Dr. Liam Hammer is an experienced and highly accomplished educator with education qualifications from institutions in the UK, Australia and the USA. He boasts over 25+ years of international teaching and leadership experience across several continents using various curricula. Currently, Liam is the Head of School at the International School of Lusaka in Zambia. He is also an examiner, curriculum writer, and workshop leader, and does school authorization and evaluation visits for a number of accreditation bodies. His research interests center around the structural inequities in international education and he has presented at a number of conferences on the issue of split salaries on the basis of passports. Outside of education, Liam enjoys spending time with his family, traveling and playing golf.
In this conversation with K12 Digest Magazine, Dr Liam Hammer shares insights from his remarkable global career in international education. He discusses his strategic priorities at the International School of Lusaka, including a major redevelopment plan, technology adoption grounded in human relationships, and a firm commitment to safeguarding and operational excellence. Dr Hammer also highlights the importance of equity in international schools, purposeful innovation that aligns with core values, and building cohesive teams where diversity becomes a true strength. Below are the excerpts of the interview.
You’ve had a rich career in international education. What inspired your journey into school leadership, and what experiences have most shaped your approach to leading diverse learning communities?
I had an epiphany at age 16. Like many teenagers, I had no idea what I wanted to do when I grew up. I liked animals, so perhaps I could become a zookeeper or farmer; I liked reading, so perhaps I could be an author or a newspaper journalist. Our school arranged an aptitude test (we still do this nowadays) and this particular test suggested that a career in geology might be for me. I had no idea what geology was, but my father took me to an open day at university and I thought that might work. After all, I liked science and the outdoors.
During a routine Tuesday assembly at my Catholic boys’ school, a visiting Brother stepped up to the podium. I was probably half-asleep in the back rows, like most 16-year-olds enduring yet another inspirational talk. He shared his life story, likely hoping to inspire some of us to consider a religious vocational life. I didn’t absorb that message; I only heard him mention one experience: teaching English at a school in Papua New Guinea, in a village that was a day’s walk from the nearest airfield.
Immediately, I thought, “Wow, that’s what I want to do!” Suddenly, I knew I wanted to be an international schoolteacher. That single moment changed everything for me.
I spoke to my career counsellor straight away and found out that I needed a teaching degree and five years of experience in Australia. With that information, my path was clear. I enrolled in a Bachelor of Education, majoring in science education. I was so keen to begin my career, I even managed to organise my own internship at an international school in Indonesia, teaching maths, science and computers while still at university. Then, after graduating, I taught in Australian schools for the required five years. Finally, I went to a recruitment fair, got a job and moved to Thailand in 2001.
Looking back, it’s remarkable how one offhand comment from a visiting speaker completely shaped the direction of my life and career.
As for leadership, I didn’t want to be a leader to start with. Opportunities came along that I took. Sometimes, I didn’t always get them. But my leadership journey was kind of step-by-step. Head of Department to IB Middle Years Coordinator to Vice Principal Secondary to Principal & Head of School. Even the Head of School journey has seen me move from a small private Indonesian school, to an Eastern European private IB school, to a large privately owned group of schools in Malaysia to a large international school in Africa.
What are some of the key priorities you’ve focused on since taking on your role as Head of School, and how do you measure success in a global learning environment like ISL?
You have to balance strategic with operational. Right now, I’ve designed a 5-year master plan rebuild for the school that is well underway. But at the same tim,e we’ve developed our AI policy, strengthened our financial operations, our safeguarding processes and also hosted large events such as a Model United Nations or a 1500-strong PTA carnival and a colour run. You measure success against your strategic plan, set goals and work towards achieving them.
Technology continues to influence how schools operate. How do you see AI and digital tools transforming the way educators teach and students learn in the coming years?
