Red Dragon Education

Helping teachers get qualified through the partner universities: IPGCE, IQTS, MA, QTS Assessment Only and IQTS. We've worked with over 1000 teachers to realise their dreams of finding a great job.

Co-Founder

Set up the company and worked with a range of local and international schools in providing education solutions including:

- Tutoring
- Academic support 
- Revision courses
- A-level lessons and examinations 
- Professional teacher placement 
- School tours
- Boarding school advice
- Entrance exam preparation

Founder

Tutors in China now Mentor

Director

The British International School Shanghai

My main focus was to help with the students' academic achievements across the secondary school. I was helping grow the school from 200 to 1200 students in 5 years of service. After joining the school I quickly assumed more responsibility and helped lead a tutor group team of 15 staff. 

Worked in both the secondary and primary section of the school in the following disciplines as a classroom teacher:
- Geography
- PE
- Science 
- Economics

Deputy Head of School

Evesham High School

Working across the high school in Geography and PE

Head of Geography

I help international schools fix teacher training, recruitment, and leadership.

With 25+ years in education across Asia, I know what schools, teachers, and unis really need. I connect the dots between policy, strategy, and people — and get things moving.

Let's talk if you want to grow your teacher pipeline, build smarter CPD, or expand in Asia
.
My passion is to drive educational innovation, harnessing technology to enhance online and offline learning experiences. I hold an NPQH, a PGCE, and an M.Ed in Educational Leadership and Administration.

We also provide academic support to students planning to attend boarding schools in the UK, US, and Australia and help UK schools enter and succeed in the Chinese market.

John Woodberry

Teachers don’t burn out from hard work.
They burn out from giving their all…
to people who don’t value it.

After leading international schools across countries, I’ve seen this pattern everywhere.

It’s rarely the workload.
It’s the invisibility.

What drains international school staff?

• Emotional labor no one acknowledges
• Big expectations, little autonomy
• “Wellbeing talk” with no structural support
• Giving endlessly to a community that rarely gives back

And what energizes them?

Recognition. Trust. Belonging. Psychological safety.

The strongest schools aren’t the ones with the newest facilities.
They’re the ones where people feel seen and supported—especially when pressure rises.

If you’re leading an international school, ask yourself:

👉 Do your teachers feel valued, or just used to capacity?

Culture decides the answer.

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Talks about #qts, #china, #ipgce, #teachertraining, and #internationalschools

Founder @ Red Dragon Education | International Teacher Training

The red flag no one talks about in education hiring. Silence after an application tells you a lot about a school’s culture. Communication, feedback, and basic courtesy shouldn’t vanish the moment the position is filled.

A simple “thank you for applying” or “you weren’t successful this time” goes a long way. It shows respect for teachers’ time, preparation, and professional dignity.

If a school can’t manage that, what does it say about how it handles internal staff communication?

Recruitment reflects leadership. Say something. Always.

International School Toxicity Bingo 
How many boxes does your (or your previous) school tick?

Some of the most damaging practices in international schools
are hidden behind prestige, tradition, and “this is how we do things here.”

But the impact is real:
burned-out teachers, high turnover, and unstable learning for students.

Let’s call it out.

Here are 10 toxic international school practices we need to stop
(+ 1 that leadership rarely admits):

1️⃣ “We’re a Family” Culture
❌ Guilt replaces boundaries
✅ Professional respect beats emotional pressure

2️⃣ Micromanaged Teaching
❌ Over-observation kills innovation
✅ Trust professionals to teach

3️⃣ Hours ≠ Impact
❌ Staying late becomes a status symbol
✅ Measure student outcomes, not visibility

4️⃣ 24/7 Parent Access
❌ Instant replies expected across time zones
✅ Clear communication boundaries protect staff

5️⃣ No Time to Recover
❌ Constant initiatives, no pause
✅ Sustainable pacing improves learning

6️⃣ Favoritism & Inner Circles
❌ Passports, accents, or connections matter more than skill
✅ Equity starts with transparent systems

7️⃣ Shiny Facilities, Struggling Staff
❌ Marketing over morale
✅ Invest in people, not just buildings

8️⃣ Results at Any Cost
❌ Grades and league tables over integrity
✅ Learning > optics

9️⃣ Initiative Overload
❌ New frameworks every year, no follow-through
✅ Depth beats constant change

🔟 Toxic Leadership Turnover
❌ New heads, same problems
✅ Culture outlives contracts

⚠️ The issue no one wants to name:

11️⃣ Silence in the Name of Reputation
❌ Problems hidden to “protect the brand”
✅ Transparency protects students and staff

What leadership ignores
becomes the school culture.

