Michael McMillan
Reviewer
Anonymous reviewer
Comments
I completely agree with the other highly critical reviews regarding ASD's leadership. It is genuinely baffling how someone who manages strictly through image and fragile ego is allowed to remain in this position. Good, dedicated teachers are leaving this campus in droves simply because they cannot tolerate the hostile atmosphere any longer. This leadership is a textbook example of poor management, and until a major change is made, staff turnover will continue to rise and student outcomes will decline. Moving on from this environment was an immense relief.
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?
To be completely honest, there is absolutely nothing to appreciate about the current leadership approach. It does not support teachers, nor does it foster a positive environment. The entire management style is built on micromanagement, fragile ego, and a desperate need for control. Instead of empowering staff, leadership actively targets experienced, confident educators who refuse to be manipulated. Furthermore, the complete breakdown in disciplinary support makes day-to-day teaching miserable. The only relief in this environment is the prospect of moving on to a school where professional teachers are actually valued.
What improvements, if any, would you suggest to enhance the support or effectiveness of school leadership?
Major structural changes are needed. Leadership needs to move away from micromanagement and stop treating confident, experienced educators as threats to be controlled. There must be an injection of accountability, starting with a willingness to listen to dissenting opinions and admit when a mistake has been made. Additionally, leadership must urgently address the lack of consistent student disciplinary support, which is currently undermining the entire teaching environment. Finally, meetings should only happen if they serve a concrete structural purpose, rather than being forced upon staff just to fulfill a superficial, performative idea of 'community.'
Can you share an example of how leadership has positively and/or negatively impacted your teaching experience or your students’ success?
The impact has been entirely negative. Leadership creates a toxic, adversarial environment by actively targeting the most secure and capable individuals on the faculty. For example, rather than treating staff as trusted professionals, leadership forces department meetings into rigid, uncomfortable physical spaces strictly to keep tabs on everyone and police where people sit. Disagreements are met with personal hostility, which drains staff motivation and makes the daily working environment completely miserable. When teachers are forced to focus their energy on avoiding management rather than teaching, student success inevitably suffers.
Details
- Reviewee
- Michael McMillan
- School
- American School of Dubai
- Country
- United Kingdom
- State / Region
- Dubai
- Reporting Period
- 2021-2026
- Submitted
- August 10, 2026
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