Embedded Files
Pre-conference Date: October 22, 2025
Registration fee: $240 per person
Jennifer Abrams &
Jennifer Delashmutt
Jennifer Abrams &
Jennifer Delashmutt
Individual Growth for Collective Impact: Creating a Healthy, Professional School Culture
Description: In today’s ever-evolving educational landscape, sustainable school improvement goes beyond systems and strategies—it begins with people. This pre-conference workshop invites leaders to explore how we can name, develop, and prioritize educators’ social, emotional, and cognitive mindsets and skillsets in order to deepen individual and collective impact.
Rooted in your school’s existing frameworks and routines, this interactive session is not about adding more to anyone’s plate—it’s about seeing and experiencing what’s already there with new eyes. Through practical reflection, discussion and application, you’ll see how to amplify, highlight, and develop psychologically mature and cognitively capable adults. The goal is to create a healthy, positive and professional culture we all want to work within.
Participants will walk away with:
A sharpened sense of the importance of naming and developing adults’ personal growth as the foundation to support a school's mission, vision, and values.
A clearer understanding of key human skills and mindsets and their role in creating a healthy, professional, adult learning community.
Insights into how these mindsets and skillsets are already living within your current structures
Tools to move from mindset and skillset to action—back in your own school context
Biography
Jennifer Abrams is a communications consultant who works with educators and others on building healthy, professional learning cultures, being generationally savvy, effective collaboration skills, and having hard conversations.
Jennifer’s publications include Having Hard Conversations, The Multigenerational Workplace: Communicate, Collaborate & Create Community, Hard Conversations Unpacked - the Whos, Whens and What Ifs, and Swimming in the Deep End: Four Foundational Skills for Leading Successful School Initiatives. Her newest book is Stretching Your Learning Edges: Growing (Up) at Work.
Jennifer has been invited to keynote, facilitate and coach at schools and conferences in across North America, Central America, South America, the Caribbean, Asia, Europe, the Middle East, Australia, and New Zealand. She is honored to have been named one of the “18 Women All K-12 Educators Should Know,” by Education Week’s ‘Finding Common Ground’’ blog. More about Jennifer’s work can be found at her website, www.jenniferabrams.com, and on Twitter @jenniferabrams.
Jennifer Delashmutt has over 25 years of teaching and leadership experience in the United States and Asia. For the last ten years, she has served as an Elementary Principal and PK-12 Director of Curriculum and Professional Learning in Hong Kong and Thailand. Jennifer has led the faculty through sustainable curricular and instructional program changes that positively impacted learning and organizational culture. She has a Certificate of Advanced Educational Leadership from Harvard Graduate School of Education, an IB Leadership Certification, and is an ISTE Certified Educator. Jennifer has experience and is dedicated to supporting faculty, staff, principals, administrators, and board members in effective change leadership, inclusive practices, cultural shifts, and embracing a continuous cycle of improvement.
Suzanne Anderson &
Patrick Hurworth
Suzanne Anderson &
Patrick Hurworth
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.
Lori Boll & Priscilla Leighton
Lori Boll & Priscilla Leighton
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.
Abbi DeLessio & Marc Frankel
Abbi DeLessio & Marc Frankel
NextGen Strategy: A Master Class for International School Leaders
Enhancing Strategic Acumen for Competitive Advantage
Description: This intensive one-day master class is for international school leaders who seek to enhance their strategic acumen and position their schools for long-term success. Through a combination of thought-provoking content, interactive discussion, practical exercises, and a suite of strategic tools, participants will gain insights into advanced strategic concepts, learn how to apply them to real-world business challenges, and leave with a next-generation, cutting-edge strategic toolkit.
Learning Objectives
Focus on Strategy versus School Improvement - Strategy is an approach to analyzing a school’s internal and external environments and designing achievable, specific goals, which support transformation and long-term sustainability; school improvement is the process of making it incrementally better than it was before.
Strategic Foresight & Competitive Advantage – Master the art of anticipating market shifts and positioning your organization for sustained success.
Decision-Making Under Uncertainty – Learn how to use scenario planning to develop and apply robust decision-making frameworks to navigate volatility, risk, and disruption.
Business Model Innovation & Growth – Explore strategies for business model reinvention, digital transformation, and sustainable growth.
Leadership in Strategy Execution – Enhance your ability to align vision, people, and resources to effectively drive strategic initiatives.
Mergers, Acquisitions & Corporate Restructuring – Gain insights into deal-making, integration, and strategic pivots for long-term value creation.
