Once a Dragon, Always a Dragon

At HKIS, the phrase “Once a Dragon, Always a Dragon” is not just a sentiment. It is lived out in the stories of educators whose connection to this community stretches far beyond a single role or season. The journeys of Cecile Legaspi and Gayle Renken reveal what it means to belong to HKIS, to be shaped by it, and to continue carrying its spirit forward.

For Cecile Legaspi, the path to HKIS began with a clear calling. From her teenage years, she knew she wanted to work with children, a passion she explored through service in orphanages and special education settings. That calling brought her from the Philippines to Hong Kong in 1993 and, shortly after, into a Reception 2 classroom at HKIS in January 1994.

Gayle Renken’s journey began differently but was also shaped early by purpose. Raised in Taiwan as the child of Christian missionaries, she grew up navigating cultures, languages, and communities. That experience formed a deep sense of empathy and adaptability that would define her as an educator. In 1988, she arrived at HKIS as a new teacher, beginning what would become a lifelong relationship with the school.

Though their paths were different, both Cecile and Gayle entered HKIS with a shared commitment to children and a readiness to grow within a community grounded in connection and faith.

For Gayle Renken, Hong Kong International School has never been just a workplace—it has been a place of formation, belonging, and calling.

A “boomerang” educator, Gayle first arrived at HKIS in 1988 as a brand-new teacher, launching what would become a lifelong relationship with the school. Over eight years, she taught in Lower Primary before stepping away to raise her family and later serve as a school principal in California for more than a decade. In 2018, she returned to HKIS as Associate Principal of Lower Primary, bringing with her a wealth of leadership experience shaped, in large part, by her very first years at HKIS.

Roots That Shaped a Global Educator
Gayle’s global perspective began early. Raised in Taiwan as the child of Christian missionaries, she spent her entire childhood immersed in Chinese culture and language, attending boarding school at Morrison Academy in Taichung.

That cross-cultural upbringing—and the need to navigate between languages and communities—laid the foundation for the educator she would become relational, empathetic, and deeply attuned to the individuality of each child.

A Leader Formed by Relationships
Though Gayle did not initially set out to become a school leader, her path unfolded through service. After helping stabilize a struggling school in California, she stepped into the principalship—an experience she now sees as preparation for her return to HKIS.

At HKIS, she quickly discovered that leadership at scale required a different mindset. In a large, complex organization, decision-making demands alignment, intentionality, and a systems perspective.

Yet through every role she has held—teacher, principal, and associate principal—one constant has remained: her commitment to relationships.
“I try to see beyond behavior to what’s underneath,” she said. “Every child is unique, and connection is where growth begins.”

Her impact is measured not only in programs or initiatives, but in the enduring bonds she has built with students—some of whom now return to HKIS as parents themselves.

A Vision for Learning
Throughout her time at HKIS, Gayle has been a strong advocate for meeting the needs of all learners. In Lower Primary, she has helped advance a philosophy rooted in differentiation, student agency, and whole-child development.

She points to the integration of Universal Design for Learning (UDL) and the school’s thoughtful approach to the “science of reading” as examples of HKIS’s ability to evolve without losing its core identity. Rather than chasing trends, the school has consistently refined its practices—combining research-based strategies with longstanding strengths like the workshop model.

The Heart of HKIS
Ask Gayle what makes HKIS unique, and her answer is immediate: its identity as a school grounded in the Christian faith.

From faculty convocation to classroom prayers and chapel experiences, she sees the school’s spiritual life as the thread that weaves the community together—shaping not only what students learn, but how they are known and cared for.

“It gives us a different lens,” she said. “We see every child as a precious gift from God, and that changes everything.”

Looking Ahead
As Gayle prepares to step into her next chapter as Elementary Principal at Concordia International School Hanoi, she carries with her deep gratitude for HKIS.

“This place has been foundational for who I am,” she reflected.
Her hope for the future of HKIS is simple yet profound: that the school continues to hold in balance its commitment to academic excellence and its dedication to nurturing the spiritual lives of students.

“That’s not always easy,” she acknowledged. “But that’s what makes HKIS special.”

