Israa Osman

Alumni spotlight: Israa Osman - Co-Founder and Educational Services Manager at Teach-O-Gen, Riyadh, Saudi Arabia

‍On a mission to transform the world through education

Manchester ELiP Alumna, Israa Osman is on a mission - to inspire, empower, and support Leaders, teachers and learners to achieve their full potential and make a positive impact on the world. Her own ELiP learning experience has opened professional and entrepreneurial opportunities and she has quickly applied her learning into her company’s professional development programmes, for the benefit of clients. Teach-O-Gen provides edtech solutions and creates sustainable partnerships with educational institutes nationally and internationally. With over sixteen years of experience in the education sector, Israa has a strong background in entrepreneurship, educational leadership and professional development. She is also the author of various articles published in international blogs and journals, in which she shares her insights and reflections on topics related to education management and edtech, such as leadership, curriculum development, assessment, pedagogy, and innovation. Israa’s mission is clear and she is well on her way to achieving it. Here she shares more about her journey.

‍What made you select the Manchester MA ELiP programme?

Selecting the Manchester MA in Educational Leadership (ELiP) was a carefully considered decision. I sought a programme that combined rigorous academic study with practical leadership skills tailored to the evolving landscape of education. Manchester’s reputation for excellence, the innovative curriculum, and the focus on leadership in diverse educational settings resonated strongly with my aspirations. The ELiP programme’s emphasis on innovation and real-world application made it stand out as the ideal choice to deepen my understanding and enhance my ability to lead meaningful change in education.

‍After all your professional experience, why did you join ELiP in 2020 and was it linked to career ambitions at the time?

Despite extensive professional experience in education, 2020 felt like a pivotal moment to formalise and expand my leadership capacity. The global challenges posed by the pandemic highlighted the urgent need for adaptive, innovative leadership in education. I was motivated to equip myself with advanced skills to respond effectively to these challenges. Moreover, the decision was closely linked to my career ambitions: I wanted to transition from being solely a teacher to becoming a strategic leader and change-maker in education, capable of influencing policy and practice on a broader scale.

‍What were your aims and expectations before starting?

Before starting the ELiP programme, my aims were clear: to gain a deeper theoretical understanding of educational leadership, develop practical strategies for innovation, and build a professional network of like-minded educators. I expected a challenging yet supportive environment that would push me to think critically about leadership models and educational change. Additionally, I hoped to refine my skills in research and data-driven decision-making to better support teachers and learners in my professional context.

‍Have these goals been realised or changed in any way, as a result of the experience?

Many of my initial aims were fully realised, and some evolved as the programme progressed. The academic rigour and practical focus exceeded my expectations, enhancing my confidence in leading complex projects. I gained new perspectives on leadership styles and the importance of emotional intelligence, which I had not fully appreciated before. The experience with my professors also inspired me to place greater emphasis on collaborative leadership and continuous professional development, which has become central to my ongoing work.

‍How important were your fellow students to your learning and overall experience?

My fellow students were invaluable to my learning journey. Coming from diverse educational backgrounds and countries, they enriched discussions with varied perspectives and experiences. This diversity challenged my assumptions and broadened my understanding of global education issues. The collaborative projects and peer feedback fostered a supportive learning community that motivated me to push beyond my comfort zone. The relationships built during the programme continue to be a source of professional support and inspiration.

‍What do you feel you contributed to the shared learning experience?

I believe I contributed a practical, real-world perspective grounded in my extensive experience as a teacher, trainer, and co-founder of an educational transformation company (Teach-O-Gen) afterwards. I shared insights on accreditation processes, teacher development, and innovative pedagogies, which sparked engaging discussions. Additionally, my collaborative approach and willingness to support peers helped create a positive and inclusive learning environment. I also brought a passion for integrating technology in education, which complemented the programme’s focus on innovation.

‍How important was the learning format, including the course conferences and faculty interaction?

The learning format was crucial to the programme’s success. The blend of online modules, face-to-face conferences, and interactive faculty sessions provided flexibility while maintaining engagement especially during the hard times of lockdown during the pandemic. The conferences were particularly valuable for networking and deepening understanding through workshops and seminars. Faculty members were approachable and expert, offering timely feedback and mentorship that enriched the academic experience. This format balanced theory and practice effectively, accommodating busy professionals like myself.

