About

Cultivating Excellence: A Journey of Leadership and Impact in Education

As a Jesuit Priest, my academic journey has been marked by a commitment to excellence across various disciplines. I've had the privilege of contributing significantly to the field of education.  In the realm of education, my personal narrative is one of dedication, innovation, and unwavering commitment to fostering human excellence. I bring to the table a rich tapestry of academic credentials armed with a Bachelor’s degree in Philosophy, Theology, and Law, a Master’s degree in History and Education, and a PhD focused on "Development of Human Excellence through Academic and Personal Formation," I embarked on a fulfilling career in education. My odyssey as an educator commenced in 1989 when I entered the hallowed halls of Holy Family High School as a Jesuit educator. Since then, I've ascended the ranks with speed, competence, and unwavering zeal, serving in roles ranging from Teacher to Supervisor, Vice-Principal, and presently, Principal, a position I've held for over three decades. I have continuously pursued professional growth, staying updated with the latest educational and technological advancements. My multifaceted approach, coupled with a commitment to innovation, has left a lasting impact on both academic and structural development in the education sector.

Throughout my tenure, I've embraced a multifaceted approach to education, constantly staying abreast of the latest pedagogical and technological advancements. Drawing upon my vast knowledge, extensive experience, and tireless dedication, I've spearheaded transformative initiatives aimed at fostering human development through academic and structural reforms. With a blend of head and heart, I've cultivated an environment conducive to holistic growth, instilling confidence and nurturing the oratory and self-esteem of my students. My impact within the educational landscape stems from a combination of extensive knowledge, practical experience, tireless dedication, and a penchant for innovation. I have spearheaded numerous academic and structural reforms that have significantly contributed to the holistic development of individuals within the educational framework. Through student-centric programs and co-curricular activities, I have provided a platform for students to excel academically and personally, nurturing their oratory skills, self-esteem, and overall personality development. Indeed, I see myself as a skilled artisan, sculpting the leaders of tomorrow.

Quality leadership has been fundamental to my success. In an organisation one needs to blend different forms of leadership for effective outcome. Particularly in an educational institution like a school I personally take the role of delegate leadership. As a school leader, my focus is always on a participative and a delegate form of leadership I’ve adopted a delegate leadership style, recognizing the importance of collaboration and shared responsibility in achieving academic excellence. Delegating responsibilities among my core team members allows me to focus on strategic planning and organization, fostering trust and initiative within my team. In a school you deal right from kindergarten to the level of higher secondary students. You cannot articulate and implement your vision all alone. You need to transmit the same to the head of the kindergarten likewise the primary and the Assistant Principal along with the other academic and faculty coordinators. The Principal alone cannot look into the various aspects of the school. The Principal has to delegate to his subordinates. At the heart of my leadership philosophy lies a commitment to quality leadership, which I believe is paramount to my success. Delegation has not only allowed for effective decision-making but has also facilitated planning and organization, while engendering trust and initiative among my colleagues. Through this approach, the faculty members have emerged as leaders in their own right, driving innovation and cooperation within the school community.

Higher expectation from the workforce is very important. Because it makes your workforce get focussed as per your long- and short-term goals set for them. The outcome will be as per the expectation. It will keep the work force mobile and proactive and avoid getting stagnated. I believe high expectations from my staff has built their self-esteem and increased their confidence to improve their performance. It has helped them to realise their true potential and subsequently has led them to richer learning experience. Setting high expectations for the workforce has been central to my mission of academic excellence. By challenging the staff to reach their full potential, I've witnessed a remarkable transformation in both performance and morale. By instilling a sense of responsibility and confidence in my staff, I have witnessed remarkable growth in performance and self-esteem. However, I remain attuned to the needs and feedback of my team, fostering flexibility and adaptability in response to changing circumstances.  Initiatives such as the "Adopt a Child" program and personalized support for students facing challenges demonstrates the commitment to inclusivity and support. In an ‘adopt a child ‘ programme, one or two children are adopted who have either academic or emotional problems. The teachers accompany the children through all the ups and downs that takes place in the life the child.  This scheme has worked miracle. One of the cons of fulfilling these high expectations is to carry every child in the main stream no matter what challenges the child  is facing be it academic, hyperactive or emotionally disturbed. This is one of the worries of our proactive and well-equipped counselling centre. That’s why I have introduced happy hour for students and teachers to take a break once in a while.   When higher expectations are set for my workforce then I need to be very sensitive to feel the pulse of my workforce. I need to be very attentive and open to listen to the feedbacks given to me by my subordinates. I need to learn to be more flexible to change the unpleasant environment and adapt to new situations. I have learnt not to be very rigid. However, I remain cognizant of the need to balance high expectations with sensitivity and flexibility, ensuring a nurturing environment for all. Additionally, I prioritize ongoing training and spiritual orientation to align with the ethos of Jesuit education and the pursuit of 'Magis'—the constant striving for greater excellence.

Furthermore, embracing Jesuit values, I am committed to holistic education, emphasizing not only academic excellence but also global citizenship, justice, and care for the environment. Through a range of practices, including regular classroom observations, exposure visits, and engagement with resource persons, I strive to enhance the professional development of my teachers. Embracing innovation, I have integrated educational software and experiential learning opportunities into the curriculum, preparing students for the challenges of the future.  I 've implemented various best practices, such as non-competitive grading at the primary level and experiential learning opportunities in collaboration with leading partners in STEAM technology.

