Sarah El Khanji

From classroom teacher to reflective leader – how ELiP helped one educator expand her impact

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Sarah El Khanji is an experienced educator with over five years in the international education sector in Qatar, specialising in the IB Primary Years Programme (PYP). Three years ago, she was a Jolly Phonics Language Lead and, for the last two years, she has been a team lead. Her professional philosophy focuses on empowering students to become lifelong learners equipped with critical thinking, curiosity, and a global perspective. She’s particularly passionate about instilling a love for reading from the early years, recognising it as foundational to academic excellence and personal growth. Sarah is committed to continuous development, whether personal, professional, or within the learning community. Through innovation, collaboration, and purposeful teaching, her aim is to foster inclusive, engaging environments where every learner is inspired to reach their fullest potential. Sarah embraces this herself, as an active learner, having reached the mid point of the Manchester MA Educational Leadership in Practice programme.

For many educators, leadership begins long before the official title is awarded. It starts with a willingness to learn, a commitment to others, and a belief that every student deserves the opportunity to flourish.

For Sarah El Khanji, now a Grade 2 Homeroom Teacher and Team Leader at ACS Doha International School, which offers the US High School Diploma, IB programmes and a supportive learning community, those values have shaped every stage of her career. What began as a passion for learning has evolved into a commitment to leading others, empowering colleagues, and making a lasting difference across her school community.

“I’ve always loved learning and sharing knowledge with others,” she says. “Watching children grow into confident, independent learners is incredibly rewarding. Their growth motivates me to keep learning too.”

That mindset has defined a career built on continuous development. Starting in Early Years education, Sarah discovered the value of play-based learning and the importance of creating meaningful experiences for young children. Moving into the Elementary years and teaching within the International Baccalaureate framework broadened her understanding of inquiry-based learning and encouraged her to think more deeply about how students learn most effectively.

As Sarah’s experience grew, so did the opportunities to lead.

Taking on roles as a Team Leader and leading a language programme allowed her to support colleagues as well as students, developing skills in mentoring, collaboration and whole-school improvement. Yet despite these achievements, Sarah recognised there was still room to grow.

“I reached a point where I felt ready for the next challenge,” she explains. “I wanted to build on my classroom experience and develop the leadership skills to make a wider impact.”

That search led her to The University of Manchester’s part-time MA Educational Leadership in Practice (ELiP) programme.

Although balancing a master’s degree alongside a full-time teaching role, leadership responsibilities and raising two young boys while living overseas was no small undertaking.

“The flexibility of the programme, the relevance of the modules, and their strong focus on educational leadership aligned perfectly with the skills I wanted to develop,” says Sarah. What really confirmed my decision was the support from the University of Manchester team; even before I enrolled, they took the time to meet with me online, answer my questions, and reassure me throughout the process. There was never going to be a perfect time,” she admits. But the flexibility of ELiP gave me the confidence to invest in myself.”

From the outset, the programme felt different. Rather than waiting until graduation to apply new ideas, every module immediately connected with her daily work in school.

“One of the greatest strengths of ELiP is that I was constantly bringing something new back to my team and my students. Every module offered fresh perspectives that influenced how I made decisions and led others.”

More importantly, ELiP transformed not what Sarah did, but how she thought.

“It made me much more reflective and intentional,” she says. “Instead of simply solving problems, I began viewing challenges as opportunities for collaboration, growth and positive change.”

That shift in mindset has strengthened every aspect of Sarah’s leadership approach. Whether supporting colleagues, leading a team or working with students, decisions are now grounded in thoughtful reflection and a deeper understanding of educational leadership.

While the academic learning has been invaluable, it is the people who have made the experience truly memorable.

“The cohort is one of the highlights of ELiP,” she adds. “We all come from different countries, cultures and educational systems, and every conversation challenged me to think differently. I learned just as much from my peers as I did from the programme itself.”

Returning to university also reminded Sarah of something every educator sometimes forgets: teachers are learners too.

“I think teachers make some of the best learners because learning is part of what we do every day. We learn from our students, our colleagues and our wider school communities.”

Managing multiple roles required discipline and balance. Sarah’s approach was simple but effective: to be fully ‘present’ wherever she was.

“When I was teaching, I focused on being fully present for my students. When I was studying, I became the student. And when I was with my family, I was simply a mum. Setting those boundaries helped me avoid burnout and give my best to each role.”

The confidence developed through ELiP has already opened new opportunities for her. Recently participating in her first professional panel discussion, Sarah found herself reflecting not only on her own experiences but on just how far she had come.

“It pushed me outside my comfort zone, and I’m proud of that. It reminded me how important it is to keep saying yes to opportunities that help you grow.”

Looking ahead, she sees leadership as a journey rather than a destination.

“I can already see the positive impact ELiP has had within my school community. It has reinforced my confidence, refined my leadership approach and prepared me for whatever comes next. I’m excited to continue growing, embrace new leadership opportunities and expand my impact beyond the classroom.”

For teachers considering the programme, Sarah’s advice is both honest and encouraging.

“The first step can feel daunting, but from the very first module you’ll notice a difference in how you think, reflect and approach your work. ELiP isn’t simply about earning a master’s degree. It’s about becoming the kind of leader who inspires others, leads with purpose and makes a meaningful difference in education.”

For this ELiP student, that journey is already well underway.