Building a Crisis Management Plan for International School Settings

Description: This full-day, interactive preconference workshop equips international school leaders with the knowledge and tools to create, evaluate, and implement a comprehensive Crisis Management Plan tailored to their unique school environments. Through a structured and culturally attuned framework, participants will explore six critical phases of crisis response—from proactive planning to long-term recovery—while addressing the psychological and operational challenges that arise during complex events, including suicide.

Participants will engage in a hands-on readiness audit to evaluate their institution’s preparedness across the continuum of crisis phases and apply a 10-domain Impact Assessment Scale to assess the severity and scope of potential incidents. The Circles of Vulnerability tool will guide the identification of at-risk individuals or groups and support the development of compassionate and strategic response efforts.

Designed for school administrators and crisis response team members, the workshop blends practical frameworks with applied scenario work. A collaborative tabletop simulation allows participants to apply workshop tools to a realistic school-based crisis scenario, enhancing critical thinking, team coordination, and planning fluency.

By the end of the session, participants will leave with concrete strategies and a deeper understanding of building a resilient and responsive crisis management structure that safeguards psychological safety and institutional continuity.

Biography

Dr. Suzanne Anderson is a psychotherapist and director of Restorative Community Counselling in Singapore, where she has lived since 1999. A certified NOVA crisis responder and trainer, she specializes in crisis intervention and responder training. Since the 1990s, she has supported crisis responses across Asia, North America, and Europe, including leading crisis response teams to the Jakarta International School in 2014. Dr. Anderson works regularly with educational institutions, providing training, supervision, and response planning. She serves as Project Director and lead writer for NOVA’s crisis response manual, guiding updates to align with best practices and current research.

Patrick Hurworth has worked in international schools for over 30 years across six countries, serving in roles including teacher, Head of Department, Principal, and Head of School. Over the course of his career, he has managed multiple school crises, coordinating with staff, families, and external agencies to support school communities during and after critical incidents.

Turning Vision Into Action Building Systems So All Students Can Thrive

Description: Inclusion isn’t just a value—it’s a practice. 

Creating schools where all students feel a deep sense of belonging takes intentional systems, strong leadership, and inclusive mindsets. This full-day, hands-on workshop will help you and your team turn reflection into action—designing structures that allow every learner to succeed within a Multi-Tiered System of Supports (MTSS).

You’ll start the day with a collaborative self-assessment, giving your team a clear picture of your school’s current strengths and growth areas. Through guided reflection and peer collaboration, you’ll identify both what’s working well and what changes are needed to remove barriers and expand opportunities.

In the afternoon, you’ll move from insight to action—building a concrete, strategic plan that includes priorities, timelines, roles, and measures of success. Along the way, you’ll have dedicated time for meaningful conversation with colleagues from other schools, sparking new ideas and shared solutions.

By the end of the day, you will have:

• Insight into how mindsets shape inclusive school systems

• A clear picture of your school’s strengths and areas for growth in inclusion

• Practical strategies to strengthen systems and address potential barriers

• A personalized action plan you can put into practice immediately

Whether you come with a full team or as an individual leader, you’ll walk away with clarity, momentum, and a roadmap for creating a more inclusive school community where every child can thrive.

Biography:

Lori Boll brings a wealth of experience and a deep personal connection to the field of Inclusive Education. Her journey began in 2003 when her son Braden was diagnosed with autism spectrum disorder (ASD) and an Intellectual Developmental Disorder (IDD), a pivotal moment that ignited her passion for advocating for creating more inclusive schools.

With two master's degrees in Reading Education and Special Education, Lori has amassed over twenty-five years of teaching experience in both international and domestic settings. Her career has taken her to the American International School Riyadh, Jakarta Intercultural School, Concordia International School, Shanghai, International School Bangkok, as well as schools in Saipan, California and Colorado. Notably, she has spearheaded the creation of higher support needs programs in China and Thailand.

Lori is the co-author of "Navigating Special Education Relationships: Building Collective Efficacy for a Collaborative Team," fostering collaborative and effective working teams of families, teachers, and practitioners.

Currently serving as the Executive Director of SENIA International, Lori channels her passion into supporting the professional development of educators worldwide. Through her leadership, she continues to advocate for inclusive practices and empower educators to make a meaningful difference in the lives of neurodivergent and disabled individuals.

