About Jean-Pierre

There are ‘book people’ and there are ‘people people’. Working with me, you’ll get both.

Portrait of Jean-Pierre Adamson

Education is an extraordinary profession, driven by extraordinary people.

As educators, our greatest strength is that we love to learn as much as we love to teach; yet sustaining a fearless approach to growth is no simple matter.

It demands a dynamic commitment to reflecting, questioning, critiquing and transforming our own knowledge, so that we can be an exemplary model and expert guide for our learners. 

I am passionate about applying research evidence to enhance the craft of teaching and recognised for designing impactful whole-school curricula and policy, drawing on expertise in applied linguistics, multilingual literacy development, cognitive science, inclusive practice and educational technology.

I believe that education is fundamentally about people.

When it comes to growth, relationships are everything. Accordingly, my approach is compassionate and learner-centred, focused on connecting with and empowering people in ways that technology and intellect alone cannot reach, through relationship building, community engagement, affirmation, coaching and inclusive dialogue.

To partner with me most effectively, you need to know who I am. What is my story and and what do I believe?

My values - and what they look like in practice

  • constantly exploring and being open to new ideas and practices; fostering transparent discussions and challenging connections; being a bold learner for life; seeking interdisciplinary insights; embracing difficult questions.

  • seeking collaboration; believing in the resourcefulness of all; curating and celebrating progress; designing shared high expectations and support frameworks.

  • modelling reflective, authentic and ethical leadership; digging deep to take the more difficult but rewarding path; being guided by values and commitments; building congruence between the ‘saying’ and the ‘doing’; honouring our whole selves.

  • building relationships based on accountability, transparency and authenticity; feedback-driven behaviour and processes; safeguarding personal security, confidentiality and data.

  • offering a clear and compelling holistic vision; being determined, farsighted and courageous; challenging and supporting communities with aspirational goals.

  • identifying and challenging systemic prejudice; holding space for diverse voices; promoting positive multilingualism; embedding fairer discursive practice; designing for equity through policy; valuing assets > deficits; challenging my own biases and prejudices.

  • offering evidence-informed strategic analysis; valuing human intuition; integrating and supporting professional judgement with meaningful data; developing and empowering community experts.

  • embracing opportunity; promoting innovation; developing ‘adaptive expertise’; deploying diverse lenses; reflecting on experience and learning; cultivating a resilient and agile outlook.

  • developing environmental consciousness; promoting long-term systemic goals that minimise our ecological footprint; embedding regenerative practices; cultivating an abundance > scarcity mindset.

  • valuing people as individuals; assuming positive intent; prioritising well-being and safety; fostering a culture of understanding; treating others with empathy and compassion; foregrounding service leadership and human-centred planning.

Female teacher reading a book to a young boy

My journey into teaching and leadership

Growing up, many of my own teachers were a model of endless patience, compassion and wisdom. Even as a chaotically curious young boy, I saw that educators fulfil a critical role that no one else quite can; caring role models driven to help you be your best, beyond the complications of family or friendship. The sense of integrity and purpose in the profession was crystal clear to me - even though I might not always have appreciated it at the time!

While I have always loved learning, navigating school was not easy. I felt constrained by the feeling of conformity and chafed to go my own way. The innovator in me felt suppressed.

Yet when I connected with something I was passionate about and was offered the freedom to inquire, I relished the purposeful state of flow it offered - the satisfaction of aligning knowledge, thought and action.

Jean-Pierre Adamson sitting on a sofa reading a book

My experience in school was challenging, but transformative. It taught me to harness the power of introspection, reflective questioning and dialogue to collaborate and share knowledge with others.

I believe that every person has the right to unlock this most human of skillsets - whatever the challenges.

Our potential to learn can either empower or limit us as human beings.

Given the opportunity, it allows us to engage with, negotiate and define our place within the world, honouring our communities and values.

This was not a solo learning journey. I could not have done it without the determined, caring teachers who guided me to take control of my own learning. 

I owe them so much. 

This debt of gratitude continues to animate my work every day as an educator and leader. I am committed to crafting innovative, student-centred learning environments and inquiry-based curricula, while offering teachers exceptional professional learning and collaborative opportunities.

The beauty of our profession is that so many of us share this powerful commitment.

I am excited to collaborate with passionate, innovative and audacious thinkers, seeking to build learning environments fit for the 21st century.

Does this journey resonate with you? If so, let’s talk!