primary Years Programme and Middle Years Programme, and the Diploma Programme, catering for students right through from Years 0-13. International Baccalaureate learners strive to be inquirers, critical thinkers and communicators. They see themselves as citizens of the world and are balanced, caring, reflective, knowledgeable, principled, open-minded and courageous. Across the last 19 years, I've been very active with IB. I'm an IB lead educator filling roles as evaluation team leader, consultant and workshop leader, which has allowed me to engage with many schools around the world and help support them in the development and growth of their IB programmes.
What led to you writing your book, 'Rethinking Leadership Development in Schools’?
I wrote the book after completing my thesis. It was published in 2014. It’s titled 'Rethinking Leadership Development in Schools: An effective framework for meaningful leadership development'. It developed as a result of an evaluation of the structure of a leadership development programme against existing learning frameworks such as Problem-based Learning Framework (Vygotsky, 1978, Leontiev, 1959), Experiential Learning Theory (Kolb, 1984) and Action Learning (Lewin, 1946, Torbert, 2004). The book presented evidence that three elements are imperative to the success of an effective leadership development programme: rehearsal and practice, collaboration and co-construction, and reflection. In addition to presenting a framework for effective leadership development in schools, it covers how the entrenched, protracted effects of a leadership development programme affect the leader’s capabilities to undertake their roles, responsibilities and job assignments, and builds relationships between participants. I see it as a valuable discussion guide for teachers, school principals and senior school leaders.
I understand you were born and bred in New Zealand. Tell us about your journey.
Yes, I was born in Raetihi, and we lived in Ohakune and Whakapapa village before spending a few years in the East Coast Bays on the Shore. From there we moved south to Te Anau before returning to Whakapapa and then Turangi, where I attended Tongariro High School. I went to Waikato University and completed a teaching placement in the United States (Las Vegas!) before starting my teaching career as a geography and social studies teacher at Rosehill College (Auckland) in 1998, followed by six years at St John’s College (Hamilton). I met my husband, Philip, at St Johns College and he has been a partner in our adventure and taught wherever we have ended up. After St John’s, we went overseas. It was Betty Wakelin, my wonderful geography teacher at Tongariro High School who inspired me to be an educator. She was inspirational.
What do you and Philip do when you have some spare time away from your roles in education?
I'm a bit of a study geek, and I have to put that out here. I am currently completing my doctoral studies (of social science, DSocSci), so that keeps me occupied on my weekends. I also love being outdoors; Philip and I love hopping on our bikes and riding along the edge of the coast. I have a British short-haired cat who consumes a little of my spare time, but I also love reading, connecting with nature and spending time with family.
Seven or eight weeks in, what are your observations about Kristin and life on the North Shore?
When I arrived at Kristin, it was like I had walked into the most incredibly big, warm hug. You feel the love when you walk on the Kristin campus, and each person you meet makes that love feel even stronger. I feel the positive growth mindset in the Kristin community. I feel the ambition and aspiration in the Kristin community, and most importantly, I've connected with people who are so committed to developing our young people. It brings joy to my heart to know that we all come here to Kristin every day with a shared, wholehearted vision and purpose to ensure that every student thrives. I have felt well-supported from day one by the staff and the school board.
Best advice that Kim today would give to 15-year-old Kim back in the day?
Lean into opportunities and believe that anything is possible. Fifteen years ago I never thought I would have been back in Aotearoa and in the role I have at Kristin!
Some quick-fire questions to finish off the interview…
Favourite holiday spot in New Zealand: Whitianga.
Favourite holiday spot overseas: Luang Prabang (Laos) for the wonderful Buddhist culture and sense of serenity. Or the simplicity of the Sundarbans – a mangrove forest area in the Ganges Delta formed by the confluence of the Ganges, Brahmaputra and Meghna Rivers in the Bay of Bengal.
Favourite food: Bun Cha, a traditional Vietnamese pork noodle dish.
Best books you’ve read recently: 'The Anxious Generation', by Jonathan Haidt; 'The Body Keeps the Score', by Bessel van der Kolk; and 'Belonging Through a Culture of Dignity', by Floyd Cobb and John Krownapple.
Visit: kristin.school.nz