Conclusion
Join us for this one-day master class to elevate your strategic thinking skills and lead your organization to new heights. Whether you are aiming to navigate market uncertainties, innovate your business model, or outmaneuver your competition, this comprehensive course will provide you with the tools and insights needed to achieve your strategic objectives.
Course Instructors
This master class will be led by Marc T. Frankel, Ph.D., and Abigail DeLessio, two of the partners in Triangle Associates. Dr. Frankel is a strategy expert with over 30 years of experience in advising private independent schools in North America, international schools around the world, and public universities. He is a published author on strategy for schools and a regular speaker at international school conferences, including EARCOS. Ms. DeLessio, a former board chair at Hong Kong
International School works with schools across Asia, Europe, Latin and North America, supporting boards and leadership teams in identifying transformational initiatives to ensure long-term sustainability. Her leadership in guiding boards to concentrate on generative understanding and strategic impacts results in boards which are well-positioned to proactively address the ever-changing international school landscape. Marc and Abbi regularly collaborate with clients and each brings a unique and fresh perspective to strategic thinking, analysis, and design.
Ulcca Hansen & Warren Apel
Ulcca Hansen & Warren Apel
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.
Shelley Hawkes
Shelley Hawkes
The Behavior Blueprint: Proven Approaches to Managing Student Behavior
Description: Have you noticed an increase in student behavior difficulties at your school? Join international education consultant Shelley Hawkes for an engaging and dynamic pre-conference session that explores the complexities of student behavior. Participants will uncover the underlying causes of behavioral challenges through both causal and functional approaches. Shelley will share practical, evidence-based strategies at all three levels of behavior support, providing actionable tools and activities that can be implemented immediately. Participants will also explore the history of the autism diagnosis, uncovering how societal shifts and events have shaped our understanding of autism. Shelley will also address the burning question of why the number of individuals diagnosed with autism is on the rise. Additionally, this session will examine successful behavior modification through customizing Social-Emotional Learning (SEL) strategies. Walk away with fresh perspectives on student behavior and a toolbox of strategies to help all students thrive, empowering you to create a more inclusive and supportive learning environment.
Learning Outcomes:
Understanding the Root Causes of Behavioral Challenges: Participants will gain insight into the underlying causal and functional factors contributing to student behavior difficulties.
Mastering Evidence-Based Strategies: Attendees will learn and apply practical, evidence-based strategies for supporting student behavior at all three levels of behavior intervention.
Supporting Neurodiverse Students: Participants will deepen their understanding of autism, including the rising diagnosis rates, historical context, and societal shifts, and will learn strategies to better support neurodiverse students in the classroom.
Exploring Behavior Modification through SEL Programming: Attendees will explore how Social-Emotional Learning (SEL) programming can be effectively integrated into behavior modification strategies to promote positive student behavior and social skills development.
Improving Student Behavior Outcomes: Participants will leave with a comprehensive set of tools and strategies to enhance student behavior, increase engagement, and foster a more positive, productive classroom environment.
Biography
Shelley Hawkes is an international special education and behavior consultant passionate about fostering inclusion for students with differences in school settings. She has served as a learning support teacher and school leader in the United States, Jordan, the United Arab Emirates (Dubai), Malaysia, and Chile. Most recently, Shelley was the Head of Department for Student Support Services at the International School Nido de Aguilas’ Lower Division in Santiago, Chile. At her previous school, the International School of Kuala Lumpur (ISKL), she co-created the Life-Centered Education program, which earned the International School Award for Initiative to Support Inclusion. A frequent presenter and keynote speaker, Shelley has shared her expertise at conferences across the Middle East, Asia, Central America, and South America. She co-authored the Next Frontier Inclusion (NFI) publication Challenge Accepted: Reframing Our Approaches to Behavior Management in International Schools and volunteered as Director of Growth and Development for the SENIA Organization from 2020 to 2022. With a bachelor’s degree in special education and a master’s in teaching and curriculum (specializing in autism spectrum disorders), she brings deep expertise, practical insight, and a global perspective to her mission of helping schools support every learner effectively. shelleyhawkes.com
Joy Marchese
Joy Marchese
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:
Learn core principles of Positive Discipline and their application in classrooms and leadership, and the whole school environment
Experience powerful TBR activities to enhance adult and student learning and engagement
Explore the intersection of SEL, leadership, and psychological safety
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.
Jon Nordmeyer & Ying Chu
Jon Nordmeyer & Ying Chu
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.
