Job Description

About EiM

Education in Motion (EiM) is a global leader in pioneering education for a sustainable future, inspiring generations of learners to Live Worldwise. Since the founding of its first school over two decades ago, EiM has grown its diverse portfolio of schools and brands, offering a blend of innovation and tradition through a range of premium educational offerings across the globe. EiM scales learnings, opportunities and resources across its diverse family, enabling each of its brands to be at the cutting-edge of technology, innovation and education. These include Dulwich College International, which offers both K-12 international schools and International High School Programme; Dehong®, offering bilingual education; Green School International, promoting sustainability across Bali and the world; Sherfield School in the United Kingdom; Hochalpines Institut Ftan AG (HIF) in Switzerland; Ignite, a unique outdoors-based overseas residential programme; and Chinese-language learning and teaching platform Wo Hui Mandarin.

About Role

The Regional Director – Education is the senior educational leader within a defined geographic region, accountable for translating the Group’s educational vision and strategy into consistently high-quality practice across a portfolio of schools. The role sits within the regional leadership structure, reporting to the Regional Managing Director with a dotted line to the Chief Education Officer, and operates as the primary conduit through which Group-level educational priorities, frameworks, and quality standards are understood, implemented, and sustained at school level. The Heads of College in this region will report to the Regional Director – Education. 

Unlike the Group Director of Education, who holds group-wide accountability for shaping, owning, and governing the overall educational model, the Regional Director – Education focuses on implementation fidelity, contextual adaptation, and regional capability-building. The role is not the originator of group-wide educational policy or curriculum design but is the person most responsible for ensuring that those policies and frameworks take root meaningfully and effectively within the schools of their region. 

As a senior member of the regional executive team, the Regional Director – Education works in close partnership with Heads of School, Principals, and regional functional leaders to build the professional capacity, academic culture, and operational conditions that enable schools to deliver outstanding student outcomes. The role requires a practitioner’s depth of understanding of school life alongside the leadership capability to work across a portfolio of institutions with varying levels of maturity, performance, and local context. 

What You Will Contribute To

• Pioneering education for a sustainable future
• Continuously innovate our educational offering to help our students make a positive difference
• Investing in the future through progressive and collaborative experience platforms

You Will Be A Great Fit If You Are

• Guided by the belief that students come first and care deeply about the safeguarding of our students
• Passionate about trying out new ideas and practices and able to exercise creativity and entrepreneurship with a pioneering spirit
• Excited to contribute to a diverse, dynamic, and forward-looking environment

Duties and Responsibilities - Part A

Regional Implementation of Educational Strategy 

• Translate the Group’s educational vision, strategic priorities, and academic frameworks into a coherent regional implementation plan with clear milestones and measurable outcomes.  
• Act as the primary interpreter of Group educational policy for school leaders within the region, ensuring they have the guidance, context, and support needed to put strategy into effective practice.  
• Provide contextually informed educational leadership and guidance to Heads of School and senior academic leaders, helping them navigate the intersection of Group expectations and local school needs.  
• Monitor regional educational trends, regulatory changes, and competitor landscape developments, and surface relevant intelligence to both school leaders and the Group education team.  
• Contribute actively to regional strategic planning and executive decision making as a member of the regional leadership team, bringing an educational lens to business, operational, and growth discussions.  

School Quality and Improvement 

• Implement the Group’s quality assurance framework across the region, adapting its application to local school contexts while maintaining fidelity to group wide standards and benchmarks.  
• Monitor and analyse academic performance, student achievement, teaching quality, and school effectiveness within the region using agreed Group metrics, and escalate significant concerns or patterns to the Group education team and Regional Managing Director.  
• Conduct and coordinate school review processes, peer observation programmes, and improvement planning within the region, working closely with individual school leaders to build meaningful school development plans.  
• Work alongside Heads of School to ensure that teaching quality, student wellbeing, safeguarding practices, and overall school effectiveness consistently meet or exceed Group and regulatory expectations.  
• Support schools in preparing for external inspections, accreditation visits, and regulatory reviews, coordinating readiness activities and ensuring that relevant documentation, processes, and practices are in order.  

