Oliver St Clair Proctor

Oliver has been the Headmaster of St George’s College North since 2017. During that time he has spearheaded a programme of growth for the school resulting in:

  • IB Diploma average passing rates increasing by 25%.

  • Admission rates increasing by 40%.

  • Becoming the first Google Reference School in Argentina.

  • Positioning the school in the Spear’s top 100 Schools Worldwide.

  • Designing and implementing the Future of Learning school development plan, winning an invitation by the IBO, LAHC and R&A to present the project at their global conferences.

  • Opening up a Toddlers Classroom, with accompanying waiting list, building a Learner’s Space, Inquiry Centre, Black Box Studio, Makerspace, Community Engagement Team and office, Forestry Classroom and hopefully soon an Aquatic Centre.

Oliver St Clair Proctor

Oliver has a Masters Degree in Business Administration (MBA) from Quantic School of Business and Technology (Washington), a Masters Degree in Educational Leadership from Roehampton University (London), and a first class BA Hons Degree in Drama from the University of Manchester (UK). In addition he holds professional qualifications in; Project Management (PRINCE2), Fundraising (IoF), Teaching English as a Foreign Language (College of Teachers), as a Google Certified Teacher (Level 2), and many IB and Safeguarding course certificates.

Oliver’s professional career has seen him lead transformational educational programmes at leading international schools in the UK (Southbank International School London) and in Argentina (St Andrews Scots School and St George’s College). He has fundraised more than US$3 million for international NGOs, building high level charity-corporate strategic partnerships. He has also worked as an Educational Director designing innovative and change making Arts for Development programmes in Uganda and in India and in the UK with homeless, refugee, prisoner, youths at risk, gangs, mental health and school excluded children.

Oliver Proctor
Oliver Proctor

Oliver is passionate about leading positive change in education. His non-negotiables are bringing teams together behind shared pedagogic goals and investing in an Active Student Centred educational model, built around wellbeing and technology as a positive disruptor to learning. You can read his Educational Philosophy Statement here:

Educational Philosophy Statement

For young people to succeed in the future they will need knowledge, competences, and dispositions to thrive in an ever-changing world. Their time at school should set them up to become global citizens, fostering curiosity, critical thinking, and agency in learning. This can all be grounded in core values and sound ethics, and in an environment which prioritizes social and emotional learning. Practices that encourage an authentic engagement with the world around them will empower them to be agents of change. In this process the young people have their awareness raised of the complexities and realities of a world that needs to be sustained, nurtured, and transformed for future generations.

All practice in education should be research-based. The leading framework for learning today is one that is active, student centred, and built upon the wellbeing of the child. This combination is a recipe to create an intrinsic motivation to learn and succeed at school. This is not innovative, the IBO placed these fundamentals at the centre of their programmes fifty years ago, but only now is the world’s educational community really waking up to the need and benefits of such an educational philosophy and model.

Innovative learning is both purposeful and challenging in equal measure. It needs to be academically stretching and conducted in a spirit of discovery. There is no longer a one-size-fits-all approach, instead learning is personalized and inquiry driven. The inquiry comes from passionate and practiced professionals working as guides and constantly looking to foster the natural curiosity and creativity in all children. To enable this to occur the school day should not be rushed, compartmentalized or over long, ideas take time to percolate and projects need time and space to develop. Chopping and changing between too many subjects, divided by a bell, can be detrimental for many learners. Longer blocks of time, dedicated to inquiry and discovery and the deepening of critical thinking and competency development fits a more natural rhythm for young people’s cognitive development. Homework should where possible be a “flipped classroom”, where students prepare for active learning the following day in class by absorbing preparatory material in the tranquility of their homes.

Social and emotional learning must sit at the heart of a world-class curriculum. Children must Be well to Do well. When we dedicate time to the social and emotional wellbeing of learners we see an immediate improvement in their learning experience, in their motivation and in their sense of security. The role of a (house) tutor in a learner’s life foments a trust and confidence key to successful academic, social and emotional development. The relationship opens up a reflexive space where partnership learning can occur and skills can be practiced before returning to wider school life. There should be a constant focus on the wellbeing of the school community. A well community is inclusive, celebrates international mindedness and diversity, is grounded in respect and care for each member and puts the emphasis always on the team.

Finally the schools taking education forward are going to be those with an unwavering commitment to the health of the world, to the environment and to sustainable practices. They will embrace technology as a positive disrupter to learning but also cherish the natural world and keep returning to it to learn from and within. Physical and mental health are best developed in natural surroundings.

In Learning,

Firma Oliver Proctor

Oliver Proctor