Sabba Quidwai
Sabba Quidwai
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.
James H. Stronge &
Leslie W. Grant
James H. Stronge &
Leslie W. Grant
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.
Kristi Williams
Kristi Williams
Govern Well, Lead Well: A Practical Guide to International School Governance
Description: This full-day pre-conference workshop offers a practical, hands-on exploration of what good governance looks like in international schools. Participants will deepen their understanding of board roles and responsibilities, clarify the work of the board versus the role of individual members, and examine how strong governance structures can support the head of school and drive strategic decision-making.
Through interactive discussions, real-world case studies, and collaborative group work, this session will explore the core elements of effective boards: shared purpose, accountability, operational clarity, and a strong board-director partnership. Participants will leave with practical tools and frameworks to strengthen governance and leadership alignment in their own school contexts.
Biography
Kristi Williams is a recognized leader in partnering with international & independent schools and non-profit organizations to empower boards, leaders, and teams.
Kristi specializes in empowering boards to optimize governance, shape policy, and develop board members' capacities to make an impact. Her experience in strategic planning ensures boards and leaders are creating a multi-stakeholder inclusive and dynamic process to ensure the growth, innovation, and stability of international schools in today's ever-changing environment. Kristi is a Board Governance Trainer authorized by the US State Department Office of Overseas Schools, is a CIS Affiliated Consultant and provides governance training for individual schools and for AAIE, AISA, AMISA, EARCOS, and ECIS.
In addition to her board-focused work, Kristi is passionate about nurturing leaders and teams. Through facilitation of generative conversations, she cultivates an environment where growth and collaboration thrive. She is dedicated to supporting leaders, especially women in leadership to create a ripple effect of positive change in schools and organizations. Kristi facilitates the Women In Leadership program for AISA.
Kristi's journey began in the fast-paced world of marketing, communications, and advertising, where she honed her skills working with top ad agencies and Fortune 500 brands. Today, she leverages this expertise to elevate the brands and missions of schools, NGOs, and other organizations, ensuring their messages resonate and inspire.
Based in East Africa, Kristi's reach extends far beyond borders. She travels extensively, partnering with schools, international school organizations and non-profits, offering her expertise in board governance, strategic planning, and strategic communications.
WASC Pre-conferences
WASC Pre-conferences
ACS WASC accreditation is an ongoing six-year cycle of quality whereby the school demonstrates the capacity, commitment, and competence to support high-quality student learning and ongoing school improvement.
Time: 8:30 AM - 4:30 PM
Registration: https://www.surveymonkey.com/r/BKXTVDK
For questions or assistance, please contact: internationaltraining@acswasc.org OR Kristina Frey (kfrey@acswasc.org)
WASC Self-Study Training
WASC Self-Study Training
Presenters: Stephen Massiah, Alana Steward, and Michael Bevis
This one-day interactive WASC session will examine the WASC Guiding Principles and essentials of the Focus on Learning (FOL) self-study process, including the many ways FOL can be adapted to a school’s situation to endure a meaningful self-study process. The session will provide an opportunity for EARCOS educators to learn about strategies inherent in FOL that support the school’s assessment of student learning in relation to schoolwide learner outcomes and academic standards. During the latter part of the session there will be an opportunity for conversations with EARCOS educators who will share how they adapted the FOL process for their respective schools, including integration with strategic planning.
WASC Visiting Committee Member Training
WASC Visiting Committee Member Training
Presenters: Natalie Merritt, Dawn Rock, and Nehad Ahmad
This interactive session will a) prepare educators to serve on WASC visiting committees, emphasizing the roles and responsibilities of a WASC visiting committee member and b) examine the WASC Guiding Principles and essentials and the adaptability of the Focus on Learning process to support continuous improvement and high-quality student learning and well-being.
WASC Visiting Committee Chair Training
(by invitation only)
WASC Visiting Committee Chair Training
(by invitation only)
Presenters: Margaret Alvarez and Marilyn George
This interactive session will prepare EARCOS educators to chair a WASC visiting committee for a full self-study and a mid-cycle visit. The three roles of the chair will be examined:
keeper of the continuous improvement vision
serving as a coach for the school and visiting committee members; and
organizer for the visit.
Through the dialogue and activities, there will be shared insights and advice from fellow EARCOS educators who have chaired full, mid-cycle, and other special visits, including synchronized and joint visits.
Note: For chair training inquiries, please contact Dr. Marilyn George, executive vice president, at mgeorge@acswasc.org
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