To support the professional development of teachers, I have implemented a range of practices aimed at enhancing pedagogical skills and fostering a culture of continuous learning. From regular classroom observations and feedback sessions to inviting external resource persons and facilitating exposure visits, I provide the staff with the tools they need to excel. Moreover, initiatives such as the "Word for the Day" and breathing exercises serve to enrich the learning experience and promote holistic development. our students must learn every day. Word for the day with its meaning and a sentence related to the word is printed in the school calendar for each day. Based on this vocabulary quizzes are conducted and the students who have mastered all the vocabulary correctly is awarded with some useful articles like pen or a book. This practice has helped our students to build and develop their vocabulary. The teachers have noticed it in the student’s compositions and other writings.

 I believe in fostering a joyful learning environment. A Principal must be attuned to the pulse of the school, recognizing when routine learning becomes monotonous. To bring energy and enthusiasm into the school day, I introduced ‘Happy Hour’ for both students and staff.

During Happy Hour, students showcase their talents through skits, songs, and art, engaging in group activities that allow them to express their feelings. This not only nurtures their creativity but also helps teachers connect with them on a deeper level. For the staff, Happy Hour serves as a time to unwind through group games and interactive sessions, fostering camaraderie and relaxation.

Additionally, I have introduced a ‘Dance Therapy Room’ to help students de-stress and develop an appreciation for movement. Integrated into the school timetable, dedicated dance sessions allow students to learn various dance forms and release tension. The Dance Therapy Room is equipped with an acoustically designed sound system and music to enhance the experience.

For vernacular students, I have implemented a ‘Bilingual System,’ enabling them to learn both English and Marathi as first languages. Additionally, core subjects such as Mathematics and Science are taught in English, ensuring a strong foundation in both languages. These initiatives are designed to create a more dynamic, inclusive, and engaging learning environment for all.

 Breathing Exercise and Ignatian Examen: After the long lunch recess which lasts for forty-five minutes the students are tired and distracted when they enter the classroom. The daily breathing exercise along with Ignatian Examen   which is conducted for the entire school on public system helps the students to recollect and quite themselves and be grateful to God.

Canteen day: The parents, teachers and students in collaboration with each other conduct a canteen day every month. The proceeds collected from this canteen days are utilized for the rural students with whom we have our outreach programme. Besides this some amount is spent for our support staff as incentive during the festive season.

When a teacher perceives teaching as only a means of earning, I do feel a mismatch between the respective expectations. Mainly because I do believe that teaching is not only a profession but it’s a vocation a noble vocation. It is always challenging for me to align a teacher who joins with this outlook. Ours is the Jesuit education. One of the charisms of our Jesuit education is to keep striving for the greater, the “More’. We call it as ‘Magis’. A change in mind-set of this kind requires frequent training programmes and spiritual orientation.

Recognizing the importance of inclusivity and support for students with special needs, I have collaborated with parents and specialized educators to provide tailored assistance and remediation. Additionally, I have launched pilot programs in STEAM technology, embracing the frontier of artificial intelligence and experiential learning to enrich our curriculum further.

In response to emerging trends in education, such as experiential learning and STEAM integration, I have launched innovative programs in collaboration with leading partners. By harnessing the power of technology and interdisciplinary approaches, I aim to prepare the students for the challenges of the future while Jesuit education emphasizes human excellence which comprises the holistic development of every child.  I give equal emphasis to academics and extra-curricular activities.  Before and after school I have regular sports coaching, programme which includes football, basketball, cricket, athletics, Judo and karate.  I focus on creating the mindset of a good sportsperson. I also have various clubs including music, interact, photography, nature, scout, RSP and social outreach.  I take our students on regular nature walks. The social outreach club go for rural camp and invite the rural students to spend couple of days in the school. The outreach programme helps the students to become aware of rural life and the difficulties the rural students face to pursue their education. The nature club helps the students to connect to nature profoundly and helps them understand their responsibility within the bigger issues of sustainability.

As a school leader I meet every school stakeholder every day for a briefing and to discuss emergency issues. I have created a WhatsApp group for all my staff and class wise parents’ group wherein all-important communication is transmitted with immediate effect. There are regular meetings of School committee, Academic Council, Academic Coordinators, and the Counselling team wherein as a school leader I have a detailed discussion. The monthly staff meeting had been very productive and effective. Sometimes I organise ‘Happy Hour” for teachers to create cordial bonding.  

Central to my mission is the cultivation of relationships with stakeholders, including parents, students, and the wider community. Through regular staff and PTA meetings, newsletters, and educational tours, I foster communication and collaboration, ensuring that everyone has a voice in shaping the school's future. Moreover, initiatives such as Grandparents Day, Parents interaction day, inter-religion prayer service and regular briefings serve to strengthen bonds and promote a sense of belonging among all members of the school community. Through initiatives such as the 'Immaculata' interschool event and ongoing academic and extracurricular programs, I continue to uphold the values of Jesuit education and the pursuit of human excellence.

In tandem with my commitment to academic excellence is a steadfast dedication to student’s welfare and safety. From stringent security measures to a zero-tolerance policy on corporal punishment, I prioritize the well-being of the students above all else. The counselling centre provides comprehensive support to students with emotional and psychological needs, ensuring that no child is left behind.

As I navigate the ever-evolving landscape of education, my commitment remains unwavering—to nurture minds, foster talent, and shape future leaders who embody the Jesuit ideals of 'Men for Others' who embody the Jesuit values of excellence, service, and compassion. Through a holistic approach to education, I empower my students to become lifelong learners and responsible global citizens, equipped to meet the challenges of a rapidly evolving world.

 Fr. Dr. Francis Swamy S.J.