Invited Guest  Presenters

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. 

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.

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

As assistant head of school in Colorado (USA) for over 25 years, Bob directed the upper division, wrote and taught an ethics seminar program for grades 9 through 12, and coached boys and girls soccer.  The evolution of the ethics program spawned the nonprofit Students Shoulder-to-Shoulder, which he directs today.  

Chip Barder has been an international school educator for 45 years in seven different countries, including 22 years as a head. His passion for best practice in governance began in 1984, when he was asked to facilitate a board retreat at The International School of Kuala Lumpur. 

Since that time, he has worked with numerous boards and facilitated workshops on board governance all over the world. Most recently, in cooperation with the boards of UNIS Hanoi and AIS Johannesburg, he launched Governance As Leadership Training Institutes (GALTI), which have been annual events and have already attracted well over 500 board members from Africa, Asia and the Middle East since 2014. 

He has also served on numerous international organizational boards as a board member as well as board chair.

Bambi Betts has been working in international schools for over three decades. She is the director of the Principals’ Training Center (PTC), founder of additional training centers for international teachers, teacher leaders, counselors, and governance members, and serves on the governing boards of international schools in Haiti, Cambodia, China, and Saudi Arabia.

She has been a consultant in over 150 international schools of all types, from parent associations to single-owner schools, on a wide range of issues, particularly those related to exceptional governance through our Governance Training Center (GTC).

Her message? Governance decisions change kids' lives. We need to get it right.

Joel Birch is an educator, learning designer, facilitator, and conscientious objector to ever fully growing up.

As a Certified Facilitator of LEGO Serious Play, Joel uses the power of play, stories, and solving problems by thinking with our hands to help individuals and teams to craft deep understanding, rich communication, and creative solutions. Why work on a challenge when you could play with it instead?

Building on a successful career enabling and developing the creativity of children and their teachers in schools in Perth and overseas, he now works across a wide range of industries, with groups ranging from youth to senior leadership.

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 Masters 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.

“Some of the most complex people and talent problems are easy to resolve if the executive can have a thought partner who helps them relax, step back and look at the problem differently.”

Terence’s primary goal is applying everything he knows about industrial psychology to make the workplace a better and more productive environment. He does this by digging in deep to the problems at hand, while helping executives develop engaged and more effective talent pools. Having lived overseas for three years, Terence particularly loves serving CMA’s international clients.

Early in his career, Terence worked as an internal consultant in an academic medical setting before joining the CMA team. Trained in both clinical and industrial/organizational psychology, he holds a Bachelor of Science from The College of William and Mary, a Master of Science from Bucknell University and a Doctorate from Saint Louis University.

He is a licensed psychologist in Missouri and is repeatedly published as the principal author in international, peer-reviewed journals on issues of stress management, personal resiliency and psychological wellbeing. He is also a member of the American Psychological Association, the Society for Industrial and Organizational Psychology, and the Society for Consulting Psychology.

He lives with his wife and two daughters, and he loves to run every day.

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.

Abigail DeLessio is an experienced senior executive with over 17 years of success in educational leadership and board relations, Abigail DeLessio partners with independent and international schools to provide strategic direction, focus, and insight, ensuring the identification and implementation of sustainable, strategic goals. Abbi has led two school boards, including chairing the Board of Managers at Hong Kong International School (HKIS), one of the premier independent schools in Asia. Abbi uses her experience in international school governance in her practice, working closely with school leadership to maximize strengths and identify opportunities for differentiation and growth. 

Abbi obtained a B.A. in Economics from Clark University and holds a Certified FT Non-Executive Director Diploma (Level 7). She has served as chair or member of numerous international boards including the Asian University for Women Hong Kong Support Foundation; the Child Development Centre; and the Support! International Foundation. Abbi lives in Tucson, AZ, and New York City, NY.

In August 2022, Debbie Downes joined The International Centre of Missing and Exploited Children as the Director of Global School Initiatives. In this role, she develops and provides child protection training, support, and resources to schools around the world. She has been supporting ICMEC’s work as a regional trainer since July 2020. 

Debbie has worked in international education for 18 years, first as an elementary teacher, then as school principal, and then as Accreditation and Child Protection Lead for Quality Schools International. She developed and revised handbooks, policies, and resources to support child protection efforts at a group of 36 international schools. She also supported schools with on-site and virtual professional development. 