Priscilla Leighton is an inclusion consultant with Grace & Grow, bringing over 20 years of experience as a teacher, leader, and trainer in the field of inclusion. She holds a Master’s degree in Special Education and a Bachelor’s degree in Elementary Education.

Priscilla began her career as a resource specialist teacher in Los Angeles before moving to the Philippines to lead the Learning Support Program at Brent International School. She later served as Director of Student Support Services at Ruamrudee International School in Bangkok, Thailand.

A passionate advocate for inclusive education, Priscilla champions inclusive practices that support all learners. She loves designing and leading impactful professional development for teachers and leaders.

Priscilla served for seven years on the Executive Board of the SENIA International and currently sits on its Advisory Board. She also serves as Director of Membership Experience for the International School Leaders of Educational Support (ISLES) Collaborative.

AI & the Future of Learning Leadership

Description: The rapid advancement of AI is transforming education, creating both opportunities and challenges for school leaders. AI & the Future of Learning Leadership is a dynamic, hands-on pre-conference workshop designed to equip you with the insights and skills needed to navigate this evolving landscape with confidence.

Dr. Ulcca Joshi Hansen, a futurist and author of The Future of Smart, will provide a deep dive into the latest research on education in the age of AI. She will introduce the concept of VUCA (volatility, uncertainty, complexity, and ambiguity), provide insights into the state of AI, and explore how these forces are shaping the future of learning. Participants will gain an understanding of embodied cognition, neurobiology of learning, and metacognition, as well as the essential skills students need to thrive in an AI-driven world.

Warren Apel, Director of Technology at The American School in Japan, will lead a hands-on exploration of cutting-edge AI tools that enhance efficiency, communication, and strategic leadership. School leaders will move beyond basic ChatGPT use, learning advanced prompting techniques and discovering how tools like Perplexity, Elicit, and Notebook LM can streamline decision-making. They will also explore how AI can help teachers adapt lesson plans to better align with schoolwide strategic goals and priorities, ensuring that instructional practices support the broader mission of the school. Participants will also explore how AI-powered machine translation and tools like Diffit and ElevenReader can better support neurodivergent learners, differentiated instruction, and home-school communication in a variety of languages.

This session is not just about theory—it’s about action. Participants will leave with a concrete understanding of how AI is shaping education, along with practical, immediately applicable AI skills to improve your leadership. Whether you’re looking to enhance communication, personalize learning, or leverage data for strategic decisions, this workshop will empower you to harness AI’s potential in meaningful ways.

 Join us for an engaging, future-focused session that will transform the way you lead in an AI-powered world.

Biography

Dr. Ulcca Joshi Hansen is Chief Program Officer at Grantmakers for Education, a member organization that serves as a trusted partner for education philanthropists as they adapt to the changes impacting our world. She brings to the role more than twenty-five years as an educator and advocate working to shift the foundational values and approaches that undergird America’s education system. Ulcca is a first-generation American who began school as an English-language learner; she was the first in her family to complete college and graduate school. Along the way, she lived and studied in other countries, experiencing how different systems approach learning and define achievement. Her own experiences have fueled her desire to interrogate and advocate for an expanded vision of what it means to ensure every child has access to a high-quality education in America.

Ulcca began her career as an elementary school teacher in Newark Public Schools. During her twenty-five year career she has gained experience across the non-profit, public, and philanthropic sectors, in the US and abroad, leading programs, conducting research and crafting policy. She has worked with educators, students, communities, business, and civic leaders to support developmentally-aligned, human-centered learning experiences that unlock the unique potential of individual learners regardless of their background, circumstances, cognitive or physical differences. She is especially committed to bringing a racial justice and equity lens to the expansion of this educational approach. An internationally-recognized expert on educational transformation at the level of instruction, assessment, organizational design and policy systems, Ulcca has addressed audiences at conferences including World EduLead, SxSW Education and Aurora Institute’s annual forum, and is a two-time TEDx speaker. Her award- winning book, The Future of Smart, was released in September 2021. The book traces the deep roots of America’s dominant approach to education, illuminates why so many reform and innovation efforts over the last three decades have fallen short of our aspirations for children and proposes a path forward.