‍Were you able to put your learning into practice, in the classroom?

Yes, the practical nature of the ELiP programme meant I could immediately apply many concepts in my work. For example, I introduced new leadership strategies to support teacher collaboration and professional growth through our professional development programs at Teach-O-Gen. I also used data-driven approaches learned during the course to assess training needs and measure impact more effectively for our partner schools. This direct application reinforced my learning and demonstrated the value of integrating theory with practice.

‍How has the learning and qualification impacted your career development?

The qualification has significantly enhanced my credibility and opened doors to leadership roles and consultancy opportunities. It has allowed me to lead more complex projects, influence educational policy discussions, and expand my professional network internationally. The learning has also deepened my strategic thinking and confidence, empowering me to take on entrepreneurial ventures and support other educators through training and mentorship at Teach-O-Gen.

‍Were you self-funded or sponsored?

I was self-funded, viewing the investment as essential to my professional growth. This commitment reflected my belief in lifelong learning and the importance of taking ownership of my development. The programme’s value far exceeded the financial cost, given the skills, knowledge, and networks gained.

‍Your stated mission is to inspire, empower, and support leaders, teachers and learners to achieve their full potential and make a positive impact on the world. How has ELiP contributed to helping you achieve this?

ELiP has been instrumental in shaping my mission. It provided the frameworks and tools to lead with purpose and innovation, enabling me to inspire and empower others effectively. The programme’s focus on leadership development and educational change aligns perfectly with my goal of supporting educators to unlock their potential. ELiP strengthened my ability to design impactful professional development and advocate for systemic improvements that benefit learners globally.

‍You have developed a multi-dimensional career as a teacher and entrepreneur and now by helping other teachers – was this always your ambition?

While my initial career focused on teaching, I always aspired to have a broader impact. Over time, my passion for educational leadership and innovation grew, leading me to entrepreneurship and consultancy through founding Teach-O-Gen. Helping other teachers realise their potential became a natural extension of my journey, driven by a desire to multiply positive change. ELiP accelerated this transition by equipping me with the skills and confidence to lead and mentor at scale.

‍How would you describe your alumni experience, based in Saudi Arabia?

The programme’s international perspective resonates with the dynamic educational reforms happening in the region. Staying connected with fellow alumni and faculty provides ongoing opportunities for collaboration, learning, and professional growth. This network supports my work locally while keeping me engaged with global best practices.

You are now sharing your own knowledge and experience through your writing as an author – how important is this to you?

Writing allows me to extend my impact beyond immediate professional circles. It is a powerful way to share insights, inspire educators, and contribute to educational discourse. Authorship is both a personal passion and a professional responsibility, enabling me to document and disseminate knowledge that can support teachers and leaders worldwide. It complements my mission to empower others through accessible, practical resources.

‍Your commitment to mentoring and volunteering suggest that your personal and professional values align closely with those of the University? What do you give and receive through these activities?

Mentoring and volunteering are deeply fulfilling, reflecting values of service, collaboration, and lifelong learning. Through these activities, I give time, expertise, and encouragement to emerging educators and leaders. In return, I gain fresh perspectives, renewed motivation, and the satisfaction of contributing to others’ growth. These reciprocal relationships embody the spirit of the University’s community and enrich my own development.

‍Edtech is a hot topic – how do you see the evolving impact in the classroom (teachers and pupils, parents) of technologies such as AI?

Edtech, especially AI, is transforming classrooms by personalising learning, automating administrative tasks, and providing real-time data insights. For teachers, AI can enhance instructional strategies and free up time for meaningful interaction. Students benefit from tailored learning paths that accommodate diverse needs. Parents gain better visibility into progress and engagement. However, ethical considerations and digital equity must guide implementation to ensure technology supports, rather than replaces, human connections in education.

‍Do teachers make good learners?

Absolutely. Teachers are naturally curious, reflective, and committed to growth, which are key attributes of effective learners. Our daily practice requires continuous learning to adapt to diverse student needs and evolving curricula. This mindset makes teachers well-prepared to engage deeply in professional development programmes like ELiP. However, it’s essential that learning opportunities are relevant, collaborative, and reflective to fully harness teachers’ potential as learners.

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