Debbie’s background in child protection includes an MSW from the University of California at Berkeley and several years of experience working in the court unit of Children and Family Services in Contra Costa County, California. Debbie’s overseas career began with 3 years as a health education volunteer with the Peace Corps in Kolda, Senegal. She has since lived with her husband, 2 children, and 2 rescue dogs in Thailand, Turkmenistan, Azerbaijan, Slovenia, Belarus, and her current location of Tbilisi, Georgia.  

Marc Frankel, Ph. D., is a Senior Consultant and partner in Triangle Associates, an international consultancy specializing in higher, independent, and international education. A psychologist by training, Dr. Frankel facilitates governance workshops, leadership development programs, and strategic planning for clients around the world, and coaches numerous senior leaders in universities and independent schools. His clients include schools in Europe, Asia, and North America, including large and small institutions and Tier 1 universities.

Dr. Frankel is a member of the governing board at the Wildwood School (Los Angeles), and he lives in St. Louis, MO, and Asheville, NC.  Dr. Frankel’s undergraduate degree is from the University of Utah, and he completed his master's and Ph.D. at Emory University in Atlanta, GA. Dr. Frankel has been part of Triangle Associates for over 25 years.

Dr. Derrick Gay is a globally recognized Belonging and Intercultural Strategist, dedicated to fostering cultures of dignity and respect. With multifaceted expertise as an international speaker, author, researcher, educator, and university lecturer, Dr. Gay empowers individuals and organizations to deepen belonging and empathy by cultivating shared language, raising awareness, and fostering inclusive personal behaviors and organizational practices and policies.

Drawing from his extensive international experience, Dr. Gay designs meaningful strategies that resonate across a broad range of industries and cultures. His approach, informed by research and practitioner experiences in over 50 countries, facilitates meaningful connections and promotes belonging on a global scale.

Fluent in five languages, Dr. Gay has supported a broad clientele spanning the globe, including over 800 organizations in education, businesses, and the arts. Dr Gay is a proud graduate of Oberlin College, Oberlin Conservatory, Columbia University, and The University of Pennsylvania.

A lifelong educator, Dr. Gay began his career as a classroom teacher and senior administrator, and has served as adjunct faculty/lecturer at University of Pennsylvania, Columbia Business School, International Fashion

Academy, Parsons Paris, and Teachers College at Columbia University. He also currently serves on the board of MERIT Music School, having previously served on the boards of the National Guild for Community Arts Education, Caedmon School, and Greens Farms Academy.

Finally, no stranger to the region, Dr. Gay delivered a keynote at last year’s EARCOS Leadership Conference and he has led efforts at Hong Kong International School, Canadian International School of Hong Kong,

International Schools Association Thailand, International School of Bangkok, Jakarta Intercultural School, Saigon South International School, Seoul International School, International School of Bangkok, Verso International and at Taipei American School.

Chris Gould is an Independent Child Protection Consultant based in Australia. Chris operates 112 Safeguarding, which provides safeguarding input, training and case-based support to International Schools, Embassies and other expatriate communities in Europe, the Middle East and the Asia-Pacific region. He was the Founder and Honorary Vice-President of Child-Safe International, a UK registered charity that was concerned with child protection and safety for young people primarily in homestay settings. Prior to his consulting work, Chris completed 30 years of service with the British Police finishing as a Detective Chief Superintendent.

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.

Jordan Greenbaum is a physician specializing in the area of child protection. She is the senior vice president of survivor care at OUR Rescue, an international anti-trafficking NGO. She is a past medical director of the International Centre for Missing and Exploited Children, and of the Stephanie Blank Center for Safe and Healthy Children at Children’s Healthcare of Atlanta. Greenbaum is a board member of the International Society on the Prevention of Child Abuse and Neglect (ISPCAN). She has provided training and technical assistance to health and mental health professionals, as well as international school staff, social workers, law enforcement officers and prosecutors globally to improve the community response to child abuse, exploitation, and trafficking. She provides training and technical assistance regarding the trauma-informed, rights-based approach to interacting with children and families who have experienced trauma related to sexual, physical or community violence, and forced migration.