Hmmm, this is certainly the key topic right now. Schools have been chasing the latest shiny tech for the last 20-30 years and the crucial point is that human relationships are key, they cannot be replaced. Tech for Tech’s sake is a mistake. Tech that supports how you work or do things, that’s an improvement. So I really feel we need to get our heads around AI and PedTech but by the same token we need to use our Human Intelligence or HI to make the best of the AI. (Thanks to Dr Nhekka Johnson for helping me learn about HI)
Leadership in education often involves balancing innovation with tradition. How do you ensure that ISL stays forward-looking while maintaining its core values and identity?
It’s about intentional evolution rather than change for change’s sake. At ISL, we ground everything in our guiding statements, they’re our compass. When we consider innovations, whether it’s implementing new technology, adjusting curriculum, or rethinking our spaces, we always ask: “Does this serve our core purpose of developing globally-minded, compassionate learners?”
Take our AI policy development, for example. We didn’t rush to ban it or blindly embrace it. We thoughtfully considered how it aligns with our values around academic integrity, critical thinking, and preparing students for their future. We signed up a team to complete the Middle States Association AI endorsement programme, and that really helped. We were purposeful, and intentional. Innovation should enhance, not replace, and that’s what makes us who we are.
I also believe in bringing the community along on the journey. Staff, students, and parents need to understand why we’re making changes and how they connect to our identity. Our 5-year masterplan isn’t just about new buildings: it’s about creating learning spaces that better reflect how we believe learning should happen. That’s forward-looking while staying true to who we are.
The key is being selective. Not every trend deserves our attention. But when an innovation can genuinely improve learning outcomes or student wellbeing while respecting our values, we move on it decisively.
As a leader who has worked across different countries and cultures, what have you learned about building cohesive teams and fostering a shared vision among staff and students?
The most important lesson I’ve learned is that diversity is your strength, not your challenge – but only if you actively cultivate inclusion. At ISL, we have staff from dozens of countries, students from over 60 nationalities, and a mix of expatriate and Zambian educators. That diversity brings incredible richness, but it can also create silos if you’re not intentional.
My research on salary disparities between expatriate and host country national teachers (published in several volumes with Dr. Megel Barker and Dr Robyn Hansen) really opened my eyes to the structural inequities that exist in international schools. You cannot build a cohesive team if some members feel undervalued or treated as second-class citizens. Addressing these issues openly and working toward equity has been crucial.
Practically, building cohesion means creating multiple touchpoints, formal and informal. Professional development that brings people together across divisions, social events that encourage mixing, collaborative planning time. I learned from my own experience playing sports in various countries that shared experiences outside the formal structure build the strongest bonds. That’s why I encourage staff to engage with the local community, not just stay in the expat bubble.
Communication is also critical. A shared vision only works if everyone understands it, sees themselves in it, and has opportunities to shape it. That means listening more than telling, and recognizing that good ideas come from everywhere, not just the leadership team.
Finally, model the behavior you want to see. If you want a collaborative, respectful culture, you need to demonstrate collaboration and respect in every interaction, especially when handling difficult situations.
Outside your professional role, what personal passions or interests help you stay grounded and bring balance to your life?
I advise new teachers that the instant community that international schools offer new teachers is great, because many other industries don’t have this. An engineer or geologist moving to a new country may not have the same support or number of expats in their new company and feel lonely to start with. But this instant community can also be a bit of a double-edged sword. There’s a tendency to get stuck in an expat teacher bubble. For genuine longevity you need to look beyond. For me, I joined sports teams, I’ve played cricket, rugby, Aussie football, sailing and golf around the world and made some really strong friends as a result. These connections outside the school community keep me grounded and remind me there’s a whole world beyond the campus gates. Whether it’s a weekend golf game or watching cricket, these moments help me maintain perspective and recharge.
What advice would you share with young educators and aspiring leaders who dream of making an impact in international education?
Go for it, but don’t rush. I see many young teachers these days want to rush, but if you do get the promotion, you may not have the toolkits or experience and knowledge to make it work. Everyone wants to be a CEO by 25, and schools are no different. I’m not saying it cannot happen, but in many cases, a young leader is just applying for positions that they’ll never get and then feel discouraged or end up in a dumpster fire and get burned.