Ulcca holds a BA in Philosophy and German from Drew University where she was also licensed as an early childhood/elementary teacher with a focus on special education. She earned her Ph.D. in Education and Philosophy from Oxford University and a JD from Harvard Law School. She has been recognized nationally for her work in education as a Harry S. Truman Scholar; a British Marshall Scholar; and a Paul and Daisy Soros Fellow. Ulcca and her family are based in Denver, CO where her two sons attend Denver Public Schools.

Warren Apel is the Director of Technology at The American School in Japan.

The Hidden Marketing Asset: Leveraging Schedule Innovation to Enhance School Reputation and Positioning

Description: This immersive workshop reveals how innovative scheduling can become a powerful differentiator in competitive educational markets. Dr. Stephen Holmes and Dr. Andrew Taylor combine their expertise in school reputation management and schedule design to help schools transform their time structures into strategic assets that enhance both student experience and market position.

Learning Outcomes

Participants will:

• Identify the connections between schedule design and school reputation

• Use assessment tools to evaluate their current schedule's impact on school reputation

• Learn key messaging strategies to communicate schedule innovations to current and prospective families

• Develop practical implementation strategies that align scheduling with reputation management

• Create action plans to enhance school differentiation through scheduling innovations

Biography

Dr. Stephen Holmes B. ED, MBA, M. ED, PhD (School Marketing/Reputation) is Principal and Founder of The 5Rs Partnership (www.5rspartnership.com), established in 2004 in Singapore, with offices now in Philadelphia (USA) and London (UK).

The 5Rs Partnership are experts in identity, reputation, strategic planning, marketing, and culture change, supporting independent and international schools in every continent with an unmatched client list. https://5rspartnership.com/wp-content/uploads/2024/02/Microsoft-Word-Sample-Global-Education-Clients.docx.pdf

Over the three decades, Dr. Holmes has come to be widely regarded as the most experienced, credentialed consultant in the world in evidence-led strategy for the education sector that leads to both education performance and market success. He is the only full-time practicing consultant with a PhD in the specific field of market and reputation orientation for the sector.

Dr. Holmes has also long been a sought-after speaker, facilitator, and consultant with major international school agencies across the world. In 2023/24 alone, Dr. Holmes has been commissioned for major independent and international school projects and conference keynotes extensively across the US, UK, Asia, Africa, Australia, and Europe.

Dr. Holmes also undertakes substantive published research, program development training and teaching with school audiences globally – he therefore gains the respect of Heads, Trustees and CFOs of Schools who engage The 5Rs Partnership and might otherwise view consultants in a different light.

After formally entering the USA independent school market during 2023, our 5Rs Partnership unique blend of education and market perspective and expertise has quickly caught the attention of leading independent and international schools and their associations nationally. We have already been commissioned for major school projects and conference speaking right across the USA.

Dr. Andrew Taylor is a senior consultant at 5Rs Partnership. He is a globally recognized educational leader and consultant with over three decades of experience spanning the USA, UK, and Australia. His career encompasses diverse roles including admission director, division head, and head of independent schools (including 2 in the US), providing him with a comprehensive understanding of educational institution operations.

He specializes in future strategy and innovative schedule design for leading schools worldwide, helping institutions transform their time structures to enhance both learning outcomes and competitive advantage.

Dr. Taylor has led workshops, facilitated retreats, and presented at major educational conferences. His approach combines theoretical knowledge with practical experience, making him an invaluable resource for schools navigating the complex landscape of 21st-century education.

Dually based in the UK and US, Dr. Taylor's consulting expertise encompasses trustee development, forward-thinking governance development, generative ideation, complex change management, and various other aspects of school leadership. His academic credentials include a Doctorate in Education from UCLA, a Master's in Educational Administration from California State University, Northridge, and dual Bachelor's degrees in Human Biology and Science Education from Australia.

Positive Foundation: Develop Strengths-Based, Solution-Focused Ways of Being and Communicating

Description: The Positive Foundation program is designed to equip you as an international school leader with evidence-based personal and professional development strategies rooted in the science of positive psychology. 

These practical tools and generative perspectives will enhance both your personal energy and performance, while also helping you strengthen collaboration within your teams. Through focusing on strengths and solutions, this full-day experience will deepen your understanding and application of powerful positive psychological concepts to support your leadership and guide your school community.

