While contexts will change, and communities will vary, the larger systems and discourses still need to be reflected upon and critiqued. The values, beliefs, and expectations will vary, which means I too, will always need to vary my practice and continue to challenge the international school systems I am situated within. As an educator and leader, I must examine what it means to lead, who can lead and what values leadership holds within each context. Leadership is a social phenomenon that is varied by place and organization and something I need to reflect upon as I move through my career and locations (Charteris & Smardon, 2021).

 

     This is the strength and empowerment that this e-portfolio and program has brought to my professional and personal identity. Not only has this program shaped my views on education, family and community, but so have the life events during this time. Becoming a father not only once but twice, has changed my perspectives of parents. Moving between roles of teacher and administrator and making decisions based on my identity as a father have shaped my perspectives on what it means to lead and connect with our communities.

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     With that said, I am someone who thinks in fragments of time and my future goals therefore are reflective of that. As we come to the end of the program, I look back to the beginning as my source of inspiration for my goals to further my own maturation. I return to the question posed from Madhlangobe and Gordon (2012) for their research, of “How does a culturally responsive leader of a culturally and linguistically diverse school enact her leadership role with teachers, students and parents?”, and the 6 themes that emerged from their research to guide my goals.