Final thought:

International schools sell excellence.

But excellence isn’t buildings, brochures, or branding.

It’s how teachers are treated
when no parents are watching.

👇 Your turn:
Which one have you seen?
What did I miss?

♻️ Repost if this resonates with your school experience
Follow me for honest conversations about international education leadership.

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The real crisis in schools isn’t leadership.
It’s paperwork.

School leaders don’t have a leadership problem. They have a bookkeeping problem disguised as one. Let me explain

Somewhere along the way, we turned school leadership into an endless checklist:
budgets, timetables, audits, compliance, ratios, forms, reports.

And we quietly forgot the truth:

You lead people.
You manage things.

But schools flipped it.
They lead the books... and try to manage the people.

Teachers treated like line items.
Students treated like data points.
Parents treated like tasks.
Leaders judged by spreadsheets instead of culture.

And then we wonder why morale is down, burnout is up, and “leadership pipelines” are drying out.

Schools don’t need more management training.
They need more leadership permission.

Permission to:
• spend more time in classrooms than in cost centres
• invest in relationships the way they invest in reporting
• prioritise trust over templates
• lead humans, not handle paperwork

Because people are not machines.
And schools are not operations centres.

When leaders shift back to leading people and managing the books—in that order—everything changes:
Engagement. Culture. Retention. Outcomes.

Leadership is human work.
Management is admin work.
And schools desperately need leaders who do the work only humans can do.

Everyone thinks China’s fertility crisis will kill international schools.
I think it will do the opposite.

Because when a market shrinks, buying power concentrates.

And we’re already seeing it.

For years, the assumption was simple:

Fewer kids = fewer enrollments = school closures.

But here’s the part no one wants to say out loud:

International schools don’t rely on population growth.
They rely on parent priorities.

And priorities in China are shifting fast.

Here’s what’s really happening beneath the fertility-crisis headlines:

---

1. Parents with fewer children invest more per child.

When families go from 2–3 kids to 1, spending doesn’t decrease — it intensifies.
Premium K–12, bilingual tracks, overseas pathways… these markets don’t shrink. They upgrade.

---

2. International education becomes a “mobility insurance policy.”

When domestic competition spikes and economic uncertainty grows, parents look for escape valves:
– foreign passports
– overseas university access
– global-language proficiency
International schools become strategic assets, not luxury goods.

---

3. Talent wars between schools will shape the winners.

Enrollment won’t collapse — but the schools that fail to differentiate will.

Because the new competition isn’t over students.

It’s over teachers.

The next decade will belong to international schools that can:
✔ attract foreign talent
✔ develop bilingual faculty
✔ build globally relevant, locally grounded programs

The others?
They’ll wait for a demographic rebound that isn’t coming.

---

4. The “1-child parent” is becoming the most demanding educational consumer in the world.

They want:
– smaller classes
– elite pathways
– data-driven instruction
– wellbeing support
– guaranteed outcomes

This doesn’t reduce the market.
It raises the bar for value — and that’s a net positive for high-quality schools.

---

The contrarian truth:

China’s fertility crisis won’t destroy international schools.
It will expose them.

The average school loses.
The excellent school wins bigger than ever.

Teachers please.
Talk less. Lead more.
7 tactics that actually work.

If you want to sound smarter, sharper, and more senior — say less.
Here’s how:

1️⃣ End with a period. Then stop. The pause makes people listen.
2️⃣ Plan your three key points before you speak. Guardrails prevent rambling.
3️⃣ Wait for questions. Confidence sounds like silence.
4️⃣ Start with “I’ll keep this brief.” It buys you permission to be direct.
5️⃣ Don’t explain yourself twice. You’re not asking for approval.
6️⃣ Swap weak words for strong ones. Precision is persuasion.
7️⃣ Answer what’s asked. Nothing more.
8️⃣ Sit in the silence. Comfort in quiet is power.

You don’t need more words.
You need more weight behind fewer words.

What’s one tip that’s helped you say less and lead more?

How to say less and mean more

Everyone says international schools should “inspire” teachers and students.
I disagree.