Ji’s professional journey has included positions as Director of Curriculum, Principal, classroom teacher and educational consultant in many schools and countries around the world.  After 30 years of serving within schools, she is now working as an independent educational consultant and continues to partner with international schools and organizations to develop and foster professional growth.  She holds a Masters in Educational Leadership and is passionate about supporting schools in developing communities that promote professional growth and agency through pedagogical leadership, shaping school culture, and appreciative inquiry.   She remains active in promoting collaboration and sharing mutual best practice through her involvement as a coach, workshop facilitator, conference presenter, and a member of various professional groups.   Ji has been a leader for the Principal's Training Center since 2008 and has extensive experience as a consultant.  Currently she is serving as a full time consultant for the Council of International Schools. 

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.

Meghan Hargrave has over a decade of experience working as an education coach and consultant.  Her work has taken her into K-12 classrooms across the globe to support teachers, coaches, administrators, schools and districts in practical methods and practices that move teaching and learning forward. Her expertise is in orchestrating educational initiatives, teaching goals, student data and beyond, to deliver customized professional development that meets the needs of all stakeholders. 

Before starting her own consulting work, she worked as a Senior Staff Developer at Teachers College Reading and Writing Project at Columbia University. At Columbia she was a Teaching Assistant for the Literacy Specialists program, supervised pre-service teachers and trained incoming Staff Developers. 

Meghan currently works with schools in a variety of curriculum-agnostic ways. Whether it be deep dive into teaching practices, an analysis of student data, audit of curriculum, or vertical alignment - customizing content to meet the need of each school or district is the most essential part of her work. 

Matt Harris, Ed.D.’s experience and expertise lie at the nexus of technology, learning, and the global education landscape. Currently, Dr. Harris is the Co-Founder and CEO of ChildSafeguarding.com, an eLearning company that offers child abuse prevention education to support staff and parent volunteers in all schools around the world. The course meets the needs of all learners regardless of literacy level, geography, or language. Previously, Dr. Harris worked as an educational leader and teacher in schools and universities in North America and Asia. He served as Chair of the Board of Directors for the International Society for Technology in Education (ISTE).

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

Shannon Hobbs-Beckley is a seasoned educator with over 26 years of experience in the field, having worked in both international and U.S. public school settings. Currently serving as the Chief Learning Officer at Graded American School of Sao Paulo, Brazil, Shannon has held various pivotal roles including elementary principal, associate principal, instructional leadership and professional learning coordinator, instructional coach, and classroom teacher. With academic credentials including a Master of Educational Leadership from the University of Washington - Bothell, a Master’s Degree in Teaching, Learning, and Assessment from Lesley University, and a Bachelor’s Degree in Interdisciplinary Child Development from Western Washington University, Shannon brings a wealth of knowledge and expertise to her work. Notable among her achievements is her leadership in developing adult learning and instructional coaching programs, including a district-wide initiative in U.S. public schools, and her co-facilitation of the International Literacy Coach Cohort. Shannon is an active member of Learning Forward and has presented on adult learning, leadership, organizational change and development, coaching & mentoring, and literacy instruction at conferences around the world. Beyond her professional work, Shannon enjoys travel, culinary exploration, reading, and quality time with her family, embodying a holistic approach to life and learning.

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.

Chris is a director and senior consultant with Leadership Lab, where he works alongside organisations in the education, health, social services, and community sectors on a wide range of projects. These include designing and delivering leadership development programmes, change management initiatives, organizational capability, and strategic planning. 

Chris is also involved in executive coaching and regularly facilitates workshops and presentations at conferences with various organisations around New Zealand, Australia, the Pacific, and Asia. Chris is co-lead of the EARCOS Leadership Mentoring and Counsellors Mentoring initiatives and is a regular contributor to the ELM Conference. Chris has facilitated leadership programmes and strategic planning initiatives for over 15 years with international schools in Singapore, China, Thailand, Taiwan, Nigeria, and Tanzania. His qualifications include a PhD in Management and a Master’s degree in Education (Counselling).

Lyn is a Kiwi based in Christchurch, New Zealand, with extensive experience in international schools across Asia and the Pacific, as well as education settings throughout New Zealand. She is passionate about supporting the well-being of leaders and helping organisations grow into learning cultures where both students and staff can flourish. Lyn works as a therapist and trainer with Stop Services, supporting children and their families, as well as school leaders and professionals, particularly in the areas of harmful sexual behaviour and safeguarding.

