Jacques Weber, Head of School, Dallas International School

In an interview with Invest:, Jacques Weber, head of school for Dallas International School, discussed the school’s commitment to academic rigor, its approach to fostering global citizenship, and how experiential learning plays a central role in developing student autonomy and leadership by intentionally fostering inclusivity and community spirit.

What are some of the major initiatives you have led during the past year, and how have they impacted the school’s academic environment?

This is my second year at Dallas International School. When I joined, the school was already on a growth path, and much like many other schools, we were also recovering after the pandemic. It is a multiyear process to rebuild and adapt to these changes.

One of the significant initiatives we have undertaken is around our unique dual accreditation. We are the only school in North Texas accredited both regionally by the Independent Schools Association of the Southwest and internationally by the French Ministry of Education. In Texas, there are only four schools accredited by the French Ministry, and across the United States, only 12 schools have high school programs that offer the French Baccalauréat (Bac). We are proud to be one of those 12, and we offer students a choice between the French Bac or the International Baccalaureate (IB) Diploma Program alongside a local high school diploma.

One of the challenges we have faced, which is common in Franco-international schools, is that we have had a “triangular enrollment model,” meaning there were limited entry points for students who did not speak French. This created a reliance on luck as we would be left hoping students would remain with us rather than move back to France or elsewhere, as there was not a big local French-speaking market to draw from.

To address this, we are increasing our access points for non-French speakers. Previously, 62.5% of our grades were open to students who did not speak French. By August 2025, 93.7% of our grades will be accessible to students regardless of their French language ability. Only fourth grade will still require French. This change will better serve the community and open doors for families who want their children to join our international school. This will show why Dallas International School is a true international school.

How are you preparing students to tackle global challenges, especially in terms of skills like critical thinking and collaboration?

We start building those skills as early as 2 years old. It begins with fostering autonomy and independence in small ways, like letting a child carry their oversized backpack and take off their coat by themselves. These are simple actions, but they help build a foundation of doing things on their own.

By the time students are in high school, this autonomy translates into high-quality, university-level work. We focus on evaluative thinking to teach students not just to reproduce information but to generate new ideas. This critical thinking is key. We want them to challenge what they read or hear and to understand how to validate their knowledge.

At the same time, we stress the importance of collaboration. In group projects, we encourage students to identify when a peer may need support and step up to help. It is about learning to work together, which is vital in tackling real-world challenges.

We have also made a commitment to inclusive education. Our inclusive education department works with students who face barriers, ensuring they have the tools and support to engage in critical thinking and collaboration to the fullest extent possible.

With AI and technology rapidly evolving, how are you leveraging new technologies to enhance learning experiences?

Technology is evolving quickly, and it’s crucial for us to remain intentional in how we use it in education. I believe intentionality is key. We do not want to make reactive decisions; rather, everything should have purpose. This applies to technology, whether it’s AI or any other tool.

There has been some resistance to AI, which reminds me of an interaction I had at a parent-teacher coffee event last year. One parent asked me, “What are you going to do about AI?” I found the question puzzling, but at its heart, I understood her concern because she was worried about AI replacing thinking. The truth is, this concern is not new. In the past, people were worried about calculators and how they might ruin students’ ability to think mathematically. But that did not happen. Instead, calculators enhanced our efficiency. AI is much the same as it is just another tool that can enhance our work, not replace it.

For example, AI can help us with tedious tasks, such as analyzing data sets. I encourage my staff to lean into AI to make their work more efficient. At the end of the day, though, AI will not replace learning or understanding. It is just a tool to help manage some of the workload. Students could always ask someone else, like an older sibling, to help review their work and give them feedback, but they could not ask their sibling to do their work for them. Support cannot replace the student’s understanding of the material. The same applies to AI.

This is why we have developed an official AI Use Policy through a traffic light system. Teachers can designate assignments as “green light,” “yellow light,” or “red light.” Green light means students can use AI to help organize and even draft portions of their work. Yellow light means they can use AI to organize but not draft any sections. Red light, of course, means no AI use at all.

What trends are you observing in the educational landscape of Dallas, and what are your priorities for the school in the next two to three years?

One trend I have noticed is increased mobility, particularly among international families moving to Dallas. I spent seven years in Austin before coming to Dallas, and I have seen changes to expatriate families’ access to private education. For example, fewer families are coming over with full overseas packages that include tuition for their children, and some are looking for intensive English immersion rather than a full international curriculum.

But what is clear is that families who are aligned with the values of international education continue to seek it out. And that includes not just families from overseas, but also local Dallas families. In fact, about 80% of our families are from Dallas. There is a misconception that international schools are only for kids of diplomats or expats. We have many Dallas families who believe in the mission of international education, and they come to us.

Another shift I have observed is the growing diversity in Texas. Houston, for instance, is the most ethnically diverse city in the United States, and we are seeing that diversity reflected here in Dallas as well. I love that about this state. Our school staff is also incredibly diverse, from teachers to administration. We have staff from Albania, France, Equatorial Guinea, India, Argentina, Puerto Rico, and many other places. This diversity enriches our community and aligns with our mission.

What role do you see international education playing in today’s world?

What I love about international schools is that they help students focus on commonalities rather than differences. When you look at conflicts around the world so much of it stems from focusing on differences. I sometimes wonder what might have happened if these decision-makers had attended international schools. Maybe they would have learned to break down those barriers and find common ground.

For me, education is about values, not just power. That is especially true in international education. We want to help students understand that while power dynamics are important, values are what truly matter. And that’s what drives me every day in this work.