Inspiration is unreliable.
It spikes... then it fades.
(Just like the bottom chart in the image.)

And that’s the trap many schools fall into:
They chase inspiration the way some teams chase “motivation days” or posters with pretty quotes.

Here’s the uncomfortable truth:

International schools don’t need to inspire people.
They need to build environments where inspiration becomes irrelevant.

Why?

Because when you only try to inspire teachers and students, you get:

short-lived enthusiasm

inconsistent performance

An Initiative that dies as soon as the hype fades

But when you design a school where people can actually fall in love with the work — with learning, with teaching, with curiosity — everything compounds.

Not because they’re inspired.
But because they’re invested.

Consistency beats inspiration.
Culture beats charisma.
Systems beat speeches.

International schools shouldn’t ask:
“How do we inspire our people?”

They should ask:
“How do we build a place where inspiration isn’t needed for excellence to happen?”

When you get that right, the results take care of themselves.

What do you think — should schools stop trying to inspire and start designing better ecosystems?

Schools don’t have a productivity problem.
They have a leadership paralysis problem.

Teachers aren’t struggling to “get things done.”
They’re struggling to navigate layers of approvals, legacy policies,
and a leadership culture that fears the optics of failure more than the cost of inaction.

Here’s the real crisis:

👉 Innovation requires speed.
👉 Schools require permission.
👉 Those two things rarely coexist.

And the irony?

The loudest calls for “innovation” often come from leaders
who haven’t shipped a new idea in years.

The result:

People with half the experience, outside the education system,
are building better learning tools, faster,
while schools wait to “feel ready.”

Schools don’t need more talent.
They need more leaders willing to move before they’re certain.

Readiness isn’t a prerequisite for progress.
Leadership is.

What’s your take — is fear of failure the real barrier to school transformation?

International schools don’t fail because of the curriculum.
They fail because of culture.

You can have IB scores, glossy facilities, and diversity days —
and still have a community that feels fractured.

Because authentic global culture isn’t what’s printed on the walls.
It’s what people carry home in their quiet moments.
And what they tell their loved ones at home.

Leadership isn’t pressure. It’s protection.
10 leadership habits quietly burning out your teachers.

I’ve worked in education long enough to realise something smells rotten:

Teachers aren’t burning out from teaching.

They’re burning out from the behaviours no one wants to admit are harmful.

Last year, a brilliant teacher told me something I’ll never forget:

“I’m not exhausted by the students.
I’m exhausted by the system around them.”

That conversation opened my eyes.
And once you hear it... you can’t unhear it.

Here are the 10 habits quietly burning out your teachers:

1️⃣ Micromanaging every decision
Nothing drains confidence faster than being trusted with a classroom but not with autonomy.

2️⃣ Treating urgency as a leadership style
Every task is “ASAP.” Every deadline is “yesterday.”
Teachers aren’t sprinting — they’re stuck in a never-ending marathon they didn’t sign up for.

3️⃣ Invisible appreciation
A “thank you” in private is nice.
A “thank you” in public is culture-shaping.
Too many teachers get neither.

4️⃣ Ignoring work–life boundaries
If the expectation is:
“Answer emails at night, plan on weekends, attend extra meetings whenever”...
Burnout isn’t a risk — it’s a guarantee.

5️⃣ Providing goals but not support
Teachers will climb mountains for leaders.
But not without the tools, training, or time to get there.

6️⃣ Communicating reactively, not proactively
Last-minute changes.
Mixed messages.
Constant confusion.
Cognitive load becomes emotional load.

7️⃣ Asking for feedback… then doing nothing with it
Nothing breaks trust faster than pretending to listen.

8️⃣ Withholding information
Teachers shouldn’t find out key decisions through rumours.
Uncertainty is its own form of stress.

9️⃣ Constant pivoting
New initiatives. New frameworks. New “non-negotiables.”
All before the last one was embedded.
It’s not innovation — it’s exhaustion.

🔟 Keeping toxic behaviour alive
One unchecked team member can burn out five good ones.
Silence is leadership’s loudest message.

None of these requires extra budget.
None requires new policies.
They require leadership courage.

Because teachers don’t burn out from teaching children.

They burn out from leading without protection, without clarity, and without trust.

Which of these 10 is the real root cause in your school — and should leaders finally start talking about it openly?

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Everyone’s looking at this chart and drawing the same conclusion:
“India grows. China shrinks.
Game over.”