Skilled administrator who has worked in a wide range of leadership roles and cultural settings. A strong cross-cultural communicator who demonstrates the ability to bring together diverse teams to create agreed-upon goals and purpose. Strategic innovator who can identify structural issues and coordinate teams in finding and implementing solutions. Effective operational manager with extensive experience in budget, financial procedures, leading strategic technology initiatives and special projects. Reflective academic leader who focuses on differentiated learning, applied learning opportunities, and community service.

Lauren Jones is a global inclusion and leadership consultant who partners with schools and organizations to develop inclusive policies and programs that support neurodivergent learners. Her work focuses on breaking down barriers to access and driving sustainable change in school systems. She has collaborated with a range of organizations, including the Ministry of Education in Rwanda, the National Geographic Society, Save the Children, and international schools across regions. With a Master's Degree in Special Education and Post Graduate Studies at Harvard School of Business, Lauren has focused her learning on sustainable inclusion, embedded in the culture of communities.

A CIS-affiliated consultant and published author, Lauren previously served as Head of School at the International School of Kigali, where she expanded access for neurodivergent students and strengthened student support services. Prior to her work in Rwanda, she led inclusive education initiatives at Qatar Foundation, creating programs designed to reach a broader range of learners. Lauren chairs the board of the Parents Alliance for Inclusion and facilitates the Playbook for Expanding and Enhancing Student Support Programs with the Office of Overseas Schools at the U.S. State Department. She also leads board trainings and retreats and partners with schools to design and implement tiered systems of support.

With a whole-child approach at the heart of her work, Lauren is deeply committed to transforming school cultures and systems—empowering educators, families, and communities to reimagine what's possible for all learners.

Lee Ann is CEO of Lead Inclusion, Clinical Professor at San Diego State University, and a consultant to schools worldwide. She provides support to schools in the areas of universal design for learning, inclusion, intervention, and mastery-based assessment and grading. Before beginning a career in higher education she worked in special education in the roles of teacher and administrator. She is a former full professor and director of International Partnerships in the University of Kentucky's College of Education. Lee Ann leads the International Inclusive Leadership Program, a professional learning and graduate program for educators in international schools in partnership with San Diego State University.

Jennifer D. Klein is a product of experiential project-based education herself, and she lives and breathes the student-centered pedagogies used to educate her. She became a teacher during graduate school in 1990, quickly finding the intersection between her love of writing and her fascination with educational transformation and its potential impact on social change. She spent nineteen years in the classroom, including several years in Costa Rica and eleven in all-girls education, before leaving the classroom to support educators’ professional learning in public, private, and international schools. Motivated by her belief that all children deserve a meaningful, relevant education like the one she experienced herself, and that giving them such an education will catalyze positive change in their communities and beyond, Jennifer strives to inspire educators to shift their practices in schools worldwide.

Jennifer’s first book, The Global Education Guidebook, was published in 2017, and her second, The Landscape Model of Learning: Designing Student-Centered Experiences for Cognitive and Cultural Inclusion, written with co-author Kapono Ciotti, was published in 2022.

Robert Landau was born and raised in Los Angeles, California, to a father who was a movie and TV screenwriter and a mother who was a drama teacher. Robert earned a teaching credential and soon went overseas to work as a teacher and administrator in international schools in Switzerland, Indonesia, the Czech Republic, China, Cambodia, and Singapore.

After 40 years abroad, Robert returned to the USA in 2015 to become the Executive Director of the Hawai'i Association of Independent Schools.

In 2017, Robert established his own consulting business, Two Roads Education. He collaborates with schools and businesses in governance, strategic planning, mission/vision, curriculum, research and development, Clifton Strengths, and other Areas.

He maintains a close connection to Cambodia as the founder and board chair of The Road Less Traveled Foundation. The foundation provides economically disadvantaged but competent students with full scholarships to universities in Cambodia. Robert completed a two-year interim as Head of School at Maui Preparatory Academy and then returned to the consulting world with Two Roads Education. Robert’s newest and most rewarding venture is called The Guardian Project.

“I believe schools create exceptional experiences for families when they harness the efficiencies of technology, the power of human interaction, and the courage to explore new ideas.”

