Educator Spotlight: Dr. Ricardo Vieira

Please share a little about yourself!

I am Dr. Ricardo Vieira, an experienced international educator and school leader who has dedicated more than 20 years to teaching, learning, and serving school communities across Brazil and China. I currently serve as Deputy Head of Primary and Whole School Designated Safeguarding Lead (DSL) at an international school in Shenzhen, China, where I support student well-being, staff collaboration, safeguarding practices, and schoolwide improvement initiatives.

I hold a doctorate in Educational Leadership from the American College of Education, a Master of Education in International Teaching from Framingham State University, certification as an Athletics Administrator through the NIAAA, and principal certification from the Principals’ Training Center. My professional passion centers on instructional and transformational leadership to foster a collaborative school culture where trust, professional growth, and shared purpose can thrive. I am particularly committed to developing professional learning communities (PLCs) that build teachers’ capacity, strengthen their sense of agency, and promote reflective practice. Outside of school, I enjoy sports and traveling, especially opportunities to explore and appreciate diverse cultures and perspectives.

What excites you about the world of international education? 

What excites me most about the world of international education is its power to bring together people, perspectives, and possibilities in ways that deepen learning far beyond the classroom. International schools are vibrant communities where diversity is not only present but valued as a strength that enriches relationships, broadens understanding, and prepares students to thrive in an interconnected, rapidly evolving, and dynamic world. I am especially inspired by the opportunity to support children in becoming independent learners who develop confidence, curiosity, and a strong sense of agency in their own growth. In these settings, students are encouraged to ask questions, think critically, reflect on their learning, and take increasing ownership of their decisions and actions. This foundation not only strengthens academic development but also nurtures the character, resilience, and interpersonal skills they need to grow into future leaders. I am excited by the role international education plays in helping young people become open-minded, compassionate, and responsible individuals who can collaborate across cultures, embrace challenges with courage, and make a positive difference in their communities and beyond. 

Equally important to me is the opportunity to build teachers’ capacity so they continue to grow as lifelong learners, strengthen their leadership, and cultivate meaningful relationships within the school community. Throughout my experience in international education, I have been passionate about creating collaborative cultures where educators feel supported, trusted, and empowered to reflect on their practice, learn from one another, and take initiative in improving teaching and learning. I believe that when schools intentionally invest in professional growth, instructional dialogue, and strong relational trust, teachers develop greater agency, confidence, and commitment to collective success. This not only enhances their professional journey but also creates a positive, sustainable impact on students, colleagues, and the wider school community. 

What’s next for you?

What excites me most about international education is the opportunity to serve diverse communities with purpose, empathy, and a deep commitment to growth. My passion for this work is closely connected to my doctoral research in educational leadership, which focuses on how instructional and transformational leadership can cultivate a collaborative school culture. This research has strengthened my belief that schools thrive when leaders intentionally build trust, develop people, and create the conditions for both students and teachers to learn with confidence and purpose. I am inspired by the possibility of applying this learning in meaningful ways to help children become independent learners, develop character, and grow into future leaders prepared to contribute positively to an interconnected world. 

Equally important to me is using the results of my doctoral work to make a practical, lasting impact on the communities I serve and the wider international school setting. I see research not as something separate from daily practice, but as a valuable tool to inform decisions, strengthen professional learning, and build systems that support collaboration, well-being, and continuous improvement. Through my work with teachers and leaders, I aim to translate research into action by building capacity, fostering leadership in others, and creating relational trust across the school community. In this way, I hope to contribute not only to the success of one school, but also to the broader conversation in international education about how leadership can shape healthy, inclusive, and high-performing learning communities. 

I am also excited to share that I have accepted an offer to join the American Cooperative School (ACS) Calvert in La Paz, Bolivia, where I will serve as Secondary School Assistant Principal. I am truly thrilled for the opportunity to become part of the ACS Calvert community and to contribute to its continued growth, learning, and collective success. Joining this new community represents both a meaningful professional step and a personal joy for me, as I look forward to working alongside students, teachers, leaders, and families in support of a positive, inclusive, and engaging learning environment. I am eager to bring my experience, passion, and commitment to collaboration to this role while continuing to learn with and from the community I will serve. 

Anything else you’d like to share with potential international educators?

Becoming an international educator is a unique and rewarding opportunity to grow personally and professionally while making a meaningful impact on students’ and school communities’ lives around the world. It invites educators to step into diverse cultural settings, broaden their perspectives, and build authentic relationships with students, families, and colleagues from many backgrounds. In doing so, teachers not only strengthen their own practice, adaptability, and global understanding but also help shape learning environments that deeply value inclusion, curiosity, and respect. International education offers the chance to inspire young people to become open-minded, compassionate, and responsible global citizens, while also allowing educators to contribute their talents in ways that enrich communities and create lasting positive change in education. 

My experience with International Schools Services (ISS) has been very positive and meaningful throughout my journey in international education. ISS has provided valuable support, guidance, and professional connections, helping me navigate the international school landscape with greater confidence and clarity. Beyond the recruitment process, I have appreciated the sense of community and the opportunity to connect with educators and leaders who share a commitment to high-quality learning and global-minded education. I strongly recommend ISS to educators considering a transition into international education, as well as to those seeking to expand their professional networks. The service not only opens doors to exciting opportunities but also provides incredible professional development, fostering relationships and conversations that can inspire growth, collaboration, and a deeper sense of purpose in our work as educators.