Leaders Are Not Born, They Are Made

The training path of Armen Harutyunyan and Tamara Simonyan as part of the Education Management and Leadership program

Ayb's vision goes beyond student-centered education, recognizing that the most profound transformation in the education system begins with reconsidering the role of the teachers and principals. Therefore, the training and capacity building of teachers and principals is one of the core aspects of Ayb's educational mission. Training becomes an outliving experience, reshaping not only the trainees' professional competencies but also their way of thinking.

Everything Seemed Vague at First

When the training competition for principal candidates of general education institutions was announced, Armen Harutyunyan was not yet appointed as the principal of Yerevan Secondary School No. 187. "At that time, I was an acting principal and decided to challenge myself by participating in the competition," Armen tells.

Tamara Simonyan, a mathematics teacher at Yeghvard High School No. 1, developed a similar interest.

Both decided to take the chance, successfully passing the competition stages without truly knowing what lay ahead.

"To be honest, we initially had a rough idea of the program benefits,” Armen admits, "However, with each meeting, the picture changed. We realized we were gaining vast knowledge, skills, hands-on experience and analysis of international practices. Most importantly, this practice was adapted to the realities of our schools," Armen adds.

Tamara, in turn, recalls, "I tried my best, participated and managed to get through both stages. In the beginning, I had no idea what path lay ahead."

Armen compares the training to a master’s program:

"It was like completing a two-year master’s program in just seven months, acquiring knowledge not only theoretically but also practically."

The specialists worked at schools throughout the training period, making the knowledge gained more accessible and easier to put into practice.

"This is not just training, but practical knowledge. For instance, take human resource management, which is a global concept. In a school context it takes on a completely different meaning," Armen notes, emphasizing that people at school don’t simply show up for work. "They build and create. We might think of it as human resource management, but we'd never say it that way. Our colleagues are educators wholeheartedly committed to their work."

Tamara also states that the seven-month program was both engaging and challenging: "That was a path full of trials. However, together with my friends and colleagues, we passed it with honor, reaching the final stage."

The study of international practice had a distinct role, making a significant impact. "We noticed that we are somewhat behind; international approaches tend to reach us slowly. However, that is exactly what motivated us. Learning from others' solutions and methods helps us see and overcome challenges differently," Armen adds.

According to Tamara, when teachers take on the role of learners, they start to reevaluate not only their professional skills but also the true meaning of their mission.

Competition or Collaboration? Seven Months of Rethinking

The seven-month training was more than a series of courses for teachers. It was a journey of reconsideration, questioning and transformation.

Armen Harutyunyan believes these months brought about the reevaluation of what it means to be a true leader. "I've always thought that any growth requires competition. At first, we had some disagreements with the trainers on this point," Armen recalls.

However, experience has shown that collaboration can make a team much stronger. "There came a point where I realized when everyone shares a common goal, growth becomes deeper, more meaningful and lasting. Now I believe collaboration is the driving force behind everything," Armen stresses.

Tamara experienced an equally profound transformation. These seven months became a period of personal and professional growth. "Teachers must keep growing. In today's super-powerful digital age, when everything is just a click away, they simply have to develop to make a real impact," Tamara notes.

The training brought surprises for both Armen and Tamara. At the launch of the training, Tamara thought everything would focus solely on the design of a school’s development plan. "However, this was just the beginning. As part of the program, we received comprehensive multifaceted training, covering management models, human resource management, strategic thinking and effective presentation of knowledge," Tamara tells.

During this period, Armen started to reconsider his ideas about management models. "It has long been believed that vertical management leads to faster results. However, creativity is the most important aspect of the education system, and it cannot be achieved by giving orders. Leadership provides inspiration and inner strength that drives people forward," Armen notes.

Both admit that the training provided not only professional growth but also a path to self-discovery. For Tamara, "This wasn’t just training. It was an environment where you start to better understand yourself as a teacher, a colleague, and a leader."

When Training Brings a Change of Mindset

Sometimes, the training's greatest value lies not in what you gain from the program, but what stays with you afterward. Armen considers that everyone in the education system, from students to principals, needs constant training. It should be viewed as a continuous development of thinking, rather than a mandatory procedure or a means to obtain a document.

"We seem to have a deeply rooted belief that a diploma, a state-issued certificate of quality should be valid for a lifetime. In today's rapidly changing world, especially in the field of education, that mindset no longer works," Armen notes.

Armen also highlights the real value of training: "Content-based training is much more important than simply updating old knowledge. It's about learning something new or applying knowledge in a new way. When people start to enjoy the knowledge and applicable skills, training becomes an internal commitment, not an external requirement."

Tamara Simonyan completely shares this approach. What made the seven-month training valuable, in her view, was the change in mindset. "This training not only equipped me with specific knowledge and skills but also reshaped my perspective on the teacher's role, purpose and responsibilities," Tamara notes.

In her recollection, the most important moments of the training were the sessions when the practical component followed right after the theoretical part. "These were hands-on activities based on real-life scenarios—for instance, presenting the school’s development plan or introducing yourself and your goals to an audience. That experience had a huge impact on me," Tamara tells.

However, that impact did not end with the training. Tamara notes that after each session, the training participants immediately tried to apply what they experienced in the classroom. "I promptly applied everything I learned in my classroom. It was not only the content itself but also the trainer's approach and motivation. Perhaps I mostly used methods for motivating students. I wish to see this motivation spread throughout the sector, shifting the perception of training from a mandatory stage to an integral part of learning culture. Every specialist understands that continuous learning is essential for moving forward," Tamara adds.

When Training Becomes a Shared Vision

One of the most interesting insights from the training was seeing a real professional community form around ideas, practices and approaches. Armen was pleasantly surprised to meet specialists he had never encountered before. "I searched online and realized the level of expertise and professionalism they possess. They had the skill to manage classroom and convey complex topics in a simple way. We gained in-depth experience," Armen tells.

The training changed Tamara Simonyan's entire mindset. "At first, we thought we had to set a goal and achieve it at all costs. However, month after month, a new idea was instilled in us—the importance of team goals. The whole team should define the mission and vision, sharing a joint path to achieve them," Tamara tells.

This change not only gave Tamara a new professional perspective but also shaped a clear vision of her future. "I’ve been involved in numerous trainings, both as a participant and as a trainer. This was the only experience where the theory, practice, and real-world situations complemented each other. I'm confident that one day, this training will help me establish my dream school, which will serve as an example," Tamara adds.

Both Armen and Tamara confirm that training becomes a process that transforms mindsets, aligns visions, and fosters community building. It goes beyond being just another stage, turning into a life-changing experience.

The training is implemented by the Ayb Educational Foundation and UNICEF, in cooperation with the RA MoESCS, through EU funding