Key Topics Covered

Introduction: What does Time Require from Heroes?

What Makes the Trojan Story Unique?

The Compass Decision: A Lesson from Assessment Reform

The Forest Ranger in Assessment

Conclusion: The Legacy We Leave

Introduction: What Does Time Require from Heroes?

In recent days, the cinema world has been preoccupied with director Christopher Nolan’s epic The Odyssey. Setting itself apart from Homer’s ancient account through its rich psychological depth, the film invites us to re-examine the essence of heroes and leadership. When we picture heroes, our minds naturally drift to antiquity, to epic battlefields, mythologies, and legendary figures. 

However, the concept of leadership has never been static. What time demands of a leader changes as human society evolves. In early human societies, leadership was closely shaped by the immediate demands of survival, including physical capability, knowledge of the environment, cooperation, and the ability to influence the group (Birnbaum, 2012). With the rise of trade and politics, leaders needed eloquence, organizational acumen, and diplomacy. In the Middle Ages, aristocracy held sway; by the 20th century, relentless grit defined the protagonist. 

Writing this piece became a journey in itself, forcing a shift in environment repeatedly just to capture its essence. By the end, it became clear that the core truth we were seeking was woven into the struggle of writing it. Co-authored with Dan, Chief Executive Officer of Ontario’s Education Quality and Accountability Office (EQAO), this piece grew out of our in-depth interviews on the core dynamics of leading, drawing on historical figures as well as colleagues we know personally. The greatest challenge lay in working through the inherent contradictions of leadership as we searched for the defining capacity that sets the tone in today's assessment world. With this piece, we depart from a traditional format. Instead of delivering settled conclusions, we invite you to join us on a shared journey of reflection.

What Makes the Trojan Story Unique?

To understand this evolution of leadership, let us look beyond the standalone story of Odysseus and return to Homer’s Troy, because for Odysseus, Troy was the ultimate test. Whether the story of Troy was based on historical events remains uncertain, yet perhaps no battle in history has attracted as much attention or inspired as much exploration. Why?

The story of Troy is a gallery of powerful characters who each sensed and accepted their unique missions:

• Paris’s mission was to take away the woman he loved. 

• Menelaus’s mission was to defend his honor. 

• Achilles’s mission was to leave behind the image of a courageous warrior remembered throughout history. 

• Agamemnon’s mission was to conquer Troy. 

• Hector’s mission was to protect his family and his native city. 

• Odysseus’s mission was to conceive the idea of the Trojan Horse, to make Agamemnon’s ambition and Menelaus’s revenge possible.

Remove any one of them, and the entire story falls apart. What makes the Trojan War unique is that, regardless of whether its characters are portrayed as heroes or villains, each accepted their mission and acted upon it.

The Trojan war was victory for Agamennon, loss for Troya, but for mankind it was betrayal. A step accepted in its time as a way out or a wise decision turned into an act of betrayal for humanity over time. And what we saw is that no triumph and no step that seems correct can save us from time's re-assessment. Even Odysseus came to this conclusion after returning home, reflecting on a victory burdened with paradox. Odysseus ultimately comes to see the victory differently: the Trojan Horse may have won the city through deception, but the victory carries a moral cost (Nolan, 2026). 

Looking at Nolan's Odysseus confession through the lens of a modern leader, I am puzzled with two questions now: Is it better to make decisions that seem instantly effective, or claim to take steps that are historically correct? Or have both? Above all, is there any guarantee that a step will pass the test of history?

The Compass Decision: A Lesson from Assessment Reform 

About a decade ago, educational policy reached a key turning point in Azerbaijan regarding which subject should join native language and mathematics on school-leaving examinations. A foreign language was introduced as the third subject in the school graduation examination at the insistence of then Minister of Education Mikayil Jabbarov. Maleyka Abbaszade, who led the national assessment authority - The State Examination Center (SEC), initially opposed the decision, and for understandable reasons. In some schools, foreign languages were not taught at all; in others, instruction had lasted only one or two years before being discontinued because of teacher shortages. Looking back years later, however, Abbaszade acknowledged that time had shown the inclusion of a foreign language in the graduation examination to be the right decision (Modern.az, 2026).

To an outside observer, making the exam mandatory appeared premature, with little support from real-world conditions. However, the story had another side to it. By setting a higher expectation, the policy maker sent a powerful signal to the education system about the importance of foreign-language proficiency, not only as an academic outcome, but as a capability highly relevant to young people's future opportunities and international competitiveness. Because of that decision, a student preparing to study abroad can now use their school-leaving exam preparation to directly improve their overall language skills. Over time, foreign-language assessment itself evolved to include open-ended items and listening comprehension, reflecting a broader shift towards assessing communicative language skills (State Examination Center of the Republic of Azerbaijan [SEC], 2020, 2026).