By exploring your unique Strengths Profile, practicing Solution-Focused communication, and discovering strengths-based ways to enhance team collaboration, you’ll leave the session with actionable insights and a renewed sense of energy, wellbeing, and purpose. These approaches are grounded in research and proven to support sustainable growth, performance, and meaningful relationships, ultimately creating a school environment where leaders, staff and students can all thrive.

By attending this program, you will strengthen your ability to:

• Recognize and optimize individual and team strengths

• Engage in solution-focused thinking and conversations

• Build collaborative, high-impact relationships and a positive school culture

Biography

Kristin Lowe is a Positive Organizational Development Consultant and an ICF-Certified Positive Psychology Coach Trainer. Kristin supports international school leaders who want to equip and nurture a learning community that appreciates the uniqueness of each individual, fosters hope, and cultivates meaningful growth.

Through her consultancy Solros Development Group and its global Positive Peer Coaching Network on the Positivity Playground, Kristin and the Solros team provide a range of Positive Organizational Development Programs and Services, including Strengths-Based, Solution-Focused Professional Development and ICF-Accredited Positive Peer Coach Training.

At Solros, our goal is to make professional Positive Psychology Coaching support easily available and affordable for all international school leaders, teachers, and staff members. When everyone has access to a highly skilled peer coach and works with a leader who coaches, it strengthens relationships and wellbeing, enhances communication and collaboration, and fuels growth toward professional and strategic goals.

Future-Ready Classrooms and Workplaces: Where Connection Drives Performance

Description: As schools evolve to meet the demands of a rapidly changing world, one thing is clear: the future of education is not only about innovation and AI, but about human connection. Grounded in the belief that social-emotional well-being is foundational to both academic achievement and workplace success, this dynamic one-day pre-conference offers leaders, educators, and coaches powerful tools to create emotionally intelligent classrooms and empowered school cultures.

Using the Positive Discipline principles, you’ll learn how to foster respectful, encouraging environments where all students, faculty, and parents feel a sense of belonging and significance. Then, through the lens of Training from the Back of the Room (TBR), you’ll experience how brain-based facilitation strategies can transform adult and student learning—whether you're leading staff meetings, coaching teams, teaching classes, or driving change.

Expect a fully experiential day filled with movement, collaboration, and practical takeaways you can immediately apply to your unique leadership context. Together, we’ll explore how the future becomes visible when we lead from the heart and teach from the brain.

Key Takeaways:

1. Learn core principles of Positive Discipline and their application in classrooms and leadership, and the whole school environment 

2. Experience powerful TBR activities to enhance adult and student learning and engagement

3. Explore the intersection of SEL, leadership, and psychological safety

4. Walk away with ready-to-use tools to build stronger relationships, boost motivation, and transform school culture

Biography

Joy Marchese is a leading global educational consultant, author, keynote speaker, and emotional architect with over 25 years of experience in education and wellbeing. As the Founder of Positive Discipline UK, she has empowered thousands of children, parents, educators, and leaders, creating environments where everyone can thrive.

Joy specializes in Social Emotional and Ethical Learning, developing courses and resources that foster social-emotional wellbeing. She is the co-author of Positive Discipline for Today’s Busy (& Overwhelmed) Parent, a Lead Trainer for the Positive Discipline Association, and a trainer for Training from the Back of the Room—a brain-based learning approach that she applies in all her workshops to deepen engagement, enhance retention, and ensure practical application.

Joy equips school leaders and educators with brain-based, research-backed tools to foster emotionally intelligent, connected, and thriving learning communities. Her work combines the science of learning with the art of leadership—empowering educational leaders and teachers to create environments where both staff and students feel a deep sense of belonging and significance.

In addition to her work in Positive Discipline and brain-based learning, Joy is a facilitator and assessor for the Bridge Relational Model. Her passion for education, positive psychology, parenting, and personal growth fuels her mission to support individuals and communities in building strong, healthy relationships. Through her work, Joy helps people of all ages cultivate emotional resilience, foster meaningful connections, and develop a deep sense of belonging and significance—at home, in schools, and in the workplace.

Leading Multilingual International Schools

Description: Today’s international schools serve changing student populations, challenging school leaders to both meet enrollment targets and meet the school mission. Students come from around the world and, increasingly, from the local community.

From admissions to graduation, understanding the role of language is essential in designing for student success. What dispositions, knowledge, and skills support leaders in maximizing both English as the medium of instruction and home languages as tools for learning?

