From the pre-opening year at American School Hong Kong (ASHK) in 2015, expertly navigating the challenges of establishing a new Esol Education school, complete with a total campus retrofit, to bringing fresh energy and new direction at American International School in Egypt (AIS Egypt) in 2022 to his expert steerage of American International School in Cyprus (AISC) starting 2024, John Jalsevac has been a stalwart presence on the Esol leadership team for over a decade. STRIDES connected with this inspiring leader to delve into his remarkable journey and hear about his vision for AISC in the years ahead.

Where did you grow up? 

I’m proud to say that I was born in Toronto, Canada. Many may not know this, but Toronto is the 4th largest city in North America after Mexico City, New York and Los Angeles. Toronto is a very cosmopolitan city with fantastic neighbourhoods, shops, restaurants, galleries and people. And, as is typical for most Canadian cities, Toronto enjoys 4 distinct seasons. I met my lovely wife Joanne in Toronto when we were in Grade 9 together. Prior to beginning my international education journey 20 years ago I was fortunate to work as a teacher, principal and superintendent in Toronto.

What or who inspired you to become a school director?

I have always graciously accepted the gift of leadership bestowed upon me from the days of my youth when I became class and student council president, lead in school plays, and captain of most athletic teams I played on, to the point where, after working as a high school PE teacher for only 7 years, I was successful with an application to work as a High School Vice Principal. That was many years ago and since then I have been fortunate to serve at some very prestigious schools. Along the way, I have worked with many outstanding teachers and students, and it is these people who continue to inspire me to serve as a school leader.

Beyond the academic rigor, holistic nature, liberal arts tradition, and university preparatory excellence, our students, through engagement in IB programs, will have a better opportunity to become self-actualized, critical thinking, problem solvers who are equipped to reach their full potential.

You are the first person to have served as Director of three different Esol Education schools. What has motivated you to work with Esol Education for ten years on three different continents?

As a Director of a school, depending on the governance model of that school, I recognize that I will report to either an ownership group or a Board of Governors. I’ve worked in a variety of settings over the years. 

With Esol Education, I have always found that my supervisors were down-to-earth, accessible, not stuck in policy, collaborative, personable, and friendly. I know what to expect from school to school and am comforted knowing that I can get on with running the school in the manner that my experience and qualifications have trained me to do and in the manner that the ownership group recognized when they hired me for the 3 different schools.

With your wide-ranging experience in international education across the Americas, East Asia and the Middle East, what do you feel is the need of the hour when it comes to educating our students?

Building positive rapport! It’s fundamental for success and usually connected to respect. Respect from students must now, more than ever, be earned – not demanded. We have all had favorite or inspirational teachers from our own school days and when we reflect on the qualities of those wonderful educators  who were instrumental in our development, we recognize that they were genuine, positive, heart-in-the-right-kind-of-place teachers and mentors, who enjoyed being with us and respected us as students and as individuals.

How do you feel the IB program meets the needs of students?

I have worked in five schools with IB programs. Some were new to the program and very much in an infancy stage in terms of program development, while others were well-established, high performing schools. Yet a common thread ran through all these experiences which produced for me a unifying narrative. Quite simply, beyond the academic rigor, holistic nature, liberal arts tradition, and university preparatory excellence, our students, through engagement in IB programs, will have a better opportunity to become self-actualized, critical thinking, problem solvers who are equipped to reach their full potential.

With the advent of AI and other technologies, how does teaching practice need to adapt for 21st century learning?

We’re going through an inevitable but necessary transition or paradigm shift at my school in Cyprus where AI is currently thought of in a pejorative sort of way. I suspect that this situation exists in many schools. It is this way because more than a few students have used AI in a manner that puts them at odds with their school’s academic integrity policy. Yet educators and parents also recognize the enormous untapped potential that exists with AI. The trick for all of us is to stay the course and remain open-minded, informed, and better equipped to tap into this amazing and transformative tool with endless possibilities for infusion in schools.   

What aspirations do you have for AISC for the coming years?

I am fortunate to work at a school that enjoys an excellent reputation as a warm, welcoming, and invitational community. I’m confident that our students would say to their parents that they enjoy their experience at AISC and feel supported and inspired daily. However, the former hotel and hospital buildings we occupy, which many describe as charming or interesting, need some upgrades. One of my major goals over the next few years is to build further capacity in our students by providing them with the resources and facilities they need to reach their full potential.

What is the best way for parents to be involved in their children’s education?

The trick is to know when to pull in the rope and when to let it out a bit. Children need to develop a sense of independence and must eventually assume ownership and responsibility for their education. Most parents get it right and know how to support and supervise their children. However, some limit a child’s growing independence by becoming too involved and overbearing. Balance is the key – and a lot of patience and love along the way.

 

Originally from Toronto, John began his career as a physical education/geography teacher. For many years, John served his district as a principal and later as a curriculum coordinator and superintendent of education. John began the international chapter of his career in 2004 and for the next 20 years he has worked in a senior leadership capacity in schools in Hong Kong, China, Egypt and now Cyprus.

John obtained his BA from York University, BEd from the University of Toronto, MSc from Niagara University in New York, and Supervisory Officer's and Principal’s Certification from the Ministry of Education in Ontario. 

John is married to Joanne and they have two children who reside in Hong Kong and New York respectively. They are also blessed with 3 lovely grandchildren!