School Leadership Support and Capability Development 

• Implement the Group’s regional leadership development strategy within the portfolio of schools, ensuring that succession planning, talent identification, and leadership pipeline activities are active and purposeful.  
• Provide ongoing coaching, mentoring, and structured support to Heads of School and senior academic leaders within the region, focusing on both performance management and professional growth.  
• Identify capability gaps among school level academic and educational leaders within the region and work with the Group education team and ConnectEd to commission or facilitate targeted development programmes.  
• Build and sustain a regional culture characterised by high expectations, shared accountability, openness to feedback, and a commitment to continuous professional improvement across all schools.  
• Identify and flag high potential educational leaders within regional schools to the Group education team, supporting their progression and visibility across the wider EiM network.  

Duties and Responsibilities - Part B

Curriculum Implementation and Teaching Quality 

• Oversee the effective implementation of Group approved curricula and educational programmes across regional schools, ensuring consistent interpretation and delivery rather than developing alternative or divergent approaches.  
• Champion evidence based teaching practices and pedagogical innovation within the region, drawing on Group frameworks such as the Teaching Competencies Framework, SE21, Engaging Learning, and the AI curriculum framework to drive teaching quality improvement.  
• Balance the drive for consistency in academic standards with sensitivity to the legitimate local adaptations required by different school communities, regulatory environments, and curriculum pathways within the region.  
• Support school curriculum teams and academic leaders in developing and refining learning experiences that are future ready, engaging, and aligned with EiM’s New Metrics for Success and whole child educational philosophy.  
• Monitor assessment practices, reporting systems, and academic tracking across regional schools to ensure rigour, consistency, and alignment with Group standards, raising concerns and supporting improvement where weaknesses are identified.  

Student Experience and Outcomes 

• Work with Heads of School to embed school-wide approaches to student achievement, wellbeing, retention, and engagement that are grounded in EiM’s whole-child educational philosophy and Group wellbeing frameworks.
• Track and report on key student outcome indicators across the region – including academic performance, safeguarding, attendance, progression, and satisfaction – identifying patterns that require school-level or regional-level intervention.  
• Support school leaders in creating and sustaining learning environments that are safe, inclusive, and conducive to student success across all dimensions of holistic development.  
• Actively promote and monitor the implementation of Group inclusion, diversity, and belonging initiatives within regional schools, ensuring these are embedded in school culture rather than treated as compliance exercises.  

Regulatory Compliance and Risk Oversight 

• Maintain oversight of regulatory compliance, accreditation status, and safeguarding obligations across all schools within the region, acting as the first line of escalation when compliance concerns arise.  
• Identify and monitor educational risks within regional schools – including academic underperformance, leadership instability, and safeguarding gaps – and work with school leaders and the Regional Managing Director to put appropriate mitigation and recovery actions in place.  
• Advise and support Heads of School in understanding and meeting their educational governance responsibilities, including the preparation of school improvement plans, self-evaluation documents, and governance reports to the standard required by the Group.  
• Ensure that regional school policies, practices, and procedures remain aligned with Group expectations and applicable local legislation, working closely with HR, operations, and compliance colleagues where cross-functional action is required.  

Duties and Responsibilities - Part C

Regional Stakeholder Engagement and Communication 

• Build and maintain trusted working relationships with Heads of School, school governing bodies, and regional regulatory and accreditation bodies within the portfolio, acting as a credible and constructive point of contact on all educational matters.  
• Represent EiM and its regional schools at relevant local and regional educational forums, regulatory meetings, and professional networks, raising the profile of the Group’s schools within the region rather than at the global level.  
• Serve as a trusted educational adviser and sounding board for Heads of School and the Regional Managing Director, providing grounded, practical guidance on school-level educational challenges, improvement priorities, and leadership decisions.  
• Ensure timely, accurate, and constructive two-way communication between the Group Education team and regional school leadership, translating Group-level guidance into actionable school priorities and ensuring school-level insights and concerns are properly surfaced upward.  

Regional Educational Performance Reporting 

• Maintain and update regional educational performance dashboards in line with the Group’s agreed reporting frameworks, ensuring that data is accurate, current, and presented in a way that supports timely decision-making at both school and regional level.  
• Analyse regional academic and operational educational data to identify school-level and portfolio-wide trends, pinpointing early warning signals that require intervention and areas of strength that can be shared more broadly across the region.  
• Present clear and well-evidenced regional educational performance reports and improvement recommendations to the Regional Managing Director and the Group Education team on an agreed cadence, enabling informed oversight and strategic decision-making at group level.  
• Champion data-informed practice among school leaders within the region, supporting them to use academic and student outcome data effectively in planning, self-evaluation, and continuous improvement processes.  