I disagree.

Because population size isn’t the real story anymore.
Productivity is.

And productivity no longer comes from adding more people.
It comes from adding more capability — automation, robotics, AI, and centralized national investment into innovation.

China has that.
Most of South and Southeast Asia... still don’t.

Here’s the uncomfortable truth:

👉 A rapidly growing population of undereducated, low-skilled workers is not a competitive advantage in 2025.
It’s a liability.

👉 A shrinking population with accelerating productivity can still gain global economic power.

And this is where governance models matter:

One country has a centrally coordinated innovation agenda, 30-year plans, and the ability to deploy capital at scale into strategic industries.

The other inherited a slow, archaic administrative model built for a colonial era — not an innovation era.

I know which horse I’m betting on.

Population charts make great headlines.
But if you want to understand the next decade, look deeper:

• Which countries are automating faster?
• Which are upskilling their workforce?
• Which are building the infrastructure for AI-driven productivity?
• Which has the governance model to execute?

Because the future won’t belong to the countries with the most people.
It will belong to the countries with the most productive people — and the systems that enable them.

LinkedIn isn’t a meritocracy.
It’s a shouting competition.

The loudest voices get the attention.
The boldest claims get the clicks.

But the real world works differently.

The people who quietly win?
They don’t shout. They show up.

N’Golo Kanté is the perfect example.

He didn’t become world-class by:
• Talking the loudest
• Chasing the spotlight
• Taking credit

He became great by doing the work no one was watching.

🛡️ Winning the ball back
💪 Running until the final whistle
🤝 Putting the team before himself
🌍 Lifting the World Cup without changing who he is

No noise.
No ego.
Just impact.

In a world obsessed with visibility, Kanté is a reminder:

You don’t need attention to be powerful.
You need consistency.
You need humility.
You need results.

Not the loudest.
Not the flashiest.
Just unforgettable.

💬 Your turn:
Who quietly inspires you through excellence? 👇

“We just expect resilience.”
"We expect you to have an open mindset to change!"
That’s what unhealthy leaders say before the teachers burn out.

Most international school teachers don’t quit schools.
They quit leaders.

When leadership relies on:

Fear instead of clarity

Power instead of professionalism

Distance instead of dialogue

Even great teachers stop thriving.

Healthy leadership doesn’t lower standards.
It raises people up.

Spotting that difference early can save you years in the wrong school.

What’s one leadership behavior that made you quietly start polishing your CV?

Most school cultures don’t collapse loudly.
They rot quietly.

I call these toxic culture darts — and once they start landing, the damage compounds fast.

Here’s the uncomfortable part:

You don’t need all of them to fail.
A few well-placed hits are enough.

Which ones are landing in your school right now?

• People stop raising problems
• Pushback disappears
• Curiosity fades
• Presence feels optional
• Teams default to safety
• Standards quietly decline

Silence isn’t alignment.
It’s a resignation.

And by the time leaders notice...
The best people are already halfway out the door.

Want to survive your first year as head?
Lead less. Observe more.

Most new headteachers fail because they try too hard to lead.

They rush to prove themselves.
To make their mark.
To fix everything at once.

That’s the trap.

Leadership isn’t about doing more.
It’s about seeing more.

Here’s what experienced school leaders learn the hard way:
❌ Stop trying to be everyone’s friend. Respect beats popularity.
❌ Stop saying yes to every idea. Focus is leadership.
❌ Stop hiding behind data. Walk the corridors instead.
❌ Stop overcommunicating. Clarity > volume.
❌ Stop demanding trust. Earn it, daily.
❌ Stop “leading by example” 24/7. Lead by empowering others.
❌ Stop assuming you’re the smartest in the room. Listen first.
❌ Stop chasing short-term wins. Build long-term culture.

The best new headteachers don’t lead louder.
They lead quieter, sharper, slower — and win faster.

Agree or disagree?

New heads fail because they try too hard to lead.

When Tesla launches a new EV, people call it innovation.
When Xiaomi launches one, people call it copying.

Funny how perception shapes “innovation” more than the innovation itself.

Because here’s the uncomfortable truth:

Most of what we label as “innovation”...
is really just “innovation by the right brand.”

Apple wasn’t the first to build a smartphone.
Tesla wasn’t the first EV maker.
Xiaomi isn’t the first to enter... well, any industry it enters.

