Vani Rana, 43, has been working in the education sector for over 15 years. Since 2022, she has been the principal of Uniglobe School. Rana earned her MEd in Educational Leadership from Bank Street College of Education in New York. She first worked as a teacher, then as an elementary school coordinator. She was a vice principal for almost ten years.
She’s certified in teaching, reading, and writing from Teachers College, Columbia University. She recently completed an Instructional Coaching certification from Harvard Graduate School of Education. In a conversation with ApEx, Rana spoke about how she intends to shape the future of education and create an inclusive learning environment.
What specific initiatives do you plan to implement to support academic excellence and enhance student success?
At Uniglobe School, we prioritize the ‘how’ of learning in all our teaching-learning activities across four key areas: learner, knowledge, assessment, and community. We view each student as a person with unique experiences and prior knowledge, rather than a blank slate. Our teachers are committed to uncovering and addressing any misconceptions or beliefs students may hold, ensuring that their knowledge is integrated into the learning process.
Additionally, we place learning goals at the forefront of every lesson plan, with a focus on the knowledge of students and how they can apply it beyond the classroom. We often use ‘formative assessments’ to help students think and understand better. We give them feedback, both formal and informal, that focuses on real understanding, not just memorizing.
We also have a community-centered approach where everyone learns from one another and improves together. At our school, students are encouraged to join in and help out. We keep things friendly between teachers and students. And it’s okay for students to make mistakes because that’s how they will learn and grow.
How do you encourage collaboration among faculty, staff, and students to make learning interesting for everyone?
I think it’s really important for people to work together and at Uniglobe School, we’re actively trying to make that happen. We see the school as a community, so we include activities like peer learning, pair and group discussions, and role play in our lessons. Students team up to solve problems, discuss ideas, and consider different viewpoints.
We also want our teachers to share their best ways of teaching with one another and give helpful feedback. The goal is to make our school a place where everyone collaborates and learns from one another. I believe teachers play a huge role in the student’s learning process. We make sure teachers have a good work-life balance as we believe happy teachers bring out the best in their students.
What frameworks do you integrate to keep up with the trends and best practices in education?
At our school, we embrace the concept of lifelong learning, from the principal to the students. We stay informed about the latest trends and best practices in education. We’ve dedicated time and opportunities for research and self-reflection for all staff members. We also invite experts to share their experiences and regularly distribute research-based materials. Through thoughtful reflection, we explore how we can incorporate evolving practices into our teaching approaches.
How do you foster a culture of diversity, equity, and inclusion in the school?
Our school is a microcosm of the community with people from various backgrounds and identities. To make sure everyone feels included and has an equitable learning environment, we use a multifaceted approach, developing curricula that incorporate multiple perspectives and learning needs. Our teachers promote restorative practices such as open dialogue, community service, circle conferences, and a special ‘wellness Class’ to promote empathy and cultural understanding. We are also committed to engaging families and communities in our school decision-making through honest communication. Our school policies include anti-discrimination measures, inclusive hiring practices, and accommodations for the diverse needs of students.
How have you used your leadership role to actively support women’s empowerment and gender equality in the school?
I’m dedicated to fostering inclusivity for girls and female staff every day, addressing issues such as menstruation taboos and harassment to create a safer and more supportive learning and workplace environment for all.
According to UNESCO, women principals in schools have a big impact on student success. They organize meetings with parents, offer extra help to students, and keep a close watch on teacher attendance. Schools led by women also have fewer teacher absences, making for a better learning environment. And I believe my role in the school is very similar. Women have traditionally been seen as teachers, but now they’re leading schools too. I’m proud to be breaking stereotypes.
What initiatives have you planned for creating a more inclusive environment for women in the school?
We have been following a gender-responsive pedagogy in lesson planning, content delivery, and classroom management. This helps to prevent gender stereotyping, improve classroom participation of girls and boys, and the development of their critical workplace skills. Our curriculum is reviewed regularly as it’s important to us that men/boys and women/girls are represented in various roles, not just conventional ones.
We are also committed to being a gender-responsive school by including practices such as providing equal pay, equal teaching conditions, equal representation in management positions, and equitable division of work for all staff irrespective of gender. We allow flexible schedules and other accommodations that address teachers’ family responsibilities. We’ve set clear rules against harassment and abuse for teachers, staff, and students, with a ‘zero-tolerance policy’.