What Makes a Teacher
Ask Cecile what matters most in teaching, and her answer is simple: “It’s about making meaningful connections with the students and their families.”
That belief has shaped her entire career. Former students return years later, often surprised that she remembers their stories or their siblings. Those small details, she explains, are what stay with her. They are also what build trust in the classroom.

“Students are surprised that I remember these details. And sometimes I surprise myself. But I do remember. And it's the stories that these kids share with me that I keep the most. And that really makes that connection deeper.”
Her approach reflects a larger truth about early childhood education. At this age, students learn best when they feel known and cared for. Academic skills follow, but relationships come first.

A School that has Changed
When Cecile first joined HKIS, the school was smaller. There was the Repulse Bay campus with a satellite campus in Mid-Levels. The Tai Tam campus was brand new at the time and the current Lower Primary building had yet to be built.

She remembers teaching in the Kennedy Road campus, a colonial building that felt more like a large home than a school. Later, she experienced the transition years, when Lower Primary was temporarily relocated to Tai Tam during construction.

That time left a lasting impression. Classrooms looked out over the bay, and nature became part of the daily rhythm. Students watched spider webs grow outside the window and explored the surrounding hills. Learning extended beyond the classroom without needing to be planned in elaborate ways.
Today, the school is larger and more resourced. There are more classrooms, more teachers, and more support staff. The scale has changed, but Cecile still finds meaning in the same small interactions that have always defined her work.

How Teaching has Evolved
She has seen significant changes in teaching practice over the years. Research in literacy, math, and child development has reshaped how learning happens in the early years.

“There’s much more focus now on play and inquiry,” she explains.
In her classroom, this means giving students time to explore, ask questions, and make sense of the world around them. During a unit on Hong Kong, students ride the Star Ferry, take the Peak Tram, visit temples, and notice the geography that surrounds them. These experiences help them connect classroom learning to the city they live in.

The shift is not about removing academic rigor. It is about understanding how young children learn best and designing experiences that match that reality.

Family Matters
HKIS has also played a central role in Cecile’s family life. Both of her daughters attended the school from a young age through graduation. One of them, Charley, now teaches in Lower Primary as well.

Cecile speaks about this with quiet pride. She has watched her daughter grow into the profession and develop her own style as a teacher. Although they work in different teams, small moments during the school day still matter. A quick greeting, a shared lunch, or simply knowing they are both part of the same community.

“It’s a treat for me every day,” she says of seeing her on campus.

Surviving Through Challenges
Over three decades, Cecile has also experienced periods of uncertainty. SARS in 2003 led to school closures, with communication limited to emails and approved activities. COVID-19 was far more complex.

“That was probably the most challenging time,” she says.

Within a week, teachers had to move learning online. For five-year-olds, the adjustment was especially difficult. Keeping students engaged through a screen required creativity, patience, and constant adaptation. Schedules shifted frequently, depending on government regulations.

What made a difference was collaboration. Colleagues supported one another, and the school’s tech team guided teachers through unfamiliar tools. It reinforced what Cecile values most about HKIS: a culture where people step in to help when it matters.

The Importance of Balance
In today’s classrooms, technology is always present, but Cecile believes in using it carefully with younger students. Devices are introduced in limited ways, often as tools for sharing learning rather than driving it.

She prefers to keep the focus on interaction, play, and conversation. These are the experiences that build language, confidence, and social skills.
At the same time, she recognizes how much the world has changed. Students are exposed to more information at younger ages. When difficult topics arise, the school works closely with counselors to respond in ways that are age-appropriate and supportive.

What Stays the Same
Despite all the changes—new buildings, new research, new challenges—the core of Cecile’s work has remained steady. She continues to greet each group of students with the same intention: to help them feel safe, valued, and ready to learn.

As Cecile and Gayle step into their next chapters, their journeys reflect two paths shaped by the same community. Cecile’s decades of daily presence have shaped the earliest experiences of countless students. Gayle’s “boomerang” journey shows how HKIS forms educators who carry its values into the world and, sometimes, back again.

Together, their stories remind us that being a Dragon is not limited by time or role. It is something that endures through relationships, through shared purpose, and through the lives touched along the way.
Once a Dragon, always a Dragon.