In this interactive session, you will:

• examine your own context through the lens of language by considering policies, programs, and practices for leading multilingual international schools.

• explore insights from current research

• discuss challenges and strategies with other school leaders.

This one-day preconference will be followed by virtual implementation support to help participants apply new learning once they have returned to their schools. 

Biography

Jon Nordmeyer is the Founding Co-Director of the Multilingual Learning Research Center (MLRC) at the University of Wisconsin-Madison. He believes that professional collaboration can provide a valuable opportunity to not only ignite student learning but also fuel teacher growth.

An international educator, coach and leader for more than 30 years, Jon previously served as the WIDA International Program Director and has worked in China, Ecuador, The Netherlands, Taiwan, Turkey and Thailand. Jon co-edited the book Integrating Language and Content (TESOL 2010) and has written for The International Educator, Journal of Staff Development, International Schools Journal, Educational Leadership, Current Issues in Comparative Education, Teachers College Record and Global Education Review.

Jon holds a BA in Classical Archaeology from Dartmouth College, an MA in TESOL from School for International Training and is a PhD candidate in Educational Leadership and Policy Analysis at the UW—Madison. Jon’s work focuses on professional collaboration to improve equity for multilingual learners, and global research-practice partnerships to support school improvement.

Dr. Ying Chu is the Head of Dual Language Program at the International School of Beijing. A seasoned research practitioner, Dr. Chu specializes in asset-based bilingual program implementation and evaluation, along with expertise in culturally and linguistically responsive practices. With over a decade of instruction, research, and leadership experience from prominent international schools in the region and distinguished institutions in New York City, Dr. Chu is dedicated to exploring and expanding thinking, blending theory with practice, and fostering a culture of transformational change and continuous improvement in international schools.  

The Leadership Sprint: Building Your Foundation for the Future of AI

Description: The future of education will belong to those who can focus, adapt, and lead in a world shared with Artificial General Intelligence (AGI), AI systems that think, learn, and create alongside us. This design sprint experience is built for leaders who recognize that the next era demands new mindsets, methods, and momentum. You’ll participate in a Foundation Sprint, a fast-paced, high-impact design thinking experience that helps you and your team clear distractions, focus on what matters most, and build the leadership habits needed to thrive in an AI-powered world. 

Using a strategic simulation of how AGI will reshape leadership and learning, you’ll confront real-world leadership challenges and craft bold strategies for the road ahead. You’ll also learn how to apply foresight techniques and the SPARK framework to foster a culture of trust, creativity, and innovation, the core skills that will define leadership in the coming decade.

Leading in the era of AI and AGI will require new mindsets, new methods, and a new way of working. This experience is your starting point for building the clarity, trust, and innovation needed to navigate what’s next.

Biography

Dr. Sabba Quidwai is a speaker, author, and advisor who helps visionary leaders design human-centered systems that are technology-driven. As the CEO of Designing Schools and a lecturer at the University of California, Irvine, Sabba blends research-backed strategy with real-world application.

A former high school educator, and Education Executive at Apple, Sabba has been researching the future of learning and AI since 2014. Her book and documentary Designing Schools explore how design thinking helps people lead through change with confidence and creativity. She believes cultures of innovation begin with cultures of empathy, where people feel seen, heard, and empowered to grow.

Sabba’s signature message? AI shouldn’t replace people, it should elevate them.

Through keynotes, coaching, and courses, she helps organizations build AI teams that work with humans, not around them, streamlining workflows, unlocking innovation, and building a future where leadership is both bold and deeply human.

Hiring the Best International School Teachers: What Works

Intended Audience: This workshop is designed for international school leaders, HR professionals, and hiring committees looking for proven, practical methods to make confident, research-guided hiring decisions.

Description:  The right teacher can transform a classroom, shaping students' learning experiences in powerful ways. But when it comes to hiring, how can international school leaders confidently identify effective teachers based on a set of applications, resumes, and interviews?

Traditional hiring methods often rely heavily on interviews and gut instinct, but research tells us there’s a better way. In this interactive workshop, we’ll explore what actually works (and what doesn’t) when selecting effective teachers, with a specific focus on international schools. More importantly, you'll walk away with practical, research-based tools to streamline and strengthen your hiring decisions—helping you bring the best educators into your school.

