There are thousands of things to prepare when opening a brand-new school. Systems, policies, curriculum, timetables. All of it matters.
But none of it matters as much as who you choose to welcome students, and how those people go on to work with and elevate one another, from day one.
After all, having the best facilities in the world will count for little if the school does not “feel” right. Parents, especially, will begin forming judgements, based on feeling, the moment they arrive - and so will staff.
Building the culture from day one
Everyone in education knows that feeling: when you walk into a school, do you feel a sense of energy and readiness, or a quiet reluctance? Are interactions open and warm or guarded and transactional? What is the tone of the students? And how much energy is there in the corridors?
That is culture. And culture is built, deliberately or accidentally, through recruitment.
This is why, as founding vice principal and head of secondary, overseeing recruitment across early years, primary and secondary, it has become clear to me that hiring is as much about how people make you and those around you feel as what they know.
Of course, this is always a consideration - in a past role, I was responsible for recruiting into a team of more than 120 staff, and a strong cultural fit was desirable.
But, in such a context, often what you looked for first was a very high level of subject expertise. If you needed a post-16 chemistry specialist, you focused on depth of knowledge, outcomes and experience.
You could also assume (mostly correctly, although not always) that the new hire would adapt to the school’s existing culture, shaped over many years.
Staff you can trust
A brand-new school is different, though, because every hire carries disproportionate weight and influence from the outset - you aren’t adapting the course of the school, you are defining it, and those first hires will be the ones to create the culture that all future staff enter into.
So while, of course, high standards remain non-negotiable, hiring is as much about finding the right fit - and a huge part of that comes down to trust.
A teacher who is both capable and trusted will grow, adapt and contribute beyond their individual classroom. They will seek feedback, support others and raise the standard of the team.
By contrast, a highly competent colleague who lacks trust may still deliver in isolation, but risks limiting the effectiveness of those around them.
In a start-up environment, nobody can operate in isolation. Every action either amplifies or diminishes the people around you. High-trust colleagues share, support and build collective capacity, creating the conditions in which strong teaching becomes consistent across a team.
So what does this mean if you are applying to a start-up school?
1. A contributor, not a performer
You need to show that you are a contributor, not just a performer. New schools are not looking for individuals who can operate brilliantly in isolation; they are looking for people who make others better.
In interview, that means talking not only about your own impact but also about how you have supported colleagues, shared practice and built collective capacity.
2. Openness
Demonstrate openness. Founding environments require constant dialogue because things will not be perfect and systems will evolve.
Leaders are looking for people who can engage in honest, professional conversations when something is not working, without defaulting to complaint or compliance. The ability to say, “This is not quite right, and here is how we might improve it,” is far more valuable than silent agreement.
3. Energy and presence
Show that you understand energy and presence. This is often overlooked, but it is central to culture.
The way you enter a room, the way you interact with students and the way you respond under pressure all contribute to the environment being built. In an interview, this is visible in small moments: how you listen, how you respond and how you speak about others.
4. Find the balance
Finally, recognise that balance matters. Strong teams are not built from identical profiles. Schools need different perspectives, different strengths and, at times, individuals who challenge the dominant way of thinking.
However, that only works when it is underpinned by high levels of trust. Difference without trust creates friction, whereas difference with trust creates the environment for growth.
Founding a school is often described in terms of vision, strategy and systems.
In reality, it is both simpler and harder than that. It is about people, and about the relationships between them. If you get the people right, many of the other things fall into place. If you do not, no amount of planning will compensate.
And you will feel it, every morning, before you even step through the door.
Paul Gardner is the founding vice principal and head of secondary at Ambassador International Academy Mankhool, an IB World School in Dubai
