Wanis2 - Salam School Staff

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Wanis Shalaby
Principal

wshalaby@salamschool.com

"True  leaders are not those who strive to be first but those who are first to  strive and who give their all for the success of the team. True leaders  are first to see the need, envision the plan, and empower the team for  action. By the strength of the leader’s commitment, the power of the  team is unleashed" (anonymous). Mr. Shalaby has been an educator for  more than thirty years. He holds a BA and an MA in Language, Literature  and Middle Eastern Studies from the University of Alexandria, an MS in  Educational Administration and Supervision from the University of  Tennessee, and an MA in Translation and Interpretation from the  University of Wisconsin-Milwaukee.

Mr.  Shalaby has taught at a variety of schools including, Egyptian, Irish,  French, and American. He was the Principal of Annoor Academy of  Knoxville, Tennessee, for the duration of years 2002 to 2006. He also  served as a mentor for international students interested in private  education at the University of Tennessee. He then moved back to the  greater Chicago land area to serve as an Associate Principal at the  Islamic Foundation School (IFS).
During  his tenure at Salam School, Mr. Shalaby lead the establishment of Salam  High School, coordinated the school’s transition into two campuses and  soon the third, steered the school’s accreditation by WRISA and AdvancED  three times, mentored and successfully placed four administrators  within the school, conducted professional development sessions for  educators to improve their crafts, appeared as a consultant at many  venues to assist other schools throughout the country and beyond its  borders, proliferated the school course offerings and enhanced their  quality (11 AP designations), and increased the student enrollment from  290 students in 2006 to almost 850 students presently.  Mr. Shalaby’s  philosophy of education is to create a threat-free environment that  nurtures the education of the whole person. His interests involve  reading, exercising, and dialoging.

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