A sense of mission is often defined as adherence to ethical principles and professional duty. In this milestone decision, both sides held valid perspectives: one was strategic, as a ministerial mandate requires, while the other was practical, as high-stakes assessment work demands. Decisions of this magnitude resist immediate metrics because they aim to shape the future rather than conform to present constraints. Both leaders carried a joint responsibility for the immediate fallout. While the first cohort of students faced real disadvantages due to a lack of preparation, subsequent generations at large grew up within the updated system, turning the requirement into a strategic advantage for international studies and career pathways. On the front lines, foreign language teachers bore the weight of this shift. Despite the risk of public backlash, the pressure ultimately forced a necessary modernization of teaching practices, benefiting educators with existing communicative skills while exposing the urgent need to support the broader teaching workforce.

At the end of the day, the leaders we remember are those who had the courage to champion bold decisions even when they lacked immediate consensus, sustained primarily by a deep alignment with their mission.

The Forest Ranger in Assessment

A forest can shift from peace to peril in an instant. Everyday travelers might admire its beauty, but without a guide, they easily lose their way or perish. The forest ranger represents an ancient profession that has stood the test of time, remaining just as important today. Living under these harsh conditions, the ranger becomes a master of the environment by staying true to a singular purpose: to know the terrain, to guide travelers safely, and to remain dedicated to their mission.

The ranger shows the way to travelers looking to cross. He knows the forest and senses it in the dark and foggy depths where visibility is zero. He knows how to cooperate with nature, with the forest itself. What interests him is not advancement, title, or status, but living in harmony with the forest. The forest is neither his goal nor his instrument; the forest is his process. And this is what makes the forest ranger unique: he does not fear losing his position or risking his career, because he exists in unity with the forest. He has become part of it. 

In educational assessment, politically charged conflicts, standard setting, communicating results to an anxious public, and managing the political aftermath are the foggy forest. The assessment leader who acts as a Forest Ranger must therefore practise a form of adaptive leadership, distinguishing between familiar problems and challenges that require learning, experimentation, and the courage to enter uncertain territory (Heifetz, 1994). 

Building on this framework and our own observations of assessment leadership, three defining qualities emerge for navigating this forest:

1. Intelligence over trends: The rare ability to differentiate passing fads from lasting educational value. 

2. Freedom from career anxiety: No fear of losing a position, because their identity is rooted in the mission, not the title.

3. Courage for the unknown: A willingness to venture into the areas we know least, rather than clinging safely to the areas we know best.

Navigating the forest with a ranger naturally raises a fundamental question: does leadership mean choosing only the strongest travelers, or making sure that every wanderer safely makes the crossing? In both nature and education, selection is not an option. Just as a ranger cannot dismiss travelers, because all hold an equal right to experience the forest, an assessment system cannot pick, sort, or abandon students. Every individual matters.

Ontario’s framework addresses this directly, prioritizing individualized learning routes and using assessment to guide teaching rather than rank performance (Ontario Ministry of Education,  2010, 2013). This protects those most exposed in competitive systems: struggling learners, non-traditional thinkers, and teachers bringing data to life. From this perspective, leadership shifts away from rigid control toward intentional guidance, building bridges and safety nets long before systemic barriers restrict a learner’s potential.

Conclusion: The Legacy We Leave

Throughout history, the world has celebrated high-profile figures: a hero like Julius Caesar achieved conquest through force, a modern visionary like Mustafa Kemal Atatürk built a nation by radically reshaping education, language, and civic identity. In industry, Steve Jobs cultivated refined taste and revolutionary design, while Elon Musk pushes boundaries into uncharted, high-risk territories. These figures command public fame, yet history belongs equally to those who made the right choices in total obscurity. Such leaders stayed out of the spotlight precisely because they prioritized sound decisions over historical renown. Instead of seeking to build a personal empire, they opted to decode the requirements of their era, avoid the traps of vanity, and execute their mission.

Much like the Forest Ranger leading wanderers through dense mist, an assessment leader measures legacy through something far deeper than steering clear of the fog or conquering the terrain. Real success therefore lies in cultivating the inner clarity to feel the mission, measuring progress by how effectively we guide a generation through uncertainty, and serving the broader process of education.

Leadership ultimately exists beyond personal glory, resting in the quiet capacity to sense and accept the distinct mission that time presents. Is the true leader the figure who makes daring choices in the spotlight,  finding the courage to set direction and implement strategy even where the data and evidence don't yet show the full picture? Or is it the quiet steward in the shadows, cultivating the conditions for future breakthroughs? Whichever path time requires, an authentic leader simply understands the importance and urgency of their purpose, and embraces the mission.

About the Authors 

Vali Huseyn

Vali is an educational assessment expert and quality auditor, recognized for promoting excellence and reform-driven scaling in assessment organizations. He mentors edtech & assessment firms on reform-aligned scaling by promoting measurement excellence, drawing on his field expertise, government experience, and regional network.