But they all follow the same formula:

1. Enter late.
2. Learn fast.
3. Execute better.
4. Price strategically.
5. Market aggressively.

And suddenly the late mover becomes the “visionary.”

Meanwhile, the early mover becomes… a footnote.

Innovation isn’t about being first.
It’s about being better, faster, louder, or cheaper than whoever came first.

And Xiaomi’s EV strategy?
It’s the same strategy every “disruptor” secretly uses:

Borrow what works.

Improve what doesn’t.

Package it for a bigger market.

We don’t celebrate the pioneers.
We celebrate the winners.

Execution is the new innovation.

What do you think —
Is Xiaomi copying, or simply playing the game better?

👇 Curious to hear your take.

This time of year is when culture really matters in international schools. No amount of hoodies, pizza parties, or “fun Fridays” will fix a toxic school culture.

Because perks don’t transform people.
Culture does.

And real culture isn’t built on freebies — it’s built on non-negotiables.

Here are the ones great schools refuse to compromise on:

✅ Respect is the baseline.
Zero tolerance for toxicity — from anyone, in any direction.

✅ Growth isn’t optional.
Students AND staff need opportunities to stretch, learn, and lead.

✅ Psychological safety is sacred.
People speak up when they know they won’t be punished for telling the truth.

✅ Work-life balance is protected.
Burnt-out educators can’t light the way for anyone.

✅ Recognition is consistent — not performative.
People stay where they feel valued, not where they get free pizza.

Perks might create a moment.
Culture creates a movement.

And if the culture is broken?
No hoodie can hide it.

Principals — what’s ONE cultural non-negotiable you’re doubling down on this year?

I’m happy to share that I’ve obtained a new certification: PHASE Conference Presenter from PHASE!

PHASE

Planning your next post? Think contrarian. Think emotional. Think: “This says something true about the world — and about me.”

I looked back at my top 10 posts of 2025, and they all shared the same DNA:

1. They tackle BIG, universal topics

Leadership.
Toxic work environments.
Culture.
Values.
Human behaviour.
The stuff everyone feels — but rarely says out loud.

2. They open with a provocative hook

The kind that stops the scroll:
“China’s Bankrupt.”
“No amount of hoodies can fix a toxic school.”
“Meetings reward confidence. Decisions should reward clarity.”
Bold. Tense. Slightly uncomfortable.

3. They’re narrative reflections — not tutorials

The winning structure was simple:
👉 A bold statement
👉 A personal or observational story
👉 A bigger lesson about work or society

4. They tap universal human emotions

Belonging.
Respect.
Identity.
Struggle.
Fairness.
Meaning at work.

The posts that travel the farthest are the ones that make people pause and think:

If you'd like to write something that resonates, you can start there.

Thailand’s international schools are hiring across many subjects, offering good salaries, well-resourced classrooms, and supportive teams drawn from many countries.

Ridgeway Academy

In today's rapidly evolving world, I believe Computing is a vital skill for both the present and the future. I strive to ensure all students have access to relevant, future-focused learning that prepares them for success in an increasingly digital world.

Subject Leader of Computer Science

Mindfulness Approach

E-ACT

Strategic leadership of e-learning across a multi-academy trust.

E-learning Consultant

Ormiston Academies Trust

Leading ICT strategy across a large Multi-Academy Trust.

Information Technology Consultant

Hendon School

Head of Faculty

I’m an experienced educator, EdTech specialist, and writer with a background in teaching, digital strategy, and education leadership. 

Over the years, I’ve developed and led computing across several secondary schools, building curriculum, supporting staff, and helping students engage meaningfully with digital skills that prepare them for the modern world.

I’ve also worked as an e-learning and education advisor for two large multi-academy trusts, leading initiatives to embed technology in classrooms and contributing to capital build projects — ensuring digital infrastructure is aligned with pedagogy and long-term school vision.

In addition to my work in education, I’ve written a self-help book focused on personal growth and wellbeing, drawing from my training as a mindfulness teacher and accredited performance coach. 

My interest in compassionate, human-centered development also led me to Nepal, where I worked with a charity supporting street-connected children — a powerful experience that continues to shape my perspective.

Whether I’m leading digital innovation in schools, supporting teachers, coaching individuals, or writing for wider audiences, I’m committed to education that empowers — through technology, self-awareness, and meaningful connection

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The Battle

John Woodberry

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