Topics Covered:

• What the Research Says: Discover the latest findings on international teacher effectiveness and how the research can guide smarter hiring decisions.

• Beyond the Resume: Learn how to use the paper trail, but actually move past surface-level credentials to uncover teaching expertise. 

• Making Interviews Count: Explore structured, research-based interview techniques that reveal an applicant’s teaching skills and attributes.

• Practical Hiring Tools: Get hands-on experience with essential hiring strategies, including:

  • • Data-Driven Applications – A scoring system to objectively compare candidates.

    • Screening Interviews – Field-tested questions and rubrics that cut through the noise.

    • Video-Based Simulations – A field-tested approach to assessing teaching ability.

    • Demo Lesson Protocols – See beyond words and evaluate real classroom skills.

    • Standardized Job References – Get reliable insights from previous employers.

• Safeguarding Matters: Hiring isn’t just about finding great teachers—it’s also about keeping students safe. We’ll address critical steps for safeguarding students’ well-being throughout the selection process, including essential preventative measures and red flags to watch for.

Join us for a session that will transform the way you hire—because great schools start with great teachers.

Workshop Materials: All participants will receive a comprehensive handout packet packed with ready-to-use hiring tools, templates, and protocols to take back to their schools.

Biography

James H. Stronge is a Heritage Professor of Education, a distinguished professorship, at William & Mary. He teaches doctoral courses within the Educational Policy, Planning, and Leadership Department, with a particular focus on teacher and leader effectiveness, human resource leadership, legal issues in education, and research design. Additionally, in conjunction with others, his work at William & Mary has led to externally-funded grants of contracts totaling more than $28,000,000 to date.

Dr. Stronge’s research interests include policy and practice related to teacher quality and effectiveness, teacher and administrator evaluation, and teacher selection. He has worked with numerous state departments of education, school districts, and national and international educational organizations to design and implement evaluation and hiring systems for teachers, administrators, and support personnel. Recently, he completed work on new teacher and principal evaluation systems for American international schools in conjunction with the Association of American Schools in South America and supported by the U.S. Department of State. Stronge has made more than 350 presentations at regional, national, and international conferences, and conducted workshops for educational organizations extensively throughout the U.S. and internationally. Among his current research projects are: 1) international comparative studies of national award-winning teachers in the United States and China, and 2) influences of economic and societal trends on student academic performance in countries globally. His most recent books include What Makes a World-Class School and How We Can Get There (2017, ASCD), Qualities of Effective Teachers, 3rd Ed. (2018, ASCD), Qualities of Effective Principals, 2nd Ed. (2021, ASCD), and International Beliefs and Practices that Characterize Teacher Effectiveness (co-editor) (2021, IGI Global).

Stronge has authored, co-authored, or edited 34 books and more than 200 articles, chapters, and technical reports. He was a founding member of the board of directors for the Consortium for Research on Educational Assessment and Teacher Effectiveness, and was selected as the 2012 national recipient of the Millman Award from CREATE in recognition of his work in the field of teacher and administrator evaluation.

Leslie W. Grant is an Associate Professor of Education in the Educational Policy, Planning, and Leadership Department. Her research interests focus on classroom-based assessments and international comparisons of teaching and learning. She is involved in several research projects, including international comparative case studies of award-winning teachers in the United States and China and the efficacy of development assessment literacy in pre-service teachers, in-service teachers, and educational leaders. Dr. Grant began her career in education as a middle school teacher and later served as a test developer, content editor and item writer for the California Testing Bureau (CTB/McGraw-Hill).

Dr. Grant is the co-author of several books and articles, including West Meets East: Best Practices from Expert Teachers in the United States and China (ASCD, 2014), Teacher-Made Assessments: How to Connect Curriculum, Instruction, and Student Learning (Routledge, 2015), and Student Achievement Goal Setting: Using Data to Improve Teaching and Learning (Routledge, 2009). She is a past president of the Association for Supervision and Curriculum Development (ASCD) and of the Consortium for Research on Educational Assessment and Teaching Effectiveness (CREATE), serving on the board of directors for both organizations. Dr. Grant frequently works with schools and school districts, both within the United States and internationally, and presents at international, national, and state level conferences in the areas of classroom-based assessments, the use of data to improve student learning, and cross-cultural comparisons of effective teaching practices. In addition, she consults with state education agencies and international schools on the development of assessment systems.