A school’s success is deeply rooted in having outstanding principals. When principled leaders are at the helm, they attract dedicated and skilled teachers who stay committed, work diligently, and continue to develop professionally. This leadership is crucial for creating an environment where students can cultivate positive attitudes, habits, and life skills. It also ensures that teachers have the right processes and settings to instruct effectively. Manya Jain, the IB PYP Principal of Bodhi International School, exemplifies this leadership. She inspires curiosity in students and provides a diverse curriculum, guiding the school with vision and dedication.
A Journey of Expertise and Leadership
Manya Jain’s academic and professional journey spans over 20 years, marked by her extensive experience with the IB curriculum, as well as Cambridge, ICSE, and CBSE frameworks. Throughout her career, she has held both academic and administrative roles, continuously honing her skills and expertise as well as sharing her learning with the educator community.
Her journey has been enriched by participation in numerous international trainings and workshops, which have shaped her into a well-rounded educator and leader. Ms. Manya has led professional development sessions and training for teachers across the globe, helping her evolve both professionally and personally. Being a Master Trainer for schools across Mumbai also gave her a platform to contribute towards the professional development of other educators.
She has also been actively involved in IB events such as NINNS, SAIBSA, and Job-Alike sessions. Her contributions extend to IB authorization processes and evaluations, reflecting her deep commitment to the program. Adding to her credentials, Manya completed a leadership course from Harvard’s School of Education and currently serves as an IB Programme Leader with IBEN and a NEASC-CIE Visitor. She is also a certified POSH trainer and an active member of the ECA, further broadening her leadership impact across various educational domains.
The Role of Principals in School Success
A school’s success is closely tied to the quality of its leadership. Principals with a strong sense of purpose not only attract talented, dedicated teachers but also retain them by creating an environment where professional growth and development can flourish. This kind of leadership is vital for establishing a school culture that encourages students to develop positive attitudes, good habits, and essential life skills. It also ensures that teachers are equipped with the resources and support they need to teach effectively.
At Bodhi International School, the IB PYP Principal Manya Jain embodies this leadership. With her inspiring vision, she fosters curiosity in students and offers a rich, diverse curriculum. Her commitment empowers both students and staff to achieve success
Leadership as Principal
As the IB PYP Principal of Bodhi International School, Manya Jain is deeply committed to the principles of “Student and Teacher Agency.” She believes that empowering both students and educators is essential for creating meaningful, enduring learning experiences. By promoting student voice and choice, she enhances engagement while accommodating diverse learning styles and needs.
For Manya, leadership is not a symbol of status, but a responsibility—one that encompasses care not only for students, but also for teachers and administrative staff, each an integral part of a larger whole. She views leadership as the ability to turn vision into reality, ensuring that every stakeholder is considered. True leadership, in her eyes, is measured by how one acts in challenging times.
Ms. Jain’s educational philosophy emphasizes a curriculum that blends creativity, knowledge, and collaboration. She aligns this with her mission of student-centered learning, helping students navigate complex global challenges, such as those posed by the VUCA (Volatility, Uncertainty, Complexity, Ambiguity) world.
Inclusivity, faith and collaboration have also been hallmarks of her leadership. Ms. Jain has found great fulfillment in working closely with the Inclusive department for over 20 years to ensure every student, regardless of their abilities, has access to the essential elements of the Primary Years Programme (PYP). This commitment to equity in education has been a driving force throughout her tenure. She also recalled her mentors Dr. Cdr. Saini and Ms. Saini who saw the faith in her about 20 years back and gave her all the freedom and faith to take various programmes forward.
Manya Jain envisions Bodhi International School as a model of holistic education, where students are nurtured beyond their academic achievements. Her focus on experiential learning projects challenges students’ critical thinking and creativity, ensuring they are equipped with 21st-century skills. By fostering an environment that supports emotional, intellectual, and physical well-being, she ensures students are prepared for the evolving challenges of the future.
Navigating the Pandemic
Ms. Jain said that the measure of intelligence is the ability to change, while reflecting on the challenges presented by the pandemic, Ms. Jain shared how her team successfully transitioned from offline to online learning. While the shift was not easy, it was made manageable by keeping student well-being and screen time considerations at the forefront of decision-making. Ms. Jain acknowledged that online learning could not fully replicate the traditional school experience, but she and her team devised thoughtful strategies for virtual instruction and assessment and said, “Never doubt what a small group of thoughtful, committed, educators can achieve when they decide to change the world.”
One significant hurdle was the lack of access to devices for students and teachers. To address this, the school distributed PCs to both students and teachers. We worked at staggered timings with multiple slots and shifts. In addition, a comprehensive handbook was created to guide parents through the process of online learning. Through a series of deliberate, small steps, the school achieved great success in the virtual learning environment, with the well-being of students remaining the top priority. The parents who were very worried were involved in the process and kept in the loop of the learning and teaching taking place.
Promoting Compassion, Inclusion and Transparency in Education
Manya Jain embraces her role as an international school leader by nurturing both students and adults within the community. Her focus lies in fostering meaningful relationships and ensuring that each member of the school feels a deep sense of belonging. Manya takes pride in her efforts to integrate restorative practices and promote diversity, equity, and inclusion (DEI) in daily activities. She also offers clarity and unwavering support to teachers, especially those involved in social and emotional learning (SEL) and project-based learning (PBL).
Balancing her leadership responsibilities with the challenges of new opportunities has been a demanding task, requiring careful planning, energy management, and a strong commitment to staying present. Manya continues to work closely with her team, providing guidance, feedback, and support to ensure a smooth transition while maintaining the school’s positive momentum. Transparency has been a key principle throughout this process for her.
Embracing Change
To conclude the conversation, we asked Manya Jain about one of the most significant changes she has implemented at the school since taking over as principal. She emphasized that the most crucial aspect she has introduced is the ability to embrace change. According to her, there is no definitive blueprint for leading people, and it’s essential to remain open to new ideas and collaborative approaches. Ms. Jain believes that teachers are the true leaders of the school, and ultimately, it belongs to the students. Her focus has been on fostering a progressive, solution-oriented environment that welcomes change. Additionally, she places great importance on the impact of their efforts—whether emotional, social, or cognitive—and consistently monitors how they are making a difference.