He holds a master’s degree in educational policy from Boston University (USA) and Diploma of Educational Assessment from Durham University (UK). Vali has supported national reforms in Azerbaijan and, through his consultancy with AQA Global Assessment Services, works with Kazakhstan and the Kyrgyz Republic to align assessment systems with international benchmarks such as CEFR, PISA, and the UIS technical criteria. He also works as a quality auditor in partnership with RCEC and most recently audited CENEVAL in Mexico. In addition, he promotes awareness of the use of technology across the assessment cycle through his work with Vretta. Fluent in Azerbaijani, Russian, Turkish, and English, he brings a deep contextual understanding to cross-country projects.

For discussions on educational assessment leadership, policy reform, or maintaining mission focus during times of change, feel free to connect with Vali Huseyn at: vali@bu.edu | LinkedIn

Dan Koenig

Dan is the Chief Executive Officer of Ontario’s assessment agency, EQAO (Education Quality and Accountability Office). Under his leadership, EQAO's research and assessment programs have earned international recognition for their contribution to large-scale student assessment, including multiple awards from the e-Assessment Association (eAA). In 2026, Dan is welcoming assessment leaders from around the world to Toronto as EQAO hosts the 51st Annual IAEA Conference, themed "Trust, Transparency, and Technology in Educational Assessment."

Dan has served in the former Metro Separate School Board (MSSB) and the Toronto Catholic District School Board (TCDSB) in a wide variety of roles, including teacher, principal, superintendent of curriculum and accountability, superintendent of schools, superintendent of human resources and labour relations, and, most recently, associate director of academic affairs and chief operating officer.

With over three decades of public service in education, Dan is a highly respected educator who previously served as a key member of the TCDSB’s senior leadership team. While serving as principal of St. Brendan Catholic School in 2007, he was named one of Canada’s Outstanding Principals. His professional journey demonstrates a deep passion for student-centric public education, comprehensive sector knowledge, and innovative leadership.

If you'd like to learn how assessment systems in Canada support learning, reporting, and progress, and promote the use of assessment evidence for educational decision-making elsewhere, feel free to contact Dan Koenig on LinkedIn

References

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2. Education Quality and Accountability Office. 

   https://www.eqao.com/

3. Education Quality and Accountability Office. (2026). 51st Annual IAEA Conference.

   https://www.eqao.com/iaea-annual-conference/

4. Heifetz, R. A. (1994). Leadership without easy answers. Harvard University Press. https://static1.squarespace.com/static/53761774e4b0e8c9b2acd2a4/t/66a2b58f4003c9086cc4117d/1721939345918/Heifetz_1994_Leadership+without+Easy+Answers_Full+Text.pdf

5. Modern.az. (2026, April 27). Maleyka Abbaszade explained the reason for her opposition to Mikayil Jabbarov's proposal. https://modern.az/en/tehsil/597531/maleyka-abbaszade-explained-the-reason-for-her-opposition-to-mikayil-jabbarovs-proposal/?utm_source=chatgpt.com

6. Nolan, C. (2026). The Odyssey: The complete screenplay. Faber & Faber. https://www.faber.co.uk/product/9780571403387-the-odyssey/?utm_source

7. Ontario Ministry of Education. (2010). Growing success: Assessment, evaluation, and reporting in Ontario schools. Queen's Printer for Ontario. https://www.edu.gov.on.ca/eng/policyfunding/growsuccess.pdf

8. Ontario Ministry of Education. (2013). Learning for all: A guide to effective assessment and instruction for all students, kindergarten to grade 12. Queen's Printer for Ontario. https://files.ontario.ca/edu-learning-for-all-2013-en-2022-01-28.pdf?utm_source

9. State Examination Center of the Republic of Azerbaijan. (2020). Dövlət İmtahan Mərkəzi 2020/2021-ci tədris ili üçün Azərbaycan Respublikasının ali təhsil müəssisələrinin bakalavriat səviyyəsinə tələbə qəbulu elan edir (The State Examination Center announces undergraduate admissions to higher education institutions of the Republic of Azerbaijan for the 2020/2021 academic year). https://dim.gov.az/storage/iblock/c93/c93312165e2b6902618564ad66ace981.pdf?utm_source=

10. State Examination Center of the Republic of Azerbaijan. (2026, May 26). Xarici dil mütəxəssisləri üçün tam orta təhsil səviyyəsində xarici dil fənləri üzrə imtahan modelinin növbəti təqdimatı keçirilib (The latest presentation of the foreign language examination model for upper secondary education was held for foreign language specialists). https://dim.gov.az/az/metbuat/xeberler/xarici-dil-mutexessisleri-ucun-tam-orta-tehsil-seviyyesinde-xarici-dil-fenleri-uzre-imtahan-modelinin-novbeti-teqdimati-kecirilib?utm_source=chatgpt.com