Maryanne Lechleiter is the Founder and Principal Consultant of Foveo Consulting, a firm helping school marketing, communications, and admissions teams create meaningful, customized family journeys from the first inquiry through to enrollment and beyond. With a holistic approach, she focuses on strategy development, improving internal processes, and optimizing technology use, all while keeping the parent experience at the forefront. 

With two decades in B2B sales and B2C marketing for print and digital news media, Maryanne transitioned her knowledge and expertise to international education in 2016. Since then, she has partnered with teams in over a dozen countries, developing a breadth of knowledge and an understanding of the complexities of marketing an international school.

She has facilitated 100+ workshops for international schools, guiding them in crafting a strategic approach to enrollment marketing. An integral contributor to multi-department project teams at schools such as United World College Southeast Asia (UWCSEA), the International School of Brussels (ISB), and Nagoya International School (NIS), Maryanne brings a practical, hands-on perspective to projects.

You can learn more about Maryanne and Foveo Consulting at foveo.group.

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.

Rami Madani is the Head of the International School of Kuala Lumpur, Malaysia. Prior to that, he worked in schools in Yemen, UK, Zambia, and India, serving students and faculty at all school levels. He has taught subjects ranging from Mathematics to Music to Theory of Knowledge. He has served in various leadership capacities, including Director of Learning. Rami has designed a variety of professional development and training programs. He is passionate about aligning a school's systems with its mission, and ensuring that teaching and learning are the focus of what schools do. Rami presents at conferences and works with schools on areas related to strategic planning, leadership, growth & evaluation, curriculum, assessment, and instruction. His primary focus is on nurturing minds, empowering everyone, and refining systems and tools to support student and adult holistic growth. 

Ellen Mahoney, CEO of Sea Change Mentoring and an alumna of international schools, founded her organization in 2013 after extensive experience in education and youth development. Certified in mentoring supervision through Fordham University's Graduate School of Social Work, she champions a relationship-centered approach to education, working with schools to strengthen connections between students, educators, and families. Her work focuses on creating supportive educational environments where students can develop strong social-emotional skills and grow into engaged, contributing members of our global society. As the Social and Emotional co-chair of AAIE's Crisis Management Taskforce and a Council of International Schools (CIS) Affiliated Consultant, she continues to shape SEL practices globally. Ellen has contributed to numerous publications on student wellbeing, including authoring research on international school transitions and contributing to the SEL section of the NESA Instructional Coherence Guide and the digital mentoring section of 

the US's youth mentoring national standards. Ellen and her team at Sea Change provides crucial support to schools impacted by crisis, having published "Support Students in Crisis: The Educator's Guide for Students Impacted by the Trauma of War and Violence." She hosts The Sea Change Podcast and runs the Global Educator Book Club, exploring the intersection of SEL and international education. Based in Hong Kong, Ellen travels worldwide to support school communities in implementing effective SEL and mentoring programs.

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.

Dr. Emily Meadows (she/her) is an LGBTQ+ consultant and published author specializing in international schools. Dr. Meadows’ work bridges safeguarding and inclusion, particularly around gender and sexual identity, making her a unique and sought-after voice in child protection discussions that center around identity-based harm. Dr. Meadows creates an environment that is non-judgmental and engaging for her clients, while taking an intersectional approach that addresses both the why and the how of safety & belonging so that school communities can effectively affirm and support LGBTQ+ students, colleagues, and families.

Aaron Moniz is the Co-Founder and Director of Inspire Citizens, where he partners with schools around the world to design and implement whole-school programs focused on service learning and community engagement, education for sustainable development, and active global citizenship.

With a deep belief in the power of schools as catalysts for community impact, Aaron works closely with educators, leadership teams, and community stakeholders to align vision, practice, and purpose. Through tools like the Global Impact Schools Self-Discovery Tool and the Whole School Global Citizenship Roadmap, he supports schools in strategic planning, professional learning design, and systemic integration of global citizenship education tailored to each school’s unique context.

Aaron also leads curriculum enhancement using the Empathy to Impact framework—helping schools co-create meaningful K–12 learning experiences that connect academic standards to real-world action. This includes developing vertically aligned scope and sequences for service learning, designing student leadership programs, and supporting schools in building innovative advisory, community engagement, or impact project programs.

