Christopher Hoddinott
Reviewer
Anonymous reviewer
Comments
I worked at Aoba Bunkyo before Christopher Hoddinott became principal, so I saw the school under two very different leadership styles. Before his appointment, the campus felt more collaborative, student focused, and supportive. Staff generally felt listened to and there was a stronger sense of trust across the school. The atmosphere changed quite a lot when Christopher Hoddinott arrived. Communication became more inconsistent, staff morale dropped, and many teachers felt their concerns were not really taken seriously. I also felt that some major decisions were made without enough understanding of the school’s existing culture, programmes, or the impact those changes would have on staff and students. I want to be clear that my concerns are about Christopher Hoddinott’s leadership, not the school as a whole. The teachers at Aoba Bunkyo are some of the most dedicated people I have worked with, and the students are kind, engaged, and deserve a stable and supportive learning environment. Sadly, a large number of experienced staff are not returning, and from conversations I had, the working environment and leadership were a big part of that. My experience under Christopher Hoddinott was one of the most disappointing periods of my career. I hope the school takes staff feedback seriously, rebuilds trust, and puts more focus on communication, fairness, student wellbeing, and supporting the people who work there every day.
Questionnaire Responses
How effectively does school leadership communicate important information (e.g., policies, updates, goals) to teachers?
How well does school leadership support teachers' professional growth through resources, training, and opportunities?
How approachable are school leaders when teachers need guidance or have concerns?
How clear and effective is the vision and direction set by school leadership for the school’s growth and development?
How well does school leadership recognize and appreciate the efforts and contributions of teachers?
How well does school leadership empower teachers by giving them autonomy and involving them in decision-making?
How effectively does school leadership support teachers in addressing the diverse academic and emotional needs of students?
Overall, how satisfied are you with the leadership and management at your school?
What do you appreciate most about the leadership’s approach to supporting teachers and fostering a positive school environment?
I did appreciate that Christopher Hoddinott trusted teachers to take on different initiatives and try new ideas. There was definitely a lot of freedom, which can be a good thing. I just wish there had been more support and guidance along the way because a lot of the time it felt like we were left to figure things out ourselves.
What improvements, if any, would you suggest to enhance the support or effectiveness of school leadership?
I think Christopher Hoddinott needs to spend more time listening to staff and actually acting on the feedback he's given. Better communication would've made a huge difference. There were too many times where people were left wondering what was going on. I'd also like to see him be more visible around the school, work more closely with teachers, and think through the impact of decisions before making big changes.
Can you share an example of how leadership has positively and/or negatively impacted your teaching experience or your students’ success?
The biggest thing for me was the communication. There were times when meetings were cancelled even though staff had genuine concerns, and it often felt like those concerns just disappeared. After a while people stopped feeling heard, which really affected morale. I also remember students raising concerns through a wellbeing survey, but I never really saw much happen afterwards. It just felt like there was a disconnect between what people were saying and what leadership actually did.
Details
- Reviewee
- Christopher Hoddinott
- School
- Aoba International School (Bunkyo Campus)
- Country
- Japan
- State / Region
- Tokyo, Tokyo
- Reporting Period
- 2021-2026
- Submitted
- August 1, 2026
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