Sam is an educator and Ph.D. student in Leadership and Policy who is committed to service, ethical leadership, and student-centred education. He holds two master’s degrees, one in Business Administration in Finance and one in Education from Niagara University. His first 10 years of professional experience were in administrative and leadership roles in hospitality and banking. He has more than 17 years of experience in education at the secondary and post-secondary levels at Canadian and American International educational institutions, including 5 years in educational management.

His professional and personal life reflect key Vincentian values. Simplicity is shown in his focus on meaningful relationships and everyday engagement with students and family. He participates in extracurricular activities such as business clubs, student competitions, and inter-teacher-student sports games. He also values family life by spending time with his children, taking them to parks, and cooking for them, focusing on joy and connection rather than complexity. Therefore, Sam knows when to teach, speak, play, or act. Sam tries to choose the right way to do things.

Humility is reflected in his continuous learning journey. He completed an MBA in Finance to strengthen his knowledge in banking, then pursued a Master’s in Education to improve his teaching practice. He is now completing a Ph.D. in Leadership and Policy to develop his leadership skills and contribute to solving real community problems. He believes learning is a lifelong process.

Meekness guides his approach to discipline and leadership. He believes that anger leads to more conflict and damage, like a snowball effect. For this reason, he applies restorative justice practices when dealing with student behavior, focusing on dialogue, understanding, and positive relationships instead of punishment.

Mortification is demonstrated in his ethical decision-making. In 2009, he left a career in banking after recognizing unethical financial practices, including risky lending to the Lebanese government. This decision reflects his commitment to integrity and social responsibility, especially considering the 2019 financial crisis in Lebanon, which caused a bank run at all Lebanese banks, where the Lebanese currency depreciated and lost 98% of its value, and depositors lost access to their 80 billion US dollars, and Lebanese citizens suffered economic hardship.

Zeal is evident in his strong dedication to student success. He actively supports students, especially those at risk, by providing extra help before school, during lunch, and after school. He is committed to helping all students improve their motivation, engagement, and academic achievement. Moreover, he supports his students with their university and job applications by writing recommendation letters, especially since he has recently served at Ontario Independent schools, which has 100% university placement rate for grade 12 students.

His research focuses on teachers’ leadership and its impact on student motivation, engagement, achievement, retention, and school improvement, with academic interests in constructivist theory, self-determination theory, and motivation theory. In his professional practice, Sam applies transformational leadership frameworks when reviewing school vision and mission statements, ensuring alignment with strategies, measurable outcomes, and continuous school improvement. He has participated in school accreditation committees and contributed to policy development, including writing and revising policies to meet accreditation standards as well as health and safety requirements. His work reflects a strong commitment to ethical leadership, institutional accountability, and the continuous improvement of educational systems to better serve students and communities.