Leading with Heart and Rigor
Educational leaders set the tone for school climate, teacher morale, and public trust, acting as the anchor for how learning communities operate and evolve. When leadership is purposeful and supportive, schools become dynamic hubs of learning where students are challenged, cared for, and inspired to stretch their capabilities while faculty receive the mentorship and resources to excel. At Somerville International School, Dr. Marilyn Thomas, Principal (Officiating), has cultivated exactly this balance: a student-centered environment with strong academic structures, holistic programs, and sustained teacher development that enable learners to realize their potential in a safe, modern, and values-based setting. It is in light of this sustained, system-wide influence that Dr. Thomas is counted among notable K–12 principals, reflecting a leadership profile aligned with measurable school progress and community confidence.
From Scratch
Raised in a household anchored in education, integrity, and faith, Dr. Marilyn Thomas absorbed early lessons in hard work, compassion, and resilience. From childhood, encouragement to strive for excellence was balanced with an insistence on humility, empathy, and respect, shaping a character that prioritizes people as much as performance. Influential teachers deepened her curiosity and conviction in the transformative power of schooling, revealing how learning can alter life trajectories and expand opportunity. Guided by this purpose, she advanced through higher studies with an intentional focus on teaching and leadership, approaching each academic milestone as both preparation and promise.
Journey towards Somerville
For Dr. Marilyn Thomas, teaching has always been a vocation rather than a job, where her career led her towards classroom teaching and progressively towards senior administrative roles. And when the invitation to lead Somerville International School came by, this event marked a humbling inflection point in her life, leading to an opportunity to serve a dynamic learning community and translate a lifelong calling into institution-wide impact.
As the Principal (Officiating)
As Principal (Officiating), Dr. Marilyn Thomas leads with a mandate that spans student well-being, teacher development, and parent partnership. Her portfolio covers staff leadership, budgeting, infrastructure and compliance, aligning daily operations with long-term institutional goals through transparent, collaborative decision-making and example-driven conduct. Grounded in inclusive leadership, she invites meaningful contributions from students, faculty, and families.
Under her leadership, the twin priorities of innovation and values shape practice: technology has been integrated with intent in classrooms, co-curricular offerings have expanded, and structured avenues for student leadership have been strengthened. When asked to highlight a defining milestone of her tenure, Dr. Thomas cited hosting the Model United Nations for three consecutive years and curating a distinctive Christmas Carnival to mark the school’s tenth anniversary with gratitude and community spirit.
Vision and Future Readiness
When asked about the long-term vision for Somerville International School and how learners are being prepared for the future, Dr. Marilyn Thomas emphasized a dual commitment of sustained academic distinction with character formation. She noted that the goal is not merely to prepare students for examinations, but to equip them for life.
Expanding on this vision, she described a balanced academic framework that pairs rigorous scholarship with holistic development. Global perspectives are intentionally woven into learning experiences, while individual talents are encouraged through meaningful opportunities to explore, create, and lead. In her words, the desired outcome is a generation of confident, compassionate, and capable citizens.
Personal compass: art, service, balance, and faith
Beyond her professional commitments, Dr. Marilyn Thomas finds renewal in reading, music, and time with family, pursuits that anchor her life outside school. A trained opera singer, she regards performance as a sustaining joy and a discipline that sharpens focus, expression, and presence. She is equally drawn to community service, seeking opportunities that foster well-being and togetherness within and beyond the school community.
Mindful work–life balance is a deliberate practice for her, effectively managing time intentionally, setting clear boundaries, and prioritizing health and relationships to remain effective and present in every sphere. Her faith remains a steadying center, shaping perspective and purpose as she navigates personal commitments and professional leadership.