Aaron advocates for equitable and impactful global citizenship education through the Inspire Citizens Foundation and partnering with non-profits and community partners to elevate community impact.  His work empowers schools to make small shifts in their systems that yield big outcomes, positioning students not only as learners but as change agents within their local and global communities.

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.

Margaret Park is an education equity consultant who works with organizations to make positive changes for all community members.  She is committed to fostering leadership development with experience in facilitating professional development, training leadership teams, counseling, mentoring, coaching, and curating innovative learning spaces. Margaret is a Fulbright scholar and holds a Masters of Education and Certificate of Advanced Studies from Harvard Graduate School of Education. Margaret is particularly interested in thinking about leadership through an Equity and Justice lens.

The founder, president and senior consultant of The Learning Collaborative, Fran Prolman is an internationally recognized teacher, administrator, author, consultant and keynote speaker.  She is known for her depth of knowledge, dynamism, energy, practical application , facilitation and proven track record of results.

Fran earned her Doctorate in Teacher Training, International Education and Organizational Development from George Washington University and a Master’s degree in Educational Administration and Curriculum and Instruction from the University of Pennsylvania.  She has been a two-time Fulbright Scholar in both India and Israel, and has presented numerous papers, workshops and keynote speeches nationally and internationally.

Fran brings 30 years of experience providing multifaceted work with organizations and school systems throughout the United States and the world.  She was a member of the first Understanding by Design trainer cadre for ASCD designing curriculum training throughout the United States, a faculty member for ASCD and a senior consultant at Research for Better Teaching training trainers and educating thousands of administrators and teachers in effective learning practice. Fran focuses on building human capacity through a variety of avenues. She facilitates leadership retreats for teachers, administrators and boards of directors; delivers organization-wide keynote speeches and workshops, coaches to build highly functional teams; assists organizations and teams in the appropriate use of data, designs professional growth and evaluation systems and brings insight to the change process.  

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.

Dave established a bespoke consultancy practice after 30 years’ experience in the schools’ sector, as both an educator and senior administrator. Dave specialises in the full range of Advancement disciplines, volunteer management and senior strategic leadership training for International and Independent schools globally. In 2006, Dave established the Development, Alumni Relations and Marketing and Communications Office as Director of Advancement at United World College of South East Asia (UWCSEA); a K1 – Grade 12 non-profit International school in Singapore. The Advancement team has raised over S$30 million, connected with over 15,000 alumni representing 140 countries and is supported by over 100 Parent Ambassadors and senior volunteer leaders. Dave has taught and presented regularly at CASE institutes, commissions and events, receiving the Crystal Apple award and recognised as a Case Laureate. He chaired the 10th Asia-Pacific Advancement Conference in 2017, was a member of the CASE Asia-Pacific Regional Council.

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.

For over three decades, Homa Sabet Tavangar’s work has addressed themes of culture, innovation, leadership, global citizenship and global competence, and deep diversity, equity, belonging and inclusion. She connects timely topics of the moment with the timeless desire to work with purpose and make a difference – whatever one’s circumstances.

Homa’s clients range from Fortune 50 corporations to public, international and independent K-12 schools around the world; from an Ivy League university to Disney Channel and numerous not-for-profit public and multilateral organizations and professional associations. Co-founding the Big Questions Institute represents a natural extension of her work, especially during a time of unprecedented global challenges.

Homa is the author of widely-acclaimed Growing Up Global: Raising Children to Be At Home in the World (Random House, 2009), Global Kids (Barefoot, 2019); The Global Education Toolkit for Elementary Learners (Sage/Corwin, 2014), contributor to Mastering Global Literacy, Heidi Hayes-Jacobs, ed. (Solution Tree, Nov. 2013) and the 3-book Take-Action Guide to World-Class Learners (Corwin, 2016) series with Professor Yong Zhao. Growing Up Global was the inspiration behind NBC-Universal’s animated series Nina’s World, starring Rita Moreno, and has been hailed by international education and business leaders and media ranging from Dr. Jane Goodall to the BBC, NPR, NBC, ABC, Washington Post.com, Chicago Tribune and Sun-Times, Boston Globe, PBS, Scholastic, Parents Magazine, Rodale, and many more.

