Head start

“I prefer fire-lighting to fire-fighting.”

That simple statement captures the professional philosophy of Eric Beck, SIS’s new Head of Learning. After more than three decades in education—over 20 years in the classroom and nearly a decade in leadership—Eric has come to a clear realisation: his true passion lies in sparking curiosity and igniting inspiration in students rather than simply managing the challenges of school administration.

Before joining SIS, Eric was serving as a Middle School Principal at an international school in South Korea. Towards the end of his tenure, he made the decision to step back into the classroom once a week, despite his demanding leadership responsibilities. That decision proved to be a catalyst for personal change.

“I realised just how much I loved teaching,” he reflects. “Guiding students in their learning, seeing them light up with new ideas—that was the real fire for me. Being a principal gave me the chance to innovate and lead, but what truly energised me was being with students, sparking inspiration, and watching their excitement grow.”

That realisation set him on a new path. He began to look for opportunities that would reconnect him with what he valued most: the learning process itself. At the same time, he wanted a school that matched his family’s values—a school that focused not only on academic prowess but also on nurturing empathy, care, and responsibility toward the world.

When Eric discovered the Head of Learning opportunity at SIS, he immediately felt it was the right fit. “I liked the values the School expresses. I was drawn to the SIS Definition of Learning and its emphasis on making connections. Another strong influence is the fact that SIS is a not-for-profit institution, where student well-being and development are core, not profit.”

Shaping priorities 

Not every international school has a Head of Learning, so what exactly does the role entail? For Eric, it combines strategic oversight with a deep commitment to the day-to-day experience of students and teachers.

One of his first priorities is the school’s accreditation processes. Accreditation by organisations such as the International Baccalaureate (IB) and the Council of International Schools (CIS) is essential to maintaining SIS’s very existence. “These reviews come every five years, and they give us the opportunity to self-examine and demonstrate the quality and commitment that define us,” Eric explains. “Even though we’re more than a year away from our next visit, I’ve already started looking at where we are, what we can strengthen, and what we need to implement.”

At the same time, Eric is on what he calls a “fact-finding mission.” He is immersing himself in the culture of SIS—observing classrooms, learning how students engage, discovering what excites them, and noting what resonates with his past experiences and what is new to him.

He has been impressed by the school’s transparent approach to student learning. Tools like learner profiles help students understand their own journeys while also developing empathy for their peers. Eric is particularly interested in how Approaches to Learning (ATL) skills—communication, social, self-management, research, and thinking skills—can be layered onto the IB curriculum to form a powerful framework.

“These skills allow our students to truly ‘make connections’, as expressed in our definition of learning,” he says. “In the real world, problems don’t come neatly packaged by subject. We need students who can think flexibly, draw from across disciplines, and develop solutions that are creative and practical.”

One area Eric is particularly focused on is the rise of Artificial Intelligence (AI) in education. “AI is already embedded in our society and has enormous potential value in classrooms,” he acknowledges. “But it also carries risks. If students turn to AI before learning the process of research, analysis, and planning, their understanding will be shallow. Our role is to teach them to think independently first, and then use AI as a tool that extends their abilities, rather than replacing them.”

Investing in teachers

This forward-thinking approach extends to staff as well. For Eric, the professional development of teachers is central to creating the best learning environment. “Investing in our faculty is one of the most important things we can do,” he insists. “Teachers need access to current best practices and a deep understanding of how to apply them. For example, using principles like Universal Design for Learning (UDL) helps teachers create lessons that allow students to discover their own learning style and pace. That’s how we help every child produce their best work.”

Partnering with Parents

Another group Eric is eager to connect with is parents. “Parents are experts on their own children,” he observes. “They’re essential partners in education. The home environment provides emotional stability and acts as a safe zone, but it also connects children with their community, their city, and their natural environment. Families shape how children see the world and their role in it. Working together, we can prepare them not just for academic success, but to be responsible caretakers of the world.”

Every interaction matters

As Eric settles into his role, he embodies SIS’s school-wide goal for this year: “Every Interaction Matters: Connecting People, Aligning Programmes, and Uniting in Purpose to be the School of Choice at Every Level.”

Whether he is guiding accreditation, observing classrooms, supporting teachers, exploring the use of AI, or building strong partnerships with parents, Eric is committed to lighting fires of curiosity and learning in every part of the SIS community, and that promises to keep connection, and care at the heart of the SIS experience.

True to his philosophy, he welcomes connection and feedback. “Every perspective matters in shaping a school, and I would like to hear as many as possible.” he says. Members of the SIS community are encouraged to share questions or ideas with him directly at e.beck@intsch.se.