Resource Planning and Financial Contribution 

• Contribute a well-informed educational perspective to regional budgeting and resource planning processes, ensuring that proposed allocations for professional development, curriculum resources, and educational initiatives are realistic, prioritised, and tied to measurable improvement goals.  
• Work with Heads of School and regional operations colleagues to ensure that educational resources – including staffing, technology, and professional development provision – are deployed effectively and equitably across regional schools to maximise student outcomes.  
• Provide evidence-informed assessments of whether educational programmes and improvement initiatives within the region are achieving their intended impact, and make recommendations on continuation, adaptation, or discontinuation accordingly.  

Essential Skills and Experience

• A relevant postgraduate qualification (Master’s degree or above) in education, educational leadership, school leadership, curriculum, or a related field. Qualified teacher status or equivalent professional teaching credential.  
• A minimum of seven years’ experience in education, including substantive senior leadership experience at the level of Head of School, Deputy Head, Principal, or equivalent, with a demonstrated track record of improving teaching quality and student outcomes.  
• Experience working across more than one school, campus, or educational institution, with an understanding of what effective implementation of shared standards and frameworks looks like in varied school contexts.  
• Demonstrable success in school improvement and academic performance enhancement, including direct experience of coaching and supporting school leaders through improvement processes and cycles of self-evaluation.
• Sound working knowledge of international curricula and educational frameworks relevant to the region, including IB, A Levels, IGCSE, or equivalent, with the ability to provide informed guidance to school leaders on curriculum delivery, assessment, and compliance.  
• Experience working across more than one country or regulatory environment within the region, with cultural intelligence and the interpersonal adaptability to build effective working relationships with diverse school communities, local authorities, and regulatory bodies. 

Core Competencies

Drive Improvement, Innovation and Change 

The ability to innovate and lead change by identifying improvement areas, lifelong learning and implementing new tools and technology for team and group benefits. Cultivates a creative team atmosphere allowing people to embrace change and innovative ideas.

Drive Sustainability

The ability to think and act responsibly and promote sustainable practices to maximise social impact and personal impact, maintain a positive outlook at work, take accountability of own practice, and have a global mindset to achieve sustainable development goals.

Work Inclusively and Foster Partnership

The ability to be adaptable and transparent in interacting with people with different backgrounds, work collaboratively and across boundaries, regardless of personal job responsibility, and be consultative to draw informed decisions and build a wider community with students, parents, and colleagues to ensure their voice is heard and valued.

Delivering Results

The ability to deliver desired results, in accordance with business objectives, plan activities and projects well in advance, take account of possible changing circumstances consistently, and focus on the internal and external customers satisfaction to keep achieving high standard quality.

Problem Solving and Conceptual Thinking

The ability to analyse relevant data and all other sources of information, to break them into parts, to identify the most probable cause of a problem and generate feasible solutions from a broad perspective.

Decision Making

The ability to take responsibility and initiative to work under own direction while showing the ability to make and implement informed, timely decisions, based on a comprehensive analysis and the implications of potential outcomes.

Professionalism

The ability to demonstrate business acumen by understanding different functions, proactively develop the appropriate level of expertise required to successfully complete tasks and show commitment to the group values and ethics.

Develop Safe and Supportive Learning Environment

EiM employees are committed to safeguarding and to promoting the welfare of children and young people. They ensure a secure, stimulating and well managed learning environment that promotes a sense of safety, support and wellbeing.

EIM believes that each employee makes a significant contribution to our success and that contributions should not be limited by the assigned responsibilities. Therefore, this job description is designed to outline primary responsibilities but not limit the employee nor EIM to only the work identified. It is the expectation of the Company, that each employee will offer his/her services wherever and whenever necessary to ensure the success of our organisation. All appointments are subject to an interview, identity and background checks, social media checks in conjunction with a successful visa/work permit application (for expat candidates).

Equity Diversity Inclusion Statement:

EiM is committed to diversity within its team, organisational practices, policies and culture. It recognises that people with different backgrounds, skills, attitudes and experiences bring fresh ideas and perceptions, and it encourages and leverages these differences to make its work more relevant and approachable. EiM will not discriminate or tolerate discriminatory behaviour on any grounds such as, but not limited to, race, gender, disability, nationality, national or ethnic origin, religion or belief, marital/partnership or family status, sexual orientation, age or socioeconomic background. EiM strives to be an inclusive workplace where everyone feels a sense of belonging, has a voice, can raise concerns, and feels comfortable and confident. It expects everyone who works with it to share this commitment and to act accordingly, as it aspires to best serve the EiM mission and its community.