Homa has lived on four continents, has heritage in four world religions, and is the mother of three daughters. She and her husband live just outside Philadelphia.

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.

Amada Torres is the Vice President of Studies, Insights, and Research at the National Association of Independent Schools (NAIS). In this capacity, she conducts original research and produces reports on market and socio-economic trends, governance and leadership, community well-being, diversity, and other national studies of interest to NAIS schools. As a permanent contributor of the NAIS TrendBook, she regularly speaks on issues related to independent education, trends affecting independent schools, financial sustainability, admissions and marketing, and advocacy. 

Prior to joining NAIS, Amada worked as Senior Manager for the Latin American and Iberian Peninsula Group in the American market at the Corporate Executive Board, a membership-based provider of best practices research and analysis. Prior to this, she worked as an economic consultant in the Office of External Debt with the Ministry of Economy and Finance of Peru, where she assisted in the management and negotiation of Peru’s external debt obligations as part of the Paris Club. An alumna of a K-12 private school in Lima, Amada currently serves as a trustee of the Keys School (CA), Tessa International School (NY), and the Association of Independent School Admission Professionals.  

Amada holds a bachelor’s degree in economics from the Universidad del Pacífico in Lima, Peru. She was awarded the prestigious Chevening Scholarship to attend graduate school at the University of Essex in the United Kingdom, were she earned a master’s degree in Finance and Business Economics, graduating with the highest honors.

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.

In August 2023, Debra P. Wilson began her tenure as the ninth president of the National Association of Independent Schools (NAIS). 

From 2019 until 2023, Wilson served as president of the Southern Association of Independent Schools (SAIS), where she led the organization through a period of growth and supported school leaders in her region through the COVID-19 pandemic. Her SAIS role followed 19 years at NAIS, first as assistant director of regulatory affairs and later as general counsel. In that capacity, she oversaw regulatory and advocacy work for the organization, supported schools in crises, advanced best practices in governance, and created dozens of legal advisories along with other informational resources. Before joining the NAIS staff, Debra was a tax litigator at the Department of Justice. 

In addition to serving on the boards of several schools, Debra’s board service includes The Enrollment Management Association (EMA), the Council for American Private Education (CAPE), International Council Advancing Independent School Accreditation (ICAISA), and serving on the advisory board of National Network of Schools in Partnership (NNSP), a division of Close Up.

Speaking frequently on topics such as leadership and governance, school safety and risk, and community health and well-being, Wilson is also co-author of the NAIS Trustee Handbook (10th and 11th editions). 

Wilson received a B.A. in English from Sewanee: The University of the South and a J.D. from the University of South Carolina at Columbia. She is a graduate of the Williams School, an independent school located on the campus of Connecticut College. She is an avid reader, photographer, and cook who loves to be outdoors

Meike Ziervogel is a German-British novelist with five novels to her name. She is the founder of an award-winning publishing company in the UK and a fluent Arabic speaker.

Since 2018 she has lived in Lebanon. From 2018 to 2019 she transformed a failing needle art workshop in the Shatila refugee camp into a sustainable independent business, providing a monthly income to 100 refugee women, and empowered the leadership team of five Syrian refugee women to drive the business forward on their own.

In January 2020 she set up Alsama Project with Kadria Hussien, a Syrian refugee living in Shatila. Meike is now the CEO of Alsama Project and has shaped it into one of the most innovative and successful NGOs serving Syrian refugees in the Middle East.

Kendall Zoller, EdD, is an author, educator, researcher, and global consultant. His work in communicative intelligence, presentation and facilitation skills, storytelling, leadership, coaching, and adaptive schools has taken him to 23 countries in person and 60 countries virtually, and hundreds of schools and districts globally. He is co-author of HeartSpace (2021), Voices Leading From the Ecotone (2019) and The Choreography of Presenting: The 7 Essential Abilities of Effective Presenters (2010). Kendall is president of Sierra Training Associates and graduate faculty at California State University, Dominguez Hills.

He has authored over four dozen reviewed book chapters and journal articles on topics of communication, community, and leadership for educators and corporations. Kendall is an Associate Professor at CSU Dominguez Hills and has a doctorate in Educational Leadership, and a Masters in Educational Management. He can be reached at kvzoller@sierra-training.com