Mr Shane Campbell丨Meet our Educators

With over 25 enriching years in the education sector, I've been privileged to shape the academic journeys of numerous pupils across New Zealand and Malaysia. Early in my career, I held positions such as Head of Department in Mathematics and Physical Education. I quickly progressed into Deputy Principal positions and had the opportunity to lead Bilingual Schools. These roles helped me develop a deep understanding of bilingual education and the importance of creating dynamic, pupil-centred learning environments. 

During my 11 years experience as a Principal in New Zealand, I developed my expertise in strategic planning, change management, and community engagement. Notably, as Principal of a large Middle School in New Zealand, I led the planning and implementation of strategic initiatives that significantly elevated educational outcomes focused on academic excellence and positive school culture. As a result, this positioned the school as the school of choice within the community, leading to significant roll growth. My responsibilities extended to overseeing the Marlborough District Technology Centre, catering to 1,300 pupils. The Technology Centre emerged as an exemplary STEAM model, lauded throughout New Zealand. I frequently led educational tours, highlighting the centre's excellence to educators from New Zealand and Australia. As a lead school within a district Community of Learning encompassing 21 schools, I demonstrated my capability in positioning schools as beacons within their communities. This role resulted in attracting educators locally, nationally, and internationally, seeking insights into exemplary teaching practices, self-review, and positive school culture.

 Additionally, I had several years' experience as President of the Marlborough Principals Association in New Zealand, where I served as the key link between the Ministry of Education and all schools within the region. I was also a member of the NZAIMS (New Zealand Association for Middle Schooling) and participated in educational research projects with Melbourne University, Australia. Additionally, I took pride in mentoring first-time principals, facilitating their professional growth and leadership development. 

From 2020 to 2024 I was Deputy Head of School at a large International School in Kuala Lumpur, comprising 1,450 pupils. I successfully led the school through a comprehensive CIS Team Evaluation process, achieving 50 Major Commendations from the CIS Evaluation Team. This role further deepened my expertise in leading multicultural teams and creating an environment of continuous improvement and teacher-led innovation. I also developed a Bilingual Educational pathway for pupils (English/Mandarin), which led to waiting lists due to high demand for enrolment in the Bilingual pathway. Developing coherence across all sections of the school was also a high achievement in my leadership role.

Reflecting upon Wellington College's ethos, the phrase "Inspiring our children to be Learners, Connectors, and Changemakers" particularly resonated with me. I had other excellent job opportunities to consider; however, the positive vibes I received during my discussions with Dr Yang convinced me that Wellington College Tianjin was the best option. I also spent many hours researching Wellington College, including talking to other educators within China, who confirmed that Wellington College is quickly becoming the school of choice for teachers and pupils within China. 

Strengthening Safeguarding and Well-Being: As a lead member of the Safeguarding team, I will prioritise the ongoing review and enhancement of our safeguarding policies and procedures. Ensuring the safety and well-being of pupils and staff is paramount. My goal is to build an inclusive and trusting environment where everyone feels listened to, supported, and valued. 

Continuous Improvement: Establishing a framework for continuous self-evaluation will be essential. By reviewing and tracking the effectiveness of our initiatives (e.g., our ASA programme), we can make informed decisions that drive sustained improvement and high-quality outcomes for our pupils and staff. 

Pupil Leadership and Pupil Voice: A significant priority will be to empower our pupils by offering pupil leadership opportunities and ensuring that their voice matters. I will encourage the establishment of pupil-led initiatives and activities where our pupils can actively participate in decision-making processes, take on leadership roles, and pursue projects that matter to them and their peers. This approach will not only enhance their leadership skills but also ensure that their perspectives are integral to the school’s future development. 

Positive School Spirit: Creating a positive school spirit where every student and staff member feels valued and motivated is essential. I aim to work alongside our staff and pupils to focus on initiatives that promote inclusivity, respect, and a shared understanding of our values across the school. This involves working together to create fun and engaging opportunities to further enhance our environment where diversity is celebrated, and every member of the school community feels a strong sense of belonging and pride. 

As education continues to evolve, boarding schools stand out as a premier choice for parents aiming for comprehensive development and future success for their children. Research consistently shows that these institutions provide unique advantages that extend far beyond traditional schooling. 

Boarding schools are specialised training grounds for independence and self-responsibility—qualities crucial for adult life. Pupils master the art of managing their own schedules, personal care, and academic obligations. Away from the comforts of home, they learn to navigate challenges, fostering resilience and self-confidence. This early transition to autonomy equips them with a mature approach to life's demands. 

As the Boarding Housemaster, I am committed to creating a vibrant, inclusive, and supportive community for our boarding pupils. My focus will be on enhancing their residential experience through high levels of support, fun and engaging activities, and developing a strong sense of belonging. Boarding at Benson offers a holistic educational experience that prepares pupils for the challenges and opportunities of future life.

Embrace Independence and Responsibility: One of the biggest changes you'll experience is the increased level of independence. Learn to manage your time wisely, balancing academics, personal care, and leisure activities. This will not only help you succeed here but also prepare you for life beyond school. 

Build Strong Peer Relationships: Living in a boarding house means sharing your space with other pupils from diverse backgrounds. This is a fantastic opportunity to make lifelong friends. Be open, approachable, and considerate. The friendships and networks you create here will be invaluable. 

Seek Support When Needed: Being away from home can be challenging, especially in the beginning. Remember, you have a support system here, including house parents, tutors, and counsellors. Don't hesitate to reach out if you need help or just someone to talk to. 

I enjoy watching sporting events and following current events. I also enjoy fishing, snorkelling, and going to the gym.