About MylaEd
We build the systems behind great schools.
MylaEd works alongside school teams to design, strengthen and implement the systems that make improvement part of daily practice.
Who we are
More than advice. Practical systems built with your team.
We do more than identify what needs to improve—we help schools build the systems that make improvement sustainable. We work alongside your team to design, strengthen and implement the curriculum, assessment, teaching and leadership systems your school needs.
A future where every school has the systems and leadership capacity to sustain improvement from within.
What we believe
Schools rarely improve because they receive more advice. They improve because strong systems help good educators succeed consistently. Everything MylaEd does is built on that belief.
Our Principles
The principles behind every engagement.
They keep the work contextual, honest, collaborative and designed to last.
- 01
We understand before we advise.
Every recommendation begins with understanding your context rather than applying a predetermined solution.
- 02
We build, we do not just advise.
We work alongside your team to create practical systems that remain after the engagement ends.
- 03
We strengthen teams, not dependence.
We work alongside your team rather than becoming another layer of leadership.
- 04
We choose evidence over guesswork.
Our recommendations are informed by observation, dialogue and evidence rather than assumptions.
- 05
We leave schools stronger than we found them.
Every engagement should leave greater internal capability than existed before we arrived.
What makes MylaEd different
Context first. Capacity always.
We do not arrive with a fixed programme or a one-size-fits-all improvement model.
Every engagement begins by understanding your context, identifying what already works and strengthening the systems that will create the greatest long-term value.
The aim is not to make MylaEd indispensable. It is to make your leadership team increasingly independent.
Why MylaEd?
Lasting school improvement is built through strong systems—not isolated initiatives.
After years of working within schools, one pattern became impossible to ignore. Schools rarely struggled because leaders lacked ambition or teachers lacked commitment.
More often, curriculum, assessment, professional learning and leadership had developed separately. Each part worked. The connections between them did not.
Improvement depended on exceptional individuals rather than dependable systems. MylaEd was created to change that.
Why our work matters
Every school exists to improve learning.
Everything else—curriculum, assessment, leadership, professional learning, quality assurance and improvement planning—exists to support that purpose.
MylaEd exists to strengthen the systems that allow educators to focus more of their time, energy and expertise on student learning.
Meet the founder
Experience built inside schools.
Shomaila Shamrez, M.Ed. · Founder & Principal Consultant
Shomaila Shamrez, M.Ed., founded MylaEd after years of working inside international schools in curriculum, assessment and school improvement.
Working alongside teachers, coordinators and school leaders, she repeatedly saw the same challenge. Schools were full of committed educators. Leadership cared deeply about improvement. Yet curriculum, assessment, professional learning and implementation often evolved separately.
Improvement relied on individual effort rather than systems capable of sustaining good practice. That observation became the foundation of MylaEd.
Today, her work focuses on helping schools build practical systems that strengthen curriculum, assessment, instructional leadership and school improvement while developing the internal capability to continue the work independently.
“I believe lasting school improvement happens when strong systems support great educators. My goal is to leave every school with greater clarity, stronger internal capability and practical systems that continue strengthening practice long after our work together has ended.”
Selected Qualifications & Professional Experience
- Master of Education
- Certified by Professional Learning International as an Erickson & Lanning CBCI Trainer
- Education Consultant
- Professional Learning Facilitator
- Experience across international and national curricula
Areas of Practice
- Curriculum Design & Coherence
- Assessment Systems & Moderation
- Professional Learning
- Instructional Leadership
- School Improvement & Readiness
How we measure success
Success is what remains after our work has ended.
The success of our work is not measured by the number of workshops delivered or documents produced.
It is measured by whether schools develop stronger systems, greater internal capability and more confident leadership after our work has ended.
Working across contexts
On-site, online and blended support.
No two schools improve in exactly the same way.
MylaEd supports schools through on-site, online and blended engagements.
Every engagement is adapted to the school’s curriculum framework, regulatory context, implementation stage and professional-learning needs.
We currently support international and national curriculum schools across a range of educational contexts, with work tailored to each school’s unique priorities rather than a fixed consultancy model.
Selected Areas of Practice
Experience across the systems schools rely on.
Selected areas of work led by MylaEd’s founder across curriculum, assessment, leadership and school improvement.
Curriculum
Curriculum infrastructure, mapping, progression and planning systems.
Assessment
Standards-based assessment, moderation and dependable evidence.
School improvement
Readiness reviews, evidence systems, policies and improvement roadmaps.
Leadership
Coordinator coaching and whole-school professional learning.
Frequently asked
Clear answers about our role.
MylaEd works independently and adapts its support to each school’s context.
Does MylaEd work only with IB schools?
No. Experience includes inquiry-led, standards-based, British international and national curriculum contexts.
Can MylaEd work alongside an existing consultant?
Yes. Support can complement existing leadership and consultancy arrangements where roles are clearly agreed.
Does MylaEd provide accreditation?
No. MylaEd helps schools strengthen readiness and improvement systems. External accreditation decisions remain the responsibility of the relevant organisation.
Every engagement has an end
The goal is not to create dependence on MylaEd. It is to leave your school with stronger systems, greater confidence and the capacity to continue improving independently.
A calm first stepBegin the Conversation
Start with one conversation.
Tell us where your school is looking to improve, what challenge you are navigating or what milestone lies ahead. Together, we will identify the most valuable place to begin.